This is a presentation and case study on what pedagogy is and some ideas on pedagogical tinkering. Using a qualitative survey of students on their music montage history production, the case study reports findings of student engagement and makes the argument for ICT-based pedagogy using such psychological effects of flow, le collaboration and pedagogical affect/ motivation to design history-based ICT lessons
Teaching Without Walls: a college teaching experiment leveraging face-to-face...Michelle Pacansky-Brock
A presentation shared at the DET/CHE Conference in San Diego on Dec 1, 2010. Includes an overview of a community college learning experiment in which lectures were shared mobilly with students (in audio and text format), VoiceThread was used for pre- and post-class online assessments, and class time was freed up for active learning, fostering higher level learning skills and deep learning.
Teaching Without Walls: a college teaching experiment leveraging face-to-face...Michelle Pacansky-Brock
A presentation shared at the DET/CHE Conference in San Diego on Dec 1, 2010. Includes an overview of a community college learning experiment in which lectures were shared mobilly with students (in audio and text format), VoiceThread was used for pre- and post-class online assessments, and class time was freed up for active learning, fostering higher level learning skills and deep learning.
Seminar on the use of digital resources, particularly webcasts & podcasts, in legal education, and their effects on the design of learning and teaching.
HASALD: Learner autonomy and the role of technologycahafner
This is a presentation given to the Hong Kong Association of Self-Access and Learner Development. It describes an implementation of project-based learning using digital video in a course in English for Science at a Hong Kong university. More details of the project can be found at: http://www1.english.cityu.edu.hk/acadlit
White's Social Media Plan and Acceptance Use Policy (AUP)148dw
This is my plan to show how I will use social media in the classroom to further my student's learning potential. An Acceptance Use Policy (AUP) has been created as well to show how the children's online safety and privacy will be protected.
In this ISTE 2010 session we examine ways to "get under the hood" to examine and interact with kids' thinking. Participants crowd-source methods for getting at kids thinking in different phases of the inquiry cycle and describe tools that aid the process. See the last slide for links to Wallwisher and Google docs, where these contributions were made.
It is often said that girls either are not interested in STEM subjects or are left out for various reasons. Some of this “common knowledge” is actually a myth – girls are interested in SOME STEM areas, such as biology, but not others, such as computer science. This session will take a deep dive into these myths and realities to discover what is really attractive to girls in elementary and secondary schools in STEM subjects.
Participants will learn about the Maker Movement and the potential to bring new tools and technology to K-12 classrooms to support hands-on learning across all grades and curriculum – but particularly STEM and STEAM. The implications of the Maker Movement are two-fold. One is that many of the technological inventions support areas that are of particular interest to girls, such as inventions that help people, sewable electronics, e-textiles, bio-materials, and community projects. The second is that the collaborative, tinkering nature of the Maker Movement dovetails with girls ability to work collaboratively and in a connected way. By exploring best practices from schools around the world that have successfully created strong STEM programs for girls, the participants in this session will be able to take away ideas and resources that will be of use in their own schools and districts.
(This was a session presented at ISTE 2015.)
(All citations can be found at http://sylviamartinez.com/girls-stem
Seminar on the use of digital resources, particularly webcasts & podcasts, in legal education, and their effects on the design of learning and teaching.
HASALD: Learner autonomy and the role of technologycahafner
This is a presentation given to the Hong Kong Association of Self-Access and Learner Development. It describes an implementation of project-based learning using digital video in a course in English for Science at a Hong Kong university. More details of the project can be found at: http://www1.english.cityu.edu.hk/acadlit
White's Social Media Plan and Acceptance Use Policy (AUP)148dw
This is my plan to show how I will use social media in the classroom to further my student's learning potential. An Acceptance Use Policy (AUP) has been created as well to show how the children's online safety and privacy will be protected.
In this ISTE 2010 session we examine ways to "get under the hood" to examine and interact with kids' thinking. Participants crowd-source methods for getting at kids thinking in different phases of the inquiry cycle and describe tools that aid the process. See the last slide for links to Wallwisher and Google docs, where these contributions were made.
It is often said that girls either are not interested in STEM subjects or are left out for various reasons. Some of this “common knowledge” is actually a myth – girls are interested in SOME STEM areas, such as biology, but not others, such as computer science. This session will take a deep dive into these myths and realities to discover what is really attractive to girls in elementary and secondary schools in STEM subjects.
Participants will learn about the Maker Movement and the potential to bring new tools and technology to K-12 classrooms to support hands-on learning across all grades and curriculum – but particularly STEM and STEAM. The implications of the Maker Movement are two-fold. One is that many of the technological inventions support areas that are of particular interest to girls, such as inventions that help people, sewable electronics, e-textiles, bio-materials, and community projects. The second is that the collaborative, tinkering nature of the Maker Movement dovetails with girls ability to work collaboratively and in a connected way. By exploring best practices from schools around the world that have successfully created strong STEM programs for girls, the participants in this session will be able to take away ideas and resources that will be of use in their own schools and districts.
(This was a session presented at ISTE 2015.)
(All citations can be found at http://sylviamartinez.com/girls-stem
Chance for Change is an event led by MSLGROUP in partnership with Sciences Po. Together with Millennial leaders and speakers from some of the world’s leading companies, we will consider how young people, in their roles as consumers, workers and innovators, can lead the response to climate change.
MSLGROUP units Salterbaxter MSLGROUP and Publicis Consultants MSLGROUP have been part of a global collaboration for the event.
For more details about this initiative visit:
http://bethechance.com
https://twitter.com/bethechance
How can digital technologies engage a Year 7 class in creative writing?DEFToer3
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
Scientific documentaries as a bridge to academic writingcahafner
This is a presentation given at the HKUST Language Centre Retreat on Dec 21, 2011. It describes a project-based course in English for Academic Purposes, in which students create both scientific documentaries (using digital video) and more traditional lab reports.
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
This collaborative presentation and workshop will give participants the chance to unpack why they use technology as part of literacy learning, explore a NZC-based inquiry framework to guide decision-making, and work through an example together. Participants will be empowered to think about both the literacy and the technology demands of texts explored through elearning.
Use of museum and artifact based fieldtrips in the teaching of ancient singaporeLloyd Yeo
This chapter seeks to locate the efforts of a group of history teachers in the context of collaboration with academic and professional bodies as well as a Networked Learning Community who systematically sought to incorporate museum-based learning and embed such teaching resources in the teaching of ancient Singapore history. Using Activity
Theory (AT) as a learning theory to explore these networks of collaboration, the learning networks that were established showed that such approaches could lead to a more effective co-creation of knowledge outcome for practitioner inquiry and have
some positive outcomes for student learning.
WW2 was a terrible time and some were able to adjust and get on better than others. This interview excerpt and set of links to an oral interview provides other perspectives of World War 2 worth exploring.
Poems and biography of Mamoru Shinozaki, a diplomat and administrator during the Japanese Occupation of Singapore/Syonan-To from 1942 to 1945. Useful background and material for students and teachers who are studying World War 2 in Singapore from the perspective of the Japanese. His account is quite atypical of other Japanese accounts.
Poetry and background to Maurice Crowther, a World War 2 veteran who fought in Malaya and Singapore between 1941 to 1945. He was interned in Changi and subsequently worked as a convict labourer in Korea and Japan. Useful for students who are studying World War 2 in Asia from the perspective of European soldiers caught up in the war.
Background and information to World War 2 poems by Mary Thomas. For use by teachers and students in understanding war from the perspective of women civilians interned at Changi Prison in Singapore between 1942 to 1945.
Coach classic (adapted from Coach's piece, 2000)Lloyd Yeo
This is a writeout written on 2 Jun 2017. First written by Dan Crosswell in 2000, it recounts and describes the formation and development of the Saturday Afternoon Recreational Softball (SARS) and makes references to it's growth in 2017 into a Coach's Classic Tournament held on an annual basis.
I Found a Bone by Teo Kah Leng (and historical background)Lloyd Yeo
This poem and handout provides the background to Teo Kah Leng as a poet. The idea is to use such approaches to look at how history and literature are intertwined but yet also separate as disciplinary literacy approaches.
Pedagogical value of cartoons in the History ClassroomLloyd Yeo
Presentation at the Networked Learning Community (NLC) Symposium on 2 Nov 2015. Pedagogical value of cartoons in the History Classroom by Lloyd Yeo (St Gabriel's School), Ezal (Fairfield Methodist) and Joseph Tham (Crescent Girls)
A Review Lesson of the Cuban Missile Crisis for St Gabriel's Secondary School using political cartoons. This presentation looks at the following inquiry question:
1. Why did the CMC break out?
2. Why did the CMC almost lead to nuclear conflict?
3. How was the CMC resolved?
4. What was the impact of the CMC?
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
4. Harnessing of Students’ ICT Literacy
3 important characteristics of good quality T&L in ICT are:
• autonomy
• adaptability
• creativity
(Lowther et al.,2008)
5. Inquiry-based
teaching
Inquiry-based
learning
Area for
comparison
Pre-Innovation What’s new
Pedagogy /
Pattern of
Learning
Lecture/Direct
Instruction
Guided / Structured
inquiry
Group Investigation/ Doing
History
More open inquiry
Procedures
[6 wk]
a. Trigger
b. Content Emphasis
c. Assessment
a. Inquiry/ Curiosity (3-2-
1)
b. Content background
c. Demonstration/
exemplar
d. Dialogic/discussion
Resources Print material Open Source
ICT and creativity
Music as a trigger Student product and
outcome
6. Print materials
ICT at the periphery
Teacher as
gatekeeper
Student as
apprentice
Know historical facts &
procedural skills
Apply them ; written
assessments
Culture of isolation Hierarchical
Uni-dimensional
Positivist and
cognitivist
measures of
student learning
7. Some thoughts on Pedagogical
Tinkering
Student-Teacher
Interaction
Teacher
Responsiveness
Content
Organization
Likeability/
Concern
Pedagogical Affect
Student Interest
Learning
Performance
Perceived
Learning
Adapted from Abrantes et al (2006)
Pedagogical affect, student interest and learning
performance
8. Case Study: What was the experience and use of doing your
own history music video?
Multiple Perspectives
Complex discussions
“There are so many ways to do this project, by dates
or by countries. We had to discuss the format, how
to approach this video, how are we going to
showcase this video.”
9. Case Study: What was the experience and use of doing
your own history music video?
Open source and broad understanding
“When you read your textbook, all the things that you are going to say
for O levels is just from the textbook. It doesn’t go beyond that. But
this project, the research, it helps you to bring in material from other
sources. From the internet. From other study books. And it gives you
a broader understanding even though it might not be directly
relevant to your O levels. A broader understanding is I feel much more
important and will definitely help you in your O levels when you show
that actually have the gist, the understanding of what really happened
in the Cold War. What really happened during the fall of the USSR.”
10. Pedagogical Affect: Active and student-centric
learning
“I learnt a lot during the making of the video. Most of the things Mr Yeo
teaches in classroom is like go in one ear, then come out the other ear.
Then it’s like okay. You just sit down drone in class. But when you
actually hands-on, you read about the Yalta Conference on-line. You type
it down. You look at footage of it. I think both my group members and I
benefitted from that. It’s easier to capture in memory. It’s easier to
remember the facts.”
Case Study: What was the experience and use of doing
your own history music video?
11. Student Interest: Flow
“When we were putting it together, we slept little.
It’s like something we have never done before. It’s not the real
studying kind of project. It’s very, very practical. And we made a video
that can be shown to other classes to future generations of Sec 4
classes. That feeling in itself is very gratifying. We made something.”
Learning Performance: Procedural processes
“For me, the right way to do it is by sieving out the important events,
studying the events properly and trying to sieve out the important
points. Studying means understanding the content. Then summarizing
it. Then we tend to remember it better because we put it in our own
words. “
12. Perceived Learning: Transfer of Learning in
a new context
“It’s not the video itself that help me. It’s the process, the
research that you did is really helpful. So, when I made the
video, my understanding of the Cold War is deeper than what I
previously had. For me, it wasn’t the video but the process of
making the video.”
13. ICT: Research and creativity tool at the
center
Print material: In the periphery
Student as a co-producer
and creator
Teacher as a facilitator
Choice & awareness of
historical images, own
language, music for historical
narrative
Culture of
Collaboration
Collaborative & open inquiry
Multi-dimensional
Affective and social
constructivist
measures
Creation and
process-oriented
Editor's Notes
Ms Chua-Lim Yen Ching (AST) Executive DirectorDD MrTeohTiong Sen (ASTProffDevt)/ SiewPiangDD Mr Chan Yew Wooi (AST/ProffDevt)/ Derek and Ching YeeDD Joy Leong / Corporate servicesPast symposiums: Identity; Role as catalysts; Inspiring learning/creating opportunities; Leading learning/creating synergyQuestions about BTs[Think] Behavior Results Changing behaviorST question about NA/NT studentsDifference between teachers with attitudes or attitudinal teacherAptitude (coaching) or attitude (counselling) = altitudeLeading light 0 87u KTs. MTT 19 to 53.John Dewey :If we teach today as we taught yesterday , we rob our children of tomorrow.VUCA / World: VUCA World its really happeningFormulate/ predictatbility (story of Israel)Heat – smell hear/ intended curriculum (story of litmus) . Actions vs beliefs. Wellintedned.GPA 4.0/ Lee HsienLoong Award for spec achievement 2012Teacher Role: Organize teachers into meaningful teamsClear expectations and goalsOpen to change Debate and reaffirmLinking / feeling that not looked after by STs.BT Symposium ST/LT Symposium with Master Tr as facilitators.
Charles Chew: Sachs 2000Hargreaves: Professional capital
Purpose, people, process, impact
Learning needs to be moved in a different direction. How does this relate to the 21st CC skills? Swiss rollThere are 4 elements of this: You want to create an Self-Directed Learner, an Active Contributor, Confident person. I think that by using ICT as a hook for him to learn beyond the classroom, this makes him a more self-directed one. The project for example was done in the holidays. That’s self-directedness. You also want him to be an active contributor, his resources being highlighted and used to showcase his talent, in fact everyone’s talents is a case in point. It is a way to value his active contribution and make him want to contribute more. Both of elements – Self-directedness and valuing his contribution because he does actively engage in his work – is a way of making him a more confident person. In the long run, this makes him a more concerned citizen.
Understadning the doing; understanding ; leading to understandingUse of the holidays and their intrinsic interest in music to get them to do a music montage or music video to summarize their learning. This is of content they have covered and content which they have yet to cover.
Pedagogical affect : Positive thoughts and feelings about the methods used. Experential and interactiveStudent interest: Motivaiton theoriesLearning Performance: multiple dimensions. Self evaluation of knowledge, concept and skill understanding, desire to learn more.Perceived learning: Comprehension, application, analysis, synthesis, evaluation, creation
This slide is about reflecting and finding out about how things worked from a student level even after a successful project has ended and celebrating that success.
This slide is about reflecting and finding out about how things worked from a student level even after a successful project has ended and celebrating that success.