By Chris McMorran
A challenge faculty members face is knowing when to stop preparing content and start giving students more responsibility over what they learn. In this presentation, I first outline a range of technologies I have used at NUS to increase student involvement in classes with enrollments that range from five to 450. Then I focus on two technologies I have incorporated to not only allow students to demonstrate their understanding of course content, but also put students in charge of deciding what and how they will learn. Specifically, I highlight Google Maps and the NUS Wiki as learner-centered tools. I show how the technologies work, share student work and student feedback about the tools, and discuss several challenges to their use. This presentation aims to inspire others to release some control over course content in order to help students develop skills, gain knowledge, and demonstrate abilities through readily accessible tools.
My presentation for the CY O'Connor Institute Innovation workshop on our National Vocational E-Learning Strategy funded project - Extraordinary Learning For A Digital Age (ELFADA)
Presentation at New Zealand Moodle Moot, Auckland 27 July 2011. Includes tips to improve the course design process.
Moodle Course Design: a high-wire act #mootnz11 by Joyce Seitzinger (@catspyjamasnz)
My presentation for the CY O'Connor Institute Innovation workshop on our National Vocational E-Learning Strategy funded project - Extraordinary Learning For A Digital Age (ELFADA)
Presentation at New Zealand Moodle Moot, Auckland 27 July 2011. Includes tips to improve the course design process.
Moodle Course Design: a high-wire act #mootnz11 by Joyce Seitzinger (@catspyjamasnz)
An overview of the 3-d virtual work conducted by Dr. Eileen O'Connor over the past 5 years with a focus on ways to use this media in science and technology education
A Mobile Information Management Framework Proposal for Development of Persona...Mehmet Emin Mutlu
In this study, a personal information management framework, in which the learner can save his/her personal learning experiences and simultaneously or later he/she can evaluate his/her integrated learning experiences with his/her other experiences a person has, will be offered. By using this approach users can manage their personal and professional development more efficiently.
Flipping Screens: Teaching with iPads and Apple TVCIT, NUS
By Johan Geertsema
As part of a CIT trial my students and I each received an iPad last semester. But what is the added value of such technology for teaching? In this presentation, focusing in particular on mirroring screens by means of an Apple TV unit installed in the classroom, I will explain how we used the devices; I will also share the results of a student survey at the end of the semester.
After briefly explaining the classroom setup and the main apps we used, I will consider the chief benefits of teaching with iPads and an Apple TV:
enhanced interactivity through flipping screens, which enables increased discussion of course readings as well as student work (peer review)
community building by subverting teacher/learner hierarchies
the iPad as a vehicle for e-portfolios, with students learning how to record and organize their work
use of back channel to document classes
I will highlight some of the problems that came up, which ranged from technical issues to the pressures of multitasking, and will end by gesturing towards ways of taking this trial forward, in particular the possibility that flipping screens in large classes could help in flipping classes.
The presentation will as far as possible take the form of a hands-on demonstration: I plan to present using an iPad and Apple TV, show a video taken during class, and perhaps ask volunteer members of the audience to mirror their screens.
An overview of the 3-d virtual work conducted by Dr. Eileen O'Connor over the past 5 years with a focus on ways to use this media in science and technology education
A Mobile Information Management Framework Proposal for Development of Persona...Mehmet Emin Mutlu
In this study, a personal information management framework, in which the learner can save his/her personal learning experiences and simultaneously or later he/she can evaluate his/her integrated learning experiences with his/her other experiences a person has, will be offered. By using this approach users can manage their personal and professional development more efficiently.
Flipping Screens: Teaching with iPads and Apple TVCIT, NUS
By Johan Geertsema
As part of a CIT trial my students and I each received an iPad last semester. But what is the added value of such technology for teaching? In this presentation, focusing in particular on mirroring screens by means of an Apple TV unit installed in the classroom, I will explain how we used the devices; I will also share the results of a student survey at the end of the semester.
After briefly explaining the classroom setup and the main apps we used, I will consider the chief benefits of teaching with iPads and an Apple TV:
enhanced interactivity through flipping screens, which enables increased discussion of course readings as well as student work (peer review)
community building by subverting teacher/learner hierarchies
the iPad as a vehicle for e-portfolios, with students learning how to record and organize their work
use of back channel to document classes
I will highlight some of the problems that came up, which ranged from technical issues to the pressures of multitasking, and will end by gesturing towards ways of taking this trial forward, in particular the possibility that flipping screens in large classes could help in flipping classes.
The presentation will as far as possible take the form of a hands-on demonstration: I plan to present using an iPad and Apple TV, show a video taken during class, and perhaps ask volunteer members of the audience to mirror their screens.
Clinical examination skills can be imparted effectively using videos for beds...CIT, NUS
By Naresh Kumar
Background & Purpose
Efforts to impart psychomotor skills through IVLE using McGill Videos have been tried since October 2007 at NUS. The post OSCE survey for year 3 and 4 students in academic year 2008-2009 revealed that it was difficult to use the videos in local context. A common observation arose that there was a need for – ‘standardization of clinical examination techniques’. This study was aimed towards developing a standardised clinical examination video for Orthopaedics and also to prove its effectiveness in standardizing the clinical examination techniques for students and examiners.
Methodology
The steps were as follows:
Production of the standardized video
Video workshop demonstrating clinical examination techniques
Post workshop student feedback
Analysis of feedback
Analysis of workshop attendees vs. non attendees performance in the final phase 3 exam
Results
Out of 260 students, 128 students attended the pre-exam video workshop. The post workshop feedback questionnaire had 6 questions per joint/region. The positive response rate per question was: A-94.5%, B-85.5%, C-84.5%, D 90.9%, E- 95.5%, F- 91.8%.
216 students out of 260 students were examined in the Orthopaedic stations in OSCE. Workshop attendee students scored average 74.01% marks. Non-attendees scored 61.88% marks. Out of 128 workshop attendee students - 37.2% students received positive comments, and 9.1% non-attendees received positive examiner comments.
Conclusions
Psychomotor clinical examination skills in Orthopedics are acquired at the bedside and in the classroom. Clinical standardization can only be achieved by having a standardised video which is available over a common platform i.e. IVLE.
How can we move beyond recorded lectures?Clive Young
Sylvia Moes, Vrije Universiteit, Amsterdam and Clive Young, University College London
European Distance Education Network (EDEN) Conference, June 2012, Oporto, Portugal
as part of the Erasmus REC:all project [http://www.rec-all.info/]
Wonderful world of wiki teaching 2012 editionVicki Davis
Wikis are powerful tools for the classroom and schools. The presentation at ISTE 2012 had many hands on tutorials, however, this presentation includes the outline and links to projects mentioned during the session.
This will share best practices in using wikis and relate to Common Core standards as teachers learn essential skills. Note that some of this session is an online demo, but bullet points of what is shared is included in the presentation.
Despite requirements for constant innovation in Higher Education, the application of
knowledge management constitutes a recent research field in this sector while a wide range of e-learning
tools - like open source learning management systems (LMS) - constitute a basic part of universities
infrastructures at present. As knowledge derived from direct experiences is one of the most important
sources for innovations, this paper presents two approaches for experiential knowledge production in the
Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open
production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai -
two of the most widely used open source LMS - support experiential knowledge production and concludes
that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related
concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included
in these LMS but this approach presents many limitations to support explicit connections between these
constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level
meaning structures that link content from different LMS tools.
By Susan Tan and Jeffrey Mok.
In this presentation, we will share our experiences in putting together a MOOC for NUS. The MOOC - Essentials for Clear Writing - is a five-week course piloted as an internal MOOC (iMOOC) from 30 September to 1 November 2013. Four topics on the basics of writing were introduced: Structure of an essay, Language accuracy, Idiomatic expressions, coherence, conciseness and clarity. The course was delivered by four staff members who each focused on one topic. The course was aimed at English language learners who are between the elementary and intermediate levels of proficiency and could be helpful as a refresher course in academic writing for NS men who are soon to matriculate as undergraduates. At this presentation we will share the lessons learned in putting together the MOOC that could help others who will be preparing to do so. We also share some pertinent observations we gathered from students who participated in the MOOC to draw some preliminary conclusions on the effectiveness of this mode of delivery of a skills-based course.
Introducing "knowledge readings": Systems engineering the pedagogy for effect...CIT, NUS
By Joseph Kasser.
This presentation shows that by a slight modification to the current concept of operations of a class in which the students provide the lecture rather than the instructor, the learning experience can be more effective. The modification is called ‘knowledge readings’ which:
Allow students to exercise cognitive skills at levels 3-6 of the upgraded version of Blooms’ taxonomy.
Provide a better learning experience, since learning for the purposes of presentation is a good way of ensuring retention of the knowledge.
Easily identify if students understand the knowledge being taught in the session.
Demonstrate that different people perceive information differently.
Enable the instructor to correct misinterpretations as they arise.
Provide students with the opportunity to practice presentation skills and obtain feedback on content and style.
The major contribution of this presentation is the use of systems engineering to combine the modified Bloom’s taxonomy (Overbaugh and Schultz, 2013) with the often quoted learning pyramid developed in the 1960’s at the National Training Laboratories, Bethel, Maine (Lowery, 2002), and the earlier Dale Cone of Experience (Dale, 1954).
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Bring-Your-Own-Laptop Open Book Examination for a Large Class – Fears, Tears ...CIT, NUS
By Seow Teck Keong.
The AY2013/14 Semester 1 final examination for the LSM1301 – General Biology module was conducted as a bring-your-own-laptop open-book examination. The average enrolment of the LSM1301 module in the first semester of the academic year is about 700 to 800 students, and in AY2013/14, the module had 672 students. In anticipation of the large class size, preparations for the bring-your-own-laptop examination began in May 2013, when the Centre for Instructional Technology was first contacted, intensified from September 2013 onwards, and culminated with the final examination being held on 22 November 2013. While it was indeed a joy that the examination was successfully held with only minor hiccups, the road towards the finale was definitely rough and tough, one that was filled with fears and tears. If you are considering the possibility of implementing this mode of examination, you are invited to come and listen to this sharing of a journey that is not to be embarked by the faint-hearted.
Exploring Teaching and Learning in Active Learning Seminar Room with Special ...CIT, NUS
By Andreas Dewanto.
Special Programme in Science (SPS) is a scholastic programme under the purview of Faculty of Science, National University of Singapore. The programme annually admits 30-40 bright and motivated students to go through Integrated Science Curriculum, an innovative multi-faceted curriculum with the objective of (1) grooming budding science students toward research excellence, and (2) exposing them into multidisciplinary aspect of science. This curriculum is accomplished through innovative pedagogical techniques which incorporate elements of peer-learning and blended-learning. Crucial in this effort is the support from the Faculty in providing the programme with access to Active Learning Room. My presentation is thus to elaborate on these initiatives and how these initiatives are implemented in Active Learning Room setting, bringing up examples on how teaching and learning are actually executed in various SPS courses.
Wikipedia as a teaching tool in humanities modulesCIT, NUS
By Gerard Sasges
For me, the internet is a great way to allow educators in the humanities to build classes around outcome-based projects rather than around exams or other assignments. In this presentation I'm going to discuss a graduate modules I taught at NUS in SEM 1 of AY2012-13, SE5213. The module's subject was revolt and revolution in Southeast Asia. All work except for the final exam was web-based. The first half of the modules saw students write book reviews they then uploaded to Google Books and Goodreads. In the second half of the module, students created Wikipedia entries on topics of their choice. Wikipedia-based projects, I will argue, represent an exciting opportunity to create humanities modules that allow students to engage in the public and genuinely useful production of knowledge. In my presentation, I'll touch on aspects of module design, discuss how the module worked in practice, highlight some of the more exciting outcomes of the classes, and invite discussion of ways to improve the modules and apply the ideas to other contexts.
By Lee Hon Sing
WebEx provides an online meeting environment in which a presenter can communicate with the audience through powerpoint slides, word documents and screen sharing. It is thus a very useful environment for conducting online classes and discussion meetings. It has also tools such as chat and polling facilities which enhance the interaction between the presenter and the audience. The sessions can be recorded for future referencing. In this presentation I shall give a quick demonstration and share on my experience on using WebEx for my seminar classes.
Search, citation and plagiarism: skills for a digital age have to be taught!CIT, NUS
By N. Sivasothi
A "writing workshop" of three 24-hour essays is integrated into a first year core module (biodiversity) and a personal statement and field report are requirements of a popular second year elective (ecology).
General and specific feedback is provided by motivated TAs to students in groups and individually. Offered both semesters, the typical enrolment is about 200 students. It had became clear that skills for a digital age had to be specifically taught to enhance scholarship. Some of those lessons are discussed here.
Besides the slew of tips for conducting an effective Google search, an ability to adapt the vocabulary of specific disciplines and an evaluation of site credibility are important skills.
Learning and understanding citation of sources in detail has turned out to be key in ensuring an appreciation and differentiation of the diversity of resources available online. This helps eliminate unintended plagiarism (which we evaluate using Turnintin) and facilitates an understanding of scholarship.
Other basics which require exploration are Creative Commons for use of digital resources, Wikipedia as a jump start rather than a primary resource, the quick way to invoke NUS Digital Library access to journals and the basics of email etiquette.
While our writing workshops were initiated to emphasise the critical basics of clear and effective writing, a critical component will be digital skills.
"Sitting up and taking notes": Using the iPad for reading and writingCIT, NUS
By Johan Geertsema
In this presentation I will share some of my experiences teaching with the iPad, focusing in particular on its usefulness for taking notes. I will share how I have been using the iAnnotate app for marking up class readings and commenting on student work. Academic articles and books can be loaded and read in class. Annotating articles and essays in PDF format and backing them up to a computer is very useful, as is the ability to find passages instantaneously. When it comes to writing, while the device has inherent limitations due its size, which militates against extensive text production (e.g. lengthy papers), nevertheless it is ideal for providing feedback on student papers. Additionally, I will briefly look at the advantages and drawbacks of apps such as Bluefire Reader and Kobo, which allow one to read and annotate DRM-protected ePub files. Finally, I will highlight my use of apps such as Soundnote and Evernote, which are helpful for the kind of writing at which the iPad excels: taking notes.
Using SMS to increase interaction with students during lecturesCIT, NUS
By Adrian Roellin
QuestionSMS is a Classroom Response System developed by NUS. It can be used to obtain real-time feedback from the students, be it in form of short informal polls or allowing students to ask questions anonymously. After a quick live demonstration, I will show how I use this tool to improve interaction with students during my lectures.
Recording your lecture – which is the best option?CIT, NUS
By Victor Tan
eLearning week is coming to your faculty. You are not supposed to conduct physical lectures. Let's say you want to do something more than cancelling the lectures or putting lecture notes in IVLE. What can you do? In this talk, the speaker will introduce, compare and comment on the various options of recording the lectures and putting them online. These include Webcast, Breeze, Camtasia, Ink2Go, WebEx and others.
Chat, social media & online technologies - Interacting with library users onlineCIT, NUS
By Aaron Tay
As content become increasingly available online through ebooks and ejournals, and our users shift to online methods of searching , communication and interaction, the library needs to evolve to handle these new behavioral patterns.
This talk will describe how NUS Libraries is engaging users online using online chat reference services, social media platforms like Facebook and Twitter.
NUS Libraries is also embracing the elearning and has experimented with a variety of tools and services such as Webex, Breeze as well as videos created using Flash or Camtasia.
With the wealth of tools & services available, which are the right tools? What are users preferences with regards to say online chat reference versus physical chat reference? Attending lectures live online vs. in person? Do users really want or expect to obtain help online versus chat for long research and difficult questions?
26 ways of looking at Twitter: Three frameworks for integrating technology in...CIT, NUS
by Edward O'Neill
Where does instructional technology fit in the teaching-learning process? This is our enduring question. This presentation offers three complementary ways we can answer this question.
Who is reading, and who is writing? In what networks do these messages circulate?
What does the technology do and enable? Is it supporting close textual analysis, the presentation of examples or simply capturing elements of the classroom experience?
Which moments in the teaching-learning process do the technology support? E.g. does the technology arouse interest, give learners feedback, etc.?
Rather than expound abstractly on this framework, this presentation consists of 26 ways of using Twitter for teaching and learning. Inspired by Wallance Stevens' poem "13 Ways of Looking at a Blackbird", I will shift from a bird to a tweet, and I will double down on Stevens' poem by going from 13 to 26. For Twitter-haters, Twitter merely serves as a stand-in for any technology that can support learning.
Maximising the potential of IVLE: A showcase of good practicesCIT, NUS
By Kiruthika Ragupathi. Centre for Development of Teaching and Learning, NUS.
http://www.youtube.com/watch?v=JMKgYFGbjyc&p=83FA1CD871F4A4E5
Have you ever wondered what your colleagues do in their IVLE courses? Ever thought of how you can optimise IVLE's potential to enhance your teaching? Or you have tried using IVLE before but was dissatisfied with the outcome? In this session, we will help you discover practical ways that IVLE is being employed by our fellow colleagues to enhance their students' learning experience. We will also showcase some good practices in planning and managing the tools in IVLE.
Probing the boundary of my comfort zone: A novice's experience of using WebEx...CIT, NUS
By Cha Yeow Siah. Department of Psychology, NUS.
Probing the boundary of my comfort zone: A novice's experience of using WebEx for online tutorial
Technological innovations have equipped us with an increasing array of tools to conduct lessons. However, most of us have a fair amount of reservation when it comes to adopting such tools in our teaching, for various reasons. These include having to deal with the uncertainties that a lesson may go awry because of technical difficulties one experiences during class, having to adjust our teaching approach because of the different medium; and last but not least, the additional time and effort required for learning the tool, for adapting lessons to suit the use of the tool, and for carrying out additional coordination. In this presentation, I hope to share with you my first experience of using WebEx for my online tutorial during the faculty e-learning week, by highlighting on some of the above mentioned challenges. I will also report the reaction and feedback from students after the experience.
Google Docs and the Lonely Craft of WritingCIT, NUS
By Eleanor Wong. Faculty of Law, NUS.
http://www.youtube.com/watch?v=FR0Zlt42lr0&p=83FA1CD871F4A4E5
Giving feedback on a student's written work has traditionally been an ex post facto exercise. This weakens the immediacy of the feedback and thus its formative effect. With Google Docs, we can shine a light onto the process in real time and improve the quality of learning.
Blogging for reflective learning: Best practices and worst mistakesCIT, NUS
By Anand Ramchand. Department of Information Systems, NUS.
http://www.youtube.com/watch?v=vPAKvOwb64s&p=83FA1CD871F4A4E5
The majority of our students are intimately familiar with blogs as a communication medium, having consumed their content on a regular basis. Creating content on a blog, on the other hand, is an exercise in reflection and can be used to stimulate deeper thought in students. Together with the social interaction and collaboration that occurs in blogging, the technology is an ideal platform to engage students in the individual and social processes of knowledge construction. However, administering an exercise that requires students to blog regularly throughout a semester poses several challenges. In this presentation, I share my experiences in using student blogs to encourage active and reflective learning, and some of the practices that worked (and those that didn't) to achieve this.
By Erik Mobrand. Department of Political Science, NUS.
Many NUS students are on Facebook. The social networking site offers opportunities for instructors to engage students in new ways, in particular by bringing the learning environment to the student's social space. In this talk, Erik Mobrand shares his experiences using Facebook in Honours modules over the past two years.
To click or not to click? Managing Classroom Response System in a large classCIT, NUS
By Victor Tan. Department of Mathematics, NUS.
http://www.youtube.com/watch?v=vLjUralh7ZA&p=83FA1CD871F4A4E5
There are many clear advantages of using Classroom Response System (CRS) in class. When it is used effectively, CRS will promote active learning, and students will be more engaged during the lecture. However, it takes huge courage for a lecturer or module coordinator to take the first step to implement CRS in their classroom teaching. Other than having to manage the system while delivering the lecture at the same time, there are many logistical issues involved, such as the issuing and collecting the clickers. In this talk, I will share with the audience my experience of using and managing CRS in a math module of more than 400 students.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
Releasing the reins: Technologies that put students in charge
1. Releasing
the
Reins:
technologies
that
put
students
in
charge
Chris
McMorran
Dept
of
Japanese
Studies
10
January,
2013
BuzzEd
2013
@
NUS
(La
Classe
de
Danse,
by
Edgar
Degas
–
from
WikiPainIngs)
2. Technologies
used
since
2012
Module
(level)
Enrolment
Technologies
IntroducIon
to
Japanese
250
Clickers
(SRS)
Studies
(1000)
450
TurniIn
Google
Maps
IVLE
Discussion
Forum
Japan:
the
Green
NaIon?
15
TurniIn
(3000)
Google
Maps
Google
Docs
Field
Studies
in
Japan
(3000)
13
TurniIn
Google
Maps*
Google
Docs
NUS
Blog
Japanese
PoliIcal
Economy
5
TurniIn
(4000)
NUS
Wiki*
GarageBand
3. Case
#1:
Japanese
PoliIcal
Economy
• Exercise
aim:
Students
will
author
and
edit
content
related
to
Japanese
poliIcal
economy,
as
well
as
previews
and
summaries
of
their
self-‐
directed
weekly
seminars.
• Technology:
NUS
Wiki
4. Learning
Outcomes
(from
syllabus)
By
the
end
of
the
semester
you
should
be
able
to:
• Explain
the
main
contours
of
Japan’s
postwar
poliIcal
economy
(remember
and
recall
details)
• UIlize
(both
verbally
and
in
wriIng)
concepts
specific
to
Japan’s
poliIcal
economy
(apply
context-‐specific
knowledge)
• Contribute
to
the
module
Wiki
project
(synthesize
knowledge,
create
new
scholarship)
• Plan
a
seminar
meeIng
(organizaIon
skills)
• Teach
difficult
concepts
to
others
(teaching
and
planning
skills)
• Organize
a
fruiaul
group
discussion
in
which
everyone
parIcipates
(group
dynamics)
• Voice
your
ideas
clearly
and
with
supporIng
evidence,
both
verbally
and
in
wriIng
(develop
communicaIon
skills,
including
persuasion)
• Analyze
a
novel
using
ideas
from
class
(incorporate
academic
knowledge
in
everyday
life)
5. The
Exercise
• Using
Wiki
to
help
build
mastery
(except
#3)
1. Submit
a
preview
of
the
scholarship
2. Submit
a
lesson
plan
3. Run
the
class
meeIng
(2
hours)
4. Write
a
meeIng
summary
5. Create
3
Wiki
pages
on
key
debates
or
terms
6. Case
#2:
Field
Studies
in
Japan
• Module
aim:
to
explore
sustainability
in
contemporary
Japan,
parIcularly
through
the
convergence
of
tourism
and
the
construcIon
state
• Exercise
aim:
to
map
of
HTB’s
ecological
efforts,
which
are
missing
from
the
“normal”
tourist
map
• Technology:
Google
Maps
13. “Leing
Go”
with
Technologies:
Obstacles
and
Quandaries?
Japanese
PoliJcal
Economy
1.
Technical
• Passwords
and
enrolment
• Not
“digital
naIves”
–
steep
learning
curve
• ImperfecIons
of
Wiki
• No
Japanese
language
support
• Problems
with
user
friendliness
14. Feedback
on
Wiki
• “Wiki
is
a
very
good
idea.
But
maybe
we
could
find
some
ways
to
use
it
more
efficiently.
Like
giving
comments
to
each
other?”
• “It
would
be
good
to
warn
the
students
beforehand
to
work
on
the
wiki
page
itself
instead
of
copying
and
pasIng
from
microsol
word
(especially
when
it
comes
to
tables,
diagrams,
etc)
as
it
will
affect
the
formaing.”
15. Feedback
on
Wiki
• “the
wiki
markup
column
is
not
user
friendly
as
it
necessitates
familiarity
with
HTML
or
some
minor
programming
background.
it
would
be
far
more
convenient
and
user
friendly
if
it
has
a
GUI.
for
instance,
online
forums
make
it
really
easy
to
post
hyperlink,
pictures
and
other
medium
into
one
page.
the
NUS
wiki
tries
to
adopt
this
but
ends
up
looking
like
a
frankenstein
between
a
word
processor
and
a
user
inituiIve
GUI.
more
GUI
interfaces
and
deeper
integraIon
with
other
medium
e.g
youtube,
creaIng
boxes,
organizing
tools,
would
make
it
far
more
easier
to
use.”
16. “Leing
Go”
with
Technologies:
Obstacles
and
Quandaries?
Japanese
PoliJcal
Economy
1.
Technical
2.
EducaIonal
• Passwords
and
enrolment
• Preferred
in-‐class
Ime
as
a
• No
Japanese
language
support
learning
experience
• Not
“digital
naIves”
–
steep
• CauIous
to
take
ownership
learning
curve
• Currently
no
mechanism
to
• ImperfecIons
of
Wiki
encourage
Wiki
behavior
–
the
flipside
of
“mastery”
• Overemphasis
on
“mastery”?
17. Please
rate
the
following
components
of
your
class
facilitaIon
as
a
learning
exercise.Good - I learned Not good - I did
Incredible - I
learned a great something from not learn
deal from doing this anything from
doing this doing this
1. Preview - summarizing readings
and determining themes for later 50.0% (2) 50.0% (2) 0.0% (0)
discussion
2. Lesson Plan - deciding what to
50.0% (2) 50.0% (2) 0.0% (0)
discuss, what activities to do, etc.
3. Class Meeting - running the weekly
75.0% (3) 25.0% (1) 0.0% (0)
session
4. Summary - writing a summary of
what we covered and what was 50.0% (2) 50.0% (2) 0.0% (0)
missing
5. Key Terms - writing Wiki articles for
25.0% (1) 75.0% (3) 0.0% (0)
at least 3 key ideas from the session
18. “Leing
Go”
with
Technologies:
Obstacles
and
Quandaries?
Japanese
PoliJcal
Economy
1.
Technical
2.
EducaIonal
• Passwords
and
enrolment
• Preferred
in-‐class
Ime
as
a
• No
Japanese
language
support
learning
experience
• Not
“digital
naIves”
–
steep
• CauIous
to
take
ownership
learning
curve
• Currently
no
mechanism
to
• ImperfecIons
of
Wiki
encourage
Wiki
behavior
–
the
flipside
of
“mastery”
• Overemphasis
on
“mastery”?
• BeLer
than
lecture?
19. Rate
the
following
statements
about
your
experience
of
class
facilitaIon
Highly Agree Disagree Highly
agree disagree
1. Class facilitation made me more
50.0% (2) 50.0% (2) 0.0% (0) 0.0% (0)
interested in the course material.
2. Class facilitation helped me better
100.0% (4) 0.0% (0) 0.0% (0) 0.0% (0)
understand the course material.
3. Class facilitation is a more valuable
experience than attending a lecture on the 0.0% (0) 50.0% (2) 50.0% (2) 0.0% (0)
same topic conducted by a lecturer.
4. Class facilitation gave me a sense of
ownership of the teaching and learning 50.0% (2) 50.0% (2) 0.0% (0) 0.0% (0)
process and the knowledge I found.
5. Class facilitation made me reflect on my
25.0% (1) 75.0% (3) 0.0% (0) 0.0% (0)
own learning and the teaching I did.
6. Class facilitation helped me better
understand and utilize concepts related to 25.0% (1) 75.0% (3) 0.0% (0) 0.0% (0)
Japan's political economy.
20. Student
Feedback
• “I
would
think
that
the
Lecturer
is
far
more
able
to
idenIfy,
correct
and
make
up
for
blind
spots
or
holes
in
the
field
of
knowledge
we
come
across.
simply
put,
the
lecturer
would
be
in
a
posiIon
to
beeer
explain
and
correct
deficiencies
in
knowledge
that
we
come
across.”
21. “Leing
Go”
with
Technologies:
Obstacles
and
Quandaries?
Field
Studies
1.
Technical
• Hardware
and
solware
(cameras,
phones,
or
tablets,
cable
or
SD
card
reader,
mulIple
terminals;
Google-‐
enabled
accounts,
photo-‐sharing
site
(need
URL
for
photo),
internet)
2.
Ethical
• Photos
and
map
as
public
or
private?
3.
EducaIonal
• Unpredictable
results
(see
right)
• Need
more
reflecIon,
discussion
22. Student
Feedback
• “The
mapping
exercise
is
also
about
creaIng/
discovering
our
own
knowledge
and
I
guess
that's
the
most
interesIng
part
about
field
research;
discovering
things
you
probably
wouldn't
have
noIced
by
being
a
passive
observer.”
(J,
year
3)
• “[The
mapping
exercise]
allowed
us
to
become
parIcipants
rather
than
mere
observers
of
our
environment.
It
forced
us
to
look
beyond
what
we
saw
on
the
surface
and
quesIon
them.”
(P,
year
4)
23. Student
Feedback
Really interesting - I It was OK - I learned I only remember I don't even know
learned a lot something being there - I what you are talking
learned no content about (was I there?)
Pre-departure
lectures from Dr. 90.9% (10) 9.1% (1) 0.0% (0) 0.0% (0)
McMorran
Pre-departure lessons
81.8% (9) 18.2% (2) 0.0% (0) 0.0% (0)
from student peers
Pre-departure
preparation of your 72.7% (8) 27.3% (3) 0.0% (0) 0.0% (0)
group lesson
Huistenbosch
underground facilities 18.2% (2) 81.8% (9) 0.0% (0) 0.0% (0)
tour
**Huistenbosch
alternative mapping
45.5% (5) 54.5% (6) 0.0% (0) 0.0% (0)
exercise (w/your
photos)
Isahaya reclaimed
18.2% (2) 81.8% (9) 0.0% (0) 0.0% (0)
land lecture and tour
Minamata Disease
Museum survivor 45.5% (5) 54.5% (6) 0.0% (0) 0.0% (0)
lecture
24. “Leing
Go”
with
Technologies:
Obstacles
and
Quandaries?
Field
Studies
1.
Technical
• Hardware
and
solware
(cameras,
phones,
or
tablets,
cable
or
SD
card
reader,
mulIple
terminals;
Google-‐
enabled
accounts,
photo-‐sharing
site,
internet)
2.
Ethical
• Photos
and
map
as
public
or
private?
3.
EducaIonal
• Unpredictable
results
(see
right)
• Need
more
reflecIon,
discussion
• BeLer
than
lecture?
25. Student
Feedback
Really interesting - I It was OK - I learned I only remember I don't even know
learned a lot something being there - I what you are talking
learned no content about (was I there?)
Pre-departure
lectures from Dr. 90.9% (10) 9.1% (1) 0.0% (0) 0.0% (0)
McMorran
Pre-departure lessons
81.8% (9) 18.2% (2) 0.0% (0) 0.0% (0)
from student peers
Pre-departure
preparation of your 72.7% (8) 27.3% (3) 0.0% (0) 0.0% (0)
group lesson
Huistenbosch
underground facilities 18.2% (2) 81.8% (9) 0.0% (0) 0.0% (0)
tour
**Huistenbosch
alternative mapping
45.5% (5) 54.5% (6) 0.0% (0) 0.0% (0)
exercise (w/your
photos)
Isahaya reclaimed
18.2% (2) 81.8% (9) 0.0% (0) 0.0% (0)
land lecture and tour
Minamata Disease
Museum survivor 45.5% (5) 54.5% (6) 0.0% (0) 0.0% (0)
lecture
26. ParIng
thoughts
• Remember
module
aims
• Be
brave
enough
to
“let
go”
• Try
something
new
• Follow-‐up
on
efforts
– Discussion
during
class
– Anonymous
feedback
in
IVLE
– Free
online
survey
tools
(SurveyMonkey,
etc)
• Realize
when
a
technology
fails
to
meet
aims