This lecture touches on our final project, the Webquest.
After hearing the aspects of a webquest, it gives us a clearer idea of how it should look like and what should be included.
Our group decided to teach secondary school kids the importance of recycling and also make them remember the three main types of recyclable materials, namely Paper, Metals and Plastics.
This is getting quite exciting and i look forward to our completed webquest!
Wednesday, April 1, 2009
Friday, March 20, 2009
Week 9
For this week, we were exposed to the learning strategies for Problem-solving and Affective learning.
I guess everyday we are faced with problem-based situations. And all these situation involves some aspects of Problem-solving skills.
The only difference is that the Problem-solving strategies present us a more systematic approach of how to think of solutions to counter/solve the problems at hand.
I think by providing learners a "problem situation" and throw them in the hot soup, it will create a necessary level of pressure for the learners to feel the need to think critically and come up with solutions.
This, in my opinion, creates a deeper impression in the minds of the learners as they really get down and do the task.
I think one example of problem-based learning was shown in another NM module, NM3219, a PR writing module. Students were put into a Crisis Week, where they will take the role of a PR person handling a "crisis" of a fictitious company. Each day of the week, the instructors will release a "problem" and the crisis will sink further. Students have to prepare things like press releases and internal memos and submit to the instructors real time.
This i feel is quite an effective example of Problem based learning.
I guess everyday we are faced with problem-based situations. And all these situation involves some aspects of Problem-solving skills.
The only difference is that the Problem-solving strategies present us a more systematic approach of how to think of solutions to counter/solve the problems at hand.
I think by providing learners a "problem situation" and throw them in the hot soup, it will create a necessary level of pressure for the learners to feel the need to think critically and come up with solutions.
This, in my opinion, creates a deeper impression in the minds of the learners as they really get down and do the task.
I think one example of problem-based learning was shown in another NM module, NM3219, a PR writing module. Students were put into a Crisis Week, where they will take the role of a PR person handling a "crisis" of a fictitious company. Each day of the week, the instructors will release a "problem" and the crisis will sink further. Students have to prepare things like press releases and internal memos and submit to the instructors real time.
This i feel is quite an effective example of Problem based learning.
Thursday, March 12, 2009
Week 8
This lecture, we learnt abt Procedure and Principle learning.
Both learning strategies are in fact, in my opinion, a level higher than simply learning.
However, i'm quite interested in Procedural learning, as it could possibly be related to my military experience.
The idea of Procedural learning is to teach learners to such a point that the "thing" which is taught to them becomes "automated", or in other words, a second nature to them.
In the army, we learnt soldiering skills right from the first day we enlisted. Things ranging from basic discipline to advanced tactics and maneuvers out in the field. During this process, we were made to do, re-do, practice and practice these exercises over and over and over again, so much so that sometimes it becomes mundane and boring.
However, all these is aimed at getting soldiers used to these soldiering skills, such that it becomes second nature to us. In times of needs, we can then display these skills in an exemplary manner.
Not sure if i'm relating to a right example.. do hope to hear some comments! =)
Both learning strategies are in fact, in my opinion, a level higher than simply learning.
However, i'm quite interested in Procedural learning, as it could possibly be related to my military experience.
The idea of Procedural learning is to teach learners to such a point that the "thing" which is taught to them becomes "automated", or in other words, a second nature to them.
In the army, we learnt soldiering skills right from the first day we enlisted. Things ranging from basic discipline to advanced tactics and maneuvers out in the field. During this process, we were made to do, re-do, practice and practice these exercises over and over and over again, so much so that sometimes it becomes mundane and boring.
However, all these is aimed at getting soldiers used to these soldiering skills, such that it becomes second nature to us. In times of needs, we can then display these skills in an exemplary manner.
Not sure if i'm relating to a right example.. do hope to hear some comments! =)
Thursday, March 5, 2009
Week 7
Fact and Concepts, are they the same?
Apparently not.
Facts, according to this week's lesson, requires a more straightforward teaching approach as compared to Concepts.
For facts, methods like Linking and Associations can be use. For example, using acronyms, organising information into chunks and elaboration.
For concepts, it requires a more detailed method with involves defining the concept, telling learners what it is, providing examples to make sense out of it and eventually asking the learners to explain wat the concept is.
I think we as students can actually captitalise on this particular topic.
Many times, in our course of study, we come across many bewildering concepts. In order for us to understand the concepts, we can actually make use of the methods taught in this particular topic and exercise it in our studies. This goes similarly for facts that need to be memorized.
Could be something quite useful to us.. =)
Apparently not.
Facts, according to this week's lesson, requires a more straightforward teaching approach as compared to Concepts.
For facts, methods like Linking and Associations can be use. For example, using acronyms, organising information into chunks and elaboration.
For concepts, it requires a more detailed method with involves defining the concept, telling learners what it is, providing examples to make sense out of it and eventually asking the learners to explain wat the concept is.
I think we as students can actually captitalise on this particular topic.
Many times, in our course of study, we come across many bewildering concepts. In order for us to understand the concepts, we can actually make use of the methods taught in this particular topic and exercise it in our studies. This goes similarly for facts that need to be memorized.
Could be something quite useful to us.. =)
Friday, February 20, 2009
Week 6
I believe that every time something is taught to somebody, there is always an objective that the teacher/instructor wants to achieve.
This week, we are taught the three domains of learning and writing specific objectives for each domain of learning.
Having the initial idea that one simple objective can apply to all kinds of learning, i was quite surprised that actually, there are specific words to use for each domain of learning, namely, Affective - attitudinal changes, Cognitive - to know and think abt something, and Psychomotor - the doing of something physically.
It all seems to fall into place when i recall the difference between the kind of objectives we had for my history lessons back in secondary school, and the objectives for my driving lessons.
History lessons, for example, we had to memorize at least 3 facts of Stalin's 5-year plans and regurgitate them onto the paper. However, for driving lessons, we had to engage the correct gear when going up a slope or making a turn.
U can see the vast difference in the types of objectives for these 2 types of learning, which are namely Cognitive and Psychomotor domains respectively.
There is no way u can memorise the exact steps to engage a gear unless you physically do it and experience how it works. Likewise, it impossible to physically know what are Stalin's 5 year plans and the only thing you can do is to read and memorize.
Therefore, we can see that in order for learning to effectively take place, we have to set objectives appropriately and accurately.
This week, we are taught the three domains of learning and writing specific objectives for each domain of learning.
Having the initial idea that one simple objective can apply to all kinds of learning, i was quite surprised that actually, there are specific words to use for each domain of learning, namely, Affective - attitudinal changes, Cognitive - to know and think abt something, and Psychomotor - the doing of something physically.
It all seems to fall into place when i recall the difference between the kind of objectives we had for my history lessons back in secondary school, and the objectives for my driving lessons.
History lessons, for example, we had to memorize at least 3 facts of Stalin's 5-year plans and regurgitate them onto the paper. However, for driving lessons, we had to engage the correct gear when going up a slope or making a turn.
U can see the vast difference in the types of objectives for these 2 types of learning, which are namely Cognitive and Psychomotor domains respectively.
There is no way u can memorise the exact steps to engage a gear unless you physically do it and experience how it works. Likewise, it impossible to physically know what are Stalin's 5 year plans and the only thing you can do is to read and memorize.
Therefore, we can see that in order for learning to effectively take place, we have to set objectives appropriately and accurately.
Wednesday, February 18, 2009
Redesigning our Learning Design.
For tutorial this week, we were supposed to pick an LD from lecture and enhance it a little..
this was wat we picked:
The topic on hand was to teach our learners what is being laid out by our finance minister in his Budget Speech. Essentially, we want our learners to know what is in it for Singaporeans this coming financial year and how can we get information about these.
This is our redesigned LD:
After much discussion, we realised that we did not specify any clear tasks or step-by-step assignments for our learners to fulfil their learning objectives. Thus we came up with several new tasks along the way, coupled with the respective resources and support available.
A learning design is particularly useful in mapping out logically the path in which we want our learners to take. I also realised that many times in our educational experiences, our teachers and instructors actually used similar tools to map out our learning process. In my opinion, a similar example would be the lesson plans. It provides us the main topics to cover per week and also provides us resources in terms of readings or websites to supplement our learning.
It is something worthwhile to ponder on shud i become an instructor someday.. =)
this was wat we picked:
The topic on hand was to teach our learners what is being laid out by our finance minister in his Budget Speech. Essentially, we want our learners to know what is in it for Singaporeans this coming financial year and how can we get information about these.
This is our redesigned LD:
After much discussion, we realised that we did not specify any clear tasks or step-by-step assignments for our learners to fulfil their learning objectives. Thus we came up with several new tasks along the way, coupled with the respective resources and support available.
A learning design is particularly useful in mapping out logically the path in which we want our learners to take. I also realised that many times in our educational experiences, our teachers and instructors actually used similar tools to map out our learning process. In my opinion, a similar example would be the lesson plans. It provides us the main topics to cover per week and also provides us resources in terms of readings or websites to supplement our learning.
It is something worthwhile to ponder on shud i become an instructor someday.. =)
Thursday, February 12, 2009
Week 5
I guess this week's lecture is the most impt of all since the lecturer placed much emphasis on this particular topic.
We learnt abt Needs Assessment, the idea of seeing what is wrong with a current learning system, identifying problems (if any) and providing recommendations/solutions to improve the system.
The following are the broad steps which i have summarized when conducting a needs assessment using the 3-faced Model:
Problem-Model:
Firstly, determine if there is any problem with the system by looking at results, sales, customer feedback etc.
Next, see if these problems are related to performances/achievements on learners' training/learning environments.
Next, see if we can use "learning" to tackle the problem.
And then, see if there are currently any instructions in place within the systems to achieve these learning goals. If there is, something could be wrong with the system and we shud proceed to check for discrepancy - Proceed to Discrepancy Model. If no, we need to implement new things to the system - Proceed to the Innovations Model.
For Discrepancy, we have to to think of look at what went wrong with the current instructions, is it properly and effectively in place? We may have to tweak it or improvise it before we can see results.
For Innovations Model, we simply need to think of new ways of teaching and instruction and input into the system.
This 3 face model will than go into a cyclical mode, looking and identifying problems as and when needed.
We learnt abt Needs Assessment, the idea of seeing what is wrong with a current learning system, identifying problems (if any) and providing recommendations/solutions to improve the system.
The following are the broad steps which i have summarized when conducting a needs assessment using the 3-faced Model:
Problem-Model:
Firstly, determine if there is any problem with the system by looking at results, sales, customer feedback etc.
Next, see if these problems are related to performances/achievements on learners' training/learning environments.
Next, see if we can use "learning" to tackle the problem.
And then, see if there are currently any instructions in place within the systems to achieve these learning goals. If there is, something could be wrong with the system and we shud proceed to check for discrepancy - Proceed to Discrepancy Model. If no, we need to implement new things to the system - Proceed to the Innovations Model.
For Discrepancy, we have to to think of look at what went wrong with the current instructions, is it properly and effectively in place? We may have to tweak it or improvise it before we can see results.
For Innovations Model, we simply need to think of new ways of teaching and instruction and input into the system.
This 3 face model will than go into a cyclical mode, looking and identifying problems as and when needed.
Wednesday, February 4, 2009
Week 4
For this week's lecture, we were taught "Learning Designs".
I first heard of the idea of learning design back in army when i was an instructor back in the basic military training school where we taught recruits basic soldiering skills.
We were given piles and piles of training manuals that were loaded with information that we were supposed to teach the recruits.
And most of these chunks of information were fitted and "designed" in such a way that recruits ultimately reach learning objectives.
However, i learnt that Learning Designs is more than that..
Learning design is actually a multi-dimensional approach that involves Tasks (clearly defined actions for the learner to do), Resources (stuffs/info that learners have access to to achieve their tasks) and Support (basically feedback from instructors, fellow learners etc).
This structure of a designed learning gives the instructor a clear and logical flow of every aspect of the learners' learning process.
In my opinion, applying this basic structure of learning design is a good way to start when one decides to teach someone about something new.
I first heard of the idea of learning design back in army when i was an instructor back in the basic military training school where we taught recruits basic soldiering skills.
We were given piles and piles of training manuals that were loaded with information that we were supposed to teach the recruits.
And most of these chunks of information were fitted and "designed" in such a way that recruits ultimately reach learning objectives.
However, i learnt that Learning Designs is more than that..
Learning design is actually a multi-dimensional approach that involves Tasks (clearly defined actions for the learner to do), Resources (stuffs/info that learners have access to to achieve their tasks) and Support (basically feedback from instructors, fellow learners etc).
This structure of a designed learning gives the instructor a clear and logical flow of every aspect of the learners' learning process.
In my opinion, applying this basic structure of learning design is a good way to start when one decides to teach someone about something new.
Tuesday, January 20, 2009
Week 2
This week's lesson is abt understanding learning theories. It initially seemed like rather abstract concepts but however, when explained in layman's terms, these theories can be identified by our past experiences, especially in our growing up years.
Behaviourism
This theory is rather straight forward as it propogates the most traditional way of learning - get it right, you get rewarded or a pat on the back; get it wrong, u get nothing or a smack in the head.
This approach is very close-ended and I believe can be rather effective in driving across correct and undisputed arguements to learners. Other than academic learning, the theory is also applicable to the world of business, in my opinion. One example would be Consumer Behaviourism. Marketeers and advertisers constantly send messages to their intended audiences, illiciting responses, mostly positive ones from them. And over time, such responses will be translated into perceived needs for the products/services that marketeers are selling. The moment the consumer sees the advertising message, his response will most probably be, "i'm gonna get that product."
Thus, even though some people actually argued that this theory is outdated in our current context, as we are living is such an information-rich age where we can choose to learn selectively on what we want to learn, i still do believe somehow, Behaviourism is an embedded trait in human beings, and we will naturally "behave" and "respond" in a certain way.
Cognitivism
This theory believes that learning takes place when the learner adopts an individualistic approach, thinking, interpreting and making sense of the information he or she is exposed to, through a complex, cognitive process.
The first thing that came to my mind was a term which I heard very often while I was serving my national service - "A thinking Soldier".
Well, there is this notion of moving away from "traditional" approaches towards military training in this current generation of soldiers. Gone are the days where we simply listen to orders and do whatever our predecessors had done. Instead, we supposedly, are to internalise what we had learnt, look at our task at hand, look around for available resources and combine these things to generate a viable solution to curb the problem. I believe this is a rather effective approach towards learning as it trains the mind to treat every important task individually and somewhat forces the mind to think deeper into generating solutions to problems. And thru this, the learner will have a deeper impression and better idea of whatever he had learnt from this experience.
Sociocultural Approach
Do we learn things for the sake of the common good? Well, instead of individual learning, this approach believes that only when a collective unit of learners learn together, then learning is considered to take place.
I'm somewhat apprehensive of this theory, as also mentioned in the lecture, that it assumes everyone in the same collective community is willing to share and commit their learning for the bigger cause. I guess it will only work when everyone in the community is passionate about the subject at hand. I suppose a vague example, if I may draw, would be the Open Source community. Programmers from all over the world, program and code softwares to share with each other. They leave the sources open so that should a fellow programmer discovers something new, he/she is free to edit and then, in turn shares his/her new discovery with the entire community. And together, they learn something new.
Well, not sure if the arguments above make sense. Do hope to hear some comments!
cheers!
Behaviourism
This theory is rather straight forward as it propogates the most traditional way of learning - get it right, you get rewarded or a pat on the back; get it wrong, u get nothing or a smack in the head.
This approach is very close-ended and I believe can be rather effective in driving across correct and undisputed arguements to learners. Other than academic learning, the theory is also applicable to the world of business, in my opinion. One example would be Consumer Behaviourism. Marketeers and advertisers constantly send messages to their intended audiences, illiciting responses, mostly positive ones from them. And over time, such responses will be translated into perceived needs for the products/services that marketeers are selling. The moment the consumer sees the advertising message, his response will most probably be, "i'm gonna get that product."
Thus, even though some people actually argued that this theory is outdated in our current context, as we are living is such an information-rich age where we can choose to learn selectively on what we want to learn, i still do believe somehow, Behaviourism is an embedded trait in human beings, and we will naturally "behave" and "respond" in a certain way.
Cognitivism
This theory believes that learning takes place when the learner adopts an individualistic approach, thinking, interpreting and making sense of the information he or she is exposed to, through a complex, cognitive process.
The first thing that came to my mind was a term which I heard very often while I was serving my national service - "A thinking Soldier".
Well, there is this notion of moving away from "traditional" approaches towards military training in this current generation of soldiers. Gone are the days where we simply listen to orders and do whatever our predecessors had done. Instead, we supposedly, are to internalise what we had learnt, look at our task at hand, look around for available resources and combine these things to generate a viable solution to curb the problem. I believe this is a rather effective approach towards learning as it trains the mind to treat every important task individually and somewhat forces the mind to think deeper into generating solutions to problems. And thru this, the learner will have a deeper impression and better idea of whatever he had learnt from this experience.
Sociocultural Approach
Do we learn things for the sake of the common good? Well, instead of individual learning, this approach believes that only when a collective unit of learners learn together, then learning is considered to take place.
I'm somewhat apprehensive of this theory, as also mentioned in the lecture, that it assumes everyone in the same collective community is willing to share and commit their learning for the bigger cause. I guess it will only work when everyone in the community is passionate about the subject at hand. I suppose a vague example, if I may draw, would be the Open Source community. Programmers from all over the world, program and code softwares to share with each other. They leave the sources open so that should a fellow programmer discovers something new, he/she is free to edit and then, in turn shares his/her new discovery with the entire community. And together, they learn something new.
Well, not sure if the arguments above make sense. Do hope to hear some comments!
cheers!
Wednesday, January 14, 2009
Week 1
This is the introductory lecture for this module. Even though this module is not one of my first choices, I would say that it seems rather interesting thus far. We get to learn abt things which we have been going the past few decades - Learning! And for the most part of it, learning the electronically way.
One thing though, that this module seems a tad too heavy with all the weekly assignments. But overall, just hope that I'll learn as much as i can from this module. =)
One thing though, that this module seems a tad too heavy with all the weekly assignments. But overall, just hope that I'll learn as much as i can from this module. =)
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