mabel's Weblog

VISUAL DESIGN CRITIQUE

sohmabel — Sat, 09 Feb 2008 07:52:14 +0000

Slide 1

STRENGTHS

Simple introduction, simple wording, easy to read
Good use of sound introduction, pleasant voice although can be slightly more descriptive to arouse curiosity of reader
Intelligent use of frog diagram
Audio to capture real sounds of frog is meaningful and leave a lasting impression

AREAS TO IMPROVE

Too small font for header, does not catches the attention
Prefer to use capital letter for “lesson menu” as focus point
Unorganized layout, messy

Slide 2

STRENGTHS

Clear header
Good pictures insert
Organized layout
Good font size, good visibility

AREAS TO IMPROVE

Use of audio not essential here, distracting and become redundant
Poor use of bulleting, unnecessary
Animation at slide 4 should appear here to illustrate the point on “frog eats mainly insect”
Inconsistent spacing between paragraphs. Best to keep double line

Slide 3

STRENGTHS

Clear header
Good use of diagram except appear unorganised
Arrow key kept at bottom right

AREAS TO IMPROVE

Inappropriate use of all capital letter on description because more than 6 words, slow down the reading. Should be mixed of lower case and upper case
Light-coloured diagram does not stands out from light background
Too many arrows – does not correspondence with each stage of life cycle, messy
Not consistent in use of colours
Diagrams appeared cluttered and unorganised

Slide 4

STENGTHS

Text wordings are fine, just sufficient, simple

AREAS TO IMPROVE

Capital letter for header because only one word
Poor use of bulleting
Overall layout – alignment of the graphic and text element is messy
Animation not essential, distracting, not relevant to the text here. Should move to slide 2.
Too big diagram on hyperlinks for tadpole and young frog
Egg diagram should not be bigger than size of header

Slide 5

STRENGTHS

Good use of diagrams to show different appearances of the tadpole according to age – supplement the text
No unnecessary accessories or diagrams

AREAS TO IMPORVE

Capital header is recommended
Spacing of paragraph is too close and inconsistent, tend to blur out at a distance
Bulleting not necessary
More interesting if contrasting background is used
Arrows key to be kept on the bottom right, not next to header
Reduce wording because too much text to absorb in one slide. Best to limit to no more than eight lines of text
Font size too small, difficult to read when students sit at last row of classroom

Slide 6

STRENGTHS

Good visual illustration of young frog to deepen understanding
Good use of font size and spacing, easy to read
Keeping arrow key on the bottom right to reduce cluttering

AREAS TO IMPROVE

More interesting if contrasting background is used
Inconsistent use of speed on transitional effects, becomes irritating
Too big diagram on hyperlinks for eggs and tadpole, confusing to reader
Use capital letter for the header

REFERENCE

Wong, A. F. L., & Cheung, W. S. (1999). Using IT for Lesson Presentations. Teaching and Learning with Technology-An Asia- Pacific Perspective (p. 118-132). Singapore: Prentice Hall.

How does CoTF promote student-centred learning?

sohmabel — Tue, 05 Feb 2008 07:07:11 +0000

The CoTF is basically technology-leverage based learning made possible in classrooms, at homes or even outdoors while you are on the move. We are all aware that modern technology has changed the way learning is taking place in traditional classroom. Therefore CoTF has many ways to benefit and promote learning in a student-centred environment. Following are my observations and thoughts:

Increase Enthusiasm

v     No more just textbooks and 4 concrete wall classroom. Use of digital inking annotation and touch screen facility, forever changing classroom white walls makes classroom a less intimidating but more interesting venue to stay.

v     Ease of multiple-way communication with peers and experts of particular field through use of video, and voice conferencing. Communications can be live and instantaneous.

v     Because information is constantly changing, speed of downloading information is superb with high bandwidth internet access or just flash Ultra Mobile PC (UMPC) close to sensor. This truly satisfies our students’ curiosity yet impatient to wait for new information.

Real World Learning Experience

v     New and updated information easily accessible to supplement textbook content through internet search, online communication, chat room.

v     Information are real and current e.g. case of investigation on strain of bacteria

v     Invite experts to come online while conducting classroom discussion. Instant feedback and prompt response.

v     To ignite students’ curiosity to explore, quench their thirst to learn because of its relevancy and the ‘real’ feeling.

Broaden perspective of learning

v     Communication is free from geographical, language and time constraints e.g. foreign language translation is made available.

v     Interaction with counterparts is made possible beyond classroom, cross-border and cross-culture

v     The world is within reach.

Independently as well as collaborative learning

v     Students can choose to work independently and at their own pace e.g. when teacher assign online learning week without going to school or through video/voice conferencing with teacher while at home. Learners create their own understanding, facilitate their own learning process and construction their own new knowledge. They develop ownership.

v     Many opportunities for group collaborative learning e.g. through playing physics games and field trips. Allows students of varying abilities to learn together.

Variety of tools/resources to deploy

v     Abundant sources of new multi-media features other than usual graphic, animation, songs, music, to incorporate into classroom teaching. This continues to amaze our learners. Such as marking class attendance via sensors in chairs.

v     Incorporate interactive games and simulations to reinforce concepts that are less easily understood through verbal explanations e.g. physics games, projectile motion

v     Application of digital devices such as digital inking useful for subjects like Chinese and change the way traditionally Chinese language is taught

v     Instantaneous quiz marking to analyse result while questions are still fresh in students’ mind. Teachers are able to have a quick gauge of students’ understanding to reflect their teaching strategies. Students are more engaged along with thinking/practices rather than sitting and listening for a long period of time.

  Increase autonomy and confidence

v     Learners are armed with powerful tools e.g. UMPC to assist them in gathering information and rely less on their teachers

v     Promotes incidental learning therefore learning is not just restricted to classroom setting. Learners can pick up new knowledge even when they are shopping or on the move. This increases their alertness.

v     Learning can continue even without formal classroom lesson e.g. online learning week without going to school

Assistance to traditionally underserved populations

v     Assist students with physical disabilities – e.g. uses voice recognition interface

v     Disabled students who are unable to attend schools can continue to learn through various platforms such as video/voice conferencing with teachers, online submission of assessment, participation in Multi User Virtual Environment (MUVE) games, Chat with peers

v     Students with slower learning abilities may be shy to express themselves verbally in class – there are effective solutions to address this issue e.g. online communications

Nevertheless, there are some concerns and issues to ponder:

v     If the students are aware of the varsity of information out there, they may not respect the views of the teacher-in-charge because overseas experts are perceived to be more knowledgeable

v     Similar concern to issues pertaining to moral teaching. Children may seek external advice from expertise in Europe or America whose advice can be vastly different from our Asian society due to different ethnics and cultural background.

v     Loss of personal space & family time – because technology has integrated into our daily life, students are found to spend more time with computers than their parents.

How student-centred was the lesson? (Story 4: Email for authentic communications in English lesson)

sohmabel — Fri, 18 Jan 2008 09:50:01 +0000

The classroom learning moved from teacher-centred to very much student-centred after the teacher redesigned the lesson. She had achieved the goals of learning with strong participation from the pupils. The pupils immensely engaged themselves in the process with ample satisfaction.

Here are my observations of the redesigned lesson:

Teacher roles ( score 8 )

Teacher, Juliana was quick to redesign her lesson and change her role to become a facilitator rather than someone who just provide instructions
To facilitate the start of the activity, she posted relevant questions to the pupils to move them into thinking mode eg. What do you think are the things you need to find out first before drawing the poster? She repeated the question and even allowed the pupils to check with the partner next to them.
She allowed the pupils to start their work only after she was sure that they have the idea of what to do. This can be seen when the pupils moved to the computers in an orderly manner.
While pupils were at work, she observed closely the pupils’ activities and provided necessary intervention so that they would not be out of the content scope eg when one pupil was looking at information about the frog

Student roles (score 8 )

The pupils were rather actively engaged. They were given the autonomy to explore what they think was relevant to the topic.
They enjoyed discussion and collaboration with fellow classmates. Learning takes place from and with each other.
At the end of the lesson they were all eager to listen to other people’s learning tips

Curriculum characteristics ( score 7 )

The lesson started months ago whereby pupils were given the opportunity to learn basic computer skills eg how to log on, where to click, what search engine to use…etc
A topic was given so that the pupils could apply their computer skills into practices.
After gathering the essential information, the pupils finally put together their thoughts and findings into posters and emails to achieve language learning goal

Learning goals ( score 10)

The lesson provided the opportunity for pupils’ initiative to work independently but within a topic content
The lesson encouraged decision making ability
Discussion and sharing of ideas foster social interaction among peers
Real life communications, through emailing, with foreign counterparts broadened the pupils’ perspective about the world

Type of activities ( score

Hands on exploration
Group discussion and sharing
Real life application such as internet search and emailing
Poster Designing

Assessment strategies (score 5)

Due to time constraints, the teacher had to end the class fast. The teacher judged from the face of the pupils that they were happy and satisfied
But this may not be adequate because learning ability can differ from pupil to pupil. Class participation usually limited to those who are more willing to speak up. Traditional assessment paper tests will continue to play an important role especially for language subject.

Use of ICT (score 7)

The internet application was a good tool used to polish up the pupils’ English language, especially in vocabulary
Using emailing to compose thoughts, practise grammar and actual writing skills

teachers’ jokes

sohmabel — Tue, 15 Jan 2008 07:10:28 +0000

I went to school with a kid who was so smart, the only time he got an answer wrong, they had to go back and change the question. - gene perret

Managing ICT-enhanced environments

sohmabel — Tue, 15 Jan 2008 06:55:07 +0000

1) Do u think the classroom environment chosen is appropriate for the learning activities. Explain why.

It is good that technology has offered many opportunities to make learning more interactive. The 4 various types of IT based environment are useful in many ways to engage the students to a certain extent.

ü There are also other non-classroom based learning such as field trips, visit to homes etc could also supplement classroom learning

ü Depending on curriculum content. Some subjects is best learnt through group project work and presentation of work to class which allow peer discussions

ü In a classroom environment even with the aid of interesting technology, learning sometimes remains passive in nature. This could be supplemented with 2 way communications with teachers by encouraging questioning and thinking

While teachers are putting in their best effort to create a good learning environment, attention may also be directed to students’ other aspect of life such as their emotional and social development which could be the real reason for failing to learn.

2) The students seem to be focused and on task. What strategies do u think the teacher has used to achieve this outcome ?

Strategies used by teacher :

ü teacher first familiarize themselves with the environment ( seating arrangement) , hardware and software application to

demonstrate to students the confidence and ease of use

ü simple and clear instruction eg before going into computer lab, the teacher will assign prior seating arrangement so that

students are not lost in the new environment

ü systematic , step by step instruction ( students are led in an orderly manner, eg step 1 switch on computer step 2 load the

CD step 3 click ………..… etc)

ü use written aid when necessary eg making use of navigation guide, to increase confidence of students in completing the

assignment

ü students are given opportunity to perform task independently eg in full computer lab environment to fulfill their autonomy desire

ü use of graphics, animation and 3-dimensional visual aid rather than textbook captures students’ interest and attention

ü provide necessary assistance when needed to increase comfort level of student eg IT rep to do minor troubleshooting

3) What potential classroom mgt issue can possibly occur? What proposed solutions do u have?

ü Slow learner – in class with slow learners, they may not follow the progress even with clear instructions and written aid. Teachers could identify who they are and exercise closer monitoring such as assist them side by side especially in full computer lab environment

ü Noise level – students are easily engaged in their own conversation especially when they are grouped and out of their usual classroom. Teachers are encourage to have prior lesson planning so that there will not be empty time slot for them to “relax” and start the conversation.

ü Not familiar with use of computer – such as foreign students or emigrants who are not technology savvy especially those whose first language is not English. They may have internal fear and hinder their learning. Teachers could establish buddy system with a friendly local student to help them with a good start.

ü Have a back up plan when hardware or software failed to operate