Can Research-based Technology Change School-based Learning? Perspectives from Singapore Chee-Kit Looi National Institute of Education Singapore 1
Outline of talk Conditions in which research-based technology can impact practices in school Tell a Singapore story of research making a difference to education
Backdrop of Research Impacting Practice “Decades of funded study that have resulted in many exciting programs and advances have not resulted in pervasive, accepted, sustainable, large-scale improvements in actual classroom practice, in a critical mass of effective models for educational improvement” (Sabelli & Dede, 2001) www.virtual.gmu.edu/SS_research/cdpapers/policy.pdf
Bridging Research to Practice: Challenges to Innovations in Schools Research communities and schools (practice communities) are 2 separate ecologies Schools Research Community Researcher seeks new knowledge School asks for new solutions to and produce new tools operational problems
Barrel Theory 木桶原理 Technology innovation Policies Pedagogy Teacher Beliefs Curriculum Assessment Practices Skills of Teachers
School-based research in the context of Singapore
Where is Singapore?
Where is Singapore?
Where is Singapore? Singapore’s educational system is recognised worldwide for its rigor Trends in International Mathematics and Science (TIMMS), constantly rank students in Singapore as top performers in mathematics and science http://nces.ed.gov/timss/results07.asp
TIMSS 2007 - Mathematics Results Grade four Grade eight Country Average score Country Average score Hong Kong SAR 1 607 Chinese Taipei 598 Singapore 599 Korea, Rep. of 597 Singapore 593 Chinese Taipei 576 Hong Kong SAR 1, 4 Japan 568 572 Kazakhstan 2 549 Japan 570 Russian Federation 544 Hungary 517 England 4 England 541 513 Latvia 2 537 Russian Federation 512 Netherlands 3 United States 4, 5 535 508 Lithuania 2 Lithuania 2 530 506 United States 4, 5 529 Czech Republic 504
TIMSS 2007 - Science Results Grade four Grade eight Country Average score Country Average score Singapore 587 Singapore 567 Chinese Taipei 557 Chinese Taipei 561 Hong Kong SAR 1 554 Japan 554 Japan 548 Korea, Rep. of 553 England 3 Russian Federation 546 542 Latvia 2 542 Hungary 539 England 542 Czech Republic 539 United States 3, 4 539 Slovenia 538 Hong Kong SAR 1, 3 Hungary 536 530 Italy 535 Russian Federation 530 Kazakhstan 2 United States 3, 4 533 520
ICT in Ed Masterplan Journey Strengthening & Scaling Seeding Innovation Building the Foundation
„Curriculum 201 5‟ Student Outcomes Confident Person Self-directed Learner Thinks independently Takes responsibility for own learning Communicates effectively Questions, reflects, perseveres Has good inter-personal skills Uses technology adeptly Concerned Citizen Active Contributor Is informed about world and local affairs Exercises initiative and takes risks Empathises with and respects others Is adaptable, innovative, resilient Participates actively Aims for high standards mp3 Goals (2009) Students develop competencies for self-directed and collaborative learning through the effective use of ICT as well as become discerning and responsible ICT users
Our Research Work in Singapore LSL set up in 2005 with MOE funding To foster deep student learning with technology- enabled pedagogical practices for cultivating 21st century knowledge and skills through learning sciences research in Singapore schools Argumentation in 2 nd Life Mobile Learning Virtual Science Inquiry
Goals and Deliverables Long Term Goal: Scalability and Sustainability Teacher Education Alternative Models Pedagogies Alternative Assessments Conditions and Making Deep Learning Happen Designs for Innovation Change Strategies Learning Teacher Resources Environments Create Point-at-Able Models of Practice Work with Partner/Prototype Schools
What Kind of Research is Needed? Learning Sciences research to understand how students learn School-based Design Research to create point- at-able models Plan for sustainability and scalability Build capacity in teachers to design and to do action research
the interlocking and self-sustaining school system (Collins & Halverson, 2009)
Design Research
So, does research even impact practice ?? - Let‟s talk about specific examples of educational classroom innovation
First story … - Empowering collaborative practices in the classroom
Supporting Routine Use of CSCL in the Classroom 2 years of CSCL in classrooms! Explore systemic factors through design research Design principles for rapid collaborative learning Develop technologies
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Spaces for private & public cognition
GroupScribbles for Physics B A D C E
A Chinese Language CSCL Activity 26
Video of GS in 3 schools
Results from the GS projects Traditional assessment scores comparable to other classes GS classes excel in open-ended questions Gain collaborative learning skills Active participation in collaborative learning More effective group work Better communication skills – articulate their ideas better Positive change of attitude towards different subjects and collaborative learning
Why It Works… Simple and easy to use F2F CSCL GS design principles Tap on existing curriculum Co-design of lessons Extensive PD Enculturation effort Routine use
Barrel for Group Scribbles
Second story … - Mobile learning mediating in and out of classroom learning
Mobilized lessons in a Grade 3 class
Experiment (video) Goals of Lesson PiCo Map KWL MLE Lesson Package For learning Plant Systems Comparison Table Sketchy Picture Taking
From add-on to essential Add-on: Apps Essential: Mobile platform as learning hub Norris & Soloway, 2010 at http://www.districtadministration.com/viewarticle.aspx?articleid=2405)
How did the class with the mobilized curriculum for a whole school year perform? 6 mixed ability classes in the primary school One class with mobilized curriculum intervention
Impact on Test Scores Significant difference on year-end science exam scores among the 6 mixed-ability classes after controlling the exam scores (before the introduction of mobilized lessons) constant Class difference explains 41% of the variance in year-end exam scores The intervention class has the highest exam scores among all the mixed-ability classes!
Video of seamless learning project in a Singapore primary school
Planned and Emergent Learning Spaces Mediated by 1:1 Mobile Devices Type II Type III Planned learning out of class Emergent learning out of class Out Class e.g. field trip to an art museum e.g. using mobile phones to capture which is part of a school pictures and video clips of animal curriculum and directed by self-interest Type I Type IV Planned learning in class In Class Emergent learning in class e.g. searching for answers e.g. teachable moments not in the classroom planned by the teachers Planned Emergent 39
Why it works Curriculum integration, not just an add-on Mobile devices are personal to them (24/7 access) Intensive PD School leadership support Motivation that school is blazing the trail internationally
Why it makes a difference? A mobilized curriculum can • make a difference to students’ Engagement • Self-directed learning • Collaborative learning • Mobile technologies mediate • in-class and out-of-class learning Systemic alignment of • objectives and orchestration of efforts from key stakeholders are important Mobilizing the curriculum to harness mobile technologies in the 41 classroom is a key challenge!
Barrel for Mobile Learning
Third story … advanced technologies - agent-augmented Multi-User Virtual Environment for immersive experiential learning
Immersion Designs Immersive Presence An Immersive Rainforest Environment Early 18 th century in Singapura Inside a Tree Inside a Leaf Actionable Immersion Shrink and go Underground Move water from the root to the leaves of the plant Active Experiment in Photosynthesis, generate food for the tree Distribute the food and Return to the Forest
Immersive Presence : An Immersive Rainforest Environment
Actionable Immersion: Active Experiment in Photosynthesis, Generate food for the tree
Scaffolding from Intelligent Agents Intelligent agents to enable active learning and collaborative learning … Remembrance Agents Teachable agents Pedagogy agents Situation aware agents Mobile agents Affective agents
Video of agent-augmented immersive environment
Is there a place in school for this learning environment? Key: weave the immersive experiences with teacher-facilitated discussions Challenge: an one-off intervention (only when teachers want to teach that topic) ROI: Build vs build
Barrel for MUVE
Back to the big picture …
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