Digital Learning Trail: Harnessing ICT to Facilitate Inquiry ‐ based Learning Digital Learning Trail: Harnessing ICT to Facilitate Inquiry-Based Learning Tan Yew Hock Crescent Girls’ School Empowering Ladies and Leaders of Tomorrow Presentation Outline Presentation Outline • Background • Literature Review • Methodology • Findings • Concluding Remarks Background • Campus-wide wireless network • 1-1 computing are in place • Anytime, anywhere learning with Tablet Personal Computers (TPC) • Tap on Interactive Digital Media (IDM) to enhance teaching and learning eLearning Forum Asia 2011, NTU Singapore 1
Digital Learning Trail: Harnessing ICT to Facilitate Inquiry ‐ based Learning Literature Review – Learning Trails Literature Review – Learning Trails • A multi-faceted walk of discovery navigated by learners through learning environments. • To engage self-paced learners develop a personal knowledge for the environment, identify aspects of particular interest to develop their current knowledge through interacting with the elements on the journey contributing to the total development of the student (Peterson & Levine, 2003). Digital Learning Environment Digital Learning Environment and Digital Learning Trails and Digital Learning Trails • ‘Navigational learning’ • The study of trails includes both the learners’ personal learning routes, their navigation behaviour, how they optimise the learning routes; and reflection on the trails (Peterson & Levine, 2003) through route planning, enrichment activities and cognitive rails that the students go through in terms of changes in their knowledge (Keenoy & Levine, 2004). • Collaboration in a digital learning environment can also be managed using learning technology. Inquiry-Based Learning and Inquiry-Based Learning and Learning Trails Learning Trails • In IBL, students’ derived investigations knowledge leads to students’ active construction of meaningful knowledge, versus passive acquisition of facts transmitted from a teacher (Veermans, Lallimo, & Hakkarainen, 2005). • The heart of inquiry is seeking for truth, information and knowledge through questioning on ‘learning how’ versus traditional learning of ‘learning what’. • A learning trail guide points to places where walkers formulate, discuss, and solve interesting problems. eLearning Forum Asia 2011, NTU Singapore 2
Digital Learning Trail: Harnessing ICT to Facilitate Inquiry ‐ based Learning Learning Trails and Assessment Learning Trails and Assessment • Assessment activities to assess the extent of the students’ content and skills learning and understanding, their thinking skills, their cognitive processing of concepts, and their affective development in working as a team (Education World, 2009). • Approaches of assessing learning trails: rubrics, interviews, questionnaires, observations of conceptual changes. Methodology Methodology • Sec 1 Integrated Curriculum Secondary 1 Integrated Curriculum 2010 Geography Rainfall & Wind Theme: Nature Climate Change Weather, Climate, Enduring People Understanding: Social Data Analysis Responsibility Scales Environmental Science Temperature, Rainfall (Sources of Energy, & Wind Temperature) Nature Mathematics Science Central Tendencies Forms of Energy Statistical Analysis Data Analysis Basic Scientific Conservation of Graphs measurement, e.g. Temperature Energy Percentages Heat Transfer Shopping Mall Shopping Mall • The team explored the possible activities that can be conducted at a typical shopping mall. • The primary considerations for the activities were engaging to the students, relevance to the subjects and that the activities can be completed within 3 hours. eLearning Forum Asia 2011, NTU Singapore 3
Digital Learning Trail: Harnessing ICT to Facilitate Inquiry ‐ based Learning E-learning Trail E-learning Trail Some of the suggested activities include • discussing how an external wall affects heat transfer between the building and its surrounding, • taking temperature readings at four different locations in the mall and relating the readings to the human activities in the area. • using an appropriate statistical diagram to communicate the findings, and • other initiatives by the shopping to conserve energy. E-learning Trail E-learning Trail • A gaming mode - “Amazing Race”. • Complete a task before being given the directions to the next station. • Students would also be tested on related concepts. • The moment each group started on the learning trail, a timer began to measure how long they took to complete the trail. • Scoring for each team was based on the time taken to complete the entire trail as well as their scores from the tests between each station. • Strong motivation for all the groups to complete their tasks and test as soon as possible with the most number of correct answers. Carrying out the Learning Trail at Carrying out the Learning Trail at Anchor Point & Centrepoint Anchor Point & Centrepoint • At each mall, two teachers were stationed to take the attendance and to act as safety officers. • Each group started the learning trail software with the timer preinstalled into their TPC. • They would then follow the instructions prompted by the software to carry out activities and move to various parts of the mall. eLearning Forum Asia 2011, NTU Singapore 4
Digital Learning Trail: Harnessing ICT to Facilitate Inquiry ‐ based Learning Carrying out the Learning Trail at Anchor Carrying out the Learning Trail at Anchor Point & Centrepoint Point & Centrepoint • At the end, students went onto the internet and continue with the uploading of pictures. • Using a synchronised ICT tool, they had their concurrent online discussion with their group members in another team to review their findings about the two buildings. • Follow-up Activity Follow-up Activity Findings - Individual Survey on Digital Findings - Individual Survey on Digital Learning Trail (ISDLT) Learning Trail (ISDLT) Component Average Score Percentage of students with an (Likert Scale: Strongly average score of Disagree = 1, Disagree = 2, ≥ 4 Not Sure = 3, Agree = 4, Strongly Agree = 5) Perception on the 4.2 78.2% Learning Trail Experience Effect of Learning 4.25 82.6% Trail on Improving Students’ Understanding of Classroom Teaching & Learning eLearning Forum Asia 2011, NTU Singapore 5
Digital Learning Trail: Harnessing ICT to Facilitate Inquiry ‐ based Learning Findings: Group Survey on Digital Findings: Group Survey on Digital Learning Trail (GSDLT) Learning Trail (GSDLT) Average Score (Likert Scale: Strongly Disagree = 1, Disagree = 2, Agree = 3, Strongly Agree = 4) 1. The learning trail enhances our understanding of the roles we play in energy 3.27 conservation. 2. We are able to connect the knowledge I have learnt in our Science, 3.53 Mathematics and Geography lessons to the experiences at the learning trail. 3. The learning trail allows us to explore the factors which affect heat transfer 3 and how to reduce energy consumption in shopping malls. 4. We are able to work collaboratively with one another to gather data and 3.67 information to enhance my knowledge on energy conservation. 5. The instructions given at various stations are clear and easy to follow. 2.73 6. We are able to apply concepts learnt to complete the tasks at various stations. 3.4 7. There is enough time to complete the learning trails. 2.8 8. The use of technology such as mobile devices (TPC, digital media, data 3.2 loggers) and online communication tools (iMedia, discussion forum) facilitate our learning experience at the learning trail. Findings: Group Survey on Digital Findings: Group Survey on Digital Learning Trail (GSDLT) Learning Trail (GSDLT) 9. We have enjoyed the learning trail and benefited from 3.53 the experience. 10. Overall, how would you rate the learning trail in 2.53 terms of your own expectations? Did not meet my Met most of my Met all of my Exceeded my expectations expectations expectations expectations a 1 2 3 little 4 Individual Survey on Digital Learning Individual Survey on Digital Learning Trail (Component D) Trail (Component D) Suggestions on how to further improve the trail: - a longer duration, - clearer and fun instructions, - bigger shopping malls - more activities Other concerns: - the numerous forum discussions they had on iMedia, an in-house portal that supports web 2.0 tools, - had to bring their school bags around for the trail. eLearning Forum Asia 2011, NTU Singapore 6
Digital Learning Trail: Harnessing ICT to Facilitate Inquiry ‐ based Learning Concluding Remarks Concluding Remarks • Designing the task activities. • Shopping malls - a controlled environment where the temperature and surroundings are artificially controlled and may not be dependent on the various external conditions. • The various activities were open-ended in nature and allowed for much discussion and collaboration. • The internet connection available was also unable to support the upload of large files such as the pictures the groups took. This added on to the time required to complete the activity. Q & A For more details, you can contact me at Tan_yew_hock@crescent.edu.sg Crescent Girls’ School Empowering Ladies and Leaders of Tomorrow eLearning Forum Asia 2011, NTU Singapore 7
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