Koh, Elizabeth

This paper foregrounds teacher practitioners’ implementation experiences and reflections of a web-based Collaborative Video Annotation and Learning Analytics (CoVAA) intervention aimed at enhancing video-based teaching and learning in schools, with a view to foster secondary students’ conceptual understanding, social knowledge construction, and self-regulated learning dispositions. We first briefly outline the key learning principles that underpin the design of CoVAA, namely social dialogic learning, assessment for learning, and computer-supported collaborative learning. Next, we explain its two key learning affordances: (i) timepoint-based collaborative video annotation supplemented by a live interactive chatboard, and (ii) rapid digital formative feedback in the form of teacher and learner dashboards. We then illustrate how teachers implement these in their classrooms. Teachers’ sense-making of the learning and teaching gains, challenges and pathways forward for leveraging on these contemporary digital social learning affordances to enhance video-based classroom practices are presented and discussed.

This collected book is about the eduLab projects, an initiative with focus on Scaling Change through Apprenticising and Ecological Leadership, designed to surface and spread ground-up information and communication technology-based pedagogical innovations. It presents the goals and rationale behind eduLab, an overview of the research projects conducted by its principal investigators during its funding tenure, as well as synthesizing thoughts on the entire endeavor. This book not only marks the achievements of the eduLab programme but also serves as inspiration for future projects. It presents Singapore education in action – a continually evolving and adapting education system that delivers a system well known for its high quality as much as it is forward-looking.

Artificial Intelligence (AI) in education and learning analytics (LA) tools are increasingly being developed and implemented to enhance teaching and learning within Singapore’s education landscape. This paper provides an overview of key AI in education and LA projects and initiatives in Singapore, organized by the types of technology. The identified projects and initiatives involve a range of techniques and systems to achieve personalized learning, improve student engagement, optimize resources, and also predict student success among a list of educational outcomes. We briefly describe each identified project before further discussing the collective impact and limitations, as well as the implications for Singapore and her education environments. Overall, this paper seeks to provide an overview of the state and use of AI and LA in education-related projects within Singapore and highlights the need for further research and development in this area to fully realize the potential of these technologies for improvement of teaching and learning.

The implementation of Integrated Programme (IP) to allow students to skip a high-stakes examination at the end of Year 4 is an unprecedented step in the history of Singapore’s education. This study was timely in collecting baseline data at the beginning of the IP within the same school that offers the express (“O” level) track and thus allows the comparison of pre- and post- IP data between the Express and IP students. Such a research design was not possible in an earlier Ministry of Education (MOE) IP study as the schools involved then only had students in the IP path. However, this NIE-study provides more in-depth knowledge about the IP intervention and how it affects learning with greater confidence. Specifically, the data from this study provides multiple forms of comparisons that is, IP versus Express programme outcomes; General Certificate of Education (GCE) “A” levels versus International Baccalaureate learning pathways by which 21st century competencies (that is, critical thinking, creative thinking and readiness for self-directed learning) have been achieved. Finally, this study includes an additional measure of creative thinking, which was absent in the MOE IP study. The study also provides insights into how different school types that is, autonomous versus independent schools, respond to curriculum innovation in the context of IP. The question therefore is will the removal of the high stakes examination in fact provide a conducive space to build teachers’ adaptive expertise (Hatano & Inagaki, 1984) in curricular innovations?

Towards gaining a better understanding of the field of the Learning Sciences, this research investigates the research trends over 10 years. It also compares the Learning Sciences with the closely related academic fields of Educational Technology and Educational Psychology. A content analysis is performed on 5187 journal articles drawing from 12 top journals from 2003 to 2012. This content analysis was semi-automated and guided by an initial theoretical frame. The results reveal that research trends in the Learning Sciences have remained largely consistent except in the area of individual differences and affect, which has increased over the years. Key strengths of Learning Sciences include research on small group learning, inquiry, problem solving, argumentation, and mixed-methods. As the LS reflects on its state of practice, it should recognize that the field has achieved many research distinctives, yet, there are several opportunities for further research growth.