Now showing 1 - 10 of 57
  • Publication
    Open Access
    Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with Ten lesson package for Primary Five
    (Office of Education Research, National Institute of Education, Singapore, 2022) ;
    Tan-Chia, Lydia
    ;
    Nguyen, Thi Thu Ha
    ;
    Tan, Jia Min
    ;
    Lee, Wen Yen
      688  344
  • Publication
    Metadata only
    Value and challenges in using a collaborative critical reading and learning analytics system: A cross-case analysis of two high schools
    (2023) ;
    Jonathan, Christin
    ;
    ; ;
    Jennifer Pei-ling Tan

    Knowledge Building is a pedagogical approach emphasizing students' collective responsibility to continuously improve their community knowledge. Various emotions may arise during Knowledge Building activities because of students’ diverse ideas, theory-building and cognitive disequilibrium and equilibrium. These emotions may differ in inquiry threads at different discourse development levels. An inquiry thread is a sequence of notes addressing the same problem or topic. This study examines the frequency and sequential patterns between undergraduate students’ productive and improvable Knowledge Building inquiry threads recorded in Knowledge Forum. We found that emotions reflected in inquiry threads tend to be self-repeated. A series of positive and negative activating emotions were reflected in productive collaborative inquiry threads, suggesting students engaged in the discussion despite conflicting ideas and various emotions. On the other hand, improvable collaborative inquiry threads displayed activating to deactivating emotion transitions, such as joy to boredom, which shows that students might disengage from the discussion.

      23
  • Publication
    Open Access
    Towards the scalability readiness of WiREAD+
    (National Institute of Education (Singapore), 2022) ;
    Jonathan, Christin
    ;
    ; ;
    Tay, Siu Hua
      82  95
  • Publication
    Open Access
    Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with advertisements lesson package for Secondary One G3
    (Office of Education Research, National Institute of Education, Singapore, 2022) ;
    Tan-Chia, Lydia
    ;
    Nguyen, Thi Thu Ha
    ;
    Tan, Jia Min
    ;
    Chin, Ann Ann
      489  222
  • Publication
    Open Access
    Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with Making Ice Cream lesson package for Primary Four
    (Office of Education Research, National Institute of Education, Singapore, 2022) ;
    Tan-Chia, Lydia
    ;
    Nguyen, Thi Thu Ha
    ;
    Tan, Jia Min
    ;
    Lim, Lynn Lay Cheng
    ;
    Khairunnisa Khairudin
      649  491
  • Publication
    Restricted
    Cultivating laterality in learning communities in Singapore education system: Scaling of innovation through networked learning community
    (Office of Education Research, National Institute of Education, Singapore, 2020) ; ;
    Kwan, Yew Meng
    ;
    ;
    Imran Shaari
    ;
    Cheah, Yin Hong
    Cultivating teachers to be active and agentic learners is crucial for contemporary teacher education (Lipponen & Kumpulainen, 2011). Those teachers’ qualities are essential in preparing students’ future readiness in an increasingly complex world (P21 Framework Definitions, 2015). In fact, both learning principles and evidence from practice inform us that purposeful collaboration in networked learning communities (NLCs) encourage teacher agency to learn (Lieberman & Wood, 2003; Muijs, West & Ainscow, 2010). As a complement to the literature, we are interested in the development of social relationships among teachers, which enables and facilitates their learning. We propose “laterality” – the relations and networks among peers (e.g., teachers) as an important concept to characterize NLCs.
    Studies on laterality, which have shown to support teacher learning, are usually found in the decentralized systems where individuals are the best entities to form these networks to support each other’s growth (Hargreaves & Goodman, 2006; Muijs et al., 2010). Thus, developing laterality from the bottom-up becomes natural in the decentralized contexts (Granovetter, 1973). Despite considerable theoretical promise of laterality and its increasing prevalence in practice, we wonder whether teacher laterality matters in the centralized education systems, and if it does, how it grows.
      366  19
  • Publication
    Open Access
    Value and challenges in using a collaborative critical reading and learning analytics system: A cross-case analysis of two high schools
    (International Society of the Learning Sciences, Inc., 2023) ;
    Jonathan, Christin
    ;
    ; ;
    Tan, Jennifer Pei-Ling
    WiREAD+ is an augmented web-based collaborative critical reading and learning analytics environment that was developed to scaffold and engage students in collaborative dialogue around online texts. This paper reports on the trial of WiREAD+ for Grade 9 students in two high schools – School 1 (S1) with prior experience and School 2 (S2) that was new to the intervention design. We report on a cross-case analysis of the two schools, focusing on perceived ease of use and usefulness for learning, and reflect on the value and challenges of enacting WiREAD+ across schools of varying prior experience. Drawing from the findings of this cross-case analysis, we consider how we can support the wider adoption and deployment of the system across schools and settings by highlighting obstacles that new participants who might trial such new learning analytics systems might face.
      12  425
  • Publication
    Open Access
    Cultivating laterality in learning communities – Scaling of innovation through a networked learning community
    (National Institute of Education (Singapore), 2018) ; ;
    Kwan, Yew Meng
    ;
    ;
    Imran Shaari
    ;
    Cheah, Yin Hong
      369  147
  • Publication
    Open Access
    Multiliteracies in the Singapore English Language classroom: Designing learning
    (National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2022) ; ; ;
    Tan-Chia, Lydia
    ;
    Nguyen, Thi Thu Ha
    ;
    Tan, Jia Min
    ;
    Peters, Charles Matthew
    ;
    Adams, Jonathon
    ;
    Towndrow, Phillip A. (Phillip Alexander)
    ;
    Unsworth, Len
    We report on the Phase 2 research activities and findings of the NIE/OER Educational Research Funding Programme and MOE CORE 3 project titled 'Integrating Multiliteracies into the English Language Classroom'. The project has two Phases: Phase 1 from March 2019 to December 2019 and Phase 2 from January 2020 to December 2021.

    The purpose of this project is first to understand how multiliteracies, specifically multimodal literacy, are currently taught in the English Language subject classroom in Singapore schools and then second, to develop an instructional approach, informed by Systemic Functional Theory, multiliteracies, and multimodality studies, to teach multimodal literacy for upper primary and lower secondary students.

    The study adopts a design-based research approach which involved the team of researchers working closely with the teacher-participants in the co-design of lesson packages. The goal of design-based research is to develop contextually-sensitive pedagogical practices and instructional strategies with a focus on the teacherparticipants’ professional learning and growth in the process.
      1602  951
  • Publication
    Open Access
    Curriculum and assessment mismatch: Examining the role of images in literacy assessments
    (2021) ;
    Tan, Jia Min
    In light of the shift towards incorporating multimodality in the curriculum, it is of interest and value to examine the extent in which multimodal literacy is assessed in national and international literacy tests. This is so as to surface any misalignment between the two and highlight gaps which curriculum planners and assessment designers can address. Given the significant influence that the nature of assessment has in shaping classroom practices and teaching priorities, it is imperative that assessment is aligned with curriculum goals. Our paper examines the assessment items in the visual text comprehension in Singapore’s national examinations, the GCE O’ Level and the Primary School Leaving Examination (PSLE), for the English Language exam, as well as the literacy components of PISA and PIRLS reading items. We adopt the approach of an earlier study by Unsworth, Cope and Nicholls (2019) and position our work as a replication study, extended to a new context. In adopting a common approach, we hope to offer an independent verification of the framework, analyses and findings from the earlier study and contribute towards consolidating and building up proven practices in the analysis of text-image relations within the field of multimodal studies. Our results similarly show an overall low proportion of test items that deal with images and image-language relations in the Singapore and international assessments. While the proportion of questions where the image is essential or supports answering the question is higher for the Singapore GCE O’ Level exams, the role of images in the PSLE and international assessments is limited, which suggests a greater focus on assessing multimodal literacy is required. As curriculum reforms to incorporate multimodality in education become more commonplace around the world, we argue that attention on assessment must be the next frontier of change.
      123  182