Wong, Lung Hsiang

Appropriate design of collaborative learning activities for students using 1:1 handheld devices can lead to peer scaffolding, building up students‟ collaborative skills. Building on such prior studies in mCSCL (mobile Computer Supported Collaborative Learning), we derived Chinese-PP, a novel design of in-class mobile synchronous collaborative learning game on constructions of Chinese characters from components, with the unique characteristic of spontaneous small group formations. In this paper, we propose a framework, namely, “SCaffold Analysis and Provision Envisioning” (SCAPE) to guide us in examining and refining/revising the interplay among various forms of scaffolding in the learning model across various Design-Based Research (DBR) cycles of our study on Chinese-PP. We believe a generalized SCAPE framework has the potential to inform TEL research in a structure to embark on the iterative process of enacting and redesigning the socio-techno-pedagogical frameworks developed by individual research projects.

This workshop focuses on how East Asian cultures furnish unique contexts for education and learning in the region. We share and discuss ongoing research, observations, and theory buildings with regard to the interdisciplinary research on the learning sciences, with the unique context of the interplay of sociocultural, language, and political and historical factors in East Asia. The guiding question is: How learning experiences are shaped by the cultural contexts? In elaborating the uniqueness of the Eastern Asian cultural context, existing studies show that the cultural beliefs, the native languages and bilingual contexts, virtual adolescent social lives, have impacts on the teaching and learning. These studies and the observations of those impacts initiate the introduction to the general theoretical synthesis of Interest-Driven Creator (IDC) theory. This half day workshop aims at reaching a consensus on the benefits of exploring wisdom from East Asian cultures in transforming learning towards the cultivation of interest-driven creativity. Our knowledge synthesis effort will entail a) a consolidation of relevant research findings to date; b) a negotiation of understanding on the East Asian cultural factors by invoking the broader perspectives of researchers from other cultural contexts; and c) new research questions, methodologies and theoretical inputs to inform forthcoming studies and practices on the topic. In particular, we aim at developing a conceptual paper beyond the workshop to be submitted to a suitable journal, with the aim of triggering more cross-cultural dialogues among international scholars on the captioned topic.

In this paper, we propose a MMS (Multimedia Message Service) -based Interactive Mobile Learning model for adult learners to update their CPR (Cardiopulmonary Resuscitation)-related knowledge and skills. Informed by N. A. Crowder’s (1960) branching version of B .F. Skinner’s (1958) Program Instruction approach, we designed an interactive learning process that requires the learners to make series of decisions and then be informed by the system of their consequences, thereby achieving “by making and reflecting on mistakes”. A feasibility study was conducted in three phases with volunteered adult learners being engaged in the MMS learning process. Through the process of learning content development and our analysis of the learner data, we gained better understanding in the feasible activity modes and the factors that may potentially affect the learning process and learner perceptions toward the learning model.

This research seeks contemporary understanding of how we can develop teachers' Technological-Pedagogical-Content Knowledge (TPACK) when scaling pedagogical innovation to different contextual situations. Teaching with technology has long been a wicked problem as the nature of technology is ''protean'' (used in versatile ways), ''unstable'' (rapidly changing) and ''opaque'' (elusive backend mechanisms), resulting in multifarious complexities which are exacerbated when its use is scaled and situated within the broader socio-cultural context of diverse learning ecologies. Scaling innovations to new contexts is rarely a mere supplanting of what works at the seeding school to new pedagogic sites with less hospitable conditions. It entails the perpetual marshalling of resources to mitigate the enfolding tensions that can emanate from many incompatibilities at the new site. Herein lies the tensions of diffusion: the conflation between fidelity adherence and localised accommodation. The purpose of this research then is to study how teachers' three knowledge bases - technology, pedagogy and content - can be holistically developed so that the core ingredients of success at the seeding school can be sustained and not ''amputated'' at new innovation sites. Informed by complexity theory, the qualitative case study will employ the complexity constructs of ''distribution'', ''enaction'' and ''emergence'' to examine how teachers' epistemic resources are distributed during the knowledge creation process and how teachers leverage on TPACK to enact co-designed lessons or improvise their lessons in-situ. More importantly, by studying the diffusion process of Seamless Science Learning project from the seeding FutureSchool (ICT prototype school) to another non-affiliated mainstream primary school, the study aims to articulate how teachers' reified TPACK can emerge through feedback loops between components of TPACK and interaction with other actors in an ecological complex adaptive system. The study will also articulate the implications of such interaction on the translations of teachers' professional learning and the conceptual model related to challenges of nurturing readiness. It has the potential to inform policymakers on the theoretical principles of professional learning support which may culminate into ensuing successful uptake of innovations. By inter-meshing three domains: complexity theory, TPACK and scaling, this project can provide novel methodological perspective to how the inter-locking influences underpinning teacher's TPACK can be studied. Through cross-case analysis, the proposed study aims to reify both ''local divergence'' and the ''noncontextually bounded'' theoretical principles about scaling school-based intervention.

We describe one cycle of design-based research (DBR) in which we explore mCSCL through an iterative process of (re)designing and testing the learning approach with students. The mCSCL application assigns each student a component of a Chinese character and requires them to spontaneously form groups that can assemble a Chinese character. We observe the enactment of the learning design in two modes (with and without the ICT), and found the students favor the card mode over the phone mode due to their emergent trial-anderror strategy. That triggered us to examine the scaffolding strategies by exploring domain oriented theories to inform us in deciding how we should accommodate their use of the strategy. This cycle of DBR has reshaped our learning design. This paper brings to the fore the value of the interplay of theories, implementations and reflections as advocated by DBR.

This panel aims to facilitate an exchange between scholars specialized in various technology-enhanced socio-constructivist learning approaches with the common ground of placing Student-Generated Ideas (SGI) in the center of the learning trajectory. Despite varying theoretical underpinning and socio-cognitive mechanisms, these learning approaches similarly elicit ideas contributed by individual or groups of students in diverse forms and put them into the learners’ classroom or online community space to advance their learning. Examples of such approaches are not restricted to those which will be explicated by the panelists, namely, seamless learning, knowledge building, guided student questioning, student-generated questions, ubiquitous learning log, and productive failure-based flipped classrooms, but may also encompass problem-based learning, project- based learning, computational thinking, STEM, design thinking, makers, etc. The roles of technology in facilitating and enhancing such learning trajectories will be discussed.

This study explores students’ interest profile and the extent of their interest towards educational technology over a 14-week period. A survey was used to explore students’ interest profile while artifacts from an e-portfolio were used to understand the extent of their interest. The results revealed that students felt good about educational technology and were drawn to it. The findings proved encouraging given that it is crucial to nurture future habitual interest-driven creator teachers who are always excited to discover more about educational technology to enhance their teaching in classrooms.

Computer-based writing (CBW) has become integral in language education, enabling personalised learning and online collaboration. In Singapore, CBW is being introduced in Chinese Language (CL) classes, yet challenges persist, particularly for students using the phonetic-based pinyin input method. This study investigated the impact of partially replacing paper-and-pen-based writing (PPBW) with CBW in primary schools. Using mixed-effects modeling, we compared post-CBW and post-PPBW scores, considering CL achievement levels. Results indicated CBW's positive influence on writing quality regardless of prior competence. Furthermore, CBW significantly benefits low and medium-achieving students' performance. Typing speed and handwriting speed are influential for these students, while different writing strategies play distinct roles. Informed by the findings, we propose an online writing community platform, WeeWrite, incorporating generative AI to enhance CL CBW skills, offering personalised and collaborative learning experiences.