Now showing 1 - 10 of 66
  • Publication
    Open Access
    Mathematical learning through portable, programmable robots.
    (National Institute of Education (Singapore), 2019)
      62  90
  • Publication
    Open Access
    Adolescent usage of messaging in gaming and in the field
    This paper reports on the pilot study of a doctoral thesis which focuses on how the social software of the mobile internet, such as text messaging and picture messaging, is used by teenagers in the process of constructing negotiated and shared understandings of unfamiliar environments in which they find themselves. To this end, the study was constructed such that students were given opportunities to collaboratively explore and navigate unfamiliar environments using the technologies of the mobile internet, as well as to engage in debate, and use multimedia evidence recorded in the field to defend their positions both to peers in the field and in the classroom, regarding various issues of concern to these environments, with specific links being made to their studies in geography
      118  2711
  • Publication
    Open Access
    Engaging students using IoT
    (National Institute of Education (Singapore), 2020)
      34  60
  • Publication
    Open Access
    Peer-negotiated constructions of space and place using mobile telephony
    (2005-06) ;
    Hedberg, John G.
    ;
    Chatterjea, Kalyani
    This paper describes the results of a study involving about a hundred adolescents from various Secondary Schools in Singapore in 2004. Subjects were tasked with two complementary tasks in the field, and they worked in pairs to navigate a given route, and also to subsequently engage in a debate about an issue pertaining to the same neighbourhood, using text - and picture-messaging technologies. The paper references an earlier pilot study carried out that same year with a separate, smaller, group of students. The results of the study are analysed with a view to informing more effective classroom practice, specifically when teaching map-reading, and, more generally, in collaborative learning environments as a whole.
      339  508
  • Publication
    Open Access
    Implications of placedness for learning in multi-user virtual environments
    This article considers some of the unique affordances that Multi-User Virtual Environments-in particular, Second Life-present to the design of learning environments. Drawing upon some preliminary experiences of acquainting teachers in several schools in Singapore with Second Life, specific attention is paid to the inherent spatiality of the Second Life grid, and the implications the consequent sense of place imparts on traditional notions of the content of any given subject domain, as well as on how the understanding of learners can be facilitated and subsequently assessed.
      313  155
  • Publication
    Open Access
    Adolescent perceptions of space and place in virtual and photographic environments
    This paper describes part of the results of a pilot study investigating how adolescents make, share and negotiate meaning with their peers about their local environments. Specifically, the results presented in this paper focus on how adolescents perceive and interpret spatial and three-dimensional data presented in various formats, such as in terms of virtually-rendered objects, photo-realistic panoramas, and traditional maps. Participants were required to undertake both a pre- and a post-test, which were identical in task. These tests involved having the participants match a series of computer-rendered three-dimensional objects with similar objects rendered from the same perspective, as well as to deduce the axis of rotation and viewing perspective of a QuickTime VR cylindrical panorama when presented with a map of the same area (the preand post-tests were separated by an intervention activity which will be described but not analysed in depth in this paper, as the activity itself has been documented in other publications by the author). Performance data obtained from the pre- and post-test results will be presented and analysed, to establish the extent to which classroom practice in geography lessons might be improved to enhance students’ performance in map reading and interpretation.
      124  5993
  • Publication
    Open Access
    Guide to developing digital games for early grade literacy for developing countries
    (2018) ;
    Comings, John
    ;
    Lee, Richard
    ;
    Yuen, Ming De
    ;
    Ahmed Hazyl Hilmy
    ;
    Chua, Derek
    ;
    Song, Bing Heng
      271  352
  • Publication
    Open Access
    Reflection on maker-centred learning in an undergraduate elective course
    (2021) ;
    Koh, Hon Jia
    ;
    Ahmed Hazyl Hilmy
    ;
    Yuen, Ming De
    ;
    Ng, Joel J. L.
    This paper provides a reflection on the designing and enacting of an inclusive curriculum for a diverse group of students using a maker-centred learning approach, where students are empowered to have greater autonomy in the decision-making process and given accessibility to prototyping tools in their learning process for an undergraduate general elective course. Based on the student feedback, the finding suggests that students’ interest in learning was fostered when they were given greater autonomy in their learning. We recommend giving students more autonomy in choosing their project focus and exercising greater flexibility during the enactment of the curriculum, where students’ voices and decisions are considered.
      86  70
  • Publication
    Open Access
    Enhancing maths curriculum through team-based learning.
    (National Institute of Education (Singapore), 2020) ;
    Leong, Swee Ling
    ;
    Walker, Zachary
    ;
    Chee, Christopher
    ;
    Tham, Rachel
    ;
      326  150
  • Publication
    Metadata only
    Insight into e-pedagogy and practice in Singapore
    As we reflect on the pedagogies adopted in the globally driven digital transformation due to Covid-19 pandemic, it is time for us to take stock of what we have all experienced as educators. With disrupted school attendance, teaching and learning were shifted to the online platform. Teachers devised new teaching and learning strategies to minimise disruptions in schooling and the term Home-based Learning (HBL) became popular. Such lived episodes make us recalibrate our current teaching practices with technology and rationalize and plan for the next leap as educators. How future-ready are we in gearing ourselves towards the adoption of new pedagogies in this digital transformation journey? This chapter aims to provide you the definitions of e-pedagogy and e-pedagogies used in literature and the adoption of e-pedagogy in Singapore. The rationalization of e-pedagogy for Singapore teachers and examples of e-pedagogy and classroom practices will also be covered.
      91