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Lim, Kenneth Yang Teck
- PublicationOpen AccessEnhancing fieldwork in social studies through remotely conducted structured academic controversies(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2004)The Structured Academic Controversy was developed in the United States by Johnson and Johnson as a way of developing in students an appreciation of multiple perspectives of an issue. Much of the time, the exercise is conducted in a face-to-face group setting in a classroom. This paper explores Structured Academic Controversy in an out-of-class situation and is used in enhancing fieldwork in social studies. It describes a pilot study involving a class of secondary school students in Singapore, in which they were required to use the strategy of the Structured Academic Controversy to analyse socio-economic issues pertaining to several field sites. Pairs of students conducted their collaborative investigations in real-time while still in the field, using modem technologies of text- and picture-messaging.
362 1734 - PublicationOpen AccessMediating approaches to the use of ICT in teaching and learning through the lenses of ‘craft’ and ‘industrial’ educatorICT has been viewed as a tool to support curriculum re-design and teachers’ pedagogical beliefs shift from teacher-centred to student-centred. While schools are being equipped with varied array of ICT tools, ICT has not successfully brought the shift in pedagogies to student-centred models in many countries. As the use of ICT in education gains traction within formal education, teaching and learning are framed as two overlapping and interconnecting sets of processes— transfer and deepening. The two sets of processes are not operating independently, for they are mutually reinforcing and iteratively enhancing learning. To conclude, the paradigms of ‘craft’ and ‘industrial’ educator are introduced as a suggested means of lensing the role of teachers in ICT-mediated learning environments.
WOS© Citations 1 225 487 - PublicationOpen Access
73 108 - PublicationOpen AccessEffectiveness of collaborative learning with 3D virtual worldsVirtual worlds have affordances to enhance collaborative learning in authentic contexts. Despite the potential of collaborative learning with a virtual world, few studies investigated whether it is more effective in affective and academic achievements than teacher‐directed instruction. This study intended to investigate the effectiveness of collaborative problem solving and collaborative observation using virtual worlds. Secondary school students (n = 101) participated in the study as part of their coursework in three geography classes. This study found that collaborative problem solving and observation were more effective in facilitating and maintaining intrinsic motivation than teacher‐directed instruction. Students in the collaborative observation condition outperformed those in the other conditions when it came to knowledge gains. Lastly, collaborative problem solving and observation were more beneficial for group performance than teacher‐directed instruction. These results were discussed in regards to the effectiveness of interactive learning and the cognitive load of using virtual worlds for collaborative problem solving.
WOS© Citations 23Scopus© Citations 36 155 1108 - PublicationOpen AccessAdolescent usage of messaging in gaming and in the field(2004-08)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
132 2881 - PublicationOpen AccessDesigning and prototyping of AI-based real-time mobile detectors for calisthenic push-up exerciseFitness exercises, including push-ups, are very beneficial to personal health. Many Artificial Intelligence (AI)-based fitness trainers are developed based on human pose estimation models or assisted by Internet of Things (IoT) devices. However, many of them require access to a graphing processing unit (GPU) for model training or IoT sensors to deploy, less accessible for individuals. In our work, we designed and prototyped real-time mobile push-up detectors using three distinctive approaches: (1) Push-up pose classification, (2) Angle-heuristic estimation and (3) Optical flow detection. We trained our deep-learning model with over 2000 images to achieve a high accuracy for real time deployment. Models are tested on our video dataset applied data augmentation techniques to simulate real-world environmental conditions to evaluate model performance based on accuracy metrics (precision, recall, F1 score) and processing frame rate (FPS). From the results, we concluded that the angle-heuristic estimation method has the best overall performance and we analysed the reasons for the relatively poorer performance of the push-up pose classification and optical flow detection methods. All methods developed are capable of working on mobile devices without the need of GPU or IoT sensors.
14 72 - PublicationRestrictedRedstone Jammin’: Conversational analysis from a collaborative music-making activity in MinecraftThis paper describes an intervention in which the immersive environment of Minecraft was used for collaborative learning in creating musical pieces with the use of a metaphor of introductory physics circuitry. This study explored the affordances of Minecraft, of how learning within a collaborative group can happen differently, with each participant having diverse backgrounds both in music and in Minecraft and how they may use this to their advantage. Laurillard’s (1999, 2002) Conversational Framework was used as a basis in exploring and examining the social discourse between the participants to reflect how the distinct types of effective communication between the “expert” and the “novice” will conflate when both roles are not restricted to a sole individual, and analyses the behavior of the participants when the role of the expert, novice, or both simultaneously, are adopted in the music-making process.
315 8 - PublicationOpen AccessThe development of a framework for the effective translation of educational research into sustained practice in Singapore(Office of Education Research, National Institute of Education, Singapore, 2024)
; Wu, LongkaiThis project arose from the need to engage in translation and scaling efforts from previous technologically mediated research projects; this is in line with the strategic direction set by the third tranche of research funding at the OER. The concepts of diffusion, scaling and translation are contested and are sometimes framed too narrowly from the paradigm of numbers progressing along a unilinear trajectory alone; to an extent, this paradigm arises from how translation has been understood from the bioscience and pharmacological industries. Transposing these understandings to the Social Sciences in general, and to Education in particular, has not been straightforward.
Because of the pressing need to enact translational work for both Future Schools (FS) and eduLab projects and also potential CRPP curricular innovations, a framework to inform decision making and policy formulation is critical. Using one of these projects – the eduLab Six Learnings project – as a test-bed, we have sought to:
(a) determine how the design principles and theories which have informed the original research project can be subsequently scaled; and in the process develop a framework for translation which involves detailed understandings into the breadth and depth of the specificity of outcomes resulting from the research; and
(b) assess whether there is sufficient preparedness in the schools in terms of teacher-readiness for scaling to occur. The latter is important largely because lethal mutations from the original intentions usually occur if those who take up the interventions do not understand the conceptual underpinnings of the research innovation.Hence, to reiterate, the central focus of this research study is to develop a framework for understanding how the outcomes arising from researcher-driven interventions may be translated, extended and scaled into wider practitioner-driven enactments, in the context of the education system in Singapore.
In 2012, we collected data of teacher enactment of Six Learnings curriculum to help us understand the process of effective translation of a curricular innovation in local schools. We explored how teachers in different schools and different levels appropriated a Six Learnings curricular framework in their classrooms, and discuss the kinds of support to be provided to teachers.
In our study, we have chosen to stress the importance of people and stakeholders as a key dimension in successful translation efforts. By arguing for a community-based approach to augment translation efforts, we have proposed and justified a social participatory process complementing the traditional product-oriented scaling models. We see this as another significant contribution of this study to the literature. We frame such a community as central to the success of re-creating resemblances and legitimate mutations relative to the original research innovation.
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