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Singapore has set the global pace for student-centered learning with a 2:1 (2
pupils with 1 computer) ratio in its masterplan for IT in Education.
The creativity of the teacher will have to respond to the situation, and so
cooperative learning will likely be the answer to the implementation of IT supported
learning in our schools.
A common goal
Interdependence
Interaction
Individual accountability
Social skills
Therefore not every group work is cooperative learning since students working
on their work sheets physically sat around a table may be working together without
this features of cooperative learning.
From several studies made on cooperative learning, it is manifested that
cooperative learning in its true sense is advantageous since it:
1.
2.
3.
4.
clusters (six is the ideal number in a group) so that there can be closer involvement
in thinking and learning.
1st generation
microLESSONS
In the first generation
microLESSONS, the projects were
mainly student-centered projects
adopting a direct instructional
approach. Most of the microLESSONS
developed under this phase adopted
one of these common modes of
instruction: tutorial (teach some
content and then test the students'
understanding of the
content), drill or informational mult
imedia. These are mainly used
for transmission of knowledge in
curricular areas. Multimedia features
are also used in these microLESSONS
2nd generation
microLESSONS
In the second generation
microLESSONS, the learning paradigm
has shifted from knowledge
transmission (as in the 1st Generation
lessons) to one which allows students
to explore, construct and create
knowledge through various
computer-based learning activities.
Generally, these microLESSONS
consist of two parts. In the first part,
students are presented with some
multimedia instructional materials
and these could be in the form of an
ill-defined problem, a case study, a
scenario, or a situation. In the second
part, the students may access some
linked documents that requires them
to be involved in some form of higher
order activities such as generating
possible solutions, solving complex
problems, accessing the web to
collect information, exploring a
simulation or to collaborate on a
piece of work.
Objectives
1. The primary objective of this project is to develop highly focused teaching
materials that use the power of IT to enhance the learning process. These
teaching materials are not major development units (such as those that may
be found in many CD-ROMs). Those types of materials are usually intended to
Resource-based learning
Problem-based learning
Case-based learning
Collaborative-based learning
Simulation-based learning
Don't extract any text from printed materials, the Internet, CD-ROMS, or other
sources without quoting the source. If you use someone else's words and do
not attribute them, you are plagiarising (a serious ethical, and sometimes
legal, offense).
Dont overuse animation effects found in Powerpoint. (E.g. dont use the
"typewriter" effect with sound on every slide and on every text that appears. It
gets irritating after a while.)
Specifics:
No copyrighted music from audio CDs (e.g., no music clips from The
Titanic).
Some Do's
Do reword and rephrase text you find from an outside source. Remember
copyright does not apply toideas but to the expression of ideas.
Use pictures from many of the clip art CD-ROMs that can be easily found in
software stores or in our ECL library.
Use royalty-free pictures from Internet (please cite web address in your
"credits").
Use only public-domain sound clips from Internet (e.g., speeches, classical
music MIDI files, etc.).
Use historical pictures from magazines, books, but not from commercial CDROMs (e.g., dont use World War II pictures from Microsoft Encarta) again,
please cite all sources from where you obtained this kind of information.
lots of visuals or animations. Make sure your topic is relevant to the school
curriculum.
3. State clearly the objectives that you hope to achieve.
When you write objectives, state what the students can do at the end of the lesson.
Remember this is a microLESSON. Therefore, try to satisfy one or two objectives
only. Use Blooms taxonomy to formulate higher level objectives.
4. Choose appropriate examples, scenarios, case studies, stories,
questions or problems that will help you to achieve the objectives.
Develop your ideas and stories here. Sketch out your plan and discuss it with your
tutor for feedback. Be innovative! Check previous examples of microLESSONS to get
some ideas. You can prepare storyboards to help in your planning.
5. Design student activities that will promote thinking rather than
just recall of information.
Powerpoint presentations can also be linked to an Excel spreadsheet, a Word
document, a web page with Java applets, etc. You can also use the Internet as a
resource for your lessons.
GENERAL
What is a "second generation" microLESSON?
It is a PowerPoint based lesson that fulfils one or two specific objectives and
encourages higher order thinking/skills, e.g. decision making, hypothesis testing,
collaborative work, role play, etc. Very often, such lessons will launch external files
(Word documents, interactive Excel spreadsheets, Java or javascript enhanced HTML
files, web pages, etc) to enhance the learning experience.
There are no sample microLESSONS for the subject that I shall teach.
Can you put some up on the website in future?
Ideally there should be a sample for each subject. But this is not practical nor
necessary.
The samples put online serve to illustrate the ideas or approaches that may be
used in producing a microLESSON. Having an example of various approaches for each
subject is time- and space-consuming. Instead, you can apply the ideas from a
sample into any microLESSON that you design and construct. You may also combine
ideas or come up with your own.
POWERPOINT
COPYRIGHT / IMAGES
Can I use scanned images from a text/reference book?
No, the images belong to the publisher of the book and are therefore copyrighted.
This also applies to any magazine, newsletter, postcard or even pamphlet where the
publisher is stated.
What can I scan? What alternative sources of images are there?
You may choose to scan your own photographs, drawings or even 3-D objects. You
may use the MS clip art collection that comes as a standard with MS Office. You may
also use the numerous clip art and photo CD-ROMs that NIE has bought (look for
them in ECL 1 and 7). You may use your own clip art CD-ROMs if you wish but
remember to state the publisher of the CD-ROM. If you decide to use images or clip
art from the web, remember to check the terms of use at that web site (ask the
webmaster of that site if in doubt) and acknowledge the site in your microLESSON.
Can I photograph or scan logos or labels?
These items are trademarks and should not pose a problem. (If anything at all, they
provide free advertising for the company or organsation!) However, you may opt to
blur, smudge or pixelate the brand name if you do not want to create a bias. An
alternative to this is to create fictitious names for shops or naming items Brand X and
Brand Y.
TEMPLATES
MISCELLANEOUS
I have a question that is not addressed here. How can I get help?
First make sure that you have read the information in the other sections of this
website. Next approach your tutor for advice. Finally you can e-mail the Project
Officer (Mr Wan Fareed) or the Principal Investigator (A/P Philip Wong).
I would like to join the team of project editors. How do I do this and
what requirements are there? Can you provide details about what the
editors do?
E-mail the Project Officer and indicate your interest.
Ideally, a project assistant should be a teacher or teacher trainee who has a
good sense for design and an eye for detail. It helps if you are creative and take pride
in your work. You should be competent with the standard MS Office software and one
image editing program (e.g. Adobe Photoshop). That aside, it is more important that
you are committed, willing to learn and able to interact well with workmates.