Subject: Review of "20170418 Creating ICT Learning Experiences for Kinematics-Dynamics-Energy (Part 4) - Open Educational Resources / Open Source Physics @ Singapore"

Introduction

This document provides a summary of the key themes and ideas found within the provided source document from the Open Educational Resources / Open Source Physics @ Singapore website. This particular document focuses on a workshop held on April 18, 2017, aimed at sharing effective ICT (Information and Communication Technology) lessons for teaching physics concepts related to Kinematics, Dynamics, and Energy. The workshop was designed for teachers to share their experiences and promote the use of various interactive tools and simulations in physics education.

Main Themes

1. Sharing Best Practices in ICT-Enhanced Physics Education: The core purpose of the workshop and the associated resources is to promote the sharing of successful ICT-based teaching strategies. This is clearly stated in the description: "Goal: Share any effective ICT lesson preferably, that you want more people to know about. for example, using Tracker, Easy JavaScript Simulations or PheT, Energy2D etc. This is your opportunity to share you joy of learning." The emphasis is on practical application and real-world examples from teachers.
2. Emphasis on Open Educational Resources (OER) and Open Source Physics (OSP): The entire website and the workshop itself are built around the principles of OER and OSP. The resources provided are often freely available and modifiable, allowing educators to adapt them to their specific teaching needs. This is evident in the numerous links to simulations and applets hosted on the site, along with the Creative Commons license mentioned at the bottom of the page.
3. Variety of ICT Tools and Simulations: The document highlights a wide array of ICT tools and simulation software being used in physics instruction. These include:

• Tracker: A video analysis and modeling tool used to study motion. The document cites numerous specific examples of using Tracker to study a wide variety of kinematic phenomena.
• Easy JavaScript Simulations (EJS) / Easy Java Simulations (EjsS): A tool for creating interactive physics simulations. The site has a long history of using EJS, as shown by the number of resources developed with this tool as shown by historical records from workshops spanning many years.
• PhET Interactive Simulations: A collection of interactive simulations for various science topics. One specific example that is highlighted is "Energy Skate Park Basic" for Secondary 2 students.
• Algodoo: A 2D physics simulation tool, referenced in the context of damped oscillations.
• The Physics Grove: An online resource featuring interactive physics content.
• Various JavaScript/HTML5 Applets: The resource lists a huge variety of specific applets for a number of topics.

1. Focus on Kinematics, Dynamics, and Energy: The workshop and resources are specifically targeted towards these key concepts in physics. This is evident in the workshop title: "Creating Creating ICT Learning Experiences for Kinematics-Dynamics-Energy (Part 4)."
2. Promoting Interactive and Inquiry-Based Learning: The resources and examples often feature interactive elements that allow students to explore concepts through experimentation and discovery. The use of simulations and interactive tools suggests an approach that encourages students to actively engage with the material rather than passively receiving information.
3. Continuous Development and Iteration: The site records many workshops and events, stretching back to 2011 and running forward, and demonstrate a strong, ongoing development of Open Source Physics resources in Singapore. This is especially true of the various workshops focusing on how to use and develop Easy Java Simulations, and then to convert them to JavaScript versions. The site demonstrates a continued investment in developing high quality resources for teacher use.
4. Integration into Singaporean Education System: The location of the workshop (eduLab@AST, Academy of Singapore Teachers), and the repeated mentions of Ministry of Education (MOE) projects and staff, highlight that this project is integrated with the structure of Singaporean education. Additionally, the website mentions various awards given by Singaporean education agencies that support the mission of Open Source Physics.

Important Ideas and Facts

• Teacher-Driven Content: The workshop explicitly aimed to share teacher-developed lessons, indicating a bottom-up approach to curriculum development and resource creation. This is key to the practical relevance of the shared resources, as stated: “This is your opportunity to share you joy of learning.”
• Practical Applications: The focus on sharing "effective ICT lessons" implies that the materials are tested and proven in classroom settings, making them more useful for fellow educators.
• Specific Simulation Examples: The document provides a list of specific examples of resources being used:
• "Energy Skate Park Basic (Sec 2) by Ezzy Chan"
• "Damped oscillations with Algodoo by ngjunsiang"
• "The Physics Grove by Jonathan Ho"
• "Apps as Virtual Labs by lookang"
• "Damped oscillations ebook"
• "Google Form example on OSP@SG"
• Many more HTML5/JavaScript applets that demonstrate the range of physics topics being addressed.
• Use of Various Programming Languages and Platforms: The resources included use HTML5, JavaScript, Java and are designed to run across a variety of platforms like laptops, desktops, android and iOS devices. The commitment to converting older Java-based resources to JavaScript/HTML5 demonstrates a commitment to accessible, modern technology.
• Video Analysis as a Pedagogical Tool: Tracker is mentioned frequently, along with examples such as "Tracker SHM 350g Initial Extension Tension Weight Model", suggesting that video analysis is considered a key approach in teaching physics.
• Emphasis on modeling: The repeated use of the term "Model" in many of the applet titles suggests that students are intended to use these resources to understand how to create and interpret models.
• Awards Received: The numerous awards from agencies within the Singaporean government demonstrates the high regard in which the project is held. The website also highlights collaborations with international researchers in the field of Physics Education.

Quotes from the Source

• "Goal: Share any effective ICT lesson preferably, that you want more people to know about. for example, using Tracker, Easy JavaScript Simulations or PheT, Energy2D etc. This is your opportunity to share you joy of learning." (This quote highlights the primary goal of the workshop.)
• "Creating Creating ICT Learning Experiences for Kinematics-Dynamics-Energy (Part 4)" (This quote states the core focus of the workshop and the resources.)

Conclusion

The document describes a collaborative effort to share and improve physics education through the use of ICT. The emphasis on open resources, practical applications, and teacher-driven content, combined with the variety of interactive simulations offered, makes this a valuable platform for educators looking to enhance their physics instruction. The project's commitment to continual development and the ongoing integration within the Singaporean education system demonstrate its strong place within the educational landscape.

Dear workshop participants,

Thank you for signing up for the 4th and final workshop, this time focusing on sharing by teachers.

Goal: Share any effective ICT lesson preferably, that you want more people to know about. for example, using Tracker, Easy JavaScript Simulations or PheT, Energy2D etc. 

This is your opportunity to share you joy of learning.


Title: Creating Creating ICT Learning Experiences for Kinematics-Dynamics-Energy (Part 4) 
Date: 18 April ( upcoming for synthesis and network learning)
Time: 1430 - 1730 hours
Venue: eduLab@AST (Block J Level 4) 2, Malan Road, Singapore 109433, Academy of Singapore Teachers, Tel: 6664 1450 (Walk towards the canteen and climb the stairs up to highest floor following the green signages)


Getting there: Please click for details to AST.

Parking: MOE staff are permitted to park their vehicles within AST.


Refreshments: A short tea break at 2:30pm with some light snacks will be provided.


Things to bring:
Civil Service Card (to clear security)

We certainly look forward to meeting you. 


Click here for details of our upcoming workshops. (Opal login required

and our earlier workshops are accessible here
https://sg.iwant2study.org/ospsg/index.php/events

1. Energy Skate Park Basic (Sec 2) by Ezzy Chan https://phet.colorado.edu/en/simulation/energy-skate-park-basics
   
   
   
   
2. Damped oscillations with Algodoo by ngjunsianghttp://www.algodoo.com/algobox/details.php?id=105330
3. The Physics Grove by Jonathan Hohttp://www.thephysicsgrove.com/
   
   
   
   
4. Apps as Virtual Labs by lookang http://weelookang.blogspot.sg/2017/03/aep-0316-lw-apps-as-virtual-lab-edulab.html
5. Damped oscillations ebook https://sg.iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/09-oscillations/154-epub3-shm
6. Google Form example on OSP@SG https://sg.iwant2study.org/ospsg/index.php/interactive-resources/physics/01-measurements/20-horizontalverticalsum

FAQ: ICT Learning Experiences in Physics & Math Education

• What is the main focus of the resources provided?
• The primary focus is on the use of Information and Communication Technology (ICT) to enhance the learning and teaching of physics and mathematics. This includes employing interactive simulations, video analysis tools, and open-source platforms. The resources showcase a variety of digital tools and methods that educators can use to create engaging and effective learning experiences in classrooms. These methods range from simple applets to complex model building exercises.
• What types of ICT tools and platforms are highlighted in these resources?
• The resources feature a diverse range of ICT tools and platforms. These include:
• Easy JavaScript Simulations (EJS) and Easy Java Simulations (EJS): Used to create interactive physics models and simulations.
• PhET Interactive Simulations: Provides a library of free interactive math and science simulations.
• Tracker: A video analysis tool used to examine motion and create physics models.
• Algodoo: A 2D physics sandbox environment for creating dynamic simulations.
• HTML5 Applets: Web-based simulations for various math and science topics.
• Google Forms: Utilized for creating interactive quizzes and assessments.
• Various Apps and Games: Including those developed for virtual labs and math skill practice.
• Other tools: including Pixlr (image editor) and various modelling softwares for visual aids
• What are some specific examples of physics concepts that are addressed using these ICT tools?
• Several physics concepts are specifically mentioned as being taught through ICT tools, including:
• Kinematics: The study of motion, such as projectile motion and free fall.
• Dynamics: The study of forces, including friction and collisions.
• Energy: Concepts like conservation of energy, energy transformations (potential, kinetic) and damped oscillations.
• Oscillations and Simple Harmonic Motion (SHM): Exploring simple pendulum and spring-mass systems.
• Electromagnetism: Including magnetic fields, electric circuits, and electromagnetic induction.
• Sound and Waves: Doppler effect, superposition of waves and wave properties.
• Radioactivity: Modeling radioactive decay and related concepts.
• Circular Motion: Analyzing objects moving in a circle and relating to physics concepts.
• Gravity: Investigating gravitational forces and fields using simulations.
• How are these ICT resources shared among educators?
• The resources are shared through workshops, events, and online platforms. Teachers are encouraged to share their experiences using ICT in the classroom, promoting a collaborative and networked learning environment. Open Educational Resources (OER) and Open Source Physics (OSP) are central to this sharing culture, ensuring accessibility and adaptability of the materials. There is emphasis on making simulations available in HTML5 format, ensuring wider accessibility across devices.
• What is the role of "Open Source" in these resources? Open Source plays a pivotal role in this context, allowing educators to access, modify, and distribute resources freely. This not only fosters collaboration but also enables teachers to tailor materials to their specific classroom needs and curriculum requirements. The use of open source tools like EJS and the emphasis on OER directly encourage this practice and allow for development of resources which meet diverse educational needs.
• Are there any awards or recognition associated with the initiatives described in the resources?
• Yes, the resources mention several awards and recognitions, including the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education, Public Service 21 Distinguished Star Service Award, Ministry of Education Outstanding Innovator Award, and Innergy Award Gold, these commendations highlight the significant impact and innovation of the work.
• How is video analysis used in the teaching of physics through these methods?
• Video analysis tools, particularly Tracker, are used to investigate real-world motion by tracking objects in videos. Students can use this data to create models and verify physics principles. This hands-on approach makes physics more engaging and intuitive. The ability to model observed phenomena also bridges the gap between abstract theory and empirical observation. Many models are based around using tracker for video analysis, suggesting its popularity and accessibility to students and teachers.
• Beyond Physics, are there other subject areas or applications mentioned in these resources?
• While physics is a major focus, the resources also mention applications of ICT in mathematics, particularly at the primary and secondary level. Examples include:
• Interactive games for math practice
• Simulations for exploring mathematical concepts.
• Tools for visualizing geometry and functions.
• The use of math apps in both primary and secondary education.
• Customisable math apps for individual learning needs. This shows a commitment to the development and implementation of interactive, digital educational tools across a range of subjects.