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Educational Resources / Open Source Physics @ Singapore"

Overview:

This document provides a briefing on the N3 Cluster 8th ICT Symposium, held on July 24th, 2018, at Edgefield Secondary School in Singapore. The symposium focused on the theme "Discover, Experience and Engage with Educational Technology," with a specific emphasis on customisable mathematics applications for primary school students. The Open Educational Resources / Open Source Physics @ Singapore (OER/OSP@SG) initiative was invited to present on their work in developing and sharing these resources.

Main Themes and Important Ideas:

  1. Focus on Educational Technology and 21st Century Learning: The symposium's overarching goal was to explore and promote the use of technology to advance teaching and learning in the 21st century. As stated in the invitation letter, it aimed to be "a platform that changes how Educators perceive, think about and understand the role of ICT in today’s technological and globally connected environment."
  2. Customisable Math Apps for Primary Schools: A key focus was on the development and application of customisable mathematics apps for primary school education. Mr. Lawrence Wee from ETD presented on "Using apps in primary Mathematics" as a concurrent session presenter.
  3. Open Educational Resources (OER) and Open Source Physics @ Singapore (OSP@SG): The OER/OSP@SG initiative played a significant role, showcasing their development of accessible, adaptable, and affordable interactive resources as both website and mobile applications. The platform aims to provide resources that are free for educational use, aligning with the principles of OER.
  4. Teacher Professional Development and Competency Building: The symposium aimed to enhance teachers' skills in designing learning experiences using technology. The invitation letter highlights the goal of enhancing "teachers’ competencies as designers of learning who are guided by learning principles and sound pedagogical approaches to plan for their lessons. Teachers harness ICT to design for active learning and monitor and to provide feedback to advance learning."
  5. Alignment with Singapore's Educational Initiatives: The development of the math apps appears to be aligned with national educational initiatives, specifically referencing the "SLS Pedagogical Scaffold" and examples found in "OPAL lessons." This suggests an effort to create resources that are relevant and easily integrated into the existing Singaporean curriculum.
  6. Collaborative Development and Teacher Input: The development of the 15 interactive math resources was a collaborative effort, with ideas originating from various educators including those from the Educational Technology Division (ETD), Academy of Singapore Teachers (AST), and classroom teachers from different primary schools (Anchor Green Pri, Yio Chu Kang Pri, Teck Whye Pri, Jing Shan Pri). This is evidenced by phrases like "based on ideas from..." and "...and teachers in our workshops." This collaborative approach ensures the resources are practical and meet the needs of educators and students.
  7. Variety of Mathematical Concepts Covered: The 15 developed resources cover a range of primary school mathematics topics, including:
  • Number sense (Odd/Even, Multiples, Factors)
  • Time telling
  • Mass/Weight
  • Geometry (Nets of Cubes/Cuboids, Pyramids, Symmetry)
  • Speed
  • Inequalities (More than/Less than)
  • Addition
  • Fractions (Comparing, Adding, Subtracting, Multiplying)
  • Volume
  1. Features Designed for Teaching and Learning: Each applet includes different modes designed to support both teacher-led instruction and student-centered exploration. Common features include:
  • Teaching Mode: For teacher demonstration, often showing concepts visually. For example, the "1 to 100" app "shows odd, even, multiples and factors up the number 100, great for teacher demonstration."
  • Practice Mode: For student exploration with automatic feedback. The "1 to 100" app "affords for student exploration with automatic targeted feedback."
  • Game Mode: To engage students through interactive challenges, as seen in the "Telling Time" app which "affords for a random time to be set... and dragging the both clock hour and minute hands to correct position for feedback with sound."
  • Customisation: Many apps offer customisable parameters to suit different learning needs and teaching scenarios, such as the "Target Math Addition Game" with "adjustable deck of number cards, even or odd sets and different starting card numbers and final addition target."
  1. Emphasis on Visualisation and Multiple Representations: Several apps utilise visual aids and multiple representations to enhance understanding. For instance, the "Comparing Fractions" and "Add and Subtract Proper Fractions" apps "shows 1. circular parts of a whole, 2. horizontal bars of a whole and 3. vertical bars of a whole for multiple representations and synergistic learning."
  2. Accessibility and Affordability: The resources are designed to be accessible as both websites and mobile apps, and are "adaptable and affordable on the Open Source Physics at Singapore digital library," underscoring the commitment to open educational resources.
  3. Broader Scope of OER/OSP@SG: While the symposium focused on primary math apps, the website also hosts a vast collection of physics simulations and interactive tools, indicating a broader commitment to open educational resources across STEM fields. This is evident from the long list of "PICUP" (Physics Instructional Computer Use in Undergraduate Physics) and other physics-related applets listed on the page.
  4. Licensing: The content on the OER/OSP@SG platform is licensed under a "Creative Commons Attribution-Share Alike 4.0 Singapore License," promoting sharing and adaptation with appropriate attribution.

Quotes:

  • (Invitation Letter - Theme): "#### Theme: Discover, Experience and Engage with Educational Technology"
  • (Invitation Letter - Purpose): "The N3 ICT Symposium is an annual event which brings together thought leaders, teacher practitioners and educational researchers for a noble purpose- to share their insights, practices, experiences and research studies in the use of technology to advance 21st century teaching and learning."
  • (Invitation Letter - Enhancing Competencies): "This Symposium seeks to enhance teachers’ competencies as designers of learning who are guided by learning principles and sound pedagogical approaches to plan for their lessons. Teachers harness ICT to design for active learning and monitor and to provide feedback to advance learning."
  • (Description of Resources): "A total of 15 (instead of the intended 4) interactive resources are developed as Website and Mobile Apps, accessible, adaptable and affordable on the Open Source Physics at Singapore digital library."
  • (Example App Feature - 1 to 100): "Teaching mode shows odd, even, multiples and factors up the number 100, great for teacher demonstration (direct link)"
  • (Example App Feature - Comparing Fractions): "shows 1. circular parts of a whole, 2. horizontal bars of a whole and 3. vertical bars of a whole for multiple representations and synergistic learning"

Conclusion:

The N3 Cluster 8th ICT Symposium served as a valuable platform for educators to explore the use of educational technology, particularly customisable mathematics apps, to enhance primary school learning. The presentation by OER/OSP@SG highlighted the potential of open educational resources, developed through collaboration and aligned with national curricula, to provide accessible and effective tools for both teaching and student engagement in mathematics. The diverse range of applets developed demonstrates a commitment to addressing various mathematical concepts through interactive and visually engaging methods. The symposium underscores the ongoing efforts within the Singaporean education system to integrate ICT effectively to foster 21st-century learning skills.

 

 

ICT Symposium and Open Educational Resources Study Guide

Quiz

  1. What was the main theme of the 8th N3 Cluster ICT Symposium held on July 24th, 2018? Briefly describe how this theme aimed to impact educators.
  2. According to the invitation letter, what was the purpose of the N3 ICT Symposium? Mention the target audience and the intended outcomes for their understanding of technology in education.
  3. Mr. Lawrence Wee presented on "Using apps in primary Mathematics." Based on the provided text, list three examples of the mathematics topics covered by the developed apps.
  4. Several individuals and groups contributed ideas for the development of the mathematics apps. Name two individuals and at least one group mentioned in the text who provided input.
  5. The developed mathematics apps often include different modes. Describe the typical functionalities of the "teaching mode" and the "practice mode" found in these apps.
  6. One of the mathematics apps focuses on "Comparing Fractions." Describe one way this app visually represents fractions to aid student understanding.
  7. The "Volume of Tank Simulator" allows students to visualize changes in water level. What features make this simulation customizable for various problem types?
  8. Several symmetry-focused apps were developed. Name two types of symmetry explored by these apps and briefly describe how students can interact with them.
  9. The development of the mathematics apps was guided by ideas from various sources, including the SLS. What does SLS stand for in the context of this document, and how was it used in the app development?
  10. Beyond mathematics, the Open Educational Resources / Open Source Physics @ Singapore digital library hosts a wide range of resources. Provide two examples of subject areas, other than primary mathematics, for which resources are available, based on the listed titles.

Quiz Answer Key

  1. The main theme was "Discover, Experience and Engage with Educational Technology." This theme aimed to change how educators perceive, think about, and understand the role of ICT in today’s technological and globally connected environment.
  2. The purpose was to bring together thought leaders, teacher practitioners, and educational researchers to share insights, practices, experiences, and research in using technology to advance 21st-century teaching and learning. The target audience was educators, and the intended outcome was a changed perception and understanding of ICT's role.
  3. Three examples of mathematics topics covered are: learning odd, even, multiples, and factors; telling time; and comparing fractions. Other examples include mass/weighing scale, nets of cubes/cuboids, and symmetry.
  4. Two individuals mentioned are Thong Chee Hing and Anna Goh. A group mentioned is teachers in our workshops. Other individuals include Theresa Heng, Rachelle Lee, Lye Sze Yee, Cynthia Seto, Khoo Ghee Han, Yeo Teck Wai, and Sharon Ong.
  5. Teaching mode typically involves direct demonstration by the teacher, showing concepts or processes (e.g., folding nets, adjusting clock hands). Practice mode usually allows for student exploration with automatic, targeted feedback on their attempts.
  6. The "Comparing Fractions" app visually represents fractions through circular parts of a whole, horizontal bars of a whole, and vertical bars of a whole, allowing for multiple representations to aid conceptual understanding.
  7. The "Volume of Tank Simulator" allows customization through input fields for tank dimensions (length, width, height), current water height, amount of water to be added, and rates of water inflow and outflow, suiting complex word problems.
  8. Two types of symmetry explored are line symmetry (horizontal, vertical, diagonal) and symmetry in letters and shapes. Students can interact by drawing lines of symmetry, clicking boxes to create symmetrical patterns, and observing animations of folding along symmetry lines.
  9. SLS stands for Student Learning Space. It served as a source of ideas for the development of some mathematics apps, with specific Primary 3 lessons in SLS inspiring the "Comparing Fractions" and "Add and Subtract Proper Fractions" apps.
  10. Two examples of other subject areas with available resources include physics (e.g., Projectile Motion, Magnetic Fields) and more advanced mathematics (e.g., Riemann Integral, Fourier Series).

Essay Format Questions

  1. Discuss the rationale behind developing customizable mathematics applications as Open Educational Resources (OER). What are the potential benefits of such resources for both teachers and students in the Singaporean primary education context?
  2. The 8th N3 Cluster ICT Symposium aimed to enhance teachers' competencies as designers of learning experiences using technology. Based on the provided materials, describe how the showcased mathematics apps and the overall symposium contributed to this goal.
  3. The development of the presented mathematics apps involved collaboration and the incorporation of ideas from various educators. Analyze the significance of this collaborative approach in creating effective and relevant educational technology.
  4. The Open Educational Resources / Open Source Physics @ Singapore digital library contains a vast collection of interactive simulations and applets across different subjects. Discuss the potential impact of such a diverse collection of OER on teaching and learning methodologies.
  5. Consider the theme and strands of the 8th N3 Cluster ICT Symposium. In what ways do the developed mathematics apps align with the goals of "Discover, Experience and Engage with Educational Technology" and the focus on "Designers of learning experiences" and "Nurturing responsible digital learners"?

Glossary of Key Terms

  • Open Educational Resources (OER): Teaching, learning, and research materials that are freely available for use, adaptation, and sharing, with few or no restrictions.
  • ICT (Information and Communication Technology): Technologies used to handle communications processes and the interchange of information. In education, it refers to the use of digital tools and resources to enhance teaching and learning.
  • SLS (Student Learning Space): Singapore's national online learning platform providing curriculum-aligned resources and tools for students and teachers.
  • Pedagogical Scaffold: A framework or structure used by teachers to support students' learning and gradually release responsibility to them.
  • Customizable Apps: Software applications that can be modified or adapted to suit specific teaching and learning needs or contexts.
  • Interactive Resources: Digital materials that allow users to actively engage with the content, often providing immediate feedback or allowing for manipulation of variables.
  • Applet: A small application, often written in Java or JavaScript, designed to run within another application, typically a web browser.
  • Simulation: A computer-based model of a real-world system or process, allowing users to explore and experiment with different variables.
  • Digital Library: An online collection of digital objects, such as documents, images, audio, and video, organized and made accessible for searching and retrieval.
  • Concurrent Session: A presentation or workshop that takes place at the same time as other sessions during a conference or symposium.

 

What an honor to be invite by Thomas!

http://n3ict.weebly.com/photo-gallery.html 

is what i will be sharing!
Date: 24th July 2018
Time: 2.45 p.m. 
Venue: Edgefield Secondary School,  [Venue: 3 Eliot (Level 5)]
Title: CS01-IS02 - Primary School Mathematics apps
Presenter: (Mr Lawrence Wee, ETD)
 
Time Event
1345-1435
All CS1 & CS 2 presenters are kindly requested to be at EFSS by 1345 hrs. 
Presentation venues will be available for set-up from 1300 onwards. 
Please proceed to the hall (level 2 for registration) and our ushers will guide you to the presentation venue. 
Our TAs will be on site to provide technical support.
Lunch will also be served from 1345 onwards,
Refreshment at the Hall and booths exhibition
1445-1455 
Welcome address by Mr Michel Saw, P/Edgefield Primary School and Chairman of N3 ICT Professional Learning and Leadership Committee
Venue : Hall

1455-1505 
Presentation of Token of Appreciation to keynote address speakers and presentation of Certificate of Appreciation to presenters by Supt N3 and Mr Lee Peck Ping, Co-Chairman of the N3 ICT Symposium Organising Committee
Venue : Hall

1505-1535 
Keynote address by Dr Elizabeth Koh, Assistant Dean (Research Support) and Research Scientist in the Learning Sciences and Innovation Program at the Office of Education Research, National Institute of Education (NIE), Nanyang Technological University.
Venue : Hall
1545-1630 
Concurrent Session 1 – All presenters are requested to be at their venues by 1530


1645-1730 
Concurrent Session 2 –All presenters are requested to be at their venues by 1630












My name is Thomas Low and I am the Deputy Chairman of the 8th N3 Cluster ICT 
Symposium Organising Committee 2018. 

The purpose of this letter is to formally invite you, on behalf of the Organising Committee, to be the Concurrent Session Presenter at our upcoming N3 Cluster 8th ICT Symposium. 

The N3 ICT Symposium is an annual event which brings together thought leaders, teacher practitioners and educational researchers for a noble purpose- to share their insights, practices, experiences and research studies in the use of technology to advance 21st century teaching and learning .This is also a platform that changes how Educators perceive, think about and understand the role of ICT in today’s technological and globally connected environment. The Symposium will be held on 24th July 2018 at Edgefield Secondary School at 2.45 p.m. 

The theme and strands of the Symposium are as follows: 

Theme: Discover, Experience and Engage with Educational Technology

Strands:

  1. Designers of learning experiences using the SLS Pedagogical Scaffold to meet students’ diverse learning needs 
  2. Nurturing responsible digital learners 

This Symposium seeks to enhance teachers’ competencies as designers of learning who are guided by learning principles and sound pedagogical approaches to plan for their lessons. Teachers harness ICT to design for active learning and monitor and to provide feedback to advance learning. The Symposium also seeks to reiterate the importance of the roles educators play in helping students understand their roles and responsibilities in a digitally mediated world. 

It is an honour for us to invite you as our Concurrent Session Presenter to present a talk entitled, “Using apps in primary Mathematics”. 

I would deeply appreciate if you could RSVP your availability to attend as our Concurrent Session Presenter by 25th April 2018.

On behalf of the 8th N3 ICT Symposium Organising Committee, I look forward to the prospect of you speaking at our Symposium. 

Yours faithfully, 

Thomas Low
Deputy Chairman, 8th N3 Cluster ICT Symposium Organising Committee 2018 

Participants

total of 34 participants has registered for your session.
Anchor Green Pr
Anderson Sec
Catholic High School (Pr & Sec)
Compassvale Pr
Edgefield Pr
Edgefield Sec
Fernvale Pr
Hougang Pr
Yio Chu Kang Pr


A total of 15 (instead of the intended 4) interactive resources are developed as Website and Mobile Apps, accessible, adaptable and affordable on the Open Source Physics at Singapore digital library. The list below is based on chronological order of date when first prototype is made and attributed with where the initial idea came from.

1 to 100 for learning Odd, Even, Multiples and Factors based on ideas from Thong Chee Hing (ETD SS) and teachers in our workshops.
  • Teaching mode shows odd, even, multiples and factors up the number 100, great for teacher demonstration (direct link)
  • Practice mode affords for student exploration with automatic targeted feedback
  • Colour-coded factor pairs for pattern recognition such as 1x24, 2x12, 3x8, 4x6 = 24
Telling Time based on ideas from Anna Goh (Anchor Green Pri) Theresa Heng (AST MTT) and teachers in our workshops (direct link)
  • Game mode affords for a random time to be set to the nearest half an hour or 5 minutes and dragging the both clock hour and minute hands to correct position for feedback with sound.
  • Practice mode affords for student exploration with automatic targeted feedback.
  • Teaching mode shows time in O’clock half past, and quarter to and past, great for teacher demonstration
Mass or Weighing Scale based on ideas from Rachelle Lee (Yio Chu Kang Pri) and teachers in our workshops (direct link)
  • Teaching mode shows a weighing scale in 1, 4 and 5 kilograms used by the teacher. The apple, coin and pineapple are example objects to give practical usages and typical masses of common objects.
  • Practice mode affords for selecting the correct mass in either whole number grams (lower primary) or decimal kilograms (upper primary)
  • Able to zoom in and out via pinching the screen of the handphone for better interactivity, great for projector usage by teachers.
Nets of Cubes and Cuboids based on ideas from Thong Chee Hing and teachers in our workshops (direct link)
  • Teaching mode shows either isometric and realistic three dimensional view of a cube or cuboid folding and unfolding in a total of 11 ways of which there are patterns A (1,4,1 squares in a row), B (1,3,2 squares in a row), C (3,3 squares in a row)and D (2,2,2 squares in every row) for pattern learning  
  • Added an input field calculator feature for cost per unit area, for a more authentic case of building a swimming pool with only 5 sides and a open top.
  • Colour-coded for ease of noticing the 6 faces of the cube or cuboid.
Net(s) of Square or Rectangular Pyramid based on ideas from Thong Chee Hing (ETD SS) and teachers in our workshops.(direct link)
  • Teaching mode that shows realistic three dimensional view of a square pyramid folding and unfolding into a net
Speed for 2 Objects based on ideas from Lye Sze Yee (Teck Whye Pri), Cynthia Seto (AST PMTT) and teachers in our workshops (direct link)
  1. teaching mode shows adjustable town A and town B distance apart, with a bus and a car with adjustable speeds and starting positions
  2. a drop-down menu of different scenarios for ease of exploring concepts
  3. the bus and car can U-turn or stop at town B or town A, making this simulation fully customised to Singapore teaching practice and examples found in OPAL lessons.
More than Less than Question Generator based on ideas on website and teachers in our workshops (direct link)
  • practice mode comes with 3 different sets of possible questions and when student gets something wrong, hints appears in the form of bar models in part (BLUE) add or subtract part (RED) to get the whole (GREEN)
  • colour coded the model bars and the question numbers used to aid pattern recognition.
Target Math Addition Game based on ideas from Theresa Heng (AST MTT) (direct link)
  • game designed for 2 player playing on the same device/laptop through turn taking.
  • customised to suit teachers request of adjustable deck of number cards, even or odd sets and different starting card numbers and final addition target, for a great variety of possible card play.
  • appropriate feedback is given when player 1 or player 2 reach the target (WIN) or exceed target (LOSE)
Comparing Fractions based on ideas from two Primary 3 lessons in SLS and teachers in our workshops (direct link)
  • teaching mode through dropdown menu shows 1. equivalent fractions in SLS video 12=36 and questions, 2. greater or less than related fractions 45>35, 3. greater or less than of unrelated fractions 25>310with a make equal parts for the denominator for conceptual understanding
  • shows 1. circular parts of a whole, 2. horizontal bars of a whole and 3. vertical bars of a whole for multiple representations and synergistic learning
  • drawing (solid line and dotted line), colour scheme(RED and GREEN with transparency helps productive noticing when the 2 shapes are dragged to overlap or played ) and position of start of fraction piece are based on rigorous tech scan of available resources
10 Add and Subtract Proper Fractions based on ideas from Primary 3 lesson in SLS and teachers in our workshops (direct link)
11 Volume of Tank Simulator based on ideas from Khoo Ghee Han (Jing Shan Pri) (direct link)
  • teaching mode comes with pre-defined examples from worksheet by teacher question 1 to 13 where the three dimensional water tank can get filled up via a tap above and lose water via a bottom tap. Students can visualise exactly at which time the changing height of the water level, what amount gets poured into or gets drained out of the tank
  • practice mode comes with input fields for length, width and height of tank, current water height, amount of water to be added, and rate of water in and out of tank for a full suite of possibilities to suit most Singapore complex word problems involving volume of tank
12 Symmetry Block based on ideas from Thong Chee Hing (ETD SS) and Yeo Teck Wai (CPDD) (direct link)
  • teaching mode comes with 4 different (horizontal, vertical, 45 degree and -45 degree to x axis) symmetric lines, selectable draw straight lines, click boxes and free hand draw.
  • practice mode supports student clicking on a number of boxes and check if their answers is indeed symmetrical about the line of symmetry
  • in the free hand mode, different colour also help students visualise their instantaneous lines and their symmetry
13 Symmetry Letter based on ideas from Thong Chee Hing (ETD SS) and Yeo Teck Wai (CPDD) (direct link)
  • teaching mode comes with 2 different (horizontal, vertical, symmetric lines to a predefined 26 letters in the alphabet that shows a folding about the symmetric line.
  • practice mode supports student clicking on either horizontal or vertical skewing that animates the letter with the new selected skew, which helps student explore if it is indeed symmetrical and if not, how it looks like
14 Symmetry Shape based on ideas from Thong Chee Hing (ETD SS) and Yeo Teck Wai (CPDD) (direct link)
  • teaching mode many options such as circle with infinite symmetric lines, square, rectangles, pentagon, ladybug and butterfly and their correct lines of symmetry that shows the folding and unfolding about the symmetric line.
  • practice mode supports student clicking on the hotspots to fold the shape and the symmetric line darkens after being selected.
15 Multiply Fractions based on ideas from Sharon Ong (ETD) and an existing Geogebra applet (direct link)
  • teaching mode comes with selectable the 4 dropdown menu (numerator and denominator of the 2 fractions) that shows the interaction of the 2 fractions as the visualise representation of the effects of multiplying 2 fractions
  • the final simplified answer is also shown to help calculations
Reference:

Frequently Asked Questions about Open Educational Resources / Open Source Physics @ Singapore

1. What is the primary goal of the Open Educational Resources / Open Source Physics @ Singapore initiative?

The primary goal is to develop and share accessible, adaptable, and affordable interactive resources, primarily in the form of website and mobile apps, for learning mathematics and physics. This initiative aims to enhance teaching and learning by providing educators and students with open-source tools that can be customized and used freely.

2. What types of educational resources are available through this initiative?

The initiative offers a wide range of interactive resources, including simulations and games covering topics in primary school mathematics (such as odd/even numbers, telling time, mass, nets of 3D shapes, speed, fractions, symmetry, and more) and physics (covering mechanics, electromagnetism, waves, optics, and more advanced topics). These resources are primarily developed as JavaScript HTML5 applets, making them accessible through web browsers.

3. Who is the target audience for these educational resources?

The primary target audience includes teachers and students in Singapore, particularly those in primary and secondary schools. The resources for primary mathematics are specifically designed to align with the Singapore curriculum and teaching practices. However, given their open nature, the physics resources can be beneficial to a wider audience interested in interactive physics education.

4. How are these educational resources developed and what is the role of teachers in their creation?

The development of these resources is often inspired by ideas from teachers, educational technology specialists, and existing curriculum materials like the Singapore Student Learning Space (SLS). Teachers actively participate in workshops and contribute their insights and needs, which are then translated into interactive applets by developers. This collaborative approach ensures the resources are relevant and pedagogically sound.

5. What are the key features of the mathematics apps developed under this initiative?

The mathematics apps often include multiple modes, such as a teaching mode for teacher-led demonstrations and a practice or game mode for student exploration and feedback. Many apps feature customizable parameters, visual aids like color-coding and bar models, and are designed to provide immediate and targeted feedback to students. The apps aim to support conceptual understanding through interactive manipulation and multiple representations.

6. How does the Open Source Physics at Singapore digital library ensure the resources are accessible and affordable?

The resources are developed using open-source tools and are hosted on a digital library that is freely accessible via the internet. This open-source nature also allows for adaptation and modification of the resources to suit specific educational needs without incurring licensing costs, making them a cost-effective solution for schools and educators.

7. Beyond mathematics, what other subjects or topics are covered by the Open Educational Resources / Open Source Physics @ Singapore project?

While the 2018 symposium focused on customizable math apps, the broader Open Educational Resources / Open Source Physics @ Singapore project encompasses a significant number of interactive simulations and models for physics education. These cover a wide array of topics, from basic mechanics and waves to electromagnetism, thermal physics, quantum mechanics, and even more advanced concepts.

8. How can educators utilize these resources to enhance their teaching and students' learning?

Educators can use these resources for various pedagogical purposes, including:

  • Direct Instruction: Using the teaching modes for demonstrations and to illustrate abstract concepts visually.
  • Active Learning: Engaging students in the practice or game modes for hands-on exploration and discovery.
  • Personalized Learning: Utilizing the customizable features to tailor activities to meet diverse learning needs.
  • Assessment and Feedback: Using the interactive exercises to gauge student understanding and provide immediate feedback.
  • Integration with Curriculum: Aligning the apps with specific curriculum topics and using them as supplementary learning materials.