http://weelookang.blogspot.sg/2011/07/national-ict-sharing-session-2011.html
Briefing Document: National ICT Sharing Session 2011 - Open Educational Resources / Open Source Physics @ Singapore
Date: 2011-08-12 (Based on title) Location: Kranji Secondary School, Singapore
1. Overall Theme: Leveraging ICT for Self-Directed and Collaborative Learning in Physics Education
The central theme of the National ICT Sharing Session was the innovative use of Information and Communication Technology (ICT) to transform physics education. The emphasis was on facilitating self-directed and collaborative learning experiences through OER and OSP tools. This is clearly stated in the event's theme: "BREAKING NEW GROUNDS IN LEARNING THROUGH ICT TO FACILITATE SELF-DIRECTED AND COLLABORATIVE LEARNING".
2. Key Technologies and Tools Highlighted:
- Tracker: A free video analysis and modeling software, developed by Prof. Doug Brown. It's a central component of the presentations and resources shared. The document notes: "Tracker 4.05 comes with Xuggle , a new open source video engine that greatly expands the number of readable video formats on all platforms."
- The sharing session included presentations on how to use Tracker, with links to resources like:
- "http://www.cabrillo.edu/~dbrown/tracker/tracker_sampler.jar (7.6 MB) A collection of Tracker video experiments presented in an OSP Launcher."
- "mechanics_videos.zip (7.3 MB) A collection of mechanics videos suitable for analysis and modeling."
- Easy Java Simulations (EJS) / Easy JavaScript Simulations (EJSS): These were frequently mentioned as tools for creating interactive simulations, especially for physics concepts. The document highlights numerous examples of EJS/EJSS simulations covering various topics.
- Examples include "Ball bouncing Ejs Open Source Bouncing Ball with Drag Java Applet", and other interactive simulations linked to the document in sections throughout it
- Web 2.0 Tools: A presentation also focused on the "Use of Web 2.0 tools and IPAD applications to enhance the teaching and learning of Physics." indicating the breadth of technology being explored
- Stop-motion Animation: One of the presentations, "SCi. Mation – Using stop-motion animation to conceptualise students’ learning and understanding," showcases a creative approach to engage students.
3. Pedagogical Approaches Emphasized:
- Video Analysis and Modeling: A key method highlighted. The presentation by Mr Lee Tat Leong and Mr Wee Loo Kang on "Learning Physics of Sport through Video Analysis and Modeling" was a re-run from a previous conference and appears to be a strong demonstration of how this technology can be used in physics. The availability of YouTube tutorials indicates an emphasis on self-learning and continuous access to resources. The presenters did a "quick tell and show," as the workshop format could not occur due to time constraints.
- Inquiry-Based Learning: The mention of "Gravity Physics by Inquiry" and resources like "Modelling-Inquiry Enabled Interactive Textbook" points towards a desire to promote a learning experience that is centered around discovery and exploration.
- Open Educational Resources (OER): The blog post's title itself emphasizes OER, and the sharing of resources like videos, worksheets, and simulations aligns with this principle. This supports open access and collaboration, and reusability of existing resources.
4. Sharing Session Details:
- Format: The session involved presentations, workshops, and demonstrations. The schedule included two sharing sessions, each followed by a Q&A.
- Sharing Session II had presenters given 30 minutes followed by 10 minutes of Q&A.
- Presenters: The document provides a list of presenters and their topics. Presenters included teachers from different schools (eg River Valley High School, Christ Church Secondary School, etc).
- Logistics: Practical details included parking information and dress code (smart casual). Presenters had to bring their own laptops and display cables.
- Backchannel: A backchannel was set up at http://todaysmeet.com/physicsVA for feedback, but it did not happen on the actual day, illustrating the challenges of integrating technology in a new way during live events.
- Printed vs. Digital Materials: A point of discussion was the use of a thick paper copy of the sharing proceedings, suggesting a preference for PDFs to save paper: "A thick paper copy of the sharing proceedings was given, is this a waste of paper ? instead a PDF could be more appropriate."
5. Emphasis on Resource Sharing:
The document contains a wealth of links to various resources:
- Teacher-created Materials: Worksheets, video tutorials, and simulation examples are linked.
- Examples include "Loo Kang's workheet on kinematics of bouncing ball" and "Tat Leong's worksheet IPSG on kinematics of bouncing basketball."
- External Resources: Links to the Tracker software website, sample video analysis files from Doug Brown, and other open source physics resources are available.
- YouTube Channels: The blog post includes direct links to YouTube video tutorials and demonstrations of the technology and teaching methodologies in use.
6. Ongoing Development and Recognition:
The document shows that this ICT sharing event is part of a broader, ongoing effort to integrate OER and OSP into Singapore's education system. There is a history of events and workshops, with new ones being added, to support the use of these tools and techniques. The site also showcases awards for some of the work being done.
- The document lists many past events, workshops, and trainings related to Open Source Physics, Easy Java Simulations, and Tracker, demonstrating a sustained effort in this area.
- Awards highlight the impact of this work, like the "UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education," "Ministry of Education Outstanding Innovator Award," and the "Innergy Award Gold 2012."
7. Future Directions:
The blog post implies a forward-looking approach to using technology in education. The variety of resources, from basic physics models to complex simulations, suggests a push towards incorporating advanced modeling and analysis into the curriculum. The inclusion of recent projects indicates a continuous effort in this area. This is evident from the listing of recent workshops, new Javascript based simulations that are still being developed and the inclusion of emerging technologies like AI.
Key Quotes:
- "BREAKING NEW GROUNDS IN LEARNING THROUGH ICT TO FACILITATE SELF-DIRECTED AND COLLABORATIVE LEARNING" - This is the central theme of the event.
- "A thick paper copy of the sharing proceedings was given, is this a waste of paper ? instead a PDF could be more appropriate." - This quote showcases a consciousness about resource management and an emphasis on digital resources.
- "Tracker 4.05 comes with Xuggle , a new open source video engine that greatly expands the number of readable video formats on all platforms" - This shows the continued improvement and adaptability of the tech being used.
In Conclusion:
This National ICT Sharing Session was a valuable event showcasing the potential of OER and OSP to enhance physics education in Singapore. The emphasis on practical tools like Tracker and EJS/EJSS, coupled with a focus on inquiry-based and self-directed learning, suggests a commitment to innovative teaching practices. The extensive collection of shared resources highlights the community aspect of this initiative. The blog post provides a window into the work of educators who are using technology to push the boundaries of learning.
National ICT Sharing Session 2011 @ Kranji Sec Sch Friday, 12 August 2011
Poster for sharing Tracker National ICT Sharing Session 2011 @ Kranji Sec Sch Friday, 12 August 2011 |
Title: Learning Physics of Sport through Video Analysis and Modelinglikely to be a re-run of Lee T.L., Wee, L. K. (2011, 01 June) 4th Redesigning Pedagogy conference workshop on Video Analysis and Modeling for Physics Education, National Institute of Education, Nanyang Technological University, Singapore
http://weelookang.blogspot.com/2011/05/video-analysis-and-modeling-tool-for.html
THEME: BREAKING NEW GROUNDS IN LEARNING THROUGH ICT TO FACILITATE SELF-DIRECTED AND COLLABORATIVE LEARNING
Date: 12 August 2011
Time 1300hrs (Presenters reporting time)
kindly park your cars at the nearest HDB carpark and please remember to put parking coupons.
Venue Kranji Secondary School
Attire Smart Casual
SHARING SESSION II (1620 – 1700hrs)
No
|
Name of Presenters
|
School
|
Title of presentation
|
Venue
|
Page(s)
|
Program:
A thick paper copy of the sharing proceedings, why not replace with a PDF? |
Opening Address Ms Tham Yoke Chun Deputy Director Educational Technology Division |
1430 Welcome Address Miss Tan Hwee Pin Principal Kranji Secondary School (VP present instead)
1440 Opening Address Ms Tham Yoke Chun Deputy Director Educational Technology Division
certificates issued to all presenters by the GOH Ms Tham Yoke Chun. |
1455 Presentation of Certificates ( this could be replaced by sending the certificates to the schools' principal for presentation during staffmeeting instead of taking 30 minutes of precious time sharing, every year, this is the 6th year, this is always an area of improvement as I had a quick chat with Eric Chong Si Ling Sec, and we all agree it should be changed)
1505 Sharing Session I
might be attending this
No
|
Name of Presenters
|
School
|
Title of presentation
|
Venue
|
Page(s)
|
19
|
Ms Juliza_ Zulkifli@moe.edu.sg
|
Christ ChurchSecondary School
|
SCi. Mation – Using stop-motion animation to conceptualise students’ learning and understanding
|
3H
(Level 3)
|
139 – 140
|
1545 Tea Reception
1620 Sharing Session II
30 minutes is allocated to each presenter followed by 10 minutes of question and answer session.
You will have to bring your own notebook and display cable for the presentation.
poster made for this event National ICT Sharing Session 2011 @ Kranji Sec Sch Friday, 12 August 2011 |
YouTube available thanks to Elaine and Tat Leong WordPress blog http://leetl.wordpress.com/2011/08/14/tracker-video-analysis-software-presentation-at-national-ict-sharing-2011-at-kranji-secondary-schoolSharing of Tracker at National ICT Sharing 2011 part 1
Sharing of Tracker at National ICT Sharing 2011 part 2
No
|
Name of Presenters
|
School
|
Title of presentation
|
Venue
|
Page(s)
|
23
|
Mr Lee Tat Leong
Mr Wee Loo Kang
|
River ValleyHigh School
|
Learning Physics of Sport through Video Analysis and Modeling
Tat Leong PowerPoint Sharing of Tracker at national ict sharing 2011
View more presentations from Ministry of Education, Singapore
As it is only 40 minutes, we did a quick tell and show. The workshop format cannot happen has the constraint of time (40 mins become 30 minutes as the event over-run)
|
3D
(Level 3)
|
283 – 287
|
30
|
Mr Chan Yew Sum Sunny
|
GuangyangSecondary School
|
Map and Scales with Google Map and National Education
|
5A
(Level 4)
|
191 – 193
|
interesting.
30
|
Mr Foo Chuan Teck Joshua
Mdm Lim Chu Toh
Ms Neo Shufen
|
TampinesSecondary School
|
Use of Web 2.0 tools and IPAD applications to enhance the teaching and learning of Physics
|
5A
(Level 4)
|
313 – 314
|
1700 End of Sharing Session
PowerPoint for sharing https://docs.google.com/uc?id=0BzIvSg-TzZrZYzBjNjEyNWUtYzA2OS00ZTY2LTkyMGYtOTg1Y2EzMmVkOGU2&export=download&hl=en_US
- Use your real name
- Be polite
- No side conversations (i.e., don't create another chat area)
- Stay on topic
Installation
Technology use:
Workshop participants need to bring your own laptop with these software preinstalled.
(1) Latest Java Runtime Environment (JRE)
(2) QuickTime 7 ( may not be required after Tracker 4.05 comes with Xuggle, a new open source video engine that greatly expands the number of readable video formats on all platforms.
(3) Tracker (http://www.cabrillo.edu/~
Note: User must use administrator account to run Tracker once after installing item (1) and (2) to ensure that necessary components are installed.Resources from Doug Brown.
Do check out the video and modeling files from Doug Brown http://www.cabrillo.edu/~dbrown/tracker/
- tracker_sampler.jar (7.6 MB) A collection of Tracker video experiments presented in an OSP Launcher.
- mechanics_videos.zip (7.3 MB) A collection of mechanics videos suitable for analysis and modeling.
- spectroscopy_videos.zip (0.6 MB) A collection of spectroscopy videos suitable for line profile analysis
YouTube tutorial guide video for 24/7 assess.
FAQ: Open Educational Resources and Open Source Physics in Singapore
- What is the focus of the National ICT Sharing Session 2011, and how does it relate to physics education?
- The session emphasized breaking new ground in learning through Information and Communication Technology (ICT), focusing on self-directed and collaborative learning. Specifically, it featured presentations on using video analysis and modeling (with tools like Tracker) to explore physics concepts, often with sports examples, as well as stop-motion animation. The overarching goal was to enhance the teaching and learning of physics by leveraging technology to make it more interactive and engaging.
- What is Tracker, and how is it used in physics education as described in these resources?
- Tracker is a free video analysis and modeling tool that allows students and teachers to examine the motion of objects in videos. Users can import videos, mark positions of moving objects frame-by-frame, and then view graphs and tables of data. This enables a deeper understanding of kinematic concepts, such as displacement, velocity, and acceleration. It’s used to study real-world phenomena like bouncing balls, projectile motion, and sports movements, making abstract physics concepts more tangible. The resources highlight Tracker's ability to bridge the gap between theoretical concepts and experimental observations.
- What are Open Educational Resources (OER) and Open Source Physics (OSP), and how are they being utilized in Singapore?
- Open Educational Resources (OER) are freely available teaching and learning materials that can be used, adapted, and shared. Open Source Physics (OSP) focuses on using free and open-source tools to teach physics. In Singapore, educators are actively using OER and OSP, with a particular emphasis on JavaScript simulations (often created with Easy JavaScript Simulations - EJS) and the Tracker software. These resources are used to create interactive learning experiences, and the resources suggest they are also used collaboratively, with teachers and students contributing to their development and use. The aim is to make physics education more accessible, flexible, and engaging.
- What are some specific examples of interactive resources or simulations mentioned in these sources, and what concepts do they address?
- The resources mention numerous simulations covering a wide range of physics topics:
- Kinematics: Simulations of bouncing balls, projectile motion, cars moving in one dimension, and falling objects with or without air resistance.
- Mechanics: Atwood machines, rolling cylinders, energy of a satellite, and vertical circular motion.
- Waves and Optics: Ripple tank models, single and double slit diffraction, and the Doppler Effect.
- Modern Physics: Radioactive decay models, the photoelectric effect, and X-Ray spectrum simulations.
- Electromagnetism: Magnetic fields of current carrying wires, Lorentz force, and DC motors. These interactive models allow students to visualize and manipulate variables to explore physics principles.
- What role do Java and JavaScript play in these resources?
- Java and JavaScript are crucial for developing and running the interactive simulations and applets. Java is used for developing simulations using the Easy Java Simulations (EJS) tool, which is then often converted to JavaScript to be more easily accessible on web browsers using the Easy JavaScript Simulations (EJSS) tool. The conversion to JavaScript makes the models accessible on various devices without needing specific software installations. This helps ensure a broader reach and better integration within digital learning environments.
- How does the community support and share resources in the OER/OSP movement in Singapore?
- The resources highlight that teachers like Wee Loo Kang and Lee Tat Leong actively create, share, and remix resources. They present at workshops, conferences, and sharing sessions. This sharing promotes collaboration and the adaptation of resources for different teaching contexts. They also make their videos, worksheets, and simulation models available through blogs, YouTube, and archive.org, emphasizing the open-source and communal nature of their work. The National ICT Sharing Session itself was a venue for educators to learn from one another's innovations.
- What are some of the recurring themes of feedback and areas for improvement noted in the source?
- Several areas for potential improvement are discussed: the source questions the efficacy of providing printed copies of workshop materials, suggesting PDFs would be more environmentally friendly. There is a specific example of the time allotted to certificates at the sharing session and whether that time might be better spent in the workshop sessions and also suggests streamlining the certificate process for future events. The lack of backchannel feedback use during the 2011 sharing session is also mentioned, implying a need to improve the integration of online tools for real-time interaction.
- Beyond physics, what other subjects or areas are mentioned in the document in connection with simulation and interactive learning resources?
While the primary focus is on physics, the document shows OER and OSP tools have applications beyond physics. The source mentions using Easy JavaScript Simulations (EJS) for math education with applets on numbers 1-100, fractions, 3D shapes and for chemistry lessons with an emphasis on titrations, suggesting the usefulness of interactive simulation tools extend beyond physics and can be used in interdisciplinary settings to promote active learning.