School Track 3A Immersive Learning i) Learning with 3D Immersive Classroom@RVHS River Valley High ii) SS-aple Story@APS Anderson Primary School iii) ICT- A Tool or an Object? River Valley Primary School	School Track 3B Reflective Learning i) SURF@Tao Nan (Scaffolding for Understanding via Reflective eportFolio) Tao Nan School ii) Use of Remote Learning System (RLS) in Engaging Students in Formative Learning with ePortfolio Raffles Institution iii) Project V@lite Ngee Ann Secondary School
School Track 3C Collaborative Learning i) Engaged Learning Using Podcasts and Interactive Whiteboard Beatty Secondary School ii) Facilitating Mathematical Discourse using the Guided Collaborative Critique Framework in a Quasi-Synchronous Chat Environment iii) Wiki TP Tampines Junior College	School Track 3D Innovative Learning Culture i) Wild West Stomp! Pasir Ris Primary School ii) Into Another Dimension (Powerpoint and Art) CHIJ Our Lady of the Nativity iii)“GeoGebra” – Open Resource to Engage Active Learning in Mathematics Si Ling Secondary School
School Track 4C Innovative Culture Learning i) GIS : Volcanoes in Action! Pioneer Secondary School ii) Using Mobile Phones for a More Engaged Learning Experience Hwa Chong Institution iii) River Studies St Andrew’s Secondary School	School Track 4D Innovative Culture Learning i) Movie: An Effective Resource to Enhance Bilingualism and to Enliven the Learning of Languages Yu Neng Primary School ii) Profcast and Podcast Canberra Primary School iii) UMPC: Mobile Learning Through Adventures with Cartoon Characters Temasek Primary School

 

School Track 3A Immersive Learning i) Learning with 3D Immersive Classroom@RVHS River Valley High So Kah Lay Chow Ban Hoe River Valley High School

River Valley High School (RVHS) has set up a 3D Immersive Classroom for in-depth, interactive and immersive learning. This 3D environment allows for better visualization and illustration of educational concepts that Secondary 3 students have difficulty understanding. Given only planar 2D images, students sometimes misinterpret or form distorted images of complex scientific models. This presentation addresses how the learning of Biology concepts can be enhanced using the 3D Immersive Classroom and the “Teaching for Understanding” framework, where the emphasis of curriculum design is on developing students’ understanding.

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School Track 3A Innovative Learning Culture ii) SS-aple Story@APS Elaine Thai Phua Ei Ling Ng Jue Lan Wong Geok Mei Anderson Primary School

The presentation focuses on how Primary 5 students use Gamemaker, an open source software, to develop e-games using content from the primary school Social Studies curriculum. The end result for this project is the fostering of a self-directed learning culture where engaged and productive learning is encouraged among students and teachers as well. With more students being easily motivated and engaged by the digital game culture outside school, this project also aims to identify the factors that will impact the use of e-gaming in school and explore the processes by which teachers can plan and implement game-based learning in existing curricular contexts. This project produces a detailed case study of teacher’s implementation of e-games for learning in school. It will provide valuable insights for future game-based learning approaches in other subjects

 

School Track 3A Immersive Learning iii) ICT- A Tool or an Object? Tay Lee Yong Lim Cher Ping Abu Naeem Bin Hairon Tan Pau Cheng River Valley Primary School

The presentation traces how underperforming boys and girls in an after-school program mediated by a 3D Multi User Virtual Environment (MUVE) are re-engaged and motivated in academic related tasks. The program is viewed through the lens of Activity Theory. The findings seem to suggest that the role of Information and Communication Technology (ICT) has to go beyond the role of a mediating tool, to play the role of an object to entice these students to be first interested in the tool and subsequently the content embedded within the tool. In other words, ICT becomes a means to an end as well as an end by itself in this process of re-engaging this group of Primary 5 students. This has profound design implications especially in the use of ICT to engage and motivate unwilling learners.

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School Track 3B Reflective Learning i) SURF@Tao Nan (Scaffolding for Understanding via Reflective eportFolio) Allan Wong Hong Aik Mohamad Isnis Mohd Isa Sabariah Bte Shaik Dawond Tao Nan School

This presentation shares how collaborative learning is made possible via SURF@ Tao Nan, a virtual learning platform that facilitates greater discourse, interactivity and self-reflection amongst peers and teachers.Conceptualized as a tool for AFL (Assessment For Learning) which seeks to increase students’ responsibility and ownership for learning, SURF@Tao Nan allows learners to mind map their ideas as well as to reflect on their thought and learning process through self, peer and teacher evaluative inputs. These are captured online with the mind mapping tool being engineered to document and track the entire learning process via online historical nodes for each learning stage. Online peer collaboration,coupled with self-directed learning is thus, greatly facilitated and enhanced.Scaffolding for understanding is actualized through different stages of knowledge construction and acquisition. This process is tied to their thought processes that lead to the development of the intended HoM (habits of mind).

 

School Track 3B Reflective Learning ii) Use of Remote Learning System (RLS) in Engaging Students in Formative Learning with ePortfolio Eric Koh Raffles Institution

The presentation is on an exploratory study of how the Remote Learning System (RLS) is used to engage Secondary 2 students in formative learning. RLS is an ICT platform that enables teachers to stage learning either synchronously and asynchronously. The study observes students’ critical thinking via the examination of their peers’ works or products, with teachers serving as facilitators in this investigation. This exploratory investigation is aimed at uncovering the significant factors which could enable students to learn effectively and meaningfully using the RLS. From the experience, students can reflect on their learning and improve on it as part of their e-portfolio.

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School Track 3B Reflective Learning iii) Project V@lite Sharizah Mohamed Amin Vincent Lee Wei Yee Chris Lai Ngee Ann Secondary School

The presentation is about an interactive ICT platform created for the school's Values and Lifeskills Secondary 3 programme that allows students to view various simulated scenarios or "real-time" recordings and reflect on the possible learning points. The ownership and literal connectivity will make values learning more effective. Students are free to express and discuss their emotions, listen to others, and respect other people’s points of view during online threaded discussions.

 

School Track 3C Collaborative Learning i) Engaged Learning using Podcasts and Interactive Whiteboard Satvanti Saigal Agnes Lim Beatty Secondary School

This presentation highlights the use of interactive whiteboards and the creation of podcasts to engage Secondary 3 students in the learning of Chemistry. Using the interactive whiteboard technology, the thought processes of students during a project discussion can be captured and posted onto the Learning Management System. This provides a platform for students to critique, learn, add on and provide their input. The presentation will also illustrate how these technologies can be integrated to promote student-directed learning and sustain a student’s interest in the subject by linking basic Chemistry concepts to in-depth understanding. It concludes with a discussion of learning points gathered from teachers and students’ experience in the use of Podcast and the interactive whiteboard in learning chemistry.

 

School Track 3C Collaborative Learning ii) Facilitating Mathematical Discourse using the Guided Collaborative Critique Framework in a Quasi-Synchronous Chat Environment Wee Juan Dee Jurong Junior College

This presentation is about the use of text chat and shared whiteboard technology to facilitate mathematical discourse in a quasi- synchronous chat environment. The mathematical problem is designed to support the building of collaborative knowledge (Stahl, 2006) using the Guided Collaborative Critique (GCC) Framework (Wee, 2007). Participants work in small groups consisting of three students to solve GCC designed mathematical problems. The chat transcripts are logged and analyzed, helping researchers understand the moment to moment interaction leading to the construction of mathematical knowledge. This research aims to describe the various types of discourse patterns occurring as participants implement the GCC technique to solve such mathematical problems.

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School Track 3C Collaborative Learning iii) Wiki TP Angela Quek Dawn Ng Tampines Junior College

The presentation is on WikiTP, a TPJC English Department project aimed at increasing learner's autonomy and building an online database of information on topics that are relevant to the General Paper. The presenters will be sharing how the Enrichment Department of the English Department in TPJC used a series of connected Blogs (WikiTP), featuring the topics covered in a television documentary to develop learners' autonomy and the spirit of independent learning.

 

School Track 3D Immersive Learning i) Wild West Stomp! Polly Chew Soon Lee Jeanie Leong Pasir Ris Primary School

Wildwest Stomp! is a joint collaboration between Pasir Ris Primary School and Temasek Polytechnic to develop an interactive multi-player mathematics computer game in which Primary 4 & 5 students solve Maths problems creatively, develop critical thinking skills in problem solving and sharpen Mathematical skills through reasoning and making connections. This interactive game creates opportunities for students to learn how to construct appropriate mathematical questions which in turn enables them to better appreciate the subject itself. As this interactive game allows students to customise their own game within the main game, students are exposed to simple basic logic of programming and game structure in the area of computer game design. The game is also designed with a chat-line feature so that players are able to communicate to their friends whilst playing, building social and communications skills too. The project was awarded Gold at the National Innovation Quality Circle 2007 judging and it also won the LENEVO Innovation in ICT Award 2007.

 

 

School Track 3D Innovative Learning Culture ii) Into Another Dimension (Powerpoint and Art) Nur Ilyana CHIJ Our Lady of Nativity

Into Another Dimension is a project which introduces Microsoft PowerPoint as a drawing and painting medium. As Primary 2 students play with the medium, they develop their own repertoire of using shapes and lines to create digital masterpieces. Through exploration and experimentation, they acquire various visual literacy skills as well as creative thinking and problem solving skills.

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School Track 3D Innovative Learning Culture iii)“GeoGebra” – Open Resource to Engage Active Learning in Mathematics S Venkataraman Si Ling Secondary School

This presentation introduces the free educational mathematics software “GeoGebra” an open source tool which extends the concepts of dynamic geometry to the fields of algebra and calculus. It can be used to create interactive web pages for secondary students to foster experimental, problem-oriented and discovery learning of mathematics.

School Track 4C Innovative Learning Culture i) GIS: Volcanoes in Action! Grace Tan Shiang Swee Pioneer Secondary School

This presentation shares how Secondary 1 students use an online GIS interface to examine the topic of Volcanoes using real time data and satellite images. This gives students an excellent platform to learn beyond what the textbook offers and the online GIS interface can enhance students’ learning out of the classroom. This is unique as compared to other GIS initiatives in Singapore schools where students can only work with outdated data with the constraint of working only inside the school’s computer laboratory.

 

School Track 4C Innovative Learning Culture ii) Using Mobile Phones for a More Engaged Learning Experience Chow Chiu Wai Dr Lim Jit Ning Tang Koon Loon Hwa Chong Institution (JC)

Instead of banning students from using handphones in the classrooms, HCI has explored the use of SMS and RFID to get instant feedback from JC students during lectures. Their learning experience was assessed using a specially developed online learning system, with features that allow the results of the students to be analysed and correlated against the actual exam results and even achievement in their CCAs. Based on the number of students who attempted the questions correctly/wrong, the system will also intelligently track the difficulty level of the questions. In the process, a useful database of questions will be available for the teachers.

 

School Track 4C Innovative Learning Culture iii) River Studies Michael Lim St Andrews Secondary School

This presentation highlightes how students use dataloggers to study the environmental factors in and around the Kallang River and to collate data on the river, to study the impact of the Marina Barrage on the river's environment, to study the quality of the water in the river and track its changes through time.

School Track 4D Innovative Learning Culture i) Movie, An Effective Resource to Enhance Bilingualism and to Enliven the Learning of Languages Irene Chua Yok Joon Meng Yu Neng Primary School

Movies, music and computer games are enjoyed by most students, and as technology continues to make them more accessible and their content more compelling, such pop culture becomes even more deeply entrenched among the young. Yu Neng Primary has tried using interactive digital media (IDM), a collective term that includes pop culture in digital form, to make lessons more appealing and consequently more effective.The school has developed its NewsMaker software to extend its use to enhance bilingualism among its students, and during the process, to make learning Mother Tongue and English more lively and more enjoyable.

 

School Track 4D Innovative Learning Culture ii) Profcast and Podcast Karen Ten Wai Yun Farah Eliana Adam Canberra Primary School

This presentation will focus on the use of text & audio recording (Profcast) and audio (Podcast) to teach reading in English Language for Primary 2 students.

 

School Track 4D Innovative Learning Culture iii) UMPC: Mobile Learning Through Adventures with Cartoon Characters Nur Ain Binte Mohamed Amin Vikirawati Binte Mohammad Nordin Temasek Primary School

Learning Through Play - This multi-subject, student-centred approach can be applied across all subjects and level of study and focuses mainly on task-based learning where cartoon characters are used to entice and guide students during the lesson. In a language lesson, grammar and vocabulary is taught using the task-based language learning approach where a particular theme is chosen. Primary 4 students, working in groups with an Ultra Mobile Personal Computer (UMPC), will access a PowerPoint where cartoon characters pose a problem statement. Students then move around the school in search of resources to do their tasks and create a product.This concept of learning through play can be extended to other subjects such as Malay Language and Mathematics.