1. Fostering Critical Thinking Skills and In-situ Knowledge Building throughMobile LearningAurelius YEO, Evelyn TEO, James KOH, Kassandra LIMEduTech Conference 2012 (03 Sept 2012)

2. Presentation Outline Our context: SST Our Journey: RQ1 Designing collaborative knowledge building spaces Our Journey: RQ2 Impact on critical thinking and knowledge building skills Scaling Up: Humanities and Biology Learning Trail Hands On Session Our Journey: RQ3 Challenges and implications Summary 3. Our Context School of Science & Technology (SST) as one of the Future Schools inSingapore Focus: creating pervasive knowledge building spaces Design considerations and challenges to promote core 21st century skills Critical thinking skill Knowledge building skill 4. Our Context Design & deploy innovative teaching approaches at a school-wide level Putting in place school infrastructure which promotes interactive andengaging learning spaces socio-technical infrastructure small classroom size (20-25 students per class) Engaging in research to develop evidence-based pedagogies 5. Our Journey: Designing Knowledge BuildingSpaces in Integrated Humanities 6. Our Journey: Knowledge Building as a Pedagogy Defining KB knowledge-building pedagogy places the main emphasis on contributions to the progress ofknowledge-building discourse. Scardamalia & Bereiter(1999) Core ideas of KB Trying to make sense of information about a topic of interest almost always ensures that theyare KB type activities Construing knowledge building as the solving of knowledge problems Why KB? School as learning community. Scardamalia & Bereiter (1999) 7. Our Journey: Research Questions How do we create knowledge building spaces with the mediationof mobile technologies and applications? How has knowledge building activities, coupled with technologicalaffordances fostered the development of core 21st century skillssuch as critical thinking and collaborative learning skills? What are the challenges and issues that we have faced in thistransition? 8. Research Qn 1. How do we createknowledge building spaces with themediation of mobile technologies andapplications? 9. designing knowledge building spacesdesign consideration1: intentional learningTeam generates pre-trail inquirieslearning how to formulate inquiryquestions and to improve ideasintentionally 10. designconsideration 2:collaborativelearningin-class small group worklearning how to work togetherfostering collective cognitiveagencysmall group collaboration on trail 11. designconsideration 3:pervasive KBpost-trail collaborative group work on reflectionquestionsengaging in KB discourse in andout of school battlefield trail @ Bukit Chandu battlefield trail forum discussion 12. designconsideration 4: Sentosa Traillearning trail Battlefield Trail knowledge building in-situ (onlocation) anchoring learning experiencesfrom abstract to concrete 13. Geography SentosaTrail video clip 1:17 sec24 March 2010 14. video clip 2:00 secHistory Battlesite Trail pics and show video clipJul 2010 15. Humanities Fort Siloso Sneak Preview 00:58 sec Trail 16. Research Qn2. How has knowledgebuilding activities, coupled withtechnological affordances fostered thedevelopment of core 21st century skillssuch as critical thinking and collaborativelearning skills? 17. methodologydesign research design-improvement, iterative processmultiple data sources online survey (Critical Thinking Skills, Collaborative Learning & MobileLearning Trail) focus group interview discourse analysis of three groups talk 18. Survey Constructs and Reliability Cronbachs Alpha Survey Constructs (Factors)No. of ItemsPre PostLearning orientation 60.900.77Creative problem solving 70.800.73Critical thinkingMental focus 70.830.76Cognitive integrity50.810.74Self-perception4 0.75Perception of team members 5 0.93CollaborativeTeam work9 0.75learningProgress 5 0.85Satisfaction with collaboration8 0.88 19. Critical Thinking Skill TotalClass A Class BFactors (N=41) (N=21)(N=20) PrePostPre PostPre PostLearning3.16 (.59)3.27 (.41) 3.13 (.59) 3.20 (.42) 3.19 (.60) 3.35 (.40)orientationCreative problem2.91 (.54)3.02 (.46) 2.82 (.49) 2.94 (.44) 3.01 (.60) 3.11 (.47)solvingMental focus2.79 (.58)2.79 (.49) 2.69 (.56) 2.68 (.51) 2.89 (.60) 2.91 (.44)Cognitive integrity- Means (SD) in a Likert Scale 1-5 2.94 (.65) 3.21 (.50) 2.88 (.71) 3.13 (.55) 3.00 (.59)3.30 (.45)* Overall positive improvement between pre-survey and post-survey, except Mental Focus-* t- test: Statistically significant difference in Cognitive Integrity t(40)= -2.97, p < .01 20. Collaborative Learning SkillTotal Class AClass BFactors (N=41) (N=19) (N=22)Self-perception 4.06 (.55)4.01 (.50)4.10 (.59)Team-perception 4.01 (.78) 4.00 (.51) 4.03 (.97)Team work 3.70 (.57) 3.61 (.34) 3.78 (.60)Progress4.05 (.66) 3.98 (.34) 4.11 (.86)Satisfaction of CL4.04 (.66) 3.99 (.58) 4.09 (.73)- Means (SD) in a Likert Scale 1-5- Overall positive perceptions toward collaborative learning skills- however, Team Work scores are relatively lower than other factors. This may indicate studentsdifficulty to work collaboratively in a team setting.- No statistically significant difference between genders and classes 21. Mobile Learning Total Class AClass BFactors(N=41) (N=19) (N=22)Learning effectiveness 4.25 (.42) 4.16 (.44) 4.33 (.39)Satisfaction 4.36 (.57) 4.42 (.53) 4.30 (.62)- Means (SD) in a Likert Scale 1-5- Overall, highly positive perceptions toward the learning effectiveness and satisfaction with mobilelearning- No statistically significant difference between genders and classes 22. perceptionopen-ended items3 Things I liked the most3 Things I liked the leastCategoryFrequency CategoryFrequencyLocation-basedLearning 60 Heat & Exhaustion 28 Trail Design16 Duration24Mobile Device & Facilitation10 16 Wireless 23. focus group interview Curriculum Design Trail design Pace for history trail was tight; driven by trail activities. Pre and post trail were useful as tuning-in and follow-up activities respectively Curriculum and Online Platform More scaffolding and facilitation needed for use of new online platforms. 24. focus group interview Collaboration Understanding the Benefits of CollaborationStudents knew the value of group work and would appreciate undertaking differentlevels of group work. Collaboration and TechnologyAffordance and control of the devices affected students collaboration especially whenthe sharing of one device on learning trail is concerned. Technology Mediation of TechnologyThe technology impacted the time and pattern of doing discussion on reflectionquestions while on the move. Appropriation of Technology The size, the interface and the sustainability of devices are factors needed to beconsidered. 25. Our Journey: Impact on critical thinking andknowledge building skills Relatively low barriers for introducing and adopting knowledge building pedagogiesshowed more progress in the journey towards KB Students positive perceptions and attitude toward collaborative learning, mobilelearning, and authentic learning experiences No significant differences in terms of gender and academic ability levels 26. Scaling Up: Humanities and Biology LearningTrail Big Idea: System Essential Questions: What will affect the abiotic factors? Are there differences in the abiotic factors between the 3 locations alongSingapore River? If yes, why? Are there differences in the abiotic factors between Singapore River andschool pond? If yes, why? 27. HypothesisQuality of water at river mouth is better and therefore creates a more conduciveenvironment for aquatic lives. This also accounts for the beginning ofcivilisations at the mouth of rivers. 28. Characteristics of the TaskScientific skills and techniques- use of datalogger and sensors- Interpretation of the data collectedLocation-based learningInquiry-based learning- authentic task for students to apply theirscience knowledgeCollaborative learning 29. Water samples were collectedat 3 points along SingaporeLearning Activities River (Robertson Quay, ClarkeQuay and ACM) and the schoolpond. 30. Learning Activities4 abiotic factors were measured:- dissolved oxygen (DO2),nitrates (NO3), pHand temperatureComparisons were made:- for the 3 locations alongSingapore River- Singapore River and schoolpond 31. TemperatureInfluences overall quality of waterEffect on the solubility of gases 32. Dissolved oxygenA key component in cellular respirationImportant indicator of water quality 33. NitratesAn important source of nitrogen necessary for amino acids and proteins synthesisHigh nitrate concentrations nitrate pollution ecological problem 34. Use of VernierLabQuest2Interface 4 probes: Temperature probe pH sensor Dissolved oxygen probe Nitrate ion-selective electrode 35. Interface with temperatureUse of Vernier sensor connectedLabQuest2LabQuest 2 Video 36. Use of Vernier Various ProbesLabQuest2 37. Data Collection Data were collected onsst.squarecrumbs.com 4 activities: Measure abiotic factors of river water Determine the location for ideal waterconditions Explain why the location has ideal waterconditions 38. Measure Abiotic Factors Activity 01 39. Location for Ideal Activity 02Conditions 40. Why Ideal conditions? Activity 03 41. Importance of WaterActivity 04 Quality 42. Demo:Looking at the other parts of the platformPlatform Exploration 43. Knowledge Forum Post Trail Discussion 44. Knowledge Building PedagogicalFrameworkReal Ideas, Authentic ProblemsImprovable IdeasIdea DiversityRise Above 45. Rise Above Idea Improvement Idea ConnectionIdea GenerationKnowledge BuildingConceptualPost Trail Discussion Framework 46. ProgressiveKnowledge BuildingPost Trail DiscussionInquiry Cycle 47. How KF Works Post Trail Discussion 48. How Knowledge Forum supports theKnowledge Building process REAL IDEAS, AUTHENTIC PROBLEMS Socio-cognitive dynamics: Knowledge problems arise from efforts to understand the world. Technological dynamics: Platform e.g. K.F. creates a culture for creative work with ideas. Notes and views serve as direct reflections of the core work. IMPROVABLE IDEAS Socio-cognitive dynamics: All ideas are treated as improvable. Participantswork continuously to improve the quality, coherence, and utility of ideas. Technological dynamics: Platform supports recursionthere is always ahigher level, there is always opportunity to revise. Operations reflect change:continual improvement, revision, refinement. 49. How Knowledge Forum supports theKnowledge Building process IDEAS DIVERSITY Socio-cognitive dynamics: Idea diversity is essential to the development of knowledge advancement Technological dynamics: Platform links ideas & bring different combinations of ideas to promote the interaction that makes productive use of diversity. RISE ABOVE Socio-cognitive dynamics: Creative knowledge building entails working toward more inclusive principles and higher-level formulations of problem. Technological dynamics: Platform supports rise-above notes & unlimited embedding of ideas in increasingly advanced structures, and support emergent rather than fixed goals. 50. Research Qn 3: What are the challengesand issues that we have faced in thistransition? 51. Our Journey: Challenges and implications Aligning technological affordances with KB pedagogy Redefining the meaning of teaching & learning in KB context Reconceptualizing assessment modes that align with KB activities Equipping & empowering learners with the know-how of collaboration in KBspaces 52. Our Journey: Challenges and implications Improvise interim measure in the transitional status: moving from topic-focusto problem-focus task; from cooperative to collaborative undertaking of task Provide appropriate degree and type of scaffolding to inculcate collaborativeknowledge building skills Require technological and pedagogical orchestration to promote fluid socialinteraction structures from individuals, to fixed small groups, to interacting,flexible, opportunistic collaboration 53. Q&A 54. Summary What are the needs of todays students? How do we engage them? Is cost or students learning the key to our purpose?