Designing and Implementing Mobile Learning Geography

Lessons @Labrador Park Ms Elissa Goh

Email: goh_yi_ling_elissa@moe.edu.sgMr Mohamad Khirsyaban Iskandar

Email: mohamad_khirsyaban_iskandar@moe.edu.sg

Programme

• Approach and trail activities

• Development route map and operational challenges

• Learning points and reflections

Welcome to Labrador Park!

Station A: Wonders of the WindStage 1: Creating a need to knowStudents are to observe their surrounding and postulate a hypothesis for the closing of the rocky shore and jetty

Stage 2: Gathering dataStudents have to mark out the human features onto a map

Stage 3: Exercising ReasoningStudents will craft possible reasons for stage 1 through observation of the environment

Station A: Wonders of the Wind

Why is the jetty closed?

Station A: Wonders of the WindMapping human

features

Station B: Red BeaconStage 1: Creating a need to knowStudents use their five senses to explore the environment and pose a question about their observations

Stage 2: Gathering dataa. Students sketch the view of Sentosa Island and its surroundingsb. Students make observations about the various types of economic, social and environmental features/activities in the landscapec. Students interview park users on their interactions with the environment

Stage 3: Exercising ReasoningStudents will craft a possible hypothesis on the key question 'why protect the coast at Labrador Park' after finding out more informaiton in Stage 2

Station B: Red Beacon

Representing Labrador Park

Station B: Red BeaconField Sketching

(diagnostic)

Station C: Lookout DeckStage 1: Creating a need to knowStudents are to use their sense of touch, smell, taste and hearing to identify elements of the physical and natural environment

Stage 2: Gathering dataStudents have to carry out a bipolar survey based on their assessment of the environment

Stage 3: Exercising ReasoningStudents will explain differences between the photograph given and the scenery around them

Station C: Lookout DeckUsing their five senses

Station D: Berlayer CreekStage 1: Creating a need to knowStudents observe their surroundings to spot animals in the mangrove area

Stage 2: Gathering dataStudents map the distribution of different species of mangroves along the river

Stage 3: Exercising ReasoningStudents come up with a general description of the distribution of different types of plants in the mangrove area

Observation skills: Identify and describe features and patterns

Station D: Berlayer Creek

Mapping of mangrove roots: Distribution and patterns

Image Recognition:Station A: Wonders of the Wind

Why is the jetty closed?

Image Recognition:Station A: Wonders of the Wind

Why is the jetty closed?

Labrador Park Trail Route Map from paper to screen

Dec-Jan

2011

•Develop aims for engaging ICT

•Consideration of curriculum needs and departmental focus (Outdoor Classroom Experiences)

•Discussions with HODs and Subject Teachers

Jan – Feb

2012

•Application for funding

•Discussions with LDR (prior working relationship BTNR trail)

Feb-July

2012

•Discussions with LDR: Content and Technical manifestations

•‘Walk-the-ground’ and customization

•Delivery of trail on 19 & 20 July

Results• Students are engaged especially with the use of mobile

devices during the lesson: 75% engagement rate.• The students are able to articulate their ideas to provide

quality responses to the trail activities as they can relate to their direct experience in the field.

• Students were able to relate their field observations to content learnt/prior knowledge.

• Direct experience allowed students to explore their questions on any cognitive dissonance between theory learnt and the actual processes observed.

Learning points and more• There is still value in doing some of the activities using

traditional ‘pen-and-paper’ method instead of on the device, for example, sketching due to the level of affordance of the mobile device.

• A blended learning approach could be used to maximise students’ learning in fieldwork in terms of facilitate the ease of collecting data.

• Follow-up sessions are crucial to provide feedback for learning: address any misconceptions and explore content learnt.

• Following trails could explore the possibilities for self-directed learning and collaborative learning (on and offline)

QUESTION & ANSWER SECTION

THANK YOU

Ms Elissa Goh Email: goh_yi_ling_elissa@moe.edu.sg

Mr Mohamad Khirsyaban IskandarEmail: mohamad_khirsyaban_iskandar@moe.edu.sg