The main strength for this slide is it actually makes use of sound clips in learning. Since we learn 10% through our sense of hearing, sound clips can be useful in enhancing the learning (Wong, A. F. L., & Cheung, W. S. (1999) ). A recording of speech is made in the first slide to provide instructions to the audience. The voice is pleasant and the audio quality is quite clear (although with some background noise). High quality audio recording can be especially useful to audience such as young children who are not proficient in reading yet. However, here, it seems that the contents are made for lower primary students who are already proficient in reading. . Rather, the audio recording is more to provide clear instructions to guide the users where they should pay attention to. Sounds clips of frogs are also used to create interest to the audience. This can be especially useful in catching attention from the young learners. It actually wakes their curiosity and makes them wish to explore the topic further.

Other strengths include: Font - Also, the fonts in this slide made use of either Sans Serif font or simple serif font – Times New Roman ((Wong, A. F. L., & Cheung, W. S. (1999).). These fonts are sharper and allow audience to read easily. Only 2 main fonts which harmonise well are used in this slide to avoid being too fanciful. Font size are kept at minimum of size 24 to allow audience who are sitting far away from the screen to see clearly too. Lettering colours are in harmony with the background. Important words are highlighted in reds to capture the audience attention. In fact, the word “button” is underlined to further emphasize on it.Titles – Short title has been used to allow reader to understand with one glance.  

However, the colour scheme used is rather dull although in harmony. For example, the title can be made purple instead of brown to add as appeal to the audience. In fact, “Word Art” can be used for titles instead of normal text to make the slides more appealing for the young audience.  Pictures – Also, the frog picture can be made more interesting by using real photographs of frogs or even videos of frogs instead of using the simple picture of a common frog. Audience should have seen what a common frog looks like. Care must be taken to select the right photos or videos that students have not seen before eg. a blue colour frog (D.Azureus Suriname) or documentary videos of scientists discussing frog issues to provide an interesting opening for the students.  

Slide 2

The main strength for this slide is the title has been kept short, and all in capital letters. Readers are attracted to the title instantly.

Other strengths include:

Font – Similar to slide 1, fonts are of the correct size, colour and type. In addition, important words are bold to emphasize it to the audience.

Text animation –However, text animation is poorly done – Words come out one by one is slow, distracting and irritates the audience. Furthermore, it is noisy and does not have any value adding to the powerpoint. Text animation should be kept to the minimum (Wong, A. F. L., & Cheung, W. S. (1999)). Perhaps allowing each bullet point to “fly out” one at a time will be better. Also, the pictures does not illustrate the text

Bullet points – Although bullet points are used to arrange the content to allow easy reading, the bullet points are not aligned and the words are “center” instead of aligned to left, making it very untidy and difficult to read.

Layout – Alignment of text with graphics can also be made better by having all the graphics to the left to be it more balance and neat.

Pictures - Pictures are used but does not really illustrate the content. Example for the point “Frogs have long back legs and webbed feet…” , the teacher could have used a picture that focus on showing the frog’s leg and she can use arrows or pointers to direct focus to the frog’s legs.

Slide 3

The main strength for this slide is the graphics (static visual display) are used to aid in learning. The graphics illustrate and explain the life cycle of frogs clearly. The graphics are arranged in a circle (which is familiar to the students) to illustrate the idea that the process actually repeats after the last stage.  

Other strengths include:

Font – Similar to slide 1, fonts are of the correct size, colour and type. The teacher also bolds all the hyperlinks in red to allow the user to know where to click and the audience to draw the linkage that all the red bold words are “stages”.  This enhance the learning of the audience – the students will learn that the three main and important stages of frog’s life cycle are eggs, tadpole and young frog. Note that, the red words can also be made slightly bigger to allow audience from the back to see more clearly.

Titles – Similar to slide 1, short title has been used to allow reader to understand with one glance.

However, the subtitle (CLICK ON THE STAGE THAT YOU WANT TO FIND OUT MORE ABOUT), are all in capital letters. This actually slows down the reading by the audience (Wong, A. F. L., & Cheung, W. S. (1999)). It is not required here. Rather, the teacher could have only made the word “CLICK” appears as capital letters while the rest in small caps.

Slide 4

The main strength for this slide is it makes use of user friendly hyperlinks to allow user to link to other pages easily. The hyperlinks are in red buttons or wordings. In fact pictures relating to the stages are placed on top of the hyperlinks to allow user to easily recognize and notice the hyperlinks eg. a tadpole picture is placed on top of the tadpole hyperlink. Note that the picture of the hyperlinks could have been made much smaller to avoid confusing the audience (since the slide has nothing to do with tadpole and young frog).

Other strengths include:

Font – Similar to slide 1, fonts are of the correct size, colour and type.

Titles – Similar to slide 1, short title has been used to allow reader to understand with one glance.

However, the dynamic visual display used does not aid in learning. The animated frog is distracting to the audience. The picture does not aid in the explanation but only serves as decorative purposes (Wong, A. F. L., & Cheung, W. S. (1999)). It should not be placed in this slide.

Text animation – Similar to slide 2 , text animation is poorly done – Words come out one by one is slow and distracting.

Bullet points – Similar to slide 2, the bullet points should have been aligned.

Slide 5

The main strength for this slide is meaningful static visual displays are used to aid in the learning of students. Simple line drawings of tadpoles are used to illustrate the growing process of tadpoles. Students can made used of the drawings to get a clear understanding of the process. They can easily make comparison of the pictures to see the difference in the physical appearance of a tadpole as it grows. The pictures are also placed next to the specific paragraph of text to explain the process in detail. Hence each set of picture and text works together to explain each growing stage clearly.

Other strengths include: Layout –Informal balance is achieved by having asymmetric presentation with pictures on left and text on the right. It makes the layout more interesting and dynamic but yet not messy. Bullet points – Bullet points are used to arrange the information. Bullet points are aligned to allow audience to read the contents easily. Text animation – The text animation has been done well. Words come out together as a whole paragraph. It is less distracting and the teacher can allow the bullet point to appear one at a time as she explain the relevant bullet point. Titles – Similar to slide 1, short title has been used to allow reader to understand with one glance.  

However, the font size is too small (only font 18). As a result, audience may not be able to read from far. This could be partly due to too much information being display on 1 slide. There are too many lines on this slide. Audience may feel information overload. They may not be able to focus as they read and end up “skipping a line” in the process. The teacher can either be more concise in the information or create additional slide and move the last bullet point to the additional slide. The teacher can also use Roman numbers instead of words to cut down on the wordings eg. “14^th” instead of “fourteen”.

Hyperlinks – Hyperlinks (the red buttons) appear on the top instead of on the right column. Although this is a minor problem, the teacher could have been more consistent to place them on the right column to allow user to find them easily.

Slide 6

The strengths of this slide include:

Hyperlinks – Similar to slide 4, hyperlinks are used to allow user to go back to previous slides if they need to review. Note that the pictures above the hyperlink should be make smaller so as not to confuse the audience.

Font – Similar to slide 1, fonts are of the correct size, colour and type.

Bullet points – Similar to slide 5, bullet points are used and are aligned. Titles – Similar to slide 1, short title has been used to allow reader to understand with one glance.

However, more pictures related to the frog growing process should be added and place next to the relevant point. Static virtual display like a frog with tail and a frog without should be used to show the contrast. Number of lines - similar to slide 5, they are too many lines for this slide. Additional slide could be added or be more concise in the explanation. Roman numbers like 3 instead of three years.

1. COTF allows collaborative learning to take place easily and more effectively across space and time. By doing so, students are more likely to engage in collaborative learning and thereby allowing knowledge to be shared among themselves instead of the traditional way where teacher spoon feed the required knowledge to them. They are more likely to take charge of their own learning and “learn more widely”.

COTF allows collaborative learning with remote users. Virtual learning communities are made possible in COTF. Students from different countries can collaborate and learn from each other in projects based on their shared purpose and not artificial distinctions of locations or age. Information sharing can take place through various ways such as emails (which include text, voice and video) and chatrooms. Example: Chatrooms with features such as video or voice conferencing, and sharing of files allow easy discussion of projects that transverse the barriers of time. In addition, the UMPC can actually translate language to allow students speaking different languages to communicate. Students in different countries can actually collaborate in projects and share files eg. mind maps and share and edit easily. Students can then communicate with each other easily and do projects together. Learning takes place globally as they actively interact with people from other countries.

COTF allows collaborative learning to take place easily by enabling them to communicate more efficiently. In the classroom, students sit in their project groups and communicate with other groups through chatrooms. They can actually share file easily and instantaneously and even “draw” on the information they have received. Take for example, they received a webpage on the web showing a map and wish to ask the other group what is a location on the map, they can simply circle it using the digital inking annotation and send back to them. Communication is no longer limited to typing on the keyboard. Students can engage in discussion, feedback to each other as if they are face to face.  

2. COTF allows learning to take place anywhere and not limited to the classroom. High connectivity in COTF allows information to be downloaded or uploaded from anywhere. Students can learn at their own desired pace independently instead of following the pace set by the teacher in the classroom.

 Learning can takes place in a comfortable informal environment where students are allowed to downloaded information to read and to share. One such example is the café in the COTF. The café not only allows easy access to the internet, it is also designed in such a way that is conducive for information sharing. Students are seated comfortably around a table which contains an in built computer. Students, who have brought along their Ultra mobile PC (UMPC), can place it near the table to connect it with the table computer and the screens on the UMPC will be “pushed” into the in built computer to allow sharing of information with others. Sharing of knowledge is made easy with the help of technology thereby allowing learning to take place easily anywhere. 

 Wireless connection everywhere allows information to be retrieved anywhere. Students travelling on trains can check their emails and teachers can send email and reminders to students instantaneously to students. This means that teachers and students can communicate, share resources and learn anytime and anyplace irregardless of the distance and time. Another example in the COTF is information on the advertisement can be downloaded onto the UMPC instantly and on the go. Students can review the information when they are free and also use in their projects if applicable. COTF allows students to research and gain knowledge on their own easily and anywhere. 

 Students are responsible for their own learning and can research more on the topic on their own without the aid of the teacher. For example in the COTF, students can know the field trips and other information relating on the topic they are searching on and will do the booking of the field trips on their own instead of relying on the teachers.  

3. COTF allows students to process information more easily and customized according to their individual ability.

 User-friendly programs such as Groker are available for students to allow them to learn on their own (or as a group) easily. Groker actually is a search engine that actually allows information to be presented graphically to allow students to actually interpret data more easily and also filters information according to students’ ability. It sets the borders for the students in their research so that students need to spend less time to do the filtering of information. This actually enhances learning and allows learning to takes place easily and quickly. Students can then learn things at their own pace and research on information on any topics besides those featured in their textbooks. Another example takes place in the laboratory in the COTF. Comparison of data collected across the world is allowed by simply scanning your UMPC. It is easy and efficient. Charts and graphs are automatically drawn from all the data collected to allow easy comparison.  The process and display of data takes place instantaneously.  

4. COTF allows learning to be interesting, fun, interactive in an informal setting. Student develop a lifelong passion in learning as they realize that learning can be fun for them.

 Learning occurs as they play games at home. Learning can takes place in the form multi user visual environment of eg. Physics games in the house. The whole class can be invited to the house to play the game together as long as they brought along their UMPC. This can be further extended to other students who are not in the house by connecting it to the internet. Such simulation game allows students to “interact with the computer” and see how their decision will cause an impact. In fact, such simulation game can stimulate the real world context to deepen their understanding. Learning becomes interesting and fun by adding in the game component. Students can learn and interact together while they play. 

Even under classroom settings, students can interact with people from any parts of the worlds and this makes lesson more interesting and less formal. Experts or professors from other country can be “invited to the class” as special speakers by video conferencing. Students can easily talk to professors from other countries through video conferencing and tap on remote human resource with the help of technology.  

Video 1

The classroom environment is appropriate. The aim is to use the computers as a 1 to 1 tutor to the students. The cd rom allows the students to virtualise the triangles and answer the required tutorial questions.  The full computer lab allows each student to have their own computers. They get to be fully in charge of their own learning as they explore the cd rom on their own. The individualised learning also allow each student to learn at their own pace. 

 Video 2

The classroom environment is quite appropriate. There are two sessions. In the first session, students learn throught the traditional way as the teacher give a presentation using powerpoint and then ask a way questions to make usre that they had understood the lesson. The advantage to this is that the teacher can present the concepts in a clear and concise manner. However, often, students may not be able to stay focused in the lesson. The aim of the second session is to learn to work in pairs and have discussions. Each student has their own role to play in the pair work. The second session further enhance their understanding in the first session and promote peer co-operative learning.

Video 3

The classroom environment is appropriate. The aim of the lesson is to provide a variety of ways to explore the subject . Students get to make use of charts, cd-roms, science equipment and discussions to learn. It makes the lesson more interesting and excitiing as they switch between the stations.

Video 4

The classroom environment is appropriate. The aim of the lesson is to promote team spirit and interest in learning through the game. It allows more interactions between the students as they learn from each other. Learning vocabulary can be rather boring. This environment makes the learning more interesting.

Relating to Case Study in part 1 (story 1)

The environment is not very appropriate. Students doing the mind mapping should be using the video 1 concept to have a computer to each student. Only 1 of the 2 students get to have an hands on experience to use the mind mapping. By using pair work as that of video 2, students should have time to engage in discussion. However, in the case study, students were simply trying to note down whatever points they hear.

During the forum sharing, students should be sitting in groups as that of video 4 so that they can discuss the appropriate questions and answers. This further enhance group spirit as well and lead to less confusion. Discussion can be done in a more orderly manner instead of everyone trying to say their views.

b. The students seem to be focused and on task. What strategies do you think the teacher has used to achieve this outcome?

The teachers use the following strategies:

Video 1/2/3/4

• Clear and specific instructions in each task eg. when to switch on the computers, when to put in the cds. Students are very clear of their roles and the tasks.
• Clear instructions were given in the seating and grouping to reduce confusion.
• Students were supposed to hand in assignments at the end of the lesson. They had to stay focused and on task to finish the assignments.
• Various means to get students’ attention eg. dimming the lights, saying things like ” Can someone please answer my question”
• Using navigation guide in video 2. Students were given clear instructions on how to use the cd rom.
• Using coloured cups to signal to teachers if they have questions, having teacher assistant to move around to help the students so that they won’t be “lost”.
• In video 4, the students were in their teams and were competing. By doing so, students are enthusiastic and stay focused in order to win the game.
• The teacher in the video 3 had planned well to ensure that each station takes up about equal amount of time so that students can finished their task and moved to the next station.

 Relating to Case Study in part 1 (story 1)

Generally clear instructions were given. However, the teacher fail to explain to the students that the mind mapping tool serves to aid them in the decision making. Students were not focused in the first attempt as inadequate planning was done by the teacher. They did not have sufficient time to complete their task and were still thinking of the mindmapping or discussion forum when they were supposed to do the mind mapping. In the redesigned lesson, students were more focused as more time were given to them to complete their tasks. The teacher  went through how to use the mindmapping tool and decision making template to reduce confusion.

What potential classroom management issues can possibly occur? What proposed solution(s) do you have?

Video 1 and 2

Issues:Students had to work on their own or in pairs. The cd rom may not be interesting to them and they may simply anyhow fill in the answers or give up answering the tutorial questions. They may even start talking to their friends or walk around. Others may copy answer from their friends.

Solutions: Motivate them by putting the top scorers of the assignments online. Make them present their answers to the tutorial questions. Having teachers and IT assistant to walk around to help them and monitor them.

Video 3/4

Issues:Some students may not have learnt anything at the end of the lesson as they may not participate enthusiastically. They could rely on their group members answers or not aware of what’s happening. Also, noise level could be too high to allow for condusive learning.

Solutions: In video 3, allow more time for discussion and teachers to monitor their progress. In video 4, the teachers should control the noise level and to explain the vocabulary each time after the students had guessed the word correctly.

 Relating to Case Study in part 1 (story 1)

In the mind mapping session, issues similar to that of video 1/2 may arises and similar solutions may be used.

In the discussion forum, some students may not have particpated in it while others were shouting to get attention to the presenters. Solutions will be similar to that of video 3.

Overall

Degree: 9. The teacher had promoted student-centred learning to a large extent based on the following examples from the case. 

1. The teacher provided the necessary guidelines for the research (eg. the categories) while students generated their own knowledge by searching information online. 
2. The teacher joined in the forum and modelled some questions and answers to guide the students when the students were asking irrelevant questions.
3.  During the redesigned lesson, teacher modelled how to use the mindmap software (Inspiration) and decision templates to correct their mistakes made in the first attempt.
4.  In the redesigned lesson, the teacher made the presenters to go around the class to answer any doubts by the other students. By doing so, the teacher is creating an environment for students to work together and share their knowledge.
5. However, the lesson was too structured in the first attempt as the teacher moved from one stage of learning to another quickly (from the mind mapping to the forum and ending abruptly) without taking into consideration the students were still not ready to moved to the next stage. This was improved subsequently in the redesigned lesson.
6. The decision making process was rather structured. Students had to make use of the standard template. The criteria for decision making had been listed out by the teacher. The teacher could possibly list a few examples and allow students to come out with their own criteria.

Student roles

Degree: 8.

1. Each student takes responsibility and plays his or her own role and learn to work with others (the presenters working in a group to come out with the PowerPoint / working in pairs to create mindmaps). As a result, they learn different skills (eg. research, presentation skills, communication skills in relaying information to their partners, and using mind-mapping tools to summarise, learning to discuss and expressing their opinions on forum, decision-making skills).The students were keen to participate and engage in co-operative learning. Although at times, they were too phyiscally engaged with the technology than in the actual learning.
2. There could be little learning in the first attempt for those who were doing the mind mapping as they were simply trying to complete the task by putting as much information they heard during the presentation into their mind maps. There was likely to be little understanding and thinking taking place. They were not informed how the mind mapping tool would be useful in helping them to make decisions. As a result, the students fail o develop their competence fully.This was improved in the redesigned lesson as students were given time to think and draw. Students also learned to ask the presenters questions if necessary and this allowed for co-operative learning. As a result, presenters had an additional role as peer tutors.
3. In the redesigned lesson, learning was no longer so structured as the students did not have to worry about the time constraint. Students continue to learn even after class as they were free to express their comments and share their views on forum anytime. As a result, students get to learn more and at their own pace.

   Curriculum characteristics

   Degree: 6.

   1. In the first attempt, learning seemed to take place in a sequence (from collect information to presenting information to summarizing information to discussing information and finally decision making).
   2. Although the curriculum was still rather structured in the redesigned lesson, the teacher was more focused in ensuring that the students were learning instead of getting the tasks done.  

   Learning goals

   Degree: 7

   The teacher had her own specific learning goals in mind for each task and the tasks were done in a sequence. However, the learning goals were not conveyed to the students.

   Types of activities

   Degree: 9

   A wide range of activities had taken place: From independent internet research, group project presentations, questions and answers session (in the redesigned lesson), hands on mind mapping,  discussion forum, decision making. The only suggestion is that the decision making template could be too structured. Students should be allowed to come out with their own template.

Degree: 9

1. Internet search was used to enable to collect information from a wide range of sources instead of simply pulling out information form the textbooks.
2. Microsoft powerpoint was used a s a tool to convey their understandings and present their views on the topics to the rest of the class.
3. The first attempt was more learning the technical skills of how to use the inspiration software. The students were only typing in word for word what the presenters had said instead of using IT to aid their learning. In the redesigned lesson, students made use of the software to illustrate their understanding and aid in their decision making.
4. The discussion forum served as a platform for students to share their ideas and learn from each other.
5. The online poll was used to capture the students decisions. 

 Overall

Overall the lesson was conducted very well. The students were engaged in their learning and did learn the required curriculum  by generating their own knowledge with the teacher as the facilitator only and not so much of the “traditional teacher”. They enjoyed their lesson while learning and teacher stepped in to control and guide the class only when necessary. She had managed to make use of IT to crate an environment that is condusive for student-centred centred learning. I would give it a 8.5 score overall.