Monday, March 29, 2010

6024 Reflexion and Experience

Got to say that I really learn a lot, the interaction was quite useful, and also I liked the interaction with other students. I learn also not only from my own experience, but from the interaction with my other students in the group.

I saw lot of detail and updated information, and good explanation and examples. After this course I felt more confident about understanding using technology towards education in a more pedagogical direction.

Thanks Bob!

P.D. Would like to have all the note in advanced, so I could read them on the week and be able to participate and contribute more.

Web 2.0 Expo

For all the people who want to follow up with the latest of web 2.0, visit this site:

Evaluating What Really Matters in Computer-Based Education

Interesting research papers about e-learning evaluation:
Academic motivation
Effective dimensions of interactive learning on the World Wide Web

The Cultural Adaptation Process (CAP) Model: Designing E-Learning

Enhancing experiential learning in higher education

Monday, March 22, 2010

Mobile Learning in Education

Year 1 students have been using the application DinoMixer on the iPodTouch to enhance their study of dinosaurs. Students mixed up their own dinosaur and then added an image of themselves dressed as paleontologists. These were then added to a PowerPoint and students then voiced over their stories and descriptive writing - some also used Wordle. The author of the app also gave us permission to use the images in our work.

They also used the mobile phone app Qik to livestram a dinosaur hunt from outside the school back to the whiteboard in the classroom. Although the 'mobile' aspects of this project were relatively minimal the impact upon learning was considerable.

Monday, March 15, 2010

Thoughts on the CETL Learning Space

4IT Guys will post their reflections and comments here on the CETL Learning Space.

The idea is to think about the teaching techniques within the room, but it's also important to look at the learning that takes place. How does the learner feel in this space? Does the provision of a clearly expensive and 'different' room effect the self-esteem of the learner and add motivation?

In my opinion the room hugely affects the motivation of student learners; it feels like a special space that the University has invested large financial resources in and so makes the student feel 'special' about their learning space and this may impact upon their own investment in their work. In education we talk a lot about making learning spaces motivational through the use of displays, environmental text etc to help promote learning and this room certainly adds to the motivational factor!

A long time ago in the UK, I attended a presentation given by Prof Stephen Heppell on Schools for The Future. Heppell's thoughts on learning spaces are always worth reading and his work in this initiative can be seen here.

Group research topic: How IT infrastrcuture can affect teaching and learning in education

Observation 1: In our previous classroom

IT infrastructure: A screen and an overhead projector
Comparing with tradition infrastructure: A blackboard

Interaction is still limited. For example, in a classroom of size 30, the teacher can ask 1 student to present some idea in front of the class. All other 29 students are just watching that student. Using the computer and the screen, students can participate using animation, sounds and even Web 2.0 applications.

Observation 2: In our new classroom

IT infrastructure: Many screens surrounding our classroom

Reflection: IT infrastructure can affect teaching and learning in education.
1) Encourage group discussion.
2) A bigger screen is installed in each table, which allows the group leader to present ideas to other groups

Comments on the main areas of research on and with ITE

My opinion on main areas of research on and with ITE:

== How to narrow the gap between the theory and real practice in ITE? ==

I have been studied in Hong Kong from kindergarten to master's degree level. After I graduated, I have been working on tertiary education in Hong Kong for about two years. I observed Information Technology was introduced to the classroom since in the middle 90s. Here are the comments I would like to summarize on the main areas of research on ITE, particular in public school system in Hong Kong.

According to my observation, the government invested lots of money on IT hardware. Nowadays, every classroom in public school should have installed a computer with broadband connection linked with an overhead screen projector and a speaker. For software, the government also encourage teachers to learn Information Technology. However, for most of the hardware installed, the utilization is very low.

In public schools, except computer related subjects, Information Technology is seldom used to present the course materials. Although many cutting-edges and effective Web 2.0 teaching tools are evolved, most of the teachers still stick to the PowerPoint presentation, which is proved not attractive enough for students in a classroom.

I feel there exists a big gap between the theory of ITE and the education in my real life. Some teachers are keen on introducing new IT to their classrooms, but there exists lots of resistance, including lacking IT support, lacking funds to buy software which are effective for teaching and lacking time to prepare new teaching materials. I think exploring the way to narrow the gap is one of the future direction. For example, how government policy can be proposed to leverage the gap between the theory and the real practice? How to encourage teachers to prepare Web 2.0 teaching materials and bring them in their classrooms? How to let students to adapt to the new mode of teaching and learning?

Sunday, March 14, 2010

Web 2.0 Tools Prezi

Here's a nice Prezi featuring a number of useful Web 2.0 tools - BabelWith.Me is a new one for me, which I haven't seen before - I'd like to try that out;

Saturday, March 13, 2010


I have created my 1st slidecast. The slides will turn automatically in line with the narration. I sync the audio with the slides of the talk by the two actors. Students who did not have the chance to attend the talk can use this slidecast for preparation before watching the Cantonese opera in theatre.

Tuesday, March 9, 2010

Voki: A free, animated avatar

According to the voki page:

Voki is a free service that allows you to create personalized speaking avatars and use them on your blog, profile, and in email messages.

Evaluation of the product:

I have made a simple animated avator. The system supports many different language, so I can type in Chinese. The system generates voice based on my input text. The graphics are attractive and I think this tool can be integrated to teaching materials for children or teenagers.

Monday, March 8, 2010

Web 2.0 Tool - Wallwisher

Wallwisher is an online post-it site which allows users to post stickies to a wall. This resource can be used in a variety of ways.

Teachers are beginning to use Wallwisher as a means of allowing lots of students to post simultaneously.

Lee Kolbert from Palm Beach Cafe gives a brief outline of how the site works below:

Tom Barrett'ss blog in the UK is crowd sourcing requests for ideas on how Wallwisher might be used in the classroom context. Here is the Google Presentation giving ideas on how to use the site;

Here is our Wallwisher - please add your own ideas:

Sunday, March 7, 2010

Facebook group as e-learning platform

I have created the above facebook group as e-learning platform for the HKU General Education course on Cantonese opera art. I am testing the usage of its components (such as Wall, Discussion, Events). You can go there to take a look but NOT to join the group.
Feedback are most welcome. Please post your comment below.