Professional Documents
Culture Documents
To mitigate possible drawbacks, we intend for online content delivery to complement the system of
classroom teaching in schools to help students refresh concepts taught in class. Weaker students
who are unable to comprehend uploaded materials are then encouraged to consult their teachers.
This way, the level of human interaction is not compromised as e-Learning takes place outside
curriculum time.
ENHANCE CONTENT DELIVERY
Action Plan
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Problems identied/Feedback received
Students generally willing to take MCQ tests because it
reinforces their understanding.
Modications when implementing at the national level
Integrate tests with subject curriculum closely by having
MCQ tests on every topic of the subject and by having such
tests on a regular basis.
Problems identied/Feedback received
Due to its non-compulsory nature of materials, the access of
these materials is largely dependent on the interest of
students.
Modications when implementing at the national level
Put up more notications to publicize the enrichment
materials in order to receive optimum response.
CREATE ONLINE ASSESSMENTS
UPLOAD ENRICHMENT MATERIALS
... reduced human interaction, preferred by some students ...
(2) Encourage student participation
Instead of purely teachers uploading materials, we aim to empower students to take charge of their
own learning through the use of e-Learning portals to facilitate peer-teaching.
Produce videos for SPA and tutorials
Figure 9: Still frame of one of the videos of tutorial solutions.
Source: RJ111
We propose to encourage students to present their solutions to difcult tutorial questions in the form
of videos. Such solutions are visually and aurally more engaging compared to printed solutions.
Moreover, students can consolidate their knowledge when participating in video-production.
Figure 10 & 11: Still frames of the SPA videos done by classmates Nguyen Thi Hoai Thanh (left) and
Jia Haolin (right)
Source: RJ111
Action Plan
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The videos we created were well received by our classmates and teachers (see Figure 12). Our
subject teacher, Mr. Song, mentioned of how this can relieve teachers the trouble of re-explaining
taught concepts and better concentrate on the weaker students.
6. How would you rate the usefulness of videos on solutions for tutorials uploaded?
Figure 12: Survey question on the usefulness of videos uploaded for participants of the pilot project.
(Sample size: 22)
Source: RJ111
Since only 5 students volunteered, we do foresee a problem of lack of volunteers. Thus, we suggest
to make the creation of such videos as class assignments across the level so that more students will
be willing to contribute as a class effort.
Initiate portals/forums for sharing and discussion
We propose that students be allowed to share their compiled notes through the online portal. This
encourages them to adopt a proactive role in reorganizing the content they have learnt.
For our pilot project, we uploaded two topical summary notes compiled by our group members as
only we had content-editor accounts. Hence, we propose that every students account have the built-
in ability to contribute materials.
Similar to collaborative learning done in universities,
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students can discuss teacher-allocated topics
on forums/blogs provided by the e-Learning platform. Posts may be graded to assess students
thinking. This can train students to analyze questions from different perspectives and learn from one
another.
Facilitate collaboration through video conferencing
Video conferencing allow students from different schools (locally and worldwide) to interact, promoting
sharing of knowledge and perspectives. This can be facilitated through collaboration among students
from different schools on the online forums.
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Action Plan
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Interview with NUS Prof Chng: its through their sharing on blogs when they do collaborative work or through their MSN
when they discuss the scenario
Evaluation
With limited curriculum time dedicated to face-to-face discussion, our strategy not only provides
additional avenues to facilitate discussion, but also garner better responses from students who are
shy of speaking up in class, giving teachers more opportunities to assess them. Having teachers
moderating blogs/forums will ensure students put careful thoughts in comments for more fruitful
discussion.
ENCOURAGE STUDENT PARTICIPATION
Action Plan
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Problems identied/Feedback received
Students accounts have restricted access to the e-Learning
portal, and thus their ability to contribute content to the
portal is limited and must be done through a content
modier or teacher.
Modications when implementing at the national level
Equip every student's portal account with the ability to
upload and contribute materials onto e-Learning portals.
INITIATE FORUMS/PORTALS FOR DISCUSSION & SHARING
Problems identied/Feedback received
There is a lack of volunteers and consequently limited
benets for the general student population.
Modications when implementing at the national level
Make the production of such videos as class assignments
across the level, or integrate it into a co-curricular activity to
better involve every student.
PRODUCE VIDEOS FOR SPA & TUTORIALS
Face-to-face discussion is still preferred by some students ... students tend not to
put much of their effort into the tasks if they are not graded.
(3) Employ e-Tool documentation
Record individual progress in e-Portfolio
We propose for the introduction of e-Portfolio in all JCs to capture every students progress and allow
students to identify areas for improvements. e-Portfolios include not only academic results, but also
co-curricular achievements and participation in external activities.
Therefore, we would recommend students to share their post-trip/competition reections and
experiences with fellow schoolmates through the e-Learning portal.
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Schools can facilitate this by
setting a minimum quota of online reections and credit good ones. Students can even create
podcasts or compile videos documenting their experiences in a lively form, thus instilling in them
qualities of a condent communicator.
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Evaluation