Speak Up!

Came across this site while researching for a project:

http://www.tomorrow.org/speakup/about_SU.html

Speak Up is a national initiative by Project Tomorrow, serves to gather data that are authentic and unfiltered from stakeholders, specific on feedback and ideas on education, technology, 21st century skills schools of the future and science instruction.
This is a good initiative, a purposeful approach to engage and allow an avenue for everyone to have a voice.

In cyberped class, we have also visited many online sites where data is readily available to the general public. I am truly marveled by the accessibility, extent and scale of the data online here in the states, particularly, unfiltered data. These data serve as constructive feedback to relevant agencies to inform changes for enhancement in education.

Futuristic Airport

 A masterpiece that will change one's experiences at the airport...

http://gizmodo.com/an-ultra-modern-airport-in-shenzhen-makes-flying-feel-f-1453556094

A Glimpse into the Top 10 Museum Websites

While working on the analysis of the two sites that I was assigned to facilitate in class, I chance upon an interesting online art magazine that presents an article on the top 10 museum web sites, exploring what might make online design the next starchitecture:

http://www.blouinartinfo.com/news/story/804985/artinfo-ranks-the-top-10-best-museum-web-sites-from-the

After a quick scan through the list of top 10 websites, I realized it is not easy to decipher the characteristics of a good website as the design and functionality for each site varies. The styles are diverse. The one common feature across all sites is the Web 2.0 functionality, a basic in today's website.
One comment in the article struck me as we had some brief discussion about this in one of our class discussion earlier:

 Just because a museum is famous doesn't mean its Web site is great — the Museum of Modern Art is one such negative example.

Understandably, while maintaining a 'cool' site is probably a necessary part of museum branding, it may not be the priority of all museums.   But  I wonder why is the Museum of Modern Art quoted as a negative example.

Flipping the Class without Flipping Out

Chanced upon this article on the flipped classroom model  which seemed to have created quite a stir in the education scene in the last two years.  

http://arthistoryteachingresources.org/2013/06/10/flipping-the-class-without-flipping-out/

The flipped classroom model is known to be a response to traditional one-size fits all classroom model of education. In a flipped classroom,  students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teacher offering more personalized guidance and interaction with students, instead of lecturing. 

What first caught my attention was the 'upside down' image that seemingly depicts  the idea of 'flipped classroom'. ( thou I question if this is represented accurately) The author started by sharing the motivation behind her flipped approach - a student who fell asleep in her class. Typically, we would expect a teacher to react to an 'unacceptable' behavior but this teacher capitalized on this opportunity to generate a discussion with students, which then led to her revised instruction in class. This, in my opinion, is an evident of a progressive classroom where teacher and students are shareholders of learning. 

The author went on to share what she did to flip her class. Unlike how many educators tends to lose sight of educational purposes in the light of the allure of the novelty of approaches and initiatives,  there was no rush in implementing the flipping approach but the faculty agreed that only one class day per semester in the core first year courses. This enabled time and space for teachers to engage in their own experimentation and to hone their knowledge and skills in the use of approach to enhance instruction. And, the thing that stood out clearly here was how technology is harnessed to play a complementary role in supporting the 'flipping' efforts in order to achieve the educational goals and not allowing technology to determine the instructions. 

I like that the adoption of flipped approach also rippled off some other positive outcomes such as fostering greater collaboration of teachers in sharing resources so that 'no one needs to reinvent the wheel' . 

On Accessing Museum Resources Using Technology

My blog post this week documents some of my thoughts on an online feature, Collection, available in the Art Institute of Chicago (AIC) website . This came about from an experience at Teachers' Lounge, a professional development session for teachers conducted by AIC last Thursday.

The museum teachers' Lounge is a series of sessions conducted by AIC as part of their efforts to engage and equip K12 teachers with strategies and knowhow to use the museum's resources effectively in the classroom. The title for the session on Thursday was 'Accessing Resources at the AIC'. At the session, participants were introduced to the technical capability of the online feature Collection available at AIC website.

Thou I have actually explored briefly, this online feature at Cyber pedagogy class during one of our site investigation lesson, I never really think about how it can be used to support teaching and learning till now...

In my opinion, the online feature could possibly become part of a teachers' 'routine' in preparing and/or conducting lessons that involve the use of museum's collection. 


In the preparation 'routine', I imagine a teacher would first use the online feature to research and generate his/her own art collections of select artworks that are relevant to specific lessons. This would be followed by a recce at the gallery to view the actual select works and to visualize and plan how lessons may be conducted. Other factors such as the space, time and route would have to be considered during the recce.  Finally, the teacher would return to the online site to add notes, reflections and/or other images of works that may be used in class.


In the teaching 'routine',  the online feature is useful as a pre-visit activity to engage students in researching and considering artworks they would like to study in the museum based on a given topic. At the museum, students could be allow time to explore the artworks of their choice as well as engaged in discussion in groups. As a post-visit activity, students could pen down their comments and thoughts online and share it with their peers. If mobile devices are available, it might even be effective for students to document their thoughts in the the device immediately (as an activity during the visit) instead of having to transfer them after the visit.


The above are just two examples of  ways  the museum's existing technology could be used. There are definitely more ways to optimize the feature to enhance teaching and learning.  

But, at this point, I am curious and wonder how the museum, in their initial conceptualization stage, have thought about the function and utilization of this online feature and how these functions evolved after it is implemented. This question arises because I am currently involved in a work with the museum on investigating how distance learning can be formally incorporated into their education programmes to outreach to more audience. As such, I am thinking how features like this could also be useful in helping distance learners design and keep tab of their own learning. 

The Changing Role of the Library in the Digital Age

The visit to the Chicago public library was an eye opener for me as the shift in role of a library is evident through its well thought spaces and the harnessing of technology to engage people in continual learning.

The main function of the library is no longer just to house hardcopy books. It has shifted from being a gatekeeper of information to a hub that facilitates the co-creation of knowledge that spans the physical, conceptual and digital worlds.


The maker Lab is an amazing place where ideas are experimented, explored and actualized.


The Coolest thing about this space is the flexibility of choice to work at your own to deepen your interest area or sign up for classes offered to learn a new field. Independent individuals can seek help from the friendly staff on duty for assistance as well as refer to the handouts that are readily available. Coupled with trendy equipments such as the 3D printer, thought-provoking prints mounted on the wall and displays of the prototypes that inspires ideas and possibilities, this is indeed a place where innovation happens, as its title appropriately suggests.

The Youmedia is another space in the library that defines how learning breaks tradition. I could see that the youths are motivated and engaged in what they are doing at various corners that are designed for different purposes. Its amazing to note that while there are no concrete walls within to divide the space into various functions, there seems to be  'invisible' walls to facilitate learning...the youths are focused on what they have chosen to engaged themselves in the space without being distracted. i.e. performance, reading, gaming are simultaneously happening. 

These are perhaps good models of how classrooms of today should be designed and operates. I envisage every classroom to be a learning lab with specialized corners that encourages curiosity and creativity through independent learning and collaborate sharing so as to develop in students the knowledge and skills to thrive in the 21^st century. Schools designed to house learning spaces that makes learning fun, relevant and a lifestyle!

Art Collections a Click Away

When we talk about art, subject often revolves around artists and artworks. Little is said or known about art collectors. My recent visit to the Chicago Art Expo and a newly made friend who is a gallery owner triggered an interest that led to a little exploration into the realm of art market and art collectors.

Images from EXPO:

And since this blog was originally created as a requisite for one of my course that dwells into technology, most of my post in this blog will have some relevance to technology. One recent article that I was immediately drawn to was one with heading “Art Collections a Click Away”.

Source: http://www.nytimes.com/2013/10/01/arts/design/art-collections-a-click-away.html?smid=fb-share&_r=2& 

Technology has not only serve as tools and means to for art expressions, its accessibility and convenience seems to have distanced us from first hand-experience of viewing art in galleries, museums. In the current art market and art collectors world, I learnt that art collectors are increasingly skipping the first-hand physical experience of viewing the artwork and buying ‘sight unseen’ through internet images. As shared in the article, it’s just a click away!

For someone with limited and conservative knowledge of how gallery works, it is interesting to note that the online art market scene is a vibrant one where technology plays the key role of facilitating research of art, promotional tool and as bidding mechanism at auction. And there seem to be a rising trend of such online art transactions where works of art are bought without physical viewing. 

I do not dispute technology is both efficient and effective in the commercial world of art, especially works that are of lower value or for new collectors just entering the art market. I am curious what do collectors look out for when they view works online that determine their decision as compared to those bought after onsite viewing. This also sets me wondering how do we attain the engagement and desire of one in looking at original artworks on site when technology offers a quick alternative access.  

Relating this to art in education, I think of the implications of the pipeline of artists and art collectors we are developing for the future. While we constantly strive to stay relevant by harnessing technology to enhance the experiences of our students who are digital natives, I strongly believe we still need to invest time and resources in the school curriculum, to cultivate students appreciation of art through varied experiences, one of which should include authentic experiences at museums or galleries. Seeing reproductions online or via print will not give the same experience onsite as all artworks may appear the same; similar texture; challenging to ascertain the actual size and scale. Seeing works of art in actuality bring students into the work of art’s presence i.e. seeing the enormity of the work of art gives the ‘wow’ moment, generate intellectual meaning as well as deepening emotional responses to the work of art.

Challenges in implementing new initiative in education

As a stakeholder, I am writing this post in response to the recent education work plan seminar which is an annual event that updates on developments and reveal new initiatives in the education landscape in Singapore.


The Ministry aims to make topics in the classroom more relevant by introducing the new initiative :  applied learning programme in all schools by 2017. 

Having served in the ministry for more than a decade, I have never doubted the intentions of any initiatives and applauded the ministry for all efforts in enhancing the quality of experience for our students in schools.  However, there are always concerns with the fidelity of implementation and that actions do not complement intentions.

In response to the new initiative on applied learning programme in all schools by 2017, I see the value of the programme in bring real-life application to what students learn in the various subjects in schools. The onus is now on all teachers to ensure that they relate what they teach to the real world. With the emphasis of equal importance on theory and practice, it will set teachers to think on how they can make the theoretical practical, and make for much more engaging sessions in the classroom. Its a good initiative.

Still, two questions arise as to how this initiative can be accomplished:

• Firstly, Are teachers currently equipped with the skills for such applied learning to take off?

It was interesting that in the recent ethical and pedagogy class where we discussed about the pedagogy of the oppressed. The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom. (Freire, 1993) . So to add to the implementation challenge would be teachers’ comfort level and resistance for change. It isn’t going to be an easy task because majority of the teachers have never experience this way of teaching and for the lack of images and experience of their own on how this will look like, it posed as a challenge on how they can envision their future classroom in response to the new initiative. Are we demanding too much from the teachers? How much time should be given and what kind of support should be rendered to ease the change?

• Second, every new initiative in the past was always deem or perceive as additional work. Would teachers, and even school leaders question the need to devote extra time to a curriculum to implement the new initiative?

It is not just about tweaking lessons to make it work. In my opinion, this necessitate reviewing, rethinking about what we do in class and revamping the way teachers plan and conduct lessons. It calls for teachers to internalise theory and practice  in order for a seamless delivery of lessons. And to think about the timeline, between now to 2017, concerted and parallel efforts must be invested in pre and inservice teacher training to ensure all teachers are adequately equipped to execute this new initiative in their classrooms.

In the current system where grades and exam still matter, it would be natural for any teacher to want to focus more on preparing their charges to score on theoretical knowledge. In addition to the already hectic workload of teachers i.e. marking, co-curricular activities, projects etc, it is then unsure if this new initiative can be bought in so easily. Is it a matter of time that mindset can be changed, for the sake of the students or it being just another one of those short-lived, superficial initiative that do not sustain long enough for students to benefit optimally?

The Social Media Generation

Check out this comic:

http://comicsthatsaysomething.quora.com/The-Social-Media-generation-Zen-Pencils

I find it so real in reflecting today's society. People heavily into social media who use it on their mobiles are often obsessed and never seem to be ‘present’.  I’ve witnessed myself the likes of Twitter, Facebook, invading into the precious moments I have with my love ones. 

Social media has both positive and negative impact on society. Parents and educators need to be wary of the unseen impact of social technology on the younger generation. For one, would language be affected as we get more and more used to text speak? Can meaningful social bonds and relationships be formed due to abbreviated nature of status updates or through social networks? I wonder....

Taking Ctrl...

This caught my eyes this morning....
a literal visual representation of 'taking control away'.

Source: A different type of Art

The Happy Show!

Last Saturday, I chanced upon an exhibition at the Chicago Cultural Center.

"I am usually rather bored with definitions. Happiness, however, is just such a big subject that it might be worth a try to pin it down." 

Stefan Sagmeister

yes, it is THE HAPPY SHOW! While the artist was quick in making a disclaimer that the exhibition will not make you happier or guarantee happiness, it was inspiring and sure did make my day! :)


Here are 5 reasons  ....

1

Universal topic accessible to viewers of all age.

2

Insightful .......but not without a twist!

3

Interactive!

4

Witty and Fun

5

  

Technologies are used in its simplest, most purposeful and engaging way!

Are Technology used for technology sake or to make a difference in learning?

Many years ago, as a trainee teacher, I recalled one of my lecturers showed me an interesting pop up picture book and asked me if the effect could be achieved with a digital book. Obviously, the answer was no because a digital book would not provide me with the sensory engagement that the hardcopy book could do. 

This has influenced and led in the development of my personal guiding principle as a teacher in the use of technology in my classroom: Technology should be used as a way to make an impact in education and provide my charges with opportunities that were previously unattainable without modern technology.

When I started teaching, I often reflect upon the technology I used in my art classes …if it is used to make a difference to my students, or just because it makes it all look prettier and engages them, in the same way that fun gadgets like Gameboy would, or am I just trying to be accountable to the KPIs that the ministry has established for the use of ICT in schools.

(Just to give you some context, in Singapore, we have master plans for ICT in education that aims to enrich and transform the learning environment of our students and equip them with critical competencies and dispositions to succeed in a knowledge economy.)

For more info, visit the website at http://ictconnection.moe.edu.sg/our-ict-masterplan-journey 

This generation of students is born into a digital world and technology is part of their lives. Therefore, teachers need to ensure that the technology that is used enhances their learning instead of just coinciding with it.

In my last posting as a curriculum planner , I had the opportunities to visit many schools but it saddens me that while ICT infrastructures are in place, the pedagogy behind the technology and the vision and understanding is not. Not sure if this is a pervasive issues in schools around the world but how then do we enable teachers to thrive in the technological world and harness technology effectively in education?