Pedagogical Tinkering: Using Multimedia in the Learning of

History

Presenter: Mr Lloyd YeoLead Teacher

St Gabriel’s Secondary School

Video on the Cold War

http://www.youtube.com/watch?v=yixOXNuSjYs

Student-made Video on the Cold War

Harnessing of Students’ ICT Literacy

3 important characteristics of good quality T&L in ICT are: • autonomy• adaptability• creativity (Lowther et al.,2008)

Inquiry-based teaching

Inquiry-based learning

Area for comparison

Pre-Innovation What’s new

Pedagogy / Pattern of Learning

Lecture/Direct InstructionGuided / Structured inquiry

Group Investigation/ Doing HistoryMore open inquiry

Procedures[6 wk]

a. Triggerb. Content Emphasisc. Assessment

a. Inquiry/ Curiosity (3-2-1)

b. Content backgroundc. Demonstration/

exemplard. Dialogic/discussion

Resources Print material Open SourceICT and creativity

Music as a trigger Student product and outcome

Use of ICT Powerpoint and videos for content transmission

Demonstrate and show multiple perspectives

Approach Teacher-centricPositivist & cognitivist

Student centricAffective & social constructivist

Print materialsICT at the periphery

Teacher as gatekeeperStudent as apprentice

Know historical facts & procedural skillsApply them ; written assessments

Culture of isolation HierarchicalUni-dimensional

Positivist and cognitivist measures of student learning

Some thoughts on Pedagogical Tinkering

Student-Teacher Interaction

Teacher Responsiveness

Content Organization

Likeability/ Concern

Pedagogical Affect

Student Interest

Learning Performance

PerceivedLearning

Adapted from Abrantes et al (2006)Pedagogical affect, student interest and learning performance

Case Study: What was the experience and use of doing your own history music video?

Multiple Perspectives

Complex discussions“There are so many ways to do this project, by dates or by countries. We had to discuss the format, how to approach this video, how are we going to showcase this video.”

Case Study: What was the experience and use of doing your own history music video?

Open source and broad understanding

“When you read your textbook, all the things that you are going to say for O levels is just from the textbook. It doesn’t go beyond that. But this project, the research, it helps you to bring in material from other sources. From the internet. From other study books. And it gives you a broader understanding even though it might not be directly relevant to your O levels. A broader understanding is I feel much more important and will definitely help you in your O levels when you show that actually have the gist, the understanding of what really happened in the Cold War. What really happened during the fall of the USSR.”

Pedagogical Affect: Active and student-centric learning

“I learnt a lot during the making of the video. Most of the things Mr Yeo teaches in classroom is like go in one ear, then come out the other ear. Then it’s like okay. You just sit down drone in class. But when you actually hands-on, you read about the Yalta Conference on-line. You type it down. You look at footage of it. I think both my group members and I benefitted from that. It’s easier to capture in memory. It’s easier to remember the facts.”

Case Study: What was the experience and use of doing your own history music video?

Student Interest: Flow“When we were putting it together, we slept little.It’s like something we have never done before. It’s not the real studying kind of project. It’s very, very practical. And we made a video that can be shown to other classes to future generations of Sec 4 classes. That feeling in itself is very gratifying. We made something.”

Learning Performance: Procedural processes“For me, the right way to do it is by sieving out the important events, studying the events properly and trying to sieve out the important points. Studying means understanding the content. Then summarizing it. Then we tend to remember it better because we put it in our own words. “

Perceived Learning: Transfer of Learning in a new context

“It’s not the video itself that help me. It’s the process, the research that you did is really helpful. So, when I made the video, my understanding of the Cold War is deeper than what I previously had. For me, it wasn’t the video but the process of making the video.”

ICT: Research and creativity tool at the centerPrint material: In the periphery

Student as a co-producer and creatorTeacher as a facilitator

Choice & awareness of historical images, own language, music for historical narrative

Culture of Collaboration

Collaborative & open inquiryMulti-dimensional

Affective and social constructivist measures

Creation and process-oriented