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Majella Loh

on 16 April 2010

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Transcript of WE-Learn

Double click anywhere & add an idea WE-Learn Proudly brought to you by:
Cheryl Seah
Cherlyn Phua
Melissa Fu
Bernadette Kor
Majella Loh
Teaching and learning of positive civics and moral education values to young children

Improve the learning important values that are integral to Singapore through E-Learning. Civics and Moral Education (CME) Presentation Outline 1)Project Conceptualization - Cheryl

2)Needs Assessment - Cherlyn

3)Iterative Design Prototype - Melissa

4)Positive Evaluation & Theories - Bernadette

5)Negative Evaluation & Conclusion - Majella Project Objective Emphasize the importance of CME as a foundation
towards national identity, social cohesion and the
development of well mannerisms through E-Learning Project Conceptualization “The use of internet technologies to deliver a
broad array of solutions that enhance knowledge
further improves education for children” Simulation, learning games and interactive story telling Target Group “Children are most impressionable from the age of 7-9 years old,where most of the critical learning and development takes place” E-literacy amongst the young
Advent of technology Benchmarking Respect Responsibility Integrity Care Resilience Harmony Teaching Approaches: Cultural Transmission Approach, Narrative Approach, Consideration Approach, Modified Values Clarification Approach Setting/Mode of delivery: Classroom, with very little schools
making use of online resources Content: Extensive and Heavy, little availability of
online/electronic resources on CME not WHAT, but HOW Project Proposal An online gaming portal called "wE-learn" to cultivate
civic and moral values in a fun and interactive virtual
environment, mainly with the aid of games and situated
learning by interactive storytelling Multi-pronged approach: behaviourism, cognitivism and constructivism Design Rationale
Why Gaming?
“Games help enhance students’ communicative, competence, generate fluency and keep them all involved...interesting and want to learn more... because games] entertain and teach at the same time”
(Karaman, 2007) “In a relaxed atmosphere, students absorb and remember faster and better. They practise and internalise most effectively as games can be highly motivating and entertaining. They can transform a boring class into a challenging one and passive learners into active ones. Games bring variety, fun and flexibility to teaching”
(Krashman, 2003) Needs Assessment Teaching Problems

Learning Problems

Motivational Problems

Expectations of Target Audience

Comparison with LEAD’s e-learning portal CME’s definition Civics and Moral Education
(CME) focuses on developing the moral well-being of our pupils
by helping them acquire and live by the values that guide them
to make appropriate choices and determine their behaviour and
attitudes towards themselves, others and the environment.
(MOE, 2007) Teaching Problems with Conventional Methods
of teaching CME CME, unlike other subjects, cannot be just taught and tested. (different measurements)

CME is an ideology

Involves change in values,
attitudes and behavior

Daily reinforcement and practice Teaching Problems ‘’Since CME is non- examinable, students and parents
will give less attention and emphasis on it.’’
( Miss Carine Koh, Punggol Primary School) Percentage of hours spent teaching in school Learning Problems Workbooks used to teach CME in class (didactic learning)

"Young children are very much attracted to music, animations, animated stories, hands on games and activities." ( Miss Carine Koh, Punggol Primary School)
Motivational Problems ‘’ students often see no relevance to their daily life upon learning CME, since they do not see the importance of it.’’
(Miss Soh, Temasek Primary School) Female, Primary 3, Convent of the Holy Infant Jesus (Kellock)
How do you find CME taught in your school?
It is fun! But the teacher makes it boring.
It is fun because the teacher does not care about what we do and lets us do our own things during CME. I don’t mind changing teacher.
How do they teach it?
So, no games or other activities?
No. But I want to play online games, like Facebook games.
What kind of games?
Walking around to explore and make friends, collect points and gifts to move on. With nice pictures and animation. Motivational Problems
How do you find the teaching of CME in your children’s school?
Is it effective?

I don’t really get updated about CME progress in school.
Mostly, the school keeps parents updated through their
online system of academic subjects. I never thought of asking
or finding out more about CME teaching in school. Mother of 2, Primary 1 boy and a primary 3 girl
Do you think your children have learnt anything from CME or talked about it at home?

When I ask them about their school, they will usually update me about their academic subjects or co-curricular subjects. It is as if CME is not an emphasis or a big part in school. I rarely ask them about CME as well.  
Do you want more emphasis on CME?

I suppose CME is not emphasized a lot right now, but I do like it to be emphasized. I think it is important for primary students to learn more about CME especially since school is a major part of their life now, especially for my son who was excited about starting school and making friends.

What do you think should be done to improve the system?

I do know that my children spend a lot of time on Facebook, playing games. I’m even their neighbour on Farmville! I think games which allow children to play yet learn, and collaborate at the same time will be effective. Expectations of target audience
Game for me to play
with my friends
(Shorne, Primary 1) I want to practice
what I learnt
(Beverly Anne Tan, Primary 3) I want it to be like pet society
(Ivy, Primary 2) Get points
and win
( Joshua, Primary 1) Online website with many pictures, games and colours Incorporate E-learning into teaching CME

Interactive virtual environment

Learning through game play

Collaboration to foster team spirit WE-Learn Online Learning Portal: LEAD ( Marshall Cavendish Online: LEAD e- Learning portal) Iterative design: Plan Learning Objective
- Inculcate the learning of moral values in a fun environment that is simulated in accordance to real life
Design goals
Student centered learning
Options for user to practice cognitive thinking
Clear & easy usage Iterative design: Analyze Primary target users:
Lower primary students, aged 7-9
Secondary target users:
Parents & Teachers

Animation and sound effects, navigation metaphors, rarely scroll pages, preference to read a paragraph before starting new game Iterative design: Design Prototypes Phase 1: Paper Prototype
Log in page
Character profiling
Video: Introduction

Phase 2:
Usage of IT & refinement Phase 1: Paper Prototype USER
Kid does not understand the concept of paper prototype
Difficult to imagine
General understanding of the path of the game
Phase 2: Online gaming portal GAME SYNOPSIS User : Saviour
Save stars
From Planets Quests Points, Stars
Unlocking of planets
Collaborative learning: Teacher + Groups Log In page



Character profiling page

More immersive in the game Introductory video
Played before the game
Introduction to the storyline
Help wizard
Unlocking of planet after one is completed Collaborative learning
Work in groups
Choosing wrong answer will cause group “fuel” to decrease
For e.g. if you answer wrongly on purpose, group may not have enough fuel to “go back to earth”
Teaches responsibility towards group members Scenario:
Helping the old lady
cross the road Conversation : Options
Choosing a wrong option Improvements Phase 2
Voice-over for the video
Internet vs. cd-rom : collaborative
synchronous : instant feedback in class
asynchronous: home Interactivity student centered: profiling, decide options
ability to choose various options through conversation
interaction between student-student, student-teacher, teacher-parent Behaviourism Stimulus and Response Conditioning
- Rewards and Quests

Contingencies of reinforcement
- Classical Conditioning
- Run through of scenario again until student can apply proper values Cognitivism -Minimize information overload to enhance learning
Especially for primary school students
Graphics and animation to enhance absorption
Information organization Constructivism Students as active participants

Construction process
- Direct experience
- Reflect on what they do Constructivism Learning by doing, collaboration, reflection
-Simulation games

-Real context
-Interact with members in learning community New theories in Constructivism [A] Situated Cognition
Knowledge will be internalized
Application of knowledge in actual situation
Real Context New theories in Constructivism [B] Social Constructivism
Knowledge socially distriuted
CME as moral values socially constructed by the community, of which students are a part of
Collaboration and dialogues/discussions +VE Evaluation
Engage students
-Graphics VS traditional text-book based

Appeal to younger primary students
-Exploration and curiosity
-Quest-based provides storyline for students to follow

Learning in different phases
-Unlocking of stages
-Ultimate goal at end +VE Evaluation Immediate help available
-Wizard appears friendly and approachable

Monitoring by teachers to facilitate students
-Ensure progress of students Challenges Distractions

-->incorporate thinking methods, such as quizzes in the middle of game, so as to “test” the students. Challenges Game format: Students might not take the message intended seriously.
Solution: Schema Theory Challenges Real life vs virtual learning

-To make the real game as realistic as possible so as to make them feel as if they are in a real life scenario. (computer graphics must be good) Challenges face-face vs virtual learning environment Solution:
-Portal is intended to be a complement to aiding in teaching CME class. Not meant to take over the entire curriculum of CME. Challenge Hard for teachers to monitor progress of students through online learning.
-might not see the need to contribute as much

-Parent-teacher sessions to check on behaviour of students Challenges Choices in game might not be so in real life scenarios.

-More advance technology
-Choosing the correct choices can condition them to pick the right choices in future. Challenges Limitations in technology
Eg. Possible crashing of system
However, technology failure is not something we can prevent as the systems are not perfect. Conclusion Our game will not be to replace the entire learning aspect of civics and moral teachings.

It is however, to complement the learning approach taken by schools to teach this in class and to prepare them for the future where they have to make choices on their own.

We believe that with advancing technology in future, our project can actually be implemented nationwide.

Lastly, we hope that this game will help students to learn about CME in an interactive and fun way.
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