1. .s g
d u
.e
New media in education:
n ie
Redefining the digital architecture
r @
of classroom interaction
ik e
.zu
Dr. Steven Zuiker
n
steven.zuiker@nie.edu.sg
e
Learning Sciences & Technologies
e v
t
Festival Di Arts 2009
s
Keynote Presentation
07 September 2009
1
2. .s g
d u
ie .e
In times of change, learners inherit the
beautifully equipped to@
nwith a world
earth while the learned find themselves
e r exists.
deal
u ik
that no longer
.z
Reflections on the Human Condition
e n
Eric Hoffer
e v
s t
2
3. g
New media in education:
.s
Redefining the digital architecture of classroom interaction
d u
t .e
Perhaps unsurprisingly, interest in new media is actually not very
c ie
new at all. Singapore has been exploring the uncertain terms and
r a n
uses of innovative technologies for many years, and the education
t @
system is no exception to this inquiry. In 2005, MOE launched an
b s e r
ambitious S$50M effort to research interactive digital media in
ik
a
education that features seven Future Schools and fifteen
u
university-based research projects. Moreover, MOE’s research
.z
portfolio synergizes with work being done in other nations that use
n
new media in order to enhance the learning opportunities available
v e
to youth. Drawing on initiatives in Singapore and overseas, Dr.
e
Zuiker’s presentation will explore an underlying structure that cuts
s t
across these new media phenomena and consider its relevance to
learning and teaching in Singapore classrooms as well as in
informal settings beyond schools.
3
4. g
underlying structures of new media in education
u .s
.e d
new media aims to ...
n ie
r @
make learning an active dynamic process of personal
e
experience rather than a passive product of another’s
ik
experiences
u
motivate primarily through learners’ intrinsic interests
.z
rather than extrinsic rewards
n
embed or immerse learning in experiences within
v e
meaningful, relevant contexts
te
s 4
5. g
aims of keynote address
u .s
.e d
ie
who am I?
@ n
one perspective on new media and its implications for
e r
learning and teaching in and out of Singapore schools
u ik
looking back
.z
looking around
n
looking forward
e v e
s t
5
12. .s g
d u
ie .e
@ n
looking back
k e r
u i
n .z
e v e
s t
12
13. g
looking back
u .s
.e d
n ie
r @
ik e
.z u
v e n
te
s
images in this part of my presentation are credited to these two volumes
13
14. Singapore
d u .s g
ie .e
@ n
e r
u ik
n .z
e v e
s t
14
15. g
technological frontiers - “Chinese Harbor”
u .s
.e d
n ie
r @
ik e
.zu
v en
te
s 15
16. g
technological frontiers - Straits Times
u .s
.e d
n ie
r @
ik e
.zu
v en
te
s 16
17. g
technological frontiers - trading stocks
u .s
.e d
n ie
r @
ik e
.zu
v en
te
s 17
18. g
technological frontiers - first railroad
u .s
.e d
n ie
r @
ike
.zu
v en
te
s 18
19. g
technological frontiers - first airport
u .s
.e d
n ie
r @
ike
.zu
v en
te
s 19
20. g
technological frontiers - first Cold Storage
u .s
.e d
n ie
r @
ik e
.zu
v en
te
s 20
21. g
technological frontiers - cooking
u .s
.e d
n ie
r @
ike
.zu
v en
te
s 21
22. g
technological frontiers - play
u .s
.e d
n ie
r@
ike
.zu
v en
te
s 22
23. g
technological frontiers - schools & classrooms
u .s
.e d
n ie
r @
ik e
.z u
v en
te
s 23
24. g
technological frontiers - schools & classrooms
u .s
.e d
n ie
r @
ik e
.z u
v en
te
s 24
25. g
looking back - ratchet effect
u .s
d
technological frontiers - schools & classrooms
ie .e
@ n
e r
u ik
n .z
e v e
s t
25
26. g
looking back - ratchet effect
u .s
.e d
ie
“The inventor of the system
n
best contributors @ learning
deserves to be ranked among the
e r the greatest
to
k
iof [hu]mankind.”
u -Josiah Bumstead
and science if not
.z
benefactors
v e n
te
1841
s
talking about the chalkboard
26
27. g
technological frontiers - the transistor generation
“Chances are that 7 out du
.s
e
of
ie .a
n
10 of them will make
future career in@business
or industryike
r depends on
that
a
.z u
n
the transistor for growth.”
e v e
s t
27
28. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
www.computerhistory.org
28
29. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
www.computerhistory.org
29
30. .s g
d u
ie .e
@ n
e r
u ik
.z
45nm Hi-k Xeon processors
en
November 2007
e v
s t
30
31. .s g
d u
ie .e
@ n
e r
u ik
.z
Atom
en
November 2008
e v
s t
31
32. .s g
d u
ie .e
@ n
e r
u ik
.z
FinFET
en
2010+
e v
s t
http://www.nytimes.com/2009/09/01/science/01trans.html
32
40. g
Gartner’s hype cycle of emerging technologies
u .s
.e d
ie
2003
@ n
e r
u ik
n .z
e v e
s t
40
41. g
Gartner’s hype cycle of emerging technologies
u .s
.e d
ie
2003
@ n 2004
e r
u ik
n .z
e v e
s t
41
42. g
Gartner’s hype cycle of emerging technologies
u .s
.e d
ie
2003
@ n 2004
e r
u ik
.z
2007
v en
te
s 42
43. g
Gartner’s hype cycle of emerging technologies
u .s
.e d
ie
2003
@ n 2004
e r
u ik
.z
2007
v en 2008
te
s 43
44. g
Gartner’s hype cycle of emerging technologies
u .s
.e d
ie
2003
@ n 2004
e r
u ik
.z
2007
v en 2008
te 2009
s 44
45. g
how new is new
u .s
.ed
ie
What does it mean to study
n
new media other than to study
media that exist now?
r@
recursive definition
ik e
new media not emerging so
u
much as media with uncertain
.z
terms and uses
n
new media studies quickly
v e
become history
te
s 45
46. g
ongoing hype cycle(s) of emerging technologies
u .s
.e d
n ie
r @
ik e
.z u
v en
te
s 46
49. s te v e n .z u ik e r @ n ie .e d u .s
ongoing hype cycle(s) of emerging technologies
g
49
http://spectrum.ieee.org/biomedical/bionics/augmented-reality-in-a-contact-lens/0
50. .s g
d u
ie .e
@ n
lookingkeforward
r
u i
n .z
e v e
s t
50
51. g
looking forward
u .s
.ed
nie
r@
ike
.zu
v en
te
s 51
52. g
looking forward
u .s
.e d
ie
“if infrastructure is
n
required for an
r @
industrial economy,
ike then we
.zu could say that
n
cyberinfrastructure
e v e is required for a
s t knowledge economy.”
52
53. g
(more) people have (more) computers
u .s
.e d
n ie
r @
ik e
.zu
v en
te
s http://www.ida.gov.sg/Publications/20070822125451.aspx
53
54. g
(more) people have internet access
u .s
.e d
n ie
r @
ike
.zu
v en
te
s http://www.ida.gov.sg/Publications/20070822125451.aspx
54
55. g
more people have broadband
u .s
.e d
n ie
r@
ike
.zu
v en
te
s http://www.ida.gov.sg/Publications/20070822125451.aspx
55
56. g
older people use computers & internet less
u .s
.e d
n ie
r @
ik e
.zu
v en
te
s http://www.ida.gov.sg/Publications/20070822125451.aspx
56
57. g
youth use more media to participate; elders “VoIP”
u .s
.e d
n ie
r @
ik e
.z u
v en
te
s http://www.ida.gov.sg/Publications/20070822125451.aspx
57
59. g
looking forward
u .s
.ed
nie
r@
ike
.zu
v en
te
s 59
60. g
ubiquitous comp
.s
uting/networking
new
d u
collaborative modes
pen resources
ie .e
n
o
r @
ik e
u
.zeb culture
v e n
participatory w ease of deploying
te at scale
s market niches across the “long tail”
60
61. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
http://www.bytelevel.com/map/ccTLD.html
61
62. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
http://www.bytelevel.com/map/ccTLD.html
62
63. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
http://www.bytelevel.com/map/ccTLD.html
63
64. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
http://www.bytelevel.com/map/ccTLD.html
64
65. .s g
d u
ie .e
n
twitter
r @
wikipedia
ik e
email
u
facebook
.z
blogs
v en
te
s 65
81. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
http://www.nytimes.com/2008/11/04/us/politics/04memo.html?ref=politics
81
82. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
http://gigaom.com/2008/10/13/confirmed-obama-is-campaigning-on-xbox-360/
82
83. g
MacArthur Foundation | Digital Media & Learning
u .s
.e d
ie
nthe Unexpected
Youth, Identity, and Digital Media
Digital Young, Innovation,@
r
e Online:
and
Civick
i Life Can Engage Youth
.z u
n
Learning How Digital Media
e v e
s t http://www.mitpressjournals.org/toc/dmal/-/1
83
84. g
MacArthur Foundation | Digital Media & Learning
u .s
Learning Race and Ethnicity:d
ie .e
n
Youth and Digital Media
@
r and Learning
Connecting Youth, e
ik
The Ecology of Games:
u Youth, and Credibility
Games,
n .z
e
Digital Media,
e v
s t http://www.mitpressjournals.org/toc/dmal/-/1
84
85. g
MacArthur Foundation | Digital Media & Learning
u .s
.e d
n ie
r @
ik e
.z u
v e n
te
s
the goodplay project
harvard university
85
86. g
MacArthur Foundation | Digital Media & Learning
u .s
.e d
n ie
@
disciplined
synthesizing
e r
ik
creating
.z
respectful
u
v e n
ethical
te
s 86
87. g
MacArthur Foundation | Digital Media & Learning
u .s
.e d
n ie
r @
ik e
.z u
v en
te
s 87
88. g
MacArthur Foundation | Digital Media & Learning
u .s
disciplines
.e d
subject n ie
@
way of thinking about or
r
“seeing” the world
matter ike
u
observe, create, define,
.z
revise
e n
facts, formulas, figures
v
(professionals and
te
memorize, accumulate students are not the same)
s (Gardner, 2006)
88
89. g
MacArthur Foundation | Digital Media & Learning
u .s
.e d
n ie
r @
ik e
.z u
v e n
te
s
the games school
new york city
89
90. .s g
d u
ie .e
@ n
e r
enable students to take on the
ik
identities and behaviors of
u
uses the structure
explorers, mathematicians,
.z
of games writers, and
historians, to create
en
evolutionary biologists as they
v
powerful educational
e
work through a dynamic, challenge-
t
tools
s
based curriculum with content-
rich questing to learn at its core
90
91. g
Example of Participatory Learning
u .s
.e d
ie
• 2007 class project for
Anthropology course
@ n
r
• thinking like an anthropologist
e
(disciplined mind)
u ik
• learning by doing a video
.z
ethnography
e n
• more available here: http://
e v
mediatedcultures.net/
t
youtube.htm
s http://mediatedcultures.net/ksudigg/
91
92. g
Example of Participatory Learning
u .s
.e d
n ie
r @
ike
.zu
v en
te
s 92
93. g
Example of Participatory Learning
u .s
.e d
n ie
r @
ike
.zu
v en
te
s 93
94. g
Example of Participatory Learning
u .s
.e d
n ie
r @
ike
.zu
v en
te
s 94
95. g
Example of Participatory Learning
u .s
.e d
n ie
r @
ike
.zu
v en
te
s http://docs.google.com/
95
96. g
Example of Participatory Learning
u .s
.e d
n ie
r @
ike
.zu
v en
te
s 96
97. g
Example of Participatory Learning
u .s
.e d
n ie
r @
ike
.zu
v en
te
s 97
98. g
A Vision of Students Today
u .s
.e d
n ie
r@
ike
.zu
v en
te
s http://youtube.com/watch?v=dGCJ46vyR9o
98
99. .s g
d u
ie .e
@ n
e r
u ik
n .z ?
e v e
s t
99
100. g
learning by doing
u .s
.e d
n ie
“Tell me and I will forget. Show me,
@
and I may remember. Involve me, and I will understand”
e r
Confucious (450 B.C.E.)
u ik
“we learn by doing only after reflecting on what we have done”
.z
John Dewey (1929 C.E.)
v e n
“learning comes from and with the doing”
te
James Gee (2008 C.E.)
s 100
101. g
learning by doing
u .s
.e d
n ie
Pedagogy Driving a Car Speaking a Lanuage
r @
drill & practice changing gears vocabulary, verb forms
ik e
expository reading “rules of the road” lecture on verb functions
u
gradually switch controls from scene where student increasingly
apprenticeship
.z
master shapes interaction
n
demo, copy, and generalize signal
by example multiple example situations
e
maneuver
e v
guided coaching running commentary while driving conversation and feedback
s t
by doing just driving (start simple) immersion
adapted from Helen Pain, http://www.inf.ed.ac.uk/teaching/courses/aile/
101
102. g
learning by doing
u .s
.e d
n ie
r @
ik e
u
erosion
.z
i-'rO-zh&n
e n
the recession of surfaces by repeated localized
e v
mechanical trauma as, for example, by suspended
s t
abrasive particles within a moving fluid.
102
103. g
learning by doing
u .s
.e d
n ie
r @
ik e
u
erosion
.z
i-'rO-zh&n
e n
the recession of surfaces by repeated localized
e v
mechanical trauma as, for example, by suspended
s t
abrasive particles within a moving fluid.
103
104. g
learning by doing
u .s
.e d
n ie
r @
ik e
u
erosion
.z
i-'rO-zh&n
e n
the recession of surfaces by repeated localized
e v
mechanical trauma as, for example, by suspended
s t
abrasive particles within a moving fluid.
104
105. g
learning by doing
u .s
.e d
nie
r@
ike
.zu
v en
te
s 105
106. g
quest atlantis
u .s
.ed
nie
r@
ike
.zu
v en
te
s questatlantis.org
106
107. g
quest atlantis is a digital play space
u .s
.e d
n ie
r @
ike
.zu
v en
te
s questatlantis.org
107
108. g
quest atlantis is a community
u .s
.e d
n ie
r@
ike
.zu
v en
te
s questatlantis.org
108
109. g
quest atlantis is a community
u .s
.e d
ie
Meetings: collaborate via online and face-to-face
n
meetings
@
Members: share and learn about other QA teachers
e r
Forums: participate in online discussions
ik
Circles: collaborate via private online meetings
u
Resources: download unit plans and other teacher
.z
support documents
v e n
te
s questatlantis.org
109
110. g
quest atlantis features learning by doing
u .s
.e d
n ie
r @
ik e
.zu
v en
te
s 110
111. .s g
d u
ie .e
*WANTED*
n
field investigator
r @
•help Ranger Bartle with an
e
investigation: why are the fish
ik
dying?
.zu
•interview park stakeholders and
n
report findings
v e
•formulate and test a hypothesis
te •collect and analyze water
s
samples
•submit a proposal to resolve the
111
112. .s g
d u
ie .e
@ n
Taiga
e r
ik
National
.zu
Park
v e n
te
s 112
113. .s g
d u
ie .e
@ n
Sport
e r
ik
Fishing
.zu
Outfit
v e n
te
s 113
114. .s g
d u
ie .e
@ n
e r
ik
Indigenous
.zu
community
v e n
te
s 114
115. .s g
d u
ie .e
@ n
e r
ik
Logging
.zu
Company
v e n
te
s 115
116. .s g
d u
ie .e
@ n
e rlaboratory credential
ik
*NEEDED*
.zu
n
•earn certification from lab
v e
technician
te
•water quality indicators (e.g., pH)
s
•relate to erosion & eutrophication
•evaluate hypothesis
116
117. .s g
d u
ie .e
n
A B C
r@
Turbidity 6 27 22
ik e
Dissolved Oxygen 5.5 4.5 4.0
u
Temperature 17.5 22.5 22.0
n .z
Nitrates 3.15 0.96 2.08
v e
Phosphates 3.6 1.7 3.1
te
s
pH 6.6 7.0 7.3
117
118. .s g
d u
ie .e
n
A B C
r@
Turbidity 6 27 22
ik e
Dissolved Oxygen 5.5 4.5 4.0
u
Temperature 17.5 22.5 22.0
n .z
Nitrates 3.15 0.96 2.08
v e
Phosphates 3.6 1.7 3.1
te
s
pH 6.6 7.0 7.3
118
119. .s g
d u
ie .e
n
A B C
r@
Turbidity 6 27 22
ik e
Dissolved Oxygen 5.5 4.5 4.0
u
Temperature 17.5 22.5 22.0
n .z
Nitrates 3.15 0.96 2.08
v e
Phosphates 3.6 1.7 3.1
te
s
pH 6.6 7.0 7.3
119
120. .s g
d u
ie .e
n
A B C
r@
Turbidity 6 27 22
ik e
Dissolved Oxygen 5.5 4.5 4.0
u
Temperature 17.5 22.5 22.0
n .z
Nitrates 3.15 0.96 2.08
v e
Phosphates 3.6 1.7 3.1
te
s
pH 6.6 7.0 7.3
120
121. .s g
d u
ie .e
n
A B C
r@
Turbidity 6 27 22
ik e
Dissolved Oxygen 5.5 4.5 4.0
u
Temperature 17.5 22.5 22.0
n .z
Nitrates 3.15 0.96 2.08
v e
Phosphates 3.6 1.7 3.1
te
s
pH 6.6 7.0 7.3
121
122. .s g
d u
ie .e
n
A B C
r@
Turbidity 6 27 22
ik e
Dissolved Oxygen 5.5 4.5 4.0
u
Temperature 17.5 22.5 22.0
n .z
Nitrates 3.15 0.96 2.08
v e
Phosphates 3.6 1.7 3.1
te
s
pH 6.6 7.0 7.3
122
123. .s g
d u
ie .e
n
A B C
r@
Turbidity 6 27 22
ik e
Dissolved Oxygen 5.5 4.5 4.0
u
Temperature 17.5 22.5 22.0
n .z
Nitrates 3.15 0.96 2.08
v e
Phosphates 3.6 1.7
e
3.1
s t
pH 6.6 7.0 7.3
123
124. g
subject matter versus discipline
disciplines
u .s
subject .e d
ie
way of thinking about or
n
“seeing” the world
matter r @
ik e
observe, create, define,
revise
.z u
facts, formulas, figures
n
(professionals and
v e
memorize, accumulate students are not the same)
te
s (Gardner, 2006)
124
125. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
125
126. .s g
u
Some Nobel Laureates in
Medicine
.e d
n ie
r @
ik e
.z u
n
1957 1967 1977 1987 1997 2007
e v e
s t
126
127. .s g
u
Some Nobel Laureates in
Literature
.e d
n ie
r @
ik e
.z u
n
1957 1967 1977 1987 1997 2007
e v e
s t
127
128. .s g
u
Some Nobel Laureates in
Chemistry
.e d
n ie
r @
ik e
.z u
n
1957 1967 1977 1987 1997 2007
e v e
s t
128
129. Literature .s
.e d
g
u
n ie
Medicine .z u ik e r @
v e n
Chemistry
s te
129
130. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
Spore
http://www.ea.com.sg/spore
130
131. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
http://www.sciencemag.org/cgi/content/full/322/5901/531b
131
132. .s g
d u
ie .e
@ n
e r
u ik
n .z
v e
Game Design Team:
e
Curriculum Design Team:
Chee Yam San
t
Judy Lee
Ahmed Hazyl Hilmy
Steve Zuiker
s
Liu Qiang
Kate Anderson
Steve Zuiker
Chee Yam San
132
133. .s g
d u
ie .e
@ n
e r
u ik
n .z
e v e
s t
Escape from Centauri 7
133
134. .s g
d u
ie .e
Dialogic Unit Structure
@ n
e r
ik
Dialogic Activity Cycle
.z u
e n
Small Group Whole Class
v
Game Play
e
Discussion Debriefing
s t
134
135. g
underlying structures of new media in education
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new media aims to ...
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make learning an active dynamic process of personal
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experience rather than a passive product of another’s
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experiences
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motivate primarily through learners’ intrinsic interests
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rather than extrinsic rewards
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embed or immerse learning in experiences within
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meaningful, relevant contexts
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questions | answers | comments
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.steven.zuiker@nie.edu.sg
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