Category: 17. Teachers’ PD

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affordance 能供性

“affordance” 一词在最近的聊话中经常会涉及。但其实也不是最近的事，应该是12470在2014年开始时就已经常要接触到了。but i just realised i have not blogged an entry on this so very important term. so here we go:

affordance 华文我选择使用“能供性”作为翻译。affordance在我们涉及科技的谈话中，它其实是指 technological affordance. 但无论affordance也好，能供性也好，这两个词都还是太抽象了。如何解释得较容易理解和被接受，我尝试将能供性进行扩展，即：

能供性=能够提供给学习的可能性。

举个例子：

增强版乐学善用互动平台 (aka iMTL)中的协作便利贴能为学习提供哪些可能性呢？

  • 每个学生都能有机会发言了 (every student has a voice；从语言学习的角度，能够作语言输出是关键的)
  • 学生都针对同学的发言进行交流讨论 (meaning negotiation & meaning making in collaborative learning；从学习的角度，意义的理解的建构或许不是他人可以灌输的)
  • 你还想到其他的能供性吗？ (:

i shall end this quick post here. 如果你在作报告或写论文需要整理文献出处，feel free to cite this post:

Tan, Y. H. (2018, May 17). Affordance 能供性 [Blog post]. Retrieved from https://edublog.net/wp/2018/05/17/affordance-%E8%83%BD%E4%BE%9B%E6%80%A7/

OR

陈育焕. (2018, May 17). Affordance 能供性 [博文]. 取自 https://edublog.net/wp/2018/05/17/affordance-%E8%83%BD%E4%BE%9B%E6%80%A7/

若要对affordance有进一步的了解，欢迎参考拙文中的说明 (:

lastly, 要谢谢 Thomas忠伟 for engaging in knowledge co-creation together at Keming Primary this afternoon, and inspiring this post (:

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聊一聊 bearing fruit

was asked by 林振南老师 to join in the first iMTL NLC meeting of the year on 11/4 (wed) held at 老家SCCL. during the sharing of experience by an invited CL teacher on-stage, something on screen caught me eyes. take a look and see if you see what i see:

hint: it’s the ‘a’ word (:
i cannot fully describe the excitement of seeing the word on screen; not just once, but it appeared a second time in another slide later. what’s the significance of the sightings?

going back in time, 2 months ago on 20/2 (tue), i was at yio chu kang primary, and had two rounds of conversation with two groups of CL teachers on the topic of 《华文、学习、科技》. and 慧芬 who’s on stage was among the YCKPS teachers. i recalled it was the first time for some CL teachers to hear the term affordance (能供性); for a rare few, it’s probably the first time they were hearing technological affordance in the way i described it. the sessions were but a short 1-hour. and how do we know if teachers’ were impacted? what evidence(s) of learning do we have? it may not be easy to answer these qns, for many at times, learning is not fast, and it’s hardly evident in short term courses/workshops many at times.

and i am very thankful for 林振南老师 for asking me to be there, and of course PMTT林季华老师 and Dr. Sim SH for allowing me to be there. as a result, i had the chance to catch glimpse of the evidence of learning! not sure if the other close to 70 CL teachers (ST, LT & (P)MTTs) saw the significance. but it definitely tells me that what i’m doing is worthwhile doing, and i shall continue to pursue opportunities to influence CL teachers’ ideas and practice of CL, learning, and ICT. lastly not to forget, i am also grateful to 玉云 for allowing me to learn from & with her at YCKPS (:

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another聊一聊

yesterday afternoon was invited by 玉云 to engage 6 CL teachers from 4 schools in conversation. the original proposal was to discuss learning design around iMTL 2.0 (official name: 增强版乐学善用平台). however, i counter-proposed to conduct a conversation on 《华文、学习、科技》 first, much like the sessions i did with YCKPS CL teachers. 理由很简单，动作是建立在理解之上；尤其是在协作的环境内，对于事物的共同理解和认识更是重要。 otherwise, who knows your apple is my orange? we may be using the same term but we actually meant different things. sounds familiar? all too familiar.

here’s our group of 有缘人 who have gathered at Fuhua Sec 辅华中学 (:


(TBC左到右：许静骅、李涓涓、王海晶、玉云、黄海英、何天婵、许薇)

and here’s the reification of our discourse:

had a quick dipstick of their conceptions of CL、Learning、ICT prior to our conversation. thank you google forms (:
will look at the ‘post-test’ to compare the shift in conceptions, if any, later.

a quick remark at the end of the session by 许薇 is going to stay with me for a long time to come “今天聊完之后，我终于弄清楚一些概念。之前总是捉摸不清。” it was too quick, and time was short; we’ll need to see if there’s opportunities to dig deeper to hear the richness and significance of those few words (:

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12470 告别演唱会

#throwback to monday 18/9, it’s the 3rd f2f session of the last round of 12470 for the year. and it could be the last round for good. how fascinating! and here’s the group photo of 12470-00009:

looking forward to more opportunities to shift CL teachers’ epistemology and to co-create knowledge in 2018.

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technological advances – intuitive AI

saw this TEDxPortland video shot last year only recently. while revisiting it that i noticed the opening words of the presenter:

“How many of you are creatives, designers, engineers, entrepreneurs, artists, or maybe you just have a really big imagination? Show of hands? … That’s most of you. I have some news for us creatives.”

what’s the significance of this short opening exchange?

i was quite surprised by some responses of people after they have watched the video, for example, “i feel scared”, “what if the machines are going to replace us”, “i admire those who are retiring soon”. but there again, these are quite normal too. however, i did not quite figure out the paradigm behind people with such responses. until, i revisited the video, and heard the opening exchange a second time.

my current hypothesis: people who produces such (downward spiral) responses are not knowledge creators. such words represent the mindset of industrial age production workers – routine, mass-production, clock-in-clock-out, predictability just to name a few. there’s no right or wrong judgment here. but in our business of preparing children for the knowledge age (or augmented age in the video), and where teachers’ beliefs influenced their actions, we need to think like and become a knowledge creator ourselves. what can we do to facilitate this shift in a major bulk of our teachers who learnt and grew up and laboured in the industrial age paradigm for a large part of their lives? how do we help teachers to shift into the creatives, designers, artists mode of thinking?

almost forget, here’s the video:

#enjoy

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