yesterday was the second f2f lesson of our iMTL 进阶课 (wondering why the english course title uses ‘intermediate’?). the first f2f was exactly 1 month ago. in this course, the (old) title (which 露丝 and I din bother to change) included keywords ‘SDL’ and ‘CoL’. so, i had used the first hour of yesterday’s session to conduct a co-generative dialogue on 自主学习 (self-directed learning). and the following is the reification of our discourse:
towards the end of the conversation, i was pleasantly surprised that most, if not all, of the key ideas of SDL were surfaced without me needing to introduce them. sounds like a phenomenographic dialogue (if such thing exists; if not can cite Tan, 2019). realised this when i ran through the deck of slides adapted from a 12470 Clinic conducted some three years ago. was interested to see what the individually meaningful ideas that the teachers (馨云、一凤、伟如、美娴、崇蕾、侯琳、玉侠、春容) had created, i allowed them to complete a 2-qn survey via google form:
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 (:
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 (:
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 (: