http://weelookang.blogspot.sg/2016/10/traisi-41184-workshop-2017-ict.html

Briefing Document: 20170327 TRAISI 41184 Workshop - ICT Resources for Teaching Energy

1. Overview

This document summarizes the "20170327 TRAISI 41184 workshop 2017 ICT Resources for Teaching Energy," an initiative focused on enhancing physics education through the use of digital tools. The workshop, aimed at upper secondary and junior college physics teachers, introduced video analysis and modeling software ("Tracker") and Open Source Physics (OSP) simulations. The goal was to equip educators with resources and strategies for creating engaging and effective learning experiences for students studying energy, kinematics and dynamics.

2. Key Themes and Objectives

• Empowering Learners through ICT: The central theme revolves around empowering learners through the strategic use of Information and Communication Technology (ICT) resources. The workshop aimed to place "quality learning in the hands of every learner" by using tools like Tracker and OSP simulations.
• Open Educational Resources (OER): The workshop promotes the use of OER, specifically focusing on resources "customized by MOE." This highlights a commitment to accessible and adaptable teaching materials. The resources are licensed Creative Commons — Attribution-ShareAlike (CC-BY-SA).
• Developing Digital Literacy: The workshop addresses the need to develop "future ready and responsible digital learners," emphasizing not just the use of technology but also responsible engagement with it.
• Experiential Learning: The emphasis is on hands-on, investigative learning. Teachers are encouraged to have students use Tracker to analyze real-world video clips, construct explanations, and argue from evidence, rather than just passively receiving information.
• Community Building: The workshop includes time dedicated to community building among teachers, encouraging peer teaching, sharing, and professional discussion around the use of ICT in education. A Whatsapp group was created for this purpose, and teachers were encouraged to interact.

3. Key Resources and Tools

• Tracker: A video analysis and modeling tool is central to the workshop. It allows students to analyze motion, collect data, and build mathematical models. Teachers were guided on how to use Tracker, and specific examples of how to analyze videos of motion related to energy were discussed.
• "Quality learning in the hands of every learner empowered with use of Tracker, a video analysis and modeling tool"
• Specific TRZ files are used including "toss_up_WEP.trz", "toss_out_WEP.trz" and "whichballlandfirst.trz"
• Open Source Physics (OSP) Simulations: A wide range of simulations is presented as complementary resources, supporting the learning experience for teaching energy concepts.
• The workshop included "Introduction to Open Source Physics simulations for learning experiences."
• Nearpod: This platform was mentioned as a way to supplement lessons, indicating the integration of multiple digital tools.
• "Sharing of other ICT platforms like Nearpod to supplement the lesson"
• Kahoot: This student response system was integrated to provide interactive learning.
• "https://play.kahoot.it/#/k/ 8651a81d-4e39-40a9-a5ef- 4fd9533c235a student response system"
• Digital Library: Access to a "digital library of ICT resources customized by MOE" was provided which included pre-made Tracker files and simulations.

4. Workshop Content and Activities

The workshop was structured to provide a practical learning experience, combining presentations, hands-on activities, and collaborative discussions:

• Introduction to Tracker: Participants were introduced to the software's basic functions, including "Run, Load, Set Video Start and End Frame, Calibration, Axes, Create mass, manual tracker."
• Investigations and Data Analysis: Teachers practiced using Tracker for investigations and analyzed data.
• Mathematical Thinking: The use of mathematical modeling using tracker was highlighted.
• Explanation, Argument and Communication: Teachers were encouraged to guide students to construct explanations based on evidence and communicate their findings.
• OSP Simulations: The workshop covered using OSP simulations for exploring energy, focusing on horizontal and vertical motion.
• "10 min (LK) simulations to teach energy for horizontal motion, vertical motion"
• Community Building Activities: These include peer-teaching, sharing, and creating a WhatsApp group to encourage ongoing collaboration.
• "15 Min - Peer Teaching, Peer expert mentor new to Tracker teachers how to Run, Load, Set Video Start and End Frame, Calibration, Axes, Create mass, manual tracker."
• Teacher Sharing: Teachers discussed the possible use of video modeling in their own contexts, focusing on their specific teaching topics.
• "talk about the possible use of video modeling in your context, topic you teaching and we will give 20 minutes for teacher sharing."
• Reflection: Teachers were asked to consider challenges they might face as students and to think about whether using Tracker was a pedagogically sound way to teach energy.

5. Pedagogical Approach

The workshop emphasized:

• Inquiry-Based Learning: By using Tracker and OSP, teachers can guide students to ask questions, investigate, analyze, and draw conclusions.
• "The relationship between kinematics and dynamics is .......kinematics is how did the motion change and dynamics is why the motion change"
• Connecting Kinematics and Dynamics: The workshop highlighted the links between kinematics (the description of motion) and dynamics (the causes of motion).
• "Ask Question, example, what cause are the energies forms KE,PE and TE of a falling object?"
• Real-World Applications: The use of video analysis brings real-world phenomena into the classroom and shows how these physics concepts apply to the real world.

6. Feedback and Areas for Improvement

Teacher feedback indicated positive aspects including the sharing by the facilitators, professional discussions, and the demonstration of Tracker. They liked the sharing of ICT platforms and interaction with fellow teachers.

However, improvements were also suggested:

• More Hands-On Time: Teachers wanted more opportunities to practice using the software.
• "More hands-on sessions"
• Level Specific Customization: Some teachers needed more examples customized for secondary school level, particularly in dynamics.
• "more customisation for sec lvl for dynamics session"
• Step-by-Step Guides: Some teachers requested step-by-step guides for basic functions of Tracker.
• "A simple step-by-step guide for some basic functions, such as creating point mass etc., for recap purpose"
• Worksheets and Notes: Teachers requested more supplementary materials to support their learning.
• "Perhaps notes or worksheets can be used to supplement the sessions."
• Pacing: Some suggested a slower pace, particularly for teachers who did not attend previous sessions.
• "Go a bit slower for those who didn't attend the first sessions."
• More Time to Customize: Teachers wanted additional time to try the software and customize it for their own use.
• "More time for participants to try the software and customize for their own use."

7. Additional Resources

The document also includes an extensive list of links to other OSP resources available through the site, such as simulations, models, and other interactive tools covering topics such as:

• Radioactive decay
• Electromagnetism
• Atomic physics
• Mechanics (including a variety of models of motion)
• Wave phenomena
• Maths tools

These resources provide further options for teachers seeking to incorporate ICT into their classrooms. The long list of links also shows the extensive work that has been undertaken to develop this extensive library of resources.

8. Conclusion

The 20170327 TRAISI 41184 workshop serves as a strong example of how to integrate ICT effectively into physics education. It promoted a hands-on, inquiry-based approach to learning energy, dynamics and kinematics while also building a supportive community among teachers. The use of Tracker and OSP simulations, along with other interactive tools and platforms, empowers both teachers and learners. While the feedback provided valuable insights for improvements, the overall success of the workshop demonstrates the potential of OER in enriching the learning experience.

TRAISI 41184 workshop 2017 ICT Resources for Teaching Energy

Presenter

1. Mr. Wee Loo Kang
2. Mr. Lee Ming Yew
3. Leong Tze Kwang
4. Dave LommenEDUCATIONAL TECHNOLOGY DIVISION (MOE)

Title:

Creating ICT Learning Experiences for Energy

Target

Upper Secondary
JC
Physics

TRAISI CODE

41184

Date and Time

27 Mar (energy) and 18 April ( Synthesis, Reflection, and Request done)
1430 - 1730 hours

Overview

Create learning experiences with Open Source Physics ICT Resources in Energy for preparing future ready and responsible digital learners.

Software to be installed ahead SSOE & Tracker 4.95

thanks to my colleagues at eduLab@AST , any Singapore schools in the standard school operating environment (SSOE), can request through the HOD ICT of their school for Tracker to be installed by pushing down centrally through the white-listed software.

updated 13 Nov 2014. do a CONTROL-FIND (F) and look for "open source" http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment

 

reference:

http://intranet.moe.gov.sg/itb/pages/act.aspx
http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf

do a CONTROL-FIND (F) and look for "open source" http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment

 

School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment.

Objective

 

 

The series of workshops will introduce the following to the audience:
1. Quality learning in the hands of every learner empowered with use of Tracker, a video analysis and modeling tool and Open Source Physics simulations using the digital library of ICT resources customized by MOE.
2. Responsible use of digital resources, know more about Energy URL:
https://sg.iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/07-energy-work-power

1. https://sg.iwant2study.org/ospsg/index.php/39 
2. https://share.nearpod.com/vsph/1zNV4fhcMu FTDIC

 

 

Content Outline

1. Introduction to Tracker, a video analysis and modeling tool
2. Carrying out investigation
3. Using data
4. Using mathematical thinking
5. Constructing an explanation
6. Argue from evidence
7. Communicate information8. Introduction to Open Source Physics simulations for learning experiences.

10 min (LK) simulations to teach energy for horizontal motion, vertical motion

 

20 min (LK & TK & MY) Community Building

15 Min - Peer Teaching, Peer expert mentor new to Tracker teachers how to Run, Load, Set Video Start and End Frame, Calibration, Axes, Create mass, manual tracker. 

To create a group of teachers interested in sharing meaningful ICT Learning Experiences for Teaching.

Create a Whatsapp to take a group picture and group name adding us

 

Do to

• color code name tags to be written yellow JC, White Sec, blue dot Veteran, 
• sit beside one person who is familiar with Tracker red dot person.

 

1. Lawrence 92475573
2. Tze Kwang 82005810

 

Self-intro in Whatsapp group with name and school, email.

 

60 min (LK & MY & TK) Summary Introduction to Tracker, a video analysis and modeling tool 

 

1. Summarise what was done in the previous session, sharing by repeat participants, (Kinematics and Dynamics) 
2. The relationship between kinematics and dynamics is .......kinematics is how did the motion change and dynamics is why the motion change
3. Ask Question, example, what cause are the energies forms KE,PE and TE of a falling object? We go to the digital library to search for the TRZ files.
   1. https://play.kahoot.it/#/k/8651a81d-4e39-40a9-a5ef-4fd9533c235a student response system
   2. Open Tracker and go to Collections | Shared Library | Singapore Tracker Digital Library | 00_workshop | Leongster2017 |  energy |toss_up_WEP.trz. worksheet  0031-9120_50_4_436tossuptrackerworksheet.docx from here
      1.  poll real physics question
   3. Open Tracker and go to Collections | Shared Library | Singapore Tracker Digital Library | 00_workshop | Leongster2017 | energy |toss_out_WEP.trz
      1.  poll real physics question
   4. Open Tracker and go to Collections | Shared Library | Singapore Tracker Digital Library | 00_workshop | Leongster2017 | energy | whichballlandfirst.trz
   5. reflection
      1. challenges as student
      2. poll about whether the pedagogy of using the tracker to get students to experience energy concept sound.
      3. about whether the pedagogy of using the tracker to get students to experience energy concept sound.

30 min Break question: 

1. talk to at least 2 people who you do not already know.
2. talk about the possible use of video modeling in your context, topic you teaching and we will give 20 minutes for teacher sharing.
3. a Whatsapp group is created for professional discussion

 

 

20 min (Dave) Extension Activity, using Simulation to provide Learning Experience on Energy.

 

 

 

 

20 min (Ezzy Chan) Community Sharing

invite Ezzy Chan to come to share the challenges of using ICT and how they overcome them

 

5 min (Survey) tinyurl.com/edulab2017

5 mins  Remaining time use for community building

 

to discuss how to collaborate on a dynamics lesson of their choice, may be based on the worksheet

Worksheets

 

1. falling ball worksheet tracker 4.84.docx from here
2. 0031-9120_50_4_436tossuptrackerworksheet.docx from here

a Whatsapp group is created for professional discussion

 

8. Introduction to Open Source Physics simulations for learning experiences.

Synopsis

This series of four 'ICT Resources for Teaching' workshops aim to promote responsible and quality learning in the hands of every learner empowered with the use of 1. Tracker, a video analysis and modeling tool and 2. Open Source Physics simulations, all part of the open educational resources customized by MOE. At the end of the workshops, teachers will know how to assess, afford and adapt these wide varieties of online resources available, licensed Creative Commons — Attribution-ShareAlike (CC-BY-SA) lesson materials for implementation in their own classes for the topics Kinematics, Dynamics, and Energy.

Feedback

What do you like best about the session?

1. Sharing by facilitators
2. professional discussion 
3. Demonstration of the use of Tracker software
4. Sharing of other ICT platforms like Nearpod to supplement the lesson
5. The interaction with my fellow teachers and the sharing of ideas and resources. 
6. Learning the KE and the PE
7. Exposure to additional features of the tracker and how to integrate with online answer gathering tools
8. The different resources used and the incorporation of Nearpod, Kahoot, and simulation.
9. Approachable presenters. Very willing to share.
10. Teacher-centered. Includes other useful ICT tools.
11. The sharing of the lessons
12. Tracker, the simulated pendulum

What are the areas of improvement for the session?

1. More hands-on sessions
2. more customisation for sec lvl for dynamics session 
3. A simple step-by-step guide for some basic functions, such as creating point mass etc., for recap purpose (see worksheets, 0031-9120_50_4_436tossuptrackerworksheet.docx & falling ball worksheet tracker 4.84.docx )
4. Perhaps notes or worksheets can be used to supplement the sessions. (see worksheets, 0031-9120_50_4_436tossuptrackerworksheet.docx & falling ball worksheet tracker 4.84.docx )
5. Fix the bugs~ ^_^ (Fixed already, check it)
6. Clarity of usage of the software (Tracker has a self help guide, YouTubes Playlist by us etc)
7. -
8. Nil
9. Go a bit slower for those who didn't attend the first sessions.
10. Nil
11. More time for participants to try the software and customize for their own use.
12. None yet

I have learnt something new.

The learning objectives were achieved.

The Instructional resources provided are useful.

The presentation was clear.

The session met my learning needs.

I would recommend the session to others.

The questions raised during the session were addressed adequately.

The facilitation of the session was effective for my learning.

SQ Rating

CREATING ICT LEARNING EXPERIENCES PART 3
SA	66.7%	58.3%	50.0%	33.3%	58.3%	58.3%	41.7%	58.3%	3.50
A	33.3%	41.7%	41.7%	66.7%	33.3%	33.3%	58.3%	41.7%
D	0.0%	0.0%	8.3%	0.0%	8.3%	8.3%	0.0%	0.0%
SD	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%

.

Frequently Asked Questions About Using ICT Resources for Teaching Energy

• What is the primary focus of the "ICT Resources for Teaching Energy" workshop?
• The workshop aims to empower teachers to create engaging learning experiences using open-source physics ICT resources, specifically focusing on energy concepts. It emphasizes the use of tools like Tracker (a video analysis and modeling tool) and Open Source Physics simulations, customized for educational use in Singapore. The goal is to promote responsible and quality learning by leveraging these digital resources.
• What specific software and resources are introduced during the workshop?
• The workshop primarily introduces Tracker, a video analysis tool that enables students to analyze real-world videos and construct mathematical models. It also utilizes Open Source Physics simulations from a digital library customized by the Ministry of Education (MOE) in Singapore, accessible through platforms like the iwant2study.org website. Additional platforms such as Nearpod and Kahoot are used to enhance the lesson design and provide student response systems.
• What topics are covered using Tracker and the Open Source Physics simulations?
• The workshop focuses on teaching concepts related to energy, including kinetic energy, potential energy, and total energy, typically using examples like a falling object, a toss up, and other real world examples. It also connects these concepts to kinematics and dynamics, explaining that kinematics describes how motion changes, and dynamics explains why motion changes. These concepts are taught using video analysis and simulation of energy in different scenarios.
• How does the workshop encourage collaboration and professional development among teachers?
• The workshop incorporates several strategies to foster collaboration. Teachers participate in peer teaching, where experienced users mentor those new to Tracker. They also engage in discussions about the use of video modeling in their teaching contexts, and professional discussion through group messaging via Whatsapp. This networking encourages the sharing of ideas, resources, and best practices for using ICT in physics education.
• What is the role of video analysis in teaching energy concepts, and how does Tracker facilitate this?
• Video analysis using Tracker allows students to analyze real-world motion, allowing students to gather actual data they use to create mathematical models. Students can track the movement of objects in videos, measure their position and speed, and study how these affect kinetic and potential energy. Tracker’s tools, including calibration and axes setup, allow students to quantify the changes they observe. This experience provides a more hands on experience in learning and understanding energy concepts.
• What is the "Open Source Physics" approach, and how is it utilized within the context of the workshop?
• The "Open Source Physics" approach involves using freely available and customizable simulations and tools to teach physics concepts. In this workshop, Open Source Physics simulations developed by the MOE are used to create active learning experiences for students to explore, experiment, and test scientific hypotheses. This promotes a hands-on learning approach, where teachers act as facilitators rather than didactic speakers.
• What are some of the key pedagogical ideas used by the facilitators?
• The pedagogy emphasizes student-centered learning, with a focus on inquiry-based methods and active engagement. Teachers are encouraged to guide students through investigations, data analysis, mathematical thinking, explanation construction, and evidence-based arguments. This process is facilitated by interactive technology like Tracker and simulations, which allows students to “experience” energy concepts rather than just learning them from the textbook. The workshop supports learning by doing.
• What are some examples of specific digital resources available to educators after completing this workshop?
• The resources range from ready-made Tracker models (TRZ files) of common physics demonstrations (e.g. falling objects, projectile motion, etc.) within the Singapore Tracker Digital Library, to interactive Open Source Physics simulations. These simulations, which address topics such as the photoelectric effect, harmonic motion, Kepler Orbits and more, can be used to model other physics topics besides energy. Teachers also learn how to use data analysis and visualization tools like those in Tracker to generate mathematical models.