Friday, December 4, 2009

Co-creation of virtual laboratory inquiry learning environments ( java applets) through Web 2.0 informal Ejs learning community & collaboration

Innovation or Not? Perhaps time will tell.
Ejs open source Vernier calipers java applet with objects, help & 0-error logic


Title:
Co-creation of virtual laboratory inquiry learning environments ( java applets) through Web 2.0 informal learning community & collaboration with international universities

Purpose:
The learning of science using simulation or virtual laboratory has enabled many school teachers to use them as,
(1) Demonstration and visualization tool in class or lecture,
(2) A ICT supporting tool to aid explanation of science phenomena and
(3) Supported learner centered pedagogy to promote experiential learning.

Through collaboration with practicing academic scientists, we have created scientific simulations targeted to support teachers in conducting virtual laboratory learning experiences coupled with guided inquiry active learning strategy.

This COP has engaged me in professional learning practices through co-creation of simulations, so that we can be professional teachers for the world.

To be the champion and catalyst in harnessing educational technologies to enhance educational processes in schools, I lead a strategic informal partnership with the international community of universities professors in Web 2.0 collaborations.

These collaborations result in the co-creation of scientific simulations, finer customized for Singapore science curriculum. I have lead the development of suitable innovative ICT pedagogy through these virtual laboratories, there by enhancing the teaching and learning processes in collaborating school, for example River Valley High.

This idea is unique for the following reasons:

* Free - The virtual labs are co-created free of monetary charge, as the education professions lead the way for creation of interactive curriculum materials, without employing vendors to make them.
* Empower - Teachers now have the power to re-design pedagogical scaffolds or new scientific models that meet their own design specifications.
* COP, Community of practice - Teachers are immersed in the COP of designing simulations, are better prepared to use technology in their classroom and learn about the practice of being a scientist instead of just teaching the knowledge of science.
* New knowledge creation - New knowledge is created through the collaboration and the science comes alive through the simulation modeling equations.





Ejs open source Vernier calipers java applet with objects, help & 0-error logic

Ejs open source Vernier calipers java applet with objects, help & 0-error logic


Ejs open source java applet 1D collision carts Elastic and Inelastic Collision ; I presented a paper at the 3rd Redesigning Pedagogy International Conference June 1-3 2009, Singapore


Ejs open source java applet 1D collision carts Elastic and Inelastic Collision



Ejs Open Source Direct Current Electrical Motor Model Java Applet ( DC Motor )

Ejs Open Source Direct Current Electrical Motor Model Java Applet ( DC Motor )



Ejs Open Source Alternative Current Electrical Generator Model Java Applet

Ejs Open Source Alternative Current Electrical Generator Model Java Applet

Some exemplars of virtual labs co-created by me, supported by the community

* Open source - Typical simulations created on the internet usually provide little or no way of personalization or customization. Open source sharing has empowered anyone to remix the simulation shared by the community.
* Creative commons - Creative commons license attribution has lowered the barriers for redistributing and scaling good educational resources to actual classroom interventions.

The evaluations are:

1. The professors and community post their opinions on the re-mixed simulations, suggestion for improvements and strategy for student engaged learning.
2. The public feedback and thanks reaffirms the work done by this community.
3. High number of visits on the individual simulations pages.

Google search engine top relevance of search ” for example “1D collision java applet”

In the business of Curriculum, Pedagogy and Assessment, the creation of such interactive curriculum materials can be the exemplar ways for wide scale translation of meaningful use of ICT in schools. The learner centered pedagogy, where students explore and make sense of the science themselves, promote meaningful experiential learning with ICT. In the area of formative assessment, mature students can be engaged in the process of modeling their own simulations and the final model can be a component of richness of the school based assessment.

This project is sustained internationally by Open Source Physics (OSP) and Conceptual Learning of Science (CoLos) group. These innovations have spread across the globe with established scientists in reputable universities from Spain, Taiwan & USA, creating interactive curriculum materials for their university courses.

One challenge in this project is the need for high TPCK (technology, pedagogy, content and knowledge) in teacher capability to infuse meaningful ICT into their lessons. Thus, as far as I know, a very small number of ICT specialist teachers are spending the time and effort to personalize these simulations into interactive virtual labs that support inquiry based learning for school reforms required by ideals of 21st century learning.

Other exploring the use of commercial vendors to create learning environments, may consider tapping on existing community of practices that are innovating in similar ways.

These communities of professors are excellent knowledge and pedagogy experts for professional learning community (PLC) in schools.

Thursday, October 15, 2009

Deepening Professional Practice: teachers as learners, teachers as leaders

Example of the simulations teacher can do to deepen the professional practice of learning
Abstract for a paper i intend to write Teachers' Conferences

To deepen the professional practice of physics educators, we seek to highlight the Open Source Physics (OSP) and Easy Java Simulation (Ejs) community of educators that engage, enable and empower teachers as learners so that we can be leaders in our teaching practice. We learnt through Web 2 online collaborative means to developed simulations together with reputable physicists through the open source digital library. By examining the open source codes of the simulation through the Ejs toolkit, we are able to examine and make sense of the physics from the computational models created by practicing physicists. We will share some of the simulations that we have remixed from existing library of simulations models into suitable learning environments for inquiry of physics. We consider these as viable options for meaningful ICT embedding of hands-on learning into curriculum. We have conducted virtual laboratory lesson with 5 classes of 78 students in River Valley High in Mar 2009 and will be sharing some of the feedback from them on the lesson experience.

Found this amazing article
http://ryanflood.wordpress.com/2010/03/18/on-line-pd-the-point/
http://ryanflood.files.wordpress.com/2010/03/lifelong.jpg

Problem Statement:

No unified direction as to where we need to head in education.
Lack of direction in aiming towards best practices in education,
Lack of direction in how we should best utilize professional learning time.

Control and Degree of Ownership. 


Current Situation:
Traditionally, educational systems and their leaders have prided themselves in their abilities to create quality professional development sessions that have been intended for the masses; a great majority of teachers. I don’t think this works anymore.

The real world today:
We simply have too much choice, and that is a good thing. Let’s embrace our power of choice. It is time for educational systems and their leaders to understand that TEACHERS ARE LIFE-LONG LEARNERS. It is time to give up the control over how PD time is to be spent. We need to pass this control over to the individual teachers who, as dedicated life-long learners, will ultimately decide what their best possible learning path is, and how they should best go about it. This is how true PD will take place. Teachers must be invested in their learning in order for it to take place. A growing number of teachers are finding many current PD opportunities are simply not engaging.


Scenario A. 
A PD session is implemented with mandatory attendance from all staff members. The PD session is designed in a sort of ‘top down’ approach in which the direction was decided upon by an educational leader. The topic is yet another of several ‘new initiatives’. The session is well attended, and many staff members contribute to the discussion, however others are not engaged, even sowing buttons on shirts in the back of the room.

Scenario B. 
A block of time is set aside for PD opportunities to take place. Staff members were given advance notice and ample time to ‘choose their own adventure’. Some staff members have decided to drive to other schools in the system to meet with teachers with a similar focus. One group in particular meets to learn photography techniques from a teacher who has already set up a successful photography program. Other teachers decide to head to their classrooms. One teacher uses his lap-top to watch a lecture from professor Michael Wesch via Ustream. Another spends time watching a few TED Talks videos about creativity [like Ken Robinson's, or Elizabeth Gilbert's]. A small group of teachers meet to discuss potential recycling and composting projects to be implemented in the school. One of the teachers in this group logs in to Tapped In, and they meet up with a couple of other teachers in another city who have already begun similar projects. Another teacher browses through a list of new Web 2.0 tools and begins to play with software she was not familiar with. Several others meet in the library for a more traditional and guided PD session and discussion about literacy. From these example scenarios, it is my opinion that the second involves a higher level of professional development. More teachers are engaged in their learning, as they’ve had control over the design of their learning path. In order for this to happen, we need to change our outlook about PD. We need to understand that professional learning can take place on-line. We need to understand that PD can be solitary, and that professional learning can take place by watching quality lectures or YouTube and TedTalk videos.


Conclusion:
It’s time to give the control of professional learning over to the professional who is to be learning.

My thoughts:
Look at my blog and tell me about Life Long Learning - Professional Learning, Open source physics defines me and i am learning so much that only my portfolio blog can express the details of my journey.

Monday, August 17, 2009

Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high


Leveraging on Easy Java Simulation tool and open source computer simulation
library to create interactive digital media for mass customization of high school
physics curriculum

Finally the http://conference.nie.edu.sg/2009/papers_pdf/PAP591.pdf
Leveraging on Easy Java Simulation tool and open source computer simulation
library to create interactive digital media for mass customization of high school
physics curriculum

is showing the paper!
http://conference.nie.edu.sg/2009/index.php

Tuesday, July 14, 2009

Ejs open source converging & diverging Lens object image high school java applet

Ejs open source converging & diverging Lens object image high school java applet


Full screen applet
kindly hosted in NTNUJAVA Virtual Physics Laboratory by Professor Fu-Kwun Hwang
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1155.0
alternatively, go direct to http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0
Collaborative Community of EJS (Moderator: lookang) and register , login and download all of them for free :) This work is licensed under a Creative Commons Attribution 3.0 Singapore License
Author: Fu-Kwun Hwang and lookang

My latest remix
Ejs open source converging & diverging thin Lens object image high school java applet
now able to allow for inquiry learning of

  • physics Images formed by a converging lens object distance equal f
  • physics Images formed by a converging lens object distance greater than 2 focus length
  • physics Images formed by a converging lens object distance lesser than f
  • physics Images formed by a converging lens object distance equal to 2 focus length
  • physics Images formed by a converging lens object distance between f and 2f


reference:
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=704


This work is licensed under a Creative Commons Attribution 2.5 Taiwan License
Download EJS jar file(855.4kB):double click downloaded file to run it. (1 times by 1 users) , Download EJS XML source (7 times by 1 users)


Exercises: designed by lookang Grin

   1. Explore the simulation. Notice that you can move the sliders to vary the distance of the object to the centre of the thin len. What do each of the buttons and sliders do?
   2. Take about 10 minutes to inquiry through the simulation model and describe the action of a thin converging lens on a beam of light. ( this simulation currently does not have beam of light)
   3. Discuss with your lab partner what is the meaning of the focal length f.
   * hint: in terms of the way the light rays from the object is bend and pass through where?
   4. check the principal rays radio button. Discuss and formulate ideas how the ray diagram allows the drawing of ray diagrams to illustrate the formation of real and virtual images of an object by a
   thin converging lens.
   * What does the green ray light always do?
   * What does the red ray light always do?
   * What does the teal ray light always do?
   o hint: in terms of the way ray light traveling parallel to and passing through where etc?
   5. What does the term linear magnification mean in this simulation.
   * Discuss how it is calculated from?
   * How many ways are there to determine the magnification of the think converging len.
   6. Check the no ray radio button. move the sliders a suitable position of your choice. Now, sketch as accurately as possible on a piece of paper, the principal ray diagram ( minimum 2 rays) to get the image position and height. Practice a few times with different and varied examples to allow you to draw scale diagrams to deduce the focal length needed for particular values of magnification (converging lens only)
   7. explore the simulation to make observations of the use of a single converging lens as a
   * magnifying glass a
   * projector
   8. Draw rays of examples for each case to show clearly how each forms an image


http://www.youtube.com/watch?v=lt-UxbopEUY


There is a video that narrates some of the ideas in the simulation as well


Designed by Fu-Kwun Hwang http://www.phy.ntnu.edu.tw/ntnujava/ remixed by welookang@gmail.com for K12 physics "Thin Converging Lens Ray Diagram"

reference: http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=704 hosted: http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1155.0

Ejs open source converging & diverging thin convex Lens object image high school java applet. now able to allow for inquiry learning of
physics Images formed by a converging lens object distance equal f
physics Images formed by a converging lens object distance greater than 2 focus length
physics Images formed by a converging lens object distance lesser than f
physics Images formed by a converging lens object distance equal to 2 focus length
physics Images formed by a converging lens object distance between f and 2f

This thin lens ray diagram java applet has:

Main view:
Lens that is controllable by the focal length f, +f imply converging lens -f imply diverging lens.
Focal points drag-able, 2F, F, F & 2F
u is position of Object from lens center c
v is position of Image from lens center c.
The object is drag-able to the right side of the lens

Top View:
dynamically display a possible use of the lens under different conditions with pictures shared under creative commons licenses and other similar pro usage licenses under attribution.

Bottom View:
4 radio buttons: allows for different visualization purposes of light path in the context of lens
no ray
principal ray
marginal ray
all ray

4 check boxes:
"Real/Virtual?"
"Inverted/Upright?"
"Magnify/Diminish?"
"Same/Opposite side"

Autoscale: to allow visualization view of images formed outside designed screen view.

3 slider control:
u, object distance from c
h, height of object
f, focal length of lens

3 values display:
v, image distance from c
ih, image height
M, Magnification











PHYSICS
GCE Advanced Level
(Syllabus 9246)
http://www.seab.gov.sg/SEAB/aLevel/syllabus/2009_GCE_A_Level_Syllabuses/9246_2009.pdf

distinguish between converging and diverging lenses and show an understanding of the
significance of focal length.

5056 PHYSICS O LEVEL (2009)
http://www.seab.gov.sg/SEAB/oLevel/syllabus/2009_GCE_O_Level_Syllabuses/5056_2009.pdf
(i) describe the action of a thin converging lens on a beam of light
(j) define the term focal length
(k) *draw ray diagrams to illustrate the formation of real and virtual images of an object by a
thin converging lens
(l) define the term linear magnification
(m) *draw scale diagrams to deduce the focal length needed for particular values of
magnification (converging lens only)
(n) describe the use of a single lens as a magnifying glass and in a projector and draw ray
diagrams to show how each forms an image

List of other simulations
found some popular lens java applet

1. http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=48
Likes: the white screen to illustrate possible focus image and blur images?
Likes: most popular java applet hosted all around the world

2. http://phet.colorado.edu/simulations/sims.php?sim=Geometric_Optics
Likes: the white screen to illustrate possible focus image and blur images?
Likes: the option for no rays, principal rays, marginal, all rays to allow for sense making?
Likes: the move me! bouncing hints
Likes: movable principal axis lens to reposition lens

3. http://surendranath.tripod.com/Applets/Optics/ReflRefrCurv/CurvSurfApplet.html

4. http://webphysics.davidson.edu/physlet_resources/dav_optics/examples/eye_demo.html
Likes: fantastic for explaining eye lens

http://www.physics.uoguelph.ca/applets/Intro_physics/kisalev/java/clens/index.html

http://webphysics.davidson.edu/course_Material/Py230L/optics/lenses.htm
Like: the beam function
Like: Mirror
Like: Aperture

Monday, June 15, 2009

Demonstration of electric charge distributions on the conductive objects (cylinder and corner) surfaces.

example of what the tool JaCob (Vojko Valen, Savin Zlobec & Wolfgang Christian, 2001) can do electric charges learning environments. Picture shows 2 cylinders with opposite charges distributed uneven according to Coulomb's Law


Demonstration of electric charge distributions on the conductive objects (cylinder and corner) surfaces.
This is the most powerful tool for learning experiment examples from Electricity and Magnetism. Indeed an open tool.


Reference:
http://www.phy.ntnu.edu.tw/demolab/CoLoS/JaCob/
CoLoS Meeting, Murcia, September 2001 University of Ljubljana Faculty of Electrical Engineering Vojko Valen, Savin Zlobec Wolfgang Christian

Tuesday, June 2, 2009

Powerpont Leveraging on Easy Java Simulation tool and Open Source computer simulation library to create interactive digital media

Wee, L. K., & Mak, W. K. (2009, 02 June). Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high school physics curriculum. Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore. [PDF] from nie.edu.sg


for collaboration goto
http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0 for international
http://iresearch.edumall.sg/cos/o.x?ptid=80&c=/iresearch/forum&func=forumdisplay&id=47 edumall account holders

ppt sharing
Leveraging on Easy Java Simulation tool and Open Source computer simulation library to create interactive d...
Publish at Scribd or explore others: Science Research 3rd redesigning peda



Wee, L. K., & Mak, W. K. (2009, 02 June). Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high school physics curriculum. Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore. [PDF] from nie.edu.sg 

Friday, May 22, 2009

Sharing Leveraging on Easy Java Simulation tool and Open Source computer simulation library to create interactive digital media for mass customization

Wee, L. K., & Mak, W. K. (2009, 02 June). Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high school physics curriculum. Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore. [PDF] from nie.edu.sg


Open source Easy java Simulation Java Applet here http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=831.0
Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive d...