Tuesday, July 17, 2012

Nomination for PS21 Excel Awards Outstanding Activist 2011

Nomination for PS21 Excel Awards Outstanding Activist 2011
Closing Date: 31 August 2011

Didn't get the Award, for sharing. :)
Nomination for Outstanding Activist 2011


Summary:


“TO BE THE BEST FOR THE WORLD” INSTEAD OF ‘IN THE WORLD’ IS THE KEY CHARACTERISTIC THAT MAKES LOO KANG AN OUTSTANDING ACTIVIST THAT ENGAGES AND EMPOWERS PUBLIC OFFICERS TO MAKE A DIFFERENCE IN PHYSICS EDUCATION. HIS ACTIONS RESONANT THE IDEA OF GIVING MORE, IS ACTUALLY RECEIVING MORE, A MOTTO THAT ALL OF US CAN ROLE-MODEL.

WITH HIS SELF DIRECTNESS IN HIS OWN PROFESSIONAL DEVELOPMENT AS AN EDUCATOR/TEACHER, DEEPENING HIS TECHNOLOGY , CONTENT AND PEDAGOGY KNOWLEDGE – ‘TPACK’ (MISHRA & KOEHLER, 2006), LOO KANG IS MASTERFUL IN BLENDING APPRIOPRIATE TECHNOLOGY TOOLS WITH CONTENT LEARNING USING STUDENT-CENTERED GUIDED INQUIRY PEDAGOGY.  HIS SPECIALIZED SKILLS AND SOUND CURRICULUM LEADERSHIP PUT HIM IN A STRONG POSITION TO BE AN AGENT OF CHANGE TO POSITIVELY IMPACT LEARNING AND TEACHING, EVIDENT FROM HIS SYNERGISTIC WORKING RELATIONSHIPS WITH MASTER TEACHERS, TEACHERS, SENIOR TEACHERS AND HEAD OF DEPARTMENT IN SCHOOLS.
RECOGNISING THE OUT-SOURCING MODEL OF EDUCATIONAL RESOURCE DEVELOPMENT ADOPTED BY MINISTRY IS HEAVILY DEPENDENT ON THE QUALITY OF THE INDUSTRY PARTNERS, LOO KANG IMMERSE IN THE OPEN SOURCE PHYSICS COMMUNITY OF PROFESSORS OF THE WORLD, LEARNING WHILE CONTRIBUTING ACTIVELY TO DESIGN AND DEVELOP SIMULATIONS SUITED FOR PHYSICS EDUCATION IN SINGAPORE SCHOOLS.  THESE SIMULATIONS ARE SCIENTIFICALLY ACCURATE MODELS, WELL DESIGNED WITH PEDAGOGICAL HINTS, SELF ASSESSMENT TOOLS AND WITH MULTIPLE REPRESENTATIONS (GILBERT, 2010) FOR VISUALIZATION AND SENSE MAKING, WHICH I ARGUE IS MOST INNOVATIVE AND BEYOND THE ‘TPACK’ EXPERTISE OF MOST INDUSTRY PARTNERS.
NOW, TEACHERS AND STUDENTS CAN EXPERIENCE DIFFICULT PHYSICS CONCEPTS IN MANY REMIX SIMULATIONS TOOLS AND LOO KANG IS ALWAYS SHARING HIS EXPERTISE WITH SINGAPORE TEACHERS EVIDENT IN THE CONFERENCES WORKSHOP HE CONDUCTS REGULARLY.
MOST IMPORTANTLY, IT IS HIS SPIRIT OF INNOVATION IN PHYSICS EDUCATION AND HIS AGENCY FOR CHANGE FOR ENABLING MORE OPPORTUNITY FOR STUDENT-CENTRED EDUCATION THAT NURTURES EVERY CHILD’S CURIOSITY AND ENABLES THEM TO BE LIFE LONG LEARNERS.

Contibutions:

A) Initiated by Loo Kang and within job scope.

In an ETD-MOE website called ICT Connection portal, teachers can post up their meaningful use of technology lessons. To continually improve the ETD service to schools teachers, we implemented 2 enhancements mentioned here among many others.
1 To increase the search-ability and visibility of good lessons, we implemented a new function that automatically pumps the comments made by teachers into a discussion forum within ICT Connection where more teachers visit because of the face to face sessions conducted by ETD. This increases the visibility of a more vibrant teacher community in edumall.sg and teachers may find good examples more easily than before through our website ICT Connection.
2 To increase the participation from teachers to contribute lesson ideas and even just any information that is useful to relate to existing lessons already in ICT Connection, a new function is implemented to allow teachers to upload resources they create for example worksheet, URL, simulations etc as add-on parts to lesson examples. This opportunity allows teachers who may be too busy to post new lesson examples but would like to contribute their smaller resources to add value to other teachers’ lessons, sharing and learning in edumall.sg. This we hope is part of a larger goal to make teachers feel more a part of a larger community of educators using ICT connection and surface others teachers who could be networked for this noble mission to teach. 

B) Initiated by Loo Kang and beyond job scope.

Recognising that it is critical to the success of diffusing and scaling meaningful use of ICT in classrooms, a vision in ETD-MOE “Harnessing ICT, Transforming Learners”, beyond the job scope and special service to teachers, Loo Kang goes to schools to conduct workshops (Wee, 2010a; Wee & Tan, 2010a, 2010b) and co-teach on the use of Physics tools such as Tracker (Brown, 2010) and creating simulations (Esquembre, 2004) for student inquiry learning. Tapping on the 24/7 accessibility of the internet, Loo Kang even created professional development YouTube videos on the use of Tracker in simple ‘video analysis’ (Wee, 2010c) and a strong pedagogical ‘video modelling’ approach (Wee, 2010d) to allow students and teachers in the world to pick up key ideas and technical know how to learn the physics of projectile motion in an experiential and deep way. Loo Kang also hand hold the teachers in the lesson itself by co-teaching in the technology lessons which some teachers could be uncomfortable using technology.  Evidences of innovative design of the Open Source Physics (Christian, 2010) simulations and tools are also shared in ICT Connection portal as teacher-lead innovative lessons design  (Lee, Wee, Cheng, & Tan, 2010; Lee, Wee, Cheng, & Wong, 2010) to promote joys of learning and encourage self directness in the students.  

In addition, Loo Kang went to conferences in Singapore and USA to conduct workshop (Wee, Lee, & Chew, 2010) and present (Wee, 2010b) respectively to spread the knowledge of these creative remix creation of curriculum materials and simulations tools suited (Wee & Mak, 2009) for the Singapore Ordinary and Advanced Level Physics syllabus. 
Lastly, whenever there is an opportunity to share these innovative lessons using customized simulations and tools, Loo Kang is always enthusiastic about taking the lead to share. For example, the eduLab mass briefing (Wee, 2010a) on teacher-initiated lesson ideas for mass diffusion in schools system and ministry meetings like the ICT Master Plan Exco Meeting chaired by DGE and other ETD-MOE Sectional Meeting.  

All these support service and outreach initiative are Loo Kang's own as he believes in helping other teachers to support student-centred activities as means to get students to be self directed and have fun learning. This special service is beyond his current job scope as defined by MOE.

Innovation:

Examples of promoting sharing effective use of Open Source Physics Tools
In chronological order.
Wee, L. K., Lee T.L. & Charles Chew (2010, 23-24 November) Workshop Concurrent 4.9 Workshop - Innovation in Science Education Open Source Physics – Tracker Video Analysis and Modeling Tool, Singapore Science Center, Singapore 1st Science Teacher Conference.
Wee, L. K. (2010, 03 November) eduLab mass briefing on possible ideation options for eduLab projects sharing on Easy Java Simulation and Tracker, Jurong Junior College, Singapore, eduLab mass briefing.
Wee, L. K. (2010, 20 July). Physics Educators as Designers of Simulation using Easy Java Simulation. Paper presented at the American Association of Physics Teachers National Meeting Conference: 2010 Summer Meeting, Portland, Oregon, USA.
Wee, L.K., Samuel Tan (2010, 20 May) ICT mentor sharing secondary science on video analysis using Tracker held at River Valley High School, Singapore
Wee, L.K., Samuel Tan (2010, 14 May) ICT mentor sharing secondary science on video analysis using Tracker held at Queensway Secondary School, Singapore
Wee, L. K. (2010, 30 March) Harnessing Open Source Physics ( Easy Java Simulation Builder ) tools Workshop held at Ed Tech Seminar 2010 in Hwa Chong Institution Singapore.
These are risk-free methods to impact the physics education practice of Singapore and the world as they are endorsed by the Ministry and/or based on request from schools. 

Some examples of contributions to Open Source Physics Digital Library of Tools
WEE, L.K., & Esquembre, F. (2010). Lorentz force on a current carrying wire java applet [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10543&DocID=2053
Hwang, F.K., & WEE, L.K. (2010). Cyclotron in 3D Model (Version 10/12/2010) [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/osp/items/detail.cfm?ID=10527
These are risk-free methods to impact the physics education practice of the world as Loo Kang joins the Open source Physics Community of Physics professors and educators in creating quality simulations and curriculum on his own initiative and time.

There are more examples of engaging and empowering public officers to make a difference (ExCEL) a journey that Loo Kang has embarked on since 2009 until present which is shared on his blog http://weelookang.blogspot.com/ , paints an impressive journey to engage and empower public officers to make a difference in physics education in schools and beyond.

Impact:

Significant Benefits:
Teachers 
The six physics teachers involved in the lesson design to use Tracker (Lee, Wee, Cheng, & Tan, 2010) and Loo Kang created simulation (Lee, Wee, Cheng, & Wong, 2010) have gained pedagogical insights and technological skills necessary for the design and implementation of such ICT enabled pedagogy that promotes student-centered learning.

Workshops and Mass Briefing by Loo Kang and other MOE colleagues have enable teachers to adapt the curriculum material and tools shared to their own teaching context. Teachers are now also innovating on different parts of the syllabus and designing activities using those tools shared. 


Students
The 214 students in River Valley High School have feedback that they found the learning experience valuable and that technology such as simulations allows student-directed inquiry into the computer simulation can engage and improve the science inquiry experience. The project based learning on the investigation of a sport science (coincide with Singapore’s inaugural hosting of Youth Olympics’ for promoting civil literacy and national identity) also allow students to investigate on a sport science of their choice and learn deeply about it beyond the regular demands of the syllabus, is worth mentioning.    

MOE-HQ
Loo Kang’s extensive and deep knowledge of the Open Source Physics tools allow MOE-HQ to advise and guide on the strengthening of much needed pedagogical affordance of a National  Research  Foundation’s  (NRF) R&D programme  on IDM in Education especially for the Project by Dr Alex Ong from Republic Polytechnics on “Augmented Reality”.  
Another example is the Future School Programme involving School of Science and Technology where Loo Kang provided Zhang Baohui, Assistant Professor at Learning science Lab at NIE and his colleague Karel with the high quality help to improve their design of learning of their own Project by using simulations and other tools to be embedded within their Project intervention framework.

MOE-HQ other divisions have adopted Loo Kang’s lesson as an exemplar to infuse and make explicit Self Direct Learning (SDL) and Collaborative Learning (CoL) together with 21st Century Competencies and possibly into the physics syllabus and syllabus guides eventually.  

In addition, Sin Kim Ho, Deputy Director Science Branch CPDD compliments on the great work reaching out the Physics community during 3rd Physics Instructional Programme Support Group Sharing at ACJC and as well as through edumall subject forum and his Blog weelookang.blogspot.com. 
Lastly, Chan Lai Peng, Deputy Director Technologies & Design for Learning Branch ETD compliments on the great work in representing ETD in the new Academy of Singapore Teachers (AST) Physics Task Force Committee. Being invited by AST to review and recommend frameworks to integrate technology as well as develop 2 lesson exemplars to be shared with teachers through subject chapters of AST. To quote Ms Chan, Loo Kang’s contributions will be fully appreciated by the teachers" is indeed realized through the task force outreach activities as many teachers are using the exemplars when the opportunity arises.

Public
The outstanding service is the high quality Physics technology tools shared is available through Global community of Physicists and freely downloadable, immediately benefiting humankind includes teachers and students in schools.
Loo Kang also use FaceBook and Twitter to share his curriculum material and simulations tools as these are finer customized and made publicly available. The world could use these curriculum materials and tools freely without charge and are also free to re-distribute them for educational purposes under creative commons attribution licenses.

Academics  paper in top journal such as Physics Education are also published by Loo Kang to share the knowledge of using suitable simulations with multiple representation (Wong, Sng, Ng, & Wee, 2011) to support and extend learning. 

Leverage on open content movement.
Looking at the relative success of the open content (Johnson, Levine, Smith, & Stone, 2009) global movement adopted by many universities and educators around the world including Loo Kang, this Ministry may wish to re-evaluate and question the assumption of sharing teaching and learning resources inside protected online spaces under restrictive copyright licenses that ironical heighten barriers to mass adoption and customization or adaptation of these resources in the core business of education and improving school  practices. 


Reference:

References:

  1. Brown, D. (2010). Tracker Introduction to Video Modeling (AAPT 2010). Portland Oregon. Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10188&DocID=1749
  2. Christian, W. (2010). Open Source Physics (OSP)  Retrieved 25 August, 2010, from http://www.compadre.org/osp/
  3. Esquembre, F. (2004). Easy Java Simulations: A software tool to create scientific simulations in Java. Computer Physics Communications, 156(2), 199-204. 
  4. Gilbert, J. K. (2010). The role of visual representations in the learning and teaching of science: An introduction. Asia-Pacific Forum on Science Learning and Teaching, 11(1). 
  5. Johnson, L., Levine, A., Smith, R., & Stone, S. (2009). The Horizon Report: 2009 Australia–New Zealand Edition Open Content 2010 Final Topic: Time-to-Adoption: One Year or Less, 2009. Retrieved from http://www.nmc.org/pdf/2009-Horizon-Report-ANZ-Edition.pdf
  6. Lee, T. L., Wee, L. K., Cheng, S. S. S., & Tan, Y. L. (2010). Learning Physics of Sport Science through Video Analysis and Modeling Retrieved 02 June, 2010, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=82
  7. Lee, T. L., Wee, L. K., Cheng, S. S. S., & Wong, J. P. (2010). Virtual Experiential Learning Laboratory with Ejs Java Applet Collision Carts Retrieved 02 June, 2010, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=18
  8. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. 
  9. Wee, L. K. (2010a, 03 November). eduLab mass briefing on possible ideation options for eduLab projects sharing on Easy Java Simulation and Tracker. Jurong Junior College, 2010, from http://weelookang.blogspot.com/2010/10/edulab-mass-briefing-at-jurong-junior.html
  10. Wee, L. K. (2010b, 20 July). Physics Educators as Designers of Simulation using Easy Java Simulation. Paper presented at the American Association of Physics Teachers National Meeting Conference: 2010 Summer Meeting, Portland, Oregon, USA.
  11. Wee, L. K. (Producer). (2010c). Tracker Free Video Analysis for Physics Education by Douglas Brown & Youtube PD by lookang. Retrieved from http://www.youtube.com/watch?v=cuYJsnhWXOw
  12. Wee, L. K. (Producer). (2010d). Tracker Free Video Modeling for Physics Education by Douglas Brown & Youtube PD by lookang. Retrieved from http://www.youtube.com/watch?v=WSG1x3klkH0
  13. Wee, L. K., Lee, T. L., & Chew, C. (2010, 23-24 November). Workshop Concurrent 4.9 Workshop - Innovation in Science Education Open Source Physics – Tracker Video Analysis and Modeling Tool. Paper presented at the Singapore 1st Science Teacher Conference, Singapore.
  14. 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.
  15. Wee, L. K., & Tan, S. (2010a, 20 May). ICT mentor sharing secondary science on video analysis using Tracker. River Valley High School, 2010, from http://ictconnection.edumall.sg/cos/o.x?ptid=709&c=/ictconnection/forum&func=showthread&t=64
  16. Wee, L. K., & Tan, S. (2010b, 14 May). ICT mentor sharing secondary science on video analysis using Tracker. Queensway Secondary School, 2010, from http://ictconnection.edumall.sg/cos/o.x?ptid=709&c=/ictconnection/forum&func=showthread&t=64
  17. Wong, D., Sng, P. P., Ng, E. H., & Wee, L. K. (2011). Learning with multiple representations: an example of a revision lesson in mechanics. Physics Education, 46(2), 178.