E-pedagogy MOE SKILLSFUTURE FOR EDUCATORS

This public knowledge states what is e pedagogy.

 https://www.moe.gov.sg/docs/default-source/document/media/press/2020/infosheet-on-SFEd.pdf

in the INFOSHEET ON SKILLSFUTURE FOR EDUCATORS (SFEd) there is these Areas of Practice.

 The six prioritised Areas of Practice in SFEd are: 

1. Assessment Literacy, 
2. Differentiated Instruction, 
3. Inquiry-Based Learning, 
4. E-pedagogy, 
5. Character and Citizenship Education, and 
6. Support for Students with Special Educational Needs. 

It also has a brief description of these six prioritised Areas of Practice, the rationale for prioritising them, and the implications on teaching practices but of great interest to me is e -pedagogy. 

E-Pedagogy 

Aim: To create new learning possibilities afforded by digital technologies. 

How: Teachers need to leverage digital technologies to accelerate and deepen learning by making it more active and personalised. 

Well, I have been exploring this mathematical modelling form of e pedagogy since 2012 and it is worth revisiting it, though is it publicise in 2015 under the 2015-6 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education. The award was for Pedagogical Innovation in the Use of ICT in Teaching and Learning, so it must be worth a read again under e-pedagogy right? Below, are two videos that I prepared for illustrating the e pedagogical innovation.

https://youtu.be/ZFyy3LYPVIg tracker modeling

https://youtu.be/fHBLMbKi4vA   Progressive mathematical modeling with OSP@SG

Pedagogical Affordances of Technology heavily referencing  How People Learn II: Learners, Contexts, and Cultures (2018)

It is worth noting the affordance of technology in e -pedagogy and they are

1. Adaptivity, all the easy javascript simulation are open sourced and adaptable via the EJSS editor to suit new purposes. 
   
    
2. Interactivity, with every change, a new outcome or result is display helps students see and visualise the phenomena. https://www.youtube.com/watch?v=JzfFxJirJ54&t=15s 
   
   
   
   
3. Feedback, correct and wrong by what quantity helps students figure out the issue with their inputs answers. https://www.youtube.com/watch?v=qXtE07tbK8s 
   
   
   
   
4. Choice,   more content management system related
5. Non-Linear Access,  more content management system related
6. Linked Representations, https://www.youtube.com/watch?v=BJAXTUGsw58 world view link to graphs etc 
   
   
   
   
7. Open-ended Learner Input  - Technology allows learners to express themselves through natural language, pictures, computer-based models and other forms of open-ended communication that encourage active learning.
8. Communication and Collaboration with Other People, self directed and self driven pursuit to solve real problems

Rationale for Blended learning and e -pedagogy

Blended learning is in about “harnessing the best of both digital and physical worlds” .

E-pedagogy is therefore the use of electronic form such as simulation aka virtual labs for more effective teaching.

Suggestion: 

Why not put in place a task force to explore putting free and open sourced scientific virtual labs online in SLS for the benefit of all in the pursuit of excellence in e pedagogy, surely like the ones I explained in YouTube is a difficult e pedagogy to enact, but isn't excellence our pursuit and preparing students for a uncertain future difficult as well?

From opal2

Levels of Practice

Emergent	Proficient	Accomplished	Leading
Domain 1: Use e-Pedagogy Considerations to Design Lesson
Designs learning activities (with guidance) that promote active learning with technology: -activate students’ prior knowledge; -promote thinking and discussion; -facilitate demonstration of understanding; and -monitor and provide feedback	Designs learning experiences to harness technology to meet intended learning outcomes   Explains lesson design decisions based on the e-Pedagogy considerations	Designs learning experiences for active learning with technology to meet students’ diverse learning needs to deliver customised and differentiated learning   Adapts and remixes resources and lessons designed by other teachers	Mentors others to design learning experiences for active learning with technology   Draws on the e-Pedagogy considerations to give feedback and suggestions to refine lessons
Domain 2: Use of Technology for Active Learning
Begins to apply the key applications of technology to enhance learning in one or more of the following ways: -effect conceptual change -provide differentiation -facilitate learning together -develop metacognition -provide personalisation -scaffold learning	Critically selects and applies the key applications of technology to augment classroom practices by enhancing the various learning interactions	Deploys key applications of technology to better differentiate learning experiences for diverse learning needs of students   Explores, innovates and repurposes a range of technologies	Mentors others to effectively deploy the key affordances of technology, and to innovate, repurpose and apply a range of technologies
Domain 3: Use of Technology for Assessment and Feedback
Uses technology to design assessment tasks to formatively assess students’ learning to: -check student understanding -monitor learning progress -provide timely and targeted feedback	Uses technology to design assessment tasks to enable students to: -do self-assessment by reflecting on own learning and take steps to close learning gaps -do peer assessment by giving feedback to others   Uses technology to capture student learning and use the data to review lesson effectiveness	Uses technology to design a variety of assessment tasks   Uses technology to involve students in assessment and motivate them to reflect on own learning and do peer feedback   Uses technology to capture student learning and use data to differentiate and personalise learning	Mentors others to design a variety of assessment tasks with technology for diverse student profiles   Mentors others in using technology to capture student learning and use data for assessment and feedback   Mentors others to use student data to review lesson effectiveness