Showing papers by "Lung-Hsiang Wong published in 2019"

IDC theory: creation and the creation loop

Abstract: The interest-driven creator (IDC) theory is being developed as a group endeavor by Asian researchers to articulate a holistic learning design theory for future education in Asia. The theory hypothesizes that students, driven by interest, can be engaged in the creation of knowledge (generating ideas and artifacts). By repeating this creation process in their daily learning routines, they will excel in learning performance, develop twenty-first-century competencies, and form creation habits. We hope that with such practices in education, our future generations will ultimately become lifelong interest-driven creators. In IDC Theory, there are three anchored concepts, namely, interest, creation, and habit. Each anchored concept comprises three component concepts which form a concept loop. For example, the creation loop consists of three component concepts—imitating, combining, and staging. Imitating is concerned with taking in (or inputting) an abundant amount of existing knowledge from the outside world to form one’s background knowledge. Combining refers to delivering (or outputting) new ideas or artifacts prolifically by synthesizing existing information encountered in the world and thoughts arising from the students’ background knowledge. Staging relates to frequently demonstrating the generated ideas or artifacts to the relevant communities and receiving feedback from these communities to improve the novelty and value of the demonstrated outcomes while gaining social recognition and nurturing positive social emotions. This paper focuses on describing the three components of the creation loop. We provide three case studies to illustrate the creation loop at work, as well as how it intertwines with both the interest and habit loops in supporting students to develop their creation capabilities. In presenting this iteration of the creation concept, an anchored concept in IDC theory, we acknowledge the roles played of imitation, combination, and staging in different learning and education contexts—indeed, there are multiple theories that inform and intersect with it.

Principled practical knowledge in bridging practical and reflective experiential learning: case studies of teachers’ professional development

Abstract: “Heuristic approach” is a teachers’ professional development (TPD) method supported by principled practical knowledge (PPK) which focuses on principled practical guidance that develops teachers’ capacity in innovative learning designs. This study reports the key features of the design and implementation of a TPD programme aimed at facilitating teachers’ experiential learning in designing and implementing seamless inquiry science learning (SISL). The TPD is based on the notion of fast and frugal heuristics which are supported by PPK and lead to actual classroom action. Two teacher case studies were analysed to investigate the teachers’ learning trajectory underpinned by an experiential learning framework throughout the TPD programme. As learners of innovative pedagogy, the teachers explored the design and implementation of SISL with their students. The findings indicate that the TPD programme had a positive impact on three aspects of teachers’ experiential learning: (a) acquiring new pedagogy; (b) improving knowledge and skills in the seamless inquiry science lesson (SISL) design and implementation; (c) nurturing reflective practices in teachers concerning the designing and implementation of SISL lessons. The teachers’ professional reflection and growth through experiential learning processes demonstrate how heuristic-based TPD engaged them as creative and professional lesson designers, resulting in meaningful changes in classroom practices. Our data analysis concluded that the heuristic-based TPD should be designed in such a way that it is authentic, reflective, practice-based and focused on meaningful tasks for the teachers.

The Conceptual Niche of Seamless Learning: An Invitation to Dialogue

Abstract: In this chapter, we seek conceptual clarity on the notion of seamless learning towards understanding its unique contributions towards learning. We will compare the salient characteristics of seamless learning with the definitions and framing of other relevant learning notions or approaches. We postulate that putting together related notions, theorisations or practices of different-named notions of learning together in juxtaposition, can create new sparkles that help us derive new perspectives and insights into learning theory and design. Our initial expositions in this chapter are intended to inform cross-fertilisation between seamless learning and other learning notions to inspire and guide the advancement of further relevant research and practice.