Basics of qualitative research: Grounded theory procedures and techniques

The culture of education

On Educational psychology: A cognitive view.

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The New Meaning Of Educational Change

Learning Vocabulary in Another Language: Appendixes

Unpacking the researcher-teacher co-design process of a seamless language learning environment with the TPACK framework

This symposium proposes a genre of learning designs called Student-Generated Ideas (SGIs), based on designing learning contexts that promote students as critical producers, distributors, and consumers of knowledge. SGIs place students’ ideas at the center of learning designs, considering the learning process as well as the learning goals/outcomes. By soliciting and foregrounding students’ diversified ideas in the classroom and beyond, the learning environment communicates to students that their ideas matter to others and that they have a position of responsibility to their own and their peers’ learning processes. The notion of SGIs is embodied in a repertoire of studies at the Learning Sciences Lab, National Institute of Education, Singapore, that offer varied yet overlapping interpretations of how student ideas can inform the design of learning contexts. In sharing the core design principles for SGIs approaches, this work contributes important components to the learning sciences discipline and changing educational practice.

Designing learning contexts using student-generated ideas

A group of researchers had been working on a longitudinal mobile learning (m-learning) project in a primary school in Singapore. A curriculum design framework was proposed in the beginning of the project to guide the two-year design-enactment-reflection-refinement cycles of the mobilized curriculum. In this chapter, we narrate our implementation research approach by presenting a post hoc analysis of how the curriculum was progressively transformed for seamless learning (a learning notion that advocates perpetual learning across contexts) and how the design taps on the affordances for m-learning. The evaluation illuminates how various types of learning activities are systematically introduced in the two years of science curriculum to nurture inquiry learning across both formal and informal contexts, thus supporting notions of authentic learning. This chapter contributes to the literature on how to address challenges in translating learning theories and integrating mobile technology affordances into curriculum development and sustainable classroom practices.

Authentic Learning of Primary School Science in a Seamless Learning Environment: A Meta-Evaluation of the Learning Design

This paper reports a pilot study on mobile-assisted language learning that focused on both creative learner output and seamless learning. In learning Chinese idioms, students proactively used smartphones on a 1:1 basis to take photos in their daily lives, subsequently in-class or online sharing and discussions took place, enhancing the students' understanding in the proper usage of the idioms. Our analysis of the student artefacts in both product- and process-oriented aspects reveals the students' cognitive process and learning strategies during the course of content creation. The students' ongoing, open-ended, personal-to-social meaning making process and learner-created authentic content have indeed shown some indicators of seamless language learning and induction-based peer learning that has the potential of transforming language learning into an authentic learning experience.

Analysis of the Learner Content Creation Process in a 1:1 Seamless Idiom Learning Environment

This paper was published in the 2017 proceedings of the 25th International Conference on Computers in Education held at Christchurch, New Zealand from 4 - 8 December 2017

Lung-Hsiang Wong

Papers

Unpacking the researcher-teacher co-design process of a seamless language learning environment with the TPACK framework

Designing learning contexts using student-generated ideas

Authentic Learning of Primary School Science in a Seamless Learning Environment: A Meta-Evaluation of the Learning Design

Analysis of the Learner Content Creation Process in a 1:1 Seamless Idiom Learning Environment

C2FIP: A design framework for streamlining ICT-enhanced seamless science learning for wider diffusion in primary schools