Re: RE: (negroupproject series: part 1 of 3): Webquest FAQ

Thanks Kailin for sharing!
 
raudah

----- Original Message -----
From: Kailin Huang <huangkailinphilomena@gmail.com>
Date: Wednesday, January 28, 2009 8:05 pm
Subject: RE: (negroupproject series: part 1 of 3): Webquest FAQ
To: han_mui_eng@moe.edu.sg, ho_siew_fun@moe.edu.sg, in_kit_shong@moe.edu.sg, lee_hay_beng@moe.edu.sg, mok_wei_woon@moe.edu.sg, pan_qun@moe.edu.sg, siau_fong_fui@moe.edu.sg, tan_lee_fang@moe.edu.sg, Ang Feng Ling <ang_feng_ling@moe.edu.sg>, Huang Kailin <huang_kailin@moe.edu.sg>, Jamilah Abdul Majeed <jamilah_abdul_majeed@moe.edu.sg>, Ong Kwee Hoon <ong_kwee_hoon@moe.edu.sg>, Raudah Ali <raudah_ali@moe.edu.sg>, Tan Bee Lien <tan_bee_lien@moe.edu.sg>, Tee Kim Cheng <tee_kim_cheng@moe.edu.sg>, Veeramuthu Ganesan <veeramuthu_ganesan@moe.edu.sg>
Cc: leefangtn12@gmail.com, leehaybeng@gmail.com, ma_jun_hui@moe.edu.sg, marcusmok007@gmail.com, quintetqun@gmail.com, raudah.ali@gmail.com, send2littlegrass@gmail.com, tanbeelien@gmail.com, vganesan62@gmail.com, Blogger <huangkailinphilomena.instablog@blogger.com>, Han Mui Eng <hanmuieng@gmail.com>, Ho Siew Fun <fenho3@gmail.com>, In Kit Shong <inkitshong@gmail.com>, Jamilah Majeed <jamilah.majeed@gmail.com>, kwee hoon ong <ongkweehoon@gmail.com>, Philomena Kailin Huang <huangkailinphilomena@gmail.com>, Tee Kim Cheng <kimcheng.tee@gmail.com>

> Dear Teachers,


> The NE Group Project for H1 CL students will be based on the Webquest model and incorporate the use of Wikis and Google Docs.

> As a follow-up to previous sharing on related topics, here's a little webquest FAQ.

> Webquest FAQ


> What is a Webquest? (in one sentence)

> A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.

> http://webquest.org/index.php
> http://www.being.org.cn/webquest/ (网络主题探究 Chinese resource page)

> These days, webquests typically incorporate collaborative learning activities as well.

> Most (though not all) webquests have these features: Introduction, Task, Process (including Resources), Evaluation/Assessment, Conclusion.

> The webquest can be scenario-based e.g. in a scenario related to hosting foreign guests during Chinese New Year, students may have to use web resources to complete tasks such as compiling a list of CNY customs, designing a CNY menu etc.


> What are some advantages of using webquests? (in 3 points)
> 1. Incorporates ICT into teaching and learning
> 2. Incorporates group/collaborative learning
> 3. Facilitates learner management (e.g. through the use of online tools to track student participation and learner responses)

> So, (at least theoretically speaking), you can kill many birds with this one stone called a webquest.


> What are some examples of Webquests?

> NE Group Project (AJC H1 CL 2009 webquest)
> http://negroupproject.pbwiki.com
> As introduced earlier. This is currently a private wiki so you will need a pbwiki invitation to enter the site.  

> Quit Cybergaming Webquest (Chinese NIE Project)
> http://quitcybergaming.pbwiki.com/

> KAC: Kids Against Cancer
> http://www.nccs.com.sg/kac/index.html
> A joint project by National Cancer Centre Singapore and Crescent Girls' School which won accolades at MOE's EDTECH Awards 2003 (http://www.moe.gov.sg/media/press/2003/pr20031018.htm).
> This detracts from the basic webquest template but maintains the webquest spirit by providing web-based interactive activities which promote student inquiry.

> Shakespeare Webquest
> http://www.macmillanenglish.com/readers/studentsite/shakespearewebquestcomp.htm
> Yet another example from a different discipline. This one incorporates online quiz tools.


> Must I be very IT-savvy to create a webquest?

> The answer is... no. There are a variety of easy-to-use online resources that you can use to create one, without having to worry about html and programming. One of the best (FREE) resources I recommend is pbwiki (www.pbwiki.com). Look out for more details on wikis in the next instalment of the negroupproject series.

> If you can use a Word Processor and Google Docs, you can use pbwiki.

> In fact, you can adapt your existing resources for the webquest format, and upload the final product as a web-based learning object on IVLE.


> *Bonus Resource

> Journal of Online Teaching and Learning
> http://jolt.merlot.org/currentissue.html
> This is a free online journal which offers a more academic perspective into the use of online technologies to facilitate teaching and learning.

> :)

> Regards,
> Kailin

---

CONFIDENTIALITY: If this email has been sent to you by mistake, please notify the sender and delete it immediately. As it may contain confidential information, the retention or dissemination of its contents may be an offence under the Official Secrets Act.

---

Re: (negroupproject series: part 2 of 3): Pbwiki FAQ

Dear Teachers,
 
In the course of creating a webquest or online learning object, you may need help with webhosting and webpage creation. One easy bypass would to be to use a wiki.

Pbwiki FAQ

What is a wiki?

http://en.wikipedia.org/wiki/Wiki

Wikis are webpages that anyone with access to it can contribute to.

A self-reflexive definition of a wiki taken from one of the best known wikis, Wikipedia:
A wiki is a page or collection of Web pages designed to enable anyone who accesses it to contribute or modify content, using a simplified markup language.^[1][2] Wikis are often used to create collaborative websites and to power community websites.

What is Pbwiki?

http://pbwiki.com
Pbwiki is one of the largest providers of educational wikis.

For a quick checklist of Pbwiki's features, see
http://pbwiki.com/features.wiki


How might wikis be used for online teaching and learning?

http://pbwiki.com/academic.wiki
Like Google Docs, wikis allow teachers and students to collaborate on files. Teachers can also engage and manage students within and beyond the classroom by using the built-in accountability features (e.g. visitor tracking, change tracking) of pbwiki.

Minus the collaborative element, wikis can be an easy way to create webpages for public and private viewing.
 
And, as suggested in the last email, by using pbwiki to create a webquest, you can kill many birds with one stone.
 

How do I use a wiki?

Pbwiki for Dummies
http://pbwiki2basics.pbwiki.com/
After you have created your pbwiki account and first wiki/ accepted an invitation to join a wiki, you can follow this simple guide to get started on using a wiki.

The official Pbwiki guide
http://pbwikimanual.pbwiki.com/


Sounds interesting! I want to try using a wiki! (I'm glad you asked :))

Visit a real-private-wiki or Play around with a real-fake-public-wiki

Instructions: Choose option 1 and/or 2.

(Option 1)

1. Login to http://negroupproject.pbwiki.com (email invitation has been sent out earlier by Mdm Ong to Chinese teachers. Just check your Gmail to see if you have received an invitation similar to the sample provided by Mdm Ong.) for an example of a Chinese NE Group Project webpage created using pbwiki.

While you are at it, you can create a pbwiki account.

Alternatively, browse the public wiki directory at http://www.publicpbwikis.com/ for examples of wikis.

2. Try creating a new wiki of your own to experiment

(Option 2)

Go to the demo wiki ( http://aj-chinese-playground.pbwiki.com/) that I have created and play around with the different features.

To edit any page, just open the page and click on the Edit button in the top left hand corner.
To create a page, just click on the Create a Page button in the top right hand corner.
Have fun with the Insert Plugin command in editing mode. Insert different plugins into your page, save it, and see what happens.
Always remember to save (button is found at the bottom of the page in edit mode) your work.
Experiment with various ways of linking from one wiki page to another.

To make it simpler for you to familiarize youself with wiki editing, this particular wiki can be viewed by anyone and edited by anyone who has a pbwiki account, unlike negroupproject.pbwiki.com  which has stricter user control in place.


Dangle a carrot in front of me. Entice me to use a wiki.
 
Free Premiums!
http://blog.pbwiki.com/2009/01/08/pbwiki-presenter-pack-free-materials-and-wikis/
Check out this link to find out how you can get credits to create/upgrade to premium wikis (which otherwise cost $$$) that have more features!

:)
Regards,
Kailin

RE: (negroupproject series: part 1 of 3): Webquest FAQ

Dear Teachers,


The NE Group Project for H1 CL students will be based on the Webquest model and incorporate the use of Wikis and Google Docs.

As a follow-up to previous sharing on related topics, here's a little webquest FAQ.

Webquest FAQ

What is a Webquest? (in one sentence)

A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.

http://webquest.org/index.php
http://www.being.org.cn/webquest/ (网络主题探究 Chinese resource page)

These days, webquests typically incorporate collaborative learning activities as well.

Most (though not all) webquests have these features: Introduction, Task, Process (including Resources), Evaluation/Assessment, Conclusion.

The webquest can be scenario-based e.g. in a scenario related to hosting foreign guests during Chinese New Year, students may have to use web resources to complete tasks such as compiling a list of CNY customs, designing a CNY menu etc.


What are some advantages of using webquests? (in 3 points)
1. Incorporates ICT into teaching and learning
2. Incorporates group/collaborative learning
3. Facilitates learner management (e.g. through the use of online tools to track student participation and learner responses)

So, (at least theoretically speaking), you can kill many birds with this one stone called a webquest.


What are some examples of Webquests?

NE Group Project (AJC H1 CL 2009 webquest)
http://negroupproject.pbwiki.com
As introduced earlier. This is currently a private wiki so you will need a pbwiki invitation to enter the site.  

Quit Cybergaming Webquest (Chinese NIE Project)
http://quitcybergaming.pbwiki.com/

KAC: Kids Against Cancer
http://www.nccs.com.sg/kac/index.html
A joint project by National Cancer Centre Singapore and Crescent Girls' School which won accolades at MOE's EDTECH Awards 2003 (http://www.moe.gov.sg/media/press/2003/pr20031018.htm).
This detracts from the basic webquest template but maintains the webquest spirit by providing web-based interactive activities which promote student inquiry.

Shakespeare Webquest
http://www.macmillanenglish.com/readers/studentsite/shakespearewebquestcomp.htm
Yet another example from a different discipline. This one incorporates online quiz tools.


Must I be very IT-savvy to create a webquest?

The answer is... no. There are a variety of easy-to-use online resources that you can use to create one, without having to worry about html and programming. One of the best (FREE) resources I recommend is pbwiki (www.pbwiki.com). Look out for more details on wikis in the next instalment of the negroupproject series.

If you can use a Word Processor and Google Docs, you can use pbwiki.

In fact, you can adapt your existing resources for the webquest format, and upload the final product as a web-based learning object on IVLE.


*Bonus Resource

Journal of Online Teaching and Learning
http://jolt.merlot.org/currentissue.html
This is a free online journal which offers a more academic perspective into the use of online technologies to facilitate teaching and learning.

:)

Regards,
Kailin

Where is your username registered?

Have you ever wondered if someone out there either has the same name as or is posing off as you?

I happened to stumble upon this website, Where is your username registered?, that gives a really insightful look into who on earth is using your favorite account id on some other website that you have never registered for.

That said, it may not be possible to get those who have taken your ideal id charged with identity theft. Nonetheless, it serves as a good reminder to "chope" your place in cyberspace. If not for yourself, at least you can make sure that your friends won't get conned by a clone of yours. Cheers!

a wix experiment... in progress

I was trying to rebuild my site on wix... looks good but am having problems with the rss feeds and cbox... here's a preview below.

Wix.com

speeding up my eee pc

For the sake of privacy (as I am tired of having strange unknowns follow me on twitter), I have disabled the twitter feed in my previous post.

Recently, having completed all my assignments, I have been fiddling quite a bit with my eee pc in a bid to improve its performance without actually reformatting it. The previous additional and removal of several programs for work purposes, coupled with inherent flaws in win xp has left my eee pc rather weak with slow boot and shutdown times.

After trying several alternatives, here's what I have tested and proven to be useful:

Regedit
http://www.pcstats.com/articleview.cfm?articleid=1590&page=32
Follow the instructions and edit your registry so that win xp kills applications fast when shutting down.

Bootvis
http://articles.techrepublic.com.com/5100-10878_11-5034622.html
Run a boot+trace using Bootvis so as to optimize your boot time. Typically, this method can shave about 10-20% of your boot time.

Have fewer start-up programs
Adobe Reader and Windows Live Messenger are some programs that you probably won't need at start-up, so strike them off your startup list.

Modifying your desktop appearance
Turn off large icons, use windows classic, disable themes... just be old school and forget aesthetics.

Twittering...

I haven't been updating in quite a while because I feel uninspired and am being buried under homework (by the way, this is NOT retribution). It's easier to twitter and given my latest twitterfox add-on, I may just twitter from Firefox as my way of updating you. See below. All you have to do to see me micro-blogging without ever updating my blogger blog is to keep refreshing this page for the twitter updates below.

REMOVED by owner
I have since decided to remove the twitter updates for privacy reasons... but you can still follow me by joining twitter. :)

Foxkeh, the Firefox mascot!

Foxkeh is the mascot of Mozilla Firefox, which I think is a much better and far more customizable browser than Internet Explorer. For websites which refuse to yield to (i.e. load properly in) Firefox, there is always a magical add-on called IE tab. Cheers!

部落格宣言

有人说我很少更新部落格，叫他们快闷坏了。

在互联网方兴未艾，web 2.0科技仍未诞生的时候，人们如果要记录生活点滴，不外乎拍傻瓜相（傻瓜相机拍的相片），偶尔写写日记，纯粹是个人作息，自娱却未必娱人。或许曾经经历过那个年代的朋友们，还会怀念发泄给自己听，无需潜意识过滤千百种每日记事可能引发的突发状况的单纯岁月。

如今，部落格或许是你们宣泄的平台，或许是你们交友的管道，但绝对不是私密的堡垒，也不是捍卫个人主权的地域。所以，曾几何时，因为一些原因，我觉得，我已经失去了blog的动机。更何况，如果我的生活就是那么平淡和自我的话，又怎么可能和日新月异的娱乐新闻和社论版相媲美呢？

如果觉得一个人不论写什么、怎么写，都能引起兴趣，那充其量只是窥探隐私的心作祟。有人说过，多达八成的商业秘密是在公用厕所里头泄漏的。就算在最封闭，最隔离的空间里头，只要有人，就会有八卦。无心插柳柳成荫，无意说语语成谶。后面那句是我补上的。

我当然不是说浏览和经营部落格是种罪过，因为我也脱不了这宗指控。只不过，对于尤其敏感的行业而言，部落格像是一个露天厕所。使用者自卫、自危。

（原本要介绍我的新科技玩具。。。怎么写了一大堆不相干的。。。）

还有一个月的课

实习完后，回到xx学院自己当学生，觉得生活和工作的节奏都很难调整回来。倒不是课业多得可怕，只是两个环境的步伐就是不一样啊。。。

日子过得再怎么浑浑噩噩，也过了将近两个月了。很快就会收到到学校报到的通知了。不知能否如愿？

无论如何，人生有时候就是事与愿违。只能期望对得起应该对得起的人，希望不会被人心和人性的软弱所吞噬。

Akeelah and the Bee

Our deepest fear is not that we are inadequate.
Our deepest fear is that we are powerful beyond imagination.
It is our light more than our darkness which scares us.
We ask ourselves - who are we to be brilliant, beautiful,talented, and fabulous.
But honestly, who are you to not be so?

Help me win a free wiki!

I am trying to win a free upgrade to my wiki, which sadly was used only for reflective purposes during my teaching practice. Hopefully, if I do win the free upgrade I'll use my wiki more constructively. : )

华文学习资源

偶尔会找些网上的学习资源给你们,详情请见tagboard，谢谢！

Forgiveness

Humanly speaking, forgiveness is easy to receive but hard to give.
Forgiving is an uphill struggle that will require God's help.

凝视胡一刀：《雪山飞狐》的多元复调（教育学院作业）

以下是我自觉比较满意的一篇小作业，特此和各位分享：

《雪山飞狐》中有一位终究没有出场的人物——胡一刀。虽然《雪山飞狐》结局推向一个困境：“胡斐到底能不能平安归来和她相会，他这一刀到底劈下去还是不劈？”，困境牵涉的是出场最多的胡斐、苗人凤、苗若兰三人，可是金庸在《飞狐外传》后记中却称胡一刀为《雪山飞狐》的“真正主角”。虽然胡一刀仅仅在第四回、第五回中，通过小说人物宝树、苗若兰、平阿四先后的叙述显现，可是他却因为成了凝视（gaze）的对象、成了权利论争（contestation of power）的中心，而格外突出。

胡一刀，是胡斐的亡父。原本要化解胡苗范田四家的百年宿怨，却阴差阳错还是和同样义薄云天的苗人凤比武争斗。最后死于后者刀下，却是因为宝树和尚（当年的跌打大夫阎基）心怀不轨，在苗人凤的刀锋上抹了毒。

二十七年前这段因缘，就通过了多重观点叙述，而且观点先贬后褒。一个粗言秽语的假和尚、一位秀外慧中的少女、一个脸带疮疤的仆人，三个再不能不同的人都是“雪山”（辽东乌兰山玉笔峰）上山庄的远客，分别在这一日于这个场景里叙述了自己对胡一刀的不同认识，尤其从称谓可见一斑。宝树先开始讲述当时目击胡一刀的种种，不仅不屑地称他为“恶鬼”，“早知道不是好人”，还不合情理地说胡一刀被苗人凤点中大穴，笑谈片刻后，“两人在桌边一口气干了三碗烧酒。胡一刀哈哈一笑，提起刀往自己颈中一抹，咽喉中喷出鲜血，伏桌而死。”然后，苗若兰受父亲苗人凤耳濡目染，对“胡一刀伯伯”倒有几分敬重神往，还说胡一刀“逝世的情景，却与大师（宝树）所说大不相同”，其实是中了剧毒身亡，“胡伯母”还开解苗人凤说：“咱们家大哥固然不知刀上有毒，谅你也不知情，否则这等下流兵刃，你两人怎能用它？”平阿四后来更道破当年他的救命恩人“胡大爷”其实交待阎基转告苗人凤四家恩怨、杀父之仇、闯王宝藏三件事，以化解胡苗两家误会，阎基非但没有据实相告，还在刀锋上抹毒。

《雪山飞狐》固然是一部第三人称的小说，叙述的内容包括以上的人物、情节，可是这些人物被叙述者叙述的同时，也在叙述胡一刀的事迹还有过去的种种。这不仅仅是多重的叙述结构，也是多元复调（polyphony）。巴赫金（Bakhtin）谈陀思妥耶夫斯基（Dostoevsky）小说时，就以复调作为喻说（trope），并解释“复调”为多把独立的、平等的声音，各为主体，并不为作者的意识形态服务。《雪山飞狐》第四回、第五回论胡一刀的三把声音确实如此，因为它们都从该人物的观点出发，带有人物的语言特色。这时候，三把声音也跳脱了全知观点，个别从自知观点叙述胡一刀。

复调，也因此有戏剧张力。这两回侧写胡一刀，不但全知观点缺席和运用大量的人物对话，还把人物叙述胡一刀的时间和场景限制于这一天和雪山上的山庄。高度集中的人物、故事、场景，通过个性化的对话演示的冲突，营造了戏剧性的张力。山庄，是舞台。文本，是元舞台。读者凝视小说人物，小说出场人物凝视未出场人物。被叙述的胡一刀，是各个主体凝视的客体。他被凝视，如福柯（Foucault）的临床凝视（clinical gaze）和全视（panoptical gaze）所形容的那样，看者看被看者，而拥有权力（power）和知识（knowledge）。看者借由看胡一刀，展开了权利和知识或真理的拉锯。看到“真”的胡一刀、“真的”看到胡一刀，也就掌握了话语权利（discursive power），也就为看者的那一套“真”相正名。女性主义者劳拉.穆维（Laura Mulvey）的名篇《视觉快感与叙事电影》 （Visual pleasure and narrative cinema）就从弗洛伊德（Freud）心理分析的角度，总结出叙事电影中男性看、女性被看也被客体化的观点。可《雪山飞狐》写胡一刀的章节颠覆了这样的逻辑。尽管读者最后能从阅读文本归结出胡一刀是豪迈粗犷的大侠，胡一刀却也是双重受害者——在故事中被害、在叙述中也必须被误解方才被了解。

这是《雪山飞狐》的另一反讽。胡斐至少还能和困境面对面，而上一代的胡一刀，只能被误会所困，由误会所述。一代豪侠，纵使武功难逢敌手，纵使正直仁义，最后还是保不了自己的命、保护不了妻儿、也连为自己说话的机会都没有。

（1383字）

参考书目

金庸，《雪山飞狐》。见《金庸武侠全集评点版》（中国：文化艺术出版社，1998）。
Huang, K. (2008). Looking at Hong Kong: Jin Yong's Return of the Condor Heroes and Chang Cheh's Brave Archer and His Mate. MA diss, National University of Singapore.
Mulvey, L. (1993). Visual pleasure and narrative cinema. In Contemporary film theory, ed. Antony Easthope. London; New York: Longman, pp. 111-124.
Wellek, R. (1980). Bakhtin's view of Dostoevsky: “polyphony” and “carnivalesque.” Dostoevsky Studies, Vol. 1. Retrieved 20 May, 2008, from http://www.utoronto.ca/tsq/DS/01/031.shtml

小便条（写作时切勿参考我的格式！）

亲爱的小朋友们：

虽然只是短短一个多星期没见，可是好像已经过了许久。岁月如梭，似乎很能形容快乐的时光如何飞逝呢。
最近看来有不少老师也因为有要务在身，没能给你们上课，相信他们心里也时时牵挂着你们的进度。你们可要好好地利用他们不在的时间，为即将来临的考试未雨绸缪。
我接下来何去何从，相信一两个月内就知道了。希望有机会回到你们的学校，看你们开开心心地上学，和你们吃午餐jalan-jalan。

黄老师

Offense will come...

I have recently been reading a book about offenses, no offense. Upon returning to my current institute of study I realize that there is still rooted in my heart a deep sense that I have been and still am offended, to the extent that I pretend that nothing is wrong yet refuse to re-establish contact with those whom I shall euphemistically title "the rest." Even if my teaching practice were a honeymoon that foreshadows none of the toil that will await my return, should it be granted, I still miss my TP school very much.

I think (but intellect does not suffice to describe many human maladies) that my pride is why things have gone wrong with me remaining offended after the offense.

It will only do me harm to nurse the offense further with a damning recollection of offenses. So hence I shall cease.

Teaching Practice Statistics

This is a long post that will perhaps rival any auditor's report...

Teaching Practice Figures
Number of weeks spent: 10
Number of Hacks sweets consumed: lost count
Number of Wangwang consumed: lost count
Number of Roches consumed: 24 x 3 = 72 :)
Number of students taught: 34 + 18 = 52 =))
Number of serial absentees: 2-5, depending on the weather and day of the week
Number who told me that they improved: 3
Number of KFC trips: 3
Number of trips to kopitiam behind school: lost count
Number of CTs: 3 > 2
Number of Relief Periods: lost count
Number of classes allocated: 2 + 1

There are some things in life that cannot be quantified nor captured in material form. In the meantime, make do with these pictures which try to convey my sense of gratitude for your friendship all these weeks:

Objects of Recollection (done very quickly on Photobucket, apologies if some pictures were left out because of connection errors while dragging and dropping):

Last Class with 3N23 :)

TBC.

The most memorable moments were getting a tin of Cesar beef (on top of a lovely photo frame) and Ms Ker barging in with the CLB students. Malu-ating... the farewell for this class turned out quite differently from that for the 1E2s, and candy snatching, which was a prevalent sight in earlier days, reprised itself in multifaceted ways.

Lots of absentees, which really is a pity.

A big thank you nonetheless to everyone!

Last Class with 1E2 today :)

Will continue on this after I'm back from the toilet/ am free...
Thank you class!


I was going through the stack of feedback forms from 1E2... 6 students did not submit theirs and 1 submitted his/hers without a name... Anyway, I really enjoyed reading all your comments, though I must say that there are a lot of cuo4 zi4 (but for our common sake, I shall spare all of you the labour of doing correction for this.) There are some common themes that emerged - my too small voice, poor classroom noise management, etc. I agree that I must work on these.

Glad that a number of you enjoyed my less than desirable guitar playing and singing... I will be making a fool of myself for your pleasure again tomorrow, so stay tuned!