1. Designing and Implementing Mobile Learning Geography Lessons @Labrador Park Ms Elissa Goh Email: goh_yi_ling_elissa@moe.edu.sggoh_yi_ling_elissa@moe.edu.sg Mr Mohamad Khirsyaban Iskandar Email: mohamad_khirsyaban_iskandar@moe.edu.sgmohamad_khirsyaban_iskandar@moe.edu.sg

2. Programme Approach and trail activities Development route map and operational challenges Learning points and reflections

3. Welcome to Labrador Park!

5. Station A: Wonders of the Wind Stage 1: Creating a need to know Students are to observe their surrounding and postulate a hypothesis for the closing of the rocky shore and jetty Stage 2: Gathering data Students have to mark out the human features onto a map Stage 3: Exercising Reasoning Students will craft possible reasons for stage 1 through observation of the environment

8. Station A: Wonders of the Wind Why is the jetty closed?

10. Station A: Wonders of the Wind Mapping human features

11. Station B: Red Beacon Stage 1: Creating a need to know Students use their five senses to explore the environment and pose a question about their observations Stage 2: Gathering data a. Students sketch the view of Sentosa Island and its surroundings b. Students make observations about the various types of economic, social and environmental features/activities in the landscape c. Students interview park users on their interactions with the environment Stage 3: Exercising Reasoning Students will craft a possible hypothesis on the key question 'why protect the coast at Labrador Park' after finding out more informaiton in Stage 2

13. Station B: Red Beacon Representing Labrador Park

15. Station B: Red Beacon Field Sketching (diagnostic)

16. Station C: Lookout Deck Stage 1: Creating a need to know Students are to use their sense of touch, smell, taste and hearing to identify elements of the physical and natural environment Stage 2: Gathering data Students have to carry out a bipolar survey based on their assessment of the environment Stage 3: Exercising Reasoning Students will explain differences between the photograph given and the scenery around them

17. Station C: Lookout Deck Using their five senses

22. Station D: Berlayer Creek Stage 1: Creating a need to know Students observe their surroundings to spot animals in the mangrove area Stage 2: Gathering data Students map the distribution of different species of mangroves along the river Stage 3: Exercising Reasoning Students come up with a general description of the distribution of different types of plants in the mangrove area

23. Observation skills: Identify and describe features and patterns

25. Station D: Berlayer Creek Mapping of mangrove roots: Distribution and patterns

27. Image Recognition: Station A: Wonders of the Wind Why is the jetty closed?

29. Image Recognition: Station A: Wonders of the Wind Why is the jetty closed?

30. Labrador Park Trail Route Map from paper to screen Dec-Jan 2011 Develop aims for engaging ICT Consideration of curriculum needs and departmental focus (Outdoor Classroom Experiences) Discussions with HODs and Subject Teachers Jan – Feb 2012 Application for funding Discussions with LDR (prior working relationship BTNR trail) Feb-July 2012 Discussions with LDR: Content and Technical manifestations Walk-the-ground and customization Delivery of trail on 19 & 20 July

31. Results Students are engaged especially with the use of mobile devices during the lesson: 75% engagement rate. The students are able to articulate their ideas to provide quality responses to the trail activities as they can relate to their direct experience in the field. Students were able to relate their field observations to content learnt/prior knowledge. Direct experience allowed students to explore their questions on any cognitive dissonance between theory learnt and the actual processes observed.

32. Learning points and more There is still value in doing some of the activities using traditional pen-and-paper method instead of on the device, for example, sketching due to the level of affordance of the mobile device. A blended learning approach could be used to maximise students learning in fieldwork in terms of facilitate the ease of collecting data. Follow-up sessions are crucial to provide feedback for learning: address any misconceptions and explore content learnt. Following trails could explore the possibilities for self-directed learning and collaborative learning (on and offline)

33. QUESTION & ANSWER SECTION

34. THANK YOU Ms Elissa Goh Email: goh_yi_ling_elissa@moe.edu.sggoh_yi_ling_elissa@moe.edu.sg Mr Mohamad Khirsyaban Iskandar Email: mohamad_khirsyaban_iskandar@moe.edu.sgmohamad_khirsyaban_iskandar@moe.edu.sg