Session 3 (27/11)

Dr. Quek started the day's session by sharing the rubric that she will be grading our blogs by. I think she brought up a very pertinent point in that while a rubric allows us to know the expectations and what to work towards, it may also encourage some of us to aim for the minimum and as well as stifle our creativity in how we do up our blogs. A very good point indeed.

Next, each group presented their Wetpaint pages on the gurus in the field of learning environments. One of the groups copied and pasted the wrong photo of Walberg and that taught me a valuable lesson in that even though there is an abundance of resources on the world-wide web, we need to be discerning as to whether the information we get there is reliable. In fact, while researching on the history of Rudolf Moos, I had difficulty trying to discern whether the write-ups were about the right Rudolf Moos.

After the groups have presented their mini-research, Dr. Quek instructed us to post at least two questions on our wiki so that other groups can come in and respond. I thought it was nice as it provides an outlet for visitors to comment as well as participate in discussions so as to bring our understanding to a deeper level.

We were then introduced to the notion of the "4-steps Learning Environment" and it especially made sense to me as an educator. I began to think about the learning environment both in my classes of high ability learners as well as in the domain of CCA, where in my capacity as the teacher IC of my school's Table Tennis team and being a avid ex school team player as well, I occasionally do spar with the players as well. I started to think about what the learning environments are like, how I can assess as well as improve on it.

Before Dr. Quek acquainted us with the three key elements in any learning environment (namely the physical settings, the human participants as well as the social climate/culture), she revisited Murray's Needs-Press model. That really helped me to see the big picture and there and then, everything that I have learnt prior to that seems to fall into place neatly. It also opened my eyes to the many considerations about any learning environment that I needed to be aware of and how lacking and uncondusive the learning environments that I have taught in were. I also learnt that in designing any learning environment, I need to be clear about whether I want to be driven by the outcomes or whether I wanted to be more process-oriented.

We then learnt about how to assess the learning environment as well as the different approaches to Learning Environment Research. The three approaches are as follows:

1. the use of trained observers to code events, usually in terms of explicit verbal communication


2. the use of ethnographic and naturalistic inquiry data collection methods; and


3. the use of pupil and/or teacher perceptions obtained through questionaire administration

The provision of these three approaches had dual effects on me:

1. Helped to put whatever I have learnt in MED871 and MED872 in context (in fact, I am quite thankful that I have done both these modules prior to this module and I can finally see the application).


2. Helped me to better understand the difference between alpha and beta press.

In fact, I began to appreciate why the third approach is usually favoured and I wondered whether baring cost and time, the first two approaches will give a more accurate reflection of the learning environment.

I also learnt about the following considerations when choosing instruments to assess the learning environment:

1. target audience


2. design (no. of scales, no. of items, order of items, inclusion of double-negative items etc)


3. mode of administration


4. qualitative or quantitative or both?


5. what exactly do I want to find out about the learning environment

Dr. Quek also brought up that any instrument must contain all three dimensions of Moos' theoretical framework, though not necessarily of equal coverage. We are also introduced to the actual and preferred forms as well as class and personal forms. Instruments like the E-Learning and WIHIC were highlighted. Having always been of the opinion that it is better to have even number of items on a Likert scale when administering any survey, I must say that these instruments alerted me that sometimes, a 5-point Likert scale may do a better job.

It has indeed been very heavy-going but I must say that the carrom game after lunch helped to freshen me up quite a bit.