This was a presentation done on 11 Oct 2013 at the Science Center in SIngapore on the use of Csikszentmihalyi concept of Flow for designing a series of History lessons using ICT/Social Media to engage lessons.

1. Social Media/ICT to engage History
Students: An Exploratory Design
 Designing History ICT lessons using Flow design
 Networked Learning
Lloyd Yeo (St Gabriel’s Sec)
Ezal (Fairfield Methodist Sec)
Chew Ee (St Andrew’s Sec)
Tee Koon (St Margaret’s Sec)

2. INTRODUCTION: PROBLEMS OF DESIGNING
ICT LESSONS
The tech-savvy who loves
everything but your
subject/ learning
•
•
The digital native (Prensky, 2001)
Teacher attitudes towards
technology predict teacher and
student technology use and
instructional approach [p<0.05]
(Palak & Walls, 2009)
Technical or design of the ICT
project? The ICT enviornment?
Pedagogical use of ICT
Pedagogic use of ICT:
“3 important characteristics are good quality
T&L in ICT are:
autonomy, adaptability, creativity
(Lowther et al.,2008)

3. What did we do?
How we tackled the challenge
How we wanted to expand on our thinking about the
challenge (thus our sharing at the History LT/ ST
network meeting)
ST-LT Network as a platform and the notion of
networked learning.

4. Networked Learning in retrospect
Networked learning occurs
when people from different
schools in a network engage
with each other to inquire
into
practice, innovate, exchange
knowledge and learn
together
 Address a problem or interest
 Reflect together by:
Practitioner
Knowledge:
Practitioner
experience and
contextual
knowledge
Public
knowledge:
theory,
knowledge &
effective
practice
o Reflecting together on tt problem/interest
o Relate theory, practice to experience
o Develop ideas
 Inquire into own practice through critical
reflection
 Learn from others through their experience and
tap on their expertise/ strengths
New knowledge and
mindset created:
Collaborative work and
inquiry

5. What is it we did?

6. Methods & theory: Flow

10. BLOOM’S NEW TAXONOMY
Anderson, Krathwohl, Airasian, Cruikshank,
Mayer, Pintrich, Raths, Wittrock, 2000; Pohl,
2000

11. Part 1: Creating a closed and
safe environment on social media: Teaching the
content, exemplars and use of music
www.animoto.com
Toon-Do

12. Part 2: Task design
Simple rubrics: historical accuracy + images + music
choice + rationale
Storyboarding
Group work
Caption/Words
Person
Image
Role
Location/ Who

13. Part 3: Show & Tell/ Feedback/ Class inquiry
Weekly show and comments
Understanding thought processes for the
group

14. Findings/ Evidence
• Students reported spending between 7-21 hours on the
project to get the image and sync it to the music. This
self-report is symptomatic of ‘flow’.
Their group process and decision-making skills involved
a ‘leader’ who ‘put things together or having a space
/place large enough for them to work together for
about 5-6 hrs
Discussion
The need for some assumptions to be re-evaluated when
designing ICT enriched lessons:
• Students need to be trained first. Also teachers.
• CA and marks are important drivers/ motivators for
performance tasks
• Use of Flow [challenge and support protocols] for designing
ICT lessons
• The Medium is the message (McLuhan, 1964)

15. Limitations
Small sample size (not really with a research design)
Anecdotal evidence based on unstructured interviews
Reliability and validity of tools to measure ‘flow’. (eg. Selfreport and beep test)
How do you know what students find challenging/ enjoyable?
References
1. Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience. New York: Harper and
row
2. Prensky, M. (2010) Digital natives, digital immigrants, On the Horizon, MCB University Press, 9,5.
3. Inan, F.A. & Lowther, D.L. (2010) Factors affecting technology integration in K-12 classrooms: a
path model. Educational Technology research & development, April ,58 (2), pp137-154.
4. McLuhan, M. (1964) Understanding the Media: The extension of Man. New York: Mentor
5. Palak, D., Walls, R.T., & Wells, J.G. (2006) Integration of Instruction Technology: A Device to
Deliver Instruction or a Tool to Foster Learning. International Journal of Instructional Media

16. Think of an ICT activity you want or
have and discuss

17. DESIGN PROTOCOL 1
Challenge
 Was there complexity for the learner based on his/her skill
level? How was this complexity bridged?
 Were there clear goals and was it perceived as important
by the learner? What was the main motivator for the
learner?
 Was there a clear goal for task in terms of developing a
deeper understanding for a concept and/ or language task?
(Eg. "Talking like a historian etc")
 How was the opportunity to demonstrate one's
performance done? How was recognition given for good
work?

18. DESIGN PROTOCOL 2
Support
 How does the task build positive teacher-student relations
and positive relationships among group members?
 How was timely and constructive feedback given?
 What are the opportunities for the person and group to be
active and interactive?

19. Beginnings and Development of
Project as a network
PK: Sharing on
Flow at LT-BT
History Subject
Chapter
meeting
Literature
review and
technology
availability
New Knowledge: with
LT-BT interest group: Analysis of other
schools and
introspective approach
to project through joint
presentation
Student work/ Design Protocols/
Student ad-verbatim as basis for
discussion
Some thoughts:
What was done which was
different from typical practice?
What made the project
successful:?
Individual and group level
How were challenges
overome?

20. The Next Step
Where do we go from here?
Ezal : Rubrics/ measurement tools
Tee Koon: Narrative writing/ multiple lenses/ lens of
journalist
Joint platform/ paper presentation using ST-LT platform