Chapter 7
promote the education sector and the publishing sector to participate in the development of e-Learning resources, with a view to providing more diversified learning materials and modes for teachers and students;
(ii) actively develop e-Learning resource banks to reduce the workload of teachers in applying IT to learning and teaching;
(iii) formulate concrete measures to ensure that all students can participate in e-Learning regardless of their socio-economic status, physical or intellectual status;
(iv) strengthen communication with textbook publishers and make efforts to improve the existing textbook review and revision mechanism; and
(v) provide a fair playing field for the publishing sector to compete, so that reasonably priced textbooks and e-Learning resources can be produced by textbook publishers and other organisations.
Acknowledgement
The Working Group on Textbooks and e-Learning Resources
Development deeply thanks all members for their active
participation in the discussions and related tasks, putting
forward invaluable views and recommendations. Besides,
through working collaboratively with different professional
organisations, as well as sharing and collecting views from the
public, the Working Group has gained a deeper understanding
of the related issues on the development of textbooks and
e-Learning resources. The Working Group takes this
opportunity to express its heartfelt thanks and gratitude to all
parties involved.
Appendices
Appendix 1
Membership List of Working Group on Textbooks and e-Learning Resources Development
To seek views and recommendations from various sectors, the Working Group comprises of stakeholders from different sectors. Its membership list is as follows:
Chairman : Mr. CHEN Wei-on, Kenneth Under Secretary for Education
Secretary : Mr. LEE Sha-lun, Sheridan* Former Principal Education Officer (Curriculum Development)
Mr. TAM Koon-che* Principal Education Officer (Curriculum Development)
Members : Mr. MA Siu-leung Chief Executive Officer of Fung Kai Public School
Dr. YUEN Kin-sun Open University of Hong Kong; Former Member of CDCC on Learning Resources and Support Services
Prof. LEE Chi-kin, John Dean of Education, The Chinese University of Hong Kong
Prof. CHEUNG Wai-lok, David Head of Department of Computer Science, The University of Hong Kong
Ms Ann SO Vice-chairperson, Federation of Parent-Teacher Associations of Kwun Tong District
Dr. TSE Pak-hoi, Isaac Principal, PLK Yao Ling Sun College Mr. SHUM Yiu-kwong Principal, FDBWA Chow Chin Yau School
Ms CHAN Shuk-ying Teacher, Christian Alliance Toi Shan H.C. Chan Primary School
Ms SH’E Ngan-suen, Nancy English Panel-chair, Sing Yin Secondary School Mr. SIN Chung-kai Former Member of the Legislative Council
(Functional Constituency of Information Technology Sector)
Mrs. LEUNG LAU Yau-fun, Sophie
Member of the Legislative Council (Functional Constituency of Textiles & Garment Sector) Ms Sansan CHING Founding Chairman of the Hong Kong Council
of Early Childhood Education and Services Ms LAU Yin-hing, Connie Chief Executive of the Consumer Council Mr. LI Hing-sang, Simon Chairman, the Anglo-Chinese Textbook
Publishers Organisation Mr. WONG Wai-man (in
attendance)
President, the Hong Kong Education Publishers Association
* Mr. TAM Koon-che is the Secretary of the Working Group from April 2009
Appendix 2
Using Depository of Curriculum-based Learning and Teaching Resources to Design e-Learning Process for Students
The Depository of Curriculum-based Learning and Teaching Resources is created along the curriculum framework. It selects and reorganises existing online and printed resources, with teaching suggestions and user-tips added and arranged under different themes. Teachers may refer to the curriculum guides and select suitable units based on their teaching focus. With the teaching suggestions and tips, teachers can design an effective e-Learning process as needed by their students.
The subjects of Chinese Language, English Language, Mathematics and General Studies at primary school level are used as illustrations for reference.
Chinese Language
For Chinese Language at primary school level, we have used the reading module from KS2 to illustrate how to design an e-Learning process for the unit on 「古詩欣賞」(“ancient-style poetry appreciation”).
e-Learning Process:
When designing this unit, teachers may refer to and download the 「古詩文」(ancient-style poetry and literature) unit11 under KS2 in the Depository as the blueprint of designing e-Learning process.
When designing this e-Learning process, teachers must first define learning objectives. This module focuses on “ancient-style poetry appreciation”. It is hoped that students will read and understand the feelings and thoughts of poetry through different e-Learning resources and that they will even move
11 http://www.hkedcity.net/edb/teachingresources/resources.php?site_key=chi&categoryId=905&rid=1498853498#1498853498
further and learn to appreciate the beautiful language and the vivid imagery.
Teachers may refer to 《積累與感興：小學古詩文誦讀材料選篇 (試用)》(“experience and expression: selected readings of ancient-style poetry and literature for primary schools (trial)”)12 and select suitable poetry as teaching materials. The information there may be used as reference to design the course.
Teachers may choose four Tang poems including 《遊子吟》(“traveller’s song”) as teaching materials.
Teachers may upload an ETV programme 「詩情繫古今」(唐詩欣賞) (“poems of all times”
(Tang poem appreciation)13) to the e-Learning platform or the Intranet. Students will need to view it before class so that they will have some initial understanding.
Teachers may play the animation on ancient-style poetry in 「詩歌天地」(“world of poems”)14 and lead students to discuss the content of “traveller’s song”. Teachers may refer to the questions in 《積累與感興：小學古詩文誦讀材料選篇 (試用)》(“experience and expression: selected readings of ancient-style poetry and literature for primary schools (trial)”).
Teachers may play the audio recording in 「詩歌天地」(“world of poems”) and 「古詩誦 賞」(“reading ancient-style poetry”)15 before asking students to read them.
Teachers may use the e-Learning resources above to explain the content and terms in the poems.
Teachers may ask students to download the assignment from 「樂在詞中--古詩」(“joy in words──ancient-style poetry”)16. They can work in groups and share their findings with teachers and fellow students.
Teachers may upload the e-Learning resources of Tang poems (「詩歌天地」17、「樂在詞中—
12 http://www.edb.gov.hk/FileManager/TC/Content_3019/01_shi.pdf
13 http://resources.hkedcity.net/resource_detail.php?rid=1738539911
14 http://www.chinalane.org/life014/bookstore/poem/00000503.html
15 http://www.rthk.org.hk/chiculture/chipoem/
16 http://www.dragonwise.hku.hk/dragonwise/p3index.htm
古詩」6、「古詩誦賞」5) (「詩歌天地」(“world of poems”) 7, 「樂在詞中—古詩」(“joy in words──ancient-style poetry”), 「古詩誦賞」(“reading ancient-style poetry”)) to the e-Learning platform or the Intranet. Instruct students to browse through what is suitable to them so that they will learn more about Tang poems. This can be assigned as an extension activity and can cater for different learning needs.
Students may express their ideas and comments on Tang poems in the Intranet chat room.
Teachers may give feedback and guidance.
English Language
The Unit “Dress Casual Day” under the Module “Fun and Games” is used to illustrate how to organise a task for KS 1 students using the resources in the Depository. The main task of this unit is to learn different clothing items and write about the dressing on Dress Casual Day using Blog.
e-Learning Process:
In preparing the resources, teachers can download from the Depository the unit ‘Dress Causal Day’ under KS 1 for designing the learning activities18.
Teachers can show the PowerPoint ‘Clothes’19 to students to motivate them and learn the vocabulary about clothing items.
While learning the vocabulary, teachers can show the animation about phonics20, such as the initial sound ‘sh’ in shirt, shoes, and let students learn the ways of pronunciations.
Teachers can read the story ‘My Favourite Clothes’21 with students. After reading, students discuss their favourite clothes and what they want to wear on Dress Causal Day. Students can practise the target language forms to express interests, feelings and opinions in speaking and writing using the worksheet22.
18 http://www.hkedcity.net/edb/teachingresources/resources.php?site_key=eng&categoryId=942
19 http://www.hkedcity.net/edb/teachingresources/downloadResource.php?rid=654746832
20 http://www.starfall.com/n/level-k/letter-j/play.htm?f
21 http://www.britishcouncil.org/kids-stories-clothes.htm
22 http://www.britishcouncil.org/kids-print-clothes.pdf
Teachers can put the links on the school e-Learning platform and ask students to play games23 about the vocabulary to check what they have learnt. Teachers can also put more challenging quizzes24 for more able students and audio vocabulary list25 for less able students on the platform to cater for learning diversity.
After Dress Causal Day, students can write on the Blog to talk about others’ clothes.
Teachers can write a Blog using EdBlog of HKEdCity26 and create accounts for students before the lessons. An exemplar of EdBlog is attached27.
Mathematics
The unit of “3S1 Parallel and Perpendicular” in the module of “Shape and Space” of KS1 Mathematics is used for illustration. The e-Learning process is designed for “perpendicular lines”.
e-Learning Process:
For reference, teachers may download the pack “3S1 Parallel and Perpendicular” of the first term in Primary 3 from the learning area of “Shape and Space” from the Depository.
When designing an e-Learning process, teachers must first define the learning objectives. The goal for this module is to “recognise perpendicular lines” and “make perpendicular lines in a variety of ways”. Teachers may use different e-Learning resources to allow students to learn in different ways.
They could learn through self-discovery, discussion and experiment the definition of perpendicular lines and making them with e-tools.
Teachers may refer to the activity of “parallel lines and perpendicular lines”28 and ask students to observe different pairs of lines in groups to find out the features. They need to look for similarities and report the findings to the class.
23 http://www.vocabulary.co.il/games2/matchgame/match.php
24 http://iteslj.org/v/ei/clothes2.html
25 http://www.eflnet.com/vocab/dictionary/clothing1.php
26 http://edblog.hkedcity.net/editor/teahcerblog/
27 http://edblog.hkedcity.net/fk1ps3b-english
Teachers may summarise students’ findings and use “Perpendicular”29 to introduce the definition of perpendicular lines.
Teachers may use “Perpendicular Lines”30 as an enrichment activity and explain the definition of perpendicular lines to those more able students.
Teachers may ask students to find out perpendicular lines in class and discuss the definition of perpendicular lines.
Teachers may ask students to make perpendicular lines with books, rulers or set squares which have a right angle.
Teachers may ask students to make perpendicular lines by folding paper.
Teachers may ask students to form groups and make perpendicular lines with the interactive
“Geometry Board”31. They may make their own right-angle to check whether the lines are perpendicular to each other.
Teachers may ask students to use electronic media (e.g. digital photos and videotapes) to record things with perpendicular lines and bring them back to class.
General Studies
The module of “electricity” from the strand “Science and Technology in Everyday Life” in KS2 of General Studies is used to illustrate the design of an e-Learning process.
e-Learning Process:
Teachers may refer to and download from the Depository the theme “electricity” from the strand
“Science and Technology in Everyday Life” in KS232 as the blueprint for the design of the e-Learning process.
When designing an e-Learning process, teachers must first define the learning objectives. The
29 http://www.mathopenref.com/perpendicular.html
30 http://illuminations.nctm.org/activitydetail.aspx?id=50
31 http://www.mathplayground.com/geoboard.html
32 http://www.hkedcity.net/edb/teachingresources/resources.php?site_key=gs&categoryId=625
theme “electricity” aims at helping students to understand what closed circuit is through various e-Learning resources. They may also learn to use different materials to build a closed circuit so that they will learn the differences between conductors and insulators. Teachers may foster an attitude of inquiry among students through investigative activities. Students may learn to solve problems in daily lives with simple science.
Teachers may ask questions on the blog before class. Questions may be about “the impact of electricity on our daily lives”. Students may write their answers on the blog as they prepare for class.
Teachers may summarise the answers from the blog and ask students to make a conclusion.
Teachers may play the video of “Energy Efficiency Education Kit – electricity and daily lives”33 to show students how electricity can influence our daily lives and motivate students to learn.
Teachers may show the “closed circuit video”34 to show how to build a closed circuit.
Teachers may send students the link of “the world of electricity”35 through the e-Learning platform so that they can explore through the Internet.
Teachers may ask students to submit worksheets through the e-Learning platform and discuss the “experiment results” with other students on the blog. Teachers will give a conclusion.
Teachers may send students the link of “Energy Efficiency Education Kit – electricity and daily lives”36 through the e-Learning platform and ask them to learn it at home and finish the exercise for their self-learning according to their ability.
33 http://energy-efficiency.qed.hkedcity.net/Kit1/Kit1M1/K1M1_video/index_K1M1_video.htm
34 http://resources.hkedcity.net/resource_detail.php?rid=1021910978
35 http://www.hkedcity.net/edb/teachingresources/project/?p=electricity&path=/main
Appendix 3
Overseas Experience – Development of e-Learning and e-Learning Resources
This paper summarises the experience of eight overseas economies, namely Australia and New Zealand, Ontario of Canada, United Kingdom, Singapore, South Korea, Taiwan, and the states of California and Texas in U.S.A., in implementing e-Learning and developing e-Learning resources.
By integrating e-Learning into the learning and teaching process, the respective regions have produced various e-Learning resources, and developed e-textbooks as well. This summary focuses on the practice adopted by different regions in developing and promoting the use of these resources, programme features, outcome, cost and prospect.
Australia and New Zealand – Learning Federation Initiative (2001-2009)
Learning Federation is an organisation operated jointly by two ministerial authorities, namely Curriculum Corporation and education.au Limited. Learning Federation and the Ministries of Education of Australia and New Zealand have jointly developed online course contents to facilitate schools’ learning and teaching. The contents are distributed by electronic means, so that teachers and students can obtain quality assured resources efficiently.
These e-Learning resources contents, developed by content providers (including private and commercial providers), education and training sectors (including schools, vocational education and training sector and higher education sector), teachers and cultural and community organisations (e.g.
museum) at home and overseas37, were used free by secondary and primary schools, that is, 10,385 schools, and a total of 3.4 million students and 245,777 teachers (as at 2008). The estimated development cost for the period 2001-2006 is AUD73,000,000 (equivalent to HK$484 million); the total cost for 2006-2009 is estimated at AUD55,000,000 (equivalent to HK$365 million)38.
37 The Learning Federation. (2008b)
38 The Learning Federation. (2008a)
Studies on teachers and students using Learning Federation resources39 have shown an increase of teachers using Learning Federation resources over time, but the overall usage is still low. They use the resources more frequently from grade 3 to grade 7 (i.e. upper primary to junior secondary) classes. Both teachers and students have expressed that they use resources of Learning Federation in mathematics, literacy and science more frequently, but use less frequently in those subjects of innovation, corporation and creativity, and foreign languages.
According to a survey conducted by the Sydney University40, compared with students learning the same content in traditional classroom setting, students using Learning Federation resources scored higher marks in Mathematics tests, particularly when the content involved difficult concepts; and students have become more motivated and involved in learning, and they find Learning Federation resources “easy to complete” and “interesting”. They find the resources most helpful in that they can learn according to their progress.
As the value of Learning Federation resources is being generally accepted, and that all subject areas and classes may need additional resources, the Australian government therefore will continue to develop online course content, and has earmarked AUD32.60 million (equivalent to HK$216 million) for the development of online course resources, tools and technological framework for a period of two years, with a view to stepping up formulation of necessary policies and implementation measures, so as to overcome obstacles encountered in using e-Learning resources in classroom41.
Ontario, Canada – e-Learning Pilot Scheme (2006 – 2010)
The Ontario Ministry of Education spent CAD3.5million (equivalent to about HK$ 25.5 million) on the development of an e-Learning platform42. Through the provision of a wide range of e-Learning
39 Freebody (2006); Freebody & Muspratt (2007); & Freebody et al. (2007 & 2008)
40 Freebody, P. et al. (2007 & 2008)
41 Department of Education, Employment and Workplace Relations (2009); & The Learning Federation (2006a).
42 E-Learning Ontario (http://www.elearningontario.ca/eng/aboutus/Default.aspx) is an essential online resource for the
resources, help is given to elementary and secondary school teachers to teach online, and to enhance students’ learning interest. At the same time, it provides an opportunity for teachers to communicate and share teaching resources and experience.
Through the e-Learning platform, all province government-funded schools are connected to the online education resources bank, learning management system, e-community, and seat reservation system for e-Learning courses. This provides adequate learning opportunities for the large number of students who need to complete the credit-awarding secondary school curriculum in order to obtain the diploma or the credits for promotion, so that they can continue with their studies or get a job. The e-Learning platform now has over 3,000 items for students and teachers from kindergarten to grade 12.
As a part of the Rural Student Success Program, the e-Learning pilot scheme aims to achieve 85%
rate of graduation in 2008, and let 75% of students aged 12 attain or exceed the provincial standard on reading, writing and science ability test in 2010.
Despite the lack of support by research data, most teachers find the e-Learning mode meeting the students’ present learning needs. Not only does it raise their learning interest, but also let students study and learn according to their own needs and progress. The setting up of an e-Learning platform enables teachers to search and share teaching resources, and a platform to share experience. As for students, they enjoy the fun of e-Learning very much. The interactivity and user-friendliness of e-Learning resources enable them to obtain learning resources easily at home, and command and learn knowledge in an innovative way.
U.K. –
TeacherNetTeacherNet is an online teaching resources bank set up by the Department for Children, Schools and Families to support the integration of IT into learning and teaching. The resources bank contains
of Education offers participating school boards new ways to teach Ontario's curriculum and help their students succeed.
lots of teaching resources developed by teachers, museums, charities, Department for Children, Schools and Families and other government departments, and provides a variety of teaching information on teaching and learning.
The purpose of the resources bank is to, through the provision of easily accessible and reliable free teaching resources, guidelines and professional development information, help pre-service and serving teachers, teaching assistants, supporting staff, school principals make the best use of information and communication technology, enhance teaching effectiveness, and take the opportunity to demonstrate the importance of information and communication technology in teaching.
At present, over 2000 items in the resources bank have been examined by teachers, covering lesson plans and resources in the first to the third learning phases of the national curriculum. Teachers can use the teaching resources to develop lesson plans with information and communication technology, and apply the new teaching rationale and methods in certain topics.
The Department for Children, Schools and Families is working on all learning websites, including TeacherNet. The process involves improving the search engine and adjusting website content. At the same time, the login system is being revised, with a view to enabling users to have single sign-on with different websites, so that teachers can obtain reliable teaching resources through more effective and integrated means.
Singapore – Masterplans for Information and Communication Technology in Education (1997-2002), (2003-2008), (2009-2014)
The Education Technology Division under the Ministry of Education of Singapore is responsible for the development of information and communication technology learning resources, integrating into learning and teaching through the Masterplans for information and communication technology in education. The plans focus on the ability of teachers and schools to share the best practices.
Different degrees of autonomy and ownership are allowed based on the information and