voyeurism

Learner-Generated Augmentation: 6th conference on Constructionism

through God's grace alone, a paper that my team and i wrote on our recent efforts in to semiotics, memory, History education and Augmented Reality, has been accepted by the organisers of the 6th conference on Constructionism, to be held in Dublin from the 26th till the 29th of May.

the paper is titled Representation of constructions of memory palaces with Learner-Generated Augmentation, and builds on our work which has just been published in the British Journal of Educational Technology, in that it takes the data from that study and proposes a representational protocol designed specifically to facilitate the intelligibility of the multimodal nature of learner artefacts arising from Learner-Generated Augmentation.

the conference itself is themed on exploring, testing and extending our understanding of constructionism: what does constructionism have to offer today? my co-authors Lok Jie Bin, Andrew Gunawan, and Ryan Lim are very grateful to the organisers for affording us this opportunity :-) we would also like to thank Chen Jieyang for his help in sorting out the graphics on our behalf :-)

Semiotics, memory and Augmented Reality: History education with Learner-Generated Augmentation - the video abstract :-)

further to my post earlier this month, the British Journal of Educational Technology has just published our paper :-)

here is the video abstract in which i introduce Semiotics, memory and Augmented Reality: History education with Learner-Generated Augmentation.

:-)

Semiotics, memory and Augmented Reality: History education with Learner-Generated Augmentation

from September 2018 till March 2019, i was able to collaborate with a teacher-in-training - Ryan Lim - on an exciting project which situated itself at the intersection of a number of fields, namely: constructionism, semiotics, memory, history education, and augmented reality (AR).

our study sought to build on my earlier work in Learner-Generated Augmentation (first published in Lim, et al. (2018)), to question the dominant design paradigm informing most learning interventions with AR - namely that of an expert-led model of teaching, where the AR artifact is created by a domain expert; under such a paradigm, the learner has limited ownership of the process of artifact production.

Ryan and i chose instead to broaden the application of AR in education, specifically to history education, by exploring the affordances of such technology in mediating student-led learning activities. The current Singapore Secondary History syllabus adopts an inquiry-based approach. The need to memorize key facts is still an important part in formulating historical arguments. The study involved the design of a learning activity to help students memorize historical information more effectively by building upon the established memory technique of Memory Palace / Method of Loci. In this activity, students used a free AR mobile application to sketch constructions of three-dimensional memory palaces of key information from a prose passage.

we believe our work is the first of its kind to position itself at this nexus.

Ryan and i received the heart-warming news today that our work has been accepted for publication in Vol 51 Issue 3 of the British Journal of Educational Technology.

we thank God for His grace and leading along this journey of learning.

An open letter to Sir Rowan Atkinson :-) Going, going, Ghosn

dear Sir Rowan,

please kindly pardon the intrusion - i can only imagine how busy you must be.

i have an idea which i would like to share with you :-)

if someone were to do a screenplay for a movie titled 'Going, going, Ghosn', i think you would be absolutely terrific in the lead role :-)

i think - since you are so keenly passionate about things automotive - you would enjoy the project, too!

i would like to take the opportunity to wish you a blessed 2020 - may you enter it with peace and Christmas Joy.

sincerely,

kenneth