Samuel Kai Wah Chu, Ph.D. Associate Professor Head, Division of Information and Technology Studies

1. Developing 21st century skills with plagiarism-free inquiry learning, collaborative teaching, social media, and gamification 發展21世紀技能：無抄襲的探究式學習、協作教學、 社交媒體及遊戲化學習 Samuel Kai Wah Chu, Ph.D. Associate Professor Head, Division of Information and Technology Studies Deputy Director, Centre for Information Technology in Education Faculty of Education, The University of Hong Kong E-mail: samchu@hku.hk http://web.edu.hku.hk/staff/academic/samchu

2. Overview PRESS START Score:0 Score:1

3. Level 1 – 21st century skills Source: http://www.p21.org/our-work/p21-framework 3

4. Level 1 – 21st century skills Composition of 21st century skills3Rs x 7Cs = 21st Century Learning • More traditionally established skills • Reading, wRiting & aRithmetic: represented by the 3Rs • The second key component, the 7Cs, stand for • Critical thinking and problem solving, • Communication, information and media literacy, • Collaboration, teamwork and leadership, • Creativity and innovation, • Career and learning self-reliance, • Cross-cultural understanding and • Computer and ICT literacy. (Trilling and Fadel, 2009)

5. Overview Score:1 Score:2

6. Level 2 – plagiarism-free inquiry learningTransmission vs constructivist approach • Transmission approach: Students learn by “copying word for word from a text or lecture and then reporting back, usually in the form of a test” (Kuhlthau, 1997, p. 710). • Constructivist approach: Students bring to school informal ideas and gradually develop them towards a structured set of concepts and procedures through the dynamics of experience (Kuhlthau, 2004; Singer & Moscovici, 2008). Creative Commons: https://www.flickr.com/photos/olpc/3005713637/

7. Level 2 – plagiarism-free inquiry learning Inquiry-based learning (IBL) • Transmission approach -> rote learning • Constructivist approach -> inquiry-based learning • The EDB (Education Bureau) of the HKSAR / Hong Kong Special Administrative Region (2002) defines Inquiry-based learning (IBL) as a student-centered approach that promotes the integration of skills, knowledge, and values in the learning of General Studies. Wikimedia Commons : http://commons.wikimedia.org/wiki/File:Inquiry-based_learning_at_QAIS.jpg

8. Level 2 – plagiarism-free inquiry learning Inquiry project-based learning • IBL (Inquiry-based learning) may occur in the best manner through the implementation of projects (Wilhelm, Sherrod, & Walters, 2008). • Projects can capture students’ interests, provoke serious thinking, and enable them to apply their knowledge in a problem-solving context (David, 2008). Creative Commons: https://www.flickr.com/photos/eifl/8551827908/ • IBL + PjBL (project-based learning) = inquiry PjBL (Chu, Chow, & Tse, 2011)

9. Level 2 – plagiarism-free inquiry learning What is Plagiarism? Plagiarism is ‘copying the work of another person without proper acknowledgement’ (The University of Hong Kong, 2002). Plagiarism is equivalent to stealing, whether it is conducted unconsciously or intentionally (Asunka, 2011; Mitchell, 2007). Source: http://www.keble.ox.ac.uk/students/study-skills-and-assistance/plagiarism.gif

10. Level 2 - plagiarism-free inquiry learning Plagiarism The study found that the majority of junior secondary students in this academically strong local school plagiarized in their liberal studies group project work (Yeung et al., 2012)

11. Level 2 - plagiarism-free inquiry learning Plagiarism Remark:APA Publication Manual suggest to give a quotation for copying a block of text of 40 or more words. (APA, 2009: p.171).

12. Level 2 – plagiarism-free inquiry learningPlagiarism Breaking News: German Defence Minister Karl-Theodor zu Guttenberg announced his resignation from all political offices in Berlin (01 March 2011) Sources: • German Research Minister Schavan Resigns in Plagiarism Scandal • German defense minister quits in plagiarism row

13. Level 2 – plagiarism-free inquiry learning Plagiarism • Taiwan Defense Minister Resigns Over Plagiarism Allegation • Source: YouTube - http://www.youtube.com/watch?v=ZTfiCYHCf0I

14. Level 2 – plagiarism-free inquiry learning Collaborative teaching framework for plagiarism-free inquiry project-based learning with UPCC pedagogy Understanding plagiarism Paraphrase Cite Check their work for originality

15. Level 2 - plagiarism-free inquiry learning Tools: Citation Machine: http://www.citationmachine.net/

16. Level 2 - plagiarism-free inquiry learning Tools: Citation Machine http://citationmachine.net/index2.php • Fill in information • “Press”MAKE CITATION.

17. Level 2 - plagiarism-free inquiry learning Tools: Citation Machine • List out the citation reference

18. Level 2 - plagiarism-free inquiry learning Tools: Online plagiarism checker Small SEO Tools http://smallseotools.com/plagiarism-checker/

19. Level 2 - plagiarism-free inquiry learning Tools: Online plagiarism checker Small SEO Tools http://www.smallseotools.com/plagiarism-checker

20. Overview Score:2 Score:3

21. Level 3 – collaborative teaching Inquiry PjBL and collaborative teaching (Chu, Tavares, Chu, Ho, Chow, Siu & Wong, 2012)

22. Level 3 – collaborative teachingEvaluation of Group Projects T-tests showed statistically significant differences (p<0.001), with the inquiry PjBL group obtaining higher grades than the traditional group.

23. Level 3 – collaborative teachingEight Dimensions of Learning • The 3 participant groups perceived the students’ learning dimensions to have improved, with the teachers generally rating the improvements higher than the students and the parents. • No statistically significant differences were observed - improvements of the students in these 8 dimensions of learning were perceived to be similar by the teachers, parents, and the students themselves. (Chu, 2009)

24. Overview Score:3 Score:4

25. Level 4 – Social Media Facilitating students’ inquiry group work on a Wiki platform • Wiki is often described as “a collaborative web space where anyone can add content and anyone can edit content that has already been published”(Richardson, 2006, p. 8) • Pifarre and Starrman (2011) point out that wiki opens up shared dialogic spaces for students to discuss ideas and accomplish tasks together using such ideas, thus scaffolding their critical thinking and problem-solving skills (Woo et al., 2011).

26. Level 4 – Social Media Data Collection (1) An online survey • Administered to 420 P5 students who participated in the GS group project • 20 questions adapted from the Hazari’s scale (Hazari, North & Moreland, 2009) • Examined four factors regarding the use of wiki in supporting inquiry PjBL • Learning/pedagogy • Motivation • Group interaction • Technology • Anchored on a 5-point Likert-type scale (with 1 being “strongly disagree”, 5 being “strongly agree”) (2) Focus group interviews • With a total of 42 students who took part in English collaborative writing • Students’ insights on the use of wiki in collaborative writing were explored

27. Level 4 – Social Media • Learning/ Pedagogy • A student reported that he had “little interest [in the beginning] but after doing this project, [he] want[s] to learn more.”

28. Level 4 – Social Media • Motivation • A student commented that when compared to the traditional pen-and-paper approach, working on wiki had given him “the motivation to accomplish tasks”.

29. Level 4 – Social Media • Group Interaction • Student A: “it is easier to communicate [via wiki] with each another”

30. Level 4 – Social Media • Technology • Students found that the online working platform allowed them to work on their projects “anytime and anywhere” in a simultaneous manner.

31. Overview Score:4 Score:5

32. Level 5 - Gamification Problem: Lack of motivation in education The new generation of learners grew up under the influence of ICT technology - Digital Natives The new generation of Digital Natives requires new learning methods and more interactive learning environments! Source: http://staff.bath.ac.uk/ensdasr/SleepingStudents.JPG

33. Level 5 - Gamification Gamification The use of game mechanics in non-game contexts to increase motivation and engagement (Deterding et al., 2011; Bunchball, 2010)

34. Level 5 - Gamification “Gamification is the process of adding game mechanics to processes, programs and platforms that wouldn't traditionally use such concepts. The goal is to create incentives and a more engaging experience. In other words, it's about fun” (Swan, 2012, p. 13). • Source: office.com clip art

35. Level 5 - Gamification Game mechanics Level Points Quest (Challenge) Badges Leaderboards (Zicherman & Cunningham, 2010; Deterding et al., 2011; Bunchball, 2010; Fecher, 2012; Knautz, Wintermeyer, & Goeretz, 2014)

36. Level 5 - Gamification Boy in a library Years ago there was a boy in the fourth grade at View Ridge Elementary School who always completed his assignments on time and did superior work. The teacher believed the boy had great potential, so she went to the school librarian and asked if there was work for such a talented young student. "Send him on," said the librarian. The first day the librarian explained the Dewey decimal system to the 10-year-old boy… The librarian explained that there were books that’d been reported as "not returned" that she suspected were actually misfiled among the stacks. "So my job is to find the lost books, kind of like a detective," the boy responded. "Exactly," said the librarian. The boy went to work with great enthusiasm, and in less than an hour found 3 books that’d been misfiled. At that moment the 4th grader’s teacher returned to the library saying, "It’s time for recess." The boy pleaded to continue his book sleuthing work, ...

37. Level 5 - Gamification Question: Who is this boy? • George Washington • Bill Gates • Steve Jobs • Warren Buffet • Bill Clinton

38. Level 5 - Gamification Question: Who is this boy? Creative common : https://www.flickr.com/photos/keystreasures/8474412311/

39. Level 5 – GamificationThe Reading Battle • Students who read well tend to perform well academically (Loh & Tse, 2009), therefore it is crucial to strengthen reading comprehension skills. • Some teachers sacrificed their recess and used it to check on their students’ reading of children literature. • Learning (includes reading) should be fun, engaging, and personalized • Want to gamify the reading experience of students Creative Common: http://www.flickr.com/photos/sanjoselibrary/5075675685/in/photostream/

40. Level 5 – GamificationThe Reading Battle Project background • How do we know if students have actually read the books? • Grading book reports is time consuming • Online e-quiz bank “Reading Battle” with awardschemes may help motivate students • Helps teachers to assess students’ comprehension level Project goals • Enhance reading interest & develop reading habit • Develop quizzes (& provide hint for incorrect answer) to scaffold students’ reading experience • Strengthen reading comprehension ability through an engaging, fun, and interactive online e-quiz bank • Monitor students’ level of reading comprehension

41. Level 5 – GamificationThe Reading Battle http://equiz.cite.hku.hk

42. Level 5 – GamificationThe Reading Battle Search by book ID, ISBN, etc.

43. Level 5 – GamificationThe Reading Battle

44. Level 5 – GamificationThe Reading Battle

45. Level 5 – GamificationThe Reading Battle Progress Bar 進度

46. Level 5 – GamificationThe Reading Battle Instant feedback and prompts 2nd attempt學生能補答

47. Level 5 – GamificationThe Reading Battle Scaffolding Support Explain correct answer為學生提供充分解釋

48. Level 5 – GamificationThe Reading Battle Motivate-Scaffold-Monitor Every child a Winner! Motivate “Reading Battle” e-Badges to reward Achievements Reading children’s literature Monitor Progress Scaffolded reading experience Students’ reports Post-reading Qs

49. Level 5 – GamificationThe Reading Battle Implementation of game mechanics E-Badges and Points

50. Level 5 – GamificationThe Reading Battle Implementation of game mechanics Leaderboard (above 70)