This is a presentation and case study on what pedagogy is and some ideas on pedagogical tinkering. Using a qualitative survey of students on their music montage history production, the case study reports findings of student engagement and makes the argument for ICT-based pedagogy using such psychological effects of flow, le collaboration and pedagogical affect/ motivation to design history-based ICT lessons

1. Pedagogical Tinkering:
Using Multimedia in the Learning of
History
Presenter: Mr Lloyd Yeo
Lead Teacher
St Gabriel’s Secondary School

2. Video on the Cold War
http://www.youtube.com/watch?v=yixOXNu
SjYs

3. Student-made Video on the Cold War

4. Harnessing of Students’ ICT Literacy
3 important characteristics of good quality T&L in ICT are:
• autonomy
• adaptability
• creativity
(Lowther et al.,2008)

5. Inquiry-based
teaching
Inquiry-based
learning
Area for
comparison
Pre-Innovation What’s new
Pedagogy /
Pattern of
Learning
Lecture/Direct
Instruction
Guided / Structured
inquiry
Group Investigation/ Doing
History
More open inquiry
Procedures
[6 wk]
a. Trigger
b. Content Emphasis
c. Assessment
a. Inquiry/ Curiosity (3-2-
1)
b. Content background
c. Demonstration/
exemplar
d. Dialogic/discussion
Resources Print material Open Source
ICT and creativity
Music as a trigger Student product and
outcome

6. Print materials
ICT at the periphery
Teacher as
gatekeeper
Student as
apprentice
Know historical facts &
procedural skills
Apply them ; written
assessments
Culture of isolation Hierarchical
Uni-dimensional
Positivist and
cognitivist
measures of
student learning

7. Some thoughts on Pedagogical
Tinkering
Student-Teacher
Interaction
Teacher
Responsiveness
Content
Organization
Likeability/
Concern
Pedagogical Affect
Student Interest
Learning
Performance
Perceived
Learning
Adapted from Abrantes et al (2006)
Pedagogical affect, student interest and learning
performance

8. Case Study: What was the experience and use of doing your
own history music video?
Multiple Perspectives
Complex discussions
“There are so many ways to do this project, by dates
or by countries. We had to discuss the format, how
to approach this video, how are we going to
showcase this video.”

9. Case Study: What was the experience and use of doing
your own history music video?
Open source and broad understanding
“When you read your textbook, all the things that you are going to say
for O levels is just from the textbook. It doesn’t go beyond that. But
this project, the research, it helps you to bring in material from other
sources. From the internet. From other study books. And it gives you
a broader understanding even though it might not be directly
relevant to your O levels. A broader understanding is I feel much more
important and will definitely help you in your O levels when you show
that actually have the gist, the understanding of what really happened
in the Cold War. What really happened during the fall of the USSR.”

10. Pedagogical Affect: Active and student-centric
learning
“I learnt a lot during the making of the video. Most of the things Mr Yeo
teaches in classroom is like go in one ear, then come out the other ear.
Then it’s like okay. You just sit down drone in class. But when you
actually hands-on, you read about the Yalta Conference on-line. You type
it down. You look at footage of it. I think both my group members and I
benefitted from that. It’s easier to capture in memory. It’s easier to
remember the facts.”
Case Study: What was the experience and use of doing
your own history music video?

11. Student Interest: Flow
“When we were putting it together, we slept little.
It’s like something we have never done before. It’s not the real
studying kind of project. It’s very, very practical. And we made a video
that can be shown to other classes to future generations of Sec 4
classes. That feeling in itself is very gratifying. We made something.”
Learning Performance: Procedural processes
“For me, the right way to do it is by sieving out the important events,
studying the events properly and trying to sieve out the important
points. Studying means understanding the content. Then summarizing
it. Then we tend to remember it better because we put it in our own
words. “

12. Perceived Learning: Transfer of Learning in
a new context
“It’s not the video itself that help me. It’s the process, the
research that you did is really helpful. So, when I made the
video, my understanding of the Cold War is deeper than what I
previously had. For me, it wasn’t the video but the process of
making the video.”

13. ICT: Research and creativity tool at the
center
Print material: In the periphery
Student as a co-producer
and creator
Teacher as a facilitator
Choice & awareness of
historical images, own
language, music for historical
narrative
Culture of
Collaboration
Collaborative & open inquiry
Multi-dimensional
Affective and social
constructivist
measures
Creation and
process-oriented