READING: Reflection - Beyond the Horizon... with the Cat & the Tortoise (Christoper Stokes)

It's about an adventure... that describes what many of us would have been through, in our life journey. I would probably unable to connect to it as much as I do today, if I had read this book many years back, with little written on my life journey yet, then. Some things resonates with me... as part of my personal experience. That also explains why this series of books appeals to me. 

2 characters - one that's curious and would like to see what's out there, but seeking company to go with. One that seems pretty happy with the status quo... "would like to stay at home" nevertheless, won't mind to go along with a bit of encouragement or something to 'lure' it out of the shell. That sounds familiar... haha... that's me????? (haha...)

Nevertheless, I took the courage to moved out of my shell - at least a brave move in my early 30s, when I felt I could possibly take a step to walk into an unknown world - it was indeed a test! I fully agree with the cat "... the most wonderful things happen during adventures... if only we were brave enough to take the first step" If not because of my Bhutan adventure, looking back... my life could be more monotonous, not just the narrative, but also my perspectives. 

I like what the cat has rightly described "Bravery comes in all sizes" when the tortoise thinks his small steps limits the magnitude. This sounds common, right? Sometimes, we are limited by what we thought we are or we could do, and as a result, we decided that we are not good enough to take the first step. "(Bravery) isn't the size of your stride that matters... but the size of your heart."

What lies beyond the Horizon? It's too foggy to see where we're going - This sounds familiar? Definitely, when we reach a point not knowing how to progress, especially after reaching a milestone and remain at a plateau for a while. Uncertainty. Doubt. Worry.... Now, who's the cat? Who's the tortoise? 

I saw myself being the tortoise, and I'm grateful to meet cats along my journey, that have been me the courage and confidence to move through my journey that enables me to play the cat role sometimes. 

The greatest encouragement that comes from the cat when we meet the fog... "That happens sometimes but if we wait long enough for it to lift, a bright new world will be revealed."

What's important, too: focus on the journey rather than the length of the road

Another important learning point is, one has to acknowledge that to move towards attaining goals, being an independent individual is not enough, but recognise that individuals are inter-dependent - to leverage the strengths of a community to work towards a common goal. Do not be afraid to ask for help. It is not a sign of weakness. It's when we acknowledge how we could leverage others to move forward.

• "That tree is far too tall for me... can I climb on your back?"
• "sometimes apples are out of reach, until we ask for help."
• "I don't like asking for help... I'm usually not brave enough"
• "But sometimes, asking for help is the bravest thing you can do"

The courage and brevity of the leader - the ability to see possibilities when one is confronted with uncertainties

• "... you sounded very uncertain." 
• "I am... but with an uncertain future... comes infinite possibilities"

"The bravest thing a tired mind can do... is walk up." - resilience, perseverance.

"The ability to talk does not make you wise... it's the ability to listen... " - need to read deeper into this.  While the ability to talk does not make one wise, but being able to articulate the helps one to clarify what's in the mind and try to make sense and linkages to what we know or heard. 

One lesson from the beaver: what happens tomorrow is determined by what we do today - that says we should not procrastinate. It's not just about procrastinating, but it's about getting the piece of work done properly. There were occasions when we thought a mediocre piece of work is fine, without paying attention to the details and its impact due to this medium effort. Sometimes it may not haunt us till one or two years later when we are confronted with the situation that could be avoid if we could have done more. A life lesson learnt - not just personal, but also saw how others suffer in their own Do not shortcut! Karma is real! 

"Give someone your time, is often the greatest gift you can give" - fully agree with this. Being attentive and listen when the heart. The one who speaks would be able to feel and sense it. It is the most sincere way to connect with someone. 

Sometimes, the progress may seem very slow, almost negligible and unnoticeable. But, be grateful and appreciate it is not a stand still. There is hope! - from the analogy - filling (the bucket) one drop at a time. 

"Even the mightiest trees can be broken down by the wind... but being broken doesn't mean it's the end." It's an important reminder to us 花无百日红, which we need to accept the fact that one may not remain at its prime all the time, but need to have the courage to admit and live through the downtimes, too. There's always some silver lining for a come back 柳暗花明又一村. 

Along the journey, when we encounter difficult situations, we tend to cling on to the safety net when it gives us a sense of security and comfort (in the story, when the tortoise caught hold of the branch that brought it through the danger to safety - "I feel much safer if I stayed here"). Nevertheless, we'll need to be mindful that sometimes this could be a barrier to us - "we should always let go things that are holding us back"

"... the only way to reach the horizon is by carrying on, even when we feel like giving up" - be focused, be determined, persevere. 

Something heartwarming...

• "I'm glad I came with you." said the tortoise
• "And I'm glad you came with me." replied the cat.

"... flying looks easier than climbing." said the cat. "only because you've never flown" replied the butterfly - this sounds familiar? It's similar to saying the grass is greener at the other side. Right?

 

READING: Reflection - Searching for Purpose...with Father Christmas & the Snowman (Christoper Stokes)

This is the 3rd book by the same author. 

The story brings us through the journey on how to see our purpose of life, in particular, through helping others. It's a simple story.

It focuses on the "how" - to learn our own's worth through looking inward and learn what we can do, from which, hence the value proposition that we could offer to others. Despite sometimes, we may lost an arm or leg, in exchange the impact this offer could make such a difference that could be intangible (e.g. happiness), which we might not have imagined. 

Like other stories (from the same author), the story begins with a character that's pretty lost - in this case, the snowman, who is also filled with wonder and fear, wondering the purpose of (its) life, and the fear of melting... focusing on something that one could not do anything... 

There are some comforting dialogue moments that make me ponder a while:

• When the snowman commented "But ice and snow are cold... why do I feel so warm?" and Father Christmas' replied "Because you are special... because you were also made with love"
• "Because it is easy to be kind... kind people are the best kind of people." said Christmas Father
• "One candle alone may not be bright enough... but many small things together can make a big difference" explained Christmas Father on why the candle lights held by the carol singers could guide us through the storm.
• "A dying candle is no cause for concern... so long as you have a spark do reignite the flame" 
• "A candle loses nothing by lighting another candle"
• "One of the greatest joys in life is being able to lift others up, and share our happiness," replied the fairy when she offers to lift the snowman to the top of the Christmas tree.
• "It is in the greyest skies that we can truly appreciate the beauty of the snowflake"
• "I get just as much happiness from giving, as I do from receiving" said the Christmas Fairy
• "Christmas should be about the time we spend... and not how much we spend" a wise comment from Father Christmas
• It was quite heart warming when the snowman offers the reindeer his carrot nose and commented, "I don't have much to give... but Christmas has taught me that you don't have to be rich to be generous"

Some important sayings (lifted from the story) - wise words from "Father Christmas":

1. Helping those in need is the most precious gift of all
2. Sometimes even those who we love must leave us... because the love they once gave you, will never leave you
3. Stop worrying about what is to come, and focus on what we have now
4. Focus on what makes you happy, rather than what you fear
5. Life is shorter than we'd like but it's what we do with the time we have, and not the amount of it that truly maters (i.e. when the snowman expressed the fear of melting.) 
6. Being brave enough to try something new is the only way of knowing (i.e. when the snowman was encouraged to try the candy which it had never tasted before, and it discovered it like candy very much - no regrets for trying!) 
7. We can't prevent change... but can learn to adapt to it
8. A strong heart and a determined mind can make anything happen
9. If we encourage ourselves not to give up, the toughest times have a way of leading us to the best moments
10. It's usually once we've lost something, that we appreciate how important it was
11. Spend your time doing something rather than wishing you were doing something
12. One of the greatest joys in life, is found in the discovery of who we are
13. Sometimes, even the wrong track can lead us to the right place (i.e. when the snowman wondered what if they board the wrong track)
14. Good things often take time (when both board a slow train where they could admire what they see along the way)
15. Being kind should be everyone's purpose
16. Being hopeful is often the best way of finding clarity

"I think I am here to be kind... and I am here to be hopeful... and I am here to be happy."

"Your purpose is a gift"

Having read all three books by the same author, it's interesting to see how 2 characters could have just narrated some simple yet deep values of life - with one who's wise and one who wonders...

READING: A little reflection.... More than a Little

A beautiful book - bought... thought it would be a nice appreciation gift. 

On reading... Realised it's a nice healing book for myself... yes, the words... seemed to be speaking to me.

I work hard, very hard. I'm hardworking... at my job.

I think hard, think very hard. I've been very thoughtful - for others, for my organisation. Probably something that I have done very little for myself. The words here are affirming. Love it! 

It says, "You're gooder than good, and you're kinder than kind." I believe I've lived up to these words most of the time, although it may not, from others' perspectives. 

On another note, I cannot claim that I'm as "bighearted" as I wish I could.

I mind things that are against the natural law that I define. I try to be see things from the bigger picture, and attempt to see from others' perspective. Unfortunately, when it seemingly does not make sense to me. It basically does not make sense to me. I can be unforgiving, in my own ways. 

Nevertheless, I would strive to be make a difference everywhere I go. Though, this difference may not be appreciative by those who have been impacted because my doing it could be one of the darkest days of these people. It requires maturity to really and truly appreciate, I believe. Hence, my ROI may take years to come back, or may never come... well, all in all, still, I've made that difference, the desired difference - at least, that's good enough.

I more than a little appreciate "me" (you).

The 21st Century Learner

Key points:

• 0:09-0:18 - "the most important thing for kids growing up today is the love of embracing change"
• Not only applicable to "kids", but everybody - since "“The Only Thing That Is Constant Is Change -” (Heraclitus)".
• From a more confined/ narrow perspective, it's the means for survival in the (near) future. On another note, it's when one embraces change would continue to find excitement and new meaning that is relevant to the evolving world/ landscape. It is a necessity to make fast-enough progress.
• 1:15-1:20 - Consuming media" vs "Producing Media"
• 1:35-1:51  - "Learning the content" (20th century) vs "learning the tools and skills of remaking the content and becoming the creator/ producer"

Coincidentally,  I was reading this online article, Five Ways to Transform Your Kids’ Screen Time (click HERE) that talks suggests it's not about stopping what we think kids should not be doing (i.e. passive consumers of technology 'conveniences') but to transform their practices/ habits, taking up a more active role when interacting with technology. There's a place in our classrooms - leverage on their "savvy-ness" to engage them in action, (in their area of interests) to hone disciplinary-related skills and deepen learning.

• 1:52-2: - "...learning outside of school matters tremendously for the learning in school..." and "...kids informal learning with new media is part of an already existing set of understanding that the educators have of the importance of the home environment for the pure environment for the community for learning that happens in schools..." - "How can we be active about linking those two together"
• 2:43-2:58 - 21st century skills is not about "...skills for the workplace and skills involving technology..." but it's about "...skills for creativity specific engagement for social life the full range of experiences that young people will be involved in the future."
• 3:12- : 
• A baseline of of standards literacies expectations about what kids need 
• to participate in contemporary society
• to be reflective 
• to create a shared space for kids and adults - coordinate formal & informal learning

Diana Laurillard extract iCTLT 2016

Ideas

• "1:00-1:15": To hone one's practices, exploration does not necessarily start with a clean slate. What's more important is about keeping our minds open and being observant. I think being open and able to seize what's probably relevant, and adapt to our context (i.e. our environment (in this case, the classroom)) are two important attributes educators should have. We can look out for others' existing practices and make connections to our existing practices, adapt ideas or practices at varying extent, try them out and further contextualise to make it relevant to our own classrooms. This, in fact, could be extended to linking two or more ideas that we draw from different places to complement each other. It sounds like 'mashing' but there's where we turn ideas into richer ideas! To some effect, it's a collaboration of ideas facilitated by us.

• "3:15-3:45": Our mental model of "Professional development" has evolved - as we think deeper on the application of learning (or how learning is applied, again a varying depths). It's no longer just about attending a workshop and apply what's learned to our practices (perhaps "mathematically", a translation?), but to understand and seek deeper meaning, and selectively apply this knowledge to our context.

• Role modeling - doing what we want our students to do, modeling & demonstrating - to influence

• Collaborative efficacy
• "5:15-5:27": Building Learning Technology Knowledge through "Online collaborative community sharing testable open co-designed peer-reviewed adaptable learning design"

Reflection: Workshop for HOD/Maths (3rd Run)

on 26 March 2008 @ Commonwealth Secondary (workshop blog)

Things that went well...

• For the 1st run, we started quite punctually.
• Once again, most participants expressed the ICT tools in Education component was useful.
• We managed the time of the activities pretty well - time spent on the activities were close to what's allocated.
• Participants had some fun with the grouping activity, using the strings.
• Participants managed to find something appropriate to address the learning gap - some brought in their own resources, one group had suggested a spreadsheet resource to learn quadratic inequalities - thought that's something we can work on :D
• Able to answer to the queries from participants pertaining to baseline - (i) eLearning - activities that incorporate baseline skills (ii) BY(i)TES in relation to Baseline (iii) Graphmatical use - yes & no for baseline
• Pointing out to participants another way to identify learning gaps, apart from approaching by topics; but also make reference to the Mathematics Framework

Things that could be better...

• Remembering to refer participants to handouts - especially Handout 1 (the Cycle)
• Helping participants to interpret the learning gaps correctly and being able to explain beyond the words already printed there.
• Clarify/elaborate the examples came up by the participants and help to sharpen it so that it illustrates the gap better.
• Notice the discussion on the ICT Tools in Education was less rigor than that of the 2nd run. Hm... Why??? Just wonder - the liveliness somehow was not there. What caused the dip?
• The activities in 2nd session did not seem solid enough...
• Some participants did not bring their scheme of work though they had been informed... looks like it works better when they were reminded via email - the emphasis on the need to use.

Anyway, am glad that it's the last run of the full series of the Baseline Workshop for HODs/Maths (Secondary).

2 more things to follow-up: Post participants' work - Learning Gaps and findings into the wiki (for both 2nd & 3rd runs)... have to keep in mind... must work on this...

My Takeaway - Robotics Workshop @ Admiralty Secondary

Arrived early... and was prepared to spend the day in the school. Yes, seldom that we have full-day workshop.

This is one of those Maths workshop that demands lots of preparation - equipment, testing - partly because it comes with experiments! Ah... Science experiments!!! There, the cling-cling-clank-clank stuff - torch lights, (different types of) mirrors and of course, the stars - Robotic cars!

It was rainy... The room (the Technology hub) was cosy... yes, we have to remove our shoes before we enter the room (which is about 2 classroom size) that is laid with carpet (for the first half) and wood (for the main activity room). The space! Yes, envy the amount of space that's specially devoted for the school's robotic programme. It's also like the showroom.

Like the table-chairs set - so compact and neat - and space saving; although it could not stand too much weight... but I thought it was good - to promote small group discussions! Think maintance is easy.

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How it went...

• Participants were attentive to the details of the activity - One pointed out inconsistency in Activitiy 1 - what's described was different from what's in the lesson plan. Hm... can't remember how this was resolved.
• Participants were engaged with the activities - Say, in activity 1, hm... not too sure if they know "What to do" or they simply picked up whatever tools is there (eg. torchlight) and just explore (trial-and-error?). Did not see them refer back to the worksheet... but they were more engrossed to see how the robotic car moves.
• The ability to link the concept to how the tool can be used to support learning is not clear. For instance, in the 2nd activity (Saving the Princess), as HP pointed out that, one team was quick to find the ratio (ie. the speed) so as to solve the problem... however, whether they were able to link what they are doing to SPEED, it was not clear.
• The linking between IBL and use of Robotics in learning was weak. Just wondering - 2 'new' things were introduced to participants (which turn out that almost all had no background knowledge of robotics and IBL)... too much to grapple with. A suggestion would be: Introduce to participants how robotics can be tapped on for learning of concepts - then place emphasis on the investigative aspect. Eventually, to introduce "IBL" (perhaps for awareness?). It was no doubt we wanted to anchor the workshop with some kind of pedagogy, but being too ambitious does not generate the desired (or expected) outcomes! Then it turned out that we under deliver...
• "Basic logistics" could be improved - eg. projected image from LCD projector was blur and too bright. Something could be done... The instability of the projection - this problem could be surfaced and addressed during the preparatory stage - it can be avoided.
• I think... we have to re-assessed our choice of location - ought to be somewhere that is more accessible.

Some videoclips of participants and trainers... in action :D

• Click HERE to see the photos
• http://robotics-sec-2008.blogspot.com/
• http://robotics-sec-2008-etd.blogspot.com/

Reflection: Workshop for HOD/Maths (2nd run)

@ Chung Cheng High (Yishun), 21 & 28 February 2008
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This is the 2nd run of the workshop - saw some improvements over the 1st run, but there were also areas not carried out so smoothly, as compared to previous run.

What I thought we did well:

• Bold enough to try a new grouping strategy. Thought it was refreshing - not just participants' feedback, but I felt so... a change :D Still remember I said that, "Let's do it in an non-ICT way!" I guess that surprised some participants!
• Beefing up the resources for the "ICT tools in Education" component. Thought it was a right move, introducing them a wide range, and really getting every group to crack their head. However, because of the lack of time, there are several repetitive ones... so, it would be perfect if have taken care not to feature similar ones.
• Of course, it's encouraging, to hear from Ivy that at least one of the resources have been used by her teachers already! :D
• Good that tea break was ready right at the start of the workshop... Ahha... participants were pampered! Well, we managed to steal some time lah...

Things that did not go that well:

• Time management - one of the worst rounds - all I could blame, because I forgot to wear my watch for the 1st session. Was so lost... No good... There wasn't any wall clock in the lab, too... Lesson learn: No matter what, depend on thyself!
• Lab arrangement - not very conducive for a large group, especially the cluster right in front of the teachers' station... Can't see at all! What kind of awkward design!!!
• More can be done when participants shared about the learning gaps!
• Should not have told them the "Deliverables" of the learning activity - I'm referring to the Integration matrix. By now should have learnt what are the buttons not to trigger!!! Please remember - never never mention the word "deliverable"!

Reflection: Workshop on Spreadsheet (Secondary) 1st Run

@ First Toa Payoh Secondary School, 13 & 20 February 2008 (Link to Workshop Blog)
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险象环生
In the original plan, we did not even thought of facilitating the spreadsheet workshop via a blog... thought of adopting the same approach - using a Shared Spreadsheet to manage the group work and responses from participants. Nevertheless, despite of the pre-workshop preparation, the network played us out! (more seriously than our encounter at Teck Ghee Primary last year). Sigh!

Fortunately, created the blog just 15 minutes before the (1st) session began. Well, luck seemed not at our side that day! To our shock! only the teacher's PC and a couple of other stations work! Oops! Really 人算不如天算！This was all because the network was switched-off because there was CPA coursework in the morning.

Luckily (in fact we had never get ourselves so well-prepared for continguency!) we still have post-its! hahaha... 天无绝人之路. Phew! Hm... now: Whenever we go for workshop, we shall bring along with us the emergency pack!

Because of the technical problems, the overall impression was really Chaos! Halfway through the presentation (at the beginning), all the participants' systems 'froze' ('cos WK solve the network issue - one learning point: Never never meddle (or explore!) with anything that we are not familiar with... This prevents unnecessary disruption)

迟到大王
Another observation:
Hey, many (well, must emphasize the point that it's not all) Maths teachers tend to be late! Hey! where's this value of observing punctuality? In fact, we had a group of teachers (more than 5) from a school who were late for almost 20 min. Yet, did not take to heart that they disrupt the flow/on-going of the workshop. Oh yes, another point I don't quite understand - not all teachers from the hosting school were punctual! Indeed, we had teachers from the far north arrived ontime!

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Something we did (for the first time)... before the 2nd session...

• To address the latecomers issue... it's the first time we sent an email to all participants that we would be starting the 2nd session punctually because of 'additional skill building' built into the workshop. {So, this is the 'plan'}
• On the day, we kept to our words to execute the plan. at 2.35 pm, we started... despite only about 5 were here... Think the participants were a bit surprise... but we carried on. Of course, those who came in this time came in quietly... hahaha... seems working :P

Reflection: Workshop on Weblog for Maths (Secondary)

This is a revised version - compared to last year. 2 distinctive differences:

• separate the primary and secondary participants - so this run is solely for participants from secondary schools
• reduce the number of sessions from 3 to 2.

A few areas we could have done better:

• The different uses of blogs in Maths learning - could not quite elicit what we wanted from the participants (unlike last year). I think, it's the illustration that made a difference in the quality of outputs and I think, also the alignment of views between the trainers.
• Implementation of activities - only slightly more than 50% managed to put up something in their blog (for the class); even a smaller number manage to get pupils to participate. However, from those who managed to get pupils to participate, we could surface certain 'concerns' for discussion. We also saw a couple of participants whose practice differ from the rest, hence enable us to share the 'authentic' cases with the class.
• Response to the participants after 1st session was not quickly put up... which I hope to do that earlier...
• Oops! Forget to cover activity 6 (though it's a small activity)

Something that I thought that's done pretty well:

• We managed to complete most of what's planned (except Activity 6 in the 1st session)
• In session 1, manage to build in the 'understanding of dashboards and blogs' quite naturally
• In session 2, it's the first time that we attempt to get participants to help recap what's done in the 1st session through an activity - go round robin to jot down what each could recall one thing they did in Session 1 workshop... then go around the groups, each taking a turn to say out one of the responses they gathered within the group... until it's exhausted... hm... hype up the class a little - they are more relax... for a moment, thought I'm in a game show
• As we continue... another activity where the participants were to surface what are the "can" and "cannot" do in group blogs - it's the first time to divide the class into 2 big groups, and within each big group to think of answers to the assigned question.
• Somehow, find that the participants have been pretty forthcoming in participating in the activities.

Something new that hope to "pick up" from this workshop...

• We are also quite bold in inviting participants to register to participate in the social network. Though almost all signed up however, due to the authentication process, they could not get into the group immediately... anyway, I thought it was a good try.

Reflection: Workshop for HOD/Maths (Sec) @ Bedok South Secondary

Immediately after the 1st session, we had a debrief to review the day's programme and surface areas that we did well and those could be improved - since we have a 2nd session, we could possibly use it to address the gap.

• Expectations - it's one of the rare occasions that we did not ask participants to blog their expectations. It is never a easy task to get participants to volunteer their expectations - er... unless they're under threat... hahaha... Similarly, in this session, WK volunteered 3 participants and the responses were quite generic (i) to understand how ICT can be integrated into the Maths programme (ii) to find out how to do integrate ICT as the current integration in school is low. So, any new ideas? Not really. Personally, I thought it is good to get them air their expectations - believe there's certainly some odd ones out there which we could tap on.
• 2 things that I thought we could do better: (i) Get participants to pen their expectations - be it in the blog or post-its. This allows everyone to air their thoughts. With the thoughts documented, it helps us to connect what we are doing for the workshop to the participants' expectations when we stocktake at the end of the 1st session or the beginning of the 2nd session. Of course, this also helps to surface any outlier... (and see if we are able to manage the expectations of these people - in fact, we had 1-2 in this workshop. Unfortunately, we are unable to surface this because of the strategy used this time.) (ii) We could have tapped on participants' expectations to highlight what are some of the areas going to be covered in the workshop (ie. telling them - look out, your expectations should be met along the way) and of course, point out those that are unlikely to cover in this workshop (so that they need not to wait and get disappointed at the end of the day).
• Learning Gaps & ICT Tools in Education: The tea break provided us a slot where we could do a quick check on the tools available to address to the gap. With this, we are more well-equipped when facilitiating the discussion within the groups when they were to identify and suggest tools that could address the gap. I thought, this is something we should keep it up with :D
• Linking the Filling-up the ICT Integration Matrix to Context: Participants went through the motion of completing the different components in the template; however, the rationale was not shared, to make it a more meaning exercise. In the next workshop, we'll do more talking to help them see what they are going to do is linked to the bigger picture.
• Under the "ICT Tools in Education" segment, participants were engaged in exploring the materials and resources. Similar to previous runs of HOD workshops, they were amazed by the bulk of resources available. Hooray, they seemed to get something they want. The plan was to get them do a within group jigsaw, but did not quite work out. Will try a simplified version - where each group will look at only one resource. Perhaps they helps! One point to emphasize next time - the rationale of exploring the tools so that it would not be seen as a separate component. Though managed to talk about it in the 2nd session, however, it would be more meaningful if the rationale is mentioned in the 1st session.
• We have introduced the use of wiki in the 2nd session - it has been made simple and they attempt during the workshop... Hm... it has arouse the interest of some :D
• The inclusion of the Integration Matrix - the value of using it has been accepted by the participants as they could see it's a tool designed to help them. Have 'set' the incomplete task as a homework... hm... have not received the updated yet... Ah!!! have to chase already...

Something that needs to be reinforced...

• Though we made an effort to distribute the stickers for the participants to write their names, we did not insist... hence, some did, some didn't... OK, trainers need to get use to it first... But I thought it was good for us, as trainers to write our name big and stick it that participants could just address us by name, easily. It helps to connect.

A few things to remember... to avoid...

• Stop the ".... learning Algebra or whatever...." and "... so on and so forth..."
• Giving nothing except "Good" or "Very Good" responses to the participants. Remember, they are not students!
• Hold all the "K", "OK" and "alright"
• Use "We (can)" whenever possible. Avoid "You (can/should)" - sounds instructive - which does not go down well with very experience teachers.
• Currently, Intuitive Experimental Approach focuses mainly on the Teaching of Geometry - so do not use in the teaching of Maths.

Click HERE to access workshop blog

Vivocity Self-Discovery Trip (30 November 2007)

Objectives:

1. an inward journey to find our inner self
2. time-out to reflect upon the year so that we may appreciate what and who we are, our purpose in the whole scheme of things and what we are going to do about it

In the "task sheet":

• 3 things I observe
• 2 things I learnt about myself
• What am I going to do about it?

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The last time being sent to a departmental store, IKEA trip several years' ago was part of the school's programme on Innovative Protocol. For that, there's a very simple mission to accomplish - observe and direct the ideas for improvement and innovation in the school. So, it was very focused! And of course, the big group moved together, it's just like the school excursion. There can also learn from the "seasoned" housewives tips in keeping the house.

This time, found it a bit more challenging... hahaha... based on the title: Self-Discovery... hahaha... YES & NO. All the while, it's easy to do something for something/someone... how often for self? Hm... This is same as easy to point out to others what's right, what's wrong... but not easy to point out to ourselves... blindspot comes in... Of course, another difference is, I "set-off" on my own - as needed to tidy up some work before the 'exile'... hahaha... Indeed, this is just like I went on a solo trip (overseas) when I have to plan what to do, and how to do... :D

Armed with the camera and map... I started my exploration...

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To answer to the questions in the Task Sheet...

3 things I observe:

• (i) Space! Big yet small - There's so much space in Vivocity - it's huge (supposedly to be one of the biggest mall in Singapore)... however, it's small enough for people to bump into each other... eg. I left office much later, but bumped into Sally and Syafeena after my lunch at Food Republic and I bump into Soh Tin at the MRT station!
• Learning Point: The world is really really small! The probability of meeting people we know is high - Given the amount of space, the variety of shopping experiences the mall can offer. A point to note: This is unlike conferences or events that we attended, where people from the same field came together.
• (ii) Revolution of the Old concepts. There are 2 instances:
• At Food Republic - what caught my attention was not just the deco,but the push-cart sales! The dim-sum trolley that goes round like the Chinese yam-cha restaurant. Hey, this happened in the food court??? Normally we only see push carts ferrying used receptacles... Moreover, it has extended beyond dim-sum, but also cold drinks and tissues, etc... So enterprising - bringing service to the 'doorstep'! This indirectly creates another opportunity to draw $ from the consumers!
  
• 
• Learning Point: Ideas are never too old... it's a matter how we package them, in the way receptive to the audience. For example, the dim-sum trolley was there for don't know how many years... but all the while is confined to the restaurant. So, why not food court? Next, apart from dim-sum, what else will consumers in the food court need or like to have? Just look around... In fact, this idea of bringing service to the doorstep reminds me of another old practice - In those days where I stayed at the 12-floor flat at Lavender Street. Every evening, one middle-age woman would carry 2 baskets of bread and walked from one level to another to sell bread - Ah... the familiar "ro---ti---"
• At the outdoor playground - hm... should I say, the roof-top playground? Remember the familiar see-saw? The typical idea is, it's a wooden plank with its centre mounted on a pivot. This one bands in an arc! Can't believe my eyes! but it works exactly the same as a see-saw! Another amazing thing saw in the playground was the pony that is manually powered! What? Manually powered yet children love it? Look at it carefully, to get the 'animal' moving, the child has to step and push the foot-paddle... hm... in a way, they 'participated' in getting the animal react. Compared to those musical ponies, it certainly adds some degree of authencity.
  
• 


• 
• Learning Point: Catch up with time to remain current. Old ideas can be good for current application... but to be packaged so that it can blend in with time. To do that, think out-of-the-box. There's where innovation and creativity come in. The old see-saw has been there for years... its concept never change - rectangular piece mounted at the centre, there it goes up and down, but the material that made the see-saw has improved over years (or shall I say, it has 'upgraded' from wood to ...). However, that's still the old piece of 'toy'. Using the same concept, but package it differently... it's entirely new! I believe it's not called the see-saw anymore. Similarly, the pony that goes round!
• (iii) Service: Found this 'map' at the 'entrance' of food republic. First time I saw such artwork for a food court. I would draw a parallel to the menu that's normally placed at the door of any restaurant, so that potential customers have browse through before they decide to walk in or not. Good idea! It provides an overview of what it offers, saving our time to walk-and-see :D
  
• 
• Learning Point: Make information easily accessible for people (customers in this case). Adopt existing practices (which I believe it's from the information directory that most of the malls have) and enhance the visual. This is appealing. It reminds me of maps of places of interest!

2 things I learnt about myself:

• Doing the same thing, Having a different personal response: Slowing down the pace and taking time to look around, I connected what I'm doing to what I did in the good old days; but now have a different feel of it:
• Visiting the Bookshop. It's the first time I go to "PageOne". The feel and look - like Kinokoniya - comes with a classy artistic look-and-feel. The steps, the wood, the colour. What a contrast to bookshops I knew of about 30 years ago. That reminded me of those primary school days that I liked to spend time in the bookshop near the market, reading chinese stories books. Haha... since then was already reading Chinese books... er... they're simply more appealing. Bookshops have evolved over the years. Then came EPD bookshop at Bedok Interchange in my secondary school days... and slowely venture to the town area - MPH - no, it was not that common yet, but the one at Stamford Road... and eventually bookshops like POPULAR, TIMES, BORDERS, etc... The experience was really different - the range of titles bookshops carry, the deco of the shop, etc... The experience has changed. Just wondering... Has the consumer changed the way the business run or is it the way businesses are run nowadays (becoming more competitive) has changed the way consumers shop and raise consumers' expectations? I notice my habit, my intent (to visit bookshops) have changed over the years... When young, it's the 'love' to read that brought me to the bookshops... then it was the range of stationery that drew me there... yes, simply amazed by the range... they're so cute!!! Now, it's the "needs" - to be equipped with the necessary info (especially when making overseas trips) and to get in touch with what's hot in the field.
• The way I shop. Discovered the $2 shop DAISO... attractive! It sells the Japanese goodies. In the younger days, will certainly get something - it's cheap, isn't it? So, why not? OK, that was the mentality. Now, would think again... do I really need that? and well, when I need, I can simply drop by to get again... Of course, I don't practise this when overseas since I don't go back to the same place (that often). I now think twice before spending money, but it's differentiated shopping practice!
• Taking Photos. I like to take photos of surroundings around me. However, I notice one thing - I'm more at ease doing this while I was overseas! Hm... Subconsciously, the 'non-local' hat helps to bring out my inner-self and it enables me to do what I wish to do... Oops!

What am I going to do about it:

• No ideas are too old! With a creative and innovative mind, it can be relevant. Do not discard old practices totally. A different package can help :D
• Borrow ideas that may not be directly to the field we work in.

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What I got for myself...

• I had a good meal... the food wasn't that fanastic... but the observations made in the food court that brought about new ideas :D Oh yes, it's the first time I bother to keep the receipts - discover anything? There're consistencies and inconsistencies though under the same management. Spot that?


• 


• I got myself a pair of shoes! Yes, for my trip to Switzerland. Thanks to the advice of colleagues around the lunch table the day before. It's the first time I shop at Timberland - it's known for the apparels it carried - for outdoor activities. I ordered the pair at Vivocity branch (since it did not have my size) and collected the pair from the Centrepoint branch in the same evening. Well, with a 30% discount followed by another 15% discount, I'm happy :D
  
• 

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Click HERE for more photos.

Be a Cyber Savvy Parent: Stay Safe Online Seminar (17 Nov 2007, Saturday)

This afternoon, attended the seminar on Be a Cyber Savvy Parent: Stay Safe Online . Came across this from the newspapers... Though it happens in the 'unearthy' weekend afternoon... Overall, it was time well-spent - a solid 3 hours and have learnt some useful information, that I thought would be very beneficial to us, when we talk about the use of Internet and Education. This is especially so when Cyberwellness has become a hot topic in the recent weeks.

Who were the Participants? Parents and children! It's a pretty interesting encounter - first time attending workshop with young children. In fact, a couple of children, probably at upper primary - were so fluent in explaining some of the jargons - eg. avartar and trojan horses... that's really impressed me :D


The "flip" side of this is, to many of our teachers, especially those who have been in service for more than 10 years and are alien to the gaming world, they will be fearful to find such children in class. It was pretty obvious since the Baseline ICT Standards rolled out. Let alone the use of technology, many are concern over the "ICT" skills involved. What? The ICT skills involved? Are they exposed and should have been using them since the 1st Masterplan? Surprisingly, many teachers are still at 'entry level' despite we have 'sparkling' practices surfaced from schools... So now, what's more with all the strange things happening in the internet, and the kind of children we are teaching... who are breeded in such strange environment, and bring along with them strange behaviour and ways of thinking! They are not as forgiving as adults (I believe, inferring from how they are brought up nowadays and what I saw with my own eyes)... hence the interaction has to be different now... and unfortunately, it's the teachers who have to change to suit the current situation!

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The seminar is jointly organised by HIP, Internet Industry Association of Singapore (iias) and Microsoft. There were several presentations in this seminar. Key points learnt from the presentations include:

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(i) Making Cyberspace Safe for Our Children (Jeff Bullwinkel, Microsoft)

• Changes brought about by the Internet: (i) The way communication takes place has changed, be it with family, friends or colleagues. (ii) The way we access to information, not just the way, and also the mode of information and the way we receive the information. Here, this information, of course, refers to movie, music that comes in the form of digital copies available via the network. (iii) Of course, internet has also become a means to learn, meet people and explore... it has widen the range and in fact, it offers a variety within the virtual world.
• Parental Controls via Application Software: Discovered something new - that Windows Vista offers: It comes with parental controls that allows control and monitoring of activities on the computers. Well, prior to the seeing what Vista offers, am aware there are such softwares available to serve the same purpose. But, what I like is, it is so integrated - all comes in one, and more importantly, it looks user-friendly! The visual representation - a chart that looks like timetable is easy to read. Moreover, the admin can also set time limits and application restrictions.
• Importance to raise awareness of Online Security: To tackle the threats to PC security are viruses/worms, trojan horses and spyware, suggestions steps to protect computer includes (i) Turn on the internet firewall (ii) Keep the OS up-to-date (iii) Install and maintain antivirus software and anti-spyware. This is linked to one article read recently that most people have the anti-virus software installed, however, less than 50% of these users renew and keep the software up-to-date.
• Like the way some jargons are explained: (i) Internet Firewall - like a moat around a castle, creating a barrier between the computer and the internet. (ii) Antivirus software - like flu shots (and therefore it has to be kept up-to-date) (iii) Anti-spyware - is the computer defender that to prevent undesired surfers to lurk in to steal information.
• 4 threats to personal online safety includes: Spams, Phishing, Hoaxes, Identify Thefts. (i) Spams are undesired email and messages that many of us encountered. This can be quite easily resolved by setting the email configuration. (ii) Phishing recently stirred up some ho-ha... several cases of were reported. Through email, victims click at the given websites to input confidential data such as userID and password. The targets were mainly banks, that include (DBS & HSBC). (iii) Hoaxes normally come in the form of email - to trick people into giving them money. In fact, just a couple of days ago, it was reported in the papers how people were tricked into giving money. Well, I think the key to all these problems is "GREED". It's really amazing that people are wiling to "give a little" for the sake of "bigger harvest". (iv) Identity Theft - a crime whereby one steals one's personal info and use it for some unlawful purpose.
• Useful websites
• http://www.microsoft.com/athome/security
• http://kids.getnetwise.org/tools/
• http://www.xbox.com/en-US/support/familysettings
• http://onecare.live.com/

(ii) An Introduction to Copyright (Koh Chia Ling, ATMD)

• This segment is the vague-est amongst all... all because it concerns law... and therefore the lawyer has also been very careful in giving the pointers and advice...
• 2 rules of the thumb before downloading and using any materials (especially from the internet): (i) Always read the terms and conditions - check and check.... (ii) if the T&C are not available from the site, the safest way is to write in to seek permission... of course, like what he said, if it's available in one website, it's sure available somewhere else... so, need not to stick to one!
• That reminds me of one question from a principal last year - when we record a TV broadcast, is it alright to screen it for use. A similar question was brought up by one parent, who did volunteer work with the school, asking if it is alright to use a copy of book bought by the school, scan it so that it could be projected out for reading activity. I was surprise when Koh mentioned that the 'treatment of the case' would be different when he is not a member of the institution (ie. under MOE).
• On the other hand, I believe that this is also one of the biggest concern of teachers back in the school!
• The 10% guide was reinforced. However, another term comes in - ie. whether the 10% belongs to the substantial portion or not. OK, this is really vague and requires in-depth analysis - of course, it comes with the "subjective" element!
• One point to note - the same guide applies to electronic books, too!
• Another point to note: Although we might have paid for a CD... however, we have only paide for the licence to view and listen, but not for distribution.

(iii) Online Distribution of Music (Leong May-Seey, IFPI) (IFPI: International Federation of the Phonographic Industry)

• This is an area of growing concern... it has also made Headlines on the papers - probably the first known case was Napster ... and the recent hoo-ha case where one ISP was asked to release info of users who downloaded files in bulk for legal action.
• The presentation also shed light on P2P - which is very much heard of, but don't know what it is all about. This is really one of the key takeaways!
• Leong shared a list of more common software that's meant for P2P distribution... what an eye-opener! It's amazing to hear how the "distribution methods" have evolved over time!
• From the most primitive method - direct link from the Internet website, to FTP (that the more techno-savvy ones use)...
• Then it moves on to Peer-to-Peer (P2P), through a 3rd party environment/software. If I interpret correctly (from the brochure), it's a software to be installed in the local system and open door (by creating a folder that can be 'shared out') to others to get stuff that's meant for sharing.
• The scary part is, in one application, Bit Torrent, the downloader automatically becomes an uploader (ie. the distributor)
• Peer2Mail is something new to me - shall I say it's a 'creative' way to 'harness' what email offers? By tapping on the huge email space, files were uploaded in the email space for others to download... well... with the userID adn password circulated via the discussion forum, etc. Brilliant, isn't it?
• However, the more scary thing yet to come! There are software that requires the user to share a certain amount of information (eg. 1 GB)) and there were instances that children would upload the entire "C" drive in exchange of the files they want. Scary, right?
• The most scary part was, lots of confidential information such as tax payers' returns, and even passwords were uploaded!!!
• Leong also shared some licensed digital sites in Singapore:
• http://www.ifpi.org/conent
• http://www.pro-music.org/
• 2 Useful guides: (i) Copyright & Security Guide for Schools and Universities (ii) Copyright & Security Guide for Companies & Governments

(iv) E Commerce Security (Kenneth Yuen)

• Kenneth has shed some light on security of e-Commerce, which I thought he provided very useful information to teachers, especially those who teach Computer Applications.
• Have heard much about eBay. However, the impression is really a "2nd hand store" where one can aunction stuff there - it's a place to sell and buy. Not it never occur to me that there are more behind these.... first of all, it's no longer a place that just sell 2nd hand stuff, but also new things! Then, there's this team of people behind the transaction that can do follow-up.
• Some concerns on the use of e-Commerce include (i) Credit card info (ii) Quality of goods (iii) Goods not delivered.
• Interesting, e-Commernce has not really picked up in Asia yet.
• PayPal is something new to me - that does not require the consumer to enter credit card information.
• Advice before making any transaction includes (i) check if there's any security system in use by the website (ii) Refund policy (iii) Purchase policy

(v) Mobile Connected Safe (can't remember name of presenter, iCell)

• Laernt a couple of useful things through this presentation:
• Spoofing: Well, it's about creating 'fake' website to 'lure' victims to enter credit care information into the fake webstes.
• The explanation on how the hacker cuts the actual network to mislead users was a good and enlightening one. One thing I like is, all has been made simple and easy to understand by layman. There's where terms like "the man in the middle" and "the Honeypot" were introduced.
• Something to look out for...
• http://www.icellnetwork.com/
• http://www.ohanae.com/
• http://www.carbonite.com/
• http://www.kindernet.com/
• http://www.besafeonline.org/

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http://app.hipfriends.org.sg/hippenings/seminar.asp

Reflection: Overview on the "W" & "H" of Blogging and New Media

@ IPAM on 21 September 2007 by Ivan Chew
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"W" and "H"... stands for... Why are you Here?... that's on one of the opening slides... Oh yes, in fact, before the session, I was wondering, why "W" & "H"? Does it stand for the "What" and "How"? or something else... well, as the session moved on, there're more "W" and "H"... Hm... creative - creative in keeping the participants in suspense and sustaining the degree of curisoity :D

Yes, why attend the session when I'm already pretty well-verse in blogging? People around do ask. Then, how am I going to measure my 'gain'? Will it be time well-spent? Having to 'perform' the 'miss-the-meeting ritual' - spending the morning making sure my 'voice' is represented during the meeting and making sure anticipated info going to be asked for during the meeting were there...? argh....

So why? Hm...

• The title of the talk attracts me - not so much of 'blogging' (unfortunately more than 50% of the time Ivan spoke about Blogging), but 'New Media'. What is it? Has it got something to do with IDM? Heard and having spoken a fair bit about IDM but still not too clear - still seeking for a specific answer - as many a time, responses came across came with lots of personal opinions/views - I want something that's more neutral!!! A definition that I'm looking for... before interpreting the way the organisation wants to shape it.
• Of course, blogging is my (current) passion (ok, guess I get hooked into it)... so, no harm hearing more about it (since I'm a self-learnt blogger)... especially how it's used in a context outside education! My belief: There's always something new in something we know - no matter how well we do something :D This has been proven right, over and over again. So, be open! In fact, I learnt something new about blogs and wikipedia today!

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About New Media... it's about social engagement, connecting people to people and it comes with this element of openness! There... he presented a formual that layman could understand:

• Web 2.0 + Media >> New Media

Web 2.0 comes with the following (characteristics and how I interpret it... based on what I heard):

• interface-riched environment - it goes beyond a webpage comprises of text and static image only. It now comes with animation, embedded clips, pop-ups, etc... It's multimedia in a way.
• allows others to access our data - yes, it's put up there... where anybody who 'passes by' can just stop-by to see - so the door of the house is always opened. Of course, we can close the door too... where only 'invited guests' can enter.
• API: Application Programming Interface - this is chim chim chim... don't recall Ivan explained, but also can't get much out of wikipedia. So, it's simply some kind o technical stuff to do with programming?
• access from multimedia devices - there's one part mentioned about accessing online applications - I think it belongs here? Yes, it has becoming common and convenient that we don't really need to buy application software anymore, but simply use the application online (and many a time, it's free!).
• The shared documents and spreadsheets are not new to me - when Paul shared earlier this year. Similarly, the wealth of online applications that BY shared with us after her conference has widened our choices.
• However, all these sharing are really 蜻蜓点水 . It's the awareness of the existence of these software - and its basic features. It really takes the time and interest to look at them and play with them. For instance, BY shared about the collaborative features of BUBBL.US and C-Map... sounds impressive but "show me" rather than tell me... Drawing from/Extending Ivan's analogy, at least before I 'taste' the chicken, I know how the chicken 'looks' like!!! Also, tell me why it's good? It gives me reason to try it. Connect it to something that would interest me!
• Snipshot seems interesting that allows us to edit picture online - http://snipshot.com/. Hey, just wondering, is there any similar software that allows us to edit video clips online? Then this will come in very very handy for baseline - perhaps we can introduce snipshot in our baseline workshop?
• I thought the educational use of Flickr (http://www.flickr.com/) is well illustrated (though I'm not sure if Ivan had in mind when he showed us the feature) - everybody (at least most people) know that it's a platform where people could upload photos and possible add some comments to it. However, it's the first time that I come to know that we can add notes to selected parts of an image in Flickr. Hey, it makes a big difference! Nobody has pointed out that to me before! This discovery leads me to think... it's something we can tap on for learning. Perhaps it's time to venture into Flickr? We can probably tap on that for our workshops too! Just hopped by Flickr and notice it has the "map" feature... hey, that would be handy for Geography and Science Fieldtrips... ok, will explore further... possibly something to share with BY and ST :D
• continuous updates and upgrades - Yes, the 'change' is constant in the internet... there's continuous changes every microseconds in the internet. Updates and upgrades - whenever the system is connected to the internet, we'll be prompted of update messages. Quite regularly, I'll discover upgrades in the blogger editing interface... yes, people have been talking about new features, what's better... change is contant and change signifies progress... at least that's my view of the internet.
• from outsourcing to overcrowding - Yes, in the past, we'll outsource the work to others... but now, technology has brought 'services' to people... people contribute... so, it's tapping on the changed behaviour - the behaviour of the netizens... Hm... being k-po? or generous? helpful? well, it's up to us to interpret the behaviour of this 'species'... well, the internet has created a community with new characteristics that's not so observable in the physical human community... Hm... perhaps time to put in more thought to this...
• from consumer to prosumer - I know what's a consumer... but the term prosumer seems chim...

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Something useful (... have been asked several times by participants from different workshops):

• Forum (something that stands out, when compared to Blog): (i) Discussion is the focus (ii) Rely on responses of contributors (iii) any registered user can participate

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3 key words from Evan William (creator of the blog) about ... : Frequency, Brevity, Personality

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5 Web 2.0 tools mentioned in the session: (1) Wikipedia (2) RSS (3) Flickr (4) Technorati (5) RSS

Something new to me...

1. Permanent link: Learn more about this "permament link" - its purpose and how it works. Yes, in fact I've been forwarding such links to others when I want them to go to specific page. However, not knowing it's called "permanent link".
2. Different versions of a wikipedia writeup can be traced!!! It's so amazing! That reminds me of the moodle platform that Sun Li shared in the last ICET. Just wonder... does "wikispaces" allow us to see different previous versions (just like wikipedia)?
3. The analogy used to explain RSS, to illustrate before and after RSS comes into the picture - getting 3 participants to pretend to the webpage publishers. The reader will have to visit individual webpages to read any updates (in fact, the reader has to 'detect' what's changed). With RSS, the RSS will capture any updated 'screens' from all the identified sites and put them into a common place. Then the reader simply go to this one access point to see any updates captured. In fact, I know how RSS works, but I thought the analogy is useful in helping layman to understand how it works.
4. One new thing I learn about RSS is whatever captured is the info published at that point of time. It will remain there even if the publisher removed it from the web at a later date. Wah! A new discovery! RSS is a new way for readers to receive information!
5. Ivan shared that Bloglines (http://www.bloglines.com/) is one of more friendly blog aggregator. No doubt. In my exploration, I discover Google Reader (http://reader.google.com/) is even friendlier and easier to use... however, also discovered the danger when all are supported by one service provider, when thing goes wrong, all goes wrong!

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Other sites introduced:

• jaiku www.jaiku.com : Heard about it (from BY), but not used before... still have not heard of anything unique... so not going to explore yet... Oops! Does that mean I won't bother to explore in near future? Hm...
• twitter http://www.twitter.com/ : Heard about it (from BY), but not used before... still have not heard of anything unique... so not going to explore yet... Oops! Does that mean I won't bother to explore in near future? Hm...
• YouTube http://www.youtube.com/ : Yes, have gone in recently and learnt to put up clips in there to be integrated into the blog
• TeacherTube http://www.teachertube.com : BY introduced this to us when she returned after the conference... yes, there's this hippy clip that when the teacher raps about area and perimeter (if I remember correctly).
• Tomorrow.sg http://tomorrow.sg : Something new! I only came to know about yesterday.sg (http://yesterday.sg/) via the e-Museum thing. That brings me back to some good old times (eg. the Kallang Theatre memories).
• Internet Archive http://archive.org seems to have the potential for schools' use.

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Creative Commons http://creativecommons.org/

First time come across this thing call "cc" (ie. creative commons)... Just wondering, is it something very new in our local context? Is it something that's recognised in the Singapore context? More info on this will be helpful...

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Podcast... characteristics:

• audio file
• available via the internet
• comes with RSS feed

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Some tips from Ivan on "How to engage effectively"

• Start as a passive reader
• Post comments
• Progress to become a producer
• Identify yourself
• How to co-opt bloggers for public relations - Art of conversation; don't treat bloggers as an afterthought; don't tell them what to do...

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More useful links...

• ask@nlb.gov.sg
• http://blogcoursedemo.blogspot.com/2007/09/additional-updated-references-for.html

Reflection on Workshop: Experiential Innovation Protocol

by the Ideal Factory @ Jurong Medical Centre

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The Programme

• In the 1st day, we met our 'customer' and 'step into their shoes'. By making analysis and inferences, we identified the key area of concern and started generating ideas. By the end of the 1st day, we shortlisted 3 ideas to be further developed in the 2nd day.


• In the 2nd day, we started to work on the ideas - to detail out the plan and to develop the prototype. Then came the 'climax' when the groups take turn to 'sell' the product/idea to Dr Liat, the CEO of Alexandra Hospital.

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The Innovation Protocol

(re)Perceive > Ideate > Evaluate > Prototype > Assess > (re)Perceive... and the cycle continues...

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In this workshop, we experience and learn the Innovation Protocol through the tool known as the Customator.

• One key feature that this tool employs is ethnography.


• This is a new word to me... but have heard about this process, whereby one 'lives' with the community so as to gain a good understanding of the community. Just a few days after the workshop, I came across an article that an author joined one of his colleagues to live with an untouched community in Indonesia for a few days and in fact, having stayed with the community for a few days, it has changed his perception of the inhabitants there. Having understood them better, he made an effort to share the 'facts' to dispel the hearsay. Yes, ethnography is powerful!

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Getting to know our Customer... the very first step... Setting up and Understanding the Context

• Brief 'Orientation' of the context (by Dr James Low) on the current situation (in a larger context)
• Video clip: Life is Short

A few points were emphasized over the 2 days:

• By 2030, 1 out of 4 in Singapore will be over 65 years old.


• In fact, the Singapore population is aging rapidly. Based on data, in 2005, 8.2% of the population is above 65 years old while 71% was in the age band just before this.


• Another related concern is, the fertility rate was 3.07 in the 70s and it has drastically reduced to 1.25% in 2005.


• Current effort: To help the elderly to age graciously and live comfortably. Well, well, we are not too far away from this... so, it's also getting prepared and helping ourselves.

It was pointed out to us that

• Because of old age, there are changes to physical, cognitive and psychosocial state of one's well-being.


• Ailments common among the elderly include strokes (which is in the lead), diabetes, High Cholesterol and High Blood Pressure.


• Of observable change would be mobility - which is reflective in the daily activities. The most basic activities are the daily routines such as eating, dressing, walking and toileting. In particular, eating will probably be the last activity an elderly could lose. Other more complex (instrumental) activities such as going marketing and shopping are among the first being affected as old age creeps in.

We have also been reminded:

• The elderly are heterogeneous - they come with different ability and capabilities


• They are Human!!!


• They are multi-dimensional.

Hence, the approach adopted in this exercise is to assess the situation in a holistic and empathatic manner. We will therefore see the situation from different perspectives: the elderly (when we visit and talk to them), care-givers (those who have been looking after the elderly - what kind of support do they need) and ourselves (when we put all the hear-and-see together and think and plan for the future).

One useful point brought up was: If the elderly are able to tell us what they want, then it would not be something that requires much innovation because they have seen it and therefore they can tell exactly what they want. More importantly, there are times they need something, however, they could not quite articulate... and this can only surfaced after interaction and through inference - and there's where we put in more thoughts and effort to come up with something.

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(re-)Perceive through Home Visit
New ways of perceiving the environment we work in.

For our team, our Inspiration was Mdm Tan, 75. During the visit, we have the opportunity to interact with her, as well as her daughter.

Putting together... Mdm Tan's story in a Persona Mandala - another new term learnt in this workshop. A mandala is an abstract symbol that symbolises a person at the centre of their world. It is a Sanskirt for circle, polygon, community or connection. Well, according to the facilitators, we did not really create the mandala, but the idea is similar, simply putting our inputs like a montage.

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Ideate through the brainstorming session

• Through the interaction with our customer and our discussions, social interaction was surfaced as one key area to be addressed to. In fact, lonely elderly has become more and more common issue. It's sad.


• For many elderly today still hold the belief of living with their sons (note here - son!) Yes, it not only happens to our customer, but to many of us. For instance, my grandma would stick to her 4 sons - and fortunately she has 4 sons... and all agreed to take turn to take care of her until her later years when we had to put her under the care of a home. Yes, the Chinese (at least) believe in living with their sons and follow them.


• In our customer's case, because that's her only son, she follows her son each time he moved. It was obvious that she missed her good old days in the kampongs, where she could chat with her friends. As they moved to a younger estate, there isn't many of the same age group will come together, say at the void deck to interact.


• Well, a close examination of the infrastructure provision shows that yes, chairs and tables are nicely set up at the void deck, and there's even a television - but do not know if it's used or not.

Some ideas generated to improve the quality of the life of the elderly:

• Campaigns to heighten the awareness and importance of family bonding. For instance, at the neighbourhood level, have family gathering activities at the park (enclosed by the flats); at the national level, hype up campaigns like "Eat with Your Family" to become a monthly or even weekly affair!


• National Policies like Incentives for dining with family members! Oh yes, this takes after the incentive (by HDB) for children who choose to live near parents.


• Providing training to the maids who accompany the elderly to the clinics for the latter's physiotherapy sessions. In a way, the maids are trained (or at least given tips) how to take care of the elderly at home. Or better still, they can help the elderly to do simple therapy back at home!


• etc.... and more (see below for the 3 that are eventually prototyped)
  

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Evaluate the ideas - to select and streamline

Our key considerations were...

and eventually we shortlisted...

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Prototype the ideas through visuals and concretes

We propose a lifestyle. Riding on the 'change' of profile over the next few decades - the digital immigrants will make up the majority of the elderly population. Hence, a lifestyle that socially connects everyone - virtually as well as physically.

This caters to a heterogenous group of elderly - if we were to look at mobility. At home, it caters for everyone - mobile or not so... where they are connected virtually; whereas those who are physically mobile can opt to leave their home and meet up at the club or hub.

- o - o - o - o -o - at home - o - o - o - o -o -

Tapping on the technology (ie. video-conferencing) and call centre/helpline concept

• Imagine all homes are equipped with computers (that come with a webcam).
• To address to the failing eyesight, each system will come with huge buttons when connection can be activated at a press of the button.
• The video conferencing is adopted so that they can view and talk at the same time - talking will be a better communication means as their fingers may not be as agile then.
• All elderly at home have their records (eg. name, health status, family make-up) sitting on a central database.
• There, at the call centre, the facilitator will regularly contact the elderly during day time (when children are at work) to find out how they are getting on.
• On the other hand, the elderly can also contact the call centre for the facilitator to help connect to the people whom they want to chat with.
• Why we call them the "facilitator" instead of the telephone operator? It's because they would be engaged in the chatting session as well, to monitor the interaction and emotion of the individuals. They may even give advice on health matters too... especially when the elderly talk about aches and pains... or there's some myths or misconceptions.
  

Apart from that, to ease the operation of entertainment set such as the television, we suggest a remote controller that is voice-activated - something similar to the voice-activated dial-up feature of the handphones nowadays.

As of companions, when everybody's out of the house, we suggest a robot that takes voice of the children and dressed like them. The intelligent robot will be able to respond to the elderly when detected certain words. Then it will prompt the elderly for further inputs, hence strike a conversation. Intelligent?

Afternote: A recent article (Digital Life 25 Sep 2007) reports that there already exists a similar type of robot in Japan - for the elderly. However, it is not popular because of the high cost.
More readings: Japanese robots assist handicaps and elderly , Robots turn off Japan's elderly

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The team also suggested a community, a club where the elderly (who are still mobile) can come together to socialise. On top of that, create an opportunity whereby they could either cultivate a new hobby or use their forte for some constructive purpose. For instance, for someone who is pretty old in telling story, he/she can be engaged to do storytelling at assembly talks (for NE). Alternatively, those who are good at calligraphy can teach others, too! In the course of doing so, they can also generate some revenue to support their activity.

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Assess with inputs from professionals of the field, another iteration cycle...

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Last but not least...

• On the whole, the workshop has provided new insights to the life of an elderly. Ask ourselves: How often do we bother to see from a different perspective when we face the elderly at home? Do we ask what they need? or we assume we know what they need? I think, ultimately, it's the time to spend with them that's valuable to them. That's family bonding that we often overlook.
• I remember somebody said, "I could easily use the electronic transfer service to transfer the monthly allowance to my parents' bank account. However, I decided to write a cheque or cash out the amount instead. Why? That's where at least I will make sure I go home to meet up with my parents, to create that opportunity (despite of my busy schedule) to chat with them. They would like to see me when I'm home."
• Yes... true. Though the elderly might not have articulated that, it's observable from their body language. Just like when we know my brother and sister-in-law coming home for dinner over the weekend, they will be busy for the whole morning to cook a feast! Look! It's not that I jealous, but they are telling us... how important it's to find time and spend time together.

As of how the workshop is related to work... hm... that's the challenging part - when the workshop facilitators did not help to link (sigh!!!). Hm... they expect us to get enlightened and connect automatically.

OK... will continue to think about it... for anything new... will add through the 'comments' feature (so that it will not disturb the setting of the page).

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