Good

1. State the lesson agenda

2. The picture of the frog give readers an ideal of the lesson.

3. Readers can hear croaking of different types of frogs.

Bad

1. The cover page is dull and unattractive.

2. The icons does not tell what is the species of the frog.

3. The fonts and wording look very unmatched.

Slide 2

Good

1. Pictures displaying different kind of frogs.

2. Explain the facts about frogs in clear wordings.

Bad

1. The facts are not comprehensive

2. The pictures show similiar type of frogs where there are better examples and only two types of frogs are shown.

3. The wordings are center alighted making the page look meesy.

Slide 3

Good

1. The life cycle of the frog is clearly illustrated.

2.The pictures are clear and legitimate.

Bad

1. Too many pictures showing the tadpole stage.

2. Too many arrows making it seems that there are 8 stages involved.

3. The picture will be better in photos or coloured.

Slide 4

Good

1. Explain the characteristics of eggs

2. Picture is clear and wordings legitimate.

Bad

1. The picture of frog which is not the topic is coloured.

2. The picture of the eggs is similiar to the one shown in the life cycle.

3. Unneccesary pictures of young frog and tadpole.

4. Drawings and not photos.

5. The page layout is not balanced.

Slide 5

Good

1. Show the different stages of the tadpole.

2. Each picture is clearly explained by accompanying text.

Bad

1. Pictures and not photos shown.

2. The wordings are irregular from other pages.

Slide 6

Good

1. Explain the characteristic of ayoung frog.

2. Good contrast of picture and wordings.

Bad

1. Unneccesary picture of egg and tadpole.

2. Picture and not photos shown.

3. The young frog look like a lizard.

At the Cafe

Set in a cosy environment, students can relax and make learning comfortable. Fully air-conditioned is definitely welcomed in a warm environment like Singapore. There is a touch screen on each of the table, the UMPC of each individual student can be linked to the main screen where discussion and information transfer and sharing can take place simultaneously. The discussion is not restricted to local users, and students can engage in global discussion with foreign students with the help of language translation tool and promote real time video communication. The UMPC is a lifestyle device where movies and music can be downloaded. By integrating lifestyle devices into a learning devices, it create extra incentive to carry a learning device around. However, set in a small environment, it is rather weird if dicussion is thru the UMPC and not face to face, if discussion is only among the people in the room. With only one touch screen, it allows only one user at a time, which means the people around the table must be discussing the same topic.

 At the Lab

The use of UMPC allows direct search the extensive data base to the problem faced. Textbook are readily available online and no longer a hassle to carry heavy textbooks and results can be compared instantly. Video interaction facilities allows students to learn from lecturers from other institution which are experts in their field. For example, students can views experiment which they cannot conduct locally due to lack of devices or material(like the case of bateria in the case study). However, a lab without a teacher supervise is very dangerous. Experimental procedures learn from videos and done else where might be a hazard.

In the MRT

With the UMPC, student can scan advertisement or music while on the move. The integrated GPS allows student to locate peers around the around. Teachers can also remind students of their assignment thru the UMPC. I think a great advantage of the device in the MRT is student can do their assignment and research on reading while get updates from their teachers. However, i do not understand the purpose of the GPS tracking of nearby peers. Is it a form of traking device? Furthermore, what is the learning basis of downloading advertisements and songs got to do with learning. It merely acts as a high tech gadget and not a learning tools.

At Home

Multi user vitual interaction allows learning from home, real time communication tools create virtual classrooms where views and discussion can be expressed. This is useful if outbreaks like SARs forces student to stay home. Students can also play interactive games at the game portal with peers and learn in a fun environment. Parents can also be involved in the child learning by knowing what is taught. Smart assistive technology allows physical impaired students to be still able to student at the comfort of their home. However, study from home pose threats of disturbing parents or siblings. TV, bed, food etc will also distract the student work.

In the classroom

UMPC can be used to mark attendance, the save time for the teacher. Teacher not longer have to teach from the front of the room and can move around while changing the topic slides. Classroom management system allows the teacher to view and student answers or discussion, this facilitate the teacher to correct the student on the spot. For example, thru MCQs answers from the student, the problem where the students have the most problem will be spotted immmediately and teachers can reinforce on the part immediately. Real time digital inking allows student to write answers on the screen without leaving the seat. Discussion can also be between students from different class. By making the classroom comes alive with digital gallery, animations video can transform the class into a 3 D virtual environment bringing them closer to their studied topic. However, i can imagine the cost of such classroom to be exhorbitant.

In conclusion, although COTF does promote student-centered learning in certain cases. The use of high end technology doesnt translate to student-centered learning. Can we say that student-centered learning never exits when such technology didnt exist?