NJY Thrive Reflection

 When it comes to the making of prototype, it appears that there are no requirements for any form of learning technologies that could support the making processes. Should students learn how to make it by viewing DIY Youtube on the internet? Will safety be an issue? Should the workshop equip with individual cameras to record the making process so students could reflect on their making process

 Technical Drawing is a means to communicate according to a convention one's idea to another person. What is there to knowledge build? So when dealing with cases where one needs to acquire certain technical drawing skills. Will knowledge building pedagogy cease to function? Or are students seeking a convention that works for them at their level and continues to work towards a convention that is accepted in the industry. Again, this is a part of developing one's capacity. Instead of the capacity of knowledge building, it is the competency in technical drawing skills. As knowledge creation is different from acquisition and participation, should we be clear not to force fit the pedagogy? First, let's start with understanding issues related to the acquisition of this factual knowledge called working drawing. Students usually missed out on dimensions in their working drawings. So this is a knowledge problem. They can then brainstorm how to ensure that their working drawing is co...

Democratizing knowledge is one of the principles of knowledge building. It is important the understand the context where democratizing knowledge would lead to knowledge-creation. " The creation of knowledge is no longer confined to a few. Instead, all are empowered to create and recognised as valid contributors to advance the knowledge of the community." from https://www.kbsingapore.org/12-principles-of-kb In the design of a thoughtful gift, students' (childhood) experience of receiving a gift will make everyone a valid contributor to an interesting set of design specifications from the social and emotional dimensions.

In knowledge building, school is seen as a knowledge-creating organization. How can we create new experiences for our students? A knowledge-building experience. In Sec 2E, I crafted a high-level goal of producing a commercially viable product. Now, in designing 3NT / NA curriculum. I will need to create new knowledge in the designing of SOW. What could then be a high-level goal? Initially, it could be a commercially viable product. However, in trying to understand the concept of social need in gift design, the high-level goal becomes " To design and make a thoughtful gift that could change the gift-giving experience" The problem statement becomes how the gift is often disconnected from a particular meaning. The high-level goal will then be a task for our critical act. How will a teacher design a thoughtful gift? As part of a pedagogical framework, a tentative definition for high-level goal will be "A goal that provides opportunities for innovation by both the teachers an...

Strategy 1: Digital moments of success for NT students Empirical support "Barber et al. (2014) reported the strategy of participants sharing “digital moments”, which “represent an emotion, a moment from their week, a quotation, YouTube clip or art work” (p. 130). Barber et al. held that creating these digital moments helped to build relationships, trust, and developed a sense of ownership of the online community among the students." extracted from Tan (2022) What we can do? We can allow phones once a week just to celebrate, recognise and capture their success and reflect on the week progress

In a knowledge-building environment, students should have the epistemic agency to write their own stories about their design journey.  How can we build up students competency using knowledge building principles by integrating assessment into their learning How can we start them off with strategies like random lines?