Virgin independent online group discussion

Tonight, our group had our first on-line discussion minus our "papa" to guide us. I played host by initiating the conference call. All chipped in and contributed to the discussion. We decided to use Mind Meister as a tool to brainstorm on our answers.

However, I ran into some problems with Mind Meister as it refuses to allow me to open up the MindMap that ILing created for the Mission assignment.

1. I can log into Mind Meister.

2. I can see all the mindmaps including the Mission Code mind map.

3. However when I'm on that page, there is a message "Done. Error on page" at the bottom left hand corner of the page.

4. When I try to click on the Mission Code mind map, the message below pops up.5. I've tried to log out and register under another username, but the same problem happens.

As such, felt really frustrated throughout the night as I couldn't join in when the group was updating the mindmap. Tried to contribute by giving some ideas.

Anyone... can help??? SOS???

Flower Power

Managed to register into SlideShare site. Converted some of my Perth travel flower-power photos as slide show in SlideShare. Then, managed to download the slide show into this blog. BINGO! Success... YAY! Quite a nice way to capture the essence and beauty of the flower power from Down Under. However, the below slideshow does not do justice to the actual sight. Enjoy...

Flower Power

View more Microsoft Word documents from JoChan9928.

MISSION "IMPOSSIBLE"???

Great! Finally received a rather straightforward message from Alex to check out from ELGG CPPD eLearn Group announcement. Jumped into conclusion too fast when couldn't even find the message on the mission. Out of desperation, thought maybe try to check out gmail. True enough, I weren't the only one who couldn't find the message.

This is where group support came to the rescue in the form of Mel. Thanks, for your guidance in finding the location of the message - turned out to be something so easy, yet so easily overlooked. Was quite excited to find out that we had to decipher the password. This reminded me of the many online treasure hunts that I had joined. Great job, Alex for coming out with this format. Really creates a sense of excitement and makes the mission so real.

I actually searched through the net and found out the hard way the password... but later, found out from Mel that the password could actually be found in Ling's wiki... ka ka ka.

Now, after being warned that we cannot abort the mission, we will have to carry on no matter what happens. Am trying to get everyone's agreement to get into Skype this Thurs (boy, I hope I myself don't forget to log on) so that we can all discuss about the questions and who should be doing what.

Lessons learnt:
1. How to go to ELGG and open the correct group and search the message board.
2. Use shared Google calendar to check on availability of team members for skyping.
3. Never give up that easily... help is always a button away.
4. You get thrown into the deep end (it seemed Alex refused to answer any calls/sms/etc.) and you either sink or swim. I think this forces one to be more resilient in finding the answers and learning in the process.

Special Needs High School

Had an interesting day yesterday. Conducted a training on Effective Counselling Skills and Stress Management training to a group of teachers from a special needs high school. Most of them teach using sign language. Imagine, it's hard enough to just teach the curriculum, but here, the teachers not only teach the curriculum, but have to teach through signing. I really admire them as they face with more teaching challenges compared to other teachers.

I was also wondering, what happens if the special needs students, mostly deaf and dumb, need counselling? How could that be done effectively? Especially if the school counsellor is not an expert in sign language. This might create a lot of confusion between the counsellor and client, right? Either one might not be able to comprehend or convey the correct message.

That's where this thought struck me, "Could using e-counselling help special needs students as well as help the counsellor?" I thought it would be ideal and able to solve the problem of explanation through sign language, the client could write out the problems/issues faced with and the counsellor could reply accordingly. I thought, BINGO! Great idea!

However, when I posed this question to the teachers, most agreed with the idea, but they shared that some of the students can't even write proper sentences, hence, how to write and express their thoughts and feelings? They can't use the phone/video conferencing through Skype as they cannot hear or speak... even if they were to sign through Skype, but, if the receiver is not well versed with signing, it'll defeat its purpose. Am still trying to find an answer to this.

Some intresting signs. Tried using, no one understood what I was trying to say... :-)

1st on-line tutorial

WOW! What an experience of participating in my first teleconferencing attempt. Had to rush back from work to log in on time. Not to mention, I've to miss American Idol finals live.

Anyway, I'm really glad I made the extra effort to join in the 1st online tutorial. Alex was extremely patient with everybody, going through everything step-by-step to ensure no one gets left behind.

Picked up quite a few things - especially now, I'm more confident using ELGG. But still not too sure on the MININOVA thingy as well as the WIKISPACES... gotta explore them and see.

Oh ya... forgot to add that the funniest thing happened. There was a total BLACK-OUT at my housing area directly after Alex ended the teleconferencing. Guess with us using our brain power so much that we overloaded the electricity board and it went KAPOOP! Had power back 1 hour later. :-)

How To Make E Learning Work

Check out this SlideShare Presentation:

How To Make E Learning Work

View more presentations from Jane Hart.

First movie blog

Just testing out whether I can download a recent video clip taken. It's one of the numerous tennis classes that I had to conduct for our engineering students. Part of the engineering syllabus requires students to take up a co-curricular subject. I was "unfortunately" roped into it and had to teach the students both tennis theory and practical. In order for students to be able to see their mistakes, I actually video taped them during practice and play them back during class. Normally it cracks them up to see their "stunts" on court.

The video shows students practising their serves...

A funny Skyping experience

Oh ya... just wanted to get this onto the blog. A few days back, Jane and I tested out skyping with one another. I was really proud of myself because I managed to get into Skype, set-up the headset and could call Jane. She couldn't see me as I don't have my webcam, but I could see her fine. Quite interesting to see a person that up close. Voice quality was also good.

Well, the funniest part was that something happened half-way through and we got cut-off. No matter what we tried, it wouldn't work. I can hear the other side ringing, but the other side, no one was picking up and vice versa.

So guess what... we had to use our handphones to communicate while trying to get onto Skype. What a laugh! The "old" technology still works best.

Elgg - new experience

Just now, tried out Elgg. Quite an interesting site. But when tried to check out Sunyata's message board on eLearn module, couldn't see anything there. I think must be something I did not do or don't know what to do.

Currently watching the Sudirman Cup. What a nerve wrecking match between our Datuk Lee and Lin Dan. Crossing my fingers that Chong Wei could turn the table around, but I think to no avail. China should win-la...

Webcam adventure...

I was quite excited to start skyping people - that part was easy 'cos it was something similar with chatting using msn.

I even bought a new headset to test out the sound system. The headset worked fine. An item checked out from the long list of "homework" given... I had to hunt and turned my whole house upside down searching for my webcam. Finally found it, but guess what... I can't install it. Error message keeps popping up saying that something was wrong with the driver.

So, I guess I've gotta spend a bit of money and time to buy a new webcam... not too sure when, but when I do, you guys will surely know as I definitely "ding-dong" you! :-)

6 types of Socratic Questioning

(As promised, refer below for the 6 types of Socratic Questioning. I wasn't supposed to just cut and paste from the internet but I just couldn't help myself because the questioning examples given were really good and useful... Definitely not to be missed. I'll most probably use them in my future counselling sessions.)

CONCEPTUAL CLARIFICATION QUESTION:
Get them to think more about what exactly they are asking or thinking about. Prove the concepts behind their argument. Basic 'tell me more' questions that get them to go deeper.
Why are you saying that?
What exactly does this mean?
How does this relate to what we have been talking about?
What is the nature of ...?
What do we already know about this?
Can you give me an example?
Are you saying ... or ... ?
Can you rephrase that, please?

(I've used this questioning technique before to great success, not realising that it was part of Socratic Questioning. An example:
Cl: Everyone hates me and I don't have any friends in class.
Co: Why are you saying that?)


PROBING ASSUMPTIONS
Probing of assumptions makes them think about the presuppositions and unquestioned beliefs on which they are founding their argument. This is shaking the bedrock and should get them really going!
What else could we assume?
You seem to be assuming ... ?
How did you choose those assumptions?
Please explain why/how ... ?
How can you verify or disprove that assumption?
What would happen if ... ?
Do you agree or disagree with ... ?

PROBING RATIONALE, REASONS AND EVIDENCE
When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly understood supports for their arguments.
Why is that happening?
How do you know this?
Show me ... ?
Can you give me an example of that?
What do you think causes ... ?
What is the nature of this?
Are these reasons good enough?
Would it stand up in court?
How might it be refuted?
How can I be sure of what you are saying?
Why is ... happening?
Why? (keep asking it -- you'll never get past a few times)
What evidence is there to support what you are saying?
On what authority are you basing your argument?


QUESTIONING VIEWPOINTS AND PERSPECTIVES
Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints.
Another way of looking at this is ..., does this seem reasonable?
What alternative ways of looking at this are there?
Why it is ... necessary?
Who benefits from this?
What is the difference between... and...?
Why is it better than ...?
What are the strengths and weaknesses of...?
How are ... and ... similar?
What would ... say about it?
What if you compared ... and ... ?
How could you look another way at this?


PROBE IMPLICATIONS AND CONSEQUENCES
The argument that they give may have logical implications that can be forecast.
Do these make sense?
Are they desirable?
Then what would happen?
What are the consequences of that assumption?
How could ... be used to ... ?
What are the implications of ... ?
How does ... affect ... ?
How does ... fit with what we learned before?
Why is ... important?
What is the best ... ? Why?

(Cl: I'm definitely going to take revenge on my boyfriend. How could he do this to me?
Co: I understand what you are saying here... but have you thought about the consequences of you doing this? What would happen?)

QUESTIONS ABOUT THE QUESTION
And you can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court, etc.
What was the point of asking that question?
Why do you think I asked this question?
What does that mean?

(I use this quite a lot especially when conducting trainings where you might have some smart alecks that will ask a question... "Ms Jo, why did you say that?" and when they do that, I will ask them back, "Well, why do you think I said that?". Most of the time, this type of question comes in handy and students/training participants would normally be able to derive the answers themselves.)

Who is the great SOCRATES?

Socrates was one of the greatest educators who taught by asking questions and thus drawing out (as 'ex duco', meaning to 'lead out', which is the root of 'education') answers from his pupils. Sadly, he martyred himself by drinking hemlock rather than compromise his principles. Bold, but not a good survival strategy. But then he lived very frugally and was known for his eccentricity. His pupils, by the way, include Plato and Aristotle.

Quite distinguished looking, huh? With using so much of his gray cells, he sure does have a lot of hair left... he he he...

Stay tune for the 6 types of questions Socrates asked his pupils.

Questions, questions, questions

My group members comprised of Jane, Mrs A and Melinda. I was caught off-guard when Alex asked us to come out with 10 questions that we would like to ask... ask about what? I was really scratching my head. Found out that it's asking questions about the workshop.

Luckily with the help of the rest of the group members, we came out with 10 questions as follows: (Note: we were then requested to ask to generate further questions from the original questions. Not too sure whether this is what Alex wanted.)

1. What do I want to learn from this?
- What must I learn from it?
- What do I need to learn from it?
- How can I learn it?

2. How can this be applicable to my daily life?
- Why is this applicable to my daily life?
- What will make this applicable to my daily life?

3. What kind of skills are oging to be developed from this?
- Where can you hone the skills learnt?
- How are you going to further develop the skills learnt?
- How many types of skills are going to be taught?
- Who can determine the important skills for this workshop?

4. How can this elearning programme benefit the special needs children?
- What are the benefits of this e-learning programme?
- Why do you think it's beneficial?
- Who will benefit from this elearning programme?
- Will there be any disadvantanges using elearning during counselling?

5. Is the assessment of the special needs children universal or do we tailor to individual needs?
- What assessment are you refering to?
- Why concentrate only on special needs children?
- Who determines the assessment?
- What do you mean by universal needs?
- How do we select the right assessment method?

6. After completing this workshop, will we be further guided?
- What do you mean by further guided?
- Will there be any supervision?
- Who will be conducting the supervision?
- Where can we get assistance if we face a roadblock after the workshop?
- What are the follow-ups carried out by the facilitator?

7. If we wrongly assessed the 'subject' or 'situation' what are the alternative or rescue plan available?
- What assessment are you refering to? is it beginning, middle or end?
- Who decides what is wrong or right?
- What is the criteria used to determine whether the assessment was done correctly or
wrongly?
- Who would you expect the help to come from?
- How do I use therapeutic failures to facilitate change in the helping relationship?

8. What length of time is needed to master the sufficient skill?
- What are considered sufficient skills?
- Who determines it?
- How to master the skills within the timeframe given?

9. Will it be too hard to absorb?
- Why do you say it is too hard?
- How do you know whether it is hard without trying it out first?
- What makes you think it will be hard?
- What's your criteria to determine easy or hard?

10. What is the dateline to submit the assignment or timeframe for each assignment?
- Why do you need a dateline for submission?
- How do we know when to hand up our assignment?
- Where can we get our assignment questions?
- Who will give us the assignment?

Note: based on the 2 groups' questions, I believe the other group's questions probed deeper and had more substance than ours. At times, I found it difficult to ask further questions from the original question as the original question was too superficial. The other thing was that some of our questions were closed ended questions - hence making it difficult to generate other questions from it.

Virgin attempt to blogging

Golly, so many things to learn and ponder on. Wish there were deck chairs, swaying coconut trees, sound of the waves crashing into one another, feel of the gentle breeze, pina colodas… that’s normally the scene for pondering to take place. :-)

Well, here goes for nothing...

An Inspiring Person - Susan Boyle singing "I Have a Dream..."

A YouTube of Susan Boyle. Really inspiring to watch her sing with such an angelic voice. Quite a pity that she has changed so much since then. Hope that fame did not get to her head and change her too much. Enjoy the video clip...