Sep. 24, 2020
APSCE Webinar Series VI: NURTURING SOCIALLY RESPONSIBLE BEHAVIOR WITH THE SORBET PROJECT - A COVID-19 RESPONSE
APSCE Webinar Series VI:
NURTURING SOCIALLY RESPONSIBLE BEHAVIOR WITH THE SORBET PROJECT - A COVID-19 RESPONSE
By Dr. Kenneth LIM, National Institute of Education, Nanyang Technological University, Singapore
Date: 14 October 2020, Wednesday
Time: 21:00-22:00 (GMT+8)
FREE Registration (due: 11 October 2020): https://tinyurl.com/y5ueanvn
In this webinar, Kenneth will share a collaboration between his small team and teachers from a few secondary schools in Singapore. His team was invited in March 2020 to help the teachers prepare for the then-imminent onset of home-based learning. Kenneth’s team conceptualized and designed a two-part curriculum unit which they have called the Socially Responsible Behaviour through Embodied Thinking (SORBET) Project. The project utilizes mutually complementary embodied and dialogic halves to help learners have more authentic understandings of the need to invest self-discipline in the nurturing of the habit of practicing social distancing. The project was piloted in July and August, and Kenneth will share a preview of some of the early qualitative data which has emerged. Drawing from the existing robust bodies of literature regarding game-based learning and embodied cognition, the SORBET Project has potential applications in contexts of learning such as citizenship education (e.g., with respect to positive social values), geography (e.g., with respect to spatial diffusion), and mathematics (e.g., with respect to probabilities). As the design is both performative and dialogic in intent, it can potentially be adapted to a range of learner needs.
Kenneth Y T Lim is a Research Scientist at the Centre for Research in Pedagogy and Practice, NIE. He recently helmed editorship of a Special Issue of the British Journal of Educational Technology (Volume 51, No. 3), themed on learning with augmented reality. His interests are the design of learning environments from phenomenological perspectives, particularly those which afford the surfacing of learner intuition. Kenneth and his team have appropriated this paradigm of curriculum design to a diversity of technologically-mediated contexts of learning, working alongside school leaders and teachers from disciplinary domains as diverse as from literature to design & technology, and from history to mathematics. His work is articulated in the 2015 Springer volume 'Disciplinary Intuitions and the Design of Learning Environments'.