IntroductionIntroduction (1) (1)

Learner-centredLearner-centred, , lifelong learninglifelong learning is essential to is essential to people who nowadays people who nowadays live inlive in a rapidly changing a rapidly changing society supported by knowledge-based economysociety supported by knowledge-based economy

Project learningProject learning is a powerful learning and teaching is a powerful learning and teaching strategy to cultivate students’ lifelong learning skills strategy to cultivate students’ lifelong learning skills and abilities, and prepares them for the demands of and abilities, and prepares them for the demands of the workplacethe workplace Self-learning abilitySelf-learning ability Communication skillsCommunication skills Collaboration skillsCollaboration skills

Learner-centredLearner-centred, , lifelong learninglifelong learning is essential to is essential to people who nowadays people who nowadays live inlive in a rapidly changing a rapidly changing society supported by knowledge-based economysociety supported by knowledge-based economy

Project learningProject learning is a powerful learning and teaching is a powerful learning and teaching strategy to cultivate students’ lifelong learning skills strategy to cultivate students’ lifelong learning skills and abilities, and prepares them for the demands of and abilities, and prepares them for the demands of the workplacethe workplace Self-learning abilitySelf-learning ability Communication skillsCommunication skills Collaboration skillsCollaboration skills

IntroductionIntroduction (2) (2)

Integration of ITIntegration of IT facilitates interactive facilitates interactive learning and collaboration learning and collaboration

Project learning and application of IT Project learning and application of IT for interactive learning have been two for interactive learning have been two of the of the four key tasksfour key tasks stated by the stated by the Hong Kong government to promote Hong Kong government to promote “learning to learn”“learning to learn”

Integration of ITIntegration of IT facilitates interactive facilitates interactive learning and collaboration learning and collaboration

Project learning and application of IT Project learning and application of IT for interactive learning have been two for interactive learning have been two of the of the four key tasksfour key tasks stated by the stated by the Hong Kong government to promote Hong Kong government to promote “learning to learn”“learning to learn”

GeneralGeneral DescriptionDescription (1) (1)

OrganizersOrganizers The Global Chinese Society of Computers in The Global Chinese Society of Computers in

Education – Hong Kong (GCSCE)Education – Hong Kong (GCSCE) The National Research Center for Computer The National Research Center for Computer

Education (NRCCE)Education (NRCCE) Sponsored by Quality Education Fund Sponsored by Quality Education Fund

(QEF)(QEF)

OrganizersOrganizers The Global Chinese Society of Computers in The Global Chinese Society of Computers in

Education – Hong Kong (GCSCE)Education – Hong Kong (GCSCE) The National Research Center for Computer The National Research Center for Computer

Education (NRCCE)Education (NRCCE) Sponsored by Quality Education Fund Sponsored by Quality Education Fund

(QEF)(QEF)

GeneralGeneral DescriptionDescription (2) (2)

ParticipantsParticipants 3322 Hong Kong Schools Hong Kong Schools + + 49 Schools from 49 Schools from five citiesfive cities in the Mainland China in the Mainland China

(Beijing, Tianjin, Qingdao, Shunde, Suzhou)(Beijing, Tianjin, Qingdao, Shunde, Suzhou)

About 10,000 students in total forming a large scale learning community

ParticipantsParticipants 3322 Hong Kong Schools Hong Kong Schools + + 49 Schools from 49 Schools from five citiesfive cities in the Mainland China in the Mainland China

(Beijing, Tianjin, Qingdao, Shunde, Suzhou)(Beijing, Tianjin, Qingdao, Shunde, Suzhou)

About 10,000 students in total forming a large scale learning community

GeneralGeneral DescriptionDescription (3) (3)

Students implement web-based project Students implement web-based project learning in the learning community learning in the learning community

What is for “3-I”?What is for “3-I”? InterdisciplinaryInterdisciplinary Inter-schoolInter-school

InternationalInternational

Students implement web-based project Students implement web-based project learning in the learning community learning in the learning community

What is for “3-I”?What is for “3-I”? InterdisciplinaryInterdisciplinary Inter-schoolInter-school

InternationalInternational

GeneralGeneral DescriptionDescription (4) (4)

Goals of the projectGoals of the project to promote interdisciplinary, active learning to promote interdisciplinary, active learning

cultureculture to promote students’ higher order thinking to promote students’ higher order thinking

skillsskills Correspondence to Correspondence to the curriculum the curriculum

development strategies of the HK development strategies of the HK governmentgovernment and and the needs of education in the needs of education in the new erathe new era

Goals of the projectGoals of the project to promote interdisciplinary, active learning to promote interdisciplinary, active learning

cultureculture to promote students’ higher order thinking to promote students’ higher order thinking

skillsskills Correspondence to Correspondence to the curriculum the curriculum

development strategies of the HK development strategies of the HK governmentgovernment and and the needs of education in the needs of education in the new erathe new era

GeneralGeneral DescriptionDescription (5) (5)

Project progressProject progress Teacher trainingTeacher training

Project progressProject progress Teacher trainingTeacher training

GeneralGeneral DescriptionDescription (6) (6)

Visit to ShundeVisit to Shunde Visit to ShundeVisit to Shunde

Visit to BeijingVisit to Beijing Visit to BeijingVisit to Beijing

Visit to QingdaoVisit to Qingdao Visit to QingdaoVisit to Qingdao

Visit to TianjinVisit to Tianjin Visit to TianjinVisit to Tianjin

Project launchProject launch Project launchProject launch

GeneralGeneral DescriptionDescription (7) (7)

Student trainingStudent training Web-based project learning in progressWeb-based project learning in progress

Student trainingStudent training Web-based project learning in progressWeb-based project learning in progress

Project HighlightsProject Highlights

A large scale inter-school learning A large scale inter-school learning communitycommunity

Interdisciplinary learning cultureInterdisciplinary learning culture Project learning cultureProject learning culture Knowledge construction and scaffoldsKnowledge construction and scaffolds IT facilitationIT facilitation

A large scale inter-school learning A large scale inter-school learning communitycommunity

Interdisciplinary learning cultureInterdisciplinary learning culture Project learning cultureProject learning culture Knowledge construction and scaffoldsKnowledge construction and scaffolds IT facilitationIT facilitation

A A LLarge arge SScale cale IInter-school nter-school LLearning earning CCommunityommunity (2) (2)

The learning community of 3-I projectThe learning community of 3-I project The learning community of 3-I projectThe learning community of 3-I projectSchools in Hong KongSchools in Hong Kong

Schools in Hong KongSchools in Hong Kong

Hong Kong

Pair with other schools in the Mainland ChinaPair with other schools in the Mainland China

Hong Kong

BejingBejing

TianjinTianjin

QingdaoQingdao

SuzhouSuzhou

ShundeShundeBeijingTianjin

Qingdao

Suzhou

Shunde

Interdisciplinary Interdisciplinary LLearning earning CCultureulture (1) (1)

Theme of the project – environmental protTheme of the project – environmental protectionection

Interdisciplinary learning culture - skills Interdisciplinary learning culture - skills and knowledge from more than one and knowledge from more than one subjectsubject are applied in the project learning are applied in the project learning

A number of sub-topics created by A number of sub-topics created by participating schoolsparticipating schools

Theme of the project – environmental protTheme of the project – environmental protectionection

Interdisciplinary learning culture - skills Interdisciplinary learning culture - skills and knowledge from more than one and knowledge from more than one subjectsubject are applied in the project learning are applied in the project learning

A number of sub-topics created by A number of sub-topics created by participating schoolsparticipating schools

Interdisciplinary Interdisciplinary LLearning earning CCultureulture (2) (2)

Sub-topics in environmental protect developed bySub-topics in environmental protect developed by

participating schoolsparticipating schools

Sub-topics in environmental protect developed bySub-topics in environmental protect developed by

participating schoolsparticipating schools

Project Project LLearning earning CCultureulture

Project learning - core activityProject learning - core activity of the projec of the projectt

Developing skillsDeveloping skills collaboration skillscollaboration skills communication skillscommunication skills creativity, critical thinking skillscreativity, critical thinking skills information technology skillsinformation technology skills

Project learning - core activityProject learning - core activity of the projec of the projectt

Developing skillsDeveloping skills collaboration skillscollaboration skills communication skillscommunication skills creativity, critical thinking skillscreativity, critical thinking skills information technology skillsinformation technology skills

Knowledge Knowledge CConstruction onstruction and and SScaffoldscaffolds (1) (1)

Two-level scaffolds are applied to facilitate students in knowledge Two-level scaffolds are applied to facilitate students in knowledge constructionconstruction Thinking Types and Scaffolds Employed in the 3-I ProjectThinking Types and Scaffolds Employed in the 3-I Project

Two-level scaffolds are applied to facilitate students in knowledge Two-level scaffolds are applied to facilitate students in knowledge constructionconstruction Thinking Types and Scaffolds Employed in the 3-I ProjectThinking Types and Scaffolds Employed in the 3-I Project

Thinking Type (First level) Scaffold (Second level) What if... 如果… New assumption新假設

Creative idea 創意 Somebody said.. 據別人說... Very credible可信性極高

Somewhat credible可信性一般 Little credible可信性極低

My estimation is 我估計是這樣的... My theory我的理論 Logic thinking邏輯推理

My opinion is 我的意見是... My experience我的經驗 My observation我的觀察

My design 我的設計 New creation創新 Ordinary普通 Practical實用

Let me conclude 我的結論 Elementary簡單的 Intermediate中級的 Advanced高級的

Knowledge Knowledge CConstruction onstruction and and SScaffoldscaffolds (2) (2)

Messages posted by studentsMessages posted by studentsMessages posted by studentsMessages posted by students

IT IT FFacilitationacilitation

The Knowledge Community (KC)The Knowledge Community (KC)

KC facilitates knowledge construction KC facilitates knowledge construction Inter-school collaboration is implemented over the KC platformInter-school collaboration is implemented over the KC platform

The Knowledge Community (KC)The Knowledge Community (KC)

KC facilitates knowledge construction KC facilitates knowledge construction Inter-school collaboration is implemented over the KC platformInter-school collaboration is implemented over the KC platform

Presentation Tools

Pedagogical Tools

ConclusionConclusion

The 3-I Project aims to develop students’ The 3-I Project aims to develop students’ life-long learning skills and to prepare life-long learning skills and to prepare them for the demands of workplace and them for the demands of workplace and future advancementfuture advancement

IIt is worth promoting this learning model, t is worth promoting this learning model, which has been created by the 3-I Project, which has been created by the 3-I Project, to a larger scale and upgrading it to to a larger scale and upgrading it to international levelinternational level

The 3-I Project aims to develop students’ The 3-I Project aims to develop students’ life-long learning skills and to prepare life-long learning skills and to prepare them for the demands of workplace and them for the demands of workplace and future advancementfuture advancement

IIt is worth promoting this learning model, t is worth promoting this learning model, which has been created by the 3-I Project, which has been created by the 3-I Project, to a larger scale and upgrading it to to a larger scale and upgrading it to international levelinternational level