The Synopsis: WiREAD+ is a web-based, computer-supported collaborative reading and learning diagnostics environment. WiREAD+ was conceptualised with the objectives of developing critical reading skills, promoting self-directed learning and deepening student engagement with multi-modal texts. Aligned with the Learning Outcomes of the English Language Syllabus 2010, WiREAD+ was designed to provide students with the opportunity to engage with texts in a social environment, which would allow greater participation, critical thinking and engagement within a class. The ‘critical lens’ and collaborative talk’ prompts guide the students’ critical thinking process. They receive instant responses from their teachers and peers during the sessions. Student, peer and teacher interactions are tracked via the learning analytics function. Teachers are able to view student interactions through social learning maps and manage discussions. The students’ use of the ‘critical lenses’ and ‘collaborative talk’ prompts is also mapped so students can review their thought processes and plan self-directed goals for improvement.
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According to the presenters, the interface design aims to provide students with the opportunity to engage with texts in a social environment, so that they can remain actively engaged as they consume the multi-modal texts provided for discussion.
There are a few things I particularly liked from WiREAD+:
1. Dynamic Learning Analytics
The data-driven monster in me likes how the teachers can 'see' and monitor students' interactions with one another.
Yes, I find the complicated and messy network exciting. hahahha.
2. Personal Reflection and Target Setting Opportunity
Students are tasked to look at their own radar charts to see which talk moves they've been using more of, so that they continue to move beyond their comfort zones and try other talk moves.
They can keep learning to be better than before. 👍
3. Ease of use & 'visible' Student Voices
Screengrabs of Students' Forum Talk show how easy the whole interface is for students to pick the talk moves they want to use, and the various categories will appear as different colours.
Students can also comment on their peers' posts (teacher sets target of 2 posts and 2 replies per lesson), encouraging co-construction of ideas.
More importantly, if the teachers are unable to give detailed feedback, they can easily click on 'like' and 'effort' badges to acknowledge the students' contributions.
I learnt how Ngee Ann Sec has made used of the Paul and Elder's Wheel of Reasoning to shape their Collaborative Talk Moves.
While they have used it for English Language lessons, personally, I find that they are very much similar to the talk moves used for teaching source-based skills.
- POV ('viewpoint') - Whose perspective is the text written from
- Purpose - What is the objective of the text/author?
- Questions & Issue (translated to 'message') - What is the text/author telling the reader?
- Assumptions - What presuppositions do the author make in the text?
- Implications & Consequences (Inferences) - What conclusions did I draw from the text and why
- Conclusions, Interpretation ('Impact') - How effective are the language/visuals used?
(+) Audience: Who are the target readers
How do I plan to use this knowledge in my area of work?
I have already shared on this with the Dept Reading Coordinators. We are very excited to see if we can adopt the use of the system for our Humanities Read, as the system interface already has the affordances set up, and we see its potential in helping us achieving our aims of getting our students to read and keep abreast with current affairs, as well as encouraging them to share their thoughts and opinions pertaining to the possible issue(s) raised in the news articles shared.
(Paul, R. and Elder, L. (April 1997). Foundation For Critical Thinking,
Online at website: www.criticalthinking.org)
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