My Locus
My Learning Needs -
- My school actively uses the SLS to plan lessons for students on HBL days, so I feel the need to deepen my understanding and mastery of SLS to design better lessons
Opportunities
- As an active contributor to SgLDC and supportive user of SLS, I would like to be attached to SLS Office for two days so that I can gain first-hand authentic insights of the myriad processes.
Constraints
- The Staff Work Experience (SWEe) programme at NorthLight only lasts for two days, so I would not be able to experience the full range of work that SLS Office staff are undertaking.
My Focus
My Learning Goals
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I would like to learn about the considerations that go into designing and reframing the various versions of SLS. I look forward to giving inputs in the design, school support, marketing and communications for SLS, that can help improve the platform for my fellow colleagues in schools. Hopefully,
I will also be involved in sprint and/or regression UAT and be able to perform beta testing for the new features.
When I return to school, I hope to share my insights with my school colleagues so that collectively, we design tailored lessons that cater to the learning needs of NorthLight students.
My Onus
- I listened to a video conferencing pitch by Microsoft Teams, gave my inputs to two SLS lessons that aimed to guide school leaders and key personnel on their institution’s journey towards adopting SLS as a one-stop hub, and contributed to the design of a learning journey to SLS@Grange Road.
- I was also fortunate enough to have in-depth chats with 3 SLS staff, namely Hai Siang, Xiao Yi and Jensen. The chats made me reflect on the nature and meaning of work. What values do I prioritise in my professional life and am I working steadily towards actualising them?
My Learning
- I gained a better understanding of the processes governing the operations of SLS. I found out that users’ needs and wishes were captured in the form of story points and that the educational technology officers have to work closely with external vendors to ensure that these story points come to fruition within the stipulated budget.
- I also appreciated how the various sub-teams in the SLS Office (marketing and communications, design and product development, school support) worked independently of and collaboratively with one another to communicate its vision (SLS as a One-Stop Hub) to a wide range of stakeholders.
- I will walk away from this TWA+ with a more holistic understanding of design thinking. It’s important to uncover the underlying needs of teachers and students using SLS so that they can be addressed effectively. Sometimes, teachers may propose certain solutions. However, they may not be familiar enough with SLS, so they would not be aware of existing solutions that SLS can already provide. Other times, there is a need to balance budget and time constraints as well as users’ needs. Thus, the SLS team has to prioritise the bugs that urgently need fixing and features that should be installed soonest.
Application of my Learning
- I will tell my colleagues of SLS’s current focus on flexible and adaptive learning so that both my colleagues and students will understand how SLS can enhance teaching and learning.
- I will tell my colleagues that SLS launches two releases every year - once in June and once in December. This is to debunk the misconception that SLS releases new iterations too fast too furious. Also, SLS user guides can be easily Googled and downloaded for teachers to learn some of the newer SLS features - something useful for my colleagues to know.
- I will guide my students to use the Student Planner feature of SLS so that they learn how to organise their lives and manage their stress better. Enhancing their metacognition will help them to become more productive and happier individuals.
PART A: MY REFLECTIONS
1a. How did the work culture and environment differ from that in NLS? Did you notice any innovative practices or approaches that you could apply at work?
It was interesting for me to observe the SLS Office team conduct a debrief directly after the learning journey. Typically, in schools, involved personnel will fill in a feedback form (Keep Improve Start Stop) sometime after an event. It prompted me to think about how I could encourage myself and others to respond more nimbly in the school setting.
PART A: MY REFLECTIONS:
1b. How did your interaction with staff from the external organization impact your perspective on teaching? Did it offer any fresh insights or alternative viewpoints?
I was introduced to the Agile framework and Scrum practices. Apparently, the Educational Technology Division is the first branch to implement this working model. I’m intrigued by how the SLS team commits to delivering user stories at regular intervals. I will read up more about Scrum practices to see if I can incorporate some useful tips to enhance my productivity.
PART A: MY REFLECTIONS:
1c. How did the work attachment contribute to your personal and professional growth? Did it change your perception of your own abilities or potential?
I’m glad that SLS walked the talk and utilised SLS and iPads to organise a treasure hunt activity. The activity employed 3 distinct areas of the room to get us participants to collect clues and proceed from one station to the next. Planning such a lesson didn’t seem all that onerous, as can be gathered from what I observed in their SLS lesson. Moving forward, I am motivated to modify the SLS Office’s lesson and organise similar treasure hunt activities for my students. Hopefully, getting them to move around the classroom in search of clues would help them to be more motivated for English!
PART A: MY REFLECTIONS:
1d. Were there any noteworthy moments or experiences that stood out to you during the attachment? Why were they significant?
- My SWEe experience coincided with the SLS Office team organising a learning journey for Friends of SLS and Learning Partnerships staff. This meant that on the first day, I was discussing with the Marketing Comms sub-team certain aspects of the journey, trying to pre-empt hiccups and inputting questions that would elevate the quality of engagement. I had fun brainstorming with the team.
PART A: MY REFLECTIONS:
1d. Were there any noteworthy moments or experiences that stood out to you during the attachment? Why were they significant?
- On the second day, I underwent the learning journey as a participant. It was a unique experience for me since the treasure hunt and design grooming were new to me but I already knew how to play the superheroes card game. So, it was interesting for me to feel both as an insider and outsider at the same time. This was particularly so because I stayed on after the learning journey to listen to Hai Siang debrief the SLS Office staff.
PART A: MY REFLECTIONS:
1d. Were there any noteworthy moments or experiences that stood out to you during the attachment? Why were they significant?
- I think it instilled in me a deeper appreciation of the thousand and one things a team has to juggle in order to pull off a successful event. I was gratified to be able to give inputs on the learning journey to the SLS Office team based on my perspective as a participant. It made me feel special - having insider access to the planning team while being an outsider. I hope I fulfilled this role well enough!
PART B: MY RECOMMENDATIONS (Answer both Qns):
- What advice would you give to other staff who are considering a work attachment at an external organization? How could they make the most of the experience?
It would be best to read up on the host organisation before you go for the attachment. I read up on the latest developments of the SLS Office and was duly rewarded because I was familiar with some of the terms used during conversations, such as Adaptive Learning and One-Stop Hub. I attained a deeper understanding of SLS’s direction because I could have deeper conversations about these terms.
PART B: MY RECOMMENDATIONS (Answer both Qns):
- Would you recommend this SWEe partner/experience to colleagues?
- A resounding Yes! I really appreciate how people took precious time out of their schedules to enlighten me on the following:
- how SLS operates as a lean and nimble unit
- how SLS works with other Educational Technology Division units
- how to bring SLS to the next level
- how the nature of work in MOE HQ is different from that in schools
- their hobbies and aspirations
- More details here: https://www.facebook.com/groups/sglearningdesigners/permalink/1687469641740873/
