Introduction

This paper describes the pilot-test of an IT-based project (Semester 2, AY 2004/2005), specifically designed in collaboration with A/P David Higgitt for GE1101E/ GEK1001 “Place, Environment and Society”. This project uses the constructivist learning approach to help students understand complex geographical concepts.

Students often find it difficult to visualise the interlinked processes of a geographical event, in our example, the basin hydrological cycle. As hydrographs are essential aids to predict floods and manage river catchments, understanding hydrological concepts is important for the Geography student. For the pilot-test, the learning activity, comprising both the simulation movie and the activity worksheet, is uploaded onto the IVLE work bin as a non-compulsory enrichment activity for students to access as often as they like from mid-semester onwards. Within six weeks, 172 downloads of the learning activity are recorded. In the learning activity, students complete two tasks—view a Flash simulation movie and complete an activity worksheet. The first task utilises Flash interactivity to control the movie’s speed and sequence. It also offers students opportunities for revision as the movie can be viewed online. The second task—the activity worksheet designed to incorporate the six levels of Bloom’s Taxonomy for the cognitive domain (i.e., knowledge, comprehension, application, analysis, synthesis and evaluation)—promotes independent self-paced learning among students through a series of activities to be completed outside class.

The simulation movie

Using Macromedia Flash, the simulation movie animates the important components of a typical hydrograph as well as the various drainage processes that contribute to its shape. Figures 1–5 are screenshots of the Hydrograph Simulation Movie showing the progression of a typical storm hydrograph during a period of precipitation and its contributing processes.

Figure 1. Stage 1 – Rain begins. Rainwater seeps into ground as through flow and some flow over land as surface runoff (or overland flow).	Figure 2. Stage 2 – Rain continues. Some surface runoff reach the river channel, increasing its discharge. Some through flow reach the groundwater and continue as groundwater flow while others emerge and join the surface runoff down slope.
Figure 3. Stage 3 – Rain stops. River discharge reaches its peak. There is still some amount of through flow and groundwater flow contributing to river discharge.	Figure 4. Stage 4 – Remnant groundwater flow continues to contribute to river discharge even after the rain has stopped.
Figure 5. Stage 5 - River discharge returns to normal at the end of one complete cycle of a typical storm hydrograph.

The activity worksheet

Accompanying the Flash simulation movie is an activity worksheet that guides students in their learning. By following instructions, students achieve independent learning in the six levels of Bloom’s Taxonomy of Cognitive domains, namely, knowledge, comprehension, application, analysis, synthesis and evaluation.

• Step 1 (knowledge): Do your research
  
  Students are given URL links to research on hydrographs.
  
  
• Step 2 (comprehension): View a simulation movie
  
  Students are asked to view a Flash simulation movie that plots a typical hydrograph over a 12-hour period to learn about the various contributing factors affecting the river discharge or the shape of a typical storm hydrograph.
  
  
• Step 3 (application and analysis): Record your observations
  
  Students then record their observations in a worksheet. By describing and explaining the various components of the hydrograph with regards to its input factors, students undergo an initial learning assessment.
  
  
• Step 4 (synthesis): Make predictions
  
  Using what they have learnt from the simulation, students then apply and transfer their learning to other scenarios to predict the different hydrograph patterns based on varying influencing factors.
  
  
• Step 5 (evaluation): Draw conclusions
  
  Students are asked to evaluate the importance of the hydrograph in the management of river catchments

Evaluation and feedback

A questionnaire survey is also posted online for students to evaluate and give feedback about the learning activity. 85 students complete the online survey which covers the following four areas of evaluation:

• Students’ personal learning experience
  
  
• Content and educational value of the learning activity
  
  
• Instructional aspects of the learning activity
  
  
• Design and technical aspects of the learning activity

A majority of students indicate in the survey that they like the interactivity of the simulation movie which allows them to control the pace of their own learning. They feel that the learning activity has enhanced their understanding of geographical concepts and their ability to apply the newly learnt concepts effectively to new scenarios. Most students also find the activity challenging and motivating which contributes to an overall enjoyable learning experience. Other comments include:

• “It makes learning and understanding hydrographs interesting and effective.”
  
  
• “The pictorial explanation enhanced my understanding for topic within the shortest time.”
  
  
• “I feel that that the interactive features of the software has enabled me to slowly view the clip and learn about the logic behind the concepts.”
  
  
• “It is very easy to comprehend. It is suitable for beginners.”

Future plans

Based on student feedback, more interactive features are being added to the simulation movie. More geographical scenarios (e.g. human intervention and changes in microclimate) and influencing factors (e.g. rainfall, rock and ground cover characteristics) will also be added to broaden the scope of study. A self-assessment feature will be put in place for students as well. The learning activity will eventually be converted into an online micro-lesson designed with navigational features to allow for more flexibility in sequence and pace of learning. Students will then be required to transfer their new knowledge and skills in a problem- solving scenario through project work.