The Role of Peer and Tutor Feedback (critical reflection)

Throughout the process of this course, peer evaluation has been constantly incorporated into the curriculum through the use of peer editing groups, blogging comments, and general feedback and evaluations.The class has been encouraged to participate in mutual peer evaluation by how our tutor organises us into groups and forces us to grade each other. The value of feedback is critical because it helps us to gain new insights and perspectives towards our writing, as well as to help us recognise and correct our mistakes. This serves as a guide and leads to a general improvement. Thus, it is beneficial for academic purposes.


On the surface level, peer evaluation helps us to spot our superficial errors such as errors in language use, or those in coherence and thesis writing, which can help us to improve our writing. These are things that would have been difficult to spot on our own due to our biased perspective during the writing. For example, during the essay-writing exercise on the digital divide, my first draft had a weak thesis and lacked sufficient explanations about the problem. Instead, I merely jumped straight and focused more on the present available solutions and evaluating them. This had led to a slightly incoherent and unsubstantial writing, which I would not have noticed if my classmate did not evaluate and point it out to me. By working along such feedback, I am able to review my essay and make necessary changes, improving on my writing. In the long term, this will aid my writing skills as well because I am learning from my mistakes, which I would not have realised was occurring if I was not given feedback by either my peers or tutors. On a deeper level, peer and tutor feedback can sometimes offer us new insights due to the varied opinions and perspectives towards certain issues, which can broaden our scope of writing and adopt a more accurate, balanced point of view. This helps us in the construction of our arguments (and counter-arguments) which improves our general writing capability as well.


Similarly, as we evaluate our own peers, it enhances our analytical and critical thinking ability to accurately sieve out common mistakes and this is often re-enhanced into our own writing. For example, making special effort to notice what kind of language errors are present in a classmate's work would help us to be cautious with similar language errors during our own writing as well. Through mutual evaluation, the ideas and skills of writing are being mutually reinforced, which is largely beneficial. Thus, in conclusion, peer and tutor feedback serves as a form of guide towards our writing, either in improvement or to stay on track, and is thus of value and should be taken positively.

Presentation Reflection

I felt that I had performed relatively well, particularly so in my engagement with the audience, confidence, pace and clarity. The overall presentation was decent. However, I do have to admit that I was not very prepared and did not practice beforehand, which might have caused me to be unsure of the way I wanted to phrase my words/thoughts on the spot (even though I was familiar with the arguments and points I wanted to present) thus causing me to use alot of fillers. It would have been much better if I had thought about what I wanted to say exactly, prior to the presentation.

Essay Final Draft

Singapore, being a highly developed nation, has one of the highest technological penetrations in the world and a growing reliance on the usage of digital technology. This has caused certain groups of people who are unable to attain access to technology to be at a disadvantage in society. An example of this includes students from low income families. According to a survey done by the Infocomm Development Authority of Singapore (IDA) in 2013, 13% of households did not have internet access at home. Out of the 13%, 9% said that this was because they could not afford it. The lack of digital access poses as a problem to students from these families due to the increase in use of technology in our education system. With the implementation of the "Masterplan" initiative (since 1997), the use of ICT was encouraged in schools to reap the benefits of digital learning. However, this causes the students from lower income families to be disadvantaged in using these resources and getting the best out of their education.

Thus, the government and IDA have offered various solutions to address the problem, but they are still insufficient as the digital divide still poses as a problem. The "Masterplan" initiative allows students computer usage for 30% of their curriculum time in fully networked schools. Teachers are also motivated to use ICT effectively in their teaching and learning. Many schools have thus incorporated web assignments and web portals into the curriculum. E-discussion forums have become pervasive and digital textbooks have replaced hard-copy journals or notes (Rubin, 2013). This severely disadvantages students who do not have the means or capability to access the internet, as they lose out on these networks to attain information. Furthermore, they might only be able to complete their online assignments in school, leaving them restricted by constraints. Also, in accordance to the MOE guidelines, schools have started incorporating several "e-learning" days in the year, when lessons are conducted over the internet on the home computer. The running of such programmes was further encouraged after the outbreak of Severe Acute Respiratory Syndrome (SARS) in 2003 as a precautionary practice should schools be cancelled in the case of another epidemic. Thus, students who do not have internet access at home would run into problems and be unable to do their e-learning, and have to seek other alternatives (such as using public networks, or going back to school which ultimately defeats the purpose of the program).

The government recognises this on-going problem and have worked with the IDA to come up with various solutions. To resolve the issue, the Digital Inclusion Fund has been set up, in which $10million was set aside to attempt to bridge the digital divide in Singapore, including aiding families with low income. This fund will be used to increase public access to IT which is achieved through community centers, the private sector, libraries, LAN centers, and other self-help groups, etc., with a total of more than 10,000 PCs available for public use. Free broadband access will also be made available at community centres and clubs. Part of the fund will be also used for the implementation of various programmes or subsidies, such as in the NEU PC Plus Programme and PC Re-use Scheme, which will be further elaborated and evaluated below.

The first solution IDA has come up with is the NEU PC Plus programme. Students with a household income of less than $2,700 will be given a 75% discount on computers, making the computers more affordable for them. Since its introduction in 1999, close to 37,000 families with school-going children had benefited from the program. However, it is limited, as the maximum surfing speed of only 1Mbps limits the sites that one can visit. For example, sites that have many graphics or high security software would pose as a problem to these users. Students might have difficulty loading many relevant newspaper sites and entering a school portal to download assignments due to their high security network. (Irene T, 2013)

Another solution being adopted is the PC Re-use Scheme. It involves gathering used and unwanted PCs from various sectors including government departments, private and public. They will then be reconditioned and distributed to the needy families and non-profit organisations such as halfway houses and voluntary welfare centres. To date, more than 1300 refurbished PCs have been donated. (Hock Yun, K, 2001). However, older computers usually have older and slower systems which might not be able to support newer, more updated software programs. For example, certain specialised programs used in tertiary courses can only run on a MacBook with Apple software. These older unwanted computers thus become redundant when the student is still unable to use it for their school work. Also, a slower system that takes a long time to load reduces productivity and limits the ability of students to access networks.

In conclusion, the problem of digital divide between low-income students and other students is still observed in our society today. However, there is recognition of this issue and efforts have been made to improve the problem. This includes setting aside funds and subsidies, and implementation of various schemes such as the NEU PC Plus Programme and PC Re-use Scheme. Although the effectiveness of these solutions is still being questioned, it is indeed an issue that cannot be addressed and resolved overnight, since the government and IDA are still limited by both social and financial constraints. A possible alternative would be in the provision of resources and services reserved specially for these students in their communities, such as in schools or community centres, which can be accessed free.

References:

C.M. Rubin (28 October 2013). The Global Search for Education: Got Tech? - Singapore. Retrieved October 8, 2014 at: http://www.huffingtonpost.com/c-m-rubin/the-global-search-for-edu_b_4171890.html

Factsheet: Digital Inclusion Fund (September 2014) Retrived October 8, 2014 at: https://www.ida.gov.sg/~/media/Files/About%20Us/Newsroom/Media%20Releases/2014/0928_SID2014/Annex2_MediaFactsheet_DigitalInclusionFund.pdf

Hock Yun, K. (May 2011) Bridging the Digital Divide. Retrieved October 8, 2014 from IDA Web site at: https://www.ida.gov.sg/About-Us/Newsroom/Speeches/2001/20061212162944

Irene T. (17 March 2014). Bridging The Digital Divide. Retrieved October 8, 2014 at: http://www.straitstimes.com/the-big-story/case-you-missed-it/story/bridging-the-digital-divide-20140317

Reader Response Draft 4

In Moore’s article (2011), she claims that the new social media (i.e. Twitter and Facebook) have caused a global revolution, and threaten the social order. They have aided the success of various uprisings, as a form of organizing tool and broadcasting platform, reaching global audiences at a much faster rate than mainstream media. However, some people such as Rebecca MacKinnon, co-founder of Global Voices online, argue that this digital activism has been an on-going issue, and not only a recent phenomenon. Furthermore, director of International Freedom of Expression York argues that it has to be accompanied with offline action in order to be successful. Nonetheless, as a result of the political sensitivity revolving around social media, countries such as China, Vietnam and Burma have imposed strict restrictions on their digital space, as well as pressurised private companies for data. However, their effectiveness has been put to the question.

With the rise of technology and digital usage in the 21^st Century, it is indeed true that social media is able to reach a wide audience with just a click of the finger. This has made it a very useful tool in attracting global attention and raising awareness about various issues. Personally, as part of this digital generation, I also had first-hand experience such as in the example of the Pink Dot Movement. Started out on a social media platform Facebook, it had gained the attention of many youths around Singapore and started a virtual rally, which later led to the largest, record-breaking turn out in the demonstration at Hong Lim Park this year. Furthermore, its success has also inspired people around the world such as in Hong Kong, Montreal, New York etc to organise the pink dot event.This shows how the use of new social media has grown to be powerful platform.

However, without the accompaniment of an off-line activism, linking individuals and getting the word out through technology will be rendered useless. Based on the article, some argue that the use of new social media merely acts as a catalytic factor. I agree that this is true for a few reasons as follows.

Firstly, despite the huge commotion over the internet, it is unlikely for governments to take any demonstration seriously without concrete action. After all, the internet is merely a virtual platform. It is difficult to pressurise for changes if each individual does not rise up to his or her stand and make a statement offline. It might be able to translate ideas but these ideas will only end up becoming empty talk. Thus, it is difficult for the new social media alone to create a global revolution.

Secondly, the use of social media faces a huge challenge – censorship. Due to the power of the social media and its political sensitivity, some countries have imposed restrictions on their digital space, which limits the capability of social media. A valid example, as proven from the article as well, is the “Great Firewall” of China. The Chinese government has strict control over the cyberspace and censors any information that threatens their national security. Although the effectiveness of such measures was questioned, it still shows how the new social media is not a viable tool to be used alone, as there is no guarentee.

Thirdly, the use of new social media has its limitations as well, as it is only able to reach those who are more tech-savvy. In the case of Singapore, although our nation is developed and generally technologically advanced, the prevalence of social media lies only in the younger, more tech-savvy population. The older generation might not trust and rely as much on this new form of media. Thus, the spread of ideas would only be able to reach a certain group of people, hindering its effectiveness.

In conclusion, I agree with the article, and how the prevalence of the new social media has indeed changed the social construct and caused a “global revolution”. However, it must be used hand-in-hand with other measures and concrete action in order to be successful in its uprising attempts.

Reference:

Moore, J. (2011). Social media: Did Twitter and Facebook really build a global revolution?  http://www.csmonitor.com/World/Global-Issues/2011/0630/Social-media-Did-Twitter-and-Facebook-really-build-a-global-revolution