Zing helps to scaffold facilitation, knowledge creation and thinking skills making it possible for students to participate in complex learning activities, facilitate their own session and discover or create new knowledge for themselves.



In the classroom, teachers can use the system to easily organise group work that keeps a class focused for several hours. Participants stay on task and make the shift from disorganised groups to top performing teams. The system promotes learning through discussion, discovery, peer teaching and process improvement.

Learners create their own edutainments. They begin by finding images, interactive tools, simulations and animations on the WWW then craft and assemble question sets to explore interactibles as a learning activity. A member of the team facilitates and interactive session and all team members contribute to the improvement of the session.

Library or web research often precedes a Zing session where the collective knowledge is shared, made sense of and refined. The rich outputs from sessions become the basis of individual or team projects for any KLA. Students are trained to evaluate their own progress, but teachers can also observe on the computer screen what individual students are thinking or saying and not understanding.



Some applications of Zing in the school classroom are:


In mathematics, students review self-generated data and detect patterns of errors or correct responses, hypothesise why the errors are occurring, and discover/share methods/techniques for overcoming those errors. They take responsibility for detection/correction of their own errors and do not rely on a teacher for all the solutions. They discover the patterns and rules in maths and used these insights to improve their performance in other areas.

In science, learners develop from first principles the "Good Guessing" method and apply that to formulate and test hypothesis. They describe the structure/features of selected objects through exploration and discovery. They learn to apply a systematic approach to problem solving that produces more reliable results than the present focus in classroom learning of "jumping to conclusions" that is prompted by a focus on right and wrong answers tied to knowledge transmission methods.