The fifth conference in this series will be held at the National University of Singapore during 3–5 December 2008. The theme for this conference is Frontiers in Higher Education.
At this conference, new developments and improvements in various key areas in higher education will be discussed.
The conference will facilitate the exchange of information on new developments and ideas on various tracks (see below) with a view to enhance teaching and learning. Teachers,
students, educational administrators, researchers, industries, employers and government are cordially invited to contribute. The conference will consist of keynote addresses,
invited lectures, pre-conference workshops, concurrent sessions (paper presentations) and poster sessions. English is the official language of the conference.
Within the general theme, the conference programme
focuses on the following tracks:
- Integrative Learning
- How do we help learners to integrate diverse bodies
of knowledge, making connections between courses
within the same subject as well as between subjects?
- How do we help learners to integrate the
methodologies and modes of justification and critical
thinking in diverse fields and knowledge traditions?
- How do we help learners to connect knowledge and
life experiences, theory and practice, understanding
and action, ideas and values?
- Scholarship of Teaching
- How do we distinguish between the scholarship
expected of researchers in the Departments/Schools
of education, and the “scholarship” of teaching
expected of teachers of all subjects?
- Granted that self-conscious reflection, experimentation
and discussion on educational and pedagogical issues
can improve the quality of student learning, how crucial
is the next step, that of being up-to-date on research on
education and publishing articles on education?
- In pushing for scholarship of teaching, are the
specialists in education pushing for a self-seeking
agenda of increased recognition of what they do as
- Teaching Methodologies
- A practicing teacher is confronted by a wide array of
approaches to teaching and learning, some of which
are matters of pedagogy while others are matters
of expected learning outcomes: active learning,
interactive learning, collaborative learning, task-based
learning, project-based learning, problem-based
learning, constructivist learning, inquiry-based learning
and so on. How do we go beyond the “supermarket”
approach and integrate these fragments of insights
into a coherent theory of education and pedagogy
- Assessment of Student Learning
- New ideas in designing assessment tasks to
enhance student learning. New practices in
collecting student feedback and other sources of
evidence to measure learning outcome.
- Theories of Learning
- Behaviourist theories of learning that didn’t
distinguish between mice and men were replaced
in the second half of the twentieth century
by cognitive theories of learning which were
not afraid to recognise the human mind as a
legitimate construct in psychology. The reaction
to behaviourism also produced what is called
constructivism, claiming its ancestry in Dewey,
Piaget, and Vygotsky. Given the current advances
in our understanding of how the human mind and
community construct and validate knowledge,
what should teachers learn from learning
- Educational Management
- With changes in the educational structure and
reduction in budgets, what should educational
administrators do to optimise their resources?
- How do we ensure that educational administrators
are also intellectual and visionary?
- How do educational administrators develop a collective
vision of education that helps them take ownership
of their community?
- Technology for Learning
- The use of information and communication
technology in teaching and learning has been an
ongoing issue in education. What are some of the
new techniques and IT tools that have emerged
in recent years? How effective is the use of these
IT tools in the tertiary curriculum? How does
this shape the development in higher education