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| Teaching Engineering Fundamentals by Using a Hands-on/Historical Approach |
| Associate Professor Anjam Khursheed |
| Department of Electrical and Computer Engineering Former Associate Director, CDTL |
| In the teaching of engineering-related disciplines, the importance of understanding basic scientific principles cannot be overemphasised. Quite simply, the success of the whole enterprise depends on how well the fundamental principles are taught. Continue reading |
| Active Learning: Scenario Thinking in an Uncertain World |
| Dr Grace Wong |
| Department of Real Estate CDTL Affiliate |
| In today’s uncertain world, change is the only constant. We can manage change by playing a waiting game and then be surprised or overtaken by circumstances when events unfold; or we can anticipate and prepare for events, even to the extent of influencing or making the events work in our favour. Continue reading |
| Taking Charge of Learning |
| Ms Ma. Socorro C. Bacay |
| Senior Instructor, School of Management and Information Technology College Registrar, DLSU—College of St. Benilde, Philippines |
| Active learning is an educational approach that allows students to participate actively, both in the determination of the course content and in the process of learning. Guided by the course syllabus, students collaborate with the teacher in determining specific topics to be undertaken in order to achieve the learning objectives. Continue reading |
| Sample Interactive Lesson to Promote Comprehension Skills |
| Jonathan A. Aliponga, PhD |
| Lecturer, Kansai University of International Studies Japan |
| As far as the English language is concerned, I have taught students at all proficiency levels—beginning to advanced. I have always found happiness and satisfaction whenever my students participate actively in class. So, what do I do in the classroom to encourage my students to interact with one another? Continue reading |
| Active Learning: Engagement for Meaningful Learning |
| Miss Chua Siew Beng |
| NUS Business School |
| Thinking about classes in higher education often conjures images of large lecture theatres with students listening attentively to the lecturer and taking notes furiously. It seems that students who practise the above are to a certain degree, engaged in active learning. If this is so, why are lecturers are often encouraged to look beyond traditional pedagogy to introduce ‘active learning’ in their classes? Continue reading |