Teaching Enhancement Grant (TEG) Talks 2014

Teaching enhancement grant (TEG) TALKS - November 2014

 

Facilitating discussions on education research and enhancements in teaching and learning amongst NUS faculty members

 

Date: 18 Nov 2014 (Tuesday)

Time: 9.00am-1.30pm

Venue: Dewey Room, CDTL

Programme

TEG Talk - November 2014

 

 


 

Time

Presenters

 

9.00am-9.20am

New Paradigms in Biodesign Pedagogy

Dr Leo Hwa Liang
Department of Biomedical Engineering

In this presentation, we would like to share our experiences in the Biodesign pedagogy, and how it has evolved and change the way we solve clinical problems. Drawing from our experiences from the teaching of these innovative programs, we have observed a significant shift in the way these programs/courses are delivered. Biodesign pedagogy that takes the students through the entire spectrum of design innovation process is deem most effective in imparting innovative design thinking to students. Multi-disciplinary is a crucial component of the Biodesign process. The design process seek dynamic partnership among the various stakeholders and it actively engage the multi-disciplinary groups through the different stages of Biodesign.


Presentation Slides

9.20am-9.40am

Comparing Hybrid and Pure Project-based Learning Curriculums for a Design Module

Dr Chua Kian Jon Ernest
Department of Mechanical Engineering


This study compares and evaluates the learning ability and performance differences between two classes of students undergoing Project-based-learning (PBL). More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes. Key findings have indicated that students undergoing the hybrid PBL curriculum realized deeper fundamental formative knowledge, enhanced their problem-solving abilities, and produced better performing artifacts. This study further highlighted that first-time PBL students performed better under a hybrid PBL-lecture mode as they may lack the problem-solving and interpersonal skills needed to participate in full-fledge PBL sessions.

 

Presentation Slides

9.40am-10.00am

Mutation Transforms Learning in a Large Laboratory Course

Dr Wu Jinlu

Department of Biological Sciences

Mutation benefits evolution, it also benefits teaching and learning. In an innovative mutation-based learning (MBL) approach, students were instructed to redesign a teacher-designed standard experimental protocol by a “mutation” method in a Molecular Genetics laboratory course. Students could choose to delete, add, reverse or replace certain steps of the standard protocol to explore questions that interest them in a given experimental scenario. They wrote experimental proposals to address the rationale and the hypothesis for the “mutations”, conducted experiments in parallel according to both standard and mutated protocols, then compared and analysed results to write individual lab reports. Various autonomy-supportive measures were provided in the entire experimental process. Analyses of student work and feedback suggest that students using the MBL approach 1) spend more time discussing experiments 2) use more scientific inquiry skills and 3) find the increased autonomy afforded by MBL more enjoyable than do students following regimented instructions in a conventional 'cookbook' style laboratory. Furthermore, the MBL approach does not incur an obvious increase in labour and financial costs, which makes it feasible for easy adaptation and implementation in a large class. MBL contributes to develop learner’s autonomy and scientific inquiry skills.

 

Presentation Slides

10.00am-10.20am

TEAMMATES: A Cloud-Based Peer Feedback and Peer Evaluation System for Student Team Projects

Dr Damith C Rajapakse
Department of Computer Science

Student team projects pose two challenges related to contribution levels from team members: (1) How can a student know if his/her contribution meets the expectations of the team? (2) How can the teacher know how much was contributed by each team member? Frequent peer-evaluation and peer-feedback can be a big help in addressing the above two issues. In this project we developed and operated TEAMMATES: an online peer feedback and peer evaluation system. TEAMMATES is available as a free service from http://TeammatesOnline.info. At Sep 2014, TEAMMATES user community spans over 150 universities.

 

Presentation Slides

10.20am-10.40am

Incorporating Multimodal Feedback in Higher Education

Dr Misty Cook
Centre for English Language Communication

Providing feedback to students is an integral part of instruction as it helps improve their academic performance. However, some problems that educators face when giving written feedback are the timeliness and quality of feedback, and students often lack engagement with the written comments. This study explores how multimodal feedback can further enhance learners' performance by promoting deeper learning and higher order thinking, and increase students' self-regulated learning in writing academic essays. This presentation focuses on how educators can best provide quality feedback on students’ written work, and shares students' performance and experiences in using different modalities of feedback.

 

Presentation Slides

11.00am-11.20am

The Global Translingual Literacy Narratives Project

Dr Mark Brantner

University Scholars Programme

The Global Literacy Narratives Project collects literacy narratives from four continents and six countries. Literacy narratives are rich resources for investigating the cultural conventions, values, and expectations that shape students’ understandings and retellings of their experiences learning to read and write. In addition to representing students’ histories, literacy narratives reveal students’ expectations and hopes for the world in which they live. By examining these narratives from multiple globalized contexts--filled with language contact and differences--this project investigates the ways in which student narratives position their speakers in relation to the movement of people and languages across national borders and linguistic differences. This presentation will present an overview of this project and some of its current findings. It will also discuss the value of personal narratives in academic arguments and some ways of incorporating narratives into courses.

 

Presentation Slides

11.20am-11.40am

Computer Application to Enhance Pharmacology Teaching and Learning
Prof Lee Don Deoon Edmund
Department of Pharmacology

 

We proposed to develop an interactive computer application as a mobile or online resource and training tool that would serve as an immediate, post-lecture adjunct to learning pharmacokinetic concepts for LSM4212 students. This computer application attempts to accommodate various pharmacokinetic models, calculate pharmacokinetic variables (e.g. area under the curve, terminal half-life) and parameters (e.g. clearance, volume of distribution), evaluate changes in pharmacokinetic parameters and their impact on drug exposure, and produce concentration-time graphs in linear and logarithmic scales. We hope to provide the drill and practice needed for students to gain proficiency in making observations and solving real problems, simulated cases reflecting body disorders, genetic variability or that have systemic effects altering physiology will be incorporated into the computer application. Through simulations in the computer application, students will be better able integrate pharmacokinetic concepts into practice and learn to make rational decisions about drug therapy. This presentation summarizes our continuing efforts to accomplish this.


 

11.40am-12.00noon

Online Interactive Database of Self-Assessment Questions for Data Analysis and Computing Modules
Dr Alberto Corrias
Department of Biomedical Engineering

 

This educational research project was intended to improve and support the implementation of the flipped classroom paradigm in a data analysis course. In particular, we wanted to develop an online interactive database of self-assessment questions to help students evaluate their understanding of the online video lecture. The database was developed on IVLE and now consists of 50 questions, 10 each for a series of 5 lectures. We evaluated the efficacy of this tool through a survey as well as through a comparison of student performances. Results show that a good percentage of students took the self-assessment tests and thought they were useful. Data also indicate that students who took the self-assessment tests performed better than students who did not.

 

Presentation Slides

12.00noon-12.20pm

Impact of using the Flipped Classroom concept on students in an Introductory-level Multidisciplinary module

Dr Mrinal K Musib
Department of Biomedical Engineering

 

In this project, I experimented with the flipped classroom approach in an introductory and interdisciplinary GEK module. The educational background of the students was quite diverse. I uploaded an 8 minutes long video on IVLE that encompassed the fundamental and theoretical aspects of the field. During the ensuing lecture and to my satisfaction, the students actively participated and responded to my questions and hence I was able to devote much of the lecture time to group activities and brainstorming, rather than revising the fundamental concepts. This helped me attain the student learning outcomes for the module. Moreover, majority of the students responded positively to the flipped classroom approach and they preferred faculty members to continue experimenting/implementing this concept in other modules.

 

Presentation Slides
12.20pm-12.40pm

Improving Affective Fidelity of Simulations : A Strategy to Enhance Emotional Learning for Undergraduate Nursing Students

Dr Jeannette J Ignacio
Alice Lee Centre for Nursing Studies

 

Year 3 student nurses are taught how to manage patients in deteriorating conditions in their Clinical Decision-Making module. Simulations using mannequins are utilized to facilitate this. This helped them to know the skills needed to assess and manage patients in said conditions. However, despite this knowledge, sometimes, emotional responses such as stress and anxiety affect their clinical performance when faced with real life patient deterioration. To train them to better manage these responses, standardized patients (SPs) have been included in their patient deterioration simulations. This is to provide psychological fidelity to the simulations that will prepare them better for their clinical attachment. This project aimed to determine whether added realism through the use of SPs promotes better stress management and enhances clinical performance during a high-acuity event such as patient deterioration.


Presentation Slides

 

 

 

 

Teaching enhancement grant (TEG) TALKS - April 2014

 

Facilitating discussions on education research and enhancements in teaching and learning amongst NUS faculty members

Date: 22 Apr 2014 (Tues)

Venue: Dewey Room, CDTL


 

Time

Presenters

 

9.00am-9.20am

Computational Thinking: The new literacy for Biologists?

A/P Tan Tin Wee
Department of Biochemistry

Computational Thinking is now thought to be the new literacy that we as a highly technological and informational society badly need.  Even Obama went on Youtube to encourage America to sustain its technological supremacy by appealing to a new generation of young people to think computing and computation in view of the data deluge. For the life science community, with Next Generation Sequencing innundating us with unprecedented data, the future may belong to those biologists who can think computationally or harness the strengths of those who can do so. Whichever the case, there is a strong need for greater awareness of this future trend and for us to take steps to be prepared for it.


Presentation Slides

 

 

9.20am-9.40am

Towards an Augmented Reality Lecture Theatre: Improving student engagement with structural concepts in the Life Sciences

Prof Greg Tucker-Kellogg
Department of Biological Sciences


An important but challenging development for students of the molecular life sciences is to master in three dimensions what had previously been understood in one. The project described here developed and assessed enhanced technology strategies to overcome this challenge in the LSM2241 (Introductory Bioinformatics) module, taking steps towards implementation of an augmented reality lecture theatre. We hope to increase student engagement in lectures – as measured by student feedback and performance – using such technologies, as well as prepare students better for higher-level Life Sciences modules studying three-dimensional structures of molecules, cells and biological systems.

 

Presentation Slides

 

 

9.40am-10.00am

Mastery learning in university education

Dr Kang Lifeng

Department of Pharmacy

In higher education, the relationship between lecturers and students is collaborative. The collaborative nature fits the roles required in mastery learning, i.e., the lecturers design the teaching materials and provide timely feedbacks while the students study the materials at their own paces. The centerpiece of mastery learning is formative assessment. To implement formative assessment, we designed a courseware to manage test questions. In addition, we also explored the online testing platform provided by NUS, namely, Integrated Virtual Learning Environment Secure Exam Browser, where students get instant feedbacks after they answer the test questions. Students provided positive feedbacks to this approach.

 

Presentation Slides

 

 

10.00am-10.20am

Incorporating web-based learning in the teaching of pharmaceutical compounding and dispensing

Dr Wee Hwee Lin
Department of Pharmacy

Extemporaneous compounding and dispensing is an important skill imparted to pharmacy undergraduates through traditional laboratory teaching. Given the broad range of products that may be compounded (e.g. mixture, linctus, capsules, suspension, etc), students have limited hands-on time for individual product type, resulting in a touch-and-go experience. As such, we sought to develop a web-based platform for delivering some of the teaching materials, which students can access anytime, anywhere. We tested the assumption that learning outcomes will be similar between web-based and in-person teaching in a cross-over trial. Student and staff feedback on the web-based platform were evaluated through surveys. Co-investigators: Ms Tan Mui Ling, Dr Ong Pei Shi, Dr Wong Li Lian, Ms Yong Sock Leng; Co-lecturers: A/P Chan Sui Yung, Dr Yau Wai Ping (All from Department of Pharmacy).

 

Presentation Slides

 

 

10.20am-10.40am

Active and Collaborative Learning in an IT-enhanced Interactive Classroom

Dr Lim Zhi Han
Department of Mathematics

A combination of problem-based learning and conventional lectures was employed to teach a unique cosmology course in an IT-enhanced classroom. The module entitled “The Universe” is the fourth and final content-based module of the new Integrated Science Cirriculum adopted by the Special Programme in the Faculty of Science. Learning by problem solving in small groups during lectures was realized in a specially designed seminar room furnished with multimedia connected clusters centrally managed by the lecturer’s station. The setup and design, experiences, challenges and feedback on this pedagogical approach are detailed in this presentation.

Collaborators : Dr Chammika Udalagama, Mr Andreas Dewanto (Department of Physics), Dr Leslie Gapter (Department of Biological Sciences), Dr Linda Sellou & Dr Adrian Michael Lee (Department of Chemistry)

 

Presentation Slides

 

 

11.00am-11.20am

Applying Kirigami models in teaching micro-electro-mechancial systems

A/P Liang Yung Chii

Department of Electrical & Computer Engineering

Kirigami is an art-form by making cuts with geometric folding to form three-dimensional paper structures. For the first time, the paper model was applied in the classroom teaching of silicon MEMS (micro-electro-mechanical systems) course. These MEMS structures are in reality made by complicated and high-cost silicon fabrication processes, i.e. the lithography, thin-film deposition and etching processes. In the class, the precisely scaled MEMS structures are created using paper material. By applying the physics of scaling rules on material properties, the properties of micro-mechanical structures supposedly made by silicon processes can be experimentally validated by the paper models.

 

Presentation Slides

 

 

11.20am-11.40am

Plan It – a Game approach to teaching Last Planner Methodology and Lean Construction

A/P David Chua

Department of Civil & Environmental Engineering
The Last Planner methodology is a paradigm shift for an industry adopting the lean construction philosophy, but its implementation is relatively new in Singapore. This poses a problem teaching students this method merely through classroom instruction. This talk presents an innovative game approach called Plan-It for inculcating the concepts of Last Planner and lean construction philosophy. It is conducted as a competition in which the individual groups are given a project plan to manage to completion. They have to come up with good constraint management strategies to achieve shortest project schedule at lowest cost with high Percent Plan Complete (PPC). It is a dynamic simulation-based game using weekly event cards to incorporate project uncertainties. The weekly event cards provide the means for designing the variability to produce the type of learning outcomes for students. With its interactive and demonstrative features, Plan-It Game has received favorable feedback from students on helping them improve their learning experience on the Last Planner method and lean construction philosophy.

Collaborators : Mr Qui T. Nguyen and Dr Ker-Wei Yeoh (Department of Civil & Environmental Engineering)


 

11.40am-12.00noon

An Immersive and Multidisciplinary Pedagogical Approach for Better Solutions
Mr Soh Eng Keng
Engineering Design and Innovation Centre

 

The Faculty of Engineering (FoE) of NUS and the Department of Rehabilitation Medicine at the Singapore General Hospital (SGH) launched the Engineering in Medicine (EIM) program co-taught by medical professionals and engineering educators in Year 2012. Engineering students in this program gain a deeper understanding of rehabilitation medicine via immersive training in hospitals and first-hand interactions with patients, and their doctors and therapists. The experience enables students to appreciate the complexity of treatments and challenges faced by the patients and clinicians. Students learn to apply their insights and adopt a user-centric approach to design solutions to meet the needs of patients and clinicians. Through such immersion, we also expect the students to develop a greater sense of ownership for their projects, and motivation to produce practical and affordable solutions. This presentation describes the motivation for launching this EIM program, lessons learned, and results obtained in the early phase of the program.

 

 

12.00noon-12.20pm

The Ageing Simulation Game for Gerontological Social Work: Sensitizing Undergraduate Students to Positive Attitudes toward Older Adults

Dr Hong Song Iee
Department of Social Work

 

Societal ageism influences undergraduate students to rate their interest in working with older adults as being low. Gerontological educators need to help undergraduate students overcome negative attitude on ageing and further provide opportunities to spur their interest in working with older adults. As one of active learning techniques, the ageing simulation games were found to be effective in providing more structured opportunities in which young students experience functional, physical, social and environmental challenges related to ageing. About 40 social work students were invited to simulate human ageing process. Pre and post-test results showed positive changes in students’ interest, attitudes, and knowledge. This study corroborates the effectiveness of gerontology education combined with an innovative method of aging simulation games.

 

Presentation Slides

 

 

12.20pm-12.40pm

Encouraging Lifelong learning Among Psychology Undergraduate Students
Dr Stephen Lim & Mr Daniel Gan
Department of Psychology

 

In order to promote lifelong learning, a class assessment strategy (“Innovative Idea Presentation”) was introduced in two undergraduate psychology modules, namely Sensation & Perception and Evolutionary Psychology, which required students to proactively apply theories to explain manifest occurrences, so as to gain a deeper appreciation of human behaviours and natural phenomena. Students’ self-report feedback data were gathered through online e-surveys. The critical test item was: “Which assessment component in our module best promotes lifelong learning for you?” Quantitative data were analysed using Chi-square tests for goodness of fit, which revealed that the “Innovative Idea Presentation” was significantly superior to all other traditional assessment methods in promoting lifelong learning; qualitative data corroborated this interpretation. Implications of this pedagogical strategy will be discussed.


Presentation Slides