Teaching Enhancement Grant (TEG)

Provides monetary support for scholarly projects that investigate and aims to improve teaching and learning practices.

Teaching enhancement grant (TEG) TALKS - April 2015

Fostering scholarly investigation of teaching and learning to enhance education at NUS.

Date: 21 April 2015 (Tuesday)
Time: 9.00am-1.30pm
Venue: Dewey Room, CDTL

Download Programme

 
  2016 April | November  
  2015 April | November  
  2014 April | November  
  2013 April | November  

 

 

Time

Presenters

 

9.00am-9.20am

Google-based Course Management System

Mr Andreas Dewanto
Department of Physics

Course Management System (CMS) provides instructors with a framework and a set of tools that will allow for easy creation of online course material, without one having to know or understand HTML or other computer languages. It equips instructors with the relevant tools for the subsequent teaching and management of that course, as well as the setting of up various online platforms for real time interaction with students. CMS does not only contain aspects of administration, but also deals directly with core aspects of teaching. Thus, a robust CMS should be able to: (1) support the placement of course materials online, (2) store students’ submissions, (3) track students’ performance, and (4) mediate communication between students and instructor. The speaker has found that Google has the necessary tools capable of making a robust CMS as described above. This talk outlines the speaker’s experience in using various Google Apps (e.g. Google Docs, Google Chart Tool, etc) to develop a classroom response system, to run in-class feedback systems as well as to organize and disseminate course information.

As the talk will involve hands-on activity, attendees are encouraged to bring their own mobile devices along.

Presentation Slides

9.20am-9.40am

The Implementation of Vodcasting to Enhance Grammar Knowledge and Listening Skill in Upper Beginner Level of Bahasa Indonesia at CLS-NUS

Ms Johanna Wulansari Istanto & Ms Indrianti Tjan
Centre for Language Studies

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

The Application of On-line Tools in Teaching Chinese Characters

Ms Lin Chiung Yao
Centre for Language Studies

Chinese characters, Hanzi, are the unique characteristic of the Chinese language and have presented the greatest challenge for teachers and students. Until now, scholars in the field have not arrived at a generally–accepted method to teach Hanzi. With the advent of the computer, many teachers and scholars have tried to incorporate typing into learning and teaching Hanzi. Though many have stated the benefits of e-writing, the objectors argue the benefits of e-writing are limited and do not help long term memory of characters, and on the contrary, could actually be harmful to the handwriting ability of learners.

This study suggests an “e-handwriting” method which is made possible by the increasing popularity of mobile devices and technology.  By promoting e-handwriting, the advantage of traditional handwriting in long term memory and proficiency is preserved, while at the same time, the conveniences and efficiency of e-writing is capitalized on.

The initial findings show positive perceptions of learners which, given further studies, may suggest a potential pedagogical framework for learning and teaching Chinese characters.

Presentation Slides

10.00am-10.20am

Investigating Growth in Paragraph Writing Skills of Tertiary students

Dr Seyed Vahid Aryadoust
Centre for English Language Communication

This study investigates the development in paragraph writing ability of 116 undergraduate English as a second language (ESL) students enrolled in a paragraph writing course. Students wrote sample paragraphs before, during, and after the course, and these were marked on an analytical scale by multiple expert raters. The results were first subjected to many-facet Rasch model (MFRM) analysis to measure differences in rater severity and identify rater misfits; raters’ scores were anchored to these initial results to generate fair scores for students. Next, a curve-of-factors latent growth model was fitted to the scores. The results showed that students’ ability in multiple writing skills grew gradually and linearly from the beginning of the course. This progress was found to be independent of the writing prompts. Students’ development is attributed to a variety of facilitative factors, including explicit lessons and frequent practice, regular feedback through a continuous assessment (CA) approach and various opportunities to engage with class tutors, and the use of online technology in the course.

 

10.20am-10.40am

Application of Threshold Concept Theory to achieve Higher-order learning outcomes through use of Online Assessments

Dr Elliot Law
Engineering Design and Innovation Centre

Most past studies on the use of online assessments have been focused on foundational courses where lower order cognitive skills are commonly engaged.  In this study, the question whether online assessments can be effectively used in higher level courses to promote higher order cognitive skills as lower order ones is explored.  Online assessments were adopted to monitor the learning progress of students in a higher level engineering course, in order determine whether (a) the online assessments helped to improve the general level of proficiency in this course, and (b) there were clear links between the levels of cognitive skills engaged in the online assessments with the final grades.

Presentation Slides

11.00am-11.20am

Improving Problem-Based Learning with Student Tutors in a module of Food Product Development and Packaging

Dr Yang Hongshun
Department of Chemistry

Students taking FST 3104 are required to do new product development (NPD) projects. Sstudents were divided into three groups with a tutor for each group to conduct this problem-based learning (PBL) practice based on NPD. Students were asked about their experience of this practice. Students’ feedbacks indicate that NPD in general is positive in improving students’ creative thinking and problem solving ability. A majority of students preferred face to face interaction with student tutors for help. These feedbacks could be applied to the future PBL based modules to improve students' learning efficiency.

Presentation Slides

11.20am-11.40am

Development of a Design Software to facilitate Integration of knowledge across modules while solving Process Design problems by Chemical Engineering students

Dr Eldin Lim
Department of Chemical & Biomolecular Engineering

The capstone Design Project that all Chemical Engineering students need to undertake in the final year requires integration of knowledge acquired in all core modules to design a chemical plant. Various commercial software are available to carry out such plant designs. However, one of the subjects that is not well integrated into such process design software yet is CN3124 Fluid-Solid Systems. Consequently, many chemical engineering students view this subject as a standalone module that plays a supportive role towards other core modules in the curriculum. A fluid-solid systems software was developed in this TEG project and provided to students reading CN3124 to carry out a mini-design project. This software has been helpful in facilitating students to integrate their knowledge of CN3124 and other core modules taken within the same semester.

Presentation Slides

11.40am-12.00noon

Integrative Learning across disciplines : Engage students in Community Nursing

Ms Lau Siew Tiang & Ms Cindy Lee
Alice Lee Centre for Nursing Studies

Traditionally, clinical education is concentrated in the acute setting. However changes in the delivery of healthcare such as an ageing population and prolonged life expectancy, earlier discharges from hospitals, resulted in greater number of clients in the community needing continual care. The community continuum education (CCE) programme is designed to enhance the student’s understanding of community health nursing and promote its valuable contribution to health care system.  A total of 20 year 1 students participated in this pilot project. Data collection and analysis were done by a qualitative approach using focus group discussion. The students described the CCE as valuable because it deepens their appreciation of individual patient’s need in their homes and community; and raised their awareness of necessitate support beyond the hospital. The three main themes that emerged from the data analysis included professional development (knowledge, professional identity and spirit of inquiry), patient as human (respect, partnership, caring and information sharing) and teacher competence (teacher knowledge, planning learning experience and feedback).

Presentation Slides

12.00noon-12.20pm

Three Debates on Team Teaching

Dr Caroline Brassard
Lee Kuan Yew School of Public Policy

This session on team teaching is based on our combined experience in six semester-long modules at the graduate level using team and co-teaching in the last few academic years. We plan to address three debates in team teaching.

The first debate is whether team teaching enables deeper learning as compared to other types of teaching models. Our discussion also reviews the latest literature on team-teaching models, features, impacts and challenges.

The second debate is whether the design of team taught courses should fundamentally differ from single or co-taught courses. We use a comparative analysis of the team taught courses we designed and conclude on the key features that should (or should not) be included in team taught syllabi in order to foster deeper learning.

The third debate is, whether there are inevitable pitfalls and conflicts arising from team teaching. Based on the evidence from our student feedback, we discuss issues such as student perceptions and how to address the challenges of team teaching, and finally, we touch upon teaching evaluation of team teaching.

Presentation Slides
12.20pm-12.40pm

Development of a Statistical Framework for optimizing Team-based Learning Outcomes; where Baseball meets Medical Education

Dr Joshua Gooley
Duke-NUS Graduate Medical School

In team-based learning (TBL), students work in small teams to solve problems. Inspired by baseball sabermetrics, we examined the relationship between individual performance and team performance on exams taken across 6 years of the Brain and Behavior course at Duke-NUS Graduate Medical School. For most teams, performance was not explained by a simple voting scenario or by deferring to the top academic performer with the team. Rather, team-based individual performance metrics were better at explaining variance in team scores, as compared to individual test scores. Such measures can potentially be implemented to better evaluate the effectiveness of TBL.


Presentation Slides

 

Download TEG Programme