The project simulates a real working environment by exposing students to technologies and experiences of a real work place. The project also leverages on Web 2.0 technologies so that students can share and review information posted by other team members, co-author documents that explain the concepts of cell layout methodologies, evaluate and critique the product of other members, and collaboratively build on each others’ work to present the final product.

These experiences have increased the level of students’ engagement in learning. The students tend to show greater interest in the topics and have demonstrated a deeper understanding of the concepts and theories related to this module.

“During this project, we discussed the problems together, helped each other and stayed back at school until it was finished. This was very inspirational and I learnt how to communicate with the others.” – Student feedback

Read the complete paper:

» Holistic Development through Project-based Learning in Engineering Modules [PDF, 11 pages, 129 kB]

Copyright © CDIO™. Used with permission.

Author

Linus Low Koon Teck is a lecturer in the School of Engineering, Ngee Ann Polytechnic

What is CDIO?

CDIO stands for Conceiving — Designing — Implementing — Operating.

According to CDIO.org,

The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving — Designing — Implementing — Operating real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment.

The 5th International CDIO Conference was held at Singapore Polytechnic, Singapore, June 7 – 10, 2009.

[Circuit image: source.]

The topic of stock-taking is best taught by allowing students the actual experience of participating in a real world stock-take. This provides opportunities for students to make authentic decisions (such as selecting samples of stocks to be test counted) and allows them to experience the detection and investigation of exceptions encountered during the stock take.

However, as you can imagine, it is difficult to find multiple companies that would welcome hundreds of students participating in and observing the real year-end stock take. Hence the topic had been taught in the past using lectures and tutorial discussion.

We began to consider other more effective ways of teaching this topic after a recent forum organized by the Teaching and Learning Centre, where we observed an open source virtual world platform called Project Wonderland. We realized this may be the solution we needed.

Project Wonderland is a Java-based toolkit for creating collaborative three dimensional virtual worlds. Within these worlds, users can move around, communicate using audio, and share live desktop applications and documents. They can even conduct real business transactions.

We crafted the following scenario as a graded assignment in “Auditing 2” (a 3rd-year module within the Diploma of Accountancy at Ngee Ann Polytechnic).

Our Virtual Scenario

Students firstly need to customize avatars that represent themselves in the virtual world. The main task is to navigate around 3 virtual rooms and complete various activities.

In the first room (briefing room), students access resources to learn the concepts and techniques behind carrying out a stock take observation. They need to access the stock list, from which they have to draw up their stock take samples for conducting test counts.

Learning concepts in the briefing room

In the second room (warehouse room), students work collaboratively in groups of 5 to 6 members to conduct their stock take of (virtual) DVD and Hi-fi players, and television sets. They interact with graphical representations of stock and are able to determine the quantity of stocks by clicking on relevant pallets.

Students conduct the stock count by comparing the details on the stock list received in the briefing room with details on the pallets of stocks selected for the sample counts. They are able to interact with their peers while conducting the stock take using either the chat function within the room or the audio and speaker functions which allow students to talk to each other.

Counting stock in the warehouse room

In the final room (audit room), students complete the audit work papers in groups after completing the stock take and note any exceptions or discrepancies in quantities between stock list and count.

Discussing and reflecting in the audit room

The completed audit work papers, together with an individual reflection of the virtual world experience and their suggestions for improvement are submitted via our learning management system for grading.

Findings

After running the assignment for the past 3 semesters, we noted from the working papers submitted by the students that on the whole they have grasped stock take concepts and techniques. The majority of students could perform the appropriate procedures in carrying out a stock take and most could document the findings and observations arising from their stock count.

A review of students’ reflections revealed that almost all of them appreciated the new learning approach and felt that the experience was interesting and fun and it allowed them to learn about stock taking techniques in a hands-on manner. They appreciated our efforts to introduce a new learning approach and felt that they were better able to learn the stock taking concepts using a virtual world approach rather than a traditional lecture and tutorial approach. Many had not encountered a virtual world before this experience and were also excited to learn a new e-competency.

The following are excerpts from students’ reflections:

• “Overall I think the whole virtual world experience is insightful and beneficial. I am able to try out how a stock take is conducted and (it) has allowed me to gain a better understanding of inventory auditing. It is quite an interesting experience”;
• “Through this assignment, I have benefited and this is an enriching experience for me as it allows me to explore and feel what is like to do a stock take for a client. It positively enhanced my learning experience for this chapter”; and
• “I believe that through this experience I learnt more than what I have through notes and textbooks”

Conclusion

The implications for practice are both encouraging and challenging. We are happy to note that students appreciated learning stock taking concepts and techniques in the virtual world platform which they have found to be more hands-on and practical than the usual lecture and tutorial style of learning. It was also nice they acknowledged the efforts of staff!

As the virtual world assignment required students to work collaboratively and to reflect on their learning experience, students have taken more ownership and were more engaged in their learning, which are features of learner centered learning.

However, we acknowledge that students are constantly exposed to rich interactive media platforms, and they have high expectations in terms of graphics and features in any online courseware or virtual world platform used for education. Since funding is limited we need to balance students’ high expectations with budgetary constraints.

Action Research

We conducted action research to improve this virtual world stock take project. Our paper was accepted and presented at the ICT2010 Conference organized by UniSim.

In this paper, we shared our experience of using a virtual world to inject a more practical slant in the teaching of audit of inventories to enable students to get a real-life feel of what doing a stock-take is all about, especially from an external auditor’s point of view.

Read the complete paper:

» Virtual Stock-taking: An Experience of Co-presence for Accountancy Students [PDF, 15 pages, 804 kB]

Copyright © 2010, ICT2010 Singapore Conference. Presented at the ICT2010 Singapore Conference. Reproduced by permission.

Authors

Mr. Lee Koon Yew is a lecturer in the School of Business and Accountancy, Ngee Ann Polytechnic

Mrs. Tiew-Teo Hui Leng is a deputy director in the School of Film & Media Studies, Ngee Ann Polytechnic

The following learner-centred e-learning activities were an important part of the success in engaging students in the module.

Ship Simulation Game

In order to generate interest at the onset of the module, ShipSim 2008 (a computer simulation) provides an exciting approach for the students to gain insights into the marine and offshore environment. The students are engaged by the visual, audio, and kinesthetic impact of this software. This greatly enhances their experiential learning as it allows them to explore the characteristics of various marine vehicles in a simulated marine environment.

3-D Modelling Software

Collaborative learning in practical sessions was achieved through computational methods (using 3-D modeling Delftship, and Google SketchUp) followed by discussions in the Blackboard environment. This required team work as students created the physical model of the hull form.

Mindmap Software

CMap (mindmapping freeware) and other variants (e.g. FreeMind) aid the students in developing and reflecting on various aspects of ship construction through a constructivist approach. In this project students are required to do simple research and reflect upon their learning in the form of a mindmap. The student mindmaps are shared with other users online.

Read the complete paper:

» Active Learning in Naval Architecture [PDF, 12 pages, 398 kB]

Copyright © CDIO™. Used with permission.

Author

David Seow Chih Wei is a lecturer in the School of Engineering, Ngee Ann Polytechnic

What is CDIO?

CDIO stands for Conceiving — Designing — Implementing — Operating.

According to CDIO.org,

The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving — Designing — Implementing — Operating real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment.

The 5th International CDIO Conference was held at Singapore Polytechnic, Singapore, June 7 – 10, 2009.

It is crucial that students know engineering codes of practice and how to apply them in the real work environment.

Delivery of content in a classroom setting is often dry and uninteresting to the student. We are faced with the challenge of how to transform the student’s learning experience from humdrum to interesting and meaningful.

In this paper, the author shares his experience in encouraging students to work on the topic “Refurbishment for Barrier-Free Accessibility in Buildings” through the use of a project-based method.

The paper was presented at a recent CDIO conference in Singapore.

Read the complete paper:

» Facilitating Independent Learning using Project-Based Method
[PDF, 9 pages, 1.12 MB. Copyright © CDIO™. Used with permission.]

Author

Mok Thai Koon is a lecturer in the School of Engineering,
Ngee Ann Polytechnic

What is CDIO?

CDIO stands for Conceiving — Designing — Implementing — Operating.

According to CDIO.org,

The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving — Designing — Implementing — Operating real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment.

The 5th International CDIO Conference was held at Singapore Polytechnic, Singapore, June 7 – 10, 2009.

Using technology to enhance the learning experience is common in schools of engineering. There are many simulation tools (both hardware- and software-based) which can be used to teach various engineering topics. However, for some new and complex engineering subjects such as Digital Video Broadcasting (DVB), securing a good learning tool at a reasonable cost is not easy.

The following paper talks about how we’ve used a self-developed DVB system customized to enhance student learning. Since students have easy access to the system, self-exploration is enabled and encouraged.

The paper was presented at a recent CDIO conference in Singapore.

Read the complete paper:

» Using Technology to Enhance Learning of Digital Video Broadcasting
[PDF, 10 pages, 119kB. Copyright © CDIO™. Used with permission.]

Authors

Eva Rosdiana

Chua Beng Koon

Eva and Beng Koon are lecturers in School of Engineering, Ngee Ann Polytechnic.

What is CDIO?

CDIO stands for Conceiving — Designing — Implementing — Operating.

According to CDIO.org,

The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving — Designing — Implementing — Operating real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment.

The 5th International CDIO Conference was held at Singapore Polytechnic, Singapore, June 7 – 10, 2009.

The Diploma in Product Design & Innovation (PDI) is a course offered by the School of Engineering at Ngee Ann Polytechnic.

The PDI curriculum was designed on the principle that a good product is one that looks good, works well and sells well. A good product (e.g. mobile phone, printer, kettle, chair, vacuum cleaner or car) must be attractive, functional and marketable. This concept forms the foundation of the PDI curriculum.

The curriculum thus integrates the three important disciplines of product design: Arts, Engineering and Business. It focuses on the design process and methodology, from the conceptualization of creative ideas to the realization of innovative designs with quality design folios, mock-ups & models; computer models & presentations; and drawings & documentation for mass production.

The principal approach of PDI

Students graduate from the diploma with a design portfolio, complete with working prototype and business plan. They participate in overseas and local internships and immersion programmes at product design companies and institutions, and have access to facilities such as rapid prototyping, laser cutting and computer numerical controlled machines

2.  Learning how to design

We believe that learning to design is something like learning to play a sport such as badminton, soccer or volleyball. The students are the players and the lecturer is the coach. The students need to practice designing, repeatedly, to hone their skills, knowledge and attitude; and the coach’s main role is to observe, evaluate and guide the students in order to continuously improve their design abilities.

Learning to design is about understanding the design process and the associated factors. There must not be too much emphasis on the results at the end of the design process.  “Exploration” and “experimentation” are the key words. The lecturer’s role is to encourage the students to generate new and creative design ideas, instead of designs that have already proved to be working.

Are all designs successful? Inventor Thomas Edison once said:

"I didn’t fail 1,000 times. The light bulb was an invention with 1,000 steps."

Therefore, in design and innovation, mistakes are okay, except the designer must learn from them and pursue a better solution.

3.  Teaching design: Variety! Variety! Variety!

One of the key success factors in teaching design is to use a variety of teaching and learning approaches. That is, besides the traditional modes of lectures, tutorials, laboratory sessions, projects and assignments, there should be other appropriate ways to engage the students in learning. These include talks and seminars by practising designers, visits to design companies and design exhibitions, participation in design competitions, exchange programmes with other institutions, and so on. 

Variety in teaching and learning approaches helps to avoid boredom and provide freshness in learning among the learners. More importantly, as different students have different preferred modes of learning, variety in learning approaches will satisfy every student in some ways.

The following sections outline some of the approaches we have used, and the outcomes.

4.  Involve the students and make it real

a. Experiential Learning

“Tell me, I will forget. Show me, I may remember. Involve me, I will understand.”

This proverb speaks of the power of involvement in the experience of learning. In PDI, learning via involvement is a key feature in the programme.

Wheelchair exercise in the Ergonomics and User-Centred Design module

For instance, an exercise in the Ergonomics and User-Centred Design (EUCD) module required the students to design a wheelchair.

In order for the students to fully understand user needs and subsequently write the design specifications for the wheelchair design assignment, they were required to first sit and move around on a wheelchair and carry out some given tasks just like a real wheelchair user.

The tasks included getting to a meeting room and borrowing a book from the library.

Visually-impaired exercise in the Ergonomics and User-Centred Design module

In another similar exercise, the students were asked to write the design specifications for a product designed for the visually impaired. In this case, the students were grouped in teams of two.

Each student took turns being blind-folded and they experienced the problems faced by the visually-impaired. The students needed to carry out some given tasks such as buying a cup of coffee from the canteen, or delivering a letter to an office.  

At the end of the exercises, the students had a more comprehensive understanding of the needs of the target users of the products (i.e. wheelchair users and visually-impaired), and a more deep knowledge of the principles of user-centred design.

b. Field Trips: In the Product Form and Aesthetics (PFA) module, in order for the students to understand the contemporary design styling and trend in product designs, they were taken on a field trip to  Orchard Road. As they visited various shops, the students were required to study and sketch various products that were on sale. They then had to propose their own improvements to these products and present their findings.   

Field trip exercise presentation in the Product Form and Aesthetics module

c. Workshops by Experts: Another way to involve students in learning was to engage practising designers to give guest lectures or conduct design workshops for the students. Such sessions provided opportunities for the students to learn from the experiences of different designers. Following are pictures of a design workshop conducted by designers from the James Dyson Foundation.

Design workshop by James Dyson Foundation

d. Design Competitions: Another practice-oriented learning experience for PDI students was their involvement in various design competitions, In such competitions, a local sponsoring company provides some prizes for the best three to five designs. The advantage for the company is they see many new design concepts for their product range.

3D CAD images in the Singapore Mint souvenir design assignment

For instance, in the Product Form & Aesthetics module, the Singapore Mint sponsored the souvenir design competition assignment.

Design poster in the CyberInc mini computer design assignment

In the Ergonomics and User-Centred Design module, CyberInc sponsored the mini computer mouse design competition assignment.

In these design competition assignments, students work according to the company’s real-life design requirements, and the students had the chance to interact and learn from the company’s designers or engineers. In general, students are very motivated in such design competition assignments.

In addition, the compulsory three-month internship allows each PDI student the opportunity to understand the design process and factors in real-life design projects.

e. Other approaches: Other learning designs that have been used in the PDI curriculum include critique sessions and off-campus project exhibitions.

5.  What have the students designed?

With the help of the many practice-oriented ways to engage the students in learning as described in earlier sections, the students have produced many innovative designs, and some are shown in the following figures.

Water Skate – enablesthe user to walk or skate on water

Ice Stirrer – to cool drink without diluting it

Money Cleaner – preventing infection by killing germs on coins and notes

6.  How did the students respond?

Feedback from the students on the various innovative applied learning approaches in PFA, EUCD and PDAI modules is very positive.

Surveys and focus group discussions were conducted at the end of each semseter to assess the effectiveness of the teaching strategies employed, and students’ receptiveness to these approaches. The feedback provides good input from students, enabling us to work towards continuous improvement of the curriculum and to gauge the effectiveness of the various modes of teaching and learning.

Appendix A gives a summary of the survey results conducted for PFA and EUCD for the past semesters. Response to Question 2 in the survey clearly shows that the students have found the off-campus exercises to be extremely useful. In general, the module lectures, exercises, assignments and projects are appropriately structured to meet students’ expectations. Through the modules, they are able to understand more about consumers’ expectations and needs.

Focus group discussions have also been conducted to get students’ feedback on the innovative teaching and learning approaches adopted for the course.

Appendix B shows the positive outcome of these discussions.

7. Conclusion

Involving the students in every possible way in a variety of different learning approaches is key to the teaching of the Product Design and Innovation modules. Learning to design is like learning to play a new sport game – one has to actually play the game and practice constantly in addition to knowing the principles of designing. The favourable feedback of the students and their innovative design work indicates the approach used in the course has proved to be on the right track. The PDI course team believes in, and carries out continuous improvement and constant refinement to the approach in order to engage the new batch of students in learning every year.

Authors

Dr Tan Ah Kat

Richard Lim

Tan Ah Kat is Deputy Director and Richard Lim Chiok Ngee is senior lecturer in Mechanical Engineering Division, School of Engineering, Ngee Ann Polytechnic.

The Chinese have a saying:

Reading 10,000 books cannot be compared with walking 10,000 miles.

In various ways, the Overseas Immersion Programme (OIP) is testimony to that popular belief.

The Experience

A six-week programme for the School of Film & Media Studies’ Mass Communication students took them – all for the first time – to Wuhan, the capital of Hubei Province, China. Wuhan is unfamiliar to many of our students who mostly equate China with Shanghai and Beijing.

From late August to early October 2009, the twenty 2nd-year students found themselves thrown into the deep end of the pool – not that they minded, since they were there during the blistering heat of summer, with temperatures rising to 42 degrees Celsius!

With Wuhan as the base, the students had the unique opportunity for a total learning experience that would involve the key aspects of learner-centred learning – doing, exploring, collaborating and reflecting. We designed the core module’s assignments specially to ensure a meaningful journey of discovery.

The Intent

The Overseas Immersion Programme in Wuhan was designed to:

• Provide students with the opportunity to complete a core module (Feature Writing) and two Interdisciplinary Studies modules (Chinese History & Culture and Chinese Political System) while in China;
• Develop and sharpen student insights into China’s media industry, culture, business operations and work ethic through visits to industry as well as cultural and historical sites;
• Enable students to experience for themselves cultural similarities and differences at play and sharpen their cross-cultural sensitivies and behaviour by interacting with foreign and local students as well as staff of Wuhan University; and
• Ensure that students develop a personal relationship with China, her people and her possibilities.

Magazine Project

One example of the activities undertaken by the students was a magazine project, which required the students to work in groups to plan, produce and present two magazines targeted at youths, with Wuhan as the theme.

The editors of the magazine project created a Wuhan survival guide for the first-timer in Wuhan and a travel magazine that would give insights into the key highlights of the city of 12 million people. Putting the magazine together meant the students had to explore the three districts of the city – Wuchang, Hankou and Hanyang – to feel its pulse.

The students produced 2 magazines about Wuhan.

The result was two endearing magazines that not only featured the lifestyle and culture of the people but also heartrending stories of poverty and loneliness. One story featured three women entrepreneurs’ passion that was turned into a viable business. Another article looked into the pain of young girls sold to a life of selling flowers on the streets. Visitors to Wuhan are startled by that desire for survival as the girls cling to tourists’ legs begging for 5 yuan (S$1)  per flower.

Food stories abound as Wuhan cuisine is quite unlike what we find in Singapore. Re Gan Mian (literally hot, dry noodles bathed in a rich sesame paste) is the traditional favourite, as is Mian Wo, a deep-fried Chinese doughnut. These make a great, cheap breakfast. Such stories took the students along the rocky path of research, interviews and analysis – to understand the differences between Wuhan and Singapore, between the Chinese and Singaporeans.

The Interdisciplinary Studies modules were challenges in more ways than one. For most of the FMS students, Chinese is not their first language. It was a cultural shock to learn that the Chinese History & Culture lectures would be conducted in Mandarin and that all assignments had to be written in Chinese. Google’s translation tool came in truly handy! The lecturer, Professor Zhang, is such a riveting story-teller that even the most resistant to Chinese were won over by the end of the course.

The experience of Chinese culture became even more real when students found themselves in Taiji aerobics and calligraphy calisthenics. The flexing of unused muscles helped the students develop a new-found respect for China and things Chinese. A visit to Red Cliff (where the great battle between the armies of Cao Cao, Zhao Yun and Zhuge Liang took place) made the John Woo movie Red Cliff even more memorable.

Meeting a local at Red Cliff.

Human propulsion on a shallow reach of the Three Gorges.

Ascending Wudang Mountain – the birthplace of Taiji and Taoism – rejuvenated the roots of a great legacy long buried.

Cultural insights from Red Cliff and Wudang

New friends were made, and ideas were shared with not only Chinese students studying English as a foreign language but also foreign students from Africa, Indonesia, Korea and Japan. Our students collaborated with their new Chinese friends on a poll to discover Chinese youths’ attitudes towards the Chinese Communist Party – an assignment for the Chinese Political System module.

We hosted the Mid-Autumn Festival (Mooncake Festival) party for our new friends, giving them a taste of Singapore chicken curry and the warmth of our hospitality. This was networking in action.

At journey’s end, it was time for reflection. An evaluation form was created and conducted to gather the lessons learnt and harness the knowledge gained for future programmes. More importantly, the value of an immersion programme such as this is in readjusting attitudes and views – and even putting to sleep certain prejudices.

It is no mean feat to complete a 15-week semester in six weeks overseas followed by two weeks’ of instruction back home. There is no doubt that the difficulty level for the two modules soared (compared to a classroom-based class) but the students rose to the challenge – perhaps inspired by their Chinese counterparts hungry for a better life or their new African friends who see the value of being part of the Chinese world.

The Outcome

Participants were profoundly affected by their Wuhan experience and learned a great deal.

Two students from the Overseas Immersion Programme share what they learned during their visit to Wuhan. [Click each one to view. Used with permission.]

Author

By Sng-Fun Poh Yoke, lecturer in School of Film & Media Studies, Ngee Ann Polytechnic.

Ngee Ann Polytechnic’s Diploma in Psychology & Community Services (PCS) is a 3-year programme which aims to develop and transform post-secondary students into work-ready professionals with the requisite knowledge, skills and attributes for careers in social services or welfare organisations, and the drive and know-how to make a positive difference in the communities they serve.

Apart from a strong grounding in the fundamentals of psychology and how these fundamentals are applied in providing community services, the learning experience must develop the PCS graduate into someone who is not only a competent professional and a flexible lifelong learner but also one who is compassionate, resilient, innovative, resourceful, pro-active, IT-savvy, analytical, and an effective team player with good communication skills.

While it is not uncommon to hear claims of holistic development in a curriculum, what often happens is that the core academic knowledge and skills remain the explicit focus of the course and its assessment practices. The affective portion is usually left as part of the ‘hidden curriculum’ and may or may not be achieved.

However, in the Psychology & Community Services course we have attempted to integrate the core academic knowledge and skills with the desired attributes expected of its graduates. This is achieved by:

1. Having a blend of pedagogical approaches and strategies that are carefully selected to work together within the curriculum to shape and develop the cognitive, metacognitive, affective and attitudinal facets of the PCS graduate; and
2. Creating space for integrative learning.

Students visited the Help Every Lone Parent Family Service Centre as part of PCS experiential learning

Key teaching and learning approaches

The approaches used in the Psychology & Community Services Curriculum include, but are not limited to, the following:

a. Problem-based Learning

In this approach, students working in small teams, encounter and learn to work through a real, usually ill-structured and multi-faceted problem. Students develop and hone strategies to deconstruct multi-faceted, multi-layered authentic problems, seek information, construct knowledge and understanding, and suggest ways to address the problem and discuss alternatives with other teams working on the same problem. Used with the more foundational subjects such as ‘Intro to Sociology’, this approach intends to strengthen students’ grasp of the fundamentals and sharpen students’ conceptual thinking through getting students to:

• Develop the discipline to analyse and identify the possible root causes of a situation,
• Get into the habit of taking explicit stock of the quality and sufficiency of current levels of knowledge and skills before moving on to identify and seek new knowledge, skills and concepts needed to work through the issues at hand.
• Explain and justify their solution to colleagues
• Receive and consider critiques of their solution
• Learn from alternative (and often innovative) approaches and concepts used to address the same problem.

Following is an example of one of the PBL activities that students needed to complete. [Click to open.]

b. Case-based Learning

Case-based learning provides students with examples of how their class room knowledge  engages with real world situations. For example, in the module “The Brain & Behaviour”, various case studies introduce selected neuropsychological concepts. Students were exposed to a case study on a client with seizure disorder who underwent hemispherectomy (removal of half of the brain). They would subsequently examine the neurological basis of seizure disorder and the implications of hemispherectomy. 

c. Service Learning

Introduced in the more foundational modules such as "Introduction to Statistics and Research", the service learning approach pushes students to identify an issue of concern in a community or society and seek ways to apply the particular knowledge and skills learned in the particular modules in order to impact sustainable change in the community.

Students learn to work in teams to analyse and work on community issues. However, and perhaps more critically, they also learn to collaborate with their with community partners and the recipients of their services to research the issues in order to make recommendations that are of relevance and significance to the partners. Through this approach, they develop attributes of perception, sensitivity, empathy, compassion, and resilience as well as a sense of professionalism and responsibility.

Following is an example PBL report by students in their first year (the "Platinum" group, consisting of Jaslyn, Nuryanty, Sukanya and Zoe. Used with permission.)

PBL Report – Social Inequality in Singapore (by Platinum) [PDF, 7 pp, 98 kB.]

The following photo was taken while Platinum group was conducting casual interviews with some foreign workers in Little India.

Platinum Group being orientated by staff from HealthServe.

d. Reflective Learning

While reflecting on their experiences, students develop their abilities to objectively review and take stock of their own learning & development (cognitive, psychomotor and affective), the quality of their performance, and how to address their development gaps. They develop self-directed capacities to identify and direct their own further development needs.

Following is an example of one of the deliverables – a newsletter by tutorial group 1B01 – which includes reflections on how the students have applied what they learned in each of their core modules. (Used with permission.)

New Perceptions Newsletter (by 1B01) [PDF, 4 pages, 709 kB.]

e. Work-based Learning

This approach injects into the curriculum authentic opportunities to develop workplace competencies which include attitudes, behaviours, and procedural knowledge and skills needed to perform as a professional. Opportunities include using real workplace case studies and problems during class work, visits to industry, joint projects with industry, and internships. Students get second and first-hand experiential opportunities to observe empathy and innovation in action and learn through opportunities to undertake workplace tasks and get feedback on their performance. They learn to hone their conceptual and academic knowledge and skills into appropriate workplace practices.

For some student perspectives, see PCS Internships.

Selecting Approaches and Strategies

When designing the PCS curriculum, we used the following key guidelines in selecting and blending the approaches and strategies:

a. Variety

Psychology & Community Services students need to experience a rich variety of activities so they develop the necessary learning skills to be comfortable learning in several environments: independently, in structured contexts, through ill-structured experiences, both face-to-face and online.

b. Range

The PCS student must be exposed to learning approaches that range from the more conventional instructor-led sessions in lectures and workshops through to the more learner-centred approaches that involve active, authentic, and experiential learning. It is this range that will scaffold the learners from the more foundational to the more experiential and self-directed aspects of learning and development.

Students experienced what it is like to use a wheelchair as part of a visit to the Spastic Children’s Association of Singapore.

Integrating the Learning

The mix of approaches in any one semester must complement each other in terms of the aspects of cognitive, metacognitive, attitudinal and affective skills, traits and attributes being developed. This blend ensures that in any one semester, a PCS student has the opportunity to integrate and apply foundational knowledge and theories into practice in authentic contexts. This also ensures that a student’s learning experience in any one semester includes a careful blend and balance of the more time- and resource-intensive, emotionally-engaging experiential approaches with the more time-efficient teacher-led approaches which culminates in an Integrated Project.

The curriculum designers created space and opportunity for students to demonstrate their efforts at integrating the various one-semester modules. For example, in the second semester of their first year, students study the following 5 modules:

• Introduction to Sociology
• Lifespan Psychology
• Introduction to Statistics & Research Methods
• Family & Relationship Studies
• Behaviour In Organisations

In the PCS diploma, students experience integration of the above modules via participation in the following:

a. Integrating theory into practice by ensuring that students encounter authentic cases and problems as they learn the theories and concepts required of the curriculum.

b. Integrating class-based learning with workplace experience through planning for well-scaffolded encounters with the workplace and industry throughout the 3-year curriculum.

d. Integrating the academic and applied knowledge and skills acquired in the different modules through a major, performance-based integrated assessment each semester. An example of this is the end-of-semester project in which students are expected to collaborate with their peers and staff to plan for, organise, execute and participate in an event which showcases their learning and development to parents and industry partners and celebrates their achievements and contributions to industry and community for the year. 

In a recent semester, the “integration celebration event” was in the form of a Symposium, which allowed students to consolidate the various learning experiences they had gone through in the semester.  Students were given the opportunity to present their research findings as well as their journey over the whole semester, in an exhibition and presentation.  In this project students incorporated their learning from classroom lectures on psychology; identification and solving of problems (Problem based learning); presentation of their project report (Project learning); learning from an authentic scenario (Experiential learning) and their service learning experiences.

Here is the brief that students needed to follow for the Symposium.

Integrated Project Example

In the “Lifespan Psychology” module, students were assigned to work with HealthServe Community Clinic whose clients are mostly foreign workers.  Using their classroom knowledge, students examined the implications of working in a foreign country on the development aspects of these foreign workers.  Students were able to present a report which identified the problems based on their research and the programmes that HealthServe develop to serve the needs of the foreign workers. In this way, students not only demonstrated their understanding of the theoretical basis of psychology but made linkages between what they have learnt in the classroom and the real world. 

Here is one of the project submissions (by the "Introvertz" group, Jessica Ann Joseph Vincent, Oh Shao Shiuan, Siti Fasihah Binte Subto, Yan Manhong and Yeo Yun Jing. Used with permission.)

Final Statistics Report – HealthServe (by Introvertz) [PDF, 23 pages, 271 kB]

Closing remarks

The Psychology & Community Services curriculum is a work-in-progress. The curriculum structure and descriptions mentioned in this article refer to the structure for the first cohort of PCS students. With each cycle of curriculum review, modules continue to be reviewed, revised, and, where necessary, re-positioned as we continue to reflect on the variety, range, blend and integration of approaches.

It has been heartening to observe how the curriculum is working to nurture the PCS graduate – one who is not only a competent professional and a flexible lifelong learner but also one who shows compassion, resilience and innovation, and is an effective team player with good communication skills.

Authors

Joyce Tang Wai Ching

Tan Yew Kong

Joyce and Yew Kong are lecturers in School of Humanities, Ngee Ann Polytechnic.

1. Overview

To give a flavour of the World Issues: A Singapore Perspective module, let’s first look at two scenarios that students may need to discuss during class.

Scenario 1

In the workplace, we’re often asked to do things that are "out of the box". Here is a possibility.

You’re working for a financial services company. One morning, your manager summons you to assist in making sense of key developments that will affect the company. Your task is to help prepare an insight brief which the manager will present to a board meeting the next day. Your paper needs to include a summary of current and relevant developments in Singapore and in related industry sectors around the world. Your paper must make clear the most important conclusions arising from your research. What key insight will you give your manager?

Scenario 2

Race relations is a sensitive issue in most countries, particularly in culturally-diverse Singapore.

Imagine Singapore in the year 2061. China has become the undisputed world power and the resulting developments have given rise to a ripple effect in nations worldwide, including Singapore. Due to a pragmatic shift in policies to cater to this new global economic order, almost all jobs now require an ability to read, speak and write Mandarin. Increasing racism emerges in society as Singapore is perceived as a country only for the Chinese. One fateful day, the groups fighting for minority rights march in protest against alleged racist government policies and employment practices.

In a bid to control a situation rapidly spiralling out of control, the government sends in the troops. This heavy-handed response results in many non-Chinese civilian casualties. You are part of a think-tank that is trying to understand why the years of seemingly "peaceful" coexistence have been swiftly undone. Your team has chosen to look at the Southern Thailand insurgency that flared up in 2001 as there are many parallels between that incident and the current crisis that would allow you to better understand the present situation in 2061.

Both the above scenarios challenge students to have a global outlook and a sense of the problems confronting Singapore in a rapidly changing world.

As module leaders of the World Issues: A Singapore Perspective module, we have had the privilege of designing a module that challenges our students’ thinking and brings the outside world to them.

This article gives an overview of this compulsory module.

2. What is WISP all about?

Singapore’s Ministry of Education requires all schools to include National Education (NE) in the course curriculum. This subject (which is part of Social Studies and is studied through primary and secondary school) is unfortunately perceived by some to be pro-government propaganda.

The module "World Issues: A Singapore Perspective" (WISP) is Ngee Ann Polytechnic’s response to such perceptions. The module is a prescribed year 3 module for the majority of Ngee Ann Polytechnic students. The key objective of this module is to enhance students’ understanding of current global events and issues in the context of Singapore and to encourage criitcal thinking.

Instead of taking a dogmatic approach to the important issues facing Singapore, the WISP module encourages students to question, explore, defend and shape their own opinions. We believe adolescent thinking responds better to an issues-based approach and that to present a prescriptive National Education curriculum would not be approriate for their stage of thinking and development.

The intent of the module’s design is to develop thinking students who are able to make thoughtful decisions and informed choices. It allows them to acquire information by exploring themes from multiple perspectives, to make reasoned judgments, and to act upon them. Through a constructivist approach, the students have opportunities to gather information from different media and reflect critically upon events and issues both locally and globally.

In Ngee Ann Polytechnic, the WISP module plays a key role in helping produce graduates who are "global smart", ready to meet the challenges of globalisation having considered the consequences of their actions, beliefs, position and thinking.

3. Learning Approaches in WISP

WISP has redefined the teaching of National Education and changed student perceptions of the subject. The paradigm shift is summarized in the table below:

(a) Active learning and self-discovery process

The module does not force-fit National Education messages in the curriculum nor explicitly state them. Instead, such messages are embedded in the learning materials for the students to discover along the way. The manner in which they are embedded within the main themes of the module is outlined below.

i. Prejudice and Discrimination in a Globalising World

• We must uphold meritocracy and prevent corruption.
• We must preserve racial and religious harmony.

ii. Conflicts around the World: War and Peace

• We must ourselves defend Singapore.
• No one owes Singapore a living.

iii. Global Trends

• Singapore is our home; this is where we belong.
• We have confidence in our future.

Classes are conducted in small tutorial groups and delivery methods employ active, learner-centered approaches.

Following are two examples of learning through a balance of in-class and outside-class activities.

(b) Non-conventional mode of teaching

WISP tutors play the role of facilitator, guiding students in their discovery of different perspectives on world issues. The students need to formulate and articulate their personal opinions based on sound judgments of the information acquired. This requires the lecturer to not only be passionate about world issues in general but possess skills in broadening students’ perspectives, moderating discussions, nurturing students in taking a greater interest in world issues and becoming active citizens, and bringing about a change in mindset.

A variety of teaching and learning strategies are employed to facilitate greater student engagement and to maintain a high level of interest. The various strategies, approaches and media employed in the WISP module include:

• Internet-based New Media (e.g. WebQuests, online discussion forums, blogs, online surveys, YouTube, news feeds, Google Maps and Google Earth, Skype, Wikis, podcasts and newsfeeds, etc)
• Movies (dramas, documentaries, animé)
• Music (e.g. anti-war songs)
• Anecdotes, personal stories, jokes, cartoons
• News articles (online and print)
• Artefacts (including those brought by students and tutors as well as ones the students create as activities)
• Debates, discussions
• Field trips (Eg. Army Museum, Parliament, etc)
• Conferences, seminars and dialogues
• Games, quizzes
• Scenario planning

e-Learning: Various tools provided by the Mobile e-Learning platform (MeL, which uses Blackboard) are used extensively in the module to better ensure the intended learning outcomes. The tools we use include the discussion board, voice board (using Wimba), blogs, and wikis.

Teamwork: Teamwork and collaborative learning are also integral tenets of this module and are one of the desired outcomes in all the major assessments. The module is therefore designed to foster collaboration both in-class and outside the classroom.

Analysis: Aside from keeping our students abreast with current global situations and happenings, WISP challenges them to examine, analyze, think, formulate their own insights, thoughts and decisions through discussions, research, games, multi-media and tutor facilitation.

Empowerment: One of the strengths of the module is that students are given the flexibility and latitude to select information and integrate it in ways that are congruent with their interpersonal, intrapersonal and environmental experiences. The assignment questions invite students to do just that. There is no specified content to cover, only broad themes that guide students’ exploration of various concepts and issues within those themes.

A key "value-add" in the WISP module is that students are required to explore their own position and viewpoint with respect to the various issues raised. This helps learners to develop their own position as a thinking young adult.

Some of the topics students need to consider, discuss and analyse during the WISP module include:

• Studying and Working Overseas
• Cashless/careless
• Relationship-based Violence
• Foreign workers/foreign talents
• Househusbands
• Islamic Terrorism
• Old Fogies
• An Imagined Future (insights from the experiences of Russia, Thailand, USA, France, Rwanda)

(c) Assessment methods

In the WISP curriculum, students are continually assessed on their knowledge and understanding of world events and issues and their impact on Singapore in relation to the overarching themes considered. They are also assessed on their ability to apply this knowledge and understanding by articulating them either in written or oral formats. With its continuous assessment approach, both formative and summative assessments are conducted with the former having a greater weighting attached to it. The assessments are primarily designed to provide students with continuous feedback on their performance after they have completed the main components. The main modes of assessment are group presentations and individual assignments which are in keeping with the overall approach used for WISP.

5. Outcomes

Student feedback about the WISP module has been generally very positive. The following short video clip summarizes this feedback. It was screened at the first National Education sharing session organized by Ngee Ann Polytechnic on 9 Oct 2007.

Recent student feedback and comments include the following extracted from their individual self-reflection paper and responses to the Module Experience Survey (April 2008):

“Taking this module has been a fascinating look at the world from a Singaporean perspective, and I will continue learning by viewing the world from multiple perspectives.” (InfoComm Technology student)

“My perspective on things have been greatly widen because of this module.” (Accountancy student)

This module allows me to learn and realise the happenings around the world,  which is good as Singapore happens to be a small country. So it is really vital to think and see things from a wider perspective, so as not to be a frog in the well.” (Electronic and Computer Engineering student)

WISP is a very good module. It helps us to open our eyes to the surrounding and the world which we tend to ignore. And learn more in depth about the issues the world is facing.” (Facilities Management for Business student)

6. Future Developments

As global issues and trends are never static, we are motivated towards continuous improvement in content and delivery. Technology and the use of various online e-Learning tools and social media will continue to anchor many of the learning experiences. This will be complemented by off-campus learning in the form of field trips.

Greater depth of exploration & analysis and critique of issues will be achieved with the inclusion and adaptation of appropriate materials from inter-disciplinary areas such as Political Science, International Relations and Strategic Studies. WISP students will have a stimulating variety of learning experiences and resources which will not only add value to their course at NP but also to their personal lives.

Acknowledgements

We would like to thank colleagues in the School of Interdisciplinary Studies for their support in the development and delivery of this module.

Authors

Article by Mark Lim Shan-Loong and Chan Keen Len (pictured left, above), lecturers in School of Interdisciplinary Studies, Ngee Ann Polytechnic.