By Chan Keen Len & Mark Lim, School of Interdisciplinary Studies

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.