“Team Building” is a key concept in the Module on “Organisational Behaviour” under the Diploma in Business Studies. While the features of this concept can be presented through the conventional lecture method, Mario Goh (School of Business & Accountancy) decided that it would be more impactful if the students could experience the concept of “team” and re-designed his lesson such that his students would be experience being part of a team in action through an online game. Read on to find out more about his engaging out-of-classroom experiential learning session in NP’s Studio 27.
The availability of mobile devices such as laptops and smartphones is sometimes viewed as a distraction to teaching and learning in the classroom. However, there are also lecturers who see the benefits and opportunities of using these readily available technology tools and software to support and engage students in their learning process. Norami Aliza Horon ( School of Humanities & Social Sciences) overcame the challenges of “digital” distractions by infusing technology into her lessons. Click on the link to read how she uses Instagram as one of her teaching & learning strategies.
The Virtual Pharmacy is a courseware developed by School of Life Science & Chemical Technology (LSCT) for the Diploma in Pharmacy Science to provide students with the opportunity to familiarise themselves with the workings of a hospital pharmacy. Through the activities and games in the courseware, students are able to review their content knowledge and to apply what they have learnt within the context of the Virtual Pharmacy. Esther Chue shares how this Virtual Pharmacy is designed and how it enhances the students’ learning experience and provides an additional platform for students to practice and apply their skills.
Conventional methods of teaching technical subjects have tended to be primarily teacher-centred, with students playing the role of a passive learner. Students are usually not participative or engaged in this method of learning and this result in them loosing interest in the topics as they cannot see the relevance of what they are learning with the real world and disengage from the learning process. To close this gap in learning, Koh Kok Sua and his colleagues in School of Engineering/Mechanical Engineering decided to re-designed their modules to create more opportunities for student engagement and to motivate them through the use of learner-centred learning strategies. Read on to find out more about their re-designed learning experience.