Description

This geNiUS book is for anyone (colleagues and students) who would like to learn about blended learning. It is particularly useful for colleagues who would like to use blended learning as they design teaching activities for their classroom. The book shows how to guide students in building knowledge about topics that are being taught, outside of the classroom, so as to enhance the quality of learning that takes place within the physical face to face session. The strategies explained here are founded on Scardamalia and Bereiter’s theories on Knowledge Building and supported by evidence from UTC2706, a Systems Thinking module taught at Residential College 4. A particular focus is improvement in peer collaboration and encouraging diversity in ideas.

Description

In 1874, cholera found its way to Singapore through trade and immigration and in the absence of proper sewage systems and clean water supply, it is no laughing matter that 357 people literally shit themselves to death. Bouts of free-flowing diarrhea were accompanied by massive dehydration, loss of electrolytes and rapid death through hypovolemic shock. For the sake of the locals (and undoubtedly to save their own asses), the government quickly designated St. John’s Island as a quarantine station and reduced the spread of cholera on the mainland. With increasing immigration in the years to follow, St. John’s was further super-sized to become the largest and most successful quarantine facility in the world!

When prevailing SMM threatened to thwart our class’s field trip and deprive students of a rich and immersive experience to reinforce learning, Grace Chong simply laughed (Junhong not so much) and got to work. Following the lecture on how cholera shaped Singapore’s history, students from GEC1011 headed off in small groups to explore St. John’s Island – with this field guide in hand(phones). The lessons from Singapore’s history on fighting pandemics shall not be lost, certainly not to coronavirus!

Description

This is the sixth in a series of Sway notes for the module ES2660 – Communicating in the Information Age. It provides information which sets the context for the lesson taught in the class tutorial. There are links to other relevant resources that students may go to in order to read more on the subject. The material here replaces what used to be tutorial ‘handouts’. Sway allows images, slides, videos and links to optional resources to be embedded in a single interactive document, so that this serves as an ‘all-in-one’ place for course materials. Even instructions for homework and assignments are included here.

Description

In this document, I present online platforms and tools that are useful to design a blended course, starting from LumiNUS that we cannot avoid, and subsequently introducing online tools to serve different purposes, for instance, various communication channels, and online tools for in-class activities and outside-class activities. I specifically share how I used the tools to achieve a certain learning goal.

Description

This is the third in a series of Sway notes for the module ES2660 – Communicating in the Information Age. It provides information which sets the context for the lesson taught in the class tutorial. There are links to other relevant resources that students may go to in order to read more on the subject. The material here replaces what used to be tutorial ‘handouts’. Sway allows images, slides, videos and links to optional resources to be embedded in a single interactive document, so that this serves as an ‘all-in-one’ place for course materials. Even instructions for homework and assignments are included here.

Description

Thai 1 SWAY was created to help students taking LAT1201 (Thai 1) this Semester 2021-2022 to be more familiar with Thai pronunciation both conversations and reading texts in Thai 1″ Speak Thai Textbook: Chapter 1-Chapter 8. Due to time limitation in the zoom lectures, students have less pronunciation practice time for each word, each sentence, each conversation. This affects their performance during the oral tests. Therefore my Thai 1 SWAY aims to help my Thai 1 students improve their pronunciation ability and also help build up their confidence when reading/speak Thai. Without carrying a textbook around, students can listen to Thai 1 SWAY at anytime and anywhere via their mobile phone. I have been using this SWAY for 4 weeks, and the feedback is amazing as it is clearly seen that my students feel more confident when they were asked to read and perform in front of their peers during my zoom lectures.
Notes:
– Thai 1 “Speak Thai Textbook” is a required textbook for LAT1201.
– Students will learn 8 chapters in the textbook.
– For Thai 1 SWAY, I have to produce 2 SWAY links: One for Chapter 1-4 and the other for Chapter 5-8 because the number of audio for one sway is limited (max 40 uploaded audio).

Description

This geNiUS book aims to spread awareness and educate the NUS Staff at large about the importance of making Conflict of Interest declarations. It hopes to emphasize the importance of maintaining integrity and trust of the University by ensuring any Conflict of Interest is declared and handled accordingly. It provides important information about how and why NUS Staff should make Conflict of Interest declarations.

Description

In our module LSM3226 Medical Mycology and Drug Discovery, we incorporate a mini-project where students screen drugs or compounds for anti-fungal properties. After learning the basic manipulations, students are expected to write their own protocols to perform their own drug screens. Writing protocols for experiments is something that most students are unfamiliar with, as they are usually provided protocols during practicals for them to execute. Students are also expected to perform data analysis and interpretations on unique sets of data that they obtained from their own projects.

To support student learning, we curated here relevant videos in which we demonstrated and explained the techniques and planning needed to execute the project. While students will practise basic techniques in two initial laboratory sessions, the videos provide an introduction to the techniques, and are useful for reviewing what they learned. We demonstated how students can use Excel for calculations during reagent preparations, and how to organise their data using Excel that can help with data analysis and interpretation. As an introduction to drug screening in the industry, there are videos on an automated liquid handling system and designing protocols to run the system, which they perform during the laboratory sessions.