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Just like how feedback helps our students to learn, feedback from our students about our teaching can also help us improve our classroom practices. This dialogue session gave us an opportunity to have an open conversation with our students about their experience of our teaching approaches. Their so that we can better engage with our students in the classroom.
What are some of your takeaways from this T&L Conversation? Here are some reflection questions to guide you as you review the recording:
“Intermittent lifelong learning is not going to work in the next half century”, asserted Professor Dede as he started his sharing at the T&L Conversation. Prof Dede shared how technological advancement will continue to disrupt the way we work and live, and how it is paramount that individuals learn continuously rather than episodically. Prof Dede also discussed the need for universities to rethink the ‘business’ that universities are in – to not just prepare students for their first job, but to develop required dispositions that will carry them through for the entire course of their career life.
What are some of your takeaways from this T&L Conversation? Here are some reflection questions to guide you as you review the recording:
In an article published by Professor Adam Grant from Wharton, he coined “languishing” as a feeling that can dull motivation and focus; and as the pandemic drags on, languishing has become a dominant emotion of 2021. Pre-pandemic, Lee Cheng describe students who respond to her questions with a shrug, a blank look or stubborn silence as having that ”meh” feeling. Over the past two years, during the pandemic, these students fell behind a sea of black screen over zoom. Unseen and unheard, she sensed their meh feeling even more acutely. In this sharing, Lee Cheng shares her insights and experience on how she motivates her students, in particular, those who are struggling with that “meh” feeling.
What are some of your takeaways from this In-Conversation with TLC? Here are some reflection questions to guide you as you review the recording:
Learning Agility is often described as "knowing what to do when you don’t know what to do". In this session, Ms Padma, our Teaching Award Recipient shares how she aspires to model and nurture three aspects of Learning Agility in her students – Mental Agility, People Agility and Self-Awareness. Apart from talking about the challenges she faces when incorporating learning agility into her counselling sessions, she will also discuss strategies she uses to hone her students’ skills in learning agility. Participants are also invited to share their experiences on how Learning Agility can be used in the teaching of their individual subjects and across the disciplines.
What are some of your takeaways from this In-Conversation with TLC? Here are some reflection questions to guide you as you review the recording:
The beauty of the human condition is that everyone is different. We are good at some things and not so good at others. When areas that we are not so good in, start to cause difficulties in areas of our lives, these frequently receive a name or a diagnosis. Over the course of our teaching, we meet students with different difficulties that may affect their optimal learning, both in a physical class setting and in an online environment. During this session, three domains of diversity that may affect the learning of our students are explored. These domains are Social Understanding, Planning and Organisation, as well as Attention. Join our speakers as they share the different learning processes different among learners with special needs, and strategies that we could adopt to engage them effectively in an online learning environment.
What are some of your takeaways from this T&L Conversation? Here are some reflection questions to guide you as you review the recording:
In this session, the panellists will share with us their views on:
Do you know that SUSS has a digital platform that allows our students to create their own digital folio for learning and development? Do you know that this digital folio platform allows the SUSS faculty, staff and students to connect and learn more about each other?
In this T&L conversation, Yeo Lay, Assistant Director, Centre for Experiential Learning (CEL) will share the value of portfolio, the key features of the digital folio platform adopted by SUSS (known as Portfolium), and the experience of using digital folio by CEL. She will also facilitate a conversation on how faculty can make use of the digital folio platform to enhance teaching and learning, enable students to curate and showcase their works to their peers and potential employers, and how to create a connected life- long learning community within SUSS.
Research has shown that two things drive productivity in learning: First, a sense of ownership and interest over one's work are keys to improving motivation and self-worth. Second, the way groups work together is critical to how much the group can achieve than the individual expertise that each person brings to the group. We all know that when learners come together to pursue issues and problems that really matter to them, their autonomy and agency skyrockets, the learning outcomes amplified. These learning principles speak as much to the adults in schools, in the workplace, as well as for students in the classroom. These learning principles are also fundamental to Knowledge Building tenets.
In this talk, we will explore the dynamics and conditions of real examples of Knowledge Building classrooms for learners in different contexts and subjects and discuss ways to translate Knowledge Building theories, pedagogy, and technology into practical strategies and approaches in our everyday teaching moves.
What are some of your takeaways from this T&L Conversation Session? Here are several reflection questions to guide you as you review the recording:
Have you wondered how an outlier can be spotted other than by a mental or graphical impression? How about the criticisms you have heard about Gaussian assumptions not working well in real-life classes? In this T&L conversation, you do not need mathematics skills beyond the knowledge of averaging and some simple algebra (+, -, *, /) to understand how a "universal" theorem, Chebyshev's Inequality, apply to students' marks. No Gaussian statistics is needed! If you come with a healthy appetite to learn more about "means"and "standard deviations", you will be armed with the skills to sieve out a "remarkable" student or a "rogue" marker quite objectively!
What are some of your takeaways from this T&L Conversation Session? Here are several reflection questions to guide you as you review the recording:
In this session, the panellists will share with us their views on:
What are some of your takeaways from this In-Conversation Session? Here are several reflection questions to guide you as you review the recording:
Have you wondered how starting a business can earn our students a Minor in Entrepreneurship? Have you been tasked to collaborate with industry to develop applied learning courses?
In this T&L conversation, Ellen will share with us her experience developing and managing the Alibaba Cloud - SUSS Entrepreneurship Certificate/Minor. The programme will be an interesting case study on applied education, where the goal is to better prepare our graduates for their future profession.
Ellen will speak about how the programme started in 2017 and how it has supported more than 40 student startups till date out of which 14 teams managed to raise funding from investors of an aggregated amount of more than $8 Million. This conversation is a timely one, given that it falls under the auspices of a very challenging time of major disruptions such as digitization and COVID-19, where small businesses have a hard time to survive and the government is supporting fresh graduates and unemployed PMETs to start businesses.
Ellen will also share her views on the future of education and the startup trends in a post COVID-19 world.
It is only in the past 15 to 20 years that educators have not only integrated but systematised stories and storytelling as part of teaching and learning. Research has also been done - and continues to be - on the importance and usefulness of stories and storytelling in the classroom both for K-12 and adult learning, albeit more attention being centred on the former. However, with Adult and Lifelong Learning gaining prominence not only in academia but at the workplace as well, more research is needed on this very fertile area in order that it be further developed. The advent and proliferation of digitization (since the Age of the Internet began in the early 1990s) have also provided an added dimension and opportunity for teachers of adult learners to enhance their storytelling pedagogies.
This conversation is therefore a timely one, given that it falls under the auspices of a very exciting time in digitisation in/and Adult and Lifelong Learning Education. We look forward to discussing relevant issues and ideas; and no least, to learn from one another as to how we can utilize digital storytelling as pedagogy - regardless of, and across our individual disciplines.
In this session, SUSS Award for Teaching Excellence 2020 recipients, Sim Eng and Lily will share with us on:
Along with the award recipients are students, C. Sangary and Sarah Chew, who will share with us their experience with online learning.
What are some of your takeaways from this In-Conversation Session? Here are several reflection questions to guide you as you review the recording:
Have you wondered how online teaching has been conducted by our peers during this COVID-19 period? Will their experiences be similar to yours? In this T&L conversation, the speakers will share with us their experiences of teaching online, and the learning points they have gleaned from them.
Specifically, Wee Chee will speak about how IAL tweaked their programmes to support online teaching to protect learning and assessment experiences.
Daniel will share how he structured his lessons, and extol the merits of unpacking online teaching into bite-size chunks, suited for working adults who lack a conducive learning environment at home.
Amy will share her experiences of teaching two different groups of students, namely one who chose to enroll into an online course while the other was "pushed" to do online learning due to the circuit breaker.
The speakers will also share their views on how they will incorporate online learning into their teaching post COVID-19.