Talks and Workshops

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AD110: Beginning Faculty Forum

This brief session is organised especially for new Associates and Faculty who are at the beginning phase of teaching adult learners. Participants will be introduced to key concepts, frameworks and strategies for pedagogically informed teaching in SUSS.

Target Participants: New Associates & Faculty

Learning Outcomes

At the end of the forum, participants should be able to:

  1. Tailor the requirements of their course to the needs of SUSS students
  2. Design lessons using a range of teaching strategies
  3. Use reflection to improve teaching
AD121: In-Conversation with TLC

This is a fully discussion-based session meant for Associates who will benefit from a refresher or further dialogue on successful teaching in SUSS.

The session involves practical sharing and tips from recipients of the SUSS Award for Teaching Excellence, facilitated by TLC Faculty.

Target Participants: Associates deployed to teach for the semester & Faculty

Learning Outcomes

At the end of the session, participants should be able to:

  1. Identify the needs of SUSS students
  2. Plan and implement a good lesson with a range of appropriate teaching strategies
  3. Use reflection to improve teaching
AD122: T&L Conversation

The T&L conversation is a professional sharing session seeking to enhance teaching and learning practices through collaboration and reflection.

Based on curated theme or topic, it involves practical sharing and tips from Teaching Award recipients, facilitated by TLC faculty.

Target Participants:Faculty

AD132: Fundamentals of How People Learn

This workshop provides an overview of major theoretical perspectives that describe how people learn. It will discuss contemporary learning theories and approaches essential for teaching and learning. Hands-on opportunities will be provided to explore ways of designing instruction based on learning theories. Together with participants, we will also explore theories of adult learning to understand how adults learn.

Target Participants: Associates & Faculty

Learning Outcomes

At the end of the workshop, participants should be able to:

  1. Describe contemporary learning theories
  2. Describe several teaching approaches that foster effective learning
  3. Design instruction based on learning theories
  4. Explore theories of adult learning
AD133: Teaching Diverse Adult Learners

Adults bring with them a range of knowledge, skills, motivations, as well as work and life experiences to the learning context. How might facilitators leverage on this multiplicity of learning backgrounds, rather than pitch their lessons in a one-size-fits-all manner aimed at, and held ransom to, the hypothetical “average” learner?

This workshop aims to engage participants in exploring the principles, components and some practical strategies for differentiated instruction.

Target Participants: Associates & Faculty

Learning Outcomes

At the end of the workshop, participants should be able to:

  1. Examine principles and components of differentiated instruction
  2. Analyse diversity of adult learners (Readiness, Interests and Learning Preferences)
  3. Design several pedagogical strategies for differentiated instruction
  4. Apply growth mindsets in differentiated instruction
AD135: Teaching Strategies for Student-centred Learning

Decades of research have suggested that we need to move from teacher-centred learning to students-centred learning to help students learn better. Despite the call, many classrooms are still primarily dominated by didactic lectures.

The purpose of this workshop is to equip participants with the knowledge and skills to design and implement student centred learning. The term student-centred learning will be unpacked during the workshop. We will discuss both the general pedagogical strategies for designing student-centred learning and specific strategies for classes with different sizes.

Target Participants: Associates & Faculty

Learning Outcomes

At the end of the workshop, participants should be able to:

  1. Define student-centred learning
  2. Describe pedagogical strategies for fostering student-centred learning
  3. Design student-centred learning in big classes
  4. Design student-centred learning in small classes
AD141: Using Cases to Teach

This workshop is designed to develop skills that participants can use to advance interactive and participant-centred teaching approaches. The workshop focuses on "how to" lessons on case teaching, interspersed with activities where participants work in teams to prepare case teaching plans and class openings that they present to all of the participants.

There will also be case discussions on several existing cases, combined with a “post-mortem” of what worked and what did not in both the written case and the case discussion. We will also discuss core teaching strategies including development of time management plans, whiteboard management plans, how to pose opening questions, “cold-calling” versus “warm calling,” and how to close a case-discussion class with “Take-Aways.”

Target Participants: Associates & Faculty

Learning Outcomes

At the end of the workshop, participants should be able to:

  1. Appreciate the benefits and challenges of using a case teaching approach
  2. Understand the variety of learning purposes to which a case teaching approach can be put
  3. Design and implement case-driven lessons
  4. Lead a learner-centred case discussion
  5. Employ different instructional strategies to increase student engagement and learning
AD143: Case Writing for Teaching & Learning

This is a hands-on session aimed at Case Developers with the goal of crafting a usable case and supporting materials for teaching purposes by the end of the workshop. With a focus on instructional discernment in the case writing process, the session will allow time for participants to apply good practice guidelines when researching for, writing and revising engaging, generative field-based cases.

Participants will also apply principles for outlining teaching notes, proposing strategies or methods for employing the case in teaching, while drafting and evaluating guiding questions, fruitful discussion pathways and lesson pointers for use in class.

Target Participants: Associates & Faculty (especially for Case Developers)

Learning Outcomes

At the end of the workshop, participants should be able to:

  1. Understand the benefits, challenges and learning opportunities of using a case-based approach
  2. Apply principles of good case writing to their own area of teaching
  3. Gain confidence in framing, researching, curating, building and revising effective cases for teaching and learning
  4. Draft a preliminary teaching note to highlight effective uses of the case being developed
AD153: Fundamentals of Technology in Education

Technology has fundamentally changed the way we live and the way we learn. As instructors, it is critical to understand the role of technology in education. Technologies are tools, and they need to be used in conjunction with pedagogy to enable effective teaching and learning. The purpose of this workshop is to help participants understand the pedagogical functions of different technological tools and ways of orchestrating different technological tools for effective teaching.

Target Participants: Associates & Faculty

Learning Outcomes

At the end of the workshop, participants should be able to:

  1. Describe the role of technology in education
  2. Describe the pedagogical functions of different technological tools
  3. Design instructions that incorporate different technological tools for effective teaching
AD155: Facilitating Technology-Supported Collaborative Learning

Collaborative learning has been recognised as an important part of education as it may foster deeper learning. However, getting learners together may not always lead to productive interaction and effective learning. Technological tools have been designed to support learners’ collaborative learning.

This workshop aims to introduce the pedagogical approaches of computer-supported collaborative learning (CSCL) and to equip participants with the skills to leverage the power of technology to support collaborative learning among learners.

Target Participants: Associates & Faculty

Learning Outcomes

At the end of the workshop, participants should be able to:

  1. Describe the role of technology in supporting collaborative learning
  2. Describe several computer-supported collaborative learning models
  3. Propose effective ways of facilitating online interaction and collaboration
AD157: Digital Literacies Pedagogy

The pervasiveness of digital media in Higher Education is undeniable, and due to the complexity of technology and digital media as communication mediums, educators at the HEI level must not only be digitally literate, they must also be armed with the right digital literacy pedagogies so that students reap the benefits of using technology and digital media for the purpose of learning. As such, this workshop aims to teach educators the pedagogies of digital literacy – how to use digital media and technology both as tool and text.

As this is a blended learning workshop co-taught by lecturers from the University of Stockholm and the Singapore University of Social Sciences, participants from both Universities would be able to communicate and collaborate with each other through the use of digital media and technology. Taking a highly hands-on approach, this workshop will arm educators with different teaching activities resources that they can make use of for their own lessons.

Target Participants: Associates & Faculty

Learning Outcomes

At the end of the workshop, participants should be able to:

  1. Organise arguments in a discussion using a digital learning tool
  2. Manage online discussion forums for the purpose of teaching
  3. Design lessons that focus on digital media representation and consumption
AD159: Designing for Active Blended Learning

This workshop aims to impart the knowledge and skills of designing and implementing learning in an active blended learning environment. The topics covered in this workshop include the principles of blended learning, the reasons for the use of blended learning, the efficacy of flipped learning, and the frameworks and strategies for designing active blended learning. The course will equip participants with the knowledge and skills to design blended learning using contemporary design approaches.

Target Participants: Associates & Faculty

Learning Outcomes

At the end of the workshop, participants should be able to:

  1. Describe the principles and models of blended learning
  2. Describe the efficacy of flipped learning model outlined in research
  3. Justify the learning principles undergirding active blended learning
  4. Describe the approaches in designing blended learning
  5. Construct lesson sequences of blended learning using different technology tools
AD161: Fundamentals of Assessment

The aim of this workshop is to increase the assessment literacy of participants, so that they appreciate the principles behind good assessment design as well as the basics of formative and summative assessment. This has important implications for both instructors and course developers as they seek to align curriculum, pedagogy and assessment practices.

Target Participants: Associates & Faculty

Learning Outcomes

At the end of the workshop, participants should be able to examine and work with quality principles in:

  1. Designing assessment
  2. Interpreting results
  3. Providing feedback
AD163: Writing Better MCQs for Assessment

The aim of this workshop is to help the participants develop and refine their use of multiple choice questions (MCQs) as an assessment tool.

Target Participants: Associates & Faculty (especially for Assessment Writers)

Conducted by an expert in setting MCQs, this workshop addresses the following questions:

  1. What are MCQs good for?
  2. Used as a pre-course quiz, what purpose might MCQs serve?
  3. How can we use MCQs to connect (and correct) prior knowledge to new knowledge?
  4. How can MCQs be properly used as a diagnostic tool?
  5. How can we adjust the difficulty levels when writing online MCQs?
  6. How can we write better automated feedback for online MCQs?
  7. What are positive and negative examples of MCQs?
  8. How can MCQs be designed to capture different student answers which may indicate varying degrees of comprehension?
  9. How can MCQs be used to test “application” and “extension”?
AD165: Developing Scoring Rubrics

The aim of this workshop is to help participants appreciate scoring rubrics and assessment that use it.

Target Participants: Associates & Faculty (especially for Assessment Writers)

This workshop will discuss some questions on the appropriate use of rubrics such as:

  1. What are rubrics and what is the link to performance assessments?
  2. How do rubrics fit the broad concept of a mark scheme?
  3. What is the proper use of rubrics as a marking guide?
  4. What are some considerations when crafting rubrics?
  5. How should one not use rubrics, such that the purposes of teaching and learning remain well-served?
AD167: Giving Effective Assessment Feedback

This workshop aims to promote effective feedback cultures and practices in the classroom in the context of formative and summative assessments. Productive feedback is intended to take teaching and learning to the next level. Clear learning outcomes, success criteria and evidence of learning are crucial elements in this process.

In this context, the workshop will outline how the provision, receipt and use of feedback for improvement by both instructors and learners requires insight into motivation, self-regulation and appropriate judgments of performance quality.

Target Participants: Associates & Faculty

Learning Outcomes

At the end of the workshop, participants should be able to:

  1. Describe the context and conditions under which feedback can positively impact learning
  2. Outline key features of good feedback practice
  3. Promote a feedback culture that encourages student, peer and teacher learning and improvement