PIs must exercise care in terms of the quality of write-up, rationale, relevant details that will position the
project proposal well.
PIs should clearly state the challenge/need/problem that is being addressed, and in meeting that challenge/need/problem, what the project will address. The proposal should clearly state the educational objective and outline the (higher order) learning outcomes to be achieved through the application of technology-enhanced learning in the project. The link between technology-enabled inand out-of classroom activities (processes) that lead to those outcomes should be (strongly) hypothesized even at the application stage. PIs should check out relevant education literature and/or best practices and substantiate the proposal with them, e.g., state if this pedagogy or idea has been tried out elsewhere in other universities, and with what outcomes? Has research been done on this front?
The proposal should describe the evaluation methodology for reviewing student learning and student experiences, and outline methods for data collection and analysis (quantitative and/or qualitative). Evidence collected might take the form of student performance on assignments or exams, or a comparison of pre-test and post-test scores, student feedback surveys tied specifically to the project objectives, or observations/analysis of student interactions and learning relevant to different kinds of digital environments.
The proposal should include a short exploration of the possibilities for scaling up the project to other modules within the PI’s Department and/or Faculty, other Faculties etc. PIs should also comment on how the project outputs will be sustained after the project ends, and by whom. Team proposals from faculty members or students within or between Departments/Programmes/ Faculties are encouraged.
At this point, the University does not wish to impose cost constraints to encourage our educators to focus on coming up with an excellent idea for the projects, and to cost each item sensibly with justifications. Once an idea is passed, the project budget will be examined in greater detail. What is important is to focus on the potential impact and wider value to NUS, how the project will improve student engagement and learning outcomes, etc., and how the proposed technology-enhanced changes will achieve those educational objectives. Some ideas in innovative pedagogy do not cost much to do but some technology can be extremely expensive – it all depends on what PIs wish to achieve and their methods.
|Key foundation concepts in Psychology||Faculty of Arts & Social Sciences|
|Self-access Language Learning Environments (SALLE) with a Common Back-end Authoring System for all Language Courses||Faculty of Arts & Social Sciences|
|Archipelago: Live interaction platform for large classes||School of Computing|
|Automated generation of questions in formal domains: Pilot study on high school Geometry||School of Computing|
|Creating effective, easy-to-refine, and instructor-independent eLearning materials||School of Computing|
|EduCom: A Configurable Communication Platform for Education||School of Computing|
|Flipped classroom mastery learning||School of Computing|
|Investigating instructor intervention in MOOCs forums||School of Computing|
|ShowNTell - HTML5 based whiteboard screen recording & publishing system||School of Computing|
|Teaching CS1010 introductory programming on a massive scale||School of Computing|
|Bridging clinical skills training and oral/facial anatomy with computer-aided 3D visualization to enhance operative skills competency||Faculty of Dentistry|
|Enhancing spatial abilities & learning outcomes through 3D interactive technology: A randomized controlled trial in dental education||Faculty of Dentistry|
|Enhancing student learning in Biostatistics through flipped classroom utilizing gam-based learning in multi-user virtual environment||Faculty of Dentistry|
|Mobile Application to train dental undergraduates in non-English communications with elderly patients||Faculty of Dentistry|
|Studionet: An Online Community for Learning Digital Design Tools and Techniques||School of Design and Environment|
|Integrated classroom learning app for adaptive learning and response analytics||Faculty of Engineering|
|Technology-enhanced platforms beyond flipped classroom for large classes for CE1109 Statics & Mechanics||Faculty of Engineering|
|Development of technology-enhanced contents for ME4262 Automation in Manufacturing||Faculty of Engineering|
|Multimodal augmented reality for enhanced learning in robotic surgery||Faculty of Engineering|
|Active learning in Integrative Science education Creating Chemistry-related mobile apps||Faculty of Science|
|Design online virtual laboratory exercises and an interactive platform for learning food processing and engineering||Faculty of Science|
|Experiential Learning in pharmacy education through a serious game simulation of virtual patients and visual/motion capture systems in community pharmacy practices||Faculty of Science|
|Mathematica in Bio-imaging||Faculty of Science|
|Programme redesign, classroom scalability and technology innovation for bioinformatics education||Faculty of Science|
|Cardiac Anaesthesia Simulation Training||Yong Loo Lin School of Medicine|
|Development of mobile applications for medical education||Yong Loo Lin School of Medicine|
|Enhancing medical students' learning through a telehealth platform as a feedback channel between students and teachers||Yong Loo Lin School of Medicine|
|Enhancing research skills in graduate nursing students via an e- learning research module||Yong Loo Lin School of Medicine|
|Evaluation of impact on competency and students’ satisfaction by incorporating smartphone technology in clinical psychiatric teaching||Yong Loo Lin School of Medicine|
|eBiochemistrty: A universal pedagogical platform for eLearning Biochemistry||Yong Loo Lin School of Medicine|
|Second Generation-Patient Safety in Surgical Education (PASSED)||Yong Loo Lin School of Medicine|
|Implementing a sustainable integrated online learning platform for the USP's Senior Seminar Module||University Scholars Programme|
|Use of smartphone technology in a community-based educational program for medical students||Duke-NUS GMS|
|Enhancing PBL with digital technology: A Customer Journey Mapping & Service Blueprinting Tool and PBL Modules||Institute of Systems Science|