Read about Dr. Rajesh C. Panicker, a lecturer at faculty of Engineering, using the NUS Wiki to support Teaching and Learning in Higher Education for his course.
By SEOW Teck Keong & Jeffery TAY
A large-scale e-exam was held at the National University of Singapore (NUS) for a class of about 670 students in November 2013. Students attempted the e-exam on their own laptops, which were installed with a lockdown browser. The questions were accessed via the university's internal LMS through a wireless internet connection. Some preliminary data from the pilot study that was conducted to investigate the perceptions of the students will be presented during the session. The technical hurdles and challenges faced in administering the e-exam will also be discussed.
Online paper presentation at eAssessment Scotland & Transforming Assessment Online Conference 2014.
By NARAYANAN Shyam
This paper provides an insight into National University of Singapore’s journey of employing Virtual Classroom software to support business continuity and distance learning course. The paper focuses on the feasibility of employing virtual classrooms as an alternative platform. Lastly this paper also shares the university’s experience of moving the Virtual Classroom to cloud, its benefits, shortcomings and the mobile platform opportunities opened up from this initiative.
Paper presentation at International Conference on Internet, E-Learning & Education Technologies (ICIEET 2012) in Abu Dhabi, United Arab Emirates. 21-22 September 2012.
By LIM Sew Hoo
A presentation of case studies at National University of Singapore at the EduTech Seminar, Singapore Management University - School of Economics And Social Sciences, Classroom 5.4, Singapore on 19 April 2012.
by Maria Luisa SADORRA (CELC) & Kenneth Gerard PINTO (CIT)
The advent of the knowledge-based economy has been transforming writing instruction. In the second language classroom, the integration of computer-mediated writing on Web 2.0 platforms into language learning has generated new pedagogies on processing texts, authoring texts of differing styles (Canagarajah, 2002; Warschauer, 2000), and practising academic integrity. The realities of such departure from conventional procedures often require ongoing professional development accompanied by expectations of institutional technical support. It is often the case that such technology-based practices, which are adopted for their recency or perceived novelty, are disembodied from institutional rationale or devoid of a reasoned basis. This paper presents stages of course design, in-service teacher training, and classroom practices in an L2 English for academic purposes writing course. It focuses on the impact of a digitized orientation of processing and authoring texts on teacher choices and decisions at the stages of designing in-class writing tasks and classroom teaching, as well as training teachers to implement computer-mediated writing tasks.
Paper presentation at RELC Seminar 2012 - Multiliteracies in Language Education in Singapore. 16-18 April 2012.