Author: cdtlsd

Upskilling for Success: Job Placement Through Skill Development

cdtlsd Poster , , , , ,

Suresh H. PUNJABI
School of Continuing and Lifelong Education (SCALE)

*tomchua@nus.edu.sg

 

Punjabi, S. (2023). Upskilling for Success: Job placement through skill development [Poster presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/upskilling-for-success-job-placement-through-skill-development/

SUB-THEME

Communities and Education 

 

KEYWORDS

Skill development, job placement, upskilling, reskilling, career development

 

CATEGORY

Poster Presentation 

 

ABSTRACT

Technological advancements and evolving methodologies have led to the emergence of new job roles that require updated skill sets. To remain relevant in the workforce, individuals must refresh and expand their skill sets. The necessity of skill development for job placement is evident, both for individuals entering the job market and those already employed.

 

Entering the job market, possessing the right skills for specific roles is critical. Employers seek candidates who have the necessary skills to succeed in their desired positions. As such, job seekers invest in skill development to enhance their employability and increase their chances of successful job placement.

 

Similarly, even those already employed must continuously acquire new skills to stay relevant. The introduction of new technologies demands that professionals continually update their skill sets to meet changing work requirements. Upskilling and reskilling programmes serve as essential tools for retaining the current workforce and enabling employees to navigate the demands of the modern job market effectively.

 

Skill development through upskilling and reskilling plays a vital role in successful job placement. Job seekers must focus on acquiring the right skills to meet employers’ evolving needs, while individuals already employed must embrace continuous learning to remain competitive. By recognising the importance of skill development and investing in upskilling initiatives, individuals can enhance their career prospects and ensure long-term employability in a rapidly changing job market.

 

The success of the NUS SGUnited Skills (SGUS) programme stands as a testament to the transformative power of targeted skill development. Incorporating imperative measures in care and career guidance, NUS further prepares job seekers by ensuring skills relevance as well as providing special counselling for trainees to help them cope and remain motivated during the training. These training interventions effectively helped bridge the gap between job seekers and the dynamic labour market, and has supported the placement of 152 job seekers in a volatile market during the pandemic.

 

The Adult Educator Framework: Effective Approaches Towards Andragogy

cdtlsd Poster , , , , ,

Brian TAN Yeow Hui* and Zera LIM Chun Xi
School of Continuing and Lifelong Education (SCALE)

*brian.b@nus.edu.sg

 

Tan, Y. H., & Lim, C. X. (2023). The Adult Educator Framework: Effective approaches towards andragogy [Poster presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/the-adult-educator-framework-effective-approaches-towards-andragogy/ 

SUB-THEME

Interdisciplinarity and Education 

 

KEYWORDS

Adult Educator Framework, andragogy, learner-centric approaches, assessment and evaluation, lifelong learning

 

CATEGORY

Poster Presentation 

 

ABSTRACT

The Adult Educator Framework focuses on effective approaches towards andragogy, the discipline of upskilling adult learners. The key components of the framework aims to enhance adult education experiences.

 

The framework recognises the distinct characteristics of adult learners and tailors instructional practices accordingly. It emphasises learner-cantred approaches, participatory learning methodologies, individualised instruction, and the creation of a supportive and inclusive learning environment. By adopting these strategies, educators can engage adult learners and maximise learning outcomes.

 

Assessment and evaluation play a crucial role in the Adult Educator Framework. By utilising diverse and inclusive assessment strategies, educators can measure learning outcomes, evaluate progress, and provide constructive feedback. This approach supports continuous improvement and enables learners to monitor their own growth and development.

 

The Adult Educator Framework serves as a guide for educators to design, implement, and assess adult learning experiences. It provides a foundation for effective andragogy practices, empowering educators to create dynamic, learner-centred environments. By understanding the unique characteristics and needs of adult learners and utilising effective approaches, educators can foster the growth, development, and success of adult learners, enabling them to achieve their lifelong learning aspirations.

 

Harnessing the Power of ChatGPT for Assessment Question Generation: Five Tips for Medical Educators

cdtlsd Lighting Talks , , , ,

Inthrani Raja INDRAN*, Priya PARANTHAMAN, and Nurulhuda MUSTAFA

Department of Pharmacology,
Yong Loo Lin School of Medicine (YLLSoM)

*phciri@nus.edu.sg

 

Indran, I. R., Paranthaman, P., & Mustafa, N. (2023). Harnessing the power of ChatGPT for assessment question generation: Five tips for medical educators [Lightning talk]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/harnessing-the-power-of-chatgpt-for-assessment-question-generation-five-tips-for-medical-educators/ 

SUB-THEME

AI and Education 

 

KEYWORDS

AI, ChatGPT, questions, medical assessment

 

CATEGORY

Lightning Talks 

 

INTRODUCTION

Developing diverse and high-quality assessment questions for the medical curriculum is a complex and time-intensive task, as they often require the incorporation of clinically relevant scenarios which are aligned to the learning outcomes (Al-Rukban, 2006; Palmer & Devitt, 2007). The emergence of artificial intelligence (AI)-driven large language models (LLMs) has presented an unprecedented opportunity to explore how AI can be harnessed to optimise and automate these complex tasks for educators (AI, 2023). It also provides an opportunity for students to use the LLMs to help create practice questions and further their understanding of the concepts they wish to test.

 

AIMS & METHODS

This study aims to establish a definitive and dependable series of practical pointers, that would enable educators to tap on the ability of LLMs, like ChatGPT, to firstly enhance question generation in healthcare profession education, using multiple choice question (MCQs) as an illustrative example. Secondly, it can assist to generate diverse clinical scenarios for teaching and learning purposes and lastly, we hope that our experiences will encourage more educators to explore and access AI tools such as ChatGPT with greater ease, especially if they had limited prior experiences.

 

To generate diverse, high-quality clinical scenario MCQs, we outlined core medical concepts and identified essential keywords for integrating into the instruction stem. The text inputs were iteratively refined and fine-tuned until we developed instruction prompts that could help us generate questions of a desirable quality. Following question generation, respective domain experts reviewed them for content accuracy and overall relevance, identifying any potential flags in the question stem. This process of soliciting feedback and implementing refinements, enabled us to continuously enhance the prompts and the quality of questions generated. By prioritising expert review, we established a necessary validation process for the MCQs prior to their formal implementation.

 

THE FIVE TIPS

We consolidated the following tips to effectively harness the power of ChatGPT for assessment question generation.

 

Tip 1: Define the Objective and Select the Appropriate Model

Determine the purpose of question generation and choose the appropriate AI model based on needs and access. Model selection depends on the needs and accessibility. Choose ChatGPT 4.0 over 3.5 for greater accuracy and concept integration. ChatGPT 4.0 requires a subscription. Activate the beta features in “Settings” and utilise the “Browse with Bing” mode to retrieve information surpassing its training cut-off period, as well as install plugins for improved AI performance.

 

Tip 2: Optimise Prompt Design

When refining the stem design for question generation, there are several important considerations. Firstly, be specific in your instructions by emphasising key concepts, question types, quantity, and the answer format. Clearly state any guidelines or rules you want the model to follow. Focus on core concepts and keywords relevant to the discipline to build the instruction stem. Experiment with vocabulary to optimise question quality.

 

Tip 3: Build Diverse Authentic Scenarios

Develop a range of relevant clinical vignettes to broaden the scope of scenarios that can be used to assess students.

 

Tip 4: Calibrate Assessment Difficulty

Incorporate the principles of Bloom’s Taxonomy when developing assessment questions to test different cognitive skills, ranging from basic knowledge recall to complex analysis, enhancing question diversity.

 

Tip 5: Work Around Limitations

Be mindful that ChatGPT is trained on limited data and can generate factually inaccurate information. Despite diverse training, ChatGPT does not possess the nuanced understanding of a medical expert, which can impact the quality of the questions it generates. Human validation is necessary to address any factual inaccuracies that may arise. AI data collection risks misuse, privacy breaches, and bias amplification, leading to misguided outcomes.

 

CONCLUSION

AI-assisted question generation is an iterative process, and these tips can provide any healthcare professions educator valuable guidance in automating the generation of good quality assessment questions. Furthermore, students can leverage this technology for self-directed learning, creating and verifying their practice questions and strengthening their understanding of medical concepts (Touissi et al., 2022). While this paper primarily demonstrates the use of ChatGPT in generating MCQs, we believe that the approach can be extended to various other question types. It is also important to remember that though AI augments, it does not replace human expertise. (Ali et al., 2023; Rahsepar et al., 2023). Domain experts are needed to ensure quality, accuracy, and relevance.

 

REFERENCES 

AI, O. (2023).

Al-Rukban, M. O. (2006). Guidelines for the construction of multiple choice questions tests. J Family Community Med, 13(3), 125-33. https://www.ncbi.nlm.nih.gov/pubmed/23012132

Ali, R., Tang, O. Y., Connolly, I. D., Fridley, J. S., Shin, J. H., Zadnik Sullivan, P. L., Cielo, D., Oyelese, A. A., Doberstein, C. E., Telfeian, A. E., Gokaslan, Z. L., & Asaad, W. F. (2023). Performance of ChatGPT, GPT-4, and Google Bard on a Neurosurgery Oral Boards Preparation Question Bank. Neurosurgery. https://doi.org/10.1227/neu.0000000000002551

Palmer, E. J., & Devitt, P. G. (2007). Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper. BMC Med Educ, 7, 49. https://doi.org/10.1186/1472-6920-7-49

Rahsepar, A. A., Tavakoli, N., Kim, G. H. J., Hassani, C., Abtin, F., & Bedayat, A. (2023). How AI responds to common lung cancer questions: ChatGPT vs Google Bard. Radiology, 307(5), e230922. https://doi.org/10.1148/radiol.230922

Touissi, Y., Hjiej, G., Hajjioui, A., Ibrahimi, A., & Fourtassi, M. (2022). Does developing multiple-choice questions improve medical students’ learning? A systematic review. Med Educ Online, 27(1), 2005505. https://doi.org/10.1080/10872981.2021.2005505

 

Investigating Students’ Perception and Use of ChatGPT as a Learning Tool to Develop English Writing Skills: A Survey Analysis

cdtlsd Paper Presentations , , , , ,

Jonathan PHAN* and Jessie TENG
Centre for English Language Communication (CELC)

*jonathanphan@nus.edu.sg

 

Phan, J., & Teng, J. (2023). Investigating students’ perception and use of ChatGPT as a learning tool to develop english writing skills: A survey analysis [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/investigating-students-perception-and-use-of-chatgpt-as-a-learning-tool-to-develop-english-writing-skills-a-survey-analysis/

SUB-THEME

AI and Education 

 

KEYWORDS

AI-assisted education, ChatGPT, English language communication, higher education, writing

 

CATEGORY

Paper Presentation 

 

ABSTRACT

ChatGPT, an artificial intelligence (AI) chatbot and Large Language Model (LLM) developed by OpenAI, has garnered significant attention worldwide since its release for public use in November 2022. In the field of higher education, there is considerable enthusiasm regarding the potential use of ChatGPT for innovating AI-assisted education. Advocators propose utilising this AI tool to enhance students’ learning experiences and reduce teacher workload (Baker et al., 2019; Zhai, 2022). However, some educational institutions view its use as potentially detrimental to the teaching and learning process due to its disruptive nature. Concerns include the possibility of “amplify[ing] laziness and counteracting learners’ interest to conduct their own investigations and come to their own conclusions or solutions” (Kasneci et al., 2023, p. 7), and “increased instances of plagiarism” (Looi & Wong, 2023). Consequently, some higher educational institutions in various countries have banned or restricted the use of AI tools due to students’ use of ChatGPT to plagiarise (Cassidy, 2023; CGTN, 2023; Reuters, 2023; Sankaran, 2023). As a response, some educators propose creating AI-resistant assessments to combat student plagiarism while others suggest providing resources and proper guidance for students to use ChatGPT judiciously and responsibly (Rudolph et al., 2023).

 

As universities work to develop policies to address the use of AI tools, particularly ChatGPT, by both teachers and students within the academic context, they need to consider both the teachers’ and the students’ perspectives on the matter. However, given the novelty of this research topic, studies on the use of ChatGPT are not only scarce, but they have primarily focused on the pedagogical implications of AI tools from the teacher’s perspective. To address the lack of studies on students’ perspective, this study seeks to examine the perceptions and use of ChatGPT as a learning tool by higher education students.

To examine students’ perceptions of using ChatGPT as a learning tool to develop English academic writing skills, a survey questionnaire was administered to students enrolled in an undergraduate English language communication course at a local university. The questionnaire consisted of 34 five-point Likert scale questions and two open-ended questions on participants’ views on ChatGPT and their use of ChatGPT in their learning. One expected finding is that students are aware of how ChatGPT can be used, while an interesting finding is that students are also aware that ChatGPT gives misleading answers. In addition, a number of students disagreed that using ChatGPT was an efficient way of doing their assignments. Nevertheless, many use it for paraphrasing, generating ideas, and improving their general knowledge. As such, some students do feel helped by ChatGPT as a learning tool, although not every participant thinks it should be allowed in higher education.

 

It is hoped that the findings of this study can serve as a point of reference for educators in developing course materials and assessments so as to promote the effective use of ChatGPT in higher education.

 

 

REFERENCES

Baker, T., Smith, L., & Anissa, N. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta Foundation. https://www.nesta.org.uk/report/education-rebooted/

Cassidy, C. (2023, January 10). Australian universities to return to ‘pen and paper’ exams after students caught using AI to write essays. The Guardian. https://www.theguardian.com/australia-news/2023/jan/10/universities-to-return-to-pen-and-paper-exams-after-students-caught-using-ai-to-write-essays

CGTN. (2023, February 19). University of Hong Kong issues interim ban on ChatGPT, AI-based tools. CGTN. https://news.cgtn.com/news/2023-02-19/University-of-Hong-Kong-issues-interim-ban-on-ChatGPT-AI-based-tools-1hxWzqgcMxy/index.html

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., …Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Looi, C. K., & Wong, L. H. (2023, February 7). Commentary: ChatGPT can disrupt education, but it need not be all bad. Here’s how NIE is using it to train teachers. TODAY. https://www.todayonline.com/commentary/commentary-chatgpt-can-disrupt-education-it-need-not-be-all-bad-heres-how-nie-using-it-train-teachers-2102386

Reuters. (2023, January 28). Top French university bans use of ChatGPT to prevent plagiarism. Reuters. https://www.reuters.com/technology/top-french-university-bans-use-chatgpt-prevent-plagiarism-2023-01-27/

Rudolph, J., Tan., S, & Tan., S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6, 1. https://doi.org/10.37074/jalt.2023.6.1.9

Sankaran, V. (2023, April 10). Japanese universities become latest to restrict use of ChatGPT. The Independent. https://www.independent.co.uk/tech/japanese-universities-chatgpt-use-restrict-b2317060.html

Zhai, X. (2023). ChatGPT user experience: Implications for education. SSRN. https://dx.doi.org/10.2139/ssrn.4312418

 

Incorporating Generative AI in Project-based Learning: Case Study of How Students Utilise Generative AI in Tech-enabled Projects

cdtlsd Paper Presentations , , , ,

Kate Sangwon LEE* and KHOO Eng Tat
Engineering Design & Innovation Centre
*katelee@nus.edu.sg

 

Lee, K. S., & Khoo, E. T. (2023). Incorporating generative AI in project-based learning: Case study of how students utilise generative AI in tech-enabled projects [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/incorporating-generative-ai-in-project-based-learning-case-study-of-how-students-utilise-generative-ai-in-tech-enabled-projects/

SUB-THEME

AI and Education 

 

KEYWORDS

Generative AI, technology-enabled project, project-based learning, interdisciplinary learning

 

CATEGORY

Paper Presentation 

 

ABSTRACT

As generative artificial intelligence (AI), such as Chat GPT and Midjourney, continues to permeate various industries, we have witnessed a recent surge in its adoption within project-based learning in education. (Gimpel et al., 2023; Su & Yang, 2023). However, as this technology is rapidly evolving and new services are introduced by various software platforms, understanding the appropriate software services and how they could be utilised in the students’ projects are challenging. This paper presents three case studies (under the module EG3301R “Ideas to Proof- of-Concept,” offered by the Innovation & Design Programme) that highlight how students identified design opportunities where utilisation of generative AI technology could enhance and improve the effectiveness of the learning process.

 

CONTEXT

Generative AI usually refers to AI systems that generate new content, including images, texts, music, and synthetic data (Cooper, 2023; Gimpel et al., 2023). One of the most representative services of generative AI is ChatGPT, a conversational service that uses large language models to interact with users (Gimpel et al., 2023).

 

Project-based learning is student-centred, context-specific, and inquiry-based learning where students can be actively involved in the learning process by interacting with other students and teachers within real-world practices (Kokotsaki et al., 2016). EG3301R is a project-based module that guides students to learn how to develop technology-enabled product ideas to address defined problems, and generate and evaluate concept designs by building prototypes and performing user testing.

 

CASE STUDIES

This paper introduces the three projects which utilised generative AI technology in their development process. The first project, “the Dentistry-geriatric patients’ communication training with VR service,” adopted Midjourney to generate geriatric patient characters and D-ID to create animation (see Figures 1 and 2).

Kate Sangwon Lee + Khoo Eng Tat Fig 1
Figure 1. Geriatric patient characters generated by using Midjourney.

 

Kate Sangwon Lee + Khoo Eng Tat Fig 2
Figure 2. Simulation video of geriatric patients by adopting D-ID.

 

The second project is an interprofessional education training service in healthcare and used Inworld to create various types of patient characters (Figure 3).

Kate Sangwon Lee + Khoo Eng Tat Fig 3
Figure 3. AI patient creation by using Inworld.

 

The third project involved developing a Korean language training AI chatbot that can help Korean learners practice diverse conjugation by adopting ChatGPT to generate various sentences (Figure 4).

Kate Sangwon Lee + Khoo Eng Tat Fig 4
Figure 4. Introduction about Edubot, an AI chatbot for Korean learners.

 

CHALLENGES AND IMPLICATIONS

The use of generative AI can be challenging due to its novelty and students’ lack of experience. Thus, supervisors should introduce available services and help them scrutinise possible opportunities to adopt the most appropriate generative AI technology from the market. To facilitate this process, it would be helpful to establish a database of previous cases and share it with students to spread knowledge. Generative AI services can simplify recurring tasks in students’ technology- enabled projects, such as creating various characters and scenarios, as shown in Table 1. Supervisors should closely observe their concept design and development process and advise on how to effectively incorporate generative AI technologies. Educators can further encourage the use of generative AI tools by sharing case studies and promoting their integration in students’ technology projects.

 

Table 1
Three projects, their objectives to use generative AI and used services

Project Objectives to use generative AI services Used generative AI services
Dentistry-geriatric patients’ communication training Various characters, emotions, and animations generation Midjourney, D-ID
Interprofessional education training service in healthcare Various patient characters and scenario generation Inworld
Edubot Sentences and questions generation, character generation ChatGPT, D-ID

 

 

REFERENCES

Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-52. https://doi.org/10.1007/s10956-023-10039-y

Gimpel, H., Hall, K., Decker, S., Eymann, T., Lämmermann, L., Mädche, A., Röglinger, M., Ruiner, C., Schoch, M., & Schoop, M. (2023). Unlocking the power of generative AI models and systems such as GPT-4 and ChatGPT for higher education: A guide for students and lecturers. Hohenheim Discussion Papers in Business, Economics and Social Sciences No. 02-2023. http://hdl.handle.net/10419/270970

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Improving Schools, 19(3), 267-77. https://doi.org/10.1177/1365480216659733

Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 20965311231168423. https://doi.org/10.1177/20965311231168423

 

Fostering AI Literacy: Human-agency-oriented Approach to AI Usage in Higher Education

cdtlsd Lighting Talks , , , , ,

Jodie LUU and Jungyoung KIM
Centre for English Language Communication (CELC)
jodieluu@nus.edu.sg

 

Luu, T. H. L., & Kim, J. Y. (2023). Fostering AI literacy: Human-agency-oriented approach to AI usage in higher education [Lightning talk]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/fostering-ai-literacy-human-agency-oriented-approach-to-ai-usage-in-higher-education/

 

SUB-THEME

AI and Education

 

KEYWORDS

ChatGPT, AI literacy, critical thinking, human agency, human-AI interaction

 

CATEGORY

Lightning Talks

 

ABSTRACT

From providing learning analytics essential to personalized personalised education to conducting automated assessments and grading, technology powered by artificial intelligence (AI) has been gradually transforming the education sector. However, it is the pivotal open access to ChatGPT, a powerful AI chatbot built with OpenAI’s large language models (LLMs) such as GPT-4 and its predecessors (Marr, 2023), that has given rise to the question of how to harness the potential of AI while maintaining the integrity and ethos of education.

 

In response to ChatGPT and its equivalents’ capability of producing comprehensive content based on well-crafted prompts, higher education institutions worldwide have started to devise policies for AI-generated content. In NUS, a timely interim policy for the use of AI in teaching and learning was first circulated in February 2023. The policy’s focus on mandating self-declaration seems to suggest that the moral compass of an AI user plays a key role. Considering the fast-paced advancement and integration of AI in various sectors, it could be argued that learners need both a moral compass and AI literacy to navigate and harness the potential of AI tools.

 

The emerging literature on AI in education has highlighted the need to develop AI literacy across all age groups and professions (Taguma et al., 2021; Ng et al., 2022; Cardon et al., 2023; Long et al.; 2023; Su & Yang, 2023). As proposed by Kong et al. (2021), “AI literacy includes three components: AI concepts, using AI concepts for evaluation, and using AI concepts for understanding the real world through problem solving” (p. 2). In the context of human-AI interaction, AI is said to manifest machine agency, which could be understood as the algorithms’ ability to process a large amount of data, learn from the analysis, adapt, and evolve to support decision-making and problem solving (Kaplan & Haenlein, 2019; Kang & Lou, 2022). Informed by Williams et al.’s (2021) conception of agency that acknowledges the consideration of context, consequences, or implications of human actions (in addition to rationality and autonomy), human agency, on the other hand, could be seen as the ability to make intentional, reasoned, contextualised and ethical decisions when it comes to AI-powered activities, be it for school, work, or leisure.

 

Following these discussions, our Lightning Talk will discuss how we can reframe AI usage in higher education while fostering AI literacy based on the notion of human agency within the context of human-AI interaction. In doing so, we will draw on results from an anonymous poll on the use of ChatGPT conducted in Semester 2 AY2022/23 (with students enrolled in the course ES2660 “Communicating in the Information Age”) and two case studies of how the teaching team handled written works flagged positive by GPTZero, an AI detection tool. Ultimately, we would like to suggest that a proper cultivation of AI literacy and awareness of the role of human agency in the technology-driven world among students are imperative. At the practical level, AI literacy development needs to move beyond mandating self-declaration to include engaging with learners through dialogues and integrating AI tools such as ChatGPT in learning activities where human- AI interaction could be experienced and human agency negotiated.

 

REFERENCES

Cardon, P. W., Fleischmann, C., Aritz, J., Logemann, M., & Heidewald, J. (2023). The challenges and opportunities of AI-assisted writing: Developing AI literacy for the AI age. Business and Professional Communication Quarterly, 232949062311765. https://doi.org/10.1177/23294906231176517

Kang, H., & Lou, C. (2022). AI agency vs. human agency: understanding human–AI interactions on TikTok and their implications for user engagement. Journal of Computer-Mediated Communication, 27(5). https://doi.org/10.1093/jcmc/zmac014

Kaplan, A., & Haenlein, M. (2019). Siri, Siri, in my hand: Who’s the fairest in the land? On the interpretations, illustrations, and implications of artificial intelligence. Business Horizons, 62(1), 15–25. https://doi.org/10.1016/j.bushor.2018.08.004

Kong, S. C., Cheung, W. W. L., & Zhang, G. (2021). Evaluation of an artificial intelligence literacy course for university students with diverse study backgrounds. Computers & Education: Artificial Intelligence, 2, 100026. https://doi.org/10.1016/j.caeai.2021.100026

Long, D., Roberts, J., Magerko, B., Holstein, K., DiPaola, D., & Martin, F. (2023). AI Literacy: Finding Common Threads between Education, Design, Policy, and Explainability. https://doi.org/10.1145/3544549.3573808

Marr, B. (2023, May 19). A short history of ChatGPT: How we got to where we are today. Forbes. https://www.forbes.com/sites/bernardmarr/2023/05/19/a-short-history-of-chatgpt- how-we-got-to-where-we-are-today/?sh=5f1e3e13674f

Ng, D. T. K., Lee, M. G., Tan, R. J. Y., Hu, X., Downie, J. S., & Chu, S. K. W. (2022). A review of AI teaching and learning from 2000 to 2020. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11491-w

Taguma, M., Feron, E., & Lim, M. H. (2021, July 5). Education and AI: Preparing for the future & AI, attitudes and values. In Future of Education and Skills 2030: Conceptual Learning Framework. Organisation for Economic Co-operation and Development. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

Su, J., & Yang, W. (2023). Artificial Intelligence (AI) literacy in early childhood education: an intervention study in Hong Kong. Interactive Learning Environments, 1–15. https://doi.org/10.1080/10494820.2023.2217864

Williams, R. A., Gantt, E. E., & Fischer, L. (2021). Agency: What does it mean to be a human being? Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.693077

 

Conditions for Interdisciplinary Learning–Some Preliminary Reflections on Designing and Facilitating “Global Experience Tokyo: City, Culture and Technology”

cdtlsd Lighting Talks , , , ,

LEE Chee Keng
NUS College

ckenglee@nus.edu.sg

 

Lee, C. K. (2023). Conditions for interdisciplinary learning–Some preliminary reflections on designing and facilitating “Global Experience Tokyo: City, Culture and Technology” [Lightning talk]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/conditions-for-interdisciplinary-learning-some-preliminary-reflections-on-designing-and-facilitating-global-experience-tokyo-city-culture-and-technology/

 

SUB-THEME

Interdisciplinarity and Education

 

KEYWORDS

Interdisciplinary, learning, experiential learning, independent study

 

CATEGORY

Lightning Talks

 

ABSTRACT

This Lighting Talk explores the sub-theme of Interdisciplinarity and Education by reflecting on the design and facilitation experience of Global Experience Tokyo (GEx Tokyo) 2023, guided by the questions:1) What are the conditions necessary for effective interdisciplinary learning? 2) What are the possible preparations that could bring about these conditions?

 

Global Experience (GEx) is a specially curated course in which students spend a month living in and studying an international city. Each GEx is guided by a theme. The theme for GEx Tokyo is “City, Culture and Technology.” The objective of the course is to allow students to examine and reflect on the dynamic and transformative relationship between city, culture, and technology through a set of interweaving and interdisciplinary encounters and site visits. In GEx Tokyo 2023, students attended seminars with guest professors, workshops with practitioners, masterclasses with experts, and field visits to start-ups, research centres, and government offices. Prior to arriving in Tokyo, students attended preparatory seminars that familiarise them with some of the anticipated topics and social situations in GEx Tokyo. Students were also required to propose an independent study research project related to the theme of GEx Tokyo prior to arriving in Tokyo.

 

Based on discussions with students during independent research project consultations, it became apparent that despite the explicitly stated course objective and the purposeful layering of the programme itineraries, students were not drawing upon the interdisciplinary itineraries to deepen and enrich their independent study projects. Preliminary student feedback suggests that students formulated their Independent Study proposals with disciplinary-based frames and experienced the diverse GEx Tokyo itineraries largely through the lens of their Independent Study project. Tellingly, they found all the experts they met on the trip knowledgeable but indicated that few helped them achieve their learning objectives.

 

This experience prompted the questions I would like to contemplate in this Lighting Talk:

  1. What are the conditions necessary for effective interdisciplinary learning in general and for GEx Tokyo in particular?
  2. What are the possible preparations that could bring about these conditions?

 

Discussions on interdisciplinarity and education often focus on how specific disciplines can connect to and benefit from interdisciplinary links, as well as how interdisciplinary links can be built across different disciplines in a course. Such discussions extend into how to operationalise interdisciplinary learning objectives by describing and assessing interdisciplinary learning.

 

This Lighting Talk attempts to reflect on GEx Tokyo 2023 student feedback through the integrated lens of literature examining the entanglement of personal epistemologies and emotions in students’ thinking, and those discussing learning environments, to contemplate the conditions that could motivate and facilitate effective interdisciplinary learning.

 

A Journey Through A Quantitative Reasoning Course with Quirkiness and Laughter

cdtlsd Lighting Talks , , ,

Da Yang TAN
NUS College

dytan@nus.edu.sg

 

Tan, D. Y. (2023). A journey through a quantitative reasoning course with quirkiness and laughter [Lightning talk]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/a-journey-through-a-quantitative-reasoning-course-with-quirkiness-and-laughter/

SUB-THEME

Others 

 

KEYWORDS

Humour, motivation, quantitative reasoning

 

CATEGORY

Lightning Talks 

 

ABSTRACT

As the timeless saying goes, “laughter is the best medicine”. In my latest run of GEA1000N “Quantitative Reasoning with Data” (Ng et al. 2022), I explored the use of humour within my classes as a mediator to engage students from diverse academic backgrounds. As it is known, humour, when used appropriately, creates an engaging and enjoyable learning environment that captures students’ attention and encourages active participation. It helps to alleviate the often-dreaded monotony of lectures, making the content more relatable and memorable (Neumann et al., 2009). Moreover, humour can serve as an effective communication bridge between instructors and students, breaking down barriers and building rapport, thereby fostering a positive and light-hearted classroom atmosphere conducive to learning (Lomax & Moosavi, 2002). Furthermore, discovering humour within the subject requires a profound understanding of the subject matter, and this stimulates students’ higher order thinking towards the subject at hand (Garner, 2006; Ziv, 1988; Daumiller et al., 2020). In this Lightning Talk, I will elaborate on my strategies and approaches to incorporate humour within a technical and quantitative classroom. In the following, I propose three possible levels in which the humour could be implemented:

 

LEVEL 1000: SLAPSTICK COMEDY TO ATTRACT STUDENTS’ ATTENTION

Figure 1 illustrates an example of attracting students’ attention through the wordplay of established bubble tea chains (another subject that students will be interested in) to encourage the students to look and think about the questions posed to them. The humour at this Level 1000 lowest tier serves as a psychological break from the monotony of the lesson, especially when I attempt to pronounce the names of the chain and when students break into laughter (or at least a sheepish smile). However, it is important to capture the opportunity to broach about a serious subject or the content matter once the attention has been captured.

Lightning Talk Tan Da Yang Fig 1
Figure 1. An example on how wordplay is used to capture students’ attention. (The story, all names, characters, and incidents portrayed in this production are fictitious. No identification with actual persons (living or deceased), places, buildings, and products are intended or should be inferred.)

 

Figure 2 shows a whimsical made-up scenario to get students to start thinking about the validity of using average in a Likert scale. Like the first example, the idea is to capture students’ attention by introducing something that is considered fun for them.

 

Lightning Talk Tan Da Yang Fig 2
Figure 2. A whimsical hypothetical scenario on bubble tea production for students to think about the correct use of the Likert scale (or to brainstorm new bubble tea flavours).

 

LEVEL 2000: CONTEXTUALISED HUMOUR TO GET STUDENTS THINKING

Within the course, one of the hardest concepts to grasp in probability is the concept of mutual exclusivity, which refers to the fact that events do not occur at the same time; and independence, in which the occurrence of one event does not affect the chance of occurrence of the other event. To demonstrate the differences, I showed a slide that says:

Mutual exclusivity: Both of you have zero chance of being together.
Independence: The chance of being together has nothing to do with whether you like the person.

 

The main objective is to contextualise potentially conceptually confusing pain points into ideas that students may appreciate, and then infuse some form of humour to get them to think why the formal definitions could be applied in their personal context, in this case, relationships.

 

LEVEL 3000: HUMOUR FOR MEMORY RETENTION

To demonstrate what null hypothesis is about, I wore red shirts for six of my lessons, and in the eighth lesson where the concept of hypothesis testing is covered, I asked the class the question as shown in Figure 3. While not all the students selected the correct answer on the first attempt, the act itself was achieved both Level 1000 and Level 2000, and there was ample attention given to myself when I explained the solution. Furthermore, in the last lesson of the course, an informal survey was administered, and students were able to recall and mention the incident, therefore demonstrating some degree of retention.

Lightning Talk Tan Da Yang Fig 3
Figure 3. Building up of a playful narrative over multiple weeks with the aim that students will remember the important concept of null hypothesis in hypothesis testing. (The red shirt was washed every week well before the lesson.)

 

CONCLUDING REMARKS

Although the use of humour is not new and have been incorporated to varying degrees by instructors, having a framework and discourse that highlights its value as a useful pedagogical strategy would assist in purposefully reflecting on our teaching practices (Bieg & Dresel, 2018). This Lightning Talk aims to precisely provide that by encouraging intentional and deliberate consideration of how humour can be effectively employed in the classroom.

 

REFERENCES

Bieg, S., & Dresel, M. (2018). Relevance of perceived teacher humor types for instruction and student learning. Social Psychology of Education, 21, 805-25. https://doi.org/10.1007/s11218-018-9428-z

Daumiller, M., Bieg, S., Dickhäuser, O., & Dresel, M. (2020). Humor in university teaching: role of teachers’ achievement goals and self-efficacy for their use of content-related humor. Studies in Higher Education, 45(12), 2619-33. https://doi.org/10.1080/03075079.2019.1623772

Garner, R. L. (2006). Humor in pedagogy: How ha-ha can lead to aha! College Teaching, 54(1), 177-80. https://doi.org/10.3200/CTCH.54.1.177-180

Lomax, R. G., & Moosavi, S. A. (2002). Using humor to teach statistics: Must they be orthogonal? Understanding Statistics: Statistical Issues in Psychology, Education, and the Social Sciences, 1(2), 113-30. https://doi.org/10.1207/S15328031US0102_04

Neumann, D. L., Hood, M., & Neumann, M. M. (2009). Statistics? You must be joking: The application and evaluation of humor when teaching statistics. Journal of Statistics Education, 17(2). https://doi.org/10.1080/10691898.2009.11889525

Ng, K. L., Hartman, K., Gan, M. J., Lu, M., & Tan, S. W. (2022). Data literacy for all: Designing GEA1000 “Quantitative Reasoning with Data” with an eye towards inclusivity [Paper presentation]. Higher Education Campus Conference (HECC) 2022, 7-8 December. National University of Singapore. Retrieved from https://nus.edu.sg/cdtl/engagement/conferences/higher-education-campus-conference-2022/hecc-2022-home/ebooklet.pdf

Ziv, A. (1988). Teaching and learning with humor: Experiment and replication. The Journal of Experimental Education, 57(1), 4-15. https://doi.org/10.1080/00220973.1988.10806492

 

Aural Skills and Improvisation: The Development of an Online Teaching and Learning Guide

cdtlsd Paper Presentations , , , , ,

Karst DE JONG
Department of Contextual Studies, Yong Siew Toh (YST) Conservatory of Music


muskabdj@nus.edu.sg

 

De Jong, K. (2023). Aural skills and improvisation: The development of an online teaching and learning guide [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/aural-skills-and-improvisation-the-development-of-an-online-teaching-and-learning-guide/

 

SUB-THEME

Others 

 

KEYWORDS

Music, aural skills, improvisation, online learning, online teaching

 

CATEGORY

Paper Presentation 

 

ABSTRACT

In the light of the theme “Navigating Uncharted Frontiers”, I would like to propose a paper presentation discussing a few cutting-edge innovations in the teaching of aural skills for students in Higher Music Education (HME), as they are currently being implemented at the NUS Yong Siew Toh (YST) Conservatory of Music. Central to these innovations are the use of improvisation as a learning catalyst, a new simplified system of hand-signs, and the development of an online teaching and learning guide to change the dynamic and organisation of the teaching and learning process.

 

PEDAGOGICAL CONSIDERATIONS

A new simplified set of hand signs is proposed to add to an ongoing discussion about representation of musical notes and their connection to aural imagination of tonal melodies and harmonies (Lam, 2021).

PaHECC2023-a37-Fig1
Figure 1. Simplified hand signs for the seven degrees of the scale.

 

As there is very little existing material online about aural skills teaching materials specifically targeted at the high level required for conservatory students, we decided to start a joint project with the Royal Conservatoire of Den Haag to generate video materials and explore the best ways of integrating these in the teaching and learning process. The project focusses on collaborative learning with students playing their instruments in the classroom. Inspiration is taken from a subject which was developed by the theory department of the Royal Conservatoire of Den Haag: Aural Skills and Improvisation (ASI). At the basis is the realisation that teaching music theory to conservatory students would have little effect if it does not manage to make a convincing connection to the repertoire and the aural experience. Furthermore, improvisation, even on a very basic level, can greatly enhance the understanding of the inner workings of music, as well as being a highly effective catalyst for both internalising pitch relations in tonal music and creating an immediate connection with the instrument or voice. Thus, the methodology of the aural skills and improvisation lessons is directed toward achieving an active inner aural imagination, and an immediate application of this imagination in performance, along with the development of agility, creativity, originality, and a strong sense of tonality.

 

Just like when learning to speak a language, there is the need to have an active command of the musical language, as well as collaborative skills of communicating in that language. This goes hand in hand with the development of musical vocabulary as well as a rigorous acquaintance with scales, harmony and the idiomatic use of musical materials.

 

A TEACHING AND LEARNING GUIDE

At the heart of the online guide is a series of teaching and learning videos, organised in collections. They cover four key areas: materials and vocabulary, interplay, repertoire-connection, and improvisation. These areas complement and reinforce each other to ensure a complete aural development. During practice, there should be a continuous feedback loop of playing, listening and correcting oneself. The intimate knowledge of materials makes fast execution of those same materials much easier, and creates a higher level of knowledge, which is less cerebral and more connected to bodily knowledge and practice. In turn, this knowledge fortifies the aural imagination. One can speak here of internalisation of musical materials. Improvisation is the catalyst for learning, and the ultimate measure for mastery of aural skills and the creation of musical ideas.

 

During the paper presentation, I will show some examples from the videos and explain how we intend to use them, effectively creating a blended learning environment. I will also discuss where our pedagogical insights and goals differ from established views in the field, and which considerations we have in shaping this part of the curriculum at YST.

 

  

REFERENCES

Sarath, E. (2010). Music theory through improvisation. Routledge.

De Jong, K. (n.d.). Aural skills and improvisation: a teaching and learning guide. Research Catalogue. https://www.researchcatalogue.net/view/1882701/1882704

Lam, N. L., Finding common ground in the Do-/La-Minor solfège debate. In Cleland, K. D., & Fleet, P. (2021). The Routledge Companion to Aural Skills Pedagogy (pp. 389-401). Routledge.

 

Can ChatGPT be a Teaching Tool to Promote Learning and Scientific Inquiry Skills?

cdtlsd Paper Presentations , , , , ,

Amanda Huee-Ping WONG*, Swapna Haresh Teckwani, and Ivan Cherh Chiet LOW*
Department of Physiology, Yong Loo Lin School of Medicine (YLLSOM), NUS

*phsilcc@nus.edu.sg, phswhpa@nus.edu.sg

 

Wong, A. H. P., Teckwani, S. H., & Low, I. C. C. (2023). Can ChatGPT be a teaching tool to promote learning and scientific inquiry skills? [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/can-chatgpt-be-a-teaching-tool-to-promote-learning-and-scientific-inquiry-skills/

SUB-THEME

AI and Education 

 

KEYWORDS

ChatGPT, large language model, scientific inquiry, teaching tool, student learning

 

CATEGORY

Paper Presentation 

 

ABSTRACT

Introduction: Advancements in technology, especially in the artificial intelligence (AI) sphere, have brought about a noticeable paradigm shift in the educational landscape of the 21st century. Since its maiden release into the public domain in November 2022, ChatGPT (Generative Pre-trained Transformer) garnered more than one million subscribers within a week (Baidoo-Anu & Ansah, 2023). The introduction of large language model (LLM) tools, such as ChatGPT, into the education field has resulted in the use of information and communication technologies as a tool for improving teaching and learning (Opara, 2023). Educators have the opportunity to incorporate ChatGPT as part of a diversified teaching tool to achieve a more interesting and innovative teaching and learning experience (Yu, 2023). Along similar lines, we incorporated ChatGPT as a learning tool in the tutorial of a scientific inquiry course in an attempt to promote student learning and scientific inquiry skills. In this study, we compared the effectiveness of a ChatGPT-based tutorial with conventional tutorials in promoting the achievement of learning outcomes (LO) and scientific inquiry.

 

Methods: In the tutorial sessions of HSI2002 “Inquiry into Current Sporting Beliefs and Practices”, students were tasked with providing evidence-based evaluation and critiques of selected sporting issues and practices. In one of the three tutorials, ChatGPT was incorporated as a learning tool whereby students were tasked to perform their inquiry regarding ChatGPT’s response to specific prompts related to the course content. On the other hand, students were required to provide their critique in the other tutorials based on pre-reading materials in the form of journal articles. Students were required to submit an assignment report after each tutorial, which was used in this study analysis. Specifically, student assignments were analysed using two sets of rubrics designed to assess (1) the achievement of LO at the different level of the Bloom’s taxonomy, and (2) scientific inquiry skills (Seeratan et al. 2020). One-way ANOVA was used to determine statistical significance of scores among the three tutorials.

 

Results: Assignments from 10 out of 40 students were scored to date. Preliminary analysis revealed that the overall scores for each tutorial (with and without ChatGPT) were comparable (p = 0.245, Figure 1).

PAHecc2023-a48-Fig1
Figure 1. Total scores (mean ± SD; maximum score of 16) of student assignments (n = 10) from the different tutorials.

Mean scores for the student responses according to each rubric factor, namely the three desired learning outcomes according to Bloom’s taxonomy level (Understand, Analyse, and Evaluate) and scientific inquiry were comparable across the different tutorials (Table 1). Interestingly, we observed a trend that scientific inquiry skills were enhanced in the ChatGPT-based tutorial (p = 0.083). However, further analysis of the remaining 30 students needs to be conducted to substantiate this observation.

PAHecc2023-Table1

 

Conclusion: This study showcases another approach to meaningfully harness AI technology, specifically ChatGPT, to support student learning in a scientific inquiry course. Our preliminary data revealed that the tutorial leveraging on ChatGPT as a teaching tool was comparable to conventional case-based tutorials in promoting learning outcomes and scientific inquiry skills. Future completion of our data analysis may reveal further interesting insights, with the potential of this novel strategy surpassing traditional approaches of teaching and learning. As learners are faced with ever-evolving technologies, integrating generative AI tools in the classroom serves as a platform to teach students how to use this technology constructively and safely, thus preparing them to thrive in an AI-dominated work environment upon graduation.

 

REFERENCES

Yu, H. (2023). Reflection on whether ChatGPT should be banned by academia from the perspective of education and teaching. Front. Psychol. 14, 1181712. https://doi.org/10.3389/fpsyg.2023.1181712

Baidoo-Anu, D., & Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Social Science Research Network. http://dx.doi.org/10.2139/ssrn.4337484

Opara, E. C. (2023). ChatGPT for teaching, learning and research: Prospects and challenges. Global Academic Journal of Humanities and Social Sciences, 5(2), 33-40. https://ssrn.com/abstract=4375470

Seeratan, K. L., McElhaney, K. W., Mislevy, J., McGhee, R., Jr, Conger, D., & Long, M. C. (2020). Measuring students’ ability to engage in scientific inquiry: A new instrument to assess data analysis, explanation, and argumentation. Educational Assessment, 25(2), 112–35. https://doi.org/10.1080/10627197.2020.1756253

 

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