Paper Presentations

Exploring Activity-based Instructional Approaches to Develop Students’ Understanding of the Ethical Implications of ICT

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Alex MITCHELL1*, Weiyu ZHANG1, Jingyi XIE1, Bimlesh WADHWA2, and Eric KERR3

1Department of Communications and New Media, Faculty of Arts and Social Sciences
2Department of Computer Science, School of Computing
3Tembusu College and Asia Research Institute (ARI)

*1alexm@nus.edu.sg

 

Mitchell, A., Zhang, W., Xie, J., Wadhwa, B., & Kerr, E. (2023). Exploring activity-based instructional approaches to develop students’ understanding of the ethical implications of technology [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/exploring-activity-based-instructional-approaches-to-develop-students-understanding-of-the-ethical-implications-of-ict/

SUB-THEME

AI and Education 

 

KEYWORDS

IT ethics education, technology design, educational strategies, activity-based instruction

 

CATEGORY

Paper Presentation 

 

ABSTRACT

Information and communications technology (ICT) such as artificial intelligence (AI) offers tremendous opportunities to benefit society, but raises concerns over potential harm to social good. While ICT education has focused on advancing technologies, there is less emphasis on embedding ethical considerations in the learning of ICT. There is increasing public concern over the unethical consequences of ICT development and usage, particularly given the recent widespread adoption of AI-based tools such as ChatGPT. This suggests a need for the educational community “to renew its emphasis on nurturing the ability to recognize and engage with ethical issues emerging in relation to AI” (Borenstein & Howard, 2021) and ICT more generally. This paper presentation describes our exploration of activity-based instructional approaches to help students gain a better understanding of the ethical implications of ICT.

 

Current approaches to ICT ethics education can be categorised into three groups: ethical guidelines, fairness toolkits, and activity-based approaches (Zhang, 2022). Using ethical guidelines as a starting point for ICT ethics education can be problematic, as current guidelines tend to take an action-restricting, checkbox-based approach, making them inherently limiting and hard to adapt to specific situations (Hagendorff, 2020). In addition, students often find ethics education dry and hard to apply when education emphasises philosophical principles without accounting for real-life complexities. Similarly, fairness toolkits have limitations in terms of adaptability, and, if poorly designed, “could engender false confidence in flawed algorithms” (Lee & Singh, 2021). Activity-based co-design approaches, such as design fiction and speculative design (Baumer et al., 2020; Pierce, 2021), offer an alternative to more traditional approaches, and address the call for AI ethics education to move beyond approaches grounded in instructionism (Holmes et al., 2022).

 

This paper explores the effectiveness of activity-based ethics education strategies across various ICT-related courses. Specifically, an exploratory study was carried out using the Value Cards game (Shen et al., 2021), and running co-design sessions based on the Timelines design activity (Wong & Nguyen, 2021). Acknowledging “the importance of having interdisciplinary teams who create AI ethics content and potentially teach it” (Borenstein & Howard, 2021), we included courses from the Department of Communications and New Media, the Department of Computer Science, and Tembusu College at NUS. More than 120 students from the courses NM2209 “Social Psychology of New Media”, NMC5322 “Interactive Media Marketing Strategies”, CS3240 “Interaction” Design, and UTC1102 “Fakes” participated in the study. All four courses include at least one session that grapples with ethical issues in developing or using technology such as AI. For NM2209 and UTC1102, value cards were deployed to explore the implications of AI-generated content (see Figure 1), for CS3240, adapted value cards were used to discuss the topic of dark patterns such as nudges (see Figure 2), whereas for NMC5322 we used the Timelines design activity (see Figure 3) to explore the impact of various ICTs, such as AI, gamification, and the metaverse, on interactive marketing.

value cards used in NM2209
Figure 1. Examples of value cards used in NM2209 (click on the image for a full-sized version).

 

value cards used in CS3240

Figure 2. Examples of value cards used in CS3240 (click on the image for a full-sized version).

 

Timelines activity in NMC532. Timelines activity in NMC5322

Figure 3. Students engaged in the Timelines activity in NMC5322.

 

Students answered a survey about their ethics perception and awareness before and after participating in the activities. In addition, a subset of the students took part in a focus group soon after the courses ended.

 

In our presentation, we will share our insights from the use of these two approaches, highlighting the challenges we faced and the strengths of each activity. We will also provide suggestions both for how these approaches can be improved, and what educators can do more broadly to overcome the limitations of current approaches to ICT ethics education.

 

ACKNOWLEDGEMENTS

This project is supported by the NUS Centre of Development for Teaching and Learning Teaching Enhancement Grant (TEG) “Exploring Instructional Approaches to Develop Students’ Ethical Mindset for a Better Understanding of the Ethical and Social Implications of Technology.”

 

REFERENCES

Baumer, E. P. S., Blythe, M., & Tanenbaum, T. J. (2020). Evaluating design fiction: The right tool for the job. Proceedings of the 2020 ACM Designing Interactive Systems Conference, 1901–13. https://doi.org/10.1145/3357236.3395464

Borenstein, J., & Howard, A. (2021). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1(1), 61–65. https://doi.org/10.1007/s43681-020-00002-7

Hagendorff, T. (2020). The ethics of AI ethics: An evaluation of guidelines. Minds and Machines, 30(1), 99–120. https://doi.org/10.1007/s11023-020-09517-8

Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B., Santos, C., Rodrigo, M. T., Cukurova, M., Bittencourt, I. I., & Koedinger, K. R. (2022). Ethics of AI in education: Towards a community-wide framework. International Journal of Artificial Intelligence in Education, 32(3), 504–26. https://doi.org/10.1007/s40593-021- 00239-1

Lee, M. S. A., & Singh, J. (2021). The landscape and gaps in open source fairness toolkits. Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 1–13. https://doi.org/10.1145/3411764.3445261

Pierce, J. (2021). In tension with progression: Grasping the frictional tendencies of speculative, critical, and other alternative designs. Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 1–19. https://doi.org/10.1145/3411764.3445406

Shen, H., Deng, W. H., Chattopadhyay, A., Wu, Z. S., Wang, X., & Zhu, H. (2021). Value cards: An educational toolkit for teaching social impacts of machine learning through deliberation. Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency, 850–61.

Wong, R. Y., & Nguyen, T. (2021). Timelines: A world-building activity for values advocacy. Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 1–15. https://doi.org/10.1145/3411764.3445447

Zhang, W. (2022). Civic AI Education: Developing a deliberative framework. Proceedings of the 4th Annual Symposium on HCI Education (EduCHI’22), April 30-1 May 2022.

 

Creating Teaching Videos Using AI-generated Voices

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David CHEW
Department of Statistics and Data Science, Faculty of Science (FOS)

david.chew@nus.edu.sg

 

Chew, D. (2023). Creating teaching videos using AI-generated voices [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/creating-teaching-videos-using-ai-generated-voices/

SUB-THEME

AI and Education 

 

KEYWORDS

Technology-enhanced learning, AI voices, videos, blended learning,  transferability

 

CATEGORY

Paper Presentation 

 

ABSTRACT

The advent of artificial intelligence (AI) presents a remarkable opportunity for various industries, and education is no exception. Within the realm of educational technology, a promising opportunity has emerged with the use of AI voices to create teaching videos. This innovative approach harnesses the power of AI to enhance educational content and delivery methods, revolutionising the way knowledge is imparted to learners.

 

In this talk, I describe an effort to make use of AI-generated voices to create teaching videos for the course ST2334 “Probability and Statistics”. ST2334 has an enrolment of 800 students every semester and is offered in a blended learning manner. Each week, students view at their own time 30 to 40 minutes worth of pre-recorded videos, before attending a “live” lecture delivered by the course coordinator. As the course is taught by different faculty members in different semesters, it was decided that the pre-recorded videos will be made with a “neutral” voice. An AI voice software Descript was then used to create the pre-recorded videos.

 

There are several ways you can use Descript.

(A) Use it as a video recorder cum editor

  • Record your teaching videos using your own voice.
  • Import the videos into Descript. Voice narrations will be automatically transcribed into text and aligned automatically to the audio. It is then easy to edit your videos in a word processor-like environment (Figure 1). Instead of working with sound waves (as with many other video editing software), the user can work on the script/words directly. Deleting words will automatically remove the associated video footage.
  • If you like to replace (the audio of) a mispronounced or wrong choice of word, it is possible to select that word, correct it and have that word replaced using a trained AI voice that sounds exactly like you.
  • Annotations/animations can be timed to coincide with text easily.
The Descript interface. Annotations/animations can be timed to sync with words
Figure 1. The Descript interface. Annotations/animations can be timed to sync with words (See blue arrows).

 

(B) Use it to construct your videos from scratch using an AI voice

  • Import your slides/videos into Descript.
  • Overlay the slides/videos with AI voices by typing out a script.
  • You may use (i) a stock AI voice, or (ii) train and use an AI voice that sounds exactly like you.

 

Here are some advantages of using an AI voice software like Descript:

  • The videos can be edited easily in the future, much like how one can easily edit a Word document or a PowerPoint file. Slides can be replaced, the script can be edited and audio regenerated easily in Descript.
  • The videos are easily transferable. Colleagues taking over the course do not have to record new videos using their own voice, but can easily reuse these videos since they are made with a “neutral” stock voice. They can also choose to train and use their own AI voice.

 

The use of an AI voice to produce teaching videos holds tremendous potential. This technology is heavily utilised by podcast content creators. There are many aspects of harnessing AI that educators can learn from such content creators to produce teaching videos that are engaging and accessible to students.

 

REFERENCES

Descript (2020). Introducing Descript [Video]. https://youtu.be/Bl9wqNe5J8U

Descript (2022). Descript Storyboard: Preview & Demo [Video]. https://youtu.be/P7SfbmsEK24

 

 

Exploring Padlet as an Online Tool for Collaborative Peer Learning in Blended Learning Environments: A Case Study in Civil Engineering Education

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Kevin S. C. KUANG
Department of Civil and Environmental Engineering, College of Design and Engineering (CDE)

kevinkuang@nus.edu.sg 


Kuang, K. S. C. (2023). Exploring Padlet as an online tool for collaborative peer learning in blended learning environments: A case study in civil engineering education [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/exploring-padlet-as-an-online-tool-for-collaborative-peer-learning-in-blended-learning-environments-a-case-study-in-civil-engineering-education/

SUB-THEME

Others

 

KEYWORDS

Padlet, online tool, collaborative peer learning, blended learning, asynchronous learning

 

CATEGORY

Paper Presentation 

 

INTRODUCTION

Blended learning approaches have gained significant attention in recent years, as educators strive to create engaging and interactive learning experiences for students (Garrison & Vaughan, 2008, Owston et al., 2013). By combining traditional face-to-face instruction with online components, blended learning offers the potential to enhance student engagement and promote collaborative learning (Dziuban et al., 2018). In alignment with NUS BL2.0 initiatives, courses are being transformed or designed to incorporate blended learning, thereby enhancing the overall learning experience for students.

 

In the graduate engineering course CE5515 “Structural Health Monitoring”, a blended learning format was adopted to enhance the students’ learning experience, many of whom are working professionals. This module was introduced for the first time in the second semester of Academic Year 2022/23, with a cohort comprising 22 students. The course incorporates a range of student activities, including laboratory work, critical analysis of journal papers, and the completion of mini projects. These mini projects centres around tackling practical, real-world issues such as early landslide detection and the assessment of damage to coastal infrastructure caused by rising sea levels. Collaborative teamwork is emphasised, as students are expected to devise innovative solutions to these complex real-world challenges.

 

An essential element in promoting collaborative learning is the availability of a user-friendly and visually appealing platform that functions as a virtual gallery. This platform serves as a space for students to engage in critique, appreciation, and the exchange of ideas, fostering cross-fertilisation of knowledge and promoting active learning. A digital tool that offers both content curation capability and content distribution will be ideal in achieving the aims and learning outcomes of this course.

 

In the context of CE5515, the focus is on the utilisation of Padlet, an online tool, as a means of facilitating collaborative peer learning in an asynchronous learning environment. Padlet provides a digital platform for students to share their work, ideas, and insights, fostering interaction and collaboration among students (Frison & Tino, 2019). The asynchronous nature of the online tool further facilitated increased opportunities for peer-learning. Students could access and contribute to Padlet at their own pace, allowing for deeper reflection and thoughtful responses. This flexibility in time and space enabled students to engage in discussions and collaborations beyond the confines of traditional classroom settings.

 

Surprisingly, the interaction among students in the Padlet environment exceeded expectations. Students actively engaged with their peers’ work, offering thoughtful feedback, posing relevant queries, and providing constructive comments. This experiment revealed students’ willingness to actively participate and contribute to their classmates’ learning experience, indicating a strong sense of community and a desire for meaningful engagement. The benefits of peer learning is also well recognised in the literature (Slavin, 1983).

 

To incentivise participation and encourage further engagement, a leaderboard and point system were introduced. Students were awarded points based on the quality of their textual input, taking into consideration the depth of their thoughts, the relevance of their responses, and the originality of their ideas. Additionally, evidence of meaningful interaction, including back-and-forth discussions between questioners and respondents, was also rewarded with points. This gamification element motivated students to actively interact with their peers’ work and promoted a sense of healthy competition. Figure 1 shows a screenshot of the Padlet environment used in this study. In this presentation, the author will explore the benefits, challenges, and student experiences of using Padlet as an instructional tool in teaching a graduate course. The aim is to provide practical implications for educators who are interested in integrating collaborative technologies into their own courses.

 

Screenshot showing the Padlet layout used for this study.
Figure 1. Screenshot showing the Padlet layout used for this study.

 

In conclusion, this study aims to provide valuable insights into the effectiveness of blended learning strategies and in particular, the benefits of digital tools such as Padlet which they bring to student learning outcomes. By embracing blended learning and leveraging online tools like Padlet, educators can create engaging, collaborative, and student-centred learning experiences that prepare students for success in a rapidly evolving educational landscape.

 

REFERENCES

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1-17. https://doi.org/10.1186/s41239-017-0087-5

Frison, D., & Tino, C. (2019). Fostering knowledge sharing via technology: A case study of collaborative learning using Padlet. Connecting Adult Learning and Knowledge Management: Strategies for Learning and Change in Higher Education and Organizations, 227-35. https://doi.org/10.1007/978-3-030-29872-2_13

Garrison, D. R., & Vaughn, N. D. (2008). Blended learning in higher education. Framework, principles, and guidelines. Jossey-Bass Publishers. http://dx.doi.org/10.1002/9781118269558

Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38-46. https://doi.org/10.1016/j.iheduc.2012.12.003

Slavin, R. E. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94(3), 429-45. https://doi.org/10.1037/0033-2909.94.3.429 

 

Exploratory Implementation of Scenario-based Student-generated Questions for Students From the Humanities And Sciences in a Scientific Inquiry Course

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TAY En Rong Stephen1 and LIU Mei Hui2
1Department of the Built Environment, College of Design and Engineering (CDE)
2Department of Food Science & Technology, College of Humanities and Sciences (CHS)

1stephen.tay@nus.edu.sg, 2fstlmh@nus.edu.sg

 

Tay, E. R. S., & Liu, M. H. (2023). Exploratory implementation of scenario-based student-generated questions for students from the humanities and sciences in a scientific inquiry course [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/exploratory-implementation-of-scenario-based-student-generated-questions-for-students-from-the-humanities-and-sciences-in-a-scientific-inquiry-course/

 

SUB-THEME

Interdisciplinarity and Education 

 

KEYWORDS

Interdisciplinarity, peer learning, student-generated questions, assessment, feedback

 

CATEGORY

Paper Presentation 

 

INTRODUCTION

Students in the College of Humanities and Sciences (CHS) are required to undertake courses to fulfil the Scientific Inquiry II (SI2) requirement. With the success of scenario-based student generated-questions (sb-SGQ) reported previously across three courses within the College of Design and Engineering (CDE) (Du & Tay, 2022; Tay, 2022), the sb-SGQ approach was adopted in the course HSI2007 “Deconstructing Food”, which fulfils the SI2 requirement by CHS. The sb-SGQ builds upon student-generated questions (SGQ) (Rosenshine et al., 1996) through the incorporation of real-life examples from industry for authentic assessment (Wiggins, 1990). The aim was to encourage interdisciplinary learning, which involves integrating knowledge from various disciplines to specific problems (Ivanitskaya et al., 2002) among students from both the Humanities and Sciences taking HSI2007. Hence, this study aims to answer the following questions:

 

  1. Does the approach encourage interdisciplinary learning?
  2. What are the student perceptions towards the use of sb-SGQ?

 

METHODOLOGY

The sb-SGQ was implemented as an ungraded activity in Semester 2 of AY2022/23, with the timeline of the implementation shown in Table 1. Participation to the survey is voluntary and does not impact student’s grades. Data was subsequently analysed using JASP, an open-source statistical package (Love et al., 2019) with a significance level of 5%.

 

Table 1
Implementation schedule of sb-SGQ

Week 1 5 7 and 9 10 11
Activity Inform students of sb-SGQ Provide guidance
on sb-SGQ		 Students generate sb-SGQ and upload to Canvas. Selected cases were discussed in tutorials. Graduate tutors provide feedback for sb-SGQ on Canvas. Perception survey shared with students

 

RESULTS

Through the sb-SGQ, we observed that students were able to develop questions that demonstrate the use of content knowledge across different instructional weeks. In the example below, students asked how one could identify organic/eco-friendly labels to make choices on sustainable food products (Figure 1). This question demonstrates the application of concepts taught in Week 6 (on food labels) and Week 8 (on food sustainability).

 

Example of sb-SGQ by Humanities and Science students in HSI2007.
Figure 1. An example of sb-SGQ by Humanities and Science students in HSI2007.

 

Interestingly, the group’s corresponding answer to the sb-SGQ (refer to Figure 2) demonstrated further integration of topics taught in Weeks 2 (on the use of reputable sources of information) and 4 (on product shelf-life). Importantly, interdisciplinary thinking from areas such as environmental sciences, psychology, and marketing were also present in the answer.

[2a] Example of answers to the sb-SGQ in Figure 1 with interdisciplinary elements.
.
[2b] Example of answers to the sb-SGQ in Figure 1 with interdisciplinary elements.
Figure 2. An example of answers to the sb-SGQ in Figure 1 with interdisciplinary elements.
 

Students’ responses to the survey questions are shown in Table 2. Generally, students from the Humanities and Sciences expressed positive responses, defined by a score above 3 in a 5-point Likert scale, for all five questions. Students from the Sciences provided a higher average response for all five questions, of which Q4 was statistically significant (p = 0.003) when using a one-tailed test. This could be attributed to a higher affinity by students from the Sciences towards question generation, which involves scientific inquiry, a skill students from the Sciences may be more accustomed to.

 

Table 2
Average of student responses in Semester 2 based on a 5-point Likert scale. 

Group Q1: The collective sb-SGQ developed by the class has helped me to better understand the concepts taught. Q2: The skills acquired in the sb-SGQ exercise are transferrable skills (i.e. skills that can be used/applied in other roles or settings). Q3: The sb-SGQ assignment was sufficiently challenging. Q4: I enjoyed the sb-SQG process. Q5: I would recommend the use of sb-SGQ for future modules.
Humanities
(n = 59)		 3.763 3.797 3.847 3.390 3.576
Sciences
(n = 60)		 4.017 3.967 3.783 3.717 3.700

 

Subsequently, qualitative feedback was analysed (refer to Table 3). Generally, students from the Humanities and Sciences were able to appreciate how the sb-SGQ allowed them to relate the course learning objectives with real-world examples. Students also appreciated peer learning in the sb-SGQ exercise, both from within and beyond the groups, which raised different perspectives. A Humanities student shared how the sb-SGQ made the student comfortable with scientific research (Comment 1 in Table 3). Another student shared how he/she was able to apply knowledge gained from another course into HSI2007, which highlighted the possibility of interdisciplinary learning when students employ elements from other courses (Comment 7 in Table 3). What was interesting was the comment by a student expressing how the sb-SGQ approach helps with his/her plans to be an educator in the future (Comment 10 in Table 3), which implies an independent agreement from the student on the pedagogical effectiveness of the sb-SGQ approach.

 

The comments provided in Table 3 highlight that 1) students from the Humanities can be comfortable with scientific research, a domain commonly perceived to be a strength of students from the Sciences (Comment 1 in Table 3), and 2) how students are able to organically retrieve information from other courses and apply them when given the opportunity to do so (Comment 7 in Table 3).

 

Table 3
Student feedback from HSI2007 on the sb-SGQ. Feedback reproduced as they were received.

Group Feedback
Humanities 1. It got me comfortable with doing scientific research for food related topics.

2. It was an interesting experience as to craft out an answer, one needs to take the initiative to plan out steps one should take to generate the answer and also put in the work to get the answer.

3. It motivated me to be on track with my classroom learning and apply it to real world scenarios. Collaborating with group mates to finish it made the process very insightful as we all brought different points to the table.

4. In generating my sb-SGQ, it was interesting to see linkages between the content learnt and how it is related to real-world scenarios. It was also a fun process to recap on knowledge learnt.
Science 5. Coming up with the scenario required us to recollect concepts that we had learnt in the module and craft according to them. This helped in further strengthening our contextual understanding.

6. It was deeply insightful and helped to expand my horizons.

7. I wanted to apply what I have learned in HSI2007 and FST1101B. Previously during one of the FST1101B tutorials, I learned about labeling on food packaging. Hence, the task proposed by HSI2007 felt somewhat similar and I was able to recall what I have previously learned from another module and transfer this knowledge here.

8. I feel like the sb-SGQ helps me to discover my interest in certain food topics and the generation of the questions and its corresponding answers makes me more knowledgable in that area and pushes me to ask more question. This helps me build a passion for learning and my thirst for knowledge.

9. My group mates and I had quite a lot of fun searching up cases and generating questions for them.

10. I aspire to be a teacher in the future and I feel sb-SGQ is useful for my professional development as it constantly pushes me to ask questions and find answers for it. This helps to cultivate my love for learning and makes me more interested to learn about new things as well as to ask questions when I am in doubt.

 

CONCLUSION AND SIGNIFICANCE

The sb-SGQ approach was employed in HSI2007 with students from both the Humanities and Sciences in HSI2007 to encourage interdisciplinary learning. Though a comparison with a control cohort without the sb-SGQ approach was not possible, as the HSI2007 course started with the sb-SGQ approach, a critical analysis of the data collected revealed valuable insights. Generally, there was positive student feedback evidenced from qualitative and quantitative data. The significance of this study lies in the lack of hardware and software costs in the sb-SGQ, which aids with the implementation of the sb-SGQ not only for this course, but potentially for other courses as well. In addition, data from this study suggests the possibility of sb-SGQ to encourage interdisciplinary learning, which can be further investigated in future runs of the course.

 

 

REFERENCES

Du, H., & Tay, E. R. S. (2022). Using scenario-based student-generated questions to improve the learning of engineering mechanics: A case study in civil engineering. In Higher Education Campus Conference (HECC) 2022, 7-8 December, National University of Singapore. https://nus.edu.sg/cdtl/docs/default-source/engagement-docs/conferences/hecc2022/ebooklet.pdf

Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary learning: Process and outcomes. Innovative Higher Education, 27(2), 95-111. https://doi.org/10.1023/A:1021105309984

Love, J., Selker, R., Marsman, M., Jamil, T., Dropmann, D., Verhagen, J., Ly, A., Gronau, Q. F., Šmíra, M., & Epskamp, S. (2019). JASP: Graphical statistical software for common statistical designs. Journal of Statistical Software, 88(2), 1-17. https://doi.org/10.18637/jss.v088.i02

Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221. https://doi.org/10.3102/00346543066002181

Tay, E. R. S. (2022). Efficacy of scenario‐based student-generated questions in an online environment during COVID-19 across two modules. In Higher Education Campus Conference (HECC) 2022, 7-8 December, National University of Singapore. https://nus.edu.sg/cdtl/docs/default-source/engagement-docs/conferences/hecc2022/ebooklet.pdf

Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research, and Evaluation, 2(1), 2. https://doi.org/10.7275/ffb1-mm19

 

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

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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

 

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

 

What We Learn From Our Neighbours: Measuring How Outcomes Are Met On Overseas Study Trips

cdtlsd Paper Presentations , , , , ,

Lynette TAN Yuen Ling*, LI Jingping, and TAN Lai Yong
Residential College 4
*rc4lynette@nus.edu.sg

 

Tan, L. Y. L., Li, J., & Tan, L. Y. (2023). What we learn from our neighbours: Measuring how outcomes are met on overseas study trips [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/what-we-learn-from-our-neighbours-measuring-how-outcomes-are-met-on-overseas-study-trips/

 

SUB-THEME

Communities and Education 

 

KEYWORDS

Learning outcomes, out-of-classroom learning, study trips, experiential learning, community engagement

 

CATEGORY

Paper Presentation 

 

ABSTRACT

In the trajectory of effort in implementing out-of-classroom activities, overseas study trips are likely placed at the zenith—they often incur high costs, heavy faculty teaching commitment, and onerous administrative support. Whether the student learning gained is commensurate with the time and financial costs of such trips has yet to be established definitively. In particular, little empirical research exists on learning outcomes associated with overseas study trips of short duration. A study that examined the impact of a two-week study tour on the perceptions of American college students concluded that a longer exposure would likely have a more substantial impact on learning (Carley & Tudor, 2010). Even when there is a more prolonged exposure, such as in study-abroad programmes, there are still concerns about evidencing student learning and development (Dwyer, 2004). In a system-wide research initiative on study-abroad learning outcomes across the University System of Georgia (comprising 34 public institutions), Sutton and Rubin (2004) compared the self-reported learning outcomes of study-abroad participants and non-participants and concluded that while studying abroad does add value to students’ academic achievements, further studies are needed.

 

At the National University of Singapore (NUS), overseas study trips have been a staple programme of the Global Relations Office—whether through the long-term student exchange experience (with over 300 partner universities in more than 40 countries) or the Study Trips for Engagement and EnRichment (STEER) (National University of Singapore, n.d.). In AY 2022/23, a new kind of overseas study trip was launched—the Southeast Asia Friendship Initiative (SFI).

 

The SFI was designed to increase NUS students’ exposure to neighboring Southeast Asian (SEA) countries through experiential learning. Students are given opportunities to engage with local communities and partner universities, local non-governmental organisations (NGOs), and enterprises in destined Southeast Asian (SEA) countries to gain first-hand insights into the nuances and challenges the local stakeholders face when they tackle various aspects of sustainable development. The common academic theme of the SFI programmes is linked to the United Nations Sustainable Development Goals (SDGs) or innovation and enterprise. Ranging from 7-10 days, the SFI aptly fits the category of the short-duration study trip, and it has several generic learning outcomes. These include gaining intercultural intelligence of the SEA country and deepening knowledge of key SDG(s) within it, as well as expanding the student’s social and professional networks to aid their future prospects in the region.

 

This study seeks to investigate if the SFI trips meet these generic and specific learning outcomes, and the extent to which those learning outcomes are met via student perception surveys as well as questions that test student knowledge administered just before and immediately after the trip. Held during the Special Term, the first SFI trip comprised 21 students and the second 20, with both trips also including one student teaching assistant and two staff from Residential College 4, NUS. The location was Indonesia, with half the trip in Lombok and the rest in Pulau Sumba.

The survey questions were grouped within four constructs:

  1. Exposure to SEA countries
  2. Knowledge on SDGs and their local solutions
  3. Understanding of collaboration between Singapore and targeted SEA countries
  4. Understanding leadership at the fringe (specific learning outcome of the course)

 

Results from the surveys indicate that the intended learning outcomes were met. The study trip increased students’ exposure to SEA countries and local communities: the results show that students had a better knowledge of local language and geography features, and also developed a deeper understanding of local challenges and solutions from the perspective of SDGs through the trip. Moreover, exposure to the local communities had a positive impact on students’ willingness to engage in work and business opportunities in SEA countries, which might strengthen the collaboration between Singapore and SEA countries at the individual levels.

 

The significance of the study is twofold—firstly, and more generally, it supports the SFI as a value proposition that it does indeed merit the time and financial costs incurred. Secondly, the study serves as a measure of how short-term study trips can meet learning outcomes based on community engagement, leading to intercultural growth and a change in attitudes of students towards our SEA neighbours.

. 

 

REFERENCES

Carley, S., & Tudor, R. K. (2010). Assessing the impact of short-term study abroad. Journal of Global Initiatives: Policy, Pedagogy, Perspective. 1(2), Article 5. https://digitalcommons.kennesaw.edu/jgi/vol1/iss2/5

Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers (Boston, Mass.), 10(1), 151–64. https://doi.org/10.36366/frontiers.v10i1.139

Sutton, R. C., & Rubin, D. L. (2004). The GLOSSARI project: Initial findings from a system
-wide research initiative on study abroad learning outcomes. Frontiers (Boston, Mass.), 10(1), 65–82. https://doi.org/10.36366/frontiers.v10i1.133

National University of Singapore. (n.d.). Student Exchange Programme. https://www.nus.edu.sg/gro/global-programmes/student-exchange

 

The Challenges and Possibilities of Service-Learning as a Catalyst for Social Impact in Southeast Asia

NUS CDTL Paper Presentations , , , , ,

Julius BAUTISTA
NUS College
bautista@nus.edu.sg  

 

Bautista, J. (2023). The challenges and possibilities of service-learning as a catalyst for social impact in Southeast Asia [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/the-challenges-and-possibilities-of-service-learning-as-a-catalyst-for-social-impact-in-southeast-asia/

SUB-THEME

Communities and Education 

 

KEYWORDS

Service-learning, community engagement, experiential learning, overseas classroom, Southeast Asia 

 

CATEGORY

Paper Presentation 

 

ABSTRACT

In this paper presentation, I will discuss the challenges and possibilities of implementing Service-learning (S-L) programmes as a way of catalysing student-driven social impact in the Southeast Asian region. S-L refers to credit-bearing educational endeavours that enable students and their faculty mentors to engage and collaborate with community partners towards addressing mutually identified social needs and problems. As part of a socially-oriented pedagogy, educators harness the experience of community engagement in a way that enables their students to achieve a deeper understanding and contextualisation of curricular content (Bingle & Hatcher, 1996; Saeed & Ahmed 2021, p. 323). As a mode of experiential learning, the distinctive feature of S-L is that the dual goals of achieving specified curricular objectives and the cultivation of social impact are equally prioritised.   

 

The scholarship of teaching and learning (SoTL) has emphasised the benefits of S-L in  enhancing student aptitudes in civic and social consciousness (Battistoni, 2013), tolerance for intersectional diversity (Lemieux & Allen, 2007), relational empathy (Woo, 2019; Rondini, 2015), and responsible global leadership (Yorio & Ye, 2012; Pless et al., 2012). Nevertheless, relatively few studies have ventured into disambiguating the conceptual and institutional features of S-L vis a vis other modes of engaged pedagogy, such as volunteerism, field education and experiential learning. Furthermore, there has hardly been any scholarly research and benchmarking on how S-L, from a technical and methodological standpoint, can be effectively institutionalised in higher educational contexts (Mitchell, 2007). These gaps in the literature are indicative of some important conceptual, operational, and practical challenges that remain unresolved. As such, there may still be a reluctance among university faculty to fully implement S-L, particularly because it involves liability and compliance requirements that are time-consuming and often require extracurricular preparatory and in-class measures to implement (Bringle & Hatcher, 1996; Mitchell, 2007).    

 

In the presentation, I will share snapshots of practice in our efforts to offer S-L programmes as part of the NUS College Impact Experience (IEx) Programme. The ideas presented here emerge from discussions between IEx educators and students, who formed the Service Impact Learning Community (SILC) as an inclusive platform to propagate S-L as a way of confronting pressing cultural, socio-economic and environmental issues in the Asian region. As the lead facilitator of the SILC, I will channel our discussion on the following questions in particular:    

  1. What are the challenges and practice conundrums in the curricular implementation of S-L in higher education contexts? How can a deepening of our knowledge about S–L help configure existing NUS programmes that involve field trips and other forms of cross-cultural experiential projects?   
  2. How can ‘service impact’ or ‘asset-based community development’ be aligned towards the professional and personal growth of students?  
  3. What pedagogical methods and assessment regimes have not/worked in other institutes of higher learning (IHLs), and how can these be adopted or refined to suit the NUS General Education curriculum? 
  4. How do we collaborate productively with community partners, government, non-governmental organisations (NGOs) and industry in running S-L courses? What are the challenges of calibrating and coinciding the agendas of communities, students, and educators so as to meet social needs specific to the Asian region?    
  5. How do we maintain the distinction between S-L on the one hand, and advocacy, activism, and commodity endorsement on the other? What compliance and liability issues need to be considered? 

 

Under the NUS “Communities and Engagement” pillar, S-L is a crucial component of the graduation requirements for all students from cohort AY2021/22 onwards. It is important for NUS educators to work together in addressing the conceptual and practical challenges that may preclude the efficient implementation of a community engagement component in our curricula. The NUS community of students and educators would benefit from a sustained discussion of how S-L, from a conceptual and methodological standpoint, can be institutionalised in this regard.   

 

REFERENCES

Battistoni, R. M. (2013). Civic learning through service learning. In P. H. Clayton, R. G. Bringle, & J. A. Hatcher (Eds.), Research on Service Learning: Conceptual Frameworks and Assessment : Students and Faculty (pp. 111–32). Stylus Publications. 

Bringle, R. G., & Hatcher, J. A. (1996). Implementing service-learning in higher education. Journal of Higher Education, 67(2), 221-39. https://doi.org/10.1080/00221546.1996.11780257  

Lemieux, C. M., & Allen, P. D. (2007). Service learning in social work education: The state of knowledge, pedagogical practicalities, and practice conundrums. Journal of Social Work Education, 43(2), 309-26. https://doi.org/10.5175/JSWE.2007.200500548  

Mitchell, T. D. (2007). Critical service-learning as social justice education: A case study of the 

Citizen Scholars Program. Equity and Excellence in Education, 40(2), 101-12. https://doi.org/10.1080/10665680701228797  

Pless, N. M., Maak, T., & Stahl, G. K. (2011). Developing responsible global leaders through international service-learning programs: The Ulysses experience. Academy of Management Learning and Education, 10(2), 237–60. https://doi.org/10.5465/amle.10.2.zqr237  

Saeed, M., & Ahmed. I (2021). An analytical review on rethinking service-learning as critical transformative paradigm in higher education. Journal of Humanities, Social and Management Sciences (JHSMS), 2(2), 318-34. https://doi.org/10.47264/idea.jhsms/2.2.23   

Rondini, A. C. (2015). Observations of critical consciousness development in the context of service learning. Teaching Sociology, 43(2), 137–45. https://doi.org/10.1177/0092055X15573028   

Woo, J. J. (2019). Service learning and public policy education. In J. J. Woo (Ed.), Educating for empathy: Service Learning in Public Policy Education (pp. 3-14). World Scientific.  

Yorio, P. L., & Ye, F. (2012). A meta-analysis on the effects of service-learning on the social, personal, and cognitive outcomes of learning. Academy of Management Learning & Education, 11(1), 9–27. https://doi.org/10.5465/amle.2010.0072  

 

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