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This session is intended for instructors new to SUSS.
Participants will be introduced to concepts and strategies for pedagogically informed teaching in SUSS.
Course Level: Introductory
Target Participants: New Associates & Faculty
Learning OutcomesAt the end of the forum, participants should be able to:
This is a professional session intended to: (i) Enable sharing and learning within SUSS Teaching Fraternity for SUSS by SUSS; (ii) Enhance teaching & learning practices through collaboration and reflection in SUSS's context; (iii) Expose staff to innnovative/bespoke T&L ideas to increase awareness of emerging T&L trends; (iv) Enculturate ed research through the sharing of reserach ideas and findings in Teaching & Learning. Distinguished speakers, industry experts (local & international) or SUSS Teaching Award recipients are invited for each of these sessions to enhance teaching and learning in SUSS.
Course Level: Introductory
Target Participants: Associates deployed to teach for the semester, and Faculty
Learning OutcomesAt the end of the session, participants should be able to:
This workshop provides an overview of major theoretical perspectives that describe how people learn. It will discuss contemporary learning theories and approaches essential for teaching and learning. Hands-on opportunities will be provided to explore ways of designing instruction based on learning theories. Together with participants, we will also explore theories of adult learning to understand how adults learn.
Course Level: Introductory
Target Participants: Associates & Faculty
Learning OutcomesAt the end of the workshop, participants should be able to:
Adults bring with them a range of knowledge, skills, motivations, as well as work and life experiences to the learning context. How might facilitators leverage on this multiplicity of learning backgrounds, rather than pitch their lessons in a one-size-fits-all manner aimed at, and held ransom to, the hypothetical “average” learner?
This synchronous three-hour online session aims to engage participants in exploring the principles, components and some practical strategies for differentiated instruction.
Course Level: Introductory
Target Participants: Associates & Faculty
Learning OutcomesAt the end of the workshop, participants should be able to:
Decades of research have suggested that we need to move from teacher-centred learning to student-centred learning to help students learn better. Despite the call, many classrooms are still primarily dominated by didactic lectures.
The purpose of this workshop is to equip participants with the knowledge and skills to design and implement student-centred learning. The term student-centred learning will be unpacked during the workshop. We will discuss both the general pedagogical strategies for designing student-centred learning and specific strategies for classes with different sizes.
Course Level: Introductory
Target Participants: Associates & Faculty
Learning OutcomesAt the end of the workshop, participants should be able to:
Development of abilities that enable learners to thrive in uncertain, changing conditions places design and facilitation of learning front and centre. With the workplace in flux from dynamically changing organisational practices and global, as well as technological developments, adult educators need to constantly evolve their practices to ensure their craft keeps ahead of learning challenges.
Deep understanding, of the work of an occupation / vocation is required to deal with change; it is not developed by requiring learners to reproduce knowledge, but from the ability to co-develop and apply knowledge and skills in changing environments. Deep understanding is integral to what it means to be a particular profession or role and is a never-ending journey. IAL’s research and development of the 6 principles of learning design provides a conceptual framework aims to assist adult educators in thinking about how to design and facilitate learning that enables our learners to thrive in changing circumstances. The growing emphasis on soft skills in response to a dynamically changing environment, in the hope that the learners would then be in a better position to cope and deal with the changes, does not alone meet current and future challenges. Rather, more democratic approaches are required where learners build knowledge and learn how to keep learning over a lifetime.
Course Level: Introductory
Target Participants: Associates & Faculty
Learning OutcomesAt the end of the workshop, participants should be able to:
This workshop is designed to develop skills that participants can use to advance interactive and participant-centred teaching approaches. The workshop focuses on “how to” lessons on case teaching, interspersed with activities where participants work in teams to prepare case teaching plans and class openings that they present to all of the participants.
There will also be case discussions on several existing cases, combined with a “post-mortem” of what worked and what did not in both the written case and the case discussion. We will also discuss core teaching strategies including development of time management plans, whiteboard management plans, how to pose opening questions, “cold-calling” versus “warm calling”, and how to close a case-discussion class with “Take-Aways”.
Course Level: Introductory
Target Participants: Associates & Faculty (especially for those who would like a refresher or have no prior experience with case teaching)
Learning OutcomesAt the end of the workshop, participants should be able to:
This is a hands-on session aimed at Case Developers with the goal of crafting a usable case and supporting materials for teaching purposes by the end of the workshop. With a focus on instructional discernment in the case writing process, the session will allow time for participants to apply good practice guidelines when researching for, writing and revising engaging, generative field-based cases.
Participants will also apply principles for outlining teaching notes, proposing strategies or methods for employing the case in teaching, while drafting and evaluating guiding questions, fruitful discussion pathways and lesson pointers for use in class.
Course Level: Introductory
Target Participants: Associates & Faculty (especially for Case Developers)
Learning OutcomesAt the end of the workshop, participants should be able to:
Studies have shown that 90% of information transmitted to the brain is visual. Presentation slides should therefore be designed to be seen, rather than read. Yet many presenters include paragraphs of text on their slides to communicate their ideas. This trend is also observed in classrooms where educators create slides that are busy and difficult for the student to understand, let alone remember anything.
The purpose of this workshop is to equip participants with the awareness and knowledge to break away from the conventional method of presenting detailed text book information on teaching slides. We will discuss how to simplify information and to design slides that are visual (utilizing text, numbers, and images). Getting students to see information rather than to read information on slides will encourage them to listen more attentively to lectures.
Course Level: Introductory
Target Participants: Associates & Faculty
Learning OutcomesAt the end of the workshop, participants should be able to:
Technology has fundamentally changed the way we live and the way we learn. As instructors, it is critical to understand the role of technology in learning. Technologies are tools, and they need to be used in conjunction with pedagogy to enable effective teaching and learning. The purpose of this workshop is to help participants understand the pedagogical functions of different technological tools and ways of orchestrating different technological tools for effective teaching.
Course Level: Introductory
Target Participants: Associates & Faculty
Learning OutcomesAt the end of the workshop, participants should be able to:
This workshop aims to impart the knowledge and skills of designing and implementing learning in an active blended learning environment. The topics covered in this workshop include the definitions of blended learning, the rationales for using blended learning, and the frameworks and strategies for designing active blended learning. The course will equip participants with the knowledge and skills to design blended learning using contemporary design approaches.
Course Level: Introductory
Target Participants: Associates & Faculty
Learning OutcomesAt the end of the workshop, participants should be able to:
This intermediate teaching online workshop aims to equip participants with the knowledge and skills for effective online teaching. It will go beyond introducing how to use zoom for content delivering which was covered in our previous introductory teaching online workshop, and focuses on how to design online instruction with a variety of digital tools together with zoom to better engage students. Both the pedagogical and technological functions of different digital tools will be discussed in the workshop. Hands-on practice will also be provided to facilitate understanding.
Course Level: Intermediate
Target Participants: Associates & Faculty who want to go beyond merely using Zoom for content delivery. Prior knowledge and experience with online teaching using Zoom is required.
Learning OutcomesAt the end of the workshop, participants should be able to:
Collaborative learning has been recognised as an important part of education, as it may foster deeper learning. However, getting learners together does not always lead to productive interaction and effective learning. The main purpose of this workshop is to explore how we may leverage the power of technology to better facilitate students' collaborative learning. Specifically, we will discuss what makes good collaborative learning, the role of technology in supporting collaborative learning, the contemporary computer-supported collaborative learning models, as well as ways to facilitate asynchronous online discussion.
Please note that this worksohp focuses more on the pedagogy rather than the technology for collaborative learning.
Course Level: Intermediate
Target Participants: Associates & Faculty
Learning OutcomesAt the end of the workshop, participants should be able to:
Knowledge Building (KB) is one of the widely used computer-supported collaborative learning models in education, and it is a pedagogical approach that responds to the increasing needs for knowledge creating talents in knowledge societies. In KB, students are treated as knowledge workers rather than passive knowledge receivers, and they are empowered to take the highest agency to chart their inquiry for community knowledge improvement.
This advanced workshop aims to equip participants with the knowledge and skills to design and implement KB in their own classrooms. It consists of three (3) continuous synchronous sessions (three hours per session) spread across one month, integrating theory, practice, and reflection.
Prerequisites for registration include more than one year of teaching experience, and familiarisation with collaborative learning.
Course Level: Advanced
Target Participants: Associates & Faculty with more than one year of teaching experience and familiarisation with collaborative learning
Learning OutcomesAt the end of the workshop, participants should be able to:
Note: This is a three-part workshop. Please ensure you are able to commit to all three parts before signing up.
This workshop aims to improve the assessment literacy of participants, so that they can apply quality principles in designing fit-for-purpose assessments. This has important implications for both instructors and course developers as they seek to align curriculum, pedagogy and assessment practices.
Course Level: Introductory
Target Participants: Associates & Faculty
Learning OutcomesAt the end of the workshop, participants should be able to examine and work with quality principles in:
The aim of this workshop is to help the participants develop and refine their use of multiple choice questions (MCQs) as an assessment tool.
Course Level: Introductory
Target Participants: Associates & Faculty (especially for Assessment Writers)
At the end of the workshop, participants should be able to address the following:
The workshop aims to provide participants with insight into developing purposeful and reliable scoring rubrics.
Course Level: Introductory
Target Participants: Associates & Faculty (especially for Assessment Writers)
At the end of the workshop, participants should be able to:
This workshop aims to promote effective feedback cultures and practices within teaching and learning. Feedback is intended to take teaching and learning to the next level, and works with clear learning outcomes, success criteria and evidence of learning. In this context, the workshop will outline how the provision and use of effective feedback for improvement require insight into motivation, self-regulation and appropriate judgments of performance quality.
Course Level: Introductory
Target Participants: Associates & Faculty
Learning OutcomesAt the end of the workshop, participants should be able to:
Within higher educaiton, group work has been widely used as a teaching and learning strategy. When planned and managed well, group work can benefit learners with high quality learning outcomes and satisfaction. This intermediate level workshop aims to equip participants with the knowledge and skills for effective Group-Based Assessment (GBA).It is divded into three main parts. The first discusses the purpose of GBA and strategies that can be used to ensure that group work is well planned and managed. The second focuses on the methods of assessing group work, its assessment criteria and scoring methods. The final section provides ways for evaluating the quality of GBA.
Course Level: Intermediate
Target Participants: Associates & Faculty
Pre-Requisite: AD161:Fundamentals of Assessment
Learning OutcomesAt the end of the workshop, participants should be able to: