AI & IT Workshops

June & September 2026

Research & Content Synthesis: Mastering NotebookLM
Learn to build "Chapter Bots" that allow students to query complex readings and research papers safely within a closed knowledge base. This session focuses on using AI to facilitate deep research while maintaining academic integrity and content accuracy. June & Sep. Sign-up:  

Active Learning & Engagement: AhaSlides vs. Slido
Explore how to generate real-time AI knowledge checks and interactive polls to identify and address learning gaps during live sessions. This workshop demonstrates how to transform passive lectures into dynamic, data-driven learning experiences.  

Multimedia Content Creation: FlexClip & Visual Aids
Produce bite-sized video explainers and visual aids that support diverse learning styles and improve concept retention. Participants will learn to quickly convert core syllabus concepts into engaging multimedia assets that resonate with modern learners.  

Assessment & Lesson Planning: MagicSchool AI & Chalkie
Automate the creation of personalized rubrics and lesson plans while leveraging AI to provide instant, meaningful feedback on student work. This session focuses on reducing administrative load while increasing the quality of formative assessments.  

Collaborative Learning: Miro (AI-assisted Brainstorming)
Facilitate AI-assisted brainstorming and collaborative mapping to increase peer-to-peer engagement and critical thinking. Learn how to use digital canvases to help students visualise complex relationships and solve problems collectively.   

Gamified Learning: Interactive Reviews with Blooket
Turn routine assessments into engaging, gamified activities that increase student motivation and provide real-time performance data. This workshop covers how to design competitive learning games that reinforce key concepts and improve recall.  

ACAD meets Tech @SIT

Exploring the Future of Teaching: ACAD and SIT Share Insights on EdTech and GenAI

Fig. 1. Dr Eric Chua, Director of STLA, and Dr Lenz Tan, Head of Programme, Â鶹ÊÓƵ¹ÙÍø ACAD.

On 25 August 2025, Â鶹ÊÓƵ¹ÙÍø Academic Division (ACAD) visited the Singapore Institute of Technology’s Teaching and Learning Academy (STLA) for a cross-institutional sharing session on best practices in teaching with EdTech and Generative AI (GenAI).

ACAD was warmly hosted by STLA Director, Dr Eric Chua, who introduced the academy’s approach to faculty development, with a strong focus on EdTech and AI-enabled teaching practices. The visit also included a tour of SIT’s campus, where participants had the opportunity to explore innovative learning spaces such as the Lectorial and ACE rooms.

The session provided valuable insights into how technology can be leveraged to enhance teaching and learning. One of the key highlights was STLA’s development of its own Learning Management System (LMS), demonstrating a strong commitment to innovation and flexibility. Mr Jovi Lee from ACAD observed that the platform stood out for its extensive customisation capabilities, allowing educators to tailor both the learning interface and workflows to suit specific pedagogical needs. The integration of AI tools further enhanced its functionality, including features that enable content creation through simple text prompts, making it more accessible even for those without technical expertise.

The visit also provided a platform for ACAD to share Â鶹ÊÓƵ¹ÙÍø’s signature pedagogy and ongoing efforts to integrate AI into learning materials to personalise education and create more interactive learning experiences. This exchange led to meaningful discussions on important considerations such as academic integrity, particularly in the use of tools like ChatGPT.

Beyond systems design, the visit encouraged reflections on practical applications within Â鶹ÊÓƵ¹ÙÍø’s context. Mr Lee highlighted that while developing a fully customised system may not be feasible, adopting flexible, user-centred approaches—such as modular content design and the use of AI tools for lesson preparation and formative feedback—can still enhance student engagement.

The visit concluded with a shared commitment to continued collaboration, as both institutions explore ways to innovate teaching practices and strengthen learning experiences for students.

Fig. 2. Dr Eric Chua presenting an overview of SIT’s Teaching and Learning Academy (STLA).

Insights

AI in Education: Bridging the Gap Between Innovation and the Human Touch

AI in Education by Dr Chue Kah Loong. ​

On 1 September 2025, NIE’s Dr Chue Kah Loong and his colleague paid the Academic department a visit for a morning of cross-institutional sharing on the topic of using AI in Education, and how teaching staff in education institutions can bridge the gap between innovation and the human touch within the academic world. 

Dr Chue started off the session with NIE’s application of AI,  as he showcased the teaching aids his academic staff currently employ in their lessons in NTU. These tools represent the forefront of how AI can assist in instructional design and deliver, incorporating methods such as roleplays, reflections and interviews.

Our Â鶹ÊÓƵ¹ÙÍø colleagues then presented their signature pedagogy being used for the inhouse students’ programmes. This focused on the human-centric teaching methods that have put the onus on students to learn and read up on the subject matter beforehand, and clarifying their doubts with their lecturers/tutors during the lessons. The discussion naturally revolved around how these two approaches—the tech-forward and the human-centric—can best complement each other. 

An important takeaway from the sharing session highlighted an insight in consensus with students’ feedback – whilst GenAI offers great potential for personalised and on-the-go learning and providing automated feedback, the consensus still remains: current students still desire a human touch to their lessons. They still want a mentor’s guidance on where they have gone wrong and where they are correct; this genuine discussion between a teacher and a student is something that AI tools have yet to replicate. 

Empowering Educators:

Strategies for Dealing with Challenging Behavior and Underperforming Students in Singaporean Higher Education

Teaching in a higher education institute in Singapore comes with its unique set of challenges, especially when dealing with students who are struggling to adapt to the demands of higher education. As educators, we play a pivotal role in supporting our students, fostering a positive learning environment, and empowering them to reach their full potential. In this article, we will explore effective strategies to address challenging behavior and support underperforming students across various subjects, with a specific focus on diploma and first-year bachelor students.

Cultivate a Supportive Classroom Environment:
Creating a safe and inclusive classroom environment is essential for student success. Encourage open dialogue, active participation, and mutual respect among students. Ensure that all students feel comfortable sharing their concerns and seeking help when needed.

Personalize Learning Approaches:
Recognize that different students have diverse learning styles and pace of comprehension. Offer a variety of teaching methods, such as group discussions, case studies, and multimedia presentations, to accommodate various learning preferences.

Set Clear Expectations and Goals:
Clearly communicate course expectations, learning outcomes, and assessment criteria to students. Providing a roadmap for their academic journey will help students understand their progress and stay motivated to succeed.

Offer Academic Support Services:
Promote the availability of academic support services, such as tutoring, study skills workshops, and writing centers. Encourage students to seek help from these resources to enhance their understanding and performance.

Provide Constructive Feedback:
Offer regular, timely, and constructive feedback on assignments and assessments. Point out areas of improvement while also acknowledging students' strengths to boost their confidence.

Implement Early Intervention Strategies:
Identify struggling students early in the semester and reach out to offer assistance. Proactively intervene to address challenges before they escalate.

Encourage Peer Support:
Promote peer support and collaboration among students. Group study sessions, peer mentoring, and study groups can foster a supportive network where students can help each other succeed.

Be Flexible and Understanding:
Understand that some courses are more challenging than others, and some students may need more time to adapt to the rigor of higher education. Be flexible with deadlines and assessments when appropriate, providing extensions for genuine difficulties.

Address Non-Academic Challenges:
Recognize that underperformance may be linked to personal or non-academic issues. Offer a compassionate ear and direct students to relevant campus resources, such as counseling or career services.

Implement Real-World Applications:
Incorporate real-world applications and case studies into the curriculum to make learning relevant and engaging. This approach can motivate struggling students to connect theory to practice.

Promote Student Engagement:
Foster active student engagement through interactive learning activities, such as debates, role plays, and problem-solving exercises. Engaged students are more likely to grasp challenging concepts.

Continuously Reflect and Adapt:
Regularly reflect on your teaching strategies and course content to identify areas for improvement. Stay informed about innovative teaching methods and adapt your approach to meet the needs of diverse learners.

Conclusion:
As educators in Singaporean higher education institutes, we have the power to shape the learning experiences of our students positively. By implementing these strategies, we can create an inclusive and supportive learning environment that empowers struggling students to overcome challenges and excel in their academic pursuits. Let us be compassionate, adaptable, and student-centered educators, committed to helping all our students thrive and succeed in their higher education journey, regardless of the subject or course they are studying. Together, we can create a community of learners who embrace challenges, grow from their experiences, and achieve their full potential in the pursuit of knowledge and personal growth.
 

Enhancing Student Engagement in the EE-GAR Classroom

Improving student engagement in higher education is an ongoing challenge for educators. Recent discussions among Â鶹ÊÓƵ¹ÙÍø (Â鶹ÊÓƵ¹ÙÍø) lecturers highlighted actionable strategies, techniques, and challenges to fostering participation in increasingly diverse student populations. This article synthesizes their insights, offering practical advice for lecturers aiming to enhance engagement in their classroom. 

Encouraging Participation Through Creative Techniques
Lecturers shared various methods to increase engagement. From writing questions on the board and inviting students to demonstrate their answers, to incorporating group projects with presentation components, and assigning roles, lecturers were very creative in how they encourage participation during their classes. Although an engaging lesson in itself can be very motivating, the introduction of participation marks was discussed as a potential external motivator as well. To ensure fair assessment, lecturers proposed using name lists with photos and clear rubrics when awarding participation marks. To enhance the positive effect of awarding participation marks, lectures also recommended accommodating students with valid absences and providing diverse ways to participate. These approaches can encourage collaboration and accountability, making participation more relevant and enjoyable. 

Balancing Content and Language Challenges
Finding the right balance between delivering content and encouraging participation emerged as a common concern. Lecturers observed that, in practice, engagement activities are adapted to be proportionate and relevant for every topic. One lecturer shared a structured approach for integrating both elements by using case studies. Students collaborate in small groups to devise solutions, followed by randomly selected presentations. This method ensures broad participation without compromising the depth of the content.
The increase of English Language Learner (ELL) students were highlighted by multiple lecturers as a significant hurdle to participation, particularly in quantitative subjects. To address this, lecturers encourage even the smallest contributions and prevent ridicule by peers to create an inclusive environment where all voices are valued. Speaking students’ native languages outside the classroom while maintaining English as the medium of instruction during sessions was suggested as a strategy to build rapport. This approach fosters a sense of belonging and validation while reinforcing the importance of classroom communication in English.

Student Profiles and Setting Expectations
Lecturers also underscored the importance of understanding student profiles, including their cultural backgrounds, motivations, and expectations, from the start of the term. One lecturer noted that student differences in program, age, working experience, etc., often come with different levels of intrinsic motivation, thus requiring different approaches to enhance engagement. Conversely, some students may resist participation if they feel coerced. Setting expectations early and fostering positive relationships among students are essential. By the second or third session, one lecturer encourages students to form consistent groups, enhancing familiarity. This approach creates a collaborative and supportive classroom atmosphere, where students are more inclined to participate and contribute actively. Lecturers emphasized this is especially worthwhile in culturally diverse classrooms, breaking down barriers between the lecturer, the students, as well as their peers. Humour and informal interactions were found to build trust, make the lecturer more approachable, and make students feel at ease. Cultural factors, such as shyness or fear of embarrassment, were also addressed. One lecturer reassures all students that no question is “stupid”, encouraging an open dialogue. Furthermore, small group discussions were identified as an effective strategy to help shy students share their thoughts in a more comfortable setting.

Strategies for Implementation
To enhance engagement further, lecturers suggested a diverse range of possible strategies to implement. For example, adopting peer teaching and Socratic questioning to promote critical thinking. While service-learning projects and simulations can bridge theoretical knowledge and real-world application, reflection journals on platforms like Canvas can encourage deeper learning, and peer feedback sessions can build confidence and foster continuous improvement. To guide and refine engagement strategies, lecturers proposed expanding on existing learning analytics tools, tracking participation systematically and providing data for decision making. By leveraging these technologies and pedagogical approaches, educators can create dynamic and inclusive classrooms where students feel empowered to participate. 

Through thoughtful implementation of these strategies, higher education institutions can lower the barriers to participation and create safe learning environments for all students. As classrooms become more inclusive and interactive, both educators and students stand to benefit, creating more meaningful learning experiences.


Reported by Laura Visser, Centre for Teaching and Learning, Academic Division Â鶹ÊÓƵ¹ÙÍøGE

Enhancing Teaching with ChatGPT:

A Guide for Educators in Higher Education

The landscape of education is ever-evolving, integrating technology into teaching practices and teaching approaches are continuously being developed as well as challenged. Among the plethora of EdTech Tools available, ChatGPT is now the latest addition, promising to revolutionize classroom dynamics. In this article, we'll explore how educators can leverage ChatGPT to enrich their lessons, empower their students, all while emphasising responsible AI usage.

Enhancing Lesson Plans and Activities:
ChatGPT can serve as a valuable assistant for educators in various aspects of lesson planning. From generating lesson ideas to providing examples and activity variations, ChatGPT offers endless possibilities. Educators can prompt ChatGPT with specific queries related to their subject matter, such as "Generate text examples of probability equations for a diploma-level statistics class.” Additionally, ChatGPT can suggest engaging activities tailored to different learning styles and levels of proficiency, thus promoting variation and differentiation in classroom activities. To support further efforts for inclusion in the classroom, educators can prompt ChatGPT to create a diverse array of examples, based on the single available example in the current course materials. This is applicable to illustrative examples, questions, discussion topics, essay topics, etc., all to offer a more diverse selection to Â鶹ÊÓƵ¹ÙÍø’s increasingly international student population.

Empowering Student Feedback and Self-Assessment:
One of the most direct ways educators can utilize ChatGPT is by enabling students to check their work and receive feedback autonomously. By integrating ChatGPT into the feedback loop, students can submit their essays or reports to receive instant suggestions for improvement. Educators can guide students in crafting prompts that instruct ChatGPT to evaluate specific aspects of their work, such as coherence, grammar, or argumentation. This not only streamlines the feedback process but also empowers students to take ownership of their learning journey. Including ChatGPT into the feedback loop can also offer autonomy for students to move on at their own pace as well. Instead of needing to wait for or be rushed by an instructor, student can decide to receive that initial feedback a week early, or a day later, versus receiving it exclusively during contact hours.

Crafting Effective Prompts Using the "RTRI" Format:
To maximize ChatGPT interactions, educators should adopt a structured approach to crafting prompts. The "RTRI" format—Role, Task, Requirement, Instructions—provides a clear framework for writing prompts that elicit relevant and meaningful responses from ChatGPT. Educators should clearly define the role of ChatGPT (e.g., as a tutor or resource), outline the task to be accomplished, specify any requirements or constraints, and provide clear instructions for interaction. For example, a prompt for generating essay writing prompts might read: "As a creative writing mentor (Role), suggest three unique essay ideas suitable for a diploma English writing class (Task). Ensure each idea incorporates elements of the 5-paragraph persuasive essay structure, use topics that appeal to 18-year-old diploma students. (Requirement). Use maximum 100 words per idea. (Instructions)"

Promoting Responsible AI Usage:
While ChatGPT offers immense potential for educational enrichment, it's essential to educate students about responsible AI usage. Educators play a pivotal role in guiding students on ethical AI practices, emphasizing principles such as safeguarding personal information, critically evaluating AI-generated content, and avoiding plagiarism. Students should understand the limitations of AI systems, including the possibility of generating inaccurate or inappropriate responses. To help students to be made aware of the potential risks using ChatGPT, educators an set up some simple rules or guidelines when using ChatGPT. These guidelines could include: No sharing of any personal or confidential information with ChatGPT; Always critically analysing ChatGPT output before using it; Finding sources or ways of supporting any claims that are made before incorporating the information in the student’s own work. Encouraging students to critically engage with AI-generated content and to exercise discernment in their usage fosters digital literacy and responsible citizenship.

In conclusion, ChatGPT represents a powerful tool that can enhance teaching practices and transform student learning experiences. By harnessing its capabilities for lesson planning and feedback provision, educators can empower students to thrive in an increasingly digital world. With efficient prompting formats and responsible AI usage guidelines, educators can embrace the transformative potential of AI and pave the way for a more engaging, and personalized approach to education.

Fostering Inclusivity and Impactful Teaching:

Navigating Diversity in Higher Education Classrooms

As higher education lecturers in Singapore, we have the privilege of teaching diverse student groups that come from various cultural, linguistic, and academic backgrounds. Embracing diversity enriches the learning experience and promotes a global mindset, but it also presents some unique challenges. In this article, we will explore ten potential issues lecturers may encounter and provide practical strategies to foster inclusivity, respect, and impactful teaching in our classrooms.

Language and Communication Barriers
To address language and communication barriers, consider using clear and concise language during lectures. Provide additional explanations when needed and encourage students to ask questions. Consider employing multimedia tools and visual aids to enhance understanding and engagement. Offering language support resources and workshops can also benefit students with different language proficiency levels.

Varying Academic Preparedness
Implement differentiated teaching strategies that accommodate students with varying academic preparedness. Offer supplementary materials, provide opportunities for peer learning, and encourage group discussions to promote knowledge sharing among students with different levels of prior knowledge.

Cultural Differences
Create an inclusive classroom environment that celebrates cultural diversity. Show respect for different cultural norms and practices, and encourage students to share their cultural perspectives during discussions. Consider incorporating culturally diverse examples in course content to make it relatable for all students.

Learning Styles and Preferences
Recognize and cater to diverse learning styles and preferences. Offer a mix of instructional methods, such as visual presentations, hands-on activities, and group projects. Provide opportunities for students to choose their preferred learning approach when appropriate.

Time Zone and Scheduling Issues
For international and online students facing time zone challenges, consider offering asynchronous learning options or recording synchronous sessions. Communicate the availability of alternative learning opportunities and be flexible with assignment deadlines when possible.

Engagement and Participation
Create a safe and inclusive classroom where all students feel comfortable participating. Encourage active engagement through interactive activities, polls, and small group discussions. Address students by name and actively listen to their contributions, valuing each student's input.

Assessment and Evaluation
Design assessments that fairly measure learning outcomes without disadvantaging any group. Provide clear grading criteria and communicate the expectations for each assessment. Consider incorporating alternative assessment methods to assess students' understanding effectively.

Managing Group Dynamics
Promote effective group work by establishing clear guidelines and expectations. Address any conflicts that may arise and foster a collaborative environment where students can learn from each other's diverse perspectives.

Unconscious Bias
Be mindful of unconscious biases and strive to treat all students fairly and equitably. Regularly reflect on your teaching practices and seek feedback from colleagues and students to ensure that you create an inclusive and respectful learning environment.

Respecting Religious Practices
Be aware of students' religious practices and provide reasonable accommodations when necessary. Offer flexible options for assessments, attendance, or participation to ensure that students can observe their religious obligations without compromising their education.

Conclusion

As higher education lecturers in Singapore, embracing diversity and fostering inclusivity in our classrooms is crucial for creating impactful teaching experiences. By understanding and addressing potential issues, we can create an environment where all students feel valued, respected, and motivated to succeed. Let us strive to be role models of inclusivity, inspiring our students to become global citizens who celebrate diversity and contribute positively to society. Together, we can create a transformative and enriching learning journey for all students.

Nurturing an Inclusive Learning Environment:

Supporting International Students in Singaporean Higher Education

In recent years, Singapore has become a hub for international students pursuing higher education. As educators, it is crucial for us to embrace this cultural diversity and create a supportive and inclusive learning environment for all students. Teaching international students can present unique challenges, but with understanding, empathy, and proactive measures, we can ensure their success and enrich the overall educational experience. In this article, we will explore some potential issues that lecturers may encounter when teaching international students and provide practical strategies to be supportive and respectful teachers.

Language Barriers:
Recognize that international students may have varying levels of English proficiency. Speak clearly, avoid colloquialisms, and use simple language. Encourage the use of bilingual dictionaries and consider offering language support resources.

Cultural Differences:
Be mindful of cultural norms and practices that might influence student behavior. Encourage open discussions about cultural diversity, promote intercultural exchange, and celebrate diverse perspectives.

Communication Styles:
International students may have different communication styles. Foster an inclusive classroom environment by valuing all forms of communication, including written responses and small group discussions.

Prior Educational Background:
Understand that international students come from diverse educational systems. Clearly communicate course expectations, offer supplementary materials, and create a supportive learning environment where students can seek help when needed.

Adjustment to a New Learning Environment:
Acknowledge that international students may experience culture shock and academic challenges. Offer orientation programs, study skills workshops, and counseling services to help them adapt and succeed.

Time Zone Differences:
Accommodate international students in different time zones by providing recorded lectures and asynchronous learning opportunities. Be understanding of their scheduling constraints during virtual sessions.

Assessment and Grading:
Explain the grading criteria clearly and provide constructive feedback on assignments. Offer office hours or online consultations to address individual concerns.

Stereotyping and Bias:
Avoid making assumptions based on nationality or cultural background. Treat all students with respect and fairness, fostering an inclusive environment that celebrates diversity.

Homesickness and Social Integration:
Recognize the emotional challenges international students may face. Encourage peer interactions, create a sense of community, and guide students to campus resources for social support.

Visa and Legal Requirements:
Understand that international students may encounter visa and legal challenges. Be flexible and supportive, offering guidance on academic matters and administrative processes.

Sensitivity to Global Events:
Show empathy during times of global events that may affect students emotionally and academically. Offer support and flexibility when needed.

Institutional Policies and Procedures:
Help international students navigate the institutional policies and procedures. Provide information on academic resources and support services available on campus.

Conclusion:
As higher education lecturers in Singapore, we play a vital role in shaping the academic journey of our international students. By recognizing their unique challenges and actively implementing supportive strategies, we can create an inclusive learning environment that fosters academic success and personal growth. Let us embrace diversity, celebrate cultural exchange, and strive to be respectful, empathetic, and inclusive educators for our international students, enriching their learning experiences and leaving a positive impact on their lives. Together, we can build a global community of lifelong learners united by the pursuit of knowledge and understanding.

Â鶹ÊÓƵ¹ÙÍø GE Signature EE-GAR Pedagogy Framework

June 2024 - Â鶹ÊÓƵ¹ÙÍøGE has launched the new Signature EE-GAR Pedagogy Framework 2024. In a collaborative effort with associate lecturers and Heads of Programme (HOP), the Academic Division has piloted the implementation of the EE-GAR pedagogy in 25 modules within the Diploma of Management Studies, Management Foundations Studies, and IT Foundation Studies programs. The implementation of the framework is supported step-by-step by offering training, consultation, and classroom observation. All associate lecturers teaching DMS, ITFS, and MFS in the April Term 2024, who were involved in the EE-GAR implementation, had completed the Â鶹ÊÓƵ¹ÙÍø Signature Pedagogy Workshop. These workshops covered the fundamentals of the EE-GAR framework, strategies for effective engagement, and methods for monitoring student learning. 

The 'EE-GAR' framework was developed by drawing on some pedagogical core principles. ‘EE-GAR’ stands for Explore, Experiment, Guide, Apply and Reflect.

• Explore: this stage stresses the significance of empowering students and granting them ownership and responsibility for their learning. At this phase, students are expected to learn autonomously by accessing materials such as videos through an online portal. They are responsible for identifying their own learning needs and interests, establishing goals, and assessing their progress. The facilitator's role is to create a supportive learning environment for self-directed learners. By giving learners the liberty to take control of their learning and personalize their educational experiences according to their specific requirements and interests, facilitators play a significant role in empowering them.
• Experiment: this stage encourages students to learn by experimenting and making mistakes. They can test their knowledge by engaging in online learning activities that assess their progress. These activities offer automated feedback to learners and guidance to gain insight in their knowledge gaps. Students use the feedback to review and revise their learning, and potentially revisit earlier material before progressing to new learning experiences.
• Guide: In this stage, the facilitator's role is pivotal as they supply guidance and support to students to improve their knowledge and skills in the topics they have learned or need to learn online. This is crucial to help learners navigate the learning process, clarify expectations, overcome any gaps in their understanding, and aid them to get new skills or deepen their understanding of a subject by supplying context, direction and structure. Canvas Analytics was introduced as one of the methods for assessing student learning during the EXPLORE and EXPERIMENTAL (EE) stages. During the workshop, lecturers were given advice on how to maximize the use of Analytics to enhance GUIDE and better engage students.
• Apply: This stage places a strong emphasis on experiential and applied learning, which is more effective than passive or theoretical learning. It prioritizes hands-on learning over abstract theories, aiming to enhance critical thinking, problem-solving, and transferable skills. In this stage, students collaborate to work on cases and/or activities that reflect real-world problems. This allows students to apply their theoretical knowledge to practical situations, which is crucial in preparing them for the workforce as it enables them to gain a deeper understanding of the material. Collaborative learning is also emphasised in this stage to encourage students to work together on real-world cases and activities so that they could develop critical thinking, problem-solving, effective communication, and presentation skills, all of which are highly transferable and applicable in various personal and professional contexts.
• Reflect: In this stage, reflecting on the learning experience is emphasized, which involves active engagement with the material and individual experiences to extract meaningful insights and gain a deeper understanding of the subject matter. By reflecting on their experiences, students can learn from them and continuously improve their knowledge, skills, and abilities. This leads to the development of new insights and perspectives, allowing students to expand their understanding and gain a fresh perspective on the subject matter.  

Â鶹ÊÓƵ¹ÙÍø Teaching Matter Podcast:

Engaging Students Effectively, Insights from a Veteran Educator

In our second instalment of the Â鶹ÊÓƵ¹ÙÍø Teaching Matters podcast, we're joined by Nicholas Woo, 2023 Â鶹ÊÓƵ¹ÙÍø Teaching Excellence Award winner and an educator with extensive experience as an auditor and lecturer. With over 12 years at PricewaterhouseCoopers and almost 23 years of teaching Auditing and Financial reporting, he offers a wealth of knowledge on how to enhance student engagement. Today, we delve into his unique strategy for engaging students effectively.
The HEAR Approach: Engaging with Students
Nicholas is well aware that students' interest in theory subjects can wane, particularly when the subject matter appears dry. He recognizes the need to make lessons more engaging, and he employs a clever acronym, HEAR, to accomplish this. The acronym represents Humour, Experience, Acronym, and Resonate. These elements serve as a roadmap to make classes more vibrant.
H - Humour
Nicholas recognizes that a bit of humour can go a long way in engaging students. He often shares a brief, relevant joke or humorous anecdote at the beginning of his lectures. However, he emphasizes that humour should be used sparingly and not detract from the core subject matter. The goal is to make the environment less daunting and more enjoyable.
E - Experience
Nicholas leverages his extensive experience as an auditor to provide real-life examples and insights. Sharing practical experiences makes theoretical concepts tangible and relatable for students. It bridges the gap between classroom theory and real-world application, giving students a glimpse of what awaits them after graduation.
A - Acronym
To aid memory and retention, Nicholas employs acronyms to simplify complex topics. This approach makes learning more structured and facilitates understanding. Acronyms serve as valuable mnemonic devices, helping students recall information more easily.
R - Resonate
The final element of the HEAR approach is to ensure that students resonate with the subject matter. Through humor, experience sharing, and memorable acronyms, Nicholas aims to connect his students not only with his teaching but with the subject itself. The goal is for students to leave the lecture hall feeling enthusiastic, rather than disinterested.
Evolution of a Teaching Strategy
Nicholas acknowledges that he didn't develop the HEAR strategy overnight. It emerged through a process of trial and error and years of refining his teaching techniques. He also attributes some of his strategies to insights gained from attending workshops and seminars, where he observed effective (and ineffective) teaching methods.
Balancing Engagement and Instruction
While humor and interaction play a crucial role in engagement, Nicholas cautions against overdoing it. Lecturers must strike a balance between making classes engaging and ensuring that the core content is effectively delivered. He also highlights the importance of not relying too heavily on reading slides verbatim, as it can disengage students.
Adaptation and Building Relationships
Nicholas stresses the importance of constant adaptation and building relationships with students. By closely monitoring students' body language and engagement levels, he can tailor his approach to better meet their needs. He also encourages students to ask questions or share their concerns during or after lectures, fostering a mentor-like connection.
Conclusion
Nicholas' HEAR approach demonstrates a dynamic and well-thought-out strategy for engaging students effectively. It's a blend of humour, real-world experiences, mnemonic devices, and the goal of making students resonate with both the lecturer and the subject. This approach serves as a valuable tool for educators, whether they are naturally humorous or not, and emphasizes the importance of finding the right balance between engaging students and delivering quality instruction.
As teaching is an evolving process, strategies like the HEAR approach empower educators to create dynamic, engaging, and effective learning environments for their students.

Find all Â鶹ÊÓƵ¹ÙÍø Teaching Matters podcast episodes . 

Â鶹ÊÓƵ¹ÙÍø Teaching Matters Podcast:

Enhancing Student Engagement in the Era of Hybrid Learning

In this episode of our podcast series, "Teaching Matters," we had the privilege of speaking with Ong Chin Choo, an Associate Lecturer specializing in Marketing at Â鶹ÊÓƵ¹ÙÍø. She is not only a dedicated educator but also a recipient of a 2022 Â鶹ÊÓƵ¹ÙÍø Teaching Merit Award. Chin Choo provided valuable insights into the evolving landscape of teaching, particularly concerning the challenges and opportunities that arise in the transition from traditional in-person instruction to the realm of online and hybrid learning. Her discussion focused on improving student engagement, a critical concern for educators today.
The Challenge of Student Engagement in a Dynamic Educational Landscape
Chin Choo recognized that the digital age has significantly impacted students' attention spans. With Gen Z now entering college, many of whom are considered digital natives, maintaining their focus during lectures has become even more challenging. The digital environment has created a plethora of distractions, and educators need to address the three critical questions - Why, What, and When - to capture students' attention effectively.

• Why? Chin Choo emphasized the importance of explaining to students why they should pay attention. By providing context and relevance, educators can offer students a compelling reason to engage with the material.
• What? She explained the need to frame the content in a manner that facilitates analytical and critical thinking. Instead of merely presenting information, educators should strive to add value to the learning process.
• When? Chin Choo focused on the practical applications of the knowledge, highlighting when and how students might use what they're learning in real-world scenarios. Connecting classroom content to future tasks can significantly enhance engagement.

• Relevance: Chin Choo suggested that educators should clearly articulate why students should pay attention. This entails illustrating the importance of the material and showing its relevance to students' lives.
• Reframe: Chin Choo recommended presenting complex concepts by adding value and reframing them to facilitate critical thinking. Visuals, real-world examples, and case studies were identified as effective tools for reframing.
• Results: While scientific measures of engagement are challenging to obtain, Chin Choo advocated for surrogate indicators. These include observing expressions, body language, and participation levels. It's essential to gauge students' reactions and adapt accordingly.
• Refresh: In a rapidly evolving educational landscape, it's vital to continually update teaching approaches. Chin Choo encouraged educators to explore new tools and adapt to changing student attitudes.

• Relevance: By explaining why understanding new product development is essential and how it relates to various roles in an organization, Chin Choo captured students' attention. She emphasized the relevance of the topic to their future careers.
• Reframe: Chin Choo used various tools, such as visuals, interactive activities, and real-world examples, to reframe the content. She focused on enhancing students' analytical and critical thinking skills.
• Results: While gauging student engagement can be challenging, Chin Choo suggested observing students' expressions and participation as surrogate indicators of their engagement levels.
• Refresh: In conclusion, Chin Choo emphasized the need for continuous adaptation and exploration of new tools and strategies to keep students engaged.

Conclusion
Chin Choo‘s framework of the Four R's provides educators with a structured approach to enhancing student engagement. In an educational landscape filled with distractions, being purposeful and targeted in teaching can significantly improve students' learning experiences. By focusing on the why, what, and when, and implementing the Four R's—relevance, reframe, results, and refresh—educators can create a more engaging and dynamic learning environment, even in the face of rapid technological change.
As the world of education continues to evolve, the dedication of educators like Chin Choo ensures that students are equipped with not only knowledge but also the skills and motivation to thrive in an ever-changing digital landscape.

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