edutorium catalogue jan-june 2012

Centre for Excellence in Learning and Teaching

Passionate abouT

l i f e l o n g l e a r n i n gCentre for Excellence in Learning and Teaching

Nanyang Technological University76 Nanyang Drive, Basement 1 Block N2.1 Singapore 637331

Main: +65 6790 5223 Facsimile: +65 6791 1846Website: www.ntu.edu.sg/celt

Email: [email protected]

Course Catalogue January - June 2012

Contents

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Learning & teaChing CurriCuLum PLanning & Design • Designing Open-Ended Math Tutorial Questions 18 • Designing Problems for Problem-Based Learning 18 • Encouraging Independent Student Learning: Writing Aims and Learning Outcomes 19 • Evaluating E-Learning: Models and Methods 19 • Project-Based Learning in Tertiary Education 20 • Student-Centred/Teacher-Centred – Finding a Balance in Favour of Learning 20

Learning assessment • Designing Assessment to Demonstrate Complex Learning 21 • Evaluating Your Teaching for P&T or Reappointment 21 • MCQs for Knowledge and Understanding 22

effeCtive teaChing strategies • Active Learning in Small Class Settings 22 • Avoiding ‘Noise’ in Teaching 23 • Collaboration in Cyberspace: Bridging the Gap Between Group Work Online 23 and Group Work Offline • Creative Teaching: What It is and How to Do It 24 • Creativity and Problem Solving for Educators 24 • Digital Storytelling 25 • Effective Strategies for Collaborative Learning 25 • Engaging Math Students with Technology 26 • Facilitating Collaborative Learning in a TR+ 26 • Getting to Know Your Students’ Work Using the Feedback Cycle 27 • Guiding Your Students to Success through Academic Skills Development 27 • Helping Students to Develop a Culture of Academic Integrity 28 • Increasing Student Participation Using Clicker Technology 28 • Learning Math Collaboratively 29 • Mix and Match: Blended Learning with LAMS 29 • Pragmatic Strategies for Motivating Your Learners in Engaging, Meaningful 30 and Memorable Online Interactions • Promoting Good Thinking 30 • SHAKE IT UP! Ways to Keep Students Awake and Engaged in Class 31 • Social-Emotional Learning Pedagogies 31 • Social Media in Education 32 • Successful e-Learning for Educators: Managing Learners Easily and Efficiently 32 with Web 2.0 Technologies • The Challenges of Productive Lectures 33 • Using Blogs, Facebook, Twitter: Pedagogy of Group and Individual Work 33 • Web 2.0 Tools & Strategies for a Collaborative Classroom 34

teChnoLogy tooLs for Learning • AcuConference: Anytime, Anywhere 34 • aNTUna Connect: The Live Messenger 35

• Creating a Teaching Portfolio with Google Sites 35 • Designing Digital Video for Learning 36 • More than a Talking Head: AcuStudio 36 • Podcasting and Vodcasting for Educators 37 • The Apple iPad in Teaching and Learning 37 • Using Professor Notification Tool in edveNTUre 38 • Your edveNTUre Begins 38

CommuniCation & Presentation • Focus on Pronunciation of Academic English 39 • Identifying and Helping a Student in Distress: Tips for Faculty 39

• Spark: The Art of Developing & Telling Personal Stories to Enliven Your Teaching 40 • The Vocally Savvy Educator 40

ProfessionaL skiLLs PersonaL CommuniCation skiLLs • Cross Cultural Awareness 42 • Don’t Let Tricky English Trick You 42 • Everyone! Let’s Write Right [Part 1] 43 • From ‘Phone-nix (x) to ‘Phonics’ (√) Pronounce Phone-nix Correctly 43 • Grammar for Adults – The ‘No fears No tears’ Approach to Learning Grammar [Part 1] 44 • Left Brain, Right Brain, No Brain 44 • Making Your Presence Felt 45 • No More Pronunciation Boo-Boos 45 • SAY What You Mean, MEAN What you Say 46 • Technical Presentations – Do’s & Don’ts 46 • Think on Your Feet® (for NTU/ NIE staff only) 47

it LiteraCy •Acrobat 9 for Business Professionals 47 • Acrobat 10 for Business Professionals 48 • Adobe After Effects CS5 48 • Adobe After Effects CS5 - Basic to Intermediate 49 • Adobe Dreamweaver CS5 - Advanced Techniques for Designers 49 • Adobe Dreamweaver CS5 - Website Development 50 • Adobe Dreamweaver CS5.5 - Jumpstart to HTML5 & CSS3 50 • Adobe Flash CS5 - Rich Content Creation 51 • Adobe Illustrator CS5 Fundamentals 51 •Adobe Photoshop CS5 Advanced 52 •Adobe Photoshop CS5 Basic 52 •Adobe Photoshop CS5 Master Class 53 •Basic Studio Lightings Setup for Digital Portrait Photography 53 •Creating Intelligent e-Forms with Acrobat 9 54 •Creating Intelligent e-Forms with Acrobat 10 54 • Digital Video Editing with Movie Maker 55 •Digital Video Production 55 •Getting Started with Twitter for Teaching and as a Tool for Professional Development 56 •Graphic Design Appreciation 56 •InDesign CS5 – Beginners to Advanced 57 •Making a Simple Chromakey Video 57 •No More Death by PowerPoint! Creating Impactful Presentations 58 •Power Design for Presentation 58 •Putting It Altogether: After Effects, Premiere Pro and Encore 59 •Sticky Presentations Express – Presentations that Wow Your Audience in a Snap 59 •Sticky Presentations Quick Start II – Power of Presentations that Creates Lasting 60 Impressions •Video Editing in Adobe Premier Pro CS5 60

LeaDershiP •Leadership and Influence 61

researCh skiLLs •Better Online Search and Reference 61 •Common Mistakes in Writing Research Grants 62 •Managing Research Papers for the Busy Graduate Student 62 •Writing in the Scientific Style 63

PersonaL effeCtiveness • CREATIF Thinking 63 • Personal Branding for Educators 64 • Relationship Management and Social Problem Solving 64 • Self-Assessment on Social Emotional Competencies 65 • The Role of Social Emotional Competencies in a Successful Career and 65 Relationship • Thinking, Affective Skills and Employability Skills 66 • Working with Passion 66

Contents

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Dear Friends and Colleagues,

Season’s Greetings from all of us at the Centre for Excellence in Learning & Teaching at NTU!

Our key mission at edUtorium is to enable and support NTU faculty and educators across Singapore in the development of effective learning and teaching practices to provide quality education.

Thanks for your support, 2011 has been another great year for CELT and the edUtorium initiative as we continue to grow from strength to strength. In June, we hosted the inaugural 2011 Asia Pacific LAMS & Learning Design Conference and the 6th eLearning Asia Forum bringing together more than 300 educators, technology specialists and partners from Asia and beyond, to explore best practices and innovative ways to engage today’s learners. During the mid-term break in September, experienced faculty from NTU and NIE facilitated a series of workshops on using the new TR+ teaching spaces at NTU. In October, we were privileged to organize the very well received seminar on the Changing Landscape of Education and Learning Technologies. It was heartening to see the collegiality and willingness to share experiences and insights between local educational institutions and schools. It is our vision to extend the edUtorium program to foster further collaboration and sharing of learning and teaching innovations amongst the educational community in Singapore.

Within NTU, to reinforce the University’s commitment to inculcate academic integrity, we have successfully introduced online modules and quizzes to heighten awareness among our students. To augment this initiative, we offer a range of academic skills development workshops for students through the Learn to Learn program. On another front, I am pleased to report more than 240 Teaching Assistants(TAs) have completed the TA Program in preparation for their vital role in student learning. TAs often are the “faculty of tomorrow”. Looking forward, we will be introducing a comprehensive professional development program in learning and teaching for new faculty in 2012 to further enhance the current edUtorium offerings.

In this January – June 2012 issue, you will find a series of useful workshops, seminars and talks by distinguished speakers catering to the professional development needs of faculty members, administrative and academic leaders, learning designers and researchers.

“Participatory Learning for Student Engagement: A Holistic Approach” is the theme for the annual Good to Great Learning and Teaching seminar planned for March 2012 (Page 11). The theme is in line with the growing recognition that a key to student success is the way they negotiate their first year of university studies. The aim of this seminar is to introduce a more holistic approach for faculty and others in higher education to help students move into university learning from schools, Junior College, Polytechnic or other vocations and to provide those working with First-Year students, with ways to address this group of students while taking into account their particular background experiences.

I look forward to your participation at our edUtorium courses and seminars in 2012. Do take these opportunities to network, share and reflect with fellow colleagues to bring teaching and learning to greater heights.

Here’s wishing you a wonderful year ahead!

messagefrom the Director

associate Professor Daniel tanDirectorCentre for excellence in Learning and Teaching

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missionTo advance the quality of educational development to significantly enhance student learning and professional teaching in the community.

visionThe Centre will be known as a provider of choice with a national and international reputation for leadership in advancing the development of higher learning and blended education.

awards•Digital Signage Implementation (Youth Olympic Games), Bronze medal at Point of Purchase Advertising International (POPAI, UK) 2010•IMS Global Learning Impact Awards - Leadership Award for eUreka Project (2009)•Ascilite Award 2008 for eUreka Project• SiTF eLearning Organization of the Year 2007• ZDnet Asia Smart50 (Jun 2006)• edveNTUre wins 2006 CI0100 Honouree award (Mar 2006)• Nanyang Awards 2005 for Service (Nov 2005)• National HealthCare Group (NHG) Distinguished Contributor Award (Nov 2005)• Nominee of Asia-Pacific ICT Award (APICTA) 2004 (Dec 2004)• EMC Best Practices Award - Successful Implementation of “edveNTUre” eLearning Services (Aug 2004)•edveNTUre wins 2004 CI0100 Honouree award (12 Mar 2004)• Blackboard Certified Education Centre at NTU (Aug 2003)• SUN Center of Excellence (Apr 2003)• Intelligent 20 Awards (Jan 2003)

strategies & focus areas•Enabling and supporting the faculty in the development of effective learning and teaching practices to provide quality education•Enhancing education through the use of ICT•Classroom Technology•Design and Media Technology•Establishing a quality framework, strategies and processes which will result in excellence in teaching•Supporting and developing effective strategic communication products•Developing and establishing a framework and infrastructure for global education and distance learning•Sharing educational developments in the learning community to advance education within and beyond Singapore•Achieving excellence in customer satisfaction•Achieving operational efficiency and effectiveness•Developing world-class formal certificate and diploma programs for faculty professional development•Researching into the effectiveness of online education and establishing a roadmap to fully implement online undergraduate and graduate programs in NTU•Developing a reputation for expertise in innovative teaching with the use of technology and being a benchmark for premier quality teaching in higher education in the international arena.

about the Centre for excellence in Learning and teaching

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Certificate in teaching for higher education (Cthe)The Certificate in Teaching for Higher Education (CTHE) aims to enhance and develop the teaching skills of our faculty members so that they can meet the challenges of the changing paradigm of teaching and learning at NTU. The program, organised and coordinated by the Centre for Excellence in Learning and Teaching (CELT), will be conducted by faculty members from the National Institute of Education (NIE).

The following components will constitute the 100 hours of the program:

•CurriculumDesign&Development•AssessmentinHigherEducation•TechnologyEngagedLearning•CommunicationforLearning

Curriculum Design & Development (25 Hours)

The purpose of this subject is to provide participants with basic knowledge and understanding of curriculum design and development. It examines main philosophical perspectives and current curricular models. Through the course, participants will use the basic principles of curriculum design and development to reflect on their own educational philosophy and to design a curriculum that is aligned with their philosophical orientation and objectives.

Assessment in Higher Education (25 Hours)

This course will cover the concepts “Conventional Assessment” and “Alternative Assessment” for use in Higher Education. Different ways of assessing students’ work and grading will be discussed together with consideration for the broader issues of validity, reliability and objectivity. Problems, issues and research related to assessment will be discussed.

Technology Engaged Learning (25 Hours)

In the new information age, technology has become an essential part of students’ lives. The way they communicate and access information has changed tremendously. Teachers must know how to use technologies effectively to support their teaching and student learning. The purpose of this course is to provide participants with basic pedagogical knowledge and strategies of effectively using emerging technologies to engage student learning.

Communication for Learning (25 Hours)

Lecturers can have a powerful effect on the motivation of their students, leading them to inquire and develop greater mastery of their subjects. How do we keep students engaged? Do we depend on technologies or would it largely be the effectiveness and skills of the teacher in person? In this course, we examine both the personal communication style as well as how classes are set up to promote good learning through peer and teacher-student interaction. What are the conflicts and confusion in communication and how do we overcome these roadblocks? How do we deliver a teaching session and give instructions clearly?

Course sessions will be practical, with some learning theories, and a mixed methodology including principles of communicative teaching and effective learning techniques.

Please contact Ms Ganthi Viswanathan (Email: [email protected] or Tel: +65 65132046) for more information about the program.

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tr+ Classrooms for Participatory LearningPedagogy-Space-Technology1 nexus, a holistic approach to enhancing student learning

The Tutorial Rooms (TRs) in which much of small group teaching is done at NTU are being converted to technology enabled collaborative learning spaces in phases. This is in line with worldwide trends to incorporate what is known about effective ways of learning, an understanding of the changing learner context and an increasing awareness of the affordances of technology to optimize learning.

To support faculty in their efforts to facilitate more active learning practices in these remodeled learning spaces, CELT offers a range of customized workshops and familiarization sessions.

The first phase of the TR+ project involving 43 new TR+ spaces was completed in August 2011.

To find out more about the project and the workshops, please do get in touch with Ms Ganthi Viswanathan. (Email: [email protected] or Tel: +65 6790 5996)

Website: http://tr.ntu.edu.sg

As the university student cohort becomes more heterogeneous around the world, there is a growing recognition that a key to student success is the way they negotiate their first year of university studies. This has come to be known as the first-year experience, and many universities are paying special attention to the first-year curriculum, and to the pedagogy of first-year teaching. In 2005 Kift and Nelson coined the term “transition pedagogy” which refers to a holistic approach to induct students into university learning from school, or the many other directions from which they arrive.

This conference directly addresses the many needs of first-year students in making the adjustment to university learning, and how they might be supported through curriculum design, pedagogy, and other means. The aim of this seminar is to introduce a more holistic approach to helping students move into university learning from schools, Junior College, or Polytechnic and to provide those working with first-year students, with ways to address this group of students while taking into account their particular experiences. Some topics considered include peer Learning, first-year learning projects, and recognising and working with the diverse student body.

The key-note speaker will be Professor Sally Kift who is a Professor of Law at QUT, where she has served as Law Faculty Assistant Dean, Teaching & Learning (2001-2006) and QUT’s foundational Director, First Year Experience (2006-2007). Sally received a National Teaching Award (AAUT) in 2003, and in 2006, she was awarded one of three inaugural Australian Learning and Teaching Council (ALTC) Senior Fellowships for a project entitled, “Articulating a transition pedagogy to scaffold and enhance the first year learning experience in Australian higher education”.

In 2007, Sally also led a Project Team to the award of a further ALTC National Teaching Award for the Law Faculty’s Assessment and Feedback practices. She has published widely on legal education and student transition, and has received numerous national and international invitations to speak on issues relating to transition and the first year experience, on curriculum design to embed and assess graduate attributes, and on the current state of legal education.

For more information, please contact Associate Professor Peter Looker (Email: [email protected] or Tel: +65 6790 6629) or Ms Mei Koh (Email: [email protected] or Tel: +65 6592 2474)

Participatory Learning for student engagement: a holistic approach

1 Radcliffe, D., Wilson, H., Powell, D., Tibbetts, B. (2008). Designing next generation places of learning: Collaboration at the pedagogy-space-technology nexus. http://www.altc.edu.au/system/files/resources/grants_pp_projectreport_nextgeneration_uq_jan09.pdf

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29 february 2012 - 1 march 2012

Course Code Course Title New

Duration (Hrs) Jan Feb Mar Apr May Jun *Fee Page

LTC001 Designing Open-ended Math Tutorial Questions new 3 7 $150 18

LTC002 Designing Problems for Problem-Based Learning new 4 9 &16 $200 18

LTC003 encouraging Independent Student Learning: Writing aims and Learning Outcomes

new 2 31 20 $100 19

LTC004 evaluating e-Learning: Models and Methods 4 5 $200 19

LTC005 Project-Based Learning in Tertiary education 2.5 30 $100 20

LTC006 Student-Centred/Teacher-Centred – Finding a Balance in Favour of Learning

new 2 7 1 $100 20



LTT001 acuConference: anytime, anywhere 2 17 $80 34LTT002 anTuna Connect: The Live Messenger 2 25 $80 35

LTT003 Creating a Teaching Portfolio with Google Sites 3 22 $150 35

LTT004 Designing Digital Video for Learning new 16 7-8 $400 36

LTT005 More than a Talking Head: acuStudio 2 20 15 $80 36

LTT006 Podcasting and Vodcasting for educators new 8 13 $300 37

LTT007 The apple iPad in Teaching and Learning 8 9 $300 37

LTT008 using Professor notification Tool in edvenTure new 1.5 4 $80 38

LTT009 your edvenTure Begins 3 x 2 12 8 12 11 18 11 $300 38



LTP001 Focus on Pronunciation of academic english new 8 9 15 19 $300 39

LTP002 Identifying and Helping a Student in Distress: Tips for Faculty

new 2 18 $100 39

LTP003 Spark: The art of Developing & Telling Personal Stories to enliven your Teaching

3 20 $150 40

LTP004 The Vocally Savvy educator 3 21 $150 40



LTa001 Designing assessment to Demonstrate Complex Learning

new 2 6 3 $100 21

LTa002 evaluating your Teaching for P&T or reappointment new 2 27 3 $100 21

LTa003 MCQs for Knowledge and understanding new 2 11 $100 22



LTe001 active Learning in Small Class Settings 2 19 10 $100 22

LTe002 avoiding ‘noise’ in Teaching 4 25 $200 23

LTe003 Collaboration in Cyberspace: Bridging the Gap Between Group Work Online and Group Work Offline

4 4 $200 23

LTe004 Creative Teaching: What It is and How to Do It new 8 19 $300 24

LTe005 Creativity and Problem Solving for educators new 8 16 $300 24

LTe006 Digital Storytelling 8 12 $300 25

LTe007 effective Strategies for Collaborative Learning new 2.5 19 $100 25

LTe008 engaging Math Students with Technology new 3 10 $150 26

LTe009 Facilitating Collaborative Learning in a Tr+ 2.5 4 13 8 17 25 7 $100 26

LTe010 Getting to Know your Students’ Work using the Feedback Cycle

new 2 20 21 $100 27

LTe011 Guiding your Students to Success through academic Skills Development

2 24 $100 27

LTe012 Helping Students to Develop a Culture of academic Integrity

2 5 28 11 $100 28

LTe013 Increasing Student Participation using Clicker Technology

2.5 9 17 14 24 12 $100 28

LTe014 Learning Math Collaboratively new 3 14 $150 29



LTe015 Mix and Match: Blended Learning with LaMS new 3.5 13 13 30 $150 29

LTe017 Pragmatic Strategies for Motivating your Learners in engaging, Meaningful and Memorable Online Interactions

new 4 22 $200 30

LTe018 Promoting Good Thinking new 3 14 $150 30

LTe020 SHaKe IT uP! Ways to Keep Students awake and engaged in Class

2 23 $100 31

LTe021 Social-emotional Learning Pedagogies 4 26 $200 31

LTe022 Social Media in education 8 10 $300 32

LTe023 Successful e-Learning for educators: Managing Learners easily and efficiently with Web 2.0 Technologies

4 6 $200 32

LTe024 The Challenges of Productive Lectures new 2 27 27 $100 33

LTe025 using Blogs, Facebook, Twitter: Pedagogy of Group and Individual Work

4 9 $200 33

LTe026 Web 2.0 Tools & Strategies for a Collaborative Classroom

new 2.5 23 $100 34

Course Calendar

(A) Curriculum Planning & Design

Learning & teaching

(D) Technology Tools for Learning

(E) Communication & Presentation

(B) Learning Assessment

(C) Effective Teaching Strategies

(C) Effective Teaching Strategies

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* Fees waived for all nTu/nIe Faculty & Staff** Dates are subject to change. Please refer to our website http://edUtorium.ntu.edu.sg for the latest schedule

Course Title NewDuration

(Hrs) Jan Feb Mar Apr May Jun *Fee Page

ITS027 Graphic Design appreciation 8 19 8 $300 56

ITS028 InDesign CS5 – Beginners to advanced 16 9-10 21-22 $400 57

ITS041 Making a Simple Chromakey Video new 8 13 $300 57

ITS040 no More Death by PowerPoint! Creating Impactful Presentations

new 2 11 $100 58

ITS029 Power Design for Presentation 16 5-6 14-15 $550 58

ITS043 Putting It altogether: after effects, Premiere Pro and encore

new 16 20-21 $400 59

ITS047 Sticky Presentations express – Presentations that Wow your audience in a Snap

new 4 17 28 $200 59

ITS048 Sticky Presentations Quick Start II – Power of Presentations that Creates Lasting Impressions

new 16 6-7 $400 60

ITS038 Video editing in adobe Premier Pro CS5 24 9-11 $550 60



LDS001 Leadership and Influence 8 11 $300 61



rS006 Better Online Search and reference new 2 28 $100 61

rS003 Common Mistakes in Writing research Grants 1.5 20 $50 62

rS004 Managing research Papers for the Busy Graduate Student

1.5 18 nil 62

rS005 Writing in the Scientific Style new 8 29 10 $300 63



PeF008 CreaTIF Thinking 12 26-27 $350 63

PeF007 Personal Branding for educators new 3 13 $150 64

PeF005 relationship Management and Social Problem Solving

8 10 $300 64

PeF006 Self-assessment on Social emotional Competencies

8 23 $300 65

PeF002 The role of Social emotional Competencies in a Successful Career and relationship

8 13 $300 65

PeF003 Thinking, affective Skills and employability Skill 8 12 $300 66

PeF004 Working with Passion 8 9 $300 66

(B) IT Literacy

(C) Leadership

(D) Research Skills

(E) Personal Effectiveness

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CMS021 Cross Cultural awareness 8 22 $300 42

CMS017 Don’t Let Tricky english Trick you 8 11 17 $300 42

CMS014 everyone! Let’s Write right [Part 1] 8 12 8 12 $300 43

CMS016 From ‘Phone-nix (x) to ‘Phonics’ (√) Pronounce Phone-nix Correctly

8 14 23 $300 43

CMS019 Grammar for adults – The ‘no fears no tears’ approach to Learning Grammar [Part 1]

16 5-6 6-7 $400 44

CMS003 Left Brain, right Brain, no Brain 8 14 $300 44

CMS001 Making your Presence Felt 16 26-27 $400 45

CMS015 no More Pronunciation Boo-Boos 8 18 13 $300 45

CMS006 Say What you Mean, Mean What you Say 8 15 $300 46

CMS022 Technical Presentations – Do’s & Don’ts new 8 25 31 $300 46

CMS002 Think on your Feet® (for nTu/ nIe staff only) 16 21-22 28-29 $450 47



ITS001 acrobat 9 for Business Professionals 8 19 21 $300 47

ITS044 acrobat 10 for Business Professionals new 8 16 $300 48

ITS035 adobe after effects CS5 24 25-27 $550 48

ITS036 adobe after effects CS5 - Basic to Intermediate 16 22-23 $400 49

ITS023 adobe Dreamweaver CS5 - advanced Techniques for Designers

16 24-25 $400 49

ITS024 adobe Dreamweaver CS5 - Website Development 16 16-17 15-16 $400 50

ITS045 adobe Dreamweaver CS5.5 - Jumpstart to HTML5 & CSS3

new 16 16-17 $400 50

ITS026 adobe Flash CS5 - rich Content Creation 16 2-3 4-5 $400 51

ITS033 adobe Illustrator CS5 Fundamentals 8 7 $300 51

ITS030 adobe Photoshop CS5 advanced 16 28-29 $400 52

ITS031 adobe Photoshop CS5 Basic 16 15-16 18-19 $400 52

ITS039 adobe Photoshop CS5 Master Class 8 19 $300 53

ITS042 Basic Studio Lightings Setup for Digital Portrait Photography

new 7.5 24 $300 53

ITS012 Creating Intelligent e-Forms with acrobat 9 8 20 23 $300 54

ITS049 Creating Intelligent e-Forms with acrobat 10 new 8 18 $300 54

ITS006 Digital Video editing with Movie Maker 16 4-5 $400 55

ITS050 Digital Video Production new 16 5-6 $400 55

ITS046 Getting Started with Twitter for Teaching and as a Tool for Professional Development

new 1.5 29 $100 56

Professional skills

(A) Personal Communication Skills

(B) IT Literacy

* Fees waived for all nTu/nIe Faculty & Staff** Dates are subject to change. Please refer to our website http://edUtorium.ntu.edu.sg for the latest schedule

Course Calendar

Learning & teaching

Learning & teachingFacilitator: Mr Murray Bourne

Date: 7 February 2012Time: 10:00am – 1:00pmDuration: 3 Hours

SynopsisThe aim of the course is to provide frameworks and approaches for designing open ended math tutorial questions that have multiple possible solutions. The course will be practical with ample opportunity to discuss existing tutorial questions and to re-frame them to meet overall learning objectives. Skills from this course can be applied to Mathematics, Science and Engineering courses.

Learning Outcomes At the end of the course, you should be able to:

•Selectappropriatemathtutorialquestionsthatlend themselves to be more open ended, individualized and have multiple possible solutions•Selectappropriatetechnologiestoscaffoldopen-ended math questions

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers

Pre-requisites“Engaging Math Students with Technology” (in which participants learn about a wide variety of tools and technologies that can be used in math class) (Not essential, but preferred)

Activities•Formuchofthiscourseyouwillworkingroupsdiscussing various tutorial questions to reframe them so they are more open ended, individualized and with multiple possible solutions•Youwillalsohaveindividualtasksusingcomputers,with brief presentations from the facilitator, to develop your skills in selecting appropriate math software tools to scaffold the open-ended approach. Help and feedback will be available through course notes and assistance from the facilitator•Therewillalsobeopportunitiestoshareexistingbestpractice so you can learn what is already working in your institution

Course FeeS$150.00 (subject to 7% GST)* Fee waived for NTU/ NIE Faculty and Staff.

Facilitator: Dr Nachamma Sockalingam Lecturer, Teaching and Learning Centre, SIM University

Date: 9 & 16 March 2012Time: 2:00pm – 4:00pm Duration: 2 Hours + 2 Hours (4 Hours)

SynopsisProblem-based learning (PBL) approach is increasingly gaining popularity as the pedagogy-of-choice for student-centric, active learning. While PBL offers various benefits such as authentic and collaborative learning, these benefits are dependent on how well PBL is implemented. Designing good quality problems is crucial to effective implementation of PBL. In this two-part interactive course, you will explore how to design problems for problem-based learning.

In the first part of the course, you will be introduced to the fundamental elements of PBL, the importance of problems in PBL, the essential characteristics of effective problems, and a systematic strategy in designing problems. During the one week break, you will design a problem in your teams. Second part of the course will involve analysis of the designed problems. The course will conclude with exploration on how to evaluate problems and provide an overview on the problem designing process.


•IdentifytheroleofproblemsinPBL•IdentifythecharacteristicsofeffectivePBLproblems•Applyasystematicapproachindesigningproblems•EvaluatePBLproblems

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Trainers, Instructional Designers

Pre-requisitesThe course will be interactive. You will work together in teams of 4-5. You are encouraged to bring along your own sample problems and use it as material for discussion.

Activities•Activity1:Duringthefirstpartofthecourse,youwillwork in your teams to discuss on characteristics of effective PBL problems•Activity2:Duringtheone-weekbreak,youwilldesign a problem•Activity3:Duringthesecondpartofthecourse,youwill exchange and evaluate the designed problems


Designing open-ended math tutorial Questions

Designing Problems for Problem-Based Learning

18

Curriculum Planning & Design • Designing Open-Ended Math Tutorial Questions 18 • Designing Problems for Problem-Based Learning 18 • Encouraging Independent Student Learning: Writing Aims and Learning Outcomes 19 • Evaluating E-Learning: Models and Methods 19 • Project-Based Learning in Tertiary Education 20 • Student-Centred/Teacher-Centred – Finding a Balance in Favour of Learning 20

Learning Assessment • Designing Assessment to Demonstrate Complex Learning 21 • Evaluating Your Teaching for P&T or Reappointment 21 • MCQs for Knowledge and Understanding 22

Effective Teaching Strategies • Active Learning in Small Class Settings 22 • Avoiding ‘Noise’ in Teaching 23 • Collaboration in Cyberspace: Bridging the Gap Between Group Work Online and Group Work Offline 23 • Creative Teaching: What It is and How to Do It 24 • Creativity and Problem Solving for Educators 24 • Digital Storytelling 25 • Effective Strategies for Collaborative Learning 25 • Engaging Math Students with Technology 26 • Facilitating Collaborative Learning in a TR+ 26 • Getting to Know Your Students’ Work Using the Feedback Cycle 27 • Guiding Your Students to Success through Academic Skills Development 27 • Helping Students to Develop a Culture of Academic Integrity 28 • Increasing Student Participation Using Clicker Technology 28 • Learning Math Collaboratively 29 • Mix and Match: Blended Learning with LAMS 29 • Pragmatic Strategies for Motivating Your Learners in Engaging, Meaningful 30 and Memorable Online Interactions • Promoting Good Thinking 30 • SHAKE IT UP! Ways to Keep Students Awake and Engaged in Class 31 • Social-Emotional Learning Pedagogies 31 • Social Media in Education 32 • Successful e-Learning for Educators: Managing Learners Easily and Efficiently 32 with Web 2.0 Technologies • The Challenges of Productive Lectures 33 • Using Blogs, Facebook, Twitter: Pedagogy of Group and Individual work 33 • Web 2.0 Tools & Strategies for a Collaborative Classroom 34

Technology Tools for Learning • AcuConference: Anytime, Anywhere 34 • aNTUna Connect: The Live Messenger 35 • Creating a Teaching Portfolio with Google Sites 35 • Designing Digital Video for Learning 36 • More than a Talking Head: AcuStudio 36 • Podcasting and Vodcasting for Educators 37 • The Apple iPad in Teaching and Learning 37 • Using Professor Notification Tool in edveNTUre 38 • Your edveNTUre Begins 38

Communication & Presentation • Focus on Pronunciation of Academic English 39 • Identifying and Helping a Student in Distress: Tips for Faculty 39 • Spark: The Art of Developing & Telling Personal Stories to Enliven Your Teaching 40 • The Vocally Savvy Educator 40

Learning & teaching

Facilitator: Associate Professor Peter Looker

Date: 31 January 2012 20 April 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisProviding students with a good roadmap of a course helps them take charge of their own learning by providing a guide for where they should be heading. It also helps to clarify faculty intentions, particularly where there are several faculty (and/or TAs) teaching into a course.

Writing clear learning outcomes is really an exercise in being clear about what you want your students to be able to do as a result of the learning they have undertaken. It is often said that if you get the learning outcomes right, the rest of the course can fall into place behind them. This course explores what good learning outcomes consist of and how they can be used to give order, coherence and direction to a course.


•Identifytheroleofwellwrittenlearningoutcomesin a course•Determinethesignificantlearningyouwantyourstudents to achieve in a chosen course•Writemeaningfullearningoutcomesthatcovertherange of learning you want from students•Givepeerfeedbackonlearningoutcomes


Pre-requisitesIt would be useful if you come with a course in mind that you would like to develop.

Activities•Theactivitiesinthiscoursewillbeacombinationofbrief presentations from the facilitator, collaborative small-group work, individual work, and peer review


Facilitator: Ms Ganthi Viswanathan

Date: 30 April 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisIn Project-based Learning (PjBL), projects are the curriculum, not peripheral to the curriculum. Studies have shown PjBL to be effective in increasing student motivation by engaging them in their own learning, improving student problem-solving and higher order thinking skills. Well designed and well implemented PjBL courses can improve students’ mastery of 21st century skills and be more effective than traditional instruction in increasing academic achievement.

In this introductory course, you will explore and analyse published exemplars and best practices from various IHLs around the world to help you get started with designing and developing a PjBL course.

(For more about research on PjBL, references available at Buck Institute for Education, http://www.bie.org/about/does_pbl_work/)


•IdentifythepedagogicalunderpinningsofPjBLfrom the literature •ReviewexemplarsandbestpracticesinPjBL•IdentifytheessentialphasesofPjBLcoursesfromthe learner and instructor perspective •Brainstormonpossibleissuesandassessment considerations for each phase •Writeadraft“drivingquestion”forpeerdiscussion


Pre-requisitesNil

Activities•Theactivitiesinthiscoursearedesignedtomaximizelearning through collaboration and peer feedback


Facilitator: Dr Anil Pathak

Date: 5 June 2012Time: 9:00am – 1:00pmDuration: 4 Hours

SynopsisThis course aims to introduce models and methods that teachers and researchers have used to evaluate e-learning. The first part of the course will focus on assessment and evaluation of student progress. The second part will present models that attempt a comprehensive evaluation of an e-learning program.


•Developassessmentsthatarevalidandreliable•Assessandevaluatestudentprogress•Developaframeworkforevaluatinge-learning

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Trainers, Instructional Designers, Researchers

Pre-requisitesNil

Activities•Thecoursewillbeginwithfacilitator’sexplanationsabout fundamental concepts in assessment and evaluation•Youwilltrytounderstandandapplytheseconceptsin group discussions•Inthesecondpartofthecourse,twoevaluationmodelswill be presented



Date: 7 March 2012 1 June 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisWhat is the role of a university teacher? The aim of this course is to look at the balance between a student-centred and teacher-centred perspective on teaching in order to understand how they affect student learning. In this course, teacher-centred teaching takes on a different meaning, where teachers carefully design their approaches to learning to gain maximum engagement and learning on the part of students.


•Identifyyourpositiononastudent-centred/teacher- centred continuum by analysing your approaches to teaching•Reexamineyourapproachtoteachinginthelightof course activities•Evaluateteachingstrategiesforyoureffectson student learning


Pre-requisitesNil

Activities•Thiscoursewillinvolvesomebriefpresentationsbythe facilitator, and individual and group work


encouraging independent student Learning:

Writing aims and Learning outcomes

Project-Based Learning in tertiary education

evaluating e-Learning: models and methods

student-Centred/teacher-Centred – finding a Balance in favour of Learning

20

Learning & teaching



SynopsisLarge numbers of students in University courses can make it difficult to design assessment that is both efficient and meaningful in terms of capturing students’ deep learning. Many traditional forms of assessment encourage shallow learning. What we know is that it is assessment that largely drives the kind of learning students undertake before performing the assessment. How can we achieve both efficiency and depth?

This workshop aims to explore this question by first looking at the question of the alignment between learning outcomes and assessment, then at strategies for different forms of assessment.


•Generateassessmentfromspecifiedlearningoutcomes•Determineassessmentapproachesthatareefficientand capture complex learning•Explainthekindoflearningyouthinkstudentswillneedto undertake to achieve an assessment you design


Pre-requisitesIt would be useful if participants came prepared to explore assessment in a course they are already teaching or planning to teach.

Activities•Thisworkshopwillconsistofshortpresentationsbythe facilitator, individual work and group work with peer review



Date: 27 January 2012 3 May 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisThe new teaching appraisal scheme at NTU not only comprises a revised SFT, it includes a teaching portfolio, peer review and supervision. This workshop aims explore how these components fit together to give a holistic view of teaching, with practical guides for gathering and presenting evidence.


•Identifyappropriateevidenceforyouteachingportfolio•Writeyourteachingphilosophytoreflectyour teaching practice•UsetheSFTquestionstointerpretstudentresponses to your teaching•Identifyaspectsofyourteachingyouwouldlike peer reviewed

Target AudienceNTU Faculty

Pre-requisitesNil

Activities•Youwillbeinvolvedinsomediscussion, individual writing and peer review.


Facilitator: Professor Rakesh Kumar School of Medical Sciences, University of New South Wales

Date: 11 January 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisThis session will examine how objective test items (aka multiple choice questions) can be better used. In particular, the discussion will focus on using MCQs for formative feedback; writing objective items of good quality, to test knowledge and understanding, rather than just factual recall; and optimising the use of such questions so that the assessment is fair and relevant, as well as being time-effective or even labour-saving.


•Designobjectivetestitems(MCQs)withtheintention of capturing knowledge and understanding -Use MCQs for formative feedback


Pre-requisitesNil

Activities•Abriefoutlineofthekindsofactivitiesparticipantswillbe undertaking in the course to achieve the learning outcomes


Designing assessment to Demonstrate Complex Learning

evaluating your teaching for P&t or reappointment

(ntu faculty only)

mCQs for knowledge and understanding

22

Facilitator: Ms Mei Koh


SynopsisThis course operates on the premise that small classes offer the opportunity for every single student to play an active role, encouraged by the way the class is facilitated. Activities are designed to model the kinds of things that can be done in small classes to achieve meaningful interactivity among the students. Participants will also be asked to reflect on the pros and cons of the activities they undertake in the session.


•Analysetwodifferentstudent-focusedapproaches to learning •Identifyspecificstrategiesthatembodystudent-focused approaches and integrate with future teaching practice•Identifyanddevelopaplanforgatheringfeedbackon effectiveness of the strategies implemented

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Trainers

Pre-requisitesNil

Activities•Youwillbeinvolvedthroughsmallgroupwork and pair work


active Learning in small Class settings

Learning & teaching


Date: 4 June 2012Time: 9:00am - 1:00pmDuration: 4 Hours

SynopsisThis course aims to introduce and integrate various ways of promoting student collaboration. While the focus is on exploring various forms of student work in blogs and social networks, the course demonstrates ways of connecting the classroom work with e-learning.


•Useblogsandsocialnetworkstopromote student collaboration•Establishconnectionsbetweenstudents’workinclass and in cyberspace

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Trainers, Instructional Designers, Researchers

Pre-requisitesNil

Activities•ThecoursewillbeginwithanoverviewoftheWeb2.0 platforms and modes available for online collaboration. This will be followed by demonstration and a hands on session. •Inthesecondpartofthecourse,youwillbeinvolvedin group work and discussions focusing on pedagogic issues


Facilitator: Dr Isabella Wong

Date: 25 January 2012Time: 9:00am - 1:00pmDuration: 4 Hours

SynopsisNoise is anything physical, psychological or semantic that can interfere with communication, which is the heart of learning. To be perceived as an effective instructor, it is essential that the instructor reduces to a minimum noise inducing behaviours - those which disrupt students’ attention; distract them from the core elements of explanations; diminish their motivation to engage; lead to their doubt, conflict, or confusion; and eventually reduce their capacity to engage fully in the learning or to their failure to learn effectively.

As it happens, a great deal is known from both research and experience about what helps overcome ‘noise’, what helps students engage in learning and about what makes for effective teaching. Most of it does not require innate teaching ability or a particular type of personality, but involves a combination of easily implemented strategies and common sense.

This course draws on the vast body of higher education level teaching literature for a sharing of tools for enhanced instruction. In considering the course sharing of ‘tools’, the participant may recall the timeless advice of the sage: Always use the right tool for the right job. But in teaching there may be several, even many right tools for a given teaching job and this course seeks to add to these alternatives as appropriate.


•Haveanunderstandingofnoise-inducingbehaviours•Identifyappropriatemethodsthatovercome‘noise’and facilitate student engagement•Beinformedbyasummaryofresearchthatconfirmsthe effectiveness of these methods •Haveanunderstandingofpossiblepitfallswiththe methods and strategies for overcoming them


Pre-requisitesNil

Activities•Activitiesinthiscoursewillallowyoutopracticemethodsthat overcome ‘noise’ and facilitate student engagement


Facilitator: Mr Dennis Sale

Date: 19 April 2012Time: 9:00am - 5:00pmDuration: 8 Hours

SynopsisThis course introduces a practical framework from which you can develop creative teaching competence and make your teaching interesting for any group of learners.

The framework has been derived from my 35 years of diverse teaching experience, observation of thousands of teaching professionals in a wide range of educational contexts, and integration of key knowledge from cognitive psychology and neurolinguistic programming (NLP). All strategies that comprise the creative teaching framework will be modelled and demonstrated in the course.


•Identifybarrierstoeffectivelearningin educational settings•Analyzethescienceandartofeffectiveteaching•Applycoreprinciplesoflearningtothedesignof learning events•Useamodelofcreativeteachingtoenhancethe learning process


Pre-requisitesInvolved in a professional teaching/training role.

Activities•Youwillbeinvolvedinarangeofactivitiesthatleadtoan understanding of pedagogically sound learning design and how to teach creatively


Collaboration in Cyberspace: Bridging the gap Between group Work online

and group Work offline

avoiding ‘noise’ in teaching Creative teaching: What it is and how to Do it

24

Facilitator: Mr Chander Naidu

Date: 16 March 2012Time: 9:00am - 5:00pmDuration: 8 Hours

SynopsisProblem solving is transforming one set of circumstances into another preferred state. Whenever one is thinking creatively and critically about ways to increase the quality of life(or avoid a decrease in quality), one is actively involved in problem solving. They make better use of their knowledge and skills and are generally the high achievers and best in class. Problem solving ability is a major factor in determining success in life which translates into ripple effects for so many other areas.

For example, a motivated student, motivated by an effective teacher can adopt a problem solving approach to self education by forecasting the benefits of improved personal skills/ knowledge in the future.

This program is focused on providing practical advice on how to become a better problem solver in life. The focus is on understanding how to be more creative in the problem solving process. The program will also provide different tools and templates that you will be able to bring back to your classrooms to enhance your teaching pedagogies in helping your students use an effective problem solving approach to succeed in school and in life.


•Understandtheproblemsolvingprocess•Understandandapplyastructuredapproachto problem solving•Applydecisionmakingmodelsandtechniques•Utilizedecisionmakingstrategiesindailyteaching methodologies and planning activities•Usequestionstoassessrelevantinformation•Useappropriateprioritizationtechniques•Developactionplansforimprovement

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Trainers, Instructional Designers, Researchers, Professionals, Administrators

Pre-requisitesNil

Activities•Thecourseusesanexperientiallearningapproach which includes lecture, individual/group exercises, self-reflection, facilitated discussions, case study, role plays and action planning


Creativity and Problem solving for educators

Learning & teaching

Facilitator: Mr John Larkin

Date: 12 April 2012Time: 9:00am - 5:00pmDuration: 8 Hours

SynopsisThe aim of this course is to demonstrate the importance and relevance of storytelling in the 21st century as demonstrated by the research of individuals such as Donald Norman, Mark Turner and Daniel Pink. Memory is preserved and the transmission of information enriched through the application of storytelling.

Storytelling is undergoing a renaissance globally as thought leaders and corporate entities realise that communication and creativity both in education and the workplace relies on more than just the broadcasting of information. Storytelling lends itself to teaching languages, social sciences and the arts.

Storytelling can be utilised to assess a student’s conceptual understanding of a topic and is useful in determining the attitudinal and empathetic skills of a student.


•Appreciatetheart,benefitsandtechniquesofstorytelling in teaching and learning•Identifyandapplydigitalmediasuchasimages,text, audio and video to inspire individuals and to form the basis of a digital storytelling activity•Determinetheappropriatemediatypessuitableforthe creation and conveying of your story •Create,editandpublishstoriesusingavarietyofclient software based and Internet based technologies


Pre-requisitesIt is recommended that you bring a thumb drive or USB Flash drive so that you can take electronic copies of resources provided during the course.

You are also advised to have a range of images available for processing to be uploaded to your Posterous, Picasa or Voicethread web sites.

You are advised to consult the relevant resources and links available at the following web site prior to the course http://www.larkin.net.au/

Activities•Duringthecourseyouwillhavehandsonactivitiestoexplore the possibilities afforded by different Web 2.0 tools in creating digital stories and create your own digital storytelling example•Groupswillformtodesign,planandwritesampleunits of work or lesson plans that deploy digital storytelling, using the curriculum programming templates provided by the facilitator•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator



Date: 19 June 2012Time: 9:30am – 12:00pmDuration: 2.5 Hours

SynopsisCollaborative learning (a.k.a Cooperative learning) is the instructional use of small groups so that students work together to maximize their own and each other’s learning (Johnson & Johnson, 1993). The focus of this session is on experiencing and evaluating strategies that enable students to work together more effectively. Issues and challenges including assessing learning in collaborative environments will be discussed with the view of identifying feedback opportunities and appropriate assessment approaches.


•Identifyopportunitiesandchallengesina collaborative classroom•Experienceandevaluateatleastthreestrategiesto implement collaborative learning in a classroom•Discussassessmentof/forcollaborativelearning processes and outcomes•Designacollaborativelearningactivitytoachievelearning objective/s you have identified


Pre-requisitesNil

Activities•Duringthiscourse,youwillhavetheopportunitytowork collaboratively in teams using various strategies •Opportunitiestoreflectandevaluatetheeffectivenessofthe strategies learnt


Digital storytelling effective strategies for Collaborative Learning

26

Facilitator: Mr Murray Bourne

Date: 10 January 2012Time: 10:00am – 1:00pmDuration: 3 Hours

SynopsisThe aim of the course is to provide several math-related tools that can help to involve students in the learning process, both in the classroom and outside. We will look at ways to easily communicate mathematical ideas online and will explore several examples of how this can be done. The course will be practical with participants having ample opportunity to use each of the tools and thus experience “Math 2.0” for themselves.


•Selectappropriatetechnologiestoengagestudentsin their learning•Usemethodsforcommunicatingmathematicalformulas and equations with their students through email, blogs, discussion forums and chat•Begintousemathsoftwaretoindividualizelearningand make it more meaningful for their less-mathematical students•BegintoexplorepossibilitiesprovidedbyMath2.0•Begintomaketheirmathresourcesmobiledevice-friendly


Pre-requisitesMathematics teaching experience, or in training to be math educator.

Activities•Formostofthiscourseyouwillworkindividuallyatcomputers, with brief presentations from the facilitator, to develop your skills in using the various math software tools•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator•Youwillalsobeworkingingroupstodevelopyourabilitiesin relation to the learning outcomes, to gain peer feedback on your progress, and to brainstorm•Therewillalsobeopportunitiestoshareexistingbestpractice so you can learn what is already working in your institution


Facilitator: Associate Professor Peter Looker Ms Ganthi Viswanathan

Date: 4 January 2012 13 February 2012 8 March 2012 17 April 2012 25 May 2012 7 June 2012Time: 9:30am - 12:00pmDuration: 2.5 Hours

SynopsisIn this course, you will explore the potential of the new teaching spaces at NTU with their more flexible and collaborative seating configuration, and technology-rich environment. This is an opportunity for you to become familiar with the pedagogies related to collaborative learning spaces and supporting technological systems to experience teaching in these spaces. The skills required for encouraging more interactivity, and for incorporating a more continuous flow of feedback between faculty and students, are different from the more traditional teacher-to-student communication in lecture theatres. This course will help you make the most of the possibilities for interactivity in the new teaching spaces at NTU through techniques for facilitation and communication.

Enhancing the student experience of learning is the main objective.


•Useofthespaceandtechnologiesinthenewclassroom•Participateinactivitiesusingstrategiesthatpromote collaborative learning•Discusstheroleofinteractionandfeedbackin student learning

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants

Pre-requisitesNil

Activities•Theactivitiesinthiscoursearedesignedtoencourage interaction and peer feedback through collaborative learning strategies


engaging math students with technology facilitating Collaborative Learning in a tr+

Learning & teaching


Date: 20 February 2012 21 May 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisGiving feedback to students requires making opportunities to get feedback from them and to be able see how their work is progressing. In this course we will explore how good learning activities can be structured by using the feedback cycle. This includes getting students to work together, making students work more visible, and giving feedback as part of classes.


•Identifypartsofacourseyouteachwhereunderstanding student progress is important•Usethefeedbackcycletodesignlearningactivities


Pre-requisitesIt would be useful if you come prepared to explore assessment in a course you are already teaching or planning to teach.

Activities•Thiscoursewillconsistofshortpresentationsbythe facilitator, individual work and group work with peer review



Date: 24 February 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisThe aim of this course is to give you the opportunity to examine how the premise of “learning to learn” and the role of academic skills development intertwine in enabling students to be more successful in their studies. You will also be provided opportunities to explore how, as the facilitator of their learning, you can begin to integrate academic skills in your courses or tutorial sessions with students.

Content:Conceptions of Student Success Characteristics of Successful Students The process of research and enquiryGuiding students through the process of research and enquiryThe research skills development frameworkIntegrating research skills development


•Reflectonthepracticesoftheacademiccommunityand on how students are introduced to these practices•Relatingconceptionsof“learningtolearn”toacademic skills development•Generatealistofacademicskillsrequiredinyourfield of study•Reviewanexistingteachingsessionandreworkthe session to integrate academic skills


Pre-requisitesPlease bring to this session an outline of an actual teaching session or class you have been teaching.

Activities•Youwillbeinvolvedindiscussionthroughsmallgroupwork and pair work


getting to know your students’ Work using the feedback Cycle

guiding your students to success through academic skills Development

28


Date: 5 January 2012 28 March 2012 11 May 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisThe aim of this course is to give faculty members an opportunity to explore the ways to help students develop a culture of academic integrity.

Content:•Definitionsofacademicintegrity•Rationaleforacademicintegrity•Studentconceptionsaboutacademicintegrity•Generatingstrategiestoencourageacultureof academic integrity•Discussingusesoftechnologytoassistinmaintaining academic integrity


•Generateadefinitionofacademicintegrity•Reflectonthepracticesoftheacademiccommunityin maintaining academic integrity and how students are introduced to these practices•Generateideasabouthowtorelateconceptionsof academic integrity to students•Generatestrategiestocreateacultureofacademic integrity among students•Suggesthowaclassyouareteachingmightbereworked to integrate the principles of academic integrity


Pre-requisitesNil

Activities•Youwillbeinvolvedthroughsmallgroupworkandpairwork


Facilitator: Mr Ong Choon Teck

Date: 9 January 2012 17 February 2012 14 March 2012 24 April 2012 12 June 2012Time: 9:30am - 12:00pmDuration: 2.5 Hours

SynopsisClickers are deployed campus wide within NTU where students are issued a student response device during matriculation. All lecture theatres and most tutorial rooms, seminar rooms and school teaching facilities are equipped with clicker technologies to encourage active learning environments.

This course will introduce clicker technologies and best practices to faculty, supporting staff and anyone keen to engage the learners in the classroom to participate actively.


•Useclickersasonebasicandpracticalapproachto meeting the University’s requirement for active learning and student engagement •CreateinteractiveslideswithintheirPowerPoint presentations to get feedback on student learning.•Usetheclickerstudentdatabasesforclasslists,popquiz scores, learning activity reports and assessment of learning•Learnbestpracticesofclickerusagefromotherfaculties and universities and develop their own plans to apply clicker technologies effectively and pedagogically in their teaching

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Administrators

Pre-requisitesNil

Activities•YouwillbeworkingwithNTUclickerdevicesandsoftware to design your own pop quizzes and conduct live polls in the classroom•Youwillgothroughthecreationofclassparticipationlistto generate attendance and participation reports of your own students •Youwillalsodiscussonbestpracticesandinnovativewaysto use clickers


helping students to Develop a Culture of academic integrity

increasing student Participation using Clicker technology

Learning & teaching

Facilitator: Mr Murray Bourne


SynopsisThe aim of the course is to provide techniques and tools that encourage collaborative math learning, both in the classroom and outside. We examine the best kinds of math problems for collaborative work, and will also learn various ways to easily communicate mathematical ideas online. The workshop will be practical with participants having ample opportunity to use each of the tools and thus experience online math collaboration.


•Selectappropriatemathtasksthatwillmorelikelyleadto collaborative solutions•Selectappropriatetechnologiestoencourageonline collaboration in math•Usestraightforwardtoolsthatcanbepassedontoyour students, so that both students and instructors can use the tools for communicating mathematical formulas and equations through wikis, email, blogs, discussion forums and chat.


Pre-requisites“Engaging Math Students with Technology” (in which participants learn about a wide variety of tools and technologies that can be used in math class) (Not essential, but preferred)

Activities•Forpartofthiscourseyouwillworkindividuallyat computers, with brief presentations from the facilitator, to develop your skills in selecting worthwhile collaborative math tasks, and using various math software tools•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator•Youwillalsobeworkingingroupstodevelopyourabilitiesin relation to the collaborative math learning outcomes, to gain peer feedback on your suggestions, and to brainstorm•Therewillalsobeopportunitiestoshareexistingbestpractice so you can learn what is already working in your institution



Date: 13 January 2012 13 March 2012 30 May 2012 Time: 9:00am – 12:30pmDuration: 3.5 Hours

SynopsisBlended learning combines the benefits of both face-to-face instruction and online learning and this course aims to familiarise participants with a variety of blended learning approaches and explore its benefits for implementation in their lesson plans.

The LAMS (Learning Activities Management System) tool within edveNTUre provides a highly intuitive visual authoring environment for the teaching staff to create sequences of learning activities. Activities designed for individual, small group or entire class work can be authored as LAMS activities and deployed for learners to work independently or collaboratively anywhere anytime. Participants will be able to generate ideas and design learning activities to enhance student learning experience through engaging, student-centric and self-directed learning, in line with NTU’s BRC recommendations for new pedagogies.


•Understandblendedlearningandhowclassroomand online learning activities can be mixed and matched to provide similar student learning experiences. Practical cases from other NTU courses will be covered.•Designyourownflavoursofblendingtosuityourteaching requirements and student learning expectations•ExaminevarioustoolsandtechnologieswithinedveNTUre that can support Blended Learning.•UsetheLearningActivityManagementsystem(LAMS) platform to design and develop a learning activity for a blended classroom-online lesson that can be deployed for a learning continuity situation such as eLearning Week.•Knowwhatareasofyourlearningcontentcanbe enhanced and seek relevant CELT support to develop more innovative ways of teaching and facilitating elearning.

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Instructional Designers

Pre-requisitesYou should decide on one classroom-based lesson that can be deployed online and should bring the learning objectives and learning content (if available) for the couse.

Activities•Thisisahandsoncoursethatyoucantaketheopportunity to design an actual lesson plan for online delivery


Learning math Collaboratively mix and match: Blended Learning with Lams

30

Facilitator: Dr Marissa Wettasinghe Ms Pratima Majal

Date: 22 February 2012Time: 1:00pm – 5:00pm Duration: 4 Hours

SynopsisThis session will focus on the underpinning principles and practices that identify and underpin the critical elements of interaction to facilitate engagement and meaningful online learning exchanges. Included in the session will be examples of engaging, meaningful and memorable student-lecturer interactions.

Learning Outcomes At the end of the course, you should be able to: •Reviewkeycomponentsofeffective,meaningfuland memorable online learning interactions; •Identifymajorissuesthatconfrontlecturersmotivating their learning within online environments; •Synthesizethekeyelementsrequiredtoconstruct motivating learning environments; •Accessresourcesandtoolstodevelopandimplement motivational web-based learning units

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers,Trainers, Instructional Designers

Pre-requisitesFamiliar with the online environment, able to navigate the Internet. Comfortable in using simple online web-based applications for teaching purposes

Activities•HandsonITbasedcourse•Seminarstylewithexploratorytimeprovided


Pragmatic strategies for motivating your Learners in engaging, meaningful and

memorable online interactionsFacilitator: Mr Dennis Sale

Date: 14 March 2012Time: 9:00am - 12:00pmDuration: 3 Hours

SynopsisThis course provides a practical approach to promoting good thinking (e.g. critical, creative and metacognitive) in students. It is based on the authors own model of thinking that was the result of many years of applied research in developing a whole curriculum approach to promoting thinking. The model has been successfully applied in all mainstream educational sectors and in a number of countries.


•Analyzetheroleofthinkinginlearning•Usea‘modelofthinking’to‘modelgoodthinking’•Identifythementaloperations(heuristics)ofgoodthinking•Useinstructionalstrategiestocueandreinforcespecific types of thinking

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers,Trainers, Instructional Designers

Pre-requisitesInvolved in a professional teaching/training role.

Activities•Youwillexperiencearangeofactivitiestofirstlyidentifywhat good thinking involves and its relationship to learning•Waystodirectlyandsystematicallydevelopthinking competence will be demonstrated, modelled and practiced


Promoting good thinking

Learning & teaching 32

Facilitator: Dr Isabella Wong

Date: 26 January 2012Time: 9:00am - 1:00pm Duration: 4 Hours

SynopsisAny teacher, educator, trainer, speaker, coach, in short anyone who engages in the process of teaching someone will ultimately ask himself the key questions: How do we learn? How can we maximize the learning process of those who learn?

In psychology, the term ‘learning’ is defined as a relatively permanent change in behaviour or the behavioural potential resulting from an experience. During the education process, ‘learning’ refers much more to the acquisition and integration of new knowledge in order to reuse them functionally in the personal and professional realm. And in all educational environments, the learning process comes mainly from a formal educational approach, so much so that good learning process is linked to good teaching. A good teacher who questions his methods and approaches is undoubtedly very sound and sane.

Nevertheless it is possible that the questions one may be asking, however pertinent, may be incomplete, i.e., that only one aspect of the entire mechanism involved in the learning process is addressed. The learning process is fundamentally cognitive and we sometimes conclude that where a student is struggling to learn, the problem must be cognitive in nature. Several clues, scientific and intuitive, lends to the belief that emotions may explain not just a part of the learning difficulties encountered but also the learning successes as well. True learning process does not involve only the ‘cognitive’ but also the ‘emotional’ brain.

Learning Outcomes At the end of the course, you should be able to: •Integrateapplicationsofemotionalintelligenceinto teaching strategies •Awakenthedesirewithintofurther“touch”theindividuals you are imparting knowledge to

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Trainers, Instructional Designers, Researchers, Professionals

Pre-requisitesNil

Activities•Seminarstylewithexploratorytimegive



Date: 10 April 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisThe aim of this course is to demonstrate the importance and relevance of social media in 21st century education as demonstrated by the publications of organisations such as Educause, the PEW Internet and American Life Project, the Chronicle of Higher Education and the research of individuals such as Danah Boyd, George Siemens, Mark Pesce, Bryan Alexander and other academic researchers across the globe.

Educators and education institutions should embrace social media and not ignore it. Social media can be used to share the successes and achievements of education. Events, processes and news relating to education can be shared with students, teachers and the general public. Social media can be used to forge linkages between students, educators, institutions and the general public in a manner that develops communities of practice and forges positive outcomes for all.

This practical course is designed to enlighten you on the appropriate application of social media in an education setting. Positive exemplars will be shared and you will have the opportunity to explore a range of education sites that deploy social media.


•Consideranddeterminetheextentofyourown “digital footprint”•Evaluateasocialmediasiteand/ortoolanddetermineits suitability in an education setting•Brainstorm,recordanddeterminethekeymanagement issues related to the deployment of social media in education•UsesocialmediatoolssuchasTwitter,Facebook,wikis and blogs in an education setting•Plananddevelopsocialmediaengagementand participation strategies for teachers and learners•Determinetherolesofstakeholdersassociatedwiththe

deployment of social media in education•Plan,createandmapacurriculumspecificlessonplanor unit of work incorporating one or more social media tools

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Trainers, Instructional Designers, Professionals, Administrators

Pre-requisitesIt is recommended that you bring a thumb drive or USB Flash drive so that you can take electronic copies of resources provided during the course. You are advised to consult the relevant resources and links available at the following web site prior to the course http://www.larkin.net.au/

Activities•Youwillworkbothindividuallyandinsmallgroupstodevelop your skills to complete a number of hands on tasks •Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator


Facilitator: Dr Marissa Wettasinghe

Date: 6 March 2012Time: 1:00pm – 5:00pmDuration: 4 Hours

SynopsisThis course is aimed at introducing you to Web 2.0 tools for synchronous and asynchronous online learning. We will discuss issues related to implementing eLearning and specific strategies for online facilitation. This course will show you how to motivate your online learners, manage their learning effectively and efficiently and assess appropriately.


•Applye-Learningpedagogicalframeworkstofacilitate learners in online learning environments •Applyonlinemotivationaltricksandtipstokeepyour learners engaged•Applyonlineassessmentrubricsforeffectivegradingof learning outcomes


Pre-requisitesFamiliar with the online environment, able to navigate the Internet. Comfortable in using simple online web-based applications for teaching purposes.

Activities•HandsonITbasedcourse•Seminarstylewithexploratorytimegiven


social-emotional Learning Pedagogies social media in education successful e-Learning for educators: managing Learners easily and efficiently

with Web 2.0 technologiesFacilitator: Ms Mei Koh

Date: 23 April 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisThis hands on session will give participants an opportunity to explore ways to enliven their lectures and larger classes.

The overall aim of the course is to provide some tips to faculty can do to generate more energy in their large classes in order to liven up teaching sessions.

It is also an opportunity for faculty to share with each other their experiences and new ideas for getting students to stay awake and to be involved in class. Participants can expect to take away at least one or two strategies that they can use in their teaching to encourage student involvement.


•ArticulateyourunderstandingoftheconceptofActive Learning and to discuss its significance in the university classroom•Gathersomeideasforwaystogetstudentstostayawake in class and engaged•Practiceatleast1or2ofthesuggestionsduringthe session


Pre-requisitesNil

Activities•Participantswillinteractwitheachotherthroughsmallgroup work and pair work


shake it uP! Ways to keep students awake

and engaged in Class



Date: 27 March 2012 27 June 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisThe style and purpose of lectures has changed radically over the last 30 years. Technology has changed the way information, once given in lectures, can be accessed and research into human cognition clearly indicates that the traditional stand and deliver style of lecture is often not effective in terms of student learning. However, lectures are still very much part of everyday University life for students and faculty. What do we want to achieve with lectures? How can they be used to encourage productive learning for students? And what is the role of the lecture in the overall learning environment of any course undertaken by students?

This course aims to explore some of these questions, and to offer some straightforward strategies for more effective lecturing.

Learning Outcomes At the end of the course, you should be able to: •Identifyaspectsoflecturesthatleadto student engagement •Determinestrategiestochunklectures •Identifywaysofknowingwhetherstudentsarekeepingup in lectures •Planforinteractioninlectures

Target AudienceNTU/NIE Faculty, Lecturers

Pre-requisitesNil

Activities•Thiscoursewillincludebriefpresentationsbythefacilitator and individual and group activities



Date: 23 March 2012Time: 9:30am – 12:00pmDuration: 2.5 Hours

SynopsisCollaborative learning (a.k.a Cooperative learning) is the instructional use of small groups so that students work together to maximize their own and each other’s learning (Johnson & Johnson, 1993). The focus of this session is on designing learning experiences that apply the principles of collaborative learning and the affordances of web based technologies to help students work together more effectively. Issues and challenges including assessing learning in collaborative environments will be discussed with the view of identifying feedback opportunities and appropriate assessment approaches.

Learning Outcomes At the end of the course, you should be able to: •Identifyopportunitiesandchallengesinacollaborative classroom; •Exploreandevaluatethecollaborativeaffordances of at least three Web 2.0 technologies (free web based and edveNTUre tools) •Applyaboveoutcomestodesignandsetupalearning activity using specific tool/s to facilitate collaborative learning within an educational context


Pre-requisitesNil

Activities•Duringthiscourse,youwillworkcollaborativelyinteamsusing various web tools and strategies. This will also provide you the opportunity to reflect and evaluate the effectiveness of these strategies



Date: 9 May 2012Time: 9:00am – 1:00pmDuration: 4 Hours

SynopsisThis course aims to introduce and integrate various ways in which Facebook and Twitter can be used for learning and communication. The course also shows how Web2.0 can be used to follow up on classroom instruction.


•UseFacebookandTwittertopromotestudentlearning and collaboration•Usecontentcreatedbystudentsandteacherstofollowup on classroom instruction.


Pre-requisitesNil

Activities•ThecoursewillbeginwithanoverviewofTwitterand Facebook, followed by demonstration and a hands on session•Waysofusingtheseplatformsandtoolswillbeexplored through group discussions


the Challenges of Productive Lectures Web 2.0 tools & strategies for a Collaborative Classroom

using Blogs, facebook, twitter: Pedagogy of group and individual Work


Date: 17 May 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisAcuConference delivers online meetings by combining audio, video and data for highly interactive meetings. You and your meeting participants can be anywhere in the world, yet connected together in a virtual environment to collaborate.

AcuConference is designed for applications such as meetings, classroom teaching, seminars and training.

Learning Outcomes At the end of the course, you should be able to: •Createonlineconferencesessions •Usevariousstrategiestofacilitateonline conference sessions •Adoptgoodpracticesinplanningandconductingonline conference sessions


Pre-requisitesNil

Activities•Handsonopportunitiestofamiliariseyourself with AcuConference


acuConference: anytime, anywhere


Facilitator: Ms Pratima Majal

Date: 22 June 2012Time: 2:00pm – 5:00pmDuration: 3 Hours

SynopsisOver the past decade, there has been a lot of interest in teaching portfolios. In this workshop you will learn how to get started with creating and maintaining an ePortfolio on a Google Sites platform. In this hands on workshop you will learn how to create, customize and share your portfolio. You will learn how to set up a feedback form using Google Forms and embed it on Sites. Find out how easy it is to embed Web 2.0 tools on Google Sites and design an interactive ePortfolio.

Learning Outcomes At the end of the course, you should be able to: •SetupanePortfoliousingGoogleSites •Customizeyoursitetosuityourneeds •CreateandembedaGoogleFormtoreceivefeedback •EmbedWeb2.0toolsonGoogleSites •Shareyoursite

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Trainers, Instructional Designers, Professionals, Administrators

Pre-requisitesBasic internet skills is required.

Activities•Inthisworkshopyouwillworkindividuallytosetupand customise an ePortfolio using Google Sites



Date: 25 April 2012Time: 9:30am - 11:30am Duration: 2 Hours

SynopsisaNTUna Connect is a Presence and Messaging Application (PMA) that enhances the concept of virtual communities within an educational institution. aNTUna Connect, a virtual campus solution that incorporates classroom management system, is built upon Instant Messaging (IM) technologies such as MSN Messenger. Examples of how aNTUna Connect could be used and good practices will be shared.


•HaveanoverviewoftheuseofaNTUnaConnect in edveNTUre•CreatelivesessionsinedveNTUre


Pre-requisitesNil

Activities•Handsonopportunitiestoconductlessonsand/or meetings using aNTUna Connect


Facilitator: Mr Chan Lay Kock

Date: 20 March 2012 15 June 2012Time: 10:30am – 12:30pmDuration: 2 Hours

SynopsisAcuStudio, is an add-in for MS PowerPoint. It allows one to create voice and video-enhanced presentations from different video sources. The final presentations can be played back in CD-ROM, Windows based PC and PDA or viewed online.


•Createonlinevideorecordedpresentations using AcuStudio•Adoptgoodpracticesinplanninganddeveloping online video recorded presentations.


Pre-requisitesNil

Activities•Handsonopportunitiestocreatevideorecorded presentations using AcuStudio


Creating a teaching Portfolio with google sites

antuna Connect: the Live messenger more than a talking head: acustudio

Facilitator: Ms Catherine Tan

Date: 7 & 8 March 2012Time: 9:00am – 5:00pmDuration: 16 Hours

Synopsis“A signature quality of video is that it can help people see things they could not see before. There is a continuum of seeing outcomes. Getting clear on the learning outcome is important, because one would probably use video differently for each outcome.” (DL Schwartz and K Hartman, It is not television anymore: Designing digital video for learning and assessment, Video research in the learning sciences. Erlbaum, Mahwah, NJ, 2006)

The workshop will be highly practical as you will be involved in real-world editing approach with the use of Window Movie Maker and applied the techniques you have learnt to your video projects to enhance student learning and professional teaching in the community. Many relevant videos will be played back for you to watch and learn the techniques of editing.


•Developtheskillsandtechniquesrequiredtodesigna digital video for learning•Assembleasequenceofmediaclips•Fine-tuneasequence•Enhanceasequencewithtransitions,effectsandtitles•Adjustaudioclips•Recordvoice•Exportvideo

Target AudienceNTU/NIE Faculty, Lecturers, Teachers, Trainers, Instructional Designers, Professionals, Administrators

Pre-requisitesKeen to create media-rich content for classes and course sites to enhance students learning and professional teaching in the community, with little or no experience in Digital Video. You are encouraged to bring a thumb drive to transport workshop projects at the end of the course

Activities•Youwillhavealotofhandsonexperienceusingreal-world footages to develop your skills in using Window Movie Maker with assistance from the facilitator•Therewillalsobeopportunitiesforreflectionandsharing sessions with fellow participants on various editing techniques


Designing Digital video for Learning




SynopsisIn this course, you will be introduced to the fundamentals of planning, creating and managing digital media files so that they can be published either as a podcast or vodcast. The acquired skills will allow you to create and publish:•Secondlanguageteachingandlearningexamples•Recordedlecturesandtutorials•Supplementaryteachingnotesandcommentaries•Fieldreportsrecordedinsite•Interviewswithsubjectmatterexperts•Answerstofrequentlyaskedquestions•Examplesofnoisesinsociety~thecity,suburbsandruralareas•Examplesofrelevanttechnicalandengineeringnoisesetc

Learning Outcomes At the end of the course, you should be able to: •Considertheappropriateintegrationandapplicationof podcasting and vodcasting tools in developing teaching and learning resources •Create,editandproduceanaudiofile(s)usingAudacity •Publishtheaudiofileandproduceapodcast utilising Posterous •SubscribetoapodcastviaiTunes,Posterousand/or Google Reader •Createavodcast •Create,editandproduceavideofile(s)usingWindows Movie Maker or Quicktime •PublishthevodcastutilisingBlogger •SubscribetothevodcastviaiTunesand/orGoogleReader •Plan,createandmapacurriculumspecificlessonplan or unit of work incorporating one or more of the podcasting or vodcasting tools explored during the workshop •Integrateteachingstrategiesandpodcasting/vodcasting technologies effectively into a curriculum

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Trainers, Instructional Designers, Professionals, Administrators

Pre-requisitesIt is recommended that you bring your own headset and a thumb drive or USB Flash drive so that you can take electronic copies of resources provided during the course.

You are advised to consult the relevant resources and links available at the following web site prior to the course http://www.larkin.net.au/

Activities•Youwillworkbothindividuallyandinsmallgroupstodevelop your skills in using the applications. •Groupswillformtodesign,planandwritesampleunits of work or lesson plans that deploy podcasting and vodcasting tools, using the curriculum programming templates provided by the facilitator.


Podcasting and vodcasting for educators



SynopsisThe aim of this course is to demonstrate the practical application of the Apple iPad mobile device in an educational setting. An emphasis on hands on activities and the sharing of relevant strategies will be the hallmarks of the course. You will be guided through the use of a range of applications considered essential for educators. Important system settings, including the use of international keyboards, will also be shared.

Learning Outcomes At the end of the course, you should be able to: •Createandcomposedocuments(text,spreadsheet& presentation) and artwork •Workwithvoice&handwritingrecognitionsoftware •Create,processandpublishaudioandvideofiles •Processimagesandphotographs •Create,edit,shareandpublishmind-maps •Manage,reviewandsharefileswirelesslyandsyncfiles using iTunes •Connectwithothereducatorsviasocialmedia •Identifyandreviewgames,richnewsandmedia applications useful for educators and their students •Plan,createandmapacurriculumspecificlessonplanor unit of work incorporating one or more iPad applications •UtilisetheiPadasaprojectiondevice

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers,Trainers, Instructional Designers, Professionals, Administrators

Pre-requisitesYou must bring an iPad (fully charged) and the Dock Connectorto USB cable to the course. You are also advised to have a range of images available for processing saved to the Photos app on the iPad.

It is recommended that you bring a thumb drive or USB Flashdrive so that you can take electronic copies of resourcesprovided during the course.

Finally, participants are advised to consult the relevantresources and links available at the following web site prior to the course http://www.larkin.net.au/

Activities•Theparticipantswillworkbothindividuallyandinsmallgroups•Groupsharingsessionswillbeconductedtoenableindividual participants to share with others how they are currently applying the iPad in their organisation or classroom setting•Groupswillformtodesign,planandwritesampleunitsof work or lesson plans that deploy the iPad, using the curriculum programming templates provided


the apple iPad in teaching and Learning

Facilitator: Mr Yazid Idris

Date: 4 April 2012Time: 9:30am – 11:00amDuration: 1.5 Hours

SynopsisThe overall aim of the workshop is to introduce you to the Professor Notification Tool in edveNTUre and how this tool can be used to reach out and inform your students on important and time critical course-related messages for their learning. Enhance student engagement by extending communication beyond emails and announcements in your edveNTUre coursesites using SMS text messaging and Text-to-Voice phone calls.

Learning Outcomes At the end of the course, you should be able to: •UsetheProfessorNotificationTooltosendcourse messages and notifications to students via SMS text messaging, email and text-to-voice phone calls •IdentifywaysofusingtheProfessorNotificationToolto deliver timely, targeted and relevant messages quickly and easily.

Target AudienceNTU Faculty, Lecturers, Teaching Assistants, Administrators

Pre-requisitesKnowledge and experience in using edveNTUre (aka Blackboard Learning Management System)

ActivitiesIn this workshop, you will learn hands on to use the Professor Notification Tool in edveNTUre.


using Professor notification tool in edventure

Facilitator: Mr Chan Lay Kock

Date: 12 January 2012 8 February 2012 12 March 2012 11 April 2012 18 May 2012 11 June 2012Time: 9:30am to 5:00pmDuration: 3 x 2 Hours

SynopsisThis 3-part Lunch-and-Learn sessions introduces the features of edveNTUre. It highlights how course design can be structured; how the content can be linked and moved/copied between course areas/courses; provides hands on activities in using the new features of edveNTUre (aka Blackboard Learning Management System) to faculty and teaching staff (including Teaching Assistants) to increase faculty efficiency and foster student engagement in online course delivery.

Part I: Course Design and Content ManagementPart II: Communication and Collaboration ToolsPart III: Assessment and Assignment Management

Learning Outcomes At the end of the course, you should be able to: •NavigateinthenewBlackboardLearnenvironment •ManageandenhancetheContentManagement •ManageandenhanceinAssessmentandGradeCentre •ManageGroupAssignment,Journals,BlogsandWikis •UseTurnitinOriginalityCheckingAssignmentTool •MakeuseofresourcesforBlackboardLearn

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Instructional Designers, Administrators

Pre-requisitesKnowledge and experience in using edveNTUre (aka Blackboard Learning Management System

Activities•HandsonopportunitytousefeaturesofedveNTUre


your edventure Begins


Facilitator: Dr Carmel Heah

Date: 9 February 2012 15 March 2012 19 April 2012Time: 9:00am - 5:00pmDuration: 8 Hours

SynopsisOne of the requirements for success as a lecturer or tutor is that you be able to pronounce words in the vocabulary of academic English. In order to increase your intelligibility when you communicate in English in your field of study, you need to take responsibility for pronouncing words correctly.

This one-day course provides “rules”, practice, and feedback on the pronunciation of academic vocabulary. Care has been taken to ensure that the vocabulary focused on in this course is relevant to academic discourse. The examples and exercises are based on words from the Academic Word List (AWL) and the General Service List (GSL).

Learning Outcomes At the end of the course, you should be able to: •Differentiatebetweenthestandardpronunciationand non-standard pronunciation (mispronunciation) of academic words •Pronouncecorrectlythemostfrequentacademicwords •Pronounceclearlyspecializedwordsinyourown academic discipline •ApplybasicrulesofEnglishpronunciationtoavoid mispronouncing words •Obtainfeedbackontheclarityofyourpronunciationof academic vocabulary •Learnaboutusefulresourcesyoucanusetocontinueto improve your pronunciation

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Trainers, Instructional Designers, Researchers, Professionals

Pre-requisitesNil

Activities•Thiscoursewillincludebriefpresentationsbythefacilitator, and individual, pair, and group activities


focus on Pronunciation of academic english

Facilitator: Ms Verena Tay

Date: 20 June 2012Time: 10:00am - 1:00pmDuration: 3 Hours

SynopsisPeople have been telling stories to each other as a way of communicating information, knowledge and morals since time immemorial. Using merely the power of the spoken word, a good storyteller can evoke clear mental images and inspire the listener. If you wish to improve your storytelling skills and ability to communicate your experiences or values to others, this hands on course will provide you with practical tips on how to: •structuretellabletalesfromreallifeexperience, •rehearseandimbibestoriesintoyoursystem, •enhanceyourvocaldeliveryskills,and •tellyourstorieswithconfidenceandfromtheheart

Learning Outcomes At the end of the course, you should be able to: •Shareyourpersonalstoriesmoreeffectivelyandmakea clearer impact on your listeners


Pre-requisitesPlease bring a personal object of sentimental value and an object/picture related to the subject that you teach.

Please have in hand paper and pen/pencil for some writing exercises.

Activities•Activitieswillincludesharingandlisteningtostories amongst participants


spark: the art of Developing & telling Personal stories to enliven your teaching

Facilitator: Ms Mariam Hamid


SynopsisThe aim of this course is to assist you with identifying students who have emotional issues, and how to help such students.


•Identifytheemotional/psychologicalissuesandchallenges that students may have•Gainabasicunderstandingoftheskillsandknowledge necessary to help a student with emotional issues•Knowhowtoreferastudentforprofessionalhelp•Gainabasicunderstandingonhowtohandlea crisis/ emergency

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Administrators

Pre-requisitesNil

Activities•Facilitatorguideddiscussionsonscenariosfrom NTU students and faculty experiences


identifying and helping a student in Distress: tips for faculty

(for ntu/nie faculty and staff only)Facilitator: Ms Verena Tay


SynopsisOral communication is a vital part of our everyday lives, from expressing opinions to passing on knowledge, from presenting data to counseling others, from sharing a joke to giving instructions. Yet are you using your voice and speech effectively to communicate your intent? Do you speak the whole day and find that you are hoarse by sundown? Do you scream in a hostile environment or at your students to the detriment of your voice? Can you be heard a meter beyond you, much less at the back of tutorial rooms or lecture halls? Can you be understood when you open your mouth to speak? Do you drone on such that your students fall asleep? If so, then The Vocally Savvy Educator will provide you with key principles of effective voice and speech production that will enable you to become a more successful teacher.

The aim of this course is to raise your awareness of how the voice works and helps you to be a more effective voice user through simple, practical means.

Voice work/training takes time to be imbibed through long practice. Within the duration of this short session, I will be raising your awareness of certain principles of voice work, rather than aiming to effect a permanent change in your habitual use of voice and speech. Nevertheless, the course should heighten your consciousness in such a way that you will be able to subsequently monitor how you use your voice and make some adjustments for more effective voice usage if necessary.


•Understandbasicvocalanatomyandhowvoiceand speech are produced •Experiencehowrelaxation,alignmentandbreathsupport are vital for effective voice production •Improvevoiceprojectionthroughoptimizingresonance and vocal placement •Bemoreawareofarticulationandvocalexpressiveness•Learnhowtoachieveandmaintainvocalhealth

Target AudienceNTU/NIE Faculty, Lecturers, Teaching Assistants, Teachers, Trainers, Professionals

Pre-requisitesYou should be able to communicate fluently in English. Please come dressed in comfortable clothing so that you will not feel constricted while doing the various breathing and vocal exercises.

Activities•Youwillbeguidedthroughvariousbreathingand vocal exercises


the vocally savvy educator

Professional skillsFacilitator: Ms Catherine Claudepierre


SynopsisThis course is designed to increase awareness of the varied cultures around us, the differences and similarities between cultures and how they impact our relationship with one another.

The course will address key inter-cultural issues faced by you and will focus on development of skills needed to manage people in a cross-cultural work environment. This helps to build better relationships across cultures.


•Bemoreconsciousofyourownculturalinfluencesthat have shaped your personality & character•Recognisetheimpactofculturaldifferencesinyour relationship with others•Identifyandovercomeinter-culturalcommunication barriers that can lead to potential conflicts•Bemoresensitiveandlearntoadaptcommunicationstyle across the various cultures

Target AudienceNTU/NIE Faculty, Lecturers, Teachers, Trainers, Professionals, Administrators

Pre-requisitesNil

Activities•Thereareindividual/groupexercises,self-reflection,facilitated discussions, case study, role plays and action planning in order to give you an experiential learning


Facilitator: Ms Kelly Chopard

Date: 11 January 2012 17 May 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisThe course highlights areas of the English language that have stumped even Standard English speakers and are especially tricky for non-Standard English speakers. There is an urgent need to redress this problem.

It aims to isolate and tackle some specific language issues that pose a stumbling block for non-Standard English speakers. “Knowing it is wrong, leads to getting it right”, will be the method used to enlighten participants.

You are encouraged to use Standard English when you speak and write. In addition, common non-standard English words, phrases and expressions will be highlighted thus minimising potentially embarrassing scenarios. You will benefit from the Standard English you hear and read during the course.


•EliminateEnglishlanguageerrorscoveredinthecourse•Grapplewithandovercomeselectedgrammarproblems•Identifyspokenandwrittenerrorsindailycommunication and avoid making these mistakes•Incorporateinyourspeechandwritingwhatyouhave learnt focusing on: - Punctuation - The Apostrophe - Words that are spelt and pronounced the same but mean something quite different•Recognisehowchangingthestresschangesthemeaning of a word •Criticallyevaluateerrorsfromaroundtheworld.Whatis the message?•UsetheOverviewfeaturingthedevelopmentoftheEnglish language to do further research in areas that interest you•DifferentiatebetweenBritishEnglishandAmericanEnglish


Pre-requisitesNil

Activities•Beencouragedtointeractwiththepresenter–askquestions and share experiences•Dowrittenexercisesbasedonwhathasbeentaught•ShareyourconcernsregardingspokenandwrittenEnglish•Engageinpairandgroupwork


Cross Cultural awareness Don’t Let tricky english trick you

Professional skills 42

Personal Communication Skills • Cross Cultural Awareness 42 • Don’t Let Tricky English Trick You 42 • Everyone! Let’s Write Right [Part 1] 43 • From ‘Phone-nix (x) to ‘Phonics’ (√) Pronounce Phone-nix Correctly 43 • Grammar for Adults – The ‘No fears No tears’ Approach to Learning Grammar [Part 1] 44 • Left Brain, Right Brain, No Brain 44 • Making Your Presence Felt 45 • No More Pronunciation Boo-Boos 45 • SAY What You Mean, MEAN What you Say 46 • Technical Presentations – Do’s & Don’ts 46 • Think on Your Feet® (for NTU/ NIE staff only) 47

IT Literacy •Acrobat 9 for Business Professionals 47 • Acrobat 10 for Business Professionals 48 • Adobe After Effects CS5 48 • Adobe After Effects CS5 - Basic to Intermediate 49 • Adobe Dreamweaver CS5 - Advanced Techniques for Designers 49 • Adobe Dreamweaver CS5 - Website Development 50 • Adobe Dreamweaver CS5.5 - Jumpstart to HTML5 & CSS3 50 • Adobe Flash CS5 - Rich Content Creation 51 • Adobe Illustrator CS5 Fundamentals 51 •Adobe Photoshop CS5 Advanced 52 •Adobe Photoshop CS5 Basic 52 •Adobe Photoshop CS5 Master Class 53 •Basic Studio Lightings Setup for Digital Portrait Photography 53 •Creating Intelligent e-Forms with Acrobat 9 54 •Creating Intelligent e-Forms with Acrobat 10 54 • Digital Video Editing with Movie Maker 55 •Digital Video Production 55 •Getting Started with Twitter for Teaching and as a Tool for Professional Development 56 •Graphic Design Appreciation 56 •InDesign CS5 – Beginners to Advanced 57 •Making a Simple Chromakey Video 57 •No More Death by PowerPoint! Creating Impactful Presentations 58 •Power Design for Presentation 58 •Putting it Altogether: After Effects, Premiere Pro and Encore 59 •Sticky Presentations Express – Presentations that Wow Your Audience in a Snap 59 •Sticky Presentations Quick Start II – Power of Presentations that Creates Lasting Impressions 60 •Video Editing in Adobe Premier Pro CS5 60

Leadership •Leadership and Influence 61

Research Skills •Better Online Search and Reference 61 •Common Mistakes in Writing Research Grants 62 •Managing Research Papers for the Busy Graduate Student 62 •Writing in the Scientific Style 63

Personal Effectiveness • CREATIF Thinking 63 • Personal Branding for Educators 64 • Relationship Management and Social Problem Solving 64 • Self-Assessment on Social Emotional Competencies 65 • The Role of Social Emotional Competencies in a Successful Career and Relationship 65 • Thinking, Affective Skills and Employability Skills 66 • Working with Passion 66


Date: 12 January 2012 8 February 2012 12 June 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisThe general aim of the course is to explore the basics of good writing.

The warning: ‘You cannot take back what you put on paper or send via an electronic medium’ will be emphasised. Your written communication is your ambassador, so making a good impression is important. This will be highlighted in the course.

The specific aims of the course are first, to review the 27 written samples provided to enable participants to ‘Write Right’. These templates can be duplicated with changes so they can be used indefinitely. Second, procedures involved in the writing process will be systematically examined and explained.

Henceforth, you will use Standard English formats. Non-Standard English words, expressions and formats will be replaced with those used by Standard English speakers. This is vital if you wish to project a professional image.


•Exerciseduecareeverytimesomethingisputonpaperor communicated via some electronic medium because you cannot take back what you write•Applythe14strategiesincorporatedinthe‘Hallmarksof Successful Communication’•Focusongrammar,style,technique,precision•Identifyandavoid‘TheSinsofBadWriting’•Euphemisms–howandwhentousethem•Choosetheappropriatetemplatefromthe27providedfor your writing needs•Incorporatetheprocessesinvolvedin‘ThisBusinessof Writing’ - Planning/ Layout/ Research/ 1st Draft/ Rewriting drafts/ Editing/ Addressing the recipient(s) correctly•Useinternationallyacceptedformatswhenwriting: - Business letters - CVs/Resumes - Official letters - Emails - Notice of Meetings - Social letters - Agendas - Memos


Pre-requisitesNil

ActivitiesIn this course you will:•Workindividuallyandinpairs•Sharefears(ifany)aboutthewritingprocess•Focusonthegoodandbadsampleemailsprovided



Date: 5 & 6 March 2012 6 & 7 June 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisThe course focuses on basic grammar that adults need to know as they go about their daily activities at the office and in the social context. A language requires two elements for effective communication – vocabulary and grammar.

A practical approach to grammar acquisition has been developed. There is a conscious effort to avoid jargon (special words and expressions used by grammarians that are difficult to understand). The focus hinges on learning through examples with syntax (the way words can be put together or are put together) studied through sentences aimed at illustrating each rule. When jargon has to be used it is explained.

Getting that contract, attracting foreign clients and investments, promoting one’s country as an exhibition and conference destination, writing and delivering papers and talks at seminars and conferences, or getting that promotion often hinges on how effectively you communicate. Learning grammar is the place to start.

FACT: Effective communication goes hand in hand with good grammar.


•Significantlyimproveyourtestscore•Approachthestudyofgrammarwithgreater understanding and less fear•Communicatemoreconfidentlywhenyouspeakandwrite•Appreciatetheimportanceofthemantra–‘TheDictionary & Thesaurus are my friends’•EradicaterecurringEnglisherrorsthathavestumpedeven Standard English speakers all over the world•Identifythemanymisusedwordsandphrasesthathave found their way into the English language•Cometotheconclusionthatexploringtheworldof grammar is interesting


Pre-requisitesYou need to bring an Unabridged Dictionary (print or electronicversion), ball point pens (red & blue/black) and a ruler.

ActivitiesDuring the course, you will:•Workindividually,inpairsandingroups•Dowrittenwork•Enjoygrammargames•Sitforapre-andapostwrittentest



Date: 14 February 2012 23 May 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisThe course aims to equip non-Standard English speakers with the verbal skills to ‘sound’ words correctly, so they can be easily understood at meetings, business and social gatherings, conferences, at work and when they travel.

Learning to speak Standard English is a worthy goal. ‘The Speak Good English Campaign’ is a national effort to promote Standard English. You will benefit, as you will be able to interact confidently with Standard English speakers, especially in the workplace.

You will be in a position to help others eradicate the pronunciation errors you learnt at the course and promote the belief that speaking Standard English is a worthwhile goal.


•Usetheskillslearnttomakesenseofphonics•Isolateexamplesoflettersthatrepresentspecific‘sounds’ in words and ‘sound’ them correctly•Accurately‘sound’morethan100wordsthataredifficult for non-Standard English speakers to pronounce•Pronouncevowelsandconsonantscorrectly•Benefitfromtheexperiencesoftheintervieweesfeatured in the videos•Improveyourtestscoreattheendofthecourse


Pre-requisitesYou need to bring a mirror (approx. 6 x 8 inches in size) and an English language newspaper.

ActivitiesDuring the course, you will interact with the presenter and fellow participants. You will:•Engageinindividual,pairandgroupwork•Useamirrortohelpyouseethecorrectpositionofyourlips and tongue when ‘sounding’ words•Viewvideos,thendiscusswhattheintervieweessaid•Listwordsyouhavedifficulty‘sounding’ (taken from newspapers)


everyone! Let’s Write right [Part 1] grammar for adults – the ‘no fears no tears’ approach to

Learning grammar [Part 1]

from ‘Phone-nix (x) to ‘Phonics’ (√) Pronounce Phone-nix Correctly


Facilitator: Ms Irene Low


SynopsisThis workshop is based on Ned Herrmann’s Whole Brain® model which provides a metaphorical interpretation of how we think and identifies our preferred ways of communicating. Knowledge of this model will provide leaders with a powerful conceptual framework which can be used to help them understand and deal with the different people and challenges they face.


•Recognisethefourdominantthinkingstyles•Analyseworktasksandactivitiestodeterminewhich thinking styles are needed


Pre-requisitesNil

Activities•Thecoreprogramisaworkshoprevolvingaroundpractice, coaching and feedback


Left Brain, right Brain, no Brain


Date: 18 January 2012 13 June 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisThe general aim of the course is to promote Standard English in line with the government’s ‘Speak Good English’ campaign. It is acknowledged that speaking good English is important.

The specific aim of the course is to raise the standard of spoken English by teaching participants how to sound words correctly as they are pronounced in Standard English. This will be achieved by systematically comparing the pronunciation of words in Standard English with the incorrect pronunciation found in non-Standard English.

Regardless of one’s qualifications, a poor command of the spoken language one is communicating in has far-reaching negative consequences.


•PronounceinStandardEnglishtheselectedcommonly mispronounced 127 words•DefineandnotethedifferencebetweenStandardEnglish and non-Standard English•Recognisetheproblemsposedbymothertongue interference and employ learnt strategies to overcome them


Pre-requisitesYou need to bring a mirror (approx. 6 x 8 inches in size) and an English language newspaper.

ActivitiesDuring the course, you will:•Interactwiththepresenterandfellowparticipants•Useahandheldmirrorandwiththeassistanceofthe presenter study the position of the tongue and lips when pronouncing words•Sitforapre-test(morning)andpost-test(afternoon)



Date: 26 & 27 April 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisHave you noticed that there are some people who have the ability to draw attention to themselves by simply walking into a room. What makes them so different and what makes them stand out? Well, these people have presence. Presence is poise and confidence. It is a powerful quality and can be developed.


•Bemoreeffectiveinnetworkingtobroadenyourcurrent network within your professional arena as well as in the community•Haveabetterunderstandingofbusinessprotocoland presenting effectively


Pre-requisitesNil

Activities•Thecoreprogramrevolvesaroundpractice,coachingand feedback


no more Pronunciation Boo-Boosmaking your Presence felt




SynopsisThe specific aim of the course is to highlight the pitfalls of non-Standard English and provide you with the learning tools to eliminate English errors.

Speaking and writing Standard English is important to ensure that professionals communicating in the classroom, the workplace and in social situations, ‘say what they mean and mean what they say’ to avoid misunderstandings and potentially embarrassing situations.


•DefineStandardEnglishandnotehowitdiffersfromnon- Standard English•Distinguishbetween‘high’and‘low’varietynon-Standard English•Discuss‘codeswitching’•Develop‘self-editing’skills;apowerfultoolusedto eradicate non-Standard English•Identifyandneveruse‘made-up’words(Useadictionary)•Avoidembarrassingslips•Comprehendthatwhenyoupronounceawordincorrectly, you may spell it incorrectly so good pronunciation is important•DefendStandardEnglishby: - Establishing GOALS - Understanding the negative consequences of poor oral and written English•Identifyanderadicatenon-StandardEnglisherrorslike: - Short-cuts - Redundant words and phrases - Altering well-known expressions - ‘Faulty audio’ resulting in mispronunciation - Mother tongue interference - Tautology - Word reversal


Pre-requisitesNil

ActivitiesDuring the course, you will:•Doindividual,pairandgroupwork•Reviewerrorsspottedinlocalnewspapers•Identifynon-StandardEnglisherrorsinadvertisements•Viewfourvideosandlearnfromtheexperiencesofthose interviewed


say What you mean, mean What you say


Date: 25 April 2012 31 May 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisWhen a presentation’s content is highly technical or dense, it is a challenge to maintain audience attention and ensure understanding.

In this course, you will learn to avoid common mistakes made in technical presentations and learn ‘best practices’ for planning, structuring, and delivering presentations.


•Avoidcommonmistakesmadeintechnicalpresentations•Adaptyourcontentforeachuniqueaudience–technical or non-technical•Structureyourpresentationtofacilitateaudience’s understanding and retention of information•Beconciseandclear•Usevisualaidseffectively•Maintainaudience’sinterest,signalkeyideas,andaid retention of ideas through voice modulation

Target AudienceNTU/NIE Faculty, Lecturers, Teachers, Researchers, Professionals

Pre-requisitesNil

Activities•Thisworkshopwillinvolveshortpresentationsbythefacilitator and learn-by-doing practice presentations by participants


technical Presentations – Do’s & Don’ts


Date: 21 & 22 March 2012 28 & 29 June 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisThe Think on Your Feet® workshop begins with quick coherent thinking – the bedrock of communication – and ends with dramatically sharpening skills to communicate more convincingly. The workshop provides all-purpose strategies for organising your ideas, and shows how to match your message to your audience.


•Structureideassimplyandpersuasively•Flesh-outideaswithmemorableexamples•Targetlisteners’coreconcerns•Simplifycomplexinformation•Gettothepointandberemembered•Handleobjectionspositively•Answerquestionsquicklyandcoherently

Target AudienceNTU/NIE Faculty and Staff

Pre-requisitesNil

Activities•Thecoreprogramrevolvesaroundpractice,coachingand feedback


think on your feet®(for ntu/ nie staff only)


Facilitator: Mr Chris M S Adobe Certified Instructor/ Mr James Lee Adobe Certified Web Specialist

Date: 19 January 2012 21 March 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisThis hands on course has been crafted to empower users with the knowledge to do more than just prepare PDF files and fully maximise the potential of the Acrobat software.


•Choosetheappropriateconversionmethodstocreate a PDF document•ReduceandoptimiseaPDFdocumentfilesize•Combinefilesfrommultipleapplicationsintoasingle, polished PDF portfolio•ApplyminortextandimageeditstoPDFdocuments•UnifyingPDFdocumentswithheaders,footersand watermarks•Participateine-commentingusingtheappropriatetools•Createe-FormsusingtheFormWizard•SecurePDFdocumentsusingpasswordencryption

Target AudienceProfessionals, Administrators

Pre-requisitesYou should have working knowledge of a computer and operating system.

Activities•Inthiscourse,youwillbeworkingindividuallyatyour computer•Equippedwithasetofdetailedcoursenotesandpractisefiles, the facilitator will carefully guide you through the software•Conciseexplanationandcasestudieswillfurther enhance the learning experience and achieve the learning outcome


Facilitator: Mr Chris M S Adobe Certified Instructor/ Mr James Lee Adobe Certified Web Specialist


SynopsisThis hands on course has been crafted to empower users with the knowledge to do more than just prepare PDF files and fully maximise the potential of the Acrobat software. Using the latest Acrobat 10, you will learn how to effortlessly combine and create engaging and secure PDF-based course materials and lecture notes that can aid the learning process.


•Familiarisewiththenew,streamlineduserinterfaceof Acrobat 10•Choosetheappropriateconversionmethodstocreate a PDF document•ReduceandoptimiseaPDFdocumentfilesize•Combinefilesfrommultipleapplicationsintoasingle, polished PDF portfolio using the New PDF Portfolio Wizard•ApplyminortextandimageeditstoPDFdocumentsusing the New edit tools•UnifyingPDFdocumentswithheaders,footersand watermarks•Participateincommentingusingthenew,singleand unified annotations panel•Createe-formsusingtheformwizard•SecurePDFdocumentswithpasswordencryptionusing the new password strength meter


Pre-requisitesYou should have working knowledge of a computer and operating system.

Activities•Inthiscourse,youwillbeworkingindividuallyatyour computer•Equippedwithasetofdetailedcoursenotesandpractisefiles, the facilitator will carefully guide you through the software•Conciseexplanationandbriefcasestudieswillfurther enhance the learning experience and achieve the learning outcome


acrobat 9 for Business Professionals acrobat 10 for Business Professionals

Facilitator: Mr Wong Kin Ching Adobe Certified Instructor

Date: 25, 26 & 27 June 2012Time: 9:00am – 5:00pmDuration: 24 Hours

SynopsisThis course is designed to allow those new to post production techniques to get the most from Adobe After Effects to create motion graphics and add visual effects for film and video. Practical exercise will be used to incorporate footage with Photoshop graphics, video layering techniques, working with key frames, using masks for special effects and rendering your final project.


•Createanimationusingeffectsandpresets•Animatewithtext•Animatewithlayers•Workwithmasks•Explore3Dspace•Learndifferentrenderingtechniquestooptimisethe finished production for broadcast, DVD or the web


Pre-requisitesBasic knowledge of video editing techniques

Activities•Inthiscourseyouwillmostlyworkwithcomputerswithbrief presentations from the facilitator to develop your skills in using Adobe After Effects•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator


adobe after effects Cs5

Professional skills


Date: 22 & 23 February 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisAdobe After Effects CS5 enables you to create groundbreaking motion graphics and blockbuster visual effects. Put your ideas in motion and make it all come alive. Polish your productions with professional effects, hundreds of animation presets and much more.

This course is specially designed for you if you are completely new to After Effects, learning the fundamental concepts and features you need to master the program. If you have been using Adobe Effects for a while, you will learn many advanced features, including tips and techniques for using the latest version.


•Befamiliarwiththeworkflow•Createabasicanimationusingeffectsandpresets•Animatetext•Workwithshapelayers•Animateamultimediapresentation•Animatelayers


Pre-requisitesYou should have a working knowledge of a computer and operating system.

Activities•Inthiscourse,youwillbecreatingoneormorespecific elements on the real world project•Helpandfeedbackwillbeavailablethroughassistancefrom the facilitator


adobe after effects Cs5 - Basic to intermediate

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Facilitator: Mr James Lee Adobe Certified Web Specialist

Date: 24 & 25 May 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisThis advanced course teaches web designers and aficionados on how to control the appearance of their web site by employing Cascading Style Sheets (CSS) which is considered best practices in web-design. You will also start to employ Ajax technology using Spry widgets and behaviours.


•Createahighlyinteractiveyetwebstandardswebsite•AppreciatethelatesttechnologiesthatdrivestheWeb•Workingwiththebestpracticesofwebsitedesign


Pre-requisitesFamiliar with basic HTML or have experience working with Dreamweaver.

Activities•Inthiscourseyouwillmostlyworkwithcomputerswithbrief presentations from the facilitator to develop your skills in using Adobe Dreamweaver to create a website•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator


Facilitator: Mr James Lee Adobe Certified Web Specialist Mr Chris M S Adobe Certified Instructor

Date: 16 & 17 January 2012 15 & 16 March 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisAdobe Dreamweaver Website Development is web layout course that provides you the knowledge and hands on practice you need to build and manage web sites using contemporary techniques. The workshop will be highly practical with you having ample opportunities to work with Dreamweaver to create a website.


•Buildandmaintainawebsitewithconfidenceandease•Appreciatethelatesttechnologiesthatdrivestheweb•Overcomecommonpitfallsthatbesetswebsitedesign•Integratetheseamlessworkflowwithothervarious Adobe technologies


Pre-requisitesFamiliar with the basic operations of a computer.



adobe Dreamweaver Cs5 - advanced techniques for Designers

adobe Dreamweaver Cs5 - Website Development


Date: 16 & 17 April 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisWith the rapid growth of mobile and tablet devices, creating a web-site that looks good in a myriad of screen-sizes can be challenging. This course showcases Dreamweaver’s support for the latest web technologies using HTML5 and CSS3 in overcoming these obstacles. Focus will also be on resolving the different device target challenges ranging from playing videos without any plugins to creating snazzy designs using pure CSS3.


•UnderstandtheimportanceofHTML5•Integratemultimediaelementswithoutanyplugins•Createdesignelementslikedrop-shadowsandrounded corners without using graphics•Createasitethatlooksgoodinmulti-resolutions


Pre-requisitesFamiliar with web concepts and basic CSS (Cascading Style Sheets).



adobe Dreamweaver Cs5.5 - Jumpstart to htmL5 & Css3

Professional skills


Date: 2 & 3 February 2012 4 & 5 April 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisThis course teaches those who are interested in creating engaging and interactive content for presentation purposes or content for the web, on how to create highly interactive animation elements. You will learn to employ rich media like videos, sounds and typography to create engaging content for the web.


•Integraterichmedialikesoundandvideointoan animated sequence •Appreciatetheseamlesstransitionsworkingwiththeother Adobe applications •Createinteractiveelementstoenhanceuser-experiences


Pre-requisitesFamiliar with basic operations of a computer.

Activities•Inthiscourseyouwillmostlyworkwithcomputerswithbrief presentations from the facilitator to develop your skills in using Adobe Flash to create interactive elements for the web•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator


adobe flash Cs5 - rich Content Creation

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Facilitator: Mr Victor Cheah Siew Chuan Adobe Certified Instructor


SynopsisThis one-day course teaches the fundamental concepts and skills for working with Adobe Illustrator to create vector artwork for both print and the Web. The topics in this course cover capabilities and tools of Illustrator, the interface, image considerations, how to save and print Illustrator files, and working with basic shapes, selecting images and colour.

Upon completion of this course, you should be able to use these skill sets to further enhance your lecture materials in order for the students to have a more visual learning experience during lectures.


•Workwithobjectsandsymbols•Identifykeyfeaturesofdrawingandmanipulatingshapes•Identifyfeaturesofthecolourandswatchespalettes•Addandformattext•Applyeffects,filtersandstyles•Workwithlayers•Saveforprintandweb


Pre-requisitesFamiliar with the basic operations of a computer.

Activities•Inthiscourseyouwillworkindividuallyatacomputer,with presentations from the facilitator to develop your skills in using Photoshop software



Date: 28 & 29 May 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisIn this course, you will learn advanced concepts in Photoshop. You will practice advanced image correction techniques, complex selections and working with layers and channels. You will also learn to create effects, understand colour calibration and enhance your productivity by the use of batch processes and Photoshop actions.

Upon completion of this course, you should be able to use these skill sets to further enhance your materials in order for students to have more visual learning experience.


•Evaluatedifferentfiletypesforuseinprintandweb•Useselectivecolour,unsharpmaskfilterandnoisefilter for advanced image correction•Makeselectionsbyusingthecolourrangecommand•Workwithlayercompsforvariouschoiceoflayout•Uselayermaskforselectivelycontrol,withouterasing,the visible portions of an image•Createaknockouteffectwiththeknockoutoptions•Alignandcombinelayersforadvancedcomposition•Usechannelmasktoholdcolourinformation,toholdspot colour information, and to hold selections.•Usechannelmasktocontrolfiltereffects•Usequickmaskmodetomodifyselections•Applyeffectsusingtheliquifyfilter,lenscorrectionfilter, lens blur filter, photo filter, and vanishing point filters for keeping proper perspective •Understandtheuseofdifferentcolourmodes•Workwithmonotones,duotones,tritonesforthepurpose of colour options•CreatecolourdynamicusingthemergetoHDRcommand•Workwithautomatecommandslikebatchfileprocessing, using photomerge, creating pdf presentation, and creating web photo gallery •Createactionsforthepurposeofbatchprocessing•CreateanimatedgifinPhotoshop•Learnmoretipsandtricks


Pre-requisitesAttended a basic course of Adobe Photoshop and needed some advanced skills to use Photoshop more effectively.

Activities•Inthiscourseyouwillworkindividuallyatacomputerwith presentations from the facilitator, to develop your skills in using Photoshop software•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator


adobe illustrator Cs5 fundamentals adobe Photoshop Cs5 advanced


Date: 15 & 16 February 2012 18 & 19 April 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisIn this course, you will learn to use several tools for selecting parts of images, move, duplicate, and resize images. You will learn to use layers and apply layer effects and filters to create special effects, including lighting and texture effects.

Additionally, you will use painting tools and blending modes to create shading effects and will perform adjustments to contrast and colour balance. New features for CS5 will also be highlighted. Finally, you will save images in formats for print and Web use.

Upon completion of this course, you should be able to use these skill sets to further enhance your lecture materials in order for the students to have a more visual learning experience during lectures.


•Identifythedifferencesbetweenrasterandvectorgraphics and manipulate Photoshop’s various graphic tools and controls•Selectappropriateresolutionsfordifferentimage,output types, resize and crop image areas•SelectimageareasusingtheLasso,Marquee,MagicWand tools and use alpha channels to save and load selections•Createandmanipulatemultiplelayerstocomposite images easily•Applyblendingandshadingeffectstocreaterealistic composites•Identifythecharacteristicsofbitmap,grayscale,duotone and colour images•SelectcoloursusingtheColourPalette,ColourPicker, Eyedropper tool and use Photoshop’s painting tools to create artwork or to retouch photographs•Addandformattextwithinanimageandapplylayereffects and filters to create special effects including lighting effects and textures•Modifythebrightness,contrast,colourbalance,hueand saturation of images•Saveimagesinfileformatsforusewithotherapplications and the Web•LearntousesomenewfeaturesofCS5


Pre-requisitesFamiliar with the basic operations of a computer with little or no experience using Adobe Photoshop.

Activities•Inthiscourseyouwillworkindividuallyatcomputer,with presentations from the facilitator, to develop your skills in using Photoshop software•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator


adobe Photoshop Cs5 Basic

Professional skills



SynopsisLearn Photoshop CS5 expert tips in just one day. Imagine being able to master some of the advanced Photoshop techniques exploited by the experts.

In this session, you will walk through a set of Photoshop expert techniques which would take your knowledge of Photoshop to the next level.

Upon completion of this course, you should be to use these skill sets to further enhance your lecture materials in order for the students to have a more visual learning experience during lectures.


•WorkinCameraRaw•CreateasplittoneforaspecialeffectinCameraRaw•Mergemultiplerawphotosto32-bitHDR•UsePhotoshopCS5’sblackandwhiteconverter•Applyasplitneutraldensityfilterusingsmartobjects•Makeaphotolooklikeagalleryprint•Createanonlinephotogalleryusingthe Adobe Media Gallery•PuthighresolutionphotosonthewebbyusingZoomify•UsetheBlendIftoblendtextintoapicturecreatively•Realisticdigitalwatercolourpainting•Createandmodifyavideolayer•Workwith3Dfiles

Target AudienceProfessionals

Pre-requisitesAttended a basic and advanced course on Photoshop. Experienced users are also most welcome, particularly designers and photographers.

Activities•Inthiscourseyouwillworkindividuallyatacomputer,with presentations from the facilitator, to develop your skills in using Photoshop software•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator


adobe Photoshop Cs5 master Class

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Facilitator: Mr Paul Ang

Date: 24 May 2012Time: 9:30am – 5:00pmDuration: 7.5 Hours

SynopsisIn this practical course you will learn how to use various lighting techniques to achieve a correct exposure for the digital portraits in terms of the lighting contrast between the shadows and highlight areas of the human face.


•Usethevariouslightingsandlightingmodifiers•Setthelightingratiorequiredontheexposuremeterto achieve proper exposure for digital portraits

Target AudienceProfessionals

Pre-requisitesBasic knowledge of handling DSRL camera.You are encouraged to bring your own DSRL camera.

Activities•Thissessionwillprovideyouopportunitiesfor hands on experience


Basic studio Lightings setup for Digital Portrait Photography


Date: 20 February 2012 23 April 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisPDF forms can be much more than something to print, fill out by hand, and fax back. Within Acrobat, interactive fields can be created easily for submission via email thus enabling a truly paperless exchange of information.

Using Adobe Acrobat, you can easily create fillable PDF forms from existing documents. You can use the Acrobat Form Wizard to walk you through a series of simple steps to turn an existing form into a fillable PDF form or manually customise by having additional fields, checkboxes and drop-down menus.


•AppreciatethedifferentformcomponentsofAcrobat•UtilisetheFormDistributionprocesstoaggregatedata into a spreadsheet •Sort,filterandprintouttherelevantdata


Pre-requisitesFamiliar with using Adobe Acrobat.

Activities•Inthiscourseyouwillmostlyworkwithcomputerswithbrief presentations from the facilitator to develop your skills in using Adobe Acrobat to create interactive forms.•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator


Creating intelligent e-forms with acrobat 9



SynopsisYou can now create interactive forms without the complexity of programming the form elements on your own.

Using Adobe Acrobat, you can easily create fillable PDF forms from existing documents. You can use the Acrobat Form Wizard to walk you through a series of simple steps to turn an existing form into a fillable PDF form or manually customise by having additional fields, checkboxes, and drop-down menus.

At the end of the session, you will be skilled to create an electronic form with confidence. You can include a digital signature in the forms too.


•AppreciatethedifferentformcomponentsofAcrobat•UtilisetheFormDistributionprocesstoaggregatedata into a spreadsheet •Sort,filterandprintouttherelevantdata


Pre-requisitesFamiliar with using Adobe Acrobat.

Activities•Inthiscourseyouwillmostlyworkwithcomputerswithbrief presentations from the facilitator to develop your skills in using Adobe Acrobat to create interactive forms•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator


Creating intelligent e-forms with acrobat 10



Date: 4 & 5 June 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisMovie Maker is a great video editor for the Windows user. It is capable of importing video from a digital camcorder so that you can edit your own movie on your computer. The course comes bundled with a large selection of movie effects, transitions and titling options. The course’s greatest strength is its ease of use and video novices can pick it up quickly.

The workshop will be highly practical as you will be involved in real-world editing approach and applied the techniques you have learnt to your video projects to enhance student learning and professional teaching and corporate learning in the community. Relevant videos will be played to learn the techniques of editing.

This course is intended for anyone who is completely new to video editing and who wants to start or tackle a particular video project to enhance teaching and corporate learning.


•Assembleasequenceofmediaclips•Fine-tuneasequence•Enhanceasequencewithtransitions,effectsandtitles•Adjustaudioclipsandvoicerecording•Exportvideo


Pre-requisitesFamiliar with the basic operations of a computer, with little or no experience in Digital Video Editing. You are encouraged to bring a thumb drive to transport workshop projects at the end of the course.

Activities•Youwillhavehandsonexperienceusingreal-world footages to develop your skills in using Window Movie Maker with assistance from the facilitator•Therewillalsobeopportunitiesforreflectionandsharing sessions with fellow participants on various editing techniques


Digital video editing with movie maker


Date: 5 & 6 January 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisIn this course, you will learn about the basic principles of making a video. The facilitator will take you through the three-step process: Pre-production stage, Production stage and Post-Production stage and also share with you a lot of real life experiences as how to make a good video.

The course will be highly practical and have plenty of hands-on experience to learn the right approaches and techniques to produce different genre videos to enhance student learning, professional teaching and corporate learning in the community.


•Planthevideoandgathertheresourcesyouneed•Acquirebasicdigitalvideostoryboardingtechniques•Essentialshootingtechniques•Essentialdigitalvideocameratechniques•Essentiallightingtechniques•Differentvideointerviewstechniques•Capturedifferentshotsizes•Recordsound


Pre-requisitesFamiliar with the basic operations of a computer. This course is intended for people who are completely new to video making and who may be wondering where to start or how to tackle a particular video project. You are encouraged to bring a thumb drive and save workshop projects at the end of the course.

Activities•Inthiscourseyouwillbeworkingindividuallyandingroups to develop your abilities in relation to the learning outcomes, to gain peer feedback on your progress, and to brainstorm•Helpandfeedbackwillbeavailablethroughcoursenotesand assistance from the facilitator


Digital video Production

Facilitator: Ms Chan Hsiao-yun

Date: 29 May 2012Time: 9:30am – 11:00amDuration: 1.5 Hours

SynopsisThis is a hands on session that will take you through the basics of Twitter. We will spend some time trying out simple strategies for using it with learners and to build a PLN (Personal Learning Network).


•UseTwittertofollowTwitterusers•TrackTwitterconversationswithhashtags(e.g.#edtech)•Tweet,retweetandmention(orreplyto)users•UseTwittermanagementapplicationsTweetDeck and TweetChat•Experimentwithsimplein-classusesofTwitter

Target AudienceNTU/NIE Faculty, Lecturers, Teachers, Researchers

Pre-requisitesYou should have an unprotected Twitter account. You are not required to have any experience with using Twitter.

You are required to use the TweetDeck software. You may choose to bring your laptop that already has it installed. This software is free to download from https://www.tweetdeck.com/desktop/

Activities•Thissessionwillprovideyouopportunitiesforhandson experience


getting started with twitter for teaching and as a tool

for Professional DevelopmentFacilitator: Ms Shirley Tan Adobe Master Instructor

Date: 19 March 2012 8 June 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisThis workshop is specially designed for professionals who want to uncover and harvest the power of managing business publications. Be it a newsletter, a marketing brochure or a booklet, you can now get significantly more productive and offer constructive ideas to your team.

When engaging external designers or services, knowing these concepts ensure that you can communicate your requirements and needs clearly to them.


•Taketheguessworkoutofyourprintpublishingworkflow•Answermanymind-bogglingquestionssuchas:“WhydoI need to provide images in certain file format?’ and “Why is the printed colour of my logo so different from what I saw on the screen?”•Understandthevariousstagesofcommercialprinting•UnderstandtheprinciplesofVisualDesign•UnderstandTypographymyth•Developaneyetoidentifya“good”and“bad”publications•Witnessaprofessionaldemonstrationonthekeyfeatures in Photoshop and InDesign•BONUS–Problemsolving:Facilitatorwilldispenseadvice on any existing graphics concerns or issues faced by you


Pre-requisitesA good starting point for anyone moving into the world of print publishing or anyone managing and co-ordinating the printing of collaterals.

Activities•Thefacilitatorwillprovideasetofdetailedcoursenotes,case studies, examples and illustrations to help you grasp the print publishing workflow and concepts•Itwillbedoneinahighlyinteractivemanner,withdiscussions and analysis of case studies•Thefacilitatorwillalsoguidetheyoutodraftyourown checklist which can be used when you are managing your own projects


graphic Design appreciation


Facilitator: Mr Chris M S Adobe Certified Instructor/ Ms Shirley Tan Adobe Master Instructor

Date: 9 & 10 February 2012 21 & 22 May 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisThis hands on course has been crafted for you to learn the features of InDesign quickly and effectively.


•SetupanInDesigndocumentusingcolumns,grids, guides, margins, master pages and frames•Import,edit,threadandstyletext•Applytypographiccontrolslikekerning,tracking and leading•Addcreativedesignelementsandspecialeffectstospice up your layout•ImportgraphicsfromprogramssuchasAdobePhotoshop, Adobe Illustrator and Adobe Acrobat•Understandthedigitalprintingprocess•Identifyprintingerrorsinrealtimeusingpre-flight•Preparepackagetosendforexternalprinting


Pre-requisitesYou should have a working knowledge of a computer and operating system. A good starting point for anyone moving into the world of publishing and also for print professionals who are switching to the InDesign software.

Activities•Inthiscourse,youwillbeworkingindividuallyatthe computers•Equippedwithasetofdetailedcoursenotesandpractisefiles, the facilitator will carefully guide you through the software•Conciseexplanationandbriefcasestudieswillfurther enhance the learning experience and achieve the learning outcome


inDesign Cs5 – Beginners to advanced

Facilitator: Mr Eric Ng Chin San


SynopsisIn this course, you will learn basic concepts on videography in green screen background and applying chromakey for the treatment using free video editing software available online. You will be able to shoot interesting yet simple videos using consumer cameras and under normal room conditions. You will also learn to how to get affordable and appropriate materials for your green screen background. This course provides you a very cost effective way of doing a decent chromakey effect video even at home.


•Thefundamentalprocessofchromakeyandusage•Properusageofclothingandbackground•Basicknowledgeinlightingconditionsandexposure•Capturingthesubjectandmediatransfers•Usingfreevideoeditingsoftwareavailableonline (NCH Video Pad Editor) to edit•Performsimplevideo/imagecompositingprocess and output


Pre-requisitesThis course is designed for those who have little or no experience using consumer cameras and who needs to learn the basic skills that are necessary to produce an interesting chromakey effect video.

Activities•Thissessionwillprovideyouopportunitiesforhandson experience


making a simple Chromakey video

Facilitator: Ms Chan Hsiao-yun

Date: 11 June 2012Time: 9:30am – 11:30amDuration: 2 Hours

SynopsisEven though we’ve all endured mind-numbing PowerPoint sessions ourselves, not inflicting Death by PowerPoint on others can be a real challenge. This session aims to provide those with no background in design with some simple principles to follow when designing PowerPoint slideshows.


•ApplysomesimpleprinciplesofPowerPointdesignto produce effective PowerPoint slideshows for presentations


Pre-requisitesSome experience with using PowerPoint.

Activities•Youwillattempttoapplytheprinciplescoveredinthiscourse to a PowerPoint slideshow you have created in the past•PleasebringyourPPTfileonaUSBdrive


no more Death by PowerPoint! Creating impactful Presentations

Facilitator: Mr Kelvin Lee

Date: 5 & 6 March 2012 14 & 15 May 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisMillions of powerpoint slides are being generated everyday and countless hours of hard work have been invested to prepare them. Sadly for most of the presentations, the presenters fail to bring their message across effectively.

We have discovered that most people have no problems using PowerPoint. The main problem is that people do not understand how their audience absorbs and digests information visually. Very often ignoring fundamentals of design and visual communications.

It is for this cause that Power Design For Presentation was created.


•Understandthedynamicsofdesignwhencreating your slides•Knowwhycertainfontsshouldneverbeusedin presentations•Discoverthetopfivemainannoyancesoftheaudience•Learnhowtosetyourselfapartbycreatingunique templates•Beequippedtopresentcomplexdiagramswithan effective and powerful technique•Discoverhowyoucanleadyouraudiencethroughdata- heavy presentation with “Signposting”•Knowhowyouraudienceprocessesyourmessageasthey listen to you•Learnhowyourchartsanddiagramscanbepresented with more creativity and efficiency

Target AudienceLecturers, Teachers, Professionals, Administrators

Pre-requisitesYou must have good working knowledge of MS PowerPoint 2007.

Activities•YouwillbegivenPowerPointslidestoworkonthroughthe entire two days•Youwillalsoberequiredtocritiqueontheworkdoneby other participants


Power Design for Presentation


Facilitator: Mr Woon Wai Meng

Date: 20 & 21 June 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisMany have been awed by the visual effects and motion graphics, seen on big screens and television. But few realize it is achievable. Using the latest design tools which are widely available, they can make their very own ideas come true.

The facilitator will share the various techniques used by professionals to create visual effects and motion graphics during the post-production or design phases. Techniques shared can be used for visual effects compositing, home videos, even as teaching illustrations.

Learning Outcomes The final objective for this course is to share the various techniques used by professionals to create visual effects and motion graphics during the post-production or design phases.

Techniques shared can be used for visual effects compositing, home videos, even as teaching illustrations.

At the end of the course, you should be able to:•Applytechniques(e.g.Videoediting,Soundeffects, Green-screen keying, Visual effects compositing, Motion graphics animations) to produce a DVD menu with rich motion graphics


Pre-requisitesAbility to use either a Macintosh or PC is a must.Working knowledge of Adobe After Effects, Adobe Encore, Adobe Photoshop, Adobe Premiere Pro would be preferred.

Activities•Youareencouragedtoactivelyparticipateinthesessionand try to complete a project which you can freely use in any of your personal projects


Putting it altogether: after effects, Premiere Pro and encore

Facilitator: Mr Ang Tian Teck

Date: 17 January 2012 28 May 2012Time: 1:00pm – 5:00pmDuration: 4 Hours

SynopsisThe Amazing Sticky Presentations™ Express is a condensed version of the 2-day flagship Sticky Presentations workshop. This is a unique interactive training workshop that opens doors for the individual to be a better presenter. The workshop is delivered without hands on and so no computer is required during the workshop. Concepts and techniques for developing presentations that create lasting impressions will be explored.

This workshop is suitable for anyone who aspires to be a better presenter, including educators who are looking to create appealing presentations to enhance students’ understanding.


•Understandtheimportanceofeffectivepresentation design and what is required for an effective delivery•ApplytheconceptofStickyPresentationsanddevelop alternative approaches to presentation design•BreakawayfrombulletpointtemplatesofPowerPointand develop presentation visuals that create lasting impressions•Createpresentationusingeffectivemessagesandimages in PowerPoint and Keynote

Target AudienceNTU/NIE Faculty, Lecturers, Teachers, Professionals, Administrators

Pre-requisitesBasic knowledge of using presentation software is required (e.g. PowerPoint or Keynote). Presentation experience would be an advantage.

Activities•Thiscourseconsistsoflectures,sharingandmini-exercises•Youwillbeparticipatinginshortexercisesthatrequireyouto think-out-of-the-box and share your ideas•Therewillbeindividualandgroupexercises•Oneoftheexerciseswillrequireyoutomakea60 seconds presentation


sticky Presentations express – Presentations that Wow your audience

in a snapFacilitator: Mr Ang Tian Teck

Date: 6 & 7 February 2012Time: 9:00am – 5:00pmDuration: 16 Hours

SynopsisThe Amazing Sticky Presentations™ Quick Start II is a unique interactive training workshop that opens doors for the individual to be a better presenter. This workshop is delivered to allow immediate applications through hands on exercises and experimentation of advanced techniques using workplace presentation projects.

This workshop is suitable for anyone who aspires to be a better presenter, including educators who are looking to create appealing presentations that enhance students’ understanding.


•Understandtheimportanceofeffectivepresentation design and what is required for an effective delivery•ApplytheconceptofStickyPresentationsanddevelop alternative approaches to presentation design•BreakawayfrombulletpointtemplatesofPowerPointand develop presentation visuals that create lasting impressions•Createpresentationusingeffectivemessagesandimages in PowerPoint and Keynote•Applyadvancedtechniquestoworkplacepresentation projects•Receiveevaluationreportofpresentation


Pre-requisitesBasic knowledge of using presentation software is required (e.g. PowerPoint or Keynote). Presentation experience would be an advantage.

Activities•Thiscourseconsistsoflectures,sharingandmini-exercises•Youwillbeparticipatinginshortexercisesthatrequireyouto think-out-of-the-box and share your ideas•Therewillbeindividualandgroupexercises•Oneoftheexerciseswillrequireyoutomakea60seconds presentation•Therewillbeahandsonsessionwhereyouwillworkonyour notebook or computer applying the concept learnt to actual presentations you do at work•Youwillgettopresentyourfinalprojectattheendofthetwo days and receive a presentation evaluation report

Course Fee S$400.00 (subject to 7% GST)* Fee waived for NTU/ NIE Faculty and Staff.

sticky Presentations Quick start ii – Power of Presentations that Creates

Lasting impressionsFacilitator: Ms Catherine Tan

Date: 9, 10 & 11 May 2012 Time: 9:00am – 5:00pmDuration: 24 Hours

SynopsisThe overall aim of the workshop is to introduce the basic and intermediate features of Adobe Premiere Pro CS5, a powerful video editing software package designed for both professionals and amateurs. Premiere Pro can capture audio and video from a variety of sources including HDV and mini DV, AVCHD and etc. Educators can use digital videos to enhance student learning and professional teaching.

This workshop will be highly practical as you will be involved in real world editing approach and apply the techniques learnt to your video projects.

The lesson will follow the typical sequential steps video editors use to complete a project, starting with acquiring video, laying down a cuts only video, adding effects, sweetening the audio track and exporting the project to DVD, Blu-ray Disc, or Flash.

Relevant videos will be played back for you to watch and learn the techniques of editing.


•ConnectthedigitalvideocameratothePC•Optimisesettingsforcapturingvideoforediting•Arrangestoryboards•Assembleasequenceoffootage•Finetuneasequence•Enhanceasequencewithtransitions,effectsandtitles•Adjustaudioclips•Exportvideo


Pre-requisitesYou are encouraged to bring a thumb drive to transport workshop projects at the end of the course.

Activities•Youwillhavealotofhandsonexperienceusingreallife footages to develop your skills in using Premiere Pro CS5 with assistance from the facilitator•Therewillbeopportunitiesforreflectionandsharingsessions with fellow participants on various editing techniques


video editing in adobe Premier Pro Cs5


Facilitator: Mr Chander Naidu


SynopsisThe course describes the importance of influence for leaders in today’s complex organizations. It demonstrates how you can influence your organization, build stakeholder alliances and engage in constructive dialogue to address possible blind spots. It helps you to promote consensus and action, as well as manage and motivate for long-term results.


•Understandtheroleofaleader•Understandthedifferentbehaviouralstylesofothers, relative to your own•Bemoreadaptableandeffectiveinyourcommunication with others•Usethreetechniques(credibility,reciprocityand persuasion) to increase influence•Analyzestakeholderstopreparetheappropriateinfluence strategy to get things done


Pre-requisitesYou need to prepare a personal profile which includes a PASSION questionnaire prior to the course.

Activities•Thisworkshopwillprovideyouwithexperiential learning opportunities. •Therewillbeindividual/groupexercises,self-reflection, facilitated discussions, role plays and action planning


Leadership and influence

Facilitator: Mr Preetam Suresh Rai Apple Distinguished Educator

Date: 28 March 2012Time: 2:00pm – 4:00pmDuration: 2 Hours

SynopsisThis presentation will help you become a better online researcher.


•UsesmarterGooglesearch•Findpresentationsandresearchpapersona particular topic•Searchlanguagespecificcontent-whataregoodsearch engines and forums for Chinese, Japanese and other internets•Socialsearchforonlineethnography•Archivetoolsandtimeshiftingtoolsthatletyoumark content for future reading on mobile devices•Searchforaudioandvideo•Performreputationanalysisononlinesourcesand online trust

Target AudienceNTU/NIE Faculty, Lecturers, Teachers, Trainers, Researchers, Professionals, Administrators

Pre-requisitesYou should have basic internet skills.

Activities•Therearesomehandsonduringthecourse

Course Fee S$100.00 (subject to 7% GST)* Fee waived for NTU/ NIE Faculty and Staff.

Facilitator: Professor Cheung Yin Bun

Date: 20 March 2012 Time: 3:00pm – 4:30pmDuration: 1.5 Hours

SynopsisThis information sharing session aims to help researchers develop competitive grant applications for clinical studies. It will focus on the mistakes commonly seen in grant applications and on the prevention of such mistakes. It will go through the four major sections of a typical grant application: Aims, Significance, Preliminary Data, and Methods, as well as logistics and budget matters.


•Understandthegeneralstructureandmajorcomponents of a grant application for submission to funding agencies for clinical research•Identifythecommonmistakesindifferentpartsofa grant application•Knowhowtopreventthecommonmistakes

Target AudienceNTU/NIE Faculty, Lecturers, Teachers, Trainers, Researchers, Professionals

Pre-requisitesNil

Activities•Seminarstylewithopportunitiesforinteractionandfeedback


Better online search and reference Common mistakes in Writing research grants

Facilitator: Professor Casey Chan

Date: 18 January 2012Time: 2:00pm – 3:30pmDuration: 1.5 Hours

SynopsisModern journal reference management software can save you time to improve your research efficiency and to keep up with the latest research publications. There are a wide variety of tools that enable the user to search, save, organize, cite and share bibliographic data. The advantage of using journal reference management software is that it reduces multiple steps normally required in managing bibliography and PDFs to a few simple clicks or a drag and drop. WizFolio is a web-based journal management application using the latest Web 2.0 technology. There are two additional productivity tools in WizFolio, one for citation and the other for gathering information from any webpage. This workshop will help you acquire the skills necessary to use WizFolio to organize, share and cite your research collection.


•Createfolders,flagandtagitems•SearchusingSimpleandAdvancetools•Searchusingnativesearchinterface•LocatePDFswithoneclick•Createnewitems - manually - by uploading PDFs, - by copying from clipboard - by importing from RIS file•UsingCitationtoolforcitinginscholarlywriting,including: - Inserting in-text citation - Editing citation - Choosing citation style - Editing and saving citation style•Grabbinginformationfromwebpageandinsertingitinto your account

Target AudienceGraduate Students, NTU/NIE Faculty, Lecturers, Researchers

Pre-requisitesNil

Activities•Handsonopportunitiesduringtheinfo-sharingsession

Course FeeNil

managing research Papers for the Busy graduate student



Date: 29 March 2012 10 May 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisAs a scientist or an engineer, you need to write about your research and communicate your findings for a variety of purposes – from applying for grants to writing journal articles or conference papers. A strong writing style is essential both to inform readers and persuade readers.

A good scientific writing style is characterised by precision, clarity, conciseness, directness, simplicity of language, and logical flow. In this workshop, you will learn to write with these characteristics by using language and grammar tools appropriately.


•Identifythekeycharacteristicsofaneffectivescientific writing style•Demonstratethesecharacteristicsatsentence-leveland discourse-level writing tasks•Edityourownwritingaswellasthatofothersusinga style checklist

Target AudienceNTU/NIE Faculty, Lecturers, Researchers

Pre-requisitesNil

Activities•Briefpresentationsbythefacilitator•Analysisofsamplesofgoodandpoorwriting•Individualandgroupwritingtasks•Peerreviewofdrafts


Writing in the scientific style

Facilitator: Mr Lim Jun Han

Date: 26 & 27 March 2012Time: 9:00am – 5:00pm & 9:00am – 1:00pmDuration: 12 Hours

SynopsisThis course will discuss the ingredients for creativity. It will show that creativity is a natural attribute in all of us and a right attitude of mind will allow this innate ability to express itself as well as open us to take a more creative outlook in our handling of day-to-day tasks. It introduces the CREATIF way as a strategy to bring this about at the individual level as well as for application in a group situation. You will take home from the workshop ideas and tools to enhance creativity in conducting lessons and in your research work. You will also be better equipped to bring out the creativity in your students.


•ApplytheCREATIFwaytoproblemsolving•Taponthepoweroftheintuitionforcreativity•Makenecessaryadjustmentstoyourlifestyletoallowforthe development of creative habits•Createaworkingenvironmentconduciveforcreativity,both at the personal level and when working with others•Encouragecreativityamongyourstaffandengendera creative climate in the office environment (for supervisors)

Target AudienceNTU/NIE Faculty, Lecturers, Teachers, Trainers, Researchers, Professionals, Administrators

Pre-requisitesNil

Activities•Brain-teasersandpuzzleswillbeusedtohighlightcommon mistakes and mindsets that hamper creativity•Therewillbegamesandproblemsolvingsimulationstobring home some key lessons of the workshop•Someoftheactivitieswillbecarriedoutindividually,others in groups


Facilitator: Mr Preetam Suresh Rai

Date: 13 January 2012Time: 2:00pm – 5:00pmDuration: 3 Hours

SynopsisAs students and the industry become more aware of the web, they want to learn more about their trainers and consultants. It is very likely that they will Google your name before they write to you. Online workshops and seminars are also increasing in popularity helping us reach out beyond our borders. It is time we start building our online profiles and increase our visibility on the web. In this workshop we will explore platforms and strategies that will help you monitor and build your online visibility.


•Scanandmonitoryouronlinereputation•CreateaLinkedInprofileforprofessionalnetworking•UseFacebookpagesandblogstointeractwithyouraudience•Createpodcaststobuildacollectionofstories•Knowwhereandhowyoucangivewebinarsandspeakin live events in Singapore and the region•Buildyourpersonalbrandingplan

Target AudienceNTU/NIE Faculty, Lecturers, Trainers, Researchers, Professionals

Pre-requisitesBasic internet skills

Activities•Inthiscourseyouwillworkindividuallyatacomputer•Helpandfeedbackwillbeavailablefromthefacilitator


Creatif thinking Personal Branding for educators

Facilitator: Dr Agnes Chang Shook Cheong

Date: 10 January 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisEmployers have found Singapore workers skilled in resolving technical problems, but are generally weak in managing relationships at work and social problem solving. Poor relationship management will disrupt smooth working routine and weaken the efficiency of workers. This course attempts to alert you to the significance of relationship management and social problem solving in your working and social lives.


•Connectrelationshipmanagementandsocialproblem solving to efficiency in working life and leadership•Self-analyzeyourefficiencyinrelationshipmanagementand social problem solving•Developessentialrelationshipmanagementskillsandsocial problem solving skills to enhance your working and social life


Pre-requisitesNil

Activities•Youwillengageinsharingexperiencesandapplicationof skills learnt in problem solving


relationship management and social Problem solving




SynopsisThe workshop aims to assist you in understanding one’s own strengths and weaknesses in social-emotional competencies. The self-feedback would enhance the maximizing of one’s strengths and improving one’s weaknesses.


•Identifythefactorsinfluencingyoursocial-emotional competencies•Devisewaysofnurturingyourstrengthsandminimizingyour weaknesses•Self-analysethesituationswhenyouareweakestinself- control and objective decision making


Pre-requisitesNil

Activities•Inthisworkshop,participantswillbeengagedinthink-pair- share dilemma case solving and role-play


self-assessment on social emotional Competencies



SynopsisThe workshop will connect relationships between critical thinking and affective skills and their importance in employability. Employers are interested in engaging employees who are skilled in providing solutions to technical and social problems as this would promote productivity in the organization.


•Explaintheimportanceofcriticalthinking,problemsolving, affective skills in employability•Analyzeandidentifyyourownshortfallsintheskills required in employability•Developthenecessaryskillstoenhanceyouremployability


Pre-requisitesNil

Activities•Youwillbeengagedinself-analysisandproblem-solving situations


thinking, affective skills and employability skills


Date: 13 March 2012Time: 9:00am – 5:00pmDuration: 8 Hours

SynopsisThe workshop attempts to introduce the importance and concept of “soft skills” to participants. A successful career in the 21st century requires more than just paper qualifications. Employers look for potential employees with good communication skills, team spirit, initiatives and a positive attitude. Relationships at work in social circles and family also need to be lubricated with soft skills.


•Identifythefactorspromotingasuccessfulcareerand strong relationships•Identifypitfallsinbeliefsthatknowledgeandskillsaloneare adequate in securing promotion•Developsocial-emotionalcompetenciestoenhanceyour career and strengthen relationships


Pre-requisitesNil

Activities•Youwillbeengagedinthink-pair-shareproblem-solving activities and role-play


the role of social emotional Competencies in a successful Career

and relationshipFacilitator: Mr Chander Naidu


SynopsisThis course helps to enhance your work attitude and build the behavioural skills that reflect PASSION in your work.

It is an interactive learning solution that enables you to understand how to live the PASSION principles, i.e. how it relates to the things you do on a daily basis. You will be asked to bring with you real life situations and scenarios that you face, where you can then discuss ways to address these situations with PASSION.


•PracticeworkingwithPASSION•Beawareandpracticetheindividualprinciplesthatmake up the PASSION principles•Applytheskillstoselfempowerment,relationshipbuilding, assertiveness and personal goal setting


Pre-requisitesPre-work includes a personal profile and pre-reading on Parable of Leadership.

Activities•Theworkshopusesanexperientiallearningapproachwhich includes individual/group exercises, self-reflection, facilitated discussions, role plays, video vignettes and action planning


Working with Passion

upcoming events in 2012/13international Conference on Computers in education, iCCe 2012

Singapore : November/December 2012(Dates to be confirmed)

The 20th International Conference on Computers in Education, ICCE 2012, will be held in November/December 2012 in Singapore. The ICCE 2012 is organized by the Asia-Pacific Society for Computers in Education and will be co-hosted by the National Institute of Education and Centre for Excellence in Learning and Teaching, NTU. ICCE 2012 will be a meta-conference for researchers in the Asia-Pacific region to connect with international research communities for the worldwide dissemination and sharing of ideas for research in the field of Computers in Education. The five-day conference will foster the building of research communities in the field of Computers in Education. Researchers and graduate students are welcomed to participate in the Conference to exchange research findings in the frontier areas of Computers in Education.

Possible topics that could be addressed (but not exhausting the possibilities) are:

•ICCEConferenceonArtificialIntelligenceinEducation/ Intelligent Tutoring System (AIED/ITS) and Adaptive Learning

•ICCEConferenceonComputer-supported Collaborative Learning (CSCL) and Learning Sciences

•ICCEConferenceonAdvancedLearningTechnologies, Open Contents, and Standards

•ICCEConferenceonClassroom,Ubiquitous,and Mobile Technologies Enhanced Learning (CUMTEL)

•ICCEConferenceonGameandToyEnhanced Learning and Society (GTEL&S)

•ICCEConferenceonTechnology,Pedagogyand Education

More information about the conference will be released shortly.

68

international Council for educational media Conference 2013

The International Council for Education Media (ICEM) is an international organization that brings together global expertise in the field of educational technology. Its annual conference is an interdisciplinary forum that provides opportunities for educators, researchers, media producers, and practitioners to meet and debate issues that relate to educational technology.

ICEM’s goals are: •toprovideachannelfortheinternationalexchangeandevaluationofinformation,experienceandmaterialsin the field of educational media as they apply to pre-school, primary and secondary education, to technical and vocational, industrial and commercial training, teacher training, continuing and distance education. •tofosterinternationalliaisonamongindividualsandorganizationswithprofessionalresponsibilityinthefield of educational media. •tocooperatewithotherinternationalorganizationsinthedevelopmentandapplicationofeducationaltechnology for practice, research, production, and distribution in this field.

The ICEM Conference 2013 will be held in Singapore from 1 – 4 Oct 2013 (tentative).

Topics of interest includes (but not excluding associated areas):

•Designthinkinganditsapplication•Arts-basedapproachestoeducation,designandproblemsolving•eLearningtheory,design,andpractice•Learningdesign(theoryandpractice)•Gamesineducationandtraining•Mobilelearningapplications•Visualandmedialiteracy•Designresearchacrossdisciplines•Accessibilityandassistivetechnologies•Technologyandsocialjustice•Distanceeducationandonlineenvironments•Educationalmediaproductionanddistribution•Researchandevaluationmethodsineducationaltechnology•Teachereducationandlifelonglearning•Applicationsoftechnologyinbusiness,government,andmedicine

More information of ICEM can be found at http://www.icem-cime.org/.

edutorium catalogue jan-june 2012

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