|1||Silliman University||Philippines||I have several projects to improve the lives of some less fortunate communities, such as security guards, visually impaired people, senior citizens, out-of-school youth, employees, public school teachers, and students using digital technology. These projects are part of the community extension, service-learning, research, and development projects I initiated as the former dean of the College of computer studies at Silliman University. These projects aimed to deliver essential skills and competencies among the participants. The projects were delivered in varying duration; the longest I have (6-years), so far, is our service-learning with the public-school teachers.||Dave, Marcial|
|2||Silliman University||Philippines||The project is about free computer education among the senior citizens, employees and less fortunate students. The project is part of activities I lead being the project leader of the University’s Innovation, Creation, and Invention Laboratory. The project aims to provide a) basic skills and competencies on computer and Internet functionalities for retirees and senior citizens, b) office productivity tools for employees, c) basic photo editing for less fortunate students. The first batch was launched in 2019, and each batch of training is composed of 25 participants. It is conducted every Saturdays (senior citizens, employees) and Sundays (students) for 3months.||Dave, Marcial|
|3||The Hong Kong Polytechnic University||Hong Kong||Dementia poses a significant impact on the daily life of the elderly. To help mild dementia, a VR application using reminiscence therapy approach has been developed using HTC Vive and Leap Motion. The scene of our application is based on an apartment in Hong Kong public housing in the 1970s. There are two different modes, Cognitive Assessment mode and Explorer mode. It helps the occupational therapy students study the need for Dementia and detect mild dementia in an early stage. It also helps the elderly to recall their past experiences and evoke their memories. ||Peter, Ng|
|4||Universitas Atma Jaya Yogyakarta||Indonesia||In particular, the community outreach program using three processes: (1) to develop and design the technology with local people, (2) to design the AI program according to the existing tour packages, and (3) to examine how Desa Wisata Tinalah residents perceived, experienced, and responded to this technology. The researchers function as the sparing partners to the community and work hand in hand in the co-creation process of the technology. The research project also integrates image recognition technology using deep learning algorithm by targeting nature objects such as stones, animals, and plants that grow very specifically in the area. The technology will be able to recognise the images taken from the visitors’ mobile phone, give information which was written by local people, and provide points or scores for gamification in the nature class tour programs provided by the local people.
||Desideria, Cempaka Wijaya Murti|
|5||Universitas Atma Jaya Yogyakarta||Indonesia||This community outreach program uses three processes: (1) to develop and design the technology with local people, (2) to design the AI program according to the existing tourism packages, and (3) to examine how Desa Wisata Tinalah residents perceived, experienced, and responded to this technology. The researchers function as the sparing partners to the community and work hand in hand in the co-creation process of the technology. The research project also integrates image recognition technology using deep learning algorithm by targeting nature objects such as stones, animals, and plants that grow very specifically in the area. The technology will be able to recognize the images taken from the visitors’ mobile phone, give information which was written by local people, and provide points or scores for gamification in the tour program provided by the local people. ||Desideria, Cempaka Wijaya Murti|
|6||Institute of Technical Education||Singapore||ITE College Central has been supporting the President's Challenge since 2018. This year, the President of the Republic of Singapore Halimah Yacob launched a new national movement –Digital for Life, focusing on ‘Building a Digitally Inclusive Society’. Aligning with the national initiative, ITE is supporting the President's Challenge 2021 by setting up a fundraising website to support the 93 benefitting agencies and conducting a series of micro-learning courses to help seniors and persons with physical disabilities to embrace digitalisation.
Our donation website set up by ITE CC
Information on President’s Challenge 2021
Beneficiaries under President’s Challenge 2021
Team Sponsor: Lim See Yew and Ang Chee hou
Team leader: Foo Wing Yong and Jeff Koh Hock Tong
||Hock Tong, Koh|
|7||Islamic State Institute of Kudus||Indonesia||My counselor is an educational digital innovation platform aimed at providing free services on guidance and counseling, direct mental health assistance for marginalized communities counselors, prospective counselor students and clinical psychologists. In addition, this service also provides convenience for lecturers and students in carrying out practical courses. An innovation that started in early 2018 and has been accessed and utilized by around 3000 clients throughout Indonesia. This innovation has also collaborated with various institutions, both local and national, such as the Disability Communication Forum, Argopuro Marginal Group, Netra Pendowo Disability Social Service, Child Therapy Home and other institutions.||Khilman Rofi, Azmi|
|8||LADY DOAK COLLEGE, MADURAI, TAMILNADU||India|| “LiFE@LDC – Reaching the Unreached”
Lady Doak College (LDC), the first women’s College in Madurai, established since 1948 was founded by Ms. Katie Wilcox with a vision and mission to reach the unreached, transform and empower young women to serve the society. LDC is the pioneer institution in the southern part of Tamil Nadu, in introducing Integrated Service-learning model - Life Frontier Engagement (LiFE) as a Core Major course for all final year undergraduate women students since 2015. The mission of the programme (LiFE@LDC) is to promote service-learning as an integral and enriching aspect of every student’s education and to foster the institutions’ engagement with the larger community that furthers the academic and public purposes of the institution. The centre for LiFE@LDC realized the need for e-Service Learning during this pandemic and has conducted meaningful dialogues with course facilitators handling Service-Learning projects in all 17 courses to adapt to the new reality. Students have been oriented on e-Service–Learning and have turned to digital service to find valuable human connections. They have used their Service– Learning projects as an opportunity to reassert humanity and to reach out to the needy in the current context. LiFE@LDC prepares the head, heart and mind of students to become sensitive to societal issues and transform themselves as life-long learners. Since its inception, a total of 7,019 young women have been trained to reach out to the community in need. The focus of LiFE projects for the academic year 2021-2022 will be based on the Sustainable Development Goals as majority of the LiFE themes of various Departments coincide with the SDGs. This will enable the students to be aware of marching towards sustainability and contribute towards a better world for the future.
The College also offers International Service-Learning Programme which is a bi-annual event hosted by the International Study Centre for more than a decade. Students from international institutions take part in the month-long programme where they are introduced to Tamil culture and tradition through a cultural immersion programme followed by an active service learning engagement where they will be involved with the service sites chosen by the host institution. Daily and weekly reflection activities help students to evaluate their involvement and contribute better.
||JAYANTHI, KALAIVANI G.|
|9||LADY DOAK COLLEGE, MADURAI, TAMIL NADU||India||PROJECT TITLE: Community Outreach through Structured Extension Programmes
“Theory without practice leads to an empty idealism, and action without philosophical reflection leads to mindless activism” (Elias and Merriam,1980)”
Lady Doak College strives at honing students in becoming intellectually adept, socially accountable and responsible citizens. The mission of the college is to impart holistic education based on gospel values of love, justice, equality and peace in young women from all strata of society and enable them to develop as intellectually mature, morally upright, socially responsible and spiritually inspired women leaders of our nation. The learning process and experiences are geared to liberate, transform and empower the learner and the learned. In tune with the mission, the college has laid emphasis on Community Outreach programmes since its inception. The Outreach programmes are integrated within the curriculum as PART- V which is a requirement for the student to qualify for a degree. Lady Doak College introduced PART-V extension programmes keeping in mind the social responsibility the student needs to develop in order to function as better citizens and transformative leaders. The Mission and Vision of the programme are:
Mission - To empower students as effective leaders and responsible citizens.
Vision - To achieve wholesome learning by involving students in community service by establishing a constructive linkage between classrooms and the community.
A range of diverse outreach programmes such as National Cadet Corps (NCC), National Service Scheme (NSS), Physical Education Athletic (PEA), Physical Education Band (PEB), Red Ribbon Club (RRC), Youth Red Cross (YRC), Library Service Programme (LSP), Rangering (RAN) and Lady Doak College Eco Brigade (LEB) have been introduced to develop the personality of the student, make them understand the society, be sensitive to other’s needs, prepare them to play a positive role in society and act as a catalyst in bringing changes in the desired direction. In essence, the students employ the academic knowledge gained in the classroom directly to the community mutually benefitting everyone involved in it. These programmes offer students’ a chance to help and improve the lives of community. ||ANITHA, SELVARAJ|
|10||HIRAYA PHILIPPINES||Philippines||The project is named Project TaLInO ("Talino" is a Filipino word which means SMART) - Teaching and Learning Innovations and Opportunities. The main goal of the project is to empower educators, leaders, learners, youth and other interested individuals in facing the New Normal challenges in the field of Education making them SMART. The Project is aligned with the 4th Sustainable Development Goal of the United Nations - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The Project was also crafted using the three indicators: Indicator 4.3.1. Equal access to further education, participation of youth and adults in formal and non-formal education and training; Indicator 4.4.1. Information and communications technology (ICT) skills; and Indicator 4.5.1. Disparities in educational access, elimination of all discrimination in Education. ||MARGE JOSEPH , SARDO|
|11||Centre for Holistic Teaching and Learning, Hong Kong Baptist University||Hong Kong||The SDGs eTournament is a gamified, challenge-based learning activity organised by Hong Kong Baptist University. It is one of the world’s first online tournaments featuring United Nations’ Sustainable Development Goals (SDGs). The objectives of the eTournament are (i) to raise students’ awareness of the SDGs; and (ii) to enable students of different disciplines and cultural backgrounds to learn to work together online as a team to complete specific tasks. Since 2019, the eTournament has attracted more than 1,750 students from 59 home regions to take part, with 62.7% of them from developing countries/regions (see PDF attached for further breakdowns).||Theresa, Kwong|
Since 2016 till currently, CCDKM, STOU has partnered with various core agencies such as FAO, ITU in the International Girls in ICT Day event with all relevant partners and policy : Ministry of Agriculture, Ministry of Digital Economy and Society (MDES), Thailand topping up the existing “ICT Community Network : Telecentre” with its further development to be “Net Pracharat” in most of the villages all over Thailand to empowering digital skills to girls and young women farmers in Thailand. One among the key thematic areas is enhancing digital skills of girls and young women in agriculture called “smart farmer” such as the "Agri-tech Using ICTs" as well as other ICT skills, knowledge, and innovations in agriculture are holistically trained. Drone technology for smart farm, Smart Watering system, Smart Fertilizer system, smart solar system till smart farm marking and etc. More increasing partners involved especially all the relevant technology sectors as well as the girls and young women themselves.
“With ICTs ….everything is POSSIBLE for Thai girls and young women farmers…”
CCDKM, STOU as the focal point is the expertise research centre in using ICT to empowering all marginalized groups in Thailand and beyond. CCDKM has been the core partners of Ministry of ICT, Thailand initiated the ICT Community Centre all over the country then the digital literacy became to be a must to all marginalizes including girls and young women who are mostly earn their living as the small farmers. With all tangible proved from all partners : ICT can make it possible to make seen and heard of all talent and voices of all the girls and young women. Then ICT has been more applied into any of the farm activities as of their capability and readiness since 2016. The digital topics also keep more developed and tailored itself into this era of digitization from smart farm to smart farm market and smart farm entrepreneurs currently.
ICT for smart farm or Agri-Tech has been expanding all over the country via the network of the Community ICT Centre, Ministry of Digital Economy and Society (MDES) as well as the USO Internet Centre in the NBTC (National Broadcasting Telecommunication Commission), Thailand with supported by all the relevant expertise partners such as FAO, ITU, The Women Farmer Association of Thailand under the Ministry of Agriculture and Cooperatives, Microsoft Thailand, CISCO, and others.
|13||Ateneo de Manila University||Philippines||This project highlights the use of long-term Service-Learning (S-L) engagements by engineering the alignment of three online courses, across two semesters, which are taken up by more than 40 third-year Development Studies students in a private university in the Philippines during SY 2020-2021. Six student teams, consisting of 6 to 8 members each, and in spite of being limited by full online engagements, were able to meaningfully and successfully work with their respective partner communities in designing, implementing, and evaluating impactful social and community development-oriented projects. ||Mark Anthony, Abenir|
|2||Lagro High School||Philippines||As a Master Teacher in our school, I am responsible to monitor the progress of teaching of my colleagues in the Mathematics Department through (class) teaching observations with appropriate feedbacking.||Randolph, Catungal|
|3||Silliman University||Philippines||In 2013, I conducted a government-funded research to develop a learning management system that can run without an internet connection. Since then, I advocated using the portable learning management system that we customized for teachers and schools. Several publications were also produced. In this time of the pandemic, I revitalized the portable learning management system that will be useful this time. Our ministry of education funded another project I lead to train teachers on installing, customizing, and administering the portable LMS.||Dave, Marcial|
|4||Institute of Technical Education||Singapore||In Precision Engineering, one of the main processes used to produce complex and precise parts is by CNC Milling. These expensive machines can cost a few hundred thousand dollars per machine. Hence throughput is critical so as to get higher productivity from the process. Moreover due to the complexity these machines demand skilled workforce who are able to efficiently use them and hence a trained workforce. However there are two issues to be addressed to achieve during training for better learner understanding of the process.||Silas , Wong|
|5||Institute of Technical Education||Singapore||As many educators are exploring the use of virtual reality (VR) technology for education, there is an increased need to deliberate which pedagogical methods can offer opportunities for doing more than just replicating the conventional classroom by leveraging the distinctive features and potential that is offered by the technology. We adopt Communal Constructivism as a suitable pedagogy to use in the world of virtual reality, learning the concept of aircraft Instrument Landing System (ILS) as presented in one of the Aerospace Avionics modules in Institute of Technical Education (ITE).||WING YONG, FOO|
|6||University of Santo Tomas||Philippines||This is an initiative of a teacher to provide the best quality of education to his students in the times of lockdown caused by the pandemic in the Philippines.||Daniel, Vicario|
|7||Institute of Technical Education||Singapore||Project completed by:
Dr Lim See Yew, Silas Wong, Ramanath S H, Andrew Yeo Hock Jin
In Precision Engineering, one of the main processes used to produce complex and precise parts is by CNC Milling. These expensive machines can cost a few hundred thousand dollars per machine. Hence throughput is critical so as to get higher productivity from the process. Moreover due to the complexity these machines demand skilled workforce who are able to efficiently use them and hence a trained workforce. However there are two issues to be addressed to achieve during training for better learner understanding of the process.||Silas, Wong|
|8||Lady Doak College, Madurai, India||India||Students develop as ‘whole person’ individuals when they are professionally competent, intellectually alert, spiritually alive, physically disciplined and socially adept. The curriculum for such an education should be more holistic, powerful, contextual, and foster self-directed learning climate that will prepare the youth to live, compete and collaborate in a new global scenario, a key objective of Whole Person Education (WPE). Lady Doak College (LDC) aims at such an education in Arts, Sciences and Business Studies by empowering young women from all strata of society to develop intellectually mature, morally upright, socially responsible and spiritually inspired leaders through a holistic academic experience which focuses on acquisition of knowledge, skills and values and by providing space for innovative and progressive academic practices to distinguish in the field of education. The Integrated Curricular Model (ICM) practiced at LDC brings about holistic learning by breaking down the rigid compartmentalization between disciplines and provides opportunities to relate knowledge to real life situations. This model has a judicious mix of foundation, communicative skills, core, support, skill based, non-major elective, self-learning, online courses, interdisciplinary courses, Life Frontier Engagement(LiFE) and internships which foster intellectual maturity among students. The value-based courses offered to all undergraduate and post-graduate students focuses on the values to be inculcated among the young women and the overall spiritual ambience of the Institution inculcates directly and indirectly moral uprightness among students. Extension Programmes like National Service Scheme, National Cadet Corps, Rangering, Youth Red Cross, Library Service Programme and LDC Eco Brigade, Study abroad programmes, Community engagement programmes through service-learning develop social responsibility among the students. Spiritual growth is inbuilt into the ethos of the college through Chapel Services, Christian studies activities and College Choir.
Technology has played a vital role in the successful implementation of the Integrated Curricular Model in the yester years and in fact has become the ‘backbone ‘and life-line of the entire teaching-learning-testing processes at LDC during the COVID19 pandemic period. The wi-fi enabled campus makes anytime-anywhere-learning possible.
||Dr. Suja, S.K.|
|9||Chulalongkorn University, Faculty of Medicine||Thailand||Tele-EyePathology “IN TOTO” is an initiative to embrace the difficulties caused by COVID-19 pandemic, where the previous onsite active learning was interrupted and was then totally embedded in the online platform. Flipped classrooms can still be cherished by before-class distribution of pre-recorded videos to learners on the instructor’s personal YouTube channel, and the classes converted into synchronous learning via online meeting-broadcasting applications. Active learning strategies were maintained by game-based learning, problem-based learning, and think-and-share methods. Videos recorded during classes were also posted on the channel for after-class asynchronous learning and continuous review. Live sessions of pathology readings had also converted “in toto” using similar modalities. These strategies have augmented the learning experience, have promoted the sustainable development of the course, and most importantly have made the clinico-pathological correlation possible without interruption. The ultimate goal of the learners’ delivery of the best healthcare to their patients has been achieved.||Wasee, Tulvatana|
|10||ANGELO LEVARDO LOYOLA SENIOR HIGH SCHOOL||Philippines||The initiative is the integration of educational technology in the teaching and learning process. I integrated The project is named Project TaLInO ("Talino" is a Filipino word which means SMART) - Teaching and Learning Innovations and Opportunities. The main goal of the project is to empower educators, leaders, learners, youth and other interested individuals in facing the New Normal challenges in the field of Education making them SMART. The Project is aligned with the 4th Sustainable Development Goal of the United Nations - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The Project was also crafted using the three indicators: Indicator 4.3.1. Equal access to further education, participation of youth and adults in formal and non-formal education and training; Indicator 4.4.1. Information and communications technology (ICT) skills; and Indicator 4.5.1. Disparities in educational access, elimination of all discrimination in Education. ||MARGE JOSEPH , SARDO|
|11||The Chinese University of Hong Kong||Hong Kong||We implemented a new pedagogy for teaching medical student about human anatomy through crowdsourcing. Our method uses micro-contributions from students which consists of short videos of meaningful teaching moments as a basis for an e-learning resource. These videos were created in a teaching laboratory and capture dialogue from students highlighting an unusual structure or discussing a controversial point. Students learn at two junctures: firstly being challenged to discuss topics in front of the camera, and secondly by using the e-learning resource and seeing the range of dialogues and thinking processes of their fellow students about a range of human specimens.||Christopher, See|
|12||Taylor's University||Malaysia||Students need a wide range of competencies to succeed in today’s globalized and knowledge-based world. However, traditional teaching methods make the learning boring and lack of interactivity. As a result, students fail to develop advance skills such as critical thinking, real-world problem-solving and collaboration. As the COVID-19 pandemic continues, all T & L switched to online or hybrid learning. Without a physical classroom, it can be challenging to keep students engaged and connected. This project aimed to redesign education to create an efficient, effective, and flexible online learning, focusing on building of 21st century skills.||Wong, Yau Hsiung|
|1||Taylor's University, Malaysia||Malaysia||The I-I-I framework enable development of higher critical thinking order skills via exploration, application, and implementation of digital tools that fit students’ digital lifestyle to maintains students’ learning engagement and motivation with integration of holographic as a powerful visual aids and AI tools to encourage students to engage more deeply with course content over Virtual Learning Experience (VLE). In addition, this approach arouse the interest of learners and help me to explain the concepts easily in leading futuristic class with the potential to increase ‘human bandwidth'—the capacity to take in, comprehend, and more efficiently synthesize large amounts of new information. This I-I-I framework amplify cognitive, psychomotor and affective learning and cultivate U learning that synthesize deeper understanding to construct meaningful learning experience to increase students’ ability to develop new skillset at anytime and anywhere that allow expression of feelings, opinion and attitudes in their assignment that bridge the gap between the physical lessons in traditional classroom setting and remain “Connected” and “Engaged with the content” while accessing the online resources. It promote U-Environment with the combination of various digital resources to exchange information and learning at anytime and anywhere, revitalize independent/self-pace learning and encourage multiple forms of collaboration which are Interactive lesson, Interaction collaboration and Independent self-pace training that incorporated with the well-developed E-Learning platform using Taylor’s Integrated Moodle E-learning System (TIMeS) and its mobile app.||Wai Kit, Leong Wai Kit|
|2||Faculty of Pharmaceutical Sciences, Chulalongkorn University||Thailand||The Graduate Studies Affairs have organized an “Online Office for the Graduate Studies” the Faculty of Pharmaceutical Sciences, Chulalongkorn University, Bangkok, Thailand. During the COVID-19 pandemic, graduate students and staff have faced difficulty responding and facilitating inquiries and requests from Thai and international students because of the social distancing and work-from-home regulations. Therefore, we provide an online office utilizing SharePoint, Line Official Account, and Facebook Page forging practical cooperation between the faculty member, staff, and students helping 250 graduate students to manage their study, exam, and graduation during the pandemic in 2019-2021. ||Supakarn, Chamni|
|3||Institution of Technical Education||Singapore||With intention to ascertain the benefits of Artificial Intelligence (AI) in the educational realm, a study was conducted to develop and deploy an AI-based chatbot (LARRY) that (1) Provide immediate answers to student frequent questions. (2) Improve access to education. (3) Provide personalised learning. (4) Promote self-realisation and collaborative learning. (5) Store and Analyse data effectively.||Chen, Jianning|
|4||The Chinese University of Hong Kong||Hong Kong||“Fabulearn@schools” offers a one-stop solution for teachers to flip their classes with (1) a repository of free learning materials (e.g. videos and exercises) covering both Mathematics and English subjects of junior secondary school level; (2) a learning management system that stresses on timekeeping feature that allows users to arrange tasks with or without a defined pre-class, in-class and after-class period; and (3) a student response system (“uReply”) that enables users to post questions and gather responses in real-time for various in-class activities. This platform also has gamification elements to enhance self-directed learning in students.||Chun Kit Kevin, Wong|
|5||Institute of Technical Education||Singapore||AMCAD is a web application (www.amcad.ai) for the students who are learning Computer Aided Drawing (CAD). The integrated AI algorithms enables it automatically to mark CAD exercises submitted by students and highlight the mistakes subsequently. The tutorial video embedded in every exercises can the students with self-directed learning when teacher is not available.
When students submitted their CAD drawing exercises in www.amcad.ai, AMCAD will automatically compare the students’ drawing with preloaded solution drawing, and then display the two types of drawing errors (missing line error and extra line error) by two display modes (superimpose and side-by-side).
|6||Institute of Technical Education||Singapore||AMCAD is a web application (www.amcad.ai) for the students who are learning Computer Aided Drawing (CAD). The integrated AI algorithms enables it automatically to mark CAD exercises submitted by students and highlight the mistakes subsequently. The tutorial video embedded in every exercises can the students with self-directed learning when teacher is not available.
When students submitted their CAD drawing exercises in www.amcad.ai, AMCAD will automatically compare the students’ drawing with preloaded solution drawing, and then display the two types of drawing errors (missing line error and extra line error) by two display modes (superimpose and side-by-side).
|7||Singapore Management University||Singapore||One of the biggest challenges in teaching is not knowing if students are following a lesson well. Instructor may get subtle clues from students’ facial expression and body language in a physical class, but most lessons have moved online due to pandemic, making such sensing of class reaction even more difficult.
To address the challenge, our university decided to experiment with an In-Class Sensing Tool (ICS). It allows instructors to define key learning points before a class, captures students’ feedback on the lesson’s pace, learning points and records their questions during a class. With that, instructors can adjust their pace and address students’ doubts promptly and have more accurate assessment of learning in physical or online class. ||Tee Seng, Lim|
|8||The Hong Kong Polytechnic University||Hong Kong||“Augmented Reality Models for Enhanced Learning Experience of Physics Concepts” is a mobile application-based project which uses Augmented Reality technology for effective understanding of abstract physics concepts. This application is based on the topics of senior secondary school physics in Hong Kong. This app uses 3-D animated objects to make abstract physics concepts visible. This application can be used with mobile phones which makes it very accessible. This application allows students to adjust different variables in a physics topic in real-time, which aids in their understanding of how different variables in an equation relate.||Yuen Hong, TSANG|
|9||Nanyang Polytechnic||Singapore||A mobile AR application was developed using three software (Unity, Blender and Vuforia). Markers, any form of a figure, are placed on the laboratory apparatus and water was used as a replacement for chemicals in the experiment. In this project, students used the AR application prior to performing the actual experiment. This AR app acts as a pre-lab learning material to help students better understand the experimental procedure. It can also allow AR experiments to be conducted in non-laboratory settings and is especially useful in times when learning is disrupted such as school closure leading to home-based learning.||Jayden , Ang|
|10||Ngee Ann Polytechnic||Singapore||The AI Tutor is a smart learning system that recommends a personalized learning pathway to each student’s learning needs. Before tutoring, the bot asks questions and analyzes students’ responses to assess their level of understanding. Based on the individual needs and knowledge gaps, the bot differentiates and presents personalized tutoring to the students. During the tutoring, the students ask questions and receive immediate customized answers anytime, anywhere, thus supplementing and enhancing their learning.
The AI tutor also frees lecturers from handling frequently asked questions, thus freeing up lecturers to focus on educating their students and improving?students’ learning experience. ||Geok Mui, Koh|
|11||Ngee Ann Polytechnic||Singapore||The AI Marker is designed to digitalize paper-based mock assessments using AI-based learning solution. It was implemented in two Nursing Science modules for 868 students. To better prepare students for high stake assessments, past years’ examination questions are categorized to ten major topics for students’ selection and auto-marked by the bot. The feedback is instant, post-assessment scores with recommended answers and additional resources in text and video formats are provided. The bot offers students with more opportunities to practice anytime, anywhere, thus enabling students to fine-tune answering techniques, revise learning resources; which leads to better knowledge acquisition and learning outcomes.||Jessie , Tan|
|12||Lady Doak College||India||Centre for Information Technology: The Technology Hub of Lady Doak College
In the era of fourth industrial revolution, digital revolution, Lady Doak College has taken audacious steps to digitize and automate administrative and academic systems of the college through a well-established Centre for Information Technology (CIT), while many of the educational institutions in India prefer to outsource their IT services to external agencies. CIT plays a pivotal role in rendering and managing automation services for the entire college, powered by indigenously developed software by a team of programmers. Cloud based solutions have been developed to provide access anywhere from admission to exit which includes attendance, e-assessment, examination and results-processing and feedback mechanisms. The college is constantly updating its automation facilities, which will soon be a state-of-art database center to facilitate retrieval and usage of data by the college community for administrative and academic purposes. Also, CIT offers Information and Communication Technology (ICT) based solutions such as managing the learning management system and multimedia resources of the college which are extensively used for Teaching, Learning and evaluation, by the faculty members and students
|13||Singapore Institute of Technology||Singapore||AdventureLEARN, a gamified micro-learning platform, helps freshmen learn better as they transition into university. It develops in them traits, namely, “Approaches to Learning & Studying”, “Well-Being”, “Grit & Resilience”, and “Mindset”. Students begin by completing a reflective questionnaire that measures the four target traits. This gives them insight into where they are in relation to each trait, and the results are used to create their AdventureLEARN island. High quality curated learning resources are then recommended to help develop the area(s) they are lacking in. Students’ continued engagement with the learning content will subsequently cause the island to grow as they earn rewards.||Sok Mui, May, Lim|
|14||The Chinese University of Hong Kong||Hong Kong||For teaching robotics, we developed a cloud teacher based on artificial intelligent technologies and big data analysis. The cloud teacher is able to answer the questions from students, automatic evaluate the students’ lab performance, and provide personalized education for students in building and manipulating their robots online. The basic underlying idea is to train the agent by utilizing open-source artificial intelligence tools from Google’s DeepMind, and conduct big data analysis on students historical learning records. An unmanned robotic online lab has been constructed and devoted to 5 engineering courses with more than 300 students per year.||Dongkun, Han|
|15||University of the Philippines Open University||Philippines||Scouts’ MATHventures is the first Philippine mobile application screening tool for dyscalculic tendencies. As the first screening tool of its kind in the country, it aims to be the primary step to help children at-risk to dyscalculia through early identification. The test is embedded in a playful game environment using a tablet computer and includes eleven (11) tasks divided into basic number skills, arithmetic calculation, and other cognitive tasks. The screening tool provides stanine norms and cut-off scores that can be easily utilized by teachers, parents, and other researchers to identify at-risk children. ||Arman, Santos|
|16||The Hong Kong Polytechnic University||Hong Kong||In our globally wired world, the spread of science and scientific awareness continues to serve as a barometer of success. Laboratory learning plays an essential role in science education. Due to limitations of space and time, insufficient number of setups, and the COVID-19 pandemic, laboratories cannot perform their role, hampering student learning.
Laboratory platform (Lab) for scientific exploration (X) that is remotely (R) accessible (A). The LabXRA Team develops a scalable, modular, mobile laboratory platform which allows students to perform experiments covering various science subjects anytime/anywhere. Thus, this platform will sculpt new learning landscapes beyond schools.||Chee Leung, Mak|
|17||Nanyang Polytechnic||Singapore||This project is about the implementation of a chatbot designed to support Nursing students during their online asynchronous lectures. Providing support to learners is crucial for their success. Traditionally, students could post their questions on a discussion board (e.g. Padlet). However, there are challenges such as the reply is not instant, students feeling embarrassed to ask the wrong questions as all students view the board, or they are unsure of their questions. The chatbot aims to provide just-in-time response and support to students learning. Also, to decrease the time taken for instructors to answer questions from a large lecture group.||Ng, Li Shan|
|18||Nanyang Polytechnic||Singapore||This project is about the implementation of a chatbot designed to support Nursing students during their online asynchronous lectures. Providing support to learners is crucial for their success. Traditionally, students could post their questions on a discussion board (e.g. Padlet). However, there are challenges such as the reply is not instant, students feeling embarrassed to ask the wrong questions as all students view the board, or they are unsure of their questions. The chatbot aims to provide just-in-time response and support to students learning. Also, to decrease the time taken for instructors to answer questions from a large lecture group.||Ng, Li Shan|
|19||Department of Applied Mathematics, Hong Kong Polytechnic University||Hong Kong||According to extensive evidenced-based research, active learning strategies significantly improve Science and Mathematics students' achievement, understanding and application of concepts. In addition, writing and drawing is an integral part of learning and teaching in the Sciences and Mathematics, to convey abstract concepts and ideas. Finally, mobile applications for education enable teachers to improve their teaching practices and engage and highly motivate students by providing them with new opportunities to construct their own learning, individually or collaboratively. Therefore, the main objectives of our project are to increase active learning in Science and Mathematics education through innovative mobile writing and drawing applications.||Fridolin, Ting|