Seminars and Workshops

Seminars and Workshops (Semester 1, Academic Year 2020-2021)

CDTL runs a range of seminars and workshops to support teaching and learning. This page lists the Centre's seminars and workshops by topic and provides more details for each session. 

You can also check out this page for a chronological listing of seminars and workshops offered by CDTL in this semester.

Teaching Awards

Applying for the University Teaching Awards (ADEA & ATEA)

In 2020, there is a new teaching award at NUS: the Annual Digital Education Award (ADEA), which aims to promote good teaching through thoughtful integration of appropriate technology. There are also a number of changes to the Annual Teaching Excellence Award (ATEA). This online session is meant for NUS faculty members who are considering applying for either the ADEA or ATEA (Individual or Team sub-categories). The session will outline the purpose and criteria of each of the awards; provide guidance on preparing the documentation required (a digital portfolio); and offer an opportunity to plan the teaching statement and video (optional for ATEA, mandatory for ADEA).

Please refer to this page for details about the course structure.
Watch Recorded Session


Open Conversations

Sharing your experiences with take-home exams

In light of the COVID-19 situation, there is a need to employ alternative examination strategies that allow students to take an assessment remotely. A common strategy is the take-home exam—an open-book exam that students take at home. There are significant benefits to using such a strategy in that teachers can devise questions that encourage higher-order thinking skills. However, open-book exams come with challenges, especially how to develop and devise effective exam questions that require students to apply their knowledge through analysis and critical thinking. For this open conversation, we invite colleagues interested in using this strategy, as well as colleagues with experience in setting take-home exams, to share their experiences and concerns. We hope that through open dialogue we will be able to identify how such a strategy can be used in the upcoming examination period and to connect colleagues with the support they may need to develop such examinations.

Move to online learning

What have we learnt from remote teaching this past semester? A recent blog entitled "Move to online learning:12 key ideas", Dave Cormier describes what he has learnt and distills this into 12 valuable key concepts. In this open conversation, we will discuss these points and also reflect on our own experiences.

Please refer to this page for details about the course structure.

What I will do differently next semester

A recent article in the Chronicle entitled What an Ed-Tech Skeptic Learned About Her Own Teaching in the Covid-19 Crisis, Manya Whitaker identifies what she plans to do differently and how she will use the break to plan ahead to properly design her online courses. In this open conversation, we will discuss these points and reflect on our own plans for the next semester.

Please refer to this page for details about the course structure.

Building community at a distance

A recent blog entitled Fostering care and community at a distance, Sean Michael Morris talks about the need for care and community to address the fracturing of connectedness in our shift to remote instruction during the COVID-19 pandemic. In this open conversation, we will discuss these points and reflect on our own experiences.

Please refer to this page for details about the course structure.

Supporting students

In this open conversation, we will discuss on the different ways in which you can support your students and reflect on our plans towards creating an inclusive online environment for the next semester.

Please refer to this page for details about the course structure.

Building an ethical online course

In a recent collection of writings by Sean Michael Morris and Jesse Stommel entitled An Urgency of Teachers, Jesse Stommel has a chapter on How to build an ethical online course. In this open conversation, we discuss the key aspects of the design process that Jesse is asking us to consider and reflect on our own experiences.

Please refer to this page for details about the course structure.

The impact of technology on the future of human learning

As we look to the future, and as machines get better at being machines, Randy Bass in his article entitled The Impact of Technology on the Future of Human Learning talks about how helping humans get better at being human must be the primary purpose of higher education. In this open conversation, we explore and discuss the role higher education can play in shaping a sustainable future. We will also talk about ways in which faculty can think about engaged learning, data and evidence of impact.

Please refer to this page for details about the course structure.

Universities need to tear down subject silos

In a recent opinion piece entitled Universities need to tear down subject silos, Professor Tan Eng Chye wrote about the need for universities to move from subject specialisation to interdisciplinary teaching and research. In this open conversation, we explore and discuss what this means to NUS and what it means to you as a teacher. 

Please refer to this page for details about the course structure.

How to teach with an interdisciplinary approach

In this resource entitled How to Teach with an Interdisciplinary Approach, the authors discuss how to address the biggest challenge of interdisciplinary approach, i.e., to move beyond examination of an issue from the lens of multiple disciplines, to the synthesis and integration of insights into a more inclusive framework of analysis. They offer a six-step procedure for how to effectively integrate ideas from multiple disciplines.

Please refer to this page for details about the course structure.

Assessment and Feedback

Using ExamSoft for digital assessment & feedback

This 2-part session aims to enhance your understanding of using an online assessment tool (ExamSoft) to enhance students’ learning, with a specific focus on test design and effective feedback.

The first session will introduce the key features of ExamSoft in relation to the design/ redesign of different assessment tasks and questions, while guided by principles of assessment preparation and design. This session will draw attention of participants to the necessary steps in preparation for online assessment.

The second session will build on the first by analyzing and interpreting the reports derived from the assessments and consider feedback strategies for improving teaching and learning. Participants will have the opportunity to work through a customized digital assessment assignment with guidance from the session leads.

  • Session 1 – (a) Overview of guiding principles of assessment design; (b) Preparation and design/ redesign of online assessment task and questions
  • Session 2 – (a) Using multiple reports for providing feedback to inform teaching and learning.

Designing MCQ assessments that require higher-order thinking and reasoning skills

A frequent criticism of multiple-choice questions (MCQs) and other objectively scored assessments is that they only test factual knowledge and not conceptual understanding, which makes use of MCQs problematic in the context of online education. While most educators recognise the importance of testing definitions, concepts and principles in recall-type questions, assessment tasks should also challenge students to think critically about the knowledge learnt and to be able to analyse, interpret and apply knowledge in different contexts. This session will support colleagues in designing objectively scored assessments that require students to apply higher-order thinking and reasoning skills by presenting the use of two-tier MCQs, an extended type of MCQs with a second tier that requires students to provide or identify a rationale or explanation for their choice. We will proceed by introducing the notion of a test specification, which helps in planning and to ensure that the test objectives are met. Participants will have the opportunity to write test items related to two-tier MCQs with reference to a suggested guide

Living Ideas: Immersive assignments and their learning outcomes

Students taking courses in philosophy and the history of ideas are often puzzled by the literary conventions, conceptual frameworks, and philosophical practices they encounter in texts from different cultures and historical periods. In response to this challenge, scholars in the Philosophy as a Way of Life network (2019-2021), a project funded by the Andrew W. Mellon Foundation, are currently engaged in an interdisciplinary conversation about how instructors can design immersive assignments that create opportunities for students to put the theories they are studying into practice, while also formulating clear learning goals and rigorous standards of assessment. 

In this workshop, A/P Matthew Walker (Yale-NUS) and Dr. Bart Van Wassenhove (NUS), who are both members of the Philosophy as a Way of Life network, will discuss the immersive assignments they have designed for their own courses, explain how they connect with their intended learning outcomes, and reflect on the opportunities and challenges such assignments offer.



Managing online learning using LumiNUS

LumiNUS is the new learning management system at NUS that has replaced IVLE. It is designed to facilitate and supplement teaching and thereby, promote student learning. A comprehensive introduction to LumiNUS, this hands-on workshop will enable you to create and manage a module with emphasis on the commonly used tools like the Learning Flow and Files. It will also cover a brief overview of the other tools available within LumiNUS.

This workshop will also discuss on how you can use LUMINUS to implement the 7 principles of effective teaching (Chickering & Gamson, 1987; 1991) as well as how LUMINUS supports in the implementation of the Universal Design for Learning (UDL) principles (CAST, 2011).

Please refer to this page for details about the course structure.

Facilitating effective online discussions using LumiNUS

Online discussions are a great way of extending classroom discussions and learning by getting students to engage with course materials and readings. A discussion forum is one of the most frequently used learning technology tools that supports online discussion. It is an alternative form of communication to in-class, verbal discussion – whether simply to provide variety in the subject, to meet the different needs and preferences of individuals, or to allow students time to reflect on the debate and consider their response before contributing. Forums allow for time-delayed communication and asynchronous learning – anytime, anywhere. This self-learning module focuses on the use of Forums in LumiNUS and provides you examples of using discussions in your modules.

Please refer to this page for details about the course structure.

Designing online assessments using LumiNUS

Assessment is a crucial element in enhancing the overall quality of teaching and learning in higher education. What and how students learn depends to a major extent on how they think they will be assessed (Biggs & Tang, 2007). This self-learning module focuses on the creation and use of assessment and quizzing materials for your modules using LumiNUS. In the course of this session, you will discover how online assessment can be a valuable tool for understanding student learning and for creating a dynamic learning environment.

Please refer to this page for details about the course structure.


Online Teaching & Learning

Developing e-learning resources using Camtasia Studio

Learn how to record, edit and share your lectures online using Camtasia Studio. This application allows you to easily capture everything happening from your computer screen with audio narration. It can even use PowerPoint directly to record your presentation. 

In this hands-on workshop, you will learn to create effective video-based learning for your course. You will learn to record your screen, add voice narration, call-outs and other media files, editing techniques, and producing a professional online video.

This fully online module cum research study comprises learning on demand videos, hands-on exercises, online discussions, and a post-course survey, all of which will take 1.5 hours to complete. Upon registration, this module will be open for 2 weeks for you to conveniently access at your own pace and time.

Please refer to this page for details about the course structure.

Helping students adapt to an online learning environment

In view of the current crisis surrounding the novel coronavirus pneumonia (2019-nCoV) outbreak, many of us will need to move to fully online teaching. While it is important that online teaching should as far as possible maintain the high standards we set ourselves for regular face-to-face classes, common concerns with online education include the struggle students have in adapting to the online environment, managing their time effectively, and maintaining the necessary motivation to complete tasks. This online webinar aims to provide participants with an understanding of how to design a productive and engaging learning environment for students. Strategies distilled from a Community of Inquiry framework (Garrison, Anderson & Archer, 2000) will be shared and discussed, together with how technologies such as Zoom can be used to ensure that a productive presence can be maintained. There will be pre-webinar activities to be carried out by participants.

Microsoft Teams for teaching online

The adoption of blended learning in higher education has advanced the use of technology to conduct tutorials through online synchronous discussion. Online synchronous discussions have the potential to enhance the study experience of students who are not able to attend the face-to-face class/tutorial. In this webinar, the facilitators will share a framework and some considerations for facilitating online synchronous tutorial discussion to engage and motivate students in an online environment.

We will also introduce you to Zoom, a powerful Web conferencing application that allows you and your students to collaborate in a secure online environment. Zoom allows you to share documents and deliver presentations in real time using a Web browser and voice connection. The chat, poll, and breakout session features will definitely engage your students.

Please refer to this page for details about the course structure.

Recording online lectures with Panopto

Are you looking to create video lectures for your blended learning courses and flipped classroom sessions? Panopto is an easy-to-use platform for lecture capture and video content management that allows you to store and manage all your new and existing videos, including lectures, flipped classroom recordings, guest presentations, and live webcasts. It is integrated both into IVLE and LumiNUS platforms and it allows you to easily record and publish presentations online.

In this hands-on session, you will start creating presentation by applying the principles of multimedia design. You will then learn how to capture audio, webcam video, PowerPoints, and desktop screens, and be able to record narrated PowerPoints and tutorials.

Please refer to this page for details about the course structure.

Zoom for online teaching

Zoom is an online video conferencing tool that allows you and your students to communicate and collaborate in real time. It includes several features that have the potential to increase student engagement, such as file sharing, screen mark up, screen sharing, chat and breakout rooms. These allow for teacher-student and student-student communication, sharing and interacting with learning resources, viewing presentations and working in groups.

This workshop will be conducted in a webinar format, using Zoom, where we will share with you how you can easily setup an online session with your students and the features you can use to create your own online teaching session.

Please refer to this page for details about the course structure.

Online Teaching: What can we learn from students’ experiences?

What is it like to be a student in the ‘new normal’? What challenges are our students experiencing with online learning, and what might we do as teachers to address them? In this workshop, we will watch and discuss video clips made by NUS students. In the videos, the students reflect on their experiences during the move to online learning last semester (AY2019/20 Semester 2), and share their concerns and hopes about online education.

The purpose of the workshop is twofold: to place ourselves in the shoes of students, and to explore how to use this opportunity to make online teaching more inclusive and accessible to all students through multiple means of representationaction and expression, and engagement.

Please refer to this page for details about the course structure.

For further information, please contact:

Adrian LEE
Deputy Director, CDTL