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NIE-NTU Best Foot Forward 2025 (21 Feb 2025)
No full textA section of the participants at the Best Foot Forward 2025
NIE-NTU Best Foot Forward 2025 (21 Feb 2025)
No full textA section of the participants at the Best Foot Forward 2025
Designing for multimodal literacy and socio-emotional learning through digital multimodal composing
No full textFormal education has historically exhibited a bias towards prioritising the cognitive domain of learning over the socio-material domain. The cognitive domain privileges reasoning and logical thinking in the mastery of disciplinary knowledge and skills. The socio-material, however, focuses on affect and emotional engagement as well as on embodied learning. In this chapter, we discuss how to develop university students’ multimodal literacy and socio-emotional learning through digital multimodal composing. We propose a framework for the integration of multimodal literacy and socio-emotional learning into a university course curriculum and illustrate its application with an outline of a course design on digital multimodal composing. As a conceptual think-piece, this chapter contributes to elaborating how the design for multimodal literacy learning can rebalance the cognitive focus in education with the socio-material domains in learning. We hope that the proposal for a socio-emotional learning-integrated digital multimodal composing university English as an additional language course charted in this chapter can inspire university educators around the world to explore its implementation in their own courses and contexts
Annotating the field: Investigating the affordances of mixed reality for learning beyond the classroom
No full textThe open access publication is available at https://doi.org/10.3390/virtualworlds4020023While educational excursions are widely acknowledged to enhance student learning through immersive, real-world experiences, there is limited research on how students can best capture and retain knowledge during such activities. Traditional note-taking methods, such as pen and paper or digital devices, may be inadequate for recording spatial or multimodal information encountered in these dynamic environments. With the emergence of mixed reality (MR) technologies, there is an opportunity to explore spatial, immersive note-taking that aligns with the dynamic nature of field-based learning. This study compares the effectiveness of mixed reality, pen and paper, and digital note-taking during educational excursions. A total of 50 participants in grades 7 through 12 used the Apple Vision Pro headset for mixed reality notes, mobile phones for digital notes, and clipboards paired with a pen and paper for traditional notes. The information encountered was categorised as physical, textual, or video-based. The effectiveness was evaluated through three measures: content extracted and organised in notes, post-activity quizzes on retention and critical thinking, and participant feedback. For physical information, mixed reality significantly improved the content extraction and retention. For textual information, mixed reality yielded more content, but pen and paper outperformed it in terms of organisation. Statistically, all the note-taking methods were equally effective in the remaining aspects. Although mixed reality shows potential to be integrated into educational excursions, participant feedback highlighted discomfort with the headset, suggesting that mixed reality should complement, not replace, traditional approaches
Reimagining the Future of Teaching & Learning in the Age of AI (23 May 2025)
No full textAssoc Prof Tan Seng Chee speaks during the panel discussion
AI for Education Certificate Programme 2025 (Apr 2025)
No full textAttendees participating in a class activity at the AI for Education Certificate Programm
人工智能信息技术如何改善定性研究的数据收集与分析：基于变式理论-多视角反思性对话教师专业发展模式的案例研究 (How AI information technology can improve qualitative research data collection and analysis: A case study of the variation theory-multiple perspectival reflective dialogic professional development model)
No full text课堂对话是教学的核心组成部分，对课堂对话进行分析，可以揭示教与学的深层机制，帮助教师提升互动质量，同时，为学生提供更具针对性的学习支持，是提升整体教学质量和学生认知发展的重要工具。本研究基于自主性教师专业成长能力培养-基于变易理论VT-MPR 多元反思对话反思模式研究：新加坡小学个案研究（Variation Theory-Multiple PerspectivalReflective Dialogic Model，VT-MPR项目）中的师生课堂对话文本，将AI 分析与人工分析数据进行对比，探索AI 分析技术如何提升教育领域定性研究的数据收集效果与分析效率。本文具体工作如下。首先，本文开发了一套基于GPT-4的智能分析系统CADIA（Classroom Dialogue Intelligent Analysis）。该系统融入了布鲁姆认知分类法与功能语言学理论，通过精确识别对话特征和认知层次，可以实现对课堂对话从数据转写、预处理到智能化的高效自动分析。在实验阶段，本文随机选取VT-MPR 项目中4 位教师的8 节课堂数据作为研究对象，以反映日常课堂教学的典型场景。本文从教师话语质量、学生话语质量和教师话语形式三个维度，对比了AI 辅助分析与人工分析的表现差异。以VT-MPR 项目中高质量的人工分析结果为参照标准，研究结果显示，AI 分析在某些结构化话语识别任务中表现良好，但在需要深度教学情境理解的复杂分析任务中存在明显的准确性问题，表现为过度分类和误分类现象。这些发现为理解AI 技术在教育研究中的应用边界和改进方向提供了实证基础
Director's Address 2025 (26 Sep 2025)
No full textNIE Director, Prof Liu Woon Chia, speaking at the Director's Address 2025
Informal environmental citizenship education
No full textIn this chapter, we provide an overview of the concepts of environmental citizenship education and informal education. We also highlight the differences between formal and informal education, and suggest the importance of the latter in complementing and strengthening environmental education goals. In our analysis of three case studies on informal environmental citizenship education in diverse national and cultural contexts (Guatemala, the United States, and China), we illustrate the role of informal environmental programs in fostering knowledge, attitudes, and competences, that support the development of environmental citizens who are empowered to act for the betterment of their communities
