F The 3rd

E Forum on Engineering Learning and Teaching

L
T

2
0
1 15 March 2019

9 LT 58C, Ngee Ann Polytechnic

CONTENT

•Introduction 3

•Programme Overview 4

•Technical Programme 5

•Abstracts 9

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Introduction
Welcome to the 3rd Forum on Engineering Learning and Teaching FELT2019!

It is our great pleasure to welcome you to FELT 2019, the third Forum on Engineering
Learning and Teaching. The intent of this forum is to bring like-minded educators in
Engineering to share and discuss on the ways to nurture engineering students of the
21st century. At the same time, we hope that this forum can help to inspire, support
and enrich one another on this long journey ahead.

With the fast pace of technological advancements and stronger global competition, our
graduates will be facing a constantly changing future with uncertainties. We, educators
as their mentors, play a key role in educating and equipping our students not only with
the engineering skills and knowledge, but nurture a creative, curious and critic mind-
set to innovate and meet the challenges of the future. However, the ultimate question
is how can we nurture the engineers of tomorrow - the next generation of social-
impact-driven engineers to be ready for their future and recognize their potential
global contribution.

It is clear that this journey into future is going to be challenging for both educators and
students. As educators how are we going to keep ourselves enthused, growing and
innovative? The path of an educator is never meant to be walked alone. We believe
that sharing our findings and enriching the teaching community at large, also
contribute to development of the students. FELT 2019 aims to provide a starting point
for all of us to learn from each other, exchange ideas and resources, collaborate and
encourage each other in our journey.

Once again, our warm welcome to you!

- FELT 2019 Organizing Committee

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Programme Overview
Session Information Description
8.30am -9.00am Registration
(outside LT58C)

Session 1  Opening address  Mr. Russell Chan/

(9.00 am–10.30 am) Senior Director,
Venue: LT 58C Ngee Ann Polytechnic

 Keynote on Engineering Teaching  Dr. Vinayak Prabhu /

and Learning Nanyang Polytechnic

 Mr. Vincent Lim/

Republic Polytechnic

 Mr. Soon Hock Wei /

Ngee Ann Polytechnic

 Token of appreciation to External  Mr. Peter Liang

Speakers Director, SoE
Ngee Ann Polytechnic
Tea break Venue: Blk 58, Foyer @ Lift Lobby Level 3
10.30am - 11.00am
Session 2
(11.00am–12.20pm) Parallel Sessions - Presentations by NP/SoE
staff
Venue: LT58C  Parallel Session A
 Student motivation and  Dr. Michael Tan
engagement  Mr. Tee Boon Lye
 Curriculum Design and  Mr. David Lim
Development  Dr. S N Mukherjee

Venue: LT58B  Parallel Session B

 Pedagogy - Initiatives and  Mr. Tan Boon Liong
Implementation  Mr. Steven Xu
 ICT enabled learning  Mr. Ong Teck Soon
 Ms. Huang Lingzhang
Lunch: Venue: Blk 58, Foyer @ Lift Lobby Level 3
12.30pm - 1.30pm
Workshop  Engaging students in Peer Learning  Mr. Sunarto Quek
1.30pm – 5.00pm
(Includes Tea break)  Developing Teacher presence video  Mr. Billy Tey
58-03-01/02 for online courseware: Made Easy

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Technical Programme
Session 1 (9.00am – 10.30am)

Keynote on Engineering Teaching and Learning

1.1 Integrated Multidisciplinary Projects – A Nanyang

Polytechnic Case Study.
- Dr Vinayak Prabhu, School of Engineering, Nanyang Polytechnic

1.2 Integrating Industry 4.0 with Curriculum to Nurture

Engineers of Tomorrow.
- Mr Vincent Lim, School of Engineering, Republic Polytechnic

1.3 Competency-Based Assessments for Engineering

Education.
- Mr Soon Hock Wei, School of Engineering, Ngee Ann Polytechnic

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Technical Programme
Session 2 - Parallel Session A (11.00am – 12.30pm)

Sub-themes:
• Student motivation and engagement
• Curriculum design and development

2.1 Tailoring Service-Learning Modules for Enhancing

Student Engagement
- Dr. Michael Tan/NP

2.2 Facilitating Effective Service-Learning Activities in

Engineering.
- Mr. Tee Boon Lye/NP

2.3 Connecting and Engaging Students through Youth

Expedition Project (YEP)
- Mr. David Lim Phai IK/NP

2.4 Dr M’s T&L Strategies for Motivating and Engaging

Students for Enhancing Learning Experience
- Dr. S N Mukherjee/NP

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Technical Programme
Session 2 - Parallel Session B (11.00am – 12.30pm)

Sub-themes:
• Pedagogy - Initiatives and Implementation
• ICT enabled learning

3.1 Project Based Learning and Traditional Laboratory

Approaches in Enabling Engineering Students’
Learning
- Mr. Tan Boon Liong/NP

3.2 Enhancing the Training Effectiveness through Hands-

on Practical and Problem Solving Approaches for
Automotive Courses
- Mr. Steven Xu/NP

3.3 Empowering Students through Project-Based

Learning: Meeting supervisors’ and Students’
Expectations
- Mr. Ong Teck Soon/NP

3.4 Utilizing Multiple ICT Enabled Tools to Implement

Remote Learning in Engineering Modules
- Ms. Huang Lingzhang/NP
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Technical Programme

Workshop (1.30pm – 5.00pm)

4.1 Workshop 1: “Engaging Students in Peer Learning”

- Mr. Sunarto Quek/NP

4.2 Workshop 2: “Developing Teacher Presence Video

for Online Courseware: Made Easy”
- Mr. Billy Tey/NP

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Abstracts - Keynote
1.1 Integrated Multidisciplinary Projects – A Nanyang
Polytechnic Case Study
Dr Vinayak Prabhu
Assistant Director (Digital Engineering)
School of Engineering, Nanyang Polytechnic

Abstract
Project Based Learning (PBL) is one such approach that instils critical life skills into
students, making them ready to grab the opportunities and face the challenges of the 21st
century. Integrating multidisciplinary and team-based instruction into the PBL makes the
approach even better because students can acquire teamwork, communication, and life-
long learning skills and develop an appreciation for other disciplines.
This talk will present a case study conducted at Nanyang Polytechnic in which Integrated
Multidisciplinary Projects (IMP) were undertaken with students and lecturers from
engineering, chemical and life sciences, health sciences, business management and
interactive and digital media. Twelve multidisciplinary student teams worked on real-life
projects over a period of six months using an underlying methodology of Design Thinking,
encouraging the students to practice empathy towards the needs of the end users.
All teams successfully delivered working prototypes, presented their projects in public
settings, demonstrated growing levels of diverse technical and life skills through the project
and reflected on their learning journey in the end to identify their strengths and areas of
improvement.
Students involved the IMP acknowledged the benefits and learning outcomes of the
programme. Supervisors observed the positive transformation of the students with respect
to collaboration, communication and presentation skills, professional skills, and an
increased intrinsic motivation for learning.

Speaker’s Profile
Dr Prabhu is the Assistant Director of Digital Engineering at the School of Engineering,
Nanyang Polytechnic, Singapore and is the chair of the Integrated Multidisciplinary Project
Programme – the topic of his talk today. At the School of Engineering, Dr Prabhu
spearheads digitalisation of engineering education and leads inter-disciplinary innovation
centres in advanced manufacturing and digital engineering to support the digital
transformation journey of Singapore’s engineering industry. Dr Prabhu holds a PhD in
manufacturing informatics from the UK, a dual Masters of Science in Micro-Electro-
Mechanical Systems from Singapore and France, and a Bachelor of Engineering in
Computer Engineering from India.

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Abstracts - Keynote
1.2 Integrating Industry 4.0 with Curriculum to Nurture
Engineers of Tomorrow
Mr Lim Boon Yang Vincent
Lecturer
School of Engineering, Republic Polytechnic

Abstract
The industrial revolution back in the 18th century led to wide-spread establishment of
technology institutions in developing a higher skills workforce. A unit of production in a day
now far surpasses the unit production in a worker’s life-time prior to the industrial
revolution. As technology continues to evolve, new disciplines began to emerge in the last
few decades such as information technology, biotechnology, energy-efficient devices etc. In
the last decade, a myriad of technological advancements brought about a new phase
known as Industry 4.0. Disciplines that used to prosper in each track are seeing greater
integration. Technologies that used to be within the reach of large conglomerates or
industries are now within reach to the entire workforce. As the unit of production
continues to increase through the adoption of these technologies, how do we prepare the
national workforce that comprises our existing and future students for tomorrow? This
session will explore actual case studies in the integration of Industry 4.0 developments
with pre-employment and continuing education training.

Speaker’s Profile
Mr Vincent Lim is a Lecturer with Republic Polytechnic and is currently the Programme
Coordinator for the module “Internet of Things for Cities, Industry and Business”. He is the
founder of SmartIndustry.SG, a community of practice for smart industry applications in
Singapore. With over 15 years in regional technical and management roles with multi-
national companies, he currently leads the Republic Polytechnic in Industry 4.0 initiatives
and is the Course Manager for SkillsFuture Industry 4.0 In Action course. In the last one
year, he has been working extensively on staff capability development in Robotics Process
Automation and Machine Learning projects.

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Abstracts - Keynote
1.3 Competency-Based Assessment for Engineering
Mr Soon Hock Wei
Deputy Capability Group Lead
School of Engineering, Ngee Ann Polytechnic

Abstract
Competency is the application of behaviour and motivation to knowledge, understanding,
and skill. And Competency-Based Assessment (CBA) is an outcome-based approach which
creates a flexible structure that allows students to progress as they demonstrate mastery
of academic content, regardless of time, place, or pace of learning. CBA is gaining much
attention in recent years, especially in the domain of engineering. This is due to the fact
that the industry demands more competent engineers and the profiles of the students
enrolled are getting more diverse. With such expectations and requirements, CBA seems to
be the long-awaited answer. This session will present and evaluate a recent pilot CBA
implementation based on the synthesized idea by Professor Patrick Griffin in the year 2007.

Speaker’s Profile
Mr Soon Hock Wei is a Lecturer with Ngee Ann Polytechnic and is the deputy capability
group lead for the medical technology group. He graduated from the National University of
Singapore with a Bachelor in Biomedical Engineering (Hons) and a Master of Engineering
(Biomedical Engineering). He has been teaching embedded system programming to both
full-time students and adult learners, he also has strong project interest in IoT and mobile
technology.

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Abstracts – Parallel Session A
2.1 Tailoring Service-Learning Modules for Enhancing
Student Engagement
Dr. Michael Tan
Ngee Ann Polytechnic

Abstract
Engineering Design Thinking (EDT) and Design Practice (DP) are two service-learning (S-L)
modules that are conducted sequentially in the Year 2 curriculum of four courses in the
School of Engineering, namely, Automation and Mechatronic Systems, Aerospace
Engineering, Mechanical Engineering, and Marine and Offshore Technology. The EDT-DP
modules were designed to be course-specific so as to allow students to apply the design
thinking principles to projects relevant to their respective disciplines.
Engagement is multifaceted in nature and comprises three components, namely,
behavioral, emotional and cognitive. Various motivational frameworks have been
developed for understanding and increasing engagement and it is generally agreed that the
drivers of engagement include extrinsic and intrinsic motivation. While extrinsic motivation
exhibits an observable trait of cause and effect, intrinsic motivation derives from within a
person. Intrinsic motivation has been associated with persistence, better learning and
better conceptual understanding. According to the self-determination theory, intrinsic
motivation occurs when an activity meets one or more needs, such as, autonomy,
competence, relatedness and relevance.
In the EDT-DP modules, engagement with community partners has been a key activity to
provide students with a real-world context. In addition, with strategies to drive learning
through assessment and gamification, projects were usually assessed through
competitions using a set of measurable design criteria based on performance capabilities.
To enhance student engagement, changes were made to the project deliverables and
assessment framework. The new project deliverables allowed more avenues for student
choice and gave students the opportunity to see their efforts directly benefiting their
community partner. This provided students the needed autonomy and relevance for
engagement. The new assessment framework is a shift from competition-based judging
and focused on recognizing individual student progress and contributions. This allowed
students to highlight their abilities and accomplishments, thereby providing lecturers with
the means to pitch their delivery, scaffold students’ development and to stretch them
accordingly.

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Abstracts – Parallel Session A
2.2 Facilitating Effective Service-Learning Activities in
Engineering
Mr. Tee Boon Lye
Ngee Ann Polytechnic

Abstract
Service-Learning (S-L) is a teaching and learning strategy that connects what the students
have learnt in the classroom to the community. At Ngee Ann, S-L is a course-based-credit-
bearing educational experience in which students (a) participate in an organized service
activity that meets the identified community needs and (b) reflect on the service activity as
to gain further understanding of the course content and cultivate an enhanced sense of
civic responsibility.
The main challenges in implementing S-L are (i) Identifying a suitable module that can be
used in the context of S-L (ii) Finding a community partner that can accommodate activities
with a large student cohort. (iii) How to make students reflect effectively and deeply.
SOE/ECE manage to overcome all the three S-L challenges and obtain its intended results
via the implementation of IP2 for all its 250 year 2 students.

2.3 Connecting and Engaging Students through Youth

Expedition Project (YEP)
Mr. David Lim Phai Ik
Ngee Ann Polytechnic

Abstract
The Ngee Ann Polytechnic’s YEP is a 2-week service learning programme. Students
undertake a community project in less developed countries typically in the ASEAN region
or China. It is a cross-cultural learning experience where students get to work in teams, get
their hands dirty to carry out the project in an environment without modern days
conveniences. Staff leaders play a key role in engaging, connecting and motivating students
to achieve the desired learning experiences.

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Abstracts – Parallel Session A
2.4 Dr M’s T&L Strategies for Motivating and Engaging
Students for Enhancing Learning Experience
Dr. S N Mukherjee
Ngee Ann polytechnic

Abstract
In this presentation, I share my own perspective which I have named Dr M’s T&L Strategies
for motivating and engaging students to enhance their learning experience. Such strategies
are based on a multi-pronged approach that includes sharing with them interesting,
meaningful, humorous and captivating images, video clips, and messages as a starter with
the objective to enlighten, encourage and motivate them and set an engaging tone to
begin a lesson and capture the students’ attention. To me, every student has a different
personality and learning ability, and I attempt to strategize my teaching methods as far as
possible to suit the individual needs of the students by creating an open, inclusive,
participative and interactive environment and guide them how to learn independently
beyond classroom teaching and make informed decisions wisely.
Some of the key benefits of such easy-to-implement T&L strategies for engaging and
enhancing students’ learning are summarized as follows: (i) overcoming their mental blocks
and unwinding the knots (which hold up the learning process), (ii) encouraging them to ask
questions freely, and (iii) helping them to be engaged in class. Whether be it a lecture,
tutorial or laboratory, I guide them to reflect on the underlying principles and practices in
the related topics reinforcing the expected outcomes in three key areas such as Knowledge
(What), Skills (How) and Wisdom (When and Why). The students have been shown to like
such approach because they are motivated and engaged, which not only help them to
digest the module contents effectively and build their confidence, but also bond with me
(the learning facilitator) for a fruitful and productive learning experience.

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Abstracts – Parallel Session B
3.1 Project Based Learning and Traditional Laboratory
Approaches in Enhancing Engineering Students’
Learning
Mr. Tan Boon Liong
Ngee Ann Polytechnic

Abstract
The Engineering industries constantly face various challenges that can only be resolved by
skilled engineers. In response to the needs of the industries, engineering laboratories have
been developed in education institutions to train and equip engineering students.
However, in many engineering laboratories, research has consistently showed that
students are unable to apply theoretical knowledge learnt into practice. In this study, two
root causes have been identified for this weak transfer of knowledge; teacher-centred
delivery and surface learning. The Project Based Learning has been shown to resolve
learning issues induced from a teacher-centred class (O’Neill, & McMahon, 2005; Borri, &
Maffioli, 2007; Chung, 2011) and surface learning style (Dolmans, Loyens, Marcq & Gijbels,
2015; Tiwari et al., 2006). The aim of this study is to evaluate project based learning and
traditional laboratory approaches focusing on students’ transferring of theoretical
knowledge to practical skills.
The traditional (chalk and talk) and the Project Based Learning approach are proven to be
effective on its own based on its effect size of 0.427 and 0.459, respectively, however
students’ learning is most effective when both of these teaching and learning pedagogies
were used hand in hand.

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Abstracts – Parallel Session B
3.2 Empowering Students through Project-Based
Learning: Meeting Supervisors’ and Students’
Expectations
Mr. Ong Teck Soon
Ngee Ann Polytechnic

Abstract
Conventional project supervision approaches often assume that only the supervisor
contributes ideas and knowledge to the development and implementation process. By
empowering students, it is possible to extend their role in the project development process
in a range of ways from the shaping of investigations to the development and
implementation of good project outcomes.
Project-based learning (PBL) encourages students to learn actively as they adapt to change,
solve problems in unfamiliar situations, reason critically and creatively, use a holistic
approach, collaborate productively with team members, identify their own strengths and
weaknesses, take ownership of work and take great pride and satisfaction in their work.
However, how students benefit from PBL is influenced by many factors. Their attitudes,
behavior and preferred learning approaches influence how they perform in their project
work. This sharing session aims to discuss the different supervision cultures in the final
year engineering project module.
The ways in which students approach their project work as individuals and as a team and
some of their prior learning outcomes such as disciplinary knowledge, cross-disciplinary
knowledge and the innovative thinking skills required for engineering project will also be
discussed.

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Abstracts – Parallel Session B
3.3 Enhancing the Training Effectiveness through Hands-
on Practical and Problem Solving for Automotive
Courses
Mr Steven Xu
Ngee Ann Polytechnic

Abstract
As Singapore does not have a car manufacturing industry, our local automotive industry
needs are focused on automotive maintenance, repair and overhaul. Hence, the objective
of Automotive Technology and Motorsports (ATMS) module is to train students to be ready
to enter the local automotive workforce.
In ATMS module, apart from teaching the theoretical aspect of the vehicle systems, more
emphasis is placed on teaching students on the practical use of tools, measuring devices
and diagnostic equipment to carry out proper diagnosis of the vehicle problems; vehicle
maintenance and repair; and overhaul of engine and power transmission system. Students
are also taught to do systematic diagnosis, inspection and proper steps to dismantle and
assembly of parts.
In order to carry out the above tasks, we need to have training models and vehicles for our
students to practice. The practical nature of the module has made our students more
engaged, allows them to appreciate the theoretical aspect of the vehicle systems better,
and trains our students to apply their engineering knowledge to solve the technical
problems.

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Abstracts – Parallel Session B
3.4 Utilizing Multiple ICT Enabled Tools to Implement
Remote Learning in Engineering Modules
Ms. Huang Lingzhang
Ngee Ann Polytechnic

Abstract
In this ever-changing world of science and technology, life-long self-learning skills are
important. Internet is one of the most important self-learning platforms for students and
they should be familiar with self-directed learning online. Information is rapidly updated
and new learning materials are constantly being uploaded to the Internet. Meanwhile, to
prepare students for online self-directed learning, we developed Physics module towards a
100% remote learning module. The module is offered through Ngee Ann Polytechnic
Blackboard platform , MeL. MeL is a very useful and helpful online platform to implement
remote learning easily. We can make use of it to develop teaching materials and
assessment for the students. Through useful apps available in Mel such as the IBuilder,
videos can be uploaded on Mel or linked to external simulation platforms available in the
internet. Furthermore, gamification and online assessments are also implemented in MeL
to make the course more interesting and challenging for students. Thus, this enables
students to make use of the Internet to develop self-learning and to foster life-long
learning skills.

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Abstracts – Workshop
4.1 Workshop 1: “Engaging Students in Peer Learning”
Mr Sunarto Quek
Ngee Ann Polytechnic

Peer Learning is a learning approach in which students learn with and from each other as
fellow learners. It is believed that students learn better by questioning and explaining their
ideas to peers. Many educators see the benefits of such approach but are faced with
challenges when implementing it. In this workshop, these challenges and possible
solutions will be discussed. Two case studies will be used to provide context of discussion.
At the end of the workshop, participants will be equipped with strategies that help
facilitate peer learning more effectively.

4.2 Workshop 2: “Developing Teacher Presence Video

for Online Courseware: Made Easy”
Mr Billy Tey
Ngee Ann Polytechnic

In this workshop, we will go through the step-by-step process of creating a teacher

presence or talking head video which can be used in your remote learning and Polymall
lessons. Participants will learn how to setup of the green screen with chroma-key screen
technique which allows the use of multi-layering of PowerPoint, images and audio to
enhance the Teacher-Presence video. Participants will get to video record themselves in a
1-minute green screen video and learn to use Camtasia to edit the raw video before
posting to Youtube.

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 School of
Engineering
Ngee Ann Polytechnic
535 Clementi Road
Singapore 599489

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