ISATE 2024 Paper Presentation Session 5

Eduardo Carabez^*,a, Takanori Sato^a

^aNational Institute of Technology, Akita College / Department of Electrical and Information Engineering, Akita, Japan

^*carabez@akita-nct.ac.jp

Abstract

The rapid evolution of machine learning applications has put a light on the need to provide KOSEN students with the appropriate tools to understand and experience this field of engineering. With this in mind, we have developed a core design approach for a series of experiments that most KOSEN schools can easily adopt and that are easy to adapt to the constant changes in trends in the field of machine learning. This design approach focuses on experiments being easy to reproduce and maintain along KOSEN institutions as follows. Reproducibility: Experiments can be implemented with tools that are widely available to most KOSEN students and academic staff. We kept hardware costs and requirements as affordable and simple as possible to ensure that the proposed experiments can be put together without a major investment of time or money. Sustainability: By using free online computing platforms, all the resources needed to train, implement and test the often resource-heavy machine learning models are provided by a powerful online server at no additional cost, thus reducing the need to buy and maintain expensive equipment such as graphic cards or robots.

With these two points as the core of our design philosophy, we present the design of a series of experiments planned over three sessions of 4.5 hours each, focused on providing practical experience in image processing and image recognition. On each session, students work autonomously through a python notebook on Google Colaboratory to understand the basics of each session by running already prepared code that is heavily commented. Then, students face a series of challenges that put to test what they learned during the session. As a result from this experiment design, students were able to learn and use concepts related to image processing to solve problems in a flexible and independent way. For our study case, it was observed that, in average, students took over 1.5 hours to go through and understand the examples and around 3 hours to solve the challenges and developed a sense of understanding of the topics discussed on each session.

Geok Ling Soo-Ng^*,a and David Tay^b

^aSchool of Architecture and the Built Environment, Singapore Polytechnic, Singapore

^bSingapore Maritime Academy, Singapore Polytechnic, Singapore

^*ngl@sp.edu.sg

Abstract

This paper presents an action research study focused on recommending an effective Classroom of the Future (CotF) for collaborative learning (CL) with a key emphasis on low-cost design. The research examines student feedback on the CotF and instructional tools used to enhance learning, focusing on supporting active learning spaces. Challenges encountered in setting up the CotF for effective CL implementation are documented.

Lecturers and Students' feedback indicates a positive reception of the CotF, reporting enhanced learning experiences facilitated by integrated instructional tools. Through qualitative and quantitative data analysis, the study evaluates the impact of CotF design on student engagement, collaboration, and learning outcomes. Challenges related to spatial arrangement, technological infrastructure, and instructional support are addressed through design iterations.

Key findings underscore the importance of group seating arrangements, technology-just right environments, and tailored instructional strategies to foster collaborative learning experiences in the CotF. The research contributes to the discourse on simple innovative learning environments, emphasizing the significance of intentional space design in higher education settings, while also highlighting the necessity of cost-effective.

In conclusion, the paper offers recommendations for optimizing CotF configurations to support CL pedagogy based on empirical insights and best practices in educational design, with a particular emphasis on low-cost solutions. By providing a framework for CotF implementation aligned with established educational principles, the study highlights the transformative potential of affordable, innovative learning spaces in facilitating student-centered, collaborative learning experiences.

Ka Wai, Ng

Nanyang Polytechnic/School of Design and Media, Singapore

ng_ka_wai@nyp.edu.sg

Abstract

This research study focuses on the integration of Generative Artificial Intelligence (Gen AI) into the research process of design projects. The study aims to enhance the learning experience for students in the Product Technologies and System Design (PDTSD) module. It addresses the challenges students face in traditional research methods, such as difficulty in sourcing relevant information and time constraints due to other commitments. The research employs an action research approach to introduce Gen AI tools, specifically ChatGPT, in the early phases of project research and design conceptualization. This intervention is applied to a cohort of year 2 students in the Experiential Product & Interior Design course (XPID), allowing for a comparative analysis with a previous cohort that did not use Gen AI tools. The study hypothesizes that Gen AI tools can facilitate a more efficient research process, enabling students to obtain preliminary research information rapidly, though they are still required to perform verification and reflection to ensure the applicability of this information. Mixed methods were used in the research, including surveys, interviews, and module feedback ratings. The findings reveal a nuanced impact of AI tools on design education, indicating a positive shift in learning experiences and increased acceptance among students, while also highlighting a critical balance between enhancing efficiency and nurturing creativity.

Takaya Ozaki^*, Takanori Kozai, Tatsuo Hasegawa and Takashi Matsumoto

National Institute of Technology, Anan College Dept. of Creative Technology Engineering, Course of Electrical Engineering, Anan, Japan

* t_ozaki@anan-nct.ac.jp

Abstract

Anan College was one of the first to introduce cooperative robots for educational use in Japan. We practiced a student experiment on teaching cooperative robots. We also conducted an experiment on teaching using Augmented Reality technology, and verified its effectiveness at the present time based on the experiences of students and teachers.

Lim Ching Kwang^*, Sunarto Quek

Ngee Ann Polytechnic, Singapore

^*Lim_Ching_Kwang@np.edu.sg

Abstract

Mathematics is typically taught in isolation, with students needing to comprehend the mathematical concepts and processes before they can solve problems, often working independently. Students often get “stuck” at certain processes and would not be able to proceed if their doubts are not clarified. For weaker students, this experience can be frustrating and challenging as they struggle to find the correct solution. Consequently, many of them would lose motivation to study the subject.

Barkley, Major and Cross (2014) noted that collaborative learning encourages students to work together to tackle difficult learning challenges and to learn from one another. This study aimed to observe students’ learning experience in Smart Classrooms and gather insights into how tutors utilise the Smart Classroom features to enhance collaborative learning. The participants in this study are Year 1 students enrolled in the module Engineering Mathematics 2 (EM2) at Ngee Ann Polytechnic (NP).

In October 2023 semester, all EM2 lessons were taught in Smart Classrooms. This allowed lecturers to design learning activities that would enable students to work as a group to discuss and solve mathematics problems. Students interacted with the touchscreens through annotations and screen casting one group’s answers to another for critique and review.

A survey was conducted to gather students’ feedback on their experience of learning in a Smart Classroom, particularly focusing on their collaboration with peers. Most comments gathered from the qualitative feedback of the survey were positive.  Students expressed that the Smart Classroom had enhanced their learning experience by fostering greater engagement and allowed the facilitating on peer discussion and collaboration.  

In addition, lesson observations by a core team of staff were also conducted. The observations reported that the students were engaged in discussions on examples presented by the tutor and the solutions provided by their classmates. It was noted that students demonstrated a higher level of engagement and collaboration in the smart classroom, compared with traditional regular classroom settings.       

Ying-Wei Leong

Singapore Polytechnic, School of Mechanical & Aeronautical Engineering, Singapore

leong_ying_wei@sp.edu.sg

Abstract

This paper documents the author’s application of data-enabled flipped learning (DEFL), to enhance quality teaching in a differentiated instruction context. To cater for his module in the school of Mechanical & Aeronautical Engineering, he customized the Singapore Polytechnic (SP) generic model into his DEFL model of quiz (1st step), intervention (2nd step) and survey (3rd step). Via learning analytics dashboards of SP’s learning management system, data from online diagnostic quizzes (1st step) enabled the author to implement differentiated instruction for his engineering students. Customized in-class interventions (2nd step) were enabled for three differentiated student categories, namely “OK”, “Not OK” and “At-Risk” students. These interventions involved pastoral care, supplementary lesson and in-class feedback provided by the author to students, guided by his evidence-based reflective practice (EBRP) checklist. The ten core principles of learning embedded in his EBRP checklist, coupled with its inherent evidence-based approach, was a structured template to quantify and enhance quality teaching. Lastly, online surveys (3rd step) via SP’s learning management system provided regular and timely student feedback, and enabled formative evaluation to lecturers. Overall analysis of both qualitative and quantitative data collected from students (n=164) and lecturers (n=7) involved in the 3-semester pilot run largely supported the use of DEFL in pedagogy. Limitations were discussed under reflections, reminding lecturers of noteworthy points when performing DEFL. This paper concludes with a quote from Singapore Minister for Education’s public speech, demonstrating the fruitful implementation of DEFL in SP.

Nozomu Hirose^*,a, Yukina Obara^b, Mako Kawakami^b, Kaho Senda^b, Yoshiya Ogawa^c, Yasuyuki Okazaki^d, Akinori Fujimori^e, Fumiya Yamaguchi^e and Waku Ishimine^e

^aDepartment of Civil and environmental engineering, National Institute of technology, Matsue college, Shimane, Japan

^bDepartment of Civil and environmental engineering, National Institute of technology, Matsue college, Shimane, Japan

^cDepartment of Civil Engineering and Urban Design, Osaka institute of technology, Osaka, Japan

^dDepartment of Civil and environmental engineering, Hiroshima Institute of Technology, Hiroshima, Japan

^eOkumura Engineering Corporation, Osaka, Japan

^*nhirose@matsue-ct.ac.jp

Abstract

The implement of young higher engineer development program in a wide range of civil engineering fields is an urgent issue against the shortage of talented engineers. However, it is more difficult for higher education institutions to more practical engineer development program based on on-site implementation. Therefore, this study attempted to implement more practical program for the students in the National Institute of technology, Matsue college, work on more practical problem-solving and field implementation through close cooperation between Okumura Engineering Corporation and National Institute of technology, Matsue college and by taking on the role of technical and mental mentors.

Specifically, we proposed a "park that makes people want to be interested in the field of civil engineering and construction" by targeting the actual renovation of a dilapidated park by the students in the National Institute of technology, Matsue college. First, as a preliminary study, a questionnaire survey was conducted at a kindergarten to clarify the specific image of an enjoyable park. Then, a 3D model was constructed from 3D scanner data of an existing park. Then, a 3D model of the playground equipment in the park was created and placed in the 3D model of 3D, so that it can be experienced virtually using the latest VR technology. As a result, a more concrete proposal was completed through virtual on-site implementation. Furthermore, the students in National Institute of technology, Matsue college had the opportunity to explain their proposal to the local residents and held a VR experience session. In the final questionnaire survey, the proposal received a very high evaluation. The young engineer development program in collaboration with industry and academia proved to be highly significant in that the students were able to gain hands-on experience of ICT technology, which is an essential technology for civil engineers in the future, through a concrete study of the construction of social infrastructure.

Z. Li^*,a

^aSchool of Mathematics and Science, Singapore Polytechnic, Singapore, Singapore

^*li_zhong@sp.edu.sg

Abstract

Weak foundational calculus skills among students, particularly those in the School of Computing (SOC), pose a significant challenge for the Advanced Mathematics I (EP0601) module. The lack of calculus exposure prior to EP0601, coupled with limitations in the O-Level Additional Mathematics (A-Math) syllabus, has been identified as factors impacting SOC students’ preparedness for calculus topics in EP0601. This study addresses this issue through an action research approach, proposing the implementation of Data-Enabled Flipped Learning (DEFL) as a solution. DEFL, a pedagogical approach combining e-learning packages and learning strategies for differentiated instruction, is piloted to bolster students’ calculus proficiency and improve their performance in EP0601. Notably, our empirical evidence gleaned from the assessments, mainly End-Semester Test (EST), attests to the efficacy of DEFL, showing an improvement in SOC students’ performance compared to preceding cohorts. Concurrently, survey feedback underscores students’ endorsement of the innovative approach, particularly appreciating the supplementary quiz questions embedded within the lessons.

K. Tsuzukia^* and H. Maeda^b

^bDept. of Information Technology, National Institute of Technology, Toyota College, Toyota, Japan

^aDept. of Architecture , National Institute of Technology, Toyota College, Toyota, Japan

^*tsuzuki.keita@toyota.kosen-ac.jp

Abstract

This study addresses enhancement of the efficiency of using a Try, Error & Improvement (TEI) sheet for recording and sharing failures and solutions in a second-year chairmaking course in the Department of Architecture. To enhance efficiency and accessibility, a smartphone application was developed using Microsoft Power Apps and SharePoint, featuring list display, new reporting, search, and personalized "My Page" functions. Evaluation results, based on a 7-point Likert scale, showed significant improvements in learning outcomes. Specifically, Q1 "Using the app will help in learning architectural engineering" ratings increased by 0.67 points (from 4.71 to 5.38), indicating enhanced understanding of architectural engineering concepts. The app promotes immediate reporting, peer learning, and practical skill development, while also highlighting areas for improvement in self-expression and user guidance.

Edwin Seng

Singapore Polytechnic/School of Business, Singapore

Edwin_Seng@sp.edu.sg

Abstract

Design thinking in education faces challenges like fostering innovation and managing learners' cognitive skill differences. This study explores the efficacy of two instructional strategies in a design thinking module: the Design Thinking with Learning Analytics (DTLA) model and the traditional Design Thinking (DT) model. The DTLA model integrates the Double Diamond framework with learning analytics tools to enhance engagement and knowledge advancement. Using a quasi-experimental design, the study involved 70 second-year Media, Arts & Design School students, divided into experimental (DTLA) and control (DT) groups. The study observed engagement in tasks such as observation, synthesis, ideation, and prototyping, and assessed outcomes on collective knowledge and individual learning. Initial findings show significant differences in engagement patterns. DTLA participants exhibited deeper engagement in observation and synthesis, leading to higher cognitive engagement levels measured by the modified SOLO taxonomy. Integrating learning analytics in the DTLA model enhances cognitive engagement and fosters innovative solutions, highlighting the potential of learning analytics to transform design thinking education.

Akemi EMOTO_*,a

^aNational Institution of Technology, Tokuyama College Department of Civil Engineering and Architecture, Associate Professor, Dr. Eng., Shunan, Japan

^*emoto@tokuyama.ac.jp

Abstract

In order to realize an inclusive society, this research examines the effectiveness of education that practices inclusive design through engineering research and improving the learning environment for students with disabilities at a comprehensive support school. The student conducting research develops devices to improve the learning efficiency of elementary school students with disabilities from the perspective of one of learners. The support for children with disabilities through the development of assistive devices was based on a request from a special needs school to the author.

The specific efforts of the learners will proceed through the following processes: interview survey, actual size survey, product development, production of a prototype using a 3D printer, verification of the effectiveness of the prototype, and completion of the final product. The author is responsible for overall management, supervising the design and ensuring safety, as well as monitoring the growth of the learner including teaching the skill of 3D modelling. Finally, we created about seven models and tested them four times. Furthermore, the verification was conducted to ensure that the system does not put a burden on the physical and mental health of elementary school students with disabilities, and to monitor how it is being used in learning situations. The first development result was that the learning efficiency of an elementary school student with disabilities could be reduced by about half the time. Additionally, the use of assistive devices resulted in improved posture for the target child. Eventually, the child was able to learn and eat while always using assistive devices.

The learner who engaged in practical development achieved three major types of growth. First, the learner fully understood the importance of knowing and improving the environment for students with disabilities. Second, the learners' modelling skills and 3D printer usage know-how were utilized in the development and implementation of assistive tools. Third, the learner created a tool that can be adjusted in size to suit children with disabilities as they grow up, allowing for sustainable support.

M. Ketola^*,a, and M. Keinänen^a

^aTurku University of Applied Sciences/Faculty of Engineering and Business/School of Common Studies, Turku, Finland

^*mari.ketola@turkuamk.fi

Abstract

Turku University of Applied Sciences Faculty of Engineering and Business initiated an organizational change in April 2023 to set up a new school. The new school’s responsibilities cover the faculty’s common studies and themes concerning education, pedagogy and pedagogical research. The common studies include the teaching of mathematics, physics, and languages as well as multidisciplinary project courses that involve all the students of the faculty.

By establishing a new unit, there was an aim to strengthen the ownership of these common studies and joint development as well as the students’ commitment to their studies from the very beginning, thus boosting the completion of studies. In terms of the staff, the solution’s purpose is to clarify their job descriptions and thus support their well-being at work. Overall, the measures also aim at promoting and clarifying first-level manager work.

When leading a change, leaders must understand the difference between the changes in the organization, such as structures and processes, and the psychological transition the personnel is experiencing. The transition is a unique and individual experience. Each change case is different, with its own individual characteristics. Similarly, the people involved in the change are different, and each experiences the change from their own starting points and current life situations.

The aim of this paper is to present results of employees' experiences of the transition are going through from the perspectives of managers. Answering to questions; how the personnel reacted to the change and what kind of support managers offered and how did the managers experience leading the change.

The results and findings of this case study may support pedagogical leaders in planning and implementing change processes as well as leading people in constantly changing educational field.

G.E. Bernal-Rivas^*,a

^aUniversity of Guanajuato / Salamanca Highschool, Full-time professor, Salamanca, Mexico

^*ge.bernal@ugto.mx

Abstract

Apis UG is a digital semi-annual dissemination magazine that is made at the Salamanca Highschool, which belongs to the University of Guanajuato, Mexico. This paper presents a historic review of the two-year growth of this publication to examine its development and to show the considerations that are being taken into account to achieve its goal more efficiently: to motivate students learning and to project the school achievements towards our city.

Aiming to carry out a documentary approach, the history of the magazine is revised, organizing it in three parts. The first part portrays the first year issues, featuring the structure of the magazine calling; the second part includes the results of a feasibility study that was made after the first year, stressing the magazine format and its distribution; and the last part depicts the second year issues, emphasizing its interactivity and information in other media like audio.

After the exploration of the history of Apis UG, in the results we highlight the aspects that are being considered in 2024, while planning (such as the main role that should be given to students), producing (for instance, preferring images in which the members of our academic community appear), and publishing (for example, issuing in a platform that allows hyperlinks) the next numbers of the magazine. We also point at some of the most relevant initiatives that are being made to support the considerations that were found. Those actions are related to the creation of three new social service projects (Collage and assemblage; Apis UG magazine; and Do-it-yourself) in which students are developing content associated to the school activities, designing Do-it-yourself stickers featuring QR codes to distribute the magazine more resourcefully and making content designed for the general public. Finally, in the conclusions we reflect on the challenges that have been overcome and those still to master.

Lin, C.^*,a and Pakirisamy, V.^b

^{a, b}Republic Polytechnic, School of Management and Communication, Singapore

^*cherry_lin@rp.edu.sg

Abstract

This study examines the effectiveness of the PriME Process Framework in fostering self-directed learning (SDL) in students. A mixed-method approach was employed, involving 96 participants and a lesson design intervention across two modules. The intervention utilized context-specific activities and a personalized goal-setting strategy within the PriME framework.

Quantitative analysis using the SDL Index revealed significant improvements in specific aspects of SDL. Module 1 showed enhanced "Plan Approach" and "Collaborative Communication," indicating the effectiveness of the framework in improving planning skills. Similarly, Module 2 demonstrated improvement in specific items of "Collaborative Communication," suggesting a positive impact on collaboration and communication skills.

Qualitative data from focus groups revealed three key themes: 1) enhanced monitoring of the learning process, 2) improved planning through the framework's guidance, and 3) extended learning beyond the modules, with students applying the acquired skills in various aspects of their lives.

This research suggests that the PriME Process Framework shows potential in promoting and developing SDL skills among students, possibly leading to lifelong learning habits.

Y. Horihata

National Institute of Technology, Yonago College, Japan

horihata@yonago-k.ac.jp

Abstract

This study discusses the role and importance of mathematics in technology education in the era of the metaverse and artificial intelligence.

Philosophy has changed people's worldviews and the meanings of concepts. However, this is not the exclusive patent of philosophy. Technology also has that power. For example, with the development of communication technology, the meaning of ‘reality’ is shifting from the physical world to the information space.

The major difference between the information space and the physical world is the difference in the degree of freedom in each. The basic structure of the information space is language. The degree of freedom in information space is much higher than that in the physical world. For example, it is almost impossible to double the amount of seawater on Earth in the physical world, but it is possible to imagine it in the linguistic space. Furthermore, it is also possible to scientifically analyze what kind of effects will occur as a result.

Indeed, this imagination may just be a fiction. However, such fictions and imaginations are what create our worldview. And we can only gather information from the world that is related to our desired world image and goals.

Mathematics is a study that explores how freely theorems can be derived based on a set of axioms and inference rules in language space (information space). In other words, it is the study of how much freedom can be achieved in language space according to rules. Furthermore, the degree of freedom in setting axioms in mathematics is much higher than that in setting hypotheses in science. As Poincaré said, any axiom setting in mathematics is possible as long as it is consistent. It may be contrary to experience or intuition. In other words, there are three kinds of freedom in mathematics: freedom of setting of hypotheses, freedom of reasonings, and freedom of consequences.

Mathematics' free-minded education allows people to broaden their worldviews and have diverse worldviews. This kind of free imagination gained through mathematics will no doubt become an important power in creating new value in the metaverse world, which will become more realistic with the development of artificial intelligence.

J. Suzuki^*,a, M. Hattori^a, A. Minoda^a, and A. Takami^a

^aNIT, Matsue College, Matsue, Japan

^*hattori@matsue-ct.ac.jp

Abstract

This study attempts to examine our Learning-by-Teaching Program staff’s (LT staff’s) self-regulated learning, exploring perspectives to enhance our LT program. We introduced our LT program in 2009 as a countermeasure for these problems: 1) decline in numeracy skills of the students, 2) more students having trouble tackling assignments, and 3) lower communication skills of the students. This program intends to promote planning skills, teaching skills and communication skills of our senior students (LT staff) and numeracy skills of our first- and second-year students (LT students) at the same time. The improving LT students’ mathematics test results and the high rating in survey of both the LT staff and the LT students have demonstrated the program’s innovativeness. From among 35 staff of 2023 first year student math course, we select two staff, who had the top mathematics grade from first year to fourth year. We see these two staff’s learning qualitatively based on the survey results and their yearly reports. The following are the results: 1) Staff A’s learning met all the ten self-regulated learning phases, and its survey results were high with gradual improvement. Staff A’s students’ survey results were high throughout the year. Staff A, who is good at math and do not usually study math, did not know how to prepare for math exams but is committed to teaching and learned to give advice one after another by carefully watching its students. Staff A set specific steps of studying, monitored its teaching and its students’ work with self-reflection. 2) Staff B’s learning met nine self-regulated learning phases but failed to meet one phase: committed to teaching. Staff B’s survey results were high in the first two quarters, but gradually became lower. Staff B’s students’ survey results were low throughout the year. Staff B was aware of its bad habit of talking too fast and ending conversations with one-sided stories and tried to overcome its difficulty in speaking by focusing on each student. These results show that both staff’s self-regulated learning has been generally successful, together with both staff’s measures to overcome their own weaknesses.

B. Li, J. Lee

Engineering Mathematics and Science, School of Engineering, Temasek Polytechnic, Singapore

Bryan_LI@tp.edu.sg

Abstract

The rise of generative artificial intelligence (GenAI) tools, such as ChatGPT, is reshaping assessment methodologies in education. Preliminary findings from Kim et al. (2024) indicate that a critical engagement with AI tools significantly benefits students' grasp of complex concepts, sharpens their cognitive abilities, and promotes responsible technology use within an academic context.

In April 2024, the School of Engineering at Temasek Polytechnic in Singapore embarked on a new Engineering Mathematics Assignment designed to harness the potential of GenAI positively. The objective was to encourage students to utilize GenAI not merely as a means to expedite answers but as a tool to enhance their comprehension of underlying concepts. Amid concerns about academic integrity and the risk of compromising the depth of learning experiences, an new assessment framework was implemented to encourage students to apply GenAI in a meaningful way. This framework seeks to promote critical thinking while employing AI technologies, centered around a revised assessment strategy that includes video assignments evaluated based on mathematical accuracy, conceptual understanding, analytical critique for method improvement, and the quality of presentation.

Surveys were conducted to have a better understanding of the profiles of students in this exercise, and how they use GenAI to aid their understanding and presentation of the concepts.

This paper contributes to the ongoing discourse on AI's role in education by gaining some insights on the move in GenAI use in a GenAI-neutral assignment, especially in the context of Engineering Mathematics. This will help us determine whether integrating AI tools has enriched students’ learning experience so that we can continuously refine our assessment strategies.

Satoshi Nakajima^a, Kazuhiro Sato^b, Yoshiki Kagiya^b, Shinji Morita^b and Kiyokazu Kimura^*,c

^aNational Institute of Technology (KOSEN), Gunma college/Department of Chemistry and Materials Science, Maebashi, Japan

^bNational Institute of Technology (KOSEN), Gunma college/Technical Support Center for Education and Research, Maebashi, Japan

^cNational Institute of Technology (KOSEN), Gunma college/Department of Civil Engineering, Maebashi, Japan

^*kkimura@gunma-ct.ac.jp

Abstract

Our school started entrepreneurship education in April 2023, funded by the Ministry of Education, Culture, Sports, Science and Technology's "Start-up Environment Development Project for KOSEN". Our school defines entrepreneurship as "the ability to proactively create one's own life", including leadership, imagination, management skills, a spirit of challenge, and communication skills, as abilities required of entrepreneurs.

The educational plan in our schools consists of the following three phases.

STEP1: As a basic education, "Introduction to Entrepreneurship" will be offered as a required course for first-year students starting in FY2024. In this course, students will learn how to think about finding and solving problems and how to proceed with projects, while also gaining an understanding of the elements necessary for entrepreneurship, such as the ability to think outside the box, imagination, and management skills. During the preparation period, FY2023, a lecture was held in August to interest students in entrepreneurship. In addition, "Pre-Course on Introduction to Entrepreneurship" was offered in the second semester.

STEP2: As education leading to practice, students learn how to proceed with projects and develop management skills. A Project-Based Learning (PBL) course will be developed in the "Experiments in Composite Creation" for fourth-year students in all departments. In this course, students work to solve problems in collaboration with local companies. Furthermore, starting in FY2024, the equipment procured for the Workshop, as described below, has been installed in the Workshop or loaned out to various departments to achieve this purpose.

STEP3: The "Entrepreneurship Education Workshop" was established to enable students to work independently to solve a variety of problems. This Workshop consists of the "Realize Studio" for maturing ideas in the information digital field and the "Trial Factory" for creating products based on one's own ideas. The Realize Studio is equipped with a full-body 3D scanner, a photographic 3D measurement system, and a 3D laser scanning system to reproduce a highly realistic virtual space and work on software and product development combining AI, AR, and VR. The Trial Factory is equipped with a 3D printer, a small 3D scanner, a laser cutter, a digital microscope, and a vacuum freeze-dryer. In this environment, students are challenged to freely create ideas and products in their free time, in addition to participating in PBL classes, without boundaries imposed by departments.

Ameer-Alrasyeed bin Ramdan

Temasek Polytechnic/School of Design, Singapore

Ameer-Alrasyeed_Ramdan@tp.edu.sg

Abstract

The pervasive influence of technology challenges students’ cognitive and socio-emotional development through digital connectivity issues of maintaining attention, fostering isolation. This hinders the development of both interpersonal skills and critical thinking essential for effective communication, social engagement, and problem-solving – skills increasingly crucial in the evolving landscape of work. Consequently, students face difficulties addressing their academic and personal concerns, hindering their development.

Dalvi, Sawant, and Sambhaji (2023) highlighted the critical role of educators in addressing these challenges by focusing on psychological outcomes of digital education. In response, the proposed Converse Canvas uses guided dialogue as a catalyst for cognitive and socio-emotional development during Careperson hour. The implementation of Converse Canvas serves as a case study of how it can contribute to fostering self-directed learners and resilient youths.

The Careperson session involved students utilising a deck of cards featuring structured and diverse topics, curated to address issues relevant to students’ academic journey. Students select a resonant card, reflecting upon their challenges, and are guided through subsequent steps for tailored solutions. Converse Canvas generates meaningful conversation based on shared challenges within a peer-driven learning environment.

The case study revealed that it also serves as a forecasting tool. Students gained awareness of potential challenges they may encounter, enabling them to anticipate obstacles in the future. With improved foresight, students experienced reduced stress levels as they prepared for upcoming challenges. Findings gathered from this pilot study unveiled a spectrum of challenges, spanning from adjusting to new pedagogical approaches in the first year to societal integration in subsequent years. These insights have informed iterations in the card development process, granting effective resource allocation to be tailored to the diverse needs of students requiring support.

Conducting Converse Canvas for students is imperative given the increasing complexities of the digital world. Adopting this tool helps students gain autonomy over their learning experiences and cultivate a growth mindset. Converse Canvas has shown to be an efficacious approach to nurture resilience in students navigating academic transitions and subsequently, the evolving professional landscape.

S. Kunasegaran

Singapore Polytechnic, Media, Arts & Design School, Singapore

sukitha_kunasegaran@sp.edu.sg

Abstract

Studies have shown that reflective practice can lead to insights that can guide learners’ decisions and actions in self-directed learning (SDL) (Dutta et al., 2023). Among the attributes that are relevant to SDL are, understanding of self and others (Lee & Mori, 2021), evaluating one’s beliefs and assumptions and making connections between aspects of their self and their experiences (Travers et al., 2014). The objective of this mixed-method research study was to find out whether regular self-reflections within a first-year studio-based project module enabled students to draw insights, to become more self and socially aware and to engage in self-evaluation. Students from 21 classes were introduced to the ‘Rolfe Reflective Model’ (Rolfe et al., 2011) which included guiding questions that were customised to the weekly topics and activities. The initial interviews with 8 students revealed that they appreciated how the structured reflective process led to better self-understanding and that the questions were helpful in targeting areas for growth. Further content analysis was conducted on 63 reflections from 21 students (one randomly selected student from each class), at 3 intervals across the semester, in Weeks 4, 12 and 16. Repeated measures ANOVA indicated that the mean ratings (based on a scale 1-5) for insight, social awareness and making connections did not change significantly over the course of the semester. Insight ratings were particularly high throughout the semester with 81% of initial reflections and 71.4% of final reflections having ratings of 4 and 5. In contrast, social awareness ratings were consistently low. In fact, there was a complete absence of any indication of social awareness, in 33.3% of the initial reflections and 42.9% of the final reflections. Additionally, the ratings for self-understanding decreased significantly over the semester, F(2, 60) = 4.30, p = .021, despite students’ own perceptions of their increasing self-understanding. Reflecting about self and others, which may have important implications for self-directed learning in our students, require further scrutiny in future studies.

Y. Ichikawa^*,a, K. Eguchi^a, K. Tsuzuki^b and T. Miura^b

^aDept. of General Education, National Institute of Technology, Toyota College, Toyota, Japan

^bDept. of Information Technology, National Institute of Technology, Toyota College, Toyota, Japan

^*ichikawa.yuri@toyota.kosen-ac.jp

Abstract

The purpose of the research is to describe what could drive students’ motivation to participate in international exchange activities and enhance their global mindset. Since an institutional project began in 2020, our research has shown how input and output activities have been incorporated to optimize students’ English communication skills (Ichikawa et al., 2023). The survey showed that their international-related skills and awareness were developed (Matsumoto et al., 2023). Several international programs are involved: International Exchange Video Contest (IEVC), Thailand-Japan Students Science Fair (or ICT Fair), and TEDxToyotaKOSEN. One of the advantages of all the programs being connected is that each one can be an incentive for students to join the other. That can also motivate other students who have joined them yet to be involved. A growing number of students want to join the contest from the Thai school, and TJ project from our college. TEDx has attracted many students since it was launched. As shown in IEVC, digital transformation (DX) has expanded the possibility of an educational setting that was limited to classrooms before. However, students must be rewarded with an opportunity to communicate face-to-face in order to develop their relationships. Another advantage is that teachers have also developed their bonds so that they can trust each other, and less explanation is needed to work on the programs. They have shared their input and achievements in managing the programs, which encourages their students to join them and supports them flexibly when students have problems. Each program has a different outcome in terms of a global mindset. The research will describe how the features of the program and its outcome are related. Then, we would like to show that all the programs were interrelated to enhance students’ global mindset holistically.

Lei SUN^*,a, and Yoon Hin LIEW^a

^aNgee Ann Polytechnic, School of InfoComm Technology, Singapore

^*SUN_Lei@np.edu.sg

Abstract

The cybersecurity industry is inherently dynamic, constantly evolving to keep pace with ever-changing threats and technologies. Traditional teaching and learning methods may not adequately prepare our students for the industry's demands. Therefore, there is a growing need to stay updated on the rapidly changing landscape of the security industry and shift from conventional teacher-centred approaches to more flexible learner-centred strategies.

This paper presents a practical approach in teaching Server & Cloud Security (SCS) module that integrates learner-centred methodologies with industry currency to tackle prevalent challenges. This module is part of Diploma in Cybersecurity and Digital Forensics and is undertaken by students in the second year of study.

The design of this module introduces four innovative features to keep teaching and learning up to date. They are (1) Integration industry relevant content through the adoption of industry certification (2) Develop self-directed learning practices by encouraging learning via online platforms e.g. LinkedIn Learning (3) Facilitate opportunities for practice to ensure students have develop practical skills even on their own through auto-provisioned and auto-graded cloud lab environment (4) Alignment with national initiatives for ICT e.g. Artificial Intelligence to ensure the development of relevant skillsets.

95 students were enrolled in the programme which took place in Academic Year 2023. Student were asked about their experiences in this module via feedback and questionnaire about this new framework for designing module experience. Over 85% of students agreed that the modules enhance SCS learning by providing a strong framework, while also improving the overall student learning experience. Additionally, the findings provide valuable insights such as self-directed learning approach and industry-in-curriculum for other teaching teams, promoting the adoption of learner-centred methods and industry relevance in curriculum design.

By advocating for ongoing enhancements in learner-centred approaches, the module is able to ensure learning experience that is responsive to industry changes and able to prepare students for success as a work-ready graduate with the relevant skills sets for life-long learning.

M. Akikawa^*,a, H. Hayashi^a, A. Takahashi^a, O. Doeda^a, Y. Takasaka^b and S. Futaya^b

^aNational Institute of Technology (KOSEN), Kushiro College Department of Creative Engineering, Kushiro, Japan

^bNational Institute of Technology (KOSEN), Kushiro College Education and Research Support Center, Kushiro Japan

^*akikawa@kushiro-ct.ac.jp

Abstract

In response to the shift to virtual spaces for both private and work use due to the outbreak of COVID-19, expectations for the metaverse have increased, and product development has been dramatically active in recent years. The realization of a metaverse involves a lot of technologies, including creating human user interfaces, connecting hardware and networks, constructing, and managing servers, and representing users in virtual spaces. Schools typically offer classes on these technologies separately, and often fail to emphasize the connections between them. However, the absence of these connections may result in biases in engineers' knowledge, hindering better user experiences and potentially contributing to the decline of the metaverse field. We have designed a class to educate the engineer supporting metaverse technology through both hardware and software. In the class, topics are (A) Hardware creation on the embedded systems, (B) Hardware control via networks, (C) Understanding and operating networks by building cloud servers, and (D) User expression in online spaces using motion capture. In topic (A), a line-trace car is created using a microcontroller and various sensors. Students acquire the knowledge necessary for creating a user interface, such as creating a car body using a laser cutter and 3D printer, creating electronic circuits with various sensors, and controlling hardware using a microcontroller. In topic (B), students develop a system to control the wheeled robot via a web page. This process helps students to understand a way to connect hardware and software. In topic (C), students learn a way to construct and manage servers by virtual machines. A key aspect of this topic is using virtual machines. Students can learn a way to construct flexible servers by using virtual machines. In topic (D), students learn how to detect user motion and deploy avatars in virtual space with their own motion data. Furthermore, students learn how to express avatars in virtual space by creating models and textures based on the acquired motion data and creating animated movies. The purpose of this paper is to report and to discuss the effectiveness of the class.