ISATE 2024 Paper Presentation Session 6

Chia Tien Chern^*,a, Lim Pei Chin^a, Yanto Jakop^a and Victoria Ang^b

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

^bSchool of Life Skills & Communication, Singapore Polytechnic, Singapore, Singapore

^*Chia_Tien_Chern@sp.edu.sg

Abstract

The recent advancement in AI, in particular Generative Artificial Intelligence (GAI), presents both challenges and opportunities for the educational sector. This study explores the integration of GAI within our curriculum, aiming to enhance AI literacy among students and assess the pedagogical effectiveness of GAI as a learning assistant. Through a comprehensive literature review, we identify a notable gap in the systematic incorporation of GAI tools in teaching and learning processes. Addressing this gap, our research proposes to incorporate the IDEE model and Bloom’s Taxonomy into the development of a practical framework for integrating GAI into educational curricula. The intent of this fusion is to offer educators a systematic framework by using Bloom’s Taxonomy’s structured approach of cognitive objectives to advocate the positive and meaningful embracement of GAI tools in educational settings.

This study presents a case study of integration of GAI into one module of the Common Core Curriculum (CCC) suite: "Problem-Solving with Creative and Computational Thinking" (PSCCT). We evaluate the impact of GAI integration into the curriculum using a mixed-methods approach. The adaptation of the Meta AI Literacy Scale (MAILS) facilitates a quantitative assessment of students' AI literacy level. Qualitative data gathered from in-class activity questions undergo thematic analysis to explore students' experiences and interactions with GAI in learning activities targeted at different stages of Bloom’s Taxonomy. This comprehensive approach combines the findings to address two critical research questions: how the integration of GAI into the curriculum influences the development of AI literacy among students, and the effectiveness of integrating GAI into the curriculum.

This study aims to contribute significantly to the discourse on AI in education by offering a practical framework for GAI integration, alongside empirical evidence of its educational benefits and insights into its effectiveness.

Sherly Chiech^*,a, Cyrena Cheong^a, Tan Cheng Khoon^a and Tan Hock Soon^a

^aTemasek Polytechnic, Singapore

^*Sherly_Chiech@tp.edu.sg

Abstract

The objective of this pilot study is to investigate the effectiveness of using digital humans powered by generative artificial intelligence (GenAI) in service quality training. There were 69 full-time learners taking the Service Quality Management subject in the Diploma in Aviation Management who participated in this study. It was conducted from January to February 2024. A pre and post survey were conducted using the RATER framework, which measures reliability, assurance, tangibles, empathy and responsiveness of the students in a given scenario. The pre and post survey were administered before and after the intervention (role-play with digital humans powered by GenAI) was introduced. This is used to investigate the extent of a learner’s improved knowledge, skills and attitudes.

J.Chew, W.T. Low, E.Ng, K.S. Kow

^aNgee Ann Polytechnic/ School of Interdisciplinary Studies, Singapore

^*jeanette_chew@np.edu.sg, low_wai_tuck@np.edu.sg, evelyn_ng@np.edu.sg, kow_kok_sing@np.edu.sg

Abstract

This paper presents the development and implementation of a Coordinating Module Leader (CML) Dashboard within the School of Interdisciplinary Studies (IS) in Ngee Ann Polytechnic (NP), aimed at strengthening academic monitoring and intervention strategies especially for very large modules with approximately 2000 students and 30 tutors each semester. Initiated during the April 2020 semester, the dashboard emerged as a practical response to the evolving needs of IS, aligning with its commitment to fostering student success through evidence-informed practices.

The paper showcases IS's proactive approach in recognizing and addressing emerging educational challenges enabled by data through the development of the CML Dashboard. The dashboard serves as a versatile tool, offering insights into student attendance and assessment grades across modules within the IS CORE Curriculum. Its primary objective is to facilitate early identification of at-risk students, enabling timely intervention and support mechanisms.

The implementation of the dashboard has also proven productive in enhancing academic oversight and intervention strategies. By providing CMLs with data on student performance metrics, educators can make informed decisions to address academic challenges more effectively. This approach ensures targeted interventions tailored to the specific needs of students, thereby maximising the impact of support initiatives.

Additionally, the dashboard enables CMLs to monitor grading consistency among tutors, ensuring fairness and transparency in assessment practices. Through comparative analysis, CMLs can identify anomalies or discrepancies, thereby upholding academic standards and integrity.

This paper discusses the iterative development process of the dashboard, from initiation to implementation, outlining the challenges encountered and lessons learned. It aims to provide practical insights for institutions seeking to enhance academic oversight through technology integration.

The implementation of the CML Dashboard represents a significant step towards enhancing academic monitoring and intervention in higher education. By leveraging technology to provide evidence-informed insights, IS demonstrates its commitment to continuous improvement and student success, fostering a culture of excellence and accountability within the academic community.

Siew Wee Kwek^*,a, Wei Meng Son^b, Garry Tan^c, and Miow Ting Teo^d

^aNanyang Polytechnic/ School of Engineering, Singapore

^bNanyang Polytechnic/ Centre for Teaching & Learning Development, Singapore

^cNanyang Polytechnic/ School of Design & Media, Singapore

^dNanyang Polytechnic/ School of Information Technology, Singapore

^*Kwek_Siew_Wee@nyp.edu.sg

Abstract

The Nanyang Polytechnic (NYP) Professional Competency Model (PCM) revolutionises the educational landscape by emphasising productivity, adaptability, and responsiveness at the intersection of artificial intelligence and sustainability. This model transforms education by strategically reusing learning content and activities at task and competency unit levels, encapsulated in Reusable Learning Objects (RLOs). These RLOs developed collaboratively across technical domains and life skills, enable customised learning experiences across disciplines, helping NYP align courses with industry demands and respond promptly to job market needs. By strategically reusing RLOs, NYP saves workforce and curriculum development resources, enhancing institutional productivity and adaptability. This paper explores NYP's strategies for effectively reusing curriculum, learning content, and activities, highlighting the importance of cross-school collaboration in RLO development. The results show that when RLOs are seamlessly integrated into the curriculum, they significantly enhance instructional effectiveness, providing reassurance about the quality of education. The results from a staff feedback survey are presented in the paper, providing insights into the perceived quality and usefulness of RLOs and ease of integration into lessons. Despite acknowledging implementation challenges, the survey offers valuable lessons and areas for improvement. This feedback loop ensures the continuous refinement and optimisation of the NYP PCM to meet evolving educational needs, underscoring its relevance in the current educational landscape. This paper contributes to the ongoing discourse on teaching and learning paradigms in the age of AI and sustainability, advocating for the strategic adoption of RLOs as a catalyst for educational innovation and institutional resilience. The transformative potential of this approach addresses the multi-faceted challenges facing education, reinforcing the importance of adaptability and resource efficiency in modern educational frameworks.

Yuma Yoshimoto^*,a, Yoshinosuke Kato^b, Tomohiro Aoki^c, Toshihiko Tsutsui^b, Jun Matsukubo^a

^aNational Institute of Technology, Kitakyushu College, Fukuoka, Japan

^bUbiquitous AI Corporation, Tokyo, Japan

^cRenesas Electronics Corporation, Tokyo, Japan

^*yoshimoto@kct.ac.jp

Abstract

In recent years, the proliferation of computers has underscored the critical role of technology, particularly in embedded devices where microcomputers are pivotal. Developing with microcomputers requires skills in hardware integration and real-time performance, posing significant learning challenges. This study details a six-month course using the "RA6M5" microcomputer, divided into three phases. In the first phase, students acquire comprehensive knowledge of embedded systems and electronic circuits. The second phase involves lectures and practical exercises on systems thinking, microcomputer architecture, and real-time operating systems (RTOS). In the third phase, students engage in project-based learning, designing and developing prototype embedded systems. Participants reported high levels of satisfaction and improved understanding, although they noted areas for improvement such as time constraints and clarity of explanations. This study demonstrates the effectiveness of project-based learning in embedded device education.

S.K. Kawakami^*,a

^aHumanities Department, National Institute of Technology, Matsue College, Matsue, Japan

^*s-kawakami@matsue-ct.ac.jp

Abstract

Language teachers often discourage students’ use of translation software. However, machine translation is a tool that can be effective when used correctly and with understanding of its limitations. In first- and second-year English communication classes, about 600 students learned about machine translation and how to use it. Before talking about acceptable uses of machine translation, it is important to consider its accuracy. In order to consider the accuracy of machine translation, students worked in groups on an activity using Google Translate, DeepL, and Bing to translate English and Japanese proverbs from one language into the other. Proverbs are a great way to measure accuracy because the words in the proverbs used to express the same meaning are very different from one language to the next. Before the class, students had used Quizlet word sets to study the proverbs, so they would know the equivalent proverbs before doing the activity. This knowledge was important so they could consider the accuracy of the translations. At the beginning of class before the activity, students completed a short survey about how they use machine translation and how accurate they think it is. Before the collaborative portion of the activity, we then talked about the different types of translations they were likely to encounter. During the activity, students worked in groups and completed a spreadsheet with the translations produced by the machine translation software. They were told to notice the translations and how correct they think the translations are while completing the table. Once all of the proverbs were translated, there was a discussion about what makes a correct and good translation. After the activity, students completed a second survey about what they learned about machine translation and how their perceptions of its accuracy had changed. This paper will look at the current accuracy of and recent evolution of machine translation, how the proverb translation activity was executed, and how it impacted students’ perceptions of machine translation.

Yunyi Wong^*,a, Ai Ye Oh^a, Katerina Yang^a and Sin-Moh Cheah^a

^aSingapore Polytechnic, School of Chemical & Life Sciences, Singapore

^*WONG_Yunyi@sp.edu.sg

Abstract

The Diploma in Chemical Engineering (DCHE) implemented a suite of 4 skills-based module in its spiral curriculum to progressively develop in students a safety mindset alongside the technical competencies required by process technicians in the chemical processing industries as specified in the Singapore Skills Framework. The work reported in this paper focusses on the training of students to prepare equipment for maintenance (mechanical work) in a module Process Operation Skills 1 (POS1). Preparation of equipment to render it safe for maintenance requires students to apply Workplace Safety and Health (WSH) through identification of hazards and the control measures to take, and application of the Safe System of Work (SSoW) framework and Standard Operating Procedure (SOP) according to the process where the equipment is used. Due to the students' lack of real-world working experience and the absence of prior experience in mechnical work, learning of WSH and SSoW in this context was done by referencing prior knowledge of WSH learnt previously then scaffolded gradually across several learning activities in POS1. Research has shown that immersive digital technology benefits student learning through its degree of realism that allows easy transfer of learnt skills and knowledge to real life and its student-centricness that allows self-paced learning, and repeated practice for tasks. Therefore, an Immersive Virtual Experiment (IVE) made in-house to isolate a control valve was used to develop competency in preparing an equipment for maintenance. Students will then demonstrate competency by transferring this learning to the preparation of a process equipment by isolating a pump in a pump circuit on a physical test skid in the workshop. Survey findings showed that the IVE was effective as students were more engaged and could better visualise and understand the rationale behind the steps to isolate a control valve. Most agreed or strongly agreed that they felt more prepared to demonstrate knowledge transfer to isolating and preparing a pump (equipment) for maintenance in a physical setup. Finally, plans to continue development of the safey mindset and other technical competences for process technicians using digital technology in the DCHE curriculum are shared.

T. Niwa^*,a and T. Wakasa ^a 

^aInstitute of Technology, Hachinohe College, Hachinohe, Japan 

^*niwa-g@hachinohe.kosen-ac.jp 

Abstract

We discuss the importance of learning support based on the study of correlations between students' self-confidence and their actual learning performance performance. Kosen in regional cities face the problem of a declining birth rate problems, and often can't have enough applicants. Therefore, we have to accept all applicants as new students. This means that an entrance examination will not be functional enough to screen students' academic performance. In view of the current situation, it is considered necessary for Kosen to provide learning support for a wider range of academic performance levels in order to maintain their educational level. On the other hand, students’ confidence in learning affects their motivation to learn and their future careers. If students face some problems that decrease their motivation, we read a sign of them and need to link to learning support. However, it is very difficult to monitor each student's motivation to learn. Therefore, we have tried to assess the freshmen's confidence in learning from their scores on regular exams, which they predict themselves.

We ask each student the ideal (target) score they would like to get and the realistic score (hereafter, realistic target score) they believe they can get based on their self-assessment of learning just before each exam. The survey included 156 freshmen and was conducted in all learning subjects. In particular, we focus on the difference between the target score and the actual exam score in each subject and define this difference as "confidence in learning" in this round-year study. As a result, we find that the actual score exceeds the realistic target score in the case of medium performing students in each subject, and conversely, in the case of low performing students, the realistic target score exceeds the actual score. These can be observed throughout an academic year, and the tendency is also consistent with the tendency indicated by the Dunning-Kruger effect, one of the cognitive biases. As a result of the round-year survey, middle-performing students will be able to assess appropriately. We conclude that it is considered necessary for Kosen to provide learning support based on each confidence in learning to maintain their educational level. We will discuss relationships between learning support for students and their confidence in learning quantitatively.

G., Sibal^*,a, A. Ramli^a and I. Tay^b

^aSchool of Applied Science, Republic Polytechnic, Singapore

^bOffice of Industry and Career Services, Republic Polytechnic, Singapore

^*gunjan_sibal@rp.edu.sg

Abstract

To learn effectively, students must develop proficient reading skills, encompassing various strategies for comprehending text. Among these strategies, questioning enable learners to delve deeper into the content, exploring key concepts, theories, and issues Posing questions before, during, and after reading facilitates purposeful engagement, allowing readers to speculate about events at various stages, clarify confusion, and monitor their understanding. Hence, understanding the significance of questioning in the reading process is essential for educators to cultivate proficient readers. The aim of this project was to investigate the effectiveness of a 3-stage questioning strategy in deeper comprehension of pre-reading resources. The strategy involves posing questions before, during, and after engaging with the reading materials, by guiding students' thought processes and fostering deeper understanding.

This two-semester research project involved dividing a module into two groups, A and B, each with approximately 75 students. Pre-reading resources were provided to both groups, with the intervention group using a padlet platform to record the generated questions before, during, and after reading. Pre- and post-reading quizzes assessed comprehension, and data from surveys and focus group interviews evaluated the strategy's effectiveness. Students post reading quizzes score was higher than the pre-reading quizzes score, but the different was statistically non-significant. The survey study showed that more than 65% of students agree and strongly agree that the 3-stage questioning strategy stimulated their prior knowledge, triggered their curiosity and prepared them for upcoming lesson. The qualitative data from the focus group discussion indicated that employing the 3-stage questioning strategy increased active learning, critical thinking, and deeper comprehension.

Kenzo Kato*,a, Eikoh Chida^a, Rie Nakajima^b and Yukimasa Kato^b

^aNational Institute of Technology, Ichinoseki College, Japan

^bNihon University, Japan

^*kenzokato@ichinoseki.ac.jp

Abstract

This study aimed to use manga-incorporated health education materials in health education and examine their effects on students' health knowledge and their attitudes and impressions toward health education A total of 128 fourth-grade students at the National Institute of Technology, Ichinoseki College were included in the study. The students participated in a health class using manga-style teaching materials and answered questionnaires. Questionnaires included a health knowledge test, a health class attitude scale, and a health class subjective evaluation scale. The knowledge test and the health class attitude scale were completed the day before the class and at the end of the class. The knowledge test scores were compared using a paired t-test, and significant differences were found before and after the class. On the health class attitude scale, the percentage of students who answered "Yes" to the question "The content covered in the health class is interesting" increased from 46.9% before the class to 78.9% after the class. The percentage of students who answered "Yes" to the question "The health class has increased my interest in current health issues" increased from 58.6% before the class to 83.6% after the class. In the subjective evaluation scale of the health class, about 80% of the students responded positively to the questions about the quality of the teaching materials and the class attitude, such as "The teaching methods and materials were well designed" and "I was enthusiastic about the class". Therefore, the students responded positively to the manga-style teaching materials used in this study. It is also believed that one of the reasons for the students' active participation in the class was that the teaching materials increased their interest in the content of the class. Through the incorporation of manga materials in health education, students' health knowledge and their attitudes and impressions toward health education improved.

Raja Liyana^*

^aSchool of Chemical & Life Sciences/ Diploma in Optometry, Singapore Polytechnic, Singapore

^*raja_liyana@sp.edu.sg

Abstract

This study explores the efficacy of reverse case study approach in optometry training, where final year Diploma in Optometry (DOPT) students create and solve cases akin to real-world scenarios. The approach was implemented in the final year of clinical module, Paediatric Optometry, with the highlight “Flip the Script” where student groups are paired and role-play as both paediatric patients with the case history they created and as optometrist performing case history procedures. Data were gathered from surveys of students from the 2021 to 2023 cohorts, utilising 5 quantitative Likert scale questions and 1 open-ended question to gauge their learning experiences. Students' performances are assessed both during the role-play activity in Term 1 and competency performance conducted at the end of the semester in Term 2. The effects of the reverse case study are evaluated through various metrics, including performance skills like information gathering, questioning techniques and soft skills, as well as thinking skills with diagnostic accuracy. A positive impact on learning was recorded across all cohorts (n=138), with statistically significant improvements observed in competency assessments post-implementation of reverse case study approach (n=101, p value <0.05). This study demonstrates the effectiveness and potential of reverse case studies in enhancing the learning outcomes in optometry education.

Foo Choo Yen^a, Murray Ho^b and James Chua^c

Temasek Polytechnic/School of Business

^achooyen@tp.edu.sg, ^b murray_ho@tp.edu.sg, ^cchua_james_js@tp.edu.sg

Abstract

By introducing technology in a tangible and accessible manner, the Logistics Sandbox aims to demystify critical Industry 4.0 (i4.0) technologies for business students. Through early exposure to these transformative technologies, students are primed to cultivate a deeper understanding and affinity towards applied Industry 4.0 concepts. This initiative serves as a precursor to future coursework in smart manufacturing and logistics, nurturing a fertile ground for further exploration and innovation. Within the Logistics Sandbox, six experiential stations have been curated to facilitate hands-on workshops lasting from one to three hours each. These stations are tailored for versatility, enabling their deployment in various learning and outreach initiatives across diverse locations. The stations include Sensor Applications in Warehouse Environmental Monitoring and Carton Box Dimensioning, Warehouse Motion Monitoring with Camera, Warehouse Order Picking & Routing Optimization Game, Introduction to Robotics, Logistics Data Analytics & Demand Forecasting, and simulating Distribution Centre Picking Operations through VR. Each station provides practical insights and hands-on activities to ignite learners’ curiosity and enhance their understanding of key logistics technologies. Trial workshops were conducted for students as knowledge-building exercises on how to facilitate workshops for a varied target audience, ranging from pre-poly students to freshmen business students. The goal was to introduce participants to the evolving landscape of technology in their respective industries, from the early stages of Industry 1.0 to the advancements of Industry 4.0. The feedback from participants highlighted the workshops impact, with many students expressing how the sessions expanded their horizons and provided valuable insights into technology-driven solutions. A number of participants expressed their desire to continue exploring the technology associated with the Logistics Sandbox, demonstrating an interest in technology related experiential learning.

T. Yukawa^*,a, T. Ogino^b,c and J. Takubo^d

^aNagaoka University of Technology, Nagaoka-shi, Niigata, Japan

^bZeroOne Laboratory LLC., Shinagawa-ku, Tokyo, Japan

^cInstitute of Information Security, Yokohama-shi, Kanagwa, Japan

^dMASTTOP, Inc., Shinagawa-ku, Tokyo, Japan

^*yukawa@vos.nagaokaut.ac.jp

Abstract

This paper describes the IoT security education course established within the Information and Management Systems Engineering Program at Nagaoka University of Technology. Exercising penetration testing in security education programs is highly effective for students to consolidate their knowledge and skills. However, conducting such tests in an actual environment is illegal. To address this challenge, a virtual environment (cyber range) simulating a smart home system was developed, and hands-on exercises utilizing this environment was designed. This paper presents the design of the course, the design of the training equipment, the scenarios of the hands-on exercises and the results of the course practice.

Quek Kai Leong^a

^aSchool of Mathematics and Science, Singapore Polytechnic, Singapore

^*quek_kai_leong@sp.edu.sg

Abstract

Instruction Traditional math instruction often leads to student disengagement. Students struggle to see the relevance of the skills they're learning, resulting in a disconnect between theory and practical application. This action research addresses this challenge by introducing real-world application problems through short trigger videos before teaching the necessary mathematical skills. This "begin with the end in mind" approach aims to spark student interest and curiosity at the outset, fostering a deeper understanding of the purpose and relevance of the mathematical concepts being taught.

The study involved dividing module topics into manageable blocks. Each block features three key elements:

1. Trigger Video: A captivating video (around 6 minutes) introduces a real-world application problem. It is designed to be relevant to students' lives and experiences.

2. Skill Development: Targeted instruction focused on the mathematical skills needed to solve the application problem.

3. Application Practice: Students apply the newly acquired skills to solve the application problem introduced in the trigger video.

The duration of a block (1-4 weeks) depends on the complexity of the application problem. One of the blocks included an additional assignment related to the application.

Surveys using a Likert scale and open-ended questions were administered to students and teachers. 14 staff and 566 students from 4 schools participated in the surveys. The results indicated that the application problems piqued student interest in math and helped them see its relevance in real life. Most teachers found this approach of introducing the application first to be more beneficial than the traditional method of teaching skills first. Implementing this approach in another math module yielded similar positive results.

This research proposes a portable pedagogy that has the potential to be applied across math modules to enhance student engagement and foster a deeper understanding of the subject's relevance.

Kaori ONITA

National Institute of Technology, Fukushima College/Business Communication, Fukushima, Japan

onita@fukushima-nct.ac.jp

Abstract

In this study, the effectiveness of entrepreneurship education at the National Institute of Technology is discussed. The National Institute of Technology called KOSEN is one of Japan's higher education institutions where students mostly specialize in engineering. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) started entrepreneurship education at Kosen in 2023. What is the effect of the entrepreneurship education on KOSEN students? This study examines the effect of the entrepreneurship education based on the case surveys. The entrepreneurship education started in 2023 at KOSEN. The entrepreneurship education at Fukushima KOSEN is an optional subject for the first-year students. In this study, the author provided the questionnaire to the students. The author assigned the students essays because the author tries to find the details of student’s attitude in the essay. The author analyzed their essays using KH-Coder text analyzer which is available as a computer software package for text mining. In this study, the students have positive impacts on tolerance for uncertainty, interpersonal skills, initiative, and proactivity. In addition, the students improve their communication and teamwork. The students could collaborate and communicate with each other, and they created business ideas throughout the course. In this study, positive effects of entrepreneurship education at Fukushima KOSEN were shown.

Soo Bee Hong

Singapore Polytechnic/School of Electrical & Electronic Engineering, Singapore

Soo_Bee_Hong@sp.edu.sg

Abstract

Covid-19 was the catalyst for many changes in pedagogy, one of which included the adoption and acceptance of asynchronous lectures. A recent large-scale study with 1214 respondents found that students have positive attitudes towards asynchronous lectures and find the medium efficacious (Soo et al., 2023). However, this result comes with the important caveat that the students prefer “social presence” in the recorded videos (which, in the study, comprises of live narration and/or a teacher’s thumbnail). Subsequently, a second survey with 3159 participants was conducted to investigate the effectiveness of student engagement during asynchronous lectures. It was observed that modules with lower engagement scores had predominantly relied on external open-source learning materials that are commonly adopted by many higher education institutions for professional certification. While these certified resources facilitate valuable industry connections and enhance graduates’ marketability, this sparks concern regarding their efficacy in student learning experiences because of the noted low level of engagement. In view of the students’ desires for the instructor presence during learning, the lack of engagement may stem from the lack of “social presence” in the external learning materials rather than the quality of the materials.

Thus, to test this hypothesis, pre-recorded advance organiser videos were developed to enhance the asynchronous learning experience with social presence. These advance organisers serve as scaffolding for complex concepts, promoting greater engagement with the course materials. The approach integrated quantitative and qualitative analyses through surveys and content review. A two-tailed statistical analysis of students’ survey results found that implementing advance organizer videos significantly improved students’ self-reported engagement levels from 4.23 to 4.63, (t (228) = 2.07, P = 0.0390). This underscores the significance of maintaining human connection and adapting tried-and-true methods of student engagement, even with the rising popularity of asynchronous lectures.

This paper documents students’ favourable responses to advance organiser videos and offers recommendations for optimising their implementation. The authors hope these insights drawn from student experiences will provide valuable guidance to educators aiming to enhance instructional strategies within open-source learning contexts.

Keisuke OHASHI^*,a

^aNational Institute of Technology, Ishikawa College /Department of Civil Engineering, Tsubata, Japan

^*ohasikei@ishikawa-nct.ac.jp

Abstract

Japan faces frequent natural disasters due to its geographical location. The archipelago lies within the Ring of Fire, where approximately 80% of the world’s active volcanoes are concentrated. Consequently, the entire Japanese territory is susceptible to high seismic risk. Although the regions that have risks of flood and tsunami are limited to the alluvial plains that account 10% of the territory, they account 50% of the population in Japan and 75% of the assets.

In 2020, the ruling government introduced the concept of Self-help, Mutual Aid, and Public Assistance for disaster response. The order of sequence of these words emphasizes self-help as the most critical activity immediately after a disaster happens. Given that many disasters escalate over time, minimizing the lead time—the time required to move to a safe location immediately after a disaster event—is crucial for survival. Therefore, in regional disaster preparedness, lead time is equivalent to the time it takes to travel from the current location to an evacuation area. To reduce evacuation time, students at the National Institute of Technology, Ishikawa College (Ishikawa KOSEN) have been promoting the use of Urban Hazard Signs since 2022. This sign consists of a pictogram, an evacuation site name, a distance, and a QR code indicating evacuation routes. A total of a dozen signs in 2022 and 142 signs in 2023 were installed, covering the entire target area. The installation process involved coordination with stakeholders such as local municipalities and residents based on iterative cycles of feedback, on-site surveys, trial production, placement, and post-installation surveys.

This initiative, combining regional challenges and practical education, received high acclaim in the National Institute of Technology Contests and achieved consecutive awards in 2022 and 2023. Furthermore, a local municipality, Tsubata Town has entrusted the sign installation task to Ishikawa KOSEN in its 2023 supplementary budget, with plans for continued activities in subsequent years.

Henry Koh^* and Lula Chee

Ngee Ann Polytechnic, School of Business & Accountancy, Singapore

^*kce@np.edu.sg

Abstract

In a world defined by rapid technological change and the blurring of traditional business functions, educators face the challenge of infusing technology into existing curricula while equipping students with 21st-century skill sets for success in the workplace. This paper presents an innovative approach to transformational business education, developed and implemented at Ngee Ann Polytechnic in Singapore.  

Traditional academic programs often fail to keep pace with the rapid technological changes in the workplace. This leaves graduates unprepared for the demands of a digital economy.  The Business Digitalisation Track (BDT) at Ngee Ann Polytechnic's School of Business and Accountancy (BA) addresses this gap. The BDT's focus on digital skills provides students with the essential tools to navigate this evolving business landscape. 

The BDT is a one-year, cross-diploma program integrating internships for selected final-year students. The program's core strategies are to "bring the industries into the classroom" and "bring the classroom into the industries." This is achieved through a collaborative model with industry partners, who co-design, co-teach, and co-evaluate courses alongside educators. 

BDT's unconventional curricular structure features an emphasis on competency-based training, replacing traditional modules and exams with intensive workshops, seminars, real-world company projects, and industry-based certifications. Two project-based internships are integrated into the curricular structure to enhance digital skills application and knowledge acquisition.

Student and industry feedback indicate significant learner transformation. Students gain relevant digital skills, enhanced adaptability, and independence. Companies value student contributions in projects such as digital playbooks and livestreaming. The program's model has influenced changes within BA’s other diploma programmes and has been adapted for adult learners pursuing Continuing Education and Training (CET) at NP.  As a case in point, a new programme in Digital Marketing & Digital Commerce, modelled after the BDT, was introduced for working adults planning career transitions.  

A survey to evaluate the curricula structure of the BDT was conducted in 2020 and the results validated the effectiveness of the program.  Results show that a vast majority of students were in strong agreement that the structure of this programme had a positive impact on their learning and motivation.

The BDT's success demonstrates the value of industry collaboration in preparing students for the complexities of digital business.  Looking ahead, plans for scaling include extending "classroom in the industry" through broader and deeper industry partnerships.

Edwin Seng, Lynn Lam, Cynthia Lam and Angela Koh

Singapore Polytechnic/School of Business, Singapore

Edwin_Seng@sp.edu.sg

Abstract

This study examines the effectiveness of the Business Essentials Through Action (BETA) module at the Singapore Polytechnic School of Business in fostering entrepreneurial competencies through self-directed learning. Our research anchors on the premise that self-directed learning, as a critical component of entrepreneurial education, enhances critical thinking, creativity, resilience, and adaptability—skills vital for navigating today’s business challenges. Utilising a mixed-methods approach, the study contrasts the entrepreneurial competencies of students engaged in the BETA module with those in a traditional curriculum. Quantitative assessments through pre-post tests and qualitative insights from focus groups were used to evaluate the impact of the BETA module. The findings suggest significant improvements in competencies such as "Opportunity Seeking and Initiative," "Persistence," "Demand for Efficiency and Quality," and "Systematic Planning and Monitoring" for students in the BETA group compared to their peers. This study contributes to the educational discourse by demonstrating how integrative frameworks combining experiential learning with reflective practices can effectively cultivate the entrepreneurial skills necessary for today’s complex economic landscape. The results underscore the potential of self-directed learning models to bridge gaps in traditional education methods and significantly enhance entrepreneurial competency development.

Hiromi Hanawa^*

National Institute of Technology, Fukushima College, Department of Business Communication, Iwaki, Japan

^*kato-h@fukushima.kosen-ac.jp

Abstract

Advertising with food photos on websites has commonly utilized among web marketers, as local restaurants have emphasized emotional impact of digital images using interactive information services with customers. However, due to declining local population and aging society, current situation is that information technology implementation in the local areas has fell behind, and it has been difficult to revitalize the local businesses and create a new information service. Open and consumer-centred online communication and interaction over human-centred computing are required in order to promote local business revitalization.

As a solution to the problem, multi-institution collaborations such as the local colleges and universities, the local city hall, and the local chambers of commerce has created a new information service as well as opportunities of students’ learning in website technology and development. In particular, a group of local restaurants that had sales reduction have been supported by multi-institution collaboration websites that college students developed in order to revitalize the local businesses.

This study tested two hypotheses. Firstly, Websites would increase involvement, which improve online communication among people and lead to increase the potential restaurant customers. Secondly, digitalization would promote local establishment, that is, creation of information services requires human resources who stay in the region and engage in that information technology businesses.

Data has been obtained from the National Household Survey, website analytics, website usability test, and the local Chamber of Commerce data to conduct hypothesis test. Data analysis found that frequent view of product photos increased consumers’ interest, and reduced consumers’ emotional stress against unfamiliar food. As a result, two hypotheses were supported with positive effects that websites increased online activities and involvement to the local restaurants, and has established a new information business and handover in the local area even after COVID-19.

This research supports multi-institution collaboration with utilizing open data, and provides design of human-centred informatics that may create potential local businesses in a wide range of areas.

S.G. Andrew Kor

Temasek Polytechnic/School of Engineering/Student Development, Singapore

Andrew_KOR@tp.edu.sg

Abstract

This paper explores the vital role of effective mentoring in student internship programs at Temasek Polytechnic (TP) School of Engineering, focusing on its impact on career development. In today's dynamic educational landscape, fostering connections between academic institutions and industries is crucial for preparing students for real-world challenges and advancing professional development in a VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) environment. Mentoring stands as the linchpin of successful student internships, guiding students through industry intricacies and fostering holistic development. This guidance equips students with practical skills and a deeper understanding of their chosen fields. Educators engaged in attachment programs also benefit from mentoring relationships, gaining valuable perspectives, and refining teaching methods. On-campus flash mentoring activities offer students diverse perspectives and networking opportunities within condensed timeframes, illuminating various career paths and industries. This paper discusses practices in mentoring within TP's student internship programs, addressing unique considerations for programs spanning local and international boundaries. Effective mentorship enhances learning outcomes, boosts engagement with industry projects, and co-creates enriching learning experiences. Incorporating mentoring into internship programs provides students with global perspectives, enhancing adaptability and intercultural competence. Drawing on practical insights, this paper underscores mentoring's transformative impact on education and advocates for structured mentoring programs to bridge theory and practice, preparing students for the evolving professional landscape.

Eikoh Chida^*, Masato Wayama and Hiroyuki Haga

Division of Computer Engineering and Informatics, Department of Engineering for Future Innovation,

National Institute of Technology, Ichinoseki College, Japan

^*chida+isate2024@g.ichinoseki.ac.jp

Abstract

In FY2017, the National Institute of Technology, Ichinoseki College (Ichinoseki KOSEN) reorganized from the previous four departments to one department, four divisions, and seven fields to respond to social needs and regional changes and enable new development and expansion. In line with this, a new Department of Information and Software Engineering was established. Although each of the two existing departments had its own information course, it was decided to organize a new curriculum specializing in the field of information engineering. The first batch of students graduated in March 2022, and all subjects of the new curriculum were offered; however, in the course of practical education, they were adapted to the rapid development of technology. This situation called for more practical lectures and exercises.

Therefore, in April 2022, the school hired six practitioner teachers in the fields of cyber security, artificial intelligence (AI)/machine learning and social implementation project management to accept professional personnel from the private sector as “sideline teachers” in education. Since the first semester’s courses in FY2022, practical exercises and lectures on the latest technology topics have been held for senior information and software students and others, with FY2024 marking the third year.

This paper presents examples of initiatives in the field of cyber security and discusses their educational benefits and challenge.