The document discusses the Active Learning Room (ALR) at the National University of Singapore that is used for the Special Programme in Science (SPS). It provides an overview of the SPS curriculum and goals. The ALR is described as having movable furniture and equipment at each student desk that allows for interaction and problem-solving in small groups. A typical lecture in the SPS course SP3176 involves the professor presenting a problem for student groups to discuss and present solutions. Student feedback indicates the ALR facilitates collaboration and learning. The conclusion discusses the role of the ALR in the future of education.

1. EXPLORING TEACHING AND LEARNING IN
ACTIVE LEARNING ROOM WITH
SPECIAL PROGRAMME IN SCIENCE
Andreas Dewanto
Faculty of Science, National University of Singapore
Block S16 Level 3, 6 Science Drive 2, Singapore 117546

3. Acknowledgement:
Special Programme in Science Staff
Dr. Chammika
Udalagama
Dr. Leslie Gapter Dr. Linda Sellou
Mr. Andreas Dewanto
(Assistant Director)
Dr. Adrian M. Lee
(Director)
Dr. Lim Zhi Han

4. Outline
• SPS in a Nutshell
• Active Learning Room Setup
• Teaching and Learning in ALR
• Student Feedback
• ALR in the Future
Photos courtesy of Sum Yuheng

5. SPS in a Nutshell
• Established in 1996 to
expose talented science
students to multidisciplinary
science and train them
toward research excellence
• Practice Integrated Science
Curriculum, which cultivates:
– Scientific methodology
– Computation skill
– Communication skill
– Collaboration through peer-
learning and mentorship
in problem-solving. Photos courtesy of Andreas Dewanto

6. Integrated Science Curriculum
Year of Study Semester 1 Semester 2
1 (Freshmen) SP2173 Atoms to Molecules SP2174 The Cell
SP2171 Discovering Science
2 (Sophomore) SP3175 The Earth SP3176 The Universe
SP3172 Integrated Science Project
3 Junior mentorship
4 (Honors) Senior mentorship
• Run in addition to student’ respective core programme
• 2-year programme, consists of 4 thematic-based modules
(73, 74, 75 & 76) and 2 research-based modules (71 & 72)
• Dynamic and intensive teaching and learning environment,
involving staff, students, and mentors (3rd, 4th, and postgrad)

7. Active Learning Room
• Located in S16 Level 3
• Commissioned in 2011, under the purview of Science Dean’s Office
• Co-funded by FoS and Centre for Instructional Technology
• Max capacity: 42 students. Ideal capacity: 20 – 30 students
Instructor’s desk
Students’ desks.
Each desk is able
to accommodate
up to 6 students
Semi-circular layout to maximize
instructor-students interaction

8. A Closer Look at ALR’s Facilities: Students’ Desk
Photo courtesy of Lim Zhi Han
40” screen, to display
input from instructor’s
desk or other students’
desks
Visualizer, to present
students’ work to the
main projector or other
desks
Each desk is also equip-
ped with the standard
Audio-Video I/O for
students to connect
their laptops to.
Apart from the instructor’s desk, the whiteboards and projector, other furniture in ALR is
movable. This allows fluidity and mobility in the class, which in turn encourage interaction.

9. A Closer Look at ALR’s Facilities: Instructor’s Desk
Photo courtesy of Lim Zhi Han
AV panel enables
instructor to control
what is being cast
into projector screen
and/or individual
monitors on students’
desk, which input
that comes from
either the instructor
desk or individual
students’ desk.
Instructor is also equipped with visualizer and standard Audio-Video I/O.

10. A closer look at ALR’s Facilities: Layout
Photos courtesy of Lim Zhi Han
Secondary screen mirrors the main
projector for instructor’s reference
Whiteboards along the wall for
students’ use

11. Utilizing ALR’s Facilities:
A typical Day in SP3176 Lecture
• Significant portion of the lecture is
dedicated for problem solving.
• Problems are usually given in the
midst of introducing a new
concept.
• Students are given 5-10 minutes
to discuss within the group.
• A group is randomly chosen to
present the answer from their
desk.
• Alternative answers from other
groups (if any) are discussed.
Example of SP3176
Lecture Problem:
Reason that the cosmological prin-
ciple1 implies that any observer
looking at the motion of galaxies will
find the radial velocities proportional
to the distance between her and the
galaxy.
[10 + 5 min]
1The cosmological principle: The Universe
is homogeneous and isotropic.

12. Dr. Lim Zhi Han in Action during SP3176 Lecture
Photos courtesy of Lim Zhi Han
Getting close and personal
with the students
A student presenting his
solution, a typical scene in
SP3176 lecture

13. Students in Action during SP3176 Lecture
Photos courtesy of Lim Zhi Han

14. SP3176 Internal Student Feedback on ALR (1)
SD: Strongly disagree SA: Strongly Agree
D: Disagree A: Agree
Reference: Z.H. Lim, C. Udalagama, L. Gapter, A. Dewanto, L. Sellou, A.M. Lee (2013) Active and Collaborative Learning in
an IT-enhanced Interactive, EDULEARN13 Proceedings, pp. 3997-4004.

15. SD: Strongly disagree SA: Strongly Agree
D: Disagree A: Agree
Reference: Z.H. Lim, C. Udalagama, L. Gapter, A. Dewanto, L. Sellou, A.M. Lee (2013) Active and Collaborative Learning in
an IT-enhanced Interactive, EDULEARN13 Proceedings, pp. 3997-4004.
SP3176 Internal Student Feedback on ALR (2)

16. Dr. Adrian Lee in Action during
Interactive Tutorial Group Discussion
The mobile desks are convenient to be
moved around to set simple table-top
experiments up anywhere in the room
Making use of the white-
board for discussion
Photos courtesy of Andreas Dewanto

17. The Role of ALR in the Future
• Con: not suitable for conventional teaching
en-masse, resource intensive.
• Pro: ideal for seminar-style, problem-based
and collaborative teaching and learning
• ALR is ideal for flip teaching.
• ALR facilitates university’s iBLOC (Internal
Blended Learning Online Course) initiative
• Is ALR going to be a norm in future?
I believe it is just a matter of time 

18. Thank you
Photo courtesy of John Ouyang
Contact:
Dr. Adrian Lee (chmaml@nus.edu.sg)
Mr. Andreas Dewanto (andreas.dewanto@sps.nus.edu.sg)