Open Learning Analytics panel at Open Education Conference 2014Stian Håklev
The past five years have seen a dramatic growth in interest in the emerging field of Learning Analytics (LA), and particularly in the potential the field holds to address major challenges facing education. However, much of the work in the learning analytics landscape today is closed in nature, small in scale, tool- or software-centric, and relatively disconnected from other LA initiatives. This lack of collaboration, openness, and system integration often leads to fragmentation where learning data cannot be aggregated across different sources, institutions only have the option to implement "closed" systems, and cross disciplinary research opportunities are limited. Beyond the immediate concerns this fragmentation creates for educators and learners, a closed approach dramatically limits our ability to build upon successes, learn from failures and move beyond the "pockets of excellence (and failures)? approach that typifies much of the educational technology landscape.
The potential benefits of openness as a core value within the learning analytics community are numerous. Learning initiatives could be informed by large scale research projects. Open-source software, such as dashboards and analytics engines, could be available free of licensing costs and easily enhanced by others, and OERs could become more personalized to match learners' needs. Open data sets and reproducible papers could rapidly spread understanding of analytical approaches, enabling secondary analysis and comparison across research projects. To realize this future, leaders within the learning analytics, open technologies (software, standards, etc.), open research (open data, open predictive models, etc.) and open learning (OER, MOOCs, etc.) fields have established a "network of practice" aimed at connecting subject matter experts, projects, organizations and companies working in these domains. As an initial organizing event, these leaders organized an Open Learning Analytics (OLA) Summit directly following the 2014 Learning Analytics and Knowledge (LAK) conference this past March as means to further the goal of establishing "openness' as a core value of the larger learning analytics movement. Additional details on the Summit and those involved can be found at: http://www.prweb.com/releases/2014/04/prweb11754343.htm.
This panel session will bring together several thought leaders from the Open Learning Analytics community who participated in the Summit to facilitate an interactive dialog with attendees on the intersection of learning analytics and open learning, open technologies, open data, and open research. The presenters represent a broad range of experience with institutional analytics projects, an open source development consortium, the sharing of open learner data, and academic research on open learning environments.
Open Learning Analytics panel at Open Education Conference 2014Stian Håklev
The past five years have seen a dramatic growth in interest in the emerging field of Learning Analytics (LA), and particularly in the potential the field holds to address major challenges facing education. However, much of the work in the learning analytics landscape today is closed in nature, small in scale, tool- or software-centric, and relatively disconnected from other LA initiatives. This lack of collaboration, openness, and system integration often leads to fragmentation where learning data cannot be aggregated across different sources, institutions only have the option to implement "closed" systems, and cross disciplinary research opportunities are limited. Beyond the immediate concerns this fragmentation creates for educators and learners, a closed approach dramatically limits our ability to build upon successes, learn from failures and move beyond the "pockets of excellence (and failures)? approach that typifies much of the educational technology landscape.
The potential benefits of openness as a core value within the learning analytics community are numerous. Learning initiatives could be informed by large scale research projects. Open-source software, such as dashboards and analytics engines, could be available free of licensing costs and easily enhanced by others, and OERs could become more personalized to match learners' needs. Open data sets and reproducible papers could rapidly spread understanding of analytical approaches, enabling secondary analysis and comparison across research projects. To realize this future, leaders within the learning analytics, open technologies (software, standards, etc.), open research (open data, open predictive models, etc.) and open learning (OER, MOOCs, etc.) fields have established a "network of practice" aimed at connecting subject matter experts, projects, organizations and companies working in these domains. As an initial organizing event, these leaders organized an Open Learning Analytics (OLA) Summit directly following the 2014 Learning Analytics and Knowledge (LAK) conference this past March as means to further the goal of establishing "openness' as a core value of the larger learning analytics movement. Additional details on the Summit and those involved can be found at: http://www.prweb.com/releases/2014/04/prweb11754343.htm.
This panel session will bring together several thought leaders from the Open Learning Analytics community who participated in the Summit to facilitate an interactive dialog with attendees on the intersection of learning analytics and open learning, open technologies, open data, and open research. The presenters represent a broad range of experience with institutional analytics projects, an open source development consortium, the sharing of open learner data, and academic research on open learning environments.
"Stuff and data: challenges for research data management in the visual arts" ...ARLGSW
During the workshop we will explore the work of the Jisc funded KAPTUR and AHRC funded VADS4R projects over the last three years. This has focused on seeking to enhance research data management practice within in the visual arts. In particular we will focus on the specific disciplinary challenges, how these have been addressed, and reflect upon the lessons learned and work still needed to be undertaken. The workshop will be interactive, enabling participants to investigate the nature of research data and the curatorial challenges it presents in the visual arts.
This presentation was provided by Peggy Layne, Andi Ogier, and Ginny Pannabecker of Virginia Tech during the NISO virtual conference, Research Information Systems: The Connections Enabling Collaboration, held on August 16, 2017.
New emerging assistive technologies - Jisc Digifest 2016Jisc
Small business research initiative competition projects were awarded funding in 2014 to address two problem spaces through technical development of new products:
Good to Go - increasing independence in unfamiliar environments or in accessing information
Ready Steady STEM - increasing the accessibility of science, technology, engineering and maths subjects
This session will provide an overview of the new technologies soon to come into the market to support learners with their learning , independent living and to secure employment.
"Research data management: where are we now?" Jenni Crossley, DARTS4ARLGSW
In January 2013, the research librarians at UWE hosted a workshop focussing on the skills that librarians need to develop in order to support researchers in research data management. As part of this day, participants undertook a brief maturity modelling exercise which looked at their library services state of readiness to support RDM, and where they would like to be in 3 years’ time. This talk looks at progress made to date by those services, and includes an opportunity for the audience to undertake an as-is exercise. There will also be a brief overview of UWE’s own progress in implementing RDM support.
Objectives: To explore potential collaborations between academic libraries and Clinical Translational Science Award (CTSA)-funded institutes with respect to
data management training and support.
Methods: The National Institutes of Health CTSAs have established a well-funded, crucial infrastructure supporting large-scale collaborative biomedical research. This infrastructure is also valuable for smaller, more localized research projects. While infrastructure and corresponding support is often available for large, well-funded projects, these services have generally not been extended to smaller projects. This is a missed opportunity on both accounts. Academic libraries providing data services can leverage CTSA-based resources, while CTSA-funded institutes can extend their reach beyond large biomedical projectsto serve the long tail of research data.
Results: A year-long series of conversations with the Indiana CTSI Data Management Team resulted in resource sharing, consensus building about key issues in data management, provision of expert feedback on a data management training curriculum, and several avenues for future collaborations.
Conclusions:Data management training for graduate students and early career researchers is a vital area of need that would benefit from the combined infrastructure and expertise of translational science institutes and academic libraries. Such partnerships can leverage the instructional, preservation, and access expertise in academic libraries, along with the storage, security, and analytical expertise in translational science institutes to improve the management, protection, and access of valuable research data.
This presentation was provided by Jan Fransen of the University of Minnesota - Twin Cities during the NISO virtual conference, Research Information Systems: The Connections Enabling Collaboration, held on August 16, 2017.
Transforming liaison roles for academic librarians is critical, as universities are moving to position themselves to meet the demands of a more competitive national research environment. At La Trobe University, librarians are repackaging current research support services to streamline and incorporate these more efficiently into the researcher’s life cycle, in order to support the University’s research initiatives
"Stuff and data: challenges for research data management in the visual arts" ...ARLGSW
During the workshop we will explore the work of the Jisc funded KAPTUR and AHRC funded VADS4R projects over the last three years. This has focused on seeking to enhance research data management practice within in the visual arts. In particular we will focus on the specific disciplinary challenges, how these have been addressed, and reflect upon the lessons learned and work still needed to be undertaken. The workshop will be interactive, enabling participants to investigate the nature of research data and the curatorial challenges it presents in the visual arts.
This presentation was provided by Peggy Layne, Andi Ogier, and Ginny Pannabecker of Virginia Tech during the NISO virtual conference, Research Information Systems: The Connections Enabling Collaboration, held on August 16, 2017.
New emerging assistive technologies - Jisc Digifest 2016Jisc
Small business research initiative competition projects were awarded funding in 2014 to address two problem spaces through technical development of new products:
Good to Go - increasing independence in unfamiliar environments or in accessing information
Ready Steady STEM - increasing the accessibility of science, technology, engineering and maths subjects
This session will provide an overview of the new technologies soon to come into the market to support learners with their learning , independent living and to secure employment.
"Research data management: where are we now?" Jenni Crossley, DARTS4ARLGSW
In January 2013, the research librarians at UWE hosted a workshop focussing on the skills that librarians need to develop in order to support researchers in research data management. As part of this day, participants undertook a brief maturity modelling exercise which looked at their library services state of readiness to support RDM, and where they would like to be in 3 years’ time. This talk looks at progress made to date by those services, and includes an opportunity for the audience to undertake an as-is exercise. There will also be a brief overview of UWE’s own progress in implementing RDM support.
Objectives: To explore potential collaborations between academic libraries and Clinical Translational Science Award (CTSA)-funded institutes with respect to
data management training and support.
Methods: The National Institutes of Health CTSAs have established a well-funded, crucial infrastructure supporting large-scale collaborative biomedical research. This infrastructure is also valuable for smaller, more localized research projects. While infrastructure and corresponding support is often available for large, well-funded projects, these services have generally not been extended to smaller projects. This is a missed opportunity on both accounts. Academic libraries providing data services can leverage CTSA-based resources, while CTSA-funded institutes can extend their reach beyond large biomedical projectsto serve the long tail of research data.
Results: A year-long series of conversations with the Indiana CTSI Data Management Team resulted in resource sharing, consensus building about key issues in data management, provision of expert feedback on a data management training curriculum, and several avenues for future collaborations.
Conclusions:Data management training for graduate students and early career researchers is a vital area of need that would benefit from the combined infrastructure and expertise of translational science institutes and academic libraries. Such partnerships can leverage the instructional, preservation, and access expertise in academic libraries, along with the storage, security, and analytical expertise in translational science institutes to improve the management, protection, and access of valuable research data.
This presentation was provided by Jan Fransen of the University of Minnesota - Twin Cities during the NISO virtual conference, Research Information Systems: The Connections Enabling Collaboration, held on August 16, 2017.
Transforming liaison roles for academic librarians is critical, as universities are moving to position themselves to meet the demands of a more competitive national research environment. At La Trobe University, librarians are repackaging current research support services to streamline and incorporate these more efficiently into the researcher’s life cycle, in order to support the University’s research initiatives
by Kan Min-Yen, Deputy Director (Research) of
NUS Institute for the Application of Learning Sciences and Education Technology
5th IBC EduCon, Singapore, 28 Sep 2017
Staffing Research Data Services at University of EdinburghRobin Rice
Invited remote talk for Georg-August University of Göttingen workshop: RDM costs and efforts on 28 May in Göttingen. Organised by the project Göttingen Research Data Exploratory (GRAcE).
What are we doing about data? Emerging roles in data librarianship and Tales ...Donna Kafel
Slides presented by Donna Kafel and Regina Raboin at the Oct. 13, 2014 meeting of the Oberlin Science Librarians at Williams College. Discusses pivotal events that have fostered the open data movement, emerging roles for librarians, resources from the NE e-Science Program, and the research data management partnerships and initiatives of Tufts University's Library Research Data Services Working Group.
What are we doing about data? Emerging roles in data librarianship and Tales ...Donna Kafel
These slides were presented by Donna Kafel and Regina Raboin at the annual Oberlin Science Librarians meeting on Oct. 13, 2014. Topics include funding data sharing requirements, evolution of data advocacy and data sharing policies, competencies required for managing data, NE e-Science program initiatives,and the activities of Tufts Libraries' Research Data Management Working Group
ANDS Webinar. Data Management Policies and PeopleJulia Gross
Over nine months in 2011 Edith Cowan University Library successfully completed an ANDS funded Seeding the Commons project. The project team were tasked with developing a data management plan and policy, identifying and describing a selection of datasets and producing training for researchers at the university. As part of the project, the library team learned new skills, including conducting data interviews, describing data using RIF-CS, and understanding the many issues surrounding the management of research data. In this webinar Constance and Julia will discuss how they approached the project, the lessons learned along the way, and how the benefits are being taken forward in 2012
Research program educationaldataanalytics4personalisedt&l-2017Demetrios G. Sampson
Educational Data Analytics for Personalised Teaching and Learning
Keynote Speaker
2017 Symposium on Taiwan-Estonia Research Cooperation, Taipei, Taiwan
6-9 March 2017
Organizational Implications of Data Science Environments in Education, Resear...Victoria Steeves
Data science (DS) poses key organizational challenges for academic institutions. DS is a multidisciplinary field that includes a range of research methodologies and fields of inquiry. DS as a domain is interested in many of the same issues as libraries: data access and curation, reproducibility, the value of ontologies, and open scholarship. At the same time, identifying opportunities to collaborate and deploy unified services can be challenging. The Data Science Environment (DSE) program, co-funded by the Gordon and Betty Moore and Alfred P. Sloan foundations, provides resources to help universities develop collaborations between researchers, develop tools in DS, and create new career paths for data scientists. Working groups within the DSE focus on reproducibility, career paths, education/training, research methods, space issues, and software/tools. This program has introduced new opportunities for libraries to explore how to engage with this community and consider how to bring the expertise in the DS community to bear on library missions and goals. In this panel, program members from each of the three partner universities, the University of Washington, New York University and the University of California, Berkeley, consider the research questions of the DSE and the organizational impact of these groups in the University as a whole and for the libraries specifically. The panel will employ a case-study presentation model framed through three lenses: the role of data sciences in information science, the
potential career paths for data scientists in libraries, and the potential
amplification of information services (e.g. data curation, institutional repositories, scholarly publishing).
CNI Program: Talk Description: https://www.cni.org/topics/digital-curation/organizational-implications-of-data-science-environments-in-education-research-and-research-management-in-libraries
Video of Talk--Vimeo: https://vimeo.com/149713097
Video of Talk--YouTube: https://www.youtube.com/watch?v=L0G9JsPMEXY
Speakers:
David Lewis, senior analytics consultant, Jisc
Martin Lynch, learning systems manager, University of South Wales
An opportunity to find out about how an institution has been implementing learning analytics to support the student journey with and opportunity to discuss issues and possibilities that the use of learning analytics may create.
Smart Educational Decision Support Systems for School Complexity Leadership: ...Demetrios G. Sampson
[Keynote Speech] “Smart Educational Decision Support Systems for School Complexity Leadership: A Research Agenda for School Analytics”, EDEN Open Classroom Conference, Ellinogermaniki Agogi, Athens, Greece, 18 September 2015
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. Agenda
Welcome Address by SoC – TAN Kian Lee
Welcome Address by ALSET – Robert KAMEI
ALSET’s Data Lake – Chris BOESCH
ALSET Research – Min-Yen KAN
4. SoC - NUS School of Computing
in Numbers
Faculty Established
1 July 1998
Formerly known as
Department of Information Systems and Computer
Science
(DISCS)
5. SoC - NUS School of Computing
in Numbers
Faculty Strength:
105
Academic Staff
137
Research Staff
Student Population:
2,330
1,800
Undergraduate Students
530
Graduate Students
6. SoC - Recent Rankings
QS World University Rankings by Subject
(Computer Science & Information Systems)
Times Higher Education
(Computer Science)
1 Massachusetts Institute of Technology ETH Zurich
2 Stanford University California Institute of Technology
3 University of Oxford University of Oxford
4 Harvard University Massachusetts Institute of Technology
5 Carnegie Mellon University Georgia Institute of Technology
6 University of Cambridge Carnegie Mellon University
7 University of California, Berkeley Imperial College London
8 ETH Zurich École Polytechnique Fédérale de Lausanne
9 National University of Singapore Technical University of Munich
10 Princeton University National University of Singapore
11 University of Toronto Cornell University
12 Imperial College London University College London
13 The University of Melbourne University of Washington
11. Agenda
Welcome Address by SoC – TAN Kian Lee
Welcome Address by ALSET – Robert KAMEI
ALSET’s Data Lake – Chris BOESCH
ALSET Research – Min-Yen KAN
12. ALSET - The NUS Institute for
Application of Learning Science
& Educational Technology
ALSET’s mission is to apply learning science and
educational technology to advance teaching and
learning.
Our vision is to be a global thought leader in
education, with a niche in the translation of learning
science to practice.
13. ALSET - Mission
We help learners learn.
Research
We conduct original
research on learning
science, technology,
and pedagogy.
Innovation
We promote novel and
entrepreneurial
projects that improve
learning outcomes.
Education
We work to ensure the
latest research and
learning technologies
have broad impact.
14. ALSET - The Challenge
• More research needed on how learners learn
• New technologies, pedagogies, and policies are changing
how students and teachers approach education
• Most research until now happened in the United States and
Europe → understanding of Asian contexts still limited
• Best practices don’t always make it to the classroom
• Proven technologies and pedagogies are often overlooked
• Students, teachers, and administrators lack data about their
effectiveness and how to improve
15. ALSET - Approach
ALSET uses the latest advances in data and
technology to achieve impact.
Data
We manage a “data
lake” for NUS that
includes data on
student behaviors,
performance, and
long-term outcomes.
Technology
Our team includes
experts in machine
learning, data
analytics, learning
science, and education
technology.
Impact
We help translate the
latest advances in
learning science and
technology into
solutions for students
and teachers.
16. Leadership
Our executive team includes experts in education,
research, and technology.
Chris Boesch
Deputy Director
Robert Kamei
Director
Min-Yen Kan
Deputy Director
17. Core Faculty
Our core faculty hails from a diverse range of
academic disciplines.
Patricia Chen
Core Faculty
(Psychology)
Joseph Jay Williams
Core Faculty
(Computer Science)
Fun Man Fung
Core Faculty
(Chemistry)
and others to be recruited...
18. Advisory Board
Our advisory board includes leading figures in
learning science and education technology.
Ranga
Krishnan
Ranga
Krishnan
Trevor W.
Robbins
Andreas
Schleicher
Lori
Breslow
19. Agenda
Welcome Address by SoC – TAN Kian Lee
Welcome Address by ALSET – Robert KAMEI
ALSET’s Data Lake – Chris BOESCH
ALSET Research – Min-Yen KAN
20. Data Lake Objectives
To facilitate BI/Analytics and research activities
involving University Data by:
•Consolidating multiple datasets from multiple sources and system for analysis
•Supporting “Big Data”
•Enabling access to raw (or near-raw) data for Data Scientists/Analysts
•Initial phase to support institutional research/analytics on student-related data
21. Dataset Load Timeline
Apr 2017 Sep 2017
Datalake (Hadoop Platform)
Jul/Aug 2017
SIS Phase 1: Student biodata, education, programme of study
SIS Phase 2: Academic records and activity — class, milestones, enrolment
SIS Phase 3: Financials — student financial info, financial aid
IVLE Phase 1: Audit logs — info on IVLE services used or accessed
Research Publications: Publication data from Elements
Data Catalog/Business Glossary: to be built at the same time with respective datasets
IVLE Phase 1
IVLE Phase 1
IVLE Phase 1
new
IVLE Phase 1
Research
Publications*
SIS
Phase 2
new
new
SIS Phase 3
Dec 2017
SIS Phase 2
SIS Phase 1
SIS Phase 3
SIS Phase 2
SIS Phase 1SIS Phase 1
SIS Phase 1
27. Granting
Agencies NRF
ALSET Research Office
NIE
SoC FASS YLLSoMFoE FoS SDE
MOE
NUS Faculties
Office of the Deputy President – Research and
Technology (ODPRT)NUS wide
...
IAL
28. Granting
Agencies NRF
ALSET Research Office
NIE
SoC FASS YLLSoMFoE FoS SDE
MOE
NUS Faculties
Office of the Deputy President – Research and
Technology (ODPRT)NUS wide
NUS ALSET
(under Provost)
...
IAL
29. ALSET Faculty
Core Faculty: whose research has a strong connection
towards understanding and improving learners' ability to
learn. Has impact beyond their particular discipline's
expertise, longitudinally or across modules.
Affiliated Faculty: whose research is enhanced by
ALSET data lake.
30. Service to Faculty
Preparation of grant proposals (e.g., literature review)
Internal review board (IRB) application assistance
Bridge funding for targeting external funding
Core: Access to soft funds, privileged access to data lake
Responsibilities:
Attend (or organize) ALSET functions at least once
(twice) per year
31. Related Research Grants
Teaching Enhancement Grant (TEG)
Learning Innovation Fund – Technology (LIF-T)
– Ministry of Education Tertiary Research Fund (MOE
TRF)
– MOE-NIE eduLab
– MOE Academies Fund (MAF)
– Workforce Development Applied Research Fund
(WDARF) - Presentation later
– Social Science Research Council (SSRC)
– National Research Foundation’s Science of Learning
(NRF SoL)
– NRF’s upcoming AI.SG initiative
NUS
Internal
External
Funding
32. Steady State Scheme
1. Faculty link with an ALSET programme: Data Lake,
Learning to Learn course, University-wide Surveys or
Learning Innovation Lab
2. Faculty win the grant
3. Provost provisions ALSET with additional percentage
funding, similar to an indirect research cost overhead,
but which comes from the Provost, not from faculty’s
grant.