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Any advice on how to score SDCL? Can be subjective from lecturer to lecturer. For example, for a 10% SDCL, my 8 marks could be somebody's 7 marks? This is unlike currently we use Level 1 to 4 and a bit more distinct... Or when it goes to 15%, what is a 12% or 13% or 14%?

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Keep it learner centric

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Need to delink class lesson and CA grading

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Keep it simple for both students and staff and focus on the learning.

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Keep it simple for both students and staff and focus on the learning.

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Each phase of IDC is not limited to 2 hrs block

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LOs that cannot cover in schedule class hours can be covered in unschedule lesson hours

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If using quiz as part of the assessment, need to make sure have different versions for different classes

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Insightful - the lessons at which assessments are conducted, and two recommended components for KS assessment, and 1 for communication.

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Planning need to consider workload of students and staff

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better to have 2 time slots arranged next to each other, so as to min the disruption of learning for those complex topics.

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How to schedule hours for out of classroom lessons? What tasks to incorporate into out of classroom activities?

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How to schedule hours for out of classroom lessons? What tasks to incorporate into out of classroom activities?

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Planning need to consider workload of students and staff

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The way I look at it, there is a fair amount of flexibility given to lesson/LLP configuration design. We just need to understand the broad guiding principles rather than getting fixated on adhering to some minor points. Feel free to comment or disagree :)

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Have a good mix of F2F and async e-learning. Knowledge download, briefing can be done via async e-learning. F2F more in-class hands-on and activities.

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how you structure the assessment within the CAG is important so that learners will not be overloaded.

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So far we have been discussing for modules, how about FYP? do we get 2+2 block for FYP? or...

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Though we have designed based on an ideal state of 2 hours, the actual timing is only 1hr 50 min which we need to fulfill especially with students with quiz extension timing.

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Can we have many LLPs in 1 CA? Or it is better to have just 1 or 2 LLPs for easier consolidation.

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The key would be to rethink what we really want to assess and what matters.

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Make use of this opportunity to redesign our lesson activities, and it is fine for us to drop some of what we were doing previously, if needed/necessary

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Be aware that ChatGPT or similar tools will continue to improve and become more competent in providing answers to assessments.

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How do we include activities such as external visit?

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Can we view each LLP as a holistic engagement and design the introduction of the LOs + each lesson 6P flexibly into the correct blocktime, not basing on a "weekly" lesson concept.

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Thanks all the sharing. Is there an approach to share with MC or potential MC how the redesign of existing lessons can be done more systematically?

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Grading happens in 'Consolidation Phase' (KS-Quiz, CS-PPT, SDCL-RJ) and Asynchronous Learning Phase (SDCL-Pre Quiz).

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We should have multiple LLP in a CA instead of 1 LLP to 1 CA.

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How to encourage class/team participation for 100% written assignment CA?

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How to encourage class/team participation for 100% written assignment CA?

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How do we overcome the Start/Stop of the 2 hrs block will bring. 

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How do we overcome the Start/Stop of the 2 hrs block will bring. 

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There is a lot of start/stop that the 2hr blocks will bring and imagine across all 5 modules. It will be a tall order for students to manage this and remember what the past lessons is. Any way to reduce the fatigue and taxing on student memory to recall past lessons.

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All modules should not overload the students. Else we will find students spending more time on some modules than others because of the uneven loads on them.

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All modules should not overload the students. Else we will find students spending more time on some modules than others because of the uneven loads on them.

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One challenge when designing assessments is to ensure that the submission is authentic and the answer comes from student themselves

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Is it possible to have >50% deviation to PBL? Or we still need to stick to this?

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1 key challenge would be how a hands-on module transit to have more E-learning lessons.

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to make sure the students can enjoy and understand the concepts during the online lessons

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asian polytechnic students doing online lesson using their laptop at home

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What will be the platform for quiz assessment for the CA? If it is Politemall, does it have quiz bank?

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How to stagger CAs amongst modules so that students don't need to submit all assignments in the same week

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Very good idea to get everyone to share the plans for their modules in this session so that we can learn from one another

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Articulate Self Starter (initiate action - 1. self-directedness, 2. communication)

Passionate Community Builder (community builder - 3. collaboration, 4. social responsibility and community engagement)

Courageous Game Changer (5. game-changer - creative and critical thinking, 6. enterprising spirit and resourcefulness)

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to make sure the selected assessment modes are fair and holistic

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asian polytechnic students wearing casual cloth doing group presentation and some of them doing exam on laptop

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For Domain Competency#4 (Social Responsibility and Community Engagement), school will need to plan in at least 15 hrs. The other 15 hrs will be covered in Year 1 by CFS module. 

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For Domain Competency#4 (Social Responsibility and Community Engagement), school will need to plan in at least 15 hrs. The other 15 hrs will be covered in Year 1 by CFS module. 

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IDC is dependent on LOs and MOs with T&L activities planned out

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Are there BKM for different instructional strategies for LOs of different levels?