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Reflecting on Hyundai’s commitment to innovation and continuous improvement, how can you design professional development programs that encourage educators to adopt a growth mindset and embrace change in T&L?

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What workplace competencies (e.g., collaboration, adaptability, innovation) were evident during the tour, and how can you better prepare students to develop these skills?

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What ideas from today’s experience (e.g. smart farming, sustainability, [ed-]tech tools) could be adapted into your curriculum, and for what purpose (e.g. promoting future-ready thinking, enhancing student engagement)?

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莫忘初心 方得始终

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While we train our students to specialized in one field, they must also be flexible and be able to transfer their skills to another field - we need them to be inter-discipline and be able to appreciate ideas/issues outside their domain

(1) Who would have thought that you can find a vegetable farm & restaurant in a car manufacturing plant? But this is what we saw - the same way that robots are building the cars..are the same way they are tending to plants.

(2) Our guide shared that he has the license to drive around the sky track and test the cars, but for today, he is the guide to show us the innovations of the company - our students can no longer say - "I do backend work cos I have technical skills" - it is likely that they will need to take on different roles in their work place. ( Hui Leng)

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I love Ice Plant. See you at the supermarket! :)

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I think throughout the whole session, what caught my attention is the multiple roles that the tour guide is taking on and also the diversity in the knowledge that he is expected to share, from knowing the cars, their manufacturing process, to smart farming, to information about the different vegetables, to driving us around the Skytrack. This is not a job that a single profession-trained individual can manage. This requires an open mind from the individual who is willing to step out of their comfort zone. Upon reflection, I think that as educators, we can purposefully design assignments and activities that are linked to core skills while incorporating elements that may not be directly related. Currently, various skills are taught in IS modules separately. Perhaps they can be meaningfully embedded into the core modules to instil these skills effectively in the students' learning, to promote diversity alongside specialisation. - Coreen

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A good showcase of IONIQ-6. It's a showcase of student decal design challenge and partnership with Industry.   https://www.lasalle.edu.sg/events/unveiling-ioniq-6-decal-design

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Future of work- Cross disciplinary skillsets

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Future of work- Cross disciplinary skillsets

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As a lecturer, visiting the Hyundai Motor Group Innovation Center Singapore (HMGICS) was an invaluable opportunity to witness firsthand how the future of work is being redefined. Beyond the technological marvels—robotic automation, smart farming, AI-driven smart factories, and vertically integrated EV assembly lines—the visit illuminated the essential workplace competencies our graduates must be equipped with. As part of the visit, we had the opportunity to view a captivating display featuring a custom decal design for Hyundai’s IONIQ 6—created by LASALLE’s Diploma in Design for Communication and Experiences. In collaboration with renowned urban artist Tobyato. This creative work was the result of a design competition led by HMGICS, which challenged students to conceptualise original decal designs for Singapore’s very own locally assembled electric vehicle, the IONIQ 6.

It was a powerful reminder of how industry partnerships can provide authentic, high-impact platforms for students to apply their craft, collaborate with professionals, and contribute meaningfully to real-world innovation.

What stood out further was Hyundai’s emphasis on agility, cross-disciplinary thinking, and digital fluency. Soft skills such as adaptability, systems thinking, and solution-oriented communication were just as critical as technical knowledge.

This visit reaffirmed the urgency of embedding industry-relevant skills and authentic learning experiences into our curriculum. It also reminded me that preparing students for the future isn’t just about teaching content—it’s about cultivating mindsets that thrive in dynamic, tech-enabled workplaces.

Moving forward, I’m inspired to further integrate experiential learning, interdisciplinary problem-solving, and exposure to emerging technologies in my teaching, so that our learners graduate not just ready for work—but ready to lead.

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Today’s visit to Hyundai Motor Group Innovation Center Singapore (HMGICS) was truly inspiring, particularly in how they designed an immersive and interactive learning journey. The experience seamlessly integrated a variety of activities—ranging from large LED presentations and visual sample tables, to VR tours of Smart Manufacturing, tastings of freshly harvested herbs from their Smart Farm, and the unforgettable electric vehicle sky track ride. These elements were not only engaging but also reinforced key messages around innovation, sustainability, and future technology.

What stood out was how these tools and formats were woven together to create a coherent and engaging narrative. This approach can be adapted into our curriculum at NP to promote future-ready thinking and enhance student engagement. For example, combining interactive media, sensory experiences, and technology-enhanced simulations can make abstract concepts more tangible and relevant.

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Within the context of reflective practices, considerations may include...

How to showcase, share and recognise T&L innovations to inspire continuous experimentation in T&L?

Referencing LJ, strategies may include highlighting good practices through varied formats, including texts, images, exhibits, multimedia, presentations, immersive experiences (e.g., harvesting, tasting, VR, skytrack ride)...

How to support and encourage T&L innovations?

Inferring from LJ, resourcing in terms of training & development, time & space, funding, establish a culture of continuous experimentation (e.g., a cycle of design -implement - review), recognition of T&L innovations...

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Among the various segments of the visit, I am most impressed by the skytrack ride. As an engineer, it is impressive to experience how different aspects of engineering come together from the design, assembly & testing of the car, track design & construction, to weather monitoring & safety considerations. I am reminded that there are different ways to convey "module content", and as an educator I should continue to explore and select methods that work better. A traditional method of using poster on the wall still works well to explain how centrifugal force, speed and angle interact, while the car ride relates the theory to a memorable real-world experience. To me, the VR factory tour failed to "teach" how car assembly works (beyond the novelty experience of VR). Physically going to factory floor would have worked much better to facilitate learning. Amidst this multi-mode delivery, the presence and facilitation by the guide ("lecturer") is key to help the participants make sense and connect the experiences and achieve the "learning objective".

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I was particularly impressed with how the technology used to assemble cars is showcased by something that the man-in-the-street can relate to - growing vegetables! This inspires me to continually find ways to deliver the curriculum by using situations that the students can relate to in their everyday life - to make the concepts "stick".

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Growth mindset

Looking at Hyundai's approach (Smart Farming) -> create a safe space for staff to come together to experiment in low-risk environments. Be okay (really, really & genuinely..be okay) to support "intelligent failure" (aka the right kind of wrong).

Of course, some failures are "smarter" than others.

A growth mindset is a journey -> action-oriented, lived experiences, hard to teach in class. Need to design and create platforms for colleagues to experiment, stretch themselves & struggle a little, may or may not have breakthroughs AND be supported.

Change in T&L

Always thought Hyundai is a mobility solution provider. From the learning journey, it is clear that they want to be more -> an urban living solution provider (at least that is what they claim)

They constantly explore new technologies to "revolutionize" customer experience.

Some thoughts -> design more curriculum that breaks down silos (cross-dips/schools collab/learning), more learning spaces as learning labs for the industry (make our poly more "porous" -> industry partners can come in and experiment and learn together with the faculty and students)

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Adaptability/Flexibility/Personalisation

(select your own plants and plant your own seeds, select and customise your car)

- BA: More project-based learning, continue to curate authentic business scenarios for classroom discussion, be "flexible" to allow students to demonstrate their learning through different approaches (?)

System Thinking

(farm to table -> Smart Farm to Noah)

- help students see and connect the dots through visual tools, case studies that show ripple effects, and encourage students to ask 5 Whys

Collaboration

(Humans joining forces with robots)

- Introduce more "human-in-the-loop" type of activities

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- Seeding kiosks: hands-on experience, see the processes and the final outcome can enhance engagement and retention

- VR Factory: The immersive learning experience is indeed interesting. (SEN students okay with this?)

- Be future ready -> the whole concept of sustainability

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Have educators explore the wider world. People are learning everywhere. I liked that LJ had various activities - touching stuff, watching stuff, tasting stuff.

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AI, Robotics and technology will be an integral part of our lives, and more so for the future generations. What knowledge and skills would they need to survive and flourish in this new world? What roles do we play as educators?

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At Hyundai, each innovation is purposefully aligned with a broader vision of sustainable mobility and smart living. This experience prompts me to reflect on how we, as educators, can similarly develop and design teaching and learning approaches that are both smart and sustainable.

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Composed with Co-pilot.

One of the most impactful takeaways from this experience was witnessing how car manufacturing technology can be innovatively applied to agriculture. This cross-industry innovation not only enhances efficiency and productivity in farming but also contributes meaningfully to sustainability efforts—demonstrating how technological advancement can support environmental responsibility.

The establishment of an innovation centre also stood out as a strategic move. It serves not only as a hub for research and development but also as a powerful branding tool. By positioning itself at the forefront of innovation, the company reinforces its market leadership and strengthens its identity as a forward-thinking, solution-oriented brand.

As an educator, this learning journey reinforces the importance of interdisciplinary thinking and real-world applications in curriculum design. It highlights how innovation often emerges from unexpected intersections—encouraging us to create learning environments that foster curiosity, experimentation, and cross-domain exploration.

Moreover, the strategic use of innovation centres as branding and leadership tools can inspire educators to view their own learning spaces as centres of excellence. By cultivating a culture of innovation within schools or institutions, educators can empower students to become future-ready thinkers who are not only skilled but also socially and environmentally conscious.

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Hyundai teams work cross-functionally, integrating engineering, IT, and design seamlessly. in our T&L, we could incorporate more inter-disciplinary approaches such as working with other schools such as ict and engineering, to do project to embrace innovation.

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from the ideas of Smart Farming → Smart Healthcare

Idea: Smart farming at Hyundai uses data to optimize crop yield and sustainability. In healthcare, smart technologies (e.g., remote monitoring, predictive analytics) serve similar purposes.

Curriculum Integration: Use case studies on smart hospitals and telehealth systems to introduce data-driven care.

Purpose: Promote future-ready thinking and digital literacy in clinical decision-making.

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Focusing on two aspects of Experiential Learning - Going through the activity and learning from the experience