Abstract
This chapter presents the approach taken by LKCMedicine, NTU Singapore to re-imagine the learning and teaching paradigm. Building on the creative and skilful weaving of the strands of technology, curriculum and pedagogy, we create a unique DNA. Central to the development of the LKCMedicine, DNA is the replacement of a lecture-based curriculum via a rich and seamlessly integrated technology-enabled team-based learning (TBL) pedagogy. To that end, we present how our mobile technologies play a key role in ensuring that pedagogy remains at the forefront of the learner experience. The chapter outlines how to exploit mobile and tablet technologies to (i) dispense with face-to-face lectures, (ii) facilitate personalised learning, and (iii) actively engage students through extended communication opportunities.
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Notes
- 1.
The Renaissance Engineering programme was selected for its resemblance to the medical school insofar as it had a fixed curriculum and top students especially selected to meet exceptional standards of practise.
- 2.
E-Learning Ecosystem refers to the efficient and productive integration of infrastructure, i.e., bandwidth, network and hardware; software solutions designed to run on the infrastructure, i.e., learning management systems, rich media systems; and content, i.e., learning tasks, learning resources and learning support enabled by the healthy symbiosis of infrastructure and solutions.
- 3.
Link to UoS: http://smp.sydney.edu.au.
- 4.
This was evidenced by professor and content expert observation of tRA and AE discussions within and among Teams.
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Maisie, E. (2006). The blended learning imperative. In C. J. B. C. Graham (Ed.), The handbook of blended learning: Global perspectives, local designs (pp. 22–26). San Francisco: Wiley.
Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education, 20(2), 240–254.
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Gagnon, P., Mendoza, R., Carlstedt-Duke, J. (2017). A Technology-Enabled Flipped Classroom Model. In: Reidsema, C., Kavanagh, L., Hadgraft, R., Smith, N. (eds) The Flipped Classroom. Springer, Singapore. https://doi.org/10.1007/978-981-10-3413-8_13
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