Presentations

Please note that submissions are no longer being accepted for ALC 2018.

We thank everyone who has taken the time to submit their abstract.
The Scientific Committee received a diverse range of abstract submissions from all around the world:

  • Singapore
  • Australia
  • Canada
  • China
  • India
  • Japan
  • South Africa
  • Taiwan
  • United Arab Emirates
  • United Kingdom

If your abstract has been accepted by the Scientific Committee, we will be in contact with you via email.

 

Important Dates for Presenters

4 October 2017: Confirmation of acceptance
1 November 2017: Conference registration deadline for all presenters

 

Conference Theme and Categories

The conference theme for ALC 2018 is Applied Learning: Perspectives, Pedagogy and Practice.
The abstract topics submitted for ALC 2018 fall into the following categories:

Authentic context in a real work setting provides opportunities for students to apply their academic skills and further develop their professional competency and employability.

Examples: integrated work study programme, dual studies, internships, cooperative education, industry field trips

Inquiry-based learning broadly includes pedagogical approaches that put the students at the centre of the learning process, allowing them to undertake investigations by asking questions to solve problems. This approach encourages learners to develop critical thinking skills as they attempt to construct knowledge with supporting evidence and justification for their answers to questions raised around a problem or scenario.

Examples: problem-based learning, case-based learning

Simulations that best represent a real-world procedure or skill are built as learning environments which combine modelling elements, instruction and technologies, for learners to acquire mastery.

Examples: serious games, virtual reality environments, maker spaces, process simulators, procedure trainers, use of standardised patients

Learners are required to identify projects with an ill-defined problem or scenario, work on extended periods of time to investigate the challenge and propose solutions by debating ideas, analysing data and communicating their findings by creating artefacts to present their knowledge. Through project-based learning, students actively explore real-world problems and challenges to acquire deeper knowledge.

Examples: research portfolios, multimedia presentations, journals, video documentaries

Final-year projects that drive students to apply their skills and enable a higher level of assimilation of knowledge to authentic workplace environments and challenges.

Examples: apprenticeships, university-industry partnerships

Authentic assessments focus on contextualised settings that include demonstrations, role plays or evidence-based portfolios where learners showcase how well they are able to complete real-world tasks.

Examples: skills training, e-portfolios, experimental research, objective structure clinical examination (OSCE)

Clear articulation of intended outcomes that can evaluate a learner’s behaviour, assessment of the tasks and criteria for performance, are necessary for the measurement of learning.

Examples: rubric design, formative and summative assessments, efficacy studies

Joint partnerships with key stakeholders from the industry, university and professional associations to offer workplace relevant programmes for individuals who aspire to enhance their professional skills and for businesses to be future-ready.

Examples: industry academies, manpower upskilling, lifelong-learning

21st Century skills require learners to be able to integrate knowledge from different curricular disciplines in order to better understand real-world challenges and propose ingenious solutions.

Examples: technological innovations, applied research, product conceptualisations

Students in service learning projects are involved in meaningful community initiatives where they are able to integrate their academic knowledge, skills and attitudes towards meeting societal needs.

Examples: experiential activities, community service, field education

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