{"id":31431,"date":"2023-01-10T11:13:49","date_gmt":"2023-01-10T03:13:49","guid":{"rendered":"https:\/\/fass.nus.edu.sg\/srn\/?p=31431"},"modified":"2023-01-19T12:11:20","modified_gmt":"2023-01-19T04:11:20","slug":"event-3-feb-education-lifelong-learning-and-preparing-for-the-future-of-learning","status":"publish","type":"post","link":"https:\/\/fass.nus.edu.sg\/srn\/2023\/01\/10\/event-3-feb-education-lifelong-learning-and-preparing-for-the-future-of-learning\/","title":{"rendered":"EVENT, 3 Feb: Education, Lifelong Learning, and Preparing for the Future of Learning"},"content":{"rendered":"
T<\/span>his event spotlights NUS Faculty of Arts and Social Sciences (FASS) academics’ research and insights on education, lifelong learning, and the future of learning in the Singapore context. The panelists will speak about projects related to teaching and learning, youth and adult education in Singapore, discuss how what we learn and the way we learn is changing, and the ways in which educational policy could be affected.<\/span><\/h6>\n

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Date & Time: <\/strong>2:00-5:00pm, Friday, Feb 3, 2023\u00a0<\/span><\/h5>\n
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Venue:<\/strong> NUS AS7 RD Seminar Room (6-42) & Zoom
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Venue Address:<\/strong> NUS AS7 Shaw Foundation Building, RD Seminar Room (Level 6, Room 42), 5 Arts Link, 117570<\/span><\/h5>\n

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Directions:<\/strong> To get to the Research Division Seminar Room, go to Level 6 of the AS7 Shaw Foundation Building and turn right after exiting the lift, going around the corridor past the washrooms. Turn left and you will see the Research Division Seminar Room directly ahead.<\/span><\/p>\n

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Registration<\/strong><\/span><\/span><\/h5>\n
In-person:<\/strong> <\/em>https:\/\/bit.ly\/Education_LifelongLearning_Future_of_Learning<\/a><\/span>
\nZoom: <\/strong><\/em>https:\/\/bit.ly\/3Qc6k66<\/span><\/span><\/h5>\n

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Programme<\/span><\/strong><\/h5>\n\n\n\n\n\n\n\n\n\n\n\n\n
2:00 PM\u00a0<\/strong><\/span><\/td>\nRegistration<\/span><\/td>\n<\/tr>\n
2:30 PM<\/strong><\/span><\/td>\nWelcome Remarks by FASS Vice Dean of Research, Professor Elaine HO Lynn-Ee
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2:35 PM<\/strong><\/span><\/td>\nIntroduction of Panellists by Chair, Li Neng LEE (NUS Department of Psychology)<\/span><\/td>\n<\/tr>\n
2:40 PM<\/strong><\/span><\/td>\n‘Regulatory Focus and SSG Career Development Course Use: A Brief Online Intervention’ by Associate Professor Lile JIA (NUS Department of Psychology)<\/span><\/td>\n<\/tr>\n
3:00 PM<\/strong><\/span><\/td>\n‘The Science of Effective Learning: Building a Toolbox for Successful Education and Training Across the Lifespan’ by Assistant Professor Steven C. PAN (NUS Department of Psychology)<\/span><\/td>\n<\/tr>\n
3:20 PM<\/strong><\/span><\/td>\n‘What are Children Learning about English and Mandarin in Singapore?’ by Associate Professor Rebecca Lurie STARR (NUS Department of English, Linguistics, and Theatre Studies)<\/span><\/td>\n<\/tr>\n
3:40 PM<\/strong><\/span><\/td>\nQ & A, Moderated by Chair<\/span><\/td>\n<\/tr>\n
4:10 PM<\/strong><\/span><\/td>\nClosing Remarks by FASS Assistant Dean of Research, Associate Professor Qiushi FENG
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4:15 PM<\/strong><\/span><\/td>\nRefreshments & Networking with Participants<\/span><\/td>\n<\/tr>\n
5:00 PM<\/strong><\/span><\/td>\nEnd of Event<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Presentation Details
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About the Presenter
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Selected Projects & Publications
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Regulatory Focus and SSG Career Development Course Use: A Brief Online Intervention<\/strong><\/span><\/td>\n\"\"<\/a><\/span><\/p>\n

Lile JIA<\/b><\/a> <\/span>is an Associate Professor at the NUS Department of Psychology. A social psychologist, his primary research interests lie in goal pursuit and self-regulation. He founded the Situated Goal Pursuit (SPUR) lab, which examines how the various aspects of the goal pursuit process are dynamically shaped by the relevant context. His research can be organized into four distinct but interconnected themes: intrapersonal goal striving, interpersonal goal striving, goal pursuit and society, and social-cognitive processes. The four themes reflect his long-standing interest in basic research on social cognitive processes as well as his more recent commitment to conducting research with immediate social and translational impact. Together, his lab applies motivation science to such diverse topics as academic achievement, striving for personal goals, national identification, intergroup conflict, support for government, creativity, and psychologically wise interventions.<\/span><\/td>\n

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  • ‘Extended Identity-Optimism-Support Model’. DSO National Laboratories, Ministry of Defense, Singapore. (2022-2023).<\/span><\/li>\n
  • ‘Broader Views of Intelligence: Rethinking Our Approach to Educational Inequality’. Humanities and Social Sciences Seed Fund. (2021-2023).<\/span><\/li>\n
  • ‘Regulatory Focus and SSG Career Development Course Use: A Brief Online Intervention’, IAL (Institute of Adult Learning) Workforce Development Applied Research Fund (WDARF), (2019-2022).<\/span><\/li>\n
  • Jia, L., Lim, C. H., Ismail, I., & Tan, Y. C. (2021). Stunted upward mobility in a learning environment reduces the academic benefits of growth mindsets. Proceedings of the National Academy of Sciences of the United States of America<\/i>, 118<\/i>(10), e2011832118.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
The Science of Effective Learning: Building a Toolbox for Successful Education and Training Across the Lifespan<\/strong><\/span><\/p>\n

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\"steven<\/a>Steven C. PAN<\/span><\/b><\/a> is an Assistant Professor at the NUS Department of Psychology. He directs the Learning Sciences Laboratory<\/a>, which investigates learning enhancement: training conditions that improve memory, develop skills, generate transfer, and attenuate forgetting. He researches conditions that improve the durability and flexibility of learning\u2014that is, ways to help learners (a) master and retain knowledge and skills over long periods and (b) apply learning successfully in novel contexts. He employs a multi-faceted approach that includes laboratory and online experiments, classroom studies, surveys, and quantitative meta-analysis. Areas of focus include prequestioning (making guesses about information that one has yet to learn), retrieval practice (practicing recall of studied information), interleaving (mixing the study or practice of different concepts or skills), and educational technologies (e.g., online learning tools). Overall, this program of research is helping to build a \u201ctoolbox\u201d of evidence-based learning techniques and is revealing insights into human learning and memory processes.<\/span><\/td>\n\n
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  • \u2018Investigating Evidence-Based Learning Techniques, Instructional Strategies, and Pedagogical Innovations.\u2019 Start-up Grant. (2021-2025).<\/span><\/li>\n
  • Carpenter, S.K., Pan, S.C., & Butler, A.C. <\/span>(2021). <\/span>The science of effective learning with spacing and retrieval practice. Nature Reviews Psychology<\/em> 1<\/em>(9):496-511.<\/span><\/li>\n
  • Zung, I., Imundo, M.N., & Pan, S.C. <\/span>(2022). How do college students use digital flashcards during self-regulated learning? Memory<\/em> 30<\/em>(8):923-941.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
What are Children Learning about English and Mandarin in Singapore?<\/strong><\/span><\/p>\n

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\"rebecca<\/a><\/b>Rebecca Lurie STARR<\/span><\/strong><\/a> is an Associate Professor at the NUS Department of English, Linguistics, and Theatre Studies. She specializes in language variation, change, and acquisition in multilingual contexts, the sociophonetic construction of style, and discourse in media. She received her PhD from Stanford in Linguistics with a designation in Cognitive Science in 2012. Prior to moving to Singapore in 2013, she served as an A.W. Mellon Postdoctoral Fellow at Carnegie Mellon University. Her research interests include language variation and change in English, Mandarin, Cantonese, Japanese, Korean, and Irish Gaelic; acquisition of variation and sociolinguistic knowledge among children in multilingual settings; sociolinguistic variation and teacher speech; sociophonetic construction of feminine styles; and language in the media.<\/td>\n\n