Ideas

“Can’t have nice things” – an opportunity to analyse travel patterns

“This is why we can’t have nice things!”

So says Singapore, so says Australia and so says many place else. Bike sharing might have brought transportation convenience. It has brought along its fair share of inconvenience.

It spreads like a virus. It spreads like a zombie apocalypse. Everywhere in the neighborhood, a pile of rubbish bike.

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A pile of shared bikes near a park that is currently under renovation in my neighborhood

On the bright side, its probably not that bad in Singapore. Looking at some of the pictures running through the Internet of bike sharing woes in other parts of the world, bikes found in the drains, found in the water and some are found on top of lamp posts.

I’m not kidding. ON TOP of lamp posts!

I was just thinking, why don’t we analyse travel patterns using these bikes. It would have been an interesting exercise. After all, my understanding is many of these bikes are armed with a GPS sensor, hence, surely we have all the data there, somewhere.

  • We could see how the bikes spread and migrate from places to places.
  • We could see which routes sees high usage of bikes. Maybe we can put in a bus service or a short cut to certain routes.
  • Where does all the bikes end up after the morning, the evening and the weekend peaks? Does it mean that we have to put a bicycle parking space there?
  • And more importantly, we got to work out if it make sense for the profiting companies to pay for the bicycle parking space that the G is going to build. I’m not quite sure if it makes sense for the tax payers to pay for this.

A messy neighborhood brings unhappy citizens and crime. We haven’t gone there yet but preventive measures are always better than cure.

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Ideas

Reflecting ON Reprofiling: FIRST try at Adult Teaching

For any other lecturers in the institution which I taught in, teaching adults is probably a usual thing that they need to do. For me, it was a totally new thing.

I am asked to train a small group on my colleagues to be able to do a bit of programming. It is part of the school’s initiative as well as a national drive to upgrade employees with digital skills. We called such upgrading training a reprofiling exercise.

What are the challenges that I thought I will face?

  • The course should be conducted with only 20% face-to-face time. 80% of the course should be curated and online.
  • My colleagues are also extremely busy people who many are possibly forced will struggle with time to take this course.
  • Of course, I never taught adults before. Yes, I always say that I treat my students as adults, the truth is some of the more controversial techniques that I use in teaching are meant for people without working experience.

Crisis

I like to see such challenges as a crisis. And I like to bring a Chinese perspective into this. This is because, the Chinese characters for the word “Crisis”, 危机, is made up of two very meaningful characters, danger and opportunity. I always feel that seeing opportunities in challenging moments is key to success.

Initial Strategy

What Matters Most

The 20% face-to-face times was extremely crucial to the success on whether my colleagues would be able to “get” programming. After all, programming had a bad name, urban myth knew it as a “you get it or you don’t” sort of subject.

Without the certainty of whether my colleagues are going to have the time to practice programming, I made all face-to-face sessions practice-oriented.

In the first session, we went through how to set up their learning and programming environment involving a couple of installation and creating a learning Lynda.com account.

I also just start programming right away, asking them to follow what I type, flashing out bits and pieces of programming knowledge along the way.

In essence, making sure that they leave the first session with an environment and knowledge of how they can start to programme, an extremely daunting task for first time programmers to learn on their own.

Motivation, Relevance and Just Enough

For all sessions, I start working on problems rather than explaining to them the concepts. This actually flips the way that I usually tackle my lessons, where I will explain concepts first, then tackle the problems.

The main reason was that I felt that there is no need for them to know every piece of concept. Important concepts will come naturally into our discussions when we worked through the problem. The rest can be considered a good to know.

The problems are also specially chosen among one of three themes to make programming more relevant to them:

  • Industry 4.0 (The participants are all engineer-trained)
  • Student result processing
  • Some Singapore-life related use cases (Eg. IPPT Score calculation)

Unlimited Self-evaluation Quizzes and Flexibility

I also crafted out a few self-evaluation quizzes for my colleagues which can be attempted unlimited times. Each answer they give comes with a personalised feedback on whether they are correct or where they might have gone wrong.

I may have given my usual students some bargaining power in terms of choosing their deadlines for assignment submission but to my colleagues, it was full flexibility so that they can work their study plans into their schedule. At the back, I was just encouraging them to submit before the study term begins, telling them that the consequence of submitting after is that they are going to feel more stress once their teaching load kicks in.

Andragogy

Sometimes I wish I had gone for the andragogy course organised by my institution earlier but hey, I’ve already did my best based on whatever I know and whatever ideas I can think of.

Understanding more about Andragogy now and reflecting on my first ever lesson delivery to adults, here are my takeaway points:

What worked really well: Learning Concepts from Problems

The idea of learning concepts along the way while working on a problem seems to work well with my colleagues. Once they have grasped the general concepts, the rest is all about searching for sample codes online to figure out how to do more advanced stuff.

Of course, there were also more stuff which I did, such as providing a set of mock questions and sample answers for the lab test. The lab test is also open book, rightfully so because that’s how most programmers do programming anyway, they code a bit, search for information on the Internet and then code some more.

What seemed lacking: Getting everyone to tap on each other’s knowledge

Robust discussions does not come naturally in my institution. With probably 400 over staff, it’s my 5th year with the institution but I still do not know everyone. One of the big thoughts is how best can I get everyone to talk and help out each other?

I’ve already set up the platform for them: there are both online and offline options for them to share their thoughts but there just seemed to be no incentive to do that, especially a good group of the class is possibly volunteered for the course rather than volunteers.

Or should some face-to-face time be devoted to pair work?

Then again, time is limited and I need them to be individually proficient for this fundamental course. However, I am glad that most of them isn’t too shy to approach me at all. The constant engagement and “love emails” I wrote to them paid off.

Man, it’s tough to change “deep-seated cultural issues” 😀 Asians are just really shy. I myself would probably bahave like that in a coding class too.

What could have been better: Getting them started

Part of what I did during the first session was that I got them started to install the required software on their laptops and start programming straight away, even if they don’t know a single thing about programming.

It didn’t work as well as I expected. I still find people who are not sure how to open what files to write codes and to run the codes. Others didn’t even successfully set up their laptops ready for development, even though I have packaged them nicely in zip files and gone through the steps in the face-to-face session.

I guessed I also assumed a lot about their technical capabilities to handle the computer and this is where my typical 18-year-old trumps them. For the next run, I’m going to write a step-by-step installation and coding guide. I probably want them to show me how they can write and run their programmes and they can be given a classroom participation score for this.

So, when do I start again?

Ideas, Journal

Handling too many interests, too little time – A Thought Exercise

future-reinvention-edit

Future Reinvention
Breaking out from the hiatus, revisiting the past, fusing it into the future.
~ Flex Tio, 13 Oct 2016 ~

A commitment to the nation’s conscription policy comes with its own perks. It gave me some time to complete my work in peace and more importantly, some time to self-reflect.

Once in a blue moon, I will take out my sketch book and draw whatever visions that came to my mind. As usual, I do not have a theme when I started drawing this recent picture. I interpreted whatever I have drawn after completing the drawing…

I took a 5-year hiatus from music and Japanese. Strange enough, that seemed to be what my idol Utada Hikaru was doing in the same period. I supposed most people at our age might probably be doing the same thing, as the spirit of living and adventuring got hold of us in endless cycles. Anyway, I’ve digressed.

Foray into public speaking, learning about soft skills (life skills!), a change in career, board gaming, half-marathons and an unsure but growing interest in facilitation. I’ve grown a lot as a person and I’ve learnt to be more accepting to the world around me in these five years. Life went tougher as expected, but I was marked happier. However, I wasn’t ready to give up the breakthroughs I had in life.

The past two year, I tried to do music and Japanese all over again. I wouldn’t say I failed to deliver after so long, but it had been a slug fest faced with limited success and passion to drive it. Melody no longer flows and Japanese just isn’t that fluent. It didn’t feel that satisfying.

It was also clear that I had way too many different interests and too little time.

One way was obvious, I have to pick and choose, and say no to some of the interests that I had. Of course, the perfectionist will want to have the cake and eat it too.

I was just wondering if a Future Reinvention could be another possible solution?

To me, Future Reinvention involves fusing the past talents that I have and use them in new ways that fits nicely into my current interests, creating a new brand of interests that I can pursue and explore. Fundamentally, it is a “kill two birds with a stone” type of solution. It is what this exact blog represents in fact, exploring symbiotic relationships between my interests.

I know very well that Future Reinvention is going to be a very ambitious project to undertake as I will have to rethink everything that I know about myself, probably even thinking about it in a reverse direction. I’m not quite sure if it is going to work out personally. Yet, my subconscious seemed to think it will…

Ideas

That 0.1% Matters Too

0.1percent

This is what 0.1% looks like on the chart.

Small and insignificant or so it looks, compared to the grand scale of things.

Surely, there are greater things we need to worry about:

  • According to the United Nations, World Food Programme, 12.9% of the world population are starving.
  • A similar number exists when we talk about the number of people in the world who do not have access to clean water.
  • Percentages roughly halves when we look at the number of people who lack healthcare. That translates to about 5 to 6%. We are talking about 400 million of the 7.4 billion people in the world do not have access to healthcare.

With such a huge job at hand, why should we bother about 0.1% anyway? Is it too insignificant?

Do you know that about 0.1% of the people are internally displaced in the recent Syrian conflict?

If that doesn’t appeal to you…

How about the wealth controlled by the top 0.1% of the people?

According to the Guardian, in the States, the top 0.1% of the rich controlled as much wealth as the bottom 90%. Think of what you could do with all that money to help the world out, if you can influence them and give them a good reason to help the others.

Finally, there’s also about 0.1% of the people in the world who lived in a country that gained independence against its will. The country grew to be a seemingly utopian state but faces its own unique set of struggles too today.

I live in that country. Singapore matters to me. That 0.1% matters to me too.

Ideas, Journal

Pokemon GO: Perspectives from a Random Lecturer in Singapore

Pokemon GO has been making waves in Singapore since it’s launch just a few days ago.

It has managed to do what Singapore’s Health Promotion Board has been trying to do, get people to exercise! And then there is this awesome Republic Polytechnic lecturer that lays down the rules against playing Pokemon GO in class!

I’m no Pokemon fan. I belong in the age of Doraemon. I’m also one of the curious lecturer who downloaded the app to see what my students are exactly enjoying. Students always seem so surprised that lecturers are also playing Pokemon and gossiping exchanging information about students, doing the things that students do. But hey! Have they forgotten that we are humans too?

In my opinion, every hype and fab that our students are into, there’s usually a positive outcome for teachers and lecturers to dabble into. Pokemon GO is no exception. In fact, it is so big that the rewards are many folds bigger for teachers and lecturers to reap.

(1) Pokemon GO gives me an instant shared experience to connect with my students.

Such rare opportunities provided me with the chance to break the barriers with students, especially those who I may not have connected well with in a class of 20 to 24. “By the way, have you check out the Pokestop at the fountain? Remember to top up your Pokeballs on your way to the MRT”.

Pokestop at NYP

(2) Pokemon GO gives me a language to talk to my students.

Want to go through all the Pokestop in the shortest amount of time to get your refill of Pokewares? Here’s your motivation to learn about the Travelling Salesman Problem. Can’t get my students to understand a theory in class? Whip out a Pokemon metaphor, they might just get it. Pokemon GO is probably doing very well in this aspect. It is complicated enough, in the sense that I can see lots of science, technology, engineering, art and mathematics behind the game. An art in every design and a technology to drive every enjoyment.An expressive example for some pretty confusing theories.

A common question I get from some people: You’re a lecturer and an educator, shouldn’t you be frowning upon games in the first place?!

Short answer: Why, whatever for? Everything in moderation. Work hard, play harder. Life’s too short not to have some fun?

TL;DR answer: Taking away the extremes, the fanatical bad publicity that Pokemon GO has accumulated which included trespassing and getting into car crashes, I placed great trust that my students will game on in a moderate manner. No need to discourage, just need to encourage them to get their priorities right if they have not done so.

After all, I am an avid gamer myself, a Level 80 Maplestory Ice Mage (without the use of 2x Exp cards mind you), guilty of playing Maplestory quietly at the back of the lecture theatre and taking photographs of lecture materials in the age when camera phones are still sucky and Nokia still champs (I use a real point and shoot camera with a tripod!). Hey, I still score an A for my AI lecturer~

The world already expects the next generation to be super-humans in many aspects; I think they should just be more human instead.

Ideas

My First Self-Authored Paper

It was always a dream for me to share and contribute unique ideas on a world stage. On 13 Jun 2016, I got a little breakthrough at Turku, Finland, through the 12th International CDIO Conference, presenting the first paper which I wrote as a solo author, Industry-Inspired Experiential Learning and Assessment of Teamwork (see Page 469/470).

Perhaps this idea is not that unique unique. Original and fresh perspectives at methods found in real life would probably be how I liked to describe it. It was a small piece of work, considering that a team of psychologists from the Individual and Team Performance Lab, University of Calgary also presented something on teamwork, an excellent piece of work (Please check it out here!) which was practical, structured and on a titanic scale.

Not to mention that I had to rush out of the conference venue immediately after my presentation to meet a collaborator, leaving no time to network with those who are interested in my work.

The very next day, I saw this (see 4th tweet):

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The conference organisers picked up on my research and highlighted it on their Twitter. I’m really excited about it.

Not just that, there were at least three other people at the conference who remembered my face, my name and my research. A Brazilian who worked in the aerospace industry who consulted me on leadership training for their student-trainees, a lecturer from UK who we only met over 20 seconds over the conference dinner complimented my work, and, the psychologists from the University of Calgary, who also remarked that it was a good piece!

In fact, only now, after the conference, checking out from the tweets, it might be because it was the University of Calgary who had first picked up on my research. In an attempt to reach out to me, they tweeted globally. The conference organisers followed up on that tweet and highlighted my research. No matter what the case, it is something that really excites me and I can say I am proud of.

To the ITP Lab team from University of Calgary at CDIO, thank you for reaching out to me.

I’m also glad I attended both the paper presentation and workshop by the University of Calgary too. I really learnt a lot from their experiences; they are after all the experts in this field, backing their methods by strong research. If you are interested to check out their work, I’ve put a link to their website above. The tool is free to use too I believe.

 

At last, a breakthrough, a small win. 🙂

Ideas

Win-Win for Cross-Island Line?

Background. If the proposed Cross-Island Line (CRL) MRT was to tunnel through the Nature Reserve, there is possible impact on the bio-diversity that lives 40 meters on top of the line (Line drawn in RED in the diagram below).

An alternative was given, routing around the Nature Reserve along Lornie Road and Upper Thomson Road (Line drawn in BLUE in the diagram below). Land acquisition seems inevitable and it will cost $2b more.

For more information, you can read about it here.

If experience serves me right, win-win situations are seldom black or white. They either exist in the grey region or require something out of the box. Disclaimer, I am no civil engineer, but this is what I am suggesting based on whatever I can see on the map, ignoring the fact the we probably need to dig a lot deeper (Line drawn in ORANGE in the diagram below):

CRL
Background Map from http://www.OneMap.sg

I’m suggesting we give Sin Ming a miss altogether and give up connecting the North-South Line and Thomson-East Coast Line at the northern region.

If we really have to, why not just build a branch line like the Cross-Island Line that juts out to Punggol?

Or perhaps Caldecott can be the interchange station to the Cross-Island Line.

In fact, I thought there were some experts who mentioned in the news that a further south alignment would be better? Whatever happen to that idea I can’t even seem to find it anywhere on the Internet no more?