Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/156118
Title: Creating and integrating relevant educational cartoons with scenario-based learning strategies to impart long-term ethics learning
Authors: MRINAL KANTI MUSIB 
Keywords: scenario-based learning
active learning
student feedback
educational cartoons
MOOC's
SoTL
ethics
authentic and life-long learning
technology enhanced learning
flipped classrooms
innovative teaching
skits and plays
Issue Date: 10-Jan-2019
Publisher: Inderscience Publishers
Citation: MRINAL KANTI MUSIB (2019-01-10). Creating and integrating relevant educational cartoons with scenario-based learning strategies to impart long-term ethics learning. International Journal of Innovation and Learning 25 (1) : 50-63. ScholarBank@NUS Repository.
Abstract: Active and interactive learning are considered harbingers to life-long learning and many have recommended appropriate integration of technology and teaching methodologies to impart authentic learning. It is of utmost importance that classroom teaching be relevant and should involve potential real-life ethical situations that the students may face in the workplace. We thus need to ensure that the students retain and find application of their learning that they have accomplished in the classroom, outside the classroom. In this study, I have endeavoured to create relevant skits/plays which have been converted to educational cartoons to teach ethics to undergraduate engineering students. The students assumed the role of individual characters as depicted in the script/skit and engaged in open-ended discussion post identifying the ethical context addressed in the script. These cartoons would be used as flipped classrooms to enhance authentic and life-long learning experience to impart an innovative/novel way of teaching and learning. Data and feedback were collected from participating students and which was very encouraging
Source Title: International Journal of Innovation and Learning
URI: https://scholarbank.nus.edu.sg/handle/10635/156118
ISSN: 1471-8197
1741-8089
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