Fostering students' evaluative judgement is essential for making decisions and reflecting on the quality of their work and that of others. In the workplace, graduates need evaluative judgement to assess if their work meets standards and, more importantly, when they need to ask for assistance from others or undertake further learning. At the Engineering Design and Innovation Centre at the National University of Singapore, the Innovation and Design Programme runs on the core of interdisciplinary learning. Interdisciplinary learning requires students to be equipped with evaluative judgement and the ability to communicate with teammates from different disciplines and make a decision on the quality of interdisciplinary work. With the above understanding, we designed two studios (Robotics and Circular Economy) in CDE3301R: Ideas to Proof-of-Concept to develop evaluative judgement in students. Student engagement drove our studio delivery and exercises were planned to motivate learning, promote higher-order thinking with a supportive learning environment. Industry inputs and feedback were also sought in this process. The students' growth and learning experience were shaped through evaluative judgement. Each evaluative judgement exercise required the students to present their work, perform peer assessment and revise their work based on feedback received. At the end of the first evaluative judgement exercise, each team conducted a structured reflection on their learning experience, which evidenced the benefits from the students' experience. Throughout the semester, four rounds of evaluative judgement exercises were conducted, incorporating industry feedback. Positive outcomes of these activities were observed in the teams' performance pre and post-intervention, the teams' perceptions of their learning, as well as the interim assessment scores received by the teams in this studio. Students exhibited critical thinking and performed at higher cognitive levels on the Bloom's Taxonomy, which was observed from their performance and samples of their work.

Developing self-directed learners through experiential learning is a transformative approach in education that requires the thoughtful curation of strategies to encourage active engagement, reflection, and application of knowledge. This involves creating real-world learning opportunities and fostering autonomy. We embarked on a study across two groups of students at the National University of Singapore. The first group consists of students from a residence house who participated in an overseas immersion programme in Indonesia. The second group of students from an interest group (NUS Calibur Robotics) participated in an overseas competition, RoboMaster University League in Colorado, Boulder, United States. Our research question in this study was whether experiential learning results in the development of self-directed learning. Several instruments have been adapted, namely the Self-Directed Learning Readiness Scale (SDLRS) originally developed by Murray J. Fisher [1], and revised by Kumar, A.P. [2], as well as the measures of experiential learning and measures of students' approaches to learning and perceived learning generated by Young, M.R. et.al. [3]. Significant improvements were shown across the two groups of students in various dimensions of self-directed learning, like selfmanagement, perceived need for learning, critical thinking and perceived standard of learning. The measurement of all four stages of experiential learning was above 72 %. In summary, this study has demonstrated positive attainment of self-directed learning through experiential learning experiences.

This research examines the impact of technology integration, specifically the use of Mentimeter, in large Civil Engineering classes. The traditional instructor-led approach is not conducive to active student participation, so this study aims to create a more student-centered learning environment. A survey was conducted among 45 undergraduate students in Civil Engineering. The students’ preference for digital devices and handheld devices in lectures was highlighted. The use of a digital pen by the lecturer, projected on the screen for all students to see, was highly praised for its clarity and usefulness in facilitating revision. The incorporation of Mentimeter multiple-choice questions in lectures was also well-received, with students perceiving a high level of engagement. However, students valued Mentimeter more for self-understanding, learning from peers, learning retention, and focus, rather than for partnership with the lecturer or peer discussion. This study provides insights for educators on effectively integrating technology and catering to student preferences to create a dynamic and engaging learning environment. Ongoing dialogue and adaptation of technological tools are essential to meet the evolving needs of students.

Teamwork in software development life cycle (SDLC) and Software Engineering (SE) is a cooperative process that all Computing Science (CS) undergraduates need to undergo. It is a critical skill for the industry and is usually trained through group projects in Higher Education. Due to the nature of software development, most software projects involve collaborative efforts of a group of developers. Although teamwork has been studied in many prior works, it is still considered as a dynamic element in SDLC. As the level of complexity, type of deliverables and range of stakeholders in software projects can vary widely, prior experience cannot be applied directly to new projects. The current implementation of SE education in the Professional Software Development (PSD) and Team Project (TP) subjects contains elements to promote teamwork. Students are required to work in groups on real-world problems. This paper examines the current teamwork simulating real-world software projects through an evaluation with the existing and previous cohorts of students, who have experienced the PSD and TP subjects. Several improvements are then proposed by this study. Based on the results, the majority of the respondents agree that our proposed methods such as self-selection of groups, pair programming, and prototyping model will bring about improved teamwork in their group projects.

In marine industry, fuel cell (FC) is being exploited as the primary power source with battery energy storage system (BESS) as complementary resource to be introduced for peak shaving and smoothing control in load fluctuation. As such, an integrated system of Proton Exchange Membrane Fuel Cells (PEMFC) with BESS is being developed to propose to meet the dynamic three-phase load demand onto micro-grid configuration. In this paper, transient stability is verified by MATLAB/Simulink has shown BESS is more adaptable than FC to meet constant and dynamic load demand. Moreover, there is an unstable power generation from PEMFC when non-linear load is introduced. As such, in micro-grid's paradigm that consists of BESS that has same energy capacity as FC, can significantly enhance output power quality during transient period to electrified dynamic load. In addition, a proposed control algorithm is designed in this paper.

The Capital Expenditure (CapEx) of offshore floating wind turbine generation (WTG) and battery energy storage system (BESS) are declining over the years. This can mitigate gas turbine power generation in offshore oil and gas (O&G) platforms with lower cost impact. This paper proposes integrated systems consisting a WTG and O&G production platforms with BESS onboard to meet the load demand. Cost analysis shows that this integrated system paradigm with BESS can lower overall cost in CapEx and Operational Expenditure (OpEx) compared with typical system. Moreover, transient stability in simulation shows that the system 2 has a significant reduction in term of both voltage and frequency transient deviation, with transient recovery time that could meet the IEC standards 61892-1 for O&G platforms.

This paper presents a reliable but low-cost way for industrial digital microscopy to implement μm-level precision of X/Y stage motion control. Other than the prevailing designs using stepper motors with open-loop control algorithms, the proposed method uses DC motors with closed-loop sliding mode control (SMC) to save the cost and allow a smooth switching between manual and motorized mode for stage movement. Boundary layer (saturator) method is then applied to alleviate the chattering cause by SMC, and its accuracy loss is completely eliminated by a simple position fine-tune trick to limit the error within ±2 μm. Comparing with the main stream μm-level industrial microscopies with stepper motors, the proposed solution achieves similar performance with almost half costs.

In this paper, possibility and accuracy of using reduced I-V data in PV parameter identification are discussed. Based on the linear identification method proposed in [1], six I-V points are used instead of the whole I-V curve to identify the PV parameters. The maximum power point (MPP) is then estimated using the identified I-V and P-V characteristics. Validation is done by using different sets of six points on the I-V curve. Experiment results show that the accurate curve fitting (with low RMSE and MPE) and good estimation of MPP can be achieved.

This paper presents a non-contact measurement of irradiance on plane of array (POA) and cell temperature for PV systems. The idea is motivated from the diode model of PV, where POA irradiance and cell temperature are proportional to the photocurrent and modified ideality factor, respectively. Based on the recent progress of diode model identification, the photocurrent and modified ideality factor can be linearly determined from I-V characteristics, which makes it feasible to develop a non-contact measurement approach for POA irradiance and cell temperature, i.e., both of them will be derived completely from the diode mode parameter identification without the need of any sensors. The calibration of the proportional factors is done from the indoor module flash test and then applied to outdoor module testbed to show the accuracy and effectiveness of the proposed method.