Academic Profile : Faculty
Dr Teo Chew Lee
Deputy Centre Director, Centre for Research in Pedagogy & Practice, OER Centre for Research in Pedagogy and Practice
Senior Research Scientist, National Institute of Education - Office of Education Research
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Dr Teo Chew Lee is Deputy Centre Director of Centre for Research in Pedagogy and Practice at the Office of Education Research, National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. She received Master of Arts, Instruction Design and Technology from NIE and her Ph.D. degree from University of Toronto.
She is experienced in conducting studies using both design-based and mixed-methods research methodologies. Her main research interests are in the areas of Knowledge Building Pedagogies and Learning Analytics. She founded the Knowledge Building Community - Singapore and has led the local and international Knowledge Building Community Network Learning (KBC-NL) series since 2016. Each Network Learning bring together teachers and researchers to explore germane issues on 21st century competencies and pedagogies. These network learning sessions have reached out to more than 1000 teachers and researchers (https://nie.edu.sg/about-us/news-events/news/news-detail/knowledge-building-session-a-living-theory-a-growing-classroom). Starting in Nov 2019, a new research and practice platform, the student Knowledge Building Design Studio (sKBDS) was created. The sKBDS embraced an experiential learning model in which students of different age and from different schools were brought into NIE campus to innovate and co-produce knowledge on sustainability issue. The event was moved online due to COVID-19 restriction in 2020 and 2021. We have since gathered about 200 students and teachers in these design studios to work on the theme of “Saving Lives, Saving Planet”. (https://www.nie.edu.sg/about-us/news-events/news/news-detail/knowledge-building-design-studio-2019)
Bridging research and practice. Knowledge Building pedagogy focuses on authentic and creative discourse in classrooms. This creative discourse leads to the enculturation of students in the kind of language and thinking found in creative teams and develop a robust habit of the mind in each child. KB classrooms aim to develop students socially, emotionally, and academically. This starts with the youngest children and such pedagogy creates a level playing for all children to experience successes in learning. The knowledge building research has taken roots in pre-schools, primary and secondary schools, and tertiary institute.
Research Projects. Chew Lee is leading several research projects, one on the seeding and scaling of Knowledge Building Community among pre-school teachers, two on the development and application of multimodal learning analytics to support collaborative learning and the most recent on Cognitive Flexibility of Adolescent. The cognitive flexibility integrates the methodology in neuroscience and learning sciences and seek both quantitative and qualitative explanation of flexible thinking of adolescents in Singapore.
Chew Lee has published in both local and international journals and book series. She is working on a practitioners’ guide on Knowledge Building due for completion end 2021. She is an editorial board member of Research and Practice in Technology Enhanced Learning (RPTEL). She has conducted more many keynotes, presentations, and workshops in Singapore, as well as in other Asian countries. Many of which were invited presentations and mostly focused on classroom of the future, teachers’ professional development and knowledge building pedagogy and technology.
She has been working closely with many schools in Singapore, as a research collaborator or consultant, to develop and implement Knowledge Building in different subjects and inter-disciplinary ALP. Before becoming a research-focused academic, Chew Lee was a Lead Specialist in ETD/MOE and a secondary school physics teacher for ten years.
She is experienced in conducting studies using both design-based and mixed-methods research methodologies. Her main research interests are in the areas of Knowledge Building Pedagogies and Learning Analytics. She founded the Knowledge Building Community - Singapore and has led the local and international Knowledge Building Community Network Learning (KBC-NL) series since 2016. Each Network Learning bring together teachers and researchers to explore germane issues on 21st century competencies and pedagogies. These network learning sessions have reached out to more than 1000 teachers and researchers (https://nie.edu.sg/about-us/news-events/news/news-detail/knowledge-building-session-a-living-theory-a-growing-classroom). Starting in Nov 2019, a new research and practice platform, the student Knowledge Building Design Studio (sKBDS) was created. The sKBDS embraced an experiential learning model in which students of different age and from different schools were brought into NIE campus to innovate and co-produce knowledge on sustainability issue. The event was moved online due to COVID-19 restriction in 2020 and 2021. We have since gathered about 200 students and teachers in these design studios to work on the theme of “Saving Lives, Saving Planet”. (https://www.nie.edu.sg/about-us/news-events/news/news-detail/knowledge-building-design-studio-2019)
Bridging research and practice. Knowledge Building pedagogy focuses on authentic and creative discourse in classrooms. This creative discourse leads to the enculturation of students in the kind of language and thinking found in creative teams and develop a robust habit of the mind in each child. KB classrooms aim to develop students socially, emotionally, and academically. This starts with the youngest children and such pedagogy creates a level playing for all children to experience successes in learning. The knowledge building research has taken roots in pre-schools, primary and secondary schools, and tertiary institute.
Research Projects. Chew Lee is leading several research projects, one on the seeding and scaling of Knowledge Building Community among pre-school teachers, two on the development and application of multimodal learning analytics to support collaborative learning and the most recent on Cognitive Flexibility of Adolescent. The cognitive flexibility integrates the methodology in neuroscience and learning sciences and seek both quantitative and qualitative explanation of flexible thinking of adolescents in Singapore.
Chew Lee has published in both local and international journals and book series. She is working on a practitioners’ guide on Knowledge Building due for completion end 2021. She is an editorial board member of Research and Practice in Technology Enhanced Learning (RPTEL). She has conducted more many keynotes, presentations, and workshops in Singapore, as well as in other Asian countries. Many of which were invited presentations and mostly focused on classroom of the future, teachers’ professional development and knowledge building pedagogy and technology.
She has been working closely with many schools in Singapore, as a research collaborator or consultant, to develop and implement Knowledge Building in different subjects and inter-disciplinary ALP. Before becoming a research-focused academic, Chew Lee was a Lead Specialist in ETD/MOE and a secondary school physics teacher for ten years.
Scaling & Translation; 21st Century Competencies; Learning Analytics for 21st Century Competencies; Knowledge building Environment
- Realising Lower Secondary Thematic Science Curriculum in the Classroom: Developing Teachers' Competences in Thematic Science Teaching
- A Multimodal Learning Analytics Approach Towards Learner Dashboa rd Designs for Better Engagement and Metacognitive Regulation (LADDER)
- Facilitate Students' Knowledge Building and Supportive Emotions through Emotion Analytics and Socially Shared Emotion Regulatio n
- Leveraging Generative AI for 21st Century Teaching and Learning
- Developing 21st Century Assessment and Environment for Teachers and Students: The Case of Knowledge Building Pedagogy & Technology
- Sustained Creative Discourse for Deep Learning: Synchronous, asynchronous and blended environment.
- Enhancing the epistemic power of multimodal explanations by incorporating quantitative data col lected by sensor technologies
- Increase Impact of Education Research and Knowledge Mobilisation through community-based approach: A case of knowledge building community
- Leveraging leadership to sus tain the dynamic professional development and identities of preschool teachers: The case for Knowledge Building Community (KBC)
- Designing A Teacher Reflection Note forPromotingCross-Community Inter action
- Optimising capacity to improve ideas by investigating Brainwave Responses to ideaimprovement trigger with Electroencephalogram (EEG)
- Uncovering the Process and Outcome of Computer-Supported -Collaborative-Learning (CSCL) using Multimodal Learning Analytics: New Environments and Assessment for CSCL in the learning continuum
- Orchestrating the trajectories of Student-Generated Ideas (SGIs ) through teacher-student discourses
- Designing A Teacher Reflection Note for Promoting Cross-Community Interaction
Courses Taught
MLT 902 Computer-Supported-Collaborative-Learning and Knowledge Building; MED 900 Education Inquiry.
Supervision of PhD Students
Ms Tan Yee Yin (Co-supervisor); Mr Ng joon Yong (Co-supervisor)