📅 13 May 2025 :1330- 1700. 🏫 MOE Library Workshop: Integration of AIEd Features in SLS Module Design
Participants: 80 MOEHQ officers
Conducted by Curriculum Resource Management Workgroup (CRMW), SLS Office and AIED Office
Igniting Possibilities with AI-Enabled Pedagogy
Wednesday's workshop wasn't just about showcasing tools—it was about rethinking how we design learning experiences in SLS. Together with 80 passionate educators from across MOEHQ branches, we explored how Artificial Intelligence in Education (AIEd) can support lesson creation and assessment in the Singapore Student Learning Space (SLS).
We kicked things off with a blank SLS module—literally—and built from the ground up. From generating module, sections, and assessments (5 MCQs and 2 open-ended questions) using Authoring Copilot (ACP), to testing Short Answer Feedback Assistant (ShortAnsFA) and enhancing MOE Library resources, participants saw firsthand how SLS built AI features can amplify great pedagogy and increase efficiency, while keep human in the loop.
SLS Prompt Testing Tool for HTML5 prototype previews https://moeptt.vercel.app/ in SLS, we engage users in testing and feedback, the eventual HTML5 generator inside SLS natively is scheduled to be deployed end of the year! Many thanks to Joe Tay
Gamification in SLS: Crafting modules with game stories, branching pathways, XP, collectibles, and digital badges 🏆, many thanks to Harley Li for running the pathway 2 session.
🌟 Special Mentions
Revealed a working methodology for prompting AI to create auto-scoring simulations and feedback-enabled virtual labs using xAPI—an emerging frontier for self-marking, performance-based assessment through SLS teacher feedback.
Participants explored both Community Gallery and MOE Library modules to blend the best of ground-up teacher creativity with centrally aligned curricular content. DO keep your CG modules coming, we will nudge HQ to incorporate useful activity/section that teachers have designed! Thank you teachers very much for your support!
💬 A Key Insight
AI doesn't replace teachers—it partners with and amplifies us.
With every prompt crafted, simulation generated, and gamified element explored, we were reminded: the heart of teaching remains in sparking curiosity, engaging minds, and designing learning with intentionality and fun.
🙏 Gratitude
A huge thank you to all facilitators, contributors, and educators who co-created, tested, questioned, and reimagined together. Your commitment ensures that the future of teaching is not only tech-enabled, but also teacher-led.
💡 "When pedagogy leads, technology follows—and when AI aligns with purpose, magic happens in the classroom."
Strong Positive Feedback: Most questions received overwhelmingly positive feedback, with a high percentage of respondents selecting 'Agree' (A) or 'Strongly Agree' (SA).
Questions 1 and 2 received 100% positive responses, indicating strong agreement that the learning objectives were clear and the content was relevant.
Questions 3 and 5 also showed very high positive sentiment (97.06%), suggesting satisfaction with the teaching methods and clarity of explanations.
Areas for Potential Improvement: While generally positive, some questions showed a slightly higher number of negative or neutral responses ('Strongly Disagree' or 'Disagree').
Question 4, "I had enough opportunities to participate and ask questions during the lesson," had 3 'Disagree' responses, resulting in a lower positive percentage (91.18%) compared to other questions. This suggests that some participants felt limited in their opportunities for interaction.
Question 7, "The lesson was well-paced, giving me enough time to understand the material," also had 4 'Disagree' responses, indicating that some participants found the pace challenging.
Learning Materials and Confidence: Questions related to learning materials and post-lesson confidence also received strong positive feedback.
Question 6, "The learning materials were helpful in understanding the topic," had a high number of 'Agree' and 'Strongly Agree' responses.
Question 8, "After this lesson, I feel more confident in my understanding of the topic," also showed a strong positive sentiment, indicating that the lesson was effective in building confidence.
💡 Common Themes from Comments (Q9 / AK)
Theme
Example Phrases
Summary
✅ Appreciation / Positive Sentiment
"Thank you", "Nope, all is good"
Some participants expressed general satisfaction.
🔄 Need for Customization / Subject Relevance
"adapted further for accuracy", "catered to our subject branch"
Several noted the need to tailor tools to specific subjects or contexts.
🧭 Time & Support Requirements
"Need more time to explore", "some help desk features"
Participants mentioned needing more time or technical support to implement what they learned.
Thematic Summary Of Q9 Comments
Theme Mentions
1 Appreciation 12
3 Suggestions for Improvement 6
2 Support Needed 3
0 Customization 2
Here’s the thematic summary of the comments from Q9 (column AK), with positive themes clearly emerging:
🌟 Emphasized Positive Insights
Appreciation (12 mentions) – Many participants expressed gratitude and found the session helpful, insightful, or informative.
Positive tonewas dominant even when paired with suggestions.
🔧 Constructive Themes
Suggestions for Improvement (6) – Ideas to refine format or make sessions more subject-specific.
Support Needed (3) – Indicating a desire for more time or technical assistance.
Customization (2) – Comments about tailoring tools to fit specific subject needs.
Raw Comments
For MTL, the tools and resources will need to be adapted further for accuracy.
Thank you
Nil
nil
nil
probably some help desk features
Nope, all is good.
Need more time to explore and apply to our work context.
Perhaps instead of a mass workshop across different subjects, have something that is more catered to a smaller scale and to our subject branch?
nil
nil
For a user who did not have experience in creating SLS lessons, I was lost at some parts. However, good to learn the AI tools that will come SLS way.
More AI experimentation
Very comprehensive learning content prepared that would require further exploration.
nil
Thank you for the course and giving us with helpful tips to create resources and navigate SLS.
other AIEd features on SLS
Na
From IPS (FIdah and Li Wen)
Would be good to have user guides
Arrangement of tables and chairs were inappropriate for the frontal teaching. Some participants had their backs facing the screen. Frontal teaching was too fast and not easy to keep up.
Great workshop and very detailed and helpful.
The second session was particularly useful. Thank you!
.
Thank you, Lawrence, for demonstrating how the design of interactives have exponentially advanced and the potential for resource development.
I think the learning experiences are very valuable, but it is a little bit fast paced. Perhaps give a bit more time to the hands-on experience!
all good, NIL
Perhaps can arrange for more charging points or extension cables so every table can have access to sufficient battery to last the entire workshop.
instructors may need to slow down to let us try it out
Step by step guide on using the various tools were useful for self-exploration after the course.
Thank you team!
Thanks for sharing how AI tools can help us create simple games - this is refreshing!
Email
Upcoming SLS workshop: Integration of AIEd features in SLS Lesson Design.
This email serves to confirm your registration and differentiated pathway for the workshop.
The details of the workshop and your allocated pathway are stated below:
Read through what will be covered here: https://www.google.com/url?q=https://vle.learning.moe.edu.sg/class-group/lesson/view/2d944374-35dd-44a3-94de-a267b986655a/cover&source=gmail&ust=1746684881152000&usg=AOvVaw1b-iZS_1XnvVoe59KSmVhG">Pre-reading Link
Download Trae on your personal device if you wish to explore it during the workshop: https://www.google.com/url?q=https://trae.ai/&source=gmail&ust=1746684881152000&usg=AOvVaw3G674Yhl-79M4FJA6_GgMD">https://trae.ai/
Actual day:
Login to SLS as student to find the same Module as an assignment
Main Session:
Explore Community Gallery modules related to your subject area: Discover how our fellow educators leveraging SLS to realise their lesson design
Authoring Co-Pilot (ACP): Lesson planning, auto-generation of components and suggested activities such as Review Questions Quiz, efficiently anchoring on knowledge base
Short Answer Feedback Assistant: Provide near real-time formative assessment, suggested marks and auto-generated content-related feedback for Free-Response Questions
Time to work on an existing MOE library and Community Gallery using ACP and Short Answer Feedback Assistant.
Differentiated Pathway:
Pathway 1: Designing Custom Interactives Using Generative AI:
Tool Name
Description / Purpose (in context)
Access Method
SLS Prompting Tool
User testing future SLS feature and create simple interactive using Claude 3.7, GPT o3, Gemini 2.5 Pro etc.
After installation, login required. Launch app normally from computer.
To Bring:
Feature / Device
WOG
SSOE
Personal laptop
Use SLS
Yes
Yes
Yes
Upload image (for SLS)
Yes
Yes
Yes
Upload image to SLS Prompt Tool/ Gemini
No
Yes
Yes
Install and Use Trae
No
No
Yes
Fully-charged, personal laptop is encouraged (i.e. Non-WOG/SSOE devices). WOG or SSOE is also possible, but do note the constraints above in the table.
(Note: Trae cannot be installed on WOG/SSOE laptops. It is a free AI-powered Integrated Development Environment software that needs to be installed on non-WOG/SSOE devices.)
Read through what will be covered here: https://www.google.com/url?q=https://vle.learning.moe.edu.sg/class-group/lesson/view/2d944374-35dd-44a3-94de-a267b986655a/cover&source=gmail&ust=1746684884592000&usg=AOvVaw1LcUU8B4PIF8za4IsJDAqX">Pre-reading Link
Actual day:
Login to SLS as student to find the same Module as an assignment
Main Session:
Explore Community Gallery modules related to your subject area: Discover how our fellow educators leveraging SLS to realise their lesson design
Authoring Co-Pilot (ACP): Lesson planning, auto-generation of components and suggested activities such as Review Questions Quiz, efficiently anchoring on knowledge base
Short Answer Feedback Assistant: Provide near real-time formative assessment, suggested marks and auto-generated content-related feedback for Free-Response Questions
Time to work on an existing MOE library and Community Gallery using ACP and Short Answer Feedback Assistant.
Differentiated Pathway:
Pathway 2: Exploring Gamification:
Learn about gamification features, design considerations, and tips for gamifying modules in SLS.
To Bring:
Fully-charged laptop to access SLS
Actual Print friendly
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
How are our fellow educators leveraging SLS to realise their lesson design?
As you explore, please keep these questions in mind:
How might the SLS features used enhance student engagement?
What opportunities do you see for customised learning?
How could these modules support your school's teaching and learning goals?
7 Escape Room Adventure: Mastering Pie Charts This gamified SLS module transforms learning about pie charts into an engaging escape room experience, where students solve challenges on data presentation using numbers, fractions, percentages and degrees to progress through different “rooms” and unlock new levels.
8 P5 Cell Explorer Adventure This SLS module helps students to learn about cells i.e. the different parts and functions of a cell, by using both physical and online learning experiences. Rich multimedia learning materials embedded in the lesson and follow-up AfL questions create a more seamless learning experience. https://vle.learning.moe.edu.sg/class-group/lesson/view/adab9025-c470-48d7-a1b1-19cbf0e3047e/cover 🧑🏫
4 E21CC Quest: Exploring Argona-VI This SLS module on E21CC offers an authentic task for students to demonstrate their reasoning and provides customised feedback auto-generated using ShortAnsFA. Students can earn collectibles by completing the module.
5 Biology Practical: Food Test This module enhances learning through accessible, bite-sized multi-modal instructions and promotes student reflection via self-assessment. It empowers students to track their progress using scaffolds and visual references. Short videos, checklists, hints, and images are employed to foster self-help and engagement, with timely feedback provided through a feedback assistant. https://vle.learning.moe.edu.sg/class-group/lesson/view/e4f3f4e2-f912-41ea-a031-9caad0a82ad3/cover 🧑🏫
9 Supporting Critical Thinking in Development of Body paragraphs in English Argumentative Writing This module serves as a plug-and-play lesson that demonstrates how critical thinking can be developed and applied when guiding students in writing body paragraph(s) for English argumentative essays. https://vle.learning.moe.edu.sg/class-group/lesson/view/fc5db127-d7b4-45d5-9bb5-fea9cd70dd97/cover 🧑🏫
11 Life under the Japanese Occupation - Daily Life and Propaganda This module helps students understand life during the Japanese Occupation, with ShortAnsFA providing immediate feedback and the Data Assistant analysing student responses to identify key themes or misconceptions, thereby facilitating deeper student discussions. https://vle.learning.moe.edu.sg/class-group/lesson/view/d339e8a8-00f0-4e82-a6aa-99c909e06225/cover 🧑🏫
1 An SLS module which facilitates inquiry-based learning by getting students to investigate why disappearing deltas matter, supported by ITT and ShortAnsFA. Teachers can further leverage on Data Assistant to analyse student responses to identify key themes and/or misconceptions made.
After adding components, you can edit anything using familiar authoring tools
You stay in charge of final content
🧪 More Smart Features
🧾 Quiz Generation from Exams
Upload an old exam paper
ACP converts it into a full quiz instantly
Even generates suggested answers for free response questions
🔄 Regenerate for Variety
Click "Regenerate" to create differentiated versions of the same question
Great for varying student readiness
📚 Advanced Capabilities
📖 Knowledge Base Integration
Upload long text (e.g., a whole textbook chapter)
ACP can:
Generate a summary activity
Then follow with a quiz
PDF and image support coming soon
🎯 Template & Curriculum Customization
Use SLS-aligned templates or your own
Add:
Tags
Content maps
Prompts
Helps ACP generate exactly what you need on the first try
💬 Final Message
ACP is built by teachers for teachers
It’s your co-pilot, not your replacement
Ready to level up your lessons?
👉 Log in to SLS and try ACP today!
ACP is an AI-enabled feature in SLS that supports lesson planning for all subjects and levels by generating a module and its corresponding sections, activities and components based on a teacher's inputs.
Recommends curriculum- and pedagogically-aligned activities
Suggests lesson activities and assessment items based on tagged learning outcomes on the content map and pedagogical considerations listed by the teacher.
Autogenerates components
Creates suitable components and suggested activities, providing teachers with a more accessible way to use SLS authoring features.
Anchors to a Knowledge Base
Generates more customised lesson activities and assessment items by anchoring on a Knowledge Base that is appended by the teacher.
For more information, you may refer to the user guide here.
TagUI – Robotic Process Automation (RPA) tool for automating browser actions
🧩 Steps to Automate the Process
1️⃣ Launch TagUI Script
Open terminal and type: tagui filename
Press Enter to start the automation
Script launches browser and logs in (auto-login if credentials preconfigured)
2️⃣ Open Draft Lessons
Navigate to Manage Module
Click on a draft lesson to view its contents
Check if it needs updating
3️⃣ Copy Content from Worksheet
Click Print-Friendly Worksheet
Press Ctrl+A (select all) and Ctrl+C (copy)
Return to your open TagUI browser tab
4️⃣ Create a New Quiz
In the last activity section, click New → Quiz
Update:
Quiz title
Instructions for ACP
5️⃣ Customize Quiz Instructions
Specify requirements:
e.g., 5 MCQs (4 options, 1 correct)
2 short answer questions focused on real-life applications
Optional: Add instructions for acceptable answers
6️⃣ Paste Knowledge Base
Once quiz template is ready:
Paste copied content with Ctrl+V into Knowledge Base
Click Add
Wait ~30 seconds for AI to generate quiz
7️⃣ Review and Edit
Ensure:
MCQs meet the format
Free-response questions are clear and thoughtful
Marking scheme is complete and includes:
Explanations
Real-life examples
8️⃣ Fix LaTeX Display Issues
For special characters or math:
Use http://www.w3.org/1998/Math/MathML"><mrow><mo> </mo></mrow> </math>" role="math" /> $\( delimiters where needed
Manually fix any formatting problems
9️⃣ Finalize and Continue
Click Done to complete quiz
TagUI will auto-click to approve the lesson
Script moves to next draft/unpublished lesson to repeat the process
🔄 Notes:
This process can be done manually if preferred
For automation, check the GitHub script for TagUI setup
Can be extended to use other RPA tools like UiPath or Playwright
💡 Final Thought:
This hybrid use of AI + RPA makes SLS lesson and quiz creation faster, more scalable, and less repetitive—freeing up teachers to focus on designing meaningful learning experiences.
My current recommendation is 5 MCQ and 2 short answer feedback with Short Assistant Assistant turn on manually, it is not possible to ask ACP to turn on.
20250513 Workshop on Integration of AIEd features in SLS Module Design
4. Combining CG, Module Library with ACP Quiz (Optional)
ITT1
Share your learning and URL if possible to the refreshed Module in CG or MOE library
Share your learning and URL if possible to the refreshed Module in CG or MOE library. Need to change role to Teachers to access Community Gallery and copy to your Drive to when on it.
if MOE library, can just work on the exisiting or a copy in MOE library Drive.
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
https://moeptt.vercel.app/#menuD — a powerful interactive generator designed to help MOE officers generate and refine interactive HTML5 learning objects for eventual built into SLS, scheduled to be ready by Dec 2025.
🧰 PREPARATION
Before starting, gather:
Your lesson objective and key interactive concept
An image sketch or screenshot (if available)
A clear prompt describing what you want the simulation/interactive to do
- Focus on basic skills development through simple, enjoyable gameplay
- Use bright colors, simple animations, and positive reinforcement
- Include very simple rules and controls appropriate for young children
- Include clear scoring systems in integer values, do not use greater than 100, 1 to 10 is ideal, challenge progression, and meaningful feedback
- Include a data analytics at the end of the game that shows the activity log: for example question number: selection, marked correct ✅ and incorrect❌ , to help the user reflect on their actions
- Feature intuitive controls and responsive design for smooth gameplay
volcano_html5_content_20250430_082241.zip
Master prompt:
Create an interactive educational simulation that visualizes different types of volcanic eruptions. The simulation should allow users to select from various eruption types via a dropdown menu and observe how each type differs in terms of lava flow, ash cloud, and overall behavior. The simulation should be scientifically accurate while remaining visually engaging and suitable for geography education at various levels.
Create a fun, colorful educational game using only HTML, CSS, and JavaScript, all within a single self-contained HTML file. The game should:
Based on this topic: {fractions lesser than 1, greater than 0} The game should teach these simple concepts: - { INSERT SIMPLE CONCEPTS HERE } The game includes these fun activities: - { INSERT FUN ACTIVITIES HERE } The game rewards players with: - { INSERT REWARDS HERE } The game features these friendly characters: - { INSERT FRIENDLY CHARACTERS HERE } The game includes these simple controls: - { INSERT SIMPLE CONTROLS HERE }
- Focus on basic skills development through simple, enjoyable gameplay - Use bright colors, simple animations, and positive reinforcement - Include very simple rules and controls appropriate for young children - Include clear scoring systems, challenge progression, and meaningful feedback - Feature intuitive controls and responsive design for smooth gameplay
Design simple, encouraging games that build confidence and foundational skills through play.
Based on this topic: {Ray Model of Light: Reflection of light } The simulation should demonstrate the following concepts: - {angle of incidence = angle of reflection} The Simulation allows the user to interact with the following key variables using a slider: - { Independent variable: angle of incidence, i , in 1 decimal place, max: 90 degree, min: 0 degree} The simulation must display the following key variables at all times: - { dependent variable: angle of reflection, r, in 1 decimal place} The simulation must display the following motion or animation: - {The simulation must show a mirror, incident ray, reflected ray, angle of incidence, angle of reflection and a normal. When the angle of incidence is varied, the angle of reflection will change accordingly. When a button, labelled as "record" is pressed, the magnitude of angle of incidence and angle of reflection will be recorded on a table. } The simulation should display the following output/results: - { The output will display a table with the column headers: (1) angle of incidence, i (degree) (2) angle of reflection, r (degree). All angles are to be recorded to 1 decimal place. The maximum number of rows is seven. A graph will be displayed side-by-side with the table when the button "Plot Graph" is pressed. The y axis is the angle of incidence, labeled as i/degree. The x-axis is the angle of reflection labelled as r/degree}. The graph will plot the values in the table. - Model a system with realistic physics relevant to the chosen topic. - Include interactive controls: "Record", "Plot Graph" and "Reset". Focus on scientific accuracy and educational value appropriate for secondary school students. Use proper scientific terminology while keeping explanations accessible.
02_Law_of_Refraction_Final.zip
Prompt:
Create a fully interactive and realistic simulation using only HTML, CSS, and JavaScript, all within a single self-contained HTML file. The simulation should display the Title: {Investigating the Law of Refraction} The simulation is based on this topic: { Refraction of Light } The simulation should demonstrate the following concepts: - { When a ray of light passes from one medium to another, the ratio of the sine of the angle of incidence, i, and the sine of the angle of refraction, ‘r’, is a constant. The constant is known as the refractive index and is denoted as ‘n’. n = (sin i) / (sin r)} The animation area should contain the following elements: - {Show two optical media, with one on top of the other. The medium on top is “medium 1” and the medium at the bottom is “medium 2”. A light ray, red in colour, passes through from medium 1 to medium 2 at a fixed point. The light ray has two segments. In medium 1, the light ray is labelled as “incident ray”. When it passes into medium 2, it is labelled as “refracted ray”. The light ray is red in colour. Each segment of the light ray will have arrows, placed at the centre of the light segments, showing the direction of the light ray from medium 1 to medium 2. A normal, represented by a dotted line, is always shown at the fixed point. The normal cuts through both media. The angle of incidence, i, is the angle from the normal in medium 1 to the incident ray. The angle of refraction, r, is the angle between the normal in medium 2, to the refracted ray. Always show i and r in simulation. Medium 1 is always air. Medium 2 initially is water. Initial values of i and r are 30 degrees and 22.6 degrees respectively.} The simulation allows the user to select the following key parameters using buttons or dropdown list: - {User can select medium 2 using a dropdown list. The list contains the following media: (1) air (n=1), (2) water (n=1.3), (3) glass (n=1.5) and (4) diamond (n=2.4). Each medium will have different shades of blue. The lower the n, the lighter the colour of the medium. There will be a record button labelled as “record”. When “record” is pressed, i, r, sin i, sin r and (sin i)/ (sin r) will be recorded or calculated and display in a table.} The simulation allows the user to interact with the following key variables using a slider: - { The independent variable is the angle of incidence, i, that ranges from 0 degree to 90 degree. The slider will allow user to vary the value of i. } The simulation must display the following key variables at all times: - { The dependent variable is the angle of refraction, r. r is calculated using the formula n = (sin i) / (sin r). } The simulation must display the following motion or animation: - { The incident ray, refracted ray and r will change according to i.}} The simulation should display the following output/results: - { A table with the following headers: ‘i / degree’, ‘r / degree’, ‘sin i’, ‘sin r’, “sin i / sin r”. When the “record” button is pressed, a set of readings will be recorded. The table can record up to a maximum of 10 sets of values. A graph of sin i (y-axis) against sin r (x-axis) will be plotted. Label the axes. Show scales and gridlines. Join the points with a straight line.} - Model a system with realistic physics relevant to the chosen topic. - Include interactive control such as “Reset”. Focus on scientific accuracy and educational value appropriate for secondary school students. Use proper scientific terminology while keeping explanations accessible. - Model mathematical concepts with accurate representations and behavior - Include interactive controls such as sliders, buttons, and direct manipulation of objects. Include precise mathematical notation and terminology. Focus on building intuition for abstract concepts through interactive exploration. Set background to white color. Set font color for angles and texts to black.
03_Principle_of_Conservation_of_Energy_Final.zip
Prompt:
Create a fully interactive and realistic simulation using only HTML, CSS, and JavaScript, all within a single self-contained HTML file. The simulation should: Based on this topic: { Principle of Conservation of Energy } The simulation should demonstrate the following concepts: - { The total energy in a close system remains constant. The total energy is the sum of gravitational potential energy and kinetic energy. Kinetic energy is calculated using this formula: KE = 1/2 mv^2; gravitational potential energy is calculated using the formula: GPE = mgh. m is the mass of the ball which is a constant at 1 kg. v is the velocity of the ball. g is the acceleration due to gravity and is a constant at 10 m/s^2. h is the height of the ball above the floor} The simulation allows the user to interact with the following key variables using a slider: - { initial height at which the ball is dropped} The simulation must display the following key variables at all times: - { kinetic energy of the ball (KE), gravitational potential energy of the ball (GPE), total energy of the ball (TE) } The simulation must display the following motion or animation: - { User set the initial height that ranges from 20 m to 50 m using the slider. When the "Start/Stop" button is pressed the first time, the ball will be shown to fall at an acceleration = g. While the ball is falling, the graph, placed side-by-side with the animation area, will display the changes in KE and PE of the ball. The value of KE, GPE and TE will be displayed at the bottom of the animation area. When the "Start/Stop" button is pressed the second time, the ball will pause in motion, and the graph will stop plotting. When the "Start/Stop" button is pressed the 3rd time, the motions will continue from where it stopped. The animation will end when the ball just hit the floor. When the "Reset" button is pressed, the ball will go back to its initial position. The graph will also be reset. The values of KE, GPE and TE displayed will also be reset} The simulation should display the following output/results: - {A graph with y-axis represents energy/J and x-axis represents time/s. The axes are to be labelled. The graph will plot two graphs, KE in red and PE graph in blue. Display the legend that show which graph represents KE and which graph represents PE. Besides the graph, the value of the KE, GPE and TE should also be displayed below the animation area.} Other display requirements - The initial default height when the animation started is 30 m. - The floor is shown with a horizontal grey line. - Model a system with realistic physics relevant to the chosen topic. - Include interactive controls such as Start/Stop and Reset. Focus on scientific accuracy and educational value appropriate for secondary school students. Use proper scientific terminology while keeping explanations accessible.
04_EM_waves.zip
Prompt:
Create a fully interactive and realistic game quiz using only HTML, CSS, and JavaScript, all within a single self-contained HTML file. The simulation is based on this topic: { Electromagnetic Waves } The simulation should demonstrate the following concepts: - { state examples of typical uses of the following regions of the electromagnetic spectrum: (i) radio waves (e.g. radio and television communication, astronomy and RFID tags) (ii) microwaves (e.g. mobile (cell) phones, microwave oven and satellite television) (iii) infrared (e.g. infra-red remote controllers, intruder alarms and thermal imaging) (iv) visible light (e.g. photography, optical fibres in medicine and telecommunications) (v) ultraviolet (e.g. sunbeds, bank note authentication and disinfecting water) (vi) X-rays (e.g. medical radiology, security screening and industrial defect detection) (vii) gamma (γ) rays (e.g. sterilising food, detection of cancer and its treatment} The simulation allows the user to interact with the following key variables using buttons and drag-and-drop function: - { This is a game quiz. The game interface will have a list the seven EM waves, placed side-by-side near the top of the simulation area. Below the seven EM waves is a window where applications of EM waves will appear, one at a time. When a “Start/Next” button is pressed, an EM wave application with diagram, e.g. television, will appear in the application window. Users can drag-and-drop the application into any of the boxes of the seven EM waves. If it is correct, a “tick” will appear, accompanying with an encouraging melody, and the user will score 2 points. If it is incorrect, a ‘cross” will appear and a message “This is incorrect” will appear. The picture will go back to the application window. User will have a second try. If he gets it correct in the second attempt, he will get 1 point. If he does not, the next application will appear. The game quiz will end when all the applications have been attempted. The applications will appear in random sequence The list of applications, each represented by a labelled picture / diagram: 1. Radio and TV communication 2. telescope (astronomy) 3. RFID tag 4. Microwave oven 5. Mobile phones (signals) 6. Satellite TV 7. Remote controller 8. Intruder alarm 9. Thermal imaging 10. Photography 11. Optical fibre in medicine 12. Optical fibre in telecommunication 13. Sunbed 14. Bank note authentication 15. Water disinfection 16. Medical radiology 17. Security screening 18. Industrial defect detection 19. Sterilisation of food 20. Cancer treatment } The simulation must display the following key variables and interactive controls at all times: - { Score” appearing at the top right-hand corner of the animation area “Restart” button to restart the game quiz and scoring. {“Start/Next” button which will display “Start” before it is pressed and will change to “Next” once it has been pressed. When this button is activated, an application will be displayed in the application window.} Focus on scientific accuracy and educational value appropriate for secondary school students. Use proper scientific terminology while keeping explanations accessible.
05_Wave_Properties_Final.zip
Prompt:
Create a fully interactive and realistic simulation using only HTML, CSS, and JavaScript, all within a single self-contained HTML file. The simulation should: Based on this topic: { Wave Properties } The simulation should demonstrate the following concepts: - { amplitude, frequency, period and wavelength of a wave. wave speed = frequency * wavelength} Description of the elements in the simulation: - {The are two graphs, displacement-time graph and displacement-distance graph, both in sinusoidal forms. Both graphs should have scales and grid lines. The axes are labelled clearly with S.I. units. The initial value for wavelength, amplitude, period and frequency are 5 cm, 2 cm, 2 s and 0.5 Hz. The speed of the wave is constant at 2.5 cm/s} The simulation allows the user to interact with the following key variables using sliders: - {There are 4 sliders, labelled as “wavelength”, “frequency”, “period” and “amplitude”. Wavelength has a range between 0.5 cm to 10 cm, with smallest variation of 0.5 cm. Amplitude has a range between 0.5 cm to 5 cm, with smallest variation of 0.5 cm. Period has a range between 0.5 s to 5.0 s, with smallest variation of 0.5 s. Frequency has a range between 0.5 Hz to 20 Hz, with smallest variation of 0.5 Hz } The simulation must display the following motion or animation: - { When the sliders are moved, both waveforms on the graph will change according. The scale of the graphs should remain constant. When a mouse is hover around the ““wavelength”, “frequency”, “period” and “amplitude”, the definitions of the terms will be displayed as tooltips. Use the following definitions: Wavelength is the distance between two crests. Amplitude is the maximum displacement of the wave from its rest position. Period is the time taken for one complete wave. Frequency is the number of waves generated per second} - Model a system with realistic physics relevant to the chosen topic. - Include interactive control “Reset” button. When the button is pressed, the graphs and values will be reset to the initial default values. Focus on scientific accuracy and educational value appropriate for secondary school students. Use proper scientific terminology while keeping explanations accessible.
harley_html5_content_20250510_023639.zip
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
Q1:
Instructions
Upload a file with your answer. You can attach up to 10 files.
[15 minshttps://aistudio.google.com/prompts/new_chat" target="_blank" rel="noopener" class="lazyload" style="background-repeat: no-repeat; box-sizing: inherit; padding: 0px; margin: 0px; background-color: rgb(248, 202, 198); text-decoration: none; border: 0px; font: inherit; vertical-align: baseline; color: rgb(0, 98, 255); pointer-events: none;">https://aistudio.google.com/prompts/new_chat can write 1000+ lines of code, BEST and FREE, more technical.
Google Gemini 2.5 Pro App https://gemini.google.com/app/ select Canvas, cannot write > 1000+ lines of code, FREE but limited tries, very user friendly, can Canvas Preview, download files.
20250513 Workshop on Integration of AIEd features in SLS Module Design
Q1:
Supported Scenarios for Creating Interactive Response
Important (March 2025 Update):
Teachers can set Interactive Response Questions (IRQs) to automatically return
Final score-marks and teacher feedback (recommended after March 2025)
Individual rubrics criteria score and feedback (recommended after 2026 when rubrics can be copied across components in SLS)
To enable this, upload a corresponding HTML5 file to the Free-Response Question - Interactive Response Assistant by uploading corresponding xAPI compliance HTML5 file to the Free-Response Question and setting up the rubrics to be used.
You may download the HTML5 ZIP files based on the scenarios to create FRQ with Interactive Response.
Scenario
Use Case
Sample Code
Send score, feedback and criteria score and feedback
Involves rubrics and “Show and use rubric marks“ is not selected
As a workaround, students can access the assignment via the Assignment URL.
Why does the HTML5 Media Object appear as a file, instead of being loaded in the frame?
This happens when there is no "index.html" file found directly inside the ZIP file, e.g. it is found inside another folder, or it has been renamed as "index.html.html". Please follow steps 1 and 2 as stated in the User Guide above when uploading a HTML5 Zip file in SLS. You may use this tool: https://sg.iwant2study.org/ospsg/index.php/1253 to automatically correct the ZIP file into a SLS compatible format.
How to create HTML5 ?
Create a fully interactive, realistic-looking simulation of [plant growthhttp://trae.ai/" class="lazyload" style="background-repeat: no-repeat; box-sizing: inherit; padding: 0px; margin: 0px; background-color: transparent; text-decoration: none; border: 0px; font: inherit; vertical-align: baseline; color: rgb(0, 98, 255); pointer-events: none;">Trae.ai, open by the folder with a working xAPI such as folder with 03 html5-dynamic-input-score-is-text-field unzipped. Prompt the IDE to add the interactive on top of the existing working xapi files (index.html) and add suitable marks and feedback after each action. For example, t =0, Q1: repeat the question 1 string, answer was [student responsehttps://www.youtube.com/watch?v=QpuGevRQVNo" class="lazyload" style="background-repeat: no-repeat; box-sizing: inherit; padding: 0px; margin: 0px; background-color: transparent; text-decoration: none; border: 0px; font: inherit; vertical-align: baseline; color: rgb(0, 98, 255); pointer-events: none;">link for detailed steps.
03_html5-dynamic-input-score-is-text-field.zip
Teacher Comments
Marks
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xAPI when working, will capture feedback and score.
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
Sharing on Gamification
By SLS Office and SS Pri CRDO
Gamification__CRMW_PD_WG__final.pdf
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
Key in Gamification Details
After you have successfully turned on the Gamification settings, key in the following:
3. Game Title, for example "Quest for Knowledge".
4. Game Description, such as game instructions and story synopsis, for example "Welcome to the world of Arcania, a land where knowledge is power. You are a young explorer who embarks on a quest to collect the lost scrolls of wisdom scattered across different realms. Along the way, you will encounter riddles and puzzles that require critical thinking and problem-solving to solve. Upon completing this quest, you will earn the prestigious Explorer Badge as a symbol of your accomplishments!"
Adjust the Experience Points (XP) and levels if you want to make the learning process more competitive among your students.
🧐 Here's how:
5. Adjust the Marks to XP Conversion and other XP settings as needed.
🚩 Important! Click here to learn more about each XP setting.
Note: When creating questions, you can include hints or set the number of retry attempts allowed for students.
Enable Gamification Leaderboard
You can make the Gamification Leaderboard visible to individual students or to game teams. It displays the names of students, their XP, current levels, and achievements.
🧐 Here's how:
6. On the Monitor Assignment page, click the Leaderboard tab. Select the settings and click Save.
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
Click on Create and you have successfully created your first Game Story. Follow the steps below to add conditions:
Add Conditions
8. Click on Add Condition and select Module Start for this Game Story to appear when students enter the assignment.
Click on OK and save the module.
Accordion
Create Game Stories (2 of 3)
We will now create a Game Story with two Game Branches. Game Branches can guide students to different sections within a module based on their choice or level of readiness. This approach supports differentiated learning tailored to students’ individual needs.
Game Story 2: Create a Game Story with 2 Game Branches
Repeat the steps which you have learned previously to create a new Game Story. Use the following information to help you. You can modify the Game Story according to the module content.
Game Story 2
Title: Are you a fresh adventurer, or an experienced traveler?
Description: Are you a fresh adventurer setting out for the first time, or an experienced traveler with some tales to tell? I'll help you decide whether you need a quick tutorial before embarking on your expedition.
Game Branch A: I am a fresh adventurer
Game Branch B: I am an experienced traveler
Click on Create and you have successfully created your second Game Story. Follow the steps below to add conditions:
Add Conditions
1. Click on Add Conditions and select Game Story for this Game Story to appear immediately after the first Game Story.
2. Select this Game Story "Welcome to world of Arcania!" Click on OK and save the module.
🎯 Tips!
1. When creating Game Branches, we can also add a Short Response Text. What’s that? It’s a feature that requires students to key in the correct response in order to continue with the assignment. This is especially useful for activities like escape rooms, where progression depends on solving clues or answering questions correctly. Click here to learn more.
2. It makes your lesson more engaging and interactive when Game Stories are linked to one another, rather than having a separate Game Story for each section or activity.
Create Game Stories (3 of 3)
In the previous activity, you created a Game Story with two Game Branches. We will now create two additional Game Stories for the branches to link to, providing students with more information based on the Game Branch they have chosen.
Game Story 3 & 4: Create 2 Game Stories, each linking to Game Branch A and B
Repeat the steps which you have learned previously to create a new Game Story. Use the following information to help you.
Game Story 3
Title: I am a fresh adventurer (Game Branch A)
Description: No worries—let’s begin with Section A to level up through some reading and activities. You’ll catch up with the rest in no time!
Game Branch: Let's begin!
Game Story 4
Title: I am an experienced traveler (Game Branch B)
Description: Awesome! You can dive right into the expedition by heading straight to Section B. Don’t look back—your teammates might catch up at any moment! Tread carefully as you venture into the land of the unknown...
Game Branch: On with the expedition!
Click on Create to create your Game Stories. Follow the steps below to add conditions:
Add Conditions For Game Story 3
1. Click on Add Conditions and select Game Branch.
2. Select this Game Story "Are you a fresh adventurer, or an experienced traveler?", followed by this option "I am a fresh adventurer". Click on OK and save the module.
Add Conditions For Game Story 4
3. Select this Game Story "Are you a fresh adventurer, or an experienced traveler?", followed by this option "I am an experienced traveler". Click on OK and save the module.
You can now open the right menu and click on Preview as Student to try out your gamified module!
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
2. Create Collectibles
Create Collectibles
We are now going to learn how to create Collectibles in a module. There are three types of Collectibles:
Achievement - Achievements awarded to students will be displayed on the leaderboard.
Avatar - Avatar awarded to students can be used to replace their SLS Avatar within the Module.
Digital Badges - Digital badges are special badges awarded to one’s profile for completing self-study modules from MOE Library. Students and teachers may view their digital badges on their profile page.
Note: Teachers will only be able to create Achievement or Avatar.
Let’s create an Achievement for students to unlock once they reach milestones in different sections of the assignment.
Achievement
1. In the Module Editor page, open the right menu and click Manage Gamification Settings to open the Gamification subpage. Click on Collectibles tab.
2. Click to upload a Collectible background (optional).
Click on Save and you have successfully created your first Collectible. Follow the steps below to add conditions:
Add Conditions
8. Click on Add Condition and select the condition to award this Collectible to students. Click here to learn more about the Conditions.
9. In this example, let’s select Module Progress. You can set the conditions so that students must complete Section B and Section C before they are awarded the Collectible badge.
Click on OK and save the module.
Repeat the steps which you have learned previously to create more Collectibles or Avatar.
You can now open the right menu and click on Preview as Student to try out your gamified module!
Accordion
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
MOE Library
20250513 Workshop on Integration of AIEd features in SLS Module Design
Q4:
Q5:
Q6:
xAPI when working, will capture feedback and score.20250513 Workshop on Integration of AIEd features in SLS Module DesignMOE Library20250513 Workshop on Integration of AIEd features in SLS Module DesignMOE Library
Note: When creating questions, you can include hints or set the number of retry attempts allowed for students.
20250513 Workshop on Integration of AIEd features in SLS Module DesignMOE Library
Click on Create and you have successfully created your first Game Story. Follow the steps below to add conditions:Add Conditions8. Click on Add Condition and select Module Start for this Game Story to appear when students enter the assignment.Click on OK and save the module.
