Upon completion of the course, students will be able to:
- Specify software requirements.
- Practice agile design and development methodologies.
- Apply best practices in Java web app development and deployment.
- Apply unit testing and code refactoring.
- Practice secure and defensive programming.
- Appreciate the importance of collaboration in software development.
Students developed a strategy and prototype for the launch of the digital private banking facilities.
The learning objectives are as follows:
- To understand the factors that lead To persistence of poverty and under-development in the empirical context of Asia.
- Learning how To examine the evidence on policy relevant interventions. This will involve looking at tables with statistical output. By the end of the course you should be more comfortable making inferences based on statistical output that is presented To you.
- To develop and sharpen your analytical and presentation skills By participating in class discussions and group debates.
- To acquire an appreciation of the issues involved in designing and evaluating developmental policies.
Students developed an internal evaluation of WE CARE's programmes and operations to measure quantitatively the value of the services and activities provided by WE CARE, in relation to the money invested in WE CARE. They quantified the benefit to cost ratio created by WE CARE's services by examining different dimensions of impact such as client health, income, and government savings on incarceration, etc.
This course aims to provide students with a broad coverage and examples of social analytics techniques and trends underlying the current and future development. Upon completion of the course, students will be able to:
- Extract social media data via social APIs and custom scripts.
- Extract social networks from non-network data such as transactional/operation data as well as textual conversations.
- Computationally identify and quantify social influencers.
- Computationally extract and identify trending topics.
- Visualize social networks and text analysis results. 6) Deploy custom scripts in Amazon Web Services.
Students proposed ways to find out the most ideal means to engage the target audience by leverage on existing trends and behavioural patterns online, and suggested a digital media approach whereby they can increase awareness using their website and social media platforms to drive traffice to encourage business.
Students analysed the organisation's environment and suggest insights to upcoming product trends, general customer sentiments and strategies to counter competitors.
Students proposed strategies on how to help the company minimise marketing costs as well as increase their probability of successful customer acquisitions for their renting/leasing services through idenfying prospective customers who are likely to be interested in their service from social media data, and improve their current offerings that are aligned to current market trends.
Students analysed on the competitors' advertising strategies, online reviews and customer insights, including doing a sentiment analysis on their products vis-a-vis their competitors. The students also provided an influencer analysis based on social blade data on the proportion of followers, the engagement rate of influencers and who the influencers are (and their effectiveness).
Students analysed the factors that affect the experiences of tourists at hawker centres and attractions, including providing recommendations to tackle problems areas and promote positive experiences.
Upon successful completion of this course, you will be able to:
- Gain a better understanding of IT management principles and best practices, which include IT Strategy that deliver business value, IT Governance, IT enabled Innovations, IT Capability management. etc.
- Apply the knowledge gained to propose an IT Strategy that enables organizations to better exploit relevant new technologies and Information management to deliver business value.
- Understand the challenges relating to leading Change in a business setting and how to be an effective business change agent.
The students presented valuable insights and existing issues that MFA should tackle to enhance its existing consular services, and suggested a speedier and more streamlined process for Singapore travellers, especially on how to reach the elderly who are not so knowledgeable with technology.
A team of five students proposed and presented a Virtual Personal Assistant prototype to show how easy it is for Singaporean travellers to access and e-register with MFA before departing Singapore. Another team of five students proposed and presented a chatbot prototype to showcase how it can address simple enquiries from family members in times of crisis, so that MFA can effectively channel their resources into helping Singaporeans overseas.
Students proposed digital solutions and platforms that consolidates the fitness ecosystem, with the aim to improve resource allocation and wastage, lowering costs for fitness businesses, encourage sales (for gyms, studios and other offline retail businesses etc) and exercise (public), and building a fitness community.
With the aim to develop a specialty chemicals marketplace, which will form an ecosystem from raw material suppliers to end users, students proposed strategies on how the company is able to create and launch this one-stop platform where users can sell, buy, or search for a variety of chemicals and related finished goods at their own convenience.
Students analysed the motivations of millennials on financial planning, and proposed solution that are compelling and relevant to them, including proposing digital transformation strategies for the company in developing a lifelong engagement model that seeks to better understand the needs and gaps of their current customers.
Students developed IT strategies and prototyped a lifelong engagement model, whereby it allowed the organisation's past and current learners to stay engaged, and enable learners to discover opportunities to upskill and reskill at critical points in their lives.
Upon completion of the course, students will be able to: Understand the basic concepts and theories of GIScience and geospatial analytics, Create and manage spatially-enabled real world data, Use appropriate geovisualisation and mapping techniques to analyse and visualise geographical data, Understand the basic concepts and methods of geocomputation and geospatial analytics, Use appropriate geospatial analysis methods in detecting, analysing and modelling geospatial patterns and relationships, and Design and implement spatially enabled geospatial analytics applications.
Students developed a geospatial dashboard that would facilitate the organisation's evaluation of different potential library siting locations through better prediction of the catchment and number of patrons it can potentially attract.
Upon completion of the course, students will:
- Showcase expertise in executing a project.
- Experience developing some technology deliverables.
- Experience working in a team environment with a sponsored project.
- Learn about an industry or technology not otherwise covered in the curriculum.
- Work on a complex and real project and deliver a solution that will be used by the sponsor.
- Document findings in a report to demonstrate value to sponsor.
Through this project, students worked on real-world issues by collaborating with clinicians from NUH to develop a prototype which would enable diabetic patients to undertake foot screening more regularly and conveniently. Students were able to identify and translate real needs from users into system requirements and constraints, identify suitable technologies to realise a practical system and build simple proof-of-concept applications. Ultimately, the device developed by the students was one that allowed for automated diabetic foot screening, with the use of digital imaging and artificial intelligence to increase screening accessibility and efficiency. A comparison between this device (PODIA), which spends about 2 minutes on foot screening, with the current device adopted in hospitals, which takes up about 30 minutes (excluding waiting and traveling time to the hospital), showcases the efficiency and workability of the students' creation.
Students utilised Geospatial Information Systems to build a web-based map application that will identify and dynamically inform the car-lite levels in Singapore neighbourhood through a set of established matrices, with the aim to better plan and prioritise resources for urban planners to enable each neighbourhood to attain a minimum car-lite score.
With the aim to improve the issue of poor toilet user feedback and ineddicient cleaning schedule at *SCAPE, students used sensors to collect data within the *SCAPE's toilets, and developed a dashboard to provde the estate team with real-time information on how to better manage the toilets, which include odour levels and amount of soap or toilet paper.
Students developed a store performance dashboard and model which enabled Pizza Hut Philippines to visualise their sales performance and to identify potential areas for new Pizza Hut Delco (takeaways and deliveries) in Philippines.
Upon completion of the course, students will be able to:
- Apply technological skills to interdisciplinary problem-solving in smart city context with a focus on society in an interweaving way across social science and information systems. E.g., from framing a social problem to developing a solution addressing the needs of the citizen.
- Address an identified economic, policy or social aspect of a smart city problem by systematically identifying relevant stakeholders, think through their lenses and listening to their voices through text analysis.
- Design data collection tools using both survey and non-survey methods to listen to preferences of the people such as their needs and revealed preferences (through social media and surveys).
- Provide evidence-based reasoning to problem statements by applying analytics skills learnt from this course (e.g., text analytics, machine learning classification methods, process analytics) or pre-requisite courses (e.g., Analytics Foundation) to conceive solutions based on needs of people.
- Applying root cause analysis, six thinking hats methodology and Blue Ocean Strategy to solution generation.
- Consider the impact on public policies and social best practices in the context of the sponsor's problem and make recommendations made for the given city (e.g., Singapore).
- Manage a project involving real-world project stakeholders.
Understanding the current sentiments of public spaces and the needs of different user groups to guide the provision of high quality public spaces, students proposed ideas and initiatives on how to contribute to the social mixing, happiness and vibrancy of an area.
Through understanding the end consumers, merchants and riders' perspective, students developed unique selling points and a strategy for the organisation's application to close existing gaps in the market.
Upon completion of the course, student will be able to:
- Showcase expertise in executing a project using knowledge acquired from the courses taken from the IS curriculum.
- Experience developing of some technology deliverable for an IT system or proof of concept.
- Experience working in a team environment with a sponsored project (internal, external or self-proposed) using project management skills experience throughout the courses taken in IS.
- Learn about an industry or technology that is related to his selected track not otherwise available in the course curriculum.
- Work on complex and real project used by the project sponsor.
Students developed a new marketplace platform for Zhongguo Remittance to link up their current corporate clients and retail customers, with the aim to improve the user experience and better information access.
Students who complete this course should acquire the following course-specific skills:
- Demonstrate a detailed knowledge of the nature, conditions and traditions of local theatre in Singapore.
- Gain a strong understanding of the expansive history of local theatre, particularly the function of key industry bodies, decision makers and institutions within the local theatre art world.
- Develop keener insights into the technical and production principles and processes in local theatre.
- Ability to discuss current financial planning issues and strategies as they relate to the management of local performing arts organisations.
- Obtain foundational knowledge of the various forms and functions of theatricality, textuality and performativity, particularly in a local context acquire knowledge of a range of elements, tools, subjects, processes, stagecraft, techniques and styles associated with local theatre.
- Be equipped with a set of critical vocabularies to confidently analyse, discuss and debate the inherently diverse features and qualities of texts produced by our local theatre art world.
- Obtain practical knowledge of different documentation styles, and their practical implications including framing ideas, narrative techniques, and issues of fairness and objectivity.
Students developed a proposal for a theatre production that is adapted from an older local theatre production, within a set budget.
By the end of the course, students will be able to:
- Apply design methodologies to the challenges of legal processes and services.
- Develop a wider appreciation of the legal industry and innovation today.
- Develop an appreciation of how to be a human-centric participant in the legal industry and deliver value for its users.