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| Max 50 words | Provide a summary of the project. Highlight the following: |
The Web Easy JavaScript Simulation Workshop empowered officers to create and customize digital interactives using a website, guided by its original developers-professors. Integrating GenAI, the workshop fostered the spirit of technical professional development, resulting in 28 subject-specific template projects and self-initiated projects, for community of practice across MOE professional divisions.
| Criterion 1: Problem Identification and Idea Development (25%) | Max 300 words | (i) Define the problem/challenge the team is trying to address and provide the context of the problem/challenge; and
(ii) Describe how the team identified the problem/challenge (e.g., adopted root cause analysis, surveys, FGDs, etc.). Outline how the team conceived and developed the solution with clear consideration of users’ needs.
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Defining the Problem and ContextThe Web Easy JavaScript Simulation (WebEJS) Workshop, held from 18 to 24 July 2024, aimed to address a persistent challenge: many curriculum officers lacked the technical expertise to advise, evaluate, or develop interactive simulations. As a result, interactive content produced by vendors and interns often lacked pedagogical alignment and future adaptability, especially in response to technological changes such as enhancements in the Student Learning Space (SLS). Many officers depended on static, pre-made interactives, limiting opportunities for customized and dynamic learning resources. Although platforms like PhET exist, their lack of editable features and open-source flexibility made it hard for officers to tailor content to local curricular needs. Officers with limited coding knowledge also struggled to maintain or revise existing simulations. Feedback from ongoing engagements, workshops, and internal polling underscored the urgent need for structured technical upskilling. Identifying the Problem and Developing the SolutionThe team applied root cause analysis through conversations with branch directors and curriculum specialists. These surfaced recurring barriers: difficulties in understanding code structures, troubleshooting bugs, and poor communication with vendors. To resolve these challenges, the WebEJS Workshop was designed to include: Hands-on WebEJS training, allowing officers to modify and create simulations. Step-by-step guidance using editable templates, making coding accessible for beginners. Integration of GenAI tools (ChatGPT, Claude.ai) to assist with real-time hands-on coding and debugging. Use of open educational resources, promoting long-term self-directed learning.
OutcomeThe workshop culminated in 28 interactive projects across multiple disciplines, all directly deployable in SLS. Officers have became more confident communicators, strengthened collaboration with vendors and interns, and embraced a growth mindset and spirit of I can do it too, toward digital resource development—laying the foundation for sustainable, future-ready education technology leadership.
| Criterion 2: Innovativeness of solution [30%] | Max 400 words | Explain how the solution implemented was bold, innovative, or fundamentally different from existing approaches. Where applicable, describe how the team took calculated risks, demonstrated the spirit of dare to do, and applied insights from prior experiences (failed or successful) into their current solution.
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The WebEJS Workshop introduced a fundamentally bold and forward-looking approach to professional learning. Unlike traditional professional development formats, this workshop shifted curriculum officers from passive consumers to active creators of interactive digital content. It tapped into the strengths of both local ETD-CPDD specialists and the original creators of WebEJS, who were present to customise toolkit functionalities during the workshop, enabling just-in-time enhancements tailored to local curriculum needs. a) Bold and Innovative SolutionDirect collaboration with toolkit creators (Prof. Francisco Esquembre and Prof. Félix García Clemente) brought global expertise into the workshop, facilitating real-time enhancements and deep technical and pedagogical support. Open-source WebEJS platform empowered officers to customise and repurpose simulations to suit curriculum objectives, fostering a culture of self-reliant innovation. Integration of Generative AI tools (ChatGPT, Claude.ai) significantly lowered the barrier to coding, particularly for officers without prior programming experience. Self-initiated project work: Each participant or team of two developed a unique interactive program aligned to their discipline. Even those using templates found the experience challenging yet rewarding, ultimately producing usable SLS-ready interactives. Cross-disciplinary collaboration fostered innovation across Humanities, Sciences, Languages, English and Mother Tongue Languages, breaking silos and demonstrating the workshop’s versatility.
b) Calculated Risks and Learning from ExperienceThe workshop’s design intentionally broke from conventional training formats. Officers, many of whom had minimal coding experience, were expected to build fully functional simulations in just five days. While this posed a significant challenge, it was mitigated by structured scaffolding, editable templates, live coaching, and one-on-one support from facilitators and peers. Past workshops had shown that passive training was ineffective in developing durable technical skills. This workshop leveraged those lessons, focusing instead on hands-on, inquiry-based learning. The team also trialled seating officers with similar project interests together, boosting collaboration, knowledge exchange, and shared problem-solving. This “dare to do” spirit proved transformative. Officers not only succeeded in completing their projects but gained confidence in their ability to independently navigate the development of digital resources using webEJS and GenAI. The innovative mix of expert mentorship, peer learning, and real-world product creation made this workshop a model for future upskilling initiatives.
| Criterion 3: Benefits and impact to stakeholders [25%] | Max 400 words | Provide a clear description of the benefits that were actually achieved. Demonstrate the impact of the solution on the intended users and stakeholders (e.g. students, colleagues, schools, parents, agencies). For academic/T&L projects, clearly articulate how the project has helped to promote learning. Include a pre- and post- comparison in both qualitative and quantitative terms (e.g. time/cost savings, higher accuracy, better student outcomes, etc.)
| a) Achieved BenefitsOfficers developed coding and debugging capabilities using WebEJS and GenAI. 28 new interactive simulations were created and published on https://sg.iwant2study.org/ospsg/ for SLS, enriching student learning. Officers gained the ability to better manage vendors and mentor interns, strengthening project oversight.
b) Impact on Users and StakeholdersStudents: Engaging, contextualized interactives improved learning outcomes, especially in visualizing abstract concepts. Officers: Now equipped with webEJS and GenAI tools and confidence to create or revise simulations, improving responsiveness to curriculum changes. Vendors/Interns: Received clearer, more technical guidance, leading to better collaboration and quality outputs.
c) Pre- and Post-ComparisonIndicator | Before Workshop | After Workshop | Coding confidence | Low to none | Moderate to high | Simulations produced | 0 (self-created) | 28 self-initiated projects | Use of GenAI tools | Rare or unknown | Frequent use for coding and debugging | Stakeholder collaboration | Vendor-driven, reactive | Officer-led, proactive and purposeful |
Qualitatively, officers expressed a sense of ownership and empowerment. Quantitatively, most participants submitted a working simulation, many with SLS-ready links. https://sg.iwant2study.org/ospsg/index.php/events/1237 As we look ahead to the Curriculum of the 22nd Century, where the skills of tomorrow are cultivated today, the webEJS platform and use of GenAI tools stands out as a valuable tool within the EdTech MasterPlan 2030. Thanks to Professors, we now have our own copy of the webEJS hosted on Singapore server serving as a bridge to the future of education, where learning is interactive, immersive, and intimately connected to the skills and knowledge needed in the 22nd century.
| Criterion 4: Sustainability of solution [20%] | Max 300 words | Share how the solution would be sustained beyond its implementation phase and the longer-term plans for the project. Describe how others could adopt the solution.
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a) Sustaining the SolutionParticipants continue to access and edit their interactives using Run WebEJS, with some initiating updates months after the workshop. https://sg.iwant2study.org/ospsg/index.php/interactive-resources/english/1240-sls-designconsiderations A open and shared https://sg.iwant2study.org/ospsg/index.php repository and knowledge hub allow officers to contribute improvements and discover new templates. Officers are now more confident in introducing others officers to embed these practices and interactive within their divisions. Continued partnerships with CPDD and tech vendors ensure alignment with evolving curricular needs.
b) Adoption by OthersWorkshop materials (editable templates, guides) are all open and ready to be packaged for replication in other contexts. https://iwant2study.org/lookangejss/00workshop/2024PacoFelix/ Teacher Version: Enhancing Primary School Literacy with EJS-Based Word Blending Interactive Tools by Evelyn and HuayLee https://sg.iwant2study.org/ospsg/index.php/interactive-resources/english/1261-blending-segmenting-board-teacher was created after the introduction of the workshop, with the help of interns, now designing using webEJS, allowing officers to understand the design and structure of the interactive. Uncovering Urbanization, Carbon Emissions, and Socioeconomic Trends with Web EJS: A Dynamic Approach to Geography Education by EnQi https://sg.iwant2study.org/ospsg/index.php/interactive-resources/humanities/geography/1262-uncovering-urbanization-carbon-emissions-and-socioeconomic-trends-with-web-ejs-a-dynamic-approach-to-geography-education was created after the introduction of the workshop, with the help of interns, combining plotly graphing capabilities with webEJS. Experienced officers can been tapped as facilitators for future runs, ensuring scalability. The low-cost, open-source nature of WebEJS allows easy adoption without traditional vendor based all right reserved license barriers.
| 4.1 Where applicable, describe feasibility of scaling your innovation to other schools/ institutions/ HQ Divisions. (max 200 words)
The WebEJS innovation is highly scalable across HQ divisions, seeding future technical learning to make interactive made accessible even to officers. Modular and flexible: The content has already been tailored to officers in Sciences, English, Humanities, Languages, or cross-disciplinary teams. Platform-neutral: Since WebEJS runs on a browser, it works across devices without installation. https://webejs.iwant2study.org:8000/editor? Facilitator-ready: Officers from the first run can now lead future sessions, reducing reliance on external trainers. Budget-friendly: Built on free, open-source technology, the workshop requires minimal funding—ideal for mass training across institutions as we can conduct yearly workshops using specialists and past workshop participants. In alignment with MOE’s digital competencies: It supports the long-term goal of empowering educators to create interactive, student-centered digital learning resources using webEJS https://sg.iwant2study.org/ospsg/index.php/related-sites/1246 and GenAI tools.
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