Image generated with Gemini and video https://deevid.ai/image-to-video?
SLS Dec 2025 Update is complete - check out some of the exciting enhancements in this video here: https://youtu.be/K-nNkvbIgY8?si=JQXCfkcyCZjF3p53
Links to some of the new enhancements in the user guide:
1. Authoring Copilot - Image Generation: https://www.learning.moe.edu.sg/generate-images-with-authoring-copilot/
2. Authoring Copilot - HTML5 Interactive Generation: https://www.learning.moe.edu.sg/generate-interactives-with-authoring-copilot/
3. Authoring Copilot - Gamifying a module: https://www.learning.moe.edu.sg/gamify-a-module-with-authoring-copilot/
P.s: SLS now has half mark function, something many of you have requested for too ๐
Log on to SLS now and enjoy exploring! Have a restful holiday!
- On behalf of the SLS office
Thanks to the sharing by Feline and Estella from Assumption English School on the following SLS lesson on Sec 2 Historical Investigation field trip to the Former Ford Factory.
The Historical Investigation Field Trip Package can be found on the SLS Community Gallery here:
https://vle.learning.moe.edu.sg/community-gallery/module/view/d80585ed-b7a9-4546-97a7-fa090376c89f
Students were guided to:
✅ Describe and explain the experiences of civilians during the Japanese Occupation
✅ Empathise with those who lived through this difficult time
✅ Gather, analyse, and summarise evidence to evaluate the impact of the occupation
How SLS Supported Deeper Learning: Key Features
๐ง Interactive Thinking Tool (ITT)
Students used ITT to respond to open-ended prompts such as "How do you think civilians felt during the Japanese Occupation?" and "What values can we learn from their experiences?"
They could view peers’ responses, reflect critically, and revise their answers based on new insights — promoting collaborative and metacognitive thinking.
๐ Poll Tool with Emojis
Used to spark empathy and discussion, the poll allowed students to vote on hypothetical decisions (e.g., “Would you have resisted or complied with Japanese rule?”) and see real-time class responses.
Emojis made responses more accessible, especially for weaker or younger students, and encouraged emotional connection.
✍️ Short Answer Feedback Assistant (SAFA)
Students received instant AI-powered feedback on short-answer questions, helping them revise ideas and clarify misunderstandings.
Example prompt: “Describe the hardship faced by civilians based on what you observed today.”
๐ก Fill-in-the-Blank and MCQ
These closed-ended tools were embedded throughout the trail to reinforce content knowledge and test historical understanding.
The auto-marking function reduced cognitive load and freed students to focus on higher-order reflection.
๐งญ Pictorial Instructions for Navigation
To ensure students could work independently at each station, we embedded visual guides within SLS. Arrows and image cues provided clarity on where to go and what to do next — a key feature in supporting independent learning and self-direction.
From SGLDC
One limitation of the lastest initiatives in SLS was the creation of HTML interactives with Auto copilot (ACP) does not generate score.
Thanks to Alexius, she has created this bot: https://for.edu.sg/htmlzipsls (need a chatgpt premium account for this).
If you have an html interactive file that you have included inside your lesson and you want to see if your students have interacted with it, you can use this bot to convert your html file into a zip file that will send a score to SLS. She has made a video to show how it works.
https://youtu.be/yIvxTAecWTI?si=QzeLX8xtHj7sll5A
Terence used the new features in SLS to include interactives in History. Card sorting, board game, simulation-based learning and perspective taking.
https://www.facebook.com/groups/sglearningdesigners/?ref=share&mibextid=NSMWBT
Charanya shared a simple interactive that let her students explore direct proportion in different real-world scenarios.
https://www.facebook.com/share/p/17eWrTVT7S/
From Lawrence. He conducted a workshop on AI generated interactives with SLS.
How to prompt AI (e.g., large language models, code generators) for simulation/activity templates. How to package and embed HTML5 interactives so they are SLS-ready (responsive, accessible, xAPI-enabled). Ways to use AI-generated interactives in SLS: tracking student data, branching logic, and adaptive feedback. Key design and technical tips: file structure, browser compatibility, performance, analytics integration. Example use-cases from physics, language learning and gamified modules.
https://youtu.be/7VLqv7Tht-8?si=-0XgAAdMVRbxaEoP
Awesome creation by Wenxin using Authoring CoPilot (ACP) in SLS.
๐ฎ Building Your Own “Choose-Your-Own-Adventure” or Personality Quiz… in Under 5 Minutes!
She used ACP to turn her idea into a working HTML5 interactivee based on a tourist personality quiz based on the “Venturer” and “Dependable” traveller types.
This is what she did:
1️⃣ Used ChatGPT to generate quiz questions based on the personality traits.
2️⃣ Got it to create an auto-scoring system so the quiz could sort students into different profiles.
3️⃣ Asked it to produce a single-file HTML5 interactive prompt, complete with scoring logic, navigation, and result screens.
4️⃣ Dropped the prompt directly into ACP.
This HTML5 interactive generation feature will go live on SLS on 4 December evening after the R3 release.
Many thanks to Wenxin for sharing this!
https://www.facebook.com/share/p/17y3WjX2Qj/
Sharing by Jason for Physics.
https://www.facebook.com/share/p/1CschU6x16/
How HTML5 interactives align with KAT by Matthew.
https://www.facebook.com/share/v/1CLNHRpQi5/
You can read more about AI in SLS here:
https://www.learning.moe.edu.sg/teachers/teaching-and-learning-on-sls/aied-features/
๐ Raymond Tay
https://www.facebook.com/groups/sglearningdesigners/posts/2128925694261930/
๐ Tunisha Fahmi
https://www.facebook.com/groups/sglearningdesigners/posts/2145001499321016/
๐ Han Xian Wong
https://www.facebook.com/groups/sglearningdesigners/posts/2163520600802439/
Teacher-over-the-loop
⭐️ Amirina Zeb
https://www.facebook.com/groups/sglearningdesigners/posts/2056842838136883/
⭐️ Chng HT
https://www.facebook.com/groups/sglearningdesigners/posts/2114562799031553/c
.
๐นLatest episode of EdTech Budget News
https://www.facebook.com/groups/sglearningdesigners/posts/2171178330036666/
Check out SgLDC Library’s ICYMI page, your one-stop place for monthly EdTech trends.
https://go.gov.sg/sgldcicymi
Above only available to Singapore Teachers in the Facebook group SGLDC. Login required.
source: https://www.facebook.com/share/p/17JENcTt6c/
Other than using Gemini to create images, you can get the students to generate a story, a poem etc and they can click on the speaker icon to hear it being read.
I must say I do like the poem it generated when I entered the prompt:
Write a poem which include the ode to the sun. Positive energy which motivate one to look forward with energy glowing. Make the poem rhymes.
SALIS
AI in SLS
Just learned about two more AI features in SLS.
Learning Assistant
Data Assistant
I have discussed this feature earlier on ITT when I tried out this feature in ITT
https://ezitnew.blogspot.com/2025/01/ai-integration-itt.html
Read more on the AI features in SLS on https://www.learning.moe.edu.sg/teachers/teaching-and-learning-on-sls/aied-features/
Quizzes are important for students because they provide a quick and effective way to assess knowledge, identify areas needing more study, and enhance understanding and retention of information. They also boost engagement and motivation, making learning more enjoyable and interactive.
https://www.educatorstechnology.com/2025/05/top-quiz-tools-for-teachers.html?
https://www.facebook.com/share/p/1AJnAE4D5L/
Use ChatGPT to create the figurines.