YanLongnus high school of math and science, Singapore
Lennardnus high school of math and science, Singapore
Eun Kyungnus high school of math and science, Singapore
Rajarshinus high school of math and science, Singapore
kohnus high school of math and science, Singapore
Dang LDTnus high school of math and science, Viet Nam
19 & under
Eric Vallesnus high school of math and science, Singapore
Social Sciences & Culture
Ages 15 and up
Online Activity / Game
Reading Guide / Book Guide
Teacher Resources (Lesson Plans, Worksheets)
Video / Sound
The team worked on our Oracle Thinkquest theme over the past year with weekly meetings to follow up the progress. Staying in the school hostel helped to facilitate our discussions, sometimes at night because of our busy schedules in the day. As the Center for Cultural Intelligence at the Nanyang Technological University was not very far from our high school, we were fortunate to gain useful insights from some experts there.
Each member was put in charge of the area he or she was most knowledgeable in, with the other group members following the instructions of the person in charge. For example, one of our members took charge of the content, assigning each group member to write a section while he gave advice and edited the content. Our team leader headed the website design, teaching us how to use Dreamweaver, while coordinating and compiling all the designs.
During weekly meetings, our progress was discussed and feedback was given to each other. Individual assignments were given at the end of our meetings, and meetings for collaborated assignments (e.g. Work in pairs or threes, etc) were scheduled.
The group consists of members from different countries across Asia: China, India, Korea, Vietnam and Singapore. Each member was able to provide some of their cultural experiences in his or her hometown which demonstrated the importance of cultural intelligence in this globalizing world.
Our sources ranged from books, websites and personal interviews with experts in the field. The interviews especially gave us fresh insights on cultural intelligence and a better interpretation of our other sources as well.
The many case studies and advice found in the books and websites dedicated to Cultural Quotient heightened our own knowledge of cultures and gave us a better understanding of Cultural Quotient. The content in the books we read on cultural intelligence was presented in an interesting and informative way, and we adapted this approach of making our website appeal to students while imparting useful knowledge to them.
We retrieved more recent information and developments of Cultural Intelligence through various websites on the internet, helping our project stay relevant and updated.
In summary, the diversity of our team and resources enabled us to make a website that we feel is relevant, informative and interesting to students and the general public.