NCO201 Learn to Learn, Learn for Life Group-based Assignment 2026, Singapore

NCO201 Group-based Assignment

This group-based assignment is worth 30% of the final mark for NCO201 Learn to Learn, Learn for Life.

You will be assigned to a group with a maximum of 6 members.

The group should elect a group leader, who will be responsible for uploading a single submission on Canvas on behalf of the entire group.

This assignment has three questions.

Question 1

Choose one of the following prompts. You will use the same prompt for both Infographic #1 and Infographic #2: 

• Despite the Ministry of Health’s (MOH) ongoing efforts to educate parents on supporting their teenagers, youth mental health remains a growing concern.

Design an infographic for MOH that:

a. Explains the underlying reasons why these efforts have not been effective

b. Proposes one way that MOH can educate parents in addressing their teenagers’ mental health and explains why this approach is likely to be effective.

OR

• Despite Land Transport Authority’s (LTA) ongoing efforts to promote gracious commuting, poor public transport behaviour continues to be a common issue in Singapore. Design an infographic for LTA that:

a. Explains the underlying reason why their efforts have not been effective

b. Proposes one way that LTA can improve the effectiveness of their public messaging and explains why this approach is likely to be effective.

OR

• Despite efforts by universities to encourage active learning, many students in Singapore remain passive during lessons and discussions.

Design an infographic for Ministry of Education that:

a. Explains the underlying reasons why this happens

b. Proposes one way to improve student engagement in universities and explains why this approach is likely to be effective.

 A. Infographic #1 (200–400 words)

Use an AI platform(s) to generate an A4-sized infographic on your chosen topic. The AI-generated infographic must include:

• The main message you want to convey that is relevant to the target audience
• Content that addresses the three points in the prompt
• Data and other forms of evidence* (e.g. graphs, figures, statistics, polls, other sources etc.) to support your points.

Submissions that omit any of these components will be penalised (see rubric for more information). *The AI infographic will not, however, be marked for the quality or accuracy of the AI content.

You may use any AI platform to generate the design of the infographic. But any infographic that is illegible in any part due to blurry text or incomprehensible script will receive 0 marks.

(5 marks)

The following table is in the GBA Submission Template. Fill it in with every prompt and platform you used to generate content.

B. Infographic #2 (200–400 words)

Create your own A4-sized infographic on your chosen topic. Your infographic must include:

• The main message you want to convey that is relevant to the target audience
• Data and other forms of evidence (e.g. graphs, figures, statistics, polls, other sources etc.)
• Research (e.g. research articles, newspapers, websites, or government reports etc.* You can also use Gen AI**, but will need to include an AI citation table)
• Content that addresses the three points in the prompt

*There should be a citation in the reference page for any information that has been drawn from a source. If a citation is relevant to the viewer, e.g. specific statistics or direct quotations etc., it should be placed within the infographic itself.

Submissions that omit any of these components will be penalised (see rubric for more information). Please ensure the accuracy of all AI-generated content.

**If you use AI content for Infographic #2, include the following table with the necessary information in your reference page.

(10 marks)

Question 2 (max. 2 pages)

GenAI Reflection: Who did it better? 

A. Evaluate whether Infographic 1 (generated by AI) or Infographic 2 (designed by your group) was more effective in engaging your target audience. To make a valid evaluation, analyse the strengths and limitations of both infographics before stating your claim. Support your claim with two reasons that explain why your chosen infographic is more effective, despite its limitations.

(20 marks)

B. Based on your group’s experience, identify the best approach for using Gen AI for ethical learning and explain your answer with two reasons and relevant examples. At least one of your examples must be from your group’s experience designing the infographic.

Apart from academic honesty, include any of the following points of ethical learning: creating a positive learning environment, doing your best work, contributing to a larger learning community, and/or any additional, relevant points.

(20 marks)

Question 3 (max. 2 pages)

Analyse your group work experience. Your reflection must contain the following components:

• A description of one key strategy your team employed in an attempt to work effectively together.
• A claim that states how effective that strategy was, along with two reasons and examples to support your claim.
• One insight about collaboration that you discovered working with this team that you would like to apply to your next group-work experience. It can be something you would like to replicate OR something you realised could have enhanced the team dynamic / task completion in hindsight. You should provide reasons and relevant examples to explain your insight.

Note: This question assesses your group’s metacognition, i.e. how well you can identify what did or did not work well, not how perfectly your group worked together, i.e. you will not receive more marks if your group did not experience any conflict.

(40 marks)

Other Graded Components

•  Sources and Citations: Cite all sources, including AI content (use the table provided in the GBA01 Submission Template), to acknowledge where you have used other people’s ideas to support or substantiate your claims.

(5 marks)