Albert Tan Lie Sing
Mathematical Physicist and Educator
I born in Indonesia, around 1984. Finished Primary and Middle School in Bandung, then High School in Bali, and Universities in the UK and US. After graduated from bachelor of Science in 2004, work as IT Specialist at Pharmaceutical Industries. In 2007, I dedicated to live as Mathematical Physicist Educator till now. Albert always active in organizations of development in learning. Also I share the thought in this personal sites. The book he has been written are: 7th Deadly Sins, Hexagon Implication of Learning, and ATEV. He can be contact by contact us section and social media.
Academic Experienced:
09/2014 – 01/2018:
University of Hertfordshire, Hatfield – United Kingdom
- Doctor of Philosophy in Theoretical Physics of Quantum Analysis –
09/2014 – 08/2017:
Pacific California University, San Diego – California – USA
- Educational Doctor in Leadership and Innovation –
03/2011 – 04/2011:
American TESOL Institute, Shanghai – China
- TESOL Certificate –
08/2008 – 04/2010:
San Diego State University, San Diego – California – USA
- Master of Science of Mathematics –
06/2009 – 07/2009:
Universitas Kristen Indonesia – Jakarta – Indonesia
- Teaching License and Certificate –
08/2003 – 06/2006:
California State University, Sacramento – California – USA
- Bachelor of Science of Science of Applied Science –
06/2000 – 05/2003:
SMUK Santo Yoseph, Denpasar – Bali – Indonesia
- High School Certificate of General Science –
06/1997 – 05/2000:
SLTPK 5 BPK Penabur, Bandung – Jawa Barat – Indonesia
- Middle School Certificate –
06/1990 – 05/1997:
SDK 6 BPK penabur, Bandung – Jawa Barat – Indonesia
- Primary School Certificate –
Technical Skills:
- Software :
- OS Systems; Microsoft – Windows, Linux, ROS;
- Apple Systems (Mac OS – APPLE APPs – iOS);
- Google Systems (Chrome OS – Google APPs – Android OS);
- AutoCAD, MATLAB, CT Design, Ultrasound Design, etc.
- Technic :
Network System, LAN, Wireless, NAS, DOS.
- Language Program :
Pascal, Assembly, Coding, html, CSS, JavaScript, C, C++, PHP, JULIA, RUBY, VB, VHDL.
- Hardware :
Server, Notebook, Tablet/UMPC Specialist, Wearable, Gadgets, Laser Spectroscopy, Electron Scanning Microscope, Thermogravimetric Analysis, Evolved Gas Analysis (TA-MMS, TA-MS/FTIR), X-Ray diffraction, Optical Microscopy.
- Office and/or Academic Format :
Word, Excel – Organizing, Power Point, Access – Database, Microsoft ADX
- Abilities :
Audio and Video System Managements and Building Sound Specialist.
Working Experience and Description:
Time : August 2021 – NOW
Company : Hang Zhou Zekes 3D Technology Co., Ltd.
Position : Chief Researcher Officer – CRO
System : Advance 3D Technology Company
Achievement : The quietest 3D Printing, and The 1st Artificial Technology 3D Printer
Time : June 2018 – July 2021
Company : University of Oulu, Oulu – Finland
Position : Visiting Assistant Professor in Research, Department of Physics
System : Scientific Research
Achievement : The most effective and efficiency in STEAM Learning and Applications
Time : June 2017 –May 2018
Company : SuZhou International Academy, Suzhou – Wujiang – Jiangsu – China
Position : A Level Mathematics and A Level Further Mathematics
Systems : Educational Instititute
Achievement : Two students get offers in Cambridge University, while one is accepted, and the rest are continuing their further study in mathematics.
Time : June 2015 – May 2017 (Full Time) – May 2018 (Part Time)
Company : University of California, San Diego, California – United States of America
Position : Physicist in Education
System : Educational and STEAM Research
Achievement : Practical Learning that endorse the cognitive, affective, and psychomotor, and development on electrical motor vehicle.
Time : October 2014 – May 2015
Company : High School Affiliated with Fujian Normal University, Fuzhou – China
Position : AP Calculus and AP Physics
Systems : Educational Institute
Achievement : 3 out of 20 get 5 in the AP Physics exam, and 2 out of 20 get 5 in the AP Calculus BC exam, while the rest got 3 and 4 in their AP Calculus AB and AP Physics Exam.
Time : July 2012 – September 2014
Company : International School of WuXi, Wuxi, Jiang Su – China
Position : Hardware and Technology Specialist
Systems : Educational Instititute
Achievement : Funded program on implementation of Educational Technology in the Community
Time : January 2012 – December 2018
Company : AT.LSTM Int. Group., Hong Kong – Hong Kong
Position : CEO-Founder
Systems : Cooperation’s
Achievement : The most educatiet efficiency to startup businesses
Time : August 2009 – March 2013
Company : Private, California Academy, Sacramento – California – US
Position : Lead Robotics Engineer – Humanoid and Industrial Intelligence
Systems : Humanoid and Automations
Achievement : A robot that can become companion of humanity and lighten the work of human.
Time : July 2006 – June 2008
Company : Singapore PSB Academy, Singapore – Singapore
Position : Maths & Physics Teacher
Systems : CIE and Edu Trust A-Level Curriculum
Achievement : The highest graduated with higher achievement to the top 50 universities in the world.
Time : October 2005 – June 2006
Company : Sevilla School, Jakarta – Jawa Barat – Indonesia
Position : Mathematics Teacher
Systems : CIE A Level and IGCSE Level
Achievement : The highest grade of Mathematics in school history
Research Fields:
Uncertainty Theory, Mathematical Physics, Quantum Analysis, Mechatronics: humanoid robotics, deep learning, machine learning, Combinatorics, quantum information theory, Yang-Mills theory, holomorphic and subharmonic function spaces, Physics Educations: Theory-Practice(STEM)- Experiment-Real-Life, Personal Development as Physics Educator, Utilizing World Research results for the improvement of Physics Education, Humanoid Automation and Exoskeleton, Development on increasement for student acceptance of reformed physics course, Mathematical Educations: Theory, Practice(STEM), and Educational Leadership.
Research Philosophy:
Our understanding of individual learning or real-life application – particularly in the context of human-knowledge interaction – is quickly overrun by the rapid societal changes surrounding us. These changes are being driven by emergent means for creative production and collaboration, shifting understanding of professionalism and disciplinarity, and the recent rise of learner experience as a real-life application of learning. Therefore, this complex social landscape exists in our collective understanding of what Learning Practitioners face and how the Learning academic community educates learners who eventually join these practitioners’ ranks. One substantial issue before us as Educators and Researchers is formalizing the competencies future Learning Practitioners should attain, with direct implications for required coursework, assessments, and certifications. However, as the reach of Learning Systems – through its methods/approaches of technological and practical innovations – becomes increasingly broad, specializations are becoming necessary, and the core skills that make one a Learning Practitioner are becoming increasingly indeterminate. What binds together (or should bind together) those who work on the internet and international learning society? Moreover, how can we build educational resources that will allow today’s learners to address and design the learning futures of tomorrow?
In addressing that complex space, my research focuses on documenting the competencies and expertise of Learner Practitioners holistically and through their conception and use of real-life application methods. Much of my work is interdisciplinary in conjunction with the system, design, research, rhetorical and education communities, with recent work centred on Learner education and real-life practice. My dissertation, analyzing the behaviour of dynamical quantum, revealed the connections behaviours of space and the resonance of those behaviours with the Physics projected or future General Relativity-Quantum Mechanics community. Surrounding this educational context in a professional sense, I have also focused on how the understanding of needed competencies, particularly for those who identify as Physics Educational Designers, evolves as the Practitioners’ Learner moves from their educational experience into the practice community; this study indicates an initial typology of technical and social skills that are necessary for success in this rapidly expanding learning field. I have also dedicated myself to the ongoing analysis in the Mathematical and Physics Research community concerning the growing gap between theory, research, experiment, practice, and actual-life application in distributing future knowledge. Several of the institute and I set forth an argument for increased understanding of the needs and approaches of Learner Practitioners in order to build a more situated understanding of design systems and their use.
This research trajectory extends in two important directions. The first thing is the education of future Learner Practitioners’ professional identity, including ways the educational environment encourages the externalization of their skill and ability development of the learning system. In support of the learning system, then technical expertise, and secondly is rigorously documenting the competence and upskills of Learner Practitioners through practice research, to maximize the research community’s efforts in improving practice, which also iteratively informs the way Learner Practitioners are educated.
I draw on my formal education in inquiry methodology and additional experience in design teaching, experiment criticism, and learning theory. The primary framing I use for my research draws from critical qualitative inquiry, which functions as a foundational metatheoretical lens that supports investigation into deep structural and systematics components in a learning science orientation. I also have broad and deep experience in content and practical analysis, research analysis, case studies, and various critical techniques for meaningful reconstruction. In addition, I have successfully partnered with other researchers in a range of specialized approaches, including discourse analysis and technology communication. My current research collaborators in physics education also hold potential for future interdisciplinary work and external funding that capitalizes on the Learner Practitioners position at the crossroads of technological capability and prototyping and the broad impacts of practices and experimenting systems on society.
A richer understanding of Learner Practitioners’ practice, alongside situated knowledge of the developing identity of practitioners in this context, helps us as Researchers and Educator to bridge the divide between Research – Real-Life – Practice – Theory, enriching our educational programs that prepare Learners Practitioner for the workforce, while also creating better pathways for research to be quickly applied in real- life. A robust, empirically informed view of Learner Practitioners’ identities and how they develop over time will lead to better theory creation in the research-learner community and more effective performance and theory enactment in authentic real-life contexts.
Liberal Course:
My Liberal teaching has been a mix of theoretical and application, with upper division courses in physics, calculus, linear algebra, and objective analysis. My first official instructor position was in Fall 2005, teaching a heterogeneous mix of talented and enthusiastic high schoolers about AS and A Level of Mathematics courses to fulfill the pro forma requirements of their programs. It took time to find a balance between the interests of these groups, but I was ultimately successful in engaging the entire class.
For the first two years following my Ph.D., I taught theoretical calculus – AP Calculus AB, AP Calculus BC, and a combination of theoretical and applied AP Physics 1 and 2 at the cooperate Foundations. These were rigorous courses aimed at the most mathematically talented first-year students. I devoted significant effort to preparing lectures, constructing challenging problems for homework sets, and maintaining a careful balance in lectures between fine detail and essential concepts in my teaching. Later, in Spring 2012, I developed the use of Technology in Education, another advanced, challenging project for education, though not as proof-based as ICT class. This project was more significant and comprised a wide range of education levels. That was my first experience researching an education project; it was a different kind of challenge than I had dealt with before, and it took some adjustment. I attempted several class activities and periods to varied levels of ability in learning. My very positive reviews speak to how cooperative my colleagues are.
In China, I also had the opportunity to teach Computer Science twice. This course was designed by CIE Examination and GAC Curriculum when they are legitimate institutes to give a standard international examination. Of particular interest was the second iteration of the class, which I taught as an ICT-CS Intensive course; in an extra hour of lecture per week, the students participated in various exercises (typing, presenting, etc.) to develop their skills in digital communication and data management. This process was beneficial for the students, to be sure, but even more so for me. The materials I developed are available on my site at http://www.alberttls.us/computer-science.php and http://www.alberttls.us/general-tech.php.
Also, in China, I have taught Physics: Mechanics three times, A-Level Math: Further Maths twice, A-Level Math: Pure Maths, AP Calculus AB and BC, Sixth Term Examination Papers (STEP) Programs once, and various calculus and linear algebra courses for a beginner. These courses presented new challenges to me, primarily due to size. The lower division classes now routinely have more than 50 students in the classroom, and the upper division classes are often close to 20 students. Teaching courses of this size is a fundamentally different job. I feel that I am as much a manager as an instructor: it is impossible to have much individual interaction with many of the students, and instead, I coordinate a team of assistant teachers and excellent graders. One method I have used to get accurate feedback in large-class settings is polling technology, which has had some success. There was an adjustment period in my first year, but I have performed well in this environment since then.
Beyond the Curriculum:
I have regularly engaged in extra-curricular teaching activities since I was a middle schooler student. Following are six projects I have been involved with over the past twentieth years.
International Chess. From 1995 – now, I organized and voluntarily taught International Chess: a program of after-school activity at the middle school, high school, university, and chess community (from which I graduated in 1996 – primary school) to share the joy of learning international chess after the school activity for a group of a middle schooler, high schooler, and university student. I prepared and delivered 3 hours of sharing per week, graded puzzles and competitions, and created some challenge games, giving participating students bonus credits for the relevant strategy. Class size was 10 – 20 each year.
Outdoor Sport. From 1997 – now, I organized and ran the Outdoor Sport, which entailed hiking mountains, camping with limited staff, and preparing life skills. There were more than fifty participants for the qualifying activity each year, and 12 – 20 qualified for the rough field and activity. There were frequently several hundred unexpected fields (including some who traveled from across the country), and in 2015 the event became popular among young Shenzhen (native and non-native young adults living in Shenzhen).
Research. Since 2012, I have served as the nonprofit liaison from the science department of high school to the beach place I offered my service. I oversee all of the possible official research activities for educational purposes. In that capacity, my most important responsibility is coordinating learning and human safety. Each year, 8 and 12 high schoolers and first-year college students join the activities. I chair a committee of donations to a private company to organize the event. Together we create the systems and supervise its process. I then organize an award for all participating learners.
Board Game. In 2014 – now, with several interested people, I created a board game team in the city of Shen Zhen, Guang Zhou, Bei Jing, and Shang Hai. The goal was to expose the fun of board games to the community, especially English Speaking communities in non Speaking Countries in central cities like Shen Zhen, Guang Zhou, Bei Jing, and Shang Hai, that they would not ordinarily see, even in a typical board game activity, and to follow up for the last two months of the year with directed board game seminars. The program was a great success and continues to run today, taught by a volunteer to organize the meet-up, board game discussion, role-playing game, etc. Initially voluntary for the instructors, it is now integrated among the teams in board game activities. It often has more than ten participants in the town, and it is considered one of the great successes of the Board Game outreach to the community.
Curriculum Redesign:
When I improved a project, “AT.LS,” which became “AT.LS Foundation,” and cooperation with several educational institutes, there was a few courses sequence taken by nearly all first-year learners on campus (and certainly by all science majors). These were Calculus AB, BC, Multivariable Calculus, Differential Equations, General Physics, and Mechanics. It struck me as odd that Mechanics was at the end of the sequence rather than at the beginning; indeed, mechanics had much calculus as a prerequisite, not the other way around (which meant time was being wasted in vector calculus on determinants and pieces needed to understand the implicit function theorem, etc.). I inquired and was told the curriculum departments at the international school wanted it this way, and we had obliged for the past decade.
Once I was promoted to Strategic Specialist, I collaborated with a Teaching Professor in several educational institutes to find the real reason behind the prerequisite structure, which (we confirmed with some research) was out of line with almost all science departments throughout education. After discussing the matter with associate chairs of several engineering programs, it became clear that whatever historical reason for this design had been long forgotten, and everyone agreed that it would make more sense to move mechanics to the beginning.
I prepared a 16 pages proposal on a thorough redesign of the Learning Sequence, which would now be a Maths and Physics sub-major. The proposal included research on the curricula at several universities considered among cooperated peers, an analysis of how the changed prerequisite structure would affect all majors, programs, and systems on foundation, a pedagogical summary of why the changes were necessary, and support letters I had collected from several people. This proposal was approved by the boards and, eventually, the colleagues of the foundation. It went into effect this past fall and ran smoothly in its first incarnation.
I am working on a (smaller scale) project to revamp the systems, syllabus, and textbook choice for our teaching-learning; I expect that to be complete and implemented by Summer 2020.
List of Publications:
- Tan, Albert. (2022, January). “Connection Between the Differences in Human Males and Human Females Physical Data Information”. Funded by Gates and Melinda Foundations.
- Tan, Albert. (2021, August). “Synthesis and Characterization of Theory and Application of Learning for 21st Century Education”. Funded by Gates and Melinda Foundations.
- Tan, Albert. (2021, March). “Augmented Games and Human Centered for Social and Physical Interactive Games Entertainment”. Funded by Packard Foundations.
- Tan, Albert. (2020, October). “The Applied Physics in Laboratory Learning on STEAM Learnings”. Funded by University of Oulu.
- Tan, Albert. (2020, March). “Learning Abstract Concepts Through Real Augmented Interactive Playing”. Funded by University of Oulu.
- Tan, Albert. (2020, January). “Board Games Enables Creativity and Critical Thinking”. Funded by University of Oulu.
- Tan, Albert. (2019, May).” Educational Technology of Board Games Through Learning”. Funded by University of Oulu.
- Tan, Albert. (2019, January). “Mathematical Synergy of Using Computer Language Methods on Robotics”. Published by IEEE Xplore.
- Tan, Albert. (2019, January). “Mathematics Education on Effective of Gamification Methods”. Published by International Digital Object Identifier Foundation.
- Tan, Albert & Gligor, David. (2019, January). “A Decision-Making Framework for Inventory Positioning in an Omnichannel Business Environment”. Published on Research Gate
- Tan, Albert. (2018, June). “Effectiveness of Learning Throughout Board Games”. Funded by University of Oulu.
- Tan, A., Gligor, D., & Nguyen, T. N. T. (2018, June). “The Obstacles to Cold Chain Implementation in Developing Countries”. Published on Research Gate
- Tan, Albert. (2018, May). “Utilization of Information and Communication of Technology in Online Education”. Published by IEEE Xplore.
- Tan, A., Zhao, Y., & Halliday, T. (2018, April). “A Blockchain Model for Less Container Load Operations in China”. Published on Research Gate.
- Tan, Albert. (2018, January). “Modulation of Open Quantum Space Analysis”. Published by the University of Hertfordshire.
- Tan, Albert. (2017, June). “Interaction Between Language as Learning Tools in Second Language User”. Funded by University of California of San Diego.
- Tan, Albert. (2017, March).” Energy for Electric Motorcycles”. Funded by University of California of San Diego.
- Tan, Albert. (2017, January). “Augmented Games and Human Centered for Social and Physical Interactive Games Entertainment”. Funded by University of California of San Diego.
- Tan, Albert. (2016, June). “Properties of Critical Leadership Versatility in Education of Teaching Learning Process: A Case Study”. Funded by University of California of San Diego.
- Tan, Albert & Mitra, Sumit. (2016, May). “Food Malayan Berhads Intention to Grow Its Businesses”. Published on Research Gate
- Tan, Albert. (2016, March). “Battery Systems for Electric Motorcycle – Effectiveness and Efficiency”. Funded by Sacramento State University.
- Tan, A., Hilmola, O.P., & Binh, K. (2016, January). “Matching Volatile Demand With Transportation Services”. Published on Research Gate
- Tan, Albert. (2015, March). “Overtake Design Model of Electric Motorcycle on Accident Risk”. Funded by Sacramento State University.
- Tan, Albert. & Mitra, Sumit. (2015, January). “Order Fulfilment Process for a Large Online Retail in Singapore”. Published on Research Gate
- Tan, A., Zhao, Y., Zhang, D., & Hilmola, O.P. (2014, October). “State of Third Party Logistics Providers in China”. Published on Research Gate
- Hosie, P., Sundarakani, B., A., & Koziak, A. (2012, October). “Determinants of Fifth Party Logistics (5PL): Service Providers for Supply Chain Management”. Published on Research Gate.
- Tan, Albert & Hilmola, Olli-Pekka. (2012, August). “Future of Transhipment in Singapore”. Published on Research Gate.
- Kritchanchai, D., Tan, A., & Hosie, P. (2012, August). “An Empirical Investigation of Third Party Logistics Providers in Thailand”. Published on Research Gate.
- Hosie, P., Lim, M.K., Tan, A., Yu, Y.K. (2012, August). “Current and Future Uses of IT in Europe and the Far East”. Published on Research Gate.
- Mitra, Sumit & Tan, Albert. (2012, May).”Lessons Learned from Large Construction Project”. Published on Research Gate.
- Sundarakani, B., Tan, A., & Over, D.V. (2012, March).” Enhancing the Supply Chain Management Performance Using Information Technology”. Published on Research Gate
- Leung, S.C.H., Lim, M.K., Tan, A., & Yu, Y.K. (2012, January). “Evaluating the use of IT by the Third Party Logistics in South East Asia to Achieve Competitive Advantage and Its Future Trend”. Published on Research Gate.
- De Souza, R., Tan, A., Othman, H., Garg, M. (2011, October). “A Proposed Framework for Managing Service Parts in Automotive and Aerospace Industries”. Published on Research Gate.