Bringing a Course into the Cinema

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“In this case, it’s not just Hong Kong films, but I’m hoping that people will have a better appreciation of processes of globalization and all of the ways in which globalization changes our lives in a dramatic way, and Hong Kong film is one example of that.” – Profession Gina Marchetti at a public talk.


Hong Kong Cinema Through a Global Lens
, as the title suggests, is about cinema. To answer the call, the teaching team, Professor Gina Marchetti, Dr. Aaron Magnan-Park and Dr. Stacilee Ford, moved our classroom to the Broadway Cinematheque in Yau Me Tei on February 4, 2017 to reach cinema goers, because movie “is a very important part of the cultural life of Hong Kong,” Gina remarked.

Given the wide variety of audience involved in a MOOC, it’s never easy to decide on what to include and what not. So the course team asked themselves two questions: What are people genuinely interested in around the world? And what is extremely significant but people may not be so interested in? The answers helped them to construct a learning environment that allows people to reflect on what they already know as well as expand their horizons.

Among our audience were many International Baccalaureate (IB) students who are particularly interested in Wong Kar Wai’s In the Mood for Love. In the Q&A section, one student asked, “What do you think was the director’s intent when filming the film?” While Gina explained that she cannot get into any director’s head, she was pretty sure that “Wong Kar Wai had Cannes on his mind.” But more importantly, Aaron reminded students who are studying films that “your interpretation based on your insights on the film is in some ways more important that what the director intended to do.”

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We were joined by an audience of over 40.

Given that MOOCs are open to all and free of charge, one of the audience members wondered where the funding comes from. It was a wonderful occasion to let the public know that MOOCs are now an important initiative for all universities. Many of them, including this course, are funded by the university because, as Gina put it, “it’s part of our educational mission to do researches that are significant to the public, and to make it available to the public.”

So what does the course team want to tell everybody via this MOOC? In short……

Week 1: Jackie Chan
“Pushing the boundaries of what was going on in world cinema at that time, pushing the boundary of what people were conceiving in terms of action in the Hollywood.”
Week 2: Bruce Lee and the Global Kung Fu Craze
“Shattering the image of China as the sick man of Asia” and “creating an image of a successful and popular Chinese masculinity that broke away from Confucian tradition of just being the brainy smart guy.”
Week 3: Melodramas of Migrations: Mabel Cheung Yuen Ting’s An Autumn’s Tale
Busts all the Hollywood stereotypes that still exist today – “the ways in which often times Chinese men are ignored, or feminized, or seen as only about Kung Fu; The ways in which women are seen as exotic, or available, or passive, or dragon ladies.”
Week 4: John Woo’s Heroic Bloodshed Films: Hong Kong vs. Hollywood
The Killer as a contract to John Woo’s Hollywood movies reflects that Confucian Brotherhood as a core concept is replaced with American selfhood when John Woo moves on to the Hollywood.
Week 5: Hong Kong on Postmodern Screens: Infernal Affairs
The movie relates to “certain aspects of global society in terms of consumerism, technology, different aspects of identity, split identities, changes in Hong Kong, allegorical changes relating to politics.”
Week 6: Hong Kong Cinema as World Cinema / In the Mood for Love
Its strong emphasis on Room 2046 expresses the fear of returning to China in the 1997 handover. Yet, the movie is a lot more than just about the handover. “If Wong Kar Wai made films only about 1997 in Hong Kong, he wouldn’t be at Cannes.”

Missed the seminar? No worries. Sign up for the course here to learn more or have a look at the event photos here.

The Art of Making MOOCs

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Among your five senses, what triggers your learning the most?

You and I will probably agree that visuals would be a popular answer.

Artwork, or visual aids, are most definitely a key component of learning. When creating online content that reaches learners of different cultures, visuals speak a thousand words and can boost the learning experience. Good visuals make learning simple and direct.

Let’s take making a MOOC as an example. From small course logos to big posters, short trailers to illustrations in videos, we strive to take care of every artistic detail to create the most enjoyable learning experience. Our in-house artist, Ray, is here to share with you the artistic journey of crafting MOOCs.

The first rule of drawing for MOOCs is to ensure the accuracy of the illustrations, says Ray. “Always remember that you are drawing for an academic purpose, which is different from leisure drawing.” Academic drawings are more than just decorations. Students learn from these visual aids consciously or subconsciously.

For instance, take a look at this course logo designed by Ray for our Dinosaur Ecosystems MOOC.
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It may appear as an easily drawn dinosaur, yet in fact, the design went through several rounds of modifications as the dinosaur neck in the original design did not align with archaeological findings. Sometimes the artist may have to negotiate with the course instructor so as to strike the right balance between visual appeal and accuracy.
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As MOOCs serve a global audience, artists may sometimes need to use examples and visual elements that speak a common message to learners of different cultures as much as they can.

For example, take a look at the illustrations below, can you tell what it is portraying and which MOOC it was used in? What would be your choice:

  1. The Search for Vernacular Architecture of Asia, Part 1
  2. Humanity and Nature in Chinese Thought
  3. Hong Kong Cinema through a Global Lens
  4. or

  5. Making Sense of News?

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The correct answer is Humanity and Nature in Chinese Thought! Ray and the course team chose Star Wars, a worldwide known movie, as an example to illustrate abstract Chinese philosophical concepts to the audience. Did you guess the correct answer?

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Our students commented positively on Ray’s animations.

These are just some examples to illustrate the flexibility and creativity of visual aids that can enhance learners’ participation. Thanks to Ray, our elearning journey has been made more colourful!

A glimpse into our artist’s working process:

Ray working on the banner of our new MOOC Hong Kong Cinema through a Global Lens.

You can now purchase Ray’s design at HKU Visitor Centre.

Senior Tutors Scheme in the Faculty of Science

You learn best when you teach another. That’s why the teaching team of SCNC 1111 Scientific Method and Reasoning, which comprises Dr. Eddy Lam, Dr. Rachel Lui, Dr. William Cheung, implemented the Senior Tutor Scheme to encourage and facilitate undergraduate students in sharing their study experience. This scheme is a teaching innovation, applicable to all disciplines.

In the past semester, nine active students were chosen as senior tutors. They were in Year 3 or 4 with rich academic and cultural exchange experiences. The fact that the tutors come from different disciplines in Science also broadens and adds new perspectives to mathematics and statistics teaching.

The tutors contributed in all stages – from designing, preparing and conducting the tutorials, to marking and commenting on assignments. They did not come unprepared, weekly meetings were held by the teaching team as a training to ensure tutors had sufficient knowledge of pedagogy and class management. The teaching team oversaw each tutorial and provided assistance when necessary. Trainings on Moodle, the usage of Google forms and centralized email systems also facilitated smoother implementation.

The scheme’s implementation in the past semester was undoubtedly a win-win case for everyone.

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For tutors

  • Tutors had a chance to review the basics of their learning – ‘to gain insights from studying the past’ 溫故知新.
  • Teaching the concepts through their own way or method in front of the first-year student groups trained their presentation skills and public speaking skills.
  • Preparing for tutorials and engaging students during tutorials provided field experience, improving tutors’ management and organizational skills.

Both students and tutors had mutual learning. Tutors learnt through students’ responses and comments.

banner Samantha Wu, one of the tutors, commented: “Wrong answers could too inspire other students to think, and they sometimes lead the class discussion into a newer perspective of Science.”

For students

  • The scheme enabled a decrease in student-to-teacher ratio, giving each student more attention and timely feedback.
  • The tutors being only several years older also meant they can be a role model, a peer and an adviser at the same time. Being on a similar academic level, tutors could encourage first-year students to speak up in class, while they may be hesitant in front of professors/teachers. At the same time, having taken this course, the tutors can also offer advice and peer support.

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Team support is often needed in large-scale flipped classes. Perhaps enlisting the assistance from Senior Tutors would be one way to go. Please contact us if you have more ideas to share about making a greater impact in our teaching and learning through innovation.

The Making of the Hong Kong Cinema through a Global Lens Massive Open Online Course (MOOC)

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Organised by Technology-Enriched Learning Initiative (TELI)

Date : February 4, 2017 (Saturday)
Time : 3:30pm
Venue : 1/F, Broadway Cinematheque, 3 Public Square St, Yau Ma Tei
Speakers :
– Gina Marchetti, Professor in the Department of Comparative Literature, HKU
– Aaron Magnan-Park, Assistant Professor in the Department of Comparative Literature, HKU
– Stacilee Ford, Honorary Associate Professor in the Department of History, HKU

Facebook Live

The talk will be conducted in English.

About the seminar:

Understanding the role Hong Kong plays on world screens animates the first Massive Open Online Course (MOOC) devoted to Hong Kong films. Together, let’s examine how the local and the global intersect to make Hong Kong cinema an integral part of popular culture around the world as well as a leading force in the development of world cinematic art.

This presentation introduces you to the key films, stars, directors, and genres that represent Hong Kong on global screens. We will chat about how flows of capital, people, technologies, ideas and creativity circulate and shape the cultural industry of filmmaking globally, resulting in transnational co-productions and cross-cultural co-operations.

Join us to learn more about Hong Kong cinema as an expressive art and a creative industry.

Films:

The Karate Kid (dir. Harald Zwart, 2010)
Fist of Fury / The Chinese Connection 精武門 (dir. Lo Wei 羅維, 1972)
Enter the Dragon 龍爭虎鬥 (dir. Robert Clouse, 1973)
An Autumn’s Tale 秋天的童話 (dir. Mabel Cheung 張婉婷, 1987)
The Killer 喋血雙雄(dir. John Woo 吳宇森, 1989)
Infernal Affairs 無間道 (dir. Andrew Lau and Alan Mak 劉偉強和麥兆輝, 2002)
In the Mood for Love 花樣年華 (dir. Wong Kar Wai 王家衛, 2000)

HKU free online course: Hong Kong Cinema through a Global Lens

Week 1 Teaser

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Week 3 Teaser

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Week 4 Teaser

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Week 5 Teaser

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Heartbeats Sync Up in Music: EMU x RubberBand x TELI

Recently, a public campaign was organized to raise awareness about AEDs (Automated External Defibrillator) and to promote its use by a group of Year 4 HKU MBBS students, as part of their ‘Health Advocacy Project’.

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Rhythm is the heartbeat of music. “Alive by CPR” is an upbeat pop-song capturing the heartbeat of cardiopulmonary resuscitation (CPR), a lifesaving technique for heart attack victims. Similar to Bee Gee’s song “Stayin’ Alive”, the TELI team recomposed the lyrics of “Alive”, a song by a local band called RubberBand, with a rhythm of 120 beats per minute (bpm), matching with the recommended CPR rate of 100 to 120 chest compressions per minute.

When TELI Meets Music: The First CPR Song in Hong Kong
Heart attack is a scary thing to imagine. The collapse of a heart attack victim right in front of you is even more terrifying – Don’t panic. You might just be one step away from saving his life. If we perform CPR on the collapsed victim within 5 minutes, the survival rate can be increased by as much as 50 percent.

There are nearly 3000 people suffering from Sudden Cardiac Death every year in Hong Kong, yet there is no mandatory first-aid training in local schools. To raise public awareness of CPR, the Emergency Medicine Unit (EMU) of the Li Ka Shing Faculty of Medicine initiated a series of campaigns in hope of increasing bystander response rates in cardiac emergencies.

One initiative to educate the general public is through music. The TELI team together with RubberBand and the EMU produced a music video on CPR, with correct procedures demonstrated. TELI is proud to act as the bridge between medical professionals and entertainers.

Only a Heartbeat Away: AED Locator App
In companion with the CPR song, HKUEMU AED (Apple store,Google Play store), an AED locator app, has been developed by TELI in collaboration with EMU.

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AED stands for automated external defibrillator, a device that can dramatically increase a victim’s chance of survival by applying shock to his heart. However, inaccessibility is always an issue, especially during emergency. With this app and a GPS locator, you can locate the nearest AED in the area. This app also offers instructions on how to perform CPR on heart attack victims. You can also contribute to the map by adding unidentified AED locations!

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(From left to right)

  • Information provided by the app
  • Map showing the locations of AED nearby
  • In case of emergency, you can call 999 through the app
  • You can submit information of new AED locations

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“It’s never too late to learn CPR. I cannot see a reason of not acquiring this skill if it can save a person’s life,” said 泥鯭, the drummer of RubberBand. You can be a rescuer at any point of your life. Stay upbeat. Stay alive.

Further reading

  1. Behind the scenes – Filming of the MV
  2. Press release: 港大倡加強急救技能培訓 冀提升院外突發性心臟驟停患者存活率
  3. Press release: HKU Advocates Extensive CPR and AED Training to Enhance Out-of-hospital Cardiac Arrest Survival Rate

Season’s Greetings from TELI

May the magic of the holiday season be with you

 
Upcoming MOOC courses
Making Sense of NewsHong Kong Cinema through a Global LensDinosaur Ecosystems
 
Technology-Enriched Learning Initiative TELI
Teaching and Learning
The University of Hong Kong

Stand Up for Outstanding Teaching

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Pedagogical innovation is one of the major focuses of TELI. By way of technology, we aim to enhance the quality of teaching. We are delighted to learn from our friend Dr. Chng Huanghoon, Associate Provost (Undergraduate Education), that they are doing the same in The National University of Singapore (NUS). In a fruitful sharing session on November 8, 2016, Dr. Chng and HKU members from different faculties exchanged ideas on new pedagogical initiatives and current developments in advancing teaching excellence.

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To kick off, Dr. C.K. Chui from the Department of Computer Science shared about his project with NUS on cross-institutional collaborative learning alliance. In order to enhance students’ collaboration skills and international exposure, the Department of Computer Science is partnering with the School of Computing from NUS to build an online collaborative teaching and learning platform for students to co-write computer programs. The platform also serves as a teacher knowledge hub for assessment resource, learning analytics and learning materials. If the initiation is successful, other universities will be invited into this alliance.

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In terms of recognizing teaching achievements, Dr. Susan Bridges from the Centre for the Enhancement of Teaching and Learning gave us an update on U21’s progress towards building a Conceptual Framework for Teaching to define, recognize and reward teaching quality so as to guide academic promotion processes across the U21 Network. Having just returned from the U21 Educational Innovation Conference 2016, Dr. Bridges reported that a draft framework was tabled for comments. It is set to be finalized in 2017.

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Shifting the focus to Asia, Dr. Chng is also leading an initiative to build a framework for teaching excellence, beginning with forming a core group of committed teachers who would share their good practice in teaching. Through the establishment of a Scholarship of Teaching and Learning (SOTL) Asia in NUS, they aim to develop an academy of scholarly teaching and work towards achieving universal recognition. The initiation sparked exciting discussion around the table who generally agreed that teaching excellence is not getting enough recognition as it should. It is hoped that the exemplars could serve as a framework to achieve a top-down effect and motivate teachers to try new approaches in their teaching.

We’d love to collaborate with you in trying out new technology and pedagogy. Contact us now at enquiry@teli.hku.hk!

Big Success at International Award to Reimagine Education

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Two HKU collaborative projects are being recognized at the prestigious QS Stars-Wharton Reimagine Education Awards. The inter-institutional team, “Interprofessional Team-based Learning (IPTBL) for Health Professional Students”, led by Dr. Lap Ki Chan (Li Ka Shing Faculty of Medicine) is the Bronze Winner for Discipline Award (Life Sciences). The international team, “Problem-based learning and Educational Technologies in Clinical Education – An Interactional Ethnography”, led by Dr. Susan Bridges (Faculty of Education/ Centre for the Enhancement of Teaching and Learning) won the Bronze Regional Award (Asia).

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From Left to Right:
Dr Fraide A. Ganotice, Jr., Mr. Nunzio Quacquarelli (CEO and founder of Quacquarelli Symonds Ltd.), Dr. Susan Bridges, Prof. Judith Green

Shortlisted candidates from around the world gathered in Philadelphia on Dec 5-6, 2016 to showcase their projects in this “Oscars” gathering for innovative higher education pedagogies. From over 500 projects, the panel of judges selected all submissions from HKU to be among the 120 that are shortlisted for the final contest.

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Prof. Ricky Kwok and Dr Fraide A. Ganotice presenting at the Reimagine Education Awards

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Dr. Susan Bridges presenting at the Reimagine Education Awards

Both projects have the vision in realizing how technology should be infused in teaching across multiple scales, including: student numbers, time (e.g., learning cycles) and disciplines. The improvements in outcomes are supported by quantitative and qualitative research data. TELI is proud to have been particularly involved in the IPTBL project on various fronts, including the development of the Learning Activity Management System (LAMS) electronic platform, the implementation and connectivity that are all crucial in the development of the IPTBL.

Further reading:

  1. (大公報 Tai Kung Pao) 港大兩個項目獲國際創意教育獎項
  2. (文匯報 Wen Wei Po) 港大奪全球教學創新兩銅

World Class Dentistry, World Class MOOC

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HKU Dentistry is ranked No. 1 in the World in 2016. Known for its world-class quality undergraduate and postgraduate and research programmes and clinical dental specialties, HKU Dentistry moves to the forefront in using creative technology in teaching and learning. On 25 October this year, it launched the World’s 1st MOOC (Massive Open Online Course) in Implant Dentistry on the Coursera platform.

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Up-scaling learning and teaching, from solo to global endeavor

The Implant Dentistry MOOC successfully captured 7000+ enrollees who are practicing dental practitioners and dentistry graduates and students from more than 50 countries around the world. The MOOC gives students more than an option and convenience to a self-paced curriculum on an individual device; students are engaged in lively forum discussions with instructors, TAs and fellow online peers anytime, anywhere.

Engaging students in an interactive MOOC learning experience is not the work of one but many instructors – the course is taught by a dream-team close to 20 renowned international experts in dental implants and reconstructions led by HKU’s Dr. Nikos Mattheos, Clinical Associate Professor in Implant Dentistry. Each teacher on the team contributed specialized knowledge and evidence-based best practices on the same platform to multiple-levels of dental professionals and multi-national learners.

The vision and mission
Why an Implant Dentistry MOOC? According to the chief course instructor, Dr Niko Mattheos,
“Implant Dentistry is one of the most dynamic and rapidly developing areas within oral health care, but is still a rather new discipline in dental education and is not quite often taught in undergraduate dentistry curricula.”

Earlier this year, researchers from the Department of Oral Rehabilitation conducted a small-scale survey on postgraduate dental education to practicing dental practitioners in Europe, Asia, North America, Oceania and South America. The study showed that the most frequent period that dental practitioners placed the first dental implant was 3-5 years after dental school graduation and 82% of the respondents reported the need for further education, however, among the group, only 29% actually pursued further education in an academic setting, i.e. post-graduate 2-3 year full-time programs in accredited universities.

HKU Dentistry, with the vision to provide a top-notch dental education programme to the training of future dental professionals, endeavored to bridge the gap of knowledge in Implant Dentistry and diligently worked with HKU’s TELI team to produce a world-class MOOC in Implant Dentistry to offer an opportunity for dental practitioners and dental students to learn about this specialized subject.

Creating impacts to international communities
The MOOC has reached beyond national borders, language and professional boundaries. We are excited to see that the MOOC has gained endorsement not only from universities and dental schools, but also from other professional communities. Among them are Ukrainian Academy of Periodontology and Canadian Dental Association. There are also strong incentives among learners in building learning communities in Implant Dentistry. Enthusiastic Arabic learners started a Facebook group, where they translated the course materials to Arabic and shared notes with their peers. There are currently 900+ learners and counting. We are also delighted to have established strong connections with professional organizations in mainland China that bring us 1500+ Chinese learners.

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Learners’ stories
Here are some testimonies and learners’ sharing from the MOOC:
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The course will be completed by 4 December 2016, but the second round will start soon from 27 February 2017. Join us now, to experience the world-class MOOC brought by the world-class dental school!

Further reading:

  1. HKU Faculty of Dentistry Bulletin: November 2016