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ipe

Guest blogger series: Dr. Fred Ganotice, Jr.
Dr. Fred Ganotice, Jr. serves as the program coordinator of Interprofessional education of the Bau Institute of Medical and Health Sciences Education. Through his TDG-supported project called “Finetuning the application exercise and facilitation strategies of interprofessional education”, he works to improve further the IPE model currently being implemented.

Interprofessional Education (IPE) aims to break educational silos by putting students from diverse backgrounds to be better collaborators by learning with, from, and about each other, thus managing power hierarchies in the workplace. Teamwork and collaboration are important learning competencies to help prepare future health professionals reshape both the process (e.g., from silos to interprofessional team-based care) of health care management and health outcomes. IPE becomes a means within which future healthcare professionals become collaborative practice ready.

This year, IPE has been scaled-up to include both face-to-face IPE and “online asynchronous and synchronous IPE” and are participated in by five disciplines: Chinese Medicine, Medicine, Nursing, Pharmacy, and Social Work. The outbreak of coronavirus disease has prompted the inclusion of online IPE which helps mitigate the potential health risks of large student gatherings. Three of the four IPE lessons have been transformed into online IPE.

IPE Lesson Mode Duration Student Participants
1. Anticoagulation therapy Face-to-face January 19, 2020 MBBS – 116
Nursing – 123
Pharmacy – 30
Total 269
2. Multiple drugs and complementary therapies Online Feb 10 – 22, 2020 MBBS – 114
Nursing – 84
Pharmacy – 30
Chinese Med – 9
Total 237
3. Depression Online March 2 – 14, 2020 MBBS – 116
Nursing – 93
Chinese Med -24
Social Work – 22
Total 255
4. Cancer Online March 16 – 28, 2020 MBBS – 114
Nursing – 93
Chinese Med -15
Social Work – 22
Total 274

The online IPE is built around asynchronous self-paced interprofessional team-based activities, online discussion teams, and healthcare planning exercises to develop teamwork skills among students. The content experts go live for an online synchronous interactive discussion while students participate via Zoom in the convenience of their homes.

screencap1_newDr George L. Tipoe, BIMHSE Director, facilitates interteam discussion in IPE Anticoagulation Therapy

screencap1_newThe teachers involved in IPE Multiple drugs and complementary therapies process the IPE team activities

screencap1_newThe sequence of activities for Online synchronous and asynchronous IPE.

screencap1_new
screencap1_newSample of discussion board entries of a team in readiness assurance test (tRAT)

To promote teamwork and collaboration among teams, they are instructed to represent the knowledge of their discipline in the discussion of multiple-choice questions as a team. We used the within team differences in perspectives to push them to discuss more and be respectful to other disciplines.

An important part of Online IPE is the formulation of interprofessional care plans, which provides students from four to five disciplines the chance to integrate their collective intelligence and expertise in the management of patients.

screencap1_newSample team care plan developed based on a clinical case (asynchronous team activity)

This year, infographics on guidelines in facilitating interteam discussion is made available to the teachers to help them be more equipped in developing amongst teams desirable teamwork skills e.g., collaborative decision making and problem solving, teamwork and collaboration, communication (ability to listen and express), negotiation, respect for the opinion of other disciplines (e.g., accommodate/reconcile differences in perspectives), and social skills (e.g., being comfortable in team).

screencap1_newGuidelines to facilitate IPE interteam discussion (developed through the help of CETL and TELi)

Initial evaluation data provide sources of reflection for the program implementers. For example, the following realization from a student is a good point for reflection: “I used to think that doctors always play the most significant role in healthcare. I realized that it’s not – as they also need the support of other disciplines and it’s critical to form an interprofessional team in order to provide quality care for the patients. In the future I plan to exchange idea and collaborate with peers from different disciplines” (lifted verbatim).

If you want to learn more about online IPE, please contact Dr. George L. Tipoe (tgeorge@hku.hk) or Dr. Fred A. Ganotice, Jr., (ganotc75@hku.hk) at Li Ka Shing Faculty of Medicine, Bau Institute of Health Sciences Education. If you want to know the technical aspects of running large classes, you may contact the Technology-Enriched Learning Initiative (TELI) via enquiry@teli.hku.hk.

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State, Law and the Economy I

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About this course

State, Law and the Economy I

Economic concepts often give a fresh and unobvious perspective when applied to the study of how the state, law, and the economy functions and are interrelated. This course teaches students essential economic concepts in an intuitive manner relevant to the study of political economy.

The use of interdisciplinary materials, empirical inference, game theoretic simulation, and cross-referencing with political philosophies and well-known historical cases, provide students an opportunity to connect different perspectives and deepen their understanding of the democratic state in a free society using economic concepts.

Part One of a four-part course on the economic analysis of the state, law, and the economy and their interrelationships. Part one studies the contractual nature of the state, the logic of collective action, liberty and the theory of the democratic state.

Weekly Highlights

Week1: Some Methodological Issues and Collective Choice

week1
Lectures 1 and 2 consider some specific concerns in applying economic analysis to the study of collective action, namely, (1) the rationality assumption, (2) the use of simplifying models, and (3) the problem of the fallacy of composition in studying collective action. Then we will explore the contractual nature of the state. We consider why the sum of individual choices is not collective choice. The reasons for collective choices are to achieve allocative efficiency and redistribution.

Week2: Pure Public Goods and Coase Theorem

week2
Lecture 3 and 4 utilizes game theory to explain how the structure of payoffs characterizes political choices, including the provision of public goods. We then learn how market externalities can be corrected through collective action and consider the implications of the Coase theorem for public intervention.

Week3: Violence and the Origins of the State and Wisdom of Philosophers

week3
Lecture 5 and 6 considers how the emergence of state institutions with human civilization has reduced violence and life loss. The purpose of moral and political philosophies, from Plato and Aristotle to Locke, Rousseau, and Marx has sought to find practical or ideal political arrangements where humankind can live together in peace and flourish.

Week4: Two Concepts of Liberty, Theory of Social Choice and the Theory of Democracy

week4
Lectures 7 and 8 introduce two concepts of liberty: negative and positive liberty. The two interpretations of liberty are then related to liberal versus populist democracy through the application of social choice theory. We examine how when applied to voting and the design of political institutions, social choice theory provides a new perspective on the just society considered by political philosophers from Plato to Marx.

Week5: The Art of Political Manipulation

week5
Lecture 9 studies how heresthetics—the use of rhetoric and strategic structuring of social choice—is used to achieve a desired political outcome. The example of Abraham Lincoln in ending slavery is used as an illustration.
 

Date : 18 March 2020 (Wednesday)
Time : 12:30pm – 1:30pm
Venue : To be held virtually by Zoom
Speaker : Dr Leon Lei, Ms Crystal Luo, Ms. Sharon Keung

Registration link: http://bit.ly/hku_online_assessment

Same as other dimensions of teaching and learning, course assessment has been digitizing extensively since the past decade. Despite multiple-choice question banks, technology solutions such as online proctoring, sophisticated essay marking (e.g. Turnitin GradeMark), peer-grading systems (e.g. Turnitin PeerMark) have been introduced for online learning. Meanwhile, there is a pressing need for teachers to evaluate students’ performance within and beyond the campus. Teachers may worry conducting such online assessment requires high digital literacy skills, some also worry online learning may include the risk of incurring academic misconduct behaviour in online learning.

Through the workshop, participants are expected to have a reflection on better practices and design considerations in online assessment. Upon completion of this seminar, the participants will be able to:

  • Understand the potential and affordances of online assessment
  • Understand the mechanism of conducting basic online test proctoring
  • Design an assignment or a quiz activity on HKU Moodle

During class suspension at HKU, instructors have to switch to online teaching to deliver course content. There are two effective ways for instructors to deliver online teaching:  one is to produce pre-recorded videos and the other is to schedule live teaching sessions with students. They serve different purposes. We provide students with basic knowledge of a subject by producing pre-recorded videos, in which instructors may prepare PowerPoint slides and explain the subject content with their voice and talking head recorded. After students gain sufficient basic knowledge of a subject, in live teaching, instructors can make use of the precious time to interact with students to probe their understanding of the subject, address their questions and discuss more advanced topics. Live teaching is an invaluable opportunity for students to interact with and learn from their peers and their instructors. 

The HKU Learning Management System Moodle (https://moodle.hku.hk/) is our central online learning resource for course teachers to share engaging online learning content with their students. In particular, the Panopto system (http://lecturecapture.hku.hk/), a centrally managed video capture solution, is integrated seamlessly with the Moodle system to enable instructors to record or upload lecture videos for sharing with students in Moodle. A step-by-step guide for instructors can be found here: https://hku.to/elearn_video

As for live teaching, HKU ITS has entered a campus license with Zoom (http://hku.zoom.us/). Using features like screen sharing, chatroom and whiteboard, instructors can schedule meetings to have rich real-time interaction with their students. In addition, meetings can be recorded and put on Moodle for students to revise later. 

The following diagram summarizes the use of different tools for online teaching. More advice for instructors can be found here: https://hku.to/elearn_quickstart

In TELI, we are working closely with ITS colleagues to provide prompt support to teachers and students as to the use of the above-mentioned tools. For example, we are monitoring the workload and response time of the Moodle and Panopto systems. When needed, the capability of the two servers (i.e., processor, memory and disk space) will be enhanced. In addition, TELI colleagues Leon Lei (9162 3384) and Tyrone Kwok (5964 8396) are happy to provide individual consultation to teachers via WhatsApp. 

Written by Dr Tyrone Kwok, Dr Leon Lei, Ms Crystal Luo and Ms Sharon Keung

We believed most of us agreed that Hong Kong is undergoing a difficult period. Due to the pandemic outbreak in these few weeks, face-to-face classes have been suspended, and all teaching and learning activities have to be converted into an online format. As many learning activities have already been designed for face-to-face teaching and learning before the outbreak, it is a challenge for teachers to redesign them within a short period of time as well as to facilitate engaging and productive synchronous/asynchronous online sessions. Moreover, students also struggle to fully immerse themselves in the online learning environment due to the limitations of the offline environment in Hong Kong.

To help teachers to overcome the challenges, TELI has developed a full list of supporting resources:

  • E-learning Quick Start Guide: This guide serves as a portal of online resources provided to HKU staff and students (including Powerpoint, Zoom, Panopto and Moodle). It briefly describes how online learning can be adopted in different teaching context and styles. The guide includes technical demonstrations of the tools as well as tips and strategies for creating an engaging online learning session for students. Additional resources such as teacher showcases, good practices on blended/online learning and video production are also provided in this guide. A student version of this quick start guide is also available for students (link).
  • Online Learning FAQ Video Channel: Teachers can quickly learn the basics of PowerPoint, Panopto, Zoom and other related tools through step-by-step demonstrations and explanations.
  • Real-time Online E-learning Consultation Channel: Teachers can contact the E-learning Technologists at TELI for a one-to-one consultation session on questions related to online T&L.
    • Leon Lei (9162 3384) and Tyrone Kwok (5964 8396) who can both be reached via WhatsApp text messages.
  • Faculty-/Department-level Face-to-face Training: Hands-on training and deep-dive tool demonstrations on online learning tools can be provided to teachers on demand. The training will also include showcase sharing by teachers. Please contact Dr Leon Lei (culei@hku.hk) for training arrangements.

Your health and safety are always our top priority. Please stay vigilant and continue to make personal health your top priority. 

Written by Dr Leon Lei, Ms Crystal Luo, Ms Sharon Keung and Dr Tyrone Kwok

ppp

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About this course

“If history is our guide, we can assume that the battle between the intellect and will of the human species and the extraordinary adaptability of microbes will be never-ending.” (1)

Despite all the remarkable technological breakthroughs that we have made over the past few decades, the threat from infectious diseases remain prevalent, with increased global mobility resulting in its significantly accelerated spread. This is all the more evident with the ongoing COVID-19 outbreak, which is showing no signs of slowing down.

In the age of information overload, it is crucial to have access to verified facts and figures regarding appropriate public health protocols and precautionary measure – it acts as means of reducing anxiety and fears regarding infectious diseases, and above all a crucial first line of defense against misinformation.

In this course, we will look at the fundamental scientific principles underlying epidemics and the public health actions behind their prevention and control in the 21st century, with follow-up discussions and supplementary content on how these concepts may be helpful to us in better understanding the COVID-19 outbreak.

This is the second (spread of infectious diseases) of the four courses, and will cover the following topics:

  • Basic Concepts in Infectious Disease Epidemiology
  • Epidemiologic Triangle: The Pathogen, The Host and The Environment
  • Evidence Synthesis
  • Infectious Disease Modelling

Week 1
Infectious Disease Epidemiology – Tracking Infectious Diseases + Discourse with Epidemiologists on COVID-19 Outbreak

week1
The incubation period is frequently mentioned in the context of the 14-day quarantine protocol for the recent COVID-19 outbreak, but have you ever wondered what the incubation period really means, and how it is relevant to stopping the spread of diseases? In the first week of this course, you will be introduced to basic concepts in infectious disease epidemiology, such as the epidemic curve, incubation period and its uses, transmissibility of communicable diseases, timescale of disease transmission, severity of infectious disease, and difficulties associated with severity estimation. After class discussions held with epidemiologists and various experts of the field will also address the recent outbreak.

Week 2
Epidemiological Triangle ­- Understanding Disease Transmission and Examining the Spread of COVID-19 (Supplementary Reading)

week2
Over the course of less than a month, the new coronavirus (SARS-CoV-2) had spread from Wuhan China to far reaches of the world including Europe and North America; what are some human factors associated with the spread of a virus, and how are other extraneous factors implicated in outbreaks such as this? The three main pillars that make up the epidemiologic triangle (pathogen, host, and environment) will be explained as means to understanding the spread of disease. In addition, the evolution of pathogens will be examined through case studies on the Myxoma virus, the human immunodeficiency virus, and antimicrobial resistance. Finally, host factors that affect disease transmission and severity such as age and sexual mixing will be addressed. A supplementary module will include discourse on influenza immunity and transmission in time, age and space, while supplementary reading on “Real-time nowcast and forecast on the extent of the COVID-19 outbreak, domestic and international spread” will further explore concepts discussed in class.

Week 3
Infectious Disease Modeling – Mathematical Modeling of Infectious Diseases and Forecasting of the COVID-19 Outbreak (Supplementary Reading)

week3
Numerous recent studies have forecasted the geographical spread and peak of outbreak of COVID-19, but many may be curious to know how these estimations made, and what evidence there is to lend support to these hypotheses. In the final week, you will be introduced to the mathematical modeling of infectious disease, specifically the susceptible-infectious-recovered (SIR) model, and its role as a tool for evidence synthesis. You will also identify the various elements of uncertainty that may occur at all stages of the modeling process. The supplementary module of the week will address the concept of precision public health, while supplementary reading on “Nowcasting and forecasting the potential domestic and international spread of the 2019-nCoV outbreak originating in Wuhan, China: a modelling study” will examine the dynamics of infectious diseases through mathematical modelling.

 

Join Epidemics II now.

Don’t forget to follow us on Facebook and LinkedIn for more updates!

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(1) Fauci AS, Touchette NA, Folkers GK. Emerging Infectious Diseases: a 10-Year Perspective from the National Institute of Allergy and Infectious Diseases. Emerg Infect Dis 2005 Apr; 11(4):519-25.

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More updates from Dr. Pittman about his research, fieldwork and MOOC filming trip to Argentina. Less than 1 month until the start of the 3rd edition of Dinosaur Ecosystems. Join more than 7500 students who have already enrolled. Sign up at https://www.edx.org/course/dinosaur-ecosystems, and see you on Feb 7, 2020

Argentina_fieldtrip


Course trailer also available on Uvision

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What is this course about?

Week 1 Teaser

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Week 3 Teaser

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Week 6 Teaser

Week 6 Teaser

What was it like being a dinosaur? Where did they live? Who did they live with? Were things anything like they are today? How do we even know all this?

Find out the answers to these questions and more in our upcoming Massive Open Online Course (MOOC) on Dinosaur Ecosystems! Starting from February 8th 2017, Dr. Michael Pittman of the University of Hong Kong’s Department of Earth Sciences, together with Professor Xu Xing of the Institute of Vertebrate Paleontology and Paleoanthropology (Chinese Academy of Sciences), will lead you on an expedition to the Gobi desert to unveil a famous ancient ecosystem!

In this course, we will take you to Erlian, Inner Mongolia, and leading museums and institutions to explore:

  • dinosaur biology
  • how palaeontologists reconstruct ancient ecosystems using fossil and modern evidence
  • the traits and significance of a Late Cretaceous dinosaur ecosystem.

Our milestones
Dinosaur Ecosystems, the first MOOC offered by our Faculty of Science, was selected to be one of the 10 finalists for 2018 edX Prize for Exceptional Contributions in Online Teaching and Learning. It is also the first MOOC on dinosaur in Asia. It is the first time that we send crew members to the desert and world-renowned museums to film. Our course was also featured on the edX homepage, edx newsletter and various media reports and the HKU Convocation Newsletter Summer 2016 (Pg 15, MOOC in the spotlight: Introduction to Dinosaur Ecosystems).

edX global forum
edX prize finalistDr Michael Pittman attended the Global edX forum 2018.

drawing-competition
Our course featured on the edX homepage!

List of media reports:

  1. Interview by Noreen Mir on RTHK Radio 3: Dr Michael Pittman – Dinosaur Ecosystems
  2. 港大首辦免費「恐龍證書課程」 網上教學無限年齡 [Translation: HKU’s free online course on dinosaurs open to all] (Sing Tao Daily 星島日報, February 6th, 2017)
  3. 免費讀港大網上課程:恐龍生態系統 [Translation: HKU’s free online course: Dinosaur Ecosystems] (Mingpao OL 明報OL, February 7th, 2017)
  4. Switch onto movie action with HKU online course (The Standard, February 7th, 2017)
  5. Tracking the last days of the DINOSAUR (China Daily Hong Kong, February 8th, 2017)

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A Roaring Start
With the collaborative efforts from multiple parties, our course had a roaring start. The enrollment number jumped from 2,000 to 3,000 two days before launch, and even doubled on the next day. By the end of the course (as at March 27th), we had 8,996 learners from over 100 countries!

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Learners’ Comments
Check out what our learners said about our course:
comments1
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Sharing Knowledge, Sharing Joy
dinomoocbanner-01
drawing-competition
To celebrate the joyful success of our course, Dr. Pittman hosted a party on February 8th, 2017 with almost 50 HKU colleagues and members of the general public at Stephen Hui Geological Museum. More details here.

A fun drawing competition titled “The Year of the Dinosaur” was also organized to engage dinosaur lovers in the community. The following is a selection of fun dinosaur-themed Chinese New Year scenes designed by creative young minds:
drawing-competition
drawing-competition

drawing-competition

drawing-competition

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Dinosaur Ecosystems @ Hong Kong Science Museum
To promote the course, we had set up, for the first time, a booth in the T. rex exhibition in Hong Kong Science Museum.

“T-Rex Revealed – The Augmented + Virtual Reality Experience” was a recent exhibition where you could interact with dinosaurs with Augmented Reality (AR) and Virtual Reality (VR) technologies. Our course instructor, Dr. Michael Pittman, was the advisor of the exhibition.

Dr. Pittman also brought along souvenirs of our course to Science Alive 2017 on March 4th and 5th at the Science Museum. He gave a lecture on “Dinosaur Appearance: New Discoveries” and set up an exhibition counter introducing his research and our MOOC to the general public.

exhibition
Left: One of our learners, Jason, travelled all the way from Macau (a 2 hour roundtrip) to meet Dr. Pittman!
Right: It was a delight to know that our young learners love our course poster!

For more photos, check out our Facebook photo album!

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New Discoveries: Reconstructing Dinosaurs with Lasers
These few months had been a busy time for Dr. Pittman, who had to simultaneously teach a huge class online and work on his research. In February 2017, he “and his collaborators reconstructed the first highly detailed body outline of a feathered dinosaur based on high-definition images of its preserved soft tissues”. This important science discovery was published in Nature Communications and featured in various media outlets such as National Geographic and BBC News.

Dr. Pittman shared his discoveries in a press conference on March 1st, 2017.
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His discoveries were featured in the following websites:

  1. Dinosaur hunting in Inner Mongolia: Gobi Desert a treasure trove for University of Hong Kong-led expedition (Post Magazine, September 12th, 2015)
  2. 港大古生物學家利用新技術準確重塑恐龍身體輪廓 帶羽毛恐龍真貌首次展現 [Translation: Major breakthrough in knowledge of dinosaur appearance: HKU palaeontologist reconstructs feathered dinosaurs in the flesh with new technology] (HKU Press Release, February 27th, 2017)
  3. Lasers flesh out dino-bird profile (Phys.org, February 28th, 2017)
  4. Laser light uncovers hidden secrets of feathered dinosaur fossils (PBS Newshour, February 28th, 2017)
  5. Ce dinosaure à plumes qui avait déjà tout d’un oiseau [Translation: This feathered dinosaur that already had everything of a bird] (Le Parisien, February 28th, 2017)
  6. 港大古生物學家以激光新技術 重現1.6億年前近鳥龍 [Translation: HKU palaeontologist reconstructs 1.6 hundred-million-year-old Anchiornis with new laser technology] (Apple Daily, March 1st, 2017)
  7. 港大首用激光技術 重塑侏羅紀近鳥龍真身(有片) [Translation: HKU reconstrcuts Jurassic-era Anchiornis with laser technology] (Hong Kong 01, March 1st, 2017)
  8. 港大古生物學家利用新技術重塑帶羽恐龍真身 [Translation: HKU palaeontologist reconstructs feathered dinosaurs with new technology] (Hong Kong Economic Times, March 1st, 2017)
  9. 港大教授以激光拆解化石 細膩還原近鳥龍 [Translation: HKU palaeontologist deciphers fossils and reconstructs Anchiornis with lasers] (on.cc, March 1st, 2017)
  10. 港大新技術首次根據恐龍軟組織影像重塑羽毛恐龍的身體輪廓 [Translation: HKU reconstructs feathered dinosaurs based on images of dinosaur soft tissues using new technology] (Metro Radio, March 1st, 2017)
  11. 港大用新技術 成功勾劃侏羅紀動物近鳥龍外貌 [Translation: HKU successuflly reconstructs Jurassic-era Anchiornis with new technology] (Singtao Daily, March 1st, 2017)
  12. 近鸟龙真面目还原 [Translation: Revealing what an Anchiornis really looked like] (Sinchew News, March 1st, 2017)
  13. Lasers reveal the secrets of a feathered dinosaur fossil (Popular Science, March 1st, 2017)
  14. Laser technique sheds light on pivotal Chinese feathered dinosaur (Reuters, March 1st, 2017)
  15. Lasers flesh out dino-bird profile (Paris AFP; Yahoo! News, March 1st, 2017)
  16. This Laser Reconstruction Of A Four-Winged Dinosaur Is Incredible (Gizmodo, March 1st, 2017)
  17. This Might Be The Most Accurate Dinosaur You’ve Ever Seen (IFL Science!, March 1st, 2017)
  18. Incredible Anchiornis pictures reveal what dinosaur that lived 160 million years ago really looked like (The Sun, March 1st, 2017)
  19. Scientists reconstruct a Jurassic-era dinosaur and discover how it moved (Mashable Asia, March 2nd, 2017)

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Dinosaurs on TV!
Dr. Pittman and his 3D dinosaur model even made it to TVB’s Big Boys Club (兄弟幫) in April! In the two episodes titled “Unveiling the Secrets of Dinosaurs” (Part 1, Part 2), he shared fun facts about dinosaurs, his archeological experiences and how he uses lasers to reconstruct dinosaurs from fossils. In the latest episode titled “Precious Dinosaur Fossils”, he brought along dinosaur eggs and teeth fossils and explained how fossils were formed.
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Interested to learn more?
Check out this interview of Dr. Pittman where he explained the importance of studying dinosaurs and producing this course.
Don’t forget to take a glimpse into the artistic process of crafting the MOOC.

This course is just the beginning of our exploration of dinosaurs. Stay in touch with us through our Facebook and Twitter!

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Details:

Date : 22 January 2020 (Wednesday)
Time : 12:45pm – 2:00pm
Venue : CPD-1.24, Centennial Campus, The University of Hong Kong
Speaker : Dr Leon Lei, Ms Crystal Luo

Artificial Intelligence (AI) is the fastest-growing technology in various fields. The adoption of AI spans the global learning landscape and has been used in experiential learning, tutoring, language learning, and knowledge testing. In higher education, some educators have identified the affordances of AI and utilized this technology in making teaching and learning more effective. In particular, there is a high demand for teachers to provide meaningful and prompt feedback to students within and beyond the classroom. However, designing such an experience can be challenging as this requires a lot of teachers’ time and attention to their students. Systems powered by AI can provide 24/7 support to teachers and multiple learners at the same time, with personalized support and guide them in an engaging way in the virtual environment. Some may worry that creating an AI tool from scratch requires complex computer programming skills but there are more and more AI-facilitated tools for teaching and learning.

In this seminar, we would like to discuss the potential and affordances of AI in education with some examples of AI tools for classroom engagement and assessment. Through the workshop, participants can reflect on better practices and design considerations in AI-facilitated teaching and learning.

Upon completion of this seminar, the participants will be able to:

  • Identify the opportunities and challenges of adopting AI tools in the classroom
  • Use the concept of AI learning technologies and learning analytics to facilitate classroom learning and assessment.

Dr. Chi-Un Lei, Leon is currently an e-Learning Technologist in the Technology-Enriched Learning Initiative (TELI), HKU. He received his B.Eng. (first class honors) and Ph.D. in Electrical and Electronics Engineering from HKU in 2006 and 2011, respectively. He is a HEA Fellow and an IEEE Senior Member. He is also the Vice Chairman of IEEE Hong Kong Section Education Chapter (2017-present). He was awarded with the HKU Professional Services Individual Award 2018, the Best Paper Award in IEEE TALE 2017, IEEE TALE 2013 and IAENG IMECS 2012, Best Student Paper Award in IAENG IMECS 2010 and IAENG IMECS 2007.

As an e-Learning technologist at HKU, my role is to support university teachers from various departments to adopt online/blended learning in their teaching. In the past three years, I have worked with instructional design colleagues to provide consultancy services and trainings to teachers at HKU, and supported them to develop e-Learning content based on their teaching subjects and needs. Our collaboration with various teachers and units is quite successful.

Providing E-Learning Consultancy Services to Teachers

Give advice on educational resources development

One of the services I provide is to evaluate the educational resources development process led by teachers and give advice on how they can develop more effectively. I often partner with teachers and provide regular assessment of their e-Learning content development. In the evaluation process, specific and easy to understand advice on the instructional design and technological considerations would be given to the teachers. Specifically, the goal of this evaluation process is to identify at-risk designs that may hinder learners’ learning, and I will then provide specific revision suggestions to teachers. This service can help to minimize learning hurdles. For example, I recommend teachers to use Mayer’s instructional multimedia principles in reviewing their instructional videos. This set of principles provides a guideline for teachers in learning how to reduce extraneous content and pinpoint essential learning content in their videos. Supporting teachers in creating an instructional video is not the last step. I also help teachers to analyse students’ video watching behaviour by conducting a course-level exploratory analysis. Abnormal watching behaviour can be identified and those moments can then be revised for a more effective learning in the next cohort. This practice has been adopted in MOOC and blended learning development and proven to be effective for courseware improvement.

Additionally, I have also worked with colleagues and teachers to develop a chatbot tutor and explore different gamification mechanisms such as a badge system. In particular, the chatbot tutor we have built helps to provide 24/7 personalized feedback tools for supporting large-scale class feedback. Based on these experiences, I have developed an automated learning design verification mechanism for teachers to conduct quality assurance process on their side.

Develop guidelines for online/blended course development

group photo
Besides providing consultation sessions to individual teachers, I have also worked with colleagues to develop guidelines for online/blended course development on an institutional level. For instance, we have developed an easy-to-use flipped classroom teaching package for implementing a DIY flipped classroom (https://hku.to/flipping_menu). The first version of this teaching package was well received by teachers and teaching support practitioners within and beyond HKU. After the first version was published, I observed that some teachers would like to know what kinds of classroom activities can be implemented and how they can be implemented, as well as what probing questions can be raised for discussions. Therefore, my team and I have revamped the package again and included examples on classwork activities and online/blended learning cases at HKU for teachers’ reference.

In addition, my colleagues and I have studied three different technological courses that adopted the flipped classroom approach for one semester in HKU, according to the “Seven Principles of Effective Teaching” framework. The guidelines of good practices gleaned from the cases would be a useful reference for teachers who are interested in conducting flipped classroom.

A Reflection on How I Support Two Teachers on a MOOC Production

My experience on partnering with two professors, who are both new to online course development, on a MOOC production can demonstrate how the consultancy service provided by my team and myself can support teachers at HKU to adopt online/blended learning in their teaching. In the production process of this MOOC, I first reviewed the professors’ teaching slides and developed several pilot videos with different visualisation formats. Students were then invited to watch these pilot videos with different visualisation formats, and their watching behaviours were collected and analysed. This video prototyping process is a great way to increase teacher’s involvement and improve the quality of the videos as we are able to identify better video design in the communication process.

After launching the first cohort of the MOOC, I helped to review the courseware again and found that social engagement and learners’ sense of belonging to the learning groups in this MOOC can be improved. Using both the frameworks of First Principles of Instruction and Community of Inquiry in analysing the course, I suggested the teaching team to make two improvements: 1) to create more section-level forums for stimulating discussions among students, and 2) include hints and detailed solutions for every MCs (150+ MCs in total). The teaching team agreed on the revisions, and the results have shown that the enrolment and learning retention in the second and third cohorts have been significantly improved. In addition, this MOOC development project was used as an exemplar in the Faculty for initiating their new e-learning pedagogy development plan.

Getting Teachers Out of Their Comfort Zone

It is completely understandable for us to feel nervous of trying something new. One of the major challenges I face in e-Learning development is to motivate teachers to start participating and experimenting. It can be challenging as e-Learning development requires teachers to apply both pedagogical and technological skills at the same time. I have collected showcase examples from various fields so that teachers who are new to e-Learning can learn from relevant course development in his/her own discipline. I would also introduce easy-to-use e-Learning tools and technologies with guidelines, training videos, showcase videos and templates in my consultation sessions and training workshops. For teachers who are more experienced and confident in trying more complicated tools, I would provide advice on teaching development grants application for further e-Learning development to them.

Collaboration is the key to educational development. At the end of the consultation meetings/trainings, I would always include a learning design sharing session where teachers can form into groups and share their own stories and teaching needs with colleagues. The learning design discussion facilitates teachers to identify their own goals in their e-Learning development. They found the discussion very inspiring and some of them even worked together in a cross-team project. In these learning design sharing sessions, I was also able to learn from teachers and better understand their needs and ambitions; some teachers wanted a small-scale pilot development while some aimed for an award-winning sophisticated development. Reflecting on what I have learnt in these learning design sharing sessions, I have suggested different teaching-support solutions; the proposals range from DIY production training for teachers and teaching assistants to large-scale e-Learning deployments supported by internal/external teaching development grants.

What’s Next?

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My collaboration with teachers and units has inspired me to work on building copyright awareness at HKU. I have worked with teachers and various units on different institutional-level projects and produced videos on the topic of research data management and academic integrity. These videos have been used for educating teachers, staff and students on research integrity and academic honesty. These collaboration projects have led me to incubate a learning development project on copyright education. The aim of this project is to raise the awareness of fresh students and teaching staff on copyright issues encountered in their teaching and learning. If you are interested in learning more about this project, please see https://hku.to/Copyright_Classroom.

The TELI team and I will continue to provide support to teachers at HKU, including individual consultations and training sessions on various topics. For enquiries, please contact us at enquiry@teli.hku.hk.

The teaching enrichment cluster is an ‘innovation powerhouse’ comprised of teaching support colleagues from multiple units, including colleagues from Technology-Enriched Learning Initiative (TELI) and 4 colleagues from the Faculty of Education, Architecture and Law. The cluster support teachers in revamping teaching and learning with innovative strategies and technologies, and offer services including instructional design, technology adoption, system development and big data analytics. To be specific, we provide responsive pedagogical and technical consultancies as well as development services to the Faculties and teachers in developing and implementing e-learning, presence learning and blended learning. Colleagues strive to create quality-time (e.g. learning support beyond classroom) and quality-space (e.g. engaging in-class activities) for teachers and students with the help of technology.

In this blog post series, we will introduce colleagues’ key initiatives in the 2018-2019 academic year in terms of pedagogical development and system development.

We Aim to Establish Strong Links to Stakeholders

We see the high value of partnerships in driving teaching innovations. We aim to facilitate inter-disciplinary and cross-Faculty collaboration on education development which can make a greater impact on student learning. We worked side-by-side with teachers from different disciplines, thereby spreading the enthusiasm, discovering new perspectives in teaching development, and cultivating a new T&L culture.

Facilitating Sharing of Contents and School Credits across Universities

In the past, there were limited chances to experiment with the cross-institutional credit transfer mechanism. Yet, colleagues in the cluster have worked hard in overcoming this challenge and initiated a UGC-funded cross-institutional project titled “The Responsive University: Appreciating Content Sharing in General Education” in collaboration with PolyU, CUHK and HKUST. In particular, colleagues have engaged teachers and stakeholders to develop cross-institutional General Education/Common Core courses with innovative blended curriculum. In the 2018-19 academic year, a total of 10 shared courses from four different Hong Kong institutions were offered, and a total of 127 students joined the project. In this joint project, the four universities have also entered into an Agreement for Collaboration, under which eligible students in the participating institutions can enrol in one of the selected courses offered by other partner institutions respectively.

Teaching-Development Partnership for Introducing Mobile-Friendly Learning and Community Outreach
More often than not, teachers are not familiar with technical specifications of the process of developing educational solutions that bring about unsuitable learning strategies. During the academic year 2018-2019, we have worked collaboratively with colleagues from the School of Nursing to share the innovative pedagogical and technological solutions and seek out the potentials for immersive learning and community outreach.

The use of virtual reality (VR) and extended reality (XR) technologies can create experiences that educate, engage, and excite learners. A VR-based app on dementia care was developed to cultivate nursing students’ clinical reasoning and clinical judgement in flipped classes in the University, such that students can experience situations that simulate the actual environments for medical training. Instead of advising disciplinary knowledge, we focus on creating a learner-relevant, effective and immersive learning experience, leveraging our expertise on user experience (UX), media design, system architecture and technical development.

Besides teaching and learning inside the classroom, we worked together to develop technologies for promoting tobacco control, HPV vaccination, and alcohol control. For example, we worked with teachers to develop mobile apps, AI-enabled chatbots and ecological momentary assessments supporting smoking cessation through different interventions. We also developed a simulation game to promote HPV vaccination for secondary school students.

We Aim to Show Great Enthusiasm for Continuous Improvements

Talents are important resources for a sustainable cluster development. Cultivating talents is crucial to stay responsive to the fast-changing needs of the University. Colleagues in the cluster are of diverse backgrounds coming from different countries/cities (including Uzbekistan, Egypt, Indonesia, Pakistan, Malaysia, Taiwan, Mainland China and Hong Kong), and with different expertise (e.g. psychology, language, information technology, etc.). Therefore, we often organize activities to provide opportunities for colleagues to learn from each other, as well as to build up trust and team spirit for a more cohesive cluster. We continuously help colleagues to expand their capabilities and adopt data-informed/closed-loop development for delivering wider and better educational development services.

Cross-Disciplinary Hackathon
Colleagues from different fields teamed up and attended a half-day internal Hackathon. The event was for brainstorming proof-of-concept solutions to existing issues in e-learning within higher education (e.g. AI-powered teaching-student interaction app). At the end of the Hackathon, colleagues were required to give a presentation with a mock-up. Colleagues, coming from different fields and have not had worked together, now have the opportunity to collaborate closely and come up with effective solutions (e.g. EdTech apps).

Internal and External Professional Development Events
Colleagues are encouraged to attend technical and pedagogical training for mastering their skills that will accelerate their professional growth. For example, one of our colleagues had attended a one-week professional training at Harvard University, which aims to train educators in developing a design thinking mindset. She applied what she has learned in a mobile game app project for a Common Core course to further enhance the pedagogical value of the project. A couple of other colleagues have also been given the chance to attend an internal training course on teaching and learning in higher education. They have successfully completed the course and have a deeper understanding of in-class teaching and learning activities in the University. Besides attending external and internal training, there are also cross-disciplinary seminars. For example, multimedia colleagues were invited to introduce cutting-edge computer graphics and interactive technologies, and external researchers were also welcomed to talk about teaching development and evaluation practices. These seminars help to broaden colleagues’ horizons and inspire new ways of implementing teaching and learning.

Adopting Data-Informed/Closed-Loop Development
We constantly review and revamp our solution and development process through conducting stakeholder surveys and focus group interviews in projects. In particular, the cluster evaluated the quality of various technology-enriched pedagogies used in on-campus blended courses and generated insights to develop better pedagogical practices. Based on the findings, colleagues provide continuous assistance to teachers on creating new educational videos, collaborative classwork and assessment as well as revamping the existing ones for more effective teaching. Besides redesigning pedagogical practices, we have studied students’ motivations and expectations in participating in a cross-institutional teaching and learning initiative through qualitative and quantitative means. The findings of the study highlight some of the concerns and needs of students, and based on these, we have designed new posters and videos addressing their needs and concerns to promote this initiative. As a result, more students are aware of the initiative and more than 100 students are joining it now.

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