Teaching and Learning at The University of Hong Kong HKU

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Explore the “secrets” of dental materials and digital dentistry together in the Materials in Oral Health MOOC offered by the best dental school in the world.

Register now!

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We all need healthy teeth, don’t we? Have you ever wondered why titanium, ceramics and some synthetic polymeric materials are the “materials of choice” in oral health care? What are the “secrets” that make these materials so special for dental implants and other restorative procedures?

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HKU Dentistry ranking No. 1 in the World has the vision to bring together the expertise and best practices in dental materials and biomaterials in the rerun of the MOOC Materials in Oral Health. The course is taught by a professional team of 30+ local, regional and international dentistry professionals and experts in dentistry and dental materials. What does this course cover? This 4-week Oral Biomaterials course unveils the exciting and unique properties and clinical implications of some state-of-the-art dental materials, including titanium, zirconia and modern synthetic polymer-based composites. We are also going to look at the crucial roles of CAD/CAM technology and 3D printing in dental application and digital orthodontics.

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Oral biomaterials today is an exciting area encompassing contributions from professional dentistry to biology, chemistry, physics, material science, mathematics and engineering. Whether you are dental practitioners and dental technicians, non-dental practitioners, dental students, university students from various disciplines, or senior secondary school students – this course will open your eyes to the magic of dental materials science. If you are a prospective university student, this course can open up new and exciting opportunities possibly leading to new career paths.

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Join us in the upcoming Materials in Oral Health MOOC on August 29 2017!

Register now!

Learners’ Stories
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Follow our Facebook pages: HKU Online Learning and Dental Materials Science, Faculty of Dentistry, HKU!

Sneak Previews
Have a taster of what will be taught in this course!
(Sneak preview playlist here.)

The Application of Silicon and Silicon Compounds in Dentistry – Prof. Jukka Pekka Matinlinna
- “Silicones find a wide range of biomedical applications…”

Dental Material Choice: Zirconia vs Titanium – Prof. Niklaus P. Lang
- “Shortcomings with titanium are mostly aesthetic in nature…”

What is Digital Dentistry? – Dr. James Tsoi
- “Digital dentistry is one of the emerging fields in dentistry…”

Materials used in Implants – Dr. Nikos Mattheos
- “Osseointegration is a remarkable story of scientific discovery…”

More sneak previews here.

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Organised by Technology-Enriched Learning Initiative (TELI)

Date : September 9, 2017 (Saturday)
Time : 2:00pm
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

Registration: http://bit.ly/hkcinema2

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

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Trailer and sneak previews

Registration

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 has significantly accelerated. In this course, we will learn why this is the case by looking at the fundamental scientific principles underlying epidemics and the public health actions behind their prevention and control in the 21st century.

This course covers the following four topics:

  1. Origins of novel pathogens;
  2. Analysis of the spread of infectious diseases;
  3. Medical and public health countermeasures to prevent and control epidemics; and
  4. Panel discussions involving leading public health experts with deep frontline experiences to share their views on risk communication, crisis management, ethics and public trust in the context of infectious disease control.

In addition to the original introductory sessions on epidemics, we revamped the course by adding:

  1. new panel discussions with world-leading experts; and
  2. supplementary modules on next generation informatics for combating epidemics.

You will learn:

  1. the origins, spread and control of infectious disease epidemics;
  2. the importance of effective communication about epidemics; and
  3. key contemporary issues relating to epidemics from a global perspective.

Who is this class for
This is an introductory course suitable for all learners, with no prerequisite required.

Join the fight against epidemics now.

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

—-
(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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It’s always good to recognize your own achievement after reaching a goal. Same for completing a Massive Open Online Course (MOOC) – After working so hard for a course, the best way to reward yourself is to get a unique certificate. With a certificate, you can easily share your achievement with your employers and friends.

Q: How to get one?
A: As we offer courses on both edX and Coursera, the process of application differs for the two platforms. But in general, you will need to complete the following 3 steps to get the certificate:

  1. pass the course
  2. verify your ID on edX or Coursera
  3. make a payment to edX or Coursera

Q: How much is a certificate?
A: It depends on the course. Usually USD 50.

Q: Is it printed?
A: You will receive an e-certificate on the edX or Coursera platform. You will NOT receive a printed copy but you are welcome to print it. Check out these links for more details on where to find your Certificate on edX and Coursera.

You may also add your certificate to your LinkedIn profile (edX, Coursera).

Q: I followed all the steps but still can’t purchase / download it. What’s wrong?
A: Please contact us at enquiry@teli.hku.hk and let us know your name, the email you used to register at edX and/or Coursera, and the issue involved. You may also include a screenshot of the problem you encountered.

Q: Is the certificate issued by the University of Hong Kong?
A: It is jointly issued by the platform (edX or Coursera) and HKU. However, please note that the certificate does not count as credit towards a degree from our university.

Q: I can’t afford to pay for a certificate. What should I do?
A: You can file an application for financial aid from edX and Coursera.

Q: Can I still take the course without buying a certificate?
A: Yes of course! Most of our course content is free (except the Honours track in Materials in Oral Health). You are more than welcome to join our courses without buying a certificate. You can choose to upgrade to a verified certificate later if you change your mind. The verification upgrade deadline may be different for different courses. More details can be found here: edX, Coursera.

Still got a question? Contact us.
Happy learning!

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Educators, wherever we are, should keep up with the challenges and trends in higher education worldwide. One effective way to stay informed is to engage in dialogues with colleagues from around the world. On 20 June, 2017, we learnt about the top 10 challenges and trends in Australian universities in a seminar delivered by Dr Caroline Steel, Strategic Educational Consultant, APAC, Blackboard International ASCILITE Life Member Awardee and Past President Adjunct Academic, The University of Queensland.

The following is the list of key challenges and trends ranked by Australian academic leaders in a study led by Dr Steel:

10 Teaching and Learning Challenges 10 Teaching and Learning Trends
  1. Student career development and employability
  2. Student engagement and satisfaction
  3. Assessment and feedback
  4. Technology-enhanced pedagogical practice
  5. Student attrition
  6. Improving work-integrated learning
  7. First year experience and transition
  8. Personalized adaptive learning
  9. Academic adoption of educational technologies
  10. Academic misconduct
  1. Learning analytics;
    Unbundling qualification
    (both items ranked number one)
  2. Teaching quality standards;
    Fully online courses;
    Students as partners
  3. Mobile-enabled learning;
    Adaptive learning technology
  4. Digital examinations
  5. MOOC’s;
    Open Education Resources (OER’s)

Key Challenges in Teaching and Learning
Student career development and employability is considered to be the biggest challenge in the Australian higher education context. In the past, universities mainly focused on training students into critical thinkers. In today’s rapidly changing society, educators should take one step further to educate both the ‘thinker’ and the ‘worker’. Given the rapid development of automation, AI and cognitive computing, some jobs may no longer exist in 10 years’ time. Students may not be fixed to one career throughout their lives. To prepare students for this highly uncertain future, HE institutions should help them acquire various employability skills and develop cross/trans-disciplinary thinking.

The second challenge is student engagement and satisfaction, in both on-campus & online teaching. According to Professor Karen Nelson, an interviewee in the study, student engagement constitutes of three parameters: behavioural, cognitive and affective. The challenge for universities is to “create the educational conditions that will trigger emotion and motivation so that students are engaged.”

Major Trends in Higher Education
The two most prominent trends in Australian higher education are learning analytics and unbundling qualification.

Learning analytics is a potential game changer in higher education. ‘There is enormous potential in learning analytics,’ said Professor Martin Carroll in an interview for the study. However, even though analytics have been used by lots of industries in Australia, high education is falling behind. It is necessary for institutions to keep up with the trend and look for ways to use analytics to improve teaching and learning.

Unbundling qualifications is another prominent trend in Australian higher education. Universities are now looking into the possibility of unbundling qualifications and micro-credentialing as alternative ways to provide learning, so that learners can obtain the skills they need as quickly as possible. For example, instead of completing an entire MBA programme, some professionals may only want to learn certain components of the degree. If universities are able to repurpose some of the content, then more choices will be available to learners. After obtaining skills and credits from various programmes and fields, learners can demonstrate their expertise in their e-portfolios.

Technology
It is worth noting that, among the top 10 T&L trends, 6 are tech-related, namely

  • Fully online courses
  • Mobile-enabled learning
  • Adaptive learning technology
  • Digital examinations
  • MOOC’s
  • Open Education Resources (OER’s)

This finding is certainly encouraging as the use of technology enhances teaching and learning and better prepares institutions for the challenges in higher education. Technology allows flexibility in learning and makes personalized learning possible. Learning management systems and grading tools such as Turnitin make it easier for teachers to assess students and provide feedback. The blending of face-to-face lectures with e-learning tools, such as Mentimeter and Kahoot!, caters for students’ diversified learning needs, which potentially enhances student engagement.

What about Hong Kong?
We are embracing the same challenges in Hong Kong and are working along similar lines. Here at HKU, we strive to cultivate students’ employability skills (e.g. cognitive flexibility, negotiation) and develop cross-disciplinary thinking through events such as Inter-professional Team-based Learning (IPTBL) and Girls4Tech. To enhance student engagement, we are constantly designing new in-class activities, apps and games. To ensure the best learning experience for our students, our efforts in course development is paralleled by research efforts in learning analytics.

More and more teachers are joining the ride in developing MOOCs (on edX and Coursera) and SPOCs to enrich students’ blended learning experience. To further open up learning opportunities to a wider range of learners, we are also exploring the possibilities of e-portfolios. More initiatives will be in place to shape the T&L landscape in Hong Kong in response to challenges and trends in higher education.

What do you think? How will you respond to these challenges and trends? Share your views with us.

Further reading

  1. “Learning and Teaching Challenges in Higher Education in Australia: A View from the Top”, an Australian academic leadership study conducted by ASCILITE and Blackboard International in 2016

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The use of technology in teaching and learning has generated learning data at a massive volume. But how can we maximize the impact of learning analytics (LA)? We explored this question in the 7th International Learning Design & Knowledge (LAK) Conference, themed Understanding, Informing & Improving Learning with Data. It was an exciting experience to find out how educators from around the world develop and deploy their LA tools. Some of our colleagues also presented their research on improving video instructions and their progress on developing learning progress dashboards in the conference.

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Discussions in the Morris J. Wosk Center for Dialogue

The conference featured 3 keynote sessions, 30 technical sessions and 16 pre-conference events. It covered various aspects of LA, from modeling students’ learning behaviour to institutional deployment of LA in practices, gathering ideas from cognitive science, learning design, educational psychology, learning technology, data science and other related fields.

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A highly engaging poster session where participants shared their ideas via 30-second pitch talks

Several major takeaways from the conference:
Students’ learning behavior, triangulated with their physiological data such as pulse, gesture, eye movement and brain wave, etc., reflect the process of learning, said keynote speaker Dr. Sanna Järvelä from the University of Oulu, Finland. Her research focused on using multimodal data to support the inquiry of learning. With guidance of existing learning theories, learning scientists could understand better the process and product of students’ learning, and provide suggestions for improvement accordingly.

To ensure effective analysis of students’ learning processes, an adaptive data-driven learning ecosystem should be established, as pointed out by Dr. Timothy McKay, keynote speaker from the University of Michigan. To establish this adaptive system, learning data needs to be continuously collected and integrated. This informs both students and teachers of students’ learning as an individual and in groups over an extensive period of time, throughout or even beyond their university life. In the University of Michigan, 10 years of learning data from different sources has been collected for establishing a learning system. This system advises teachers and students by providing relevant data to them. The purpose of putting data in people’s hands is to support decision making, motivate actions and guide behaviour change.

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Dr. Timothy McKay illustrating how data can be used for decision making

Just as research tools are always guided by research methodology, LA tools need to be student-centered and pedagogy-considered. This requires trust and understanding among teachers, system developers, user interface designers and behavioral scientists, whose expertise could jointly contribute to the sense-making of learning data.

For analytics to work well, the data collected from prior experience must be extensive, accurate and relevant. Some classes tend to be more suitable for deploying LA, such as large introductory courses with relatively mature course contents and classes where teachers have a clear understanding of students’ background and ability. The course should also involve a variety of instrumented learning activities, and the course team should constantly and gradually improve the course structure, content and assessments.

Finally, we must remind ourselves that data by itself is not all powerful until actions are taken in response to the analysis. We should also work to ensure that the collection of educational data and the use of LA tools are lawful and ethical.

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Introduction to the course (Course outline)
University Teaching is an introductory MOOC on teaching and learning in tertiary education, designed by staff at CETL and offered through Coursera. Whether you have just started your first university teaching post, you are thinking about becoming a university teacher, or you just have an interest in understanding the essentials of university teaching, this course is definitely for you.

University Teaching will help you to address the following questions:

  • What is it like teaching in higher education?
  • What does research evidence tell us about effective teaching in higher education?
  • How can we ensure that our instructional design helps our students achieve their intended learning outcomes?
  • What pedagogic options do we have to make our teaching successful?
  • What assessment and feedback practices can help our students learn effectively?

With input from instructors, guest speakers and interviewees, including teaching award winners, students and experts in the fields, you will be exposed to research evidence in relation to effective university teaching and instructional design. Throughout the course, you will learn from teachers whose teaching has been judged to be excellent, and you will see many examples of their teaching in practice.

After completing the learning tasks in this course, you will be able to:

  • Discuss the teaching and learning context in higher education and reflect on the challenges and opportunities you might encounter as a university teacher.
  • Explain key teaching and learning concepts and relevant evidence in relation to effective university teaching.
  • Analyse the relationships between various aspects of teaching and student learning.
  • Identify a range of instructional strategies to support effective student learning.
  • Apply key concepts to the structuring of course outlines and lesson plans in order to support successful student learning.

Join our professional development community on Facebook
Check out our University Teaching Facebook page for updates and extra content on teaching and learning!

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“Statistics point that 5 million gamers in the US spent more than 40 hours a week playing World of Warcraft in 2010 – which is [almost like] a full time job…” said Dr. Benny Ng at the ‘Benny and the Apps: Gamification and Student Learning’ seminar.

If you were given a choice, would you rather go to class or play games? Games may be the majority’s answer. Would a gamified curriculum motivate your learning?

Dr. Benny Ng gave a glimpse of why and how we can gamify teaching to engage students in ‘Benny and the Apps: Gamification and Student Learning’, a seminar held on April 5, 2017. The role of play and a 5-step gradual process to apply gamification were some highlights of the sharing.

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“How would you feel when facing obstacles in reality?” Participants in the seminar mostly gave negative answers. Yet, Dr. Ng believes that challenges can turn into a positive force in games, providing incentives for players to keep trying. After all, play provides a freedom to fail, experiment, fashion one’s identity and put in continuous effort. The role of play facilitates better and enjoyable learning.

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Answers by participants were directly reflected on a wordcloud through mentimeter

Participants were also asked what behaviours they hoped their students displayed in class, the most popular answers included ‘attentive, engaged, listen, motivated’. These match with characteristics of a gamer’s behaviour, such as persistency, risk-taking, attention to details, problem solving, urgent optimism, active learning, self-disciplined and resilience. In such a way, gamifying a class can motivate students to display the qualities mentioned by participants in the wordcloud.

A 5-step process to apply gamification was introduced:

  1. Understanding the target players and the context
    • Age group? Existent skill sets? Location? Duration?
  2. Defining Learning Objectives
    • Is the assessment rubric clear enough with actionable tasks?
  3. Structuring the experience
    • How can your content be broken down to stages/milestones?
  4. Identifying resources
    • What kind of gamifying resources may be needed?
  5. Applying game elements
    • What kind of self or social elements may be applicable? For example;
      Self: point, levels, time restriction; Social: leaderboards, interactive cooperation

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Changing the terminology of your syllabus can already be a start – what about gaining ‘experience points’ instead of ‘scores/marks’, completing ‘quests’ instead of ‘courseworks’, or ‘mission’ instead of ‘instructions’?

Take the risk to innovate and test new ideas, find the fun element in what you teach. If education becomes a joyful experience, students will ultimately be passionate to pursue life-long learning.

Want to give it a try? Contact us.

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Inter-professional team-based learning (IPTBL) is an innovative teaching approach which aims at promoting peer-to-peer learning and collaborations across disciplines. In 2016, the Li Ka Shing Faculty of Medicine piloted IPTBL with nearly 600 medical, health and social care students from HKU and the Hong Kong Polytechnic University. This year, the organizing team scaled it up to serve more than 1,000 students from the following programmes: Chinese medicine, medicine, nursing, pharmacy, and social work from HKU; and medical laboratory science, nursing, occupational therapy, physiotherapy, radiography, and social work from PolyU.

The details of implementation are as follows:

Topic of Instructional Unit Date No. of participants
Anticoagulation Therapy January 21, 2017 247
Depression February 11, 2017 310
Fracture February 18, 2017 437
Multiple drugs February 25, 2017 347
Developmental delay March 18, 2017 192
Cancer March 25, 2017 501

What’s new this year?

(1) Venue: To facilitate group discussion and communication between teachers and students, IPTBL was conducted this year in Lecture Hall II at the Centennial Campus, a flat area with mobile chairs and strong WiFi connectivity.

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Before: IPTBL was conducted in a lecture theatre setting in the 2016 pilot round. Students in groups tended to face the stage most of the time.

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After: Groups were arranged in circles this year. This picture features 71 small groups of five to seven students seated in the spacious Lecture Hall II. The IPTBL team would like to thank colleagues from the Examinations Office, Estates Office and Learning Environment Services of ITS who made all the six sessions possible.

(2) Team progress chart: How to pace the 4-hour face-to-face IPTBL session is a big challenge. While the moderators and content experts had to be very conscious of the time, students also played an important role in moving the session forward. The newly added team progress chart displayed on one of the four screens in front of the hall, indicating whether a particular group had finished the assigned task – just like what a leaderboard does in online games. This provided motivation to students to complete their work in a timely manner, and also gave teachers some idea on which groups to interview in the interactive feedback session.

(3) Peer evaluation: Team-based learning creates many opportunities for students to learn with, from and about each other through intensive interaction and collaboration. During each session, they got to know each other’s expertise and communication style. Peer evaluation is a mechanism for them to provide honest feedback to their peer teammates in terms of four competencies: values/ ethics, roles/ responsibilities, communication, and teamwork. At the end of each session of this year’s IPTBL, students would fill in their peer evaluation scores in an online form. They would then be directed to another page which showed them, in real-time, the average scores that he/she received from other teammates.

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Dr. LK Chan explained to students how to fill out the online peer evaluation form. By the way, did you notice the balloons in the picture? They indicate the group numbers so that teachers/ facilitators could quickly locate where the teams are.

Exemplary facilitation skills
Team-based learning incorporates many elements of constructivist learning (Hrynchak & Batty, 2012). The teachers (content experts) spent much time to come up with carefully-crafted application exercises which can reveal common misconceptions and debatable topics from which students build new understandings. During the interactive feedback session, many teachers showed excellent skills in facilitating the discussion of a large group of students, such as:

  • not picking the team leader to present the team’s views;
  • asking open-ended questions with a focus on understanding the students’ rationale in picking a particular answer;
  • encouraging students to articulate their thoughts;
  • addressing uncertainties or disagreements;
  • providing a closure after each discussion; and
  • paying attention to teams or students who are not taking part (e.g., by inviting a range of teams to give their opinions).

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IPTBL is the Bronze Winner for Discipline Award (Life Sciences) in the prestigious QS Stars-Wharton Reimagine Education Awards 2016. The team celebrated the success after a briefing session in January 2017.

Way forward
The IPTBL team is now reviewing the feedback from students and teachers. They are thinking about improving the implementation in the following ways:

  • shortening the readiness tests in order to leave more time for discussion on the clinical scenario;
  • re-voicing students’ opinions when they contribute something that appears to be complex or not too well understood to students from other disciplines.
  • Adding new functions to the online platform for running IPTBL to provide more informative feedback to both the facilitators and students.

For those of you would like to learn more about IPTBL or contribute to it, please contact Dr. Fraide A. Ganotice, Jr., Program Coordinator at Li Ka Shing Faculty of Medicine, via ganotc75@hku.hk. If you want to get to know the technical aspects of running large classes, you may reach out to the Technology-Enriched Learning Initiative (TELI) via enquiry@teli.hku.hk.

Look forward to IPTBL 2018!

Reference
Hrynchak, P. & Batty, H. (2012) The educational theory basis of team-based learning. Medical Teacher 34, 796-801.

Further reading

  1. Breaking through the Silos with Technology and Team-Based Learning
  2. Big Success at International Award to Reimagine Education
  3. Learning to Work in Teams: Interprofessional Learning for Health Students

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Want to join learners from all around the world to learn about how Chinese philosophers view humanity and nature? Register this free online course at edX.
The course was very well received by learners in its previous two runs, and now the third run will begin on June 13 2017!

Highlights of the course

  • In the format of a dialogue, Chad Hansen, Chair Professor of Chinese Philosophy, Emeritus, HKU, analyzes and discusses the essence of Chinese philosophy from his unique perspectives
  • Various animations and visual aids were used in post-production of the lecture videos to further help students learn the course content
  • Knowledge check questions and learning activities designed to relate to student daily lives so learning is applicable

Click here if you cannot access Youtube

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