We all know that nuclear accident is a dreadful disaster. But do you know what actions should be taken if such a disaster strikes today? Learn how to respond to nuclear emergencies in our new online course, Radiation Emergencies.
This online course will take you on a journey to explore the fundamentals of radiation and Chemical Biological Radiation Nuclear (CBRN) emergencies. You will learn the proper ways to detect radiation and develop an in-depth understanding of the effects caused by acute exposure to radiation. Enriched by a wide range of learning resources, including videos of clinical demonstration on how to don and remove protective equipment, as well as survey and decontaminate nuclear victims, this course will teach you how to protect yourself from radiation and help nuclear victims.
Clinical demonstration on radioactive measurement and decontamination.
This self-paced free online course is suitable for first responders to radiation emergencies and members of the general public interested in the topic. Jointly developed by the Emergency Care Unit of HKU and the Hong Kong Jockey Club Disaster Preparedness and Response Institute, it is the first in our series of e-learning modules on CBRN emergencies. Join us now and earn a certificate!
Flipping the classroom allows teachers to present instructional materials before class mostly via short videos, freeing class time for interactive activities in the face-to-face sessions. But, what is the definition of quality in-class activities? Dr. Lily Zeng and Professor Ricky Kwok shared their insights in a workshop on 8 March 2016.
The 4Cs
Ricky’s formula of engaging class activities comprises 4Cs:
Collaborative
Collaborative work promotes mutual scaffolding and peer-to-peer learning. For example, in Professor Rick Glofcheski’s Tort Law class, students had to analyze legal cases together.
Competitive
It is also a good idea to balance collaboration with healthy competition in the classroom. We should provide students with a platform to race with each other and achieve a given goal within limited time. For example, In CCST9003 Everyday Computing and the Internet, students are challenged to solve a Rubik’s cube in the shortest time possible.
Co-creation
By giving students a chance to co-create content, we are prompting them to learn from each other. For example, Professor Benson Yeh asked students to design their own questions for the class.
Credits
Students should be given credits for their effort; where possible, their participation should be appropriately assessed. This will incentivize students to constantly improve their performance. For example, participation in the Interprofessional Team-based Learning (IPTBL) for health professional students would contribute to the grade of some students.
Gamification
The 4Cs can take many different forms. One possibility is to engage your students with learning games during the lesson.
As Ricky pointed out in the workshop, “Gamification is all about how to engage students; how we can incentivize them to take desirable actions. And desirable actions in our context today, is to make learning happen; it’s to achieve the learning outcomes.” “With a good design, you can … engage your students [to] learn the things that you want them to learn. And if you can structure that learning activity as a game, then it will be even better.”
Developing a learning game may seem an impossible challenge to some. But don’t worry. TELI is here to work with you. You can always bring your rough ideas to us and we can brainstorm together. The following questions may help you get started:
Which topic do you want to work on?
Do you want students to play the game as pre-class or in-class activity?
It is possible to begin with a rough idea and develop it into something big. In fact, it is okay even if you don’t have any idea about gamification at all. Come to us. We will show you game prototypes we are currently developing and offer you suggestions.
Effective communication and collaboration is one of HKU’s educational aims. In our healthcare-related curricula, we strive to offer students a range of opportunities to work together and build a professional network on campus. One recent attempt was a UGC-funded programme entitled “Interprofessional Team-based Learning (IPTBL) for Health Professional Students,” launched in January 2016.
The main purpose of IPTBL is to facilitate deeper learning experiences and interactions of health professional students in their roles and responsibilities; and to enable them to actively learn in small groups. During the session, teams of students from Medicine, Pharmacy, Nursing, Chinese Medicine and Biomedical Sciences from HKU and PolyU completed tests based on suggested readings, first individually and then as a cross-disciplinary team. Team members then worked together on case-based application exercises. The way teams were arranged reflected the realities of the healthcare sector, where professionals from a variety of disciplines work together to improve the well-being of patients.
“It’s a great way for healthcare professionals to meet when they are studying, and then build relationships, friendships, so that when they go to the HA [Hospital Authority] or the community, they are familiar with each other, and they know how each other works [and] thinks,” said Dr. Alan Worsley, who served on the teacher panel as a Pharmacy content expert.
In fact, teachers also mirrored the process their learners went through in the face-to-face sessions when they collaboratively examined clinical cases and addressed questions from students.
Collaborative learning in the IPTBL programme is further enhanced by the use of the Learning Activity Management System (LAMS), which provided instant statistics that help facilitators check the progress of individuals and teams. The system also came with an online discussion forum designated for interactions after the face-to-face sessions. According to the Principal Investigator of this project, Dr Lap Ki Chan (Li Ka Shing Faculty of Medicine), “in each of the sessions of this team-based programme we’re talking about 500 to 600 students. Without the use of technology it is difficult to manage such a large number of students.” TELI collaborated with the IPTBL team to ensure that the LAMS functioned smoothly and that the face-to-face sessions were conducted effectively.
More than 500 students across 7 programmes from 2 universities participated in the first two IPTBL days on January 16 and February 20, 2016. The programme is growing continuously and is expected to serve over 1000 students in total from 12 programmes by 2017. This would be the first large-scale interprofessional education programme in Hong Kong.
HKU is a committed member of the UN campaign HeForShe. The overall goal of HeForShe is to spread awareness and spark actions on the responsibility that men and boys have in eliminating all forms of discrimination against women. TecHKU and TELI share the same vision. They mobilised a group of HKU students to organise a hands-on workshop “Girls4Tech” for secondary school girls in late February, and received enthusiastic support from our President Professor Peter Mathieson, “I’m particularly keen to see the University hosting this kind of event. This is exactly the kind of thing that the HeForShe campaign envisages. Starting at all ages – the idea of trying to improve gender equality. Technical careers are not just for boys, they’re for everybody.”
“Girls4Tech” aims to nurture computational thinking in secondary school girls and to inspire them on possibilities of developing a career in the tech sector. A detailed report on the event is available here.
Developing a learning game is not just about making the teaching materials an easier pill to swallow, but is also an attempt to create a resource so engaging that students will beg for more. In our Game Design Meetings, we figured that there are at least eight things to consider in gamification.
Balance between fun and education
Developing a learning game is different from preparing serious powerpoint presentations. While both aim at facilitating learning, the element of FUN is of particular importance in games.
Have a good understanding of both the educational topic and the game mechanism
To produce a game which is both fun and educational, it is of ultimate importance to figure out how to transform learning contents into gaming elements. Equally important is a good understanding of the type of game you intend to make, e.g., card game, collaborative multiplayer game, detective game, etc. The best way to familiarize yourself with a particular game mechanism is to try playing some related games.
Form a diverse team
It is important to have people with different expertise in your team to pool ideas and create a game for a diverse audience. Our Game Design Team comprises of instructional designers, multimedia experts, research associates, designers and programme developers.
While it is natural to include professional gamers in the development team, it is also crucial to invite laymen to join. Sometimes an uninformed opinion can be valuable in shaping the game.
Draw inspiration from existing games
Existing games are successful for a reason. Try them out and learn from them. For example, if you want to develop a strategic board game, recommended games include Kingdom Builder, Settlers of Catan, Carcassonne, Tickets to Ride, etc….
Copyright
When drawing inspirations from other games, be aware of copyright issues. Consult your local copyright office if necessary.
Document all ideas discussed
Take note of all crazy ideas in your discussions, whether they are related to the main theme, scoring mechanism, functions of a particular card, anything. A seemingly useless or silly idea may eventually become an important element of the final product. Keeping a log book of ideas also makes it easier to create ‘trailers’ and draft official documents such as game specifications in the future.
Test out your prototype – again and again
Once you have developed a prototype, try playing it. Does it work? Is it playable? Does it facilitate learning? Invite your colleagues and friends to try it out.
Ensure every player has an equal chance to win
Test the game repeatedly to see if every player has a fair chance to win. Unfair games may demotivate learners.
Developing an original educational game is challenging but fun. Contact us if you are interested in developing a learning game for your students at HKU. Have fun!
On February 27, 2016, more than 120 bright young ladies from 17 local secondary schools gathered at HKU for the student-led event “Girls4Tech” to learn about careers in the tech industry and attempt hands-on coding exercises. Both our undergraduate organizers and the junior participants were greatly inspired by the experience.
At the one-day workshop, participants were engaged in a series of activities involving computing concepts such as coding, encryption, and sorting. In his opening speech, our President Professor Peter Mathieson encouraged young girls to challenge stereotypes and embrace new opportunities that our society has to offer in traditionally male-dominated sectors, including research, technology and computer science. “Technology is fundamentally about problem solving, and there’s no gender-specific environment to that,” he said. A number of distinguished women tech leaders also shared their career development journeys. Starting from March, participants will also be visiting tech giants such as Lenovo, Microsoft (Hong Kong), IBM, and Google to gain a deeper understanding of the tech industry.
“Girls4Tech 2016” was organized by TecHKU, short for The HKU Journal of Technology, formed by a group of students from the Faculties of Engineering and Social Sciences. This annual event aims to nurture computational thinking in secondary school girls and to inspire them on possibilities of developing a career in the tech sector. “We noticed that most companies in the region were trying to bridge the gender equity gap in technology by organizing similar events for university students, but we believed that such interests would be best triggered at a younger age,” said Vikay Narayen, student founder and consultant of TecHKU. According to a feedback survey conducted by TecHKU, 86.9% of the 85 respondents said they became more interested in tech after the event; 11% more reflected they are now interested to study ICT for the HKDSEs after joining the event.
(Source: TecHKU)
TELI was in full support of this event because we recognise the need to provide a broad range of knowledge exchange opportunities for our next generation, and we see the great potential of having our students empower their younger fellows. We deeply appreciate TecHKU’s initiative, which might have created life-long impact in the girls’ lives.
More photos of the event can be found on our Facebook and Instagram.
Stay tuned for more reports on the event.
The Jurassic Park franchise has successfully made dinosaurs a popular Hollywood theme and merchandise. Yet, these striking giants are more than animated sculptures – they are a key factor in the evolutionary chain that deserves serious research effort. For this reason, Dr. Michael Pittman from the Department of Earth Sciences produced Hong Kong’s first Massive Open Online Course (MOOC) on geology, dinosaurs and evolution, starts on 8 February 2017 on edX.
One important reason for studying dinosaur is that their descendants might still be living among us. Dr. Pittman is devoted to proving that birds, the feathered animal we see day in day out, are a type of carnivorous dinosaur. If successful, it would be a breakthrough in our understanding of the physical evolution of birds, for example, how they make sounds and how they assemble their bodies to fly. The evolutionary links between dinosaurs and birds is also what enabled the Jurassic Park producers to simulate the sound of the dinosaurs in the film “because their larynx (vocal box) looks quite similar to their closest relatives – birds,” Dr. Pittman elaborated in an interview for timeout.com.hk.
Another purpose for producing a dinosaur MOOC in Hong Kong is to properly capture the dinosaur fever in the city. As a Hong Kong raised Londoner, Dr. Pittman finds it unfortunate that palaeontology is not a popular subject in Hong Kong despite people’s immense enthusiasm in dinosaurs. For instance, over a million people visited the Legends of the Giant Dinosaurs exhibition held at the Hong Kong Science Museum last year. As the only dinosaur expert in Hong Kong, Dr. Pittman feels that it is his responsibility to open up more channels for dinosaur enthusiasts in Hong Kong to explore the palaeontology field. Against this backdrop, Dr. Pittman teamed up with Professor Xu Xing of the Institute of Vertebrate Paleontology and Paleoanthropology, Beijing, to produce Hong Kong’s first ever MOOC on dinosaur.
To give MOOC takers a real taste of the environment that housed the Triceratops, Stegosaurus, Tyrannosaurus rex and others, many of the MOOC lectures were filmed in the Gobi Desert in northern China. The dinosaur hunters also examined samples of fossil and ancient rocks to reconstruct the ecosystem that nurtured dinosaurs. The key is to vividly present this ancient animal before viewers’ eyes. “It takes a lot of work to get the MOOC into an attractive video format, so having a strong inspiration for it was very important,” said Dr. Pittman.
Hopefully, with more palaeontology enthusiasts and new fossil discoveries, future Hollywood blockbusters on dinosaurs will bear a closer resemblance to what actually happened over 150 million years ago.
MOOC and on-campus teaching crossover has always been the ultimate goal for MOOC teachers and instructional designers. Recently, Dr. Masato Kajimoto has repurposed his MOOC Making Sense of News for teaching an Undergraduate course. We are happy to recount the experience and analyze students’ response via an edX blog. Learn more about his experience here.
Organized by Centre for the Enhancement of Teaching and Learning (CETL), E-learning Pedagogical Support Unit (EPSU) and Technology-Enriched Learning Initiative (TELI)
Speakers: Dr. Lily Zeng, Assistant Professor, CETL
Professor Ricky Kwok, Associate Vice-President (Teaching and Learning)
Date : 8 March, 2016 (Tuesday)
Time : 12:45pm – 2:00pm
Venue : Room 321, Run Run Shaw Building (Main Campus), HKU
About the Joint Workshop
Many teachers who are planning to flip their classes might agree that moving traditional lectures online is an effective way to deliver instructional materials. More importantly, it can also make room for quality interactions between teachers and students. However, after the flip, what kind of learning opportunities can we create to engage, inspire, provoke, or even shock our students in the face-to-face sessions, the “face time”? How should face time and screen time be meaningfully blended? In this workshop, you will hear cases of flipped classes in different disciplines, analyze the key elements of the pedagogical strategies used in face time, identify the activities that you might be able to use, and come away with initial plans for a flipped class. Be sure to bring your wireless device and a lesson that you are considering flipping to work on!
This workshop is open to the first 42 registered participants to ensure that there is enough time to accommodate questions, provide comments, and give feedback for each participant.
Developing small private online courses (SPOC) is an increasingly popular teaching strategy in higher education. On January 26th, TELI’s SPOC team organized an interactive workshop offering participants a rare opportunity to gain hands-on experience in creating a video that can serve as an online lecture.
One clear advantage of restructuring a lecture into a series of short online videos is portability across time and space – it allows students to learn anytime, anywhere. Students are free to pause and review sections of the videos, which is not possible in traditional lectures. Condensing a two-hour lecture into short videos of about 6 minutes each also tend to be more engaging.
While creating an online course may seem a daunting task, it can actually be done by following a simple three-step approach: revisiting the course structure, storyboarding and scripting, then studio filming. At the workshop, a mock-up filming studio was set up to give our participants a taste of video production. They were invited to draft a short script in groups and speak in front of the camera and a green or blue screen that can be chroma-keyed into any background that you like. The responses were positive overall. Participants commented that this experience made them “feel much more comfortable when someone tells [them] ‘let’s shoot a video’” and “it’s doable.”
The recordings were edited by our team and sent to individual participants after the workshop.
It is TELI’s mission to provide technological support to teachers in creating online videos and e-learning materials. We are re-running this interactive workshop in March – please contact us to schedule your session.
Course Trailer
