Organised by Centre for the Enhancement of Teaching and Learning (CETL)
Details of the workshop:
Date : February 28, 2018 (Wednesday) Time : 12:45 pm – 2:00 pm Venue : Room 321, 3/F, Run Run Shaw Building (Main Campus), HKU Speaker : Dr Lily Min Zeng, Assistant Professor, CETL, HKU Facilitator : Dr Luke Fryer, Associate Professor, CETL, HKU
Abstract
For flipped classrooms, how can we ensure students would do the pre-class preparation task before they come to the classroom? This seminar will share with you an exchange journey inspired by this question, which was raised by a participant in the presenter’s previous workshop on flipped learning. Seeing the potential of adaptive learning in enhancing students’ engagement in pre-class preparation, the presenter made a trip to The University of New South Wales, who had the world’s first e-learning platform for adaptive learning. Drawing on the observations of classes, meetings with teachers and educational developers form different disciplines, and the actual experiences with the adaptive learning platform, this seminar will demonstrate the ways adaptive learning could be utilized to encourage students’ engagement in pre-class preparation. In particular, how adaptive learning may contribute to the implementation of two flipped classroom models introduced in the previous workshop.
About the Speaker
Lily Min Zeng has 18 years’ teaching experience in higher education institutions in Hong Kong, New Zealand and Mainland China. She earned her PhD degree in the area of educational psychology from The Faculty of Education at The University of Hong Kong (HKU). She has played leading role in coordinating and delivering effective tertiary-level professional development programmes in different universities and had been Acting Head of Programmes at the Centre for the Enhancement of Teaching and Learning (CETL) at HKU. Her current role at CETL involves teaching a required programme for new academic staff, developing e-learning resources for the professional development of university teachers, working with multiple units and faculties across the university to develop an e-learning package on experiential learning for undergraduate students, supporting other units at HKU for teaching and learning initiatives, conducting high quality TDG and research projects to support evidence-based teaching development at HKU, and providing pedagogical consultation for faculty within and outside HKU regarding learning diversity, assessment, feedback, peer review of teaching, and teaching portfolios. The MOOC she designed on University Teaching was launched in May 2017. It has received very good ratings and reviews among colleagues internationally.
Organised by Centre for the Enhancement of Teaching and Learning (CETL)
Details of the Join-the-Conversation:
Date : 6 Feb 2018 (Tuesday) Time : 12:00nn – 2:30pm Venue : Room 321, 3/F, Run Run Shaw Building (Main Campus), HKU Speaker : Dr. Chun Kit Chui (HKU), Mr. Patrick Desloge (HKU), Prof. Gray Kochhar-Lindgren (HKU), Prof. May-yi Shaw (HKUST), Dr. Lucia Fung (HKBU) Discussant : Prof. Grahame Bilbow (HKU), Prof. Chih-Chen Chang (HKUST), Dr. Eva Wong (HKBU) Facilitator : Dr. Tracy Zou (HKU), Dr. Beatrice Chu (HKUST), Dr. Lisa Law (HKBU) Organiser : Centre for the Enhancement of Teaching and Learning, HKU Co-organisers : Center for Education Innovation, HKUST, Centre for Holistic Teaching and Learning, HKBU
Abstract
Internationalisation of teaching and learning is a timely and significant issue for higher education in Hong Kong. This cross-disciplinary and cross-institutional project funded by the UGC has brought together professionals and enthusiasts, like us, to explore good approaches and practices of internationalisation of teaching and learning through CoP – ITL. This inaugural Join-the-Conversation aims to honour a number of emerging practices and development in three universities in Hong Kong and to bring participants into fruitful conversation with one another.
We are honoured to have speakers from HKU, HKUST and HKBU to share their practices as well as directors of teaching and learning centres in the three respective universities to give us valuable insights into the facilitation of internationalisation. Some findings obtained from the groundwork underpinning our project development will also be presented. Towards the end of the event, there will be a sneak peek at the funding opportunities for our CoP – ITL’s members who want to explore and put innovative approaches to internationalisation of teaching and learning into real practice.
To enrich our discussion, we invite you to complete a survey that helps reflect on your practices in relation to internationalisation of teaching and learning. Selected results will be shared and discussed with audiences. All data will be made anonymously. Please kindly complete the survey on or before 1 February 2018 so that we can include your response for discussion at the event. Come along and be part of this community.
Dr. Chun Kit Chui is Director of the Engineering Innovation Wing and Lecturer in the Department of Computer Science at HKU. He is interested in database and data mining research as well as pedagogical research in computing education. He was selected for the University Outstanding Teaching Award (Individual Award) of the University of Hong Kong in 2015-16, and the Faculty Outstanding Teaching Award (Individual Award) of the Faculty of Engineering in 2012-13. He has also received the Teaching Excellence Award in the Department of Computer Science in 2011-12, 2012-13, 2013-14, 2014-15 and 2015-16.
Mr. Patrick Desloge is Senior Lecturer in the Centre for Applied English Studies at HKU where he has been working in the area of education technology for nearly two decades. In recent years he has taken on two large projects: As the Director of the Nurturing Global Leaders (NGL) programme, a programme funded by grant from the Hong Kong Jockey Club, he oversees more than a hundred HKU and local youth who engage with marginalized youth in Thailand, Myanmar and Cambodia (and Mainland China in 2018) by working as volunteer interns teaching English as a Second Language. This project intersects with his second area of interest, digital literacies, where he is investigating the potential of digital media as a mechanism to assess experiential learning.
Prof. Gray Kochhar-Lindgren is Professor and Director of the Common Core at HKU. He holds a PhD in Interdisciplinary Studies from Emory University; has taught in the United States, Switzerland, and Germany; and is currently writing on both the global university and on the relationship between philosophy and the city.
Prof. May-yi Shaw is Assistant Professor of Humanities Education at HKUST. She received her BA degree in Political Science and East Asian Studies at the University of Pennsylvania, and her PhD degree in East Asian Languages and Civilizations at Harvard University. At HKUST, Prof. Shaw has served as the Associate Director for the BSc Global China Studies Programme and MA in Humanities and China Studies Programme, and the Director for the SHSS PG Student Services Programme. She is currently the Director for the MA in Chinese Culture Programme and the Faculty Leader for the HeadStart@HKUST Programme, an early career enhancement programme for first- and second-year students.
Dr. Lucia Fung is Lecturer and the BBA (Hons) Associate Programme Director at HKBU. She completed her Ph.D. in Psychology at the University of Western Australia. Her current research interests lie in the area of behavioral finance and she has been actively contributing to scholarly work in pedagogical development. She is currently a co-leader of a UGC Teaching and Learning project in promoting reflective learning and knowledge transfer between internships and classroom learning.
About the Discussants Prof. Grahame Bilbow is Director of the Centre for the Enhancement of Teaching and Learning at HKU. Prof. Chih-Chen Chang is Professor and Director of the Centre for Education Innovation at HKUST. Dr. Eva Wong is Director of the Centre for Holistic Teaching and Learning at HKBU.
About the Facilitators Dr. Tracy Zou is Assistant Professor in the Centre for the Enhancement of Teaching and Learning at HKU. Dr. Beatrice Chu is Head of Professional Development in the Centre for Education Innovation at HKUST. Dr. Lisa Law is Senior Teaching and Learning Officer in the Centre for Holistic Teaching and Learning at HKBU.
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!
Organised by Centre for the Enhancement of Teaching and Learning (CETL)
Details of the workshop:
Date : 12 Jan 2018 (Friday) Time : 12:45pm – 2:00pm Venue : Room 321, 3/F, Run Run Shaw Building (Main Campus), HKU Speaker : Professor Geoffrey Crisp, Pro-Vice Chancellor (Education) University New South Wales Facilitator : Dr. Cecilia Chan, Head of Professional Development, Associate Professor, HKU
Abstract
This session will explore the 21st century skills and capabilities that our students will need as they live and work in a world dominated by ubiquitous technology, increasing uncertainty and complexity. Our assessment practices will need to change; we cannot continue to give students static content-based assessment tasks that ignore the contextual consequences of working in a complex environment with many stakeholders. We will need to expand our repertoire of assessment tasks to include a more sophisticated use of physical and virtual spaces that allow students to construct their responses with access to whatever resources they require in order to make a meaningful response to a meaningful task. We should be able to identify students’ decision making processes when they propose a solution to a real life problem. Students will need to be provided with more engaging tasks that will enable them to use the full range of capabilities they have developed during their learning. We will examine some of the implications of this new educational environment and reflect on our current assessment practices in relation to the requirements of this brave new world.
About the Speaker
Geoff completed his BSc (Honours, First Class) at the University of Queensland in 1977 and his PhD in Chemistry at the Research School of Chemistry, Australian National University in 1981. After a Humboldt Fellowship completed at the Max Planck Institute in Mulheim an der Ruhr and postdoctoral positions at Colorado State University and the Australian National University, Geoff began his first academic appointment in 1985 in the Chemistry Department at the University of Melbourne. In 1988 he moved to the Chemistry Department at the University of Adelaide and continued discipline research and teaching until 2001. Geoff developed his passion for learning and teaching as well as continuing his work in chemistry during this time, being Associate Dean for Learning and Teaching for the Faculty of Science from 1999-2001. He was actively involved in the development of online learning and was appointed the Director of the Online Learning and Teaching Unit in 2001 to oversee the implementation of the university online system (MyUni). Geoff was the Director of the Centre for Learning and Professional Development at the University of Adelaide from 2002-2011 and was the Dean, Learning and Teaching at RMIT University in Melbourne from 2012-2015. Geoff received the University of Adelaide’s Stephen Cole the Elder Prize (Excellence in Teaching) in 1999; the Royal Australian Chemical Institute Stranks Medal for Chemical Education in 2003 and Australian Learning and Teaching Council Fellowships in 2006 and 2009. Geoff is a HERDSA Fellow and a Principal Fellow of the HEA.
Recent Publications
Assessment in Virtual Learning Spaces. Geoffrey Crisp. In Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment. (Eds) Mike Keppell, Kay Souter and Matthew Riddle. 199-218 pp. 2012.
Learning, Teaching, and Assessment Using Technology. Geoffrey Crisp, In Handbook of College and University Teaching. A Global Perspective. (Ed) James E. Groccia, Mohammed A. Al-Sudairy and William Buskist. Chapter 31, 2012
Assessment in Next Generation Learning Spaces. Geoffrey Crisp Ch5 in Kym Fraser (2014), The Future of Learning and Teaching in Next Generation Learning Spaces, in Kym Fraser (ed.) (International Perspectives on Higher Education Research, Volume 12), Emerald Group Publishing Limited, pp. 85 – 100
Message from Centre for the Enhancement of Teaching and Learning
Highlights
Transdisciplinarity at work: The Common Core@HKU – Prof. Gray Kochhar-Lindgren
Promoting interdisciplinary learning in graduate teaching assistant programme – Mr. Peter Lau
The essence of interdisciplinary teaching and learning: Reconstructing understandings through daily discoveries – Dr. Angela Mai Yan Yuen
Arts science and artifacts in Chinese cultural heritage: An exciting new HKU led innovative interdisciplinary pedagogical project – Prof. Quentin Parker
Is Scholarship of Teaching and Learning (SoTL) an interdisciplinary undertaking? – Dr. Tracy Zou
Organised by Centre for the Enhancement of Teaching and Learning (CETL)
Details of the workshop:
Date : 28 November , 2017 (Tuesday) Time : 12:45pm – 2:00pm Venue : Room 321, 3/F, Run Run Shaw Building (Main Campus), HKU Facilitator : Dr. Cecilia Chan, Head of Professional Development, Associate Professor, HKU
Career Building: Developing Your Teaching Ideas, Insight and Action Workshop Series
Workshop I: Teaching Development GRANT (TDG) – the Outcomes, Activities, Limitations, Evidence and Budget
Abstract
This is part of a workshop series to help both new and experienced teachers to realise the resources available in the university, their recognition and potential in teaching, ultimately, to build their career in higher education. The “Career Building: Developing Your Teaching Ideas, Insight and Action Series” will include workshops to develop your teaching portfolio for fellowship and Teaching Excellence Awards, career planning (particularly if you are on a teaching track), research into scholarship in teaching and learning including Teaching Development Grant, chit and chatting, mix and matching on challenges, ideas and actions, as well as sharing from other teachers who have been engaging in best teaching practices.
The first workshop will be on how to write a teaching development grant, given the final round of 2017 is on Friday, 29 December, many teachers may be wondering if they should apply, and if they are qualified to apply, and what can they apply for, what kind of limitation, outcomes and initiatives are expected in a TDG, all the what and how of TDGs will be answered. I sincerely encourage you to come along if you are thinking of applying for a TDG.
Organised by Centre for the Enhancement of Teaching and Learning (CETL)
Details of the workshop:
Date : 13 November , 2017 (Monday) Time : 2:30pm – 3:30pm Venue : Room 321, 3/F, Run Run Shaw Building (Main Campus), HKU Speaker : Dr. Xiaoli Tian, Assistant Professor, Department of Sociology, HKU Facilitator : Dr. Luke Fryer, Associate Professor, CETL, HKU
Abstract
Are you satisfied with the current means of evaluating students’ learning experiences (SETL)? Are there alternative ways to evaluate performance in education? To explore these questions, Professor D. Menchik from Michigan State University (MSU) is invited to visit Department of Sociology, The University of Hong Kong under the Teaching Exchange Fellowship Scheme. During his visit, Professor Menchik shared insights into good practices at the Michigan State University (MSU) in general, and an innovative program (a residential college program) that he is involved in at the MSU in particular. At MSU, outcomes based evaluation system is used to evaluate how much the students have learned from the teaching and learning experience. Instead of asking them how much they liked the teacher/course, this new way of evaluating focuses instead on the differences in the students before and after a particular course or program. Therefore, evaluation from this perspective is more objective because it is based on how much the students have actually learned from the course.
This seminar will also cover topics including a mentoring program for providing feedback on teaching; an incentive system for rewarding teachers who participate in teaching-related professional development; and a system that allows submission of evidence of innovative teaching in materials for annual staff evaluations or promotion reviews.
About the Speaker
Dr. Xiaoli Tian is Associate Professor in the Department of Sociology at the University of Hong Kong. She received her Ph.D. from Department of Sociology, The University of Chicago. Her research interests include how preexisting knowledge paradigms and cultural norms influence the way people respond to unexpected transformations of their everyday routines. This interest is reflected in her two main lines of research: medical knowledge as situated practices and social interaction. She has written extensively on various forms of online interactions, including emails, blogs, online literature websites in China, social media, etc. Her writings have been published in American Journal of Sociology; Modern China; Information, Communication and Society; Journal of Contemporary Ethnography; Media, Culture and Society; Studies in Media and Communications; Chinese Sociological Review, Symbolic Interaction, Journal of Social and Personal Relationships, among others.
Organised by Centre for the Enhancement of Teaching and Learning (CETL)
Details of the workshop:
Date : 12 October , 2017 (Thursday) Time : 12:30pm – 1:30pm Venue : Room 321, 3/F, Run Run Shaw Building (Main Campus), HKU Speaker : Dr Rachel Lui, Lecturer, Faculty of Science, HKU Facilitator : Dr. Luke Fryer, Associate Professor, CETL, HKU
Abstract
The use of instructional videos for teaching has been becoming popular in recent years, and Camtasia can be a convenient software for such purpose. With her previous experience in using Camtasia, Dr. Lui would like to explore other tools that can offer different functionalities for making videos. With the support of Teaching Exchange Fellowship Scheme, she visited University of California, Los Angeles to investigate a new technology called Learning Glass, which can be used for recording lectures that allows instructors to write lecture notes while maintaining face-to-face contact with students. Unlike traditional classrooms where the instructor’s back is to the students while writing on a whiteboard, the Learning Glass allows for a more engaged, natural, relaxed, and interactive viewing experience. The instructor is recorded forward facing which allows for natural eye contact with the camera/students, gesturing and demonstrating what has been written on the glass. In this seminar, Dr. Lui would like to share her experience in using the Learning Glass to make 47 videos for a Science Foundation Course. She will highlight some of the special features about the Learning Glass and share some tips on how to make effective videos.
About the Speaker
Dr. Lui currently works as a lecturer in the Faculty of Science. Over the past years, she has been actively involved in the teaching of Common Core courses and the Science Foundation courses. She does not think of herself as a gadget geek but she is enthusiastically engaged in e-learning technologies, such as developing a Calculus e-learning platform and a related app HKU Calculus with support from a TDG. She has been interviewed by TELI on DIY videos for flipping the classroom. Her next goal is to gamify learning. She, together with other colleagues, received the Award for Teaching Innovations in E-learning 2016-17 from the Faculty of Science as a recognition of her effort.
Organised by Centre for the Enhancement of Teaching and Learning (CETL)
Details of the workshop:
Date : 26 October, 2017 (Thursday) Time : 12:00nn – 1:00pm Venue : Room 321, 3/F, Run Run Shaw Building (Main Campus), HKU Chairman : Ms Alice Lee, Associate Professor, Department of Law, HKU Facilitator : Dr. Luke Fryer, Associate Professor, CETL, HKU
Abstract
Grants for overseas reciprocal visits through ‘Teaching Exchange Fellowship Scheme’
To promote HKU staff to bring in new ideas and teaching methods to improve teaching through interaction with overseas university teachers, HKU will award up to $50,000 for reciprocal staff visits. This funding is provided through the “Teaching Exchange Fellowship Scheme”. The seminar provides an overview of this funding scheme and information on the application process. Staff will be guided on how to go about planning exchange visits to enhance the scholarship of teaching at HKU, which is the aim of the scheme. It will explain, and also showcase examples, on how this funding opportunity can be used by HKU teaching staff to share experience and to collaborate on teaching and curriculum development initiatives with overseas reputable universities through reciprocal visits.
The seminar is open to all teaching staff interested in finding out more about this Teaching Exchange Fellowship Scheme. Staff will be provided an overview of the scheme, how to lodge an application, the key objectives, amounts they can apply for, eligibility and advice in preparing an application. Staff who are thinking about applying are strongly encouraged to attend. Staff who attended the last seminar but found they had insufficient time to make overseas contacts, or who are thinking of planning ahead, in time for the next round (having a November 17th, 2017 closing date), would also find the seminar useful. If you are not sure whether this scheme would be relevant to teaching innovations you have in mind, or would simply like to know more about the scheme, you are welcome. The Circular on this scheme can be found at http://intraweb.hku.hk/reserved_2/cdqa/doc/TEFS/TEFS_2017-18.pdf.
Organised by Centre for the Enhancement of Teaching and Learning (CETL)
Details of the workshop:
Date : 23 October, 2017 (Monday) Time : 12:45 pm – 2:00 pm Venue : Room 321, 3/F, Run Run Shaw Building (Main Campus) Facilitator : Dr. Cecilia Chan, Head of Professional Development, Associate Professor, HKU Speaker : Professor Abby Cathcart, Head of the QUT Academy of Learning and Teaching, QUT Business School, Australia
Abstract
The UK Higher Education Academy (HEA) is an independent, charitable organisation, which promotes teaching excellence in higher education. HEA manages a fellowship scheme underpinned by the Professional Standards Framework (PSF) to benchmark success within higher education teaching. There are more than 90,000 HEA fellows worldwide, including 1500 in Australia and New Zealand.
QUT is a recognised leader in teaching quality, with more Australian Awards for University Teaching than any other University in the sector over the past ten years. QUT became a Global Strategic Partner of the HEA in 2016 and since then more than 400 staff members have successfully been recognised as HEA Fellows. This short seminar presentation will share QUT’s strategy for building a community of fellows and reflect on the impact of professional recognition on individuals, schools and the wider community. It will also outline a new project, supported by Trade & Investment Queensland and the HEA, which provides opportunities for educators in Hong King and China to participate in knowledge exchange and research collaborations framed by the PSF, with award-winning Senior Fellows from Queensland Universities.
About the Speaker
Dr Abby Cathcart is a Professor of Work and Organisation in QUT Business School and the Head of the QUT Academy of Learning and Teaching. Professor Cathcart led the accreditation of a range of pathways to fellowship, benchmarked against the UK HEA’s Professional Standards Framework. With the support of her team, more than 400 QUT staff members have achieved professional recognition over the last two years. In 2014 Abby received QUT’s inaugural David Gardiner Teacher of the Year Medal.
Abby’s research encompasses two distinct areas. The first is on employee involvement and voice and includes articles on the John Lewis Partnership Model, flexible work arrangements, and democratic decision-making. Her second research focus area stems from the scholarship of teaching and incorporates research on assessment, feedback, student engagement and early career academic voice.
Abby is a Principal Fellow of the UK Higher Education Academy and an international accreditor for the UK Higher Education Academy. This role includes mentoring staff members and working with overseas institutions to design professional development programs and benchmark them against the Professional Standards Framework. Abby is the recipient of three national Australian Awards for University Teaching (Citation, Teaching Excellence Award, and Program Award). She co-designed and directs the Teaching Advantage Global Program for doctoral candidates and early career academics at QUT and beyond. This won the International Education Association of Australia’s Best Practice Award in 2015. She is a visiting fellow in the Centre for Higher Education Learning and Teaching at Australian National University.
Research Projects
Abby’s projects include:
Global Partnerships for Academic Teaching Excellence, leading a consortium of all Queensland Universities, funded by Trade and Investment Queensland, International Education and Training Partnerships Fund and the UK Higher Education Academy
International perspectives on the impact of professional recognition, with Smart (Edinburgh Napier), Floyd & Davies (Ulster) Carkett (Bath), Dransfield (York St John) & Davies (University College London)
Enhancing management students’ professional presentation skills through self and peer assessment: Calibrating judgment using the 3D presentation framework, with Grant-Smith & Williams, QUT, funded by the Australia & New Zealand Academy of Management. http://doctoralteaching.org/professional-presentations-toolkit/
Improving assessment and marking in Higher Education, with Neale (QUT), funded by QUT
Selected Recent Publications
Greer, D., Cathcart, A., and Neale, L. (2016). Helping doctoral students teach: Transitioning to early career academia through cognitive apprenticeship. Higher Education Research and Development. 35(4), 712–726.
Cathcart, A., Greer, D., and Neale, L. (2014). Learner-Focused Evaluation Cycles: Facilitating learning using feedforward, concurrent and feedback evaluation. Assessment & Evaluation in Higher Education. 39 (7), 790-802
