Category: e-learning

Summer Sandbox Series: Creative Online Course Designing

Organised by Centre for the Enhancement of Teaching and Learning (CETL) and Technology-Enriched Learning Initiative (TELI)

Designing courses is a creative process. At HKU, the majority of our courses are face-to-face (f2f) with a blended or technology-enhanced approach. As we move into the 2020-21 academic year, how can we learn from last year’s ‘emergency remote teaching’ and online learning models to re-design our courses to accommodate the variety of scenarios that may arise?

This Sandbox Series is designed to help Course Coordinators to work on rethinking course outlines and sharing ideas for ‘pandemic-proofing’ course re-designs. The goal is to share work-in-progress on course-level re-designs to support:

a. achieving Course Learning Outcomes (CLOs);
b. students’ cognitive and social engagement in online and flexible designs; and
c. reducing Course Coordinator stress and teacher workloads.

Four hands-on sessions will be offered to allow space for creative thinking and expert feedback and time to workshop your iterative re-designs. In each session, after a brief (20minute) presentation of a range of approaches to course design, Course Coordinators will join discipline-based breakout rooms to workshop their planned redesigns with a creative learning community of peers including fellow Coordinators, CETL academics, TELi instructional designers, and disciplinary experts.

We strongly encourage participants to join all four sessions. Coordinators are required to bring their current course templates and ideas for planning for 2020-21!

(HKU Staff and invited guests only.
The Zoom link and password will be sent to registrants prior to the event.)
Registration

For information, please contact:
Mr. Thomas Lau , CETL
Phone: 3917 4807; Email: kanclau@hku.hk

Session 1 : Designing for aligned online assessment: A focus on backward design
Date : 29 July 2020 (Wed)
Time : 2:30pm – 4:30pm
Venue : Zoom
Speaker and facilitator : Dr. Lily Zeng, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong

Abstract
Based on HKU’s OBASL approach to course design, how do we keep our assessment aligned with CLOs when we have to move courses online? How could we ensure students’ assessment experience are equitable when experiencing the course through different modes of delivery? This first session of CETL’s Summer Sandbox Series aims at helping the participants achieve two learning outcomes: 1) apply Backward Design to the revision of the assessment for the flexible delivery of a course under unexpected circumstances; and 2) identify different options for online assessment, their features, challenges involved, and potential adaptions that could help overcome the challenges while staying aligned with CLOs.

About the speaker and facilitator

Dr. Lily Zeng is currently the Programme Leader of Professional Certificate in Teaching and Learning in Higher Education and is responsible for the Senior Fellow Scheme of the HKU Advance HE Fellowship Scheme at HKU. In addition to these roles, she also provides pedagogical consultations for colleagues in various areas and teaches in the Certificate of Teaching and Learning in Higher Education. She has worked in higher education for more than 20 years and worked on various fields of teaching and learning during her 12-year experience in the central teaching and learning units. She is now particularly focusing on adaptive learning, student engagement, assessment, and conceptual change. She had published in high-impact journals and been invited to give talks on learning and teaching to universities in Hong Kong, New Zealand, Australia, Macau, and Mainland China.

Session 2 : Taking inquiry-based courses online using scenario-based and case-based designs
Date : 31 July 2020 (Fri)
Time : 2:30pm – 4:30pm
Venue : Zoom
Speaker and facilitator : Dr Susan Bridges, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong

Abstract

Course designs often follow a pattern of presentation of content followed by active learning approaches. In this session, we will explore two inquiry-based alternatives. First, I will share my teaching team’s experience of adopting design principles from problem-based learning to devise and deliver a fully online asynchronous Certificate course with the LKS Faculty of Medicine. Second, I will share my 2019-21 Masters level course in the Faculty of Education designed using the principles of case-based learning and workshop my ideas for re-designing this as a fully online course.

About the speaker and facilitator

Dr. Susan Bridges is the Director the Centre for the Enhancement of Teaching and Learning (CETL) and former Assistant Dean (Learning and Teaching/ Curriculum Innovation) in the Faculties of Education and Dentistry at The University of Hong Kong (HKU). Her higher education initiatives focus on curriculum and faculty development projects in professional education most recently chairing the reform of the HKU Postgraduate Diploma in Education (Bridges et al, 2018). She is particularly interested in integrated curriculum designs and inquiry-based learning and how educational technologies can support and enhance these (see QS Wharton Awards). In 2016, she was invited to join the Universitas21 (U21) Steering Group for the Educational Innovation Cluster to support network-wide initiatives (Bridges, Armour et al, 2019). Her HKSAR RGC and internationally-funded research demonstrates a core interest in human interactions exploring the ‘how’ of effective pedagogies and designs through ethnographic approaches. She serves on the Editorial Board for the Interdisciplinary Journal of Problem-based Learning. Since 2017, she has served as a finalist judge for the QS Wharton Reimagine Education Awards. In 2020, she was elected as Chair of the Problem-based Education SIG of the American Educational Research Association (AERA) and will publish her next co-edited volume (with Rintaro Imafuku) on “Interactional Research into Problem-based Learning” with Purdue University Press.

Session 3 : Designing for online collaboration and engagement
Date : 4 August 2020 (Tue)
Time : 2:30pm – 4:30pm
Venue : Zoom
Speaker and facilitator : Dr Jannie Roed, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong

Abstract

In May 2020, more that 4,500 members of staff at 1,500 higher education institutions in the US were surveyed about their experience of making the shift from face-to-face to online teaching[1]. According to this survey, two of the biggest challenges encountered by academics were maintaining students’ motivation and designing effective collaborative tasks online. This workshop will explore strategies for enhancing students’ cognitive as well as social online presence with the aim of maintaining students’ motivation throughout your course.
[1] Delivering High-Quality Instruction Online in Response to COVID-19
https://onlinelearningconsortium.org/tools/delivering-high-quality-instruction-in-response-to-covid-19-faculty-playbook/

About the speaker and facilitator

Dr Jannie Roed is a Senior Lecturer in the Centre for the Enhancement of Learning and Teaching. For more than 20 years, she has supported academics in designing and developing courses. Jannie worked as an academic (Scandinavian Language and Literature) at University College London before moving into academic development. She has worked at University of Sussex, Coventry University and University of West London. She has been leading the development of several courses for academics new to teaching in higher education as well as institutional fellowship schemes, including the HKU Advance HE Fellowship Scheme.

Session 4 : Designing for inclusivity and compassion online – Universal Design for Learning (UDL)
Date : 6 Aug 2020 (Thu)
Time : 2:30pm – 4:30pm
Venue : Zoom
Speaker and facilitator : Dr Tracy Zou, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong

Abstract

In challenging times like now, inclusivity and compassion are becoming more important than ever. It is essential to acknowledge that our learners are from diverse backgrounds with different needs and degrees of access to the Internet and learning resources. In Sandbox 4 of the series, we will introduce Universal Design for Learning (UDL) as a course design strategy that supports maximum accessibility and benefits all students. In this session, course coordinators will firstly view the UDL framework and then discuss and evaluate how some of the principles have been used to enhance equity, inclusivity, and compassion in their courses. Discussions will also be held around how to (re)design our courses that incorporate UDL in order to provide inclusive and compassionate online learning experiences for all students.

About the speaker and facilitator

Dr. Tracy Zou is an Assistant Professor in the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong (HKU). She has been actively engaged in identifying, collecting, and promoting exemplary teaching and learning practices in HKU and beyond through a community of practice approach. Tracy is leading a number of teaching and learning initiatives targeting at promoting internationalisation, intercultural learning, and inclusivity. One of such initiatives is a UGC-funded, cross-institutional project involving four institutions and 112 members (https://www.cetl.hku.hk/cop-itl/).

TELi instructional designers and disciplinary experts for the breakout room discussions:
(To be updated)

Virtual Flipped Classroom Design (Assessment)

Date: 31 July 2020 (Fri)
Time: 11:30am – 12:30pm
Speakers: Dr Leon Lei, Ms Sharon Keung

Registration (For HKU staff only)

In the past decade, course assessment has been digitized extensively. Apart from multiple-choice question banks, different technology solutions have been introduced in online learning. With some classes being shifted online, there is a pressing need for teachers to evaluate students’ performance within and beyond the campus. However, teachers may worry that conducting online assessment requires high digital literacy skills while some are concerned about the risk of academic misconduct behaviour in online assessment. This seminar will cover some good practices and design considerations in conducting online assessment.

Upon completion of this workshop, participants will be able to:

Understand the potential and affordances of online assessment
Understand tactics that can promote academic integrity
Design low-stakes and high-stakes online assessment
Design open book examination questions
Design assessment on Moodle

For enquiries, please contact us at enquiry@teli.hku.hk.

Assessment

Virtual Flipped Classroom Design (Group Work)

Date: 24 July 2020 (Fri)
Time: 11:30am – 12:30pm
Speakers: Dr Wincy Chan, Instructional Designer and Lecturer

Watch the video

While peer-learning and collaborative activities have become an essential part of university education, the new classroom and social distancing arrangements may require teachers to rethink how they can deliver and manage group-based learning tasks through blended or online means. This workshop will cover:

Examples of group-based learning in HKU undergraduate courses
Technology that facilitates peer-learning and collaboration
Tips on monitoring student learning in group settings

Upon completion of this workshop, participants will be able to:

Identify the challenges and opportunities of conducting group work through blended and online means
Be familiarized with the learning designs and technology that will support peer-learning and collaboration
Identify possible ways to keep track of student learning in group work through online means

For enquiries, please contact us at enquiry@teli.hku.hk.

collaboration education Wincy Chan workshop

Virtual Flipped Classroom Design (Lecturing)

Date: 17 July 2020 (Fri)
Time: 11:30am – 12:30pm
Speakers: Dr Leon Lei, Ms Sharon Keung

Registration

Conducting synchronous online teaching on Zoom and keeping students engaged in online classes are major challenges shared by many HKU teachers in the past few months. In this online workshop, we will give an overview of the challenges experienced by HKU teachers in the 2019/20 Second Semester during the current switch to online teaching and learning. We will also share good practices on how some teachers leverage the online environment to keep students engaged and even create more exciting learning opportunities. Examples of tools that can help to facilitate online discussions will also be shared in this workshop.

We will introduce:

good practices of restructuring your lesson to a virtual flipped classroom
tips on breaking the ice with your students virtually and keeping them engage online; and
examples of tools that promote online discussions.

Upon completion of this workshop, participants will be able to:

Identify the strategies and techniques in conducting synchronous online teaching on Zoom
Select and integrate appropriate tools in online lessons for keeping students engaged and facilitating their discussions online;
Reflect on practices and considerations in conducting online classes.

For enquiries, please contact us at enquiry@teli.hku.hk.

flipped classroom Flipped Learning Lecturing

Virtual Flipped Classroom Design (Video Production)

Watch video

Date: 10 July 2020 (Fri)
Time: 11:30am – 12:30pm
Speakers: Dr Leon Lei, Ms Crystal Luo, Ms Sharon Keung

In light of the COVID-19 outbreak, teaching and learning have shifted online and students often learn through lecture videos now. One of the challenges for educators is understanding and exploring how best we may produce instructional videos. Video production may seem a daunting task to some teachers. However, producing instructional videos at home can be a reality with the right tools and training.

This workshop will give a brief introduction to the potential and affordances of videos in teaching and assessments. We will introduce:

examples of how videos have been used in HKU courses for teaching and assessments;
multimedia production support resources in HKU; and
tips on DIY video production.

Upon completion of this workshop, participants will be able to:

Identify the challenges and opportunities of using instructional videos
Familiarize the required equipment, techniques, and workflows of producing instructional videos at home;
Identify the support of producing instructional videos at the campus; and
Reflect on practices and considerations in incorporating videos in their learning design.

For enquiries, please contact us at enquiry@teli.hku.hk.

flipped classroom Flipped Learning Video Production

Responsive4U e-Symposium – Online conference at your own pace

You are cordially invited to the Responsive4U e-Symposium, an interactive online event featuring a UGC funded project, entitled “The Responsive University: Appreciating Content Sharing in General Education,” (also code-named as Responsive4U).

Visit the e-symposium: https://bit.ly/R4U_esymp

Under the Responsive4U project, 11 General Education courses offered in blended format were shared among four local institutions (HKU, CUHK, PolyU, and HKUST), reaching over 2000 students. This content sharing initiative allows institutions to amplify the impact of their quality teaching. Most importantly, the multilateral exchanges among students, teachers and university administrators have opened up practicable genuinely student-oriented ways of teaching and learning.

The Responsive4U e-Symposium featuring:
From June 9 to June 30, interact with online content at your own pace:

Presentations on project insights and feedback;
Panel discussions with project participants;
Course design sharing posters; and
Online discussions with project team and event participants.

On June 22 (Monday), 10:00am-12:00noon HKT, join our live session with university leaders to explore how institutions can become more responsive in the digital era.

Come on in to the e-symposium: https://bit.ly/R4U_esymp !

No registration required, all are welcome. We look forward to your presence online!

Responsive4U Project Team
Technology-Enriched Learning Initiative

Conference Responsive4U

Europe Without Borders?

Trailer

Registration

About this course

Do you wonder what the European Union is all about? What challenges does it face and can it survive them? How will the eurozone crisis, the refugee crisis, Brexit and the COVID-19 outbreak reshape Europe? This is the course for you!

In this course, we will introduce you to key concepts and historical turning points, which have shaped contemporary Europe. What is national sovereignty and can it be shared? What impact has the 1989 collapse of communism had on Europe and is the East-West divide still relevant today? Can the North-South division triggered by the eurozone crisis be overcome, or will it be reinforced through the COVID-19 outbreak? And finally, what is the best size for a political unit?

The course’s ultimate focus is on the function and status of national and European borders and the question of what it means to belong to a political community: who is in, who is out? How and why are people included or excluded? And, what, finally, is the future of a borderless Europe?

Taught by a skeptical European who lived, studied and worked in Germany, Slovakia, Ireland, Australia and Hong Kong, this course includes a number of interviews with leading scholars, practitioners and best-selling authors, including Timothy Garton Ash, David Goodhart, Kalypso Nicolaïdis, George Papandreou and Helen Thompson.

The European Union pervades all aspects of people’s lives. But the course will be of particular interest to many professionals dealing with the EU whether they are EU citizens, or not.

Week 1: Europe at a crossroads: COVID-19 & Brexit

What is the ideal of a “Europe without Borders”? Are we witnessing its unravelling?
How is Europe confronting the challenges of Brexit and the COVID-19 pandemic?
Why does the concept of sovereignty matter for understanding the current state of the world?

Week 2: The European Union and the nation-state

Who are “We, the People”? What holds political communities together? Who is included/excluded?
What type of political unit is the European Union? What does it mean to be an EU citizen? Has the EU transcended the idea of sovereignty?

Week 3: A union under strain: The Eurozone and refugee crises

Has European integration proceeded too fast?
Eurozone crisis: what are the limits of solidarity inside the EU?
Refugee crisis: Towards a divided Europe of reinstated borders?

Week 4: Post-1989 Europe and the “end of history”

The meaning of 1989 and the return of Central Europe
Is the old East-West divide still relevant today?
Can European values survive the resurgence of illiberalism? What are the prospects of the European project in the near future?

COVID-19 Europe European Union

Advanced Cardiac Imaging: Cardiac Computed Tomography

Trailer

Registration

About this course

This course, developed by the Department of Diagnostic Radiology, The University of Hong Kong in collaboration with committee members of international and national cardiac imaging societies, is for radiologists, cardiologists, radiographers/ technologists and other health professionals who want to learn more about this imaging modality. The course follows the level 1 recommendations of cardiac imaging societies by covering the required topics and providing 50 hands-on cardiac CT cases. Previous experience in cardiac CT is not required.

Learning outcomes:

Understanding of the common cardiac CT examinations in order to better understand how to acquire cardiac images and to interpret them.
Ability to analyse cardiac CT images at level 1 competency such as calcium score, CT coronary angiography, TAVI.
Attain hands-on experience to analyse real cases from a database of 50 clinical cases, using dedicated software, as well as further supplementation through our web forum.
Basic understanding of future developments in the cardiac CT field.
Provide career advice and thoughts from well-known experts through exclusive interviews.

A MOOC on cardiovascular magnetic resonance will be available on this platform in the near future. Watch this space!

WEEK 1: Anatomy and common types of Cardiac CT
This MOOC will begin with a course on cardiac anatomy and common cardiac CT examinations (e.g calcium score, CT coronary angiogram, pulmonary vein CT and TAVI). You will also learn basics on contrasts agents.

WEEK 2: Role, Analysis & Reporting of Cardiac CT
In this section, we will teach you the role of calcium score, CT coronary angiogram, CT pulmonary veins and TAVI (Transcatheter Aortic Valve Implantation) and how to interpret those examinations. We will also explain the role and analysis of CT for planning atrial fibrillation therapy.

WEEK 3: Technology, Image Production and Post Processing
This section will cover the principles of image production at the scanner (e.g physics, adapted protocols, radiation exposure). You will also learn image post-processing for analysis.

WEEK 4: Specialized Utilization of CT
In the last section, we will introduce you to more advanced utilizations of cardiac CT (e.g Ventricular function, CT FFR, myocardial perfusion, spectral CT) and future developments in cardiac CT.

You will also have the opportunity to practice on clinical cases and discuss this through our web forum every week.

Cardiac Imaging

Scaling Out Your Teaching: Lessons Learned in the QS Reimagine Education Awards 2019

The Quacquarelli Symonds (QS) Reimagine Education Awards are designed to reward institutions of higher education that have created and implemented outstanding new approaches to teaching and learning, particularly those that can demonstrate the uniqueness, innovation, and efficacy of their pedagogy. In 2019, colleagues from various universities in Hong Kong has enjoyed much success at these awards with multiple shortlisted and winning entries, after rigorous rounds of evaluation and moderation. In particular, the Experiential Learning (EL) Team from the Faculty of Education has won the Gold Award 2020 in the “Presence Learning” Category at the QS Reimagine Education Awards. They were the only teacher education team to pick up an award, competing against universities, tech and start-up groups from all over the world, transforming teaching, learning, or employability outcomes.

In this seminar, colleagues will share their insights on converting great educational innovations into award-winning showcases. We will provide tips for packaging your successful teaching case to application proposal for QS Reimagine Education Awards 2020. If you are transforming teaching, learning, or employability outcomes, you are highly recommended to join this seminar for more information about the Awards, and submit your project to the Reimagine Education Awards 2020.

Date : 6 May 2020 (Wed)
Time : 12:30pm – 1:30pm
Venue : To be held virtually by Zoom

Registration

Presentations:

“Everyday Computing Board Game”
Speaker: Ms. Andrea Qi, Technology-Enriched Learning Initiative, HKU
“Transforming Teachers through Community-based Experiential Learning”
(Gold Award – Presence Learning)
Speaker: Dr. Gary Harfitt and Ms. Jessie Chow, Faculty of Education, HKU
“Scientific Inquiry Reinvented”
Speaker: Dr. Wincy Chan, Department of Pathology, HKU
“PALMS Project for STEM Tertiary Education”
(Bronze Award – Hybrid Learning)
Speaker: Dr. Fridolin Ting, Department of Applied Mathematics, PolyU
“How to apply QS Reimagine Education Awards”
Speaker: Dr. Leon Lei, Technology-Enriched Learning Initiative, HKU

This seminar is also co-organized by the IEEE Hong Kong Section Education Chapter.

Everyday Computing Experiential Learning Reimagine Reimagine Education Awards

Scaling-up online asynchronous and synchronous interprofessional education (Online 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.

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

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

The sequence of activities for Online synchronous and asynchronous IPE.

Sample 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.

Sample 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).

Guidelines 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.

IPE