Organized by Technology-Enriched Learning Initiative (TELI)
Details of the event:
Date : 30 May, 2018 (Wednesday) Time : 4:00pm – 5:30pm Venue :CPD 2.42CPD 2.37, The Jockey Club Tower, Centennial Campus, The University of Hong Kong (Due to overwhelming response, the venue has been changed to CPD 2.42) Speaker : Toru Iiyoshi, Ph.D. (Kyoto University) Respondent : Professor Ricky Kwok (The University of Hong Kong)
Abstract
Emerging educational innovations and methods, such as MOOCs, SPOCs, OERs, Flipped/Blended Learning, Gamification, AI, VR, AR, and Analytics, are radically transforming learning and teaching in higher education. This talk addresses how we can strategically promote and enable Technology-Enhanced Learning at institution, department, and individual levels. It also reviews and examines some exemplary efforts and practices that help guide us towards inventing the “next-generation” higher education. Finally, with the participants, the session explores how we can create an ecosystem that enables us to build necessary support capacity for more personalized, flexible, and on-demand lifelong learning.
About the Speaker
Toru Iiyoshi is Deputy Vice President for Education, and Director and a professor at the Center for the Promotion of Excellence in Higher Education of Kyoto University. He also serves as Executive Director of KyotoUx. Previously, he was a senior scholar and Director of the Knowledge Media Laboratory at the Carnegie Foundation for the Advancement of Teaching, and Senior Strategist in the Office of Educational Innovation and Technology at Massachusetts Institute of Technology. Dr. Iiyoshi has served as a member of the World Economic Forum’s Global Agenda Council on Technology and Education as well as a visiting professor of the Graduate School of Interdisciplinary Information Studies at the University of Tokyo. He is a co-editor of the Carnegie Foundation book, Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge (MIT Press).
The University of Hong Kong (HKU) presents to you Asia’s first interdisciplinary Professional Certificate Program in FinTech on edX platform starting on May 15 2018.
FinTech – short for Financial Technology – is transforming the world of finance, especially in Asia at a rate never seen before. It is essential that professionals working in finance, technology, regulation or FinTech and students studying related subjects are equipped with in-demand FinTech knowledge and skills in today’s world of finance.
The FinTech Certificate Program compiles a series of three courses providing students with the tools to understand the interaction of finance and technology across the financial system as well as insight into the major technologies involved and the emerging business models and players in the industry. The first course Introduction to FinTech commences on May 15 and will be followed by two courses, FinTech Ethics and Risks and Blockchain and FinTech: Basics, Applications and Limitations, which will open over the coming year.
Each course brings together leading experts in FinTech from a range of backgrounds, including professors, market professionals and entrepreneurs. Designed by leading academics from a range of disciplines with input from industry leaders including among others SuperCharger, the Centre for Finance, Technology and Entrepreneurship, Microsoft, PwC, the Asia Capital Markets Institute, the Standard Chartered Bank, Thompson Reuters, and other partners in financial services, FinTech startups and Techfins sectors. In each course, you will gain greater understanding of the key trends in finance, technology and regulation, to better prepare for not only the opportunities but also the risks and challenges, including to traditional financial institutions and business models and those working in them.
About this course
Over the past decade emerging technologies, paired with massive changes in regulations, have driven an unprecedented transformation of finance around the world. This process is happening more rapidly in China and Asia than anywhere else. This course is designed to explore FinTech fundamentals and help make sense of this wave of change as it happens.
New players such as start-ups and technology firms are challenging traditional players in finance, bringing democratization, inclusion and disruption. Companies engaged in social media, e-commerce, and telecommunications, as well as, companies and start-ups with large customer data pools, creative energies, and technical capacities, have brought competition to the existing financial infrastructure and are remaking the industry.
These transformations have not only created challenges but also unprecedented opportunities, building synergies with new business and regulatory models, particularly in emerging markets and developing countries. To meet these changes, 21st-century professionals and students must be equipped with up-to-date knowledge of the industry and its incredible evolution. This course – designed by HKU with the support of SuperCharger and the Centre for Finance, Technology and Education – is designed to enable learners with the necessary tools to understand the complex interaction of finance, technology and regulation.
In this course, through a series of video lectures, case studies, and assessments you will explore the major areas of FinTech including, beginning with What is FinTech before turning to Money, Payment and Emerging Technologies, Digital Finance and Alternative Finance, FinTech Regulation and RegTech, Data and Security, and the Future of Data Driven Finance, as well as, the core technologies driving FinTech including Blockchain, AI and Big Data. These will set the stage for understanding the FinTech landscape and ecosystem and grappling with the potential direction of future change.
What you’ll learn
The major areas in FinTech, including Money and Payment, Digital Finance and Alternative Finance
Major technological trends, including cryptocurrencies, Blockchain, AI and Big Data
FinTech Regulation and RegTech
The fundamental role of Data and Security in data-driven finance
Business and regulatory implications of technology for the financial industry
How regulations and RegTech are applied
Ways to analyse and evaluate what is driving technology innovation in Finance
How new technology impacts economies, markets, companies, and individuals
The key instructors of the course are:
Course Director
and Chief Instructor
Douglas Arner
Kerry Holdings Professor in Law,
The University of Hong Kong
Janos Barberis
Founder
SuperCharger FinTech Accelerator
Huy Nguyen Trieu
CEO of The Disruptive Group &
Co-founder of CFTE,
Center for Finance, Technology
and Entrepreneurship
Ross Buckley
Professor of International Finance Law,
University of New South Wales
Brian Tang
Managing Director,
Asia Capital Markets Institute
(ACMI)
Henri Arslanian
FinTech & RegTech Leader,
PricewaterhouseCoopers (PwC)
– China & HK
Thank you for joining us at the HKU EdTech Day on April 26, 2018! In this event, we showcased HKU’s pioneering efforts in developing e-learning and introduced the latest (and coolest!) technology to teachers, students and visitors. We were overwhelmed by the enthusiasm of our guests!
Highlights of the day
AR Sky Lantern Make a wish
Wish upon a lantern
AR Dinosaur Free photo taking with our 3D Gigantoraptor
Filming Station Photo-taking Free photo taking in our mini studio
A unique souvenir to bring home!
VR Tilt Brush Unleash your creativity – 3D painting in the air!
VR Rock Climbing Fire up your adventurous spirit!
Our Place in the Universe Explore the wonders of the Universe with the Armillary Sphere app * This app will be used in our upcoming Massive Open Online Course (MOOC) Our Place in the Universe, which will be launched in June 2018. Learn more about the MOOC here. More details will be announced on Facebook.
HKU Online Learning – Courses and tools A showcase of our online courses and the Video Vox Platform
EdTech Tools Showcase Experience instant online polling with Mentimeter
Student Initiative eLearning services provided by ITS imseCAVE visit
Thank you once again for joining us in this joyous occasion. Check out our Facebook, Twitter and Instagram for more photos!
Contact us if you are interested in using edtech tools in your classroom!
This blog post is part of the ‘Flipped Classroom Professional Development Series’.
There are multiple ways to assess the effectiveness of your flipped class. While there is no single perfect way to measure teaching effectiveness, practitioners from HKU have come up with a few useful methods and tips for evaluation, which they shared in the Flipped Classroom Learning Symposium – Sharing of Pedagogies and Practices. In general, adopting a mixed approach allows you to evaluate your class more comprehensively.
How Researchers Measured Effectiveness in the Literature
Criteria of evaluation
Effectiveness of the flipped classroom has been measured by multiple ways in the literature, most palpably by examining the course’s direct and indirect educational outcomes. A scoping review conducted by O’Flaherty and Phillips (2015) summarized how educators evaluated the effectiveness of a flipped class by measuring various direct and indirect educational outcomes.
While different researchers may have different definitions of “educational outcomes”, direct educational outcomes usually refer to (i) students’ scores and grades in traditional summative assessment and (ii) attendance. In particular, students’ performance in tests, exams, group work and group presentations are often used for evaluation in research (Cheng, Lee, Chang & Yang, 2017; Cotta, Shah, Almgren, Macías-Moriarity & Mody, 2016; Gilboy, Heinerichs & Pazzaglia, 2015). In contrast to direct outcomes, indirect educational outcomes include (i) students’ course experience; (ii) their attitudes, perceptions, and feelings towards the course; (iii) student engagement and learning behavior (measured by learning data); and (iv) student empowerment and development in the course, e.g., development of high order thinking skills, such as creativity, problem-solving and critical thinking skills, etc.
According to O’Flaherty and Phillips (2015), limited research had been conducted on evaluating student learning outcomes in terms of their development of high order thinking skills; more researchers chose to evaluate (i) student satisfaction of the flipped class; (ii) student-teacher interactions; (iii) student engagement in using e-learning gadgets such as apps in mobile devices; and (iv) the opportunity for real-time and immediate feedback (Gilboy et al., 2015)
Tools for data collection
Apart from evaluating students’ performance in assignments and reports, various tools can be used to collect data. Examples include student evaluation surveys and interviews. Some researchers also supplement their findings with their own observations.
Strategies Used by Practitioners in HKU
In the Flipped Classroom Learning Symposium, practitioners from HKU shared with us how they evaluate the effectiveness of their flipped classes. In general, they tend to adopt a mixed approach in evaluating the effectiveness of flipped classes, i.e. analyzing both direct and indirect educational outcomes, instead of only using one instrument to evaluate a course. This allows them to evaluate their courses more comprehensively.
Criteria of evaluation
When evaluating the effectiveness of their courses, the practitioners usually collect the following types of information:
Students’ comments and perceptions on (i) quality of teaching (in terms of clarity of delivery, clarity of goals and standards, opportunities for skill development, etc.); and (ii) assessment design and workload.
Students behaviour in face-to-face interactions and online
Methods of data collection
Students’ feedback can be obtained through formal and informal means.
Formal feedback can be obtained through surveys and interviews.
In HKU, the Student Evaluation of Teaching and Learning (SETL) questionnaire is issued at the end of each course as an official way to evaluate course and instructor effectiveness. In Mr. Pryor’s case, SETL scores served as useful reference for his own performance. Both the quantitative scores (direct ratings by students) and the qualitative response (in the form of open-ended comments) provide vital information for him to improve his course. Using this questionnaire, he discovered that his student evaluations “go up by 10%” after flipping his class. The questionnaire provides concrete evidence that proves the effectiveness of the flipped class approach.
In 2014, Professor Rick Glofcheski collected students’ feedbacks on his Tort Law flipped class using a survey with TeLi’s support. The survey collected both quantitative and qualitative evidence of the effectiveness of his flipped classes. Below are some examples: Quantitative evidence: 60% students found the classes “useful”, and 34% “very useful”.
(Image credit: Professor Rick Glofcheski)
Qualitative evidence (anonymous comments from students):
“It helps me better understand and remember the consideration factors of duty of care.”
“It also is an opportunity to discuss with other classmates and get ideas and inspirations from them.”
“The class also acts as a useful preparation for future legal practices as it encourages students to articulately express themselves in both oral and written forms.”
“Very useful, made me understand the problems better and engage in debate with other students.”
Dr. Ng Ming Yen from the Department of Diagnostic Radiology also collected feedback from students in his tutorials on chest pain imaging using a questionnaire. It was part of an experiment he conducted in 2016-2017 to examine the effectiveness of the flipped class approach. 60 students first attended lectures and completed a questionnaire. They then attended flipped classes 6 months later and filled in the questionnaires again. The result showed that the students generally appreciated the videos and over 75% of them thought that the flipped class was an improvement.
Apart from quantitative data, Dr. Ng also collected qualitative comments from students. For example, some students asked for more cases and more time for discussion. These comments provide references for improvement in the next cohort.
Informal feedback can be quickly obtained by teachers in class and online. For example, a quick show of hands gives teachers a rough impression of whether students enjoy an activity. Teachers can also invite students to give anonymous feedback using discussion forums or online polling tools, such as Mentimeter.
In Mr. Pryor’s case, he highly valued and respected students’ feedback. To understand how students perceive his teaching, he collected informal feedback by asking simple, straight-forward questions such as “Which activity do you like or not like?” or even “Are you happy?” on discussion forums or with Mentimeter. These immediate feedback from students are pivotal in course planning and strategizing.
Observation of students’ behaviour in face-to-face interactions: It is also important for teachers to observe students’ response and behaviour in class, as their body language honestly reflects their extent of engagement and satisfaction. They provide alternative evidence to support findings generated in formal surveys. For example, For example, Dr. Courtney Fung evaluated the effectiveness of her teaching by observing students’ behaviour and response. In class, students assume roles of different nations and simulate real-world political negotiations to resolve crises. Since this activity was student-led, Dr. Fung acted as a facilitator and an observer during the process of negotiation. She observed that not only students were engaged in class, they even self-initiated further discussions over lunch after class. The level of engagement was high, which in turn reflected the effectiveness of the class.
Dr. Courtney Fung
To sum up, it is best to evaluate a course from multiple dimensions, as different scales of measurement shed light on different aspects of a course. Direct and indirect educational outcomes, as well as students’ feedback, engagement and learning behavior, all have different advantages in telling how effective a flipped class is based on the nature of the course. Aligning your expected students’ learning outcomes with appropriate ways of measurement is crucial for effective evaluation.
References
Cheng, X., Lee, K. H., Chang, E. Y., & Yang, X. (2017). The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students. Anatomical Sciences Education, 10(4), 317-327. Retrieved from https://search-proquest-com.eproxy1.lib.hku.hk/docview/1969022918?accountid=14548
Cotta, K. I., Shah, S., Almgren, M. M., Macías-Moriarity, L. Z., & Mody, V. (2016). Effectiveness of flipped classroom instructional model in teaching pharmaceutical calculations. Currents in Pharmacy Teaching and Learning,8(5), 646-653.
Gilboy, M. B., Heinerichs,S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior,47(1), 109-114.
O’Flaherty, J. & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25(8), 85-95. Doi: 10.1016/j.iheduc.2015.02.002.
Organised by Technology-Enriched Learning Initiative (TELI)
Details of the event:
Date : 3 May, 2018 (Thursday) Time : 9:30am – 1:00pm Venue : CPD-LG.18, LG/F, Central Podium, Centennial Campus, HKU
Abstract
In the higher education sector, assessment has been characterized as “driving student learning” – it determines students’ learning strategies and affects their learning outcomes. Authentic assessment strategies, which draw connections between the subject matter and real-world problems, have demonstrated high effectiveness and efficiency in clinical education. But is that the only context where authentic assessment could be applied? Can authentic assessment be adopted in day-to-day classroom teaching and learning across different subjects?
In this symposium, practitioners from law, medicine, dentistry, education, science, social sciences, architecture, arts and CAES will share their philosophy and practices in applying authentic assessment in their classroom. Student representatives will also be invited to share their learning experience and how authentic assessment has enabled deeper learning.
Organized by Technology-Enriched Learning Initiative (TELI)
