Teaching and Learning at The University of Hong Kong HKU

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

University Teaching will help you to address the following questions:

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

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

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

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

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With the rerun of Hong Kong Cinema Through a Global Lens, the course team decided to bring the discussion of cinematic culture back into a cinema once again. Professor Gina Marchetti, Dr. Aaron Magnan-Park, Dr. Stacilee Ford and over 30 Hong Kong movie fanatics gathered at the Broadway Cinematheque in Yau Ma Tei on September 9, 2017 to “look at how Hong Kong is defined by world cinema and how it pushed back against those definitions.”

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Globalization is one of the most important messages that the course team wants to highlight throughout the 6-week course. Through examining Hong Kong movies, the course team would discuss the triangle relationship between Hong Kong, Hollywood and mainland China, and how Hong Kong movies are digested and defined in Europe, particularly through film festivals like Cannes or the Venice film festival. Learners can expect to learn not only about Hong Kong films, but “what global issues are involved in Hong Kong cinema.”

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Among the audience were some that had experienced the golden age of Hong Kong film industry. With vivid reminiscence of the good old times, one audience member wondered why Hong Kong movie productions of these days cannot seem to match the quality in the past. Professor Marchetti explained that over the years, the Closer Economic Partnership Arrangement (CEPA) has made it much easier for Hong Kong filmmakers, primarily producers and directors, to make films in mainland China. As a result, filmmakers found it “much more lucrative to make movies across the border.” However, Dr. Ford reminded the audience that “even if people are critiquing the film industry from an aesthetic standpoint or arguing that it has had to sell out to the mainland, as a historian these films continue to do really, really important work.”

bannerThe course team was joined by over 30 Hong Kong movie fanatics

Let’s see what the course team shared on each week of the MOOC:
Week 1: Jackie Chan
“Wonderful example of what Jackie Chan is known around the world for: spectacular stunts, timing, Martial Arts choreography…death defying…high wire [acts]. [They are] amazing and recognized around the world.”

Week 2: Bruce Lee and the Global Kung Fu Craze
“For so long, Bruce Lee was the only non-white superstar. People who are used to seeing Hollywood action stars always being white men, they could finally see someone that was like them, not white. Even with Caucasians, they saw in Bruce Lee something as an alternative to the dominant ideologies that we were getting about masculinity.”

Week 3: Melodramas of Migrations: Mabel Cheung Yuen Ting’s An Autumn’s Tale
“There is this proud tradition of women filmmakers telling…or building on their own stories in particular ways and it opens up the conversation of US history as well as global history…. The discussion of identity is not just about politics, it is about survival, it is about storytelling, it is about history.”

Week 4: John Woo’s Heroic Bloodshed Films: Hong Kong vs. Hollywood
“The triad films of John Woo emphasize this idea of friendship, especially this kind of an unexpected friendship because John Woo’s gangster triad assassin becomes best friends with a police inspector. Technically they’re on opposite sides of the law, they should never become friends, but they share a kind of a chivalric ethos that they recognize in each other and so they bond as friends that way. The argument I make is through these triad films we have the possibility of recreating Confucian virtue in Hong Kong society from the bottom moving up. As long as Confucian friendship remains, the Confucian virtuous project and social harmony still has a chance to happen in Hong Kong.”

Week 5: Hong Kong on Postmodern Screens: Infernal Affairs
“To just give you a little idea of something else that makes the MOOC unique is the fact that we had the opportunity to talk to many of the filmmakers who actually produce these films. I was lucky enough to speak with Andrew Lau about the making of the film.”

Week 6: Hong Kong Cinema as World Cinema: In the Mood for Love
“Now when we look at In The Mood For Love, in the film, I talk quite a lot about not simply the chemistry between Maggie Cheung and Tony Leung but also about the way in which it reveals a certain understanding of Hong Kong’s position in the world, not just in the 1960s when it is set, but also in the years following the handover.”

Sign up for the course here to learn more.

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The world-class quality Implant Dentistry MOOC will be launching its re-run on 11 September 2017! During its first run in October 2016, over 7000 learners from 50+ countries enrolled. Launched by the HKU Faculty of Dentistry, ranked No.1 in the world in 2016, this MOOC is the 1st of the world in Implant Dentistry, offering an important supplement for dental professionals, practitioners and students.

Why study an Implant Dentistry MOOC?
According to the chief course instructor, Dr Niko Mattheos,
“Implant Dentistry is one of the most dynamic and rapidly developing areas within oral health care, but is still a rather new discipline in dental education and is not quite often taught in undergraduate dentistry curricula.”

This MOOC, led by Dr. Mattheos, is taught by a stellar dream-team of almost 20 international experts in dental implants and reconstructions. Each week offers specialized knowledge and evidence-based practices for learners to engage with.

What are the contents covered in the course?
The MOOC includes 5 modules and runs over a period of 5 weeks. We will begin the journey of Implant Dentistry by exploring how discoveries in biology and technological developments lead to the current practice of dental implants. Then, we will examine clinical cases, diagnose our patients’ needs and expectations and learn the principles of treatment planning. We will learn step-by-step surgical procedures for placing implants and various restorative techniques, directed by current evidence and best practices. Finally, we will investigate major threats and complications of implant procedures and ways to ensure successful treatments and long serving implants.

Registration

International Impact
The first run created ripples of impacts to international communities, at not only universities and dental schools, but professional communities alike. Passionate learners in the Arabic community even formed a Facebook group, with over 900 members, where members shared notes with peers and translated the materials to Arabic. We also had a large proportion of Chinese learners, as professional organizations in mainland China spread our MOOC.

This impact continues even after the end of the first run – where there are currently three volunteer groups translating the entire course into Chinese (supplementary materials), Russian and Arabic.

Seminars and Events
Colgate seminar on peri-implant tissues in health and disease (October 2016)

Community event in Bangkok (November 2016), conducted by two of the instructors, Dr. Chatchai Kunavisarut, Mahidol University, and Dr. Nikos Mattheos
The event was broadcast through Facebook live: Part 1, Part 2, Part 3, Part 4

Learner Feedback
Here are some testimonies from the learners:
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Listen to our students and find out how they like our course!

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Sneak Previews
Below are some teasers of what you may expect in the course:

More sneak previews here.

Sneak Preview 1
How to become an Implant dentist

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Sneak Preview 2
Minimally Invasive Surgery

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Sneak Preview 3
Micro Surgery Instruments

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Sneak Preview 4
The 3 main pathways

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Sneak Preview 5
Suture Techniques

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Sneak Preview 6
Implant Supported Provisional Restorations

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Register today to experience world-class Implant Dentistry education! Re-run begins on 11 September 2017.

Follow us on Facebook and Twitter to get the latest updates!

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

Register now!

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

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

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

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

Register now!

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

Learners’ Stories
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Who are the Teachers in the MOOC course?

Week 1
Prof. Jukka Pekka Matinlinna (The University of Hong Kong)

  • Titanium and Its Application – Introduction to Dental Materials: Metal
  • Ceramics – Introduction to Dental Materials: Ceramics, Zirconia and Alumina
  • Surface Treatment – An Introduction to Surface Treatment Methods; Surface Treatment Method: Acid Etching
Dr. Nikos Mattheos (The University of Hong Kong)

  • Titanium and Its Application – Introduction to Materials used in Implant Dentistry
  • Ceramics – Dental Material Choice: Zirconia vs. Titanium
Prof. Niklaus Peter Lang (The University of Hong Kong)

  • Titanium and Its Application – What does the Future Hold for Titanium and Its Alloys?
Dr. Justin Paul Curtin (The University of Hong Kong)

  • Titanium and Its Application – Titanium and Its Applications in Oral and Maxillofacial Surgery
Dr. Edmond Ho Nang Pow (The University of Hong Kong)

  • Ceramics – Ceramic Materials Used in Restorative Dentistry, Introduction in Types and Indication
Prof. Timo Närhi (The University of Hong Kong)

  • Ceramics – The Development and Advantages of Glass Ceramics
Dr. Hamdi Hosni Hamama (The University of Hong Kong)

  • Surface Treatment – Acid Etching: Bonding to Enamel and Dentine
Week 2
Prof. Damien Walmsley (The University of Birmingham, UK)

  • Modern Composites – Choice of Dental Fillings: Silver or Composites
Prof. Pekka Vallittu (The University of Turku, Finland)

  • Modern Composites – An Overview of Fibre-Reinforced Composite (FRC) in
    Dentistry; Fibre-Reinforced Composite (FRC) : Chemistry, Properties, Fibre Types and Orientation; Applications of Fibre-Reinforced Composite (FRC) in Dentistry
Prof. Jukka Pekka Matinlinna (The University of Hong Kong)

  • Modern Cements – An Introduction to Dental Cements
Prof. Cynthia Kar Yung Yiu (The University of Hong Kong)

  • Modern Cements – Introduction to Glass Ionomer Cements (GIC) and Resin-modified Glass Ionomer Cements (RMGIC)
Prof. Josette Camilleri (The University of Malta)

  • Modern Cements – Tricalcium Silicate-based Endodontic Cements – Properties and Modifications; Tricalcium Silicate-based Endodontic Cements – Radiopacifier; Tricalcium Silicate-based Endodontic Cements – Modifications in Mixing Liquids and Additives; Tricalcium Silicate-based Endodontic Cements – Hydraulic Properties and Bioactivities
Dr. Manikandan Ekambaram (The University of Hong Kong)

  • Clinical Material of Choice – Classification and Composition of Resin Dental Adhesives; Resin Adhesion to Tooth Tissues; Indications of Resin Dental Adhesives
Week 3
Dr. James Kit Hon Tsoi (The University of Hong Kong)

  • Digital Imaging – Introduction to Digital Dentistry
Dr. Walter Yu Hang Lam (The University of Hong Kong)

  • Digital Imaging – 3D Digital Stereophotogrammetry; Intraoral Scanner
  • Other Digital Techniques – Shade Matching
Prof. Michael Bornstein (The University of Hong Kong)

  • Digital Imaging – Introduction to Oral Radiology; The Basic Principles of Cone Beam Computed Tomography (CBCT)
Dr. Andy Wai Kan Yeung (The University of Hong Kong)

  • Digital Imaging – Cone Beam Computed Tomography (CBCT)
Dr. Henry Wai Kuen Luk (The University of Hong Kong)

  • CAD/CAM and Digital Technology in Crown Fabrication, Digital Orthodontics and OMFS – CAD/CAM Technology in Crown Fabrication – An Introduction
Dr. John Yung Chuan Wu (The University of Hong Kong)

  • CAD/CAM and Digital Technology in Crown Fabrication, Digital Orthodontics and OMFS – Orthodontics – Diagnosis and Treatment Methods
Dr. Winnie Wing Shan Choi (The University of Hong Kong)

  • CAD/CAM and Digital Technology in Crown Fabrication, Digital Orthodontics and OMFS – Digital Dentistry in the Field of Oral and Maxillofacial Surgery
Dr. Dominic King Lun Ho (The University of Hong Kong)

  • Other Digital Techniques – Digital Probing
Dr. Will Wei Qiao (The University of Hong Kong)

  • Other Digital Techniques – 3D Printing
Week 4
Dr. Tian Tian (The University of Hong Kong)

  • Adhesion Test and Bond Strength – Adhesion in Restorative Dentistry
Dr. Xiaozhuang Jin (The University of Hong Kong)

  • Adhesion Test and Bond Strength – A Finite Element Study on Dental Bond Strength Tests
Dr. Prasanna Neelakantan (The University of Hong Kong)

  • Adhesion Test and Bond Strength – Impact of Root Canal Irrigants on Root Filling Materials
Prof. Will Palin (The University of Birmingham)

  • Spectroscopy – Introduction to Spectroscopy
Prof. Edwin Kukk (The University of Turku, Finland)

  • Spectroscopy – Surface Analysis: What is a Surface?; Methods to Study the Surfaces: ESCA; ESCA Study of Titanium
Dr. Sari Granroth (The University of Turku, Finland)

  • Spectroscopy – ESCA Study of Titanium

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

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

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

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

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

More sneak previews here.

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Organised by Technology-Enriched Learning Initiative (TELI)

Date : September 9, 2017 (Saturday)
Time : 2:00pm
Venue : 1/F, Broadway Cinematheque, 3 Public Square St, Yau Ma Tei
Speakers :
- Gina Marchetti, Professor in the Department of Comparative Literature, HKU
- Aaron Magnan-Park, Assistant Professor in the Department of Comparative Literature, HKU
- Stacilee Ford, Honorary Associate Professor in the Department of History, HKU

Registration: http://bit.ly/hkcinema2

The talk will be conducted in English.

About the seminar:

Understanding the role Hong Kong plays on world screens animates the first Massive Open Online Course (MOOC) devoted to Hong Kong films. Together, let’s examine how the local and the global intersect to make Hong Kong cinema an integral part of popular culture around the world as well as a leading force in the development of world cinematic art.

This presentation introduces you to the key films, stars, directors, and genres that represent Hong Kong on global screens. We will chat about how flows of capital, people, technologies, ideas and creativity circulate and shape the cultural industry of filmmaking globally, resulting in transnational co-productions and cross-cultural co-operations.

Join us to learn more about Hong Kong cinema as an expressive art and a creative industry.

Films:

The Karate Kid (dir. Harald Zwart, 2010)
Fist of Fury / The Chinese Connection 精武門 (dir. Lo Wei 羅維, 1972)
Enter the Dragon 龍爭虎鬥 (dir. Robert Clouse, 1973)
An Autumn’s Tale 秋天的童話 (dir. Mabel Cheung 張婉婷, 1987)
The Killer 喋血雙雄(dir. John Woo 吳宇森, 1989)
Infernal Affairs 無間道 (dir. Andrew Lau and Alan Mak 劉偉強和麥兆輝, 2002)
In the Mood for Love 花樣年華 (dir. Wong Kar Wai 王家衛, 2000)

HKU free online course: Hong Kong Cinema through a Global Lens

Week 1 Teaser
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Week 2 Teaser
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Week 3 Teaser
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Week 4 Teaser
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Week 5 Teaser
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The use of technology in teaching and learning has generated learning data at a massive volume. But how can we maximize the impact of learning analytics (LA)? We explored this question in the 7th International Learning Design & Knowledge (LAK) Conference, themed Understanding, Informing & Improving Learning with Data. It was an exciting experience to find out how educators from around the world develop and deploy their LA tools. Some of our colleagues also presented their research on improving video instructions and their progress on developing learning progress dashboards in the conference.

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Discussions in the Morris J. Wosk Center for Dialogue

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

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

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

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

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

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

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

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

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

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

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

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

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Answers by participants were directly reflected on a wordcloud through mentimeter

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

A 5-step process to apply gamification was introduced:

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

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

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

Want to give it a try? Contact us.

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

The details of implementation are as follows:

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

What’s new this year?

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

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

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

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

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

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

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

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

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

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

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

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

Look forward to IPTBL 2018!

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

Further reading

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

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“[The] place where knowledge formation occurs is right at that edge where you do not know what’s going to happen. If you did, it would just be repetition, it wouldn’t be discovery […] students get very excited at that moment,” said Professor Gray Kochhar-Lindgren, Director of Common Core (CC), after Professor Ricky Kwok’s sharing on March 7, 2017 about his experience of flipping the course CCST9003 Everyday Computing and the Internet.

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Last semester, Ricky and his course team began a new teaching and learning experiment. They have developed a series of videos to replace traditional lectures; and delivered 5 game-based workshops for students in their CC class (e.g., solving the Rubik’s cube, defusing bombs in a computer game, and solving encrypted codes). The main driver of the flipped approach was the dissatisfaction with the low energy level observed in lectures. “We (teachers) are just sending out sound waves that nobody cares to receive,” Ricky said.

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Participants of the sharing session had to experience this new way of learning first-hand. Prior to the meet-up, they were asked to watch several video clips on “recursion”, one of the algorithms that Ricky taught in his course. When they came in, they had to “compete” in an online game powered by Kahoot to check their preparedness, followed by a team-based, hands-on activity of solving a recursion problem with lego pieces. While groups of students in the actual CC course need to produce a video on the solution by the end of the two-hour class as a deliverable, our teacher-participants were asked to explain their solution to Teaching Assistants within 10 minutes. Feel the adrenaline? That’s what Ricky meant by “learning begins at the end of your comfort zone”.

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Ricky learnt from his own experience that the 4Cs – credit, collaboration, competition, and co-creation – were important in providing the motivation that students need. Here is his recipe:

Application in CCST9003 Advantage
Credit All classwork activities counted towards students’ final grade. Students had the incentive to participate in the first place.
Collaboration It is one of the criteria in the grading rubrics. Every group member needs to participate and demonstrate collaboration. Creates room for dialogue and peer-to-peer learning; where stronger students are motivated to help weaker students.
Competition Each group competed with the 29 other groups in the class.

Competitive elements, e.g., the fastest and most accurate team wins, students can leave the class once they completed the task.

An essential element to push for and maintain a high energy level, competition is a good motivator for an individual to strive for the better.
Co-creation A video had to be produced on the spot at the end of each class, showing how the solved the problem. Learning by teaching is encouraged; students can have solid take-aways and a sense of satisfaction when leaving the classroom.

“Just enjoy that learning and don’t care about the marks,” one of the CCST9003 students said in the video interview done after the last classwork activity. Perhaps this is great testimony that all the hard work of Ricky and his team paid off at the end.

The Common Core continued to be a sandbox of experimentation of new pedagogies. This semester, Mr. Matthew Pryor is also flipping his CCHU9001 Designs on the Future: Sustainability of the Built Environment.

Last but not least, feel the beat of CCST 9003 through this video.

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TELI recently worked with The Libraries to turn Level 3 of the Main Library a quality space for conducting the Tort Law flipped class. Student feedback was largely positive, commending Level 3 as an ideal place for interactive learning. Learn more about the success story here (extracted from FOCUS, The University of Hong Kong Libraries, Feb 2017).

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TELI looks forward to envisioning the use of space for teaching and learning with the Libraries and other members of the University. Please get in touch via enquiry@teli.hku.hk if you want to start a conversation.

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