Teaching and Learning Experience Sharing (TALES) Seminar Series (2013/14 1st)

2016/17 2nd | 2016/17 1st | 2015/16 2nd | 2015/16 1st | 2014/15 2nd | 2014/15 1st |
2013/14 2nd |2013/14 1st | 2012/13 2nd | 2012/13 1st | 2011/12 2nd | 2011/12 1st | 2010/11 2nd | 2010/11 1st | 2009/10

Intended Learning Outcomes

At the end of TALES, participants will be able to:
  1. Describe the HKBU Graduate Attributes and their importance in the OBTL implementation;
  2. Develop constructively aligned Intended Learning Outcomes (ILOs), Teaching and Learning Activities (TLAs) and Assessment Methods (AMs) for their respective courses;
  3. Experiment with new and innovative teaching activities through the deployment of e-learning;

Series Outline

TALES Series Date Venue
1. eLearning Workshops 8-11 Oct ACC209
2. Principles for Designing a Curriculum to Develop and Assure Student Learning Outcomes 31 Oct
3. Teaching Excellence @ HKBU: Recognising and Highlighting Excellent Teaching at HKBU 12 Nov
4. Service Learning Strategies for Engaging and Empowering Students 26 & 28 Nov
5. Peer Instruction and Assessment 17&19 Dec WLB103 (Session 1&3)

SCC 2/F (Session 2)

TALES 1 – eLearning Workshops

TALES (eLearning Workshop)Topics Date Time Venue
1. Blackboard: Assignments with Rubrics 8 Oct 12:45 – 2:15p.m. ACC209
2. Extending the Concept of the ‘One-Minute Paper’ Using Online Pedagogic Tools 9 Oct
3. e-Resources@HKBU 10 Oct
4. Student Learning e-Portfolio 11 Oct
Note: light lunch from 12:30 – 12:45 p.m
Session 1 – Tuesday, 8 October 2013
Title: Blackboard: Assignments with Rubrics
Speaker/s: Dr Dimple THADANI (CHTL), Mr Kendall YAN (CHTL)
Abstract: In this workshop we will take an in-depth look at the Blackboard 9.1 rubrics functionality as we show you how to create, and incorporate rubrics within your course assessments, through hands-on exercises. Participants will not only learn how to create, edit and grade a rubric in Blackboard, but will also take away a firm grasp of how and why rubrics are an effective teaching and assessment tool.
Time: 12:45 p.m. – 2:15 p.m. (light lunch from 12:30 – 12:45 p.m)
Venue: ACC209
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Session 2 – Wednesday, 9 October 2013
Title: Extending the Concept of the ‘One-Minute Paper’ Using Online Pedagogic Tools
Speaker/s: Dr Eva WONG (CHTL), Dr Dimple THADANI (CHTL), Mr Kendall YAN (CHTL)
Abstract: This workshop will introduce participants to the iQlickers personal response system and Qualtrics, both specialized web-based tools available to encourage student responses in related instructional activities in weekly check-for-understanding “one minute papers” through use of their smartphones. The first part of the workshop will offer strategies for integrating iQlickers into courses and designing effective “one minute paper” questions that promote understanding, capture students’ attention and engage every student in class. In the second part, participants will learn how to create and administer course-related “one minute paper” questions in Qualtrics to allow respondents to answer in their own words. Both tools allow instructors to instantly assess students’ understanding of the subject matter and for instructors to collect instant feedback.
Time: 12:45 p.m. – 2:15 p.m. (light lunch from 12:30 – 12:45 p.m)
Venue: ACC209
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Session 3 – Thursday, 10 October 2013
Title: e-Resources@HKBU
Speaker/s: Mr Chris CHAN (LIB), Representative from McGraw-Hill
Abstract: Following the mass adoption of new technologies, a new trend is for students to use portable electronic devices to view course content on their eLearning platforms. This session will introduce two tools to facilitate access to these e-Resources: a customizable Library Toolkit and McGraw-Hill connect. Both of these tools are newly available in HKBU Blackboard.

The Library’s electronic resources and virtual services can enrich your courses on the HKBU Blackboard in several ways:

  1. Links to electronic articles, videos, and books provide students with 24/7 access to your required and recommended readings/viewings.
  2. Quick and easy access to Library search tools and services encourages students to make use of scholarly information resources.
  3. The ability to customize the Library Toolkit allows you to tailor the content to fit the needs of your particular course.

On the other hand, McGraw-Hill Connect strengthens the link between faculty, students and coursework, helping everyone accomplish more in less time. Innovative, adaptive technology engages students in the course content so they are better prepared, are more active in discussion, and achieve better results. (McGraw-Hill Connect requires association with current McGraw-Hill publication)

By the end of this session, participants should be able to:

  1. Locate the Library Toolkit and McGraw-Hill Connect in order to include these tools on their course sites;
  2. Identify the pedagogical value of using Library Toolkit and McGraw-Hill Connect;
  3. Examine the benefits of using Library Toolkit and McGraw-Hill Connect in Instruction.
Time: 12:45 p.m. – 2:15 p.m. (light lunch from 12:30 – 12:45 p.m)
Venue: ACC209
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Session 4 – Friday, 11 October 2013
Title: Student Learning e-Portfolio
Speaker/s: Dr Ronnie SHROFF (CHTL)
Abstract: The goal of the workshop is to help participants understand what a learning e-portfolio can do and how to adopt e-portfolio in a way that enhances student learning and effectiveness in learning outcome assessment. The session will provide an overview of the purpose and function of learning e-portfolios to enable students to capture learning artifacts and reflect on the learning process. The learning e-portfolio not only encourages student-centered learning, whereby students engage in creation and collection of digital artifacts, articulating experiences, achievements and learning but can also be used for extending options beyond the University, such as personal development and career planning.
Time: 12:45 p.m. – 2:15 p.m. (light lunch from 12:30 – 12:45 p.m)
Venue: ACC209
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TALES 2 – Thursday 31 October 2013

TALES2  Topics Date Time Online Materials
1 Principles for Designing a Curriculum to Develop and Assure Student Learning Outcomes 31 Oct 2:00 p.m. – 5:00 p.m.
Title: Principles for Designing a Curriculum to Develop and Assure Student Learning Outcomes
Speaker/s:
Click here to enlarge

Dr Romy LAWSON
Office for Learning and Teaching (OLT) National Teaching Fellow
Director, Learning, Teaching and Curriculum
University of Wollongong, Australia

Time: 2:00 p.m. – 5:00 p.m.
Venue: ACC209
Abstract: Quality in teaching and learning is a key issue in Higher Education in Australia. Therefore it is important for institutions to be able to make the expectations they have for their students explicit and then assure that these expectations have been achieved. The question is how do we ensure that these attributes get developed during degree programs and how can evidence that can lead to continuous improvement be captured. The initial focus to achieve this has to be reviewing the curriculum and assessment design to make sure a holistic, integrated, collaborative and maintainable approach is being adopted to foster these expectations throughout the program. This approach is a cultural change for some academics and so in conjunction with curriculum design, leadership strategies to support change must also be adopted. This work is funded as part of an Australian Government Office for Learning and Teaching (OLT), National Teaching Fellowship.

This will be a “hands on” workshop where participants get opportunity to discuss current practice as well as identify areas for development in curriculum and assessment design. Participants are encouraged to bring examples of their learning outcomes and course design to the workshop.

Biography:


Romy Lawson is the Director of Learning, Teaching & Curriculum at the University of Wollongong, having previously been the Associate Dean for Teaching & Learning at James Cook University and Teaching & Learning Coordinator at University of Technology Sydney (UTS) Business School. Dr Lawson has been actively involved in teaching and learning development in higher education for over 18 years in both the UK and Australia. Recently she led a National OLT Strategic Priority Project – Hunters & Gatherers: Strategies for Curriculum Mapping and Data Collection for Assurance of Learning. She has also been a team member for two other Australian Learning and Teaching Conuncil (ALTC) funded projects: Embedding Professionally Relevant Learning in Business Education; and Facilitating staff and student engagement with graduate attribute development, assessment and standards in Business Faculties. Her research has focused on constructive alignment in curriculum design; the effect of different assessment on student learning; curriculum mapping; leadership strategies for curriculum renewal; embedding professional learning in the curriculum; engaging staff and students with graduate attributes; and the impact of professional development on teaching.
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TALES 3 – Tuesday 12 November 2013

TALES 3  Topics Date Time Online Materials
1 Teaching Excellence @ HKBU: Recognising and Highlighting Excellent Teaching at HKBU 12 Nov 12:30 p.m. – 2:15 p.m. (Dr Li)

(Prof Wong)

Title: Teaching Excellence @ HKBU: Recognising and Highlighting Excellent Teaching at HKBU
Speaker/s:
Click here to enlarge

Dr Min LI (SCM)
Professor Chris WONG (BIOL)

Time: 12:30 p.m. – 2:15 p.m.
Venue: ACC209
Abstract: HKBU’s commitment to quality teaching and learning is evidenced in our mission statement and in our Vision 2020 Strategic Themes. The University is honoured and privileged to have a group of enthusiastic and devoted teachers who not only cultivate the best learning environment in class, they also spend time with students outside class time and assist them to develop the seven HKBU graduate attributes through various learning activities.

We are honoured to have invited two of our outstanding teachers – Dr Min LI and Professor Chris WONG, recipients of our President’s Award in Outstanding Teaching, and our representatives for the UGC Teaching Awards 2013, to share with us their exemplary teaching strategies and pedagogies they have adopted to motivate student to learn.

A certificate presentation ceremony, officiated by our President/VC and VP (Academic) will precede the sharing to recognise and highlight Dr Li’s and Professor Wong’s efforts in promoting teaching excellence in the University.

Tentative rundown:
12:30 p.m. Welcome
12:35 – 12:45 p.m. Brief address by the P/VC
Presentation of certificate by the P/VC to –
Dr Min LI (SCM)
Professor Chris WONG (BIOL)
12:50 p.m. Light Lunch
1:00 – 2:10 p.m. Sharing of Teaching Experience by Dr Li and Professor Wong
2:15 p.m. End of event
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TALES 4 – Service Learning Strategies for Engaging and Empowering Students

TALES 4  Topics Date Time Online Materials
1 Service-Learning 101 26 Nov 10:30 a.m. – 12:00 noon
2. Hands-On Service Learning Programme Design 28 Nov 2:00 – 5:00 p.m.

Slide
Workshop materials

Speaker/s:
Click here to enlarge

Dr Judy YEH
Assistant Professor
Institute of Human Resource Management
Center for General Education
National Sun Yat-sen University
Kaohsiung, Taiwan

Biography: Education background:
Workforce Education, The Ohio State University, Columbus, OH, USA 

Former positions:

  • Founder and President, Dynamic Consultants International, Inc., Columbus, Ohio, USA
  • Operations Director and Youth Department Director, Asian American Community Services, Columbus, OH, USA
Session 1 – Tuesday, 26 November 2013
Title: Service-Learning 101
Time: 10:30 a.m. – 12:00 noon
Venue: ACC209
Abstract: Service learning provides students with opportunities to enhance their learning experiences outside the classroom through participation in various community service activities. This form of experiential learning is in line with the educational philosophy of the university in which I work. A brief overview on the definition of service learning and high-impact educational practices will be given in this lecture. We shall also discuss the differences amongst volunteerism, community services and service learning, and the essential elements of effective service-learning practice. Finally, the benefits of service-learning will be discussed, with a Q & A session concluding the lecture.

By the end of this lecture, participants should be able to:

  1. identify the characteristics of service learning and high-impact educational practices;
  2. distinguish amongst volunteerism, community services and service learning; and
  3. describe the essential elements of effective service-learning practice and benefits of service-learning
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Session 2 – Thursday, 28 November 2013
Title: Hands-On Service Learning Programme Design
Time: 2:00 p.m. – 5:00 p.m.
Venue: ACC209
Abstract: After the overview of the characteristics of service learning discussed in the last session, this workshop aims to help participants become familiar with the types of service learning programme, as well as develop different strategies for designing potentially high-impact service learning programmes. We shall also deliberate on how to use a model to plan a curriculum-based service-learning activity in this session. In this workshop, colleagues are welcome to share their experiences in running their own service learning activities and  pose any questions regarding service learning programme.

By the end of this lecture, participants should be able to:

  1. identify different types of service learning programmes;
  2. describe the different strategies for designing potentially high-impact service learning programmes; and
  3. use a model to plan a curriculum-based service-learning activity.

 

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TALES 5 – Peer Instruction and Assessment

TALES 5  Topics Date Online Materials
1 Assessment – the Silent Killer of Learning 17 Dec
2. Engaging Students One-on-one, All at Once 17 Dec (Part 1)
(Part 2)
3. Educating the Innovators of the 21st Century 19 Dec (Part 1)
(Part 2)
Speaker/s:
Click here to enlarge

Professor Eric MAZUR
Balkanski Professor of Physics and Applied Physics
Area Dean for Applied Physics
Harvard University

Dr Angélica NATERA
Deputy Director
LASPAU, Affiliated with Harvard University

Biography: Professor Eric MAZUR
Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University.
In addition to his work in optical physics, Professor Mazur is interested in education, science policy, outreach, and the public perception of science. He believes that better science education for all – not just science majors – is vital for continued scientific progress. To this end, Professor Mazur devotes part of his research group’s effort to education research and finding verifiable ways to improve science education. In 1990 he began developing Peer Instruction a method for teaching large lecture classes interactively. Professor Mazur’s teaching method has developed a large following, both nationally and internationally, and has been adopted across many science disciplines. Mazur is Chairman of the Instructional Strategy Advisory Group for Turning Technologies, a company developing interactive response systems for the education market.
Professor Mazur is author or co-author of 219 scientific publications and 12 patents. He has also written on education and is the author of Peer Instruction: A User’s Manual (Prentice Hall, 1997), a book that explains how to teach large lecture classes interactively. In 2006 he helped produce the award-winning DVD Interactive Teaching. 

 

Dr Angélica NATERA
Dr Angélica Natera is the Deputy Director of LASPAU, a Harvard University affiliated organization. With more than twenty years of professional experience, Angélica has worked in the design, development and management of educational programs and developed extensive expertise on the improvement of higher education.
Angélica has designed and implemented programs to improve teaching quality in public and private universities around the world, with emphasis in Latin America, programs on effective teaching in science, programs to improve entrepreneurship education, initiatives to promote the development of clusters of innovation and competitiveness through the integration of universities, government and industry.
Her work has benefited several thousand university teachers in Latin America. Because of her work and leadership Angélica has been invited to present at the National Hispana Leadership Institute, a program for successful Latinas leaders in United States. In 2010 Angélica was awarded the Harvard University Administrative Fellowship, a program of the office of the assistant to the President.

Session 1 – Tuesday, 17 December 2013
Title: Assessment – the Silent Killer of Learning
Time: 10:30 a.m. – 12:00 noon
Venue: WLB103
Abstract: Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the “hidden curriculum” as it is an important driver of students’ study habits. Unless we rethink our approach to assessment, it will be very difficult to produce a meaningful change in education.
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Session 2 – Tuesday, 17 December 2013
Title: Engaging Students One-on-one, All at Once
Time: 2:00 – 6:00 p.m.
Venue: SCC 2/F
Abstract: This 3-hour workshop aims to introduce the ideas of Peer Instruction (PI) and Just-in-Time-Teaching (JiTT) to colleagues and motivate them to rethink the standard approach to education. Two research-based methods for engaging students, improving conceptual understanding, increasing retention in courses and programs, and enhancing academic performance will be introduced at the workshop. Colleagues will also learn about a new approach to instructional design. Finally, colleagues will apply the knowledge gained to a specific course they are (or will be) teaching, by re-designing (or designing) the syllabus for this course and developing a plan for implementing PI and JiTT.
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Session 3 – Thursday, 19 December 2013
Title: Educating the Innovators of the 21st Century
Time: 10:00 a.m. – 12:00 noon
Venue: WLB103
Abstract: Can we teach innovation? Innovation requires whole-brain thinking — left-brain thinking for creativity and imagination, and right-brain thinking for planning and execution. Our current approach to education in science and technology, focuses on the transfer of information, developing mostly right-brain thinking by stressing copying and reproducing existing ideas rather than generating new ones. I will show how shifting the focus in lectures from delivering information to team work and creative thinking greatly improves the learning that takes place in the classroom and promotes independent thinking.
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