Intended Learning Outcomes
At the end of TALES, participants will be able to:
- Describe the HKBU Graduate Attributes and their importance in the OBTL implementation;
- Develop constructively aligned Intended Learning Outcomes (ILOs), Teaching and Learning Activities (TLAs) and Assessment Methods (AMs) for their respective courses;
- 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) |
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 | |
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 | |
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:
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:
|
|
| Time: | 12:45 p.m. – 2:15 p.m. (light lunch from 12:30 – 12:45 p.m) | |
| Venue: | ACC209 | |
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 | |
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: |
 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. | |
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)
|
|
| Title: | Teaching Excellence @ HKBU: Recognising and Highlighting Excellent Teaching at HKBU | |
| Speaker/s: |
 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 | |
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. | |
|
| Speaker/s: |
 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, USAFormer positions:
|
|
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:
|
|
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:
|
|
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: |
 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. | |
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. | |
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. | |