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Teaching and Learning Experience Sharing (TALES) Seminar Series (2021/22 Semester 1)

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 eLearning;

TALES 1 – e-Learning Week Workshops (5 – 8 October 2021)

Overview

To facilitate colleagues with the use of different e-tools/classroom equipment for enhancing teaching and learning at the University, you are cordially invited to attend the following workshops to be held during the e-Learning week in early October.

Topic Date Time Venue
Workshop I:
Conducting Interactive Online Classes (Using Webex)
5 October 2021 2:30 pm – 4:00 pm Online via Webex
Workshop II:
Engaging Students with Personal Response Systems
6 October 2021 2:30 pm – 4:00 pm Online via ZOOM
Workshop III:
Engaging Students and Creating Surveys with Qualtrics
7 October 2021 2:30 pm – 4:00 pm Online via ZOOM
Workshop IV:
Facilitating Interactive Activities in New Smart Classroom
(3 identical sessions: 6, 7, 8 Oct 2021)
6 October 2021 11:30 am – 12:30 pm AAB502
7 October 2021 11:30 am – 12:30 pm AAB709
8 October 2021 10:30 am – 11:30 am AAB508

Title Workshop I: Conducting Interactive Online Classes (Using Webex)
Facilitator(s) Cisco Webex
Abstract The University has subscribed Cisco Webex as an alternative (backup) video conferencing software. This online workshop will provide participants with an overview of useful functions and the latest updates in Webex. Webex meetings offer secure, integrated audio, video, and content sharing from any device, anywhere. Over 800 new features are added to the latest version of Webex. You can use the latest interactive features like Slido, which allows you to create polls in seconds and interact with everyone directly in your Webex class/meeting. It’s never been easier to collect ideas, opinions and feedback from your class/team.

Join us and learn how Webex can help with your online classes!

By the end of this workshop, you should be able to:
  • Identify Webex functions for online meeting and teaching;
  • Describe the latest Webex functions for conducting interactive online activities.
Time Tuesday, 5 October 2021, 2:30 pm – 4:00 pm
Venue Online via Webex
(Webex link will be provided upon registration)
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Title Workshop II: Engaging Students with Personal Response Systems
Facilitator(s) CHTL Colleagues
Abstract To facilitate student-student and student-teacher interactions in classes, it is useful for teachers to get familiar with some free Personal Response Systems (PRSs) to engage students’ participation inside and outside the classroom.

This online workshop will provide participants with an overview of the basic functions available in Kahoot!, Mentimeter and Padlet and tips on engaging students through PRSs.

By the end of this workshop, you should be able to:
  • Identify basic functions available in Kahoot!, Mentimeter and Padlet for interactive activities
  • Use Kahoot!, Mentimeter and Padlet to engage your students in classes
Time Wednesday, 6 October 2021, 2:30 pm – 4:00 pm
Venue Online via ZOOM
(ZOOM link will be provided upon registration)
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Title Workshop III: Engaging Students and Creating Surveys with Qualtrics
Facilitator(s) CHTL Colleagues
Abstract To facilitate your research and data collection through surveys, it is useful for teachers to get familiar with Qualtrics – an online survey tool available at HKBU to support teaching and research. Apart from creating surveys, Qualtrics can be used as a Personal Response System to engage students in classes. In this online workshop, you will learn how to create and administer a survey using various question types and tips on using Qualtrics to interact with your students.

By the end of this workshop, you should be able to:
  • Identify basic functions available in Qualtrics for creating surveys;
  • Apply some tips on engaging students with Qualtrics.
Time Thursday, 7 October 2021, 2:30 pm – 4:00 pm
Venue Online via ZOOM
(ZOOM link will be provided upon registration)
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Title Workshop IV: Facilitating Interactive Activities in New Smart Classroom (3 identical sessions: 6, 7, 8 Oct 2021)
Facilitator(s) ITO/CHTL Colleagues
Abstract With the advancement in technology today, conducting teaching in a Smart Classroom that fully equipped with high-end digital technology, learning devices, special software products with high quality of visual and audio systems is indeed necessary. Especially, to meet the extra needs of conducting online and mixed-mode teaching and learning these days. In this regard, a number of classrooms have been upgraded into Smart Classrooms at the University recently.

In this workshop, colleagues from ITO and CHTL will showcase how the newly installed equipment like dual monitors, wireless microphones, pan-tilt-zoom cameras, mirror displays of many wired and wireless devices etc. can help to facilitate interactive activities in classes. Participants will have the opportunity to experience the well-equipped Smart Classroom.

By the end of this workshop, you should be able to:
  • Identify newly installed equipment in the Smart Classroom for interactive activities;
  • Use the equipment in the Smart Classroom for facilitating your teaching.
Time Wednesday, 6 October 2021, 11:30 am – 12:30 pm
Thursday, 7 October 2021, 11:30 am – 12:30 pm
Friday, 8 October 2021, 10:30 am – 11:30 am
Venue 6 October 2021: AAB502
7 October 2021: AAB709
8 October 2021: AAB508

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TALES 2 – Transdisciplinary & Personalised Pathways Programmes: A Roundtable Discussion

Topic Date Time Venue
TALES 2 – Transdisciplinary & Personalised Pathways Programmes: A Roundtable Discussion October 18 4:15 pm – 5:45 pm ACC209
Title Transdisciplinary & Personalised Pathways Programmes: A Roundtable Discussion
Facilitator(s) Dr Albert CHAU (VPTL)
Abstract Building on the foundation laid down in the Institutional Strategic Plan 2018-2028 (ISP), the University is in the process to rethink the total learning experience of our students. In the University’s Planning Exercise Proposal (PEP) 2022-25, colleagues consider directions on how to transform the formal, co- and extra-curricula in view of how humans learn and how students should be prepared for the rapid global changes and uncertainties such as COVID-19. One direction is to design curricula which enable students not only to choose a major but also a learning pathway. In AY2022-23, a personalised pathway programme and two transdisciplinary pathway programmes will be launched alongside with the more structured pathways in our current curriculum.

At this Roundtable, we invite colleagues to come together to imagine ways to facilitate learning and teaching for these transdisciplinary and personalised pathways programmes as well as other innovative pedagogies and assessment methods including:
  • Choosing a Major AND a Learning Pathway,
  • Solution-based and Contextualised Learning,
  • Outcome and Process-based Assessment.
You will be able to understand the important elements in the PEP and take away insights from your peers in designing a flexible programme or course in order to meet the diverse learning needs and aspirations of our future students.
Time Monday, 18 October 2021, 4:15 pm – 5:45 pm
Venue ACC209, 2/F, Jockey Club Academic Community Centre, Baptist University Road Campus

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TALES 3 – Research-teaching Nexus Workshop Series 1: Designing Course-based Research Projects for the Communication Discipline

Topic Date Time Venue
TALES 3 – Research-teaching Nexus Workshop Series 1: Designing Course-based Research Projects for the Communication Discipline October 26 12:30 pm – 1:45 pm ACC209 and Online via ZOOM
Title Research-teaching Nexus Workshop Series 1: Designing Course-based Research Projects for the Communication Discipline (Mixed-mode session)
Facilitator(s) Professor Kara CHAN (COMF)
Dr Vivienne LEUNG (COMS)
Dr Melannie ZHAN (CIE)
Abstract Conducting authentic research studies that integrate with the subject contents empower students in both knowledge generation and in taking responsibility for learning (Harland and Wald, 2018). Students benefit life-long from the meta-cognitive skills that they have acquired as research skills that are highly transferrable to other situations and careers. A course-based research project embedded in the course content enables every student to learn and experience how existing knowledge has been generated.

Professor Kara Chan, leader of a UGC funded virtual teaching and learning project will introduce characteristics of course-based undergraduate research experience. Dr Vivienne Leung will share a research project that requires students to conduct qualitative interviews of public response to celebrities disclosing mental health issues. Dr Melannie Zhan will share the design of a class project that measures the effectiveness of MTR advertising.

At the end of the workshop, participants will recall the characteristics of course-based research experience and identify the process of designing a class assignment or a project with authentic research elements.

This workshop series is fully funded by UGC’s Special Grant for Strategic Development of Virtual Teaching and Learning. The project title is “Building the Capacity of Research-Informed Teaching and Learning in the Virtual T&L Context”. Project team: Professor Kara Chan (Leader), Professor Noel Siu, Professor Gina Lai. Mr Chak Hee Lo served as the project assistant.

Time Tuesday, 26 October 2021, 12:30 pm – 1:45 pm
Venue ACC209 and online via ZOOM

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TALES 4 – Series of Cheating, Authentic Assessment Security and Academic Integrity: Cheating in a digital world: what educators need to know?

Topic Date Time Venue
TALES 4 – Series of Cheating, Authentic Assessment Security and Academic Integrity: Cheating in a digital world: what educators need to know? November 1 2:30 pm – 4:00 pm Online via ZOOM
Title Series of Cheating, Authentic Assessment Security and Academic Integrity: Cheating in a digital world: what educators need to know?
Facilitator(s) Professor Phillip DAWSON
(Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University, Australia)

Professor Phillip Dawson is Associate Director of the Centre for Research in Assessment and Digital Learning. Phill researches assessment in higher education, focusing on feedback and cheating, predominantly in digital learning contexts. His 2021 book Defending Assessment Security in a Digital World explores how cheating is changing and what educators can do about it. Professor Dawson has over a decade of university teaching experience and he has been awarded four university-level teaching awards and a citation from the Australian Learning and Teaching Council. Phill disseminates his work through scholarly journals and popular/social media. He has published in the top journals relevant to assessment and educational technology, as well as top generalist education journals. His work has been featured in major Australian and international print, online, radio and television outlets, and cited in the Australian Senate. Phill maintains a strong presence on The Conversation, and his higher education YouTube channel receives more than 100 hours of viewing per month.
Abstract COVID-19 triggered a rapid international shift toward online assessment, which has been accompanied by concerns about student cheating. If we aren’t physically with students, how can we be sure they are completing tasks in the circumstances we require – and how can we verify their identity? Add into the mix the range of new technology tools that are being used to cheat and unprecedented resource constraints, and it seems that assessment has become much more challenging over the past 18 months.

This session explores the state of the art in student cheating, and what educators are doing to detect and deter cheating in online assessment. It argues that addressing cheating will require an uneasy balance between positive ‘academic integrity’ and adversarial ‘assessment security’ approaches. Examples are provided from a range of disciplines, connected to the research into their effectiveness at addressing cheating.
Time Monday, 1 November 2021, 2:30 pm – 4:00 pm
Venue Online via ZOOM
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TALES 5 – Series of Cheating, Authentic Assessment Security and Academic Integrity: Designing authentic assessment to support academic integrity and reduce cheating

Topic Date Time Venue
TALES 5 – Series of Cheating, Authentic Assessment Security and Academic Integrity: Designing authentic assessment to support academic integrity and reduce cheating November 29 2:30 pm – 4:00 pm Online via ZOOM
Title Series of Cheating, Authentic Assessment Security and Academic Integrity: Designing authentic assessment to support academic integrity and reduce cheating
Facilitator(s) Professor Phillip DAWSON
(Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University, Australia)
Abstract Assessment design is often suggested as an approach that can help educators address cheating. In particular, authentic assessment is often proposed as an approach that can help stop cheating. Claims have been made that authentic assessment is impossible to cheat in – but is it really that simple?

This session interrogates the evidence on authentic assessment and cheating. It focuses on three aspects of authenticity in assessment task design. Firstly, whether authenticity can make a task more resistant to cheating, or less desirable to cheat in. Secondly, how ‘authentic restrictions’, or realigning the conditions students undertake a task in so that they match the conditions they will encounter when they graduate, might make cheating more difficult. And finally, how the professional ethical values of a discipline or profession can be incorporated into an assessment to make academic integrity itself more authentic.
Time Monday, 29 November 2021, 2:30 pm – 4:00 pm
Venue Online via ZOOM
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TALES 6 – Series of Cheating, Authentic Assessment Security and Academic Integrity: Designing authentic feedback to support learners to engage in disciplinary feedback practices

Topic Date Time Venue
TALES 6 – Series of Cheating, Authentic Assessment Security and Academic Integrity: Designing authentic feedback to support learners to engage in disciplinary feedback practices January 17 2:30 pm – 4:00 pm
Title Series of Cheating, Authentic Assessment Security and Academic Integrity: Designing authentic feedback to support learners to engage in disciplinary feedback practices
Facilitator(s) Professor Phillip DAWSON
(Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University, Australia)
Abstract Feedback at university can be difficult for students to deal with, and this problem does not go away when they graduate and encounter feedback in the workplace. But what if we redesigned feedback to better prepare students for what they will face once they graduate? This session focuses on designing authentic feedback processes that resemble the feedback practices of students’ future professions or workplaces. Building on existing notions of authentic assessment and feedback literacy, a framework is provided around which authentic feedback can be designed. The framework is explored through two cases: an Australian online digital media course, and a hospital-based paediatric medicine course in Hong Kong. Both cases contain aspects of authentic feedback. The session argues that authentic feedback is necessary to develop a feedback literacy in students that is transferrable across contexts, into their graduate working lives.
Time Monday, 17 January 2022, 2:30 pm – 4:00 pm
Venue Online via ZOOM
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