Induction Programme 2020
Induction Programme 2020
HKBU is renowned for its dedication in providing an excellent and holistic education experience for its students. Being the top strategic priority of providing “Best Student Experience” in our Institutional Strategic Plan 2018-2028 (http://strategicplan2018-2028.hkbu.edu.hk/en/strategic1.html) quality teaching and learning is again given top priority, re-emphasising our focus on Whole Person Education.
This Induction Programme is specifically designed for new academic and teaching staff members joining HKBU. The primary objective of the Programme is to help new colleagues get familiar with the learning and teaching environment and culture of HKBU.
Intended Learning Outcomes
At the end of the Induction Programme, participants will be able to:
- Describe pertinent aspects of the teaching and learning culture at HKBU;
- Recognise the characteristics of HKBU students that relate to their learning and deploy appropriate motivational techniques to help students learn more effectively;
- Identify the resources (including pedagogical approaches, assessment methods and policies, and eTools) available at HKBU and deploy appropriate ones for the enhancement of teaching and learning.
Completion of the Induction Programme is mandatory for new academic/teaching colleagues up to the rank of Assistant Professor. The Programme is highly recommended to other new colleagues as well, as it will give an overview of the teaching and learning culture and the pedagogies commonly adopted at HKBU. The following workshops will be scheduled for August 2020:
- *First Mandatory Induction Programme Workshop Overview: Series of Online Teaching, Learning & Assessment – Overview of Teaching, Learning and Assessment @HKBU
- *Complete the online course of “Outcomes-based Teaching and Learning @HKBU” under the KEEP platform
(Invitation email will send to new academic/teaching colleagues and you are required to complete all the online activities in the online course.)
AND
- Select ONE workshop from each category of A, B & C below
Note: *Mandatory workshop and online course for new academic/teaching colleagues up to the rank of Assistant Professor teaching colleagues.
List of Workshops
Category A – Series of Online Teaching, Learning & Assessment – My Paradigm Shift of Using Alternative Assessment
Category B – UGC Teaching Ambassadors Webinars
Category C – eLearning
Remark: For details of the induction workshops, please see below.
For details of the pre-semester workshops, please click here.
Induction Workshop Details
Overview
Following the experience of adopting online teaching to ensure student learning quality in the last semester during the suspension of face-to-face classes, colleagues come to realize the importance of shifting their teaching practices from emphasizing summative assessment to formative assessment with the digital technology support. To better prepare colleagues for online teaching with the design of alternative assessment methods for the new semester, a series of workshops will be delivered to familiar colleagues with different types of e-tools and alternative assessment methods. Different means of digital technology facilitating student learning will be introduced.
*First Mandatory Induction Programme Workshop Overview
* Mandatory workshop for new academic/teaching colleagues up to the rank of Assistant Professor teaching colleagues.
Title:
Series of Online Teaching, Learning & Assessment – Overview of Teaching, Learning and Assessment @HKBU
Date & Time:
17 Aug 2020 (Mon), 10:00 a.m. – 12:00 n.n.
Venue:
via ZOOM
Facilitator(s):
Dr Albert CHAU (VPTL)
Prof SN CHIU (GEO)
Dr Lisa LAM (CISL)
Ms Yvonne LEE (IO)
Prof Arthur MAK (AVPTL)
Prof Gordon TANG (SAO)
Prof Ricky WONG (AR)
Dr Eva WONG / Dr Theresa KWONG (CHTL)
Abstract:
In this session, we will share with you the overview of teaching, learning and assessment policy and practice at the University. Representatives from different teaching and learning offices like Academic Registry, Office of Student Affairs, General Education Office, Centre for Innovative Service-Learning and International Office etc. will share their roles of supporting teachers and different assessment methods to facilitate quality teaching and learning at the University.
Facilitator(s):
Mr Peter BENZ (AVA)
Dr Kimmy CHENG (COMS)
Abstract:
This series of workshops focus on the use of alternative assessment methods. Other than the traditional assessment such as term paper, examination etc., this series introduces ways to effectively assess student learning progress with multiple modes of assessment (including that of e-assessment feedback). Each session, experienced teachers from different subject disciplines will share their experience of designing alternative assessments, tips on developing regulations, rubrics for adopting alternative assessment(s) and things to note in designing alternative assessment while conducting teaching and learning online.
Facilitator(s):
Dr Ricky LAM (EDUC)
Prof Mark SHUTTLEWORTH (TIIS)
Abstract:
This series of workshops focus on the use of alternative assessment methods. Other than the traditional assessment such as term paper, examination etc., this series introduces ways to effectively assess student learning progress with multiple modes of assessment (including that of e-assessment feedback). Each session, experienced teachers from different subject disciplines will share their experience of designing alternative assessments, tips on developing regulations, rubrics for adopting alternative assessment(s) and things to note in designing alternative assessment while conducting teaching and learning online.
Facilitator(s):
Dr Lucia FUNG (MGNT)
Dr Kristen LI (COMP)
Abstract:
This series of workshops focus on the use of alternative assessment methods. Other than the traditional assessment such as term paper, examination etc., this series introduces ways to effectively assess student learning progress with multiple modes of assessment (including that of e-assessment feedback). Each session, experienced teachers from different subject disciplines will share their experience of designing alternative assessments, tips on developing regulations, rubrics for adopting alternative assessment(s) and things to note in designing alternative assessment while conducting teaching and learning online.
Facilitator(s):
Mr Chun Hoi CHEUNG (SCM)
Dr Chris P Y KU (SCM)
Mr Shane SY SIU (SCM)
Abstract:
This series of workshops focus on the use of alternative assessment methods. Other than the traditional assessment such as term paper, examination etc., this series introduces ways to effectively assess student learning progress with multiple modes of assessment (including that of e-assessment feedback). Each session, experienced teachers from different subject disciplines will share their experience of designing alternative assessments, tips on developing regulations, rubrics for adopting alternative assessment(s) and things to note in designing alternative assessment while conducting teaching and learning online.
Facilitator(s):
Dr Tushar CHAUDHURI (GIS)
Details and registration:
https://hktea.edu.hk/index.php/ugc-teaching-ambassadors-series-2019-awardee-hkbu/
Abstract:
A university-level education should be a life-changing experience for those who engage its deep learning options, particularly questioning, analysis, and increasingly, in the 21st century, through local and global collaboration. As the former UN Secretary General Ban Ki Moon put it: “Education gives us a profound understanding that we are tied together as citizens of the global community and that our challenges are interconnected” (17th September 2013, International Peace Day Message). As an educator, my teaching strategy is constructed around a simple 3C approach: Connect, Collaborate and Construct. The 3C approach is based on the belief that we educate global citizens who are interconnected and who will solve global problems through the collaborative construction of knowledge. In my talk I will elaborate further on the concept of A) Telecollaboration as learning design for Global Citizenship Education and B) on the UGC-Funded telecollaborative project on Integrated Language Learning & Social Awareness (ILLSA) to exemplify what is meant by Global citizenship in a language curriculum.
A) Telecollaboration as learning design
The pre-requisites to global interconnectedness are language proficiency and intercultural competence. I teach German as a Foreign Language and European Area Studies, both of which enable my students to gain access to European philosophical and technological innovation. In a foreign language classroom, to connect means to come in direct contact with artefacts of the foreign language and its cultural components. With the influx of technology into the language classroom, global connections are increasingly becoming possible and becoming part of foreign language pedagogy, chiefly through ‘Telecollaboration’, which underpins my 3C model as its learning design.
“In the context of foreign language education, telecollaboration refers to the application of online communication tools to bring together classes of language learners in geographically distant locations to develop their foreign language skills and intercultural competence through collaborative tasks and project work.” (O’Dowd 2014: 340)
Research on Telecollaboration has shown further that it helps students “to enter into a new realm of collaborative enquiry” (Kern et al. 2004: 254), develop “new online literacies” (Guth & Helm 2010: 19), or to “enter into contact with individuals or groups in the real world” (Dooly & O’Dowd 2012: 19).
B) Exemplifying Global Citizenship Education through Telecollaboration.
A good example of a telecollaborative experience of my students is the Integrated Language Learning & Social Awareness Project (ILLSA). This project on language enhancement uses online platforms to connect French, German, Italian and Spanish learners at universities in Hong Kong and in Europe. Under the topic of “Healthy Cities”, the ILLSA project tasks simultaneously broaden students’ global vision by guiding them to engage in community actions and encouraging them to practice their communicative skills in the foreign language through reflective and research-based problem solving. Each project cycle of around 8 weeks consists of 3 phases: 1. Knowledge Gathering, 2. Research and 3. Community Project. To complete the cycle, a pair of students learning for e.g. German in Hong Kong must collaborate with a pair of students learning German in Europe. This intercultural team meets face-to-face virtually, and gathers, records, and reports their data in a common e-portfolio – in German – hitting assignment milestones throughout the 8-week session.
Induction Workshop 2 (Session 2)
Title:
Transdisciplinarity-in-Action: Creating Interactive Learning Platforms and a Culture of Attraction in the Common Core@HKU
(UGC Teaching Ambassadors Webinars – 2019 UGC Teaching Excellence Awardee –Team (HKU))
Date & Time:
26 Aug 2020 (Wed), 5:00 p.m. – 6:15 p.m.
Venue:
via ZOOM
Facilitator(s):
Professor Gray KOCHHAR-LINDGREN (Director, Common Core, HKU) and his team members
Details and registration:
https://hktea.edu.hk/index.php/ugc-teaching-ambassadors-series-2019-team-awardees-hku/