Teaching and Learning Experience Sharing (TALES) Seminar Series (2022/23 Semester 1)

Facilitator(s):

Dr Benjamin CHENG (SCE)
Dr Theresa KWONG (CHTL)
Dr Vicky LEE (CHTL Consultant (HEA Fellowships))
Dr Benjamin MOORHOUSE (EDUC)

Abstract:

With the increasing recognition of the UK Professional Standards Framework (UKPSF) in acknowledging Faculty members’ innovative teaching practices and expertise in higher education, HKBU has secured strategic partnership with Advance HE and been awarded accreditation to HEA Fellowship Scheme Programme recently. The Programme will assist interested Faculty members to prepare their application for different categories of Fellowship such as Associate Fellowship, Fellowship and Senior Fellowship (https://chtl.hkbu.edu.hk/main/advance-he-fellowship/).

This workshop will celebrate this achievement amid giving an introduction to the Programme. Particularly, the following issues will be covered:

• introduction of the HKBU HEA Fellowship Programme
• how to apply and prepare a successful application
• what evidence you will need to put into your application
• the nature and role of the referees
• the internal assessment process, and further support available for applicants
• successful experience of applications
• Q&As

By the end of this workshop, you should be able to:

• List the three broad domains of the UK Professional Standard Framework;
• Select the most suitable HEA fellowship category for your application.

Facilitator(s):

Professor Janice Orrell (Flinders University, Australia)

Abstract:

Assessment occupies considerable resources, demanding complex technical, educational and ethical knowledge and capabilities, and considerable assessor self-awareness in monitoring their own decision making. Despite assessment’s importance and the extensive theorisation about its feasibility, validity, reliability and representativeness, its practice is mostly derived from traditional, commonly accepted practices, largely tacitly understood and rarely grounded in principles for high impact, assessment and feedback, both of which have unique but powerful purposes. A critical high impact purpose is to provide students with information rich feedback on their learning. What is often overlooked is its timing in the overall program and what is often absent is an explicit expectation that students will take the feedback seriously and demonstrably use it to improve their learning. This active participation in the evaluation of what has been mastered and the scope of ‘how well’ it has been demonstrated is referred to as self-regulation of learning (SRL). All students regulate their learning to some extent, but some are far better than others. In fact, research has demonstrated that the greater the deliberateness of students in engaging in SRL, the more successful students are in their learning. Research has also demonstrated that when SRL is deliberately included in the instructional and assessment processes students are more active and successful agents of their own learning. In these times of rapid change, the capacity to initiate, adapt and self-regulate ones learning is an important capability, not only for students, but also for graduates entering the workplace for the first time.

The goal of this presentation is to identify what activities best contribute to students’ graduating with a detailed understanding of their own abilities and limitations and with a willingness to act as deliberate agents of their own learning development in their studies and into their future careers.

Facilitator(s):

Dr Edd Pitt (Reader and Director PGCHE, Centre for the Study of Higher Education, University of Kent, UK)
Edd is the Programme Director for the Post Graduate Certificate in Higher Education and Reader in Higher Education and Academic Practice in the centre for the study of higher education at the University of Kent, UK. Edd has recently been collaborating with Academics in the UK, Ireland, Hong Kong and Australia. His principal research field is Assessment and Feedback with a particular focus upon student's use of feedback. His current research agenda explores signature feedback practices and the development of both teacher and student feedback literacy. His most recent publication was a systematic literature review of Assessment and Feedback articles between 2016 - 2021 commissioned by Advance HE.

Abstract:

As teachers, we are designers. How we design assessments and opportunities for feedback enactment are critical aspects of teaching practice. Assessment design offers a key point of leverage for enhancing education, because many students strategically focus on it. While students may skim assigned readings or skip lectures, they must complete assessments to progress. Higher education assessment also structures many hours of students’ independent effort and influences classroom preparatory activities educator’s design. Thus, improving assessment can have a big impact on student learning. In this talk I will specifically discuss authenticity in assessment and how programmes can create opportunities through work placements or periods of time in employment which address specific learning objectives or competencies in different assessments as students’ progress. I will specifically draw upon research carried out in the UK that exposed students to an assessed year in industry. Twenty-four final year Business students (m=11, f=13) who had experienced a work placement were interviewed prior to the commencement of their final year of study at a UK University and following their final year of study. In the second part of the talk, I will explore how this work placement influenced students’: appreciation of different forms of feedback; judgements of quality and standards; ability to manage affect in the feedback process; and their enactment of feedback.

In all of the conversations relating to feedback enhancement of student learning needs to be at the forefront. How do we create meaningful opportunities for feedback to be part of the conversation in our classrooms? How authentic or signature is feedback within our disciplines? How do we as teachers help our students to appreciate, seek out and enact feedback from differing sources?

Facilitator(s):

Professor Byron CHOI (COMP)
Mr Sai Ho CHEUNG (HKBU MSc alumnus)
Mr Marcus NG (Senior Lecturer/Occupational Therapist, Tung Wah College)

Abstract:

Our passionate teachers strive to employ innovative pedagogical approaches to facilitate the learning of diverse students including those with mobility challenge to provide “The Best Student Experience” at the University. In this workshop, we are honoured to invite three speakers to share their experience in delivering and receiving support for quality teaching and learning.

Professor Byron Choi, winner of HKBU President’s Award for Outstanding Performance in Individual Teaching Teacher AY2021/22, will share his impactful stories on supervising his former MSc student, Mr Sai Ho Cheung who suffers from cerebral palsy and is only able to move one finger and articulate five sounds.   

Mr Sai Ho Cheung, an alumnus of MSc in Advanced Information Systems (AIS), 2019 will share his learning experience in HKBU and his venture of starting a company to benefit other physically-challenged learners with computer software.

Mr Marcus Ng, Senior Lecturer from the Tung Wah College, who is also the occupational therapist supporting Sai Ho, will share the specific needs of students with physical impairment, and how teaching staff can effectively accommodate their needs in terms of teaching, learning and assessments.

Come and join us for this seminar to learn how to better support students with special needs!

Facilitator(s):

Dr Li CHEN (COMP)
Dr Theresa KWONG (CHTL)
Professor Ken YUNG (GS/BIOL)

Abstract:

The University adopts ADRI (Approach-Deployment-Review/Results-Improvement) approach for preparing different QA related reports at programme/course and institutional levels. To facilitate colleagues on adopting the ADRI approach for preparing QA related documents, three invited facilitators from two different admin units and a faculty department will share their good practices/experience on using ADRI for participants to take away:

• ADRI approach for Annual Programme QA Reports for RPg programmes, common issues identified on assessing the RPg programmes QA reports and the updates on the Assessment rubrics for the reviewers (Professor Ken YUNG)
• Tips of preparing QA reports by using ADRI format and the development of KPIs for quality assurance and enhancement (Dr Theresa KWONG)
• Good practices of preparing RPg Programme QA reports (Dr Li CHEN)

By the end of this workshop, you should be able to:

• Identify the effectiveness on using ADRI approach;
• Use the ADRI approach for preparing Annual Programme QA Reports for RPg programmes or other related reports.