Teaching and Learning Experience Sharing (TALES) Seminar Series (2023/24 Semester 1)

Facilitator(s):

Professor Tom HARRISON (Professor of Education, Deputy Pro Vice Chancellor for Education Innovation, Deputy Director, Jubilee Centre for Character and Virtues, University of Birmingham)

Abstract:

This presentation will address the following topic: the role of universities to help their students to cultivate the character and attributes required for human flourishing. In the presentation, Professor Harrison will seek to answer a number of questions including: what is character and character education?; how might students and staff develop character virtues necessary for study, work and life? The presentation will be underpinned by research on character education undertaken by the world leading Jubilee Centre for Character and Virtues in the UK, whilst also featuring examples from practice around the world. Professor Harrison will be available to answer your questions after his presentation concludes.

Facilitator(s):

Professor Zi YAN (Professor and Acting Head, Department of Curriculum and Instruction, EdUHK)

Ms Tsz Kwan KONG, Joyce (Lecturer II, Department of Management, Marketing and Information Systems, HKBU)

Abstract:

Tackling the Challenges of Assessment Reform: Maximizing Synergy between Assessment-for-Learning and Assessment-as-Learning (Professor Zi YAN)

The assessment reform with an emphasis on formative assessment has been promoted in Hong Kong for two decades. Despite these efforts, the application of formative assessment in classrooms remains insufficient. One significant reason for this inadequacy is the neglect of the synergy between teacher-directed formative assessment (Assessment-for-learning) and student-initiated formative assessment (Assessment-as-learning). This presentation aims to underscore the significance of students' responsibility and agency in the assessment process. It also showcases a series of research studies that explore the potential synergy between assessment-for-learning and assessment-as-learning. By delving into both theoretical and empirical topics, this research aims to contribute to the educational reform agenda and offer a unique perspective to the field of educational assessment by establishing a comprehensive framework for researching and practising assessment across diverse contexts.

Amplifying Student Learning through Peer Feedback (Ms Tsz Kwan KONG, Joyce)

This presentation will explore strategies and practical tips for seamlessly incorporating peer feedback into the students’ learning process to enhance their learning. Unlocking the potential of peer feedback, the presentation will share the benefits of peer feedback, discuss the best practices for structuring peer feedback activities, and discover practical techniques for promoting and implementing peer feedback and empowering students to take ownership of their learning through peer feedback.

Facilitator(s):

Dr. CHOW Chi Ching Gary (Assistant Professor and Associate Head of Department (Learning and Teaching), Department of Health and Physical Education (HPE), EDUHK)

Dr. Vivienne S. Y. LEUNG (Senior Lecturer and Programme Director of Advertising and Branding Concentration, Department of Communication Studies, HKBU)

Abstract:

Transforming Authentic Assessment in Physical Education Teacher Training: Empowering Students through Speech-to-Text Technology (Dr CHOW Chi Ching Gary)

This sharing highlights a transformative journey led by Dr. Gary Chow, wherein the integration of AI technology, specifically speech-to-text, revolutionized Authentic assessment, micro-teaching, and empowered students in their learning and teaching practices. Dr. Chow's involvement in the CRAC project "Promoting AI Literacy and Effective Use of AI in Education" in 2020 served as the catalyst for this innovative endeavor. As an educator in PE training, Dr. Chow harnessed the power of speech-to-text technology to facilitate micro-teaching sessions, enabling students to gain a heightened awareness of their language usage and its impact on instruction and feedback skills. Building on this initial success, further investigations in 2021 explored language differences between in-service and pre-service PE teachers, providing valuable insights for subsequent technology integration in 2023/24. The user-friendly nature of speech-to-text technology empowered students to visualize and refine their language use, transforming the organization of the course and offering tangible evidence for authentic assessment. This pioneering approach not only fosters a deeper understanding of authentic learning but also highlights the need for continued integration of technology in daily practice, particularly for the purpose of authentic assessment in teaching and learning contexts.

Maximizing Learning Outcomes in Campaign Planning Through Authentic Assessment (Dr. Vivienne S. Y. LEUNG)

This presentation explores how authentic assessment enhances teaching and learning in a campaign planning course. Authentic assessment maximises student learning outcomes by bridging theory and practice, fostering critical thinking, and promoting community engagement. Practical strategies and examples will be shared to inspire educators to implement authentic assessment in their courses.

Facilitator(s):

Dr Benjamin MOORHOUSE (EDUC)

Abstract:

This is an activity-based workshop where students share their unique experiences gained from using Al tools in their learning.

Facilitator(s):

Professor Kwok Wai CHEUNG, William (Associate Vice-President (Undergraduate Programme)
Professor, Department of Computer Science, HKBU)

Abstract:

Sharing 1 - Large Language Model: Background, Techniques and Our Development
Speaker(s):
Dr. Jing MA (Assistant Professor, Department of Computer Science, HKBU)

Large Language Models (LLMs) have revolutionized the way we interact with machine learning in natural language processing. We will start from a background on the evolution of LLMs, tracing their lineage from early computational linguistics to the deep learning era. We will explore the foundational techniques that have enabled LLMs to achieve remarkable feats in understanding and generating human language. Then we will move to our recent research and developments in the field of LLMs: (1) WizardCoder is a programming assistant designed to augment the coding capabilities of developers; and (2) Detecting harmful meme that visual and textual content is often blended and have potential social harms.

Sharing 2 - Experiments in Generative Al Competences in Grading Assessments
Speaker(s):
Professor Ahti PIETARINEN (Professor, Department of Religion and Philosophy, HKBU)
Dr. Clara Mingyu WAN (Lecturer, School of Continuing Education, HKBU)

We conducted a prototype experiment on a sample of student essays graded by GPT-4 with multiple feedback with course-specific rubric priming. The output is analyzed qualitatively and quantitatively. The pilot suggests significant matching with human instructor with small average letter grade deviation. The preliminary results indicate model converge, even superiority, to human grading and feedback competences. Further examination with larger datasets should address questions such as GPT-4’s analytic competences, objectivity in assessment, and quality of iterative feedback, as well as stability and responsible uses from the instructor’s’ points of views. What are the foreseeable competitive pedagogical and institutional advantages as well as potential disadvantages from the learning perspective?

Sharing 3 - Customizing ChatGPT for Automating Grading and Feedback Generation: Promises and Challenges for University Language Teachers
Speaker(s):
Dr. Simon WANG (Lecturer, Language Centre, HKBU)
Mr. Junxin HUANG (Research Assistant, Department of Computer Science/ Language Centre, HKBU)

This talk delves into the potential of ChatGPT as an automated reasoning engine for educators. It showcases the customization of ChatGPT for automated grading and comprehensive feedback for written assignments. It emphasizes the need for a coherent assessment platform and how a tailored system can significantly reduce redundancy, save time, and introduce structured responses for improved workflow. Preliminary results show impressive feedback generation with a tendency towards lenient grading. The talk also explores the implications and potential benefits for university educators in the context of building a cohesive, automated assessment platform.

Facilitator(s):

Dr Benjamin MOORHOUSE (EDUC)

Abstract:

A casual gathering for teachers to share their AI teaching stories.