We all know that we learn from doing. Yet all educators know that we learn even more when we ‘think’ about what we are doing.
Catering to the diverse interests and needs of students is a major challenge in teaching common core courses. In this seminar, Professor Jing WANG, the recipient of the 2017 Common Core Teaching Excellence Award, has shared with the audience her experience in teaching the common core course and various approaches she takes to arouse student interest, facilitate peer interaction in- and out-class, and meet individuals’ unique needs. She also talked about her practices in managing student group project.
The accelerating rate of globalisation in higher education brings together learners and teachers from different institutes, creating a heterogeneous yet diverse environment. In preparing our students for global citizenship, it is important that we incorporate international and intercultural perspectives into both the curriculum and our classroom facilitation.
Introduction to Sustainability (SUST 1000) was approved for the undergraduate common core in June 2016. The course has been delivered four times, with each delivery taken as an opportunity to increase the use of in-class time for activities, rather than for content delivery. This process has been one of discovery – how to handle the on-line materials, how to set up in-class activities, how to assess for learning. As in any teaching endeavor, we are the ones who have learned the most, both about the subject and about how to deliver it.
In this presentation, Prof David Brown will share the lessons he learnt from the first and second implementation of his blended learning course (ENVR 3003 - Green Buildings and Energy Efficiency). In particular, his experience and rationale in (re)designing the major online components and the in-class activities.
Class size is a major concern to any educational system and there are well-acknowledged challenges of large class teaching at the university. “A large class as one in which characteristics and conditions present themselves as inter-related and collective constraints that impede meaningful teaching and learning”. However, the fact is that no matter the class is big or small, instructors are expected to teach and assess students effectively.
The “Online Assessment System for Individual Scores” (OASIS) is a new process that aims to enhance the effectiveness of a team project, thereby broadening students' learning experiences and achieving a fair assessment of team members’ individual contributions to the project’s completion and quality.
In this seminar, teachers will learn a fair, relatively easy to implement, low cost and universal applicable online assessment system which can help them to:
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“ ... I noticed a pattern in the way all of our team members worked that makes me smile when thinking about the future. That pattern stems from failure. There were many ...
In this seminar, the presenter has shared their experience in restructuring the Computer Music course as an experiential course with fantasy-adventure lab assignments. He also demonstrated how the same fantasy-adventure approach can be applied to any course, even technical courses. Their inspiration was to set up the course like a Harry Potter potions class at Hogwarts. Just as a potion might change the disposition of someone, music rather magically modulates the mood of listeners. Effective teaching requires knowledge of the discipline and a commitment to student engagement. In this seminar, Prof Garvin Percy Dias shared his strategies to engage students with active learning strategies. Most students learn best and retain more when they are actively engaged with the content, constructing meaning and applying concepts. Active learning can be messy, and it’s lots of hard work, but it is also fun and rewarding—for you and your students. |
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