TLIP

In-situ Inquiry: Engaging students through in-class activities

Inquiry-based learning has received increasing attention and is shown to promote students’ learning in higher education. However, bringing inquiry-based activities such as case studies and hands-on demonstrations into the classrooms could be challenging for many. Some may find it hard to fit activities in already tight teaching schedule, others have limited time to develop new materials, and others may find it hard to encourage active participation. In this workshop, the presenter has shared my experience of designing and implementing interactive, guided inquiries for students in small (<20) and large (>100) classes for majors and non-majors both in Hong Kong and abroad and have demonstrated a few of those techniques. An open forum discussion was also be held to help participants explore how one may adapt these techniques in his/her own classrooms.

A Journey of Synthesis at HKUST

A best practice education infrastructure tool adopted by university Mathematics Departments, in very significant numbers since the 1990s, is a walk-in help center. Such a help center offers the large number of students taking background mathematics courses help in acquiring basic mathematical and problem solving skills. Concurrently, the rise of web educational platforms such as the open source online homework system WeBWorK is another infrastructure tool to improve the teaching of basic mathematics.

Blended Learning ≠ Video Making - My joyful journey of moving a course out of traditional lecturing

In this sharing, Prof. Chii Shang has walk through some importance and tricks he learned from his joyful journey of converting a traditional lecture-base course to a blended, peer, team-project-based, and even experiential learning course, without the hassle of making lecture videos. The sharing itself was not a lecture/seminar; instead the audience has experienced blended learning and interactions with the speaker.

Creating Meaningful Learning Experience in Experiential Learning Course

As it name suggests, the basis of experiential education involves learning from experience. However, experience alone does not necessarily lead to true learning unless the experience is carefully chosen, authentic and well-structured. Given “experience” is the heart of experiential learning education, the course design, instructor’s facilitation, and assessment are all working towards one goal: to provide the conditions and create the experience for learning to happen. In this seminar, the speakers will use ENGG2900D (Community Services Project: Underwater Robot Community Engagement Project) as a showcase of how to use underwater robot as a driving vehicle to create meaningful learning experience for both UST students and the targeted serve group of school children with special education needs (SEN) or the ethnic minorities. This SENG, SSCI, and SBM co-listed course* was offered twice in Spring 15 and 16 respectively, the speakers will share the experience gained in the design, implementation, and assessment of this experiential learning course.

Lifting the bulk: improving a large-enrollment introductory course via student-centered learning and assessment

Community For Enhancing Intercultural Learning Experiences - Drop-in meeting 2023

Members of this Community and the wider University community are invited to drop in to touch base and discuss the activities of this group.

This Community has been in existence since September 2020. The Community’s mission is: To contribute to and innovate existing structures in order to foster understanding and inclusiveness and enhance students’ intercultural learning experiences.

These are specific objectives that the Community has been working towards:

Gamification in a Laboratory Course

Gamification in eLearning is a new concept in higher education recently. This new approach will provide alternative learning tools and assessments to students, but also promote self-regulated learning and in-depth thinking in their learning journey. A mobile app incorporating games and course materials of each lab session is developed to facilitate virtual teaching and learning beyond the classroom. In the game, players are requested to complete the assigned laboratory quests on an island.

Diversity = Strength: Film Festival & Student Forum

This film festival and student forum, organised by the University’s Community for Enhancing Intercultural Learning Experiences, will showcase Hong Kong’s diversity and the power of multiple points of view. Five films will be shown over a two-week period. Special guests will be invited to speak at the different film screenings. At the half-day forum following the screenings, we will explore the themes of the films and what diversity means to us as individuals and a society.

Gamification and Game-Based Learning Series: Chicken or Egg, Course or Game? Where to start designing your game-based learning environment?

This presentation provided insights on two approaches towards developing game-based learning activities, used the examples of (1) gamifying course materials on life cycle thinking compared to (2) the design of a lecture around a serious game about sustainable consumption. Dr. Sauerwein shared the challenges and key takeaways from the two different design processes and experiences from applying both games in class.

Community for Enhancing Intercultural Learning Experiences: Creating Inclusiveness in Materials and Learning Facilitation

THE SESSION

When preparing materials for students, instructors may often find themselves focusing primarily on the subject content. Much less attention tends to be given to how pedagogy includes or excludes different groups that our students represent. Nevertheless, it is important for educators to be sensitive to the diverse backgrounds of learners in their classrooms and society at large.

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