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Tuesday 27 September 2022
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CETL Reflections, Tips, and Quotes

Sep 2022

CETL Tips of the Week – Get Out!! Teaching ‘Plants and Planting Design’ With and Without Field Trips

Contributed by Mr. Gavin Coates, Faculty of Architecture, HKU
Link to the page
  1. Online presentations of field trips using either recorded videos or livestreaming using platforms such as Zoom or Twitch are very useful in situations where face-to-face teaching is not possible due to social distancing regulations or other reasons.
  2. One of the benefits of video and live stream recordings most often cited by students is the fact that they are retrievable and can be reviewed repeatedly.
  3. Online field trips can also serve an iterative function by motivating students to visit and carry out their own field trips, modelling a 'read the landscape' approach.
  4. Assignments can be designed whereby students provide content from their own individual or small group field trips so they take on part of the teaching role and/or help build up an archive of knowledge and experience, based on the adage 'the best way to learn is to teach'.
Online field trips can be efficient, especially during the pandemic. However, nothing can really substitute the experiential value of in-person field trips. In-person field trips are impactful and memorable not only in terms of directly experiencing and understanding the realities of the environment but also because of the socialization factor during travel and walking time which gives ample opportunity for informal peer-to-peer learning.

References:
  • For more concrete examples, please refer to the HKU Digital Arboretum at www.digarb.hku.hk.

Posting date:  19-Sep-2022

Components of Transdisciplinary Education

CETL Tips of the Week – Components of Transdisciplinary Education

Contributed by Professor Louise McWhinnie, University of Technology Sydney
Link to the page
Transdisciplinary education prepares students for a changing and accelerating world by addressing complex and connected problem-based challenges that often can no longer be contained within the boundaries of particular disciplines and their methodologies. The following points illustrate just some of the components of transdisciplinary, integrated, and problem-based learning.
Methods
  • Transdisciplinary Education works across, between, and beyond the traditional disciplines of the university by navigating approaches driven by the problem space rather than a disciplinary approach.
  • It also requires the construction of methods to enable students to access practices across disciplines and form connections, encouraging the application of methods appropriate to a complex problem by identifying methods they would not normally experience in single disciplines.
Frame creation
  • Central to transdisciplinary education is the need to generate new ways of framing problems.
  • Frame creation and wide-ranging and accessible methods are central to transdisciplinarity.
  • Frame creation develops an open and focused approach that generates not only problem solving, but also problem posing.
Curiosity
  • Curiosity is core to students' education and academics' work within the transdisciplinary space. Teachers need to consider at what point in students' previous learning experiences have curiosity and collaboration been reduced to singular achievement.
Complexity
  • It is easy to think that transdisciplinary education simply requires the joining up of the disciplines. But complexity and networked challenges require connections in thinking, that teachers and students should address collectively.
Connectivity
  • A vital component of accelerating change and transdisciplinary education is introducing students to connectivity. This requires students to understand that innovative outcomes in one field are linked to and impact upon others.
Data, technology and ethics
  • Transdisciplinarity challenges students to ethically comprehend the sheer scale of technological capabilities and our social responsibility in the social aspects of accelerated advances.
Risk
  • Risk requires that students are encouraged and rewarded to learn from, and not be afraid of potential failure, instead seeing it as a necessary by-product of curiosity and exploration.
 
References:
  • Emeritus Professor Louise McWhinnie. Summary notes for ‘Transdisciplinary Experiential Learning... not just Student Learning’
  • Experiential Learning Seminar Series. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong. https://www.cetl.hku.hk/elseminar22/
 

Posting date:  09-Sep-2022

Aug 2022

CETL Quote of the Week – Mr. Mathew R. Pryor

Link to the page
I came into teaching following years of professional practice as a landscape architect, and quickly realized that to be effective as an educator, disciplinary knowledge needs to be allied to good teaching craft. I had to learn to teach, an iterative process which, for me, closely parallels the design process. Skills and judgment are built through repeated cycles of study, application, observation, and critical reflection.
 
Mr. Mathew R. Pryor
Associate Professor of Teaching
Department of Architecture
Faculty of Architecture
University Distinguished Teaching Award 2021

Posting date:  29-Aug-2022

CETL Quote of the Week – Team of Dr. George L. Tipoe

Link to the page
Collaboration drives innovation. When professionals work in alliance, new solutions that transform practice emerge. Using team-based case-oriented discussion, it provides students from different disciplines to learn about, from, and with one another.
 
Dr. George L. Tipoe (Leader) of Li Ka Shing Faculty of Medicine,
Prof. Amy Y.M. Chow of Faculty of Social Sciences, Dr. Fraide Jr. A. Ganotice of Li Ka Shing Faculty of Medicine,
Dr. May P.S. Lam of Li Ka Shing Faculty of Medicine,
Dr. Janet Y.H. Wong of Li Ka Shing Faculty of Medicine
Interprofessional Education and Collaborative Practice – an "eMART" Approach
Teaching Innovation Award 2021 (Team)

Posting date:  19-Aug-2022

CETL Quote of the Week – Team of Mr. Ashley S. Kelly

Link to the page
To cultivate more strategic professional planning practices, our students simultaneously learn technical and critical theory approaches from other fields. This is not for them to conduct basic research in those fields but instead to teach students where to find the generative dissonance that comes from synthesizing diverse sources of knowledge and perspectives on the environment.
 
Mr. Ashley S. Kelly (Leader), Faculty of Architecture
Dr. Xiaoxuan Lu, Faculty of Architecture
Strategic Landscape Planning for the Greater Mekong
Teaching Innovation Award 2021 (Team)

Posting date:  09-Aug-2022

CETL Quote of the Week – Dr. Ming-yen Ng

Link to the page
I like to encourage learners to be critical thinkers. I want them to ask why, what or how things are done as it helps deepen their understanding and allows them to understand the purpose of why medical practice is the way it is or sometimes to realise that this is an area of development that requires further work, research or technological development in order to improve our patients' lives.
 
Dr. Ming-yen Ng
Clinical Assistant Professor
Department of Diagnostic Radiology
Li Ka Shing Faculty of Medicine for Cardiac Imaging Massive Open Online Courses
Early Career Teaching Award 2021

Posting date:  29-Jul-2022