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Friday 19 October 2018
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Professional Certificate in Teaching and Learning in Higher Education


Organized by Centre for the Enhancement of Teaching and Learning (CETL)

Course Schedule

Course code Date & Time Venue
ATL201811 Nov 13, 15, 20, 22, 27, 29 (Tuesdays & Thursdays), 2018, 9:30am – 12:30pm Room 321, Run Run Shaw Building (Main Campus)
ATL201812 Dec 4 – 6 (Tues – Thurs), 2018, 9:00am – 4:00pm Room 321, Run Run Shaw Building (Main Campus)
ATL201813 Dec 11 – 13 (Tues – Thurs), 2018, 9:00am – 4:00pm CPD G.02, Cheng Yu Tung Tower
Old Courses Schedule
Course code Date & Time Venue
ATL201709 Sep 12-14 (Tues – Thurs), 2017, 9:30am – 4:00pm Room 321, Run Run Shaw Building (Main Campus)
ATL201711 Oct 31, Nov 2, 7, 9, 14, 16 (Tues & Thurs), 2017, 9:30am – 12:30pm [Seminar Mode] Room 321, Run Run Shaw Building (Main Campus)
ATL201712 Dec 5 – 7 (Tues – Thurs), 2017, 9:00am – 4:00pm Room 321, Run Run Shaw Building (Main Campus)
ATL201803 Mar 6 – 8 (Tues – Thurs), 2018, 9:00am – 4:00pm Room 321, Run Run Shaw Building (Main Campus)
ATL201805 May 29 – 31 (Tues – Thurs), 2018, 9:00am – 4:00pm CPD LG.61 & 62

Professional Certificate Course Broad Aims

After completing the programme, we hope the participants will be able to draw on key concepts and relevant evidence of effective teaching and teaching development. Participants will be encouraged to review their own practices and apply the certificate course contents to their pedagogical design and personal development as educators.

Intended Learning Outcomes

After the successful completion of this certificate course, participants will be able to:

  1. Integrate the constructive alignment framework and knowledge levels into their teaching preparation in a manner consistent with the HKU’s Outcome-Based Approach to Student Learning (OBASL).
  2. Apply the principles of assessment of and for learning to their teaching.
  3. Construct curricula and instruct in a manner consistent with current theories and practices regarding essential student individual differences.
  4. Utilise evidence-based tools to increase student engagement during course experiences.
  5. Utilise essential teaching-learning technology and employ a continuum of e-learning tools for course instruction.
  6. Undertake concrete reflection of one’s teaching experiences and better employ student feedback toward the enhancement of their teaching.

Module Contents and timing

1. Course Design and learning outcomes

Module Intended Learning outcomes

At the end of this module, the participants should be able to:

  • 1. Describe the principles of Constructive Alignment at the University, Programme and Course level.
  • 2. Explain and implement the principles of Outcome Based Approaches to Student Learning in their courses.
  • 2a. Construct Intended Learning Outcomes for their courses/programmes
  • 2b. Explain the nature and implications of levels of learning
  • 2c. Develop tasks which support the Intended Learning Outcomes
  • 2d. Implement effective assessment of Intended Learning Outcomes

Module Plan

Module Components Time Learning Outcomes
Introduction to the Professional Certificate 10 mins 1
What is Constructive alignment? 10 mins 1
1a. Organising our understanding of why we are teaching and then how we teach/assess. 10 mins 1
1b. Outcome Based Approaches to Learning and HKU: General to specific contexts 20 mins 1
2a. Intended Learning Outcomes: What are they and their construction 20 mins 2 & 2a
2b. Knowledge/Learning Levels 20 mins 2 & 2b
BREAK 15 mins N/A
3a. Principles of aligning Teaching Learning Activities 15 mins 2 & 2c
3b. Teaching Learning activities in different learning settings. 20 mins 2 & 2c
4a. Introduction to Assessing Outcomes at different learning levels and contexts (large and small) 15 mins 2 & 2d
Presenter: Guest Speaker 25 mins 1 & 2a, 2b, 2c, 2d

2. Assessment of and for Learning

Module Intended Learning outcomes

At the end of this module, the participants should be able to:

  • 1. Apply various assessment methods in their course to motivate and engage students
  • 2. Design and align assessments with the learning outcomes in particular the generic skills more effectively
  • 3. Discuss and critique issues in assessment and the assessment recommendations at HKU
  • 4. Describe the rationale behind standards referenced assessment
  • 5. Appreciate the reasons behind grading rubrics

Module Plan

Module Components Time Learning Outcomes
Introduction to the purposes of assessment and some of the frequently used terminologies in HKU 25 mins 1
Designing and aligning different assessment methods for the different learning outcomes effectively 40 mins 2
Interactive discussion on the important factors to design effective assessment tasks 20 mins 1 & 2
History of HKU assessment 15 mins 3
Understanding assessment policy at HKU and Standards Referenced Assessment 30 mins 3 & 4
Applying and appreciating the rationales of using rubrics and grading descriptors 30 mins 5
Discussion on issues and challenges in assessment 20 mins 2, 3, 4, 5

3. Supporting student learning: Learners’ individual differences and instructional implications

Module Intended Learning outcomes

At the end of this module, the participants should be able to:

  • 1. Apply the theory Approaches to Teaching and Learning to their instruction
  • 2. Integrate the surface/deep/transfer model of learning into their course construction and instruction
  • 3. Employ the Model of Domain Learning into their course construction and instruction
  • 4. Support students in the effective regulation of their studies
  • 5. Account for the role of students’ developing domain specific self-efficacy, value and interest development

Module Plan

Module Components Time Learning Outcomes
1a. Introduction to the Individual Differences, why they matter and how they can be supported 10 mins 1,2,3,4 & 5
1b. Approaches to Learning & Teaching 25 mins 1
1c. Thrill, Will and Skill of Learning 20 mins 2
1d. Model of Domain Learning 15 mins 3
Presenter: Student Voice 15 mins 1 & 2
BREAK 10 mins N/A
How students study, why that matters and what you can do about it. 15 mins 1,2,3,4 & 5
Regulation at the pattern level 10 mins 4
Instruction and regulation 15 mins 4
Essential motivational differences and their development: Interest and Value 25 mins 5
Presenter: Guest Speaker 20 mins  

4. Teaching for Engagement

Module Intended Learning outcomes

At the end of this module, the participants should be able to:

  • 1. Explain the dimensions and aspects of student engagement in higher education
  • 2. Analyze the motivational factors that influence student engagement
  • 3. Evaluate the levels of student engagement
  • 4. Design learning activities to engage students in higher order learning strategically

Module Plan

Module Components Time Learning Outcomes
Opening 15 mins 2, 3
What is engagement? (Mini lectures and activities)

  1. Dimensions of student engagement
  2. Three aspects of engagement
  3. What engages students?
40 mins 1, 2
Factors that enhance student engagement (I) (Mini lectures and activities) 25 mins 2
BREAK 10 mins N/A
Factors that enhance student engagement (II) (Mini lectures and activities) 25 mins 1,2,3 & 4
Levels and partners of engagement (Mini lectures and activities) 30 mins 3
Guest speakers

  1. Teacher: Students as partner in teaching and learning
  2. Student: Engagement experience
30 mins 2,3 & 4
Wrap-up 5 mins N/A

Recommended reading:

  • Keller, J. M. (1987). Development and use of the ARCS Model of Instructional Design. Journal of Instructional Development, 10(3), 2-10.
  • (The following book is a more updated version): Keller, J. M. (2010). Motivational design for learning and performance: The ARCS Model Approach. New York, Springer.

Recommended activity before coming to the module:

  • Chat briefly with 3 students (try students with different background if possible) that you are teaching about the kinds of things that engage them in learning.

5. E-Learning Strategies and Tools

Module Intended Learning outcomes

At the end of this module, the participants should be able to:

  • 1. Describe essential e-learning strategies
  • 2. Organise e-learning strategies across multiple educational criteria
  • 3. Describe HKU’s LMS approach and where to get future support
  • 4. Make decisions about whether and when to use e-learning supports

Module Plan

Module Components Time Learning Outcomes
E-learning: Their role in different learning environments?

  1. Definitions and Organisation
  2. Group task
  3. Task review
45 mins 1, 2, 3 & 4
Moodle: Introduction and potential

  1. Essentials
  2. Potentials
  3. Directions for further support
15 mins 3
Flipping courses 30 mins 1, 2 & 4
BREAK 15 mins N/A
Mobile Feedback 10 mins 1, 2
MOOCS and SPOCs 25 mins 1, 2
When Education Technology is not useful 30 mins 2, 4
Wrap-up 10 mins N/A

6. Practical Issues for university teaching and learning development

Module Intended Learning outcomes

At the end of this module, the participants should be able to:

  • 1. Track teacher and teaching development (90 mins)
  • 2. Utilize programme and course evaluations to enhance teaching-learning environments (60 mins)
  • 3. Give clear feedback to students and project clear course goals (30 mins)

Module Plan

Module Components Time Learning Outcomes
Teacher portfolio uses and start points 20 mins 1
Teacher portfolio design and development 60 mins 1
BREAK 10 mins N/A
Review of SETL & SLEQ 30 mins 2
Interpreting and using evaluations 30 mins 2
Giving feedback that students understand 20 mins 3
Making course goals clear 10 mins 3

To attend a missed module/s, please write an e-mail to noranda@hku.hk​​ mentioning the specific module/session.

For information on registration, please contact:
Ms. Noranda Zhang, CETL
Phone: 3917 4729; Email: noranda@hku.hk​.