full screen background image
  
Search
Saturday 26 September 2020
  • :
  • :

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
ATL202011
[Seminar Mode]
[Module 1] Nov 10 2020 (Tue), 9:30am – 12:30pm
[Module 2] Nov 12 2020 (Thu), 9:30am – 12:30pm
[Module 3] Nov 17 2020 (Tue), 9:30am – 12:30pm
[Module 4] Nov 19 2020 (Thu), 9:30am – 12:30pm
[Module 5] Nov 24 2020 (Tue), 9:30am – 12:30pm
[Module 6] Nov 26 2020 (Thu), 9:30am – 12:30pm
Conducted via Zoom
ATL202012
[Semi-intensive Mode]
[Module 1] Dec 8 2020 (Tue), 9:30am – 12:30pm
[Module 2] Dec 9 2020 (Wed), 9:30am – 12:30pm
[Module 3] Dec 10 2020 (Thu), 9:30am – 12:30pm
[Module 4] Dec 15 2020 (Tue), 9:30am – 12:30pm
[Module 5] Dec 16 2020 (Wed), 9:30am – 12:30pm
[Module 6] Dec 17 2020 (Thu), 9:30am – 12:30pm
TBC
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, Centennial campus
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, Centennial Campus
ATL201905 May 7 – 9 (Tues – Thurs), 2019, 9:15am – 4:00pm CPD G.02, Centennial Campus
ATL201906 May 28 – 30 (Tues – Thurs), 2019, 9:15am – 4:00pm CPD LG.61 & 62, Centennial campus
ATL201911 Nov 12, 14, 19, 21, 26, 28 (Tue & Thu), 2019 Room 321, Run Run Shaw Building (Main Campus)
ATL201912 Dec 3 – 5 (Tue – Thu), 2019 CPD LG.61 & 62, Centennial Campus
ATL201913 Dec 17 – 19 (Tue – Thu), 2019 CPD G.02, Centennial Campus
ATL202003 Mar 10, 12, 17, 19, 24, 26 (Tues & Thurs), 2020, 9:15am – 12:30pm [Seminar Mode] Online Teaching
ATL202005
[Intensive Mode]
[Module 1] May 12 2020 (Tue), 9:30am – 12:30pm
[Module 2] May 12 2020 (Tue), 1:30pm – 4:00pm
[Module 3] May 13 2020 (Wed), 9:30am – 12:30pm
[Module 4] May 13 2020 (Wed), 1:30pm – 4:00pm
[Module 5] May 14 2020 (Thu), 9:30am – 12:30pm
[Module 6] May 14 2020 (Thu), 1:30pm – 4:00pm
Online Teaching
ATL202006
[Seminar Mode]
[Module 1] May 26 2020 (Tue), 9:30am – 12:30pm
[Module 2] May 27 2020 (Wed), 9:30am – 12:30pm
[Module 3] May 28 2020 (Thu), 9:30am – 12:30pm
[Module 4] Jun 2 2020 (Tue), 9:30am – 12:30pm
[Module 5] Jun 3 2020 (Wed), 9:30am – 12:30pm
[Module 6] Jun 4 2020 (Thu), 9:30am – 12:30pm
Online Teaching

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.

A Certificate of Attendance will be awarded to participants who have completed the programme, participants need to be present for the whole modules and complete group discussion and a reflective writing (module 5). (Opportunities are provided to make up missed modules because of departmental obligations).

Module Contents and timing

1. Outcome Based Approaches to Student Learning and course design

Module Intended Learning outcomes

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

  • 1. Describe the principles of Outcome Based Approaches to Student Learning (OBASL) and Constructive Alignment (CA) at the University, Programme and Course level.
  • 2. Implement the principles of CA and OBASL in constructing intended learning outcomes, developing learning tasks that are aligned with intended learning outcomes, and implementing effective assessment of intended learning outcomes.

Module Plan

Time Topic Facilitator ILOs
09:30 – 10:30 1. Outcome Based Approaches to Student Learning (OBASL) and Constructive Alignment (CA), levels of knowledge/learning Dr. Lily Zeng 1
10:30 – 10:40 BREAK
10:40 – 11:40 2. Constructing intended learning outcomes (ILOs) and aligning learning tasks and assessment with ILOs Dr. Lily Zeng 2
11:40 – 11:50 BREAK
11:50 – 12:20 2. Examples of application of CA and OBASL at course and programme levels Guest speakers
(20’ each)
1, 2
12:20 – 12:30 4. Overview of updated HKU Plagiarism Guideline Dr. Lily Zeng N/A

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

Time Module Components Facilitator ILOs
09:30 – 09:55 Introduction to the purposes of assessment and some of the frequently used terminologies in HKU Dr. Cecilia Chan 1
09:55 – 10:35 Designing and aligning different assessment methods for the different learning outcomes effectively 2
10:35 – 10:55 Interactive discussion on the important factors to design effective assessment tasks 1 & 2
10:55 – 11:10 History of HKU assessment 3
11:10 – 11:40 Understanding assessment policy at HKU and Standards Referenced Assessment 3 & 4
11:40 – 12:10 Applying and appreciating the rationales of using rubrics and grading descriptors 5
12:10 – 12:30 Discussion on issues and challenges in assessment 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. Integrate current theory regarding students’ individual differences into their teaching and curriculum development
  • 2. Apply current understanding of the development of interest and value
  • 3. Apply our current research regarding students’ study strategies to your teaching

Module Plan

Time Module Components Facilitator Learning Outcomes
Prior to coming to the session 1a. Introduction to the Individual Differences: Why they matter and essentials Dr. Luke Fryer 1
Interest & Value: Theory and Practice Dr. Luke Fryer 2
Learning tactics + Learning strategies Dr. Luke Fryer 3
  Group Presentation Preparation Participants 2
09:30 – 09:50 Student Voice Guest speakers
(10 mins each)
2
09:50 – 10:20 Group Presentations/Discussions (Groups of 3) Participants 1, 2, 3
10:20 – 11:00 Getting and Keeping students engaged. Essential motivational differences and their development: Interest and Value Guest speakers
(20 mins each)
1 & 2

4. Teaching and learning in subject areas

Module Intended Learning outcomes

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

  • 1. Analyse the features of different disciplinary context and the extent to which they shape curriculum and course design in the respective subject areas
  • 2. Review and undertake concrete reflection on how one learns within a subject area and the methods for teaching and assessment within subject areas and in general

Module Plan

Option 1: When there are 30 or less than 30 participants:

Time Topic Facilitator ILOs
10:30 – 10:35 Introduction to the module Dr. Lily Zeng N/A
10:35 – 12:05 Group presentations and discussions (including one break) Participants 1, 2
12:05 – 12:20 Teaching, learning, assessment within and across subject areas Dr. Lily Zeng 1, 2

Option 2: When there are more than 30 participants:

Time Topic Facilitator ILOs
09:30 – 10:30 1. Disciplinary context and features; learning within subject areas Dr. Lily Zeng 1
10:30 – 10:40 BREAK
10:40 – 11:40 2. Teaching and assessment within subject areas Dr. Lily Zeng 1, 2
11:40 – 11:50 BREAK
11:50 – 12:30 3. Poster presentations and discussions Participants 2

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 and organise e-learning strategies across multiple educational criteria
  • 2. More confidently prepare for and engage in online instruction
  • 3. Utilise Moodle for the essentials and be inspired to learn more
  • 4. Select appropriate Apps for course teaching
  • 5. Make educated decisions about utilizing Flipped Learning, Mobile learning and Computers in the classroom

Module Plan

Time Themes Facilitator ILOs
09:30 – 10:10 E-learning: Their role in different learning environments?
a. Definitions and Organisation
b. Group task
c. Task review
Dr. Luke Fryer 1, 2
10:10 – 10:50 Teaching online: Curriculum and Instruction Guest speakers
(20 mins each)
2
10:50 – 11:10 Moodle Ms. Ada Yau (ITS) 3
11:10 – 11:30 Online APPs Dr. Leon Lei (TELI) 4
Independent Flipped and Mobile learning (15 min Video) Dr. Luke Fryer 5
Computers in the classroom (15 min Video) Dr. Luke Fryer 5

6. Enhancing and managing personal professional development

Module Intended Learning outcomes

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

  • 1. Track one’s own teaching development and establish teaching and development credentials for career development
  • 2. Utilize programme and course evaluations to enhance personal practice
  • 3. Explain the UK Professional Standards Framework and the four categories of Fellowship

Module Plan

Time Topic Facilitator ILOs
09:30 – 10:00 Developing teaching portfolios Dr. Lily Zeng 1
10:00 – 10:20 Course and Programme evaluations: Interpretations and implications Dr. Maggie Zhao (T&LEMU) 1, 2
10:20 – 10:30 BREAK
10:30 – 11:40 Introduction to HKU HEA Fellowship Scheme (continued) Dr. Jannie Roed 3
11:40 – 11:50 BREAK
11:50 – 12:20 Panel on teaching evaluations at HKU Prof. Ian Holliday
Vice-President & Pro-Vice-Chancellor (Teaching and Learning)

Associate Deans
1, 2
12:20 – 12:30 Summary Dr. Lily Zeng N/A

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​.