full screen background image
  
Search
Saturday 26 September 2020
  • :
  • :
A service oriented and research led centre that supports HKU to achieve its strategic teaching and learning aims

Teaching in Practice Programme

Introduction

The Teaching in Practice Programme is designed for all new full-time academic/teaching staff seeking essential knowledge and practical skills in teaching in Higher Education.

Target participants

The programme is designed to the new full-time academic/teaching staff who have less than one year of full-time teaching experience in Higher Education, as well as academic/teaching staff who are recommended by their Head of Department. Providing there is space after accommodating the first two groups (first come, first served), all interested full-time academic/teaching staff are also welcome to join.

Structure

Seven seminars will be offered at the beginning of each semester (twice annually). They will be run in the evening to ensure they are accessible to all interested staff. They are entirely optional. Each seminar is 90 minutes long. Each session will be bookended by a reading and activity aimed at preparing staff and making the session personally relevant. A short follow-up, hand-in activity will complete the session. These hand-in activities will receive personalized feedback from the seminar instructor. For staff interested in applying for FHEA, these hand-in activities will provide a foundation for an application.

Participants can register to attend any or all of the seminars. A Certificate of Completion will be offered for completing at least five of the seven seminars.
Date: Tuesdays or Thursdays
Time: 6:30pm - 8:00pm
Venue: First semester (Sep-Oct 2020) – Conducted via Zoom; Second semester (Jan 2021) – To be announced

No. of participants: 15 maximum per class
*Please note that Seminars with enrollment of less than five students are subject to cancellation or rescheduling.

Online Registration for Sep-Oct 2020
Online Registration for Jan 2021

1. Lecturing

Facilitator: Dr Jannie Roed (CETL)

Date of the seminar: September 24, 2020; January 5, 2021

ILO

At the end of the workshop, participants will be able to:

  1. Evaluate strategies for learning through lectures

Reading before the seminar

Schmidt, Wagener, Smeets, Keemink,and van der Molen (2015) On the Use and Misuse of Lectures in Higher Education. Health Professions Education, Vol. 1, pp.12-18.

Output after the seminar

Participants will be asked to try out one strategy discussed at the session and write a 500 words reflective commentary on the lecturing experience. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.

2. Academic Integrity

Facilitator: Dr Jannie Roed (CETL)

Date of the seminar: September 29, 2020; January 7, 2021

ILOs

At the end of the workshop, participants will be able to:

  1. Demonstrate an understanding of why students cheat
  2. Design assignments that reduce the risk of plagiarism

Reading before the seminar

Heckler, N.C. and Forde, D. R. (2015) The Role of Cultural Values in Plagiarism in Higher Education. Journal of Academic Ethics, Vol. 13, pp. 61-75.

Output after the seminar

A 500 words reflective piece on the redesign of an assignment/assessment where students have previously plagiarized. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.

3. Classroom management

Facilitator: Dr Lily Zeng (CETL)

Date of the seminar: October 6, 2020; January 12, 2021

ILOs

At the end of the workshop, participants will be able to:

  1. Analyse the multidimensional context of classroom learning
  2. Describe and evaluate the strategies for building positive learning environment for classroom management

Reading before the seminar

Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12), 1-12. doi:10.11114/jets.v7i12.4491

Output after the seminar

A 500-word reflective commentary on one’s experience in classroom management. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.

4. Small group teaching

Facilitator: Dr Lily Zeng (CETL)

Date of the seminar: October 8, 2020; January 14, 2021

ILOs

At the end of the workshop, participants will be able to:

  1. Analyze the features of small group teaching environment
  2. Evaluate and apply in one’s own classes different strategies for structuring small group sessions, managing group dynamics, and facilitate discussions

Reading before the seminar

Gibbs, J., Hartviksen, J., Lehtonen, A., & Spruce, E. (2019). Pedagogies of inclusion: a critical exploration of small-group teaching practice in Higher Education. Teaching in Higher Education, 1-16. doi:10.1080/13562517.2019.1674276

Output after the seminar

Try out some new activities and strategies discussed in the workshop. Write a 500-word reflective commentary on the one’s experiences in small group teaching. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.

5. Assessment and Feedback

Facilitator: Dr Jannie Roed (CETL)

Date of the seminar: October 13, 2020; January 19, 2021

ILOs

At the end of the workshop, participants will be able to:

  1. Provide focused and effective feedback to students
  2. Evaluate and select appropriate assessment strategies within their discipline

Reading before the seminar

Nicol, D. J. and Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218.

Output after the seminar

Write a 500 words reflective piece on how attending the workshop has influenced the way you provide feedback to students. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
or
Write a 500 words reflective piece on how you would re-design an assessment on your course to make it more authentic. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.

6. Moodle in Practice

Facilitator: Ms Ada Yau (ITS)

Date of the seminar: October 15, 2020; January 21, 2021

ILOs

At the end of the workshop, participants will be able to:

  1. Understand the basics of HKU Moodle
  2. Use Moodle to create course web sites containing simple learning contents and collaborative activities
  3. Communicate with students through their Moodle courses

Reading before the seminar

William H. Rice IV, Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions. Packt Publishing © 2007 Citation

Output after the seminar

Upload a document using the “File” function on Moodle testing course. Create a Moodle assignment and Turnitin assignment on the Moodle testing course to collect students’ submissions.

7. Introduction to EMI

Facilitator: Dr Miranda Legg (CAES)

Date of the seminar: October 20, 2020; January 26, 2021

ILOs

At the end of the workshop, participants will be able to:

  1. Create a communication-rich task for students which is aligned with the course learning outcomes and gives students an opportunity to practice key communication skill(s) in the particular field of study
  2. Communicate expectations to students about the communication skills needed in the course through the use of an exemplar

Reading before the seminar

Philip Smyth & David Carless (2020) Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2020.1781785

Output after the seminar

Participants will be expected to try out either (i) the communicative-rich task or (ii) the exemplar task in the classroom. Participants will then be expected to write a 500-word reflection about the success of the task and any amendments which should be made to the task in the future.

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