Foreword – Ian Holliday
For many years, the Centre for the Enhancement of Teaching and Learning (CETL) at the University of Hong Kong (HKU) has taken the lead in facilitating debate about quality teaching and learning on campus and beyond. International conferences, public lectures, large-scale seminars and small-scale workshops have all been organised to create platforms for the exchange of ideas and the sharing of best practice. Briefing notes and case studies have been written and disseminated in hard copy and through the CETL website to stimulate engagement with cutting-edge analysis and state-of-the-art experience.
‘Teaching and Learning Connections’, an e-newsletter, marks a new and very welcome step for CETL. The aim of this online platform is to create a forum for regular interaction both here in Hong Kong and around the world. The broad focus will be on promoting quality teaching and learning in research-intensive universities. Specific topics will be introduced within particular issues of the e-newsletter as it evolves and develops a clear identity.
The theme for the first issue draws on CETL’s experience several months ago of launching the Wise Assessment Community of Practice. This initiative was taken to establish a fresh forum for colleagues within the institution and outside to discuss this critical aspect of teaching and learning. It worked out extremely well, generating a series of conversations, briefings and case examples, triggering interest in forming further communities of practice on campus, and facilitating the emergence of networks of engagement through a dedicated website.
In this issue, the potentials of developing multiple teaching and learning communities of practice at HKU are explored and discussed. To cite just one example of our own plans, we have already made considerable progress in creating an e-learning Community of Practice designed to explore the pedagogical benefits inherent in technological advance, and to ensure that every step taken in the virtual world has real-life positive impacts on teaching and learning throughout the campus. We are also actively exploring further possibilities.
I therefore applaud this CETL initiative and wish it every success. Please join the conversation by subscribing to ‘Teaching and Learning Connections’, and still more so by contributing to the debates that unfold on its pages.