In recent years, e-learning systems (e.g. Moodle) have become more popular in the higher education. The systems enabled many learners to have access to online learning resources such as lecture, tutorial, etc. in a collaborative way. Due to the rapid development of technology, the amount of data stored in online learning systems has been constantlyContinue reading “Using Learning Analytics to Discover Serendipitous Learning in Moodle for Formative Assessment in Higher Education”

This project worked with a Video-Based Learning Community (VBLC) for upload of teaching videos, sharing of teaching videos to the group, and comments or feedback on selected segments of the shared videos. Full time student teachers enrolled to courses on teaching methods of General Studies (GS) and Liberal Studies (LS) in 2011/12 academic year wereContinue reading “Cultivating Active Learning Through a Video-based Learning Community with General Studies and Liberal Studies teacher education”

This project mainly supported colleagues of the MSST department with various initiatives in different subject disciplines related to the recent development of 334. These include development and revision of programmes and modules, as well as surveys and interviews to collect views from stakeholders. The outcomes of the project would be the newly developed programmes asContinue reading “Preparing OBL/ 334 for General Studies, Liberal Studies, Information Technology, Mathematics, Business Studies and Technology & Living”

This TDG project comprised 4 stages. First, feedback from teaching colleagues and students on the first pilot Outcome Based Learning (OBL) embedded module in Semester 1 of 2009-2010 was reviewed. This was then followed by the development of OBL teaching in a teaching-related module and an academic studies module in semester 2 of 2009-2010. TheContinue reading “Strategic Development and Implementation of OBL Modules in General Studies and Liberal Studies”

HKIEd was moving into the 334/335 curriculum and a more student-centered and outcomes-based approach. Research into students’ perceptions of outcomes would significantly contribute to outcomes construction, review, and refinement, and increase alignment of teaching, learning, and assessment with student-centered institutional quality enhancement. The current trend in outcomes-based teaching, learning, and assessment focused on a curriculumContinue reading “Student Perspectives on Outcomes: Insights for Course Development within OBL and 335 Frameworks”

The professional and vocational education (PVE) field experience has some specific features which make evaluation and assessment more challenging than other sectors. Both the PVE BEd and the PGDE programs were new and this provided an opportunity to break new ground in the thinking of practice in field experience. The settings were typified by diversityContinue reading “Developing a Work Based Learning Process in PVE Field Experience”