The objective of this project is to study an alternative Block Practice (BP) design that aims to increase opportunities for student learning and school partnerships. The current design , an 8-week BP that comes in the middle of the school term, limits opportunities for critical engagement, reflective learning, and formative assessment of students’ teaching practice.Continue reading “Improving the Learning Outcomes of Block Practice: Investigating a Pilot Field Experience Semester for BEd(EL) Students”

本計劃旨在透過引入學生自學學科原典之訓練，提升學生的學術水平及自學能力，並嘗試提出研究與教學訓練並重的發展方向。本計劃將分階段有系統地建立中文學系原典書目，並透過舉辦增潤課程，落實對學生自學學科原典的訓練。本計劃一方面嘗試通過建立兼具學術性與實用性 的學科原典的必讀書目，實現以相關學科知識為本位的實際學習操作，並特別著重自學原典對學科知識整合的關鍵作用。另一方面，本計劃也希望藉著研究原典自學者的閱讀接收，制定一套可靠的考核系統。通過推行自學學科原典計劃，學員的學科知識發展可望獲得突破性及全方位的提升。

This project aims is to adopt new media in the curriculum for experiential and reflective learning in the context of understanding the political, social, economic and cultural dynamics in Hong Kong. By asking students to apply different forms of new media such as face timing, Skype, blogging, video-recording on their projects, students will be ableContinue reading “New Media for an Active and Engaging Reflective and Experiential Learning”

Field-learning is seen as a useful learning approach, enabling students to grasp concepts learned from classrooms, improve their individual social skills and practise a range of research skills (Wong, 1994; Yang, 1987). Whilst these cognitive, psychomotor and affective objectives are listed, current field-learning does not include the measurement of students’ self-reflection and self-motivation, or theirContinue reading “Cultivating Students’ Self-reflection and Self-motivation Through a Blended Learning Approach in Field-learning”

For many undergraduate students, mathematics is a rather abstract and difficult subject to learn. In order to master this subject well, it is essential that they have to develop good learning habits, including self-monitoring of their own learning, active participations in lectures and discussions, maintaining good communications with their lecturers and peer learning groups, sharingContinue reading “Teaching and Learning Portfolios for Active, Engaged and Reflective Learning”

This project was a continuation of a Departmental TDG pilot project that was implemented in 2011-2012 with two selected sample groups comprising Year 1 and Year 4 Music and Visual Arts students. This project required students to apply and demonstrate reflective and critical thinking using the “E-progress mapping” instrument that was developed in the pilotContinue reading “Reflective Thinking & e-Progress Mapping of Student Learning in the Creative Arts”

The General Education Foundation Course (FC) represents a new educational paradigm for HKIEd and for Hong Kong, as part of the change to a 3-3-4/5 structure. The Institute needs to evaluate the course formally during the implementation stage so that as it moves forward in General Education, the evaluation results for improvement and further developmentContinue reading “Evaluating the General Education Foundation Course (FC) in 2012/2013”

The advocacy of learners’ reflective learning and the trend of digital classrooms place new demands on academic/teaching staff in the higher education sector for transforming pedagogical practices along with the growth of e-learning in recent years. The project aims to enhance the competency of HKIEd academic/teaching staff in promoting learner’s reflective engagement in accordance withContinue reading “Bring Your Own Device (BYOD) for Reflective Engagement of Learners in Digital Classroom”