The GILO self-assessment questionnaire is now almost a decade old. In July 2020, a working group was formed to kick-start a review of the survey items used. The working group agreed that there was an urgent need to review items on Global Perspectives (GILO 7) to improve their validity. It was estimated that the reviewContinue reading “A Review of the GILO Self-assessment Questionnaire”

This project is an active response to a learning environment where assessment is not only confined by subject domain knowledge but also its application. In such an environment, students often engage in inquiries into, and problem solving of, discipline-related scenarios. In the process, they put their subject domain knowledge to test, and develop generic competencies.Continue reading “Towards A Paradigm Shift for A New Model of Alternative Assessment: From Emphasizing Summative Assessment to Emphasizing Formative Assessment with Digital Technology Support”

  This project aims to develop a learning analytics platform to enhance the capacity of teachers in promoting students’ reflective engagement in higher education sector. The advocacy of students’ reflective learning and the trend of digital classrooms using various learning management systems (LMSs) and social network platforms (SNPs) place new demands on teachers for transformingContinue reading “Developing and Evaluating a Learning Analytics Platform to Support University Teachers for Pedagogical Decision-making in Fostering Reflective Engagement of Students”

For most students, subject courses in mathematics or information technology are rather abstract and difficult to learn. Quite often, they find it difficult to understand the related concepts, theories and applications, or hard to relate them to the primary or secondary teaching. This project aims to develop pedagogy to facilitate the students to learn mathematicsContinue reading “Enhancing the Relationship between Teaching and Learning of Mathematics and Information Technology Courses”

Generic Intended Learning Outcomes (GILOs) represent the institutional expectations of all graduates to articulate generic abilities which encompass knowledge, skills, attitude, and dispositions. To facilitate the understanding of GILOs among students and academic and teaching staff, the institutional GILO Rubrics were developed as a tool (1) to give the University and all programmes an understandingContinue reading “A Study to Collect Evidence through ePortfolios and Coursework to Demonstrate Students’ Achievement in Generic Intended Learning Outcomes (GILOs)”

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”

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”