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”

The global challenges of our century underscore the need for students to be able to value diverse cultures and perspectives, empathise and work with others dramatically different from themselves and solve problems that transcend national borders. While the academic departments at EdUHK are being strongly encouraged to enhance their courses to cultivate students’ global perspectives,Continue reading “Cultivating Students’ Global Perspectives through Course Design with an Emphasis on the Affective Aspect of Learning”

This CoP primarily aims to develop the five pillars of the PERMA model (i.e., positive emotions, engagement, relationship, meaning, and accomplishment) as well as caring ethics and related values among pre-service and in-service teachers, and to increase teachers’ capabilities to deal with the psychosocial issue of cyberbullying and understand the nature of education in connectionContinue reading “Enhancing Students’ Well-being and Life Values: Perspectives of Life Education and Positive Education”

Following a thorough investigation, a Community of Practice (CoP) on technology-enhanced language learning and teaching will be established, consolidated, and sustained in EdUHK and extended to other Hong Kong higher education institutions. The community members include students, academic/teaching staff, and experts inside and outside EdUHK who engage in active exchanges of the use of technologiesContinue reading “Language enhancement at EdUHK and beyond: Fostering a Community of Practice on technology-enhanced language learning and teaching”

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”