Abstract:
In keeping with the intense shift toward adopting blended learning, especially online teaching pedagogies, at universities worldwide, this project provided a platform for developing online teaching effectiveness among the academic and teaching staff of FHM. In this project, staff members will try blended and online teaching approaches developed on the TPACK and TIM frameworks (Herring, Koehler & Mishra, 2012) to produce models-in-context of effective blended teaching and learning practices. This experience and these models provided the basis of a professional development package available to all FHM colleagues via a purpose-built project website. The project provides FHM colleagues with the principled and practical resources necessary to enhance their online teaching to a level more consistent with the quality of blended and online courses available at top universities anywhere in the world. In addition, the project provided our students with courses in the humanities that offer blended and online teaching that employs technology to enhance their access, interest, and understanding of the world and – consistent with the FHM Faculty motto – broadens their way.
Code:
T0238
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Oct 2020
End Date:
30 Sep 2022
Status:
Completed
Result:
During the two-year period of this project, the initiative managed to situate the technical aspects of online and blended teaching practices in the context of FHM programmes, courses and specific pedagogies, thus providing readily accessible models of best practices for FHM staff in rethinking courses to better align with the ‘new normal’ of online and other blended teaching approaches. To achieve this, the project seminars systematically examined the principles of best practices in blended and online teaching pedagogies and provided these resources to FHM colleagues. Second, training resources and models of practice were offered to recommend and demonstrate theoretical and applied levels to inspire, frame and support the further development of blended and online teaching practices. Third, further input and support via practical workshops and technical assistance were provided to develop the training and planning skills needed for the effective integration of useful apps and the pedagogies of blended and online teaching. Lastly, the project developed a unified platform (https://humbol.eduhk.hk/) that serves as a storehouse of project experience, including a professional development package, models of practice, blended and online teaching and learning seminars, evaluation data and other project resources.
Impact:
The project has been successful in meeting its far-reaching goals of promoting blended and online teaching and learning in humanities as evidenced in numerous surveys and interviews. It succeeded in providing FHM colleagues best online teaching approaches, ample relevant resources for online teaching in their respective areas, and specific recommendations, models and exemplars of best practices relevant to their subject areas. It recommended adjustments for the course content and pedagogy of project members’ courses to reflect the potential for alternative forms of delivery, including online teaching, flipped class teaching and blended learning. In the project seminars, workshops and Roundtable, hundreds of non-project members (local and international primary, secondary and university teachers) participated in sharing activities to assist in the development of content and pedagogy for their courses to reflect the potential for alternative forms of technology-enhanced forms of delivery. Student learning was facilitated by project members’ innovative course design and delivery to improve students’ motivation and interest when participating in the FHM courses. Finally, an ongoing repository of resources for sharing best practices and lessons learned for future reference in improving online and blended teaching practices in the humanities was provided to the Faculty of Humanities and beyond.
Deliverables:
Books/ Book Chapters/ Journal Articles/ Conference Papers
Wang, L. (2023). Adoption of the PICRAT Model to Guide the Integration of Innovative Technologies in the Teaching of a Linguistics Course. Sustainability, 15(5), 3886. https://doi.org/10.3390/su15053886
Erni, J., Lim, C. P., Wang, L., Taylor, T., & et. al. (2022, July 8). Online and Blended Teaching and Learning: Lessons Learned – Looking Ahead. Paper presented at the 5th Annual e-Resources Roundtable / Poster Conference, The Educatrion University of Hong Kong.
Seminars/Presentations/Sharing Sessions
Lee, J. S., Wang, L.X., & Taylor, T. (2021, June 24). Are you ready to flip? [Online workshop] The Education University of Hong Kong. (Number of participants: 34) (https://docs.google.com/presentation/d/1s3S8GP01Z0ra_GmEMTns578Xq8jengZH...)
Taylor, T., & Wang, L.X. (2020. November 30). Frameworks for planning innovation in online teaching [Webinar]. The Education University of Hong Kong. (Number of participants: 68) (https://docs.google.com/presentation/d/1ncPWiEuVvWxnEUDRAWFgN8cxAvwpMWU_...)
Hwang, G. J. (2021, April 27). Educational objective, learning strategies and class management of flipped classrooms [Webinar]. The Education University of Hong Kong. (Number of participants: 40) (https://docs.google.com/presentation/d/19c7YdcQzl8q3ZUCI5Yc4_2Lw92fbN71w...)
Zou, D. (2021, August 30). Flipgrid for rapport building, reflection and peer assessment [Webinar]. The Education University of Hong Kong. (Number of participants: 23) (https://drive.google.com/file/d/1g4BeZO7lGlNB1JETk77_GBtGxG1tx0Y1/view)
Lee, K. L. A., & Zhang, L. (2021, December 17). Creating technology-enhanced content in the humanities: Two approaches [Webinar]. The Education University of Hong Kong. (Number of participants: 17) (https://drive.google.com/file/d/19BJuC9e4CbcLhoxhNCQBkAUPeSHmgdIX/view)
Taylor, T. (2022, February 23). Creating classroom community F2F and/or online: A case study [Webinar]. The Education University of Hong Kong. (Number of participants: 18) (https://drive.google.com/file/d/1K3fBuiDq99HChB0jDOFu-mhd6S7-hDG5/view)
Ma, Q., & Tse, K. H. (2022, March 23). Tools for interactive learning in the humanities: Nearpod and stroke order learning tool [Webinar]. The Education University of Hong Kong. (Number of participants: 16) (https://drive.google.com/file/d/1TQ24SL0r8h0f8Fpn16uMPy0egYY7hWwI/view)
Wang, L. (2022, April 20). Adopting the PICRAT Model for effective online teaching: A case study [Webinar]. The Education University of Hong Kong. (Number of participants: 21) (https://drive.google.com/file/d/1lfJtHYXTGinRE4VX0912tLg31NjTivDt/view)
Banerjee, B., & Clapp, J. (2022, May 13). Social annotation and affective pedagogy in the literary studies classroom [Webinar]. The Education University of Hong Kong. (Number of participants: 15) (https://drive.google.com/file/d/131V-gV1hXGc-B2vmsiuO5u6Tkp1RKHee/view)
Chow, W. Y. C. (2022, June 7). Motivating students in the language classroom through e-learning [Webinar]. The Education University of Hong Kong. (Number of participants: 11) (https://drive.google.com/file/d/1PtSeszjkAa0B61irDbiVnWPcJtN1en41/view)
Chen, H. C. R., & Keung, H. M. (2022, June 24). Deepening learners’ experience and engagement with content: Examples from the humanities [Webinar]. The Education University of Hong Kong. (Number of participants: 14) (https://drive.google.com/file/d/1MqB0N3AkM62-TxiwD50MafUrLQoGuJy-/view)
Yang, S. (2021, October 22). Human-centered AI for improving humanity in digital learning [Webinar]. The Education University of Hong Kong. (Number of participants: 29) (https://drive.google.com/file/d/1vCq7eiUU7dhyHIPBbR_QFxPysXd9gOwJ/view)
Teaching and Learning Resources/ Materials (including online resources)
HUMBOL Project Website (including more information about Learning packages, Teaching materials and Apps)
(https://humbol.eduhk.hk/)
Training e-Resources on Nearpod, Edpuzzle and Flipgrid. The Education University of Hong Kong. (https://drive.google.com/file/d/1jNoxIec1ziy-ha-U6SdXuTBbQv2PANbr/view)
Financial Year:
2020-21
Type:
TDG