CETL Tips of the Week – Disability inclusion in teaching
How can we promote disability inclusion in our teaching? This week’s tips are drawn from the Guideline on fostering practices for disability inclusion at higher education institutions developed by Dr. Patcy Yeung from the Faculty of Education and her team of the teaching development project on enhancing learning experience for students with visual impairment in higher education. We may refer to the corresponding chapters of the Guideline for details.
- Understand, respect, and cater for diverse learning needs of students
Adopt Universal Design for Learning (UDL) principles in teaching to cater for diverse learning needs of students (Chapter 2.6) - Consider the accessibility of the teaching space
Prepare for flexibility in teaching modes and in-class activities and support in response to the accessibility of the teaching space (both physical and virtual). (Chapters 5.1, 14.3, and 14.10) - Create accessible teaching materials
Apply web and multimedia accessibility guidelines in designing electronic teaching materials and communicating with students. (Chapter 5.4) - Be mindful of disability representation in teaching materials
Incorporate disability and accessibility elements that better reflect the inherent diversity in society in teaching materials and activities. (Chapters 6.4 and 7.8) - Practice effective and inclusive communication
Adopt bias-free wording, and empathetic, patient, and inclusive way of communicating. (Chapters 5.5 and 7)
Reference:
Ma, G. Y. K., Chan, B. L. F., Wu, F. K. Y., Ng, S. T. M., Ip, E. C. L., & Yeung, P. P. S. (2021). Enhancing Learning Experience for Students with Visual Impairment in Higher Education. Guideline on fostering practices for disability inclusion at higher education institutions. (Trial ed.). The University of Hong Kong. (146 pages.). https://doi.org/10.25442/hku.17032685.v1.
Posting date: 17-Jun-2022
CETL Quote of the Week – Ms. Lidia V. Ratoi
It became natural that studio is treated as a research laboratory, introducing students the multitude of methods of designing, in order to ensure that their knowledge and design methodology coincide with the worldwide trends.
Learning is a primordial gesture, and as teachers we bear the responsibility of instilling passion and nurturing the curiosity of students.
Ms. Lidia V. Ratoi
Assistant Lecturer
Department of Architecture
Faculty of Architecture
Early Career Teaching Award 2021
Posting date: 10-Jun-2022
CETL Quote of the Week – Dr. Peter J. Cobb
My teaching philosophy is encapsulated in the three words: Engagement, Accessibility, and Innovation. For students to learn, they first must feel a strong connection to the subject.
Dr. Peter J. Cobb
Assistant Professor
Faculties of Education and Arts
Early Career Teaching Award 2021
Posting date: 02-Jun-2022
May 2022
CETL Quote of the Week – Ms. Promail K.Y. Leung
I used my CURI teaching framework to promote students’ CURIosity in learning science: (i) infuse Challenging and Interesting tasks in teaching; and ii) illustrate the Relevance and Usefulness of concepts in students’ lives.
Ms. Promail K.Y. Leung
Senior Lecturer
Faculty of Education
Early Career Teaching Award 2021
Posting date: 26-May-2022
CETL Quote of the Week – Ms. Vincci W.S. Mak
I believe the best way of learning about landscape is to gain first-hand experience by immersing oneself with the environment. I have committed my teaching career to develop learning activities in the out-of-classroom environment, fostering students to experience and discover the real landscapes themselves.
Ms. Vincci W.S. Mak
Senior Lecturer
Department of Architecture
Faculty of Architecture
Outstanding Teaching Award 2021
Posting date: 13-May-2022
CETL Tips of the Week – Online Invigilated Exams
How can we maximise the benefits of online invigilated exams while minimising its potential risks? Professor Phillip Dawson, our keynote speaker for the HKU Teaching and Learning Festival, offers 6 recommendations for teachers when they use online invigilated exams.
Recommendations
- Online invigilated exams are used as a last resort
Online invigilated exams could be used when other options had been considered and deemed unsuitable. - Exam designs are sound assessments of learning
Teachers can work on ensuring the reliability and validity of online invigilated exams to ensure that the exam designs are sound assessment of learning. - Only the minimal restrictions required are used
Teachers need to be mindful in applying restrictions to ensure that each restriction is adequately enforced. - Students are offered an alternative
Students might have concerns about privacy, network stability, or technology and hence should be allowed to take the assessment in alternative forms. - Equity, diversity, adversity, and accessibility are catered for
Teachers may consider looking at Universal Design for Learning (UDL) principles to ensure that online invigilated exams support the needs of all the students. - Pilot online invigilated exams adequately before using them in assessment
Piloting should be conducted first in a no-stakes environment, with real students completing real tasks that do not influence their grades.
Reference:
Dawson, P. (2021). Strategies for using online invigilated exams. Online learning good practice TEQSA. Available at: https://www.teqsa.gov.au/experts-advice-hub.
Posting date: 06-May-2022