CETL Quote of the Week – Style 3

CETL Quote of the Week – Best Practices For Successful Peer Evaluation in Group Learning

Contributed by Prof. Botelho, Michael George

1. Setting expectations and feedback The PEP allows teachers to create a rubric with an overview of the objectives, assessment dimensions, and standards. This rubric sets the students' expectations on how they will be assessed. Students can submit drafts of their individual or group projects to the Peer Evaluation Platform and receive annotated content from peers within their group or across the class.
2. Using progress feedback on a course submission Periodic formative feedback allows students to improve the content and scope of their project or research report based on peer feedback. This will help them better prepare for final submissions.
3. Learning how to give feedback Teaching students to give appropriate and constructive feedback is a skill that takes time and experience to do well. Teachers can provide sample content in PEP to demonstrate how to give effective feedback.
4. Anonymous versus "owned" feedback and evaluations PEP can allow anonymous or named feedback. Students may be more willing to be critical and straightforward with their feedback when they are anonymous. However, anonymity may lead to harsher criticisms and evaluations.
5. Customizing the process Peer evaluation is best received in a culture of professionalism and minimum competition and mistrust. Instructors may customize the process according to the relative objectives and the environment.
6. Guidance questions to focus learning The PEP can be set up to create questions based on a paper or video that students have to answer as they read through or watch a video. Teachers can guide and focus students on the learning content as designed.

• Botelho, M. (2022, November 1). HKU Peer Evaluation Platform [Seminar]. 3rd HKU Teaching and Learning Festival: TDG Workshop 4, Exploring various technology-enhanced learning apps for your TDG. https://er.talic.hku.hk/3rdtlfestival22/event/workshop-4/

CETL Quote of the Week – SAMR Model for COIL

• Substitution is when technology acts as a direct substitute but no functional change. For example, if you use paper-based activity for F2F, you can replace it with web-based technology like online word documents for your collaborative online course.
• Augmentation is when technology acts as a direct substitute for functional improvement. For example, you may add hyperlinks or embed interactive videos in your online word document to allow the students to explore the learning activity further.
• Modification is when technology enhances the activity to alter the learning task significantly. For example, you can consider using an online collaborative app like Miro, which will not only allow students to do the task but also work together.
• Redefinition is when technology fundamentally transforms the previously impossible activity in the classroom. For example, virtual meeting platforms or hybrid classrooms will allow students from different locations to collaborate and communicate synchronously.
References:
• Puentedura, R.R. (2009). As we may teach: educational technology, from theory into practice. http://www.hippasus.com/rrpweblog/archives/000025.html
Posting date: 09-Jan-2023

CETL Quote of the Week – Visual Design Basics (Layout)

1. Alignment Alignment is the arrangement of various objects in relation to the borders of the canvas. Properly aligning the objects can create a neat and focused design.
2. Repetition Consistency in visual design can be achieved through the repetition of a shape or colour. Subsequently, inconsistency or changing a shape or colour can make the object stand out.
3. Leading Lines Leading lines are used to draw attention to an object on the canvas. In design practice, text, objects, and space can form leading lines.
4. Rule of Thirds The rule of thirds is a method of diving the canvas into a grid with three columns wide and three rows tall. It helps in the composition of the primary focus of the design.
5. Perspective In a two-dimensional medium, perspective is used to create an illusion of depth that simulate human perception of the three-dimensional space.

• Communication-intensive Courses Initiative (2022). Basic Concept on Visual Design. CiC Visual Design Course. https://learning.hku.hk/courses/course-v1:HKU+CICVD+2022/course/

CETL Quote of the Week – Dr. Law Ka Ho

"The knowledge one has acquired is not reflected by how much one gets in the assessment at the end of the semester, but by how much one can apply in life using that knowledge."
 
Dr. Law Ka Ho
Department of Mathematics, Faculty of Science, HKU

CETL Quote of the Week – Dr. James Tsoi

"In-depth communication with my colleagues and students on using skull archives to develop new teaching modalities and contents in the dentistry curriculum convinced me that teaching and learning is a collaborative process fostering the co-creation of knowledge. This example represents my belief in the Roman Stoic Philosopher Seneca's statement, 'While we teach, we learn'."
 
Dr. James Tsoi
Faculty of Dentistry, HKU

CETL Quote of the Week – Critical Elements of Effective Communication

Contributed by Michael Campion, Partner, Quinlan and Associate

1. Content and Clarity
   Be prepared, be clear, and have a good understanding of what you want to say to avoid losing track of the topic.
2. Confidence and Body Language
   It is critical to project your message with confidence and conviction. Posture, hand gestures, stance, and facial expressions influence your communication.
3. Correct Medium
   Be conscious of using different communication mediums. Emails, social media, phone calls, and in-person meetings can be leveraged for different reasons.
4. Empathy and Friendliness
   Put yourself in the shoes of the person you are communicating with and understand their position. A warm and friendly tone, coupled with a smile, instantly makes you more likable.
5. Respect and Open-mindedness
   Actively listen to and respect other ideas. Be open-minded to encourage open and honest dialogue.
6. Interaction
   Encourage feedback and questions, and provide praise where appropriate

• Campion, M., (2022, October 3). Communication Skills - Principles for Future Readiness [Presentation]. Common Core, The University of Hong Kong

CETL Quote of the Week – Strategies to reduce student anxiety during active learning

Contributed by Dr Peng Simin, Faculty of Dentistry, HKU

1. Foster relationships among students during group work
   Allowing students to choose their groupmates or providing sufficient time to build up a level of comfort with each other will help them develop a supportive relationship with their peers.
2. Develop positive student-instructor relationships
   It is important for instructors to perform nonverbal immediacy behaviours (e.g., smiling), as well as verbal immediacy behaviours such as employing the expression "we" when presenting and providing constructive feedback during the class.
3. Highlight the benefits of sharing ideas or uncertainty
   Instructors should guide students to develop constructive feedback to their peers, so that they could see the value of sharing new ideas or challenges (e.g., hearing diverse opinions).
4. Encourage critical dialogue and diversity of opinions Encouraging students to discuss ideas with each other before presenting in the class allows students to clarify their understanding. This preparation work decreases students' anxiety and helps them gain confidence in completing tasks.

• Cooper, K. M., Downing, V. R., & Brownell, S. E. (2018). The influence of active learning practices on student anxiety in large-enrollment college science classrooms. International Journal of STEM Education, 5(1), 23.
• Von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483-493.

CETL Quote of the Week – Components of Transdisciplinary Education

Contributed by Professor Louise McWhinnie, University of Technology Sydney

• Transdisciplinary Education works across, between, and beyond the traditional disciplines of the university by navigating approaches driven by the problem space rather than a disciplinary approach.
• It also requires the construction of methods to enable students to access practices across disciplines and form connections, encouraging the application of methods appropriate to a complex problem by identifying methods they would not normally experience in single disciplines.

• Central to transdisciplinary education is the need to generate new ways of framing problems.
• Frame creation and wide-ranging and accessible methods are central to transdisciplinarity.
• Frame creation develops an open and focused approach that generates not only problem solving, but also problem posing.

• Curiosity is core to students' education and academics' work within the transdisciplinary space. Teachers need to consider at what point in students' previous learning experiences have curiosity and collaboration been reduced to singular achievement.

• It is easy to think that transdisciplinary education simply requires the joining up of the disciplines. But complexity and networked challenges require connections in thinking, that teachers and students should address collectively.

• A vital component of accelerating change and transdisciplinary education is introducing students to connectivity. This requires students to understand that innovative outcomes in one field are linked to and impact upon others.

• Transdisciplinarity challenges students to ethically comprehend the sheer scale of technological capabilities and our social responsibility in the social aspects of accelerated advances.

• Risk requires that students are encouraged and rewarded to learn from, and not be afraid of potential failure, instead seeing it as a necessary by-product of curiosity and exploration.

• Emeritus Professor Louise McWhinnie. Summary notes for ‘Transdisciplinary Experiential Learning... not just Student Learning’
• Experiential Learning Seminar Series. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong. https://er.talic.hku.hk/elseminar22/

CETL Quote of the Week – Team of Dr. George L. Tipoe

Collaboration drives innovation. When professionals work in alliance, new solutions that transform practice emerge. Using team-based case-oriented discussion, it provides students from different disciplines to learn about, from, and with one another.
 
Dr. George L. Tipoe (Leader) of Li Ka Shing Faculty of Medicine,
Prof. Amy Y.M. Chow of Faculty of Social Sciences, Dr. Fraide Jr. A. Ganotice of Li Ka Shing Faculty of Medicine,
Dr. May P.S. Lam of Li Ka Shing Faculty of Medicine,
Dr. Janet Y.H. Wong of Li Ka Shing Faculty of Medicine
Interprofessional Education and Collaborative Practice – an "eMART" Approach
Teaching Innovation Award 2021 (Team)

CETL Quote of the Week – Dr. Ming-yen Ng

I like to encourage learners to be critical thinkers. I want them to ask why, what or how things are done as it helps deepen their understanding and allows them to understand the purpose of why medical practice is the way it is or sometimes to realise that this is an area of development that requires further work, research or technological development in order to improve our patients' lives.
 
Dr. Ming-yen Ng
Clinical Assistant Professor
Department of Diagnostic Radiology
Li Ka Shing Faculty of Medicine for Cardiac Imaging Massive Open Online Courses
Early Career Teaching Award 2021

CETL Quote of the Week – Ms. Janet K.T. Wong

In healthcare practice like pharmacy, I believe that successful education nurtures individuals who commit to life-long learning, person-centred care, and demonstrate competence, resilience, ethics, good leadership and teamwork. These attributes develop beyond graduation with parallel development in professional identity and expertise. Therefore, a successful learning journey leads students to pursue a fruitful career and achieve beyond …school.
 
Ms. Janet K.T. Wong
Lecturer
Department of Pharmacology and Pharmacy
Li Ka Shing Faculty of Medicine
Early Career Teaching Award 2021

CETL Quote of the Week – Accessibility arrangement during course preparation