Date: 10 July 2020 (Fri) Time: 11:30am – 12:30pm Speakers: Dr Leon Lei, Ms Crystal Luo, Ms Sharon Keung
In light of the COVID-19 outbreak, teaching and learning have shifted online and students often learn through lecture videos now. One of the challenges for educators is understanding and exploring how best we may produce instructional videos. Video production may seem a daunting task to some teachers. However, producing instructional videos at home can be a reality with the right tools and training.
This workshop will give a brief introduction to the potential and affordances of videos in teaching and assessments. We will introduce:
examples of how videos have been used in HKU courses for teaching and assessments;
multimedia production support resources in HKU; and
tips on DIY video production.
Upon completion of this workshop, participants will be able to:
Identify the challenges and opportunities of using instructional videos
Familiarize the required equipment, techniques, and workflows of producing instructional videos at home;
Identify the support of producing instructional videos at the campus; and
Reflect on practices and considerations in incorporating videos in their learning design.
You are cordially invited to the Responsive4U e-Symposium, an interactive online event featuring a UGC funded project, entitled “The Responsive University: Appreciating Content Sharing in General Education,” (also code-named as Responsive4U).
Under the Responsive4U project, 11 General Education courses offered in blended format were shared among four local institutions (HKU, CUHK, PolyU, and HKUST), reaching over 2000 students. This content sharing initiative allows institutions to amplify the impact of their quality teaching. Most importantly, the multilateral exchanges among students, teachers and university administrators have opened up practicable genuinely student-oriented ways of teaching and learning.
The Responsive4U e-Symposium featuring:
From June 9 to June 30, interact with online content at your own pace:
Presentations on project insights and feedback;
Panel discussions with project participants;
Course design sharing posters; and
Online discussions with project team and event participants.
On June 22 (Monday), 10:00am-12:00noon HKT, join our live session with university leaders to explore how institutions can become more responsive in the digital era.
Do you wonder what the European Union is all about? What challenges does it face and can it survive them? How will the eurozone crisis, the refugee crisis, Brexit and the COVID-19 outbreak reshape Europe? This is the course for you!
In this course, we will introduce you to key concepts and historical turning points, which have shaped contemporary Europe. What is national sovereignty and can it be shared? What impact has the 1989 collapse of communism had on Europe and is the East-West divide still relevant today? Can the North-South division triggered by the eurozone crisis be overcome, or will it be reinforced through the COVID-19 outbreak? And finally, what is the best size for a political unit?
The course’s ultimate focus is on the function and status of national and European borders and the question of what it means to belong to a political community: who is in, who is out? How and why are people included or excluded? And, what, finally, is the future of a borderless Europe?
Taught by a skeptical European who lived, studied and worked in Germany, Slovakia, Ireland, Australia and Hong Kong, this course includes a number of interviews with leading scholars, practitioners and best-selling authors, including Timothy Garton Ash, David Goodhart, Kalypso Nicolaïdis, George Papandreou and Helen Thompson.
The European Union pervades all aspects of people’s lives. But the course will be of particular interest to many professionals dealing with the EU whether they are EU citizens, or not.
Week 1: Europe at a crossroads: COVID-19 & Brexit
What is the ideal of a “Europe without Borders”? Are we witnessing its unravelling?
How is Europe confronting the challenges of Brexit and the COVID-19 pandemic?
Why does the concept of sovereignty matter for understanding the current state of the world?
Week 2: The European Union and the nation-state
Who are “We, the People”? What holds political communities together? Who is included/excluded?
What type of political unit is the European Union? What does it mean to be an EU citizen? Has the EU transcended the idea of sovereignty?
Week 3: A union under strain: The Eurozone and refugee crises
Has European integration proceeded too fast?
Eurozone crisis: what are the limits of solidarity inside the EU?
Refugee crisis: Towards a divided Europe of reinstated borders?
Week 4: Post-1989 Europe and the “end of history”
The meaning of 1989 and the return of Central Europe
Is the old East-West divide still relevant today?
Can European values survive the resurgence of illiberalism? What are the prospects of the European project in the near future?
This course, developed by the Department of Diagnostic Radiology, The University of Hong Kong in collaboration with committee members of international and national cardiac imaging societies, is for radiologists, cardiologists, radiographers/ technologists and other health professionals who want to learn more about this imaging modality. The course follows the level 1 recommendations of cardiac imaging societies by covering the required topics and providing 50 hands-on cardiac CT cases. Previous experience in cardiac CT is not required.
Learning outcomes:
Understanding of the common cardiac CT examinations in order to better understand how to acquire cardiac images and to interpret them.
Ability to analyse cardiac CT images at level 1 competency such as calcium score, CT coronary angiography, TAVI.
Attain hands-on experience to analyse real cases from a database of 50 clinical cases, using dedicated software, as well as further supplementation through our web forum.
Basic understanding of future developments in the cardiac CT field.
Provide career advice and thoughts from well-known experts through exclusive interviews.
A MOOC on cardiovascular magnetic resonance will be available on this platform in the near future. Watch this space!
WEEK 1: Anatomy and common types of Cardiac CT
This MOOC will begin with a course on cardiac anatomy and common cardiac CT examinations (e.g calcium score, CT coronary angiogram, pulmonary vein CT and TAVI). You will also learn basics on contrasts agents.
WEEK 2: Role, Analysis & Reporting of Cardiac CT
In this section, we will teach you the role of calcium score, CT coronary angiogram, CT pulmonary veins and TAVI (Transcatheter Aortic Valve Implantation) and how to interpret those examinations. We will also explain the role and analysis of CT for planning atrial fibrillation therapy.
WEEK 3: Technology, Image Production and Post Processing
This section will cover the principles of image production at the scanner (e.g physics, adapted protocols, radiation exposure). You will also learn image post-processing for analysis.
WEEK 4: Specialized Utilization of CT
In the last section, we will introduce you to more advanced utilizations of cardiac CT (e.g Ventricular function, CT FFR, myocardial perfusion, spectral CT) and future developments in cardiac CT.
You will also have the opportunity to practice on clinical cases and discuss this through our web forum every week.
The Quacquarelli Symonds (QS) Reimagine Education Awards are designed to reward institutions of higher education that have created and implemented outstanding new approaches to teaching and learning, particularly those that can demonstrate the uniqueness, innovation, and efficacy of their pedagogy. In 2019, colleagues from various universities in Hong Kong has enjoyed much success at these awards with multiple shortlisted and winning entries, after rigorous rounds of evaluation and moderation. In particular, the Experiential Learning (EL) Team from the Faculty of Education has won the Gold Award 2020 in the “Presence Learning” Category at the QS Reimagine Education Awards. They were the only teacher education team to pick up an award, competing against universities, tech and start-up groups from all over the world, transforming teaching, learning, or employability outcomes.
In this seminar, colleagues will share their insights on converting great educational innovations into award-winning showcases. We will provide tips for packaging your successful teaching case to application proposal for QS Reimagine Education Awards 2020. If you are transforming teaching, learning, or employability outcomes, you are highly recommended to join this seminar for more information about the Awards, and submit your project to the Reimagine Education Awards 2020.
Date : 6 May 2020 (Wed)
Time : 12:30pm – 1:30pm
Venue : To be held virtually by Zoom
“Transforming Teachers through Community-based Experiential Learning”
(Gold Award – Presence Learning)
Speaker: Dr. Gary Harfitt and Ms. Jessie Chow, Faculty of Education, HKU
“Scientific Inquiry Reinvented”
Speaker: Dr. Wincy Chan, Department of Pathology, HKU
“PALMS Project for STEM Tertiary Education”
(Bronze Award – Hybrid Learning)
Speaker: Dr. Fridolin Ting, Department of Applied Mathematics, PolyU
“How to apply QS Reimagine Education Awards”
Speaker: Dr. Leon Lei, Technology-Enriched Learning Initiative, HKU
This seminar is also co-organized by the IEEE Hong Kong Section Education Chapter.
Guest blogger series: Dr. Fred Ganotice, Jr. Dr. Fred Ganotice, Jr. serves as the program coordinator of Interprofessional education of the Bau Institute of Medical and Health Sciences Education. Through his TDG-supported project called “Finetuning the application exercise and facilitation strategies of interprofessional education”, he works to improve further the IPE model currently being implemented.
Interprofessional Education (IPE) aims to break educational silos by putting students from diverse backgrounds to be better collaborators by learning with, from, and about each other, thus managing power hierarchies in the workplace. Teamwork and collaboration are important learning competencies to help prepare future health professionals reshape both the process (e.g., from silos to interprofessional team-based care) of health care management and health outcomes. IPE becomes a means within which future healthcare professionals become collaborative practice ready.
This year, IPE has been scaled-up to include both face-to-face IPE and “online asynchronous and synchronous IPE” and are participated in by five disciplines: Chinese Medicine, Medicine, Nursing, Pharmacy, and Social Work. The outbreak of coronavirus disease has prompted the inclusion of online IPE which helps mitigate the potential health risks of large student gatherings. Three of the four IPE lessons have been transformed into online IPE.
IPE Lesson
Mode
Duration
Student Participants
1. Anticoagulation therapy
Face-to-face
January 19, 2020
MBBS – 116
Nursing – 123
Pharmacy – 30
Total 269
2. Multiple drugs and complementary therapies
Online
Feb 10 – 22, 2020
MBBS – 114
Nursing – 84
Pharmacy – 30
Chinese Med – 9
Total 237
3. Depression
Online
March 2 – 14, 2020
MBBS – 116
Nursing – 93
Chinese Med -24
Social Work – 22
Total 255
4. Cancer
Online
March 16 – 28, 2020
MBBS – 114
Nursing – 93
Chinese Med -15
Social Work – 22
Total 274
The online IPE is built around asynchronous self-paced interprofessional team-based activities, online discussion teams, and healthcare planning exercises to develop teamwork skills among students. The content experts go live for an online synchronous interactive discussion while students participate via Zoom in the convenience of their homes.
Dr George L. Tipoe, BIMHSE Director, facilitates interteam discussion in IPE Anticoagulation Therapy
The teachers involved in IPE Multiple drugs and complementary therapies process the IPE team activities
The sequence of activities for Online synchronous and asynchronous IPE.
Sample of discussion board entries of a team in readiness assurance test (tRAT)
To promote teamwork and collaboration among teams, they are instructed to represent the knowledge of their discipline in the discussion of multiple-choice questions as a team. We used the within team differences in perspectives to push them to discuss more and be respectful to other disciplines.
An important part of Online IPE is the formulation of interprofessional care plans, which provides students from four to five disciplines the chance to integrate their collective intelligence and expertise in the management of patients.
Sample team care plan developed based on a clinical case (asynchronous team activity)
This year, infographics on guidelines in facilitating interteam discussion is made available to the teachers to help them be more equipped in developing amongst teams desirable teamwork skills e.g., collaborative decision making and problem solving, teamwork and collaboration, communication (ability to listen and express), negotiation, respect for the opinion of other disciplines (e.g., accommodate/reconcile differences in perspectives), and social skills (e.g., being comfortable in team).
Guidelines to facilitate IPE interteam discussion (developed through the help of CETL and TELi)
Initial evaluation data provide sources of reflection for the program implementers. For example, the following realization from a student is a good point for reflection: “I used to think that doctors always play the most significant role in healthcare. I realized that it’s not – as they also need the support of other disciplines and it’s critical to form an interprofessional team in order to provide quality care for the patients. In the future I plan to exchange idea and collaborate with peers from different disciplines” (lifted verbatim).
If you want to learn more about online IPE, please contact Dr. George L. Tipoe (tgeorge@hku.hk) or Dr. Fred A. Ganotice, Jr., (ganotc75@hku.hk) at Li Ka Shing Faculty of Medicine, Bau Institute of Health Sciences Education. If you want to know the technical aspects of running large classes, you may contact the Technology-Enriched Learning Initiative (TELI) via enquiry@teli.hku.hk.
Economic concepts often give a fresh and unobvious perspective when applied to the study of how the state, law, and the economy functions and are interrelated. This course teaches students essential economic concepts in an intuitive manner relevant to the study of political economy.
The use of interdisciplinary materials, empirical inference, game theoretic simulation, and cross-referencing with political philosophies and well-known historical cases, provide students an opportunity to connect different perspectives and deepen their understanding of the democratic state in a free society using economic concepts.
Part One of a four-part course on the economic analysis of the state, law, and the economy and their interrelationships. Part one studies the contractual nature of the state, the logic of collective action, liberty and the theory of the democratic state.
Weekly Highlights
Week1: Some Methodological Issues and Collective Choice
Lectures 1 and 2 consider some specific concerns in applying economic analysis to the study of collective action, namely, (1) the rationality assumption, (2) the use of simplifying models, and (3) the problem of the fallacy of composition in studying collective action. Then we will explore the contractual nature of the state. We consider why the sum of individual choices is not collective choice. The reasons for collective choices are to achieve allocative efficiency and redistribution.
Week2: Pure Public Goods and Coase Theorem
Lecture 3 and 4 utilizes game theory to explain how the structure of payoffs characterizes political choices, including the provision of public goods. We then learn how market externalities can be corrected through collective action and consider the implications of the Coase theorem for public intervention.
Week3: Violence and the Origins of the State and Wisdom of Philosophers
Lecture 5 and 6 considers how the emergence of state institutions with human civilization has reduced violence and life loss. The purpose of moral and political philosophies, from Plato and Aristotle to Locke, Rousseau, and Marx has sought to find practical or ideal political arrangements where humankind can live together in peace and flourish.
Week4: Two Concepts of Liberty, Theory of Social Choice and the Theory of Democracy
Lectures 7 and 8 introduce two concepts of liberty: negative and positive liberty. The two interpretations of liberty are then related to liberal versus populist democracy through the application of social choice theory. We examine how when applied to voting and the design of political institutions, social choice theory provides a new perspective on the just society considered by political philosophers from Plato to Marx.
Week5: The Art of Political Manipulation
Lecture 9 studies how heresthetics—the use of rhetoric and strategic structuring of social choice—is used to achieve a desired political outcome. The example of Abraham Lincoln in ending slavery is used as an illustration.
Same as other dimensions of teaching and learning, course assessment has been digitizing extensively since the past decade. Despite multiple-choice question banks, technology solutions such as online proctoring, sophisticated essay marking (e.g. Turnitin GradeMark), peer-grading systems (e.g. Turnitin PeerMark) have been introduced for online learning. Meanwhile, there is a pressing need for teachers to evaluate students’ performance within and beyond the campus. Teachers may worry conducting such online assessment requires high digital literacy skills, some also worry online learning may include the risk of incurring academic misconduct behaviour in online learning.
Through the workshop, participants are expected to have a reflection on better practices and design considerations in online assessment. Upon completion of this seminar, the participants will be able to:
Understand the potential and affordances of online assessment
Understand the mechanism of conducting basic online test proctoring
Design an assignment or a quiz activity on HKU Moodle
During class suspension at HKU, instructors have to switch to online teaching to deliver course content. There are two effective ways for instructors to deliver online teaching: one is to produce pre-recorded videos and the other is to schedule live teaching sessions with students. They serve different purposes. We provide students with basic knowledge of a subject by producing pre-recorded videos, in which instructors may prepare PowerPoint slides and explain the subject content with their voice and talking head recorded. After students gain sufficient basic knowledge of a subject, in live teaching, instructors can make use of the precious time to interact with students to probe their understanding of the subject, address their questions and discuss more advanced topics. Live teaching is an invaluable opportunity for students to interact with and learn from their peers and their instructors.
The HKU Learning Management System Moodle (https://moodle.hku.hk/) is our central online learning resource for course teachers to share engaging online learning content with their students. In particular, the Panopto system (http://lecturecapture.hku.hk/), a centrally managed video capture solution, is integrated seamlessly with the Moodle system to enable instructors to record or upload lecture videos for sharing with students in Moodle. A step-by-step guide for instructors can be found here: https://hku.to/elearn_video
As for live teaching, HKU ITS has entered a campus license with Zoom (http://hku.zoom.us/). Using features like screen sharing, chatroom and whiteboard, instructors can schedule meetings to have rich real-time interaction with their students. In addition, meetings can be recorded and put on Moodle for students to revise later.
The following diagram summarizes the use of different tools for online teaching. More advice for instructors can be found here: https://hku.to/elearn_quickstart
In TELI, we are working closely with ITS colleagues to provide prompt support to teachers and students as to the use of the above-mentioned tools. For example, we are monitoring the workload and response time of the Moodle and Panopto systems. When needed, the capability of the two servers (i.e., processor, memory and disk space) will be enhanced. In addition, TELI colleagues Leon Lei (9162 3384) and Tyrone Kwok (5964 8396) are happy to provide individual consultation to teachers via WhatsApp.
Written by Dr Tyrone Kwok, Dr Leon Lei, Ms Crystal Luo and Ms Sharon Keung
We believed most of us agreed that Hong Kong is undergoing a difficult period. Due to the pandemic outbreak in these few weeks, face-to-face classes have been suspended, and all teaching and learning activities have to be converted into an online format. As many learning activities have already been designed for face-to-face teaching and learning before the outbreak, it is a challenge for teachers to redesign them within a short period of time as well as to facilitate engaging and productive synchronous/asynchronous online sessions. Moreover, students also struggle to fully immerse themselves in the online learning environment due to the limitations of the offline environment in Hong Kong.
To help teachers to overcome the challenges, TELI has developed a full list of supporting resources:
E-learning Quick Start Guide: This guide serves as a portal of online resources provided to HKU staff and students (including Powerpoint, Zoom, Panopto and Moodle). It briefly describes how online learning can be adopted in different teaching context and styles. The guide includes technical demonstrations of the tools as well as tips and strategies for creating an engaging online learning session for students. Additional resources such as teacher showcases, good practices on blended/online learning and video production are also provided in this guide. A student version of this quick start guide is also available for students (link).
Online Learning FAQ Video Channel: Teachers can quickly learn the basics of PowerPoint, Panopto, Zoom and other related tools through step-by-step demonstrations and explanations.
Real-time Online E-learning Consultation Channel: Teachers can contact the E-learning Technologists at TELI for a one-to-one consultation session on questions related to online T&L.
Leon Lei (9162 3384) and Tyrone Kwok (5964 8396) who can both be reached via WhatsApp text messages.
Faculty-/Department-level Face-to-face Training: Hands-on training and deep-dive tool demonstrations on online learning tools can be provided to teachers on demand. The training will also include showcase sharing by teachers. Please contact Dr Leon Lei (culei@hku.hk) for training arrangements.
Your health and safety are always our top priority. Please stay vigilant and continue to make personal health your top priority.
Written by Dr Leon Lei, Ms Crystal Luo, Ms Sharon Keung and Dr Tyrone Kwok
