Message from Centre for the Enhancement of Teaching and Learning
Date: 14th November, 2013 (Thursday)
Time: 12:30pm – 2:00pm
Venue: Room 321, Run Run Shaw Building
Abstract This workshop is open to all teaching staff who are interested in finding out more about the Teaching Excellence Awards. Staff will be provided an overview of the award scheme, the key selection criteria and advice in preparing an evidence-based teaching portfolio. Staff who are thinking about applying in the next round are strongly encouraged to attend. Staff who are not sure, or would simply like to know more about the scheme, are most welcome.
For more information about the workshop and the award scheme, please contact Dr Cecilia Chan from CETL at 3917 8534 or email her at Cecilia.Chan@cetl.hku.hk.
For details and online registration, please go to:
Message from Centre for Information Technology in Education within the Faculty of Education
Date: 24 October 2013 (Thursday)
Time: 3:30 pm – 4:45 pm
Venue: Room 101, 1/F., Runme Shaw Building, The University of Hong Kong
Speakers:
Prof Bridget Somekh, Manchester Metropolitan University, UK
Prof Nancy Law, Faculty of Education, HKU, Hong Kong
About the Seminar
Pilot projects or schemes have been commonly used as mechanisms for trying out new curricula or pedagogical approaches, including e-Learning. However, what is to be gained through a pilot is not always clear, nor what are the necessary design constituents for a productive pilot. Further, pilots are typically designed to run for a few years, and support is usually withdrawn when the planned changes are barely implemented. On the other hand, it takes years before the full impact of a pilot could be observed, beyond the scope of associated evaluation studies.
This seminar explores the question of how the benefits of e-Learning pilot projects can be maximized by examining an on-going e-Learning Pilot Scheme in Hong Kong funded by the HKSAR Education Bureau (2011-2014) and the UK ICT Test Bed project (2002-2006) funded by the UK Government. Prof Nancy Law will provide an overview of the HK e-Learning Pilot Scheme and the key findings arising from the 2nd Year Evaluation Report, leading to some important questions for consideration regarding the anticipated sustainability and impact of the e-Learning pilot at this juncture.
Prof Bridget Somekh will (a) present an overview of the UK ICT Test Bed Project, (b) examine the mechanisms for managing change built into the project’s design and the predicted and unexpected aspects of the project’s development over the four years; (c) highlight the key findings that make interesting comparisons with the HK e-Learning Pilot Scheme; and (d) make suggestions about what can be learnt about sustainability and scalability of the ICT Test Bed project.
About the Speakers
Dr Bridget Somekh is Professor of Educational Research (Emeritus) in the Education and Social Research Institute at Manchester Metropolitan University, and Adjunct Professor at the University of Canterbury, New Zealand. Her research interest is the process of innovation and the management of change, in particular changes in teaching and learning practices and the impact of ICT on users and their organizations. Between 2000 and 2007, she directed a number of national evaluations studies, including the ImpaCT2 (DfES), ICT Test Beds (DfES) and Primary Schools Interactive Whiteboards (SWEEP) evaluations of the impact of the UK government’s investment in ICT for schools. Bridget is internationally known for her work in both ICT in Education and action research to support the management of change. She is currently external consultant for the Research Study on the Pilot Scheme on e-Learning in Schools at HKU.
Professor Nancy Law is currently Deputy Director of the Centre for Information Technology in Education (CITE) in the Faculty of Education of the University of Hong Kong, after serving as its Founding Director for 15 years from 1998. She serves/has served on a number of policy advisory boards/working groups related to ICT in education for the University of Hong Kong, the Hong Kong government and other community groups. Nancy is internationally known for her work on international comparative studies of pedagogical innovations and information technology and models of ICT integration in schools and change leadership. She has co-led the international SITES 2006 study and served on the Board of Directors of the International Society of the Learning Sciences. She is currently an Executive Editor of the International Journal of Computer-Supported Collaborative Learning and is frequently sought after to provide expert input/consultancy to the European Commission, UNESCO and OECD on various aspects of technology-enhanced learning.
Message from Comparative Education Research Centre
Michael A Peters & Tina Besley
(Chair: Liz Jackson)
The MOOCs revolution promises to open up school level and higher education by providing accessible, flexible, affordable courses, using a range of platforms. Fast-track completion of university courses for free or low cost has the potential to change course delivery, quality assurance and accreditation, credentialing, tuition fee structures and academic labour. Educational institutions need to learn from these initiatives’ new business, financial and revenue models to meet the needs of learners in an open marketplace. Open education brings opportunities for innovation and exploration of new learning models and practices. We need to understand the threats of the monopolization of knowledge and privatization of higher education together with the prospects and promise of forms of openness (open source, open access, open education, open science, open management) that promote creative labour and the democratization of knowledge. Policy makers need to embrace openness and make education affordable and accessible and also profitable for institutions in an open higher education ecosystem.
Date/Time: 22/10/2013 12:45-14:00
Venue: Room 206 Runme Shaw Building, Main campus
Language: English
Michael A. Peters, Professor of Education at the University of Waikato and Emeritus Professor at the University of Illinois is the executive editor of Educational Philosophy and Theory and editor of two international journals, Policy Futures in Education and E-Learning and Digital Media. His interests are in education, philosophy and social policy, and he has written over 60 books.
Tina Besley, Professor of Education and Director of the Centre for Global Studies in Education, University of Waikato, recently returned to New Zealand after 11 years in UK & US universities. She has published widely in philosophy of education, educational policy, subjectivity, youth studies, interculturalism, and the global knowledge economy.
Message from Institute of Medical and Health Sciences Education
You are cordially invited to attend the following seminar jointly organized by the Department of Pharmacology & Pharmacy and the Institute of Medical and Health Sciences Education (IMHSE)
Date: Monday, October 28, 2013
Time: 1:00 – 2:30 pm
Venue: Telemedicine Centre (MTC), 2/F William MW Mong Block, 21 Sassoon Road, Pokfulam
Speaker
Dr Yogini Jani
Honorary Associate Professor
School of Pharmacy
University College London
About the seminar
Health professionals including doctors, nurses and pharmacists are educated in their discipline by senior personnel in their respective fields. In contrast the practice of clinical medicine is multi-disciplinary. At UCL Medical School, students have received therapeutics training from clinical pharmacologists and pharmacists for the past ten years. The strategic drive towards ‘common learning’ and inter-professional education nationally as part of the modernisation agenda, and the integration of the School of Pharmacy into UCL locally, presented an opportunity to review this training and shift the focus to inter-professional learning.
Message from Institute of Medical and Health Sciences Education
You are cordially invited to attend the following seminar organized by the Institute of Medical and Health Sciences Education (IMHSE):
Date: Tuesday, October 22, 2013
Time: 1:00 – 2:00 pm (Sandwiched will be provided)
Venue: LG1/F, Room LLG-S5, Laboratory Block, Faculty of Medicine Building
Speaker
Mr Wojtek Dolkowsk, co-founder and CEO, MEDtube online platform (http://medtube.net)
Abstract
Background
Medical education differs from education in other fields. It is more regulated, vulnerable and has not changed too much over ages. It is more traditional and based on books, printed journals, lectures plus typically provided by more conservative teachers. Nowadays the multitude of technologies and availability of new formats as well as the need for improving efficiency are challenging the traditional education system. In 2010 two surgeons from Poland initiated the MEDtube project to improve physician education and communication between professionals globally.
Results
MEDtube platform was launched in mid-2011 and grew to the position of the largest video-centric social network for healthcare professionals worldwide. From the very beginning its founders shared the same philosophy and values. MEDtube ment to be open and for free (after registration) in opposition to traditional sources like expensive journals, books, programs (often unavailable, especially in poor countries). It was possible because MEDtube is based on user-generated content. Open Access is becoming essential to stimulate innovation and eliminate barriers that are blocking (or slowing down) improvement. There is a lot of room and need for new communication tools in healthcare. Aspirations of MEDtube founders are high – to be the largest platform for education and communication of professionals, recognized on all continents. The ambition is to revolutionize the way education is provided and communication between healthcare professionals is happening. There are over 13,000 videos available in all medical specialties (surgical videos, patient examination, lectures, animations, cases, webinars), all peer-reviewed. The MEDtube audience is exceeding 120,000 professionals each month.
Conclusions
Medical education needs to adapt to the changing environment as well as growing expectations of new generations of learners. MEDtube aspires to participate and to foster this evolution. In order to improve medical education and facilitate professional communication MEDtube needs allies – leaders all over the world who understand and share the same views.
Teaching Exchange Fellowship Scheme
Seminar & Workshop
Hosted by Medical Ethics and Humanities Unit
Medical Ethics and Humanities Unit, Li Ka Shing Faculty of Medicine warmly welcomes you to join our seminar and workshop held by two visiting professors, Professor Marilys Guillemin and Professor Lynn Gillam from the University of Melbourne.
Seminar – Narrative ethics as one approach to teaching ethics in health care
12:30-2pm on Oct 21, 2013 (Monday)
Telemedicine Centre (MTC), 2/F William MW Mong Block, 21 Sassoon Road, Pokfulam
Ethics teaching occurs within different health care professions, and at different levels including undergraduate, postgraduate and continuing professional development. A number of approaches are used to teach ethics in health care which have different theoretical foundations, and different objectives. In this seminar we will describe the current landscape of ethics teaching in health care. In particular we will discuss the contribution of a narrative ethics approach. This approach aims to facilitate practitioners becoming “ethically mindful”, that is being sensitized to, and engaged with, the ethically important moments that arise in everyday practice. It aims to engage learners in the ethical dimensions of their practice. We will present both a conceptual framework for this approach as well as practical strategies.
All are Welcome | Registration is Not Required for the Seminar
Workshop – Everyday Ethics in Health Care Practice
2-5pm on Oct 23, 2013 (Wednesday)
Seminar Room 4, G/F., Laboratory Block, 21 Sassoon Road, Pokfulam
This is a hands-on workshop in which participants will be introduced to the concepts of ‘everyday ethics’ and ‘ethical mindfulness’ as they apply to health care practice. We will describe a narrative approach to understanding ethics in clinical practice. Participants will have an opportunity of putting these concepts into practice by engaging with a number of real life stories about ethical aspects in clinical practice. In preparation for the workshop participants will be asked to read two short narratives, which will be provided prior to the workshop; participants should also come prepared to discuss their own ethical health care experiences. We will conclude by discussing the relevance of this narrative approach for clinical practice.
Aims:
To introduce the concepts of ‘everyday ethics’ and ‘ethical mindfulness’ as they apply to health care practice
To propose a narrative approach to understanding ethics in clinical practice
To provide a narrative framework to identify and engage with ethical issues in clinical practice
To workshop the narrative framework using narrative examples
Professor Marilys Guillemin is the Director of the Centre for Health and Society, Melbourne School of Population and Global Health at the University of Melbourne. Marilys is also the Associate Dean (Equity and Staff Development) in the Faculty of Medicine Dentistry and Health Sciences (MDHS). Marilys is a sociologist of health and illness, and teaches postgraduate subjects in qualitative research design and research methods, and health ethics. With Lynn Gillam, Marilys has been awarded the Carrick/ALTC Australian Award for University Teaching in 2007 and the University of Melbourne David White Teaching Award in 2005. She has published widely in the areas of sociology of health, illness and technology, innovative research methodologies, research practice, narrative ethics, and ethical practice in research and in health care. Her current research (with Lynn Gillam) focuses on the role of trust in human research from the perspectives of researchers and research participants. Marilys has also undertaken a number of research projects and published widely in the area of visual and sensory methodologies, and she is particularly interested in the ethical and methodological challenges of visual research.
Lynn Gillam
Assoc Prof Lynn Gillam (BA Hons, MA, PhD) is Associate Professor in Health Ethics at the University of Melbourne, and Clinical Ethicist and Academic Director of the Children’s Bioethics Centre at the Royal Children’s Hospital Melbourne. She teaches ethics in the university’s medical course and postgraduate social health program. She has published widely in clinical ethics (especially paediatric ethics), research ethics, narrative ethics, and ethics education. She is the co-author with Marilys Guillemin of Telling Moments: Everyday ethics in health care (2006). Lynn’s work includes clinical ethics case consultation, policy advice. Her current research interests include health care decision-making for children and, with Marilys Guillemin, the role of trust in human research.
Lynn is also Chair of the University of Melbourne Human Research Ethics Committee, which is an oversight and policy-making body. She also serves on a number of ethics advisory bodies for state and federal government agencies, including the NHMRC Embryo Research Licensing Committee, and the Victorian Newborn Screening Advisory Committee.
Abstract
Hong Kong is internationally known for its rule of law, independent judiciary and legal protection of human rights. It is essential for Hong Kong law schools to produce future human rights lawyers who can continue to contribute to Hong Kong’s reputation in this regard. Since 2009, the HKU Faculty of Law has been developing experiential learning opportunities to cultivate and train a new generation of human rights lawyers.
The speakers will discuss the value and intricacies of academic-community partnerships in creating experiential learning opportunities for law students. The speakers will specifically focus on how the Clinical Legal Education Programme – Refugee Stream’s partnership with the Hong Kong Refugee Advice Centre (“HKRAC”) plays out in the context of student supervision and enhancing the student learning experience.
The speakers launched the Clinical Legal Education Programme – Refugee Stream in January 2010. The Programme is offered to upper-year undergraduate and all post-graduate students in the Faculty of Law. The Programme allows students the opportunity to learn both the theory and practice of domestic and international refugee law under the direct supervision of the HKRAC Staff Attorney – Clinical Programmes. The initiative provides unique opportunities for law students to gain practical legal skills by experiencing the law in action outside the classroom. With the GHELC funding award, the Programme added multiple 3-day experiential learning opportunities aimed at introducing 1st and 2nd year LLB students to the practice of human rights law in Hong Kong. Plans are in motion to develop the Programme even further.
Date: 12 Nov 2013 (Tuesday)
Time: 12:30 p.m. – 2:00 p.m.
Venue: Run Run Shaw Building Room 321, The University of Hong Kong
Speaker: Professor Simon N. M. Young, Ms. Sharron Fast and Ms. Lindsay Ernst (Faculty of Law, HKU), and Ms. Sonya Donnelly (Hong Kong Refugee Advice Centre)
About the Speakers
Professor Simon N. M. Young is Deputy Director/Director of Research in the Department of Law, and a practising Hong Kong barrister. He teaches criminal law and evidence in the Faculty’s J.D. programme and a LL.M. course on human rights in the criminal process.
Ms. Sharron Fast is a Research Officer with the Centre for Comparative and Public Law.
Ms. Lindsay Ernst served as the Head of Clinical Programmes at HKRAC from January 2010 – February 2011. She is currently serving as the GHELC-funded Research Assistant at HKU.
Ms. Sonya Donnelly is the current HKRAC Staff Attorney – Clinical Programmes.
Abstract
In June 2012, the Faculty of Social Sciences launched the pilot project of Service Leadership Internship (SLI) under the funding of the HKI-SLAM, Victor and William Fung Foundation, which is supporting service leadership training in all eight of Hong Kong’s tertiary institution. The SLI took place in the summer where student interns worked as a team (groups of 3 – 5) to initiate, develop and implement (a) service task(s). By making use of interns’ multi-disciplinary knowledge, the student interns contribute as shared leaders and help community partners generate innovative solutions to authentic problems under different projects. The project contains real-life significance for interns to perform social responsibilities as a member of our society.
The Faculty also initiated a series of support to prepare the interns for the SLI projects. For example, an academic tutor will be assigned to take care of each SLI project. Also, a series of workshops using the social cognitive approach were organized so as to enhance interns’ social and personal competence as shared leaders and at the same time understand the construct of leaderships and social responsibilities through experiential learning and discussions. By completing the pre-workshop readings and actively participating in the workshops, interns internalize the core values like enhancing self-awareness, becoming more competent as shared leaders and developing social responsibilities as an active member of the society. Booster sessions were also provided as a platform for small group sharing and problem-solving.
In this presentation, the overall structure of the SLI and some of the experiential learning process and learning outcome of the interns will be shared.
Date: 29 Oct 2013 (Tuesday)
Time: 12:30 p.m. – 2:00 p.m.
Venue: Run Run Shaw Building Room 321, The University of Hong Kong
Speaker: Dr. Eric Chui and Ms. Jessie Chow (Faculty of Social Sciences, HKU)
About the Speakers
Eric Chui is Associate Dean (Undergraduate Education) of the Faculty of Social Sciences and Associate Professor in the Department of Social Work and Social Administration at The University of Hong Kong. Previously, he taught at the University of Exeter (UK), University of Queensland (Australia), City University of Hong Kong, and Chinese University of Hong Kong. Eric was educated at the University of Hong Kong (BSW) and the University of Cambridge (MPhil, PhD). His current research interests focus on the effectiveness of probation supervision for young offenders, and young defendants’ views of the legal personnel in Hong Kong. Eric was the managing editor and book review editor of the journal Asian Journal of Criminology, and serves on the editorial board of a number of academic journals including the International Journal of Offender Therapy and Comparative Criminology, Social and Public Policy Review, The Open Social Science Journal, and Journal of Practice Teaching in Health and Social Work.
Jessie Chow is a Teaching Consultant (Internships) of the Faculty of Social Sciences at the University of Hong Kong. Before joining HKU, she worked as an educational psychologist at mainstream schools, schools for maladaptive children, NGO and private edutainment centre. Ms Chow has also conducted numerous workshops and trainings for both pre-service and in-service teachers, gifted adolescents and parents with gifted children at different organizations and tertiary institutions. Her specialization focuses on giftedness and twice exceptionality.
Speaker: Associate Prof Romy Lawson (PhD), OLT National Teaching Fellow,
Director, Learning, Teaching & Curriculum, University of Wollongong, Australia
Date: 30 October, 2013 (Wednesday)
Time: 12:30pm – 2:00pm
Venue: Room 321, Run Run Shaw Building
Abstract
Quality in teaching and learning is a key issue in Higher Education in Australia. Therefore it is important for institutions to be able to make the expectations they have for their students explicit and then assure that these expectations have been achieved. The question is how do we ensure that these attributes get developed during degree programs and how can evidence that can lead to continuous improvement be captured. The initial focus to achieve this has to be reviewing the curriculum and assessment design to make sure a holistic, integrated, collaborative and maintainable approach is being adopted to foster these expectations throughout the program. This approach is a cultural change for some academics and so in conjunction with curriculum design, leadership strategies to support change must also be adopted. This work is funded as part of an Australian Government Office for Learning and Teaching, National Teaching Fellowship.
About the speaker
Romy Lawson is the Director of Learning, Teaching & Curriculum at the University of Wollongong, having previously been the Associate Dean for Teaching & Learning at James Cook University and Teaching & Learning Coordinator at UTS Business School. Associate Professor Lawson has been actively involved in teaching and learning development in higher education for over 18 years in both the UK and Australia. Recently she led a National OLT Strategic Priority Project – Hunters & Gatherers: Strategies for Curriculum Mapping and Data Collection for Assurance of Learning. She has also been a team member for two other ALTC funded projects: Embedding Professionally Relevant Learning in Business Education; and Facilitating staff and student engagement with graduate attribute development, assessment and standards in Business Faculties. Her research has focused on constructive alignment in curriculum design; the effect of different assessment on student learning; curriculum mapping; leadership strategies for curriculum renewal; embedding professional learning in the curriculum; engaging staff and students with graduate attributes; and the impact of professional development on teaching.
