Skills which are essential in 21chtl.hkbu.edu.hk/te/presentation/lilly15-1.pdf · Submit five inter...
Transcript of Skills which are essential in 21chtl.hkbu.edu.hk/te/presentation/lilly15-1.pdf · Submit five inter...
Skills which are essential in 21st Century:
• Problem-Based Learning (PBL): The learning that results from the process of working towards
the resolution of a problem. The problem is encountered first in the learning process
• FIVE distinctive characteristics of PBL: 1) Instruction: problem-driven 2) Problems in PBL: complex problems, imitate real-life / workplace
situations 3) Design of PBL curriculum: help students organize their knowledge in a
case-based structure 4) Role of Students: take responsibility for learning process (e.g. researching learning materials including books and database) 5) Reflection: indispensable role in PBL
Barrett, T., & Moore, S. (2011). New approaches to problem-based learning. New York, NY: Routledge. Hung, W. (2013). Problem-based learning: A learning environment for enhancing learning transfer. New directions for adult and continuing education, 2013(137), 27-28.
• Service Learning (SL): A pedagogy that meets higher education’s historic mission to
educate adults to become civically engaged members of the community
Integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities
• FOUR distinctive characteristics of SL: 1) Activity of SL: beneficial services to society + learning opportunities in close
conjunction with the curriculum 2) Reflection: indispensable role in SL 3) Integral involvement of community partners (i.e. servicing clients) + addressing
the needs & concerns of the community 4) Reciprocal nature of SL: service provided allows for learning by all parties
involved (i.e. student participants, staff & stakeholders)
Hattori, A. P. (2011). Teaching History through service learning at the University of Guam. The Journal of Pacific History, 46(2), 221-227. Gross, P. A. & Maloney, V. A. (2012). Embracing diversity through service learning. The Clearing House: A journal of educational strategies, issues and ideas, 85(5), 192-196. Trail Ross, M. E. (2012). Linking classroom learning to the community through service learning. Journal of Community Health Nursing, 29(1), 53-60.
CoP Membership: Coordinators and Members
Name Dept. Faculty/School/Academy Principal Coordinator
Professor Siu Yin CHEUNG PE Faculty of Social Sciences
Coordinator Dr. Kevin YUE SCM School of Chinese Medicine
Founding Members
Professor Cindy CHU HIST Faculty of Social Sciences
Dr. Theresa KWONG CHTL
Mr. Peter LAU CHTL
Dr. Yvonne LO AF School of Communication
Ms. Angela NG LC Faculty of Arts
Ms. Meimi NG OVPAS
Professor Ken YUNG BIOL Faculty of Science Members Dr. Noel Siu MKTG School of Business
Ms. Peggy Choi PE Faculty of Social Sciences Student Member Mr. Roger LO PE Faculty of Social Sciences
HKBU GAs Name of the rubric created
CITIZENSHIP
Be responsible citizens with an international outlook and a sense of ethics and civility.
Ethical Reasoning Social/Civic Responsibility
Cross-cultural competence
KNOWLEDGE
Have up-to-date, in-depth knowledge of an academic specialty, as well as broad range of cultural and general knowledge
Interdisciplinary knowledge
Disciplinary Exposure
LEARNING
Be independent, lifelong learners with an open mind and an inquiring spirit.
Lifelong Learning
Self-Development/Spirituality
SKILLS
Have the necessary information literacy and IT skills, as well as numerical and problem-solving skills, to function effectively in work and everyday life.
Information Literacy Technological Literacy Problem-solving Quantitative Reasoning
CREATIVITY Be able to think critically and creatively.
Critical Thinking
Creative Thinking
COMMUNICATION
Have trilingual and biliterate competence in English and Chinese, and the ability to articulate ideas clearly and coherently.
Oral Communication
Written Communication
TEAMWORK
Be ready to serve, lead and work in a team, and to pursue a healthy lifestyle.
Team Building
Health Awareness
7 HKBU Graduate Attributes
Members of the CoP meet for a seminar/working session once every three weeks
Methods Term 1: Semester 2, 2013 – 2014 Term 2: Semester 1, 2014 – 2015 Term 3: Semester 2, 2014 – 2015 Term 4: Semester 1, 2015 – 2016
Term 1: PBL GAs emphasized in each course
Course HKBU GAs emphasized
BIOL3350 Neurobiology
BMSC1015/BMSC1009 Biochemistry & Molecular Biology
CTV1660/FILM2007 Principles of Photo Imaging
GCLA1009 University English II
PERM1007&1140 Sport & Exercise Psychology
HIST2220 Foreign Relations of Modern China
Term 2: PBL GAs emphasized in each course
Course HKBU GAs emphasized
FILM2007 Principles of Photo Imaging
GCLA1008 University English I
GDSC1017 Science Principles behind the Movies
MKT2310/MKTG2005 Marketing Management
Term 2: SL GAs emphasized in each course
Course HKBU GAs emphasized
GDSC1887 Paths to Service Leadership in Health Service
SRL3160 Sport & Recreation for Persons with Physical & Intellectual Disabilities
Period Stage Details Nov 2013 – Jan 2014
- Literature Research - Design Learning
and Teaching Activities
- Literature Research on PBL & SL and design of surveys
- Incorporate PBL / SL components into the curriculum of various courses
Schedule
Period Stage Details Jan – Apr 2014 - pre- and post-
survey - Students’ self-evaluation on the perception
and attainment of the GAs at the beginning and end of semester
May – Jun 2014 - Interviews - Focus Group Interviews for Students - Individual Interviews for Teachers
Jun – Sep 2014 - Evaluation - Consolidate data & evaluate the process - Share of experience
Term 1: Problem Based Learning
Schedule
Period Stage Details Sep - Dec 2014 - pre- and post-
survey - Students’ self-evaluation on the perception
and attainment of the GAs at the beginning and end of semester
Dec 2014 – Jan 2015
- Interviews - Focus Group Interviews for Students - Individual Interviews for Teachers
Jan – Mar 2015 - Evaluation - Consolidate data & evaluate the process - Share of experience
Term 2: Problem Based Learning / Service Learning
Developed by: Centre for Holistic Teaching and Learning, Hong Kong Baptist University
• Comments on the GAs • Comments on their learning experiences • Suggestions
Term 1 Incorporation of PBL component in six courses
Course PBL Component
BIOL3350 Neurobiology
Individual work - theme: Any topics related to Neurobiology
• oral presentation • Review of journals related to latest R&D of
Neurobiology
BMSC1015/ BMSC1009 Biochemistry & Molecular Biology
Group work – theme: (1) Space travel to Mars (2) Marathon & biochemical processes in our body (3) New air pollution index (Air Quality Health Index) • Written report + oral presentation
CTV1660/ FILM2007 Principles of Photo Imaging
Group work – theme: Wish you were there • Develop a series of photo work + short text
description Individual work - theme: Full of life • Submit five inter-related photos + presentation
Term 1 Incorporation of PBL component in six courses
Course PBL Component
GCLA1009 University English II
Group work – theme: Debate on current issues • News provided, do some extra research • For- or Against- arguments, collaboration of group’s
effort • Take turns to present their arguments
PERM1007 &1140 Sport & Exercise Psychology
Group work – theme: How to psychologically prepare for the Asian Games
• Reviews of research journal articles • An interview with an athlete who represented Hong
Kong in Asian Games 2014 and his/her coach • Design a 12-week psychological training program
tailor-made to client athletes
HIST2220 Foreign Relations of Modern China
Group work – theme: China’s foreign relations since the Qing period; examples of topics:
(1) Why did China enter Korean War (1950 - 1953) ? (2) Sino-Soviet Conflicts (1960 – 1969) (3) Mao Zedong’s foreign relations (1970 – 1976) • Tutorial presentation (12 tutorial sessions, different
topics) • Term paper: 1 tutorial topic, conduct info search,
write own arguments & conclusions
Term 2 Incorporation of PBL component in four courses
Course PBL Component
FILM2007 Principles of Photo Imaging
Individual work – theme: Human Condition – An Investigative Photo Project
• Print photo images using darkroom techniques • Creative problem solving skills (e.g. what camera & lenses) • Name some visual artists make similar work
GCLA1008 University English
Group work – theme: : Grammar Presentation • Teach a particular grammar topic • Aware of their audience level of proficiency and interest • Teaching grammar to their classmates in interesting way • Presentation
GDSC1017 Science Principles behind the Movies
Group Work Theme: Science principles embedded in movies • Identify a collection of movie clips • Extract Science elements & explain theories behind • Identify a real-life application & new possibility of application • Report & presentation
MKT2310 /MKTG2005 Marketing Management
Group Work Theme: Developing a marketing plan for an existing social enterprise in Hong Kong
• Project / service new to social enterprise • Mission of SE, SWOT analysis, positioning, target markets,
customer analysis, points of difference, etc.
Aggregated pre- and post-survey mean scores of the 7 GAs of all PBL courses (n=304)
Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001
7.4 7.0 7.0
6.6
7.2 7.4 7.5
6.9 6.5
7.2
6.3
7.4
6.8 7.2 7.1
7.7
7.0 7.4
** 7.3
** 7.3
*** 7.4
*** 7.6
** 7.7
* 7.8 **
7.2 *** 7.0
*** 7.6
*** 6.7
7.5 *** 7.2
*** 7.6
*** 7.6
7.9 *** 7.5
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Ethi
cal R
easo
ning
Soci
al R
espo
nsib
ility
Cros
s-Cu
ltura
l Com
pete
nce
Inte
rdisc
iplin
ary
Know
ledg
e
Disc
iplin
ary
Know
ledg
e
Life
long
Lea
rnin
g
Self-
Deve
lopm
ent /
Spi
ritua
lly
Info
rmat
ion
Lite
racy
Tech
nolo
gica
l Lite
racy
Prob
lem
Sol
ving
Qua
ntita
tive
Reas
onin
g
Criti
cal T
hink
ing
Crea
tive
Thin
king
Ora
l Com
mun
icat
ion
Writ
ten
Com
mun
icat
ion
Team
wor
k
Heal
th A
war
enes
s
Citizenship Knowledge Learning Skills Creativity Communication Teamwork
HKBU GA: Citizenship – Social Responsibility
Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001
6.0 6.2
7.9
6.7 7.0 7.0
6.7 6.8 7.0
6.7 6.8 6.5
7.6
7.0 7.0
* 7.8 *
7.5 7.5 7.3
* 7.4
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Course A(n=4)
Course B(n=26)
Course C(n=25)
Course D(n=56)
Course E(n=43)
Course F(n=25)
Course G(n=31)
Course H(n=33)
Course I(n=11)
Course J(n=50)
Mean – pre-test
Mean – post-test
HKBU GA: Citizenship – Social Responsibility
Comments from Focus Group Interview
Comments made by a student from class: - “My PBL project is about Housing Estate in Old Days. After completing this
project, I learnt more about the developmental history of housing estates in Hong Kong. I became more aware about the importance of conservation and revitalization of historical monuments”.
Comments made by a student from class: - “This PBL project provides valuable opportunities for us to know more
about the operations of social enterprise (SE). Although making profit is the ultimate aim of a company, every corporations should carry certain kinds of corporate social responsibility. We realize that marketing concepts not only can be applicable to profit-making companies, but also can be applied to SE which brings benefits to the communities”.
HKBU GA: Citizenship – Social Responsibility
Comments from Focus Group Interview
Comments made by a student from class: - “In this PBL project, I have searched enormous amount of information
about social enterprise and become more aware about the seriousness of poverty in the working class in Hong Kong. I can’t imagine that some poor families even cannot afford a TV set at home in 21st Century !”.
HKBU GA: Skills – Problem Solving Skills
Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001
6.5 6.6
7.7
7.1 7.3
7.1 7.5
6.9
7.5
7.0
7.5
* 7.7 7.6
7.2 7.4 7.4
7.8 *
7.7 7.7 * 7.5
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Course A(n=4)
Course B(n=26)
Course C(n=25)
Course D(n=56)
Course E(n=43)
Course F(n=25)
Course G(n=31)
Course H(n=33)
Course I(n=11)
Course J(n=50)
Mean – pre-test
Mean – post-test
HKBU GA: Skills – Problem Solving Skills
Comments from Focus Group Interview
Comments made by students from class: - “The PBL component allowed us to learn the way of collecting useful
information, analyzing them and grouping them systematically.” Comments made by students from class: - “This PBL project brings indispensable improvement to our problem solving skills.
When we encounter complex problems in future, I’m confident that I shall be able to analyze the situation and formulate solution steps logically.”
HKBU GA: Creativity – Critical Thinking
Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001
7.0
6.4
8.0 7.6
7.3
7.8 7.4 7.3
7.6
7.0 7.3 7.2 7.4 7.6
7.3 7.5
* 7.8 7.8 7.7
7.4
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Course A(n=4)
Course B(n=26)
Course C(n=25)
Course D(n=56)
Course E(n=43)
Course F(n=25)
Course G(n=31)
Course H(n=33)
Course I(n=11)
Course J(n=50)
Mean – pre-test
Mean – post-test
HKBU GA: Creativity – Critical Thinking
Comments from Focus Group Interview
Comments made by a student from : - “The PBL component of our course trains up our critical thinking. For
instance, we needed to evaluate the validity and trustworthiness of the information we have found. We need to adopt cross-referencing technique in order to evaluate the batches of information...”
HKBU GA: Teamwork – Team Building
Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001
5.8
7.2
8.3
7.6
8.1 8.1 7.7
7.3 7.6 7.7
8.0 7.7 7.8 7.8
8.0 7.7 7.7
* 8.0 8.0
* 8.2
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Course A(n=4)
Course B(n=26)
Course C(n=25)
Course D(n=56)
Course E(n=43)
Course F(n=25)
Course G(n=31)
Course H(n=33)
Course I(n=11)
Course J(n=50)
Mean – pre-test
Mean – post-test
HKBU GA: Teamwork – Team Building
Comments from Focus Group Interview
Comments made by a student from class: - “In this PBL project, I learnt to respect the diversified views of our
teammates. After discussing the issue from different perspectives, we could determine a feasible solution to address the problem.”
Comments made by a student from class: - “When working on our Marketing plan, I need to coordinate well with my
teammates who are responsible for different parts of the projects. It is essential for keeping a consistent writing style and making our Marketing plan more realistic and convincing.”
Term 2 Incorporation of SL component in two courses
Course PBL Component
GDSC1887 Paths to Service Leadership in Health Service
Group Work Theme: Learning through services • Serving in two host organizations serving the needy groups
in the community • Planning the activities / services • Enhancing students’ service attitude & social concern for
the needy • Reflection & Peer Evaluation
SRL3160 Sport & Recreation for Persons with Physical & Intellectual Disabilities
Group Work Theme: Serve as helpers at the Athletic Meet of Hong Kong Paralympic Committee & Sports Association for the Physically Disabled
• Serve in different roles • Reflection Paper: Evaluation of the management &
challenging issues related in organizing sport event for the disables
Aggregated pre- and post-survey mean scores of the 7 GAs of all SL courses (n=75)
Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001
7.7 7.4 7.2
6.9 7.4 7.7 7.8
7.0 6.7
7.3
6.7 7.2 7.0
7.5 7.0
8.0 7.4 7.6
7.5 7.2
* 7.4 7.5 7.5
7.8
6.9 6.8 7.4
6.7
7.4 7.3
7.7 7.3
8.2 7.6
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Ethi
cal R
easo
ning
Soci
al R
espo
nsib
ility
Cros
s-Cu
ltura
l Com
pete
nce
Inte
rdisc
iplin
ary
Know
ledg
e
Disc
iplin
ary
Know
ledg
e
Life
long
Lea
rnin
g
Self-
Deve
lopm
ent /
Spi
ritua
lly
Info
rmat
ion
Lite
racy
Tech
nolo
gica
l Lite
racy
Prob
lem
Sol
ving
Qua
ntita
tive
Reas
onin
g
Criti
cal T
hink
ing
Crea
tive
Thin
king
Ora
l Com
mun
icat
ion
Writ
ten
Com
mun
icat
ion
Team
wor
k
Heal
th A
war
enes
s
Citizenship Knowledge Learning Skills Creativity Communication Teamwork
HKBU GA: Citizenship – Social Responsibility
Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001
7.7
7.1
8.1
7.2
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Course K(n=30)
Course L(n=45)
Mean – pre-test
Mean – post-test
HKBU GA: Citizenship – Social Responsibility
Comments from Focus Group Interview
Comments made by a student from class: - “Regarding to my servicing experience, I met with an elderly who was
unwilling to disclose his illness condition to outsiders. Therefore, his illness was getting more serious due to incompatible medical treatments… I realized that working in health services industry is not only providing services but also need to sincerely sympathize about the people in need”.
Comments made by a student from class: - “This SL activity provided valuable opportunities for us to get contact with different
kinds of handicapped athletes. We became more familiarized with their situations so that we will be able to provide tailor-made services for them which suit their unique needs in future. ”.
HKBU GA: Skills – Problem Solving Skills
Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001
7.5 7.2
8.0
7.0
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Course K(n=30)
Course L(n=45)
Mean – pre-test
Mean – post-test
HKBU GA: Skills – Problem Solving Skills
Comments from Focus Group Interview
Comments made by a student from class: - “During our service in the elderly home, some situations were different
from that as expected. Before the service, we imagined that the elderly people there would be very old with poor listening ability, low level of literacy and limited physical movability. However, they were smarter and heathier than expected. Therefore, we needed to develop a contingency plan and modify the design of the activities”.
Comments made by a student from class: - “When providing services on an athletic meet, we learnt the skills of
working out a contingency plan. For instance, delays of sport events are quite common. Then how could we entertain the athletes during that period ? It doesn’t make any sense to keep them wait in an outdoor area with excessive sunlight. Therefore, we set up a tent for them as a temporary waiting area and they felt more comfortable during the period ”.
HKBU GA: Creativity – Critical Thinking
Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001
7.3 7.1
7.6 7.3
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Course K(n=30)
Course L(n=45)
Mean – pre-test
Mean – post-test
HKBU GA: Creativity – Critical Thinking
Comments from Focus Group Interview
Comments made by a student from : - “We realized that the Hong Kong Paralympic Committee adopted critical
thinking when choosing a suitable sports venue. For instance, the spectator stand and the tracks of main sports ground in Tseung Kwan O Sports Ground are wider than any other sports centers. Such features provide unbeatable accessibility to those athletes with wheelchairs. ”
HKBU GA: Teamwork – Team Building
Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001
8.2 7.9
** 8.7
7.8
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Course K(n=30)
Course L(n=45)
Mean – pre-test
Mean – post-test
HKBU GA: Teamwork – Team Building
Comments from Focus Group Interview
Comments made by a student from class: - “ When providing the service, our instructor intentionally assigned students
with different majors of study to each group. Therefore, we are trained how to coordinate well with people with diversified background and appreciate the views given by the others. ”
Comments made by a student from class: - “When organizing the athletic meet, I need to consider the strengths and skills
possessed by different teammates in order to assign suitable duties and positions to them.”
• Students perceived significant improvements on Citizenship (Social Responsibility) and Skills (Problem Solving) but not Teamwork (Team Building).
• Students perceived significant improvements on Teamwork and Interdisciplinary Knowledge in individual courses.
Conclusion
Q & A Session