CETL Reflections, Tips, and Quotes

Benefits:
* can be used in synchronous and asynchronous learning
* offer endless learning possibilities for students world-wide to participate in the same field trip anytime anywhere
* allow virtual travel experiences amidst the pandemic

Quick tips to develop authentic VFT content (Stoddard, 2009)
* Teachers collaborate with field trip site personal to enhance student learning
* Teachers engage students in work to prepare for and debrief VFT (to work toward deep knowledge)
* Student and teacher interactions with "experts” as part of the field trip (substantive conversation)

Adedokun, 0. A., Hetzel, K., Parker, L. C., Loizzo, 1., Burgess, W. D.,& Paul Robinson, J. (2012). Using virtual field trips t o connect students with university scientists: Core elements and evaluation of zipTrips.JournaI of Science Education and Technology, 21(5), 607- 618.

Stoddard, J. (2009). Toward a virtual field trip model for the social studies.Contemporary Issues in Technology and Teacher Education, 9(4), 412-438.

Sharing Resources:
Miro allows you to embed PDFs, documents, videos, audios, and other multimedia

Engaging Students in Productive Process:
Miro allows students to create and share their work, and comment on their peers' work

Engaging Students in Co-construction:
Miro allows students to simultaneously and remotely work together

Monitoring and Regulation:
Miro allows you to see the progress of your students' work during breakout session

Heisawn Jeong & Cindy E. Hmelo-Silver(2016) Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?. Educational Psychologist, 51:2, 247-265, Doi: 10.1080/00461520.2016.1158654

Centre for the Enhancement of Teaching and Learning (2022).
From Principles to Strategies to Practice: A Series on Online Course Design for Better Learning Experience.
https://talic.hku.hk/coursedesign22/

1. Ensure your course materials are accessible
2. Set expectations for respecting and valuing diversity
3. Be a role model for inclusivity
4. Connect your course materials to students’ diverse experiences and background knowledge
5. Foster social presence and encourage peer support

TIPS on Designing for Inclusivity Online
https://talic.hku.hk/designolc/tips/designing-for-inclusivity-online/

1. Develop a Course Routine
2. Create and Maintain a Social Presence
3. Have Students Work in the Same Groups
4. Deliver Your Lecture in Chunks
5. Check for Understanding
5. Set Up a Forum for Q and A

TIPS on Teaching Large Classes Online
https://talic.hku.hk/designolc/tips/teaching-large-classes-online/

1. Students and teachers must be able to interact in the space
2. Students and teachers must be able to share in the space
3. The space must be functional and allow students to work
4. The space must be ergonomically and environmentally comfortable
5. The space must have a visibility and spatial logic
6. The space must have freedom of movement for active learning
7. The space must be flexible and adaptable

Mathew Pryor (2020). Winter Sandbox Series: Agile Learning Design using Purpose-built Learning Design Studio.
Session 4: Finding the learning environment in your learning design
https://talic.hku.hk/sandbox2021w/

“… advancing research-based education is a matter that concerns students as much as academics, and it transcends disciplinary traditions. [It] serves as a platform for forging new links between different communities. In this way, students are encouraged to present their unique perspectives, as everyone has something valuable to offer to this collective endeavour in research-education synergy.”

(Tong, Standen & Sotiriou, 2018, p.4)
https://www.uclpress.co.uk/products/95121