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Dr. CHAN Celia Hoi Yan
Department of Social Work and Social Administration, Faculty of Social Sciences
Secondment Period: September-December 2022
Biography
Dr. As a social work researcher and practitioner working in healthcare settings, Celia works closely with different professionals and integrates best research evidence with interdisciplinary and clinical experience by applying the Integrative Body-Mind-Spirit Intervention Model, an empirically-based approach to assessment and treatment which connects Western therapeutic techniques with Eastern philosophies and practices.
Her major areas of research and training: Research and practice on fertility and infertility counselling; Interdisciplinary Medical Social Work: Psychodermatology, gynaecologic oncology and paediatric psychology; Family-based research and practice; Evidence based social work practice: Integrative Body-mind-spirit Intervention Model.
Project Topics
- Sharing and developing good practices in virtual experiential learning; and
- Devising discipline-specific pedagogic resources to enhance VTL.
Project Aims
On colleagues’ teaching practice:- Share this learning experience with colleagues in the Department through curriculum and courses review; and
- Devise new teaching and learning activities.
- New teaching and learning devises can help in the integration of both classroom and fieldwork learning experience of the students.
Dr. CHEN Hui Amy
Faculty of Dentistry
Secondment Period: September-December 2022
Biography
Dr. Chen Hui obtained the Bachelor-Master Integrated Degree in Dentistry from Shanghai Jiao Tong University in 2013, PhD and Doctor of Clinical Dentistry in Prosthodontics from the University of Sydney in 2017 and 2020, respectively, and the Membership of Royal Australasian College of Dental Surgeons (RACDS) in Prosthodontics in 2020. She is the member of Australian Prosthodontic Society, International College of Prosthodontists, and International Team of Implantology. Dr Chen is passionate about teaching and has been actively involved in undergraduate and postgraduate teaching since she joined the faculty. She also gives lectures to dentists both locally and internationally.
Project Topics
Create a series of Vicarious Learning Dialogue videos (VLDV) for Removable Partial Denture course, with the focus on the following VTL priority areas:
- Developing interactive, dialogic online and blended pedagogies; and
- Developing effective hybrid/dual-mode/ hyflex pedagogies.
Project Aims
On colleagues’ teaching practice:
- The VLDV aims to fill the knowledge and transition gap between managing a simulation scenario and a real-life case; and
- Help teachers save the time of repetitively answering similar questions.
- Prepare junior dental students with real-life clinical experience; and
- Help students achieve better understanding of knowledge.
Miss Nicole Judith TAVRES
Faculty of Education
Secondment Period: January-June 2023
Biography
Nicole Tavares (FHEA) is Senior Lecturer in the academic unit of Teacher Education and Learning Leadership at the Faculty of Education. She teaches on BA&BEd, PGDE, MEd and MA programmes, specialising in English language teaching (ELT) methodology and Content and Language Integrated Learning (CLIL). She is currently MA(TESOL) Programme Director and Coordinator of her Faculty’s English Language Proficiency Tests, a graduation requirement for all BA&BEd(LangEd)s.
Nicole Tavares (FHEA) is a Senior Lecturer in the academic unit of Language and Literacy Education at the Faculty of Education and the Teaching SIG leader in her unit. Her expertise is in English language teaching (ELT) methodology, Content and Language Integrated Learning (CLIL), and teacher language awareness. She teaches related courses on the BA&BEd, PGDE, MEd and MA programmes and has been the MA(TESOL) Programme Director since 2020.
Nicole has published in the areas of online teaching and learning, 21st century skills, using educational technologies in promoting teacher development, good ELT and CLIL practices, and Interactive Assessment.
Nicole has received multiple teaching awards, notably the HKU Teaching Innovation Award (2020), her Faculty’s Emergency Remote Teaching Award (2020), and HKU Outstanding Teaching Award (2015). She is keen on experimenting with innovative pedagogies and acknowledged for her creative design of collaborative activities that maximise student voice. She enjoys professional dialogues with educators on how research informs practice and has initiated several professional development activities within her Faculty and beyond.
Project Topic
Developing interactive, dialogic online and blended pedagogies.
Project Aims
To advance teaching and learning across the University and ensure that students’ learning experiences are not compromised despite the challenges known globally about online, hybrid and dual teaching modes through working closely with TALIC colleagues and T&L Fellows to:
- Cultivate a warm and supportive campus environment for like-minded colleagues to come together to share teaching experiences and good practices, engage in collaborative ?(action) research and broaden our repertoire of effective T&L strategies; and
- Enrich teachers’ pedagogic, assessment and feedback practices in promoting learner engagement, capitalising upon individual differences and maximising student voice both in and out of the virtual and physical classroom.
Dr. Tim GRUENEWALD
School of Modern Languages and Cultures, Faculty of Arts
Secondment Period: January-June 2023
Biography
Tim Gruenewald researches and teaches US cultural and visual studies with a focus on popular culture, including virtual reality, film, television, graphic narrative, and museum exhibitions. His research investigates how narrative construction of contested pasts intersects with the imagination of collective identities in the present. He is currently working on a UGC funded research project on virtual reality film. Prior to joining the University of Hong Kong, he taught at the University of Illinois at Urbana-Champaign and at the University of Washington in Seattle. He has served as the Director of the American Studies Programme since 2014.
Project Topics
Develop pedagogies designed to take advantage of selected affordances of the metaverse for teaching and learning, with the focus on the following VTL priority areas:
- Devising discipline-specific pedagogic resources to enhance VTL; Developing interactive, dialogic online and blended pedagogies; and
- Sharing and developing good practices in virtual experiential learning.
Project Aims
On colleagues’ teaching practice:
- Provide an introduction and specific advice on how to make use of Virtual Reality and Web3 applications for teaching.
- Motivate students’ learning;
- Afford a multitude of experiential Web3 learning activities;
- Enhance student interactivity; and
- Teach technologies that will be essential for students’ future careers and lives.
Dr. Fraide GANOTICE
Bau Institute of Medical and Health Sciences Education (BIMHSE), Li Ka Shing Faculty of Medicine
Secondment Period: January-June 2023
Biography
Dr. Fraide Ganotice is currently an Assistant Professor and the Program Coordinator of the Interprofessional Education and Collaborative Practice (IPECP) at the Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, University of Hong Kong. His training background is in educational psychology, measurement and evaluation, and group processes in a large-scale multi-institutional collaboration in Medical Education.
Dr Ganotice’s research focuses on examining individual- and group- level variables that explain IPE outcomes among students, and the use of technology to facilitate student engagement, collaboration, and achievement. His research aims to tear down educational silos to achieve optimal patient-centered care. He is committed to contributing to science and scholarship of medical education by untangling important instructional, motivational, and psychological constructs that underpin the success of IPE.
Project Topics
- Promoting cross-institutional collaboration through interprofessional education: Forging alliance in healthcare education;
- Uncovering the basic instructional, motivational, and psychological principles that underpin the success of IPE.
Project Aims
- Provide best practices for implementing a global partnership model in interprofessional education and collaborative practice;
- Promote the “students as partners” and “near-peer-teaching” initiatives in IPE;
- Determine the factors essential for successful interprofessional education for healthcare professionals;
- Explore non-cognitive constructs (e.g., motivation and emotions) in explaining medical students’ engagement and achievement;
- Develop best practice models of facilitating a large-scale cross-discipline, cross-faculty, and cross-institutional team-based interprofessional education;
- Promote the use of innovative pedagogical approaches using advance technology to connect teachers and students from diverse complementary expertise in the promotion of collaborative and team-based interprofessional education.