Contents
Module 1: Outcome-Based Approaches to Student Learning (OBASL)
Intended Learning Outcomes
By the end of the module, participants should be able to apply the principles of OBASL and learning taxonomies in the course/programme design.
Description
Module 1 will discuss the key principles of OBSAL and learning taxonomies that can be applied to guide one’s course or programme design.Module 1 requires participants’ the completion of three learning components sequentially: 1.5 hours pre-class learning, 2 hours in-class learning, and 1.5 hours after-class learning. Different from Modules 2 and 3, the in-person class is only 2 hours.
| Components | Detail | Time |
|---|---|---|
| Pre-class learning: | Reading: Biggs, J. (2012). What the student does: Teaching for enhanced learning. Higher Education Research and Development, 31(1), 39-55. doi:10.1080/07294360.2012.642839. |
1.5 hours |
| Learning activity: Log into Moodle to complete 6 learning units (around 4 to 10 minutes each) before joining the in-class learning. | ||
| In-class learning: | Hands-on activities and discussions on the application of OBASL in practice | 2 hours |
| After-class learning: |
|
1.5 hours |
A guide to Module 1 has been prepared to explain what Module 1 is about and, most importantly, how to complete its pre-learning tasks in Moodle. Prior to starting Module 1 pre-class learning, it is very important to read this guide. The guide is available on Moodle as well.
The materials you need to bring to the in-class learning for Module 1
- Prepare a question (if you have one) about the contents covered in the pre-class learning; and
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- For those who have been assigned a course to teach: Bring the syllabus of a course that you are teaching.
- For those who haven’t been assigned a course to teach yet: Ask a colleague or a course coordinator for a copy of a course syllabus you might teach in the future. Or, you may bring the syllabus of a course you recently took.
Module 2: Assessment and Feedback
Intended Learning Outcomes
By the end of the module, participants should be able to:- Evaluate the effectiveness of your assessment practices;
- Explain the components of student feedback literacy; and
- Reflect on the university-core principles for using AI in teaching and assessment.
Description
Following the previous module, module 2 “Assessment and Feedback” explores constructive alignment between learning outcomes and assessments and effective assessment practices in higher education. This module will also cover the components of student feedback literacy and the university-wide core principles of using AI in teaching and assessment.| Components | Detail | Time |
|---|---|---|
| Pre-class learning: | To facilitate in-class discussion, participants are asked to bring along their own course documentation (e.g., course outline, assignment guidelines, and rubrics) for critique and discussion. The documentation should preferably be the same as used for Module 1. Prior to joining Module 2, please watch the YouTube video "Peer Instruction for Active Learning" by Professor Eric Mazur. The video is available from the course MOODLE. |
20 minutes |
| In-class learning: | Hands-on activities and discussions | 3 hours |
| After-class learning: |
Participants should read ONE of the journal articles listed and write a 400-500 word reflection on the following: To what extent has attending this session influenced your assessment practices? Please refer to the reading and discussion with your colleagues during the session. If you do not plan to change anything, please explain why. Reading 1: Henderson, Michael, Ryan, Tracii, and Phillips, Michael (2019) The challenges of feedback in higher education. Assessment & Evaluation in Higher Education, 44:8, 1237-1252. Reading 2: Carless, D., & Winstone, N. (2023). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 28(1), 150-163. Reading 3: Corbin, T., Bearman, M., Boud, D., & Dawson, P. (2025). The wicked problem of AI and assessment. Assessment & Evaluation in Higher Education. Advanced online publication. Reading 4: Corbin, T., Dawson, P., Nicola-Richmond, K., & Partridge, H. (2025). ‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment. Assessment & Evaluation in Higher Education, 50(5), 705-717. |
2.5 hours |
The materials you need to bring for Module 2
For the first part of the workshop: Participants are required to bring along their own course documentation for critique and discussion. The documentation should preferably be the same as used for Module 1 – OBASL. Participants should also bring along marking criteria for a course they are teaching or will be teaching.
For the second part of the workshop: Participants should bring along their pre-module task for further discussion.
Module 3: Designing Learning Activities
Intended Learning Outcomes
By the end of the module, participants should be able to choose and integrate Teaching-Learning Activities that are consistent with Course ILOs, meaningfully engage students, and support students in preparing for assessments.Description
Module 3 will briefly review OBASL principles and then discuss participants’ current TLA use in courses, within Lectures, Tutorials, Labs, and Independent Study. This module will support participants in both structuring and broadening their TLA strategies. The completion of Module 3 involves participants’ completing the following three components:
| Components | Detail | Time |
|---|---|---|
| Pre-class learning: | Reading: Biggs, J. (2012). What the student does: teaching for enhanced learning. Higher Education Research and Development, 31(1), 39-55. doi:10.1080/07294360.2012.642839. (Mostly review and extension of Module 1, so 15 minutes) | 1 hour |
| Moodle activity: Then write reflectively (between 300-400 words) about your TLA alignment experience as a student and/or an instructor (30 mins). Then complete a structured print about TLA alignment in a current or past course (15 mins). The structured prints are available on Moodle. Submit both in the Moodle system before the class. | ||
| In-class learning: | Hands-on activities and discussions on writing learning outcomes and checking alignment | 3 hours |
| After-class learning: | Write a 400-500-word reflection on: Framed by ILOs and Assessment (point form), overview and discuss (written form) the TLAs you will use in an upcoming course. Special attention should be taken to describe how the TLAs will address the course ILOs, prepare students for assessment, encourage attendance, get, and keep students interested in the course. |
1 hour |
The materials you need to bring for Module 3
Reflective writing on TLA alignment experiences and TLA alignment print (past or current course).
Module 4: Continuous Professional Development (CPD) in Learning and Teaching
Intended Learning Outcomes
By the end of the module, participants should be able to:
- Demonstrate an understanding of teaching as professionalized practice in higher education
- Acknowledge the range of CPD opportunities available to HKU teaching staff
- Demonstrate an understanding of the UK Professional Standards Framework
Please note: There are no pre-module and post-module tasks attached to this module.
Description
This final module focuses on professional development in teaching and learning. It outlines the ways in which teaching in higher education has become professionalized over the last few decades, and explores an evidence-based, reflective approach to university teaching and learning.
Outline for this two-hour session
- Introduction to Scholarship of Teaching and Learning
- Building a teaching profile at HKU
- Getting recognition for teaching in higher education
- Personal planning and teaching portfolios