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.
This module has two delivery modes.
Mode 1: The flipped mode
In this delivery mode, 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, 3 and 4, you only need to stay in class for 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 (in the classroom/on ZOOM): | 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. We offer the guide in two formats (video and PDF) so that you can choose the format that best suits your learning preference. It is only necessary to go through one set of them. Both formats are 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
-
- 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:
- Provide a critical evaluation of the effectiveness of the assessment practices on one or more of their courses;
- Demonstrate an understanding of the complexity of providing actionable feedback to students within their own field of study
Description
Assessment and Feedback follow on from the previous module and explores criteria-based assessment, how to design transparent marking grids, and how to support students in developing assessment literacy. The module will also cover the principles of providing effective feedback to students.
| Components | Detail | Time |
|---|---|---|
| Pre-class learning: | Participants should read ONE of the journal articles below and consider the following:
|
1.5 hours |
| In-class learning (in classroom/on ZOOM): | Hands-on activities and discussions | 3 hours |
| After-class learning: | The final task is a re-working of your pre-module reflection. How has the reading and discussion with your colleagues influenced the way you give feedback to your students? Your final piece should be around 600 words. | 0.5 hour |
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: Teaching 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 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 (in classroom/on ZOOM): | Hands-on activities and discussions on writing learning outcomes and checking alignment | 3 hours |
| After-class learning: |
|
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:- To demonstrate an understanding of teaching as professionalized practice in higher education
- To acknowledge the range of CPD opportunities available to HKU teaching staff
- To demonstrate an understanding of the UK Professional Standards Framework
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.
Workshop outline
- Introduction to the Scholarship of Teaching and Learning
- Building a teaching profile at HKU
- Getting recognition for teaching in higher education
- Personal planning and teaching portfolios