Learning and Teaching Expo 2016 - HKEdCity · Learning and Teaching Expo 2016 Dr. Cecilia K Y Chan...

Learning and Teaching Expo 2016

Dr. Cecilia K Y ChanHead of Professional Development

Associate ProfessorCentre for the Enhancement of Teaching and Learning

The University of Hong Kong

Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved

MEASURING THE UN-MEASURABLE - ASSESSING HOLISTIC COMPETENCIES THROUGH AN EVIDENCE-

BASED PEDAGOGICAL DRIVEN ONLINE SYSTEM


THE STORY OF GENERIC COMPETENCIES AND CURRICULUM REFORM BY THE HONG

KONG EDUCATION BUREAU

Discipline Knowledge

Generic Skills

Positive Attitudes and Values

The 9 Generic Skills

IT SkillsProblem SolvingCommunicationNumeracy SkillsCritical Thinking

Study SkillsCreativity

CollaborationSelf Management

Generic Competencies


HOLISTIC COMPETENCIES AND VIRTUES

Sensitivity

Creativity

Leadership

Respect

Intercultural understanding

Appreciation

Brainstorming

Lifelong Learning

Manners

Ethical

Language

Professionalism

Adaptability

Common Sense

Positive Attitude

Values

Consideration

Openness etc…


HOLISTIC COMPETENCIES AND VIRTUES

The word “Holistic” emphasizes whole, and a person having developed and possessed holistic competencies is undoubtedly thriving for their career. But to me, understanding and developing virtue are more critical especially for our younger generation. We need them to

understand love, respect, trust, consideration and

appreciation to maintain societal harmony and uphold their values and belief. And to do that, public awareness and culture shift is needed.

With hearts,

we transform


CULTURE SHIFT

For education institutions around the world to trulyachieve their missions and instill institutionallearning outcomes and holistic competencies intheir students, an overhauling shift in both cultureand education is absolutely necessary.

Highlighting these competencies need to become apart of education that is not to be completelyovershadowed by academic knowledge, butinstead enables further development.


HANDS UP EXERCISE

Just a quick show of hand,

Do you agree this shift in education culture is needed?


With hearts we nurture the next generation holistically, thus even a bookworm can transform and thrive into a magnificent butterfly.

Of course, all caterpillars will transform into butterflies but how magnificent will this butterfly becomes, how far will it flies during its lifetime.

Dr. Cecilia Ka Yuk Chan, 2016

CHALLENGES OF DEVELOPING GENERIC SKILLS

Students’ perception

Teachers’ perception

Unknown and unaware of the learning outcomes related to generic skills

Mismatch of learning activities, assessments and learning outcomes

Not discipline specific

Unaware of the rationale and students’ prior experiences

Teachers often do not have the skills to teach them

Provide evidence of student learning

Lack of coherence curriculum design framework particularly regards to student engagement and transferability

“the product of accident rather than design”

- Drummond et al, 1998

CHALLENGES OF DEVELOPING AND ASSESSING GENERIC SKILLS

“A considerable amount of generic skills assessment, therefore, is going unreported in those instances where those skills are being

inferred but not recorded, reported or certified”

- Clayton et al, 2003

x + y = 16


Academic Knowledge

VsGeneric

Skills

Learn Vs Develop


RESEARCH CONTEXT & METHODOLOGY

Research Context

3 higher education institutions in Hong Kong

Nature of study

Quantitative study, Student-centeredFocus group interviews

Timeline August to October 2013

Sample Over 2800 undergraduate students

InstrumentGeneric skills questionnaire (Chan, Zhao, Luk, JEE in review)

ProcedureThe questionnaire was administered either outside classrooms or during lectures.


GENERIC SKILLS IMPORTANCE & COMPETENCE QUESTIONNAIRE

• Section 1: Background information (e.g. gender, year of study, origin)

• Section 2: Importance measure (1=very unimportant, 5=very important), Competency measure (1=very poor, 5=very good)

• Section 3: 5 statements assessing students’ attitude toward generic skills

Scale No. of items

Critical Thinking 3

Academic & Problem-solving Skills 8

Interpersonal Skills 8

Leadership Skills 3

Self-management 4

Information & Communication Literacy 4

Community & Citizenship Knowledge 3

Professional Effectiveness 4


A TAG CLOUD VISUALIZATION ON THE PREFERRED METHOD OF DEVELOPING GENERIC COMPETENCIES FROM STUDENT’S PERSPECTIVES


A CLASSIFICATION OF THE TYPES OF LEARNING ACTIVITIES (IN-CLASS, OUT-OF-CLASS AND EXTRA-

CURRICULAR) FOR THE DEVELOPMENT OF GENERIC SKILLS

Lea

rnin

g E

xper

ien

ces

University Related

Non-University Related

Discipline Specific

Non-Discipline Specific

Daily Life Experience, Work Experience,

Learnt from friends and family, Media,

Internet and Socialization

Out-of-class: Experiential Learning*, Community Service, Field Trips*, Internship/Work

Placement*

In-class:Projects*, PBL*, Presentations*,

Practical*, Group Projects*, Workshops*

Extra-curricular: Hall Education, Camps, General Education,

Societies & Clubs, Guest Speaker Workshops, Sports, Career Guidance, Common Core*

* Maybe credit bearing

RATIONALE

FOR

LEARNING**

meaning-driven

career-driven

enjoyment-

driven

course-driven

family-driven

STUDENTS’

APPROACHES

TO DEVELOP*

(e.g. engage or

avoid)

STUDENTS’

PERCEIVED

GENERIC

SKILLS

COMPETENCY

(The type of

generic skills

they develop)

STUDENTS’

PERCEPTIONS &

INTERPRETATION

BASED ON THE

LEARNING

EXPERIENCE

(e.g. perception of

their experience

and reflection)

*A learner is considered as an “engager” if he/she

takes the opportunity of engaging in an activity; the

development of generic skills is welcomed and

practiced; student is considered as an “avoider” if

they avoid the activities, thus there is little room for

generic skills development.

CHARACTERISTICS

OF THE STUDENT

(e.g. personality,

prior learning)

ACTUAL

LEARNING

EXPERIENCE

(e.g. learning

activities and

experience,

course work and

assessment,

workload, quality

of supervision

and interaction

with peers)

Assumption is that students who are going

through this framework, are already willing to

participate the learning activity.

**A Classification of the types of learning activities

(in-class, out-of-class and extra-curricular).

Students’ Approaches to Generic Skills Development Framework (Chan’s Model)

STUDENTS’

APPROACHES

TO DEVELOP*

(e.g. engage or

avoid)


Chain of Mirrors – the Metacognitive Learning

Process

Chan, C, 2016.

Self-

Understanding

My prior

knowledge

of myself

Expectation

What am I

expecting to

do/learn

/achieve?

Rationale

Why am I

doing this?

Experience

What have I

done and

contribute?

Self and Peer

Appraisal

How did I

really do from

my eyes and

others?

Learning

What have I

learnt?

Reflection

How do I feel?

What would I

do differently

next time?


Evidence-based Research

Two surveys, with one over 2800 and

the other 500 student survey data

collected from 3 research intensive

universities in Hong Kong on how to

develop and assess generic skills

Frameworkon how to develop

generic skills based on student

experiences, expectations, and

perceptions

Framework on how to assess

students on generic skills through the Chain of Mirrors –the Metacognitive Learning Process

Built a Software based on the evidence, the framework and

the implementation to capture student learning for

generic skills

OUR EVIDENCE BASED GENERIC SKILLS FRAMEWORK


FIST, TWO FINGERS AND HIGH FIVES EXERCISE

Do you think that we should assess students on their generic competencies?

Instead of putting your hands up, can I ask you to do the following:

No Maybe Yes


EXTRA-CURRICULAR ACTIVITIES

And how do we capture the ECA? Non-credit?

Students need to be responsible, but we need to create the opportunity for students to develop the skills


ASSESS OR NOT TO ASSESS

Is there any other ways we can provide some kind of evidence for students’ extra-curricular activities or non-credit based?


HOLISTIC COMPETENCIES TOOL

We need a tool to

• Allow students to be self-responsible on the development of their holistic competencies so they are reporting them and more aware of them

• Allow a system which is not just focus on test assessment, but it allows other approaches to assess such as observation, reflection, blogs, journals, self, peer, teachers and community partners to rate and feedback

• Provide a 360º, 180º, 90º review process similar to the outside world

• Generate evidence for student learning of generic skills for inside, outside and extracurricular activities

• Based on evidence-based working frameworks from student voices


DEMO


27


28


STAND UP EXERCISE

Will you join me and help the next generation to develop holistic competencies and virtues?

Instead of putting your hands up, can I ask you to stand up.


全能有情

「全能」發展顯本領，

有才有智更「有情」。

陳嘉玉博士 , 2016

香港大學

With hearts, we transform 💕Dr. Cecilia Ka Yuk Chan, 2016


If you wish to contact me for further information

Email: [email protected]

Phone: +852 3917 8534

Thank You

mailto:[email protected]

Learning and Teaching Expo 2016 - HKEdCity · Learning and Teaching Expo 2016 Dr. Cecilia K Y Chan...

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