Use of ICT for teaching skills in English writing
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The document discusses using information and communication technologies (ICTs) to develop English writing skills. It outlines intended learning outcomes related to designing writing tasks and using technology. It also covers various approaches to writing, formats for academic writing, and tools for writing through technologies like blogs, wikis, and online resources. The individual assignment involves online discussion of using ICTs to improve second language skills through forums, posts, and oral discussion.
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The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate collaboratively online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
Using Web Tools To Enhance Teaching & Learning
The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate and collaborate online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
Working online
This document discusses skills for online tutoring. It covers encouraging participation through selecting appropriate technologies, building motivation, and addressing multiple intelligences. It also addresses synchronous communication methods like chat, whiteboards, audio and video conferencing. Asynchronous methods like forums are also discussed. The document provides tips for dealing with low student participation such as making changes to course structure, contacting students individually, and setting clear expectations.
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The document discusses the application of technological pedagogical content knowledge (TPCK) in language education teaching practice. It describes how the teacher used a blended approach combining classroom teaching with a web platform. Various web-mediated activities were used, including a wiki and forum. The teacher reflected on adopting TPCK, including exploring different technologies, teaching environments, and designing authentic web-based assessments. Examples of how specific technologies like YouTube and slides were used to support content knowledge in areas like creative writing, paired reading, and listening are also provided.
Assessment experience of first-year university students:Dealing with the unfa...
The document discusses the assessment experiences of first-year university students in Hong Kong transitioning from high school. It finds that students are accustomed to an assessment-driven, competitive learning culture in high school focused on examinations. At university, students encounter more diverse assessments including essays, group projects, and interviews. They must also develop new skills like independent learning, reading more widely, and academic writing with references. The transition requires adapting to higher expectations for skills like critical analysis and expressing their own ideas while incorporating sources.
Assuring quality nursing skills development through practising on a high-fide...
Nursing students practiced on a high-fidelity human patient simulator to develop skills in a risk-free environment. The simulator could blink, have variable pupils and simulated heart/lung/bowel sounds. Students assessed and treated simulated patients with conditions like stroke and burns. They communicated as a team and with family members. Students reported benefits like visualizing physiological effects, handling stress, and reflecting on their actions without risk to patients. The human simulation helped improve critical thinking, communication skills, and handling stress in professional nursing practice through situated learning experiences.
TPCK: Use of ICT to teach/improve competence in listening to English
The document discusses using ICT to improve competence in listening to English as a second/foreign language. It outlines the technological, pedagogical and content knowledge required and provides examples of online resources that can be used for listening practice, including podcasts, videos, and interactive exercises. The intended learning outcomes are to develop skills in designing listening tasks and identifying global listening resources using blended learning approaches.
TPCK: Use of ICT to teach/improve the speaking of English
1. The document discusses using information and communication technologies (ICT) to improve English speaking skills through blended learning approaches.
2. It outlines several technology-mediated speaking activities, such as voice conferencing, video conferencing, and using audio/video tools to practice pronunciation and record discussions.
3. Developing speaking competence involves accuracy, fluency, appropriateness, cohesion, coherence, and interaction strategies. Authentic, creative, and functional speaking activities are recommended both in and after class.
TPCK: Using IT to develop/improve reading skills
1. The document discusses using technology to improve reading skills, including developing oral reading fluency through assisted reading techniques like paired reading.
2. It also explores using literacy circles and other classroom activities to improve reading comprehension, and suggests post-reading activities like creating digital stories.
3. Technology-mediated activities are recommended such as digital literacy circles or online forums to discuss readings, as well as independent reading programs and creating digital stories to share on YouTube.
Creating new learning challenges through eCases
The document discusses using eCases to create new learning challenges. It presents a conceptual framework for effective eCase teaching that includes good case design, key issues to address, learner preparation, and feedback. Examples of eCases used at the Hong Kong Polytechnic University are described, including guided structured cases and complex cases. Initial findings suggest blended learning with eCases provides student learning through interactions, online self-directed learning, and online/face-to-face discussions.
Developing higher-order thinking through blended problem-based learning
1) A study examined using blended problem-based learning with 124 nursing students across 5 groups to develop higher-order thinking.
2) Students discussed 3 patient cases online by posting topics, issues, and hypotheses. Discussions were categorized according to Bloom's taxonomy.
3) Results found that students had varying levels of participation. Discussions also varied between cases, with more complex categories like "apply and analyze" increasing across cases. Higher performing students referenced sources more in discussions.
Learning through e-situated challenges
This document summarizes a study on the use of group projects with online peer review in a nursing program. Students were assigned to groups of 5 and collaborated on projects about diabetes mellitus or colorectal cancer. The project had three stages, including a written report, peer review, and final report. Results found that peer feedback, teacher guidance, and clear guidelines helped students provide effective peer assessment and feedback. Students perceived teacher comments as more valid but the blended peer review approach improved learning and satisfaction.
Experience of staff developers when preparing for technology integration
1. The document discusses the experiences of staff developers in preparing academics to integrate learning technologies into their teaching at Hong Kong universities.
2. Staff developers adopt a variety of approaches including workshops, consultations, and project-based support to meet the diverse needs of academics from different disciplines.
3. Effective approaches are flexible, practical, and involve faculty ownership, while organizational support also has a significant effect on preparing academics for technology integration.
Blended learning experiences – A case in Hong Kong
This document discusses blended learning experiences at a university in Hong Kong. It describes several institution-wide projects funded by the University Grants Committee to support blended learning through pedagogical, technical and evaluation assistance. Evaluation frameworks assessed student actions, feelings, and performance. Blended learning combines face-to-face and online modes of learning tasks before, during and after lectures. Benefits included increased interaction between students.
Enriching learning experience in work-integrated education through weblogs an...
In order to develop students with professional skills and the key competence of being all-round graduates, academics can employ a variety of learning challenges in their teaching. In addition to conventional campus programmes, some programmes have a well-established structured practicum for students to start a professional apprenticeship during their years of university study. It is desirable to introduce such authentic learning challenges to other programmes that focus primarily on theoretical concepts and allow their participants to experience the dynamics of the ever-changing modern world. In addition, students can broaden the scope of their learning by experiencing social interactions in a real-life situation.
There are a variety of methods to maintain support for students when they are ‘learning’ in such a placement. When they have their first placement, the use of an online forum can allow students to share anxieties encountered on their first day in the workplace. However, students need ongoing support with peers and their mentors when they encounter complex situations through the networked environment. The next stage, therefore, is to develop competence in working independently and interdependently once they have overcome the initial challenges.
This paper aims to explore the use of weblogs and portfolios as learning tools to engage students in self-reflection and self-assessment of their professional performance during such placements.
Learning-centred blogs
There is now increasing interest among educators in schools and universities in engaging learners through the use of web logs (blogs). Learners can easily articulate questions and also publish their learning experiences and reflections. Moreover, blogs have great potential to facilitate collaboration and peer interactions, so that they become a breeding ground for the development of an effective learning community. However, learners tend to use blogs mostly for entertainment purposes. This paper will discuss how some educators design structured learning tasks and ways to motivate learners to participate in course-based blogs.
The Orientation of University Freshmen through a Blended Approach
Orientation serves to help freshmen to make the switch from a school to a university learning environment. However, conventional face-to-face orientation is limited in what can be disseminated and how effectively students are inducted. A case is discussed in which freshmen experienced a blended approach to orientation. Reflecting on the process, teachers observed that this cohort of students was better prepared for subsequent university life. Furthermore, these students, who had already had considerable exposure to the Web environment, experienced little technical challenge.
Building a community of practice through Liferay
Web 2.0 technologies are becoming popular for social networking, and there is growing interest in the education sector in extending these technologies for educational purposes because they provide greater opportunities for learners to be actively engaged in a variety of learning activities individually and with a networked audience. In contrast, there is limited scope for customization and personalization of traditional content management systems to support student learning.
Motivation, engagement and quality of writing through blogs
Language learning can be fun, because students have wide access through the Web, where they can take part in online grammar games and receive immediate feedback, and where they have a learning space that allows them to post the progress of work with reflection through blogs. There are many benefits of using blogs to enhance the learning experience. One is for students to strengthen their digital fluency. However, despite having greater opportunities to write and provide peer comments through blogs, students do not just interact with each other; they need more structure and guidance.
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