The minutes summarize a department meeting at Hong Kong University of Science and Technology that discussed improving teaching quality in response to a recent report. The meeting reviewed absent faculty members and attendees. It then approved previous meeting minutes. A main discussion involved reflecting on teaching performance and quality assurance processes through questions about course preparation, student feedback, and coordination between faculty. However, one member noted that the questions failed to address the report's key finding that teaching quality assurance lacked a structured university-wide approach. The meeting then adjourned with no other business.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
ABSTRACT
Many engineering subjects are highly mathematical, analytical and descriptive. To make students understand the basic concepts, theory, analysis, design and application, new teaching-learning systems need to be explored. One of these is the Start-Stop-Continue technique. From the present study, it is concluded that given an ambient environment, the learning process can be made very effective and all the course objectives can be achieved. Action research has helped in empowering the students in acquiring knowledge. With this approach, the students’ performance has improved from mediocre to very
good.
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
Formative EvaluationFormative evaluation gives real results as t.docxhanneloremccaffery
Formative Evaluation
Formative evaluation gives real results as the extent of the validity of the project submitted. Where it is in the development stage as it gives specific guidance on the kinks at each stage of the design stages. This gives us a good opportunity for the development and improvement before starting the execution, which helps to reach the desired goal.
"Formative evaluation is conducted during the process of designing and development the materials while there's still time to make changes. Summative evaluation measures the effectiveness of instruction after it has been finalized.” (Lecture Note).
During the first phase of the project design (analysis phase) and found several recipes
characteristics of participants
During the first phase of the project design (analysis phase) and found several recipes they are involved, including:
1- All of the targeted are teachers of elementary schools.
2- Thy did not use iMovie before.
. 3- They have the basics of computer use
. 4- Thy have a desire to use technology in education
. 5- All of them have experience of not less than five years in education
. 6- all-male sex
This helps us a lot in choosing the right tools to deliver the project in proportion to their
characteristics. Also it helps in building the content according to the quality of our targets and what should we say and what we must not say.
The materials and instruments used in the evaluation
Due to the value of our project is submitted, the first steps to success is the involvement of experts and some of the target in the evaluation process. This helps a lot in the detection of defects that may be unclear to us. Can not build any project according to a personal opinion because it certainly would lose a lot of elements that make it an integrated and comprehensive.
"A fourth class of strategies is termed participant-oriented models. As the term suggests, they emphasize the central importance of the evaluation participants, especially clients and users of the program or technology. Client-centered and stakeholder approaches are examples of participant-oriented models, as are consumer-oriented evaluation systems. “(William M.K 2006).
The preparation of questions of the most important matters to reveal the strengths and weaknesses of the project, and I have been chosen two people from the experts. The first one in curriculum design and the other in training program design ,and questions were as follows:
1. Are the objectives clear and been achieved?
2. Is the content sequential and interdependent makes the learning process more effective?
3. What is your assessment of the stimuli provided in the project?
4-Any other observations you see that we need them to raise the level of the project .
There will come a comment on the results of the questionnaire later. After this phase of the evaluation moved into a one to one, where it reflects the value that is gained from the educational situation and skills gained from the impact o ...
These slides come from a talk I was invited to give about the improvement of teaching in the School of Business at Guangdong University of Foreign Studies. They are for a general university teacher audience.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
ABSTRACT
Many engineering subjects are highly mathematical, analytical and descriptive. To make students understand the basic concepts, theory, analysis, design and application, new teaching-learning systems need to be explored. One of these is the Start-Stop-Continue technique. From the present study, it is concluded that given an ambient environment, the learning process can be made very effective and all the course objectives can be achieved. Action research has helped in empowering the students in acquiring knowledge. With this approach, the students’ performance has improved from mediocre to very
good.
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
Formative EvaluationFormative evaluation gives real results as t.docxhanneloremccaffery
Formative Evaluation
Formative evaluation gives real results as the extent of the validity of the project submitted. Where it is in the development stage as it gives specific guidance on the kinks at each stage of the design stages. This gives us a good opportunity for the development and improvement before starting the execution, which helps to reach the desired goal.
"Formative evaluation is conducted during the process of designing and development the materials while there's still time to make changes. Summative evaluation measures the effectiveness of instruction after it has been finalized.” (Lecture Note).
During the first phase of the project design (analysis phase) and found several recipes
characteristics of participants
During the first phase of the project design (analysis phase) and found several recipes they are involved, including:
1- All of the targeted are teachers of elementary schools.
2- Thy did not use iMovie before.
. 3- They have the basics of computer use
. 4- Thy have a desire to use technology in education
. 5- All of them have experience of not less than five years in education
. 6- all-male sex
This helps us a lot in choosing the right tools to deliver the project in proportion to their
characteristics. Also it helps in building the content according to the quality of our targets and what should we say and what we must not say.
The materials and instruments used in the evaluation
Due to the value of our project is submitted, the first steps to success is the involvement of experts and some of the target in the evaluation process. This helps a lot in the detection of defects that may be unclear to us. Can not build any project according to a personal opinion because it certainly would lose a lot of elements that make it an integrated and comprehensive.
"A fourth class of strategies is termed participant-oriented models. As the term suggests, they emphasize the central importance of the evaluation participants, especially clients and users of the program or technology. Client-centered and stakeholder approaches are examples of participant-oriented models, as are consumer-oriented evaluation systems. “(William M.K 2006).
The preparation of questions of the most important matters to reveal the strengths and weaknesses of the project, and I have been chosen two people from the experts. The first one in curriculum design and the other in training program design ,and questions were as follows:
1. Are the objectives clear and been achieved?
2. Is the content sequential and interdependent makes the learning process more effective?
3. What is your assessment of the stimuli provided in the project?
4-Any other observations you see that we need them to raise the level of the project .
There will come a comment on the results of the questionnaire later. After this phase of the evaluation moved into a one to one, where it reflects the value that is gained from the educational situation and skills gained from the impact o ...
These slides come from a talk I was invited to give about the improvement of teaching in the School of Business at Guangdong University of Foreign Studies. They are for a general university teacher audience.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
MGMT 1001 Managing Organisations and People Session
Minutes
1. HONG KONG UNIVERSITY OF SCIENCE AND TECHNOLOGY
Department of Computer Science and Engineering
Department Meeting
Minutes of the 43rd Department Meeting of the Department of Computer Science and
Engineering
held on 26 April, 1997 at 10:05 a.m. in Room 7332, Conference Room, 7/F,
Phase I, Academic Complex, Hong Kong University of Science and Technology,
Clear Water Bay, Kowloon, Hong Kong.
Absent on leave: Dr. Helen C Shen
Absent with apologies: Dr. Zhaoping Li
Mr. Ricci Ieong
Mr. Terry Lau
Mr. Frank Luk
Dr. David Rossiter
Miss Mandy Chan (student representative, UG-Yr3)
Miss Eva Chen (student representative, UG-Yr3)
Mr. Cyril Kwok (student representative, UG-Yr3)
Mr. Eric Hui (student representative, UG-Yr2)
Mr. Dickson Tong (student representative, UGYr1)
Mr. Peter Yang (student representative, UG-Yr1)
With the exception of the above, all faculty members of the Department attended
the meeting. In addition, Dr. Matthew Yuen, Associate Dean of Engineering, and
Miss Angela Yu (recorder) were also present.
1. APPROVAL OF MINUTES OF THE LAST MEETING
1.1. Minutes of the last meeting were approved as an accurate record.
2. DISCUSSION OF TEACHING (QUALITY CONTROL PROCESS)
2.1. Background
2.1.1 The Chairman highlighted the background leading to this
brainstorming session on teaching/learning issues.
Subsequent to the formal release of the TLQPR report in
early April, a special session was held by the Senate in
which members exchanged their opinions on various issues
related to the teaching/learning quality of the
University, and special attention was given to address
issues brought up in the Report by the TLQPR panel. It
was decided then that a number of follow-up sessions be
held by the Senate with a view to formulate positive
actions in response to the Report. Before the next
special session is held, departments/schools are
requested to convene special meetings to canvass
opinions of their faculty in general so that
constructive ideas can be gathered for further
consideration by the Senate.
2.1.2. It was stressed that the purpose of the discussion is
not to address the specific comments in the Report. The
Report should be taken as a stimulus that leads to our
self reflection on teaching performance - what we have
done so far in teaching and what should be done to
improve ourselves. It is not the intention of the UGC
to intervene with our teaching by conducting this TLQPR
exercise - we have full autonomy in our teaching
2. responsibility. The UGC and the TLQPR visit
were intended to help us setting up the framework for
teaching/learning quality control assurance and to
improve the quality of teaching and learning.
2.2. Discussion
2.2.1. The Chairman kicked off the discussion by sharing his
thoughts on teaching with the faculty. He attempted to
formulate his self-evaluation as a teacher by asking
himself the following questions:
- Have we gone over our student evaluation comments?
- Have we used them constructively?
- How often have we visited our tutorials/labs?
- Have we help our TAs if they are inexperienced in teaching?
- How often have our TAs attended our lectures?
- How often have we met with our TAs to plan/discuss?
- How often have we and other section instructors met to
plan/discuss?
- Have we reviewed the A-Level syllabi when we teach
entry-level course?
- Have we reviewed the syllabi of the prerequisites to our
courses?
- Have we reviewed the courses to which our course is a
prerequisite?
- Have we worked out the exam paper ourselves beforehand?
- Have we worked out the assignments ourselves beforehand?
- Have we approached students in our class and asked for
feedback?
- Have we visited our computer labs in the evening before
project due dates?
- Have we given help sessions to those who are behind in
addition to the three lectures?
- Have we mumbled to ourselves walking out from our class,
"I should have prepared better?"
2.2.2 While discussing the validity of the above questions,
one member pointed out that although they were good
questions for the faculty to ask themselves in
evaluating their own teaching performance as
individuals, they failed to address the major weakness
in our teaching process as identified in the Report.
The deficiency in the teaching of HKUST is seen as an
absence of a structured, orderly and systematic approach
to monitor the teaching programmes of its departments.
Each department carries out its teaching responsibility
3. in a different way, and there is no central co-
ordination in the assurance of teaching quality.
4. ADJOURNMENT OF MEETING
4.1 There being no other business, the meeting was adjourned at 1:15 p.m.
May 11, 1997
dm.m43
RTC/AY