Good Practices
Hybrid active learning

How technology enables task redesign and extension of learning space

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Background

TLS3003 Curriculum and Assessment

Topic: Curriculum Orientations

Design target: To make the lesson more interesting and engaging rather than direct lecturing

👩‍🏫 Hybrid

⏰ 3 hours

🎓 45 students

ANALYSIS

Intended learning outcomes:

To understand the fundamental considerations in developing and implementing a curriculum
To understand the five major curriculum orientations and be able to identify the relevant keywords

Challenges/Needs:

Technology - Some students need to join remotely. It is difficult to take care of both onsite and students on Zoom at the same time.

Pedagogy - Students may easily find the traditional lecturing approach boring and lose their attention.

Space - The classroom is not spacious enough to move the desks and chairs around to form groups for collaborative activities. It is also difficult for students in the physical and online classrooms to work together given the separated learning spaces.

CO-DESIGN AND DEVELOPMENT

Our solutions:

Redesign the learning task to extend the learning space with the help of technology

Create a virtual learning space with the help of Mentimeter and Padlet
Use iPad screen mirroring, allowing the instructor to move away from the lectern
Promote students’ self-regulated learning by allowing students to go outside the classroom for discussion and collaborative work, and return to the classroom for presentation and peer review

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IMPLEMENTATION (Click to enlarge)

Setting up the context

⏰ 10 min (synchronous)

📖 Directed learning

🤝 I -> Ss

The instructor presents a real example of an international school and shows a video with her iPad, letting the students engage in the scenario and inspire deeper thinking.

Technology:

iPad

Slides(Keynote/PDF)

YouTube video

Zoom

EVALUATION

Instructor’s reflective comments:

With the support of the project team, the flow of the lesson, student interactions and student engagement were enhanced. Students were able to seamlessly engage in group problem-solving and design tasks that allowed them to take the lead in the learning process and build knowledge for each other as a learning community. The use of iPad also enabled me to deliver the teaching content swiftly across online platforms regardless of where I stood in the physical classroom, which really helped to facilitate teacher-student and student-student interactions.

Dr Ricci FONG (C&I), course instructor