Postgraduate Student Sharing
Date: 14 January 2022 (Fri)
Time: 2:30 – 5:00 pm
Venue: EdUHK Reception Room (A-G/F-08)
You may also join the event on Zoom
A Postgraduate Student Sharing event will be organised by Graduate School (GS) and Centre for Learning, Teaching and Technology (LTTC) to promote reflective and peer learning and to encourage students’ participation in the Festival.
|2:30 - 3:10 pm
Professor LO Sing Kai
|Keynote Speech: Digital Teaching and Learning
Professor Dr. Michael AHLERS
|3:10 – 3:25 pm
|Keynote Speech: Re-purposing Learning for the Future
Professor Lawrence LAM
|3:25 – 4:15 pm
|Presentations by Postgraduate Students
(i) Topic: Teachers' Perspectives and Practices of 21st Century Teaching Approaches: Insights from Cambodia and Vietnam
|4:15 – 5:00 pm
• Chaired by Professor John TRENT
Digital Teaching and Learning
Professor Dr. Michael AHLERS
Leuphana University of Lüneburg,
Dr. Michael Ahlers is Professor for Music Education and Popular Music at Leuphana University Lueneburg, Germany. His research foci include empirical research on digital teaching and learning, musical interfaces and creativity, special language in education, popular music cultures, and music business in the post-digital age. He is managing director of the Institute of Fine Arts, Music and Education. He holds various positions in academic committees and is visiting Professor at the University of Huddersfield, UK.
The lecture will give an overview of recent developments regarding digital teaching and learning in Germany. After infrastructure measures worth billions and priority programmes in research, the pandemic became an additional driver of the topic. Current data on the skills and attitudes of students, teachers and parents will be presented. Furthermore, insights into selected studies on the effects or potentials of digital teaching and learning will be given and some concrete examples of changed processes and products of these teaching scenarios will be examined in more detail.
Re-purposing Learning for the Future
Professor Lawrence LAM
Vice President (Academic),
Tung Wah College
Lawrence Lam is an Epidemiologist and a Medical Statistician with a Psychology background. He commenced his academic career in a clinical setting at the Royal Alexandra Hospital for Children, Sydney, Australia. During the period, apart from being the Hospital Epidemiologist and Medical Statistician, he was also teaching Master's classes in Epidemiology, Biostatistics, and Public Health at the School of Public Health, The University of Sydney. He was the Head of Epidemiology and Medical Statistics, as well as the Deputy Chair of the Population and Public Health Domain in the School of Medicine Sydney, the University of Notre Dame Australia during 2009-2012. While serving in these roles, he was also invited to teach postgraduate classes at different universities including the University of New South Wales and the Chinese University of Hong Kong. In mid-2012, he commenced his services at the Hong Kong Institute of Education (now Education University Hong Kong), first as a Head of Department and then a Director of Doctoral of Education program. After nearly 5 years at the Institute, he was invited back to the University of Technology Sydney, Australia as a Professor of Health of the Graduate School of Health for training health professionals. In 2017, he was once again head-hunted back to Hong Kong to take up the role as the Vice President (Academic) of the Tung Wah College.
The COVID-19 pandemic has exerted a great impact globally affecting all facets of our lives tremendously. For young people, their parents, teachers, and colleagues in the education industry, learning and teaching are one of the main concerns. A recent study on the learning loss of The Netherlands, a country with complete education data historically and with a very short duration of lockdown in the past 18 months, suggested that the learning loss due to school closures was equivalent to one-fifth of a school year without schooling. (Engzell, Frey, & Verhagen, 2021) One could imagine the extent of learning loss would be much severe in other countries, particularly in the developing world. On the other hand, this sudden and unexpected global event compels the education industry to further re-examine learning and teaching in the post-COVID-19 era and for the future. This short verbal exposition aims to draw the audience’s attention to few areas, based on the views shared by young people, for consideration in exploring new development in education.
Teachers’ Perspectives and Practices of 21st Century Teaching Approaches: Insights from Cambodia and Vietnam
Mr HUM Chan
Ms CHAU Soryaly
The twenty-first-century teaching approaches have been crucial for improving teaching quality and fostering learning outcomes cutting across the global context. However, in developing countries, i.e., Cambodia and Vietnam, teachers do not appropriately define and effectively apply these postmodern methods due to a lack of research-informed practices. This paper thus attempts to examine how English teachers in Cambodia and Vietnam conceptualize the “21st Century Teaching Approaches” and how they apply them effectively in teaching English as a foreign language (EFL). Further, the study explores the challenges and the solutions suggested by the targeted teachers. The researchers invite 300 teachers with equal ratios of 150 Cambodian: 150 Vietnamese to respond to the online survey. The teacher participants are recruited from different settings, e.g., public/private schools, colleges, and universities in Cambodia and Vietnam. This study will inform English teachers of both countries of the significance of the 21st-century teaching approaches and suggest how these approaches should be effectively applied to teach English in developing contexts.
A Case Study of Heutagogy in Postgraduate Education Through Online Learning
Mr AU Cheuk Yin
Ms HUANG Xiaowei
Heutagogy is a form of self-determined learning with practices and principles rooted in andragogy (Hase & Kenyon, 2000; Blaschke, L. M., 2012). As distance education has become an indispensable part of postgraduate education after the pandemic, a more learner-centric and self-determined approach is needed. Heutagogy has recently resurfaced as a learning approach after a decade of limited attention (Blaschke, L. M., 2012). Pedagogy, andragogy and heutagogy are significant theories of educating (Kerry, T., 2013). The heutagogical approach for nurturing learners’ learning can be viewed as a progress from pedagogy to andragogy to heutagogy (Blaschke, L. M., 2012). Postgraduate students have the ability to learn for themselves, they have belief in their personal power to learn and exercise powers of judgement which fulfill the conditions that they can work well in online learning courses (Kerry, T., 2013).
Three case studies conducted by Gregory, S., Bannister-Tyrrell, M., Charteris, J., and Nye, A. (2018) showed that the interaction with others is crucial to the process of heutagogy through online learning. A case study of a part-time EdD student articulating heutagogy will be conducted in our research. We would like to see the efficacy of using online learning products such as zoom and self-learning systems during the pandemic and the challenges he faced in the study process.
Differences Between the Ph.D. and Professional Doctorate Degree in Terms of Few Factors
Mr MAK Wai Kit
Ms XU Xiao Yu
Ms ZHANG Yulin
Under normal circumstances, doctorate refers to the doctor of philosophy, Ph.D. for short. The Ph.D. of Philosophy is a research-based academic degree awarded in many fields. Those who hold this degree will generally engage in academic careers such as university professors, academic writers, and researchers. Although the Doctor of Philosophy (Ph.D.) is the most common research doctorate, there are other doctoral degrees for students to choose from. In some fields, doctorate also refers to a professional degree, such as a doctorate in education or a doctorate in engineering. The content of learning is more focused on solving practical problems in related fields, such as psychology, medicine, engineering, education, law, and business. Unlike Ph.D., some professional doctorates are terminal degrees, while others are introductory degrees and necessary conditions for research in the field. Ph.D. of Philosophy is a research-based academic degree awarded in many fields. A doctorate degree is a professional degree in engineering, business, education, and other fields. The differences and similarities in programs will contribute to different academic goals (Ruth, 2007). This presentation will deliver the similarities and differences between the professional PhDs and traditional PhDs in terms of courses, assessment, academic status, and employment status.