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
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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…
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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.
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
HANDS UP EXERCISE
Just a quick show of hand,
Do you agree this shift in education culture is needed?
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
Academic Knowledge
VsGeneric
Skills
Learn Vs Develop
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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.
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
A TAG CLOUD VISUALIZATION ON THE PREFERRED METHOD OF DEVELOPING GENERIC COMPETENCIES FROM STUDENT’S PERSPECTIVES
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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)
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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?
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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?
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
DEMO
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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.
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
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
Copyright © 2016 Dr. Cecilia K Y Chan, All rights reserved
If you wish to contact me for further information
Email: [email protected]
Phone: +852 3917 8534
Thank You