Prof. Yiu-Wing Leung
Hong Kong Baptist University, Hong Kong
Yiu-Wing Leung received his B.Sc. and Ph.D. degrees from the Chinese University of Hong Kong, Hong Kong. Now he is Professor of Computer Science in the Hong Kong Baptist University, Hong Kong. On the teaching side, he has rich university teaching experience. He has received a number of teaching awards, including the President’s Award for Outstanding Performance in Teaching in 2011. He also has rich experience in curriculum design and development. He has been the Programme Director of an MSc in IT Management programme for fifteen years, leading its development and expansion. This programme is now the largest postgraduate programme in his university. At the same time, he has been serving as external examiners for local and overseas universities as well as accreditation organizations. On the research side, his research interests include computer communication, Internet computing and cloud computing. He has published more than 100 research papers and some of these papers are highly cited.
Speech Title: Teaching Pedagogy for
Handling Diversity in Large University Classes
Abstract: Large university classes typically involve two diversity problems: (1) some students have good learning motivation but some students may not, and (2) some students have good learning capability but some students may not. It is important to properly tackle these diversity problems in order to achieve good learning outcomes. In this presentation, I will share some teaching methods for tackling these diversity problems. To tackle the diversity in learning motivation, daily life analogies could be used to illustrate the “dull” academic contents. A daily life analogy is a daily life example which has the same principle as the academic principle to be taught and it can easily be understood based on daily life experience. Using suitable daily life analogies, it would be easier to attract students’ attention, arouse their learning interests, and give a deep impression to them. To handle the diversity in learning capability, it would be very helpful to progressively explain from simple to complex, from concrete to abstract, and from high-level ideas to low-level details. In this manner, all students could progressively realize their reachable learning outcomes. I will present examples to illustrate how these teaching methods could be applied in practice to handle the diversity problems.
Prof. Mido Chang
Florida International University, USA
Dr. Mido Chang's research deals with statistical issues of Hierarchical Linear Models, Survival Analysis, Structural Equation Models, and Longitudinal Growth Models. She also applies the statistical models to a wide range of issues associated with the provision of equitable access to educational resources for all students, including linguistic and racial minority students. Her research findings support efforts to improve educational practice and policies for school programs, teacher instructional practices, and parent involvement. Dr. Chang's research projects have been funded from the Discovery Research K-12 Program of the National Science Foundation (NSF) and from the U.S. Department of Health and Human Services. She has served on review panels for national and international funding agencies and professional journals.
Speech Title: Collaborative Learning in
Abstract: COVID-19 brought dramatic changes and disruptions to our life, including education in which the remote instruction with technology becomes a-must. For unprepared teachers and instructors for this emergency education, researchers have offered practical, essential suggestions. Among them, the salient tips can be summarized as, try to understand students’ needs, organize the course material intuitively, add visual materials, explain the learning expectation, scaffold learning activities, provide examples, make the remote class comfortable, commit to continuous improvement, etc.
Along with those new challenges to improve students’ remote learning, researchers highlight the importance of a socio-constructive aspect of education: inviting students to cyber collaboration among themselves rather than only focusing on instructional activities of instructors. Many researchers have well evidenced the benefits of collaborative learning in face-to-face classrooms. Through collaborative learning, students gain a greater understanding of a topic, more in-depth knowledge, higher-level engagement to a subject, and increased motivation to learn. Collaboration indicates the mutual commitment of students in a coordinated effort to solve the problem together rather than dividing work among them. Therefore, in the environment of collaborative learning, students work together in a small group to solve a problem, helping each other. The best part of the collaborative learning environment is to nurture students to uncover the unifying core concept and organize topics with the guiding principle in a healthy educational setting.
How can we achieve the best outcomes with collaborative learning in our remote classrooms? Research provides several suggestions: 1) Make sure computer-mediated networks support for social interaction and collaboration, 2) Focus on what is uniquely feasible with new technology, 3) Apply what we know about collaborative learning in the face-to-face classrooms, 4) With regards to the group size, groups of three work effectively to enable each student to participate fully and to build group cohesion, 5) For the group composition, heterogeneous groups in terms of gender, status, culture, or expertise are more productive in integrating diverse ideas, 6) structuring of group activities is required to avoid information overload. Still, too much scripting leads to less interaction, 7) Let students create goals that jointly agreed upon, 8) Help students to build meaning-making that brings out during social negotiation of a learning task or object, etc.
I will open further discussion about unprecedented suggestions to achieve deeper learning through collaborative learning in remote classrooms.