| Date: | 21 May 2024 (Tuesday) |
| Time: | 02:15 pm – 03:45 pm |
| Mode: | Online Mode through Zoom |
| Speakers: |
TDG Project Sharing (2) – 2023/24 2) Integrating Feedback Literacy Development in Online Peer Assessment for Student Teachers |
| Moderator: | Ms. MA Yunsi Tina Educational Development Manager, Centre for Learning, Teaching and Technology, The Education University of Hong Kong |
| Target: | For staff and postgraduate students |
| Language: | English |
Participation in this seminar can be counted towards the Certificate Course “Introduction to Teaching in Higher Education” under the theme, “Seminars/Workshops in Learning and Teaching”.
Abstract
1) Leveraging Digital Storytelling-driven Gamification for Enhanced Learning Engagement: A Design Framework, Toolkit, and AI Integration
Dr. BAI Shurui Tiffany
Assistant Professor
Department of Mathematics and Information Technology
Abstract: Humans are natural storytellers. Stories deliver compelling scenarios by tapping learners’ emotions and holding their attention and engagement. In this talk, I will share insights on employing digital storytelling-driven gamification to enhance student learning engagement. The design process and toolkit will be shared to integrate digital storytelling into the gamified classroom experience. Additionally, I will elaborate on leveraging AI to craft narratives tailored to learning objectives, optimizing the efficacy of the gamification model. This discussion will guide attendees in designing one digital storytelling-driven gamified learning task using our toolkit and sharing results on the effects of this teaching approach.
2) Integrating Feedback Literacy Development in Online Peer Assessment for Student Teachers
Dr. ZHAN Ying
Associate Professor
Department of Curriculum and Instruction
Abstract: Student feedback literacy has been recently regarded as a crucial condition for deciding the power of feedback over learning. It has also been highlighted as a core graduate attribute supporting students’ future careers and life-long learning. However, the cultivation of student feedback literacy is a challenging task for university teachers. This teaching development project aimed to develop student teachers’ feedback literacy via online peer assessment in three educational courses. This quasi-experiment involved 218 student teachers in three experimental class groups (n=114) and three control class groups (n=104). A pre-and-post survey on feedback literacy, individual interviews and log data were collected to discern whether online peer assessment impacted the development of student teachers’ feedback literacy. This seminar introduces the design of online peer assessment and preliminary findings regarding the impact of the intervention.