Series of Hong Kong Higher Education Teaching Awardees’ Experience Sharing (4) – Seminar

LTTC started a brand new Series of Hong Kong Higher Education Teaching Awardees’ Experience Sharing in 2014/15. You are cordially invited to attend the fourth Sharing in this new Series on 15 April 2015 (Wed).

Details are given as follows:

Series of Hong Kong Higher Education Teaching Awardees’ Experience Sharing (4) – Seminar: Re-Making History: Digital Scenarios, Assessment and Learner Engagement
Speaker Dr. David M. Pomfret, HKU, a winner of the UGC Teaching Excellence Award (2012)
Date 15 April 2015 (Wed)
Time 12:30 – 2:00 p.m.
Venue D2-LP-08, Tai Po Campus
About the Speaker Dr. David M. Pomfret is a winner of the UGC Teaching Excellence Award (2012) and The University of Hong Kong’s Outstanding Teacher Award (2011). He is also a winner of The University of Hong Kong’s Outstanding Young Researcher Award (2007). His publications include: Youth and Empire: Trans-colonial Childhoods in British and French Asia (Stanford University Press, 2015), Young People and the European City (Ashgate, 2004) and the collections Transnational Histories of Youth (Palgrave, 2015) Imperial Contagions (Hong Kong University Press, 2013) and Diasporic Chineseness After the Rise of China (University of British Columbia Press, 2013).
Abstract As technology infuses and knits together young people’s work and leisure in ways that are unprecedented, students’ lives have been marked by the emergence of new connective modes of existence. The values, interpretive practices and meaning-making strategies of the humanities, accepting of difference and rejecting authoritarianism, have never been more important. But how can University teachers adapt to the challenge of moving away from old-fashioned pedagogies while teaching a ‘new generation’ of undergraduates the subtle insights of traditional Humanities disciplines?This seminar introduces new approaches introduced to confront issues encountered by those seeking to deliver effective online delivery of Humanities content. It discusses the design of branching, narrative digital scenarios as vehicles for stimulating student engagement by facilitating blended modes of delivery for history courses. It also shows how learner-initiated lecture content, visualization technologies and machine-graded diagnostics may enhance learner engagement and produce a scalable learning design supporting the flipped classroom.

 

For enquiries, please contact Dr. May Chan (2948 8556 / sokching@eduhk.hk).

 

 

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