- Background
The HERDSA (Hong Kong Branch) was established in 1997 as a local chapter of HERDSA (Higher Education Research and Development Society of Australasia) which is a scholarly society based in Australia for people committed to the advancement of higher and tertiary education.
According to research and observation of higher education practitioners, if higher education aims to provide students with meaningful and relevant learning experiences, the existing learning arrangements may need to change considerably. Student and teacher partnership approach should have high potential for creating meaningful change.
To celebrate the 20th Anniversary of HERDSA Hong Kong Branch in 2017, we initiated an award scheme Redesigning Student Learning Experience in Higher Education (RSLEIHE). Students were invited to conduct evidence-based projects to inform us their needs, their ideas and views on optimal arrangements of university education processes.
The 1st and 2nd RSLEIHE in 2017 and 2019 were highly successful. A total of 20 project teams were invited to share their experience and ideas in the Symposium with the same title (RSLEIHE) at The Hong Kong Polytechnic University and the Chinese University of Hong Kong. Participants were greatly impressed by students’ presentations and their ideas for redesigning student learning experience in higher education. Please visit our websites for student presentation recordings: RSLEIHE 2017 and RSLEIHE 2019.
Same as the 1st and 2nd RSLEIHE, up to eight awards will be provided for open competition. The selected teams will be invited to share their experience and ideas in the Symposium on Redesigning Student Learning Experience in Higher Education at Hong Kong Baptist University in late June 2021.
The Hong Kong Baptist University, Lingnan University, the Chinese University of Hong Kong, the Hong Kong University of Science and Technology, and the University of Hong Kong are co-organisers of RSLEIHE 2021.
Online briefing session will be arranged on 4 Dec, 5:30-6:30pm. Click here to register.
- Awards
Two types of awards are opened for competition:
| Type of Awards |
Number of Awards |
Amount
(HKD) |
| Distinguish Awards
|
The Winner |
1 |
10,000 |
| 1st Runner-up |
1 |
7,500 |
| 2nd Runner-up |
1 |
5,000 |
| Awards of Merits |
|
|
1,500
each |
The People’s Choice Award (HKD 1,000) will be awarded to the team based on the result of a public vote in the Symposium RSLEIHE 2021 on 26 June 2021.
Funding Sources
The 3rd RSLEIHE Project competition and the Symposium are funded by:
-
- The HERDSA Hong Kong Branch
- The University Grants Committee of the Hong Kong Special Administrative Region, Funding Scheme for Teaching and Learning Related Proposals
- “Teaching and Learning Community of Practice (CoP): Extension of the Existing eLearning CoP to Address a Wider Scope of Teaching Needs and Innovations” (TDLEG, 2019-2022)
- “Driving Cultural and Educational Shift: Providing Support, Activities and Professional Development in the Pedagogy, Assessment and Evidence of Student Learning in Holistic Competencies” (HKU9/T&L/16-19)
- Eligibility
All full-time undergraduate and postgraduate students who are studying in a local university or tertiary institution are invited to form teams to submit a project proposal.
- Participation
Each team should include at least two students and one academic or professional staff member as adviser and contact person.
- Project aim & key words
The RSLEIHE project aims to create and share local examples of student-centred, student-initiated, future orientated teaching and learning experiences which can engage and empower students and directly meet their future needs in a meaningful manner.
The following key words further illustrate the expectation of the projects:
| Student |
Student engagement and self-directed learning
Creating learning environments to promote student engagement and self-directed learning |
| Future |
Future trends and meeting future needs
Providing the most relevant learning at the university to meet students’ needs in life and career |
| Innovative |
Innovative organisation of learning
Providing students with a highly stimulating learning experience that creates a positive impact |
- Themes of projects
Main theme: Learning in the era of “New Normal”: Post-Pandemic Learning
Students can propose any meaningful learning experiences which address the project aim (Point 5) and the main theme. These projects can be student exploration of innovative learning opportunities, mini research study or others.
To hear students’ views on current innovations in higher education, below sub-themes are encouraged in this round:
-
- Pedagogical Change in Pandemic
- Alternative Assessment
- Holistic Competences/Graduate Attributes
- Self-regulated Learning
- Student Development Programmes
- Other education innovations
Please refer to Point 16. Resources to learn more about these themes.
- Duration of project
The project should last for at least one semester. Each approved project should be completed by May 2021.
- Timeline
| Time |
Activity |
| 2020 |
21 November |
Teams start to submit proposals |
| 2021 |
08 January |
Proposal submission deadline |
| 15 January |
Proposal selections & announcement of results |
| Mid-January to May |
Teams implement projects |
| End of May |
Teams conclude projects & write up reports |
| 6 June |
Report submission deadline |
| 7 to 25 June |
Teams prepare for sharing presentation |
| 26 June |
Teams present at the Symposium on Redesigning Student Learning Experience in Higher Education |
| July to August |
Teams consolidate revised project reports for publication |
- Language
The proposal, report and presentation must be presented in English.
- Proposal
The one-page proposal should be submitted by Friday, 8 January 2021 and address:
-
- The project, its purpose and expected outcomes
What are you planning to do and for what purpose(s)? What are the expected outcomes?
- Rationale
Why is the project so important for student learning of higher education?
- Implementation
How would you carry out this project? What are the steps involved?
- Assessment
How would you collect evidence to show the success and impact of your project?
- Ensuring success
Will there be any problems that would inhabit the success of the project? How would you prevent and solve these problems?
- Proposal selection criteria
The submitted proposals will be reviewed by the Committee using three related criteria:
-
- Evidence of needs and benefits
- Potential Impact
- Quality of design and feasibility
- Enquiry & proposal submission
Participation form, including the template of the one-page proposal, can be downloaded here. For enquiries and proposal submissions, please send e-mail to herdsa.hk@gmail.com
- Criteria of awards
The awards will be based on the quality of an individual project in terms of its:
-
- Achievement of the aimof the RSLEIHE project (please refer to Project aim & key words and Themes of projects)
- Implementation of the project and the learning from it
- Implications and recommendations for teaching & learning in Higher Education*
as indicated in the team written report (70%) and presentation (30%).
- Report & presentation
The team report (3 to 4 pages) should be submitted by Sunday, 6 June 2021. A report template will be provided at a later stage. Major contents of the report include:
-
- Project Objectives
- Project Methodology/Process
- Project Evaluations, Results and Findings (should be based on evidence)
- Project Impact (Learning and Reflection) *
- Implications and recommendations for teaching & learning in Higher Education *
*The last two parts should be presented in a detailed manner.
Based on the report, the team will make a 10-minute presentation followed by a 2-minute Q&A session. All student team members are expected to take part in the presentation.
- Briefing session
To help candidates understand the details of the Award Competition, a briefing session will be organised for students and advisers.
-
- Date & time:
Friday, 4 December 2020 (5:30 – 6:30 pm)
-
- Zoom meeting:
Zoom meeting link will be sent to registered participants near to the event date.
- Resources
- Pedagogical Change in Pandemic
Bonk, RJ., Kefalaki, M., Rudolph, J., Diamantidaki, F., Rekar Munro, C., Karanicolas, S., Kontoleon, P. (2020). Pedagogy in the time of pandemic: From localisation to glocalisation. Journal of Education, Innovation, and Communication, Special Issue,17-64. Retrieved from https://coming.gr/wp-content/uploads/2020/07/1_SP_JEICOM_JUNE_2020_Bonk-et-al_Pedagogy-in-the-Time-of-Pandemic.pdf
Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A. (27 May, 2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Supiano, B. (August, 2020). How the pandemic is pushing professors to improve their pedagogy. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/how-the-pandemic-is-pushing-professors-to-improve-their-pedagogy
Wong, H. K. A., & Cheung, J. (May 2020). Survey findings on working from home under COVID19. Lingnan University. Retrieved from https://www.ln.edu.hk/f/upload/48728/Survey%20findings%20on%20Work%20From%20Home_Eng.pdf
Assessment, Learning and Teaching in Higher Education
https://sally-brown.net/kay-sambell-and-sally-brown-covid-19-assessment-collection/
Online Learning and Assessment in Higher Education: A Planning Guide
https://www.sciencedirect.com/book/9781843345770/online-learning-and-assessment-in-higher-education
Transforming Assessment in Higher Education
https://www.advance-he.ac.uk/guidance/teaching-and-learning/transforming-assessment
- Holistic Competences/Graduate Attributes
Chan, C.K.Y., & Fong, E.T.Y. (2018). Disciplinary differences and implications for the development of generic skills: A study of engineering and business students’ perceptions of generic skills. European Journal of Engineering Education, 43(6), 927-949. Retrieved from https://www.tandfonline.com/eprint/xGrkPqRQWtNVSqbeN2ee/full
Simon C. B. (2007). A conceptual framework for the teaching and learning of generic graduate attributes. Studies in Higher Education, 32(4), 439-458.
Institute for the Future for the University of Phoenix Research Institute, Future Work Skills 2020 Report [SR-1382A] https://www.iftf.org/futureworkskills/
Brandmo, C., & Berger, J-L. (2013). Fostering self-regulated learning: An introduction. Journal of Cognitive Education and Psychology,12(2), 127-137.
Retrieved from https://www.researchgate.net/publication/262143627_Fostering_self-regulated_learning_An_introduction
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review.The Internet and Higher Education, 27, 1-13.
Retrieved from http://dx.doi.org/10.1016/j.iheduc.2015.04.007
- Research Methodology/Process
Phillips, A.C., Lewis, L.K., McEvoy, M.P. et al. (2016). Development and validation of the guideline for reporting evidence-based practice educational interventions and teaching (GREET). BMC Med Educ. 16, 237. Retrieved from https://doi.org/10.1186/s12909-016-0759-1
