On 31 Aug, CTLE held an online half-day professional development workshop, which focused on Research- and Inquiry-Based learning (IBL). About 60 UM academic staff joined the event.

In his opening remarks, Prof. Michael Hui, Vice Rector of Academic Affairs, invited faculty members to think about questions such as what teachers could do to enhance student engagement and participation both during class and after class. He also asked participants what kind of teaching technology had benefited students and how much of the technology faculty members planned to keep and incorporate in their teaching once we resumed face-to-face teaching. He encouraged colleagues to reflect on their teaching practices and explore strategies that would help students learn more effectively and happily. (Watch Video)

Prof. Mick Healey from University of Gloucestershire, UK, as keynote speaker at the event, gave a session on designing research and inquiry activities. He engaged with colleagues with statements about teachers’ class activities related to research- / inquiry-based learning, shared modes and forms of IBL, and exchanged with participants thoughts on examples of IBL courses given to participants prior to the event. He also talked about concepts of flipped classroom, inquiry planner and value rubrics, which would complement IBL. Throughout the session, UM colleagues expressed their ideas and sought solutions from the speaker. (Watch Video) (Download Slides) (Read handout)

Prof. Katrine Wong, Director of CTLE, hosted a faculty panel session, in which colleagues from different faculties shared their experience in IBL. Prof. Wong led the discussion with three talking points structured around IBL: significance of IBL in their course and how it aligns with their teaching philosophy, activities or assignments designed to facilitate IBL, and ways to support student learning. Dr. Alice Lee (FAH-ELC) shared her project-based learning teaching, and added that it was important to let student present their own ideas and thereby increase buy-in. Prof. Melody Lu (FSS) insisted that the key was to guide student in asking good questions during their learning and that teachers could help by creating scenarios for their students.  Prof. Gary Wong (FHS) focused on students’ experience in learning in reality; he stressed that teachers should strive to provide a safe environment for students to ask questions. Motivation is key in getting students involved in IBL activities.

(Watch Video)

At last, Dr. Chris Fulton (CTLE) talked about tools in Moodle that could support IBL. He demonstrated how to form effective online groups and how group assignments could be facilitated in Moodle. He also shared with participants functions such as different assessment options, grade rating and activity completion. (Watch Video) (Download Slides)

8 月 31 日，教與學優化中心舉辦了教師專業發展半天工作坊，主題為科研及學術探究為本（Research- and Inquiry-Based learning, IBL）的教與學，近60名澳大學術人員參加。

澳大副校長（學術）許敬文為活動致開幕詞，他希望老師們師思考如何在課堂和課後提高學生的參與度、教學技術如何使學生受益，以及如何將它們並融入教學。 他還邀請同事反思他們的教學實踐，並探索如何能幫助學生更有效、更快樂地學習。 （影片）

來自英國格洛斯特大學的Mick Healey 教授為工作坊作主題演講，分享如何將研究和探究活動設計到教學裡，他與同事交流教師的研究和探究活動的概況、基於探究的學習模式和形式等。 他還分享了對於不同的課程例子的看法。 他還談到了與 IBL 合作的翻轉課堂、探究計劃和價值量規的概念。 最後他向同事了解將研究和 IBL 融入課程的挑戰， 同事們均表達了自己的想法並向他尋求解決方法。（影片）（下載PPT）（閱讀講義）

教與學優化中心主任王嘉祺教授主持了小組討論。三位來自不同學院的同事就王教授提出的以下三個討論要點作出分享：

  • IBL對他們的課程的意義以及它如何與他們的教學理念保持一致，
  • 指定促進它的教學活動或分配，
  • 支援學生的方法。

Alice Lee 博士（人文學院英語中心）分享了她的項目式學習項目教學，並表示最重要是讓學生有自己的想法並組織小組來做好作業，同學們總能通過小組對話找到出路。 呂家玟教授（人文學院）指出，讓學生在學習過程中提出好的問題是關鍵，教師需要創造情景讓學生參與IBL。黃值富教授（健康科學學院）則注重學生在現實中的學習體驗，老師應該提供安全的環境讓他們提問。好的動機是讓學生參與學習的關鍵。（影片）

最後，Chris Fulton 博士 （教與學優化中心） 談到了 Moodle 中支援 IBL 的工具。 他教導同事們在Moodle組成在線有效小組，並分享如何在當中製作小組作業，他也展示了不同評估選項如評分等級和活動完成的設定。 （觀看視頻）（下載PPT）