Join us for a dynamic faculty development programme featuring Dr. Greg Siering on transparent assignment design using the TILT framework, a panel on effective strategies for assignment, and a hands-on technology session on Moodle tools. Discover practical approaches to support diverse learners and improve assessment effectiveness. 

Programme Rundown 

• Opening remarks by Prof. Michael King-man Hui (Vice Rector, Academic Affairs) 
• [Plenary] Promoting Student Success through Transparent Assignment Design by Dr. Greg Siering (Indiana University Bloomington) 

We spend significant time creating our assignments, so how can we ensure they are designed in ways that set students up for success? One model of assignment design—the Transparency in Learning and Teaching (TILT) framework—is easy to implement and has a strong body of research that demonstrates its benefits for student learning, especially among less academically prepared students. This workshop will introduce the TILT framework, provide you with an opportunity to “TILT” an assignment, and explore the use of Generative AI to help you create transparent assignments. Please bring three copies of an assignment for workshopping. 

• [Panel] Mini-presentations by Prof. Nick Groom (FAH), Prof. Morris Liu  (FBA), Prof. Maggie Hoi (ICMS), moderated by Prof. Katrine Wong (DCTLE) 

Talking points: 

In your experience, what strategies have helped support student success throughout an assignment, especially for students with different levels of preparation or learning styles? What have you found effective (or ineffective) in that process? 

Please share an example of an assignment you’ve designed that successfully connected course content to real-world issues or student interests? What impact did that have on student engagement or student success? 

• [Tech] Getting Started with Technology-Enhanced Assessment (TEA) and Tracking Student Performance (TSP) in Moodle 

The activity completion tools in Moodle can provide students with progress indicators and feedback loops to guide their learning, and offer instructors insights into student learning.