RAHoLe 2017: Speakers
KEYNOTE SPEAKER : DR. PAULA HODGSON
"REDESIGNING ASSESSMENT FOR HOLISTIC LEARNING"
Dr. Hodgson was one of the pioneers in promoting and supporting e-Learning in the Hong Kong. She has been working in higher education since 1997, and served the Hong Kong Polytechnic University (PolyU) for seven years. Then, she worked in University of Auckland in New Zealand. Competent in consulting with teaching academics, she has established excellent tracked records in supporting faculty from disciplines. In 2008, she put her educational theories to use when she taught in the University of Hong Kong using learning technologies including Web 2.0, her research focused on the blended mode of learning and assessment experiences for first-year university study. She placed high value on a learning-centred approach to teaching and on engaging learners in a way that challenges their preconceived ideas in achieving both intended and unintended learning outcomes. She received an approval rating of over 90 percent from her students in a teaching feedback questionnaire relating to teaching effectiveness.
Serving in Centre of Learning Enhancement and Research since September 2015, her work covers professional development, running a SMART assessment project which received two rounds of teaching development funding of a total MR$7,662,727 exploring assessment design and student learning experiences through assessment and programme assessment. She advocates the use of flipped learning with peer instruction in class as an effective engaging teaching and learning strategies in the university. Currently, she is the co-principle investigator of the following joint-university Teaching and Learning project 2016-19 funded by the University Grants Committee in Hong Kong:
• ‘Coding, Design, and Global Involvement: Engaging Students in Multi-domain Active Learning Through the Creation of Mobile Apps and an Apps Resource Centre (ARC)’;
• ‘Augmenting Physical Learning Spaces with Location-based Services Using iBeacon Technology for Innovative Learning and Teaching’;
• ‘Enhancing learning outcomes for students through a data-driven review of the 4-year curriculum in UGC funded programs’.
Dr. Hodgson was invited to provide talks to tertiary education in Hong Kong, Vietnam, and visitors of scholars from China and Germany. In addition, she is an ongoing reviewer for Higher Education, Assessment and Evaluation in Higher Education, Computers and Education, Education Research International, the World Conference on Educational Media and Technology (EDMEDIA), and the Higher Education Research and Development Society of Australasia (HERDSA) conference. Her research publications cover peer assessment, using learning technologies for teaching, learning and assessment, outcome-based education, and service leadership. Current research interest is pedagogies in Massive Open Online Courses (MOOCs) as she has attained distinguish results in MOOCs offered in Harvard Law School, Harvard University Graduate School of Education, The University of Melbourne and the University of Hong Kong. Her selected publications can be viewed at http://www.researchgate.net/profile/Paula_Hodgson2/publications.
Education has gone through phases of change, from building basic knowledge for manual work to high levels of competence for managing complex tasks. The biggest change is connectivity in the technology-mediated learning environment, which has allowed learners to learn beyond self-imposed boundaries, including time and space, in the past two decades. The disruptive innovation of massive open online courses started in 2012 provides an unprecedented option in education. Education 4.0 emphasizes innovative knowledge production, and learners act as a major source of tech evolution in the service of producing innovation. This implies that classroom learning should be a time for students to work through the process of design, from unbundling problems to resynthesizing options and possibilities, to creative potential solutions. Nevertheless, the mode of assessment seems predominantly to reinforce memorization, understanding and analysis of knowledge. Innovation and creativity invite learners to learn from mistakes and a mindset of making the impossible possible. Assessment needs to embrace the creative process in which on-going feedback is the way to groom learners to develop the required mindset and competence in education 4.0. This implies that educators need to redesign both assessment methods, assessment tasks relate to authentic real-world problems and maximize alternative formative and summative assessment through technologies.
Keynote Forum : Alternative Assessment in the Context of Redesigning Higher Education
Dr. Adelina Asmawi
Associate Professor Dr. Joharry Othman
Universiti Islam Antarabangsa Malaysia
Mr. Mohd Yazid Abdul Hamid
Seek Education Sdn. Bhd
As Greek philosopher Heraclitus had noted: the only constant thing in the world is change. Today, the world is facing rapid changes and innovations, especially in technological advancements. Such advancement is globally acknowledged, hence calling for the need to redesign our industry and higher education. Students today are different in so many ways, yet they will soon graduate and most will be entering the working world. Hence, it is also important for us to understand the current employers' expectation towards graduates and latest assessment methods being used to gauge potential employees' strengths and weaknesses.
As academicians who are very familiar with the conventional practices, how ready are we to take part in redesigning our higher education? What changes do we need to make in our assessments in order to embrace changes and overcome challenges that come with new initiatives such as iCGPA and Industry 4.0? What are the alternative assessments currently being employed and need to be employed to address such changes in higher education and industry? Come and join our panellists and share your insights in this interactive forum.
Keynote Forum : Alternative Assessment: Voices from the field
Dr. Adelina Asmawi
FORUM PANELLIST :
Associate Professor Dr. Jaafar Jantan
Universiti Teknologi MARA
Self and Group-based Assessment
Professor Dr. Rohaida Mohd Saat
Professor Dr. Debra Sim Si Mui
Mr. Zaid Alsagoff
AQL Learning Innovation Consultancy
Alternative assessment is usually designed to enable students to take active roles and become more involved in their own learning. Excellent educator should be able to utilize alternative assessments to trigger students' higher-order thinking skills, so they do not only memorize information, but able to assemble them into complex understanding and insights. That sounds very well in theory, but how does it works in practice? The panellists in this session will share their thoughts, provide overview and insights of RAHoLE 2017 participants’ current works in researching and practicing alternative assessments based on five themes: portfolio, performance-based, self- and group-based assessments, and technology-based assessments.