Abstract
In the current proposed project from Earth System Science Programme (ESSC), we engage senior postgraduate students from the Graduate Division of Earth and Atmospheric Sciences (EASC) for developing learning materials for selected ESSC/EASC courses. Earth System Science is a highly interdisciplinary subject hence many of our courses involve integrating physics, chemistry, biology, geology, as well as mathematical methods aided by computer coding, so as to build a quantitative understanding of our planet. However, our undergraduate and postgraduate students have rather diverse academic backgrounds and many are well-exposed to certain fields but seriously lacking in others. This means that they often have very different fundamental knowledge gaps that need to be filled, which makes the traditional, one-size-fits-all pedagogy not as effective and efficient. In the current proposed pilot project, focusing on advanced ESSC/EASC courses, we propose to engage senior postgraduate students to (1) collect feedback from previous students to identify key knowledge gaps that students encounter, and (2) develop e-learning materials and micromodules that will allow students to better personalize their learning experience based on their specific needs. Through this project, the postgraduate students will gain experience regarding curriculum design and how to assess students’ needs. Postgraduate students will also take ownership of their learning. The resources developed will benefit students taking three ESSC courses which are offered every year.
Brief write-up
Project objectives
• To engage senior postgraduate (PG) students in developing learning materials for Earth System Science (ESSC/EASC) courses so that they can gain experience regarding curriculum design and how to assess students’ needs
• To identify key knowledge gaps that students encounter in the target courses
• To develop e-learning materials and micro-modules that will allow students to better personalize their learning experience based on their specific needs
Activities, process and outcomes
• A junior research assistant and the PG engaged conducted surveys to identify the knowledge gaps for the target courses, under the guidance of the Principal Supervisors
• Micro-modules bridging the knowledge gaps were developed on KEEP, a CU eLearning Plaform, and implemented into the courses.
• Feedback received from students shows satisfaction those the enhanced educational practices
Deliverables and evaluation
• Bi-weekly advisory sessions were held for the working group to keep track of their progress.
• Entry surveys and exit surveys were conducted, and Course and Teaching Evaluation (CTE) responses were compared with previous years, to evaluate students’ satisfaction with the resources produced.
• 4 micro-modules were made. One for EASC5001 “Research Frontiers of Earth and Atmospheric Sciences”, two for ESSC4510/EASC5510 “Statistical Methods and Data Analysis for Earth System Science”, and one for ESSC4520/EASC5520 “Numerical Methods and Modeling for Earth System Science”. From the evaluation based on the surveys, students agreed that the micro-modules are useful in helping them deal with the challenges encountered in the course.
Dissemination, diffusion, impact and sharing of good practices
• Hope to take the initiatives to launch micro-modules or “pre-lectures workshops” similar to those in other local and foreign universities that cater for postgraduates from various academic backgrounds
Impact on teaching and learning
• Materials developed acted as a revision for the students
• Students revised the fundamental concepts or prior knowledge first before the lectures to enhance the effectiveness of lecturing
