 |
 |
Keynote Addresses
|
Prof. Jane Jackson Department of English, |
 |
Title
Facilitating Intercultural Learning on Campus: Strengthening the Research-Teaching Nexus
Abstract
In recent decades, internationalization efforts have intensified in Asian institutions of higher education. We have witnessed a dramatic increase in the number of students participating in some form of education abroad (e.g., faculty-led sojourns, semester-long exchange programs, service-learning); the number and diversity of incoming international students is also transforming local campuses. After reviewing the expectations and implications of internationalization strategies, I review common barriers (e.g., limited meaningful interaction between local and international students).
The remainder of the session focuses on research-inspired suggestions to bolster internationalization efforts across the campus. I begin by describing a case study of an interdisciplinary, learner-centered course that draws on education abroad research (e.g., ethnographic studies, experimental design investigations of international exchange students). Intercultural Transitions: Making Sense of International Experience is designed to enrich and extend the intercultural learning of undergraduates with recent or current international experience. Structured, critical reflection provides a powerful medium through which the students challenge their assumptions and connect their experiences to theoretical concepts. As they ‘unpack’ their international learning, they move towards analyzing rather than simply judging unfamiliar behavior. They are also prompted to consider their own attitudes and actions in critical incidents. Content analyses of qualitative data (e.g., reflective essays, Forum chats) and pre- and post- administrations of the Intercultural Development Inventory indicate that the participants generally acquire higher levels of intercultural sensitivity by the end of the course. After presenting this illustrative case study, I briefly discuss other practical ways to enhance intercultural learning and foster meaningful interactions between local and international students both in and
out of class. This session underscores the benefits of strengthening the connection between research and practice to optimize the potential of internationalization.
Biography
Prof. Jane Jackson (PhD, OISE/University of Toronto) is Professor in the English Department. Since joining CUHK in 1995, her outstanding teaching has earned her a number of University teaching awards, including the Vice Chancellor’s Exemplary Teaching Award and multiple awards from the Department of English for Excellence in Teaching. In 2013, she received the University’s Education Award and was one of five finalists for the 2013 University Grants Committee Award for Teaching Excellence.
Prof. Jackson has developed a number of innovative, learner-centered courses which are designed to sharpen students’ critical thinking, subject matter knowledge, and ‘whole person development’, while scaffolding lifelong learning. Many of her initiatives provide challenging experiential/intercultural learning opportunities for students, including ethnographic projects both in Hong Kong and abroad. Her courses, which are based on and informed by research, typically include an eLearning component to enrich and extend student learning.
A strong proponent of internationalization, Prof. Jackson is investigating the most effective ways to optimize second language, education abroad learning and encourage meaningful interaction between local and international students. Her current research interests include intercultural communication, language and identity, internationalization, and international education. With the support of competitive research grants, she is investigating the language and (inter)cultural learning, and ‘whole person development’ of education abroad students (both outgoing and incoming). Recent books include Introducing Language and Intercultural Communication (Routledge, 2014), The Routledge Handbook of Language and Intercultural Communication (Routledge, 2012) (Ed.), Intercultural Journeys: From Study to Residence Abroad (Palgrave MacMillan, 2010), and Language, Identity, and Study Abroad: Sociocultural Perspectives Equinox, 2008). Professor Jackson is committed to strengthening the teaching-research nexus. Her refereed publications and presentations on pedagogy are helping to enhance international education and promote teaching excellence in Hong Kong
institutions and beyond.
Timeslot
9:30am - 10:15am
|
Prof. Lutz-Christian Wolff Faculty of Law, |
 |
Title
Learning without Teaching?
Abstract
Teaching stands in the center of university education. But, is teaching really the perfect tool to achieve educational goals at tertiary level? Is teaching the most effective way to enable and encourage students to have the best learning experience? Does teaching really support ‘deep learning’?
Based on anecdotal evidence and personal experience Prof. Wolff ventures to challenge the importance of teaching at university level. He discusses the potential downsides of educational systems which over-emphasize the significance of teaching and which favor ‘student-centeredness around-the-clock’. He proposes to rethink traditional teaching approaches and develops concrete suggestions for the design of effective teaching methods in modern times.
Biography
Professor WOLFF has been based in Hong Kong since 1999 after years of studying, working and doing research in Passau, Shanghai, Taipei, Düsseldorf, Beijing, New York and Frankfurt. He joined CUHK in 2005 as a founding member of the Faculty of Law. He specializes in Chinese and International Business Law as well as in Conflict of Laws.
Professor WOLFF has received the CUHK Research Excellence Award in 2008 and the CUHK Vice-Chancellors Exemplary Teaching Award in 2007 and in 2011 and is the recipient of the CUHK Education Award 2013. He is a highly respected teacher who believes that teaching approaches have to be multi-faceted to cater to the particular needs and interests of students. He emphasizes the fact that law is ‘path-dependent’ and must be understood ‘in context’. Teaching methods and learning outcomes therefore have to be designed not only to nurture pure legal knowledge, but also to instill related know-how from other disciplines as well as professional and generic skills, values and attitudes.
Timeslot
10:15am -11:00am
|
Allan Carrington University of Adelaide, |
 |
Title
Disruptive Padagogy: How Far can a Good Idea Reach?
Abstract
In the days of social media it can be much further than you ever expect. The Padagogy Wheel started as a info-graphic to support face-to-face seminar presentations on iPads in Education, given on a trip to Europe in 2013. Thanks to blogging and twitter, the Padagogy Wheel Poster has now been downloaded in excess of 44,000 times so far and it is likely that some 80,000 teachers have already seen it. This will be an introduction to this learning model and how to use it to get improved learning outcomes. It is all about inspiring teachers to adopt a mindset of disruptive innovation, stir the status quo and help them empower their students to achieve excellence.
Biography
Allan has been a Learning Designer with the eLearning Team at the University of Adelaide for the last 10 years and has a background in Print Production, publishing and marketing. He is recognized as an Apple Distinguished Educator and has won two major Learning and Teaching Awards. In 2011 he was awarded the University of Adelaide Award for Excellence in Support of the Student Experience - this was the first time this award had been granted. In 2012 he received a National Office of Learning and Teaching (OLT) citation for Outstanding Contributions to Student Learning, one of only 152 awarded across Australia. It read: “Allan Carrington has been fundamental in providing teaching faculty with the motivation, knowledge, tools, confidence and evidence to show them that they can and should challenge themselves to look at new ways to teach and engage. He has been instrumental in introducing eight significant teaching and learning initiatives. Such pedagogies as Scenario-based Learning, Just in Time Teaching (JiTT) and Interactive Learning Modules (ILMs) have resulted in very positive learning outcomes and enriching the student experience”. Allan has masters degrees in Education and Interactive Multimedia. He has also worked in learning and teaching in the VET sector and has a Certificate IV in Assessment and Work Place Training. He and his family spent 9 years
in Hawaii and Texas USA as volunteers working in the College of Communication at the University of the Nations (UofN) part of Youth With A Mission (YWAM). He has travelled to over 20 countries and taught in the USA, Europe and Latin America. Allan has extensive experience in online collaboration and facilitation. His learning and teaching initiatives and areas of research interest can be found at his Let’s Collaborate Page, which is part of his ePortfolio.
Allan sees his most effective contribution to making a difference in the future is consulting and in particular, ministry to Christian Missions in 21st Century learning and teaching methods. To serve this calling he has resigned from his full time position at the University of Adelaide and with Glynis, his wife of 37 years, they have commenced their own consultancy called Designing Outcomes. Glynis and Allan have two adult children and live in Adelaide South Australia.
Timeslot
11:15am - 12:00pm