Newsletter No. 488

08 # 4 8 8 | 0 4 . 1 2 . 2 0 1 6 Photo by ISO Staff 口 谈 实 录 / V iva V oce 黄水珊博士 Dr. Isabel Hwang • 生物医学学院高级讲师 Senior Lecturer of School of Biomedical Sciences • 医学院2016年度杰出教育奖得主 Recipient of Outstanding Education Award 2016, Faculty of Medicine • 积极运用电子学习实践「翻转教室」 Active in flipping classroom with e-learning • 2016第十三届亚太医学教育会议电子海报报告优异奖得主 Recipient of Merit Award of e-Poster presentation at the 13th Asia Pacific Medical Education Conference 2016 How did your past experience shape your determination for pedagogical excellence? I love to stay flexible to accommodate students’ changing needs. My openness to changes can be traced to my days in London doing a master’s degree in organic chemistry. I often made bold attempts to try different methods with my lab mates from diverse cultural backgrounds to design new ways to synthesize some organic compounds useful for the pharmaceutical industry. It was fun, and sometimes full of laughter. As a teacher living in a constantly evolving era, I should embrace changes—especially in times of constraints—and be a role model to students. You have been developing biomedical sciences coursewares since 2007. What motivates you? Putting myself into students’ shoes, I think picturing the concepts in health sciences can help them better understand physiological mechanisms. I’m not denying the value of didactic lectures, but the use of 2D static images in lecture slides does have its limitations. For instance, the mechanism of how electrical impulses are generated in human neurons is an abstract concept. If my students can visualize the process by an animated story with voiceover, the learning efficacy can be enhanced. When I completed my first courseware in 2008, I was excited to find that my students were already asking for more. What support did you receive during the development stage? The grant schemes of the University such as Micro-Module Courseware Development Grant Schemes have financially supported the development of the coursewares. As most of the micro-modules developed contain audio and visual components from other sources, the clearing of copyright issues can be very time-consuming. Production of each micro-module can take a month, while testing and fine-tuning require one to two weeks. I’m very grateful to work with a team of approachable and professional colleagues from the Information Technology Services Centre and the Office of Medical Education. Without their technical support, I couldn’t have created such quality animated coursewares. In your flipped classroom, how do the micro-modules facilitate quality in-class interaction and their learning motivation? Micro-modules such as Health Sciences I are hosted on the Faculty’s website and the learning management system (LMS) Blackboard Learn for students to access for pre-lecture preparation. As some in-class lecture materials have been shifted to the micro-modules, more time is allowed for in-depth discussions in class. Students can now discuss simple case scenarios in lectures, which was not possible before. Flipped classroom is becoming a feature of the course. I’ve even uploaded all the modules on the cloud-based KEEP platform for open access. How does the learning analytics help you evaluate students’ learning and enhance your teaching? The analytics on Blackboard Learn helps me review individual students’ access rate of each micro-module at a glance anytime anywhere. It enables me to understand students’ learning progress and evaluate the courseware projects. What is your secret in developing micro-modules which engage your large classes? Initial planning is very important. Team up with relevant expertise when a topic is selected. Students are interested in real-life scenarios, particularly those that may relate to their own state of health. When developing an animated courseware which mimics a real-life scenario, however, be prepared to juggle between time, budget and the actual outcome. How do you strike a work-life balance? Sports help to relax my mind and body, and I’m particularly interested in skiing and playing tennis. No matter how occupied I am, I try to arrange at least one skiing trip each year to pamper myself. In the summer, I usually spend at least a week in Wimbledon to watch tennis. 学习的经历如何塑造你追求卓越教学的决心? 我喜欢灵活应对学生多变的学习需要,这种开放的心态源于我在伦敦攻读 有机化学硕士学位的岁月。当时我惯于大胆尝试,与文化背景各异的实验 伙伴构思不同方式结合一些有机化合物,希望制造有用的药物,过程饶有 趣味,有时充满欢乐。世事日新月异,身为老师,即或有时会面对掣肘,我 也应该勇于改变,成为学生的榜样。 2007年起,你一直都有制作生物医学课程的课件,背后的推动力是 什么? 我尝试站于学生的角度思考,发觉把健康科学的概念图像化的话,可助学 生进一步明白生理机制。我并不是否定课堂讲学的价值,但单凭二维静态 影像教学确有局限,未能让学生透彻理解抽象概念,人类神经元中产生的 电脉冲便是一例。透过动画故事和旁白,抽象的概念可以绘影绘声地跃现 学生眼前,学习成效便得以提升。当我在2008年完成第一个课件,学生已 急不及待,希望我有新课件面世,这教我十分雀跃。 在制作阶段得到什么支援? 大学有资助计划支持教师制作课件,例如微单元课件制作资助计划。由于 不少我制作的微单元包含现成的视听素材,为尊重他人的版权,我得一一 标明出处,但会用上不少时间。制作一个微单元起码需时一个月,而测试 和修正教材又多用一至两个星期。其间我得到中大资讯科技服务处和医学 教育处同事的帮助,他们既亲切又专业,没有他们的技术支援,我就不能 制作出如此优质的动画课件。 在你的「翻转教室」,微单元如何促进课内的互动和学生的学习 动机? 我把「健康科学(一)」这类微单元放在医学院的网站和学习管理系统 Blackboard Learn,供学生下载备课。正因为把一些原本在课堂讲授的内 容转为微单元,学生可以在课内有更多空间深入讨论,以前这是不可能的。 「翻转教室」已渐成课程特质。我甚至已把所有教学单元上载至云端平台 KEEP,开放给公众下载学习。 学习分析如何助你评估学习成效和提升教学? Blackboard Learn的学习分析一目了然,我可以随时随地逐一检视学生读 取微单元的情况,有助我明白学生的进度,评估课件的学习成效。 你制作的微单元促进了大班内的互动,诀窍在哪? 初期规划非常重要。当教师选定了题材,便要找相关专业背景的人组成团 队。学生对生活情境感兴趣,尤其是与自己健康状况有关的情境,但制作 模拟生活情境的动画课件需要更长的时间,所以须记紧衡量时间、财政和 实质成果的因素。 如何保持工作与生活的平衡? 运动有助我放松身心,我尤其喜欢滑雪和打网球。无论平日有多忙碌,我 总会每年去一趟滑雪之旅,每逢夏天,我会在温布顿渡假起码一星期,观 赏网球赛事。

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