Strategies of Promoting E-Learning: The Case of HKU SPACE |
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Lo Shiu-Hing (School of Professional and Continuing Education, University of Hong Kong) |
Abstract The use of Information and Communication Technology (ICT), including e-learning pedagogies, is presenting both opportunities and challenges to individual teachers and academics. While some academics and teachers are interested in the utilization of e-learning in their pedagogies, some are quite skeptical of the effectiveness of using e-learning modes. In order to promote the use of e-learning modes in teaching, the HKU SPACE has been adopting a number of strategies. First, seminars and workshops are held to invite colleagues to share their experiences in using e-learning methods, including SOUL and the design of an on-line course. Such sharings can help teaching staff members exchange their ideas on the technical and pedagogical aspects of ICT in the increasingly complex teaching and learning environment. Second, students have also been invited to share their experiences in some of these seminars so that student-teacher interactions can be enhanced, and that students can provide feedbacks to teachers who wish to experiment with the use of ICT in teaching. Third, e-learning conference has been organized so that more teaching and academic staff members would participate in broadening their knowledge of e-learning and grasping the updated as well as sophisticated technological developments. Fourth, the e-learning team of the school has been invited to deliver short lectures and briefings to various colleges so as to publicize the use of laboratories related to virtual reality and self-help video equipment. Fifth, a newsletter about the development of e-learning has been published, including regular interviews with teachers who utilize e-learning pedagogies and information on various seminars. Sixth, teaching development grants have been used to stimulate teaching staff members to apply for such grants to experiment with e-learning pedagogies. Finally, a comprehensive plan on e-learning has been formulated and implemented so that a teaching environment fostering and enhancing e-learning can be created. Overall, the responses of teaching and academic staff members to e-learning pedagogies have been positive and encouraging. This case study demonstrates that with proper strategies in place, e-learning can be entrenched and developed further in any educational setting. |
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