G14: Jockey Club "Blended Learning" Project - Learning Diversity Series (2)
The Multi-sensory Approach: A Way to Cater for Diversity in the Classroom
G14: 賽馬會「混合式學習」計劃講座 — 學習差異工作坊
感官啟航：打造適應多樣學習需求的課堂

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Date and Time: 9 July 2024 (Tue), 4:00pm - 5:00pm
Format: Online via Zoom 
Speaker: Ms Fiona Chan (Part-time lecturer in Hong Kong Baptist University and the Chinese University of Hong Kong)
Language: English
Abstract: 
The post-pandemic days are filled with overwhelming but not necessarily well-justified requests for a hybrid delivery mode across school settings. Ill-prepared implementation of such a policy is likely to impose additional pedagogical expectations and enormous cognitive demand on teachers. Garrison (2007) argues that learning occurs when there is concrete evidence of teaching, social, and cognitive presence in the lesson. Gamified blended learning is hopeful to help teachers maintain a good level of these presences  while taking into consideration intertwining factors such as learner attributes and motivation (Wilkins (2023); Joia et al. (2021); Joshi et al. (2020)). In particular, gamified lessons and debriefing could encourage and enable engagement, peer interactivity, as well as enhanced feedback loop through presenting students with suitable challenges within a well-facilitated, less-public, and reassuring learning space (Cornelius & Gordon, 2013).
 
This talk is set to (i) flag potential discrepancies in teachers’ and students’ perception on what makes effective online learning (e.g., Douglas, 2023; Chakraborty et al., 2020), (ii) introduce different types of gamification in educational settings, as well as to (iii) offer pointers and examples that could inform teacher practitioners’ practice in addressing learner diversity in online and in-person classrooms. It aims to address the practicality of facilitating peer collaborations and providing multiple layers of feedback targeted at individual learners and groups working in different spaces, against the traditional whole-class level feedback, through differentiated instructions. Crucially, the objective of this session is also to empower teachers who might, sometimes, feel uncertain about their digital competence and autonomy.

日期及時間：2024年7月9日(二)下4時至5時
舉辦方式：網上舉辦 （Zoom）
講者：Fiona Chan (香港浸會大學和香港中文大學的兼職講師)
語言：英文
摘要：
你曾經在課堂上遇到過不專心的學生嗎？你曾經想過為什麼有些學生整節課都坐立不安嗎？你曾經懷疑過有學習困難的學生在你教學時能否集中注意力並學習嗎？
 
每個學生都是獨特而不同的。作為教師，設計課程以滿足學生多樣性和需求是很重要的。儘管我們擁抱班級中的差異性，但在緊湊的課程安排下，教師很難單獨照顧每一位學生。因此，設計能夠適應各種學習風格並讓學生能夠自主學習的課程可能是一個解決方案。
多感官教學法長期以來被證明是一種有效的方式，可以吸引具有不同學習風格和需求的學生。研究顯示，多感官教學法對有特殊教育需要學生的學習非常有幫助。然而，許多人會問，如何在香港的課堂中實施這種教學法？
 
根據她在本地中學的教學經驗，講者將分享她在日常課堂中採用多感官教學法的經驗。她還將談論如何設計課程以照顧學生的多樣需求。研討會中將有一些實踐活動，觀眾可以從中學到並應用在自己的教學中。


Reference 參考資料
Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2020). Opinion of students on online education during the COVID‐19 pandemic. Human Behavior and Emerging Technologies, 3(3), 357-365.
Cornelius, S., & Gordon, C. (2013). Facilitating learning with web conferencing recommendations based on learners’ experiences. Education and Information Technologies, 18(2), 275-285.
Douglas, S. (2023). Achieving online dialogic learning using breakout rooms. Research in Learning Technology, 31.
Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61–72.
Joia, L. A., & Lorenzo, M. (2021). Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom. Sustainability, 13(5).
Joshi, P., & Bodkha, P. (2020). A comparative evaluation of students' insight of face to face classroom lectures and virtual online lectures. National Journal of Physiology, Pharmacy and Pharmacology, 11(1).
Wilkins, S., Butt, M. M., Hazzam, J., & Marder, B. (2023). Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning. International Journal of Educational Management, 37(2), 465-482.
報名者個人資料 Personal Information
 
稱謂
姓名 (中文) Full Name in Chinese
例：陳大文
姓名 (英文) Full Name in English
例：CHAN Tai Man, John
電郵地址 Email address
由於主辦機構會以電郵聯絡參加者，請務必填上正確的電郵地址 (For contact, please make sure the email address is correct)
聯絡電話 Tel.
您任職的學校現正/曾參與本計劃的「混合式學習及創新支援服務 (BLISS)」，並成為夥伴學校? Have your school joined the BLISS service under our project?
學校類別 Level of School
任職學校全名 (中文或英文) Full name of your school
請選擇任職學校 (夥伴學校 2022-23) If your school is the BLISS member 2022-23, please select your name of the school under the pulldown menu.
如果是夥伴學校 2023-24或其他, 請選擇「不適用」
請選擇任職學校 (夥伴學校 2023-24) If your school is the BLISS member 2022-23, please select your name of the school under the pulldown menu.
如果是夥伴學校 2022-23或其他, 請選擇「不適用」
任教科目 Teach Subject
附加資訊 
您的電子郵件地址除了用作發送本次工作坊的相關訊息外，還會用於以下用途：
1. Fabulearn@schools 教師帳戶：Fabulearn@schools 是賽馬會「混合式學習」計劃（下稱為「本計劃」）為促進混合式學習而開發的教學平台，免費供教師和學生使用。平台包括大量免費的教學短片和相關資源。 本計劃將以您提供的電子郵件地址，開立一個教師帳戶供您試用。 當帳戶準備就緒時，我們將與您聯繫。 
2. 本計劃的最新活動資訊。  
 如果您想退出上述任何一項，請發送電子郵件至 info@jcblendedlearning.hk。 
 
此外，如 閣下欲獲得「出席證明」，請注意以下事項：
1. 請以您的英文全名登入Zoom；請勿只輸入英文名字（如："Ann"），或只顯示學校名稱
2. 出席時間佔活動時間一半或以上
3. 活動後填寫意見問卷，揀選「需要出席證明」選項，並填寫登入Zoom時的英文全名
 
Additional Information:
In addition to being used to send relevant information about this workshop, your email address will also be used for the following purposes:
  1. Fabulearn@schools teacher account: Fabulearn@schools is a teaching platform developed by the Jockey Club "Blended Learning" Project (hereinafter referred to as the "Project") to promote blended learning, which is free for teachers and students to use. The platform includes a large number of free teaching videos and related resources. The Project will open a teacher account for you to try out with the email address you provide. We will contact you when the account is ready.
  2. The latest information on the Project's activities.
If you wish to opt-out of any of the above, please send an email to info@jcblendedlearning.hk.
In addition, if you want to obtain a "Certificate of Attendance," please note the following:
  1. Please log in to Zoom with your full English name; do not just enter your English first name (e.g. "Ann") or just display your school name.
  2. Attendance time should be half or more of the activity time.
  3. After the event, fill out the feedback form and select the "need a Certificate of Attendance" option, and fill in your full English name as logged in to Zoom.
個人資料收集聲明
（1）賽馬會「混合式學習」計劃（下稱為「本計劃」）向報名者收集的個人資料，是用以處理上列活動報名及相關事務之用。未經您的同意，以上資料不會向第三者透露。
（2）本計劃將在活動期間拍攝照片及攝錄影片作紀錄和宣傳之用。有關照片及影片之版權均屬本計劃及相關主辦及捐助機構所有，包括香港中文大學、香港浸會大學及香港賽馬會慈善信託基金。如您不欲被攝入鏡，請在活動開始前告知工作人員，以便作出適當安排。
Privacy Policy Statement:
(1) The personal data collected by the Jockey Club "Blended Learning" Project (hereinafter referred to as the "Project") from the applicants is used for processing the above activity registration and related matters. Without your consent, the above information will not be disclosed to third parties.
(2) The Project will take photos and videos during the activity for recording and promotional purposes. The copyright of the photos and videos belongs to the Project and related organizers and sponsoring organizations, including The Chinese University of Hong Kong, The Hong Kong Baptist University, and The Hong Kong Jockey Club Charities Trust. If you do not wish to be photographed or filmed, please inform the staff before the start of the activity so that appropriate arrangements can be made.
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