Title1: Exploring Remodelling Authentic Assessment Criteria for Problem-based Learning Modules in STEM Higher Education
Title2: Exploring the use of teacher development training to facilitate the adoption of active learning pedagogies
Speaker 1: Dr. Xinru Deng
Title: Exploring Remodelling Authentic Assessment Criteria for Problem-based Learning Modules in STEM Higher Education
Abstract: PBL is a popular active-learning process to develop students’ critical thinking and creativity in the learning process. It has been shown that authentic assessments bring out various benefits, such as enhancing students’ engagement, and improving critical thinking skills by applying knowledge into practice. However, as the understanding subjects is strongly dependent on learners’ prior knowledge level, this results in the difference of the understanding process between students and teachers. It is inevitable that students’ knowledge acquisition and their capacity to apply higher-order cognitive problem-solving skills through PBL will be at different levels. This has made it even more challenging, particularly for some of the QMES students, to develop their own critical thinking attitude rather than following the results-orientated learning process. The aim of this talk is to investigate the effectiveness of students’ intended learning outcomes (ILOs) achievement through authentic assessment criteria remodelling and application for PBL modules within the STEM higher education context at QMES.
Short Bio: Dr. Xinru Deng is the Deputy Director of ICTL and a lecturer in Engineering Education at QMES. In her role, she aims to improve students’ engagement and enhance the PBL module delivery and provide guidance and contribution to the feasibility and operability of problem-solving skills in students’ future careers. Xinru is interested in PBL learning, authentic assessment design and active learning activities implementation.
Speaker 2: Dr. Sulafudin Vukusic
Title: Exploring the use of teacher development training to facilitate the adoption of active learning pedagogies
Abstract: A large body of evidence shows active learning to be successful in improving academic success over traditional teaching methods in Higher Education. STEM staff can be reluctant to incorporate active learning into their teaching as they are unfamiliar with the evidence base. Staff training and support can unpack the evidence base for student-centred pedagogies for TNE STEM academics and use culturally relevant references and connections to ease their cultural acceptance and promote inclusion. In a current project, STEM experts are working with educationalists to develop STEM-tailored approaches to train and support academics at the Queen Mary Engineering School (QMES), NPU, Xi’an. The aim of this talk is to discuss evidence gathered at QMES showing the benefits of active learning and the project strategy to facilitate the adoption of active learning pedagogies in the TNE context.
Bio: Dr. Sulafudin Vukusic is Director of the International Centre for Teaching and Learning (ICTL) at QMES and a Senior Lecturer in Materials Chemistry. In his role as ICTL Director, he leads scholarship development and staff development training at QMES. Sulafudin is interested in promoting evidence-based, active teaching and learning methods.