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Conference Paper: Engaging communities, experiential learning and a classroom in the real world

TitleEngaging communities, experiential learning and a classroom in the real world
Authors
Issue Date2012
PublisherDe La Salle University.
Citation
The 2012 Conference of the Association of Southeast Asian Institutions of Higher Learning (ASAIHL 2012), Manila, Philippines, 6-7 December 2012. In ASAHIL 2012 Conference Programme, 2012, p. 7 How to Cite?
AbstractAs part of curriculum reform at The University of Hong Kong, one of the key aspects is the implementation of experiential learning. By taking students out of the classroom into the real world, the traditional construct of problem-based learning, in which each problem proceeds an expected answer, is reversed. Introducing students in undergraduate education to complex situations with uncertain outcomes leads to a shift in educational priorities, a deeper understanding of the nature of inquiry, and the attainment of a wide variety of tools for knowledge acquisition. This paper presents three distinct courses in the Faculty of Architecture, each of which implemented a different aspect of experiential learning. The first course introduced students to an urgent contemporary issue in the local community and allowed them to actively provoke positive change through design research and community engagement. In the second course, students participated in the design and physical renovation of a 300-year old bridge in China. The third course was a multi-disciplinary design studio based upon the rebuilding of a traditional Chinese village. All three courses engaged students in novel situations with ill-defined problems and allowed them to confront the complexities involved in the application of theoretical ideas to make actual impact in the real world. This paper presents the approach and methodologies of the three courses’ in their collaboration with local communities’ to raise their awareness, enable their participation, and improve their lives. It concludes with a reflection on the challenges of achieving and assessing the stated learning outcomes and several lessons for future iterations of this type of curricular approach.
DescriptionConference Theme: New Approaches in Teaching and Learning at Tertiary Level
Persistent Identifierhttp://hdl.handle.net/10722/186603

 

DC FieldValueLanguage
dc.contributor.authorCate Christ, Men_US
dc.contributor.authorLin, Jen_US
dc.date.accessioned2013-08-20T12:15:05Z-
dc.date.available2013-08-20T12:15:05Z-
dc.date.issued2012en_US
dc.identifier.citationThe 2012 Conference of the Association of Southeast Asian Institutions of Higher Learning (ASAIHL 2012), Manila, Philippines, 6-7 December 2012. In ASAHIL 2012 Conference Programme, 2012, p. 7en_US
dc.identifier.urihttp://hdl.handle.net/10722/186603-
dc.descriptionConference Theme: New Approaches in Teaching and Learning at Tertiary Level-
dc.description.abstractAs part of curriculum reform at The University of Hong Kong, one of the key aspects is the implementation of experiential learning. By taking students out of the classroom into the real world, the traditional construct of problem-based learning, in which each problem proceeds an expected answer, is reversed. Introducing students in undergraduate education to complex situations with uncertain outcomes leads to a shift in educational priorities, a deeper understanding of the nature of inquiry, and the attainment of a wide variety of tools for knowledge acquisition. This paper presents three distinct courses in the Faculty of Architecture, each of which implemented a different aspect of experiential learning. The first course introduced students to an urgent contemporary issue in the local community and allowed them to actively provoke positive change through design research and community engagement. In the second course, students participated in the design and physical renovation of a 300-year old bridge in China. The third course was a multi-disciplinary design studio based upon the rebuilding of a traditional Chinese village. All three courses engaged students in novel situations with ill-defined problems and allowed them to confront the complexities involved in the application of theoretical ideas to make actual impact in the real world. This paper presents the approach and methodologies of the three courses’ in their collaboration with local communities’ to raise their awareness, enable their participation, and improve their lives. It concludes with a reflection on the challenges of achieving and assessing the stated learning outcomes and several lessons for future iterations of this type of curricular approach.-
dc.languageengen_US
dc.publisherDe La Salle University.-
dc.relation.ispartofASAHIL 2012 Conference Programmeen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleEngaging communities, experiential learning and a classroom in the real worlden_US
dc.typeConference_Paperen_US
dc.identifier.emailCate Christ, M: mcchrist@hku.hken_US
dc.identifier.emailLin, J: johnlin@hku.hken_US
dc.identifier.authorityCate Christ, M=rp01505en_US
dc.identifier.authorityLin, J=rp01011en_US
dc.description.naturepostprint-
dc.identifier.hkuros218325en_US
dc.identifier.spage7-
dc.identifier.epage7-
dc.publisher.placePhilippines-

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