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Article: Use of animation in engaging teachers and students in assessment in Hong Kong higher education

TitleUse of animation in engaging teachers and students in assessment in Hong Kong higher education
Authors
Issue Date2013
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/14703297.asp
Citation
Innovations in Education and Teaching International, 2013, published online before print How to Cite?
AbstractAnimations have long been perceived as an effective tool in teaching and learning. While students’ reception towards animations has often been studied, there is also literature covering how teachers perceive and incorporate animations into their classes. At a research intensive university in Hong Kong, animations on the topic of university assessment policy, such as rubrics and grade descriptors, have been produced so that teachers can understand the latest policy quickly without attending lengthy workshops. It was found that a striking 95% of teachers reported gaining better understanding of assessment rubrics after watching the animation. This paper will present the findings from a small study on how teachers perceive the use of animations for their own professional development, and how they perceive the incorporation of animations into their own disciplines to engage students. Despite positive attitude towards the use of animation for teaching and learning, academics expressed practical and technical concerns.
Persistent Identifierhttp://hdl.handle.net/10722/197746

 

DC FieldValueLanguage
dc.contributor.authorChan, CKYen_US
dc.date.accessioned2014-05-29T08:48:13Z-
dc.date.available2014-05-29T08:48:13Z-
dc.date.issued2013en_US
dc.identifier.citationInnovations in Education and Teaching International, 2013, published online before printen_US
dc.identifier.urihttp://hdl.handle.net/10722/197746-
dc.description.abstractAnimations have long been perceived as an effective tool in teaching and learning. While students’ reception towards animations has often been studied, there is also literature covering how teachers perceive and incorporate animations into their classes. At a research intensive university in Hong Kong, animations on the topic of university assessment policy, such as rubrics and grade descriptors, have been produced so that teachers can understand the latest policy quickly without attending lengthy workshops. It was found that a striking 95% of teachers reported gaining better understanding of assessment rubrics after watching the animation. This paper will present the findings from a small study on how teachers perceive the use of animations for their own professional development, and how they perceive the incorporation of animations into their own disciplines to engage students. Despite positive attitude towards the use of animation for teaching and learning, academics expressed practical and technical concerns.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/14703297.aspen_US
dc.relation.ispartofInnovations in Education and Teaching Internationalen_US
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on 16 Oct 2013, available online: http://www.tandfonline.com/doi/abs/10.1080/14703297.2013.847795-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleUse of animation in engaging teachers and students in assessment in Hong Kong higher educationen_US
dc.typeArticleen_US
dc.identifier.emailChan, CKY: cecilia.chan@caut.hku.hken_US
dc.identifier.authorityChan, CKY=rp00892en_US
dc.description.naturepostprint-
dc.identifier.doi10.1080/14703297.2013.847795en_US
dc.identifier.hkuros228886en_US
dc.publisher.placeUnited Kingdomen_US

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