Good practice encourages student-faculty contact / Good practice communicates high expectations

1. Student can review the video captured in the lecture anytime (sorry, I was wrong, um... I’m partly correct!)
2. I would suggest video-taped the lecture and then put them into YouTube or send students a link to access to enhance learning.
3. Faculty member can browse the comments and suggestions and try to answer the questions, and interact with the students.
4. Communications by email, twitter, facebook sharing personal experience

[Nick] Point 3 is really where interaction comes, as was mentioned in class. Having a discussion around the video from questions raised by students would be an excellent increase in student-faculty contact. What if student products such as reports, assignments or presentations were shared and commented on by you to highlight best work so students can see what good/excellent work looks like? This might help to communicate high expectations as well.

Good practice encourages cooperation among students

Traditional method: group project
New method: in discussion board? Facebook? Google document

Students can communicate and cooperate through the internet. They can use facebook or discussion tech like this one or etc to share one's own ideas and respond to others' reactions improves thinking and deepens understanding. This is not limited by time, and we don't need to gather in a certain place at a certain time. This encourage more interaction between students not only in the classroom

The instructor could create a BBS for them, and post some questions on facebook or something else, and let student discuss and give opinion.

What about some outing activities to help them to know each other better and have a chance to? Playing some games may also be helpful.

[Nick] For lecture classes, also think about peer learning supported using PRS – not for one-off answering of quizzes but for learning from peers with discussion of answers and answering a second time after discussion. ****

[Otis] Setting up a discussion board is a good idea. But think about whether it per se is enough to promote interaction? Think about this course: who has often used the discussion function in LMES? It would be useful to know what conditions favor and discourage discussions among students, alongside the availability of a discussion board.

Good practice encourages active learning

Web searching helps students to search materials and learn by themselves

[Nick] also think about setting a search task during a session in pairs/small groups using laptops (as 95% have them) and HKUST’s wireless network.

Presentations are more visual impressive with the support of animations, pictures web searching helps students to search materials and learn by themselves

[Nick] Yes. There are some very excellent multimedia web-based presentation tools, which allow you to present in different ways than the standard PowerPoint … which all too often becomes death by “PowerPoint”. See ****

Discussion forum helps even strangers to communicates, web searching can also help students discuss subject with others sharing the same concerns.

[Nick] Yes, guest speakers can come in more easily online even when local to save travel time. They could be brought live online too (e.g. Skype), as well as through an asynchronous discussion forum.

Good practice gives prompt feedback

1. Prompt response from teachers by using technology like chat room
2. Online quizzes? It can give automatic feedback and results
3. The instructor could email the students to give feedback from time to time

[Nick] Yes, also think about the assignment tool in LMES, where feedback could be added to that. Or you could use VoiceThread to give audio feedback say on a group project presentation that has been videotaped.

Good practice encourages cooperation among students / Good practice gives prompt feedback project, grouping homework

1. Use discussion board to raise question and get feedback (topic 2)
2. Students can input their comments below the captured video and share their views. (put the comments below the capture video is good idea)
3. Instructor can encourage students themselves to form study groups using IT technologies. And the instructor can do some demos of using IT techniques to form discussion groups in the class
4. Online project management and progress synchronization, like using Google Doc

Good practice emphasizes time on task

Electronic submission system can remind the deadline automatically and collect assignments even outside of office hours
Online scheduling tools allows people in the team to set up time table easily
We can use mobile phone or web to have meeting with others at different places. It can save us a lot of time.

[Otis] In addition to deadline, I think it also allows a group to set up some check points or milestones for a project. With their presences, all members would be reminded of the expected progress, and so that the task will be more likely accomplished on time.

Good Practice Respects Diverse Talents and Ways of Learning

1) Online survey to find everyone's learning style, talent or background etc.
2) Provide different online sources to match the different backgrounds and needs.
3) Q&A via email, online forum etc.
4) Introduce videos (e.g. YouTube) to bring talents' experience to students

For all of these above, take a look at: Implementing the **IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever**