ParticipativeLearning.org

This project examines (1) how teachers perceive and instruct global education in international schools and local schools in Hong Kong, New York and Singapore; (2) what societal and institutional factors constrain and promote teachers’ instruction of global education; and (3) what ideologies are embedded in teachers’ conceptions and instruction of global education.   

This course will develop knowledge and skills in producing virtual learning environments for schools and organizations. Dimensions of blended learning will be explored from kindergarten through adult, distance learning, web-based training, constructivist and flexible approaches to learning at educational institutions, at home and in the workplace. 

This module was developed to provide a deeper understanding of practice-oriented, pedagogy-driven and theory-based framework for e-learning design and practice through case studies of students’ e-Learning experiences and learning outcomes.  The module will highlight the inadequacies of “technology-centric” models of e-Learning and the interactions between the affordances of e-Learning technologies, pedagogical models, instructional strategies, learning theories, and e-learning design to achieve transformative pedagogical practice. Module participants will gain a deeper insight on how people learn in various e-learning settings including schools, workplaces, and our everyday world through a case-based approach. This module aims to provide participants with a solid theoretical and pedagogical foundation to e-learning design and implementation in different settings.   This module will be taught from three perspectives: learning theory, e-Learning technology tools, and a hands-on workshop exploring and creating learning activities with those tools.

This course will introduce participants to the impact that an idealized virtual identity and the perception of a social constructivist environment have on learning within the virtual world.  Gamified learning as a group process will be explored, and data collected on affective issues such as beliefs and attitude towards: the self, the technology, the learning experience, and self-efficacy.  This project seeks to develop a methodology for focusing a survey on specific behaviors using the virtual world through tight integration with simulated situations.

The Hinrich Foundation is conducting the Hinrich Trade Negotiation Simulation (HTNS) to develop trade negotiation skills of university students and young professionals on a face-to-face basis at selected locations.

The Delegates' Headquarters will provide a preliminary training session to enable students to communicate within their allocated groups to prepare in advance for the 2-day face-to-face trade simulation.

To facilitate delegate preparation, it is intended that the participants be given access to a web conference and discussion forum platform for the purpose of sharing information and planning within their teams.

The Green Urban Environments (GRUEN) course challenges cross-cultural teams of secondary students from Asia and the EU to collaborate to imagine and design innovative green urban environments.  The project is co-sponsored by the Hong Kong Baptist University and the Erasmus+ project in the EU.  For more information, see the GruenCity.org website.