e-learning resources

• As noted earlier, advances in information technology have enabled the development of varied electronic resources for the implementation of a more interactive and student-centred approach to learning and teaching. In the PSHE KLA, interactive digital platforms, mobile learning devices and applications (apps) could be the common types of electronic resources for promoting e-learning.

• A wider application of information technology in PSHE can also facilitate students’ interaction with learning contents in PSHE subjects and support the development of competencies and expertise that prepare students for living and working in the 21st century, for example:

- Creativity: Students are able to use technology and their existing knowledge to generate new ideas, products or processes.

- Communication and collaboration: Students are able to work collaboratively and to communicate ideas effectively to multiple audiences using new media both in person and at a distance.

A teacher of a secondary school uses an online platform to empower students to acquire relevant subject knowledge and work collaboratively to complete assigned tasks. For details, please refer to Example 44 “Using an online platform to develop Tourism and Hospitality Studies students’ collaboration skills”.

- Problem solving: Students are able to define problems, identify solutions/make appropriate decisions using digital tools and resources.

- Information literacy: According to the framework described in Information Literacy for Hong Kong Students 2016 (EDB, 2016a), information literacy develops students’ abilities to locate, evaluate, extract, organise and present information; and to cope with the dynamics in our information world. With more e-learning opportunities, students’ information literacy would be enhanced.

• In terms of learning and teaching, electronic resources and tools can²²:

- offer a large quantity of up-to-date and useful information to strengthen students’ acquisition of relevant knowledge;

- enhance students’ enquiry learning;

- facilitate students’ better understanding of abstract concepts;

- facilitate learning beyond the limitations of time and space;

- create opportunities for deeper learning;

- facilitate self-directed and collaborative learning;

- enhance interactive co-construction of knowledge between teachers and students; and

- enhance students’ learning motivation and interest.

• The following are common types of electronic resources for the learning and teaching of PSHE subjects.

(a) Internet resources such as:

website contents of public bodies and professional institutions, textual information, statistical data, images, animations, sound clips, video clips, geographic information system (GIS) data and Keyhole Markup Language Zipped files.

(b) e-book directories such as:

Hong Kong Public Libraries – HyRead ebook

(https://www.hkpl.gov.hk/en/e-resources/e-books/description/89392/

hyread-ebook);

EdBookShelf

(https://edbookshelf.hkedcity.net/);

UPenn Digital Library – The Online Books Page (http://onlinebooks.library.upenn.edu/lists.html);

Directory of Open Access Books – DOAB (http://www.doabooks.org/); and

Only2clicks

(http://www.only2clicks.com/pages/joycevalenza/350887).

22 Please refer to Booklet Six D of the SECG.

A teacher from a secondary school makes use of visual media to offer his students, who are visual learners, a stimulating and motivating environment to understand the concept of food safety, which is difficult to explain verbally. For details, please refer to Example 45 “Use of visual media in Tourism and Hospitality Studies to cater for the needs of visual learners”.

(c) Online tools and platforms such as:

EDB One-stop Portal for Learning and Teaching Resources (http://www.hkedcity.net/edbosp/); and

Resources Depository - ETV, the EDB

(http://resources.hkedcity.net/etv/?chg_lang=1).

(d) Apps such as:

ETV Mobile Application, History Trip Go Easy , EasyMeasure, BookCreator, Idea Sketch, Mindomo, EdBookShelf and iBooks Author;

iPads for Learning – History Calendar

(http://www.ipadsforeducation.vic.edu.au/curriculum/history/history); and EduVenture, UNESCO World Heritage, Digitized Learning Platform for Service Enhancement in Tourism Service Industry, educational software such as GIS.

The use of virtual reality (VR) and augmented reality (AR) devices and apps is promoted in PSHE subjects to enhance learning and teaching effectiveness. Teachers of Geography and History from two secondary schools use these technologies to engage students in virtual field trips to achieve various learning objectives. While students have convenient access to remote locations, teachers can provide relevant learning experiences without the need for concerns regarding safety issues, time and financial constraints. For details, please refer to Example 46 “Using virtual reality and augmented reality technologies to support learning and teaching in PSHE subjects”.

Fieldwork is valuable for students to develop a practical understanding of concepts and theories in PSHE subjects. The versatility of mobile technology can transform conventional Geography fieldwork and facilitate different learning and teaching activities. For details, please refer to Example 47 “Fieldwork with mobile devices for students of Geography”.

• When using e-learning resources, it is important that teachers and students are well-equipped with relevant copyright knowledge to avoid unintentionally committing plagiarism. For more details on copyright issues, please refer to

“e-Learning Copyright Information Channel”

(http://resources.edb.gov.hk/ecopyright/ecr/landingPage.php?lang=en). The website provides the following relevant information:

- Teachers’ digital copyright training information;

- Learning and teaching materials of digital copyright;

- Introduction to Creative Commons and related resources;

- Open Educational Resources; and - Other copyright related links.

• Students should learn the appropriate, responsible and ethical use of technology, information and digital tools, including:

- protecting the privacy rights of oneself and the others;

- guarding against the possible dangers and risks on the Internet;

- communicating information properly in relevant contexts;

- knowing, practising, reflecting and behaving ethically in applying information technology in information processing;

- being able to use a variety of criteria (e.g. clarity, accuracy, effectiveness, perceptions and relevance) to evaluate the information;

- understanding that information providers should act ethically and lawfully;

- recognising that some information providers in society do not act properly;

and

- recognising the values and stereotypes in information.