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This edited volume explores, investigates and analyses Free
Learning - an innovative approach to student-directed learning
which seeks to challenge educational norms from within. The volume
is framed by a recognition of the urgent need for transformation of
our educational systems. In traditional education, students work
through a teacher-directed linear syllabus, at a pace dictated by
the teacher, with summative assessment hurdles at too-frequent
intervals. Progression and direction are determined solely by the
teacher. In Free Learning, students determine their own learning
pathway through a non-linear syllabus, which can be visualised as a
mind map. Students may then complete as many units as they either
have time for or are interested in, moving from one unit to another
on the basis of having formatively satisfied the demands of each
individual unit. This volume showcases the value and potential of
Free Learning in contemporary practice and is intended to bridge
theory and practice. The structure of the book reflects this
complementary fit, with contributions from practitioners describing
Free Learning as a learning and teaching tool in a range of
educational settings, subjects and age-ranges. It also contains
qualitative and quantitative analyses by researchers exploring the
uptake of Free Learning and students' responses to the methodology.
Researchers and educators who are interested in student-directed
methodologies, especially in Asia, will find that the practical
accounts and analyses of Free Learning contained within provide
much food for thought with regard to redefining student learning.
This book provides a detailed account of the origin, development,
administration, revision and subsequent research findings on the
benchmarking initiative from 1996-2016. It presents an overall
assessment of the initiative's impact on major stakeholders,
predictions regarding the way forward, and implications for other
countries, especially in South East Asia. In addition, the book
discusses what the larger global community can learn from Hong
Kong's two-decade experience of conceptualizing and implementing
minimum standard language requirements for teachers.
This book discusses Hong Kong's use of onscreen marking (OSM) in
public examinations. Given that Hong Kong leads the way in OSM
innovation, this book has arisen from a recognised need to provide
a comprehensive, coherent account of the findings of various
separate but linked validation studies of onscreen public
examinations in Hong Kong. The authors discuss their experience of
the validation process, demonstrating how high-stakes innovation
should be fully validated by a series of research studies in order
to satisfy key stakeholders.
This volume gathers contributions in the closely linked fields of
English language assessment and language education. The
contributors from China and Hong Kong represent a mixture of
established and new scholars. Areas covered in the language
education section range across major developments in the redefining
of Hong Kong’s secondary and tertiary curricula, as well as the
huge field of China’s vocational education curriculum. Regarding
assessment, the contributions reflect major changes in the marking
of examinations in Hong Kong, whereby all examinations from 2012
onwards are marked onscreen, to quality control issues in the
administration of China’s College English Test, which is taken by
over 10 million candidates every year.
This book discusses Hong Kong's use of onscreen marking (OSM) in
public examinations. Given that Hong Kong leads the way in OSM
innovation, this book has arisen from a recognised need to provide
a comprehensive, coherent account of the findings of various
separate but linked validation studies of onscreen public
examinations in Hong Kong. The authors discuss their experience of
the validation process, demonstrating how high-stakes innovation
should be fully validated by a series of research studies in order
to satisfy key stakeholders.
This book focuses on the topic of academic publishing. It discusses
the mounting, serious problems that researchers, particularly new
researchers, encounter when trying to publish their research. The
book addresses the issues of publishing as well as the salient
factors militating against academic publication and the mitigating
factors encouraging academic publication. It provides potential
solutions, suggestions, and strategies for overcoming some of these
problems. Growing research output from Southeast Asia including
Singapore, Malaysia, Taiwan, and China reveals the struggles that
many authors have to confront when attempting to publish their work
in reputable journals. In both South Africa and other parts of
Africa, academic researchers are beginning to show strong evidence
of credible academic output. These researchers all need valid
outlets for their work and the security that authentic peer review
brings to the reviewing process. In the fields of education, social
sciences, and professional practices, e.g., architecture and law,
recent years have seen the emergence of new outlets for
practitioners' research outputs in areas such as one's own
practice, self-reflection, and narrative inquiry. These outlets are
discussed in this book. The book also discusses the malign
influence of predatory publications in detail. This book will be
beneficial to university academics, postgraduate students, Ph.D.
supervisors, and new researchers.
This volume gathers contributions in the closely linked fields
of English language assessment and language education. The
contributors from China and Hong Kong represent a mixture of
established and new scholars. Areas covered in the language
education section range across major developments in the redefining
of Hong Kong s secondary and tertiary curricula, as well as the
huge field of China s vocational education curriculum. Regarding
assessment, the contributions reflect major changes in the marking
of examinations in Hong Kong, whereby all examinations from 2012
onwards are marked onscreen, to quality control issues in the
administration of China s College English Test, which is taken by
over 10 million candidates every year."
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