Good Practices

The links below will direct you to the good practice cases submitted by respective academic departments: 

• Department of Applied Biology and Chemical Technology (ABCT)
• Department of Applied Mathematics (AMA)
• Department of Applied Physics (AP)
• Department of Building Environment and Energy Engineering (BEEE)
• Department of Building and Real Estate (BRE)
• Department of Chinese and Bilingual Studies (CBS)
• Department of Civil and Environmental Engineering (CEE)
• Department of Computing (COMP)
• Department of Food Science and Nutrition (FSN)
• Department of Industrial and Systems Engineering (ISE)
• Department of Logistics and Maritime Studies (LMS)
• Department of Mechanical Engineering (ME)
• Department of Marketing and Management (MM)
• Department of Rehabilitation Sciences (RS)
• School of Fashion and Textiles (SFT)
• School of Hotel and Tourism Management (SHTM)
• School of Nursing (SN)
• School of Optometry (SO)

 

Department of Applied Biology and Chemical Technology (ABCT)

The Department of Applied Biology and Chemical Technology (ABCT) has strategically integrated Learning to Learn (L2L) principles into its core laboratory subjects to foster a deeper understanding and mastery of course material. This initiative is designed to cultivate independent, lifelong learners who are capable of critical thinking and self-assessment. One of the key components of this initiative is the requirement for students to write a self-reflection essay as part of their laboratory coursework.

The self-reflection essay serves as a powerful tool for students to introspect and evaluate their learning experiences in the laboratory. By documenting their thoughts and insights, students are encouraged to critically analyse their performance, identify areas of strength and weakness, and develop strategies for improvement. This process not only enhances their understanding of the subject matter but also promotes the development of essential skills such as self-assessment, critical thinking, and problem-solving.

In their self-reflection essays, students are prompted to consider various aspects of their laboratory experience. They may reflect on the challenges they encountered, the strategies they employed to overcome these challenges, and the lessons they learned from their successes and failures. This reflective practice encourages students to take ownership of their learning and to view their experiences as opportunities for growth and development.

Moreover, the self-reflection essay provides a platform for students to connect theoretical knowledge with practical application. By reflecting on their laboratory experiments, students can better understand the relevance and implications of the concepts they have learned in class. This connection between theory and practice enhances their overall comprehension and retention of the material.

The self-reflection essay also serves as a valuable feedback mechanism for instructors. By reviewing students' reflections, instructors can gain insights into the student's learning processes, identify common challenges, and tailor their teaching strategies to better support student learning. This iterative process of reflection and feedback creates a dynamic and responsive learning environment that is conducive to continuous improvement.

The impact of the self-reflection essay on student learning has been significant. Students have reported that the reflective practice has helped them to develop a deeper understanding of the subject matter, improve their problem-solving skills, and become more self-directed learners. The essays have also fostered a greater sense of accountability and responsibility for their own learning, which is a critical component of lifelong learning.

 

Department of Applied Mathematics (AMA)

Work Integrated Education (WIE) is a crucial component for students at PolyU, particularly for those enrolled in our programs, including the two majors in Data Science Analytics and Investment Science and Finance Analytics. Our students typically undertake internships in industries such as banking, finance, data science, information technology, and education. However, the skills required in these industries may not always directly align with the academic knowledge acquired from our courses. Therefore, fostering a positive attitude and effective learning techniques becomes essential. To implement the Learn-to-Learn (L2L) strategy, we require students to articulate their expectations and complete an online survey prior to commencing their internships. Upon completion of their internships, students are required to submit a reflective report and retake the survey.

The expectation document includes students' perceptions of their preparedness, encompassing the knowledge and skills they possess, as well as their expectations regarding the nature of the job and their anticipated level of achievement. The reflective report, on the other hand, details the actual tasks and experiences encountered during the internship, and how their pre-existing knowledge and skills were applied in practice. The survey comprises 30 Likert-scale questions that gauge students' agreement with statements across five key areas: motivation for learning, self-regulation of learning, learning techniques, critical thinking and problem-solving skills, and social networking.

The purpose of these assessments is twofold. For educators, these tools provide both qualitative and quantitative data, enabling us to analyse students' learning difficulties, attitudes towards learning, and other related issues that are not easily discernible through traditional assessments or course grades. Additionally, we can observe changes in students' attitudes and behaviours as they face real-life challenges in the workplace. This insight allows us to develop more effective advisory and support mechanisms for students in both academic and career-related contexts.

For students, this process offers an opportunity to set clear goals before embarking on their internships and to gain a deeper understanding of themselves through self-evaluation of their learning attitudes and behaviours. During their internships, students may realize that their academic knowledge alone may not suffice in an ever-changing industry landscape, which demands a blend of soft skills and cutting-edge techniques. These skills are often not fully covered in academic settings. The reflective report helps students to summarize their experiences, particularly in comparison to their initial expectations. The post-internship survey serves as a re-evaluation tool to assess improvements in various aspects related to learning.

L2L strategy can also be applied to academic subjects. The capstone project offers an excellent opportunity to implement the L2L strategy for academic research, complementing the workplace experience gained through WIE. Beyond submitting the final project and conducting a viva, students must also complete a reflective writing piece upon project completion. In this reflective writing, students evaluate their performance in managing project progress, overcoming difficulties, and what they have learned throughout the process. This "learning" encompasses not only academic knowledge but also research skills, self-regulation, and communication abilities. The capstone project integrates all the knowledge and skills acquired during their undergraduate studies, showcasing their capability in conducting scholarly work. Reflective writing allows students to recognize the importance of self-learning and learning skills, and to summarize the outcomes of their educational journey. The same method would also be implemented to a few DSR courses with project, but on a smaller scale compared with the capstone.

Department of Applied Physics (AP)

Students learn “learning to learn” concepts in their first year “Tomorrow’s leader” subject. Students learn how to initial plans for their development as learners based on self-reflection on aspirations and development needs. In the 2nd and 3rd year students take 2 DSR subjects: AP20002 Materials Science provided and AP30011 Solid State Physics. In the final year students are required to further strength the L2L skills through the final year projects. Upon completing the programme, students are expected to learn new things actively and independently for their career and personal life, and adapt their learning approach for an ever-changing environment. 

Before the implementation of the two DSR L2L subjects, L2L was introduced in the subject AP40009 Advanced Photonic Lab in Semester 2 2023 as a pilot run. The assessment methods and assessment rubrics are being set up for the subject. It is a small lab class, so the lecturer can assess the students through individual face-to-face interviews. The experience and materials for the L2L are given to the teaching staffs of AP20002 and AP30011. This pilot run provides a lot of reference for other AP subjects.

In the subject AP30011, a L2L assignment is given to the students. Students need to choose a topic, gather information and learn themselves. At the end, they need to answer a list of questions to review their overall L2L experience, e.g., How the topics they chose were related to their learning goals, how they planned and gathered information, how they overcame the difficulties they encountered, and what new knowledge and skills they have learned in this assignment. It is a good opportunity for them to do reflection on their learning outcomes. By reading their assignment and reflection, the subject lecturers can assess the L2L skills and learning progress of the students.

For the subject AP20002 Materials Science, students are given a group presentation assignment. They need to work together to select topics, plan, gather information and deliver a talk.  Each group has to deliver a 12-minute presentation with a 5-min Questions & Answers session. Each group member is expected to make substantial contributions to the conception or design of the presentation; or the acquisition, analysis, or has drafted the work or substantively revised it. Through this assignment, students are not only able to practice the L2L skills but also learn from each other. Learning from their peer or group working skills is also a very important skill for their future career. The L2L assignment carries around 10% of the marks of the total.

Students enjoy the new L2L assignments as they are given the opportunity to choose and learn the topics they are interested. The reflection questions allow students to review their learning experiences, performance, and direction for further improvement.

 

Department of Building Environment and Energy Engineering (BEEE)

For the subject BSE3714 Building Services Systems Design, students build their L2L knowledge and skills through learning with their peers. Students work in teams to investigate a design case project, in which they collect information, apply knowledge and skills previously learned, utilise instruments and tools and work together collaboratively to deliver an integrated system design solution. Students record their project development, group discussion, problems encountered, and corresponding solutions proposed, and document their learning in a project portfolio. Then, students review their learning and the effectiveness of their group collaboration in project progress meetings with their group supervisors. Feedback and comments will be given to promote learning motivation and engage in working productively as team members.

To promote active learning and stimulate a real-world building design environment, a web-based virtual site visit has been conducted. Since then, students can take control of their learning by self-arranging the virtual site visit based on their schedule and interests. By navigating from one machinery room to another, students closely examined and learned the technical details of the building services systems. The virtual environment encourages students to actively reflect on their learning process and identify factors for affecting their understanding of the building services systems. The interactive and immersive nature of the virtual site visit is designed to increase students' interest, curiosity and motivation for learning.

 

Department of Building and Real Estate (BRE)

In the subject BRE466, the Capstone Project is able to reflect on student's ability to plan and manage a comprehensive learning project in the subject. Student’s achievement of the programme L2L outcomes will be assessed through a final reflection demonstrating their experience and development of L2L outcomes throughout the previous academic years of study and demonstrated in the entire research process of the capstone project. They are expected to demonstrate in the reflective journal their understanding of the whole research process through synthesizing the course materials they have learnt into their personal thoughts and philosophy and how well they equip themselves for engaging in a rigorous self-determined study.    

Upon completion of the subject, the capstone project supervisors will assess students’ reflective journals based on students’ achievement of the intended learning outcomes and their learning-to-learn experience in developing a good-quality dissertation report. The reflective journal counts for 10% of the overall assessment components.

 

Department of Chinese and Bilingual Studies (CBS)

CBS has developed a versatile and unified online platform of knowledge-based and assessment-based websites to empower students in cultivating their learning-to-learn competence. 

Benchmarked with the European Union's Erasmus+ L2L protocols, the knowledge-based website (https://www.learn2learn4cbs.com/) introduces students to the philosophy and methodology of learning-to-learn (L2L) and prepares them for the formal assessment of their L2L knowledge and competence.

The assessment-based website facilitates the implementation of a longitudinal self-analysis of students' development of L2L competence across a semester (for capstone project subjects across an academic year).  Students can check their progress based on tailored recommendations generated by the system on improving their L2L competence corresponding to their questionnaire results.  In addition, students are required to view L2L videos before answering related MC questions.  Finally, after the interventions above, they must write a reflective report on developing their L2L competence.   Marks are automatically generated and uploaded to the Blackboard Grade Centre for subject teachers' evaluation (from 0 to 5 marks).

The online L2L platform is uniquely effective and flexible.  One of the hottest topics in 2023-24 was the challenge and opportunities posed by GenAI.  Students should keep abreast of their knowledge of this important trend.  In this connection, the knowledge-based platform introduces GenAI topics to students.  The assessment-based platform requires students to watch, among other videos, one video on GenAI development and one on the ethics of using GenAI, before participating in the assessment of their knowledge through MC questions. 

In addition, in their L2L reflective writing, a question was specifically asked about students' feedback on adopting GenAI in their enrolled subjects.  Students are asked to identify challenges posed by GenAI in learning, teaching and assessment (LTA), and propose solutions.  Students are encouraged to apply the knowledge acquired from the L2L platform and their hands-on experience to suggest innovative ways to address GenAI issues in LTA. 

Furthermore, their answers (ranging from 100-500 words) were automatically submitted to the CBS Student-Staff Partnership Competition for adopting GenAI in LTA.  Subject teachers recommended outstanding answers for DLTC's evaluation.  As a result, 50+ students were selected as awardees, winning tokens of recognition for their contribution.  Based on the adoption of the L2L platform, this competition is effectively responsive to the new development in higher education whereby students' L2L competence can be upgraded promptly with a sensitivity to the cutting-edge technology of GenAI.

The design of the CBS L2L platform is noteworthy on other counts.  First, because more than 1,600 students participated in the L2L assessment, the online platform is designed to automatically track the same students so that the same students across 2 or more L2L subjects will not watch the same videos or answer the same questions from the databank for assessment.  This state-of-the-art design meaningfully assists students with a fair and sophisticated assessment system.

Because of a large pool of students from CBS's popular Japanese and Korean Minor Programs, the L2L online platform has been upgraded for 2024-25.  The online platform will ask Minor Program students to answer grammar and vocabulary questions associated with their enrolled subjects.  It will monitor and track their performance (counting the number of correct and incorrect answers) and synchronously adapt to their needs by automatically offering more questions about the areas where students are weak until they achieve the optimal level of performance.  This L2L technology is truly one of a kind.

 

Department of Civil and Environmental Engineering (CEE)

The subject CSE20308 is the first DSR subject (Year 2) chosen to develop essential cognitive and metacognitive L2L skills. In this subject, an e-learning module has been developed for students to understand what L2L is and how CEE plans to develop their L2L skills throughout their study with a survey to self-evaluate to what extent they are "good learners". A release condition is set so that students must pass this e-learning module to unlock other contents on Blackboard.

The basic L2L competence is then practised in the course through the "flipped laboratory" sessions. Students are expected to watch some pre-lab videos to understand the theories and procedures behind the laboratory experiments and complete the pre-lab quizzes before attending the real lab session. This arrangement encourages students to take ownership of their learning, which is the target L2L skill that students are expected to demonstrate in Year 2.

The other L2L component in the subject is the "seminar report". Students are expected to take self-initiative in looking for a technical seminar related to the subject content and then submit a brief report on that seminar. The purpose is to help students become more autonomous learners and stimulate their development of higher-order thinking skills.

Department of Computing (COMP)

COMP1002 helps students develop themselves into self‐learners by recognising the properties of a competent problem solver to achieve the L2L outcomes.

• Problem categorization and pattern recognition: Students learn from various problems and their solutions to present real-world data in the computational world. Multiple examples are used to follow this idea such as computer games, Google maps, and graphs.
• Implementation: To practically support the idea related tasks were used as lab tasks with progressive difficulty. These lab tasks were designed for students to let them gradually learn and expand their understanding.
• Self-learning: In some labs, students are presented with optional lab tasks which are related to the topic with a bit of advanced techniques to learn from. It includes algorithms, libraries (in Python), optimization, and problem-solving in general.

COMP2021 reinforces students’ concepts in L2L and develops them into reflective learners in both university’ learning and real‐world environments. The students needed to develop a command-line-based task management system for the project. The implementation of certain required system features, e.g., the loading and saving of the tasks managed by the system, demands knowledge that was not taught in the lectures or tutorials. During the project execution, the students needed to learn new knowledge about how the features could be supported, assess the pros and cons of different designs, choose a design that best suits their overall system architecture, implement the chosen design, and adjust the design and implementation, when necessary, based on the actual result achieved.

A good practice is peer review of project design to facilitate peer learning. Students from different groups need to review each other’s designs for the course project at the end of the semester. During the review, they will reflect on how they came up with their own design and discuss the pros and cons of the designs adopted by other different groups.

COMP3511 covered professional standards (ISO, HKIE and HKCS), industry trends and development in AI ethics, information security, intellectual property, and entrepreneurship. The professionalism and ethical elements are strengthened via the invitation of an ICAC officer to introduce the real-world situation to the students to spark their thoughts. Two assignments related to AI ethics and Personal SWOT for a career requiring research and introspection were given. The group project presentation trained students in the real situation of the workplace to propose solutions for different open thematic problems to reduce the ethical risks. The students demonstrated their understanding of ethics and codes of conduct in real-world scenarios.

COMP4913 leads students to plan, manage and implement a project. Students will have to learn by themselves additional skill sets and technology about the needs of their projects, beyond those covered in their compulsory and elective subjects. In certain projects in which a group of students are working together, they will learn the knowledge as well as share the knowledge among themselves, namely, self-teaching and teaching others.  Their cumulative ability will be revealed by the project outcomes, as assessed by the supervisor and assessment panel, and their self‐reflection in the project report.

One fruitful good practice in Capstone Project is the encouragement of inter-departmental Capstone Project, where students will need to employ their knowledge in computer science to solve problems in other disciplines. For example, in the past year, COMP has worked with BME to supervise students under the topic of "Rescuing Robotic System with Integrated Flying Drone and Land Rover." Students need to self-learn out-of-domain knowledge, e.g., robotics and mechanical engineering, and self-explore problem-solving. The student obtains very good performance showing good achievement in L2L.

Department of Food Science and Nutrition (FSN)

In the first year, students are encouraged to explore their aspirations and set clear, achievable goals. This is the time to create a Personal Development Plan (PDP) that outlines academic, personal, and professional objectives. For instance, students might set goals to achieve a certain GPA, join a relevant student organization, and explore a particular area which they are interested in. To support this, students can attend workshops on goal-setting and time management, and regularly meet with their Academic Advisor to discuss progress and make necessary adjustments to their PDP. By the end of Year 1, the student should have a well-defined plan that serves as a roadmap for their university journey.

In the second year, the focus shifts to learning at university. Students should reflect on their learning development needs through the one core Discipline-Specific Requirements (DSR) subject, Introduction to Food Science. During this year, the student should actively engage in reflective practices, such as maintaining a learning journal to document challenges and successes in their coursework. They can also participate in study groups and seek feedback from professors to enhance their understanding of the subjects. The Academic Advisor plays a crucial role in guiding the student through these reflections, helping them identify areas for improvement and strategies to overcome obstacles.

In the third year, the focus of L2L shifts to learning in a professional context. This is a pivotal year for students to develop as reflective professionals. Students might have undertaken a work placement or internship with a food safety laboratory or a food product development company. During this placement, the student should apply theoretical knowledge to real-world problems, reflecting on their experiences and learning outcomes. They can keep a professional development journal to record insights and feedback from supervisors. Students should reflect on their learning development needs through another core subject, Food Analysis Laboratory. Regular meetings with the Academic Advisor will help the student integrate these professional experiences with their academic learning, preparing them for their future career.

In the final year, students demonstrate their L2L ability through the Capstone Project. This project not only tests their learning skills but also provides an opportunity to reflect on their entire L2L journey. Students might choose to research the impact of different preservation methods on the nutritional quality of food products, drawing on knowledge and skills acquired throughout their degree. The student should approach the Capstone Project methodically, setting clear objectives, conducting thorough research, and seeking regular feedback from their supervisor. Throughout the project, they should reflect on their learning process, identifying strengths and areas for further development, and submit a reflection as part of the project report.

 

Department of Industrial and Systems Engineering (ISE)

In response to the growing need for comprehensive support in students' academic journeys, our department has developed and implemented the Academic Advising and Learning-to-Learn Management System (ALMS). This system is designed to enhance students' learning experiences by providing personalized academic advising and fostering essential learning-to-learn skills through continuous assessment and feedback mechanisms.

Continuous Assessment and Feedback Mechanisms

The key component of ALMS is its continuous assessment and feedback mechanisms, which ensure that the system remains responsive to students. Every student needs to record their Learning-to-Learn (L2L) experiences using ALMS, which contributes to a continuous assessment. This assessment is conducted by the Academic Advisor and includes the following elements:

1. Personal Development Plan: Students must complete a personal development plan for the subject APSS1L01 in the Introduction stage. This plan outlines their goals, strategies, and milestones for their academic journey.
2. Reflective Writings: Students need to prepare reflective writings in the Introduction and Development stages. These reflections help students to critically evaluate their learning experiences and identify areas for improvement.
3. Records of L2L Activities: Students must maintain records of what they have done or experienced so far in developing as lifelong learners, for example, participation in workshops, engagement in extracurricular activities, and any other relevant experiences.

Impact and Outcomes

Since its implementation, ALMS has had a significant positive impact on student outcomes. Students who have engaged with the system report a higher level of academic confidence, improved study habits, and greater satisfaction with their academic experience. Advisors have also noted an increase in student engagement and a more proactive approach to academic planning.

Conclusion

The ALMS represents a significant advancement in our department's efforts to support students' academic success, which integrates personalized advising and continuous assessment and feedback. ALMS provides a comprehensive and responsive support system that empowers students to take control of their learning journeys. As we continue to refine and expand ALMS, we remain committed to fostering an environment where every student can thrive academically and personally.

 Department of Logistics and Maritime Studies (LMS)

In the subject LGT3016, to support students this module, which covers international trade, maritime economics, and shipping operations, I introduced a reflective essay assignment aimed at enhancing their L2L skills. The primary objective of this assignment is to encourage students to engage deeply with the course content, fostering a thorough understanding of complex concepts and their practical applications.

The assignment begins by prompting students to revisit their learning experiences throughout the module and reflect on key aspects such as what they learned, what these learning experiences meant to them, and how they plan to apply this knowledge in real-world scenarios. This reflective process is designed to help students bridge the gap between theoretical concepts—such as international trade regulations and shipping operations—and practical outcomes like optimizing supply chain efficiency or understanding global economic impacts.

For instance, reflecting on "What did you learn?" allows students to consolidate their understanding of critical topics like maritime economics or shipping operations. By summarizing their knowledge, students can better organize and internalize the material, making it easier to apply in future professional contexts, whether in port management, shipping logistics, or international trade policy.

The question "What does this learning experience mean?" encourages students to explore the significance of their newly acquired knowledge in a broader context. Students might reflect on how understanding the economics of maritime transport can shape their perspective on global trade patterns or how mastering shipping operations could influence their approach to logistics management. This deeper reflection helps students recognize the value of their education and its potential impact on their career trajectories.

Finally, students are asked to consider "How will you apply your learning?" This aspect of the assignment is crucial in bridging the gap between theory and practice. Students are encouraged to think critically about how they use the insights gained from the module in real-world scenarios, such as developing strategies for efficient port operations, navigating international shipping regulations, or applying maritime economics principles to optimize trade routes. This forward-looking approach ensures that students not only grasp the material but also see its relevance and utility in their future careers.

For the Capstone Project subjects, students are expected to attend the seminars, and then develop their capstone project proposal by themselves. They are taught to learn from the seminar content to learn further about the respective knowledge as required by their project supervisor. Each student needs to contribute to the learning process as they need to discuss and prepare the required Capstone Project Finalized Proposal, Capstone Project Progress Report and Capstone Project Final Report and Presentation. Starting from the first seminar, students are taught all the useful tools and tips to learn further systematically. They are trained to be L2L as they are taught the need for self-learning and managing their project from the beginning to the completion with two seminars. They are trained with the need to learn to acquire their best learning skills as the project must be completed with their effort to learn and tackle the problem. For example, for seminar 1, all students are given a page to write down the research area of their supervisor to learn from their supervisor's expertise area. This helps the students to fully understand the need to learn proactively from their supervisor other than their project details to be working out since 2022/23.

 Department of Mechanical Engineering (ME)

The educational approach implemented in these subjects reflects a holistic strategy to foster L2L among students. Key elements include a practical teaching style that integrates real-life examples to demonstrate the application of knowledge in problem-solving scenarios. Regular discussion sessions and tutorials deepen students' understanding of engineering challenges, while assessments like tests and assignments help gauge learning progress. Encouraging students to embrace mistakes and learn from them cultivates a growth mindset. The instructor's commitment to ongoing improvement through collaboration with peers, industry professionals, and alumni ensures up-to-date knowledge alignment with market demands.

In the product development design engineering subject, students are immersed in real-world challenges, emphasizing problem identification, data analysis, and innovative solution crafting. Communication skills are honed for effective presentation of design outcomes. Team-based learning simulates a professional environment, with instructors transitioning to facilitators to guide students through the design process independently.

The Final Year Capstone Project pushes students to innovate within engineering boundaries, particularly focusing on sustainability challenges. The emphasis on creative thinking beyond textbooks is evident in projects addressing clean energy and environmental concerns. The recognition received by exemplary projects underscores the impactful nature of these initiatives.

To support students' learning journey, a structured system involving logbooks, interim reports, and various assessments enhances progress tracking and skill development. Project contribution summaries and peer assessments promote self-awareness and role understanding. Flexibility in proposing and adjusting projects aligns with students' interests, fostering ownership of their learning path. Collaboration with faculty beyond supervisors and engagement in Co-op programmes provide practical experience and industry insights. Regular meetings with industrial partners and supervisors ensure continuous improvement and alignment with evolving industry needs. Feedback loops from supervisors inform course enhancements, ensuring a dynamic and responsive educational environment.

 

Department of Marketing and Management (MM)

MM has taken a progressive approach that deepened the L2L level as students progressed in their programmes. At Level 1 (i.e., freshman year), we focused on three basic objectives: (1) to engage students in exploring the L2L concept; (2) to help students recognize the importance of L2L through the reflection on their aspirations and developmental needs; and (3) to help students make initial plans for their development as learners. Through a blended approach, students were introduced to the concept of L2L and a model with which they can review and plan their development to be effective learners. They were encouraged to explore the connections between their aspirations and university study and to engage in guided reflections to review their developmental needs. This provided students with a basis to formulate an initial personal development plan. At Level 2, we deepened students’ understanding of the six interrelated dimensions of L2L ability through a reflective essay designed to help them identify their strengths and weaknesses in learning, thus planning for effective learning. Upon the completion of the tutorial activity and reflective essay, students should be able to consciously in a sustained process to become a more autonomous, effective and adaptive learner. At Level 3, students were already deep in their major studies. Reflective writing in DSR subjects was designed to foster a deeper understanding of learning processes within their chosen professional context. For instance, in MM3111 (Human Resource Management), the reflective exercise not only allowed students to evaluate their learning and the need for continual learning and self-improvement in pursuit of self-determined goals but also integrated recent HRM developments from local and international media, enriching the learning experience. In MM3721 (Consumer Behaviour), students were encouraged to apply what they learned to other subjects and daily life contexts. When applying what they had learned, students could further articulate and had a deep understanding of the subject matters based on their first-hand learning experiences. This learning-application-reflection cycle contributes to the development of students’ lifelong learning. Finally, at Level 4, through the Capstone Projects, students utilized their L2L ability, such as cognitive skills and social skills, in completing their project. At this stage, L2L was about equipping students with professional skills, critical thinking, problem-solving and time management capabilities such that they would be ready for learning plans and new challenges in the future. This was the juncture where students performed a systematic review of their learning since they joined the programme, bridging their classroom learning into professional development through a lifelong learning mentality. Through this progressive approach, we gradually eased students into considering learning as a multifaceted and continuous process – and the ability to keep on learning being more critical than the knowledge they already accumulated in university, especially in an age when much knowledge would be readily available through Generative AI.

 

Department of Rehabilitation Sciences (RS)

RS has taken significant steps to support students in implementing the "learning to learn" (L2L) strategy in clinical education. Our focus has been put on empowering clinical educators (CEs) to facilitate students' self-learning and development. Initially, we conducted a meeting to introduce the L2L strategy to the CEs, emphasizing the importance of preparing students to become independent problem solvers and lifelong learners.

To promote self-directed learning, our CEs have employed various strategies. One of these strategies involved establishing a WhatsApp group for students. This platform allowed students to share independently researched materials, fostering collaboration and knowledge exchange among peers. The interactive space created a sense of community and encouraged active engagement with the subject matter. Students were motivated to search for and share materials as they observed others doing the same.

Additionally, some CEs assigned students to write daily journals to reflect on their learning experiences. Journaling encouraged students to explore their thoughts, insights and challenges encountered during the clinical placement. This practice enhanced self-awareness and enabled students to critically analyze their experiences, identifying areas for improvement. CEs provided feedback on these journals, guiding students and deepening their understanding of their learning journey during daily discussion sessions.

A commonly utilized approach was the inclusion of a self-reflective presentation toward the end of the placement period. Students had the opportunity to showcase what they had learned throughout their placement, outlining key concepts, skills, cases and experiences gained. This exercise reinforced understanding and encouraged students to consolidate their knowledge and skills, fostering a sense of accomplishment and confidence.

Furthermore, students were provided with a structured form to continuously record the types of patients they encountered, assessments performed and management strategies implemented. This form served as a logbook, documenting their clinical experiences and interventions. At the end of the placement, students presented this form to their CEs, who reviewed and discussed their entries. The process of recording and evaluating interventions offered a valuable opportunity for students to critically assess their performance, identify areas of strength and improvement and consider alternative approaches. It motivated them to seek out relevant materials for self-learning, enhancing their understanding and refining their practices.

In summary, our department actively supports students in implementing the L2L strategy in clinical education. By equipping CEs with the necessary tools and strategies, we foster an environment that encourages self-directed learning. Through platforms like the WhatsApp group, reflective journaling, self-reflective presentations and structured logbooks, students are empowered to take ownership of their learning, develop problem-solving skills and cultivate a lifelong commitment to learning and professional growth. These initiatives enhance students' knowledge and skills while nurturing their ability to adapt to new challenges, think critically and become lifelong learners in the field of clinical education.

 School of Fashion and Textiles (SFT)

 SFT has implemented L2L elements in the curriculum in the programme BA (Hons) in Fashion and Textiles. In Year 2 and Year 3, two core DSR subjects in each specialism are selected to reinforce students’ development in reflecting on their learning needs. This structured approach aims to cultivate a deeper understanding and engagement in their respective fields, fostering reflective professionals equipped to navigate various learning environments.

In Year 2, the Learning to Learn (L2L) framework is implemented in the subject ITC2206T Techno Fashion Products. This subject is designed to enhance students' learning ability for deep understanding within a professional context. It aims to engage students as reflective professionals across different learning environments. In this subject, students are exposed to various frontier designs, technologies, market trends, and developments in fashion products. They also explore cutting-edge advancements within the industry. To facilitate this, various student activities are arranged to provide experiences at different levels of understanding. These activities encourage students to apply higher-order thinking skills to deepen their understanding of new technologies and innovations. Additionally, students undertake an integrated design project, which serves as a platform to reflect on their approach and experience in developing and utilizing their cognitive skills to understand the subject matter comprehensively.

In Year 3, the L2L framework is implemented in two subjects: ITC3042T Professional Language Skills and Project Preparation (by Thesis) and ITC3228D Professional Language Skills and Project Preparation (by Collection). These subjects aim to develop students' skills in managing their motivation for learning and the emotions that influence their learning development. The subjects are collaboratively developed and delivered by the staff from ITC, CLC, and ELC, providing a diverse learning scenario that helps students identify factors that motivate and demotivate them. Students are required to identify project areas of interest, prepare project proposals in a clear, systematic, and persuasive manner, and deliver presentations. Throughout this process, students are guided to reflect on their motivation for learning and their ability to collaborate with others. This reflective practice helps them understand their learning journey and the factors contributing to their academic and professional growth.

In Year 4, the final year project serves as a critical assessment of students' L2L abilities. The subjects ITC4056T Final Year Project by Thesis and ITC4215D Final Year Project by Collection incorporate the L2L framework to ensure students can plan, manage, and evaluate their projects effectively. Students are required to undertake a comprehensive project, which they plan and manage independently. They then evaluate their performance through reflective writing, guided by a self-assessment rubric. In their reflective writing, students are expected to discuss three key areas: (1) How they have utilized their L2L abilities in completing their project; (2) Their learning growth since their first day at university; and (3)Their readiness and learning plans for new challenges in the future. This reflective exercise not only assesses their current capabilities but also prepares them for continuous learning and adaptation in their future careers.

 

School of Hotel and Tourism Management (SHTM)

In the context of the subject HTM 2323, "Managing Organizations in Hospitality, Tourism, and Events," which is a first-year subject offered to students with limited exposure to the industry, a reflective assignment has been successfully implemented to support students in Learning to Learn (L2L) development. This approach addresses the dual challenge of enhancing students' understanding of industry expectations and fostering self-awareness regarding their learning and development needs.

The reflective assignment forms a central part of the assessment strategy and is intricately linked to the School of Hospitality and Tourism Management (SHTM) Career Day. This event provides students with a unique opportunity to engage directly with industry professionals, gaining insights into real-world practices and expectations. Through this engagement, students are encouraged to align their academic learning with the demands and expectations of the industry, thereby bridging the gap between theoretical knowledge and practical application.

Following the Career Day, students are required to produce a self-reflection report. This report serves as a tool for students to critically evaluate their learning progress, drawing upon the knowledge and skills acquired in the classroom and during their interactions with industrial professionals. The reflective report is designed to prompt students to introspect on their personal learning journey, encouraging them to identify their strengths, weaknesses, and areas for improvement.

A key aspect of the reflective practice is the emphasis on the management of various assets essential for effective learning, including social, material, motivational, and emotional resources. By encouraging students to develop strategies to optimize these assets, the assignment fosters a proactive approach to self-directed learning. This reflective exercise not only promotes the recognition of continuous learning as a critical component of managerial success but also empowers students to take ownership of their learning process.

The benefits of this reflective assignment extend beyond the immediate academic environment. By engaging in a process of self-assessment and goal setting, students develop essential skills for lifelong learning, such as adaptability, critical thinking, and self-motivation. These skills are crucial for thriving in the dynamic and ever-evolving fields of hospitality, tourism, and events management.

Moreover, the reflective assignment reinforces the theoretical concepts taught in class by encouraging students to apply these concepts in real-world scenarios. This approach effectively bridges the gap between academic learning and industry practices, fostering a culture of continuous self-improvement and professional growth among students.

In conclusion, the implementation of a reflective assignment in HTM 2323 represents good practice in supporting Learning to Learn (L2L) among first-year students. By integrating industry engagement with reflective practice, the course not only enhances students' awareness of industry expectations but also equips them with the tools and mindset necessary for continuous self-improvement and success in their future careers.

 

School of Nursing (SN)

Since 2021, self-regulated learning (SRL) has been tested in two undergraduate subjects as part of the Learning and Teaching project. Student feedback has indicated that they value the use of SRL and the practice in these subjects. They appreciate autonomous decision-making when setting the focus of the project and service. Students felt they had more control over the learning content and could better attain success in their learning. They expressed greater interest in exploring the related issues and attained satisfaction through active engagement in the learning process.

The students also reported that the elements of the SRL approach helped them achieve higher academic performance. Students have become more conscious of seeking approaches to improve their learning effectiveness and attain higher performance.

After the project commenced, the SRL approach was incorporated into the subject SN435 Honour Project to help students enhance their performance. Based on the findings from the teaching and learning project, the subject team developed a three-phase self-regulated learning approach guideline to support students in preparing their final year project.

 

School of Optometry (SO)

In the subject SO4004, The Clinical Competency Exam (CEE) is a major formative assessment for our department that allows students to start their clinical placements. Typically administered during the 3rd year as an integral element of the Clinical Optometry 4 course, this examination holds significant weight in evaluating students' readiness for the practical application of their theoretical knowledge.

To help students with less clinical competency, this year, the course added a new L2L component by incorporating mock exams for those who failed their first CCE attempt before their second attempt. During the mock exam, students served as examiners for their classmates.  This was valuable to students’ learning as they were able to experience the assessment from the examiner’s perspective.

Participating in mock exams enhanced students' assessment skills and understanding of evaluation processes. Taking on the role of examiners provided valuable insights into performance assessment, enabling self-identification of areas for improvement.

The peer feedback system in mock assessments fostered a collaborative learning atmosphere. By utilizing classmates' feedback, students addressed shortcomings, corrected errors, and refined clinical competencies, preparing effectively for the actual evaluation. This interactive process not only deepened comprehension of assessment criteria but also cultivated a culture of ongoing enhancement and peer-assisted learning.

In the subject Public Health Optometry (SO4037), students were asked to review on the topics they have learnt and reflect on their developmental needs as optometrists in the future and roles as a primary eye care provider in the community. By engaging in reflective writing, students critically analysed their learning experiences and developed self-awareness. They evaluated the major healthcare issues relating to the optometry profession and established strong values of social responsibility and active citizenship.