Through our long-term relationship with teachers across the country, it was identified that teachers felt a high level of anxiety about truly understanding the curriculum and how to bring it to life in classrooms teaching students aged 5 – 15 years. The two priority focus areas were identified as ‘Computational Thinking’ and ‘Designing & Developing Digital Outcomes’. The announcement in May 2017 required teachers from K1- K10 to comprehend a new curriculum area that was unfamiliar and technical. The New Zealand Minister of Education announced the intention to adopt ‘digital technologies’ as a new priority area in education, adding to literacy and numeracy. An annual fair is held for new pre-service teachers and alumni to meet with community partners for exchanging ideas, thereby promoting sustainability in their own fields and quality assurance. They create multiple platforms for partners to collaborate with them and one another. Ongoing reflective practice is promoted using multiple modalities (written, photo voice, poster conferences, debriefing) to connect students’ experiences. In a grade-conscious culture, the project creators choose to emphasize learning ‘processes’ over grades so all courses are pass/fail (no grades) they want students to see the purpose of serving the community above individual grades and marks. This compulsory, credit-bearing EL curriculum across all ITE programmes was the first example in Hong Kong and south-east Asia. Through the establishment of a mandatory EL curriculum for all new teachers on its preparatory courses, this project seeks to promote a third layer of learning in teacher education, making the community outside the university an inter-space for reciprocal knowledge building and the source of multiple learning opportunities for teachers-to-be. It aims to re-think how teacher education can adapt to a rapidly changing and unpredictable global context while bringing benefits for the teaching profession and the wider community. This project was set up by a small Experiential Learning (EL) team at the Faculty of Education at the University of Hong Kong in 2016-17. These ladders are linked to a series of graded fun activities which enable students to learn from things around them and from real life experiences. Government curricula are adapted for local context and organized into smaller meaningful modules called ‘RiVER Learning Ladders’. ![]() The RiVER model, an Activity Based Teaching (ABL) pedagogy allows teachers to handle classrooms in a creative way. In response to these challenges, RiVER initiated a network of schools (Rishi Valley Rural Outreach Project) and developed the School in a Box curriculum as well as the RiVER MGML pedagogy. Consequently, millions of children suffer in these joyless schools resulting in low-levels of learning, rampant absenteeism and high drop-out rates. Teachers in such a classroom are expected to manage diverse learners albeit with inadequate preparation and training. There is considerable variation between the ages of children, their academic competence, the study materials (mostly in the form of textbooks), and the grades they belong to. A multi-grade, multi-level (MGML) classroom comprises children of different ages and varying abilities belonging to different grade levels. In developing countries, many primary schools (Grade 1 to 5) in India rural areas are of a multi-grade, multi-level nature. Outcomes We believe that VPL will gradually replace the traditional less authentic forms of PBL. VPL has been used on a trial basis in Qatar, Lebanon, the UAE, Italy, and France. Virtual patient learning can be used in two modes: a ‘learning’ mode and an ‘evaluation’ mode. Feedback is given through the simulated patient’s comments. ![]() ![]() The patient in the scenario is played by a professional actor who is trained to simulate variable moods, attitudes, and emotional responses through verbal and non-verbal communication (body language, facial expressions, and tone of voice). The interaction takes place in real time and each decision taken by the learner instantly affects the reactions of the patient, just as it would in real life. The Project Virtual patient learning (VPL) is an online simulation system, based on artificial intelligence and pre-recorded movies, in which the learner plays the role of a physician who confronts a (simulated) patient. This format of delivery, lacks the authenticity of a patient encounter. A problem is usually presented to students in paper form or in a digital format. Problem-based learning (PBL) is an important educational strategy, adopted and contextualized in many medical colleges.
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