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Hsiao-yun Chan
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'Not everything that can be counted counts, and not everything that counts can be counted.' - William Bruce Cameron
'Not everything that can be counted counts, and not everything that counts can be counted.' - William Bruce Cameron

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And then there are the "elearning" templates you're forced to use, regardless of the subject or LOs.

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In her letter to Sweet, Elbakyan made a point that will likely come as a shock to many outside the academic community: Researchers and universities don’t earn a single penny from the fees charged by publishers such as Elsevier for accepting their work, while Elsevier has an annual income over a billion U.S. dollars.

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Reading an article like the one recently published by the Straits Times (More schools tap tech tools for learning [archive]) should raise critical questions instead of blind acceptance. For example: How many of the 360 mainstream schools in Singapore do…

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SET are the familiar devil. Habits are hard to change. Alternatives (reviewing teaching materials, peer observation, surveying past students, and others) are more expensive and time-consuming, and this cost falls on faculty and administrators rather than on students. The mere fact that SET are numerical gives them an un-earned air of scientific precision and reliability. And reducing the complexity of teaching to a single (albeit meaningless) number makes it possible to compare teachers. This might seem useful to administrators, but it is a gross over-simplification of teaching quality.

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