Bloc IV: L'environnement naturel et de l'interaction avec les humains Unité 9. Activité géologique externe sur Terre
FOMENTO DE LA LECTURA. COMPRENSIÓN LECTORA
2. Otros aspectos de relevancia 1. Los ambientes lectores
The findings in this section will be presented separately for the most important documents
including the module of Creativity, Action and Service (CAS), Integrated Studies (IS) and
Final Year Project (FYP) and student internship namely Student Attachment Programme
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Creativity, Action and Services (CAS)
All full-time first year students are required to commit 60 hours to the module of Creativity,
Action and Services (CAS), a personal development module with the following aims:
• develop creativity and acquire apply skills within business and commerce
• achieve self-reliance in learning by developing the abilities of self-study, independent learning and good organisational skills, to achieve a specified target
• appreciate that the successful completion of a task involves a multitude of competencies in behavioral and key skills, and also an academic understanding of the
subject area associated with the task
• develop the interpersonal skills and abilities required in teamwork, to achieve a specified target through practical investigative and/or development work
The course encourages students to pursue their own interests, be responsible for lifelong
learning, and gain independence.
The integrated experiential learning enhances students’ exposure to the community.
Students form groups of five to start a community project. To ascertain the effectiveness of
this module, evaluation was conducted in June 2004 with 16 completed evaluation forms
received from students. Findings indicate that knowledge and skills acquired, such as
communication skills and problem solving skills, form a vital part of learning and can be
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community project. The most important finding was that students were aware of helping
other people. Students also learn from project supervisors or community social workers.
Some further comments extracted from open responses questions as follows:
Student 1: “CAS has given me a chance to do something that I haven’t tried before”
Student 2: “C”,“A”, “S” are important and useful for us, but it is difficult to finish at
least 50 hours in 3 months. We haven’t got enough time to complete it.”
Student 3: “So far, it is good enough.”
Final Year Project (FYP)
The project-based learning approach adopted here is applicable to all final year students.
Students complete a group project in an area of special interest relevant to their studies.
Students are required to commit 60 hours to the project which last for one academic year,
making use of knowledge already learned. Students choose either a research project or
virtual enterprise project. Various guidelines, methods and tasks are used to assess students’
performance, including individual reports, oral presentations and business plans. Students
are fully aware of performance indicators, so understand the requirements to be met. The
96 Table 7: Assessment criteria for presentation
A. Plan, Agenda & Structure (10)
Prompt: structure with a beginning, middle and end; logical sequence of information; evidence of preparation and rehearsal.
B. Content (30)
Prompt: quality of script, depth of coverage; accuracy, completeness, conciseness, spelling and grammar. C. Audience Contact (10)
Prompt: ability to generate interest in an audience about the topic and hold attention throughout; ability to establish and maintain eye contact with the audience without referring to notes.
D. Effectiveness of Visual Aid (10)
Prompt: ability to help explain and reinforce screen text and presentation; use of a variety of quality visual aids.
E. Speed, Pitch, Vocabulary, Volume…..(10)
Prompt: ability to speak clearly, audibly, and at the right speed. F. Q & A Session (25)
Prompt: ability to answer questions accurately. G. Time Limit (5)
Prompt: Presentation is completed on time.
Source: HKIVE, Student Project Guide 2007
This project work enhances social and interactive skills gradually, such skills constitute
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Integrated Studies (IS)
All full-time first year students are required to commit 60 hours in taking the module of
Integrated Studies (IS) which enables students to develop and strengthen their core business
competencies and personal qualities. The course objectives are as follows:
• develop creativity and apply skills within business and commerce
• achieve self-reliance by developing self-study, independent learning and good organisational skills focused on the achievement of a specified target
• appreciate that the achievement of a task involves a multitude of competencies, behaviours and key skills, in addition to an academic understanding of the subject area • develop the interpersonal skills and abilities required for teamwork to achieve a specified target through practical investigative and/or development work
Skills such as personal skills, self-reliance and interpersonal skills are acquired. Group
project work is integrated in this subject to enable students to familiarise themselves with
virtual business operations and electronic-banking with support from the Hong Kong
Network of Virtual Enterprises. Academic knowledge and IT skills are enhanced gradually.
Occasionally, professional speakers are invited to deliver talks on stress management,
environmental issues and civil education and these visits broaden students’ knowledge and
outlook.
In 2005 academic year, a sample group of 40 students provided feedback and 36 evaluation
98 Table 8: Integrated Studies research findings
Questions IVE Rating out of
7 point scales (N=36) 1. The study materials (handouts, study guides, textbooks, on-line resources,
reading list) were helpful.
4.83 2. The homework, projects, assignments and tests were relevant and helped me to
learn.
4.81
3. The lessons were well prepared. 4.9
4. Explanations at the lessons were clear and helpful to my learning. 4.77 5. The class was managed effectively and the learning atmosphere was good. 4.71 6. I was encouraged to ask questions and take part in discussions and other
activities in the class.
4.77 7. I was provided with helpful feedback on my work (e.g. on my assignments,
homework, practical work, and general progress).
4.63 8. I was cared for and given help with my work as needed. 4.81 9. Overall, I learnt a lot from this module. 4.79 10. Overall, I would rate the teaching as good. 4.79
Source: HKIVE (2006b), Student Feedback Questionnaire Survey (SFQ)
All of the above scores are in the top third of possible responses, indicating general
satisfaction across all these dimensions.
Student Attachment Programme (SAP)
In conjunction with industry, training opportunities are provided for students and 200 hours
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designed for second year students to gain practical experience in career development, and is
known by its new name of the Workplace Attachment Scheme since the 2007 academic year.
By establishing and maintaining close relationships with industry, the department aims to
enhance student exposure to the business community and encourage the application of
knowledge and skills to the business environment (HKIVE, 2007c). Parents’ concern about
students’ education often focuses on future earning power and career prospects, and this
programme helps students understand careers and prospects. To ascertain the effectiveness
of this programme, employers were asked to help appraise students’ performance upon
completion of the programme. From the Business Promotion and Event Management
(BPEM) course in summer 2004, only 28 out of a total 80 students (appropriately 32 %)
joined that summer’s internship. Students are evaluated in nine areas: discipline, self-
confidence, responsibility, work attitude, learning attitude, work competence, language
proficiency, interpersonal relationship and communication. The data revealed that 87% of
employers rated our students’ performance as excellent or good.
Employers’ comments on the benefits accruing to students are summarised below: • Generate much more ideas
• Continuous exposure to market knowledge and implementation will be helpful to careers
• Learn how to relax and face new challenges with self-confidence
• Acquire more knowledge and more practical experience in promotional programs • Enhance the creative thinking elements in event management
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Employers noted certain employability skills such as self-confidence, time management
skills, creative thinking and market knowledge that students needed to improve in order to
face new challenges. All these skills form a vital part of learning.
Summary
In summary, the following table summaries the time allocated for personal development
education:
Table 9: Contact hours in personal education
Creativity, Action and Service
Integrated Studies Final Year Project Student Attachment Programme (Optional)
60 hours 60 hours 60 hours 200 hours
Students’ responses from CAS module and comments from employers for SAP regarding
the personal education are positive. Skills can be enhanced through group work as noted in
FYP and IS. Different teaching strategies are applied in delivering personal education as
discussed: service learning in CAS, project-based learning in the FYP, self-learning in IS
and workplace learning in SAP.
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