Amplifying a Discovery-enriched Curriculum: Process and Outcomes

By Paula Hodgson.

Published by The International Journal of Pedagogy and Curriculum

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Article: Print $US10.00
Article: Electronic $US5.00

All universities in Hong Kong have adopted outcome-based education in recent years, and programmes have been structured to align with their teaching, learning and assessment activities. In line with this trend, academics in the City University of Hong Kong are encouraging students to adopt a discovery-and-innovation mentality so that they are better prepared for a changing world. Across the programmes, students are provided with multiple opportunities to explore and experience their subjects so that they can develop professional skills and knowledge, with the possibility of finding innovative solutions for society’s future problems. This implies that the teaching culture must shift from the traditional teacher-centred paradigm to a discovery-focused approach so that learners can be challenged to employ higher-order thinking when they are required to solve complex real-world problems. To achieve this outcome, students need to participate actively in learning tasks and develop proactive learning habits, including acquiring an inquisitive mindset that challenges pre-existing assumptions, engenders curiosity and experimentation, and encourages self-reflection and a creative response to problems. This paper will discuss the process and challenges of building, such as a discovery-based learning culture.

Keywords: Outcome-based Education, Discovery Learning, Curiosity, Authentic Learning Experience, Creativity, Innovation

International Journal of Pedagogy and Curriculum, Volume 19, Issue 1, pp.97-103. Article: Print (Spiral Bound). Article: Electronic (PDF File; 198.999KB).

Dr. Paula Hodgson

Senior Education Development Officer, Education Development and Gateway Education, City University of Hong Kong, Hong Kong, Hong Kong

Paula Hodgson is Senior Education Development Officer advocating effective and has experience in staff development in Hong Kong and New Zealand. She has been researching the use of learning technologies for learning, teaching and assessment in higher education for over a decade. Her current research interests are discovery-focused learning experience, first-year university assessment experience, formative assessment, developing generic and professional competence through authentic and virtual learning environments, and case-based teaching and assessment.