In this video, Dr Tsui Yan Cho, Joe, explains how the 6-P pedagogy enhances learning and teaching in COU4031: Career Counselling by effectively integrating generative AI. The 6-P model transforms AI from a shortcut into a scaffold that supports critical thinking and self regulated learning. By embedding AI into employability narratives, CV and cover letter development, and theory to experience mapping, students learn to critically evaluate AI outputs, verify sources, and keep their authentic voice. Dr Tsui also emphasises safeguards such as source verification, prompt design, and human rewriting to ensure rigour and originality. This video provides valuable insights and practical strategies for leveraging AI to foster reflective, theory driven, and evidence based learning.
Senior Lecturer and Associate Head, Department of Special Education and Counselling
In this video, Dr Patrick Yun introduces the transformative world of reflective video-based pedagogy. By utilising platforms like YouTube and Flip, this method of teaching, endorsed by scholars like John Dewey and Donald Schön, fosters reflection, collaboration, and active engagement, creating a dynamic and immersive learning experience. The video explores how video content enriches understanding and how the reflective component encourages learners to contemplate, analyse, and synthesise knowledge. Dr Patrick Yun explains how this pedagogy promotes self-regulated learning and enhances critical thinking, team building, and problem-solving skills. Practical insights on implementing reflective video-based pedagogy effectively, including considerations for time, assessment, constructive feedback, guidance, support, motivation, and team cooperation, are also provided. Join this educational journey as Dr Patrick Yun embraces the evolving landscape of education and fosters a culture of reflection and active learning in classrooms.
Senior Lecturer, Department of Curriculum and Instruction
This video shows how Dr Ricci Fong combined technology-enhanced pedagogy with customised eLearning resources to redesign students’ learning experience. It also highlights the need to customise the design of eLearning resources based on students’ needs, and how synergising pedagogy and technology can provide an effective means for catering to student diversity in the new normal.
Assistant Dean (Learning and Teaching), Faculty of Education and Human Development
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