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