Programme Learning Outcomes
On completion of the Programme, participants are expected to be able to:
- describe international developments in the VPET and current learning and teaching initiatives in the VTC;
- devise appropriate pedagogical strategies in the VPET classrooms and workplace learning environment;
- facilitate students' learning by adopting technologies, pedagogies, collaborative learning and inclusive approaches;
- reflect upon one's teaching practice in the VPET as part of professional development; and
- network with teaching and instructing staff from different operational units of the VTC for collaboration and sharing of good practices.
Programme Structure
The Programme comprises five modules and adopts a blended learning approach to enable flexibility and encourage the use of technologies in learning. Self-paced learning including e-learning is provided in addition to synchronous learning to enrich participants' learning experience. There are 7 hours of synchronous learning and 11 hours of self-paced learning. The total number of CPD hours is 18.
Completion Requirement
To complete the Programme, participants are required to complete all five modules. A certificate of completion will be issued upon fulfillment of the above requirement.
Participants may apply for exemption of some modules if they have successfully completed required module(s) or equivalent(s) before. The exemption will be granted based on the relevancy and currency of the module contents.
To apply for module exemption, participants should submit an application form together with the relevant syllabus and completion proof to the CLT via the Handling Officer of their respective Operational Units two weeks before commencement of the module. For more details, please approach the Programme Coordinator.
Module Description
This module enables participants to be acquainted with international development of Vocational and Professional Education and Training (VPET) as well as current learning and teaching initiatives in the VTC. Participants will explore the challenges of implementing the current learning and teaching initiatives and develop pragmatic and practical teaching methods for a positive impact on students' learning.
On completion of the module, participants are expected to be able to:
- describe development of VPET in Hong Kong and other countries,
- recognise the VTC's Strategic Plan in relation to current development of learning and teaching,
- recognise characteristics of current students regarding concepts of careers and vocational training, and
- reflect on and select appropriate teaching methods to enhance students' learning.
This module enables participants to further develop pedagogies and applications of Workplace Learning and Assessment (WLA). Besides, this module further discusses pedagogies using Project-based Learning (PBL), Design Thinking (DT), 3Cs (Communication, Collaboration and Curation) with community project examples. Quality Assurance (QA) practices of the VTC for experienced teachers will also be discussed.
On completion of the module, participants are expected to be able to:
- describe the importance and practices of Workplace Learning and Assessment (WLA) for VPET,
- employ appropriate teaching strategies to connect knowledge, skills and experience with WLA,
- discuss PBL, Design Thinking and 3Cs approaches in community-related projects, and
- discuss the applications of the QA practices related to frontline teachers in the VTC's QA system.
In this module, the concept of collaborative learning will be explained, and hands-on practice of Digital Learning and Teaching (DLT) strategies on the use of tools in education technology (EdTech) and artificial intelligence (AI) to support and engage students will be discussed. Various kinds of DLT training provided by the CLT and other OUs will also be discussed.
On completion of the module, participants are expected to be able to:
- identify pedagogical practices and implications of online collaborative learning,
- choose appropriate EdTech and AI tools to enable communication, interaction and collaboration to engage students in learning,
- apply DLT strategies to facilitate blended and flexible learning, and
- recognise the various kinds of DLT training provided by the CLT and other OUs.
Inclusive education values diversity and unique contribution of every student. Teachers play an essential role in fostering and facilitating an inclusive classroom. This module aims to provide a wider and deeper scope of diverse learning needs of students. The importance and application of differentiated instructions for students in an inclusive classroom will be introduced. Participants will be engaged in activities to discuss appropriate educational approaches, intermediary level of counselling as well as risk management skills in supporting students.
On completion of the module, participants are expected to be able to:
- identify some key considerations to facilitate learning and teaching in an inclusive classroom;
- suggest appropriate educational approaches for diverse students to foster a supportive inclusive learning environment; and
- discuss intermediary level of counselling skills with students and risks management skills in classroom and campus.
Download
More details are available on the ATP flyer.
Contacts
Dr Kelvin TAM ATP Programme Leader | ( 3974 3635 | * kelvinkf@vtc.edu.hk |
Mr Sean TSOI ATP Programme Coordinator | ( 2836 1033 | * mrseantsoi@vtc.edu.hk |
Mr Samuel SIU ATP Programme Support | ( 2836 1808 | * samuelsiu@vtc.edu.hk |