大數據的重要性 The importance of Big Data

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1 大數據的重要性 The importance of Big Data 政策 Policy 實踐 Practice 研究 Research Policy (e.g., government/ institution), practice (e.g., teaching/social agencies), and research (e.g., quantitative /qualitative /mixed methods) are mutually-reinforcing elements. 政策 ( 例如, 政府 / 機構 ), 實踐 ( 例如, 教學 / 社會機構 ) 和研究 ( 例如, 量性 / 質性 / 混合方法 ) 是相互強化的元素 Improvement of all areas is necessary for improvement in any single area 任何一個領域的改善的都會影響各個領域的改進

2 大數據的重要性 The importance of Big Data 職員 Staff 學生 Student 服務對象 Target 老師 Instructor 大數據 Big Data 機構同工 Agency Supervisor 數據分析 Data Analysis 對政策作出貢獻 Contribution in Policy 改善服務 Improvement of Service 促進學習 Enhancement in Learning 有效的資源運用 Effective use of recourses

3 S-L in LU - Alumni - S-L Impact on Students -Longitudinal study on student learning 研究概念地圖 Research Concept Map 學生 Student S-L in Hong Kong -Common Outcome Measurement (COM) study S-L in Asia -Mainland and International Service-Learning Program (MISLP) study 教職員 Faculty Members S-L learning outcomes Among Student -Pretest and Post test -Focus Group -Control Group Study -Development of S-L leader -Study on Teaching Assistant (TA) -Study on Young Scholar (YS) 社區 / 機構 / 同工 Community /Agency /Partner/Serv ice Targets - S-L impact on Community -Needs Assessment of Villages in Yunnan -Needs Assessment of Aged Friendly City in Tsuen Wan/Island District -Climate Change study in Hong Kong -Optional Retirement for older person in Hong Kong -S-L impact on Faculty -Faculty s perception on S-L Updated: 03 June 2016

4 現有數據 Existing Data 持份者 Stakeholders 人口资料 Demographic Data Qualitative Data 質性資料 Quantitative Data 量性資料學生 Students SLRS* 2006/ /16 MISLP** 2006/ /16 由 2011 年服務研習影響研究 From 2011 S-L Impact Study 聚焦小組 Focus Group (SLRS, MISLP 2011/ /16) 前測及後測問卷 Pre-test and Post-test Questionnaire (SLRS 2006/ /16) 服務研習影響問卷 Questionnaire for S-L Impact Study 畢業生 Graduates 服務研習學生領袖 S-L Student Leaders (Teaching Assistant, Project Assistant, S-L Student Association, Young Scholars) 2013/ /16 聚焦小組 Focus Group (2013/ /16) 教師 Instructors 機構伙伴 Agency Partners 簡單資料 Simple Data 2006/ /16 簡單資料 Simple Data 2006/ /16 服務研習對教職員影響的訪問 Interviews for S-L Impact on 總結問卷 Faculty Study Summative Questionnaires (2015/16) 服務研習對社區影響的訪問 Interviews for S-L Impact on 總結問卷 Study Summative Questionnaires (2015/16) * SLRS = Service-Learning and Research Scheme 服務研習計劃 ** MISLP = Mainland and International Service-Learning Program 內地及國際服務研習計劃 (Updated as at )

5 大數據在嶺南的應用 The Application of Big Data in Lingnan University 學生 Students 前測及後測問卷 Pre- and posttest questionnaire 反思會議 Reflective Meeting 聚焦小組 Focus Group 咨詢會議 Consultation Meetings 老師 Instructors 咨詢會議 Consultation Meetings 總結問卷 Summative Questionnaire 檢討會議 Evaluation Meetings 機構同工 Agency Supervisors 報告 Report-back Celebration 總結問卷 Summative Questionnaire 檢討會議 Evaluation Meetings 改善計劃 Programme Enhancement 改善服務研習草約 Refined S-L protocols 修改指引 Revised guidelines 改善架構及安排 Improve structure and arrangement 新增項目元素 Add new programme elements 項目協調員 Programme Coordinators 總結問卷 Summative Questionnaire 檢討會議 Evaluation Meetings

6 適應能力 Adaptability 思考能力 Brainpower 創造能力 Creativity 社會責任 Social responsibility 社交能力學科相關知識研究技巧公民取向 Social competence 溝通技巧 Communication skills Subjectrelated knowledge 組織能力 Organizational skills Research skills 解決問題的技巧 Problem-solving skills Civic Orientation

7 學習成效的七個領域 Seven Domains of Learning Outcomes 嶺南大學 ABC 模式 - 思考能力 ABC Model Brainpower 領域 Domains 學科相關知識 Subjectrelated knowledge 服務研習學習成效文獻 Literature of S-L Learning Outcomes - Connect theory to practice (Reinke, 2003) - Brings curriculum to life and apply course content in authentic situations to meet community needs (Berman, 2004) - Appreciate more the usefulness of course materials (Evangelopoulous et al, 2005) Greater motivation to learn and intentions to use course materials in the future (Moely et al, 2002; Strage, 2004) 有更大的學習動機和意圖在未來使用學科知識組織能力 Organizationa l skills - Organize social change agendas - Lead others, delegate tasks and manage activities (Moely et al, 2002; Moely et al, 2008; Vogelgesand & Astin, 2000) Competent leaders and engaged in team work 有能力的領袖及從事小組工作

8 學習成效的七個領域 Seven Domains of Learning Outcomes 嶺南大學 ABC 模式 - 創造能力 ABC Model Creativity 領域 Domains 研究技巧 Research skills 服務研習學習成效文獻 Literature of S-L Learning Outcomes - Conduct social research to inquire the context - A requirement for active citizenship (Appaduri, 2006) - Investigation is essential for responsible, positive action and social change (Fals-Borda, 1979) Expand and produce own knowledge (Kuh, 2008) 擴大及產生自己的知識解決問題的技巧 Problemsolving skills - Identify specific problems (Eyler & Giles, 1999) - Critically analyze the roots and nature of problems - Enhance abilities to resolve problems (Keup, 2005; Bernacki & Jaeger, 2008) Feel empowered to tackle problems in a responsible and informed manner 覺得自己有能力以有責任及有見識的方式來解決問題

9 學習成效的七個領域 Seven Domains of Learning Outcomes Social responsibility 領域 Domains 公民取向 Civic Orientation 社會責任服務研習學習成效文獻 Literature of S-L Learning Outcomes - facilitate the process of building the value of I ought to do. (Eyler & Giles, 1999) - prepare young people for active citizenship (Cutforth & Puckett, 1999) - increase sense of civic responsibility (Gray et al, 1999) - develop a long-term commitment to service and community betterment (Payne, 2000) Understanding of the Social responsibility 對其社會責任的理解

10 大數據在嶺南的應用 The Application of Big Data in Lingnan University 服務研習學生學習成效指標的發展 Development of the index of S-L Student Learning Outcome in Lingnan University Liberal Arts Education 博雅教育 ABC model of Lingnan University 嶺南大學 ABC 模式適應能力 Adaptability 學習成效的六個領域 (2006) 6 Domains of Learning Outcome (2006) 30 項 items 社交能力 Social Competence (SC) (5 項 items) 溝通技巧 Communication Skills (CS) (4 項 items) 七域的學習成效 (2011/12) 7 Domains Learning Outcome (2011/12) 3 子域 sub domains ( 態度 Attitude, 行為 Behaviour and 認知 Cognitive) + 新域 new domains ( 公民取向 Civic Engagement) 86 項 items SC (14 items) CS (14 items) Understanding the other Developing connections Understanding the self Sensitivity to adapt communication Confidence to express oneself Teamwork 思考能力 Brainpower 組織能力 Organization Skills (OS) (5 項 items) 學科相關知識 Subject-Related Knowledge (SRK) (1 項 item) OS (12 items) SRK (9 items) Practice organizing Ability to lead others Empowered to lead others Identification of subject matter Application of subject matter Importance of subject matter 創造能力 Creativity 研究技巧 Research Skills (RS) (5 項 items) 解決問題的技巧 Problem-Solving Skills (PS) (5 項 items) RS (13 items) PS (10 items) Generating questions Gather data Importance of research Identification of problem Framing of problem Resolving problem CO (14 items) Empathy Social responsibility Future civic action

11 經修訂後學習成效的七個領域 Revised 7 Domains Learning Outcome (2015) 學習成效 Learning Outcomes 學科相關知識 (Subject-Related Knowledge) 學科相關知識的應用 (Application of Subject- Related Knowledge) 溝通技巧 (Communication Skills) 組織能力 (Organizational Skills) - 項目管理 (Project Management) 組織能力 (Organizational Skills) - 領導能力 (Leadership Skills) 社交能力 (Social Competence) 解決問題的技巧 (Problem-Solving Skills) 研究技巧 (Research Skills) 公民取向 (Civic Orientation) 對課堂所學的概念和知識的理解 An understanding of the concepts and knowledge taught in the course 對課堂所學的概念和知識的應用 An application of the concepts and knowledge taught in the course 清楚地表達自己的想法和聆聽他人想法的能力 The Ability to express ideas clearly and to listen to the ideas of others 整頓工作次序和有效地安排分工和資源的能力 The Ability to put tasks into working order and arrange parts and people into an efficient system 領導他人以完成工作的能力 The Ability to lead others to complete the tasks 被社會所接受和社會實踐的能力, 包括人際關係自信心和社交技巧 The skills necessary to be accepted and fulfilled socially, including interpersonal relations, self-confidence social skills 確認問題的核心並有效地解決問題的技巧 The ability to recognize the core of problems and to solve problem effectively 搜尋相關文獻了解研究方法的種類和收集及分析數據的能力 The ability to search relevant literature, to understand types of research methods and to collect and analyze data 對其社會責任的理解 And understanding of social responsibility

12 大數據在嶺南的應用 The Application of Big Data in Lingnan University 服務研習數據的應用 The Usage of Data in S-L 2006/07 至 2014/15 年度前測及後測結果 Pretest and Posttest findings from 2006/ /15 17 Departments 536 Projects 150,000 service hours 73 Faculty Members 205 Courses 192 Community partners 46,000 people served 2006/ /15 N Pre-test Post-test Percentage t-value Sig.(2 M S.D. M S.D. Change tailed) Subject-related % Knowledge Communication Skills % Organization Skills Social Competence Problem-Solving Skills Research Skills Civic Orientation % % % % %

13 大數據在嶺南的應用 The Application of Big Data in Lingnan University 在聚焦小組中的七個領域學習成效 Results of Focus Group in 7 Domains Learning outcomes

14 大數據在嶺南的應用 The Application of Big Data in Lingnan University 例子 Example: 從研究到實踐 From research to practice to policy 從前測及後測問卷和聚焦小組收集學生數據 Collected students data from Pre-test and Post-test questionnaires and focus group 在年度增加直接服務的比例使學生能更有效學習 Increased the percentage of direct service in order to enhance students learning in 2015/16 經數據分析後發現直接服務更適合學生發展 7 領域的學習成效 After data analysis, the direct service is more effective in the development of 7 domains Learning outcomes 總體數據含義 : 1) 回應政府對知識轉移的訴求 2) 為社區帶來的影響 3) 向老師提供最有效的服務學習方式 Overall data implication: 1)Echo Government requirement of Knowledge Transfer 2)Make impacts to the community 3)Inform Teachers of the best practices or services towards students learning

15 本地之服務研習研究 S-L researches in Hong Kong 在國際上, 本地研究在以下方面能作出貢獻 : On the international platform, it implies local research can contribute in the following areas (Ma & Chan, 2013): 服務研習對學生及畢業生的影響 Impacts of S-L on students and graduates (Ma & Chan, 2013) 發展漸進式的 S-L Model Development of a progressive S-L Model (Ma & Chan, 2013) 服務研習對社區的影響 S-L impact on Community (Chan, et. al., 2015) More could be done in the following areas: Faculty related researches Institutionalization of S-L Theoretical framework of S-L Joint reseach with other institutions in Hong Kong, e.g. Common Outcomes measurement on S-L (COM)

16 What we can do more on S-L Researches?? 1991 S-L Research Agendas 1.Impact on Students Learning. 2.Impact on Educational Institutions. 3.Impact on Community Participants 4.Need theory A conference of S-L pioneers Service-Learning: A Movement's Pioneers Reflect on its Origins, Practice, and the Future (Stanton, Giles, & Cruz: 1995) 1997 S-L Research Agendas 1.Student Learning 2.Community Impact 3.Community Participation in Research 4.Testing concepts 5.Historical Research 6.Faculty and Institutional Impacts 7.Effect on Practice 1998 S-L Research Agenda-Top 10 Questions We Know Student Learning Outcomes Community Satisfaction We Don t Know Faculty Involvement Community Impacts Learning Processes Institutional Change Long term effects Impact on Civic Engagement ( Billig, 2000) Effective Reflection: Empirical Evidence (Hatcher, Bringle, & Muthiah, 2004) National Studies Outcome of Community Partnership (Dorado, Giles, & Welch, 2008) Rewarding Faculty Engagement (Saltmarsh, Giles, O Meara, Sandmann, Ward & Buglione, 2009) Other Areas of Research (2010) 1.Theoretical 2.Historical 3.Institutionalization 4.Global /International 2016-Service-Learning Asian Network Meeting (March, 2016) 1)policy research, joint-university research, & analyzing existing data related to Students, teachers, community 2)Comparative studies of S-L in the Asia-Pacific Region Other areas of Research (2016) 1)Research on students, teachers and community s needs and impacts of SL 2)Definition of S-L and Theoretical Framework of S-L 3)Institutionalization of S-L Sources: Giles, E.(2010 October ). Journey to Service-Learning Research: Agendas, Accomplishments, Aspirations. Paper presented at the International Research Conference on Service Learning and Community Engagement Research for What? Making Inquiry Matter Ottawa, Ontario, Canada Giles, E., & Eyler, J.,(1998). A Service-Learning Research Agenda for the Next Five Years. In Rhoads, R. & Howard, J. Eds. Service- Learning Pedagogy and Research. (New Directions Series in Teaching and Learning). San Francisco: Jossey-Bass. USCDornsife. (2016). History of Service-Learning retrieved from

17 展望 Ways forward 發展香港聯校服務研習通用成效指標 Develop the COM of S-L in HK 發展亞太區服務研習通用成效指標 Develop the Asia Common Outcomes Measurement of S-L 加強本港及亞太區服務研習的合作 Strengthen the cooperation among HK s and Asian Higher Education Institutions in S-L 與聯合國教科文組織合作推廣全球教育質素 Link up with UNESCO on Higher Education in promoting quality education in the world 創造更多服務學習的證據和影響 ( 亞洲雜誌上的 S-L, 服務學習和社區為基礎的研究培訓學院 ) Create more evidences and impacts on what we believe in S-L (Asian Journal on S-L; Service-Learning and Community Based Research Training Institute) 於相關學術期刊出版 Publish in discipline related journal

18 參考資料 References Campus Compact. (2016). Campus Compact Member Survey. Retrieved from Chan, W. F. C., Leung, Y. M. E., Ma, H. K. C., & Wan, W. Y. C. (2016, March). A case study of community impact through service-learning. In International Symposium on Service-Learning: Network Strengthening for Service-Learning Regional Collaboration, Lingnan University, Hong Kong. Ma, C. H. K., & Chan, A. C. M. (2013). A Hong Kong university first: Establishing service-learning as an academic credit-bearing subject. Gateways: International Journal of Community Research and Engagement, 6, Ngai, S. (2006). Service-learning, personal development, and social commitment: A case study of university students in hong kong. Adolescence, 41(161), Ngai, S. (2009). the effects of program characteristics and psychological engagement on service-learning outcomes: A study of university students in hong kong. Adolescence,44(174), Office of Service-Learning (OSL). (2015). Higher Education Service-Learning Network (HESLN). Retrieved from Reeb, R. N., & Folger, S. F. (2013). Community outcomes in service learning: Research and practice from a systems theory perspective. In P.H. Clayton, R. G. Bringle, & J.A. Hatcher (Eds.). Research on Service Learning: Conceptual Frameworks and Assessment (pp ). Sterling, VA: Stylus Publishing. Snell, R. S., Chan, M. Y. L., Ma, C. H. K., & Chan, C. K. M. (2015). Developing civic-mindedness in undergraduate business students through service-learning projects for civic engagement and service leadership practices for civic improvement. Asian Journal of Business Ethics, 4(1), The Talloires Network. (2016, February). Newsletter. Retrieved from

所 3 學分課程, 及兩門跨領域課程共 6 學分以上課程學生在修課前, 必須填寫課程修課認定表, 經班主任或指導教授簽名後始認定此課程學分 ) 10. 本規章未盡事宜, 悉依學位

所 3 學分課程, 及兩門跨領域課程共 6 學分以上課程學生在修課前, 必須填寫課程修課認定表, 經班主任或指導教授簽名後始認定此課程學分 ) 10. 本規章未盡事宜, 悉依學位 95 年訂定 96 年 11 月修正 97 年 10 月修正 100 年 2 月修正 101 年 4 月修正 102 年 1 月修正 103 年 4 月修正 103 學年度入學新生適用, 舊生可比照適用 1. 研究生須於入學後第二學期開學前選定指導教授, 經課程委員會認定後方得繼續