Module Description
Research Module
MSAE6007 Action Research: Methodology and Seminars
This module is designed to familiarize participants with major paradigms in education inquiry, the philosophical and ethical issues relating to education research, and the basic principles and procedures for action research through which the participants will be familiar with the use of both qualitative and quantitative tools for the conduct of the research topic as developed during the course of study. It will also help participants develop appropriate investigation skills to understand their daily practice and become reflective practitioners in their profession.
Elective Modules
MSAE6101 Leisure and Recreation Studies
Dewey (1939) identified the antithesis between education in preparation for useful labour and education for a life of leisure. How students arrange their recreational activities and how they manage their leisure time become important issues. The theories of leisure education as well as the techniques for recreation and leisure provisions like the arrangement of venues, management of facilities and equipment will be discussed. The aim of this module is to advise participants of the existing concepts and theories of recreation and leisure education, and to discuss the possible applications of these theories to various school settings for the enhancement of the quality of students' school life.
MSAE6102 Subculture of Adolescents
This module looks at sociological aspects of student development. By analysing schools as social institutions, and by investigating student culture and interaction, participants will develop an understanding of the social needs and behaviour of students. Subculture studies develop flexible tools for participants to develop appropriate student activities that can be adapted to this rapidly changing world.
MSAE6103 Personal Leadership
Various personal management theories and skills are discussed with reference to their applications in everyday primary and secondary school settings. Organizers of student activities need to possess certain fundamental inter-personal and intra-personal skills. The aim of this module is to help participants to develop managerial skills essential to facilitate student activities administration in general.
MSAE6104 Organizational Leadership
This module gives practitioners theoretical and practical competence in organizational management, especially in the areas of school culture and ethos. Team building, strategic management, knowledge management, human resources management and intra-organizational consensus are some of the essential organizational elements leading to student activities success in schools. This module also provides participants a thorough understanding of cultural, organizational and economic contexts in management.
MSAE6105 Student Activities in Action
This practicum module provides opportunities for participants to gain practical experience in activities and to develop relevant leadership skills by engaging in different varieties of indoor and outdoor adventure activities. The aim of this module is to let participants see how theory stands up in practice and to derive strategies from real experience.
MSAE6106 Professional Visits Outside Hong Kong with Seminars
This practicum module provides opportunities for participants to gain actual experience of student activities in schools outside Hong Kong, leading to a reflection on the existing practices in our local school settings. The aim of this module is to encourage participants to develop comparative perspectives on how student learning activities are carried out in different types of schools and in different geographical areas outside Hong Kong. Upon their return to Hong Kong, participants will be expected to present a critical report on a comparative study of student activities in different regions.
MSAE6107 Development, Interpretation and Application of Student Learning Profiles
Student learning profiles/portfolios serve not only as comprehensive records of students’ learning experiences and their participation in activities, but also as effective tools for enhancing and assessing students' holistic development. This module looks into the rationale and principles for the development of student learning profiles, and also the techniques necessary for the frontline educators and students to interpret, so as to reflect on, individual profiles for further actions.
MSAE6108 Project in Student Activities
Under close supervision, participants are expected to conduct guided independent studies related to student activities in education. The areas of investigation of the projects should be related to student activities. The exact titles of the projects and the supervision schedules are to be negotiated between supervisors and participants.
MSAE6109 Activities for Environmental Awareness
This module discusses the environment and conservation related issues, and also investigates the effective organization of school-based and community environmental education activities for students. It explores the principles of environmental interpretation as well as the role and effectiveness of education programmes in promoting environmental friendly behaviour and community interest in caring for the environment. The methodology of developing cross-curricular environmental green-life education programmes will be tackled so as to achieve the Awareness, Knowledge, Attitude, Skill and Participation objectives suggested by UNESCO (1980).
MSAE6110 Community- and Nation-based Service-learning
This module aims to advance the understanding of service-learning theories and related concepts, as a form of experiential education, and explores the different varieties of service learning activities in the context of the community and the Nation. It empowers participants by giving them the skills to develop relevant and effective service-learning programmes that link community service to pedagogical theories and benefits both the community and the service providers. Participants will be helped to examine and evaluate different service-learning programmes with particular reference to their effectiveness in (a) suitably cultivating prescribed learning objectives in community services, (b) fostering the development of the community through the services provided, and (c) guiding students to reflect upon their experience as they seek to achieve real objectives for the community and deeper understanding and skills for themselves (Eyler & Giles, 1999).