作為教師，能夠把課程和教學的設計安排得當，讓學生痛快地學習，實在令筆者嚮往。
善用網課 增添互動
多年來，筆者指導香港中文大學一間書院的畢業生進行通識教育期終研習報告。每班分為10至12組，每組有5位學生。書院規定他們至少來自三個不同的學院（例如文學院、理學院、社會科學院、教育學院……），讓他們可以抛開個人學術的桎梏，從不同的角度去處理一個具創意和可以永續發展的計劃。
一個學期共有13節課，每一節課歷時大概2小時45分鐘。每一組學生有兩次機會發表報告：第一次是展現他們的初步計劃，第二次是發表他們的最後報告，每次為時約75分鐘。
在疫情的限制之下，學生們只能夠通過網上作報告。為了讓他們更投入於學習，我的設計大概如下：最初15分鐘由三個同學分別用5分鐘發表，之後的5分鐘讓其他九組同學思考報告的內容，並把他們對該組的質疑或讚賞寫在全部同學都可以看到的Blackboard（編按：中大使用的學習管理系統）上。
特別是在第二次報告時，同學要具體說明該組的優點而有助於本組改善的內容。其後的大概20分鐘，筆者讓其他九組同學按序向該組提問，該組必須即時回應。該組其他兩位同學的安排也大概雷同。
無論是提出質疑或表示讚賞，都有助改善該組報告的質素。
通識教育 八大啟示
上述的答問過程，和各組在提交最後報告給書院的時候，全體學生都要就報告的表現繳交一份個人反思，兩類工作共佔總分的25%。該報告可以探討和評價包括對自己在內任何組別的運作過程、組內的關係和合作的情況，亦可以就課程和教學設計等等提出個人的意見。
完成通識教育期終報告後，所有同學都提交了反思報告，我選出了14位同學的反思報告作出下列的分析：
一、十組同學合力完成十個研習；
二、享受進行研習的過程；
三、為小組交流自行訂立規則；
四、探究式學習；
五、通過回饋促進學習；
六、交流和合作；
七、以多個模型去分析組內的群體動力；
八、克服習慣的限制。
本文首先展示前六方面的內容，下一文將談及其後兩方面的內容。
十組同學合力完成十個研習
在這次的習作中，小組的組員乃至大組的同學均會給予意見、互助共學。學生們都很投入。無論是聽同學的匯報，還是看他們留下的評語，都能感受到不同學系出身的同學思維之差異，得以開拓新的思考角度，不同學科的同學能互補不足，我也受益匪淺。
例如我是「文科腦袋」，甚少接觸到工程或商科範疇的知識，思想亦較理想化，其他同學的學科知識以及較現實化的建議便能補足我的缺失。而班內有幾個計劃的形式亦相似，大家作背景資料搜查以及文獻回顧的時候，都能彼此學習，可以學習其他組別的長處、參考他們做過的文獻研究，取適用之長處揉合在自己的計劃中。
就如同教授所說的，我們是一班同學一起參與十個計劃，這種共學模式大大地擴闊了我的眼界和思考角度。（W，這是代表學生英文名字的第一個字母，下同。）
在是次的專題研習中，本人最大的得着是：在學術研究的範疇中，所有項目都必須有根有據。這個專題報告的題目和本人的主修科目沒有半點關係，然而在過程中亦獲益良多：在二手資料的整合及歸納過程中，增強了分析能力以及學懂分辨資料的可信性；在搜集一手數據的過程中學會找出最有效直接的搜集方式。
對於整個課程，最深刻的是導師最後的一席話：「希望本屆同學是十組合力完成十個研習。」這個課程的安排，一小撮人聚焦於解決一個問題的核心，其他同學則以旁觀者的角度提出意見、互補不足。這樣的安排能避免過多瑣碎的意見混淆視聽，能讓每個組別都得到最精確的回饋。（KK2）
回想教授所説的，我們是大家一起做十個計劃，我才發現自己不再只是「存心傳意」研習活動的一員，而感覺同樣也參與了……說實話，教授讓其他同學對我們的計劃進行提問及評論，當聽到同學的質疑時，心中充滿了挫敗感。畢竟是對此投放了很多心血。難道這份計劃真的有這麼多漏洞？教授設計這一環節就是為了讓同學批評嗎？這樣做有用嗎？腦海的疑慮久久未能平復。
直至第一階段活動匯報結束後，準備進入第二階段時，才發現同學的提問及評論對第二階段活動的改進提供了寶貴的意見，才明白教授的用心，疑慮解除。第二次活動匯報時，「聲聲相惜」研習活動也收到了不少的諮詢，之前的疑慮已經淡去，我反而開始享受過程，教授的課堂設計可以令同學記得我的活動，甚至可以準確無誤的説出活動的名字與内容，真正做到我們是大家一起做十個計劃。（WT）
“Everyone contributes in giving comments, we are not ten different teams, but a team of 50. We help one another to improve.” – Professor Wong
I would never forget what Professor Wong told us about how our class worked as one whole team. In the past 13 weeks, I have learnt about the merits of other groups and also how to make constructive criticisms to help them improve their projects. (HY)
享受進行研習的過程
To look back on my journey of E-Map and the course in general, I would say it is exciting, rewarding and inspiring. It has encouraged me to put ideas into actions and allowed me to receive suggestions and comments humbly. As a whole, I feel proud of everyone in GEYS4010 (course code) as we have all come up with solutions to some societal problems.
We are planning to apply for the I-Care Social Service Projects Scheme 2020-2021 and obtain funding for the continuation of E-Map. Also, D and I joined a dialogue workshop with ethnic minorities co-organized by Social Enterprise Summit and Good Lab to learn from other similar projects. (HY)
綜上所說，畢業習作於我而言是段獲益良多的經歷。無論從個人成長、為人處事還是靈性成長上，都讓我更上一層樓。從小組計劃中累積了更多處事和活動舉辦經驗；讀了更多不同的有關人際關係的文獻經典；從不同角度深化了對自己的反思和認識，更透過他人的習作擴闊了自己的眼界，這些成長無疑讓我受益終生。（W）
總的來説，書院畢業習作，對我個人而言由開始的焦慮、擔憂到後來的享受，有賴於課堂的氣氛的影響。在此過程中學習了：如何透過網絡舉辦活動；如何設計有效的問卷及分析問卷；如何確立活動長中短期目標；更為重要的是如何與人相處以及團隊合作精神的重要性，這是在書本無法學習到的。（WT）
“If you’re not part of the solution, you’re part of the problem.” – Eldridge Cleaver
The main objective of GEYS4010 is to let students identify and understand thoroughly a societal problem. Consequently, to motivate us find a solution to the identified problem.
All in all, the past 13 weeks have been a fruitful and rewarding experience. Yet, the learning experience continues even after 4th December, 2020. I am driven to persist and become part of the solution. (HY)
This has been one of the most challenging yet rewarding courses I have taken in my university life. The progress from identifying a social issue to leading a project aiming to solve it was tedious and treacherous. Along the way, I have gained a lot of skills. Now at the end of it, I can say that I am proud of what I have achieved.
I will still continue this project as it has become my passion. Other than that, this has inspired me to pursue a career in social enterprises in the future. I believe this exercise help me a lot in my future endeavours. (D)
The combined effort of everyone inside the GEYS4010 class exceeds our own’s. I am so lucky that everyone was kind and cooperative towards making this project works. GEYS4010 is a course that I will certainly remember. It gives me a platform where I can try out new ideas and implement them. Support was given to me and a course in this format is definitely nice and refreshing. GEYS4010 has definitely enlightened me, not only in terms of academic, but also on life. (NC)
為小組交流自行訂立規則
To facilitate our goal achievement, we have set some house rules when we are generating ideas together. There are four rules in total including non-judgmental, strive for quantity, combine and extend and develop the wildest ideas possible.
The first additional condition I added for the brainstorming session, which was optional for my team to follow, was “we don’t appreciate or praise specifically only one member during the brainstorm”. That is because it would discourage other members bringing up ideas as they would not receive regards afterward. So, in our brainstorm discussion, we would not evaluate any ideas or performances of the members, the evaluation part was suspended to the solution-focused session.
The second rule is striving for quantity. As we needed many inspiration and stimulation at the beginning, we have taken many past projects such as “The Voice of History”, 「口若懸荷」and「伍.再拖」etc. I even interviewed with Kelly Lau Ka Yu, the co-founder of the Best Final Year Project in the year of 2017 The Voice of History in the early of September to generate more ideas on funding resources.
In addition to find ideas in group, we seek for others comments outside the group. On 11 September 2020, we presented our initial ideas about organizing a racial harmony program for secondary school students. We received many ideas from other groups to optimize our program design.
For example, group 1 suggested us focus on promoting the program to university student more than secondary school at the first stage. This is because secondary school student may busy at resuming face to face classes and they won’t have free time for extracurricular activities.
Group 4 also suggested using design thinking to generate a pro-type for trial and error and using empathy and experience-based planning to optimize the critical moments of participants in the experiential learning process.
Turning to third rule, combine and extend ideas. After collecting ideas from other groups, we would not criticize a particular idea as we think the value of a particular idea may be the way to stimulates us to combine or extend it. We remembered not to self-censor our thinking and stifle our ideas, even if the modification seems minor or obvious.
Finally, for the rule four, we would develop the wildest ideas possible. We all agreed that the wilder the idea, the better the program and the learning outcome.
We would come up with a problem then encouraged each member contribute five ideas on this specific problem anonymously through the google document. We would later combine all ideas in to a list, then I would select one to two best ideas from the list and write it down on the new page of the google document. The above steps are repeated for two to three times until a fair degree of agreement are made. Finally, a final solution could be identified, and a consensus could be made.
To conclude, I am very grateful that members are open minded and easy-going, thus everyone has even group power and participation in the team. Acting assertively denotes a general feeling of equality and we-ness , it facilitates members direct confrontation and assertiveness toward unworkable ideas and comments. Therefore, there are large freedom to develop creativity and contribute to the success of our EMap project today. (SN)
探究式學習
I learned to control my emotions more skillfully. While common knowledge told us that we should not take sides when we do not understand the full image of conflicts happened.
Calming down is one way to naturally avoid the small problem to elevate into big conflicts.
Listening to their comments also made our project more inclusive. Yet, I feel embarrassed that I cannot always think of any questions while my groupmates wrote a lot. Learning how to critically evaluate others’ work in a short time may be a skill that I should learn.
I wish to learn about the ways to evaluate creativity, entrepreneurship and sustainability before we start doing our project. This may help us understand the expected outcome of our teacher. Yet, I also appreciate this type of self-exploring learning mode which is contrasting to the spoon-fed education that we are used to in secondary school. Finally, I would like to say thank you to Prof. Wong for his hard work in reviewing our projects for so many times. It is really unforgettable that he discussed with us till ten o’clock, and even reading our presentations and reports at midnight. (CH)
通過回饋促進學習
I learned to appreciate the good work of other groups and learn from them to improve our project. Somtimes, other groups may have areas that need further improvements, such as the format of references, pagination, and clearness. Learning from them, we should pay attention to these details when preparing a presentation, so that we would not make the same mistake next time.
I also learned to give constructive feedback and questions, which can provide comments from other perspectives and may help other groups to make improvements. (KK1)
One of the things I am most thankful for are my group mates.
I was forced to learn to express myself. In addition, I realised the benefits of group projects. My group mates thought of so many ideas I would have never thought of before.
There were many valuable learning opportunities in this course. I especially appreciate the course structure having multiple deadlines to check our progress and get valuable feedback from other groups. It allowed us sufficient time to think of our topic, social issue, and way of solving it. With input from other groups, we were able to alleviate some possible problems from happening by fine-tuning our project. (D)
交流和合作
在專題匯報和報告中，我需要和四位來自不同專業的組員合作，當中長達數個月的合作與溝通亦是我學習重點之一。
第一個學習點是要積極和組員溝通問題。在寫計劃建議書（proposal）時，我很重視報告的統一性，覺得每個活動標題和格式應該盡量一樣。作爲第一個完成所有自己部分的組員，我製作了目錄，亦暗暗覺得及相信他們會跟着活動的這些順序，及跟我一樣在某些章節以表格更清晰地表達。
第二個學習點是要積極留意及回覆群組消息。
第三個學習點是不要逞強。我明白了在生活或學習上遇到自己真的解決不了的事情，也不必覺得一定要自己解決整個事情，可以請求別人善意的指引。
第四個學習點是多體諒其他組員的難處及感受。坦白說，我是一個有點死板、可能有時不太會體諒他人感受的人。
我很遵守時間約定，對我而言，遵守内部制定的死線（internal deadline）是一個承諾。
我一直很想令組内能公平分工，可能令部分同學感到自己的努力不被體諒。
我可能太重視團隊精神，但同時將它綁在其他組員上，對其他組員有太高要求，讓他們感到辛苦。（WY）
Following the requirements of the marking scheme is challenging for me. Under my curriculum, I do not need to ask many questions and give comments, have many interactions and communications with others, writing reports, as well as making reflections. Before the course, I usually give few comments or ask little questions, especially when the topic is unfamiliar to me. Therefore, the course structure provided an opportunity for me to think and comment on other group’s project, which covered different areas. (WC)
從課程中反思：這個課程是整個大學生涯中很特別的一科．因為學習到的不是課本上死板的知識，而是更貼近生活的新知，也因為要對每一組發問，學會思考其中值得學習的地方和每組一些可能會面臨的問題，我認為發問是一個很好的交流過程，不是只單方面的接受資訊，而且自己的組也可以在其他人的發問中發現缺失，從別人給的回覆中去改善我們的報告。（CW）
Since 2 Q&A sessions are included in each presentation, I got many opportunities to interact and discuss with other groups. The Q&A sessions have trained up my interpersonal communication skills and problem-solving skills. For instance, I learned how to answer others’ questions politely and how to deal with conflicts when there are disagreements. （KK1）
歷時五個多月的書院畢業習作，走得甚是艱難，最為艱難的是在合作的期間並未誕生一位能得到其他人信任、支持的領導人，更欠缺的是願意奉獻，不計個人得失的團隊精神。
在這段短暫的旅途中，各種風景盡收眼底，雖未有幸領略世界各處之美景，但這段旅途足以豐富我的人生，讓我快速成長，讓我細細品嘗人生五味，獲益良多。（WT）
在發想與規劃FYP的計劃時，團隊合作為不可少之條件……團隊合作有時會面臨一些想法不一致或是標準不相同的問題，而我在這個課程當中也在小組內遇到了同樣的問題。舉例來說，有些組員可能會覺得「做到這個程度就好了」，另外一些組員可能又會覺得「應該可以做得更好」，這時候就會發生一些組內小衝突，或是互相覺得對方有點在推卸責任等。
而我從這次的團隊合作當中，學到這類的問題可以通過傾聽與願意了解的態度，去有效溝通並解決。因為當有任何一方認為對方在推卸責任時，一種「那我也不想負責任」的態度就會浮現在心裏，但這對團隊合作來說是一件致命傷，因此當出現前述的標準不一致的狀況時，首先應調整好自己的心態，應了解組員之間可能會有不同的標準，自己的想法也不一定是最正確的。
第二步可以去了解組員想法背後的原因，了解之後去思考是否有一些自己沒考慮到的點，或是沒有放在心上的事；第三步就是向組員解釋自己的想法與背後的原因，這時對方也可以透過自己的分享去反思，而最後就是共同尋找一個大家都能接受的解決辦法或方向，透過比對先前提出的各種原因，並嘗試找到共通點，或適時參考他人的作法以找到合作方式。（Y）
「課程設計和合作共贏的感受」系列之一
