Experiential Learning

Source: https://web.edu.hku.hk/programmes/experiential-learning/el-possibilities-for-self-nominated-projects Parent: https://web.edu.hku.hk/programmes/experiential-learning

EL Possibilities for Self-nominated Projects

Self-nominated EL projects are designed to support PGDE students’ professional growth, personal development and community engagement beyond routine teaching duties. They provide students with opportunities to learn through authentic experiences in diverse settings and to contribute meaningfully to communities or organisations.

General Requirements

• Eligibility: PGDE full-time or part-time students
• Project format:
• Individual projects, or
• Group projects (maximum three students)
• The standard EL proposal template below must be used and submitted to the EL Team at eledu@hku.hk.

EL Project Self-nomination Form for PGDE

• The EL Team’s decision to approve or deny the proposal is final.

Consultation Requirements

• PGDE full-time students: Students are strongly encouraged to consult their Methods Coordinator before submitting the EL proposal. Once the EL Team grants approval, the Methods Coordinator will be informed.\ Since the EL Block is compulsory for PGDE full-time students, this measure helps facilitate guidance, improve the quality of proposals, promote a smoother approval process, and ultimately supporting students’ successful completion of their EL.
• PGDE part-time students: Consultation with the Methods Coordinator is optional.

What Does Not Constitute an EL Project (All Students)

Self-nominated EL projects must not be:

• Part of a student’s regular school duties or timetable (e.g. annual school picnic, school assembly)
• Purely classroom-based teaching activities (e.g. teaching a new class, trying out a new textbook or pedagogy)
• Designed to replace, imitate or directly incorporate elements of Professional Practicum activities

Separation of EL and Professional Practicum (PGDE Full-time)

For pre-service teachers, EL and Professional Practicum are two completely distinct learning components:

• EL projects must not:
• Take place during scheduled practicum periods
• Be hosted by the practicum school
• Involve practicum mentors, supervising teachers or practicum students
• Compromise attendance, participation or assessment of practicum
• EL projects should normally be completed during the official EL Block in October and November. For rare cases, such as medical or repeat cases, and with special approval, it may be conducted independently of practicum requirements in Semester 2.

Examples of Suitable EL Projects by Study Mode

PGDE Full-time (Pre-service Teachers)

EL projects for pre‑service teachers should emphasise broad professional exposure, civic engagement and learning in alternative contexts. While some projects may be conducted within school settings, the primary focus should be on fostering innovation and expanding professional exposure beyond traditional classroom teaching practices.

Suitable examples include:

• NGO-based educational or community service projects
• Volunteering with organisations such as UNICEF, WWF, World Vision or other NGOs
• Supporting educational outreach, youth services, refugee support or sustainability initiatives
• Non-school educational initiatives
• Designing and running educational workshops for community centres, museums or non-profit organisations
• Participating in cultural, environmental or social innovation programmes with an educational focus
• Personal professional enrichment with service elements
• Assisting in public education campaigns (e.g. health, environmental awareness)
• Developing learning resources for community use (outside practicum schools)

Note: These projects must not involve teaching duties in practicum schools and must not resemble assessed practicum teaching tasks.

PGDE Part-time (Mostly In-service Teachers)

EL projects for in-service teachers may be more contextually embedded in professional settings, provided they go beyond routine duties and introduce new learning spaces or responsibilities.

Suitable examples include:

• Other Learning Experiences (OLE) in schools
• Planning a new OLE or substantially redesigning an existing one
• Developing community service learning, leadership training or overseas learning experiences
• School-NGO collaborative projects
• Organising class visits or educational programmes with NGOs
• Applying for government or external funding to support EL initiatives
• Designing pre-briefing and post-activity reflection or consolidation sessions for students
• Independent volunteering or service learning
• Voluntary service with NGOs (school-related or non-school-related)
• Long-term engagement over the two-year part-time PGDE period

In-service teachers are encouraged to negotiate their EL project with school principals or panel chairs, linking the project to professional development while ensuring they are distinct from routine teaching duties.

Learning Outcomes and Expectations (All Students)

Regardless of study mode, all EL projects should demonstrate:

• New learning beyond existing roles or experience
• Meaningful engagement with a community or target group
• A clear element of service or contribution
• Reflection on professional and personal growth

Final Note

EL is intended to broaden perspectives, deepen social awareness and enhance professional identity. By clearly distinguishing expectations for PGDE full-time and part-time students —and by maintaining strict separation from Professional Practicum—the EL component can achieve its intended educational value without compromising other programme requirements.