# 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](mailto:eledu@hku.hk).

[EL Project Self-nomination Form for PGDE](/f/page/51521/64452/EL Project Self-nomination Form for PGDE_20250808.docx)

- 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.