Page 11 - Ideas

about six months to a year to get the GIGAME up and
running. As a professor on the research track, Gary had to
make sure that he was active in research. “I figured I
could spend time on teaching innovation and still do my

research, although it is a bit tougher,” he said.

Sometimes the challenge from adopting innovative
teaching tools comes less from its development, and
more from the way the tool is used in class. For the
GIGAME, Gary realised that it was important to ensure
that the game was kept contemporaneous and fast-
moving. “If you take a little too long to clarify the distracted by stress, better enabling them to focus on the
answers, certain students may become restless,” Gary learning of the legal concepts.
explained. “Ideally, I would have liked to keep the game
flowing.” Noticing that students may be less than Being a catalyst for change
confident taking on questions alone, he modified the
gameplay into one based on group effort. In so doing, he Gary’s constant drive to innovate and challenge himself
led him to collaborate with CTE and Associate Professor
surmised that students would be less burdened and
Timothy Hew of Hong Kong University to co-write a well-
received paper about the GIGAME, as he felt it beneficial
for the innovation to be shared with fellow educators for

their feedback on areas for improvement.

Advice for other instructors

Gary admitted that, he was unsure if what worked for him
would work equally well for other instructors. His
collaboration with CTE was very fruitful, in part because
of the responsiveness and accessibility of the CTE team.
He fondly recalls many times when he sat down with