“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)
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)
“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)
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)
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)
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)
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)
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）