This is how I teach
This month we spoke with Dr Lin Yue from the School of Computer and Mathematical Sciences, Faculty of Sciences, Engineering and Technology. Here Lin explains how being part of a student’s journey—supporting their growth and curiosity—is one of the most fulfilling aspects of teaching in her discipline.
How would you describe your approach to teaching/your teaching philosophy?
To me, teaching is a complex process that must go beyond intuition or experience and rely on a well-structured and cohesive framework. By systematically organizing the teaching and learning process, I can harmonize its various elements to achieve clarity and effectiveness. This is why I adopt a structuralist approach to deconstruct this process into a ճ-վStructure:
First Tier: Structuring Content for Progressive Learning. I design my content in a way that guides students through a logical progression, starting with foundational concepts before gradually introducing more complex applications. This approach emphasizes cognitive scaffolding—each new topic builds upon prior knowledge, fostering deep understanding. This structure reduces cognitive load, especially in conceptually dense subjects. As a result, students don’t feel like they’re being thrown into the deep end of an unfamiliar topic. Instead, they build knowledge step by step, connecting new ideas to what they already understand—no more “Wait, when did we start talking about this?” moments.
Second Tier: Delivering Content from Multiple Perspectives. Understanding complex material often requires seeing it from more than one angle. Just as the Rosetta Stone helped scholars decode ancient languages by presenting the same message in different scripts, I help students grasp difficult concepts by presenting them from multiple perspectives. Instead of relying heavily on a single mode of delivery, I integrate diverse resources—such as course notes, coding demos, and relevant readings. Each perspective highlights a unique dimension of the topic and appeals to different learning preferences. This multi-perspective approach not only promotes inclusivity but also enables students to cross-validate their understanding across resources, thus developing a deeper and more flexible grasp of the subject.
Third Tier: Connecting Courses to the Bigger Picture. Courses are not isolated experiences; they are part of a broader academic and professional ecosystem. Rather than limiting students to a compartmentalized understanding, I communicate how the course content aligns with program-level learning outcomes, industry standards, and societal needs. This framing reinforces the relevance and purpose of the material, helping students understand not just what they’re learning, but why it matters.
I believe in the power of “structure” as a foundation that ensures the quality of a course remains consistent and reliable, regardless of individual teaching styles (whether it is the traditional “Sage on the Stage” approach or the “Socratic Method”), cultural and linguistic backgrounds of both educators and students, or transitions between instructors. A functional and well-designed structure enables teaching and learning to thrive independently of personal factors, ensuring adaptability and continuity across diverse teaching contexts. Such a framework maximizes the alignment between the signifier and the signified—that is, between the intended meaning and the meaning received by students.
What do you like most about teaching in your discipline?
Teaching computer science inspires me because of its profound potential to drive real-world change. This field equips students with problem-solving skills that extend far beyond the classroom, influencing areas such as biology, healthcare, and environmental sciences. The breakthroughs recognized in the 2024 Nobel Prizes in Physics and Chemistry highlight just how deeply computer science is intertwined with cutting-edge innovation.
I often imagine how the students I teach today will soon be at the forefront of transformative advancements, applying their knowledge to reshape industries and redefine possibilities.
As an educator, I see myself as a bridge between past discoveries and future innovations—helping students build a strong foundation rooted in established theories while encouraging them to explore and push the boundaries of computer science.Lin Yue
Students may one day make pioneering contributions to their fields, but their journey begins with the education and mentorship that prepare them to take on these challenges. For me, being part of that journey—supporting their growth and curiosity—is one of the most fulfilling aspects of teaching in my discipline.
How does your teaching help prepare students for their future?
Working in higher education can be a real juggling act. In computer science, where technology evolves faster than a cup of coffee cools, both students and educators are in a constant race to keep up.
With that in mind, I design my teaching to prepare students not just for today’s demands, but for the challenges and opportunities they will face in the future. I focus on creating a mix of resources tailored to different skill levels and learning approaches. No one-size-fits-all approach here—students engage with diverse perspectives to grasp complex ideas in ways that resonate with them. Each topic is introduced in a structured, logical progression, allowing students to build on foundational concepts before tackling more advanced applications. The goal is to transform fragmented knowledge into a cohesive, well-connected understanding—like assembling a puzzle where every piece clicks into place.
But helping students master content is only the beginning. What truly matters is cultivating their ability to think critically, adapt quickly, and continuously enrich their knowledge base—like growing a strong, well-rooted tree. Foundational understanding forms the trunk, while ongoing learning adds new branches and leaves, allowing the whole system to evolve, flourish, and respond to new environments over time.
What is your favourite way to use technology to enhance learning?
While some concerns remain about using generative AI in education, I support its thoughtful integration into students’ independent learning. Think of this tool as a digital sidekick—ready to help unpack tricky concepts and spark creative ideas. Students can use generative AI to explore alternative explanations for complex topics and to brainstorm project ideas. It’s like having an endlessly patient tutor on standby.
Of course, just because this tool is powerful doesn’t mean we should hand over our thinking to it. I remind students that generative AI is here to extend how we think—not to replace it. Like any tool, it’s only as good as the person using it. That means asking questions, checking the logic behind its suggestions, and staying in the driver’s seat. After all, real learning doesn’t happen when we outsource our thinking—it happens when we use new tools to challenge, refine, and expand it.
In many ways, learning is evolving—much like the way our early ancestors adapted to their environments. Their survival depended on three key abilities: walking upright, expanding brain capacity, and mastering tools. Similarly, we and our students must reevaluate traditional teaching and learning, embracing modern tools like generative AI to extend our intellectual reach. When used effectively, this technology unlocks possibilities that were once unimaginable within the bounds of traditional teaching and learning.