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- City University of Hong Kong ×
- College of Professional and Continuing Education, The Hong Kong Polytechnic University ×
- The Education University of Hong Kong ×
- Hong Kong Baptist University ×
- Lingnan University ×
- Yew Chung College of Early Childhood Education ×
- 1.1 Teaching Development and Language Enhancement Grant (TDLEG) ×
- 2.1 Community of Practice (CoP) ×
- 2.3 Community Engaged Learning ×
- 2.4 Whole-Person Development ×
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16 posts found
Poster Presentation Time: 1225-1400; 1500-1600
Venue: F1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Ms Ka Yee Shirley CHAN, Lecturer, Centre for Language in Education, The Education University of Hong Kong
– Miss Mandy Xiao Ming YE, Research Assistant and student participant, Centre for Language in Education, The Education University of Hong Kong
Abstract
This poster-sharing session shares the outcomes collected in the first phase of a TDG project, “AI for Formative Assessment”, exploring how the Automated Speech Recognition (ASR) function in AI can possibly provide formative feedback in speaking assessments. In this phase of the project, language teachers from the Centre for Language in Education at the Education University of Hong Kong have applied the ASR function on Whatsapp, a daily social messenger platform for Hong Kong students, to provide formative feedback during a consultation session in a University speaking course: Skills for Language Test I. This project explores the effectiveness, challenges, and implications of using AI to provide formative feedback on pronouncing words and phrases.
Theme: 1. Showcase Project Achievements
Sub-theme: 1.1Â Teaching Development and Language Enhancement Grant (TDLEG)
Poster Presentation Time: 1225-1400; 1500-1600
Venue: F4, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Mr Chun Hoi CHEUNG, Assistant Professor of Practice, School of Chinese Medicine, Hong Kong Baptist University
– Miss Hoi Yan FONG, Hong Kong Baptist University
– Miss Judith WONG, Hong Kong Baptist University
– Mr Conrad Kwan Ho CHAN, Hong Kong Baptist University
–Â Mr Shu Kin FONG, Hong Kong Baptist University
Abstract
Background: Led by Hong Kong Baptist University in collaboration with the University of Hong Kong, the project initiated the first-of-its-kind non-conventional simulation practicum in a realistic setting using Virtual Reality(VR) technology. Aim: The aim is to enhance students’ first-hand experiences with TCM diagnosis and consultations, thereby optimize the effectiveness of service-learning and equip students with necessary attributes such as self-learning ability and communication skills as future practitioners. Method The project encompassed (1)scriptwriting for VR development, (2)VR application with debriefing sessions held to explain the rationales of diseases and relevant physical examinations(PE) to students, and (3)skills contribution in service-learning. Numerical data was obtained through pre and post VR survey for analysis. The statistical test used was Wilcoxon signed-rank test, a paired difference test for comparing the pre-post scores of two matched samples. Post-VR focus group interviews were conducted to collect students’ views on the pros and cons of VR. Evaluation results Quantitatively, 51students completed the VR activity and responded the pre and post VR survey. Under 10-mark scoring scale with 10 as the largest extent, students’ self-evaluation on professional knowledge improved significantly. The medians of the mastery of diagnostic criteria, typical symptoms and physical examinations all increased from 6 to 7 with p<0.001. Students’ self-learning ability, understanding towards consultation procedures, technique in verbal consultation and skills in communicating with patients elevated from 6 to 7 in median, with p-values of 0.009,<0.001,<0.001 and p<0.05 respectively. Qualitatively, students mentioned in focus group that they got insights on the choices of physical examinations to be done in service-learning through VR. Yet, some students reported dizziness and nausea caused by VR headsets as the main barrier of the project, making it inapplicable to all students. Conclusion: This innovative approach is proven to improve clinical knowledge, foster self-learning ability, and develop generic attributes of students.
Theme: 1: Showcase Project Achievements
Sub-theme: 1.1Â Teaching Development and Language Enhancement Grant (TDLEG)
Poster Presentation Time: 1500-1600; 1700-1800
Venue: B4, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Mr Frankie Tsz Ki FAN, Executive Officer, Talent and Education Development Office, City University of Hong Kong
Abstract
CityUHK launched the CityU Tiger Programme for nurturing the talents of tomorrow and transforming students into future global leaders. The Programme targets both newly-admitted undergraduate students with outstanding academic performance as well as high-achieving first-year students and have approximately 1,000 members in 2023/24. With constant guidance and support from faculty members, the Programme organised various tailored activities for these elite students, allowing them to navigate the challenges of the fast-changing world, cultivate their talents in their respective fields of study, contribute to their communities, and ultimately emerge as future leaders and change-makers.
Theme: 2. Thematic Exploration
Sub-theme: 2.4Â Whole-Person Development
Oral Presentation Time: 1600-1700
Venue: Fanling Room, Lower Level I
Presenter(s)
– Dr Esther TONG, Principal Lecturer, Division Head, Divisions of Language and Communications, College of Professional Continuing Education, The Hong Kong Polytechnic University
– Professor Roger CHAN, Division Head, Divisions of Social Sciences, Humanities and Design, College of Professional Continuing Education, The Hong Kong Polytechnic University
Abstract
Effective Content and Language Integrated Learning (CLIL) praxis relies on the sustained efforts of members of the interdisciplinary community of practice in fostering shared aspirations in pedagogical improvement, developing awareness of a content-language link, sharing resources and practices, and co-constructing understanding of disciplinarity. Responding to the need to align higher education assessments with the real-world communication and professional requirements, faculty members across the College are summoned to redesign the assessments of language and disciplinary practices. While previous studies on integrated assessment of language and disciplinary content focus on the validity, reliability and teacher belief-practice dichotomy (Attar et. al, 2022; Lo & Leung, 2022; Otto, 2018), this paper explores the essence of successful Professional Communities of Practice (PCoP). Sustainable practices and challenges associated with co-designing integrated content and language assessments in business and social sciences disciplines will be explored. It positions CLIL assessment as a collaborative provision. The first part details the associated practices of a collaborative model in an adjunct English-across-the-curriculum project. The second part highlights the impactful dialogues within a social enterprise business idea pitching competition organised to foster interdisciplinary collaboration in a professional learning community. Recommendations for optimising collaboration and maximising the participatory impact of interdisciplinary communities of practice in higher education contexts will be shared.
Theme: 2. Thematic Exploration
Sub-theme: Community of Practice (CoP)
Oral Presentation Time: 1600-1700
Venue: Peony Room, Lower Level II
Presenter(s)
– Dr Pui Pui Phoebe CHEUNG, Assistant Professor (Occupational Therapy), Academic Team, Yew Chung College of Early Childhood Education
– Dr Anna Aracelly OLGUIN, Assistant Professor, Academic Team, Yew Chung College of Early Childhood Education
Abstract
The United Nation Convention on the Rights of Child (UNCRC 1989) ensures the right of all children to have their basic needs taken care of, to be protected at all times, and to participate in decisions that will affect their lives. Unfortunately, millions of children around the world are deprived of these rights. As countries adopt, adapt, and uphold Child’s Rights and Protection protocols, there is a palpable need for information. Practices such as mandated reporting, enacted as law in some Western countries since the 1960’s, are now making their way to places in Hong Kong and teachers will be accountable to report. This presentation has dual objectives. One is to understand pre-service teachers’ knowledge and attitudes regarding child rights and protection pre and post course taking utilizing a co-design thinking approach. The second objective is to share information about a project aiming at co-constructing a culturally relevant Child’s Rights and Protection educational framework with parents who are Ethnic Minorities and/or parents of Special Education Needs children. From these perspectives, the knowledge and attitudes about child rights & protection among the preservice teachers and the voice of the caregivers are of immense importance towards the wellbeing of children in vulnerable populations.
Theme: 2. Thematic Exploration
Sub-theme: Whole-person Development & Diversity and Inclusion Education
Poster Presentation Time: 1225-1400; 1500-1600
Venue: C2, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Professor Bin LI, Associate Professor, Department of Linguistics and Translation, City University of Hong Kong
– Dr Yee Na LI, Part-time Research Associate, Department of Linguistics and Translation, City University of Hong Kong
Abstract
Our ten years’ evidence-based study revealed that the alternative pathway from sub-degree to degree studies is viable while challenging for Senior Year Admission (SYA) students. The inadequate alignment between sub-degree and university programmes is the main determinant of their heavy academic workload. Their transitional challenges call for an examination of the existing programme articulation process and academic advising to SYA students. In response to their needs, the project sustains our previous work from UGC-funded and TDG sustainability projects to promote best practices to support SYA students. An online Cross Institutional Credit-transfer Information System (CICIS) was launched to enhance the transparency of credit transfer and facilitate smooth transition of SYA students. Another student-centred Resources Website was developed to provide cross-institutional support to SYA students from the first point of transferring to universities. In addition, a series of collaborative activities, such as an international Credit Transfer Conference, local and overseas webinar sessions and the Internationalisation-at-Home (IaH) programme, has been organised. The project provides implications to administrators and policy makers in higher education, informing policies and practices to optimize the transfer experience for students’ greater success in universities and in the society.
Theme: 1. Showcase Project Achievements
Sub-theme: 1.1Â Teaching Development and Language Enhancement Grant (TDLEG)
Poster Presentation Time: 1500-1600; 1700-1800
Venue: B2, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Mr Iain KILLOUGHERY, Lecturer, Sport, Physical Education and Health, Hong Kong Baptist University
Abstract
Graduate attributes (GAs), formally adopted by higher education institutions for some time, describe the skills and competences that students should develop over the course of their studies. GAs are considered important to universities as they act as a means to represent and extend their brand, while also providing a channel to maintain connection with industry. However, despite regular engagement with industry, employers remain unsatisfied with graduate transferable skills. This may be caused by a lack of a common theoretical underpinning to develop such attributes. Therefore, the aim of this study was to provide an evidence-based methodology which develops transferable skills in university graduates. Two classes were used in this study; one class received a 12-week intervention incorporating a variety of coaching activities. The second class acted as a control group. Students completed pre-intervention surveys providing self-reports of ratings in GAs and resourcefulness behaviours. Post-intervention, students again complete surveys reporting self-ratings on the same topics. Survey data was analysed to identify changes in student scores, which highlighted improvements in all graduate attribute ratings post-intervention. Furthermore, help-seeking behaviours were shown to have significant improvement post-intervention. This study suggests that coaching practices may provide an effective method to develop transferable skills in students.
Theme: 2. Thematic Exploration
Sub-theme: 2.4Â Whole-Person Development
Poster Presentation Time: 1500-1600; 1700-1800
Venue: B1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Miss Eunice Yuen Man CHAU, Senior Research Assistant, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University
– Mr Andy Wei Hei SIU, Senior Research Assistant, MPhil student, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University
Abstract
In this digital era, the learning model of higher education students has been reshaping due to emerging social structures and technological forces in a smart society, alongside the COVID-19 pandemic. Previous research has shown that there are several barriers to the implementation of research-based learning and teaching (RBLT) from the perspective of both students and teachers that are insufficient to cope with the changes in the present, and community-based learning that utilises the community as living laboratories seems to be a feasible solution. This research aims to develop a novel model of RBLT, adopting a train-the-trainer approach for over 70 student interns across local universities, and establishing a five-tiered organisational structure to comprehensively evaluate their positive changes in all sub-themes in Cognitive (knowledge-based), Psychomotor (action-based), and Affective (emotion-based) domains. Research data were collected from more than 70 events supported by trained student interns serving over 2,000 participants in our four research communities and partner schools. The research indicated that the impact of the model of community-based RBLT went beyond enhanced teaching and learning effectiveness for students and teachers. The combination of online and physical learning experiences also created synergies between learning and teaching.
Theme: 2. Thematic Exploration
Sub-theme: 2.1 Community of Practice (CoP)
Oral Presentation Time: 1600-1700
Venue: Peony Room, Lower Level II
Presenters(s)
– Dr Joseph Yui-yip LAU, Interim Head of Student Affairs and Senior Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University
Abstract
A large number of students enrolled in sub-degree programmes and self-financing degree programmes in self-financing post-secondary institutions each year. As such, self-financing post-secondary institutions perform a significant role in the higher education sector in Hong Kong. To the best of the author’s knowledge, most of the students are eager to achieve whole-person development to equip themselves before graduation. In other words, they strive toward becoming a preferred graduate to establish a career path or articulate to the ‘desirable’ universities for further study. This study illustrates the Student Affairs Office to address the key challenges of developing whole person development programme, deliver successful cases of the formation of a structured whole-person development programme, and point out the roadmap to the future whole-person development programme in the forthcoming years. As expected, the study may provide valuable insights to policymakers, educators, higher education institutions, and researchers to develop a future research agenda and policy.
Theme: 2. Thematic Exploration
Sub-theme: Whole-person Development & Diversity and Inclusion Education
Poster Presentation Time: 1225-1400; 1500-1600
Venue: A4, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Ms Yi LI, Lecturer, Centre for Language in Education, The Education University of Hong Kong
Abstract
To enhance students’ proficiency in Putonghua and facilitate their integration into the workplace and life in the Greater Bay Area, the Centre for Language in Education at The Education University of Hong Kong is undertaking a Teaching Development Grant (TDG) project for 2023-2024. This project aims to engage professionals from various industries in the Greater Bay Area to conduct interviews on topics related to “work” and “life.” The interviews are categorized into four sections: “Job Hunting,” “Workplace Communication,” “Workplace Culture,” and “Life,” comprising a total of 20 topics. To provide comprehensive learning resources, the project team has recorded video interviews with experts, accompanied by textbook explanations. These valuable resources have been uploaded to EdUHK’s online learning platform, ensuring accessibility for all students. By utilizing this platform, students can enhance their learning experience and foster their understanding of the workplace environment in the Greater Bay Area. Through this initiative, students will gain valuable insights into the practical aspects of working and living in the Great Bay Area. The project aims to equip students with the essential language skills and cultural understanding required to excel in their future careers. This TDG project is designed to create an immersive and engaging learning environment by collaborating with industry professionals and leveraging an online platform. Collaborating with industry professionals and leveraging online platforms aims to create an immersive and engaging learning environment for students, preparing them for success in the dynamic Greater Bay Area.
Theme: 1. Showcase Project Achievements
Sub-theme: 1.1Â Teaching Development and Language Enhancement Grant (TDLEG)
Poster Presentation Time: 1225-1400; 1500-1600
Venue: A3, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Professor Suntong QI, Assistant Professor of Teaching, Department of Marketing and International Business, Lingnan University
Abstract
As the adoption of AI-generated content (AIGC) continues to grow in educational settings, it is crucial to understand its impact on student learning experiences. Through surveys with undergraduate students, we explore students’ attitudes, perceptions, and expectations toward AIGC in their academic pursuits. By examining the student perspective, the presentation will provide valuable insights into the evolving landscape of AIGC in education. It will highlight the strategies and best practices that educational institutions can implement to ensure the responsible and ethical use of AIGC, empowering students to navigate this technological landscape effectively.
Theme: 1. Showcase Project Achievements
Sub-theme: 1.1Â Teaching Development and Language Enhancement Grant (TDLEG)
Oral Presentation Time: 1600-1700
Venue: Rose Room, Lower Level II
Presenter(s)
– Dr Hazel CHEN, Lecturer, Division of Languages and Communications, College of Professional and Continuing Education, The Hong Kong Polytechnic University
– Dr Doreen TSE, Senior Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University
Abstract
LCS4573 Teaching Primary School Students English as a Service-Learning Experience is a subject offered by the Division of Languages and Communication at CPCE PolyU in partnership with the New Home Association. Since Semester 1 of 2021, more than 50 students majoring in Language and Professional Communication have participated in the project, accumulating 6,000 service hours and benefiting over 350 primary school children and their families in Sham Shui Po and Tin Shui Wai in Hong Kong. The project involves English tutoring for P1-P3 children from underprivileged and new immigrant families. This presentation focuses on three areas of improvement achieved through the students’ enthusiastic contribution and involvement. Firstly, students’ English literacy and public speaking skills were enhanced as they became more aware of their own language level, grammar, lexicon, and pronunciation through content preparation. Secondly, students’ pedagogical innovation skills and confidence were developed as they explored new teaching methods. Thirdly, students gained an in-depth understanding of the education resources disparity in Hong Kong and formed emotional bonds with the children. This presentation will showcase LCS4573 as a prime example of community engagement learning and the positive impact it has had on CPCE students, the primary school children, and the local community.
Theme: 2. Thematic Exploration
Sub-theme: Community Engaged Learning & Community of Practice (CoP)
Oral Presentation Time: 1400-1500
Venue: Camomile Room, Lower Level II
Team member(s)
– Professor Alvin Chung Man LEUNG, Associate Head & Associate Professor, Department of Information Systems, City University of Hong Kong
Abstract
The COVID-19 pandemic has highlighted the critical importance of online learning, where learners must engage in self-regulated learning (SRL) to achieve optimal outcomes. Gamification interventions have been implemented to improve SRL engagement in online environments, but the mixed results of these efforts have raised doubts about their efficacy. This study investigates whether the inconsistent findings can be attributed to a lack of consideration for individual learner characteristics during gamification design. Focusing on Massive Open Online Courses (MOOCs), we examined how gamified performance feedback interacted with learners’ goal orientation, an individual trait known to influence SRL and learning. By tracking the SRL engagement of 760 college students over five weeks using learning analytics, we found that positively framed performance feedback without social comparisons increased SRL engagement and learning outcomes for participants with a strong performance-avoidance goal orientation. Conversely, the same feedback had a negative impact on participants with a strong mastery goal orientation. These findings contribute to SRL theory by demonstrating that the effectiveness of gamification in online learning is contingent on aligning the design elements with individual learner characteristics and highlight the importance of personalized gamification approaches to optimize SRL and learning in MOOC.
Theme: 1. Showcase Project Achievements
Sub-theme: Teaching Development and Language Enhancement
Poster Presentation Time: 1225-1400; 1500-1600
Venue: A2, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Professor Helen Hongyan GENG, Assistant Professor of Teaching, Science Unit, Lingnan University
Abstract
This study investigates the implementation of co-teaching in four general education courses — Earth Science, Environmental Science, Ecology, and Law—centered around the theme of carbon footprint. The project unfolds in two phases. Phase I engages Earth Science and Environmental Science in a structured debate on climate change, aiming to enhance students’ critical thinking by juxtaposing evidence supporting climate change against skeptical views. Phase II extends the co-teaching model to include Earth Science, Law, and Ecology, with a focus on groundwater pollution, to highlight a multidisciplinary approach to the issue. Throughout both phases, students from the co-teaching courses assimilated both face-to-face and online, concluding with individual research projects that analyze their co-teaching experiences. This study aims to promote curiosity-driven learning, nurture multidisciplinary education, and enhance students’ critical thinking and analytical competence.
Theme: 1. Showcase Project Achievements
Sub-theme: 1.1Â Teaching Development and Language Enhancement Grant (TDLEG)
Poster Presentation Time: 1500-1600; 1700-1800
Venue: E1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr Bess Yue WANG, Senior Lecturer, Department of Journalism, School of Communication, Hong Kong Baptist University
– Dr Angela Dan WANG, Research Assistant Professor, Department of Journalism, School of Communication, Hong Kong Baptist University
Abstract
The proposed course equips students with cutting-edge skills in AI and cloud-based solutions to address real-world media management challenges faced by NGOs. Through a dynamic, experiential learning approach, students will become digitally competent, industry-ready, and socially responsible professionals. Partnering with the Institute of Endurance Science and Technology (IEST) and Huawei, the course offers a unique opportunity to bridge the gap between technological expertise and social impact. Students will gain hands-on experience by developing cloud-based solutions for IEST’s data management, publicity, and digital governance needs. The curriculum emphasizes: 1. Understanding NGO media challenges and translating them into practical cloud-based solutions. 2. Utilizing Huawei’s cloud infrastructure and receiving expert training from their engineers. 3. Developing a comprehensive cloud solution proposal addressing a real-world problem faced by IEST. Student competency will be assessed through a Huawei Cloud Practitioner certification exam and a final project proposal evaluated by industry experts and IEST. This ensures the learning experience is not only relevant but also potentially impactful, with successful proposals considered for adoption by IEST. This course exemplifies the power of technology in driving positive social change while providing students with invaluable skills for the future.
Theme: 2. Thematic Exploration
Sub-theme: 2.3Â Community Engaged Learning
Poster Presentation Time: 1225-1400; 1500-1600
Venue: A1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Ms Crystal LUO, Teaching and Learning Manager, Centre for Learning, Teaching and Technology, The Education University of Hong Kong
– Miss Pui Ying WONG, Educational Development Officer, Centre for Learning, Teaching and Technology, The Education University of Hong Kong
Abstract
The global pandemic prompted academic institutions to shift from traditional test-based assessments to alternative assessments, including methods such as self-assessments, peer evaluations, and digital technology-enhanced tasks. The effectiveness of alternative assessment hinges on students’ perceptions, which may subsequently influence their degree of engagement. This study was thus designed to investigate the relationship between students’ perceptions and their involvement in alternative assessment in a Hong Kong university. An online survey was administered to 177 students between November 2022 and February 2023, with the collected data undergoing quantitative analysis. The results show that students generally maintain moderate levels of positive perceptions and active involvement towards alternative assessments. Moreover, a statistically significant correlation was observed between their perceptions and involvement. Our findings not only provide evidence to support the relationship between students’ perceptions and their involvement in alternative assessment practices, but also provide insights into the importance of understanding the real-life applicability of such assessments, the facilitating role of technological tools, and the practical implementation of these assessments into courses.