Poster Presentation Time: 1225-1400; 1500-1600

Venue: I1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Selena YAN, Senior E-learning Assistant, Li Ka Shing Faculty of Medicine, The University of Hong Kong

– Ms Leah LI, Senior E-learning Assistant, School of Clinical Medicine, The University of Hong Kong

Abstract

Generative Artificial Intelligence (GenAI) is a transformative technology that fosters creativity, problem-solving, and critical thinking skills in various industries, including healthcare and medical education. At HKU Medicine, we appreciate the importance of advancing GenAI literacy and propose to develop and deliver a new online course that covers the latest advances, pitfalls, ethical and professional aspects of GenAI. We aim to advance AI and digital competency for all students, professoriates and clinicians at HKU Medicine and the Hong Kong medical community. To evaluate the effectiveness of this online GenAI literacy course, an assessment study will be conducted. We will use a mixed methods approach to collect both quantitative and qualitative data through pre- and post- surveys, individual interviews and practical exercises. The survey will be adapted from the “Scale for the Assessment of Non-Experts’ AI Literacy” (SNAIL), while the interviews will provide additional context and insights into participants’ experiences and challenges with GenAI. Practical exercises will provide objective data for evaluation. Target participants will be recruited through convenience sampling, and data analysis will include both statistical and thematic analyses. The study has already obtained ethical approval. Results from this study will be used to identify improvement needs for the online course and inform the integration of GenAI in medical and health sciences education and clinical practices. Overall, the project will contribute to the advancement of GenAI literacy in medical education and healthcare professions, supporting the ethical and effective application of GenAI technology in these fields.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: D4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr William Man Yin CHEUNG, Senior Education Development Officer, Talent and Education Development Office, City University of Hong Kong

– Ms Ka Yan SO, Educational Development Officer, Talent and Education Development Office, City University of Hong Kong

Abstract

In the recent era of rapid development and ubiquitous application of artificial intelligence (AI), it has become crucial for all students to be AI-literate irrespective of their academic background. This poster shares the pilot run of the “AI for All” initiative at CityUHK, which introduced the basic principles, development, and recent applications of AI to the participating students. Students analysed how AI has been utilised by various organisations/platforms and demonstrated improved AI literacy after the initiative.

Theme: 2. Thematic Exploration

Sub-theme: 2.2 Diversity and Inclusion Education

Poster Presentation Time: 1225-1400; 1500-1600

Venue: I4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Yanjie SONG, Associate Professor, Department of Mathematics and Information Technology, The Education University of Hong Kong

– Mr Kaiyi WU, Department of Mathematics and Information Technology, The Education University of Hong Kong

Abstract

Integrating artificial intelligence (AI) into educational settings is crucial for developing innovative teaching methods that enhance student learning. This study investigates the development and application of Learningverse, a 2D/3D metaverse platform that integrates digital humans with advanced Large Language Model Operations (LLMOps) to create AI teaching agents. Leveraging the capabilities of Large Language Models (LLMs) and Retrieval-Augmented Generation (RAG), we designed intelligent digital human teachers. These LLMOps system-constructed multi-agents, including Communication Encoder, Body Movement Coding Encoder, Eye Gaze Coding Encoder, and Expression Coding Encoder, provide personalized and strategic scaffolding to students, offering real-time feedback and support to improve their learning outcomes. Additionally, the platform utilizes GPT-SoVITS trained TTS to clone real teachers’ voices, enhancing the realism of digital human teachers. The platform can customize digital teachers and build scenarios based on different subject courses, adapting them to various thematic curricula. A pilot study evaluated the effectiveness of these digital teachers in enhancing student engagement and performance in Learningverse. Preliminary findings reveal a significant improvement in students’ interactions, motivation, and overall learning achievements. This research highlights the potential of LLMOps-integrated digital human teachers in transforming teaching practices and enriching educational experiences in the metaverse.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: D1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr William Man Yin CHEUNG, Senior Education Development Officer, Talent and Education Development Office, City University of Hong Kong

Abstract

The recent advent of generative artificial intelligence (AI) has demanded prompt actions for supporting educators to review and possibly revamp their courses accordingly. This poster shares the experience of CityUHK for administering a programme of online modules, seminars and funding availability to empower academic staff in incorporating AI into the curriculum. In response to the positive feedback received, the programme was implemented for a second time with updates and enhancement.

Theme: 2. Thematic Exploration

Sub-theme: 2.2 Diversity and Inclusion Education

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: 2.4  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

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

Oral Presentation Time: 1400-1500
Poster Presentation Time: 1225-1400;1500-1600

Oral Presentation Venue: Rose Room, Lower Level II
Poster Presentation Venue: H1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ir Dr H H CHEUNG, Senior Lecturer, Department of Industrial and Manufacturing Systems Engineering, The University of Hong Kong

– Mr Derek TONG, Tutor, Department of Industrial and Manufacturing Systems Engineering, The University of Hong Kong

– Mr Like WEN, Research Assistant, Department of Industrial and Manufacturing Systems Engineering, The University of Hong Kong

Abstract

The past social events and COVID-19 pandemic posed huge challenges to teaching and learning. The teaching team seized these challenges as opportunities to develop and incorporate e-learning in experiential projects and capstone courses, which otherwise mandate intensive face-to-face interactions. The team has developed the Digital Design House – An e-learning platform for collaborative product development – to facilitate experiential learning and hands-on projects in various courses that carry substantial components of innovative product design and development. The Digital Design House is a cloud-based experiential e-learning platform that provides remote access to CAD facilities for students to interact among group members and with teachers in virtual environments to share their ideas for product design and development. This e-learning platform integrates a set of advanced information and computing, 3D Hologram devices, virtual reality, mixed reality, and mobile devices with a suite of in-house developed applications for stereoscopic visualisation of virtual objects in an immersive virtual environment to facilitate systematic training and development of students’ innovative abilities through experiential learning. It not only allows students at different geographical regions and teachers to ubiquitously conduct teaching and learning, but also facilitates online lectures via video conferencing like Zoom or Microsoft Teams with more interactions in a virtually face-to-face environment. Indeed, this platform helps students understand what and how various knowledge and feasible technologies can be effectively integrated to create a feasible design/solution in a practical-and-innovative approach. As such, students are inspired with a stronger desire, self-initiative, and enthusiasm for exploring their potential in innovative creations.

Theme: 1. Showcase Project Achievements

Sub-theme: Strategic Development of Virtual Teaching and Learning (VTL)

Oral Presentation Time: 1600-1700
Poster Presentation Time: 1500-1600; 1700-1800

Oral Presentation Venue: Camomile Room, Lower Level II
Poster Presentation Venue: D2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Hong Ching CHAN, Senior Curriculum Development Officer, Centre for Advancement of Chinese Language Education and Research, Faculty of Education, The University of Hong Kong

– Ms Hongyun DENG, Research Manager, Centre for Advancement of Chinese Language Education and Research, Faculty of Education, The University of Hong Kong

Abstract

Empowering ethnic-minority students’ learning of writing is essential to students’ development in school and beyond. The advent of generative artificial intelligence (GenAI) has accelerated the transformation of education systems, providing new possibilities for addressing their challenges. Guided by the writing process theory, social constructivism, and self-regulated learning, this study proposes the WISE framework, comprising four key components: Write, Investigate, Synthesize, and Evaluate. It also reports on qualitative research, incorporating participant observation and content analysis, on WISE’s implementation among 10 ethnic-minority students in three primary schools in Hong Kong. The results suggest that this framework can systematically support students’ writing abilities in terms of 1) enriching vocabulary and language usage, 2) improving quality and depth of writing content, 3) enhancing writing structures and creativity, and 4) strengthening critical thinking.

Theme: 2. Thematic Exploration

Sub-theme: Diversity and Inclusion Education

Oral Presentation Time: 1600-1700

Venue: Camomile Room, Lower Level II

Presenter(s)

– Ms Ka Yan SO, Education Development Officer, Talent and Education Development Office, City University of Hong Kong

Abstract

Peer-Assisted Learning scheme using Supplemental Instruction (PALSI) has been a cornerstone of CityUHK’s commitment to academic excellence and student success. This presentation will introduce the PALSI initiative, a peer-led approach designed to enhance students’ understanding of course materials and improve overall learning strategies. Insights from PALSI coordinators and leaders will be shared, highlighting the scheme’s impact on both students and leaders.

Theme: 2. Thematic Exploration

Sub-theme: Diversity and Inclusion Education

Oral Presentation Time: 1400-1500

Venue: Rose Room, Lower Level II

Presenter(s)

– Dr Ronnie SHROFF, Principal Project Fellow, Teaching and Learning Centre, Lingnan University

Abstract

In response to the COVID-19 pandemic, the University Grants Committee (UGC) and the Quality Assurance Council (QAC) allocated dedicated funding to support the strategic long-term development of virtual teaching and learning (VTL) in Hong Kong’s eight UGC-funded universities. Lingnan University, as the lead institution of a consortium of six participating universities, secured funding to establish benchmarking practices and quality assurance standards on VTL that reference internationally accepted standards within the local context. This project aims to strengthen institutional capabilities and enhance the quality of VTL provision, including online teaching and learning, distance education delivery, and technology-enhanced learning. The project involves collaboration and funding from The University of Hong Kong, The Hong Kong University of Science and Technology and the City University of Hong Kong, as well as in-kind support from The Chinese University of Hong Kong and The Hong Kong Polytechnic University. The primary objective of this project is to establish a shared quality assurance framework and standards for online learning and teaching that align with local and global standards. By adopting a collaborative approach, this project seeks to enhance the quality of VTL as a key strategic focus area of institutional development and performance improvement. This presentation will provide an overview of the project’s key objectives, methodology and outcomes. It will also discuss the challenges encountered and lessons learned in developing quality assurance and benchmarking standards for VTL across universities. Finally, the presentation will conclude with recommendations for future collaborations to enhance the quality of VTL provision within the Hong Kong higher education context.

Theme: 1. Showcase Project Achievements

Sub-theme: Strategic Development of Virtual Teaching and Learning (VTL)

Oral Presentation Time: 1400-1500
Poster Presentation Time: 1225-1400; 1500-1600

Oral Presentation Venue: Fanling Room, Lower Level I
Poster Presentation Venue: I2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Ting Leung Albert LEE, Lecturer, Department of Electrical and Electronic Engineering, The University of Hong Kong

– Dr Victor LEE, Lecturer, Department of Electrical and Electronic Engineering, The University of Hong Kong

– Dr Zhengyuan WEI, Research Associate, Department of Electrical and Electronic Engineering, The University of Hong Kong

– Mr Alex KIANG, The University of Hong Kong

Abstract

Retrieval-augmented generation (RAG) has been demonstrated to be highly effective in generative AI applications, resulting in substantial improvement in accuracy and reliability of large language model responses. The success of this approach is accomplished through seamless integration of AI capabilities and practical knowledge base, which fosters an interactive learning mechanism conducive to automatic question-answering augmented with references and refined prompts, leading to a more vibrant and connected learning environment. Communication portals enable effective inquiry and prompt responses while the course-specific chatbot helps reduce teachers’ workload and streamline classroom management. In this project, the RAG approach is applied to a discipline-core course named Integrated Design Project (IDP) in the second semester 2023-24. This project-based course consists of 78 EEE undergraduate students with diverse programming experience. The IDP-specific AI chatbot is developed using the Coze platform with a Discord server. To name a few, the main contents of practical knowledge base include the procedures for setting up a Raspberry Pi webcam, the installation process of Jetson Inference library on Jetson Nano, how to use YOLO model for object detection, how to install Jetson inference library on Jetson Nano, etc. The anonymous feedback survey conducted at the end of the course shows high utilization and satisfaction of the chatbot, confirming the effectiveness of this approach in facilitating students’ learning.

Theme: 1. Showcase Project Achievements

Sub-theme: Innovative Technology-in-Education

Poster Presentation Time: 1225-1400; 1500-1600

Venue: I3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Winnie WONG, Educational Development Manager, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

– Mr Vincent CHAN, Educational Development Assistant, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

Abstract

Background and Objectives: This project aims to leverage the immersive capabilities of the metaverse to enhance data security and privacy awareness among students and staff at the Education University of Hong Kong. Develop a series of interactive and engaging educational materials to enhance the understanding of data security principles and data privacy policies. Design and implement a dynamic and user-friendly online platform (Metaverse Space) to host the educational materials, facilitating easy access and learning for target audiences. Methods and Findings: Within this metaverse-based platform, users are presented with practical scenarios that simulate real-world situations involving security-critical concepts. The educational virtual environment is strategically gamified to motivate users through rewarding challenges and progressive levels, bridging the gap between theory and practice. The dynamic simulation exercises allow participants to directly experience the impact of security failures and rehearse protective actions in a risk-free, controlled setting, nurturing applied skills alongside conceptual understanding. The survey results, based on responses from (n=20), indicate that the gamified metaverse prototype is both engaging and effective in teaching data security and privacy concepts. The interactive scenarios and simulations were particularly praised for their usefulness in understanding real-world data security issues. The navigation of the metaverse environment was generally considered easy. Overall, the positive responses suggest that the gamified metaverse is a valuable tool for learning data security, demonstrating its effectiveness in an educational context. Discussion and Perspectives: Leveraging Metaverses data security learning platform offers an innovative and immersive approach to addressing the limitations of traditional training methods, empowering users with comprehensive knowledge and applied skills to mitigate evolving cyber threats.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Oral Presentation Time: 1400-1500

Venue: Rose Room, Lower Level II

Presenter(s)

– Dr Jian YANG, Deputy Director of Education Technology (EdTech HKUMed), LKS Faculty of Medicine, The University of Hong Kong

Abstract

The “Students as Partners (SaP)” support framework fosters active interdisciplinary collaboration. Key initiatives undertaken by the Students as Partners Community of Practice (SaP CoP) involve organizing seminar-sharing sessions, hosting internal CoP meetings, and conducting formal consultation sessions for those initiating SaP projects. These efforts offer valuable learning opportunities and continuous support for both educators and students. At HKU, the SaP CoP has developed a Scope, Process, and Levels framework for SaP activities. In partnership with TALIC, the SaP CoP has established a dedicated webpage and featured it in the HKU bulletin. These initiatives have been well-received by students and staff alike, providing meaningful experiences and practical guidelines that significantly contribute to their learning and engagement journey.

Theme: 1. Showcase Project Achievements

Sub-theme: Strategic Development of Virtual Teaching and Learning (VTL)

Oral Presentation Time: 1600-1700

Venue: Camomile Room, Lower Level II

Presenter(s)

– Dr Chloe Pui Yee SIU, Senior Lecturer, School of Graduate Studies and Institute of Policy Studies, Lingnan University

Abstract

Gerontechnology is a multidisciplinary field combining gerontology and technology, it comes matching technological environments to various facets of an ageing population. With the development of technologies, the HKSAR Government and different enterprises develop innovative products to cater for the needs of older adults and caregivers. It is arguably essential to develop opportunities and capabilities by creating a gerontechnology ecosystem with innovation to enable different stakeholders to effectively participate in gerontechnology and help Hong Kong society to overcome challenges related to population ageing. Since 2019, Lingnan University has been at the forefront of promoting gerontechnology through its “Gerontechnology and Smart Ageing in Place Project.” The project’s primary goal is to advocate for the use of gerontechnology in facilitating smart ageing and to support the development of social entrepreneurship in this field. Furthermore, it functions as an educational platform, offering training courses and workshops on various aspects of gerontechnology, including healthcare, dining, living, transport, exercising, and learning. An essential component of LU’s approach is its emphasis on the value co-creation process, as outlined by Kijima et al. (2014). This model comprises four phases: co-experience, co-definition, co-elevation, and co-development. It provides a framework for understanding how value is generated, exchanged, and transformed through the collaboration of diverse stakeholders. This process is crucial for fostering innovation and ultimately leading to sustainable solutions for smart ageing.

Theme: 2. Thematic Exploration

Sub-theme: Diversity and Inclusion Education