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: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: F2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Paul Lai Chuen LAM, Associate Professor, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

– Mr Wikie Wai Kei CHAN, Research Coordinator, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

– Miss Ka Yan LAU, Research Assistant, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

Abstract

Artificial Intelligence (AI) is rapidly transforming the educational landscape, presenting both opportunities and challenges for educators. This poster presentation showcases the work of two UGC-funded projects: “AI in Education” and “Generative AI for Teaching and Education (GATE).” These initiatives aim to bridge the gap between AI technologies and educators. By familiarizing educators with AI applications, empowering them with research insights, and providing professional development opportunities, these projects enable teachers to harness the power of AI as a tool for enhancing teaching and learning experiences. The presentation highlights the journey of supporting teachers in exploring, understanding, and applying AI in their own teaching contexts and calls for active participation in the broader AI community.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Oral Presentation Time: 1400-1500

Venue: Rose Room, Lower Level II

Presenter(s)

– Dr Aftab AMIN, Teaching Associate, Division of Life Science, The Hong Kong University of Science and Technology

Abstract

Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) empower educators to develop active-learning pedagogical approaches that motivate students to simultaneously engage, develop knowledge, social skills, and subject interest. To initiate VR/AR learning at the Division of Life Science (LIFS), HKUST, LIFS1904 Laboratory for General Biology II (comprising four experiments, ~300 diverse learners) was selected. In recent years, increasing enrollment has created manpower and space shortages, while post-pandemic issues have made student learning and the acquisition of resources, such as rat cadavers for teaching anatomy, physiology, and dissection more challenging. To address pressing issues, enhance active-learning, and make practical transitions fluid and cohesive, gamification is being used to develop a customizable, Virtual Reality Platform (VRP). A story-based narrative has also been implemented to create immersive, engaging, memorable and impactful pedagogy. In this presentation we will examine the deliverables of the project. Some of the findings from our student surveys, focus groups and interviews will also be shared to provide a better understanding of how technology-driven pedagogical innovations can facilitate active learning, information literacy, enhance student support, and facilitate peer-teaching, so that graduate attributes can be delivered.

Theme: 1: Showcase Project Achievements

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

Oral Presentation Time: 1600-1700

Venue: Fanling Room, Lower Level I

Presenter(s)

– Professor Carmen WONG, Assistant Dean (Faculty Development) and Clinical Professional Consultant, The Jockey Club School of Public Health and Primary Care, Faculty of Medicine, The Chinese University of Hong Kong

Abstract

Many industries have adopted design thinking as a powerful approach to problem-solving and innovation. A Community of Practice on Design Thinking can enhance experience sharing, ideas development and collectively enrich design thinking capabilities. For educators this can facilitate sharing of curricula concerns and problems, topical interests, and deepen their knowledge and experience of design thinking in education. The HKTEA Design Thinking Community of Practice in Higher Education was established in November 2023. The presentation aims to explore the process and challenges of setting up a community of practice on design thinking within the education arena. The session will begin by providing an overview of community of practice and design thinking considerations. The journey in setting up the Design Thinking community of practice from developing design thinking educational resources, exploring educator challenges in different institutions and disciplines and fostering network and exchange will be discussed. Key steps involved in establishing a community of practice and ongoing development will be highlighted. Attendees will be equipped with practical insights and actionable strategies to initiate and nurture a community of practice in their own and/or across institutions.

Theme: 2. Thematic Exploration

Sub-theme: Community of Practice (CoP)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: G2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Florence Mei Kuen TANG, Lecturer, Division of Education, School of Biomedical Sciences, The Chinese University of Hong Kong

– Dr Charis Yuk Man LI, Lecturer, School of Life Sciences, The Chinese University of Hong Kong

– Mr Kenneth Chung Hin LAI, Centre for eLearning Innovation and Technology, The Chinese University of Hong Kong

Abstract

The metaverse offers unique attributes that differentiate it from other educational tools, particularly its “Interactivity, Corporeality, and Permanence” within an immersive unreal space. Active learning, a dynamic educational approach, encourages students to engage in learning rather than passively receiving information. We aim to harness the metaverse concept to create interior architectural design virtual spaces where learners can interact in real-time, computer-generated environments. Methods and Results Our team is currently developing innovative Metaverse Learning Environments (MetaL). Since early 2023, we have transitioned health-related tertiary education to active metaverse-based pedagogy for teaching and learning activities. This approach includes in-class teaching, flipped classes, after-class learning, virtual hands-on practice, and AI tutoring. A preliminary observational study of in-class activities reveals that teachers can reinforce knowledge delivery while students enhance their learning through positive class interactions. Discussion and Conclusion The MetaL showcases the importance of leveraging technology to revolutionize traditional learning environments. Such transformation boosts students’ confidence in self-directed learning, communication skills, collaborative learning, problem-solving, innovation, critical reflection, and proficiency in professional training, but with challenges. Take Home Message In the future, the rapid advancements in online-based communication and generative AI technologies will transform the academic landscape, contributing to metaverse digital learning resources. Additionally, interior architecture and design are critical for students to experience psychological and emotional relaxation when engaging in virtual learning environments for ethical interaction.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: J4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Beatrice CHU, Head, Professional Development, Center for Education Innovation, The Hong Kong University of Science and Technology

Abstract

The “Co-Creating the Future of Education” project, a collaborative effort led by the Hong Kong University of Science and Technology (HKUST), alongside the University of Hong Kong (HKU) and Hong Kong Baptist University (HKBU), advances the Student as Partners (SaP) approach within Hong Kong’s higher education sector. This initiative aims to transform pedagogical models by embedding student engagement in the learning process. Key objectives include enhancing professional development programs, enabling faculty and staff to collaborate effectively with students, and establishing a standardized evaluation framework to measure the impact of SaP initiatives. The project also emphasizes the creation of a Community of Practice for Student Partnership, facilitating the exchange of successful strategies and supporting ongoing SaP projects. Additionally, the Student Partnership Co-Creation Program is a cornerstone objective, fostering innovative ideas and collaborative efforts between students and faculty. Progress to date includes the successful implementation of five key focus areas: organizing professional development seminars, establishing a resource hub, and initiating the Student Partnership Co-Creation Program. Notably, 20 teams from various institutions participated in this program, yielding high satisfaction rates and valuable insights. Ultimately, this project seeks to create a sustainable, collaborative ecosystem that enhances student agency, faculty development, and curriculum innovation across participating institutions.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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

Oral Presentation Time: 1400-1500

Venue: Camomile Room, Lower Level II

Presenter(s)

– Professor Adam FINGRUT, Director, Master of Architecture Programme, School of Architecture, The Chinese University of Hong Kong

Abstract

Design thinking methods are critical for architecture students as they provide a framework for human-centered and iterative problem-solving. This approach encourages students to empathize with the users of their designs, define the problem, ideate potential solutions, create prototypes, and test their ideas in real-world settings. By adopting an iterative approach toward full-scale prototyping of built projects, architecture students can gain valuable experience developing sustainable designs that consider the most efficient use of materials. The importance of prototyping with advanced tools to architecture students cannot be overstated in the context of STEAM-based higher education in Hong Kong. Using contemporary tools has become an integral part of the design process, and students must be equipped with the skills and knowledge necessary to utilize them effectively. This project considers design thinking and STEAM-based methods as essentials for architecture students as they provide a framework for developing sustainable and efficient designs. It adopts a peer learning pedagogy that promotes collaboration, mutual support, and knowledge sharing among students, which can enhance their academic and personal growth.

Theme: 1. Showcase Project Achievements

Sub-theme: Teaching Development and Language Enhancement

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: 1500-1600; 1700-1800

Venue: L6, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Gladys Wai Lan TANG, Centre Director, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong – Mr Jafi YF LEE, Research Associate, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong – Dr Chris KM YIU, Senior Programme Officer, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong

Abstract

The Centre for Sign Linguistics and Deaf Studies is building a Community of Practice to support deaf and hard-of-hearing (d/hh) students pursuing tertiary education. The d/hh students face different barriers to information accessibility because of their diverse backgrounds and learning needs. Possible types of educational support including captioning & AI summaries, subtitles for videos, note-taking/stenography, wireless transmission system, sign interpretation, and other accommodations should be explored to address their respective needs. The project will lead to 1) an improved understanding of the learning needs of the d/hh students, 2) a raised awareness of the physical learning environment/hardware accommodations, 3) the development of new teaching strategies and practices, 4) the deployment of new tools and aids, and 5) the design of a support system with accommodation for in-class and course-end assessments. The project will host seminars to facilitate the dissemination of effective strategies for supporting d/hh students among members of the CoP. The ultimate goal is to recommend an effective and operable support system to EDB and UGC.

Theme: 2. Thematic Exploration

Sub-theme: 2.1 Community of Practice (CoP)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: C4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr John Alexander WRIGHT, Senior Lecturer, Department of Statistics, The Chinese University of Hong Kong

– Dr Kin Chi WONG, Research Associate, Centre for Learning Enhancement and Research, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong

– Ms Irene Yuet Shan LEUNG, Research Assistant, Centre for Learning Enhancement and Research, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong

Abstract

The project involves having research postgraduates in statistics (Stat RPgs) teach statistical methods to research postgraduates without a statistical background to support their research studies. During their training, they view our in-house developed videos. These videos include the learning challenges faced by students without a background in statistics. The videos also provide tips for effective statistics teaching, interviews with students without a statistics background, as well as shared experiences from previous Stat RPgs. After this, the RPgs finalize a teaching plan, prepare pre-workshop videos, and ultimately deliver two sections of a 3-hour in-person, hands-on workshop on a specific statistical method. The main challenge to the project’s success is formulating effective training strategies to align Stat RPgs’ expectations with those of students who lack a statistics background. Based on feedback from workshop participants and Stat RPgs, we recommend a bespoke approach to the training. This approach prioritizes learning from personal and shared experiences, as opposed to solely focusing on hard facts, theory, and data. The training includes observing the instant reactions of non-background students to math notations and basic statistics concepts, reviewing past experiences of Stat RPgs, observing how professors conduct workshops for students without a statistics background, facilitating discussions between Stat RPgs and instructors about draft teaching materials, and reflecting on teaching experiences after hands-on workshops. These activities prompt Stat RPgs to adapt their teaching methods to better accommodate students without a statistics background. Stat RPgs have discovered that modifying their teaching styles to suit the students’ needs is more effective than attempting to change the students. We discovered that our training program even enhances the teaching of Stat RPgs for statistics major students. This suggests the potential to develop sustainable, in-house training modules for teaching assistants within the department.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: H4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Isaac Ka Chun WAN, Instructional Designer, Centre for Education Innovation, The Hong Kong University of Science and Technology

Abstract

The use of videos in asynchronous learning significantly enhances the educational experience, especially for intricate or abstract concepts. Videos allow students to adapt their learning pace, fostering a more flexible and personalized process. However, traditional video lectures often promote passive learning, making it hard for instructors to monitor students’ progress effectively. To address these challenges and help instructors create an interactive video-based learning environment, a strategic workflow has been developed. This workflow incorporates two customized digital tools that facilitate the creation of engaging video elements and provide detailed analytics on student engagement and progress. As a result, students are empowered in their asynchronous learning journey.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.3  Special UGC Grant for Strategic Development of Virtual Teaching and Learning (VTL)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: K4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Kin Yat LIU, Lecturer, Statistics, The Chinese University of Hong Kong

Abstract

“Correlation does not imply causation” is an important concept that is included in almost all introductory statistics courses. Comprehending this concept is crucial for students to grasp advanced statistical concepts like multivariate analysis, Simpson’s paradox, and causal inference. However, the intricacies of this principle are often not explored in depth. To address this, we employ simulated experiences and the use of Monte Carlo simulation to provide students with an understanding of the significance and fundamental nature of the idea that “correlation does not imply causation.”

Theme: 1. Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: F3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Paul Lai Chuen LAM, Associate Professor, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

Abstract

This poster presentation illustrates how a teaching and learning community of practice (T&L CoP) is leveraged as a platform to bring together knowledge workers across The Chinese University of Hong Kong. The T&L CoP explores a variety of teaching and learning topics, ranging from the application of innovative technologies, curriculum, student engagement, pedagogy, and pedagogic research. In particular, the T&L CoP is versatile in two ways. First, it highlights the multifaceted nature of the community. Such overarching T&L CoP encompasses ten special interest groups (SIGs), such as artificial intelligence for education, education for social responsibility, educational research, students as partners, and service learning. Underlying most of these SIGs is a core teacher structure, meaning that teachers serve as convenors who initiate tasks and events while receiving support from the project team. Second, the T&L CoP is versatile in the sense of adaptability. Specifically, these SIGs are constantly evolving, with new groups being formed and old ones gradually phased out, following the pedagogic needs for current and future education. In this way, the T&L CoP serves as a dynamic, interconnected hub that enables the university community to collectively navigate pedagogical innovations, share insights, and elevate teaching and learning practice across disciplines.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: L5, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Janet Ching Man TSE, Assistant Programme Administrator, School of Continuing and Professional Studies, The Chinese University of Hong Kong

Abstract

InternVision envisages to be an ingenious and resourceful Virtual Reality (VR) platform with interactive contents of real-life workplace simulations for enhancing practical skills and professional related concepts, reaction and decision making at a multitude of careers. Encompassing a series of VR simulations, the dual platforms of InternVision – a VR Head-Mounted Display System and a Mobile Application (app), will host internship scenarios for preparing and fostering the readiness of students of CUSCS full-time programmes at their future workplace. By integrating with the use of VR technology, InternVision enables students to gain exposure and understanding from an immersive environment where an array of tasks are assigned in each virtual simulation. Students can gain confidence and familiarity with a ‘re-try’ opportunity for self-reflection and get further improvement before the commencement of actual internship and future career. Appending with its mobile app, InternVision allows greater flexibility, convenience and user-friendliness for students of different disciplines to maneuver the VR simulations freely without time limit, to develop a deeper understanding of their roles related to their own profession and to achieve the intended learning outcomes. Self-learning materials and guidelines will also supplement the platform to support their internship training and experiential learning, especially at the recurrent waves of pandemic when internship arrangement may be affected. This presentation endeavours to share ideas on how InternVision can blend in and enrich internship preparation with a sample illustration and how it can enhance experience exchange by connecting students with internship supervisors and peer groups via technologies.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: L4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Kevin CHEUNG, Assistant Head of Academic Programmes (Full-time), School of Continuing and Professional Studies, The Chinese University of Hong Kong

Abstract

The iLearn English mobile application, developed by School of Continuing and Professional Studies, The Chinese University of Hong Kong (CUSCS) with QESS funding, is a sustainable mobile-assisted language learning (MALL) platform designed to enhance English proficiency among learners. Addressing the need for dynamic and engaging language learning tools, iLearn English incorporates daily reading, vocabulary, grammar exercises, and extended reading experiences to foster self-directed learning and sustain learner engagement. Research on student preferences and educational trends underscores a growing appetite for technology-enhanced learning. iLearn English meets this need by offering a personalised, accessible and multi-modal learning environment. Since its launch in February 2020, the app has logged over 10,000 users, affirming its success in enriching English language proficiency. The app has significantly improved learning experiences, fostering self-learning habits among users. Nearly 90% of students surveyed report satisfaction, noting enhanced language skills and increased motivation. iLearn English exemplifies a sustainable language education model through its diversity, flexibility, autonomy and connectedness. Moreover, it supports environmental sustainability by promoting technology integration in education. This initiative highlights the transformative potential of mobile applications in delivering accessible and efficient language learning solutions.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: C3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Yangzhi LI, PhD student, School of Architecture, The Chinese University of Hong Kong – Prof Adam FINGRUT, Director, Master of Architecture Programme, School of Architecture, The Chinese University of Hong Kong

Abstract

The paper presents an investigation into the integration of robotic fabrication technologies within architectural pedagogy, aiming to develop effective teaching methods and curricula tailored for a diverse group of students, including both postgraduate and undergraduate students. Robotics is an important technology in Industry 4.0, providing a wide range of capabilities in the manufacturing field. The rapid advancement of robotic arms in various industries has opened new possibilities for architectural education. Many architecture schools worldwide have established experimental laboratories equipped with robotic arms, creating opportunities for students to explore beyond the traditional scope of CNC manufacturing, however, professional courses focused on integrating robotic construction technologies into architectural education are currently scarce in the field. This research aims to explore the use of robots as an open interface for student problem-solving, geometry exploration, and programming in architectural education, catering to the students’ diverse backgrounds and skill levels. By utilizing robotic construction technologies, students can engage in hands-on experimentation, fostering the adoption of digital fabrication techniques.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Oral Presentation Time: 1400-1500

Venue: Peony Room, Lower Level II

Presenter(s)

– Ms Carrie Ka Yee CHENG, Head of Academic Programmes (Full-time), School of Continuing and Professional Studies, The Chinese University of Hong Kong

Abstract

Encompassing 20 Virtual Reality (VR) simulations across 15 academic disciplines for pre-internship training, InternVision – a dual platform of a VR head-mounted display system and a mobile application (app), is developed and launched for enhancing the work-readiness of all full-time students at School of Continuing and Professional Studies, The Chinese University of Hong Kong (CUSCS). InternVision envisages to be an ingenious and resourceful platform with interactive contents of real-life workplace scenarios for elevating job competency, enhancing professional related concepts, reactions and decision making at internships, and thus formulating an insightful immersive experience for empowering learners to a multitude of careers. This oral presentation endeavours to share ideas and success factors on how InternVision is designed, constituted and operated in line with our expected high effectiveness and promising satisfaction. Via seamlessly integrating technologies at the VR system and appending with its user-friendly mobile app, InternVision brings forth greater flexibility, confidence and motivation for students to gear up for their internships and maneuver their learning more freely beyond time and location constraints. By visualising the simulations, a deeper understanding of their roles regarding their own profession can be yielded for further self-reflection, and hence achieving the intended learning outcomes. InternVision can be framed as a comprehensive and impactful solution for enhancing internship preparation and consolidating student success for a world of future profession.

Theme: 1. Showcase Project Achievements

Sub-theme: Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: K3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Apple Pui Yi CHUI, Research Assistant Professor, School of Life Sciences, The Chinese University of Hong Kong

Abstract

Coral reef restoration is a rapidly growing public engagement by many marine scientists, citizen scientists, NGOs and the public worldwide prompted by the accelerating degradation of global coral reefs along with the associated losses in the key ecosystem services. The Coral Academy at The Chinese University of Hong Kong is a scientific research team led by Dr. Apple Chui, which aims to explore interventions to enhance coral resilience and develop effective coral restoration techniques in Hong Kong. Leveraging this knowledge and unique expertise, the Academy also dedicates efforts to environmental education programmes that cultivate ocean literacy among local communities. The Academy’s flagship programme, the School Coral Nursery Education Programme, is a hands-on stewardship initiative that engages students in coral restoration activities, connecting them to the conservation of these marine ecosystems. Additionally, the Academy organizes a range of engaging learning experiences aimed at increasing participants’ knowledge and awareness, empowering them to take actions in support of coral conservation. These efforts also foster partnerships between academia, government, and non-governmental organizations in Hong Kong. This poster will highlight examples of the experiential learning methods adopted by the Academy to promote ocean literacy and public stewardship for local coral conservation.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: C1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Alex KOON, Senior Lecturer, School of Life Sciences, The Chinese 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: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Oral Presentation Time: 1600-1700

Venue: Fanling Room, Lower Level I

Presenter(s)

– Professor Meike SAURWEIN, Lecturer, Division of Environment and Sustainability, The Hong Kong University of Science and Technology

– Ms Evelyn Yu Shan PANG, Teaching Associate, Division of Environment and Sustainability, The Hong Kong University of Science and Technology

Abstract

In an era of complex global challenges, the need for interdisciplinary approaches in sustainability education has never been more critical. The Sustainability Education Community of Practice (SEC) aims to build on the power of interdisciplinary collaboration to foster innovative solutions and drive transformation in how we teach sustainability. SEC brings together faculty, staff and postgraduate researchers from diverse fields, including science, humanities, business, and engineering, who share a passion for teaching sustainability and an interest in innovating how we teach sustainability on campus. Our work centers on bringing together educators to form a platform for teaching collaboration, development of new teaching approaches and a network for sharing and learning. Through a serious or networking events, interactive workshops and focused support initiatives we aimed at supporting faculty and staff in developing new approaches towards teaching sustainability, discuss challenges, share tools and build up a support network. This presentation will showcase HKUST SEC’s key initiatives, including interdisciplinary workshops and collaborative teaching projects. We will highlight successful case studies that demonstrate the impact of our approach on building a community of educators who are passionate about driving sustainability. Attendees will gain insights into strategies for fostering interdisciplinary collaboration, learn about potential challenges and possibly be inspired to incorporate these practices into their own educational contexts.

Theme: 2. Thematic Exploration

Sub-theme: Community of Practice (CoP)

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.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)