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

Oral Presentation Venue: Rose Room, Lower Level II
Poster Presentation Venue: E4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Joseph CHAN, Associate Director at Centre for Innovation and Entrepreneurship, HKU Business School, The University of Hong Kong

– Dr Jing LI, Lecturer and BBA (International Business and Global Management) Deputy Programme Director, HKU Business School, The University of Hong Kong

Abstract

Teaching and learning for innovation and entrepreneurship requires equipping students with the necessary skills for cross-disciplinary innovation: conducting academic research for scientific advancement, designing projects to translate research into applications, and connecting these to the value-chain for market adoption and commercialization. This TDG project aims at the third area – to train students for the entrepreneurial ecosystem, particularly the Greater Bay Area. The project utilizes interactive learning methods from business interviews of guest speakers to case discussions, including direct communication with industry professionals, for first-hand knowledge and perspectives to deepen students’ understanding of innovation and business strategies. The curriculum is further enhanced through tailor-made videos featuring interviews with senior management, offering practical insights into strategies and operations. This project establishes a hub of applied studies covering a spectrum of industries, to serve as a valuable resource for larger innovation community audience. The core in this pedagogical methodology is to bring industry into the classroom, and vice versa. Online and offline activities foster community building and knowledge exchange within the innovation ecosystem, while students’ reflection encourages them to apply their learning in the GBA.

Theme: 2. Thematic Exploration

Sub-theme: Community Engaged Learning & Community of Practice (CoP)

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: 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)

Venue: Peony Room, Lower Level II

Presenter(s)

– Ms Nancy TING, Senior Lecturer, Early Childhood Education, Yew Chung College of Early Childhood Education

– Ms Mary Ann HOOD, Senior Lecturer, Early Childhood Education, Yew Chung College of Early Childhood Education

Abstract

The transition from kindergarten to primary school is an important time for children and parents. In addition, starting primary school is a significant milestone for children as the teaching and learning experiences, curriculum and classroom environment are markedly different to the kindergarten. For example, there are new rules and expectations to get used to. Coping well and adjusting to the changes is important and a successful start to primary school is associated with future learning success in school. The overall Kindergarten to Primary (K2P) project objective is to overcome stress brought by the K2P transition; provide a solid foundation for primary school stage and promote child readiness for school and school readiness for child and family. The project has four objectives that focus inter alia on the students, their parents, and in-service and pre-service teachers. This presentation will focus on objective 1 which is to equip students with a positive mindset and readiness for the new learning environment using a multi-step approach. This approach includes implementing lesson plans and home activities to develop and support children’s acquisition of 7 specific skillsets, namely Cognitive skills, Independent thinking, Collaborative learning, Empathetic thinking, Social-emotional skills/understanding challenges, Communication skills and Authority in learning.

Theme: 2. Thematic Exploration

Sub-theme: Whole-person Development & Diversity and Inclusion Education

Oral Presentation Time: 1600-1700

Venue: Rose Room, Lower Level II

Presenter(s)

– Dr Janet CHAN, Senior Lecturer, School of Biological Sciences, The University of Hong Kong

Abstract

Fifty undergraduate (UG) students from various faculties at HKU have been trained as Climate Ambassadors through the project titled “Partnering with Students in Climate Education: HKU Climate Ambassador.” This climate education initiative is supported by the HKU Teaching Development Grant and aims to empower UG students to co-create climate actions and make a meaningful impact on broader communities. The project commenced in February 2024. To enhance students’ understanding of climate issues and involve them as partners, ten postgraduates and alumni have been appointed as mentors. They provide engaging dialogues and guidance to the UG students in their climate action endeavors. Additionally, students receive training through team-building activities, field trips, and seminars conducted by climate experts. Subsequently, students form groups and develop their own climate actions, such as addressing food waste, promoting biodiversity, and exploring public attitudes towards waste recycling. These actions will be showcased in a student-led conference scheduled for mid-June 2024. Following the conference, 18 selected Climate Ambassadors will participate in a desert service-learning trip in mainland China in July 2024, supported by YMCA and the Teaching Development and Language Enhancement Grant 2022-25. During the seven-day stay in Tengger Desert, these 18 HKU Climate Ambassadors will play a crucial role as co-developers of the camp. They will be empowered to educate camp participants and local communities about climate change and waste reduction. Collaborating with camp participants, they will carry out climate-related services, engage in personal reflection, and create meaningful impact within their own circles and the wider community. These experiences will help our Climate Ambassadors develop essential soft skills, including problem-solving, communication, leadership, and teamwork. Moreover, this experiential learning opportunity will incorporate international, intercultural, and global dimensions, enabling our HKU students to cultivate a global outlook, global citizenship, cultural inclusiveness, and intercultural competence – all highly valued by employers in today’s workplace.

Theme: 2. Thematic Exploration

Sub-theme: Community Engaged Learning & Community of Practice (CoP)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: E3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Christelle NOT, Senior Lecturer, Department of Earth Sciences, The Unviersity of Hong Kong

Abstract

This study explored how the emotional framing of climate change messages (hope appeal vs. fear appeal) impacted students’ emotions and sense of efficacy towards addressing climate change. Prior research had focused on the persuasive effects of hope and fear appeals, but lacked investigation into how audience perceptions influence the interpretation of these messages. The quantitative results showed that the hope-appeal group experienced a significantly greater increase in self-efficacy and collective efficacy compared to the fear-appeal group. Qualitative analysis provided potential explanations – hope-appeal videos shifted students’ attention towards messages about effective mitigation actions, while fear-appeal videos directed focus to the negative consequences of climate change. Importantly, before the intervention, many students believed individual efforts were negligible compared to collective action. However, the hope-appeal’s emphasis on efficacy allowed students to recognize the value of their individual contributions, boosting their self-efficacy and collective efficacy. The findings suggest that communicating climate solutions with hope and gain-framed messages, rather than fear appeals, may be more effective in empowering younger generations to take meaningful action against climate change.

Theme: 2. Thematic Exploration

Sub-theme: 2.3  Community Engaged Learning