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: H2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Pauli LAI, Lecturer, Department of Electrical and Electronic Engineering, The Hong Kong Polytechnic University

– Dr Julia CHEN, Director, Educational Development Centre, The Hong Kong Polytechnic University

Abstract

A common assessment in university is the oral presentation, and students are often required to deliver presentations in English. Two challenges arise. First, many students mainly focus on the discipline content in the assessment preparation process rather than the communication or use of English in their presentations. Second, lecturers of large classes (e.g. around 200 engineering students in one course) hardly have time to give feedback to each student on the English communication aspect of their oral presentations. A baseline survey reveals students’ need for assistance with presentation skills and a hope for having AI-generated feedback among both students and discipline teachers. To address these needs and hope, a team of educators from PolyU and BU with expertise in language and AI technology collaboratively developed an online English oral presentation platform called SmartPresenter. SmartPresenter provides students with presentation tips, learning materials, and extensive AI-generated feedback on the communication-related aspects of delivering oral presentations in English, including eye contact, facial expressions, vocal fillers, pronunciation, and fluency. This presentation describes the development and features of SmartPresenter, and the evaluation results of the effectiveness of the platform in facilitating independent learning practices for English oral presentations and assisting teachers in grading presentation assessment.

Theme: 1: Showcase Project Achievements

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

Poster Presentation Time: 1500-1600; 1700-1800

Venue: E2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Grace NGAI, Head, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Dr Stephen CHAN, Principal Project Fellow and Founding Head, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Dr Perry LEE, Manager, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Dr Angel LUO, The Hong Kong Polytechnic University

– Dr Shuheng LIN, Project Fellow, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Mr Kenneth LO, Senior Manager, Service-Learning and Leadership Office, The Hong Kong Polytechnic University,

Abstract

In Hong Kong, internationalization is a key performance indicator for the higher education section in response to the policy goal of establishing the city as a regional education hub (University Grants Committee, 2017). Resources have been allocated to universities for various initiatives including the recruitment of international faculty and students, inter-institutional collaboration in research, and students’ overseas learning experiences. A document analysis study on 6 universities in Hong Kong showed a notable increase of institutional focus on internationalization, intercultural skills, culture, diversity, equality, and inclusion post-pandemic (Lai, 2022). Besides its contribution to global connectivity, knowledge exchange, and institutional development (Lane, 2014), internationalizing higher education is also important to prepare students for a globalized world (Egron-Polak, 2011). Given the increasing diversity within universities and societies, prioritizing the cultivation of students’ intercultural sensitivity (IS) has become essential as it enhances students’ academic and personal success and fosters harmony and development within communities. Different strategies have been implemented in higher education institutes to provide intercultural opportunities for students. These include student mobility programmes, including short and long-term immersive learning activities that bring students outside of their home country to study abroad. At the Hong Kong Polytechnic University, this includes international service-learning (ISL), with a university target of 50% of students having an ISL experience by 2027-28. In this poster presentation, we will study the impact of ISL on students’ intercultural sensitivity from multiple dimensions, including knowledge, skills, and attitudes.

Theme: 2. Thematic Exploration

Sub-theme: 2.3  Community Engaged Learning

Poster Presentation Time: 1500-1600; 1700-1800

Venue: D3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Kin WAN, Teaching Fellow, School of Optometry, The Hong Kong Polytechnic University

– Dr Jeffrey LEUNG, Teaching Fellow, School of Optometry, The Hong Kong Polytechnic University

Abstract

This study assesses an inter-professional training program aimed at improving the skills of optometry and education students in addressing the visual needs of children with special educational needs (SEN). Due to communication and behavioral challenges, SEN children are at a higher risk of having undetected visual problems, necessitating effective collaboration between optometrists and educators. The program included lectures, workshops, and practical vision screenings at special schools. Pre- and post-program surveys, using a Likert scale, measured participants’ understanding of SEN and confidence in managing visual issues in these children. Thirty-seven optometry and 21 education students participated in the study. Results showed a significant enhancement in the understanding of SEN characteristics and the importance of pediatric eye care (p < 0.001 and p < 0.023 respectively). Optometry students reported increased confidence in building rapport with SEN children, conducting eye exams, and making professional judgments (p ≤ 0.006). The findings suggest that inter-professional training can effectively improve the competence of future professionals in providing comprehensive eye care to SEN children, showcasing the benefits of collaborative educational approaches between healthcare and special education sectors.

Theme: 2. Thematic Exploration

Sub-theme: 2.2 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: 1.1  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)

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

Poster Presentation Time: 1225-1400; 1500-1600

Venue: G4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Hung-lin CHI, Associate Professor, Department of Building and Real Estate, The Hong Kong Polytechnic University

– Ms Junyu CHEN, Ph.D Student, Department of Building and Real Estate, The Hong Kong Polytechnic University

– Mr Haolei LIN, Ph.D Student, Department of Building and Real Estate, The Hong Kong Polytechnic University

Abstract

KnowLearn is an interactive learning assistant system designed for architecture, engineering, and construction (AEC) education, where personalized recommendations for students in virtual learning environments remain under-explored. An educational knowledge graph (KG) was constructed to contain multifaceted information by connecting pedagogical, learning performance, and learning feedback data as sub-graphs. A heterogeneous graph attention network (HAN) was implemented to infer latent information in the educational KG and identified essential factors shaping students’ acceptance of virtual learning environments. Based on sampling data of 107 students from the Hong Kong Polytechnic University, Department of Building and Real Estate, we found students’ self-efficacy, intention to use, and in-class quiz performance were significant predictors of final learning outcomes in subjects that adopt virtual learning environments. This project further deployed a local-based large language model (LLM) Qwen-7B and built an interactive graphical user interface (GUI) with Gradio. Utilizing the information preserved in the educational KG and learned from HAN as the basis, this LLM facilitated conversations between students and KnowLearn, enhancing personalized recommendations while securing student privacy. The developed system contributed to helping improve the learning experiences and performances of AEC students within virtual learning environments.

Theme: 1: Showcase Project Achievements

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

Poster Presentation Time: 1500-1600; 1700-1800

Venue: L1, Tai Po-Shek-O Room, Lower Level I

– 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

Strengthening diversity and inclusion education may foster Hong Kong to establish a regional education hub in the Asia Pacific region. To align with the dual objectives of internationalization and the integration of the Greater Bay Area, the admission policy and strategy have been fundamental changes in the past few decades. As expected, the student population is not only local students but also mainland students, ethics minorities, and other foreign students jointly enroll in the programme, participate in the student activities, and use the campus facilities for learning and social networking purposes. In response, the Student Affairs Office plays a crucial role in building diversity and inclusion education on the campus. This study aims to investigate the current context of the higher education sector, to identify the challenges of building diversity and inclusion education on campus, and to propose possible future trends of building diversity and inclusion education in the higher education sector in the forthcoming years.

Theme: 2. Thematic Exploration

Sub-theme: 2.2 Diversity and Inclusion Education

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)