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- College of Professional and Continuing Education, The Hong Kong Polytechnic University ×
- Hong Kong Baptist University ×
- The University of Hong Kong ×
- The Hong Kong University of Science and Technology ×
- Lingnan University ×
- The Hong Kong Polytechnic University ×
- Tung Wah College ×
- 2. Thematic Exploration ×
- 1.1 Teaching Development and Language Enhancement Grant (TDLEG) ×
- 2.1 Community of Practice (CoP) ×
- 2.4 Whole-Person Development ×
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8 posts found
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)
Poster Presentation Time: 1500-1600; 1700-1800
Venue: B2, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Mr Iain KILLOUGHERY, Lecturer, Sport, Physical Education and Health, Hong Kong Baptist University
Abstract
Graduate attributes (GAs), formally adopted by higher education institutions for some time, describe the skills and competences that students should develop over the course of their studies. GAs are considered important to universities as they act as a means to represent and extend their brand, while also providing a channel to maintain connection with industry. However, despite regular engagement with industry, employers remain unsatisfied with graduate transferable skills. This may be caused by a lack of a common theoretical underpinning to develop such attributes. Therefore, the aim of this study was to provide an evidence-based methodology which develops transferable skills in university graduates. Two classes were used in this study; one class received a 12-week intervention incorporating a variety of coaching activities. The second class acted as a control group. Students completed pre-intervention surveys providing self-reports of ratings in GAs and resourcefulness behaviours. Post-intervention, students again complete surveys reporting self-ratings on the same topics. Survey data was analysed to identify changes in student scores, which highlighted improvements in all graduate attribute ratings post-intervention. Furthermore, help-seeking behaviours were shown to have significant improvement post-intervention. This study suggests that coaching practices may provide an effective method to develop transferable skills in students.
Theme: 2. Thematic Exploration
Sub-theme: 2.4 Whole-Person Development
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
Venue: Rose Room, Lower Level I
Presenter(s)
– Dr Thomas LEE, Associate Professor and Associate Head (Academic) Department of Biomedical Engineering, The Hong Kong Polytechnic University
– Dr Hin Chung LAU, Senior Lecturer, Programme Leader (BSc), and Assistant Dean (Student Development) of Faculty of Engineering, Department of Biomedical Engineering, The Hong Kong Polytechnic University
– Ms Jessie KAR, Instructor, Department of Biomedical Engineering, The Hong Kong Polytechnic University
– Ms Rahat BATOOL, Student, Educational Development Centre, The Hong Kong Polytechnic University
– Mr Mitesh PATEL, Educational Development Officer, Educational Development Centre, The Hong Kong Polytechnic University
– Mr Leo CHON, Assistant Educational Development Officer II, Educational Development Centre, The Hong Kong Polytechnic University,
Abstract
Students in Hong Kong have generally been perceived as passive learners, with limited opportunities for active involvement in the development of educational experiences. Here, we would like to showcase the untapped potential of students as co-creators in subject development. By harnessing the power of Student-Staff Partnership (SSP), teachers can unlock the full potential of students, creating a dynamic and enriched learning environment that benefits both the students involved and future cohorts. This presentation explores a practical approach to harnessing the power of SSP in the co-creation of an international service-learning (SL) project. The teachers encountered difficulties in adapting original local SL project to overseas because of resources limitations. By inviting students who studied the same subject in the previous year, with outstanding performance into the decision-making processes for the next cohort, this model encourages students to contribute their unique insights and ideas in redesigning the SL project. With the students’ first-hand experience and thorough understanding of the subject’s intended learning outcomes, their contribution can make the subject more impactful and aligned with the needs of students. Not only does this approach benefit the teachers by providing a deeper understanding of student needs, but it also fosters students’ personal growth and leadership development.
Theme: 2. Thematic Exploration
Sub-theme: Community Engaged Learning & Community of Practice (CoP)
Poster Presentation Time: 1500-1600; 1700-1800
Venue: G1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr Yuk Ming TANG, Senior Lecturer, Department of Indusial and System Engineering, The Hong Kong Polytechnic University
Abstract
STEM education is essential in today’s curriculum even for university students. However, traditional classroom-based instruction methods often lack interactivity and tailored experiences that foster student engagement and comprehension. The integration of Virtual Reality (VR) and Artificial Intelligence (AI) generative chatbots has emerged as a transformative influence on the teaching and learning process. Despite this, limited research has explored the impact of advanced technology on STEM learning outcomes. This study explores the potential of employing VR and AI as tools to facilitate teaching to enhance students’ learning outcomes. 120 university students are involved in this study to examine the difference in learning outcomes by utilizing three instructional approaches for learning projectile motion: (1) a traditional didactic classroom, (2) a game-based VR metaverse, and (3) a game-based VR metaverse enriched with a generative chatbot-based pedagogical agent. The study prudently evaluated alterations in student motivation, cognitive benefit, and learning outcomes. Preliminary findings suggest that incorporating VR and AI into teaching considerably enhances student engagement and cognitive participation. This study demonstrates how the integration of VR with AI can elevate student engagement, comprehension, and skill acquisition in STEM education, paving the way for a more captivating and effective learning environment in the Edu-metaverse.
Theme: 2. Thematic Exploration
Sub-theme: 2.1 Community of Practice (CoP)
Oral Presentation Time: 1600-1700
Venue: Fanling Room, Lower Level I
Presenter(s)
– Professor Rick KWAN, Associate Dean (Programme) & Professor, School of Nursing, Tung Wah College
Abstract
In the professionalisation of healthcare services, many healthcare professions emerged. These healthcare professions become highly specialised to care for specific health issues, although their common goal is to promote human health. In the era of the increasing complexity of diseases and health issues, knowledge from a specific profession might not suffice to solve the complex health issues of humans. However, the knowledge generated from different healthcare professions may conflict. As a result, the healthcare plans including inputs from various healthcare professions lead to incongruent treatment practices. The derived conflicts jeopardize the health outcomes of people. Interprofessional education (IPE) occurs when (learners) from two or more professions learn about, from and with each other to enable effective collaboration and health outcomes. IPE is a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs. Tung Wah College offers training for the second-largest number of healthcare professionals in Hong Kong, including nursing, physiotherapy, occupational therapy, radiotherapy, and medical laboratory science. These programmes are all accredited by the related professional regulating bodies in Hong Kong. However, interprofessional education is not a mandatory training requirement stipulated by these professional regulating bodies. Since 2023, TWC developed a Community of Practice of Healthcare Professional Health Education. We work closely together to share a common goal of strengthening interprofessional healthcare teamwork through integrated education across programmes.
Theme: 2: Thematic Exploration
Sub-theme: Community of Practice (CoP)
Poster Presentation Time: 1500-1600; 1700-1800
Venue: B3, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr Xiang LI, Assistant Professor, Department of Applied Social Science, The Hong Kong Polytechnic
– Dr Xiaoqin ZHU, Assistant Professor, Department of Applied Social Science, The Hong Kong Polytechnic
– Dr Diya DOU, Assistant Professor, Department of Applied Social Science, The Hong Kong Polytechnic
Abstract
Higher education programs often focus on disciplinary knowledge and professional skills, with cognitive skills given top priority. As a timely response to limited education for wellbeing and non-cognitive skills development, PolyU’s Leadership and Intra-personal Development Team developed four subjects, including Tomorrow’s Leaders, Promotion of Children and Adolescent Development, Service Leadership, and Service Leadership through Serving Children and Families with Special Needs to nurture students’ leadership, improve their wellbeing, and promote their whole person development. These subjects aim to nurture students to become ethical leaders of tomorrow and responsible citizens by adopting a holistic youth development approach based on cutting-edge theories and research on late adolescence and emerging adulthood, leadership development, and service-learning. To date, over 27,000 students have taken the four subjects. Different evaluation methods involving multiple stakeholders over time have demonstrated positive and significant impact of the four subjects on students’ wellbeing and holistic development. Positive feedback from students and recognition from the higher education community have contributed to these subjects receiving numerous prestigious awards, both internationally and locally. These include the UGC Teaching Award 2018 and the Gold Award in the Nurturing Wellbeing & Purpose category at the Wharton-QS Stars Reimagine Education Awards 2021.
Theme: 2. Thematic Exploration
Sub-theme: 2.4 Whole-Person Development
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