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- College of Professional and Continuing Education, The Hong Kong Polytechnic University ×
- Hong Kong Baptist University ×
- The Hong Kong University of Science and Technology ×
- Lingnan University ×
- Tung Wah College ×
- 1. Showcase Project Achievements ×
- 2. Thematic Exploration ×
- 1.1 Teaching Development and Language Enhancement Grant (TDLEG) ×
- 2.1 Community of Practice (CoP) ×
- 2.2 Diversity and Inclusion Education ×
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9 posts found
Poster Presentation Time: 1225-1400; 1500-1600
Venue: F4, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Mr Chun Hoi CHEUNG, Assistant Professor of Practice, School of Chinese Medicine, Hong Kong Baptist University
– Miss Hoi Yan FONG, Hong Kong Baptist University
– Miss Judith WONG, Hong Kong Baptist University
– Mr Conrad Kwan Ho CHAN, Hong Kong Baptist University
– Mr Shu Kin FONG, Hong Kong Baptist University
Abstract
Background: Led by Hong Kong Baptist University in collaboration with the University of Hong Kong, the project initiated the first-of-its-kind non-conventional simulation practicum in a realistic setting using Virtual Reality(VR) technology. Aim: The aim is to enhance students’ first-hand experiences with TCM diagnosis and consultations, thereby optimize the effectiveness of service-learning and equip students with necessary attributes such as self-learning ability and communication skills as future practitioners. Method The project encompassed (1)scriptwriting for VR development, (2)VR application with debriefing sessions held to explain the rationales of diseases and relevant physical examinations(PE) to students, and (3)skills contribution in service-learning. Numerical data was obtained through pre and post VR survey for analysis. The statistical test used was Wilcoxon signed-rank test, a paired difference test for comparing the pre-post scores of two matched samples. Post-VR focus group interviews were conducted to collect students’ views on the pros and cons of VR. Evaluation results Quantitatively, 51students completed the VR activity and responded the pre and post VR survey. Under 10-mark scoring scale with 10 as the largest extent, students’ self-evaluation on professional knowledge improved significantly. The medians of the mastery of diagnostic criteria, typical symptoms and physical examinations all increased from 6 to 7 with p<0.001. Students’ self-learning ability, understanding towards consultation procedures, technique in verbal consultation and skills in communicating with patients elevated from 6 to 7 in median, with p-values of 0.009,<0.001,<0.001 and p<0.05 respectively. Qualitatively, students mentioned in focus group that they got insights on the choices of physical examinations to be done in service-learning through VR. Yet, some students reported dizziness and nausea caused by VR headsets as the main barrier of the project, making it inapplicable to all students. Conclusion: This innovative approach is proven to improve clinical knowledge, foster self-learning ability, and develop generic attributes of students.
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)
Poster Presentation Time: 1225-1400; 1500-1600
Venue: A3, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Professor Suntong QI, Assistant Professor of Teaching, Department of Marketing and International Business, Lingnan University
Abstract
As the adoption of AI-generated content (AIGC) continues to grow in educational settings, it is crucial to understand its impact on student learning experiences. Through surveys with undergraduate students, we explore students’ attitudes, perceptions, and expectations toward AIGC in their academic pursuits. By examining the student perspective, the presentation will provide valuable insights into the evolving landscape of AIGC in education. It will highlight the strategies and best practices that educational institutions can implement to ensure the responsible and ethical use of AIGC, empowering students to navigate this technological landscape effectively.
Theme: 1. Showcase Project Achievements
Sub-theme: 1.1 Teaching Development and Language Enhancement Grant (TDLEG)
Oral Presentation Time: 1600-1700
Venue: Camomile Room, Lower Level II
Presenter(s)
– Dr Cissy LI, Head, Language Centre, Hong Kong Baptist University
Abstract
Based on the UN’s 2030 Framework, global citizenship education (GCE) aims to develop learners’ knowledge, skills, attitudes, and values necessary to become active and responsible global citizens (Reimers et al., 2016). In order to become a successful global citizen, learners need to be aware of the interconnectedness of the world, respectful of diversity, reflective of personal and others’ behaviors and their impact, and committed to sustainability. More importantly, they need to be willing to take action to make changes for a better world. This presentation will report on the implementation and outcomes of part of the project Nurturing Global Citizenship through English (NGCE) using Kolb’s experiential learning framework. GCE guided learning in the ESL classroom was complemented with abundant GCE opportunities outside the classroom, including global dialogues, field trips and poster-exhibitions. Findings from questionnaire surveys and focus group interviews indicate that students had a heightened awareness of global citizenship and perceived improvements in cognitive, socio-emotional and behavioral competencies, which are the three core domains in GCE identified by UNESCO (2015). The positive outcomes highlight the benefits of integrating GCE into the English language curriculum and fostering diversity, inclusion, and international learning.
Theme: 2. Thematic Exploration
Sub-theme: Diversity and Inclusion Education
Poster Presentation Time: 1225-1400; 1500-1600
Venue: A2, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Professor Helen Hongyan GENG, Assistant Professor of Teaching, Science Unit, Lingnan University
Abstract
This study investigates the implementation of co-teaching in four general education courses — Earth Science, Environmental Science, Ecology, and Law—centered around the theme of carbon footprint. The project unfolds in two phases. Phase I engages Earth Science and Environmental Science in a structured debate on climate change, aiming to enhance students’ critical thinking by juxtaposing evidence supporting climate change against skeptical views. Phase II extends the co-teaching model to include Earth Science, Law, and Ecology, with a focus on groundwater pollution, to highlight a multidisciplinary approach to the issue. Throughout both phases, students from the co-teaching courses assimilated both face-to-face and online, concluding with individual research projects that analyze their co-teaching experiences. This study aims to promote curiosity-driven learning, nurture multidisciplinary education, and enhance students’ critical thinking and analytical competence.
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 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)
Oral Presentation Time: 1600-1700
Venue: Camomile Room, Lower Level II
Presenter(s)
– Dr Chloe Pui Yee SIU, Senior Lecturer, School of Graduate Studies and Institute of Policy Studies, Lingnan University
Abstract
Gerontechnology is a multidisciplinary field combining gerontology and technology, it comes matching technological environments to various facets of an ageing population. With the development of technologies, the HKSAR Government and different enterprises develop innovative products to cater for the needs of older adults and caregivers. It is arguably essential to develop opportunities and capabilities by creating a gerontechnology ecosystem with innovation to enable different stakeholders to effectively participate in gerontechnology and help Hong Kong society to overcome challenges related to population ageing. Since 2019, Lingnan University has been at the forefront of promoting gerontechnology through its “Gerontechnology and Smart Ageing in Place Project.” The project’s primary goal is to advocate for the use of gerontechnology in facilitating smart ageing and to support the development of social entrepreneurship in this field. Furthermore, it functions as an educational platform, offering training courses and workshops on various aspects of gerontechnology, including healthcare, dining, living, transport, exercising, and learning. An essential component of LU’s approach is its emphasis on the value co-creation process, as outlined by Kijima et al. (2014). This model comprises four phases: co-experience, co-definition, co-elevation, and co-development. It provides a framework for understanding how value is generated, exchanged, and transformed through the collaboration of diverse stakeholders. This process is crucial for fostering innovation and ultimately leading to sustainable solutions for smart ageing.
Theme: 2. Thematic Exploration
Sub-theme: Diversity and Inclusion Education
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