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)

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: J2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Benjamin MOORHOUSE, Assistant Professor, Department of Education Studies, Hong Kong Baptist University

Abstract

The public release of ChatGPT sent shock waves through the education community. Since then, many generative AI (GenAI) tools that perform various human tasks have been launched. It is essential that higher education institutions are at the forefront of preparing graduates for the productive and responsible use of these tools. To make this a reality, instructors, as models of practice, must have the skills and knowledge to use GenAI tools. They need to understand how AI works (technological proficiency); they need to consider the ethical issues of the tools (critical and ethical awareness); they need the pedagogical awareness of how and when to use them (pedagogical capability); and they need prepare their students to use them. These skills can be considered ‘Professional Generative AI competence’ (P-GenAI-C). The Inter-institutional Collaborative Activities for Fund for Innovative Technology-in Education project presented in this poster aims to: (1) Identify the P-GenAI-C in different university subject disciplines; (2) Contextualize the P-GenAI-C within each universities’ policies and guidelines; (3) Develop training and continuous support for university instructors, and (4) Develop a developmental framework and reflective tool for evaluating P-GenAI-C. The first aim and discussion of the actualization of the remaining aims are presented.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Oral Presentation Time: 1400-1500

Venue: Peony Room, Lower Level II

Presenter(s)

– Dr Angela LI, Associate Professor, Division of Science, School of Medical and Health Sciences, Tung Wah College

– Dr Monica CHOW, Project Manager, Division of Science, School of Medical and Health Sciences, Tung Wah College

Abstract

Aiming to enhance the job-readiness of our students, an electronic teaching and learning kit for job-ready skill training (e-JR kit) is developed. This e-JR kit consists of three teaching modules that cover the topics of core skills needed for a paraprofessional job as a clinical assistant, including Module 1 Communication skills in the workplace, Module 2 safety and ethical issues in the workplace and Module 3 professional skills in the workplace. The regular industry involvement is a key feature of this e-JR kit project. Different industry stakeholders are continuously consulted, help with the design of real workplace scenarios, and give feedback on the effectiveness of the training. To accommodate the learning preferences of the current generation of students, the content of this e-JR kit is presented in bite-sized topics, such as case scenarios, short videos and small quizzes, and the design is highly visual and interactive. This well-designed kit will help students integrate their skills before employment, and to equip them with skills for a range of possible scenarios in the workplace. To promote the use of the e-JR kit, the completed kit will be shared with other local institutions and our industry partners in the pre-job training of their students and new staff.

Theme: 1: Showcase Project Achievements

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

Oral Presentation Time: 1400-1500

Venue: Fanling Room, Lower Level I

Presenter(s)

– Dr Theresa KWONG, Director, Centre for Holistic Teaching and Learning, Hong Kong Baptist University

Abstract

HKBU leads two UGC-funded projects to enhance digital citizenship education and promote digital ethics. The first project, “Enhancing Learning and Teaching of Digital Citizenship through Scenario-based AR Learning Trails”, pioneers innovative approaches, developing scenario-based AR learning trails to engage students as active partners in digital citizenship. With six university partners, the project team created a revised Digital Citizenship Framework and over 85 scenarios, implemented in the “AR-Trails” app. Initial findings from 2,045 students on a learning trail reveal a strong digital citizenship foundation. These insights led to the second initiative, the “Digital Ethics and Responsibilities (DEAR) Campaign”, which empowers stakeholders to make informed, responsible decisions in the digital world. The DEAR project leverages the Digital Citizenship project, creating a DEAR Hub, organizing digital ethics events, designing a micro-credential program, and curating educational content. Since January 2024, DEAR has made significant progress, including securing research ethics approval, developing an introductory micro-credential, and recording podcasts. The DEAR Hub is being established as a comprehensive digital ethics resource. These interlinked projects provide educators with professional development opportunities and resources. The presentation offers an overview of their progression and advancements, providing insights into digital citizenship education and promoting ethical, responsible digital practices.

Theme: 1. Showcase Project Achievements

Sub-theme: Innovative Technology-in-Education

Poster Presentation Time: 1220-1400; 1500-1600

Venue: J3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Ryan MAN, Associate Dean (Undergraduate Studies), School of Business, Hong Kong Baptist University

Abstract

The Fund for Innovative Technology-in-Education (FITE) has catalyzed a transformative initiative within our School to future-proof business education. Our approach is three-pronged, with a focus on curriculum development, personalized e-learning, and pedagogical innovation. In anticipation of the 2024/25 academic year, a dedicated programme review team has been tasked with integrating AI across the BBA curriculum, introducing new core courses such as Business Coding, AI for Business, and AI Ethics and Governance. This integration extends to embedding AI applications into functional areas like marketing human resources management and finance. Besides, we have instituted a personalized e-learning graduation requirement, leveraging Industries 4.0 principles of IoT and AI in MOOCs, particularly LinkedIn Learning, to enhance engagement and digital literacy. Our metrics indicate promising uptake and substantial engagement in technology courses, underscoring the relevance of data analytics and AI in contemporary education. Supporting our pedagogical shift, the FITE-backed Fostering AI-Incorporated Learning team is pioneering AI and blended learning integration to elevate teaching quality. Our experimental initiatives range from incorporating Generative AI into Business Analytics education and piloting AI in HR teaching. These efforts signify our commitment to driving pedagogical transformation and curriculum innovation, preparing students for the evolving demands of the digital economy.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

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

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: 1400-1500

Venue: Peony Room, Lower Level II

Presenter(s)

– Ms Anna Wai Yee YUEN, Lecturer / Person-in-charge, Virtual Exchange Centre, School of Continuing Education, Hong Kong Baptist University

Abstract

Funded by the Quality Enhancement Support Scheme (QESS), the “Virtual Exchange for Authentic Teaching and Learning Innovation” project aims to establish partnerships with international tertiary institutions, equip teaching staff with Virtual Exchange (VE) skills, and promote VE as an innovative teaching pedagogy. The Virtual Exchange Centre (VEC) was established at the School of Continuing Education (SCE) in September 2022 to facilitate VE opportunities with our global partners. This presentation highlights SCE’s internationalisation efforts in VE, featuring successful course-embedded exchanges and extracurricular activities with institutions worldwide. Partnerships have been established with institutions from the U.S., U.K., Canada, Sweden, Australia, Japan, and Malaysia, with ongoing exploration of VE collaborations with potential partners from Mexico, Germany, Spain, Thailand, and India. Supported by quantitative and qualitative data, the presentation showcases the positive impact of internationalisation in VE on teaching and learning experiences. Engaging videos and compelling stories from SCE’s VE programs will be shared. In summary, the project exemplifies SCE’s commitment to enhancing education through global connection and collaboration through VE. It showcases the establishment of global partnerships, the development of VE programs, and the positive outcomes of internationalisation efforts. The presentation aims to inspire and inform the audience about the growing trend and transformative potential of VE in higher education.

Theme: 1. Showcase Project Achievements

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