Oral Presentation Time: 1400-1500

Venue: Fanling Room, Lower Level I

Presenter(s)

– Dr Richard Wing Cheung LUI, Senior Lecturer, Department of Computing, The Hong Kong Polytechnic University

Abstract

This presentation introduces the design and implementation of GPTutor, a Generative AI (GenAI) powered Intelligent Tutoring System (ITS) developed at the Hong Kong Polytechnic University (PolyU). GPTutor aims to enhance student learning experiences through personalised tutoring and interactive exploration. It helps students gain a deeper understanding of the course materials provided by their instructors. During the first phase of our implementation, we developed features for instructors to upload and manage their course content and to create learning scenarios based on the learning content. The system includes a conversational interface for students to ask questions and explore course content to deepen their understanding. As the answers are generated based on the instructor-uploaded content, GPTutor provides more factual responses, reduces hallucinations, and aligns better with the instructors’ intended learning outcomes (ILO). We will also share findings from our pilot study, which involved approximately 200 undergraduate and postgraduate students at PolyU. Finally, we will discuss our future plans for further development and enhancement of the platform.

Theme: 1. Showcase Project Achievements

Sub-theme: Innovative Technology-in-Education

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)

Oral Presentation Time: 1400-1500

Venue: Rose Room, Lower Level II

Presenter(s)

– Dr Aftab AMIN, Teaching Associate, Division of Life Science, The Hong Kong University of Science and Technology

Abstract

Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) empower educators to develop active-learning pedagogical approaches that motivate students to simultaneously engage, develop knowledge, social skills, and subject interest. To initiate VR/AR learning at the Division of Life Science (LIFS), HKUST, LIFS1904 Laboratory for General Biology II (comprising four experiments, ~300 diverse learners) was selected. In recent years, increasing enrollment has created manpower and space shortages, while post-pandemic issues have made student learning and the acquisition of resources, such as rat cadavers for teaching anatomy, physiology, and dissection more challenging. To address pressing issues, enhance active-learning, and make practical transitions fluid and cohesive, gamification is being used to develop a customizable, Virtual Reality Platform (VRP). A story-based narrative has also been implemented to create immersive, engaging, memorable and impactful pedagogy. In this presentation we will examine the deliverables of the project. Some of the findings from our student surveys, focus groups and interviews will also be shared to provide a better understanding of how technology-driven pedagogical innovations can facilitate active learning, information literacy, enhance student support, and facilitate peer-teaching, so that graduate attributes can be delivered.

Theme: 1: Showcase Project Achievements

Sub-theme: Strategic Development of Virtual Teaching and Learning (VTL)

Oral Presentation Time: 1600-1700

Venue: Fanling Room, Lower Level I

Presenter(s)

– Professor Carmen WONG, Assistant Dean (Faculty Development) and Clinical Professional Consultant, The Jockey Club School of Public Health and Primary Care, Faculty of Medicine, The Chinese University of Hong Kong

Abstract

Many industries have adopted design thinking as a powerful approach to problem-solving and innovation. A Community of Practice on Design Thinking can enhance experience sharing, ideas development and collectively enrich design thinking capabilities. For educators this can facilitate sharing of curricula concerns and problems, topical interests, and deepen their knowledge and experience of design thinking in education. The HKTEA Design Thinking Community of Practice in Higher Education was established in November 2023. The presentation aims to explore the process and challenges of setting up a community of practice on design thinking within the education arena. The session will begin by providing an overview of community of practice and design thinking considerations. The journey in setting up the Design Thinking community of practice from developing design thinking educational resources, exploring educator challenges in different institutions and disciplines and fostering network and exchange will be discussed. Key steps involved in establishing a community of practice and ongoing development will be highlighted. Attendees will be equipped with practical insights and actionable strategies to initiate and nurture a community of practice in their own and/or across institutions.

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

Poster Presentation Time: 1225-1400; 1500-1600

Venue: K2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Sean MCMINN, Director, Center for Education Innovation, The Hong Kong University of Science and Technology

Abstract

This project aims to develop a Co-Instructrional Designer platform to assist instructors in creating course materials. By leveraging Generative AI, the platform will support faculty members in designing course outlines, content, learning activities, assignments, and rubrics aligned with learning outcomes. The platform will connect to a Center for Education Innovation (CEI)-managed knowledge base containing curated pedagogies and best practices. Instructors will interact with the platform through pre-defined prompts, receiving tailored guidance that they can evaluate and adapt to meet their specific course needs. Key features of the platform include front-end interfaces for instructors and system administrators, robust technical architecture for file storage, and conversation history management. Having completed the Proof-of-Concept phase, implementation will proceed with structuring the knowledge base, developing the frontend, integrating the system, and conducting testing, with the final rollout planned for Fall 2025/26. The project will benefit approximately 750 faculty members and teaching staff at HKUST. This tool has multiple applications: it can serve as a co-designer for faculty, support quality assurance, assist with faculty development, and aid in Teaching and Learning Innovation Pedagogy and Blended Learning Projects. Success will be measured by the quality of responses in testing scenarios, training participation and satisfaction, and overall platform usage.

Theme: 1. Showcase Project Achievements

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

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

Poster Presentation Time: 1500-1600; 1700-1800

Venue: B1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Miss Eunice Yuen Man CHAU, Senior Research Assistant, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University

– Mr Andy Wei Hei SIU, Senior Research Assistant, MPhil student, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University

Abstract

In this digital era, the learning model of higher education students has been reshaping due to emerging social structures and technological forces in a smart society, alongside the COVID-19 pandemic. Previous research has shown that there are several barriers to the implementation of research-based learning and teaching (RBLT) from the perspective of both students and teachers that are insufficient to cope with the changes in the present, and community-based learning that utilises the community as living laboratories seems to be a feasible solution. This research aims to develop a novel model of RBLT, adopting a train-the-trainer approach for over 70 student interns across local universities, and establishing a five-tiered organisational structure to comprehensively evaluate their positive changes in all sub-themes in Cognitive (knowledge-based), Psychomotor (action-based), and Affective (emotion-based) domains. Research data were collected from more than 70 events supported by trained student interns serving over 2,000 participants in our four research communities and partner schools. The research indicated that the impact of the model of community-based RBLT went beyond enhanced teaching and learning effectiveness for students and teachers. The combination of online and physical learning experiences also created synergies between learning and teaching.

Theme: 2. Thematic Exploration

Sub-theme: 2.1 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)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: L6, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Gladys Wai Lan TANG, Centre Director, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong – Mr Jafi YF LEE, Research Associate, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong – Dr Chris KM YIU, Senior Programme Officer, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong

Abstract

The Centre for Sign Linguistics and Deaf Studies is building a Community of Practice to support deaf and hard-of-hearing (d/hh) students pursuing tertiary education. The d/hh students face different barriers to information accessibility because of their diverse backgrounds and learning needs. Possible types of educational support including captioning & AI summaries, subtitles for videos, note-taking/stenography, wireless transmission system, sign interpretation, and other accommodations should be explored to address their respective needs. The project will lead to 1) an improved understanding of the learning needs of the d/hh students, 2) a raised awareness of the physical learning environment/hardware accommodations, 3) the development of new teaching strategies and practices, 4) the deployment of new tools and aids, and 5) the design of a support system with accommodation for in-class and course-end assessments. The project will host seminars to facilitate the dissemination of effective strategies for supporting d/hh students among members of the CoP. The ultimate goal is to recommend an effective and operable support system to EDB and UGC.

Theme: 2. Thematic Exploration

Sub-theme: 2.1 Community of Practice (CoP)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: H4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Isaac Ka Chun WAN, Instructional Designer, Centre for Education Innovation, The Hong Kong University of Science and Technology

Abstract

The use of videos in asynchronous learning significantly enhances the educational experience, especially for intricate or abstract concepts. Videos allow students to adapt their learning pace, fostering a more flexible and personalized process. However, traditional video lectures often promote passive learning, making it hard for instructors to monitor students’ progress effectively. To address these challenges and help instructors create an interactive video-based learning environment, a strategic workflow has been developed. This workflow incorporates two customized digital tools that facilitate the creation of engaging video elements and provide detailed analytics on student engagement and progress. As a result, students are empowered in their asynchronous learning journey.

Theme: 1. Showcase Project Achievements

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

Oral Presentation Time: 1400-1500

Venue: Fanling Room, Lower Level I

Presenter(s)

– Mr Jac LEUNG, Lecturer, Division of Integrative Systems and Design, The Hong Kong University of Science and Technology

Abstract

This project explores the intersection of Generative AI, reflection and experiential learning, highlighting GenAI’s pivotal role in fostering deeper cognitive processes and the attainment of complex knowledge structures. In recognition of the multifaceted dimensions of reflection, we aim to examine GenAI’s role in promoting different focuses of reflection including technical reflection on efficiency of attaining goals; practical reflection on challenging assumptions and establishing identities; and critical reflection on reflecting within a broader consideration of socio-historical and political-cultural context. GenAI is widely praised for its ability to serve as agent to writing and agent to knowledge. This study explores GenAI’s potential as agent to reflect, offering a perspective transformation devoid of judgement and social bias. We adopt an action research approach to accommodate both the rapidly growing research area and state-of-the-art teaching innovations. To examine the roles of GenAI in various types of experiential learning contexts, a 3-year collaboration project consists of four local universities in Hong Kong was initiated in early 2024. Participating students are of diverse background in science, social science, engineering, business, and health profession (radiography). Reflective exercises are designed according to the course context and the type of experiences within entrepreneurship education, social innovation, and health professional training.

Theme: 1. Showcase Project Achievements

Sub-theme: Innovative Technology-in-Education

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: 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)

Oral Presentation Time: 1400-1500

Venue: Fanling Room, Lower Level I

Presenter(s)

– Mr Jungjin PARK, PhD student, Department of Mechanical and Aerospace Engineering, The Hong Kong University of Science and Technology

– Professor Larry LI, Associate Head & Associate Professor, Department of Mechanical and Aerospace Engineering, The Hong Kong University of Science and Technolog

Abstract

Immersive technologies come in various forms and names, such as virtual reality (VR), augmented reality (AR), and recently spatial computing. While higher education has always been at the forefront of experimenting with such technologies in the classroom, the ubiquity of smartphones and tablets – capable of creating robust AR experiences – has made it possible for wider adoption in recent years. In this presentation, we highlight lessons learned from a pilot project that leveraged AR to enhance aerospace laboratory training at the Hong Kong University of Science and Technology, and how this effort is being expanded across multiple disciplines such as pulmonary physiotherapy and forensic pathology. In particular, we share our vision to combine AR and large language models (LLMs) to design truly immersive learning experiences that can be effectively deployed into classrooms. When combined, the two technologies mutually benefit and supplement their respective advantages and limitations, thereby overcoming many of the current challenges faced by educators when deploying either on their own.

Theme: 1. Showcase Project Achievements

Sub-theme:  Innovative Technology-in-Education

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

Sub-theme: Community of Practice (CoP)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: H3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Henry Tsz Yeung FUNG, Lecturer cum Programme Director of ORGC Concentration, Communication Studies, Hong Kong Baptist University

Abstract

The outbreak of the COVID-19 pandemic had a profound impact on university students’ learning, necessitating a sudden shift from face-to-face learning to virtual learning. This sudden shift disrupted student-teacher interactions and cut off access to vital resources like libraries and media labs, leaving students scrambling in an unfamiliar digital landscape. Recognizing the need for accessible learning tools in these uncertain times, this study centres on the curation of a digital video archive featuring exemplary student works to facilitate peer-to-peer learning in the context of the COVID-19 pandemic. Fifty high-achieving students majoring in communication were invited to discuss their learning experiences and the processes involved in creating distinct class projects. These interviews were then turned into thirty short peer-learning videos and stored in a digital archive. The archive was advertised to over 200 students via mass email, in-class promotions, and school web pages during the Fall 2022 and Spring 2023 semesters. To gain a better understanding of student engagement with the digital archive as a means of active learning and knowledge construction, three focus group interviews were conducted. Findings reveal that the archive positively impacts student learning by providing an accessible, flexible platform for understanding course materials outside of the traditional classroom setting. This is particularly useful during the add/drop period when students want to learn more about the course before enrolment. Additionally, the peer advice and work samples shared in the videos provide a grounded perspective on instructor expectations, hence enabling students to produce higher-quality work.

Theme: 1. Showcase Project Achievements

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

Poster Presentation Time: 1225-1400; 1500-1600

Venue: K1, Tai Po-Shek-O Room, Lower Level 1

Presenter(s)

– Dr Laura ZHOU, Education Development Officer, Education Development Centre, The Hong Kong Polytechnic University

– Mr Leo WONG, Project Associate, Education Development Centre, The Hong Kong Polytechnic University

Abstract

The flipped learning and teaching approach redefines the traditional classroom dynamic by swapping the order of direct instruction and homework activities. In a flipped classroom, students engage with instructional materials (such as videos, readings, or podcasts) outside of class, freeing up valuable in-class time for active learning, collaborative activities, and deeper understanding. In our quest to promote effective flipped learning and teaching practices, we conducted comprehensive interviews with experienced teaching staff at PolyU, who have successfully integrated this methodology into their course. Their valuable insights were collected and compiled into case studies, which were then disseminated to all teaching staff members through e-newsletters and experience sharing workshops. These teaching cases serve as compelling examples, showcasing the versatility and impact of flipped learning and teaching. They underscore the significance of adapting pedagogical methods to enhance student learning experiences. By shifting the locus of content consumption outside the classroom, educators empower students to actively engage with the material during face-to-face sessions, fostering a deeper understanding and more meaningful interactions.

Theme: 1: Showcase Project Achievements

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