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)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: J1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Jeanne TAN, Professor, School of Fashion and Textiles, The Hong Kong Polytechnic University

– Dr Wing Chung WONG, Post-Doctoral Fellow, School of Fashion and Textiles, The Hong Kong Polytechnic University

Abstract

Talent development in innovation and technology is key to the sustainable development of a vibrant economy. STEM education plays a vital role in nurturing a globally competitive workforce for the future. Fostering STEM literacy at the early stages of education will equip students with the core knowledge and interdisciplinary skills for creative innovation and contributing to the future economy. Conventional education is often discipline-focused with a tendency to employ linear learning strategies which do not fully explore the knowledge opportunities present in the interdisciplinary STEM content. This often results in a skewed emphasis on technical content which young students may find difficult to contextualise in daily life. The reflective and adaptive nature of design may serve as an effective bridge to connect creativity and knowledge seeking in STEM domains (Toomey and Tan, 2018). A design-led STEM framework was adopted in two Quality Education Fund projects, reaching over 1000 secondary school students. These projects utilized fashion, artificial intelligence, and e-textiles as mediums to help students develop problem solving skills with real world applications.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

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: 1225-1400; 1500-1600

Venue: L2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Kenneth Chi-hang LO, Associate Division Head and Senior Lecturer, Division of Science, School of Medical and Health Sciences, College of Professional and Continuing Education, The Hong Kong Polytechnic University

– Dr Anthony Wai-keung LOH, Division Head and Director of Hong Kong Community College, Division of Science, School of Medical and Health Sciences, College of Professional and Continuing Education, The Hong Kong Polytechnic University,

Abstract

The learning and teaching of science and/or engineering subjects face a big challenge under the COVID-19 pandemic because all face-to-face laboratory works are suspended. Since laboratory works are essential and critical elements to science and engineering education. Teachers have tried other means to relief the effect by performing demonstration, simulation or virtual laboratory, such that experimental data can be collected for analysis afterwards. However, students commented that they cannot see and control the laboratory apparatus in “real” time. Besides, students are required to conduct experiments in a fixed schedule and usually the teaching and laboratory schedules are not synchronized, due to the limited laboratory equipment and space. Students are required to conduct the experiment before the teaching of the corresponding theory. This affects their learning experience and motivation. The proposed project aims to develop a web-based remote laboratory for science and engineering education to facilitate student independent learning and enhance their learning experience. The objectives of the project are to: (1) design the infrastructure and software specification of the remote laboratory system; (2) identify experimental sets that can be conducted remotely; (3) enhance student learning experience and engagement as “real time” operation of laboratory equipment individually or in a group at anytime and anywhere under safe and controlled environment; (4) reduce the initial investment on offering science and/or engineering programmes by other local institutions for a better development of the sector; (5) enhance collaboration between local and even overseas institutions by sharing experimental sets; (6) inspire the tertiary education sector to develop blended and online teaching modules for science and engineering subjects which required laboratory works.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

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

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)

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: 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: 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)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: L3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Dr Edmund Tai Ming WUT, Senior Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University

Abstract

We aim to investigate factors affecting students’ intention to join blended learning courses in higher education sector using Community of Inquiry framework and Unified Theory of Acceptance and Use of Technology (UTAUT) model. Stimulus-Organism-Response (S-O-R) model was employed to develop a new research framework while constructs in the Community of Inquiry are Stimulus and constructs from UTAUT are considered as Organism and Response. A survey was conducted with undergraduate students in a Hong Kong higher institution. It was found that Teaching Presence (TP), Social Presence (SP) and Cognitive Presence (CP) were associated with performance expectancy, social influence and effort expectancy respectively. Performance expectancy and effort expectancy were associated with social influence. Social influence was associated with students’ attitude towards blended learning. Institution support was not related to the students’ attitude towards blended learning in the post-pandemic period. Attitude towards blended learning was associated with their behavioral intention to participate in blended learning. Online and offline tools could be adopted to improve the students’ acceptance towards the blended learning approach.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

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

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: 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)

Oral Presentation Time: 1400-1500

Venue: Peony Room, Lower Level II

Presenter(s)

– Dr Peggy NG, Principal Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University

Abstract

With the development of innovative technology, virtual reality (VR) has become very popular and accessible to the public. There has been growing evidence that VR can influence people and change their values and behaviors. VR encourages individuals, especially teenagers, to engage in a specific behavior, such as pro-environmental behavior (PEB). Pro-environmental behavior (PEB) allowed lowering the environmental harms deliberately and substantially enhancing the future harmony. Using Value-Belief-Norm (VBN) theory, the present study aims to examine the relationship between teenagers’ perceived values and pro-environmental behavioral intention in VR platforms. Students (N = 120) were invited to visit the VR lab for an immersive experience focused on carbon footprint. The results showed that hedonic value predicts pro-environmental intention, whereas altruistic value predicts awareness of responsibility of individuals. The findings of the study will contribute to both theoretical and practical contributions. From practical perspectives, integrating VR into sustainability education can enhance student engagement by providing immersive and interactive VR experiences. This innovative approach of teaching fosters students’ pro-environmental intention, raising awareness of personal responsibility in caring for the environment. By incorporating VR elements into programme development, higher education institutions can better equip students with the knowledge in sustainability to address future environmental challenges.

Theme: 1. Showcase Project Achievements

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