Poster Presentation Time: 1225-1400; 1500-1600

Venue: F1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Ka Yee Shirley CHAN, Lecturer, Centre for Language in Education, The Education University of Hong Kong

– Miss Mandy Xiao Ming YE, Research Assistant and student participant, Centre for Language in Education, The Education University of Hong Kong

Abstract

This poster-sharing session shares the outcomes collected in the first phase of a TDG project, “AI for Formative Assessment”, exploring how the Automated Speech Recognition (ASR) function in AI can possibly provide formative feedback in speaking assessments. In this phase of the project, language teachers from the Centre for Language in Education at the Education University of Hong Kong have applied the ASR function on Whatsapp, a daily social messenger platform for Hong Kong students, to provide formative feedback during a consultation session in a University speaking course: Skills for Language Test I. This project explores the effectiveness, challenges, and implications of using AI to provide formative feedback on pronouncing words and phrases.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: E2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Grace NGAI, Head, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Dr Stephen CHAN, Principal Project Fellow and Founding Head, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Dr Perry LEE, Manager, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Dr Angel LUO, The Hong Kong Polytechnic University

– Dr Shuheng LIN, Project Fellow, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Mr Kenneth LO, Senior Manager, Service-Learning and Leadership Office, The Hong Kong Polytechnic University,

Abstract

In Hong Kong, internationalization is a key performance indicator for the higher education section in response to the policy goal of establishing the city as a regional education hub (University Grants Committee, 2017). Resources have been allocated to universities for various initiatives including the recruitment of international faculty and students, inter-institutional collaboration in research, and students’ overseas learning experiences. A document analysis study on 6 universities in Hong Kong showed a notable increase of institutional focus on internationalization, intercultural skills, culture, diversity, equality, and inclusion post-pandemic (Lai, 2022). Besides its contribution to global connectivity, knowledge exchange, and institutional development (Lane, 2014), internationalizing higher education is also important to prepare students for a globalized world (Egron-Polak, 2011). Given the increasing diversity within universities and societies, prioritizing the cultivation of students’ intercultural sensitivity (IS) has become essential as it enhances students’ academic and personal success and fosters harmony and development within communities. Different strategies have been implemented in higher education institutes to provide intercultural opportunities for students. These include student mobility programmes, including short and long-term immersive learning activities that bring students outside of their home country to study abroad. At the Hong Kong Polytechnic University, this includes international service-learning (ISL), with a university target of 50% of students having an ISL experience by 2027-28. In this poster presentation, we will study the impact of ISL on students’ intercultural sensitivity from multiple dimensions, including knowledge, skills, and attitudes.

Theme: 2. Thematic Exploration

Sub-theme: 2.3  Community Engaged Learning

Oral Presentation Time: 1600-1700
Poster Presentation Time: 1500-1600; 1700-1800

Oral Presentation Venue: Rose Room, Lower Level II
Poster Presentation Venue: E4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Joseph CHAN, Associate Director at Centre for Innovation and Entrepreneurship, HKU Business School, The University of Hong Kong

– Dr Jing LI, Lecturer and BBA (International Business and Global Management) Deputy Programme Director, HKU Business School, The University of Hong Kong

Abstract

Teaching and learning for innovation and entrepreneurship requires equipping students with the necessary skills for cross-disciplinary innovation: conducting academic research for scientific advancement, designing projects to translate research into applications, and connecting these to the value-chain for market adoption and commercialization. This TDG project aims at the third area – to train students for the entrepreneurial ecosystem, particularly the Greater Bay Area. The project utilizes interactive learning methods from business interviews of guest speakers to case discussions, including direct communication with industry professionals, for first-hand knowledge and perspectives to deepen students’ understanding of innovation and business strategies. The curriculum is further enhanced through tailor-made videos featuring interviews with senior management, offering practical insights into strategies and operations. This project establishes a hub of applied studies covering a spectrum of industries, to serve as a valuable resource for larger innovation community audience. The core in this pedagogical methodology is to bring industry into the classroom, and vice versa. Online and offline activities foster community building and knowledge exchange within the innovation ecosystem, while students’ reflection encourages them to apply their learning in the GBA.

Theme: 2. Thematic Exploration

Sub-theme: Community Engaged Learning & Community of Practice (CoP)

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: 1600-1700
Poster Presentation Time: 1500-1600; 1700-1800

Oral Presentation Venue: Camomile Room, Lower Level II
Poster Presentation Venue: D2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Hong Ching CHAN, Senior Curriculum Development Officer, Centre for Advancement of Chinese Language Education and Research, Faculty of Education, The University of Hong Kong

– Ms Hongyun DENG, Research Manager, Centre for Advancement of Chinese Language Education and Research, Faculty of Education, The University of Hong Kong

Abstract

Empowering ethnic-minority students’ learning of writing is essential to students’ development in school and beyond. The advent of generative artificial intelligence (GenAI) has accelerated the transformation of education systems, providing new possibilities for addressing their challenges. Guided by the writing process theory, social constructivism, and self-regulated learning, this study proposes the WISE framework, comprising four key components: Write, Investigate, Synthesize, and Evaluate. It also reports on qualitative research, incorporating participant observation and content analysis, on WISE’s implementation among 10 ethnic-minority students in three primary schools in Hong Kong. The results suggest that this framework can systematically support students’ writing abilities in terms of 1) enriching vocabulary and language usage, 2) improving quality and depth of writing content, 3) enhancing writing structures and creativity, and 4) strengthening critical thinking.

Theme: 2. Thematic Exploration

Sub-theme: Diversity and Inclusion Education

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Yi LI, Lecturer, Centre for Language in Education, The Education University of Hong Kong

Abstract

To enhance students’ proficiency in Putonghua and facilitate their integration into the workplace and life in the Greater Bay Area, the Centre for Language in Education at The Education University of Hong Kong is undertaking a Teaching Development Grant (TDG) project for 2023-2024. This project aims to engage professionals from various industries in the Greater Bay Area to conduct interviews on topics related to “work” and “life.” The interviews are categorized into four sections: “Job Hunting,” “Workplace Communication,” “Workplace Culture,” and “Life,” comprising a total of 20 topics. To provide comprehensive learning resources, the project team has recorded video interviews with experts, accompanied by textbook explanations. These valuable resources have been uploaded to EdUHK’s online learning platform, ensuring accessibility for all students. By utilizing this platform, students can enhance their learning experience and foster their understanding of the workplace environment in the Greater Bay Area. Through this initiative, students will gain valuable insights into the practical aspects of working and living in the Great Bay Area. The project aims to equip students with the essential language skills and cultural understanding required to excel in their future careers. This TDG project is designed to create an immersive and engaging learning environment by collaborating with industry professionals and leveraging an online platform. Collaborating with industry professionals and leveraging online platforms aims to create an immersive and engaging learning environment for students, preparing them for success in the dynamic Greater Bay Area.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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)

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)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: G4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Hung-lin CHI, Associate Professor, Department of Building and Real Estate, The Hong Kong Polytechnic University

– Ms Junyu CHEN, Ph.D Student, Department of Building and Real Estate, The Hong Kong Polytechnic University

– Mr Haolei LIN, Ph.D Student, Department of Building and Real Estate, The Hong Kong Polytechnic University

Abstract

KnowLearn is an interactive learning assistant system designed for architecture, engineering, and construction (AEC) education, where personalized recommendations for students in virtual learning environments remain under-explored. An educational knowledge graph (KG) was constructed to contain multifaceted information by connecting pedagogical, learning performance, and learning feedback data as sub-graphs. A heterogeneous graph attention network (HAN) was implemented to infer latent information in the educational KG and identified essential factors shaping students’ acceptance of virtual learning environments. Based on sampling data of 107 students from the Hong Kong Polytechnic University, Department of Building and Real Estate, we found students’ self-efficacy, intention to use, and in-class quiz performance were significant predictors of final learning outcomes in subjects that adopt virtual learning environments. This project further deployed a local-based large language model (LLM) Qwen-7B and built an interactive graphical user interface (GUI) with Gradio. Utilizing the information preserved in the educational KG and learned from HAN as the basis, this LLM facilitated conversations between students and KnowLearn, enhancing personalized recommendations while securing student privacy. The developed system contributed to helping improve the learning experiences and performances of AEC students within virtual learning environments.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Oral Presentation Time: 1600-1700

Venue: Rose Room, Lower Level II

Presenter(s)

– Dr Janet CHAN, Senior Lecturer, School of Biological Sciences, The University of Hong Kong

Abstract

Fifty undergraduate (UG) students from various faculties at HKU have been trained as Climate Ambassadors through the project titled “Partnering with Students in Climate Education: HKU Climate Ambassador.” This climate education initiative is supported by the HKU Teaching Development Grant and aims to empower UG students to co-create climate actions and make a meaningful impact on broader communities. The project commenced in February 2024. To enhance students’ understanding of climate issues and involve them as partners, ten postgraduates and alumni have been appointed as mentors. They provide engaging dialogues and guidance to the UG students in their climate action endeavors. Additionally, students receive training through team-building activities, field trips, and seminars conducted by climate experts. Subsequently, students form groups and develop their own climate actions, such as addressing food waste, promoting biodiversity, and exploring public attitudes towards waste recycling. These actions will be showcased in a student-led conference scheduled for mid-June 2024. Following the conference, 18 selected Climate Ambassadors will participate in a desert service-learning trip in mainland China in July 2024, supported by YMCA and the Teaching Development and Language Enhancement Grant 2022-25. During the seven-day stay in Tengger Desert, these 18 HKU Climate Ambassadors will play a crucial role as co-developers of the camp. They will be empowered to educate camp participants and local communities about climate change and waste reduction. Collaborating with camp participants, they will carry out climate-related services, engage in personal reflection, and create meaningful impact within their own circles and the wider community. These experiences will help our Climate Ambassadors develop essential soft skills, including problem-solving, communication, leadership, and teamwork. Moreover, this experiential learning opportunity will incorporate international, intercultural, and global dimensions, enabling our HKU students to cultivate a global outlook, global citizenship, cultural inclusiveness, and intercultural competence – all highly valued by employers in today’s workplace.

Theme: 2. Thematic Exploration

Sub-theme: Community Engaged Learning & Community of Practice (CoP)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: G3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Fraide A. Jr GANOTICE, Assistant Professor, Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong

Abstract

Disciplinary silos often perpetuate hierarchical relationships and competition, creating a significant barrier to teamwork and collaboration in healthcare. Students who are exclusively trained within the confines of their discipline and university miss out on opportunities to develop the interprofessional competencies necessary for managing complex medical conditions of patients. Therefore, cross-institutional interprofessional education is crucial to promote the sharing of expertise among professionals from different universities and to prepare students for clinical practice. This presentation will highlight the significant achievements of the project titled “Promoting cross-institutional collaboration through interprofessional education: Forging alliances in healthcare education.” Initiated by the University of Hong Kong (HKU) in partnership with the Hong Kong Polytechnic University (PolyU), this innovative project aims to break down educational silos and foster interprofessional competencies among healthcare students. The project’s core objective is to enhance patient-centered care by developing and implementing a model of interprofessional education that integrates various healthcare disciplines. Throughout the four phases of the project—Program Development, Pilot Testing, Actual Implementation, and Evaluation and Dissemination—numerous achievements have been documented. These include the successful integration of interprofessional education into the curricula, enhanced collaborative competencies among students. The project also pioneered the development of an evidence-based cross-institutional IPE Model, setting a benchmark for future educational endeavors in the healthcare sector. This presentation will delve into the methodologies employed, the collaborative initiatives between HKU and PolyU, and the positive impact on healthcare education highlighted by reduced medical errors and improved healthcare outcomes. By showcasing these achievements, the session aims to inspire continued progress in interprofessional education and collaboration across healthcare institutions globally.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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

Oral Presentation Time: 1400-1500

Venue: Camomile Room, Lower Level II

Presenter(s)

– Professor Michael BOTELHO, Clinical Professor, Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong

– Ms Trinity JIAO, HKU SaP CoP Project Coordinator, Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong

Abstract

The “Students as Partners (SaP)” support framework fosters active interdisciplinary collaboration. Key initiatives undertaken by the Students as Partners Community of Practice (SaP CoP) involve organizing seminar-sharing sessions, hosting internal CoP meetings, and conducting formal consultation sessions for those initiating SaP projects. These efforts offer valuable learning opportunities and continuous support for both educators and students. At HKU, the SaP CoP has developed a Scope, Process, and Levels framework for SaP activities. In partnership with TALIC, the SaP CoP has established a dedicated webpage and featured it in the HKU bulletin. These initiatives have been well-received by students and staff alike, providing meaningful experiences and practical guidelines that significantly contribute to their learning and engagement journey.

Theme: 1. Showcase Project Achievements

Sub-theme: Teaching Development and Language Enhancement

Poster Presentation Time: 1500-1600; 1700-1800

Venue: E3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Christelle NOT, Senior Lecturer, Department of Earth Sciences, The Unviersity of Hong Kong

Abstract

This study explored how the emotional framing of climate change messages (hope appeal vs. fear appeal) impacted students’ emotions and sense of efficacy towards addressing climate change. Prior research had focused on the persuasive effects of hope and fear appeals, but lacked investigation into how audience perceptions influence the interpretation of these messages. The quantitative results showed that the hope-appeal group experienced a significantly greater increase in self-efficacy and collective efficacy compared to the fear-appeal group. Qualitative analysis provided potential explanations – hope-appeal videos shifted students’ attention towards messages about effective mitigation actions, while fear-appeal videos directed focus to the negative consequences of climate change. Importantly, before the intervention, many students believed individual efforts were negligible compared to collective action. However, the hope-appeal’s emphasis on efficacy allowed students to recognize the value of their individual contributions, boosting their self-efficacy and collective efficacy. The findings suggest that communicating climate solutions with hope and gain-framed messages, rather than fear appeals, may be more effective in empowering younger generations to take meaningful action against climate change.

Theme: 2. Thematic Exploration

Sub-theme: 2.3  Community Engaged Learning

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

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Crystal LUO, Teaching and Learning Manager, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

– Miss Pui Ying WONG, Educational Development Officer, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

Abstract

The global pandemic prompted academic institutions to shift from traditional test-based assessments to alternative assessments, including methods such as self-assessments, peer evaluations, and digital technology-enhanced tasks. The effectiveness of alternative assessment hinges on students’ perceptions, which may subsequently influence their degree of engagement. This study was thus designed to investigate the relationship between students’ perceptions and their involvement in alternative assessment in a Hong Kong university. An online survey was administered to 177 students between November 2022 and February 2023, with the collected data undergoing quantitative analysis. The results show that students generally maintain moderate levels of positive perceptions and active involvement towards alternative assessments. Moreover, a statistically significant correlation was observed between their perceptions and involvement. Our findings not only provide evidence to support the relationship between students’ perceptions and their involvement in alternative assessment practices, but also provide insights into the importance of understanding the real-life applicability of such assessments, the facilitating role of technological tools, and the practical implementation of these assessments into courses.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)