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: 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)

Oral Presentation Time: 1400-1500
Poster Presentation Time: 1225-1400;1500-1600

Oral Presentation Venue: Rose Room, Lower Level II
Poster Presentation Venue: H1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ir Dr H H CHEUNG, Senior Lecturer, Department of Industrial and Manufacturing Systems Engineering, The University of Hong Kong

– Mr Derek TONG, Tutor, Department of Industrial and Manufacturing Systems Engineering, The University of Hong Kong

– Mr Like WEN, Research Assistant, Department of Industrial and Manufacturing Systems Engineering, The University of Hong Kong

Abstract

The past social events and COVID-19 pandemic posed huge challenges to teaching and learning. The teaching team seized these challenges as opportunities to develop and incorporate e-learning in experiential projects and capstone courses, which otherwise mandate intensive face-to-face interactions. The team has developed the Digital Design House – An e-learning platform for collaborative product development – to facilitate experiential learning and hands-on projects in various courses that carry substantial components of innovative product design and development. The Digital Design House is a cloud-based experiential e-learning platform that provides remote access to CAD facilities for students to interact among group members and with teachers in virtual environments to share their ideas for product design and development. This e-learning platform integrates a set of advanced information and computing, 3D Hologram devices, virtual reality, mixed reality, and mobile devices with a suite of in-house developed applications for stereoscopic visualisation of virtual objects in an immersive virtual environment to facilitate systematic training and development of students’ innovative abilities through experiential learning. It not only allows students at different geographical regions and teachers to ubiquitously conduct teaching and learning, but also facilitates online lectures via video conferencing like Zoom or Microsoft Teams with more interactions in a virtually face-to-face environment. Indeed, this platform helps students understand what and how various knowledge and feasible technologies can be effectively integrated to create a feasible design/solution in a practical-and-innovative approach. As such, students are inspired with a stronger desire, self-initiative, and enthusiasm for exploring their potential in innovative creations.

Theme: 1. Showcase Project Achievements

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

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

Oral Presentation Time: 1400-1500

Venue: Peony Room, Lower Level II

Presenter(s)

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

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

Abstract

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

Theme: 1: Showcase Project Achievements

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

Oral Presentation Time: 1600-1700

Venue: Camomile Room, Lower Level II

Presenter(s)

– Dr Cissy LI, Head, Language Centre, Hong Kong Baptist University

Abstract

Based on the UN’s 2030 Framework, global citizenship education (GCE) aims to develop learners’ knowledge, skills, attitudes, and values necessary to become active and responsible global citizens (Reimers et al., 2016). In order to become a successful global citizen, learners need to be aware of the interconnectedness of the world, respectful of diversity, reflective of personal and others’ behaviors and their impact, and committed to sustainability. More importantly, they need to be willing to take action to make changes for a better world. This presentation will report on the implementation and outcomes of part of the project Nurturing Global Citizenship through English (NGCE) using Kolb’s experiential learning framework. GCE guided learning in the ESL classroom was complemented with abundant GCE opportunities outside the classroom, including global dialogues, field trips and poster-exhibitions. Findings from questionnaire surveys and focus group interviews indicate that students had a heightened awareness of global citizenship and perceived improvements in cognitive, socio-emotional and behavioral competencies, which are the three core domains in GCE identified by UNESCO (2015). The positive outcomes highlight the benefits of integrating GCE into the English language curriculum and fostering diversity, inclusion, and international learning.

Theme: 2. Thematic Exploration

Sub-theme: Diversity and Inclusion Education

Oral Presentation Time: 1600-1700

Venue: Fanling Room, Lower Level I

Presenter(s)

– Professor Rick KWAN, Associate Dean (Programme) & Professor, School of Nursing, Tung Wah College

Abstract

In the professionalisation of healthcare services, many healthcare professions emerged. These healthcare professions become highly specialised to care for specific health issues, although their common goal is to promote human health. In the era of the increasing complexity of diseases and health issues, knowledge from a specific profession might not suffice to solve the complex health issues of humans. However, the knowledge generated from different healthcare professions may conflict. As a result, the healthcare plans including inputs from various healthcare professions lead to incongruent treatment practices. The derived conflicts jeopardize the health outcomes of people. Interprofessional education (IPE) occurs when (learners) from two or more professions learn about, from and with each other to enable effective collaboration and health outcomes. IPE is a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs. Tung Wah College offers training for the second-largest number of healthcare professionals in Hong Kong, including nursing, physiotherapy, occupational therapy, radiotherapy, and medical laboratory science. These programmes are all accredited by the related professional regulating bodies in Hong Kong. However, interprofessional education is not a mandatory training requirement stipulated by these professional regulating bodies. Since 2023, TWC developed a Community of Practice of Healthcare Professional Health Education. We work closely together to share a common goal of strengthening interprofessional healthcare teamwork through integrated education across programmes.

Theme: 2: Thematic Exploration

Sub-theme: Community of Practice (CoP)

Venue: Peony Room, Lower Level II

Presenter(s)

– Ms Nancy TING, Senior Lecturer, Early Childhood Education, Yew Chung College of Early Childhood Education

– Ms Mary Ann HOOD, Senior Lecturer, Early Childhood Education, Yew Chung College of Early Childhood Education

Abstract

The transition from kindergarten to primary school is an important time for children and parents. In addition, starting primary school is a significant milestone for children as the teaching and learning experiences, curriculum and classroom environment are markedly different to the kindergarten. For example, there are new rules and expectations to get used to. Coping well and adjusting to the changes is important and a successful start to primary school is associated with future learning success in school. The overall Kindergarten to Primary (K2P) project objective is to overcome stress brought by the K2P transition; provide a solid foundation for primary school stage and promote child readiness for school and school readiness for child and family. The project has four objectives that focus inter alia on the students, their parents, and in-service and pre-service teachers. This presentation will focus on objective 1 which is to equip students with a positive mindset and readiness for the new learning environment using a multi-step approach. This approach includes implementing lesson plans and home activities to develop and support children’s acquisition of 7 specific skillsets, namely Cognitive skills, Independent thinking, Collaborative learning, Empathetic thinking, Social-emotional skills/understanding challenges, Communication skills and Authority in learning.

Theme: 2. Thematic Exploration

Sub-theme: Whole-person Development & 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)

Oral Presentation Time: 1400-1500

Venue: Rose Room, Lower Level II

Presenter(s)

– Dr Jian YANG, Deputy Director of Education Technology (EdTech HKUMed), LKS Faculty of Medicine, 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: Strategic Development of Virtual Teaching and Learning (VTL)

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)