Poster Presentation Time: 1225-1400; 1500-1600

Venue: J4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Beatrice CHU, Head, Professional Development, Center for Education Innovation, The Hong Kong University of Science and Technology

Abstract

The “Co-Creating the Future of Education” project, a collaborative effort led by the Hong Kong University of Science and Technology (HKUST), alongside the University of Hong Kong (HKU) and Hong Kong Baptist University (HKBU), advances the Student as Partners (SaP) approach within Hong Kong’s higher education sector. This initiative aims to transform pedagogical models by embedding student engagement in the learning process. Key objectives include enhancing professional development programs, enabling faculty and staff to collaborate effectively with students, and establishing a standardized evaluation framework to measure the impact of SaP initiatives. The project also emphasizes the creation of a Community of Practice for Student Partnership, facilitating the exchange of successful strategies and supporting ongoing SaP projects. Additionally, the Student Partnership Co-Creation Program is a cornerstone objective, fostering innovative ideas and collaborative efforts between students and faculty. Progress to date includes the successful implementation of five key focus areas: organizing professional development seminars, establishing a resource hub, and initiating the Student Partnership Co-Creation Program. Notably, 20 teams from various institutions participated in this program, yielding high satisfaction rates and valuable insights. Ultimately, this project seeks to create a sustainable, collaborative ecosystem that enhances student agency, faculty development, and curriculum innovation across participating institutions.

Theme: 1. Showcase Project Achievements

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

Poster Presentation Time: 1225-1400; 1500-1600

Venue: C2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Bin LI, Associate Professor, Department of Linguistics and Translation, City University of Hong Kong

– Dr Yee Na LI, Part-time Research Associate, Department of Linguistics and Translation, City University of Hong Kong

Abstract

Our ten years’ evidence-based study revealed that the alternative pathway from sub-degree to degree studies is viable while challenging for Senior Year Admission (SYA) students. The inadequate alignment between sub-degree and university programmes is the main determinant of their heavy academic workload. Their transitional challenges call for an examination of the existing programme articulation process and academic advising to SYA students. In response to their needs, the project sustains our previous work from UGC-funded and TDG sustainability projects to promote best practices to support SYA students. An online Cross Institutional Credit-transfer Information System (CICIS) was launched to enhance the transparency of credit transfer and facilitate smooth transition of SYA students. Another student-centred Resources Website was developed to provide cross-institutional support to SYA students from the first point of transferring to universities. In addition, a series of collaborative activities, such as an international Credit Transfer Conference, local and overseas webinar sessions and the Internationalisation-at-Home (IaH) programme, has been organised. The project provides implications to administrators and policy makers in higher education, informing policies and practices to optimize the transfer experience for students’ greater success in universities and in the society.

Theme: 1. Showcase Project Achievements

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

Oral Presentation Time: 1400-1500

Venue: Camomile Room, Lower Level II

Team member(s)

– Professor Alvin Chung Man LEUNG, Associate Head & Associate Professor, Department of Information Systems, City University of Hong Kong

Abstract

The COVID-19 pandemic has highlighted the critical importance of online learning, where learners must engage in self-regulated learning (SRL) to achieve optimal outcomes. Gamification interventions have been implemented to improve SRL engagement in online environments, but the mixed results of these efforts have raised doubts about their efficacy. This study investigates whether the inconsistent findings can be attributed to a lack of consideration for individual learner characteristics during gamification design. Focusing on Massive Open Online Courses (MOOCs), we examined how gamified performance feedback interacted with learners’ goal orientation, an individual trait known to influence SRL and learning. By tracking the SRL engagement of 760 college students over five weeks using learning analytics, we found that positively framed performance feedback without social comparisons increased SRL engagement and learning outcomes for participants with a strong performance-avoidance goal orientation. Conversely, the same feedback had a negative impact on participants with a strong mastery goal orientation. These findings contribute to SRL theory by demonstrating that the effectiveness of gamification in online learning is contingent on aligning the design elements with individual learner characteristics and highlight the importance of personalized gamification approaches to optimize SRL and learning in MOOC.

Theme: 1. Showcase Project Achievements

Sub-theme: Teaching Development and Language Enhancement

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)

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)

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