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: 1600-1700

Venue: Peony Room, Lower Level II

Presenters(s)

– 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

A large number of students enrolled in sub-degree programmes and self-financing degree programmes in self-financing post-secondary institutions each year. As such, self-financing post-secondary institutions perform a significant role in the higher education sector in Hong Kong. To the best of the author’s knowledge, most of the students are eager to achieve whole-person development to equip themselves before graduation. In other words, they strive toward becoming a preferred graduate to establish a career path or articulate to the ‘desirable’ universities for further study. This study illustrates the Student Affairs Office to address the key challenges of developing whole person development programme, deliver successful cases of the formation of a structured whole-person development programme, and point out the roadmap to the future whole-person development programme in the forthcoming years. As expected, the study may provide valuable insights to policymakers, educators, higher education institutions, and researchers to develop a future research agenda and policy.

Theme: 2. Thematic Exploration

Sub-theme: Whole-person Development & Diversity and Inclusion Education

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)

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)

Oral Presentation Time: 1600-1700

Venue: Rose Room, Lower Level II

Presenter(s)

– Dr Hazel CHEN, Lecturer, Division of Languages and Communications, College of Professional and Continuing Education, The Hong Kong Polytechnic University

– Dr Doreen TSE, Senior Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University

Abstract

LCS4573 Teaching Primary School Students English as a Service-Learning Experience is a subject offered by the Division of Languages and Communication at CPCE PolyU in partnership with the New Home Association. Since Semester 1 of 2021, more than 50 students majoring in Language and Professional Communication have participated in the project, accumulating 6,000 service hours and benefiting over 350 primary school children and their families in Sham Shui Po and Tin Shui Wai in Hong Kong. The project involves English tutoring for P1-P3 children from underprivileged and new immigrant families. This presentation focuses on three areas of improvement achieved through the students’ enthusiastic contribution and involvement. Firstly, students’ English literacy and public speaking skills were enhanced as they became more aware of their own language level, grammar, lexicon, and pronunciation through content preparation. Secondly, students’ pedagogical innovation skills and confidence were developed as they explored new teaching methods. Thirdly, students gained an in-depth understanding of the education resources disparity in Hong Kong and formed emotional bonds with the children. This presentation will showcase LCS4573 as a prime example of community engagement learning and the positive impact it has had on CPCE students, the primary school children, and the local community.

Theme: 2. Thematic Exploration

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

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: 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: 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: 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