Oral Presentation Time: 1600-1700

Venue: Fanling Room, Lower Level I

Presenter(s)

– Professor Carmen WONG, Assistant Dean (Faculty Development) and Clinical Professional Consultant, The Jockey Club School of Public Health and Primary Care, Faculty of Medicine, The Chinese University of Hong Kong

Abstract

Many industries have adopted design thinking as a powerful approach to problem-solving and innovation. A Community of Practice on Design Thinking can enhance experience sharing, ideas development and collectively enrich design thinking capabilities. For educators this can facilitate sharing of curricula concerns and problems, topical interests, and deepen their knowledge and experience of design thinking in education. The HKTEA Design Thinking Community of Practice in Higher Education was established in November 2023. The presentation aims to explore the process and challenges of setting up a community of practice on design thinking within the education arena. The session will begin by providing an overview of community of practice and design thinking considerations. The journey in setting up the Design Thinking community of practice from developing design thinking educational resources, exploring educator challenges in different institutions and disciplines and fostering network and exchange will be discussed. Key steps involved in establishing a community of practice and ongoing development will be highlighted. Attendees will be equipped with practical insights and actionable strategies to initiate and nurture a community of practice in their own and/or across institutions.

Theme: 2. Thematic Exploration

Sub-theme: Community of Practice (CoP)

Oral Presentation Time: 1600-1700

Venue: Fanling Room, Lower Level I

Presenter(s)

– Dr Esther TONG, Principal Lecturer, Division Head, Divisions of Language and Communications, College of Professional Continuing Education, The Hong Kong Polytechnic University

– Professor Roger CHAN, Division Head, Divisions of Social Sciences, Humanities and Design, College of Professional Continuing Education, The Hong Kong Polytechnic University

Abstract

Effective Content and Language Integrated Learning (CLIL) praxis relies on the sustained efforts of members of the interdisciplinary community of practice in fostering shared aspirations in pedagogical improvement, developing awareness of a content-language link, sharing resources and practices, and co-constructing understanding of disciplinarity. Responding to the need to align higher education assessments with the real-world communication and professional requirements, faculty members across the College are summoned to redesign the assessments of language and disciplinary practices. While previous studies on integrated assessment of language and disciplinary content focus on the validity, reliability and teacher belief-practice dichotomy (Attar et. al, 2022; Lo & Leung, 2022; Otto, 2018), this paper explores the essence of successful Professional Communities of Practice (PCoP). Sustainable practices and challenges associated with co-designing integrated content and language assessments in business and social sciences disciplines will be explored. It positions CLIL assessment as a collaborative provision. The first part details the associated practices of a collaborative model in an adjunct English-across-the-curriculum project. The second part highlights the impactful dialogues within a social enterprise business idea pitching competition organised to foster interdisciplinary collaboration in a professional learning community. Recommendations for optimising collaboration and maximising the participatory impact of interdisciplinary communities of practice in higher education contexts will be shared.

Theme: 2. Thematic Exploration

Sub-theme: Community of Practice (CoP)

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: 1600-1700

Venue: Camomile Room, Lower Level II

Presenter(s)

– Ms Ka Yan SO, Education Development Officer, Talent and Education Development Office, City University of Hong Kong

Abstract

Peer-Assisted Learning scheme using Supplemental Instruction (PALSI) has been a cornerstone of CityUHK’s commitment to academic excellence and student success. This presentation will introduce the PALSI initiative, a peer-led approach designed to enhance students’ understanding of course materials and improve overall learning strategies. Insights from PALSI coordinators and leaders will be shared, highlighting the scheme’s impact on both students and leaders.

Theme: 2. Thematic Exploration

Sub-theme: Diversity and Inclusion Education

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 Carrie Ka Yee CHENG, Head of Academic Programmes (Full-time), School of Continuing and Professional Studies, The Chinese University of Hong Kong

Abstract

Encompassing 20 Virtual Reality (VR) simulations across 15 academic disciplines for pre-internship training, InternVision – a dual platform of a VR head-mounted display system and a mobile application (app), is developed and launched for enhancing the work-readiness of all full-time students at School of Continuing and Professional Studies, The Chinese University of Hong Kong (CUSCS). InternVision envisages to be an ingenious and resourceful platform with interactive contents of real-life workplace scenarios for elevating job competency, enhancing professional related concepts, reactions and decision making at internships, and thus formulating an insightful immersive experience for empowering learners to a multitude of careers. This oral presentation endeavours to share ideas and success factors on how InternVision is designed, constituted and operated in line with our expected high effectiveness and promising satisfaction. Via seamlessly integrating technologies at the VR system and appending with its user-friendly mobile app, InternVision brings forth greater flexibility, confidence and motivation for students to gear up for their internships and maneuver their learning more freely beyond time and location constraints. By visualising the simulations, a deeper understanding of their roles regarding their own profession can be yielded for further self-reflection, and hence achieving the intended learning outcomes. InternVision can be framed as a comprehensive and impactful solution for enhancing internship preparation and consolidating student success for a world of future profession.

Theme: 1. Showcase Project Achievements

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

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: 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