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

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: 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: 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

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)

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

Oral Presentation Time: 1600-1700

Venue: Fanling Room, Lower Level I

Presenter(s)

– Professor Meike SAURWEIN, Lecturer, Division of Environment and Sustainability, The Hong Kong University of Science and Technology

– Ms Evelyn Yu Shan PANG, Teaching Associate, Division of Environment and Sustainability, The Hong Kong University of Science and Technology

Abstract

In an era of complex global challenges, the need for interdisciplinary approaches in sustainability education has never been more critical. The Sustainability Education Community of Practice (SEC) aims to build on the power of interdisciplinary collaboration to foster innovative solutions and drive transformation in how we teach sustainability. SEC brings together faculty, staff and postgraduate researchers from diverse fields, including science, humanities, business, and engineering, who share a passion for teaching sustainability and an interest in innovating how we teach sustainability on campus. Our work centers on bringing together educators to form a platform for teaching collaboration, development of new teaching approaches and a network for sharing and learning. Through a serious or networking events, interactive workshops and focused support initiatives we aimed at supporting faculty and staff in developing new approaches towards teaching sustainability, discuss challenges, share tools and build up a support network. This presentation will showcase HKUST SEC’s key initiatives, including interdisciplinary workshops and collaborative teaching projects. We will highlight successful case studies that demonstrate the impact of our approach on building a community of educators who are passionate about driving sustainability. Attendees will gain insights into strategies for fostering interdisciplinary collaboration, learn about potential challenges and possibly be inspired to incorporate these practices into their own educational contexts.

Theme: 2. Thematic Exploration

Sub-theme: Community of Practice (CoP)