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

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: 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: 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: 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: 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)

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