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: 1400-1500

Venue: Camomile Room, Lower Level II

Presenter(s)

– Professor Adam FINGRUT, Director, Master of Architecture Programme, School of Architecture, The Chinese University of Hong Kong

Abstract

Design thinking methods are critical for architecture students as they provide a framework for human-centered and iterative problem-solving. This approach encourages students to empathize with the users of their designs, define the problem, ideate potential solutions, create prototypes, and test their ideas in real-world settings. By adopting an iterative approach toward full-scale prototyping of built projects, architecture students can gain valuable experience developing sustainable designs that consider the most efficient use of materials. The importance of prototyping with advanced tools to architecture students cannot be overstated in the context of STEAM-based higher education in Hong Kong. Using contemporary tools has become an integral part of the design process, and students must be equipped with the skills and knowledge necessary to utilize them effectively. This project considers design thinking and STEAM-based methods as essentials for architecture students as they provide a framework for developing sustainable and efficient designs. It adopts a peer learning pedagogy that promotes collaboration, mutual support, and knowledge sharing among students, which can enhance their academic and personal growth.

Theme: 1. Showcase Project Achievements

Sub-theme: Teaching Development and Language Enhancement

Oral Presentation Time: 1400-1500

Venue: Fanling Room, Lower Level I

Presenter(s)

– Dr Theresa KWONG, Director, Centre for Holistic Teaching and Learning, Hong Kong Baptist University

Abstract

HKBU leads two UGC-funded projects to enhance digital citizenship education and promote digital ethics. The first project, “Enhancing Learning and Teaching of Digital Citizenship through Scenario-based AR Learning Trails”, pioneers innovative approaches, developing scenario-based AR learning trails to engage students as active partners in digital citizenship. With six university partners, the project team created a revised Digital Citizenship Framework and over 85 scenarios, implemented in the “AR-Trails” app. Initial findings from 2,045 students on a learning trail reveal a strong digital citizenship foundation. These insights led to the second initiative, the “Digital Ethics and Responsibilities (DEAR) Campaign”, which empowers stakeholders to make informed, responsible decisions in the digital world. The DEAR project leverages the Digital Citizenship project, creating a DEAR Hub, organizing digital ethics events, designing a micro-credential program, and curating educational content. Since January 2024, DEAR has made significant progress, including securing research ethics approval, developing an introductory micro-credential, and recording podcasts. The DEAR Hub is being established as a comprehensive digital ethics resource. These interlinked projects provide educators with professional development opportunities and resources. The presentation offers an overview of their progression and advancements, providing insights into digital citizenship education and promoting ethical, responsible digital practices.

Theme: 1. Showcase Project Achievements

Sub-theme: Innovative Technology-in-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

Venue: Peony Room, Lower Level II

Presenter(s)

– Ms Nancy TING, Senior Lecturer, Early Childhood Education, Yew Chung College of Early Childhood Education

– Ms Mary Ann HOOD, Senior Lecturer, Early Childhood Education, Yew Chung College of Early Childhood Education

Abstract

The transition from kindergarten to primary school is an important time for children and parents. In addition, starting primary school is a significant milestone for children as the teaching and learning experiences, curriculum and classroom environment are markedly different to the kindergarten. For example, there are new rules and expectations to get used to. Coping well and adjusting to the changes is important and a successful start to primary school is associated with future learning success in school. The overall Kindergarten to Primary (K2P) project objective is to overcome stress brought by the K2P transition; provide a solid foundation for primary school stage and promote child readiness for school and school readiness for child and family. The project has four objectives that focus inter alia on the students, their parents, and in-service and pre-service teachers. This presentation will focus on objective 1 which is to equip students with a positive mindset and readiness for the new learning environment using a multi-step approach. This approach includes implementing lesson plans and home activities to develop and support children’s acquisition of 7 specific skillsets, namely Cognitive skills, Independent thinking, Collaborative learning, Empathetic thinking, Social-emotional skills/understanding challenges, Communication skills and Authority in learning.

Theme: 2. Thematic Exploration

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