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
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)

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: 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: 1600-1700

Venue: Rose Room, Lower Level I

Presenter(s)

– Dr Thomas LEE, Associate Professor and Associate Head (Academic) Department of Biomedical Engineering, The Hong Kong Polytechnic University

– Dr Hin Chung LAU, Senior Lecturer, Programme Leader (BSc), and Assistant Dean (Student Development) of Faculty of Engineering, Department of Biomedical Engineering, The Hong Kong Polytechnic University

– Ms Jessie KAR, Instructor, Department of Biomedical Engineering, The Hong Kong Polytechnic University

– Ms Rahat BATOOL, Student, Educational Development Centre, The Hong Kong Polytechnic University

– Mr Mitesh PATEL, Educational Development Officer, Educational Development Centre, The Hong Kong Polytechnic University

– Mr Leo CHON, Assistant Educational Development Officer II, Educational Development Centre, The Hong Kong Polytechnic University,

Abstract

Students in Hong Kong have generally been perceived as passive learners, with limited opportunities for active involvement in the development of educational experiences. Here, we would like to showcase the untapped potential of students as co-creators in subject development. By harnessing the power of Student-Staff Partnership (SSP), teachers can unlock the full potential of students, creating a dynamic and enriched learning environment that benefits both the students involved and future cohorts. This presentation explores a practical approach to harnessing the power of SSP in the co-creation of an international service-learning (SL) project. The teachers encountered difficulties in adapting original local SL project to overseas because of resources limitations. By inviting students who studied the same subject in the previous year, with outstanding performance into the decision-making processes for the next cohort, this model encourages students to contribute their unique insights and ideas in redesigning the SL project. With the students’ first-hand experience and thorough understanding of the subject’s intended learning outcomes, their contribution can make the subject more impactful and aligned with the needs of students. Not only does this approach benefit the teachers by providing a deeper understanding of student needs, but it also fosters students’ personal growth and leadership development.

Theme: 2. Thematic Exploration

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

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: 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)

Oral Presentation Time: 1400-1500

Venue: Peony Room, Lower Level II

Presenter(s)

– Dr Peggy NG, Principal Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University

Abstract

With the development of innovative technology, virtual reality (VR) has become very popular and accessible to the public. There has been growing evidence that VR can influence people and change their values and behaviors. VR encourages individuals, especially teenagers, to engage in a specific behavior, such as pro-environmental behavior (PEB). Pro-environmental behavior (PEB) allowed lowering the environmental harms deliberately and substantially enhancing the future harmony. Using Value-Belief-Norm (VBN) theory, the present study aims to examine the relationship between teenagers’ perceived values and pro-environmental behavioral intention in VR platforms. Students (N = 120) were invited to visit the VR lab for an immersive experience focused on carbon footprint. The results showed that hedonic value predicts pro-environmental intention, whereas altruistic value predicts awareness of responsibility of individuals. The findings of the study will contribute to both theoretical and practical contributions. From practical perspectives, integrating VR into sustainability education can enhance student engagement by providing immersive and interactive VR experiences. This innovative approach of teaching fosters students’ pro-environmental intention, raising awareness of personal responsibility in caring for the environment. By incorporating VR elements into programme development, higher education institutions can better equip students with the knowledge in sustainability to address future environmental challenges.

Theme: 1. Showcase Project Achievements

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