Oral Presentation Time: 1400-1500

Venue: Rose Room, Lower Level II

Presenter(s)

– Dr Aftab AMIN, Teaching Associate, Division of Life Science, The Hong Kong University of Science and Technology

Abstract

Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) empower educators to develop active-learning pedagogical approaches that motivate students to simultaneously engage, develop knowledge, social skills, and subject interest. To initiate VR/AR learning at the Division of Life Science (LIFS), HKUST, LIFS1904 Laboratory for General Biology II (comprising four experiments, ~300 diverse learners) was selected. In recent years, increasing enrollment has created manpower and space shortages, while post-pandemic issues have made student learning and the acquisition of resources, such as rat cadavers for teaching anatomy, physiology, and dissection more challenging. To address pressing issues, enhance active-learning, and make practical transitions fluid and cohesive, gamification is being used to develop a customizable, Virtual Reality Platform (VRP). A story-based narrative has also been implemented to create immersive, engaging, memorable and impactful pedagogy. In this presentation we will examine the deliverables of the project. Some of the findings from our student surveys, focus groups and interviews will also be shared to provide a better understanding of how technology-driven pedagogical innovations can facilitate active learning, information literacy, enhance student support, and facilitate peer-teaching, so that graduate attributes can be delivered.

Theme: 1: Showcase Project Achievements

Sub-theme: Strategic Development of Virtual Teaching and Learning (VTL)

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

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