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- Oral Presentation ×
- The Chinese University of Hong Kong ×
- Hong Kong Baptist University ×
- The Hong Kong University of Science and Technology ×
- Yew Chung College of Early Childhood Education ×
- 1.3 Special UGC Grant for Strategic Development of Virtual Teaching and Learning (VTL) ×
- 2.2 Diversity and Inclusion Education ×
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3 posts found
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: 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