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: 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: 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: 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)

– Ms Carrie Ka Yee CHENG, Head of Academic Programmes (Full-time), School of Continuing and Professional Studies, The Chinese University of Hong Kong

Abstract

Encompassing 20 Virtual Reality (VR) simulations across 15 academic disciplines for pre-internship training, InternVision – a dual platform of a VR head-mounted display system and a mobile application (app), is developed and launched for enhancing the work-readiness of all full-time students at School of Continuing and Professional Studies, The Chinese University of Hong Kong (CUSCS). InternVision envisages to be an ingenious and resourceful platform with interactive contents of real-life workplace scenarios for elevating job competency, enhancing professional related concepts, reactions and decision making at internships, and thus formulating an insightful immersive experience for empowering learners to a multitude of careers. This oral presentation endeavours to share ideas and success factors on how InternVision is designed, constituted and operated in line with our expected high effectiveness and promising satisfaction. Via seamlessly integrating technologies at the VR system and appending with its user-friendly mobile app, InternVision brings forth greater flexibility, confidence and motivation for students to gear up for their internships and maneuver their learning more freely beyond time and location constraints. By visualising the simulations, a deeper understanding of their roles regarding their own profession can be yielded for further self-reflection, and hence achieving the intended learning outcomes. InternVision can be framed as a comprehensive and impactful solution for enhancing internship preparation and consolidating student success for a world of future profession.

Theme: 1. Showcase Project Achievements

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

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

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

Oral Presentation Time: 1600-1700

Venue: Fanling Room, Lower Level I

Presenter(s)

– Professor Meike SAURWEIN, Lecturer, Division of Environment and Sustainability, The Hong Kong University of Science and Technology

– Ms Evelyn Yu Shan PANG, Teaching Associate, Division of Environment and Sustainability, The Hong Kong University of Science and Technology

Abstract

In an era of complex global challenges, the need for interdisciplinary approaches in sustainability education has never been more critical. The Sustainability Education Community of Practice (SEC) aims to build on the power of interdisciplinary collaboration to foster innovative solutions and drive transformation in how we teach sustainability. SEC brings together faculty, staff and postgraduate researchers from diverse fields, including science, humanities, business, and engineering, who share a passion for teaching sustainability and an interest in innovating how we teach sustainability on campus. Our work centers on bringing together educators to form a platform for teaching collaboration, development of new teaching approaches and a network for sharing and learning. Through a serious or networking events, interactive workshops and focused support initiatives we aimed at supporting faculty and staff in developing new approaches towards teaching sustainability, discuss challenges, share tools and build up a support network. This presentation will showcase HKUST SEC’s key initiatives, including interdisciplinary workshops and collaborative teaching projects. We will highlight successful case studies that demonstrate the impact of our approach on building a community of educators who are passionate about driving sustainability. Attendees will gain insights into strategies for fostering interdisciplinary collaboration, learn about potential challenges and possibly be inspired to incorporate these practices into their own educational contexts.

Theme: 2. Thematic Exploration

Sub-theme: Community of Practice (CoP)