Poster Presentation Time: 1225-1400; 1500-1600

Venue: I1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Selena YAN, Senior E-learning Assistant, Li Ka Shing Faculty of Medicine, The University of Hong Kong

– Ms Leah LI, Senior E-learning Assistant, School of Clinical Medicine, The University of Hong Kong

Abstract

Generative Artificial Intelligence (GenAI) is a transformative technology that fosters creativity, problem-solving, and critical thinking skills in various industries, including healthcare and medical education. At HKU Medicine, we appreciate the importance of advancing GenAI literacy and propose to develop and deliver a new online course that covers the latest advances, pitfalls, ethical and professional aspects of GenAI. We aim to advance AI and digital competency for all students, professoriates and clinicians at HKU Medicine and the Hong Kong medical community. To evaluate the effectiveness of this online GenAI literacy course, an assessment study will be conducted. We will use a mixed methods approach to collect both quantitative and qualitative data through pre- and post- surveys, individual interviews and practical exercises. The survey will be adapted from the “Scale for the Assessment of Non-Experts’ AI Literacy” (SNAIL), while the interviews will provide additional context and insights into participants’ experiences and challenges with GenAI. Practical exercises will provide objective data for evaluation. Target participants will be recruited through convenience sampling, and data analysis will include both statistical and thematic analyses. The study has already obtained ethical approval. Results from this study will be used to identify improvement needs for the online course and inform the integration of GenAI in medical and health sciences education and clinical practices. Overall, the project will contribute to the advancement of GenAI literacy in medical education and healthcare professions, supporting the ethical and effective application of GenAI technology in these fields.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: K2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Sean MCMINN, Director, Center for Education Innovation, The Hong Kong University of Science and Technology

Abstract

This project aims to develop a Co-Instructrional Designer platform to assist instructors in creating course materials. By leveraging Generative AI, the platform will support faculty members in designing course outlines, content, learning activities, assignments, and rubrics aligned with learning outcomes. The platform will connect to a Center for Education Innovation (CEI)-managed knowledge base containing curated pedagogies and best practices. Instructors will interact with the platform through pre-defined prompts, receiving tailored guidance that they can evaluate and adapt to meet their specific course needs. Key features of the platform include front-end interfaces for instructors and system administrators, robust technical architecture for file storage, and conversation history management. Having completed the Proof-of-Concept phase, implementation will proceed with structuring the knowledge base, developing the frontend, integrating the system, and conducting testing, with the final rollout planned for Fall 2025/26. The project will benefit approximately 750 faculty members and teaching staff at HKUST. This tool has multiple applications: it can serve as a co-designer for faculty, support quality assurance, assist with faculty development, and aid in Teaching and Learning Innovation Pedagogy and Blended Learning Projects. Success will be measured by the quality of responses in testing scenarios, training participation and satisfaction, and overall platform usage.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: B2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Iain KILLOUGHERY, Lecturer, Sport, Physical Education and Health, Hong Kong Baptist University

Abstract

Graduate attributes (GAs), formally adopted by higher education institutions for some time, describe the skills and competences that students should develop over the course of their studies. GAs are considered important to universities as they act as a means to represent and extend their brand, while also providing a channel to maintain connection with industry. However, despite regular engagement with industry, employers remain unsatisfied with graduate transferable skills. This may be caused by a lack of a common theoretical underpinning to develop such attributes. Therefore, the aim of this study was to provide an evidence-based methodology which develops transferable skills in university graduates. Two classes were used in this study; one class received a 12-week intervention incorporating a variety of coaching activities. The second class acted as a control group. Students completed pre-intervention surveys providing self-reports of ratings in GAs and resourcefulness behaviours. Post-intervention, students again complete surveys reporting self-ratings on the same topics. Survey data was analysed to identify changes in student scores, which highlighted improvements in all graduate attribute ratings post-intervention. Furthermore, help-seeking behaviours were shown to have significant improvement post-intervention. This study suggests that coaching practices may provide an effective method to develop transferable skills in students.

Theme: 2. Thematic Exploration

Sub-theme: 2.4  Whole-Person Development

Poster Presentation Time: 1500-1600; 1700-1800

Venue: B1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Miss Eunice Yuen Man CHAU, Senior Research Assistant, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University

– Mr Andy Wei Hei SIU, Senior Research Assistant, MPhil student, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University

Abstract

In this digital era, the learning model of higher education students has been reshaping due to emerging social structures and technological forces in a smart society, alongside the COVID-19 pandemic. Previous research has shown that there are several barriers to the implementation of research-based learning and teaching (RBLT) from the perspective of both students and teachers that are insufficient to cope with the changes in the present, and community-based learning that utilises the community as living laboratories seems to be a feasible solution. This research aims to develop a novel model of RBLT, adopting a train-the-trainer approach for over 70 student interns across local universities, and establishing a five-tiered organisational structure to comprehensively evaluate their positive changes in all sub-themes in Cognitive (knowledge-based), Psychomotor (action-based), and Affective (emotion-based) domains. Research data were collected from more than 70 events supported by trained student interns serving over 2,000 participants in our four research communities and partner schools. The research indicated that the impact of the model of community-based RBLT went beyond enhanced teaching and learning effectiveness for students and teachers. The combination of online and physical learning experiences also created synergies between learning and teaching.

Theme: 2. Thematic Exploration

Sub-theme: 2.1 Community of Practice (CoP)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: J2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Benjamin MOORHOUSE, Assistant Professor, Department of Education Studies, Hong Kong Baptist University

Abstract

The public release of ChatGPT sent shock waves through the education community. Since then, many generative AI (GenAI) tools that perform various human tasks have been launched. It is essential that higher education institutions are at the forefront of preparing graduates for the productive and responsible use of these tools. To make this a reality, instructors, as models of practice, must have the skills and knowledge to use GenAI tools. They need to understand how AI works (technological proficiency); they need to consider the ethical issues of the tools (critical and ethical awareness); they need the pedagogical awareness of how and when to use them (pedagogical capability); and they need prepare their students to use them. These skills can be considered ‘Professional Generative AI competence’ (P-GenAI-C). The Inter-institutional Collaborative Activities for Fund for Innovative Technology-in Education project presented in this poster aims to: (1) Identify the P-GenAI-C in different university subject disciplines; (2) Contextualize the P-GenAI-C within each universities’ policies and guidelines; (3) Develop training and continuous support for university instructors, and (4) Develop a developmental framework and reflective tool for evaluating P-GenAI-C. The first aim and discussion of the actualization of the remaining aims are presented.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: E2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Grace NGAI, Head, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Dr Stephen CHAN, Principal Project Fellow and Founding Head, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Dr Perry LEE, Manager, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Dr Angel LUO, The Hong Kong Polytechnic University

– Dr Shuheng LIN, Project Fellow, Service-Learning and Leadership Office, The Hong Kong Polytechnic University

– Mr Kenneth LO, Senior Manager, Service-Learning and Leadership Office, The Hong Kong Polytechnic University,

Abstract

In Hong Kong, internationalization is a key performance indicator for the higher education section in response to the policy goal of establishing the city as a regional education hub (University Grants Committee, 2017). Resources have been allocated to universities for various initiatives including the recruitment of international faculty and students, inter-institutional collaboration in research, and students’ overseas learning experiences. A document analysis study on 6 universities in Hong Kong showed a notable increase of institutional focus on internationalization, intercultural skills, culture, diversity, equality, and inclusion post-pandemic (Lai, 2022). Besides its contribution to global connectivity, knowledge exchange, and institutional development (Lane, 2014), internationalizing higher education is also important to prepare students for a globalized world (Egron-Polak, 2011). Given the increasing diversity within universities and societies, prioritizing the cultivation of students’ intercultural sensitivity (IS) has become essential as it enhances students’ academic and personal success and fosters harmony and development within communities. Different strategies have been implemented in higher education institutes to provide intercultural opportunities for students. These include student mobility programmes, including short and long-term immersive learning activities that bring students outside of their home country to study abroad. At the Hong Kong Polytechnic University, this includes international service-learning (ISL), with a university target of 50% of students having an ISL experience by 2027-28. In this poster presentation, we will study the impact of ISL on students’ intercultural sensitivity from multiple dimensions, including knowledge, skills, and attitudes.

Theme: 2. Thematic Exploration

Sub-theme: 2.3  Community Engaged Learning

Poster Presentation Time: 1500-1600; 1700-1800

Venue: L6, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Gladys Wai Lan TANG, Centre Director, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong – Mr Jafi YF LEE, Research Associate, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong – Dr Chris KM YIU, Senior Programme Officer, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong

Abstract

The Centre for Sign Linguistics and Deaf Studies is building a Community of Practice to support deaf and hard-of-hearing (d/hh) students pursuing tertiary education. The d/hh students face different barriers to information accessibility because of their diverse backgrounds and learning needs. Possible types of educational support including captioning & AI summaries, subtitles for videos, note-taking/stenography, wireless transmission system, sign interpretation, and other accommodations should be explored to address their respective needs. The project will lead to 1) an improved understanding of the learning needs of the d/hh students, 2) a raised awareness of the physical learning environment/hardware accommodations, 3) the development of new teaching strategies and practices, 4) the deployment of new tools and aids, and 5) the design of a support system with accommodation for in-class and course-end assessments. The project will host seminars to facilitate the dissemination of effective strategies for supporting d/hh students among members of the CoP. The ultimate goal is to recommend an effective and operable support system to EDB and UGC.

Theme: 2. Thematic Exploration

Sub-theme: 2.1 Community of Practice (CoP)

Oral Presentation Time: 1600-1700
Poster Presentation Time: 1500-1600; 1700-1800

Oral Presentation Venue: Rose Room, Lower Level II
Poster Presentation Venue: E4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Joseph CHAN, Associate Director at Centre for Innovation and Entrepreneurship, HKU Business School, The University of Hong Kong

– Dr Jing LI, Lecturer and BBA (International Business and Global Management) Deputy Programme Director, HKU Business School, The University of Hong Kong

Abstract

Teaching and learning for innovation and entrepreneurship requires equipping students with the necessary skills for cross-disciplinary innovation: conducting academic research for scientific advancement, designing projects to translate research into applications, and connecting these to the value-chain for market adoption and commercialization. This TDG project aims at the third area – to train students for the entrepreneurial ecosystem, particularly the Greater Bay Area. The project utilizes interactive learning methods from business interviews of guest speakers to case discussions, including direct communication with industry professionals, for first-hand knowledge and perspectives to deepen students’ understanding of innovation and business strategies. The curriculum is further enhanced through tailor-made videos featuring interviews with senior management, offering practical insights into strategies and operations. This project establishes a hub of applied studies covering a spectrum of industries, to serve as a valuable resource for larger innovation community audience. The core in this pedagogical methodology is to bring industry into the classroom, and vice versa. Online and offline activities foster community building and knowledge exchange within the innovation ecosystem, while students’ reflection encourages them to apply their learning in the GBA.

Theme: 2. Thematic Exploration

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

Poster Presentation Time: 1220-1400; 1500-1600

Venue: J3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Ryan MAN, Associate Dean (Undergraduate Studies), School of Business, Hong Kong Baptist University

Abstract

The Fund for Innovative Technology-in-Education (FITE) has catalyzed a transformative initiative within our School to future-proof business education. Our approach is three-pronged, with a focus on curriculum development, personalized e-learning, and pedagogical innovation. In anticipation of the 2024/25 academic year, a dedicated programme review team has been tasked with integrating AI across the BBA curriculum, introducing new core courses such as Business Coding, AI for Business, and AI Ethics and Governance. This integration extends to embedding AI applications into functional areas like marketing human resources management and finance. Besides, we have instituted a personalized e-learning graduation requirement, leveraging Industries 4.0 principles of IoT and AI in MOOCs, particularly LinkedIn Learning, to enhance engagement and digital literacy. Our metrics indicate promising uptake and substantial engagement in technology courses, underscoring the relevance of data analytics and AI in contemporary education. Supporting our pedagogical shift, the FITE-backed Fostering AI-Incorporated Learning team is pioneering AI and blended learning integration to elevate teaching quality. Our experimental initiatives range from incorporating Generative AI into Business Analytics education and piloting AI in HR teaching. These efforts signify our commitment to driving pedagogical transformation and curriculum innovation, preparing students for the evolving demands of the digital economy.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: G1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Yuk Ming TANG, Senior Lecturer, Department of Indusial and System Engineering, The Hong Kong Polytechnic University

Abstract

STEM education is essential in today’s curriculum even for university students. However, traditional classroom-based instruction methods often lack interactivity and tailored experiences that foster student engagement and comprehension. The integration of Virtual Reality (VR) and Artificial Intelligence (AI) generative chatbots has emerged as a transformative influence on the teaching and learning process. Despite this, limited research has explored the impact of advanced technology on STEM learning outcomes. This study explores the potential of employing VR and AI as tools to facilitate teaching to enhance students’ learning outcomes. 120 university students are involved in this study to examine the difference in learning outcomes by utilizing three instructional approaches for learning projectile motion: (1) a traditional didactic classroom, (2) a game-based VR metaverse, and (3) a game-based VR metaverse enriched with a generative chatbot-based pedagogical agent. The study prudently evaluated alterations in student motivation, cognitive benefit, and learning outcomes. Preliminary findings suggest that incorporating VR and AI into teaching considerably enhances student engagement and cognitive participation. This study demonstrates how the integration of VR with AI can elevate student engagement, comprehension, and skill acquisition in STEM education, paving the way for a more captivating and effective learning environment in the Edu-metaverse.

Theme: 2. Thematic Exploration

Sub-theme: 2.1 Community of Practice (CoP)

Oral Presentation Time: 1400-1500
Poster Presentation Time: 1225-1400; 1500-1600

Oral Presentation Venue: Fanling Room, Lower Level I
Poster Presentation Venue: I2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Ting Leung Albert LEE, Lecturer, Department of Electrical and Electronic Engineering, The University of Hong Kong

– Dr Victor LEE, Lecturer, Department of Electrical and Electronic Engineering, The University of Hong Kong

– Dr Zhengyuan WEI, Research Associate, Department of Electrical and Electronic Engineering, The University of Hong Kong

– Mr Alex KIANG, The University of Hong Kong

Abstract

Retrieval-augmented generation (RAG) has been demonstrated to be highly effective in generative AI applications, resulting in substantial improvement in accuracy and reliability of large language model responses. The success of this approach is accomplished through seamless integration of AI capabilities and practical knowledge base, which fosters an interactive learning mechanism conducive to automatic question-answering augmented with references and refined prompts, leading to a more vibrant and connected learning environment. Communication portals enable effective inquiry and prompt responses while the course-specific chatbot helps reduce teachers’ workload and streamline classroom management. In this project, the RAG approach is applied to a discipline-core course named Integrated Design Project (IDP) in the second semester 2023-24. This project-based course consists of 78 EEE undergraduate students with diverse programming experience. The IDP-specific AI chatbot is developed using the Coze platform with a Discord server. To name a few, the main contents of practical knowledge base include the procedures for setting up a Raspberry Pi webcam, the installation process of Jetson Inference library on Jetson Nano, how to use YOLO model for object detection, how to install Jetson inference library on Jetson Nano, etc. The anonymous feedback survey conducted at the end of the course shows high utilization and satisfaction of the chatbot, confirming the effectiveness of this approach in facilitating students’ learning.

Theme: 1. Showcase Project Achievements

Sub-theme: Innovative Technology-in-Education

Poster Presentation Time: 1500-1600; 1700-1800

Venue: E1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Bess Yue WANG, Senior Lecturer, Department of Journalism, School of Communication, Hong Kong Baptist University

– Dr Angela Dan WANG, Research Assistant Professor, Department of Journalism, School of Communication, Hong Kong Baptist University

Abstract

The proposed course equips students with cutting-edge skills in AI and cloud-based solutions to address real-world media management challenges faced by NGOs. Through a dynamic, experiential learning approach, students will become digitally competent, industry-ready, and socially responsible professionals. Partnering with the Institute of Endurance Science and Technology (IEST) and Huawei, the course offers a unique opportunity to bridge the gap between technological expertise and social impact. Students will gain hands-on experience by developing cloud-based solutions for IEST’s data management, publicity, and digital governance needs. The curriculum emphasizes: 1. Understanding NGO media challenges and translating them into practical cloud-based solutions. 2. Utilizing Huawei’s cloud infrastructure and receiving expert training from their engineers. 3. Developing a comprehensive cloud solution proposal addressing a real-world problem faced by IEST. Student competency will be assessed through a Huawei Cloud Practitioner certification exam and a final project proposal evaluated by industry experts and IEST. This ensures the learning experience is not only relevant but also potentially impactful, with successful proposals considered for adoption by IEST. This course exemplifies the power of technology in driving positive social change while providing students with invaluable skills for the future.

Theme: 2. Thematic Exploration

Sub-theme: 2.3  Community Engaged Learning

Poster Presentation Time: 1500-1600; 1700-1800

Venue: B3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Xiang LI, Assistant Professor, Department of Applied Social Science, The Hong Kong Polytechnic

– Dr Xiaoqin ZHU, Assistant Professor, Department of Applied Social Science, The Hong Kong Polytechnic

– Dr Diya DOU, Assistant Professor, Department of Applied Social Science, The Hong Kong Polytechnic

Abstract

Higher education programs often focus on disciplinary knowledge and professional skills, with cognitive skills given top priority. As a timely response to limited education for wellbeing and non-cognitive skills development, PolyU’s Leadership and Intra-personal Development Team developed four subjects, including Tomorrow’s Leaders, Promotion of Children and Adolescent Development, Service Leadership, and Service Leadership through Serving Children and Families with Special Needs to nurture students’ leadership, improve their wellbeing, and promote their whole person development. These subjects aim to nurture students to become ethical leaders of tomorrow and responsible citizens by adopting a holistic youth development approach based on cutting-edge theories and research on late adolescence and emerging adulthood, leadership development, and service-learning. To date, over 27,000 students have taken the four subjects. Different evaluation methods involving multiple stakeholders over time have demonstrated positive and significant impact of the four subjects on students’ wellbeing and holistic development. Positive feedback from students and recognition from the higher education community have contributed to these subjects receiving numerous prestigious awards, both internationally and locally. These include the UGC Teaching Award 2018 and the Gold Award in the Nurturing Wellbeing & Purpose category at the Wharton-QS Stars Reimagine Education Awards 2021.

Theme: 2. Thematic Exploration

Sub-theme: 2.4  Whole-Person Development

Poster Presentation Time: 1500-1600; 1700-1800

Venue: E3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Christelle NOT, Senior Lecturer, Department of Earth Sciences, The Unviersity of Hong Kong

Abstract

This study explored how the emotional framing of climate change messages (hope appeal vs. fear appeal) impacted students’ emotions and sense of efficacy towards addressing climate change. Prior research had focused on the persuasive effects of hope and fear appeals, but lacked investigation into how audience perceptions influence the interpretation of these messages. The quantitative results showed that the hope-appeal group experienced a significantly greater increase in self-efficacy and collective efficacy compared to the fear-appeal group. Qualitative analysis provided potential explanations – hope-appeal videos shifted students’ attention towards messages about effective mitigation actions, while fear-appeal videos directed focus to the negative consequences of climate change. Importantly, before the intervention, many students believed individual efforts were negligible compared to collective action. However, the hope-appeal’s emphasis on efficacy allowed students to recognize the value of their individual contributions, boosting their self-efficacy and collective efficacy. The findings suggest that communicating climate solutions with hope and gain-framed messages, rather than fear appeals, may be more effective in empowering younger generations to take meaningful action against climate change.

Theme: 2. Thematic Exploration

Sub-theme: 2.3  Community Engaged Learning

Poster Presentation Time: 1225-1400; 1500-1600

Venue: K1, Tai Po-Shek-O Room, Lower Level 1

Presenter(s)

– Dr Laura ZHOU, Education Development Officer, Education Development Centre, The Hong Kong Polytechnic University

– Mr Leo WONG, Project Associate, Education Development Centre, The Hong Kong Polytechnic University

Abstract

The flipped learning and teaching approach redefines the traditional classroom dynamic by swapping the order of direct instruction and homework activities. In a flipped classroom, students engage with instructional materials (such as videos, readings, or podcasts) outside of class, freeing up valuable in-class time for active learning, collaborative activities, and deeper understanding. In our quest to promote effective flipped learning and teaching practices, we conducted comprehensive interviews with experienced teaching staff at PolyU, who have successfully integrated this methodology into their course. Their valuable insights were collected and compiled into case studies, which were then disseminated to all teaching staff members through e-newsletters and experience sharing workshops. These teaching cases serve as compelling examples, showcasing the versatility and impact of flipped learning and teaching. They underscore the significance of adapting pedagogical methods to enhance student learning experiences. By shifting the locus of content consumption outside the classroom, educators empower students to actively engage with the material during face-to-face sessions, fostering a deeper understanding and more meaningful interactions.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)