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

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)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: H4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Isaac Ka Chun WAN, Instructional Designer, Centre for Education Innovation, The Hong Kong University of Science and Technology

Abstract

The use of videos in asynchronous learning significantly enhances the educational experience, especially for intricate or abstract concepts. Videos allow students to adapt their learning pace, fostering a more flexible and personalized process. However, traditional video lectures often promote passive learning, making it hard for instructors to monitor students’ progress effectively. To address these challenges and help instructors create an interactive video-based learning environment, a strategic workflow has been developed. This workflow incorporates two customized digital tools that facilitate the creation of engaging video elements and provide detailed analytics on student engagement and progress. As a result, students are empowered in their asynchronous learning journey.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.3  Special UGC Grant for Strategic Development of Virtual Teaching and Learning (VTL)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: H3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Henry Tsz Yeung FUNG, Lecturer cum Programme Director of ORGC Concentration, Communication Studies, Hong Kong Baptist University

Abstract

The outbreak of the COVID-19 pandemic had a profound impact on university students’ learning, necessitating a sudden shift from face-to-face learning to virtual learning. This sudden shift disrupted student-teacher interactions and cut off access to vital resources like libraries and media labs, leaving students scrambling in an unfamiliar digital landscape. Recognizing the need for accessible learning tools in these uncertain times, this study centres on the curation of a digital video archive featuring exemplary student works to facilitate peer-to-peer learning in the context of the COVID-19 pandemic. Fifty high-achieving students majoring in communication were invited to discuss their learning experiences and the processes involved in creating distinct class projects. These interviews were then turned into thirty short peer-learning videos and stored in a digital archive. The archive was advertised to over 200 students via mass email, in-class promotions, and school web pages during the Fall 2022 and Spring 2023 semesters. To gain a better understanding of student engagement with the digital archive as a means of active learning and knowledge construction, three focus group interviews were conducted. Findings reveal that the archive positively impacts student learning by providing an accessible, flexible platform for understanding course materials outside of the traditional classroom setting. This is particularly useful during the add/drop period when students want to learn more about the course before enrolment. Additionally, the peer advice and work samples shared in the videos provide a grounded perspective on instructor expectations, hence enabling students to produce higher-quality work.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.3  Special UGC Grant for Strategic Development of Virtual Teaching and Learning (VTL)