The following list consists of the abstracts of the presentations to be delivered at the Symposium in either one of these formats: (i) Live online oral presentations scheduled on June 02, 2022 afternoon, and (ii) Pre-recorded presentations to be showcased on KEEPCourse platform only (on and after the event day).
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Session Theme: Gamification & Game-based Learning I
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Presentation Time (Hong Kong Time, UTC+8) |
Virtual Room | Submission Reference No. | Presenter(s) | Presentation Title, Abstract & Author(s) | Presentation Format |
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14:00 – 14:20 | Room A | 38 | Dr. Florence Mei Kuen TANG, School of Biomedical Sciences, The Chinese University of Hong Kong | Title: The Simulated Gamification via Web Technologies: Enhancement of Virtual Hands-on Laboratory Skills Training in Biomedical Research Background The laboratory skills training is critical to all biomedical sciences students before knowing interdisciplinary research approaches. The sudden outbreak of the Covid Omicron variant knocked down the teaching norm in late January. The synchronous remoted online teaching, including the hands-on practical sessions, has been thrived to prevent transmission risk. The simulation game-based approach uses the game principles integrating the study contexts to engage the learners cognitively. The application of micro modules in delivering bite-size learning information to learners improves retention. Objectives In the study, we aim to investigate the impact of gamification on various aspects of the students’ virtual learning experience without any face-to-face laboratory practical sessions. This project is to establish an innovative simulated gamification courseware package involving the mini-interactive games, micro-modules, and case-based discussions for the online educational research in the laboratory technique training amid the social distancing restriction under the epidemic situation in Hong Kong. Results and Discussion We executed a simulation game-based course package to deliver teaching and learning via the Blackboard Learning Management system to the year one biomedical sciences students. Studies of online instruction learning outcomes have indicated that students are aware of deeper understanding with satisfactory academic achievements. The learners all agreed that they could still acquire the learning technique through online teaching. Take-Home Message Our studies describe the construction of a novel online courseware package using a stimulation game-based approach for online learning to explore the effectiveness of students’ learning outcomes. Author(s): Dr. Florence Mei Kuen TANG, School of Biomedical Sciences, The Chinese University of Hong Kong Dr. Ann Sin Nga LAU, School of Biomedical Sciences, The Chinese University of Hong Kong Mr. Ray Mau Fung LEE, Informative Technology Service Center, The Chinese University of Hong Kong Mr. Tze Chung CHAN, Department of Health and Life Science, Hong Kong Institute of Vocational Education (Chai Wan) |
Live oral presentation |
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14:20 – 14:40 | Room A | 19 | Dr. Jeff Chak Fu WONG, Department of Mathematics, The Chinese University of Hong Kong | Title: An Iterative Model of the Initiation-Response-Follow-Up Sequences in Online Calculus Teaching and Learning In this talk, initiation-response (IR), initiation-response-evaluation/feedback (IRE/IRF), and initiation-response-follow-up (IRFo) communication patterns are constructed and used as a teaching and learning strategy in the online learning of differential/integral calculus to improve students’ problem-solving skills. Different simultaneous/sequential games for two students (users/players) from the applications of game theory in strategic thinking are first embedded in the platform; after they play a game, the winner has the first choice of which of the two Calculus problems to solve, i.e., a choice between solving the easy or the hard problem. Mason’s, Walsh and Satters’s, and Sahin and Kulm’s questioning types are also embedded in the platform in order to have them interact and share experience before they respond to the questions. To provide an effective follow-up, such as peering reviewing and comparing and contrasting students’ activities rather than having a simple evaluation/feedback, we use an iterative model: Firstly, a student solves the problem; Secondly, students mark their opponent’s answers via reciprocal marking; thirdly, once students receive an answer report, if there are any mistakes, the platform guides students to redo the same problem until all answers are correct or do another problem. Hence, students learn from their own mistakes and from each other by swapping the teacher/student roles and gain a self-learning experience. The online teaching and learning process allows greater development of students’ problem solving skills in the aspects of both pure and applied Calculus knowledge/understanding. Author(s): Dr. Jeff Chak Fu WONG, Department of Mathematics, The Chinese University of Hong Kong, Shatin, Hong Kong Mr. Mik Kei KUNG, Department of Mathematics, The Chinese University of Hong Kong |
Live oral presentation |
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14:40 – 15:00 | Room A | 23 | Dr. Leticia VICENTE RASOAMALALA, Department of Linguistics and Modern Languages, The Chinese University of Hong Kong | Title: Modernising Spanish as a Foreign Language Tasks with Interactive Tools
Modernising Spanish as a Foreign Language tasks with interactive tools Teaching Development Grants may push teachers in upgrading their teaching tools and techniques. This presentation will depict the challenges in building coursewares for introductory Spanish courses. More attractive learning interactive multimedia tasks and items found in present-day language learning apps and online language learning platforms have been incorporated in these course materials. Gamification has been applied in developing complementary online language learning tools. Gamified components in interactive multimedia tasks may assist learners in acquiring and consolidating target language knowledge, as well as enlarging the variety of language didactic tasks and game based learning mechanics. Online Blackboard quizzes have previously been introduced for supplementing classroom teaching in the university Spanish courses. Students’ feedbacks regarding these resources have been positive. Nevertheless, most students do the online quizzes just before the exams. In order to make learning more progressive, sequential and engaging for our tech-savvy learners, the gamification component has been incorporated in the modernised course tools designs. These micro modules may potentially improve the language teaching and learning and amplify target language exposure. In particular, for improving learner target language vocabulary, listening, reading, writing, and pronunciation skills, as well as, for enlarging the variety of language didactic tasks. Keywords: Online learning, Foreign Language Learning, Learning Enhancement, Gamification, Development Grants Author(s): Dr. Leticia VICENTE RASOAMALALA, Department of Linguistics and Modern Languages, The Chinese University of Hong Kong |
Live oral presentation |
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15:00 – 15:20 | Room A | 03 | Prof. Cindy LAM, Department of Ocean Science, The Hong Kong University of Science and Technology | Title: Gamification in a Laboratory Course The project develops a game demo incorporating gamification with lab simulations in delivering knowledge and other learning activities of an ocean-science related laboratory course such as field trips, laboratory safety and sessions, as well as report writing. The game experience serves multiple purposes in enhancing students’ engagement and instructors’ teaching performance in eLearning: (i) strengthening students’ knowledge on ocean science research and analysis; (ii) engaging students’ in field trips and laboratory sessions through the case-study questions with lab simulations, animations and game-based assessments; (iii) improving English writing skills for scientific reports; (iv) recognizing the importance of variables, errors and limitations in experimental design and data collection so that this can motivate students’ experiential learning experience and further apply to other ocean-science related courses. Gamification and simulations in eLearning is a new concept in higher education recently. This new approach will provide alternative learning tools and assessment for students to study ocean science research, promote self-regulated learning and in-depth thinking, and provide useful English learning resources for scientific report writing. Our project can serve as a good model to develop gamification in a laboratory course and the concept may expand other courses in tertiary education. Author(s): Prof. Cindy LAM, Department of Ocean Science, The Hong Kong University of Science and Technology Ms. Pinky KWOK, Department of Ocean Science, The Hong Kong University of Science and Technology |
Live oral presentation |
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Session Theme: Gamification & Game-based Learning II
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Presentation Time (Hong Kong Time, UTC+8) |
Virtual Room | Submission Reference No. | Presenter(s) | Presentation Title, Abstract & Author(s) | Presentation Format |
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15:35 – 15:55 | Room A | 60 | Dr. Meike SAUERWEIN, Division of Environment and Sustainability, The Hong Kong University of Science and Technology Mr. Cyril Yik Ching LEE, -, Blackbody Lab |
Title: Learning Serious Stuff While Having Fun? – Testing the Effect of A Serious Game About Sustainable Consumption in Class-Settings Compared to Casual Play A serious game is a game that has a more “serious” theme and message behind the game play that is just for fun. It can be a particularly powerful teaching tool to convey messages and awareness based concepts to students such as sustainability related topics. Yet can these tool also achieve their aim when played in an non-educational environment – just for fun? This study compares learning outcomes of a serious game about sustainable consumption of over 300 students in a) a casual game-paly setting, b) a sustainability-related course, and c) a course about sustainable consumption. The study will discuss results comparing students’ perceptions on sustainable consumption concepts obtained from pre-post game surveys and discuss possible implications. Author(s): Dr. Meike SAUERWEIN, Division of Environment and Sustainability, The Hong Kong University of Science and Technology Mr. Cyril Yik Ching LEE, Blackbody Lab |
Live oral presentation |
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15:55 – 16:15 | Room A | 44 | Dr. Rebecca Kit Ying LEE, School of Biomedical Sciences, The Chinese University of Hong Kong | Title: Learning Biochemistry in a FUN Way: How Can we Enhance the Courseware Usage?
Nowadays, a lot of online learning materials have been developed in order to facilitate students’ learning. One of the challenges that teachers may face during courseware development is the low usage rate of the courseware. It may be rather difficult to motivate students to use the courseware for self-study purpose. Besides, it is also difficult to assess whether the learning tool can drive students in learning the subject. Traditionally, most teachers track the courseware usage by obtaining the activity logs of the e-learning platform, and collect comments from students using hard copies and soft copies of evaluation form. The Metabolism Metro is a courseware developed for learning human metabolic pathways. In this courseware, related pathways are grouped together in “islands” and each pathway is presented as railway line. A “metro map” showing connections of railway lines helps students understand the interrelationship of the metabolic pathways. Students can learn the reactions through animations, narrations, videos, concept maps and manga in the “pre-class modules”. They can also review their concepts by using the flash cards, and test their understanding by answering questions in the mini-games in the “post-class modules”. Students can gain immediate feedback from the mini-games and know whether they answer the questions correctly. In our project, besides tracking the courseware usage in Blackboard, and collecting feedback using the evaluation form, some strategies are used in order to engage and motivate students in learning biochemical pathways using the Metabolism Metro. These include (1) to ask students go through the pre-class activities before class, (2) to re-introduce animations during class so as to strengthen students’ concepts, and (3) to invite students to join a prize-winning competition. According to the feedback from students, in general, they enjoyed learning biochemical pathways using this courseware. Author(s): Dr. Rebecca Kit Ying LEE, School of Biomedical Sciences, The Chinese University of Hong Kong Dr. Yuen King NG, Georgia Cancer Center, Medical College of Georgia, Augusta University Dr. Hang Mee YEUNG, School of Biomedical Sciences, The Chinese University of Hong Kong Dr. Bernard Yat Nam NG, Faculty of Medicine, The Chinese University of Hong Kong Ms. Daisy Minghui CHEN, Faculty of Education, The University of Hong Kong |
Live oral presentation |
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– | – | 52 | Prof. Xuan QIU, Department of Industrial Engineering and Decision Analytics, The Hong Kong University of Science and Technology | Title: Scalable Game-Based Learning in Engineering Management Education This talk will introduce our proposed scalable teaching and learning pedagogy aiming at transforming the undergraduate course of Engineering Management. The aim of this course is to introduce the basic concept and knowledge in Industrial Engineering. Due to the emphasis of this course on scientific management techniques, mathematical models and optimization approaches are deeply involved in most topics. Since the launch of this curriculum, this course has been taught using teacher-centered approach where the instructor actively teaches concepts, philosophies, as well as methodologies, while students act as a passive role in learning through doing the assignments. We developed a simulation game for the Supply Chain Analytics topic based on LEGO blocks. Students play different roles in supply chains and conduct simulations by assembling LEGO blocks. Game-based learning could be a very useful tool to improve engagement, so that students could get involved in learning and practicing in a fun way. To assess the effectiveness of the LEGO game, We will also report our survey of students’ learning experiences being carried out in 2021. Author(s): Prof. Xuan QIU, Department of Industrial Engineering and Decision Analytics, The Hong Kong University of Science and Technology |
Pre-recorded presentation on KEEPCourse platform |
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– | – | 59 | Dr. Meike SAUERWEIN, Division of Environment and Sustainability, The Hong Kong University of Science and Technology Mr. Cyril Yik Ching LEE, Blackbody Lab |
Title: Chicken or Egg, Course or Game? – Where to Start Designing Your Game-Based Learning Environment? Educational games have gained popularity in recent years as student’s attention spans get shorter, while the desire to find learning contents embedded in enjoyable teaching approaches increases. But where shall educators who like embrace educational games get started? This presentation will provide insights on two approaches towards developing game-based learning activities. By using the examples of (1) gamifying course materials on life cycle thinking into an educational game compared to (2) the design of a lecture around an (existing) serious game about sustainable consumption, this presentation will share the challenges and key takeaways from the two different design processes and experiences from applying both games in class. Author(s): Dr. Meike SAUERWEIN, Division of Environment and Sustainability, The Hong Kong University of Science and Technology Mr. Cyril Yik Ching LEE, Blackbody Lab |
Pre-recorded presentation on KEEPCourse platform |
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Session Theme: Upcoming Trends in Education
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Presentation Time (Hong Kong Time, UTC+8) |
Virtual Room | Submission Reference No. | Presenter(s) | Presentation Title, Abstract & Author(s) | Presentation Format |
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16:15 – 16:35 | Room A | 24 | Dr. Helen Peng HAN, Department of Accountancy, Lingnan University | Title: Piloting “Lingnan Genius” – An AI Robot to Engage Students’ Learning in Law Courses
The paper aims to present the reasons, experiences and recommendations from piloting an Artificial Intelligence technology – a robot named ‘Lingnan Genius’ to engage students learning in law courses in both undergraduate and postgraduate studies. A human-like robot named “Lingnan Genius” was used in legal courses for a pilot. By designing educational content and then programming and utilizing Lingnan Genius with the support and efforts of the Teaching and Learning Center of Lingnan University to demonstrate sound legal cases to students through role-play in the classroom, students’ learning motivation of knowledge was enhanced. When citing many court cases in classroom, Lingnan Genius did role-play activities with the lecturer and it mimicked real human facial expression and human dialogues based on the fact that it is proficient in many languages. After using Lingnan Genius in classroom, students are more engaged into class activities, such as active responses to the questions asked by Lingnan Genius instead of lecturer, and immersion into the case studies. Notably, students’ critical thinking capacity, innovative thoughts and analytical skills have been improved. The students provided positive feedback on the experience. Author(s): Dr. Helen Peng HAN, Department of Accountancy, LINGNAN UNIVERSITY Mr. James Chit Ming CHONG, Teaching and Learning Centre, Lingnan University Mr. Dicky Ka Ki LEUNG, Teaching and Learning Centre, Lingnan University |
Live oral presentation |
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16:35 – 16:55 | Room A | 47 | Prof. James Zhibin LEI, Department of Mathematics, The Hong Kong University of Science and Technology Mr. Qiwei LI, Department of Mathematics, The Hong Kong University of Science and Technology Ms. Xin XIANG, Department of Mathematics, The Hong Kong University of Science and Technology |
Title: Hands-On Blockchain Training Platform for STEM Education New innovations and technologies have been pushing the learning landscape. It is important for STEM education to leverage the latest technologies via the hands-on practice and learning-by-doing pedagogic approach, because of its dual emphasis on theory and practice. Blockchain technology, as the enabling infrastructure for next gen web3, metaverse, and digital economy, has an important role to play in driving such hands-on pedagogic paradigm for STEM education. Based on many years of experience in teaching blockchain technology to college students, and our recent effort in rolling out its core curriculum to high school students, we propose a hands-on blockchain platform, i.e., Ether Data (ETD) for such purpose. ETD is a distributed public blockchain computing platform which supports shared distributed storage, de-centralized computing, and EVM compliant smart contracts. The consensus is not just for blockchain ledger recording, but also for solving real world problems, from users’ clicks on the mobile apps, games, NFT and social networks to the powerful AI-hungry industrial applications. The platform’s modular design helps students quickly grasp the core concepts and create their own distributed applications for real world problems. The ETD eco-system connects academics and industry via integration of industry applications, talent training, open-source development, and incubation accelerators. Hence it is an ideal platform to support hands-on STEM training in areas such as artificial intelligence, big data, FinTech, robotics, mathematical modeling, and cloud computing. It prepares students with industry ready project experience and mindset. Author(s): Prof. James Zhibin LEI, Department of Mathematics, The Hong Kong University of Science and Technology Mr. Oscar Ming Kit POON, Curriculum Director, ASK Idea (HK) Limited |
Live oral presentation |
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– | – | 10 | Dr. Jeff Chak Fu WONG, Department of Mathematics, The Chinese University of Hong Kong | Title: Talk on the XOR Calculator using Artificial Neural Network Based Algorithms in the Applications of Calculus As we all know, according to Boolean logic, there are operators such as AND, OR, NOT AND, NOT OR, XOR (Exclusive OR) and NOT XOR, and only XOR and NOT XOR are non-linearly separable. To materialize and construct the two operators in a neural network has been a tough nut to crack. An artificial neural network (ANN) constructed by human beings based on knowledge of the neural networks of their brains is a functional neural network, which is an information handling system that resembles the structure and functions of the human brain. In this talk, we show how problems of linear separability and non-linear separability are solved by multi-layer neural networks. In particular, our home-made XOR calculator together with animation and graphical presentation modes provides an internet platform for users working to find solutions for non-linearly separable problems. Its solution is closely related to one of the very basic tools in Calculus – the Chain Rule – which is an indispensable tool in ANN. Most importantly, the methods presented here can be used in classroom teaching to benefit our undergraduate students and further bridge the gap between the applications of mathematics and ANN online learning for years to come. Author(s): Dr. Jeff Chak Fu WONG, Department of Mathematics, The Chinese University of Hong Kong Mr. Po-Chai WONG , Department of Mathematics, The Chinese University of Hong Kong |
Pre-recorded presentation on KEEPCourse platform |
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– | – | 25 | Mr. Adam FORRESTER, English Language Centre, The Hong Kong Polytechnic University | Title: AI for Presentation Skills Presentations are widely used in a university context (Smith & Sodano, 2011). Students, as individuals or groups, are required to deliver presentations throughout the semester some of which are assessed. While students do receive input about how to deliver effective presentations in language and communication subjects, one of the key elements for a student to improve presentation ability is practice and feedback (Januin & Stephen, 2015). Numerous methods have been employed to do this including practicing in front of a mirror, recording oneself on a mobile device, practicing with friends using peer feedback (De Grez et al., 2012), doing short in-class presentations (Robinson, 2015) and teachers providing feedback. The presentation considers the use of an artificial intelligence application on Microsoft PowerPoint to enable students to evaluate multiple aspects of their presentations including pronunciation and fluency, language, and presentation delivery skills. The presentation will showcase how the application can be used and provide some initial feedback on its suitability by students in universities in Hong Kong. De Grez, L., Valcke, M., & Roozen, I. (2012). How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? Active Learning in Higher Education, 13(2), 129–142. https://doi.org/10.1177/1469787412441284 Januin, J., & Stephen, J. (2015). Exploring discourse competence elements in EAP class presentations through document and ethnographic analyses. Procedia-Social and Behavioral Sciences, 208, 157–166. https://doi.org/10.1016/j.sbspro.2015.11.192 Robinson, R. (2015). Pecha Kucha: How to improve students’ presentation skills. In European Conference on Language Lear Smith, C. M., & Sodano, T. M. (2011). Integrating lecture capture as a teaching strategy to improve student presentation skills through self-assessment. Active Learning in Higher Education, 12(3), 151–162. https://doi.org/10.1177/1469787411415082 Author(s): Mr. Adam FORRESTER, English Language Centre, The Hong Kong Polytechnic University |
Pre-recorded presentation on KEEPCourse platform |
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– | – | 35 | Dr. Alex Rengong ZHANG, Department of Accountancy, City University of Hong Kong | Title: Fintech and AI Accounting Education Despite the shortage, tech-savvy business graduates remain difficult to cultivate due to the interdisciplinary nature of Fintech and AI accounting. Business students often lack backgrounds in machine learning models and programming languages. Instead of writing raw automation scripts, we teach students to use ready-developed automation tools with a focus on application. We demonstrate how we teach several popular RPA, cloud computing, and NLP tools in online teaching sessions. Further, we integrate career development education in discovery-based group projects. Students not only learn to apply automation tools to solve real-world problems, but also analyze future job opportunities and discover where they fit. More importantly, students learn how to use their competitive advantage in business training to embrace the challenges of the digital age. We also collect feedback from the students, and cast our reflections and future plans. Finally, we elaborate on the implications of our AI accounting initiatives for future AI educators. Author(s): Dr. Alex Rengong ZHANG, Department of Accountancy, City University of Hong Kong Dr. Xiaoli HU, Department of Accountancy, City University of Hong Kong |
Pre-recorded presentation on KEEPCourse platform |
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Session Theme: Platforms & Apps for Education
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Presentation Time (Hong Kong Time, UTC+8) |
Virtual Room | Submission Reference No. | Presenter(s) | Presentation Title, Abstract & Author(s) | Presentation Format |
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14:00 – 14:20 | Room B | 27 | Dr. Andy Ka Leung NG , Office of University General Education, The Chinese University of Hong Kong Dr. Edwin Chun Yeung LO, Office of University General Education, The Chinese University of Hong Kong |
Title: Beyond Classroom Learning: Implementing GEpository as the Knowledge Sharing Online Platform
The General Education Foundation Programme (GEFP) consists of two courses, In Dialogue with Humanity and In Dialogue with Nature, in which students are encouraged to read classics in humanities and sciences. Coupled with the in-class discussions, students are expected to have an understanding on the world of science and knowledge, as well as to reflect the meaning of a good life and a good society. However, given a tight schedule, it is often difficult for students to connect the intellectual ideas of the classics with the contemporary issues in classroom discussions. In view of this, GEpository, a Blackboard-integrated knowledge management web application, is developed to create a synchronous online platform for students to apply textbook knowledge on real-world problems. On GEpository, not only can students share content in diversified formats from trustworthy sources, but they can also add tags to the posts associated with the themes of the texts and the United Nation’s sustainable development goals. Through viewing and responding to other students’ sharing, an interactive knowledge sharing community is built where students’ ideas are critically evaluated. Besides, GEpository also attempts to respond to the limitations of the current online forum: contents are managed systematically while the accumulation of knowledge can be achieved as the high-quality contents from previous semesters can be passed on to the next. This presentation will provide an introduction on the features of GEpository, as well as an overview of students’ perception towards GEpository and the learning outcomes they achieved. Author(s): Dr. Andy Ka Leung NG, Office of University General Education, The Chinese University of Hong Kong Dr. Derek Hang Cheong CHEUNG, Office of University General Education, The Chinese University of Hong Kong Dr. Edwin Chun Yeung LO , Office of University General Education, The Chinese University of Hong Kong Dr. Cheuk Hang LEUNG, Office of University General Education, The Chinese University of Hong Kong Mr. David Ka Chun KOO, Office of University General Education, The Chinese University of Hong Kong |
Live oral presentation |
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14:20 – 14:40 | Room B | 07 | Prof. Agnes W. Y. LO, Department of Accountancy, Lingnan University | Title: Engaging Student Learning of Professional Subjects through Interactive E-Learning Platforms
Accounting courses usually require students to apply various professional standards or laws and regulations to calculate and prepare business statements, namely tax computation, financial statement, and financial budget analysis, etc. Due to an increasing amount and complexity of professional standards and regulations, instructors face time constraints between lecturing adequate coverage of professional standards and promoting quality student engagement in learning. Besides, it shall be vital for instructors to provide timely feedback to students to guide their learning progress; however, it may be challenging to be achieved under traditional face-to-face classroom teaching. To solve these problems, I pilot technology-enhanced learning in my taxation course. After analyzing student-learning characteristics, new e-learning activities via an online platform, Typeform, were developed and embedded throughout the course delivery. These new e-learning activities aim to engage student participation during classes, facilitate student learning inside and outside the classroom, and enhance student learning through tailor-made assessments and individual feedback in different stages. The effectiveness of these technology-enhanced activities was evaluated by a survey study and interviews. Findings of the survey show that majority of the students agree that the e-learning platform helps them better prepare for classes and increases study efficiency. They agree that the e-learning platform is easy to use and mobile compatible and is helpful in classroom participation, completing assignments, and learning new concepts. Author(s): Prof. Agnes W. Y. LO, Department of Accountancy, Lingnan University |
Live oral presentation |
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14:40 – 15:00 | Room B | 28 | Mr. Arjit SETH, Department of Mechanical and Aerospace Engineering, The Hong Kong University of Science and Technology | Title: AeroMDAO – An Educational Multidisciplinary Aircraft Design Platform We introduce a computational platform called AeroMDAO that is suitable for undergraduate education in aerospace engineering. In particular, the platform is used in aircraft design and performance analysis courses at The Hong Kong University of Science and Technology. This platform addresses the need for demonstrating new approaches to aircraft design using multidisciplinary design optimization in computational environments. It consists of features for analyzing the aerodynamics, structures, and flight dynamics of aircraft and their couplings. It specifically provides effective educational instruction of concepts in aerospace computation with modularity to enable investigations of new aircraft designs. This is particularly useful for online and mixed-mode learning, as live experimentation can be demonstrated alongside course content over video conferencing to reinforce conceptual and intuitive understanding. Instructional computational notebooks are provided for students to perform such experiments individually and as part of group projects. Hence, conceptual learning is reinforced by simultaneously presenting computational methods and analyses in examples of aircraft design. This approach also provides a constructive assessment scheme for testing students’ understanding of course materials. Author(s): Mr. Arjit SETH, Mechanical and Aerospace Engineering, Hong Kong University of Science and Technology Prof. Rhea LIEM, Mechanical and Aerospace Engineering, The Hong Kong University of Science and Technology |
Live oral presentation |
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15:00 – 15:20 | Room B | 30 | Ms. Miranda Heung Yan TO, The Nethersole School of Nursing, The Chinese University of Hong Kong | Title: Learning in Practice for Nursing Students via Mobile Apps: Meeting Patient’s Feeding and Nutritional Needs Background: Junior year nursing students have limited experience in feeding patients and understanding their needs. Using mobile app with interactive activities may provide more practical examples for the students to enrich their experience. Objectives: To evaluate students’ and teachers’ satisfaction towards the mobile app. Method: A mobile app with six scenarios on health-related assessments, identification of factors influencing care planning, implementation of measures and evaluation of outcomes of care was developed. A mix of activities such as matching and equipment selection games, multiple choices, true and false questions were used. Students could use the mobile app in addition to reading the lecture and eLearning materials. Teachers in skill laboratory session could use the mobile app to assist teaching in the same topic. To evaluate students’ and teachers’ satisfaction towards the mobile app, an 8-item satisfaction survey and focus group interviews were conducted. Results: A total of 69 nursing students and 3 teachers completed the survey and interview. Most of them agreed that the content was clear and the length was appropriate. More than 86% of them agreed that the mobile app enhanced their knowledge and skills. Besides, more than 66% of them agreed that the mobile app could enhance students’ confidence and problem-solving skills in handling similar clinical situation. Despite these, some students commented that the content was long and the mobile app was not user-friendly as the content could not be saved. Some students preferred reading lecture notes rather than playing games. Conclusion: Most of the surveyed students and teachers satisfied with the mobile app. Works should be done to review the content and function of mobile app to improve its user-friendliness. Author(s): Prof. Dorothy Ngo Sheung CHAN, The Nethersole School of Nursing, The Chinese University of Hong Kong Ms. Miranda Heung Yan TO, The Nethersole School of Nursing, The Chinese University of Hong Kong Dr. Philip Ming Wai HUNG, The Nethersole School of Nursing, The Chinese University of Hong Kong |
Live oral presentation |
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– | – | 02 | Dr. Wai On LAW, Department of Translation, The Chinese University of Hong Kong Dr. Li LI, Department of Translation, The Chinese University of Hong Kong |
Title: The Journey of Developing a Bilingual Corpus for Practical Translation The presentation is based on a project funded by a one-off Special Grant for Strategic Development of Virtual Teaching and Learning (VTL) by the University Grants Committee of the Education Bureau. The project is named English & Chinese Bilingual Corpus of Practical Translation. It is the first English/Chinese bilingual corpus with Public Relations and business texts for learning purposes in the world. It is open to the public, and allows teachers and students all over Hong Kong (and even in the Chinese Mainland, Macao and Taiwan) to use the platform to learn from the sample texts for recent knowledge, technical terms, language style and text formats in the relevant field. Teachers and students could learn about these and the coping translation strategies vividly through the diverse functions of the platform anytime, anywhere, individually or collectively for discussion. A total of about 100,000 words are expected to be handled, amounting to 50 pages of bilingual texts. This presentation narrates the process of the development of the corpus, the difficulties encountered, the solutions, and the uses of the corpus. It could serve as a reference sample for other corpus-building projects in the humanities. Author(s): Dr. Wai On LAW, Department of Translation, The Chinese University of Hong Kong Dr. Li LI, Department of Translation, The Chinese University of Hong Kong |
Pre-recorded presentation on KEEPCourse platform |
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– | – | 46 | Dr. Jeff Chak Fu WONG, Department of Mathematics, The Chinese University of Hong Kong | Title: Establishing an Online Learning Platform in Sports Analytics and Social Networks using Soccer Game Data Sports analytics and social networks are emerging research areas with several applications in a variety of fields, for example, analyzing a team’s performance and identifying important players in a team. In this talk, we present our home-made online learning platform for finding/ranking a set of important players, e.g., forwards, midfielders and defenders, using a real life soccer game dataset. Two different solution methods, Shapley value and computational social network methods, are embedded in the platform. Students are required to insert numbers as variables through the platform, hit a submit button, and the methodology of each model solver and its solutions are displayed on the screen in a sequential step-by-step procedure. The hidden parts of conceptual knowledge such as principles and rules will be revealed and reviewed through the calculation steps. The platform uses a “learning by doing” learning mode and is not only suitable for online and offline learning purposes/demonstrations but also can be used in different classroom teaching courses, e.g., game theory and social network as real-life sports examples. Author(s): Dr. Jeff Chak Fu WONG, Department of Mathematics, The Chinese University of Hong Kong Mr. Tony Chun Yin YIP, Department of Mathematics, The Chinese University of Hong Kong |
Pre-recorded presentation on KEEPCourse platform |
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Session Theme: Peer Learning
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Presentation Time (Hong Kong Time, UTC+8) |
Virtual Room | Submission Reference No. | Presenter(s) | Presentation Title, Abstract & Author(s) | Presentation Format |
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15:35 – 15:55 | Room B | 21 | Dr. Allen HO, English Language Teaching Unit, The Chinese University of Hong Kong Dr. Jose LAI, English Language Teaching Unit, The Chinese University of Hong Kong Dr. Amy DAI, English Language Teaching Unit, The Chinese University of Hong Kong |
Title: Revisiting “To Give is Better than to Receive”: Transformation of Peer Tutors Through Their Service-Learning Experience Service learning, which “integrates community service with clear educational goals through structured and tailored learning experiences” (Shek et al., 2020, p.1376) and aims to “enhance both the student growth and the common good” (Bandy, 2011), has received increasing attention in recent years in the tertiary education sector. In line with this trend, the Peer Tutoring Scheme was launched in 2016 at The Chinese University of Hong Kong. Based on the experiential implementation framework, a team of capable and selfless peer tutors from diverse academic and ethnic backgrounds were empowered to provide personalized English language support to their fellow schoolmates. Through engaging in a continuous cycle of action and reflection, these peer tutors have grown, not only linguistically but also culturally, socially and professionally. In this presentation, the context, objectives and experiential design of this scheme will first be introduced. Subsequently, the (un)expected benefits reaped by the peer tutors will be presented, based on longitudinal focus group interview data, complemented by their self-reflections shared at the end of each tutoring session throughout the journey. The transformation of two dedicated peer tutors will be highlighted to illustrate the key findings. They include a local postgraduate and an undergraduate from Kazakhstan, who genuinely believe that “It’s better to give than to receive”. Author(s): Dr. Allen HO, English Language Teaching Unit, The Chinese University of Hong Kong Dr. Jose LAI, English Language Teaching Unit, The Chinese University of Hong Kong Dr. Amy DAI, English Language Teaching Unit, The Chinese University of Hong Kong |
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15:55 – 16:15 | Room B | 09 | Dr. Doris Hoi Yan LIN, Department of Electronic and Information Engineering, The Hong Kong Polytechnic University | Title: An Empirical Study for Predicting Teamwork Performance
Abstract-Contribution: This paper explores machine learning techniques used for predicting teamwork performance, based on problem-based learning pedagogy. In order to learn a machine learning model for the prediction as accurately as possible, 810 records were collected from students studying three undergraduate project-based subjects to form a data set. The records contain the students’ academic performance in subjects relating to programming/technological study, hardware development, and generic IT study over three academic years. Background: Teamwork is valued and essential for education nowadays. The results from the first-year experience survey and graduating students’ survey indicated that students lacked the motivation to learn a new discipline from time to time. They found it hard to explore interests in their chosen major. Students need to prepare for rapid changes, to learn and adapt to a new environment in a rapidly changing world. Based on these issues, teamwork is one of the options for students to build their self-confidence. Intended Outcomes: Small-scale assessments can help develop students’ ability to learn independently and to integrate information from different team members for solving real-life problems. Furthermore, students can assimilate and apply the knowledge learnt from team members to generate good solutions to problems. Application Design: The application framework was designed, and the teamwork-performance prediction system (PTPA) was developed to predict and display project team members’ performance, in terms of an indicator showing Good, Pass and Marginal by using the prediction or classification model. Findings: The results showed that students’ teamwork performance was enriched by using the teamwork-performance prediction system (PTPA). Students agreed that PTPA can help them achieve the subjects’ learning outcomes and identify their own strengths and weaknesses. Author(s): Dr. Doris Hoi Yan LIN, Department of Electronic and Information Engineering, The Hong Kong Polytechnic University |
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16:15 – 16:35 | Room B | 12 | Dr. Alan Tze Cham CHENG, Department of Educational Psychology, The Chinese University of Hong Kong | Title: Exit Tickets as an Entrance to Deeper Learning Timely feedback, positive teacher-student relationships, student ownership of learning and student curiosity are key components to effective and deeper learning. How would lecturers/professors gauge the effectiveness of their teaching without any feedback from observers or the students? How would students know they are on the right track without any feedback from us? Rita Pierson reminded teachers in her TED talk that, “Kids can’t learn from teachers they don’t like.” But how do we build positive relationships with our students when we only see them once a week and there are so many of them? How can we help students make a connection with and be more curious about the content of our lectures? “The mic can be placed closer to your mouth as I can’t hear very clearly.” “Some slides are difficult to read as the words are small.” “The speaking speed can be slowed down a little bit. :0” These were some pieces of feedback I received from my students after my first lectures at the start of this academic year. In this presentation, I share how, in my first year of teaching at the tertiary level, I used weekly exit tickets to: – get instant feedback (such as the above) from my students; – give students an immediate check of their understanding of key lecture concepts; – begin conversations with students about various aspects of their lives; – encourage students to take more ownership of lecture content and ask more questions. Author(s): Dr. Alan Tze Cham CHENG, Department of Educational Psychology, The Chinese University of Hong Kong |
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16:35 – 16:55 | Room B | 29 | Prof. Dorothy Ngo Sheung CHAN, The Nethersole School of Nursing, The Chinese University of Hong Kong | Title: Engaging Postgraduate Students in Teaching Development to Improve the Learning of Master Nursing Student in Cultural Sensitivity Background: Being culturally sensitive enables healthcare professionals (HCPs) to provide appropriate health services to ethnic minority (EM). Engaging postgraduate students who are familiar with health issues, healthcare system or of EM ethnicity to develop appropriate teaching materials, may facilitate the achievement of enhanced cultural sensitivity among HCPs. Objectives: To review the engaged postgraduate students’ experience in supporting teaching development and evaluate master nursing students’ satisfaction with the micro-modules. Method: Five postgraduate students (studying PhD programme) who were from Nepal, Indonesia, Mainland China, and Hong Kong SAR were engaged in the development of teaching materials, micro-modules related to culturally sensitive issues (scenario-based video clips). The micro-modules were posted to Blackboard for master nursing students’ viewing, a month before the online lecture took place. Postgraduate students did a self-reflection to review their experience in supporting teaching development. A satisfaction survey was used to collect master nursing students’ satisfaction with the micro-modules. Results: The postgraduate students agreed that they learned how to develop quality teaching materials and understood the essential of good teaching materials that helped stimulating students’ thinking and discussion of the issues. A total of 52 master nursing students completed the satisfaction survey. Majority of them agreed that the micro-modules enhanced their understanding of the topic. Around 86% agreed that the micro-modules increased their confidence in handling similar clinical situation and enhanced their cultural sensitivity. Conclusion: Both the postgraduate and master nursing students showed satisfaction with the experience and the developed micro-modules. Engaging postgraduate students in teaching development could be continued in future. Author(s): Prof. Dorothy Ngo Sheung CHAN, The Nethersole School of Nursing, The Chinese University of Hong Kong Ms. Rana TIKA, The Nethersole School of Nursing, The Chinese University of Hong Kong Ms. Ariesta Milanti BT ENDANG, The Nethersole School of Nursing, The Chinese University of Hong Kong Ms. Qinqin CHENG, The Nethersole School of Nursing, The Chinese University of Hong Kong Ms. Binbin XU, The Nethersole School of Nursing, The Chinese University of Hong Kong Ms. Pui Kay Pinky LEE, The Nethersole School of Nursing, The Chinese University of Hong Kong Prof. Winnie Kwok Wei SO, The Nethersole School of Nursing, The Chinese University of Hong Kong |
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– | – | 31 | Ms. Yoyo Yung Chui LIE, The Nethersole School of Nursing, The Chinese University of Hong Kong | Title: Impacts of An Elderly-Focused Students as Partners (SaP) Project on Undergraduate Students in Hong Kong Translational Platform for Addressing & Solving Social-problems (T-PASS) was an elderly-focused SaP project which encouraged undergraduates at the Chinese University of Hong Kong to write up an elderly-based proposal through interdisciplinary collaborations. This pilot study aimed to evaluate the translational impacts of T-PASS to undergraduates. A matched control group with students from the same disciplines as T-PASS participants was recruited in summer 2021 through mass mails. Both groups were asked to submit pre- and post- surveys. Questions evaluate T-PASS impacts in 4 parts: (1) knowledge enhancement regarding the elderly, (2) perception towards them, (3) personal qualities (empathy and commitment) to them and (4) interprofessional education (IPE). SPSS would be used for statistical analysis. In part (1), both groups presented with a mean score of 6.18±1.50. Yet, both showed exceptionally low understanding towards public health policy’s questions. In part (2), T-PASS increased students’ positive perception towards elderly from 3.74 to 3.98. In general, the T-PASS group had a more positive perception than the control group . In part (3), the T-PASS group increased the commitment level from 3.49 to 3.79 after joining T-PASS . Both empathy and commitment levels in the T-PASS group were higher than the control group. In part (4), it was found that T-PASS increased the IPE level from 3.60 to 4.00. Also, the T-PASS group’s (3.60) IPE level was higher than the control group (3.38). As a SaP project, it was evident that T-PASS has potential positive impacts on students. Author(s): Ms. Yoyo Yung Chui LIE, The Nethersole School of Nursing, The Chinese University of Hong Kong Mr. Jerry Kwok To CHAN, Faculty of Medicine, The Chinese University of Hong Kong Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong Ms. Joyce Tik Sze LI, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong |
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– | – | 32 | Mr. Jerry Kwok To CHAN, Faculty of Medicine, The Chinese University of Hong Kong | Title: Student Reflection on the Translational Platform for Addressing & Solving Social-Problems (T-PASS) and Its Potential to Undergraduate Pedagogy Background Online learning, Students as Partners (SaP) and interprofessional education (IPE) are elements of the latest undergraduate pedagogies. Hence, a new pilot platform, T-PASS, focusing on addressing elderly needs was implemented at the Chinese University of Hong Kong. All undergraduates are welcomed. Participants were provided with online learning materials, talks and consultations. They needed to submit an elderly-based proposal through interdisciplinary collaborations and write a reflection. This paper aimed to present the reflection of T-PASS on online learning, SaP and IPE to undergraduates. Students’ reflection Online Learning We use Blackboard to provide learning materials. Students praised them as systematic. They also found the health policy zoom talk enlightening to understand elderly issues. Students as Partners The proposals were originated by students with the support of academic staff. Interdisciplinary academic staff provided learning materials, zoom consultation and reviewed their proposals. Students reflected that the materials were useful for proposal design without mentioning consultation. Students’ timidness to ask for help and the unfamiliarity of SaP concept in Hong Kong may account. Interprofessional education Assigning groups with the most variability, students exchanged interdisciplinary ideas. All agreed this exchange of perspectives is fostering more integrated and innovative ideas. They complimented and believed IPE experience is crucial. Conclusion Online learning and IPE were welcomed with positive feedback while SaP was less effective among students. Yet, SaP is somehow influenced by the learning culture in Hong Kong. Therefore, a platform consisting of online learning, SaP and IPE like T-PASS is feasible among undergraduates. Author(s): Mr. Jerry Kwok To CHAN, Faculty of Medicine, The Chinese University of Hong Kong Ms. Yoyo Yung Chui LIE, The Nethersole School of Nursing, The Chinese University of Hong Kong Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong Ms. Joyce Tik Sze LI, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong |
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Session Theme: Online, Blended & Hybrid Learning
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14:00 – 14:20 | Room C | 11 | Dr. Helen Hongyan GENG, Science Unit, Lingnan University | Title: Comparing Student Performance and Satisfaction Between Face-To-Face and Online Education: A Quasi-Experiment This study presents a quasi-experiment to assess differences in student performance and satisfaction between two different delivery modes—online and face-to-face education. We collected data from 747 (373 face-to face cohort, 374 online cohort) students enrolled in a general education science course at a liberal arts university. There was no self-selection of delivery mode by students, since this course is required, and delivery mode of one of the cohorts changed to online education due to the outbreak of the COVID-19 pandemic. We compare the learning outcomes of the two major course assessments (midterm test and research project) and student perception between the two delivery modes using quantitative and qualitative analyses. There was no statistical difference in the student scores on the development of medium-order analytical skills (i.e., midterm test) between the two delivery modes. However, online students scored statistically higher on the development of high-order analytical skills (i.e., research project), but they scored statistically lower on measures of student satisfaction. Our study suggests that online education, although currently unfavored by students, is equally or more effective in the achievement of the learning outcomes than face-to-face education. Author(s): Dr. Helen Hongyan GENG, Science Unit, Lingnan University Prof. Mark MCGINLEY, Science Unit, Lingnan University |
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14:20 – 14:40 | Room C | 42 | Dr. Grace CHAO, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong | Title: Teachers’ and Students’ Perceptions of the Impact of Online Instruction for Students with Special Educational Needs during the COVID-19 Pandemic It is a challenging situation for the students with special educational needs (SENs) and teachers during the current COVID-19 pandemic. The present pilot study aimed to examine the perceptions of online education for students with SEN(s). Surveys were distributed to the teachers and students at the Chinese University of Hong Kong about their experiences of teaching and learning during the pandemic. A quantitative method was adopted in this study. Eight students who were diagnosed with SEN(s) and twenty-three teachers participated in the present study. The results showed that 1) Three types of students with SEN were found in the University, which included learning and development disabilities (30.78%), physical and sensory disabilities (36.54%), and mental condition (28.85%); 2) Teachers and students encountered different barriers in online learning. 56.5% of teachers felt difficult in holding a group discussion during online class, and 37.5% of the students felt exhausted but they have already strived hard to fit in the social contacts; 3) Both teachers (69.6%) and students (87.5%) agreed that teachers should provide necessary academic support after class for the students with SEN; 4) Clear goals of teaching instructions included essential academic support and teaching strategy for online learning and assessment. Scale reliabilities were also reported in the present study. The present study provided a general view of the challenges encountered by the students with SENs and teachers. It also suggested some academic accommodations in an online learning environment for the University during the COVID-19 pandemic in Hong Kong. Author(s): Prof. Vivian LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong Dr. Grace CHAO, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong |
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14:40 – 15:00 | Room C | 51 | Prof. Pang Chui SHAW, School of Life Sciences, The Chinese University of Hong Kong Ms. Queenie Pui Yin LAU, School of Life Sciences, The Chinese University of Hong Kong |
Title: Development of the KEEP course “Three Case Studies in Biochemical and Biomedical Sciences” An online course “Three Case Studies in Biochemical and Biomedical Sciences” has three topics: (1) Huntington’s disease, (2) Human Papillomavirus Vaccine and (3) Genetic screening. In each topic, there are three parts: Information for self-study, interactive animations/virtual labs and revision questions (MCQs). The course provides higher level of engagement in studies and provide students more opportunities to understand biosciences topics. It has been hosted in KEEP platform since 2018. In 2021, further enhancement of the course has been made. These include: (1) re-develop the animations so that Adobe Flash is not needed, add/upgrade more interactive components to the existing animations and virtual labs; (2) add more MCQs into quizzes for learner’s assessment; (3) update learning material; (4) provide a Certificate of Achievement automatically upon passing the on online exercises. Course evaluation was carried out to collect feedback via open recruitment of participants from CUHK and selected secondary schools. Overall results showed their satisfaction level of the course is high and overall experience is good. Author(s): Prof. Pang Chui SHAW, School of Life Sciences, The Chinese University of Hong Kong Ms. Queenie Pui Yin LAU, School of Life Sciences, The Chinese University of Hong Kong |
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15:00 – 15:20 | Room C | 56 | Ms. Christina Hoi Wa YU, Department of Social Work, Hong Kong Baptist University Mr. Nathaniel Tong BRUCE, School of General Education, Gratia Christian College |
Title: The Development of Visualization Technology in Social Work Blended Learning
Technological innovations in e-learning offer infinite educational opportunities to personalize learning, enhance student interaction and transform the teacher’s role. The challenge remains on how to master, organize, and extract useful knowledge from the vast information made accessible by today’s data collection systems and computing resources. This study focused on the alignment of visualization technology with education practices and developed a blended pedagogical course ‘EFT: Emotion-focused Therapy’ that integrates the teaching and learning culture in the context of Hong Kong social work curriculum. The KEEP course consists of introduction, live case sessions, additional materials, and learner review and feedback. Introduction section contains 3 animations: (1) What is EFT? (2) The Principles of change in EFT; and (3) Emotion-Focused Couples Therapy (EFT-C); each animation is followed by a multiple choice exercise for learners to self-assess their learning. There are all together three live recorded cases with debriefing session demonstrated by an EFT professional worker to enhance learning of the therapy through a clear process of clinical inquiry and the demonstration of important skills. Each case has a short trailer, highlight of the case, and two sessions of EFT which is followed by discussion questions posted on the e-forum for learners to exchange their knowledge. Fourteen external videos of the founder of EFT are included in the additional materials section, these are useful resources to enhance learners of their understanding on the topic. Learner review and feedback provide an open ground for them to freely share their thoughts and suggestions on the e-forum. Author(s): Prof. Simon Tak Mau CHAN, Department of Social Work, Hong Kong Baptist University Ms. Christina Hoi Wa YU, Department of Social Work, Hong Kong Baptist University Mr. Nathaniel Tong BRUCE, School of General Education, Gratia Christian College |
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– | – | 04 | Prof. Ian MORLEY, Department of History, The Chinese University of Hong Kong Prof. Wendy LEE, Department of Music, The Chinese University of Hong Kong |
Title: Entering a (un)Popular New World? Standpoints, Feelings of Hybrid Teaching and Learning by CUHK’s Arts Faculty Students and Teachers Social disruptions borne from the Covid-19 pandemic has granted institutions such as CUHK new opportunity to rethink and reorganise how it innovates teaching and learning (T + L) within undergraduate curricula. In consequence, with the introduction during 2020-21 of hybrid T + L, students were presented with fresh pedagogical possibilities in order to enhance their factual and skill growth processes. Yet, what did students and teachers think of this educational evolution? Did they welcome it or, in contrast, was hybrid T + L deemed to be of lesser pedagogical quality than exclusively in-class or online education experienced prior? In this presentation an overview of the thoughts of teachers and UG students in the Faculty of Arts at CUHK is tendered. Putting forward data retrieved via questionnaires and interviews the talk reveals what, in the mind of students and instructors, works well for them in the hybrid education context. Moreover, the presentation emphasizes what doesn’t work to an ‘adequate standard’. Ultimately, by fusing the opinions of students with those Arts Faculty teachers who practised hybrid T + L, the presentation will ask a fundamental question: how, moving forward, can hybrid education become a highly effective educational tool for all students in the Arts? Author(s): Prof. Ian MORLEY, Department of Histroy, The Chinese University of Hong Kong Prof. Wendy LEE, Department of Music, The Chinese University of Hong Kong |
Pre-recorded presentation on KEEPCourse platform |
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– | – | 33 | Mr. Alan TSE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong | Title: Practicability and Effectiveness of Hybrid Teaching: Preliminary Feedback from CUHK Teachers Due to the COVID-19 pandemic, universities worldwide were compelled to find alternatives to the traditional face-to-face teaching mode. Hybrid teaching (i.e., with some students joining physically and others joining remotely via videoconferencing tools) was one possible alternative that could become more mainstream in the post-pandemic era. This study presents some preliminary findings on the practicability and effectiveness of hybrid teaching based on survey and in-depth interviews with CUHK teachers who have taught in hybrid mode. As CUHK has upgraded 9 classrooms with ceiling microphones and tracking cameras to facilitate hybrid teaching in summer 2021 as a pilot project, this study also solicited teachers’ comment toward the upgraded facilities. It was found that teachers who have used the upgraded classrooms had higher satisfaction toward classroom facilitates than those who have not. Teachers often prefer face-to-face or online teaching over hybrid mode, as many of them found attending to both in-person and remote students at the same time to be a challenge. Reduction of student-to-student interaction was another issue. Other common challenges of hybrid teaching and some good practices shared by teachers will be discussed. Suggestions to improving the effectiveness of hybrid teaching in terms of technical setup and pedagogical design will be proposed. Author(s): Mr. Alan TSE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong Prof. Paul LAM, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong |
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– | – | 40 | Ms. Siya LIANG, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong | Title: The New Focuses of Medical Education in Hybrid Learning Background: Medical education experiences a paradigm shift from on-site teaching to blended learning under the outbreak of COVID-19. The focuses of medical education have been accommodated accordingly to the changing medical community. Curriculum restructure and reform are ongoing processes in medical education. Yet, there remained an absence in the exploration of the new focuses in medical education under the blended learning mode to understand whether the current curriculum framework works efficiently among medical students. Therefore, the current project aimed to evaluate various factors that could impact on medical education during the hybrid teaching mode. Methods: A validated instrument was adopted for surveying medical students’ learning process, thinking process and clinical ability under the hybrid learning context from 2021 to 2022 cohort. Seven components were included in the instrument: collaborative learning, self-directed learning, meaningful learning with ICT (MLT), critical thinking, creative thinking, authentic problem solving and medical practice. The links among the components and the base of the clinical ability development were explored. Results: A total of 364 medical students completed the survey. The instrument demonstrated good validity and reliability. The seven components were significantly correlated with each other (rs > .25, ps < .01). It was found that MLT serves as a base for the development of learning, thinking and clinical ability. Further, learning process acts as an important indicator to thinking process, which can lead to changes to clinical ability. Conclusion: The associations among the factors indicated that under the hybrid learning mode, students engaged in active and collaborative learning with technology support would develop higher-order thinking, thus presenting better ability-based medical educational outcomes. The findings also shed light on curriculum design and educational policy making for medical students. Author(s): Ms. Siya LIANG, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong |
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– | – | 45 | Ms. Qingqing HUANG, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong | Title: Exploring Transitional Adjustment for First Year Students to University during the COVID-19 Pandemic In response to the COVID-19 crisis, the Chinese University of Hong Kong replaced face-to-face learning modality with blended learning. Students who transitioned from high school to university faced not only challenges in transitional adjustment but also in switching to blended mode. The purpose of this study was to identify adjustment challenges students experienced during the blended learning phase. The target students were admitted in 2020 and 2021. Survey data (N=659) were collected using the Transition, Wellbeing, Help-seeking, and Adjustments Scale (TWHAS) model. The 4 subscales in TWHAS were 1) challenges (personal, socio-emotional, and academic), 2) well-being (moods and coping), and 3) help-seeking barriers (socio-demographic and psychological), and 4) overall adjustment. Results revealed a fair to poor adjustment to university, with perceived challenges particularly in the socio-emotional aspect. Confirmatory Factor Analysis verified the hypothesized 34-item TWHAS structure and the relationships among variables. The model revealed that Personal Challenge, Academic Challenges, and Socio-demographic Barriers were determinants of psychological barriers, and they further impacted students’ adjustment to university. Independent-samples t-tests were performed using SPSS 26.0 to compare mean differences across gender, prior blended learning experiences, and part-time job financial support. Only the part-time job financial support factor was correlated with transitional challenges and adjustment. This study stresses the need of understanding freshmen students’ transitional challenges, and urges universities to take interventions in connecting students with their peers, teachers, and universities, and provide aids in technical, counselling, and social aspects. Author(s): Ms. Qingqing HUANG, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong |
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– | – | 50 | Prof. Scott AUBREY, Department of Curriculum and Instruction, The Chinese University of Hong Kong | Title: Developing an Online Community of Practice for Undergraduate Language Education Researchers: Identifying Challenges and Sharing Solutions Conducting classroom-based research has become an increasingly important part of undergraduate teacher education curricula as it provides a hands-on, evidence-driven means of promoting professional development. However, pre-service teachers often see research as a challenging obligation that is not directly related to their teaching career (Puustinen et al., 2018; Ulvik, 2014). This presentation reports on a project that aimed to develop students’ research skills and foster positive attitudes towards conducting research by integrating an online community of practice (COP) component into a research methodology course taken in Year 4 of the BA (English) and BEd (English Language Education) programme at the Chinese University of Hong Kong. The online COP comprised Year 5 students, Year 4 students, and alumni, who participated in eight online modules during the semester-long course. For each module, alumni and senior students shared their research experiences with Year 4 students via video interviews, readings, and interactive online discussions. Analyses of Year 4 students’ questionnaire and interview responses suggest certain advantages of an online COP over traditional in-person lectures, which include opportunities to (1) build an awareness of practical challenges and solutions related to doing research; (2) generate and develop ideas for the research proposal; (3) consolidate research skills through contextualized examples; and (4) receive encouragement and inspiration. In addition to reporting these findings, the presenter will provide practical suggestions for how to create online COP spaces using the KEEP Open edX platform. Author(s): Prof. Scott AUBREY, Department of Curriculum and Instruction, The Chinese University of Hong Kong |
Pre-recorded presentation on KEEPCourse platform |
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Mr. Patrick LEUNG, Centre for Applied English Studies, The University of Hong Kong | Title: Contribution of a Pilot Service-Learning Project to Teachers’ Growth in Pedagogy and Technology Competence As an old saying goes, “Wherever there is danger, there lurks opportunity.” While the COVID-19 pandemic has posed danger to many industries worldwide, such as healthcare and economy, it has, at the same time, created numerous unprecedented opportunities in many sectors, including education, where technology has played an indispensable role. In this presentation, we will share an online service-learning project idea we developed and trialled out at the onset of the pandemic. We will specifically reflect on how our involvement in running this pilot project has shaped and informed our current pedagogical practices adopted in our online classes. This pilot service-learning project, started in February 2020, involved delivering intensive supplementary online English lessons to local impoverished secondary school students whose exposure to English outside school was close to minimal. Thanks to the convenience brought by real-time video communication technologies like Zoom, we had the opportunity to work with the students anytime, even beyond the fixed class schedule. At the beginning of the emergency remote teaching, many teachers struggled with ways to engage their students using appropriate strategies and technological tools. Because of the additional teaching opportunities afforded by this online service-learning project, without the pressure of complying with the curriculum, we were fortunate enough to innovate and experiment with a wide range of online tools (e.g., Flipgrid, Jamboard, and Miro) and subsequently evaluate their effectiveness and affordances. This pilot project has yielded some success and we have secured a grant to run this service-learning project for our university students in this academic year. Author(s): Mr. Patrick LEUNG, Centre for Applied English Studies, The University of Hong Kong Mr. Cliff YEUNG, Faculty of Education, The University of Hong Kong |
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– | – | 62 | Mr. Tony Wai Kit FUNG, Department of Computer Science and Engineering / Hong Kong Virtual University, The Hong Kong University of Science and Technology | Title: University Support for Secondary and Primary School Students during COVID-19
Hong Kong students have been being impacted by COVID-19 over the last two years. The disruption of their learning was further escalated by the special vacation during the 5th wave of the COVID-19 outbreak. To help students maintain their learning momentum, HKUST in collaboration with EDB developed three online programs for secondary and senior primary school students. These programs, namely Junior Secondary Science Online Self-learning Scheme, e-STEAM@Home Award Scheme, and Chemists Online Self-study Award Scheme, are being offered on HKMOOC which is a scalable e-learning platform capable of supporting a massive number of online learners. More than 10,000 active students from over 200 schools benefited from accessing diverse learning contents, including online STEAM courses, science laboratory demonstrations, and seminars, while staying learning at home. Author(s): Mr. Tony Wai Kit FUNG, Department of Computer Science and Engineering / Hong Kong Virtual University, The Hong Kong University of Science and Technololgy Prof. Ting Chuen PONG, Vice-President for Administration and Business, Office for the Vice-President for Administration and Business, The Hong Kong University of Science and Technology |
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Session Theme: Pedagogical Change
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15:35 – 15:55 | Room C | 08 | Dr. Benjamin C. S. LEUNG, Center for Language Education, The Hong Kong University of Science and Technology | Title: Assessment as Learning of a Postgraduate Course in an Asian Context
Current assessment practices in higher education have seen a shift from assessment “of” learning to focus more on assessment “for” learning. Traditionally, assessment of learning with summative assessment tasks and an indicative grade outcome has been the norm mainly because it fulfills the needs of course administration and performance differentiation. Recently, assessment for learning which features formative and continuous feedback has become increasingly accepted for its manifested benefits in the learning and teaching process, albeit with challenges and issues. Currently, assessment as learning which builds on meta-cognitive skills through self-assessment and self-monitoring is purportedly central to optimal learning. A faculty member of a postgraduate course in Hong Kong decided to investigate the students’ experience and perceptions on the role of assessment as learning in the learning process. Throughout the semester, students in the course were asked to lead and participate in eight weekly guided topical tutorial activities that required self-learning and peer teaching/sharing in a self-chosen small group setting. At the end of the semester, students produced a learning portfolio with self-reflection for assessment. In addition, students were invited to complete a research questionnaire on their perceptions and opinions of their experience in the tutorial activities. This paper presentation will summarize the context of this postgraduate course that is purportedly in alignment with assessment of learning, annotate the students’ perceptions of this learning experience, and propose some pedagogical issues for discussion. Author(s): Dr. Benjamin C. S. LEUNG, Center for Language Education, The Hong Kong University of Science and Technology |
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15:55 – 16:15 | Room C | 43 | Prof. Jeroen Bastiaan VAN AMEIJDE, School of Architecture, The Chinese University of Hong Kong
Ms. Sifan CHENG, School of Architecture, Faculty of Social Science |
Title: (De)Coding the City: Implementing Data-Driven Urban Research Tools in Social Science-Oriented Urban Design Education The increasing integration of Information and Communication Technologies (ICT) in our cities and everyday lives has given rise to a range of new data-driven methods for researching urban processes. These methods allow for new ways to understand and address urban challenges, related to climate change, health and social development. As these complex issues call for more integrated approaches to planning and design, data-driven urban analytics can facilitate knowledge transfer between the creative and the scientific disciplines, and support more sustainable urban design processes. The use of ICT in urban design education, however, has mostly focused on advances in computing and data science tools. Data-based urban design pedagogy should also respond to social science issues, to extract insights from data and focus on an understanding of the underlying causes of urban problems. This presentation reports on a TDLEG supported project to develop a toolkit of analytical methods for urban studies, aimed at bridging the gap between systematic and theoretical urban research and the practical approaches to urban planning and design. The toolkit, presented in an online platform for e-learning and communication, enhances students’ comprehensive ability for critical reasoning around urban analytics and data science, to define and respond to urban challenges. The framework has been tested within a postgraduate research and design studio in the MSc. Urban Design programme at The Chinese University of Hong Kong. The resulting mixed-method approach has allowed us to evaluate the impact of the new data-driven research tools on bridging the gap between research and schematic design phases, and monitor improvements in students’ learning outcomes. Author(s): Prof. Jeroen Bastiaan VAN AMEIJDE, School of Architecture, The Chinese University of Hong Kong Ms. Sifan CHENG, School of Architecture, Faculty of Social Science Ms. Haowen WANG, School of Architecture, The Chinese University of Hong Kong |
Live oral presentation |
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16:15 – 16:35 | Room C | 37 | Dr. Kim Hung LAM, Department of Applied Biology and Chemical Technology, The Hong Kong Polytechnic University | Title: Learning Analytics (LA) to Study the Use of Virtual Tutorials for Teaching University General Educational Subjects The COVID pandemic drives most of the face-to-face classes to online mode. In addition, the necessary online teaching and learning materials, such as after-class learning activities, online videos/recordings, self-learning modules and interactive tools, can help to assist students’ learning. We herein reported our preliminary invigilation of the use of virtual tutorials to assist the teaching and learning of University General Educational Subjects (“ABCT1D09 Greenhouse Gases and Life” & “ABCT1D10 Food Color Taste and Smell”). In addition, we tried to apply learning analytics (LA) and ICAP (Interactive/Constructive/Active/Passive) model to investigate the learning behavior of our students. We have conducted voluntary survey and the monitoring of students’ “click” number in Blackboard (BB) (which is the Learning Management System (LMS) used in our university). In general, we found out that our students’ response positively to the use of virtual tutorials with response rating average over 3.5. The number of “click” for recorded videos and LMS teaching materials usually reach a peak value near the due date of the assessment. Author(s): Dr. Kim Hung LAM, Department of Applied Biology and Chemical Technology, The Hong Kong Polytechnic University Mr. Chun Sang CHAN, Educational Development Unit, The Hong Kong Polytechnic University Ms. Vicky Wai Ki CHAN, Department of Applied Biology and Chemical Technology, The Hong Kong Polytechnic University Dr. Kai Pan MARK, Educational Development Unit, The Hong Kong Polytechnic University Mr. Dave GATRELL, Educational Development Unit, The Hong Kong Polytechnic University |
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16:35 – 16:55 | Room C | 22 | Dr. Robert P. WRIGHT, Department of Management & Marketing, Faculty of Business , The Hong Kong Polytechnic University | Title: Theorizing Otherness When Our Visions of the World Shrink If we are to better prepare our students for a broken world, we need to ensure they don’t fall prey to the same dysfunctional thinking that stop experienced practitioners in their tracks. Indeed there is no shortage of theoretical and empirical research that showcase the paradoxical phenomena of highly trained experts, experienced executives and long established successful organizations failing in the face of uncertainty and ambiguity. When this happens, our ideas begin to stall, and we get STUCK in the heat of battle, unable to move and progress. Our visions of the world shrink and we end up resorting to our past habitual practices, reinforcing patterns and routines, often over-simplify the complexity of the situation. At moments like these we need to drop our tools and unlearn to open us to “otherness”. This symposium presentation develops a new learning theory of “otherness” designed to help our students get unstuck in the face of the unknown, the unfamiliar, novel, rare events and situations. Grounded on solid scientific research spanning multi-disciplinary fields of clinical psychology, cognitive psychology, neuroscience, behavioral science, experimental psychology and the organizational sciences, we envisage our theory building efforts has the power to open up the alternatives and facilitates the process of learning and unlearning. Author(s): Dr. Robert P. WRIGHT, Department of Management & Marketing, Faculty of Business, The Hong Kong Polytechnic University |
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– | – | 05 | Dr. Minnie LIU, Department of Curriculum and Instruction, The Chinese University of Hong Kong | Title: Developing a Faculty-Wide Video-Based Pedagogical Framework to Enhance Reflective Video-Engagement for Virtual Teaching and Learning The classroom is a complex environment where students interact, collaborate, converse, and socialize while they engage in learning. It is critical for teachers to attend and respond to these events in the classroom promptly and appropriately. As such, teachers’ noticing skills, where teachers observe, identify, interpret, and respond to events, are prominent in both student learning and effective teaching. Related to the Faculty of Education where this project takes place, teacher education students who are prospective teachers (PTs) lack practical teaching skills. In response, this project is designed to support PTs to develop noticing skills to ready them for the real classroom. Supported by the Faculty-wide Virtual Teaching and Learning Grant, this project engages students across six undergraduate programmes in watching videos of authentic classroom situations (of their own and others’ teaching demonstrations) and then constructively reflecting on their teaching skills. We developed and employed the RICAP (Reflective-Interactive-Collaborate-Active-Passive) framework to analyze our video-based pedagogies as well as the effectiveness of Padlet, an online communication platform which allowed PTs to interact professionally, and to investigate and develop PT’s professional noticing skills through critical reflections and active discussions of noteworthy events in and out-of-class. The project evaluation suggests that PT’s watching of classroom videos allow them to attend to, interpret, and critically analyze noteworthy classroom events related to their own and others’ teaching. Through multiple reflection and discussion opportunities in class and through Padlet, PTs were able to pinpoint areas for improvement and develop alternate strategies and responses for future implementation. Author(s): Dr. Minnie LIU, Department of Curriculum and Instruction, The Chinese University of Hong Kong Prof. Oi Lam NG, Department of Curriculum and Instruction, The Chinese University of Hong Kong Prof. Suzannie LEUNG, Department of Curriculum and Instruction, The Chinese University of Hong Kong Dr. Sally Wai-yan WAN, Department of Curriculum and Instruction, The Chinese University of Hong Kong |
Pre-recorded presentation on KEEPCourse platform |
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– | – | 17 | Dr. Marc Ka-chun CHONG, School of Public Health and Primary Care, The Chinese University of Hong Kong | Title: Flipped Classroom of PSPP: A Freeware for Analyzing Public Health Data at Home
Many programming-free software for statistical analysis are not free. During COVID-19, university students have to use of the data analysis software in a remote version for their projects. However, there are several concerns for our students using the software remotely, for example, unstable internet connection to the remote server, limited quota of user access rights, and inaccessible to the software due to a mis-registration of user. In addition, extra time for guiding the students using other statistical tools that are not covered in the courses are required, and it thus induce additional workloads on top of regular Zoom classes. To this end, our team developed a flipped classroom model to introduce PSPP as a desktop freeware for students to analyze data anytime at home. The flipped classroom includes eight micro-modules with video presentations for around 15 minutes each. The micro-modules also accompanied different data analysis scenarios in public health. The flipped classroom was implemented on a web interface and was evaluated with positive feedbacks. We expect students can learn the materials after classes flexibly and leaving more time for discussions of how to analyze data for their projects in the courses of public health. Author(s): Dr. Marc Ka Chun CHONG, School of Public Health and Primary Care, The Chinese University of Hong Kong Mr. Jianbo XIAO, Department of Statistics, The Chinese University of Hong Kong Ms. Yifei DONGYE, School of Journalism and Communication, The Chinese University of Hong Kong |
Pre-recorded presentation on KEEPCourse platform |
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– | – | 48 | Dr. Alex Chun KOON, School of Life Sciences, The Chinese University of Hong Kong | Title: Humour as a Pedagogical Approach to Improve Student Engagement, Enhance Learning and Relieve Stress The COVID-19 pandemic has placed immense mental stress on university students globally. One way to relieve students’ mental stress is by making the learning process more fun via the incorporation of humour into teaching. Humour relaxes students, contributes to a more enjoyable classroom environment, and may improve student engagement with their teachers, peers and the course contents. Apart from stress relief, humour also is associated with positive emotions, which promotes learning and memory. Humour is widely regarded as a characteristic of many successful teachers. However, spontaneous humour is difficult to replicate – not every teacher is humourous, and not every humourous teacher is successful in both emotional and academic engagement. In this study, we attempted to systematize planned humour in lectures to make it replicable and translational. By implementing this standardized humour pedagogy manifested within the framework of the cognitivism learning theory, we expected to (1) improve student engagement, (2) enhance learning and (3) relieve stress. We implemented our humour pedagogical approach in six biomedical sciences courses, and evaluated its effectiveness via questionnaires and interviews on students. Results of the evaluation indicated that most of the planned humour successfully improved student engagement in the classroom, enhanced student-perceived learning and relieved stress, but relatively less effective in stimulating student engagement outside the classroom. Our results provided information to formulate specific guidelines for appropriate usages of humour content in education. In the future, we may consider expanding the system to other faculties/curricula to improve student well-being and experiential learning under the pandemic fatigue. Author(s): Dr. Alex Chun KOON, School of Life Sciences, The Chinese University of Hong Kong Dr. Sing Bik Cindy NGAI, Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University Dr. Mei Li KHONG, School of Biomedical Sciences, The University of Hong Kong Dr. Enoch CHAN, School of Biomedical Sciences, The University of Hong Kong Dr. Joanna Wen Ying HO, School of Biomedical Sciences, The University of Hong Kong |
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14:00 – 14:20 | Room D | 55 | Mr. Rudi Santoso CHOW, Information Technology Services Centre, The Chinese University of Hong Kong | Title: Enhancing Students’ Digital Experience: eLearning Student Ambassadors Programme at the Chinese University of Hong Kong Under the University’s Campus Work Scheme, the Education Technology Services (EDT) of Information Technology Services Centre (ITSC) at the Chinese University of Hong Kong (CUHK) launched the eLearning Student Ambassadors (eLSA) programme in 2020. The main objective of the programme is to provide opportunities for student ambassadors to promote and to share with other fellow students various eLearning systems and technologies that are available to support and enhance teaching and learning activities at CUHK. The second objective is to provide relevant IT and media training to develop the student ambassador’s digital skills while contributing and developing ideas to advance the CUHK eLearning environment at the same time. In line with CUHK Strategic Plan 2021-2025 (CUHK, 2021), eLSA programme presents the selected students with a unique arrangement to accommodate students’ creative contemplation for digital learning and experience the integration of active eLearning systems at CUHK campus. This presentation aims to share the practice of eLSA programmes and the use of short videos and conferencing technologies as effective tools to maintain and enhance IT and media training activities in times of crisis, particularly during the campus closure in the fifth wave of the COVID-19 pandemic in Hong Kong. Furthermore, through this presentation we hope to inspire and explore how crisis resilience pedagogy (CRP) for online learning can also be implemented over diverse subjects by CUHK faculties and other institutions as crises such as war, natural disasters, pandemic, etc., continue to impact teaching and learning around the world. Keywords: eLearning, resilience, pedagogy, student experience, IT and media training, eLSA Author(s): Mr. Rudi Santoso CHOW, Information Technology Services Centre, The Chinese University of Hong Kong Ms. Judy LO, Information Technology Services Centre, The Chinese University of Hong Kong |
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14:20 – 14:40 | Room D | 16 | Dr. Robert P. WRIGHT, Department of Management & Marketing, Faculty of Business, The Hong Kong Polytechnic University | Title: The Adventures of Little Leo and the Magical FOCUSED Dice Addressing everyday mental health issues in our learners is a sensitive topic for discussion. It is hard enough for experienced and seasoned counsellors to help our students out of difficult and challenging times for a better tomorrow. In this symposium session, we provide an innovative approach to help those struggling with the “human condition” to feel less anxious, stressed, worried, sad and confused. Using a fictious cartoon superhero (“Little Leo”) and the seven magical FOCUSED dice set, our approach trained the struggle student to become his/her own expert. Grounded on Personal Construct Psychology, the reader is encouraged to make their own physical dice set and “fill-in” the answers in the comic book as Little Leo travels the world in search of those in need of help. This immersive storytelling experience where the reader (the student suffering mental health issues) engages with each adventure, reflecting on how the magical framework can help open up the alternatives to a range of everyday life challenges (such as loneliness, relationship break-up, not having enough money, feeling bored, feeling lost in life, inter alia…). By the time the reader has engaged with all 18 life challenges, s/he begins to realize there is a way out of their own predicament which has the power to bringing hope, confidence and control over their own lives for a better tomorrow. Author(s): Dr. Robert P. WRIGHT, Department of Management & Marketing, Faculty of Business, The Hong Kong Polytechnic University |
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14:40 – 15:00 | Room D | 53 | Dr. Helen Hok Lun MA, Office of University General Education, The Chinese University of Hong Kong | Title: A Collaboration between SLS and GEFP on Science Communication to Raise Students’ Awareness on Sustainable Development Goals This project was a partnership between School of Life Sciences (SLS) and General Education Foundation Programme (GEFP). It aimed to provide GEF students with hands-on experiences in performing scientific experiments and investigations, relevant to the classics in In Dialogue with Nature (UGFN1000). Senior SLS students partnered with GEF teachers to develop laboratory experience workshops. Three themes of workshops were developed based on three selected classics in UGFN1000 (From the Origin of Species; DNA: The Secret of Life; The Silent Spring), categorizing under three distinct themes (Antibiotics in action: Natural Selection and Antibiotic-Resistant Bacteria; The Secret of Life: Adaptation of the Avery–MacLeod–McCarty experiment; Life Below Water: Coral Conservation), corresponding to the Sustainable Development Goals of “Good health and well-being”, “Zero hunger” and “Life below water” respectively. Senior SLS students were provided with Science Communication training, and were responsible for delivering scientific knowledge and providing technical guidance to GEF students during the workshops. This strengthened SLS students’ ability to communicate professional knowledge to students from different majors, which is well aligned with the key outcome of SLS programmes. This presentation will summarize the background and development of this project, with feedback and reflections from both GEF and SLS students from workshops run in Term 2, 2020-21 and Term 1, 2021-2022. Author(s): Dr. Helen Hok Lun MA, Office of University General Education, The Chinese University of Hong Kong Dr. Derek Hang Cheong CHEUNG, Office of University General Education, The Chinese University of Hong Kong Dr. Andy Ka Leung NG, Office of University General Education, The Chinese University of Hong Kong Dr. Edwin Chun Yeung LO, Office of University General Education, The Chinese University of Hong Kong Prof. Pang Chui SHAW, School of Life Sciences, The Chinese University of Hong Kong |
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15:00 – 15:20 | Room D | 58 | Dr. Kenneth Ming LI, Office of University General Education, The Chinese University of Hong Kong | Title: Creation of Localized Animated Stories for SDGs Dissemination Online: A Producer’s View
The Sustainable Development Goals (SDGs) of the United Nations (UN) have been the framework for global sustainable development and laid the foundation for nurturing global citizenship. Although SDGs have been disseminated worldwide for years, a report from the Sustainable Development Solution Network (SDSN) in 2018 indicated that the awareness and popularity of SDGs among young people in Hong Kong is very low. Supported by the SDG-Action Fund in CUHK, the first localized animated stories series, “SDG Law Firm” (SDG律師事務所), has been created to engage the local youngsters and disseminate SDGs online. Animation production is a sophisticated work. For each animation, the major steps are (i) script writing, (ii) storyboard design, (iii) design and drawing of tailor-made illustrations, (iv) voice-acting and editing, and (v) animation production and post-production editing. These works are all done by CUHKers, including students, staff, and alumni. Being the Producer of this initiative, I will share the rationale, good practices, and challenges of creating the animation series to engage the young audiences. Key success factors will also be discussed. This presentation aims to share and engage audiences interested in using animation series for Metaverse education and in other teaching and learning environments. Author(s): Dr. Kenneth Ming LI, Office of University General Education, The Chinese University of Hong Kong |
Live oral presentation |
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– | – | 36 | Dr. Connie LI, Department of Marketing, Hong Kong Baptist University Dr. Ho Yan KWAN, Department of Marketing, Hong Kong Baptist University |
Title: Fostering Social Entrepreneurship Among University Students: The Nurturing Global-Minded Changemakers Project The presentation will focus on an ongoing teaching and learning project titled “Nurturing Global-minded Changemakers,” which is funded by the Social Innovation and Entrepreneurship Development Fund. In September 2020, the project team developed a comprehensive and high-quality curriculum for social entrepreneurship that promotes a global mindset for social innovation among university students, secondary school students, social ventures, and academia. Nurturing Global-minded Changemakers is the first structured educational project that includes elements of social innovation, capacity building, network development, and entrepreneurial marketing case studies. Through five academic courses based upon experiential teaching and learning, this project bridges the gap between business and social entrepreneurship theory and actual practice. The presenters, who received HK$2.7 million from the SIE Fund, will share their experiences with the design of five courses at Hong Kong Baptist University. Notable features include an interdisciplinary course where students represent four real-life social enterprises to compete for grant funding of HK$150,000 in scaling up the social enterprise, marketing practicums, international field trips, and opportunities for university students to serve as mentors for secondary school students creating business plans that impact society. The project culminates in a casebook that includes teaching case studies examining the most effective entrepreneurial marketing practices in each venture in terms of business models, social value, and capital sources. More information about the project is available at: https://www.sie.gov.hk/sie/en/what-we-do/capacity-building/nurturing_global-minded_changemakers.page Author(s): Dr. Connie LI, Department of Marketing, Hong Kong Baptist University Dr. Ho Yan KWAN, Department of Marketing, Hong Kong Baptist University |
Pre-recorded presentation on KEEPCourse platform |
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Session Theme: Global Perspectives in Education
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15:35 – 15:55 | Room D | 41 | Dr. Fred K.T. KU, Department of Decision Sciences and Managerial Economics, The Chinese University of Hong Kong | Title: A World Tour of Social Good Practices via E-Collaboration and Online Courses
Because of COVID, online teaching and learning has been widely adopted as the primary instructional format in the global higher education sector since 2020. While there have been many struggles for conducting online classes effectively, this unprecedented crisis is also an opportunity for educators. In this presentation we will share our experience in a pioneering project in which we collaborated with overseas teachers and researchers to co-develop and co-teach a short course on responsible business in CUHK Business School. Through the synchronized live classes and other online activities, we aim to 1) Deepen students’ understanding of social issues in both local and international context; 2) Promote Internationalization at Home (IaH); and 3) Enhance student’s international exposure and communication skills via collaborating with international students. The feedback from students has been very positive. Students reported a rise in their understanding of responsible business, an enhancement in the awareness of local and global social issues, a higher confidence in implementing social innovations and a stronger global exposure after the course. Students also appreciated the innovative design of the course and the opportunities it provided for them to interact remotely with classmates from vastly different backgrounds and physical locations. Author(s): Dr. Fred K.T. KU, Department of Decision Sciences and Managerial Economics, The Chinese University of Hong Kong |
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15:55 – 16:15 | Room D | 20 | Mr. Jimmy Sung Hei TSE, School of Optometry, The Hong Kong Polytechnic University | Title: Enhancing the Clinical Experience and Global Perspective of Students Using Virtual Global Connections As students were unable to travel to overseas universities for clinical placement in since 2020. To enhance students’ learning experience as well as sharp their case management with patients from different cultures and presentation skills, our school, School of Optometry (SO) of The Hong Kong Polytechnic University organized an online international grand round series with two of our partnered universities, University of New South Wales (UNSW) and University of Melbourne (UM). About 140 students and about 60 students had attended the synchronous online event with UNSW and UM respectively. Students who could not attend due to clash with their classes were expected to watch the recorded video. During the online international grand rounds, three groups of students from overseas universities and our school took turns to present their case studies. After each case sharing, there were question-and-answer sessions and discussions among presenters and audiences. Student feedback was very positive and they agreed that the online international grand round series were valuable in expanding their global experience and consolidating their clinical skills and knowledge. Details and impacts of this online learning activity and also the challenges will be discussed in the presentation. Author(s): Mr. Jimmy Sung Hei TSE, School of Optometry, The Hong Kong Polytechnic University |
Live oral presentation |
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16:15 – 16:35 | Room D | 26 | Prof. Laura J FALKENBERG, School of Life Sciences, The Chinese University of Hong Kong | Title: Internationalisation of Curriculum: Putting the “Global” into the Study of “Global Change Biology” Internationalisation of curriculum is increasingly important in a world faced with challenges developing at a global scale, crossing traditional geographical and cultural boundaries. One such challenge is global climate change. While internationalisation abroad through, for example, overseas study is a commonly emphasised approach, sometimes this is not possible due to personal circumstances or broader world issues (e.g. the recent Covid-19 pandemic and associated travel restrictions). To ensure all students have access to such experiences, therefore, internationalisation needs to be done at home. Here, we investigated the application of an internationalisation at home approach during the “Global Change Biology” course taught at The Chinese University of Hong Kong. Specifically, case studies of the international aspects of global change were introduced to students through the use of news articles at the beginning of lectures. Responses were identified through student surveys conducted at the beginning and end of the course. There was an overwhelmingly positive response to the sharing of case studies and internationalisation of the curriculum, with students at the end of the course reporting increased knowledge confidence about the global effects of climate change. In terms of the teaching approach used, students stated they enjoyed the sharing of news articles which gave them a greater appreciation of the global nature of climate change impacts. Together, these results indicate internationalisation at home can be effective, and facilitate internationalised experience for students regardless of their ability to travel. Author(s): Prof. Laura J FALKENBERG, School of Life Sciences, The Chinese University of Hong Kong Dr. Patrick WS JOYCE, School of Life Sciences, The Chinese University of Hong Kong |
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Session Theme: Metaverse for Education
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15:00 – 15:20 | Room E | 06 | Prof. Adam FINGRUT, School of Architecture, The Chinese University of Hong Kong | Title: Innovation as Substrate for Design Thinking An important element to successfully deliver DT for education is through the integration of technology into the learning process. By treating technology as a primary substrate for problem solving exercises, teaching activities are developed to build confidence in student technical and analytical capacity, with an expectation that knowledge gained from each activity will be incorporated into future iterations. This setup transcends other approaches, that focus on concepts rather than evidence, and finality instead of rigor. The emphasis on applied knowledge gives students greater confidence in their decision making and increases aptitude and enthusiasm toward their personal position. Students are prompted to describe the qualitative (subjective) and quantitative (mechanical and technical) aspects of their work, highlighting moments of success and failure. These moments become focal points for subsequent iterations, linking a fundamental relationship between DT, technical knowledge, and virtuosity (craft) with a refined workflow. Author(s): Prof. Adam FINGRUT, School of Architecture, The Chinese University of Hong Kong |
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Session Theme: Immersive Technologies for Education
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15:35 – 15:55 | Room E | 18 | Dr. Ervi LIUSMAN, School of Hotel & Tourism Management, The Chinese University of Hong Kong | Title: Teleporting to Central Market through Virtual Reality Virtual Reality (VR) facilitates boundaryless learning. With VR, the students need not go the physical place, but simply visit the virtual world to enrich their learning. In the disciplines of geography and built environment in which field trip is of importance to develop students’ perception about the space, the actual three-dimensional space can be featured through VR. It helps to create the virtual world, allowing the students to observe the surrounding environment. We developed VR360 panorama tour of Central Market, an 82-year-old revitalized building in Hong Kong from a fresh market to a modern retail space. The students can virtually walk around Central Market to observe its preserved grand staircases and stalls. They can also see the newly added structures and the modern retail stalls. With this VR, the students can view it anytime anywhere. The purpose of this study is to examine whether the VR can help to enhance students’ understanding on heritage preservation and retail development of Central Market. In our pretest and posttest method, we find that the students’ understanding has been enhanced after viewing the VR tour. We also adopt questionnaire surveys to examine students’ perception. In our results, the majority of the students agree that their knowledge has been enhanced through the VR tour. They also agree that VR tour provides immersive experience that cannot be achieved through PowerPoint slides. Our study contributes to the literature of innovation and technology in education, particularly in geography and built environment field. Author(s): Dr. Ervi LIUSMAN, School of Hotel & Tourism Management, The Chinese University of Hong Kong |
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15:55 – 16:15 | Room E | 13 | Ms. Kasina Ka Sin WONG, Center for Language Education, The Hong Kong University of Science and Technology | Title: Implementing Virtual Reality Application as a Job Interview Practice Tool for Business Students and Beyond The present CEI-funded project aims to break the physical limitation of job interview practices for students in LABU2060 Effective Communication in Business, the last required language course of the HKUST Business School’s program. Conventionally, job interview practices are, largely, in-class. However, students perceived there were not sufficient mock job interview practices before the assessed job interview, a comment which was found consistently in the mid-course evaluation exercises over the past few terms. Students are encouraged to find time to practise with their peers outside class, but, in reality, it is difficult for students to find a partner to practise together. And, this is even more so during the times of a pandemic. In this light, the use of emerging technologies, e.g., virtual reality (VR), would be a viable option, as human involvement would be minimal. In the industries, more and more corporates resort to the use of software in the recruiting process to save resources, but the major trend of recruiting still remains face-to-face interviews, which a lot of students find daunting and stressful. Therefore, students would benefit from the use of VR in their practices (They could see a 3D human-like interviewer through a VR eyewear). A VR application, I’m IN – HKUST, designed by an external vendor, operating in both the VR and the 2D mode has been launched in LABU2060 in Spring 2022. The application provides 2 resources, i.e., interview practices and mini-lessons. The application has lent itself to be a university-wide solution. All HKUST students could access the application and could borrow VR goggles from HKUST Library or choose the 2D mode to practise in a place of their own choosing. Author(s): Ms. Kasina Ka Sin WONG, Center for Language Education, The Hong Kong University of Science and Technology |
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16:15 – 16:35 | Room E | 01 | Prof. Cho Lee WONG, The Nethersole School of Nursing, The Chinese University of Hong Kong | Title: The Operation Theatre Inside Out: 360-Degree Virtual Tours Project objectives This project aimed to develop a courseware that cover an important topic “Peri-operative nursing”. The objectives were to (1) maximize students’ learning by allowing them to learn in their own pace; (2) allow students to have better understanding of nurses’ role and different zones in the operation theater, and (3) support flipped classroom implementation. Methods A video was shot in nursing laboratory to demonstrate how to prepare patients before the operation. Other 360-dgree immersive videos were shot on-site in a public hospital to introduce the patient reception area; operating theatre room; and post anaesthetic care unit. The courseware has been used in a third-year nursing course and a fourth-year clinical practice course. Outcomes The project has been evaluated by quantitative survey and qualitative interviews. The findings indicated that majority of students liked the developed courseware because the 360-degree videos provide a virtual tour of the operation theatre of a local hospital, and it make learning more engaging and interesting. There was no existing online e-learning courseware that can provide a real and clear view of the operating theater locally. The new courseware could facilitate teaching and learning by demonstrating how to assess and prepare patients for the surgery. Author(s): Prof. Cho Lee WONG, The Nethersole School of Nursing, The Chinese University of Hong Kong Mr. Kelvin Hai Kiu CHENG, The Nethersole School of Nursing, The Chinese University of Hong Kong Dr. Conny Sau Man CHAN, The Nethersole School of Nursing, The Chinese University of Hong Kong Ms. Anna Hau Yi NGAN, The Nethersole School of Nursing, The Chinese University of Hong Kong Mr. Ray Mau Fung LEE, Information Technology Services Centre, The Chinese University of Hong Kong |
Live oral presentation |
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16:35 – 16:55 | Room E | 49 | Dr. Wai Kai WONG, School of Biomedical Sciences, The Chinese University of Hong Kong
Dr. Chun Pong YU, CUHK Library, The Chinese University of Hong Kong Ms. Winnie TANG, CUHK Library, The Chinese University of Hong Kong Ms. Lily KO, CUHK Library, The Chinese University of Hong Kong |
Title: 3D Scanned Human Anatomy Specimen Project: CUHK Experience In the past two years, the COVID-19 pandemic has impacted the way of learning and teaching globally. The practice of learning has changed from face-to-face to online education in order to maintain social distancing. In view of the challenge, CUHK Library has collaborated with the School of Biomedical Sciences to develop an e-learning initiative, 3D Human Anatomy Collection. This project aims to transform the human specimens supported by the “Silent Teacher Body Donation Programme” into digital format and preserve them in the metaverse for enhancing medical education. The human specimens were scanned with high-resolution 3D scanners and illustrated in true colour 3D images. The digital archive is stored at the CUHK Digital Repository and openly accessible by CUHK members. This project was initiated by teaching staff of the School of Biomedical Sciences and Library staff, and student engagement has also played an important role. A team of students across different disciplines including Chinese medicine, life sciences and biomedical engineering, worked collaboratively to organize 3D scanning, model-reconstruction and video-editing of images. With the professional guidance advised by the School of Biomedical Sciences and project management and technical support from the Library, the students produced the content with sophisticated 3D scanning techniques and image editing skills. The advanced digital technologies have provided new learning opportunities in the fast-changing education environment in CUHK during the pandemic. Author(s): Dr. Wai Kai WONG , School of Biomedical Sciences, The Chinese University of Hong Kong Dr. Chun Pong YU, CUHK Library, The Chinese University of Hong Kong Ms. Winnie TANG, CUHK Library, The Chinese University of Hong Kong Ms. Lily KO, CUHK Library, The Chinese University of Hong Kong |
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– | – | 14 | Dr. Apple Pui Yi CHUI, School of Life Sciences, The Chinese University of Hong Kong | Title: Enhancing Students’ Engagement and Teaching Effectiveness in Marine Environmental Education using 360 Virtual Reality Marine environmental education is always difficult because the issues are not only complex and interlinked, but also because most people seldom have chances to dive deep into our waters to experience the impact or the extent of degradation in marine ecosystems with their own eyes. Virtual reality (VR), was used in this work as a powerful tool to create an immersive experience without requiring the users to dive into the ocean. The main objective of this work was to analyse the effectiveness of a VR-aided experiential learning activity on boosting students’ knowledge, awareness as well as attitudes. While most VR videos were usually made for solely watching, this work included experiential learning elements which require users to conduct virtual underwater ecological surveys and to record organisms during the virtual tour. The sample consisted of 60 undergraduate students from the course LSCI1012 Introduction to Life Forms in the Biosphere in the Chinese University of Hong Kong and was divided into two groups (participants receiving a full VR education experience and non-participants without the VR experience). Results indicated an improvement in the participants’ knowledge on coral and marine conservation related to Hong Kong as well as environmental attitudes to a more pro-environmental way. Our results suggest that VR-aided experiential learning may be another trend for environmental education in the future, especially under the pandemic era. Author(s): Dr. Apple Pui Yi CHUI, School of Life Sciences, The Chinese University of Hong Kong Ms. Candy Ga Wun LEE , School of Life Sciences, The Chinese University of Hong Kong Ms. Jenny Tsz Ching CHAN , School of Life Sciences, The Chinese University of Hong Kong Mr. Elvis Long Ching WONG , School of Life Sciences, The Chinese University of Hong Kong Ms. Iris Yat Yi LAI , School of Life Sciences, The Chinese University of Hong Kong Ms. Christy Ka Wing KONG , School of Life Sciences, The Chinese University of Hong Kong Mr. Taison Ka Tai CHANG , School of Life Sciences, The Chinese University of Hong Kong |
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– | – | 15 | Prof. Chung Shing CHAN, Department of Geography and Resource Management, The Chinese University of Hong Kong | Title: Creating a Mixed-Reality (MR) Courseware for Virtual Field Trip Experience for Online Teaching-Learning Process This presentation shows a project developing an innovative virtual field trip courseware named “field trip game” for the enhancement of teaching-learning of tourism education using the technology of Mixed-Reality (MR) and the approach of locational game-based learning. The courseware aims to achieve two key pedagogical goals: (1) to integrate field trip component, location-based study and VR-AR applications in a MR-enhanced teaching-learning process; and (2) to develop a platform that allows the enhancement of student learning experience in both onsite and offsite environments. The project takes Yin Tin Tsai (YTT) Island in Sai Kung, Hong Kong as the site for the field trip game. YTT has three different thematic features including Catholic religion, Hakka culture and ecology for community-based tourism. The field trip game allows students to conduct virtual self-paced learning both onsite during a physical field trip and offsite in-class or at home through functions of virtual tour platform, self-administered route, and question-and-answer game. Teachers are lecturers to deliver knowledge and facilitators of interactive class or online discussions in both physical field trip and online teaching situations. Student participants are invited to experience either online or onsite version of the field trip game and provide their self-reported evaluation of the platform. Aspects such as visualization, understanding of various themes, learning interest, quality of learning process, experience, information enrichment, satisfaction with the platform and behavioural intention are included as parameters of measurement. Author(s): Prof. Chung Shing CHAN, Department of Geography and Resource Management, The Chinese University of Hong Kong |
Pre-recorded presentation on KEEPCourse platform |
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– | – | 34 | Ms. Carrie Ka Yee CHENG, School of Continuing and Professional Studies, The Chinese University of Hong Kong Mr. Kevin CHEUNG, School of Continuing and Professional Studies, The Chinese University of Hong Kong Ms. Janet TSE, School of Continuing and Professional Studies, The Chinese University of Hong Kong |
Title: InternVision – Virtual Reality System for Internship Training InternVision envisages to be an ingenious and resourceful Virtual Reality (VR) platform with interactive contents of real-life workplace simulations for enhancing practical skills and professional related concepts, reaction and decision making at a multitude of careers. Encompassing a series of VR simulations, the dual platforms of InternVision – a VR Head-Mounted Display System and a Mobile Application (app), will host internship scenarios for preparing and fostering the readiness of students of CUSCS full-time programmes at their future workplace. By integrating with the use of VR technology, InternVision enables students to gain exposure and understanding from an immersive environment where an array of tasks are assigned in each virtual simulation. Students can gain confidence and familiarity with a ‘re-try’ opportunity for self-reflection and get further improvement before the commencement of actual internship and future career. Appending with its mobile app, InternVision allows greater flexibility, convenience and user-friendliness for students of different disciplines to maneuver the VR simulations freely without time limit, to develop a deeper understanding of their roles related to their own profession and to achieve the intended learning outcomes. Self-learning materials and guidelines will also supplement the platform to support their internship training and experiential learning, especially at the recurrent waves of pandemic when internship arrangement may be affected. This presentation endeavours to share ideas on how InternVision can blend in and enrich internship preparation with a sample illustration and how it can enhance experience exchange by connecting students with internship supervisors and peer groups via technologies. Author(s): Ms. Carrie Ka Yee CHENG, School of Continuing and Professional Studies, The Chinese University of Hong Kong Mr. Kevin CHEUNG, School of Continuing and Professional Studies, The Chinese University of Hong Kong Ms. Janet TSE, School of Continuing and Professional Studies, The Chinese University of Hong Kong |
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– | – | 39 | Dr. Florence Mei Kuen TANG, School of Biomedical Sciences, The Chinese University of Hong Kong | Title: The Innovative Teaching and Learning Tools: Immersive Technologies in Health Professional Education Anatomy and Physiology is the core knowledge of health professional training. Typically, we adopt the didactic pedagogy, that is, by cadaver dissection and plastinated specimen examination. It is a general acceptance that the learner forgets quickly when just hearing, but remembers and understands better when seeing and doing. There has been a pressing need to review the potential of e-learning tools in anatomy education. The advancement in immersive technologies makes teaching and learning more interactive. At present, there are still debatable adoptions whether the virtual learning environment facilitates cognitive memory in Health professional education. This study investigates the student perceptions of immersive technology and evaluates how technology enables anatomy and physiology education with traditional practices. Our team first made the agile project approach to collect the data on the students’ self-engagement feelings using the smartphone gear VR system with the immersed virtual three-dimensional environment. Then, we are confident to create further the real-time 3D interactive Gamified Platform, that is, the gamified VR with multi-players for the next tier. The prospective impact is to improve learners’ self-directed learning behavior with peer pressures during the gamification in the virtual learning environment, from which students can enhance and apply the knowledge transfer to competent their future career path. Author(s): Dr. Florence Mei Kuen TANG, School of Biomedical Sciences, The Chinese University of Hong Kong Dr. Isabel HWANG, School of Biomedical Sciences, The Chinese University of Hong Kong Prof. Wing Hung, School of Biomedical Sciences, The Chinese University of Hong Kong Mr. Taylor Lik Hang TANG, Informative Technology Service Center, The Chinese University of Hong Kong Dr. Charis Yuk Man LI, School of Life Sciences, The Chinese University of Hong Kong Dr. Olivia Miu Yung NGAN, CUHK Center of Bioethics, The Chinese University of Hong Kong |
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– | – | 57 | Mr. Jungjin PARK, Department of Mechanical and Aerospace Engineering, The Hong Kong University of Science and Technology | Title: Exploring the Use of Augmented Reality and Gamification to Enhance Aerospace Engineering Education Despite widespread interest, there continues to be two major barriers to the effective use of immersive technology in education: (i) the high cost and limited accessibility of specialized hardware, and (ii) the need for users to have a near-expert level of technical competency. These barriers can be overcome by exploiting augmented reality (AR) as it has the practical advantage of being easily deployable on everyday smartphones and tablets as a mobile application, rather than requiring the purchase and maintenance of specialised hardware such as dedicated headsets and controllers. There remains, however, a technical barrier for educators to create immersive educational content. In this presentation, we describe an ongoing effort at the Hong Kong University of Science and Technology to deploy AR as an immersive tool to enhance aerospace engineering education, highlighting some of the tools and methods being used to develop an interactive mobile application that combines AR and gamification to enhance student engagement. The tools and methods are entirely based on free and/or open-source software, thus making it feasible for other educators to adopt and adapt them to their own personalized uses. Our overarching goal is to democratize AR technology, by creating an online community-based platform where students and teachers alike can view and share educational AR modules. Author(s): Mr. Jungjin PARK, Department of Mechanical and Aerospace Engineering, The Hong Kong University of Science and Technology Prof. Larry K.B. LI, Department of Mechanical and Aerospace Engineering, The Hong Kong University of Science and Technology |
Pre-recorded presentation on KEEPCourse platform |