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Tuesday, July 28
 

9:30am HKT

Opening Ceremony
Officiated by
  • Professor Rocky S. TUAN, Vice-Chancellor of CUHK
  • Professor Alan K.L. CHAN, Provost of CUHK
  • Professor POON Wai-yin, Pro-Vice-Chancellor of CUHK

Opening Speech by Professor Rocky S. TUAN, Vice-Chancellor of CUHK

Tuesday July 28, 2020 9:30am - 9:50am HKT
Hall

9:50am HKT

Keynote Address: Hands-On Lectures and Activities for Enriched Experiential Learning
Professor LAU Tat-ming Darwin
Recipient of the 2019 UGC Teaching Award (Early Career Faculty Members)
Recipient of the University Education Award 2019 (Early Career)
Assistant Professor, Department of Mechanical and Automation Engineering, Faculty of Engineering

Biography
Professor Darwin LAU is an Assistant Professor in the Department of Mechanical and Automation Engineering, CUHK. He received his PhD in robotics from the Department of Mechanical Engineering, the University of Melbourne in 2014. His research interests include robot kinematics and dynamics, cable-driven robots, biorobotics and construction robots. Professor LAU believes that hands-on and experiential learning are important elements within the education of engineering students. Through the teaching through "hands-on robotic lectures", student robotics competitions, final year projects and development of prosthetics for those in needs, the goal is to increase the students' interest, motivation, relevance to the real world and eventually to improve their learning outcomes. Professor LAU received the Dean's Exemplary Teaching Award, Vice Chancellor's Exemplary Teaching Award, University Education Award (Early Career) and the UGC Teaching Award (Early Career Faculty Members) in 2019.    

Title
Hands-On Lectures and Activities for Enriched Experiential Learning

Abstract
In this presentation, I will share my endeavours and experiences in providing a richer hands-on learning experience for our engineering students. With a STEP (student-teacher-experience-peer) ideology, this approach has been applied both within and outside the classroom, from interactive hands-on lectures where students directly learn robot theory with robots, to capstone projects and competitions, and even real-world projects to help amputee patients in need. These experiential activities not only arouse student interest to their studies, making it more fun and enjoyable, but also aim to improve the student learning outcomes.



Tuesday July 28, 2020 9:50am - 10:35am HKT
Hall

10:35am HKT

Break
Tuesday July 28, 2020 10:35am - 10:45am HKT
-

10:45am HKT

Keynote Address: Nurturing a Physically Literate Life Journey
Recipients of the 2019 University Education Award (Team)

Team led by Dr LEUNG Fung-lin Elean with Professor SUM Kim-wai Raymond, Mr YUEN Pak-yan Bryan, Mr TANG Tsz-ming and Mr HO Wai-keung as team members

Keynote Speakers

Dr LEUNG Fung-lin Elean
Recipient of the 2019 University Education Award (Team)
Director, Physical Education Unit
Associate Dean of Students, New Asia College

Professor SUM Kim-wai Raymond
Recipient of the 2019 University Education Award (Team)
Associate Professor, Department of Sports Science and Physical Education

Mr YUEN Pak-yan Bryan
Recipient of the 2019 University Education Award (Team)
Assistant Director,
Senior Lecturer, Physical Education Unit

Presentation Title
Nurturing a Physically Literate Life Journey

Abstract
CUHK is privileged to be the only university in Hong Kong offering credit bearing Required Physical Education (RPE) Programme with quality courses that cover 19 sports items. Boasting a wide spectrum of Sports for All activities, the PE of CUHK aims to enhance the holistic health and well-being of students, as well as the citizens of Hong Kong, China and beyond.

The team from Faculty of Education assumes a leading role in designing the Sport Education curriculum for university students, and developed an innovative student-oriented pedagogy, which encourages students to share the responsibility during lessons. This instructional model is associated with better development of physical literacy, casting a significant impact on students’ lifelong physical activity, motivation, confidence and intellectual growth.

Furthermore, the RPE Programme has engaged in technological support to supplement classroom teaching, and courses are designed to cater for the diverse needs, interests, and abilities of students.

Biography
Dr LEUNG Fung-lin Elean received her PhD from the Faculty of Education of the Chinese University of Hong Kong (CUHK). She is currently the Director of Physical Education Unit of CUHK and the Associate Dean of Students of New Asia College. She has been teaching the required Physical Education courses for more than twenty years. She is the recipient of the 2019 University Education Award (Team), twice recipient of the Vice-Chancellor’s Exemplary Teaching Award in 2002 and 2017, Faculty Exemplary Teaching Award in 2004, 2006, 2007, 2008, 2012, 2013 and 2017. Her research interests include the efficacy of the internet for physical activity promotion among university students and physical activity promotion on university campus.

Professor SUM Kim-wai Raymond is currently an Associate Professor in the Department of Sports Science and Physical Education at the Chinese University of Hong Kong (CUHK). He received the B.Ed degree in physical education from the National Taiwan Normal University, Taiwan, in 1991, the M.P.E. degree in Athletic Administration from Springfield College, U.S.A. in 1992, and the Ed.D. degree from Leicester University, U.K. in 2009.

Raymond’s research interests include the topic of 1) physical literacy and its application in different populations; 2) professionalization of physical education teachers and their learning communities; and 3) elite athletes' career and their lives.

Mr YUEN Pak-yan Bryan received his M. S. degree in Biomechanics and B. P. E. degree from Springfield College, U.S.A. in 1993 and 1991 respectively. He is currently the Assistant Director / Senior Lecturer of Physical Education Unit of CUHK. He has been teaching the required Physical Education courses for more than twenty-five years. He is the recipient of the 2019 University Education Award (Team), three times recipient of the Faculty Exemplary Teaching Award in 2000, 2003 and 2010. His research interests include the test and measurement of physical fitness for university students.




Tuesday July 28, 2020 10:45am - 11:30am HKT
Hall

11:30am HKT

Keynote Address: Fully-Flipped Fully-Online Classes: Leveraging Incentives to Create Online Communities of Learning
Professor Sidharth JAGGI
Recipient of the University Education Award 2019
Associate Professor, Department of Information Engineering, Faculty of Engineering

Biography
Professor Sidharth Jaggi has been with the Chinese University since 2007, and is currently an  Associate Professor in the Department of Information Engineering.

He is a recipient of various Department and Faculty Teaching Awards, and is a CUHK University Education Awardee in 2019. The theme of Professor Jaggi’s T&L philosophy is a novel market-driven framework to supercharge flipped classrooms – a key insight is that carefully designed market-style incentives coupled with appropriate graded learning activities can be used to create virtuous cycles of positive behaviours among students, and create a community of learning. He has been a leader at spreading lessons from this approach within the Chinese University (giving talks on T&L pedagogy, helping set up a community of practice, and helping other faculty members who try aspects of his T&L methods) and worldwide (via talks at and pedagogical research projects with other universities such as MIT, media interactions, and academic papers on pedagogical methods). Some of his innovative T&L strategies have found their way into classes taught by his colleagues in the Department and the Faculty, other Faculties such as Law and ELTU, and indeed even faculty in other institutions such as Rutgers, and IIT Bombay.  He has been awarded 4 T&L grants to develop his novel T&L methodologies. He has also collaborated with CUHK’s English Language Teaching Unit (ELTU)’s English Across the Curriculum (EAC) project to use bolster students’ written and spoken communication skills in thesis projects – this collaboration is now used as a model of collaboration in capstone projects both within and outside CUHK.

He is also an award-winning researcher in the technical field of Information Theory, dealing with the mathematics of the fundamental limits of information storage, compression, storage, processing and security – he is particularly known in this field for the eponymous “Jaggi-Sanders” Algorithm, for his work on network coding, group testing, covert communication, and adversarial channels.

Date
28 July 2020 (Tuesday)

Title
Fully-Flipped Fully-Online Classes: Leveraging Incentives to Create Online Communities of Learning

Abstract
This talk will narrate the speaker's recent experiences in teaching a fully-flipped fully-online freshman linear algebra class (65 students) for gifted students that incorporated:

  • pre-recorded videos and automated interactive exercises
  • real-time small-group problem-solving
  • peer-to-peer teaching
  • small-group projects and poster presentations
  • a fully-online multi-phase exam (incorporating both individual and group-based problem-solving)

Attendance was always over 95% despite morning class, and both student enthusiasm (measured by surveys) and performance (measured by assessment) was comparable to previous live versions of the same class taught by the speaker. Key to this successful offering was a framework for careful design of incentives to instantiate desired community behaviour positively impacting specific learning activities -- the speaker will highlight this framework with multiple examples.



Tuesday July 28, 2020 11:30am - 12:15pm HKT
Hall

12:15pm HKT

Break
Tuesday July 28, 2020 12:15pm - 12:45pm HKT
-

12:45pm HKT

P09: English Across the Curriculum: Use of Capstone Ninja to Support FYP Report Writing
Completing a Capstone or Final-Year Project (FYP) in the form of a lengthy English text is a daunting and confusing task for many. It is probably one of students’ biggest challenges at university. Subject supervisors of these projects unanimously show deep concerns for students’ poor time management and unsatisfactory English competence in academic writing. Meanwhile, supervisees often express their wish to have better communication with, and hence, timely feedback from their supervisors. Therefore, a project team, which comprises English language academics from five local universities and app developers, has initiated an inter-institutional project funded by the University Grants Committee (UGC) for the 2016–2019 triennium with an aim to create a mobile app that addresses the aforementioned issues.

Informed by student writing samples and interviews with faculty academics, the mobile app, Capstone Ninja, has been developed as a three-in-one tool which features learning, management and communication. The learning modules, tailored to a specific discipline, aim to strengthen students’ language abilities for completing their FYPs both at the macro and micro levels; the to-do list allows users to add different tasks and receive notifications when a deadline is approaching so that the project progress can be tracked/monitored closely; and the individual and group chat functions enable better supervisor-supervisee communication to take place throughout the process.

This poster will introduce the project objectives, the project team composition, and more importantly, the main functions and features of the app that address the three key concerns shared by supervisors and supervisees of Capstone/FYPs.


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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room B
  Language Learning, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P09
  • Order in Theme Session 1
  • Submission No. 10

12:45pm HKT

P10: eLearning Courseware for Elementary Japanese Language Learning in CUHK
This project is supported by The Chinese University of Hong Kong Courseware Development Grant (2018-19). This eLearning courseware aims to create an eLearning platform for the elementary Japanese language learning Level 1 and 2 in The Chinese University of Hong Kong (CUHK). The set of original Japanese language textbooks published by Department of Japanese Studies, CUHK is the main teaching materials for all CUHK elementary Japanese language courses. This set of textbooks was first published in 1992. Although it has been revised a few times in recent years but there is still no eLearning component included. Therefore students still cannot benefit from the rich resources of eLearning in this technology-driven era. In order to fill this gap, this eLearning courseware provides a series of learning materials based on the content of the textbooks. This eLearning courseware serves as a support to the current textbooks (Japanese Book 1 and 2, Chapter 1-24) and provides channels for further development of language skills and knowledge under relevant topics in each chapter. This eLearning courseware is focused on developing learning materials for students to access and supporting students’ interactions by interactive activities including online exercise, quiz, introduction of new vocabularies. It is also focused on formative assessments through those exercises and quizzes. This eLearning courseware demonstrates originality in the enrichment of eLearning of Japanese language with the support of CUHK original teaching material which cannot be found elsewhere.

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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room B
  Language Learning, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P10
  • Order in Theme Session 2
  • Submission No. 19

12:45pm HKT

P11: Learning Chinese Outside the Classroom
“Learning Chinese Outside the Classroom” is one of the funded projects of TDLEG(2016-19), aiming to provide a more diverse Chinese-language learning path to students and helping them to expand their learning horizon according to their learning progress and needs. The project consists of four main activities:
1. “Chinese Across the Curriculum”(跨學科中文學習活動)
2. “Learning through Competition”(文學中大徵文比賽)
3. “eLearning Chinese”(電子學習)
4. “Root-seeking Walk”(粵語尋根)

In the aspect of teaching efficiency, a wide variety of learning activities and eLearning tools were held and developed to cater for students diversity; students can learn more about their own learning interests and needs with different topics offered outside the classroom.
Our team is glad to introduce the concept and implementation of ‘Learning Chinese Outside the Classroom’ to experts inside and outside the university at the EXPO, and detail how the above-mentioned components coordinated with the University Chinese courses. To facilitate the efficacy of learning and teaching, opinions on how to improve the implementation of the project are welcomed.

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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room B
  Language Learning, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P11
  • Order in Theme Session 3
  • Submission No. 58

12:45pm HKT

U01: “Hit Two Birds with One Stone” - Redesigning Formative Assessment for CLEP Courses to Enhance Student Learning and Their Generic Skills
The educational aims of The University of Hong Kong are to embrace different generic skills such as communication and collaboration, critical self-reflection, global citizenship, etc, however, the development of these skills is not often manifested in the heavily loaded curriculum. The Chinese Language and Enhancement Programme (CLEP) is a compulsory course for all university students, and thus, it will provide a “well-fit” opportunity for all students to become whole person. Our project aims to use number of online formative assessment to enhance students from two specific disciplines (Engineering and Pharmacy) on their learning of Chinese language in a more systematic way and simultaneously, embed generic skills into the CLEP courses via online formative assessment.

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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room B
  Language Learning, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U01
  • Order in Theme Session 4
  • Submission No. Sister Universities

12:45pm HKT

P01: Courseware Demonstrating the Dietary Sugar and Oil to the Development of Diabetes Mellitus
Dietary sugar and oil are those important nutrients to all of us, especially to those patients who are pre-diabetes or chronic diabetes. It is important to provide clear concepts about the relationship between diabetes and dietary nutrients intake to the medical/non-medical students. While studying about those areas, students may feel frustrated as the mechanisms are not easy to understand.  

Our project created total 3 videos describing the relationship between diabetes and dietary nutrients intake and how we can monitor the diabetic index in patients. In each video, the contents were covering the basic knowledge and necessary information to equip year 2 medical students with their preclinical studies.

The orders of each video were aligned with the lecture contents of corresponding course (MEDU2600 – Molecular Medicine and Genetics) and the students were encouraged to review the videos before and after face-to-face lectures.

The videos were accessible all the time at CUHK blackboard and feedbacks from students via e-survey would be accumulated for completed data analysis. The main areas of e-survey were reflecting the (i) usefulness, (ii) impact and (iii) effectiveness of all 3 videos from the year 2 medical students during the study of dietary nutrients intake and development of diabetes mellitus at MEDU2600 – Molecular Medicine and Genetics.

We expected that the data collected for analysis would indicate the strengths and weaknesses of this project so we could improve our future e-learning projects based on the student’s recommendations.

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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room A
  MMCD and MOOC I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P01
  • Order in Theme Session 1
  • Submission No. 27

12:45pm HKT

P02: Self-learning Toolkit for Undergraduate Students to Facilitate their Understanding of the Latest Scientific Discoveries
Our project has produced 26 research videos during 2017-19 which introduce and illustrate 1.) selected scientific publications derived from RGC-funded CUHK research and 2.) experimental techniques that are related to the Cell and Molecular Biology (CMB) laboratory teaching.

In this project, micro-modules comprising the research videos were established on the KEEP platform as a self-learning toolkit of a variety of courses for undergraduate students to facilitate their understanding of the latest scientific discoveries. We developed Publication Videos from our recent research findings published in prestigious international journals that are related to CMB. The online videos explain the details of the background information and research data of the publications. Moreover, we generated Experimental Videos that display and illustrate the sample preparation and proper procedures of various advanced CMB experiments. Students can learn by themselves via watching the videos and have basic understandings of the related publications/experiments before the lectures/ laboratory sessions. As a result, they can have more intensive and deep discussion about the related topics during valuable class period. The micro-modules-based learning mode also allows students to have the most up-to-date knowledge on the latest research findings and technology development in this field.

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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room A
  MMCD and MOOC I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P02
  • Order in Theme Session 2
  • Submission No. 46

12:45pm HKT

P03: Micro-Modules for Sign Languages and Deaf Communities
This project aims at enhancing undergraduate students’ knowledge related to sign languages and Deaf communities through building up self-learning online modules for the university general education course “UGED 2923 Exploring Sign Languages and Deaf Communities”. Deaf signers are a linguistic minority, and most university students taking this course have never met a Deaf person themselves before or do not have much experience interacting with Deaf people who communicate through the visual-gestural linguistic channel. In addition, the vast majority of students taking this course do not come from the Department of Linguistics and Modern Languages. Most of them are not aware that language issues may affect different aspects of life in a community. From our previous teaching experience, a considerable portion of the students have difficulty understanding the lecture content due to a lack of background knowledge. To maximize their learning, 6 micro-modules are designed for Flipped Classroom Teaching. Through studying the videos of the micro-modules before class, students could acquire essential background knowledge of the related content, thus maximizing their in-class learning. The 6 micro-modules cover the following aspects: common misconceptions against Deaf people, relation between hearing people’s gestures and natural sign languages, issues involved in raising a Deaf child, sign bilingualism and inclusive education, history of Deaf education, and Deaf culture. For each of the six micro-modules, we produced one or several short signing video followed by a short online quiz. Deaf people acted as the video content consultant and signing model.

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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room A
  MMCD and MOOC I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P03
  • Order in Theme Session 3
  • Submission No. 49

12:45pm HKT

P04: Micro-Modules Courseware Development for LING 2303 Sign Languages Studies
This project aims at providing students with visual learning resources that enhance their understanding of the linguistic properties of sign languages. Unlike spoken languages, sign languages are visual-gestural in nature, with space and facial expressions playing an essential role in the grammatical system. Students with minimal prior knowledge of sign language often face difficulties in learning how to compare sign and spoken language mechanisms, and how to analyze sign language data from a linguistic perspective.
Visual learning resources demonstrating sign linguistic concepts and the skills essential for analyzing sign language data are produced. Areas covered include (a) understanding hearing loss; (b) different modes of communication for Deaf people; (c) sign language grammatical system; and (d) how to prepare and analyze sign language data. These 4 micro-modules are designed to facilitate Flipped Classroom Teaching. The videos from these micro-modules helped consolidate students’ knowledge of these four areas, and enhanced their in-class learning.

Each micro-module consists of a short video and uploaded on Blackboard followed by a short online quiz to measure the students’ understanding of the video content.
The micro-modules can be used by other Linguistic courses as supplementary information as well. They offer useful information and knowledge related to sign languages studies, and are useful for other Linguistic students to learn about the linguistic system of sign languages. These micro-modules are also useful for sign interpretation students who want to learn more about the differences between sign language and spoken language.

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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room A
  MMCD and MOOC I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P04
  • Order in Theme Session 4
  • Submission No. 50

12:45pm HKT

P15: Fostering Global-mindedness through Intercultural Education and Online Debriefings
This poster presents a case study of a fully online, general education course that has been designed to enhance the global-mindedness and intercultural sensitivity of international exchange students while they are in their host country. In Intercultural communication and engagement abroad, 26 participants digested related readings and YouTube links. Through full-class forum-fieldwork discussions, the writing of a reflective essay, and a global citizenship project, they developed a deeper understanding of what it means to be an ethical, global citizen. Guided, critical reflection prompted the participants to make connections to the intercultural theories and concepts that were explained in the course material. Online debriefings encouraged them to think more deeply about intercultural-global citizenship and the ways in which their own intercultural attitudes and actions may affect their interactions with individuals who have a different linguistic/cultural background from them. The presentation will provide an overview of the course (e.g., aims, activities, approach to learning and teaching, modes of assessment, grading scheme), and summarize key findings (learning outcomes, student perceptions of course elements) and implications for future offerings. (This project was supported by a Teaching Development and Language Enhancement grant from CUHK.)

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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room C
  Students' Capabilities I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P15
  • Order in Theme Session 1
  • Submission No. 23

12:45pm HKT

P16: On-job Training for Creative Communicators
jcMotion provides Education through practical Experience and Exposure.
This is a unique platform under the School of Journalism and Communication, CUHK.

The idea is to provide systematic training in workshop format for our newly admitted students. By matching the expertise of our School’s professors & lecturers, our alumni network in the media and communication field, as well as our talented students, we provide creative solutions and trainings to schools, universities, NGOs, charity organizations and other parties.

From media education to event management, from visual design to video production, we cover a variety of media expertise. All the projects are guided by media professionals and completed by jc-Apprentices.

New members of jcApprentices are recruited on a regulare basis since 2012. jcApprentices learn from one another, their seniors as well as professionals from the industry. Connections are made throughout the process. jcMotion Facebook page and jcApprentice group are created as an effective networking platform for both work and learning opportunities.
jcMotion also spreads knowledge and new ideas. jcMotion Publishing specializes in publishing e-papers, e-books and e-lectures.

Our Missions
• Enriching students’ practical skills
• Providing chances for students to work with industrial professionals
• Bridging between school and society
• Nurturing a creative community
• Providing convenient service to school
• As creative partners to CUHK Departments

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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room C
  Students' Capabilities I, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P16
  • Order in Theme Session 2
  • Submission No. 62

12:45pm HKT

U02: "Internationalization at Home” in Action: Enhancing global citizenship of nursing students locally and internationally via a 2-week 'Global Health Nursing and Leadership Development Workshop'
In line with the University’s strategic theme on internationalization, the School of Nursing of the University of Hong Kong (HKUSON) has conducted a 2-week ‘Global Health Nursing and Leadership Development Workshop’ for undergraduate representatives of Southeast and East Asian Nursing Education and Research Network (SEANERN) in December 2018. A variety of teaching and learning strategies were deployed in the 2-week intensive workshop including lectures, laboratory, mini quiz, discussion and sharing, presentation, reflection, simulation practice and community expedition.

To benefit both local and international students, the concept of ‘Internationalization at Home (IaH)’, which aims to integrate international and intercultural learning on the domestic campus, irrespective of whether the student’s experience is enhanced by mobility, has been incorporated in this workshop.

This workshop was organized in order to provide an opportunity for students of HKUSON and SEANERN to immerse into the learning of bi-directional global health initiatives. For example, different health care systems of different countries around the world were explored during the workshop; and students were facilitated to reflect on how to contribute as the change agents and how to sustain the change by assuming the role of future leaders. The workshop was proved to be a successful one as reflected from the post-workshop survey result. All students who have participated in the workshop believed that 1) their views of horizon were broadened; 2) their leadership capacity were enhanced; 3) the workshop was applicable to their studies; 4) their overall experience to the workshop was positive. In conclusion, the students were empowered to develop their intercultural learning and global citizenship through this extraordinary learning platform – IaH.

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Tuesday July 28, 2020 12:45pm - 1:15pm HKT
Room C
  Students' Capabilities I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U02
  • Order in Theme Session 3
  • Submission No. Sister Universities

1:15pm HKT

Break
Tuesday July 28, 2020 1:15pm - 1:30pm HKT
-

1:30pm HKT

P12: Application of the Flipped Classroom and Case-based Learning in a Pre-clinical Speech, Language, and Hearing Sciences Course
It has been suggested that the flipped classroom is a useful model for pre-clinical health professional education. The flipped classroom approach enables students to spend their time in classroom for integration and application of knowledge, as led by the instructor. Knowledge from foundational materials can be learnt outside of class via assigned materials.

The Professional Diploma in Communication Disorders and Sciences is first offered in 2019, as a pre-clinical foundational programme for the Master of Science in Speech-Language Pathology programme. Case-based learning has been implemented in one of the new courses in the diploma programme offered in the first semester (September) 2019, the Psychology for Speech, Language, and Hearing Sciences course.

Students are expected to learn through assigned online videos before class, and answer readiness assurance questions at the beginning of their class. Students then work in small groups either face-to-face or through online learning platform to apply the knowledge in specific scenario, discuss cases, and achieve consensus to answer open-ended questions reflecting their critical thinking and active learning. Considering the variation in knowledge on psychology across the students from different backgrounds, this is believed to be an effective model of learning and teaching.

Both formative and summative assessment results, mostly assessed through online platform, indicated satisfactory outcomes from this output-based instruction. Rasch analysis based on Item Response Theory also suggested satisfactory outcomes from the learning and teaching.

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Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room B
  Flipped Classroom Approach, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P12
  • Order in Theme Session 1
  • Submission No. 36

1:30pm HKT

P13: Micro-Modules and Team-Based Learning to Support a Flipped-classroom Pedagogy: Experience from the Master of Science Program in Speech-Language-Pathology
Flipped classroom learning encourages students to take responsibility for their own learning and to be actively engaged in exploring materials. This project aims to make use of micro-modules and team-based learning to (1) prepare students to acquire the basic knowledge of related subjects; (2) to experience relevant clinical activities/materials and (3) to provide direction of self-learning.

Ten tailor-made micro-modules, ranging from 2 to 6 minutes, were developed in the form of animation with narration covering subject areas of a) language disorder, b) speech sound disorders, c) test development, d) fluency disorder and e) augmentative and alternative communication.

Produced micro-modules were uploaded and logged to the LMS of CUHK (Blackboard) under the courses. Students were asked to go through the micro-modules before class. During class time, students were actively involved in in-class learning activities on team basis. Answers to the questions raised in the micro-modules were eventually found out through the interactive learning processes.

The Course and Teaching Evaluation (CTE) score in the first term of 2018-19 reached an encouraging average rating of 5.16 out of 6 in relation to eLearning. Students commented that they found the eLearning useful as pre-engagement before class teaching and also helpful in understanding respective course content.

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Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room B
  Flipped Classroom Approach, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P13
  • Order in Theme Session 2
  • Submission No. 68

1:30pm HKT

P14: Flipped Classroom in Higher Education: Benefits, Challenges, and Teaching Strategies
Flipped classroom is increasingly being adopted in higher education institutions worldwide, including Hong Kong. This new teaching approach require students to gain first-exposure to learning material before class, thereby saving valuable class time for higher level cognitive activities. What are the perceived benefits and challenges of flipped classroom from teachers’ perspective? How do teachers respond to the challenges?

To address these questions, our research team conducted in-depth interviews with 28 teachers from diverse academic disciplines in five different universities in Hong Kong. These teachers were recruited to share their experiences in adopting flipped classroom in their practice. Flipped classroom was found to be associated with many benefits to the teachers, such as more flexible use of class time, higher teaching quality, and opportunities for professional development. However, many teachers found it challenging to motivate students to engage in the pre-class learning material. Producing pre-class learning material and managing classroom activities entailed extra workload. Adapting to the flipped classroom approach also presented challenge to some teachers and students.

Teachers interviewed devised different strategies to overcome these challenges. For example, some provided extra incentive to motivate students to prepare for pre-class learning materials. Possible institution measures to help teachers and students to adapt to the flipped classroom approach will be discussed.

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Speakers
avatar for Prof. Paul LAM, 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

Professor Paul LAM is an Associate Professor at the Centre for Learning Enhancement And Research, The Chinese University of Hong Kong. He has extensive interest and experience in teaching and learning principles, case-based teaching and learning, web-assisted teaching and learning... Read More →



Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room B
  Flipped Classroom Approach, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P14
  • Order in Theme Session 3
  • Submission No. 97

1:30pm HKT

P05: Cantonese Learning in Chinese Language Proficiency Courses
The Chinese Language Proficiency Courses are offered to both local and non-local students. Concerning the curriculum design, Cantonese Learning is the compulsory topic for the non-local students only. However, as the public started to emphasize Cantonese Learning, and there is a learning need for local students, some frontline teachers from Chinese Language Teaching Team incorporated the Cantonese learning into their teaching. As a result, the Department of Chinese Language and Literature planned to develop eLearning tools with the support of internal grants from CUHK, aiming to support students with extra resources for their Cantonese learning in the Chinese Language Proficiency Courses, and encourage them to self-learn in their spare time. The four main eLearning tools have been launched:
1. Online self-assessment test for fundamental knowledge of Cantonese(question bank ~ 200 with detail explaination)
2. Micro-modules for learning Cantonese Romanization
3. Micro-modules of Cantonese
4. CanTONEse (App)

The above-mentioned eLearning tools have been launched since 2018/19, the outcomes have yet to be analyzed. Poster presentation will be adopted to share our ideas and experiences with the audience at the EXPO, introducing the design and functions of the eLearning tools and the curriculum design. We hope to receive the comments from the experts, as references for the curriculum development in the future.

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Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room A
  MMCD and MOOC II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P05
  • Order in Theme Session 1
  • Submission No. 60

1:30pm HKT

P06: Using Micro-Modules for Gerontology Students: A Feasibility Study
This project aimed to assess the feasibility of using micro-modules for the topics in the Basic Care in Gerontology course offered to Year 1 students in the Gerontology Programme, of which is a special 2-year-articulated Programme for sub-degree graduates. The objectives of the project are: (1) to enhance students’ understanding of the human body system; (2) to apply the knowledge learnt in micro-modules into basic care practice; and (3) to support the flipped-classroom implementation.

In total, 4 micro-modules have been developed and used in Flipped Classroom Teaching. Each micro-module lasted for approximately 20 minutes and contained tailored made video/ animations on course contents, followed by some questions for self-evaluation. The total duration time were 80 minutes.

Students enrolled the course were invited to complete a self-administered survey. The survey comprised of ten 6-point Likert-type item to reflect their perception on the usefulness and satisfaction of the Micro-modules. The results showed that the majority of students agreed that they had a positive learning experience of using the Micro-modules with item mean score ranged from 3.89 to 6.00. In particular, the mean of the items used to assess students’ perceptions on the usefulness and satisfaction of the Micro-module were 4.94 and 4.89 respectively. Overall, findings from the survey data demonstrate that students were positive towards the usage of Micro-modules.

With the innovative use of the micro-modules, it is our hope that the teaching and learning process could be enhanced. Students also preferred this approach and enjoyed browsing the micro-modules. Similar approach may be considered to other related courses so as to facilitate the self-paced learning.

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Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room A
  MMCD and MOOC II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P06
  • Order in Theme Session 2
  • Submission No. 64

1:30pm HKT

P08: Making of MMCDs - Experience Sharing Supported by eLearning Community of Practice (eLCoP)
Teachers in the Micro-Module Courseware Development (MMCD) group of the eLearning Community of Practice has spent a great deal of effort over the past year, to develop a video-case archive with seven stories regarding how they have used the MMCD concept to enhance teaching and learning. In other words, how short self-learning modules/videos have been designed, made and used to assist teaching and learning in their own courses.

Seven cases are now prepared to share the experiences from teachers in the School of Biomedical Sciences, Department of Geography and Resource Management, Department of Psychology, Office of University General Education, Department of Chinese Language and Literature, Department of Decision Sciences and Managerial Economics, and Department of Sports Science and Physical Education. They should effectively show the various opportunities regarding the use of MMCD, and they should assist teachers who are new in using MMCD to achieve the best possible benefits.

Apart from the case stories, the poster also reports a survey study that was conducted in 2018 to solicit best features and practices of MMCD.

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Speakers
avatar for Dr. Kai Ming KIANG, Office of University General Education, The Chinese University of Hong Kong

Dr. Kai Ming KIANG, Office of University General Education, The Chinese University of Hong Kong

Kai Ming KIANG is a Senior Lecturer of the General Education Foundation Programme in the Chinese University of Hong Kong. He obtained his bachelor and PhD degree in Mechatronics Engineering from the University of New South Wales. His current research interest includes science education... Read More →



Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room A
  MMCD and MOOC II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P08
  • Order in Theme Session 3
  • Submission No. 101

1:30pm HKT

P18: PG Corner (Chinese Version)
For most postgraduate students, how to write a thesis is a major problem because of the lack of relevant experience. The ILC consolidated valuable English academic resources to facilitate their study in the past, however, support for Chinese academic writing is still insufficient. In order to strengthen support in this area, we have developed the “PG Corner (Chinese Version)”, which aims to help postgraduate students to write Chinese thesis or research paper. We collect information that students may need, for example, for critical thinking, we recommend both web resources and printed materials that help them to study. Students can find instruction of how to write research proposals by clicking various links, and browse through different proposal examples by subject category. Hyperlinks of selected relevant websites and reference books in the CUHK library are also included in our design to facilitating students’ self-learning in oral presentation and thesis writing. In addition, information on consultation services are provided to students, which allow them to seek advices on writing Chinese essays, or having a face-to-face discussion with the ILC teachers.

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Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room C
  Students' Capabilities II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P18
  • Order in Theme Session 1
  • Submission No. 30

1:30pm HKT

P19: Understanding Students' Cognitive Complexity through a Narrative Qualitative Analysis: a Pilot Study
Narrative Qualitative Analysis (NQA) was developed as the first objective (i.e. based on teacher’s evaluation) and qualitative (i.e. not on Likert scales) assessment tool for the General Education Foundation (GEF) Programme from 2014 to 2017. NQA aims to evaluate and understand students’ cognitive complexity by systematically analyzing students’ writing assignments. A good understanding of the students’ ability would help teacher cultivate an appropriate learning environment and design suitable learning activities. In NQA, the development of cognitive complexity is divided into five key steps. Correspondingly, there are five thinking performance patterns. In this poster, we will present two main results from our pilot study. First of all, by comparing the NQA result from teachers’ evaluation with students’ self-evaluation on their thinking performance patterns, it is discovered that students generally overate their cognitive complexity. Secondly, through a systematic NQA study on students’ writing assignments, it is found that most students are clustered in the lowest two levels of thinking performance patterns. Furthermore, the study also highlights some common characteristics of students' thinking, which may provide clues for teaching improvement.

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Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room C
  Students' Capabilities II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P19
  • Order in Theme Session 2
  • Submission No. 35

1:30pm HKT

U03: Launching the Expert Learner Seminar Series in Blended Learning Mode
Building on the foundation of work from previous years, in 2019 the Expert Learner Seminar Series (ELSS) was launched in blended learning mode at CityU. The aim of ELSS is to help new university students achieve their academic potential, while blended learning aims to offer students a combination of 1) face-to-face teaching and learning, as well as 2) on-line learning.
The series was held approximately over the first six weeks of Semester A, 2019. A one-hour, face-to-face seminar was held the first week. The first seminar provided an overview of expert learning and an introduction to the topics which students would study in the series. Students also completed the Learning and Studies Strategy Inventory (LASSI) in the first session. During weeks two through six, students took part in four, on-line, video-based seminars on learning and study strategies using Canvas as a platform. In the final week, students met again in a face-to-face seminar for a summary and conclusion of the series and to re-take LASSI. A total of 99 first-year undergraduate students completed the seminars, including the pre- and post- LASSI. Results of the pre- and post- LASSI will be presented in the poster.

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Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room C
  Students' Capabilities II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U03
  • Order in Theme Session 3
  • Submission No. Sister Universities

1:30pm HKT

U04: Service-Learning Impacts on Students’ Learning from Graduates’ Perspectives
Service-Learning (S-L) is a pedagogy widely adopted by some Higher Education Institutions in Hong Kong. S-L is a combination of academic learning and meaningful service through reflection which also puts teaching and learning in a social context for facilitating socially responsible knowledge transfer (Conway, Amel & Gerwien, 2009). S-L, which reflects Lingnan’s motto “Education for Service”, has been integrated into the curriculum at Lingnan University since 2006. Therefore, this study was conducted to investigate the impact of S-L on whole-person and career development from the graduates’ perspectives because there is only a limited body of prior studies in this area. Moreover, the findings can inform teaching and learning via S-L, on the basis of graduates’ perspectives on what students need, in order to flourish in their future careers. Besides incorporating a quasi-experimental design, a mixed-method approach was adopted for the research. In the quantitative part of our research, a quota sampling approach was adopted, under which six groups of LU graduates based on their year of graduation and on whether they had undertaken S-L were invited to complete the questionnaire between June and September 2018. In total, 424 graduates with S-L experience and 416 graduates without S-L experience completed the online questionnaire. In the qualitative part of our research, a sample of interviewees was selected based on the logic of Maximum Variation Sampling. 13 graduates with S-L experience were invited to participate in a one-to-one telephone interview. Each interview was audio-recorded, transcribed, and content analyzed using grounded theory. The findings indicated that S-L experience has significant perceived impacts on the student’s career choices, self-perceived research skills, and civic responsibility, which proof the S-L impacts on teaching and learning.

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Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room C
  Students' Capabilities II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U04
  • Order in Theme Session 4
  • Submission No. Sister Universities

1:30pm HKT

U05: Learning to Learn: Preparing Students for a Rapidly Changing World
An important role of tertiary education is to prepare students for a rapidly changing world. On top of professional knowledge and skills and generic competences, PolyU finds it more important to develop and enhance students’ ability to learn to learn. ‘Learning to learn’ (L2L) is more than just learning. It covers a range of skills in multiple domains supporting student development in understanding themselves as learners, managing their learning, devising strategies that are effective and appropriate for themselves, finding ways to improve their learning outcomes and experiences across different situations and ultimately becoming confident and effective life-long self-learners. A framework with a two-pronged approach (programme-embedded and student self-managed) to strengthen the L2L element in the programme and subject curriculum has been proposed. Eventually, all undergraduate programmes will incorporate L2L components into their curriculum to support students’ L2L development across the entire period of their study.

To prepare for the implementation of the L2L framework in the 2021/22 academic year, a two-year project was launched in 2018 to pilot some contextualized activities and materials with First Year students in Freshman Seminars of three Faculties. The pilot experience provides useful information about the process and the support that programmes, faculty members and students need for L2L development.




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Tuesday July 28, 2020 1:30pm - 2:00pm HKT
Room C
  Students' Capabilities II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U05
  • Order in Theme Session 4
  • Submission No. Sister Universities

2:00pm HKT

Break
Tuesday July 28, 2020 2:00pm - 2:15pm HKT
-

2:15pm HKT

Talk: Alternative Language Enhancement Approaches at CUHK: Implementation, Achievements and the Way Forward of the English Across the Curriculum (EAC) Project and Peer Tutoring Scheme
The English Across the Curriculum (EAC) project and Interactive Lounge, funded by the Teaching Development and Language Enhancement Grant (TDLEG) for the 2016–2019 triennium, were language enhancement initiatives launched by the English Language Teaching Unit at The Chinese University of Hong Kong.

The EAC project is an institutional movement aiming to enhance students’ disciplinary literacy by collaborating with content teachers through Community of Practice (CoP) projects. To date, more than 20 CoPs have been established within seven faculties. With its successful practices, the project team received further funding for the current triennium (2019–2022) not only to continue with the implementation of CoP projects, but also to expand its scope of service by incorporating eLearning components, e.g., in forms of online learning tools and micro-modules, as well as cultivating a non-academic writing culture by organizing workshops, competitions and publications.

The Interactive Lounge, a spin-off project from EAC, aimed to enrich students’ informal English learning experiences by conducting theme-based interactive workshops and providing peer tutoring services in both online and offline modes. In the three years of implementation, the project team had conducted close to 80 workshops and provided over 1,500 peer tutoring sessions. In the current triennium, Interactive Lounge has also obtained funding to continue its service as two separate TDLEG projects: Project Chrysalis and Peer Tutoring Scheme.

This presentation will cover the implementation models, intervention processes and achievements of both projects in the previous triennium. Major changes to project design in the current triennium will also be highlighted.


Tuesday July 28, 2020 2:15pm - 2:30pm HKT
Room A
  Language Learning, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 95

2:15pm HKT

Talk: Patient's Role in Interprofessional Education in the Community
Background:
To investigate whether providing inter-professional elderly service learning activities to university students can improve their geriatric care knowledge and understanding on patients’ needs.

Summary of Work:
This inter-professional education (IPE) project involved 271 CUHK students of different disciplines across Faculty of Medicine, Department of Social Work, and Food and Nutritional Sciences programme. They participated in 78 sessions of community outreach service and reached out to 3723 community-dwelling older patients.

Students were assigned to carry out various duties during outreach service, such as conducting health interview, providing basic health check-up service, and giving health education to the patients.

Summary of Result :
We conducted pre and post project learning outcome evaluation among the students, and we found significant improvements among the students on following areas: understanding in geriatric care (+17.2%, p<0.05); medication safety (+11.3%, p<0.05); elders’ needs (+9.8%, p<0.05); attitude toward interprofessional education (+67%, p<0.05).

All in all the students appreciated this IPE learning experience as they got to serve with students of other disciplines and able to understand the physical and psychosocial needs of the patients through their direct interaction during outreach service.

Discussion & Conclusion:
Patients play an important role in interprofessional service learning. They are helpful for the growth of healthcare students and the development of high quality patient care in the long run.

Take-home Message:
In parallel with providing health service, students can also learn valuable real world experience from patients and peers of other disciplines.

Speakers
avatar for Prof. Vivian Wing Yan LEE, 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

Professor Lee joined the Center for Learning Enhancement And Research at the Chinese University of Hong Kong since July 2019.  She received her Bachelor of Sciences in Biochemistry at the University of California, Los Angeles and her Doctor of Pharmacy at the University of Southern... Read More →


Tuesday July 28, 2020 2:15pm - 2:30pm HKT
Room B
  Learning by Doing, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 3

2:15pm HKT

Talk: Promoting a Culture of Innovation and Social Enterprisingness Among CUHK Students
As our world and communities are approaching to a diversified environment, there are “seven survival skills for careers, college, and citizenship” identified by Tony Wagner from Harvard University to deal with the current complex and complicated problems. These competences are critical thinking and problem solving; collaboration across networks and leading by influence; agility and adaptability; initiative and entrepreneurialism; effective oral and written communication; accessing and analyzing information and curiosity and imagination. Design thinking is one of the tools in teaching and learning to enhance these competences. Its structured process leads us from ideas to tangible results through inquiries, divergent and convergent thinking as well as reflection. CLEAR has been collaborating with the Education for GOOD (EFG) to introduce the skills and tools of Design Thinking in CUHK communities during 2018-2019. ‘Innovation and Design for GOOD Challenge’ and ‘Student Expo 2019’ encouraged our students to put forward their ideas and got recognition of their accomplishments. In the talk, we would share how the individual coaching sessions helped the participants stretch their lens and reframe their challenges. We would discuss the techniques of ‘learning from the extremes’ and ‘analogous cases’ which bring them to the next level of seeing with new eyes.


Tuesday July 28, 2020 2:15pm - 2:30pm HKT
Room C
  Students' Capabilities I, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 51

2:30pm HKT

Talk: eLearning Courseware for Elementary Japanese Language Learning in CUHK
This project is supported by The Chinese University of Hong Kong Courseware Development Grant (2018-19). This eLearning courseware aims to create an eLearning platform for the elementary Japanese language learning Level 1 and 2 in The Chinese University of Hong Kong (CUHK). The set of original Japanese language textbooks published by Department of Japanese Studies, CUHK is the main teaching materials for all CUHK elementary Japanese language courses. This set of textbooks was first published in 1992. Although it has been revised a few times in recent years but there is still no eLearning component included. Therefore students still cannot benefit from the rich resources of eLearning in this technology-driven era. In order to fill this gap, this eLearning courseware provides a series of learning materials based on the content of the textbooks. This eLearning courseware serves as a support to the current textbooks (Japanese Book 1 and 2, Chapter 1-24) and provides channels for further development of language skills and knowledge under relevant topics in each chapter. This eLearning courseware is focused on developing learning materials for students to access and supporting students’ interactions by interactive activities including online exercise, quiz, introduction of new vocabularies. It is also focused on formative assessments through those exercises and quizzes. This eLearning courseware demonstrates originality in the enrichment of eLearning of Japanese language with the support of CUHK original teaching material which cannot be found elsewhere.

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Tuesday July 28, 2020 2:30pm - 2:45pm HKT
Room A
  Language Learning, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 2
  • Submission No. 19

2:30pm HKT

Talk: Curriculum Design of the New Experiential Learning GE Course UGEB2296 in Agriculture
UGEB2296 “Experiencing and Rethinking Science and Technology in Agriculture” is a newly developed experiential learning GE course first launched in the summer semester of 2018/19. After taking this course, students are able to describe and compare the principles and practices of modern agriculture and permaculture, be capable of analyzing a multitude of agricultural ethics, as well as to formulate personal views on how to live more ethically with nature. Students are encouraged to further reflect on the sustainable relationships between humanity, nature, and the 17 Sustainable Development Goals (SDGs) promoted by the United Nations. This experiential learning course is designed with three parts, namely a pre-trip lecture, an overseas study trip and a post-trip seminar, to address various pedagogical needs. The one-day pre-trip lecture in CUHK provides pre-requisite knowledge on agriculture and permaculture, contemplation of relevant ethical issues, and general pictures of the SDGs. The six-day overseas study trip to Permaculture College Australia provides a precious opportunity for students to take part in diverse farming and permaculture practices with the guidance of Robyn Francis, a master and educator in permaculture. After the trip, students can apply the permaculture principles to re-design the Lake Ad Excellentiam in CUHK into a permaculture farm and present in the post-trip seminar. Selected final papers on the integration of permaculture principles and SDGs are nominated for the presentations at international conferences. This presentation shares the ideas and concerns when designing the experiential learning GE course.


Tuesday July 28, 2020 2:30pm - 2:45pm HKT
Room B
  Learning by Doing, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 2
  • Submission No. 44

2:30pm HKT

Talk: Success Factors of Student Learning
This talk presents the findings of a UGC funded collaborative project which aims to identify factors that impact on student success in the 4-year curriculum (4YC) and to use the findings to formulate and provide better support to students. A website with online resources https://learninganalytics.edu.hk/ is under development to support programme review and to conduct standardised analysis such as student entry characteristics, performance of individual students, and assessment results across the programme. The use of data-analysis techniques and student academic records will allow us to review the outcomes of a decision or action, and to target resources to enhance student learning. While student success may be defined by successful completion of a university degree, the findings of a survey conducted with 792 student, alumni and teacher respondents has suggested that students and teachers sometimes hold different opinions. In this talk, we will introduce a data-driven approach to making decisions about curriculum design and student support.


Tuesday July 28, 2020 2:30pm - 2:45pm HKT
Room C
  Students' Capabilities I, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 2
  • Submission No. 75

2:45pm HKT

Talk: Designing a Business Meeting Platform with ADDIE
With the current trend of using technology in language learning, flipped lessons are highly encouraged within higher institutions in Hong Kong to promote independent learning. Combining with limited teaching time, the researchers have built the Business Meeting Platform (BMP) based on ADDIE (Analysis, Design, Development, Implementation and Evaluation) for Business Communication lecturers so that they can spend more time teaching and guiding students the language of business meetings in English instead of focusing on the format and skills in conducting a successful business meeting. In this platform, the researchers use Design Instructional model as the research design. The researchers have gone through some steps in creating the platform: Expert Validation, Design, Development, Try Out, Revision, and Final Product. As a result, BMP has been successfully applied to Year 3 business students of The Chinese University of Hong Kong, and this is reflected in the quantitative research conducted by one of the researchers. BMP has three micro-modules: Introduction to Business Meetings, Common Business Meeting Expressions, and Sample Video with Evaluations from Business Experts.


Tuesday July 28, 2020 2:45pm - 3:00pm HKT
Room A
  Language Learning, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. 70

2:45pm HKT

Talk: Permaculture in Practice: The Fun Learning Experience in Australia
Learning-by-doing is a significant learning approach that allows students to interact with the environment for authentic learning, improves their engagements, and enriches their learning experience. In the summer semester of 2018/19, 20 students from different disciplines had experienced a unique experience to practice permaculture in an overseas study trip in the new GE course UGEB2296 “Experiencing and Rethinking Science and Technology in Agriculture”. The six-day experiential learning trip in Permaculture College Australia had bridged the gap between the knowledge of permaculture ethics and principles and real-life situations and practices. Concepts of permaculture were not only obtained from lectures and interactive discussion but also pursued from the diverse permaculture-related learning activities, such as fertilizing soil, gardening and tree-planting, documentary watching under the star-light, taking care of livestock, visiting neighboring farmlands and local markets. Students’ comments showed that experiential learning could boost up their learning efficacy accompanied by great satisfaction and enjoyment. Besides, the wild-camping experience in winter, such as bucket-showering in chilly nights, sharing of life-stories while stargazing, and performing in a talent show, has strengthened students’ bonding and improved the peer-learning atmosphere. This presentation shares students’ fun learning and living experiences in the trip.


Tuesday July 28, 2020 2:45pm - 3:00pm HKT
Room B
  Learning by Doing, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. 45

2:45pm HKT

Talk: Engaging Students as Partners in Peer Assisted Study Session (PASS)
Peer Assisted Study Session (PASS), a widely-adopted peer learning model, is an effective approach of engaging students as partners in teaching and learning. Typically run weekly, PASS are voluntary study sessions led by “PASS Leaders”, students who excelled at the same course in the past. Under the guidance of PASS Leaders, students are working in close partnership with each other in these one-hour study sessions to consolidate understanding, reinforce key concepts and develop effective study strategies. Apart from the partnership among student participants, this poster presentation will also describe how PASS nurtures partnership between different parties, such as student participants, PASS Leaders and course teachers, as well as how these parties can be benefited by this network of partnership. The General Education Foundation Programme has adopted PASS since 2010 and there is concrete evidence indicating the considerable benefits of PASS. Evidence shows that engaging students as partners in PASS effectively enhances students’ subject knowledge, improves independent learning skills, increases their confidence and motivation, and boosts academic performance. PASS Leaders and course teachers are also benefited from PASS. Having taken the role of facilitators, PASS Leaders reflected that their communication skills, leadership skills and intellectual ability were strengthened. Also, feedback from PASS Leaders was a valuable tool to inform teachers of their teaching. This extensive network of partnership formed in PASS helps to build a community which further stimulates the development of teaching and learning.


Tuesday July 28, 2020 2:45pm - 3:00pm HKT
Room C
  Students' Capabilities I, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. 57

3:00pm HKT

Talk: E-learning Readiness of University Students in Hong Kong: Students’ Expectation and Pedagogical Implication in Teaching Chinese as a Second Language
This presentation demonstrate a case study concerning students’ e-learning readiness of university students in Hong Kong. The study used questionnaire survey and focus-group discussions to elicit students’ expectations towards using information technology in language learning. Students’ expectations were compared with institutional targets. The result showed that the characteristics, habits and expectations of students; though may subject to change with the advancement of computer technologies; may not always match with institutional targets. If such mismatch happened, institution/teachers needed to understand students’ IT habits and expectations, on one hand; and on the other hand, instructional strategies, trainings for teachers and students are needed to be developed in order to smooth the normalization process.


Tuesday July 28, 2020 3:00pm - 3:15pm HKT
Room A
  Language Learning, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 4
  • Submission No. 15

3:00pm HKT

Talk: Outreach and Education in Performing Arts: Advocating Arts to the Public
Focusing on the outreach and education programmes of the major performing arts groups in Hong Kong which are directly funded by the HKSAR government, the research will examine the emergent forms of outreach and education programmes as they relate to audience development. While outreach and education has been an indispensable sector of the major performing arts groups, there is very little known about the implementation and impacts of these programmes. This study aims to: (i) understand how the cultural leaders perceive the role of outreach and education in performing arts institutions; (ii) investigate how the outreach and education sector contributes to audience building in performing arts; and (iii) reveal the conditions that support and challenge the development of outreach and education in the major performing arts institutions in Hong Kong.

This study was largely grounded in fieldwork centred around the cultural leaders and practitioners of the major performing arts groups. Interviews with six cultural leaders who are at the top management level, and extensive observations (e.g. workshops and performances) were conducted during the fieldwork. Also, archival research on outreach was conducted and this has brought important insights into the changing ecology of cultural development in Hong Kong.

This project will contribute to understandings of the role and impacts of outreach and education programmes of the major performing arts groups in Hong Kong, particularly in relation to audience development. The findings may also have significant implications for the cultural development and policy-making in performing arts in Hong Kong and beyond.

View Paper


Tuesday July 28, 2020 3:00pm - 3:15pm HKT
Room B
  Learning by Doing, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 4
  • Submission No. 48

3:00pm HKT

Talk: Understanding in Practice: From Meditation to Mindfulness
The fight against stress, fear, anger, or hopelessness; the quest for inner peace and connectedness with oneself and the others, are among the major projects for students pursuing a good life. While academic studies (through general-education courses, for instance) of philosophical ideas and religious perspectives may help, direct engagement in spiritual practices grounded in a religio-philosophical tradition is likely to consolidate understanding or even bring life-changing transformation. The proposed presentation introduces—from students’ as well as the teacher’s eyes—a new experiential-learning course offered in June 2019 that includes a seven-day retreat in France, at a centre where Buddhist mindfulness is taught and practiced with a modern twist. Several students will share their observations and insights gained from sustained meditation practices before and during the retreat—cultivating mindfulness through sitting, walking, eating, cooking, working, playing drums, and forest bathing, and nurturing compassion and wisdom through rituals, talks, chats, and exercise in nonviolent communication. The teacher will share lessons learnt about course design and assessment that cater to the experiential nature of the course while not compromising the intellectual rigor. While student experience will be the focus of the poster presentation, reflection on the teaching design will be the focus of the talk. A five-minute video will be shown during the poster presentation session with photos and video clips of students engaged in activities or relating their experience in interviews.


Tuesday July 28, 2020 3:00pm - 3:15pm HKT
Room C
  Students' Capabilities I, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 4
  • Submission No. 73

3:15pm HKT

Break
Tuesday July 28, 2020 3:15pm - 3:30pm HKT
-

3:30pm HKT

Talk: Flipped Classroom Pedagogy for Molecular Biology Laboratory Course
In view of the rise of viral implementation of flipped classroom pedagogy in tertiary education system, we have adopted it in our Molecular Biology and Recombinant DNA Laboratory course. Our flipped classroom exercise provides students teaching resources including videos, lesson plans, and a set of self-learning materials for pre-class study, followed by in-class activities. Students were asked to finish the pre-class activities by watching the pre-lab talk videos to familiarize with the procedures for experiments, and doing pre-class exercises before attending the laboratory classes. In the laboratory session, students were asked to submit their homework and to complete pre-lab quizzes before the practical work, where lab demonstrators were able to engage student groups effectively to facilitate experimental inquiry, problem solving and discussion. We have adopted flipped classroom approach for two consecutively academic years in 2017-18 and 2018-19. After the first run in year 2017-18, some refinements such as fine-tuning the format of pre-class worksheet, revising questions in the pre-class exercises and reducing the time of debriefing session were carried out. The surveys carried out as part of this study showed that students welcomed these changes. Over 60% of students agreed that they collaborated more with their peers, discussed more with instructors and found their learning more flexible. Comments from students and observations from instructors in the 2018-19 cohort were also collected for further improvement.


Tuesday July 28, 2020 3:30pm - 3:45pm HKT
Room A
  Flipped Classroom Approach, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 9

3:30pm HKT

Talk: Micro-Modules using Scenario-based Learning to Teach Concepts and Assessment Framework about Racial Prejudice and Discrimination
A micro-module development project focusing on cultural prejudice and racial discrimination was funded by the Course Development Grant Scheme of CUHK. The project had the Equal Opportunity Commission participating as both project collaborator and content advisor.

The micro-modules consist of 3 scenario-based and 1 documentary e-learning short videos. These videos are used as flipped classroom materials, to stimulate in-class discussion, to assess students’ grasp of knowledge and to enhance their capacity to evaluate situations of suspected discrimination or prejudicial treatments faced by ethnic minorities. The learning exercise pertaining to the 3 re-enacted drama videos involves scenario-based exploration, reflective discussion and legal framework assessment; while the documentary aims at developing perspective understanding of cultural adjustments and challenges encountered by members of ethnic minorities living in Hong Kong.
In the evaluation of the micro-modules, a great majority of students (87%-100%), who completed the post-screening questionnaires indicated that they were satisfied with the 3 re-enacted scenario videos plus the documentary in the following respects:
1. Aroused greater interest in classroom discussion
2. Was more interesting to learn about racial discrimination and rights issues than a conventional classroom lecture
3. developed a better awareness or knowledge about possible racial discrimination faced by ethnic minorities in the context highlighted

Moreover, 21 representatives from both educational and social service sector were invited to join the premiere of the videos. Their feedback and suggestions with regards to the considerations of adopting these e-learning videos as training materials in different settings would also be shared in this presentation.

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Tuesday July 28, 2020 3:30pm - 3:45pm HKT
Room B
  MMCD and MOOC, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 47

3:30pm HKT

Talk: On-job Training for Creative Communicators
jcMotion provides Education through practical Experience and Exposure.
This is a unique platform under the School of Journalism and Communication, CUHK.

The idea is to provide systematic training in workshop format for our newly admitted students. By matching the expertise of our School’s professors & lecturers, our alumni network in the media and communication field, as well as our talented students, we provide creative solutions and trainings to schools, universities, NGOs, charity organizations and other parties.

From media education to event management, from visual design to video production, we cover a variety of media expertise. All the projects are guided by media professionals and completed by jc-Apprentices.

New members of jcApprentices are recruited on a regulare basis since 2012. jcApprentices learn from one another, their seniors as well as professionals from the industry. Connections are made throughout the process. jcMotion Facebook page and jcApprentice group are created as an effective networking platform for both work and learning opportunities.
jcMotion also spreads knowledge and new ideas. jcMotion Publishing specializes in publishing e-papers, e-books and e-lectures.

Our Missions
• Enriching students’ practical skills
• Providing chances for students to work with industrial professionals
• Bridging between school and society
• Nurturing a creative community
• Providing convenient service to school
• As creative partners to CUHK Departments

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Tuesday July 28, 2020 3:30pm - 3:45pm HKT
Room C
  Students' Capabilities II, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 1
  • Submission No. 62

3:45pm HKT

Talk: Application of the Flipped Classroom and Case-based Learning in a Pre-clinical Speech, Language, and Hearing Sciences Course
It has been suggested that the flipped classroom is a useful model for pre-clinical health professional education. The flipped classroom approach enables students to spend their time in classroom for integration and application of knowledge, as led by the instructor. Knowledge from foundational materials can be learnt outside of class via assigned materials.

The Professional Diploma in Communication Disorders and Sciences is first offered in 2019, as a pre-clinical foundational programme for the Master of Science in Speech-Language Pathology programme. Case-based learning has been implemented in one of the new courses in the diploma programme offered in the first semester (September) 2019, the Psychology for Speech, Language, and Hearing Sciences course.

Students are expected to learn through assigned online videos before class, and answer readiness assurance questions at the beginning of their class. Students then work in small groups either face-to-face or through online learning platform to apply the knowledge in specific scenario, discuss cases, and achieve consensus to answer open-ended questions reflecting their critical thinking and active learning. Considering the variation in knowledge on psychology across the students from different backgrounds, this is believed to be an effective model of learning and teaching.

Both formative and summative assessment results, mostly assessed through online platform, indicated satisfactory outcomes from this output-based instruction. Rasch analysis based on Item Response Theory also suggested satisfactory outcomes from the learning and teaching.

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Tuesday July 28, 2020 3:45pm - 4:00pm HKT
Room A
  Flipped Classroom Approach, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 2
  • Submission No. 36

3:45pm HKT

Talk: Facilitating the Self-learning of Cantonese: An Innovative e-Approach
CanTONEse, a self-learning mobile app for Cantonese tones, was designed to support the learning of non-local students in Chinese Language Proficiency Courses. Teaching materials with recordings, self-assessment exercises, an interactive game and daily conversations are available in the app. One distinguishing feature of the app is the visualisation of tones. Throughout the app, tones are (1) colour-coded, (2) represented by movements of animals according to pitch heights and contours, and (3) drawn on a music score sheet, enabling a concrete and intuitive representation of tones. Another prominent feature is interactive learning with multimedia materials. Interactive functions including (a) recording function, (b) a tone-shape game and (c) five video clips of daily conversations are provided to improve tone production and perception. With the app, the students' learning of Chinese could be facilitated outside classrooms. The app has been introduced to non-local students of CHLT 1102 Elementary University Chinese I, CHLT 1202 Elementary University Chinese II and CHLT 1104 Elementary Self-Learning Chinese in the 2019-20 academic year. Together with a detailed explanation on the design of the app, various functions will be demonstrated, as well as showing how the app contributes to Chinese Language Proficiency Courses. A further step is to promote the app to different teaching units in CUHK, and it would be our pleasure to receive comments from experts.


Tuesday July 28, 2020 3:45pm - 4:00pm HKT
Room B
  MMCD and MOOC, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 2
  • Submission No. 61

3:45pm HKT

Talk: “Gongyeh 講嘢”: An App to Improve Students' Presentation Skills and Enhance Engagement in Classmates' Presentations
Oral presentation is one of the most widely used methods in assessing student learning outcomes of content comprehension and communication skills. Nevertheless, both students and teachers face challenges in optimizing the benefits of such learning activity. From students' perspective, they only receive a letter grade but no feedback from the audience (teacher and classmates). From teachers' perspective, students keep making the same mistakes throughout their course of study. Besides, students' engagement in classmates' presentations is problematic. Our team developed an app “Gongyeh 講嘢”, also a web platform, to address these issues through students' presentation video recording and real-time online audience feedback. The main features of the Gongyeh app include: (1) a presenter starts the video recording with his/her mobile device and thus the audience can start giving real-time feedback; (2) three categories of feedback (open comments, questions preset by presenter, and assessment rubrics preset by teacher); (3) only the presenter and teacher have the recorded video and feedback; and (4) the feedback given by the audience is anonymous to the presenter (just known to the teacher) and time-synchronized with the video. So far, 42 teachers (33 PolyU, 1 HKCC, 4 HKU, 3 EdUHK, and 1 from a high school in Myanmar) and 1,510 students used the app. The project team received very positive feedback, from both students and teachers, on the effectiveness of the app in helping students improve their presentation skills and enhancing students' engagement in classmates' presentations.


Tuesday July 28, 2020 3:45pm - 4:00pm HKT
Room C
  Students' Capabilities II, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 2
  • Submission No. Sister Universities

4:00pm HKT

Talk: Why Active Learning Works: Understanding the GTA Training Program (PDEV 6800) through Merrill’s First Principles of Instruction
In the higher education teacher-training landscape, Universities usually offer professional development training to the faculty members regularly throughout the year. However, the training program offered for postgraduate teaching assistants or tutors is typically a few days of workshops that will cover the essential topics in handling their teaching duties. To make it worse, most of these postgraduate students came from a non-educational background.

Recognizing the importance research postgraduate teaching assistants, or GTA in HKUST context, in improving the quality of the post-lecture learning, HKUST adopts a flipped and more comprehensive teaching approach to address the gap in the current program, open up a new perspective in the delivery of content and materials for GTA, and enhance intercultural teaching competence by unveiling the opportunity, complexity, and challenges when catering to the diverse needs of their UG students.

In this case study, we will look into the evaluation of the Graduate Teaching Assistant Training Program using the "First Principles of Instruction" by David Merrill. This study aims to identify (1) what are the challenges and gaps in the current mode of delivery, (2) what are the active learning strategies needed to engage the students, and (3) what are the considerations made by the instructor in selecting appropriate technologies. Finally, we look through the various changes in the program structure to align with the current situation in Hong Kong, and how the teaching team integrated and solved these issues using various technologies needed to augment the gaps identified by the first five principles.





Tuesday July 28, 2020 4:00pm - 4:15pm HKT
Room A
  Flipped Classroom Approach, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. Sister Universities

4:00pm HKT

Talk: Online Micro-Modules Library Production for Fundamental Programming Courses with Active Learning (A TDLEG Project Sharing Session)
Recent research has demonstrated several advantages of micro-modules over lengthy videos and in-class lectures. For example, micro-modules are shown to focus more on the subject, are more suited for personalized learning, are better at enhancing attention span and are constructive for learner-centered approach. One of the challenges that engineering faculty teachers encounter is a significant number of the first-year students lacking the experience and acquire only limited information of basic programming concepts. Another challenge we would like to address is to enhance teaching and learning in the faculty by standardizing the programming language training that is available online for our students. In this sharing session, we will share the stages and the process of developing Online Micro-Modules Library (OML) for fundamental programming courses in order to bridge the knowledge gap issue and also to enhance teaching and learning experience for first-year engineering students. We use Analyze, Design, Develop, Implementation and Evaluation (ADDIE) model as the foundation and the methodology for OML development. This OML incorporates illustrations, shorts videos and coding exercises as part of active learning components as appropriate. Additionally, active learning is also achieved by revising basic programming concepts through collection of examples and online quizzes, and personal reflection on the result of their achievement at the end of the course. Thus, it leads to higher programming competency and enhances first-year students’ learning motivation while at same time also contributes to the promotion of eLearning initiative at the faculty level as well as the university through online catalogues and high-quality repositories.


Tuesday July 28, 2020 4:00pm - 4:15pm HKT
Room B
  MMCD and MOOC, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. 71

4:00pm HKT

Talk: DAGMAR Approach to Enhance Deeper Learning - The MEDU2600 Pharmacogenomics Teaching Experience
Large class teaching can be challenging, especially on highly complicated topics to be effectively delivered within 45-90 mins. Here, we adopted a well-known business approach called DAGMAR [“Defining advertising goals to measure advertising results” by Russell Colley] for teaching ~200 medical students on a highly complicated professional topic, “Pharmacogenomics” (MEDU2600) at CUHK. The core essence of DAGMAR is a highly connected communication axis of Awareness-Comprehension-Conviction-Action (ACCA). Often time, large classroom teachings for medical students focus on comprehension of knowledge mainly. Yet, with DAGMAR, communication activities (i.e. advertising) resulting in “buying actions” mean ultimate success. Similarly, designed teaching activities in a way that students “could and would action” is our ultimate teaching/communication goal. In a single lecture, we purposely adopted the ACCA elements of DAGMAR. We first sparked the “awareness” of the entire class by bringing them outside the classroom with a short documentary demonstrating the life-or-dead impacts of pharmacogenomics. This was immediately followed by “comprehension” (i.e. detailed scientific and medical information). “Conviction” was then built by showcasing world examples of pharmacogenomics, and related databases/resources (to convict them to act with solid knowledge). Finally, students’ “action” was drawn with one open question that inspired thinking and critical challenge of their learning to be applied to local settings. The approach was found appealing to students, not only reflected in satisfactory CTE comments, but also with students’ active discussions with family members. Subsequently, medical students became self-motivated to engage in deeper learning by initiating related medical virtual research lab talks outside classrooms.


Tuesday July 28, 2020 4:00pm - 4:15pm HKT
Room C
  Students' Capabilities II, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. 41

4:15pm HKT

Talk: Micro-Modules and Team-Based Learning to Support a Flipped-classroom Pedagogy: Experience from the Master of Science Program in Speech-Language-Pathology
Flipped classroom learning encourages students to take responsibility for their own learning and to be actively engaged in exploring materials. This project aims to make use of micro-modules and team-based learning to (1) prepare students to acquire the basic knowledge of related subjects; (2) to experience relevant clinical activities/materials and (3) to provide direction of self-learning.

Ten tailor-made micro-modules, ranging from 2 to 6 minutes, were developed in the form of animation with narration covering subject areas of a) language disorder, b) speech sound disorders, c) test development, d) fluency disorder and e) augmentative and alternative communication.

Produced micro-modules were uploaded and logged to the LMS of CUHK (Blackboard) under the courses. Students were asked to go through the micro-modules before class. During class time, students were actively involved in in-class learning activities on team basis. Answers to the questions raised in the micro-modules were eventually found out through the interactive learning processes.

The Course and Teaching Evaluation (CTE) score in the first term of 2018-19 reached an encouraging average rating of 5.16 out of 6 in relation to eLearning. Students commented that they found the eLearning useful as pre-engagement before class teaching and also helpful in understanding respective course content.

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Tuesday July 28, 2020 4:15pm - 4:30pm HKT
Room A
  Flipped Classroom Approach, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 4
  • Submission No. 68

4:15pm HKT

Talk: Law and History for Continuing Legal Education?
In October 2014 the Faculty of Law at The Chinese University of Hong Kong held the first of a series of seminars covering topics around the use of Chinese customary law in present Hong Kong. Much to the surprise of even the organizers over the course of the next four years the seminar series developed into the most successful continuing professional development scheme in the history of Hong Kong legal education. This paper discusses how the seminar series originated, how it developed, why it has been so successful, plans its future development as well as general conclusions which can be drawn from this experience.


Tuesday July 28, 2020 4:15pm - 4:30pm HKT
Room C
  Students' Capabilities II, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 4
  • Submission No. 34

4:30pm HKT

Talk: Flipped Classroom Teaching in Clinical Communication: Matching the Pre-class and In-class Teaching Using Video Recording
An effective communication is closely related to verbal and non-verbal skills. A slightly different use of words or postures can have a significant effect on the expression of empathy. While video recording of case scenarios with skills labels have been used as pre-class preparation, we have tried to use real time video recording during the in-class face to face role-playing tutorial.

Viewing the role playing by students themselves can pick up effective and non-effective communications skills. Providing instant feedback by playing back the recording of the role-playing can arouse their awareness of the effect of their verbal and non-verbal expressions. Those expressions can be repetitive but may not be obviously apparent to the students. Real-time feedback using the video recording can emphasize the negative effect of some common mistakes including lack of eye contact and use of medical jargons. On the positive side, some well-expressed empathetic response can cause an obvious relief of stress on the surrogate acting as the family members of the sick patients.

Video recordings of the in-class role playing can be further processed by adding the skills label to facilitate students’ revision with case scenarios which are different from the one they practiced. Students may be reluctant to be video recorded in the beginning of the lessons, but they mostly appreciate the effect once they have viewed their own recording.


Tuesday July 28, 2020 4:30pm - 4:45pm HKT
Room A
  Flipped Classroom Approach, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 5
  • Submission No. 74
 
Wednesday, July 29
 

10:00am HKT

Panel Discussion I : Strategies to Prepare Teachers and Students for Teaching and Learning during COVID-19
Speakers
avatar for Mr. Darren HARBUTT, Senior Educational Development Officer, Educational Development Centre

Mr. Darren HARBUTT, Senior Educational Development Officer, Educational Development Centre

The Hong Kong Polytechnic University
Darren Harbutt is a Senior Educational Development Officer in the Educational Development Centre of The Hong Kong Polytechnic University. He coordinates the EDC’s eLearning team and co-chairs the Working Group on Development and Operation of eLearning. Before this he worked as an... Read More →
avatar for Prof. Paul LAM, 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

Professor Paul LAM is an Associate Professor at the Centre for Learning Enhancement And Research, The Chinese University of Hong Kong. He has extensive interest and experience in teaching and learning principles, case-based teaching and learning, web-assisted teaching and learning... Read More →
avatar for Dr. Leon LEI,  E-learning Technologist, Technology-Enriched Learning Initiative,  University of Hong Kong

Dr. Leon LEI, E-learning Technologist, Technology-Enriched Learning Initiative, University of Hong Kong

Dr Chi-Un Lei, Leon is an E-learning Technologist at the Technology-Enriched Learning Initiative (TELI). He has been actively participating in various e-learning development projects in HKU. He received the best paper award in IEEE International Conference on Teaching, Assessment... Read More →
avatar for Dr. Crusher WONG, Senior Manager (e-Learning), Office of the Chief Information Officer, City University of Hong Kong

Dr. Crusher WONG, Senior Manager (e-Learning), Office of the Chief Information Officer, City University of Hong Kong

Crusher Wong, Ph.D., is the Senior Manager (e-Learning) in the Office of the Chief Information Officer at City University of Hong Kong. Before joining CityU, he received a PhD in theoretical physics from the University of Western Ontario. As a physics lecturer, Crusher introduced... Read More →


Wednesday July 29, 2020 10:00am - 11:00am HKT
Hall

11:00am HKT

Break
Wednesday July 29, 2020 11:00am - 11:15am HKT
-

11:15am HKT

P20: “Getting Ready to Teach”: Photovoice as a Collaborative Action Research in Initial Teacher Education
This poster is to share our findings of a Photovoice participatory, community-based research that targets at creating and documenting prospective teachers’ reflective dialogues about their learning experiences in initial teacher education. Beginning teachers always encounter struggles and challenges towards the real school context. Prospective teachers have to get well-prepared through bridging between theory and practice under the facilitation of critical reflection during the journeys of teacher education. In this Photovoice collaborative action research, 19 prospective teachers in a public university in Hong Kong participated and engaged in critical dialogues about their concerns, as followed by the development of their individual action plans, where they had opportunities to reflect upon their own action plans with core reflection approach. The findings of the study highlighted the obstacles and concerns that prospective teachers faced, action plans for overcoming such challenges, and core reflections upon these actions. This study also suggested the feasibility of using Photovoice as a tool to facilitate reflective dialogues in teacher education.

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Wednesday July 29, 2020 11:15am - 11:45am HKT
Room A
  Curriculum Enhancement, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P20
  • Order in Theme Session 1
  • Submission No. 24

11:15am HKT

P21: An Integrated and Multimodal Approach to Teaching Anatomy and Physiology to Speech and Language Therapy Students
Speech and language therapy (SLT) students perceive the learning of anatomy and neuroanatomy as one of the more challenging subjects within the SLT curriculum. The subject remains an obligatory one as there is an evolving role of the profession in clinical service areas with a strong medical focus e.g. dysphagia, neuro-rehabilitative intervention, acknowledged by the various accrediting professional bodies globally. Studies have looked at student learning experiences (Martin et al., 2016) and effectiveness of types of pedagogies (Skinder-Meredith, 2010, Javaid et al., 2018; Estai and Bunt, 2018) in enhancing knowledge acquisition and retention (Losco et al., 2017) as well as instilling a greater appreciation for its clinical relevance. The evidence points to an integrated approach and multi-modal teaching paradigms.

The anatomy and physiology course run within the newly introduced MSc in SLT at CUHK, adheres to this pedagogical framework. The course lectures are given by multiple faculty members (SLTs, ENT surgeons) with supported examples of pathological functions and clinical examples, supplemented with medical laboratory sessions where students have access to 3D anatomy models and the Anatomage table (interactive and life-size 3D anatomy visualization system). Cadavers and prosections are expensive and are more relevant to medical students and trainee surgeons. Other pedagogical elements include Computer-Aided Instruction (CAI) or Learning (CAL) and web-based computer animations, which offer better visualisation of structures. Another relevant learning enhancement is Living Anatomy, where students engage in Peer Physical Examination (PPE) e.g. oro-motor examination. Student feedback has been positive towards this integrated and multi-modal teaching paradigm.

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Wednesday July 29, 2020 11:15am - 11:45am HKT
Room A
  Curriculum Enhancement, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P21
  • Order in Theme Session 2
  • Submission No. 38

11:15am HKT

P22: CUHK Smart Garden: An Innovative Teaching and Learning Platform for Renewable and Recycling Devices Development
With increasing challenges of global warming and climate changes in recent years, our society is currently facing more severe issues of energy crisis and environmental destruction. In order to help students to acquire a comprehensive understanding of energy crisis, and more importantly, to provide solutions for these issues, we propose the project of CUHK Smart Garden. As a teaching and learning platform, the smart garden intends to achieve the following two objectives: 1) Renewable energy technologies would be imparted to undergraduate students from all backgrounds. Renewable energy devices (like solar panels, wind turbines, and hydropower equipment) and recycling facilities (like autonomous irrigation systems for plants in the garden, waste filtering and collection systems for fish pond, sweeping and waste collecting robots), would be developed by participating students themselves. 2) This project aims to develop an innovative pedagogical approach: A student-directed flipped classroom is proposed where students maximize the learning outcome by recording the experimental procedure, producing and editing their videos for teaching students from other groups. Combined with new teaching methodologies, like online peer-evaluation, forum discussion, and student self-made quizzes, this teaching and learning pedagogy enables multi-dimensional communications and interactions in sorts of levels including inner-group, inter-group, student-instructor, inside-outside the screen. More importantly, hands-on experience of independent groups in conducting experiment or practical lab sessions would be recorded, reviewed, and learned by other groups. The project demonstrates its effectiveness in university-wide interest groups (5 groups per year) and existing courses (UGEB1307 Energy and Green society, EEEN2020 Renewable Energy Technologies).

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Wednesday July 29, 2020 11:15am - 11:45am HKT
Room A
  Curriculum Enhancement, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P22
  • Order in Theme Session 3
  • Submission No. 40

11:15am HKT

P29: Evaluation of the Concerns and Barriers of Online Assessment - Students’ Perspectives
The implementation of online assessment was commenced during the COVID-19 pandemics. The current paper will share our findings related to the online assessment at the Chinese University of Hong Kong. In this survey, we adopted both qualitative and quantitative approaches to evaluate (1) the perceived effectiveness of using ZOOM in online assessment; (2) barriers and problems of using online assessment; and (3) suggestions for improvement. The online survey was conducted from May to June 2020, 728 full-time undergraduate and postgraduate students have completed the questionnaires. Forty-three undergraduate students attended an individual interview. For the perceived effectiveness of online assessment, 33.8% of students were neutral on whether online assessment could add value to their learning and strengthen their knowledge and 32.4% of the students were neutral on whether online assessment could evaluate how well the content they were taught. Problems faced by the students included technical problems (49.39%) such as unstable IT connection, followed by self-related issues (9.46%), such as lack of motivation; environmental problems (9.28 %) such as noisy surroundings; online assessment design issues (7.01%); inadequate support from teachers (5.6%); lack of presentation support and feedback from classmates (5.25 %). Suggestions for improvement such as increasing the proportion of formative assessments; providing quiet study zones; giving more online mock exams; designing the exam questions in a user-friendly way that can prevent cheating; providing financial support to upgrade students’ equipment and internet connection were proposed. Implications for future curriculum and assessment design will be drawn at the end of this project.

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Speakers
avatar for Prof. Vivian Wing Yan LEE, 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

Professor Lee joined the Center for Learning Enhancement And Research at the Chinese University of Hong Kong since July 2019.  She received her Bachelor of Sciences in Biochemistry at the University of California, Los Angeles and her Doctor of Pharmacy at the University of Southern... Read More →
avatar for Prof. Paul LAM, 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

Professor Paul LAM is an Associate Professor at the Centre for Learning Enhancement And Research, The Chinese University of Hong Kong. He has extensive interest and experience in teaching and learning principles, case-based teaching and learning, web-assisted teaching and learning... Read More →



Wednesday July 29, 2020 11:15am - 11:45am HKT
Room B
  Online Assessment, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P29
  • Order in Theme Session 1
  • Submission No. 79

11:15am HKT

P30: Online Assessment Strategies: Insights from Recent Studies
Traditionally, tests/exams are key components to assess and monitor students’ learning and academic progress. The standard pen-and-paper format is usually adopted to test students’ understanding on the subject matter in proctored tests/exams. To ensure academic integrity and fairness, students are arranged in classrooms to complete the tests/exams in proctored environments to prevent cheating.

In view of the outbreak of COVID-19, the University recommended teachers to conduct online assessments. Based on these criteria, we revised our assessment schemes for our course, SBMS1432 Human Anatomy and Physiology II. It was a big challenge as changing the assessment format into an online mode involved a tremendous amount of effort to ensure the success of systemic computer technology approach when compared with traditional written assessment.

In our presentation, we will discuss and share our experiences about our assessment strategies, and how we managed to maintain academic integrity for the online assessments. There was a total of three multiple-choice question online tests/exams. We designed and conduced them in various formats, a) display all questions at a time, b) display questions one at a time, and c) randomize the order of questions/answers. Furthermore, we adopted three different combinations of invigilation methods, i) Blackboard with Zoom monitoring, ii) Lockdown Browser with Response Monitor plus Zoom monitoring, and iii) Lockdown Browser with Zoom monitoring.

To conclude, it is important to ensure a stable internet connection, provide clear and detailed instructions and guidelines to both students and invigilators with test trials in advance, and a smooth systemic invigilation process.

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Wednesday July 29, 2020 11:15am - 11:45am HKT
Room B
  Online Assessment, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P30
  • Order in Theme Session 2
  • Submission No. 83

11:15am HKT

P31: Many from One: Creating Individualized Datasets for Student Assessment from Single One
It is common for final exams of a statistics course to include questions requiring the selection and application of statistical techniques to a given dataset. Due to COVID 19, this past semester final exams were held online. To reduce the likelihood of sharing of answers, it would be better if each student received a similar (same variables and structure) but unique (different values) dataset. Students received the exam questions and datasets (in XLSX format) simultaneously by email. Rather than create 61 (the class size) unique spreadsheets and send them to students individually, we create a single master spreadsheet which is sent to all and generates individualized data upon the entry of a unique identifying number, in this case a student ID number. All that is required are simple Excel functions. Following the successful application of this “master spreadsheet” last semester, we will use it for take home assignments in 2020-21.

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Wednesday July 29, 2020 11:15am - 11:45am HKT
Room B
  Online Assessment, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P31
  • Order in Theme Session 3
  • Submission No. 88

11:45am HKT

Break
Wednesday July 29, 2020 11:45am - 12:00pm HKT
-

12:00pm HKT

P32: Learning Fungal and Plant Biology via “Science Mobile”
To promote knowledge integration, self-learning and ubiquitous learning among Biology students, we have so far created over 226 learning objects and 15 modules/learning paths under the themes “Plant Biodiversity” and “Fungal Biodiversity” in “Science Mobile” apps, including 19 videos, 1080 photos, 43 illustrations, 397 questions and more than 800 hashtags/links in addition to the basic information and descriptions.

In the pilot test during the 1st term of 2019-20 academic year, “Science Mobile” has been implemented in one lab course (BIOL3012) and one lecture course (BIOL3560). In the lab course, to achieve ubiquitous learning, students were directed to the specimen-related learning objects in “Science Mobile” after scanning QR codes on the specimens. With the hashtags/links provided, this helps lab students to not only appreciate the significance of specimen features but also integrate their observations with knowledge from the relevant lectures. In the lecture course, to promote self-learning and knowledge sharing, each student was assigned to read a module in “Science Mobile” and then shared his/her knowledge in the class activity. In both courses, the student performance in the self-tests of “Science Mobile” is included in the course assessment’s scheme. During the 2nd term, “Science Mobile” has also been used in the distance learning. For the lab course (BIOL3022), PDF files with QR codes have been provided while students of a lecture course (BIOL3570) used relevant modules in “Science Mobile”for preparing their breakout room discussion.




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Wednesday July 29, 2020 12:00pm - 12:30pm HKT
Room B
  Online Teaching I, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P32
  • Order in Theme Session 1
  • Submission No. 21

12:00pm HKT

P33: Development of a Prototype for Preparing an Online Laboratory Course
Biodiversity Lab II (BIOL3022) requires students to study morphological features of organisms and their adaptive values through observation and dissection in addition to the traditional knowledge delivery. In order to provide online learning experience with quality compatible to the traditional lab teaching, this project aims to produce narrated specimen-based videos with high clarity and good resolution, which can be used during Zoom teaching and as stand-alone learning materials that students can go through at their own pace. This project also acts as a prototype for preparing an online lab course and integrating the multimedia-based learning materials into various online learning systems, including Zoom, Panopto and Blackboard.
For each lab, students were asked to view selected videos before the Zoom meeting. During Zoom meeting, the teacher played part of the videos and held discussion based on the video content, interacting with students in a way similar to small group specimen tours and dissection demonstrations in traditional lab classes. The videos also included the specimens that students need to observe and analyse for completing e-worksheets on Blackboard.
For these four lab sessions, a total of 29 specimen-based videos were produced and uploaded to Panopto, including 10 specimen tours and 19 flower dissection demonstrations. Four Zoom sessions were conducted and made available as Panopto videos. Moreover, the project supported the production of 4 videos and one Zoom session for the virtual campus walk activity of BIOL3570. These videos illustrate how to use various tools for studying and identifying plants with examples.


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Wednesday July 29, 2020 12:00pm - 12:30pm HKT
Room B
  Online Teaching I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P33
  • Order in Theme Session 2
  • Submission No. 81

12:00pm HKT

P34: DeepMind and Beyond: Using Machine Learning to Teach an Artificial Intelligence Anatomy for Medical Education
In the COVID-19 era of distance learning, Artificial Intelligence (AI) agents conversing through dialogue systems offer a way to capture an important pedagogy; the individual student-teacher discussion. In order to achieve this, the first step is training the AI on the subject matter to be discussed.

Customising open-source AI tools from Google’s DeepMind, we attempted to answer the research question; ‘Can we train an AI to discuss human anatomy via Machine Learning?’

Methods

The research team constructed a customised training database of anatomical information linked to the UK Anatomy Syllabus for Medical Graduates and trained an AI agent using Machine Learning.

A subset of research team members independently formulated questioned to be posed to the AI and typed them via a dialogue interface. The AI gave an answer with an associated confidence value, and these were reviewed by a separate panel of experienced anatomy teachers.

Results:

The confidence values ranged from 0.56 to 0.70, indicating the degree to which the algorithm thinks its answer is correct. All of the questions were assessed to have been answered correctly by the anatomy teaching panel (N=15/15, 100%), despite no explicit programming of questions or answers.

Discussion

This pilot study has demonstrated the ability to train a truly intelligent AI agent which was able to handle a variety of question formulations, the like of which may be encountered in day to day teaching. Unexpected questions, simple spelling and grammatical errors posed no issue for the AI, as they might do in other non-intelligent systems.

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Wednesday July 29, 2020 12:00pm - 12:30pm HKT
Room B
  Online Teaching I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P34
  • Order in Theme Session 3
  • Submission No. 89

12:00pm HKT

P35: Flipped Online Laboratory for Making Students’ First Robot
Hand-on skills training is an essentially significant component of many engineering courses, like robotics, electronics, mechanics and renewable energy. A major concern in online/distance engineering education is how can we overcome the problems associated with laboratory components of courses. In this proposal, a new eLearning pedagogical approach called flipped online laboratory is proposed and expected to be used in teaching robotics. The basic underlying idea is that an online (synchronous) laboratory could be conducted with the help of flipped (asynchronous) laboratory instructions for making students’ first robot. An online robotic laboratory, on the one hand, is planning to be constructed based on our real robotic laboratory with real robots and corresponding computers. The conventional robotic laboratory can be transformed to an online laboratory thanks to the cross platform remote control technique, where students could use their personal computers in distance to control the computers in the lab, further tuning and controlling the robot in real time. In this way, some distinct advantages to students could be cherished by avoiding healthy problems and safety problems compared to conventional labs. On the other hand, this proposal combines with flipped laboratory, which allows students to learn from videos of laboratory instructions before each online lab at their convenience. As a result, more efforts could be devoted into problem solving and students-instructor interaction in synchronous online laboratory. The method will demonstrate its effectiveness in the existing course (UGEB2303 Robots in Action) where students without technical background could build and manipulate their first robot via the flipped online robotics laboratory.

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Wednesday July 29, 2020 12:00pm - 12:30pm HKT
Room B
  Online Teaching I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P35
  • Order in Theme Session 4
  • Submission No. 91

12:00pm HKT

P23: Introducing an Online Learning and Reflection Platform: The Interview Skills Development System
There is some discrepancy between what one knows and what one can do. For students having learned how they should present themselves in a job interview, it does not necessarily mean that they can perform well. The acquisition process involves trials and errors. In order to better prepare CUHK students for job interviews and to increase their success rate even for the first few interviews, the Independent Learning Centre (ILC) has developed an online platform namely the Interview Skills Development System (ISDS) for students to put knowledge into practice. Upon coming for a short “mock” interview, students will be able to view their video-recording clip on the platform (login required) and reflect on their own performance. They will then be able to see teacher feedback regarding their content, language, non-verbal communication skills and attire. Given individualized further learning resources, students will also set goals on how to improve their interview performance in the future. The aim of this ISDS platform is to bridge the gap between what students know and what they can do in job interviews, through offering a meaningful practice and reflection opportunity. Before students come for the “mock” interview, they are required to attend at least one of the ILC’s English Job Preparation Series workshops. This completes the entire knowledge to practice cycle. In this presentation, we will share some features of the platform, how students could benefit from this independent learning activity and some feedback from the 170 students who came to the “mock” interviews.

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Wednesday July 29, 2020 12:00pm - 12:30pm HKT
Room A
  Pedagogical Advancement I, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P23
  • Order in Theme Session 1
  • Submission No. 11

12:00pm HKT

P24: Participatory Learning: The Case of Ping Che (坪輋) in City Development in Hong Kong
Substantial efforts and resources have been put to encourage creative teaching and learning in recent years in many places in the world. Various kinds of funding have been allocated to projects promoting or studying experiential learning, participatory learning, internship and service programmes, etc. These projects not only aim at complementing formal curriculums but also broadening students’ horizons. However, the effectiveness of such experiential learning is not easy to measure. Various evaluation methods have to be applied to fully assess the achievements and difficulties of these learning experience.

This study examines the effectiveness and challenges of a participatory community learning project at the Chinese University of Hong Kong. Twenty-one university students took part in a Teaching Development and Language Enhancement Grant (TDLEG) project “CUHK in Communities” in September 2018. They spent nine months in Ping Che (坪輋), a rural area in the New Territories in Hong Kong, doing field visits in every two weeks and participating festive activities with locals to understand the intertwined facets of the people’s living under the threats of city development.

Ping Che is an exemplary case to rethink the legitimacy of the global trend of urbanisation under developmentalism. Through on-site participatory learning, students gained first-hand observation and opportunities to test some of the core concepts they learn at university: the pursuit of good life, land justice, civil participation, etc.

In order to effectively evaluate the achievements of and the difficulties faced by students, participatory observation, questionnaires, reflective journals and focus groups were used.


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Wednesday July 29, 2020 12:00pm - 12:30pm HKT
Room A
  Pedagogical Advancement I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P24
  • Order in Theme Session 2
  • Submission No. 28

12:00pm HKT

P25: Developing Effective Pedagogical Practices to Cultivate Students' Critical Thinking at CUHK
CUHK aims to enhance students’ global competitiveness, say, critical thinking, by internationalizing its curriculum such that it is globally oriented, locally grounded, and culturally inclusive. Combining the University’s Aligned Curriculum Model, its conceptual framework on Internationalization of Curriculum (IoC), and Paul and Elder’s (2008) Critical Thinking table, this project is to identify-develop some effective critical thinking pedagogical practices with the teachers in the Department of Curriculum and Instruction, hoping to enhance a critical pedagogical consciousness among colleagues. Between January 2018 – January 2019, the project has interviewed seven colleagues on their viewpoints of critical thinking, observed their teaching, and identified seven critical thinking pedagogical practices. Research output includes a critical thinking vocabulary, a ppt report of teachers’ pedagogical practices on critical thinking cultivation, and a summative video-clip to introduce the pedagogies, all to be shared with students and colleagues through Blackboard and other university platforms.

This research project finds all the seven teachers treat critical thinking as a higher-order skill that needs to be incorporated into their teaching at CUHK as a gesture to internationalize their curriculum and teaching. However, they feel the concept of critical thinking is broad and vague, and they usually don’t explicitly share with their students how the class activities are designed to cultivate their critical thinking. It is thus suggested that the University runs a series of seminars on critical thinking as a generic and subject-specific skill and build a platform to share effective critical thinking pedagogies for teachers across campus.

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Wednesday July 29, 2020 12:00pm - 12:30pm HKT
Room A
  Pedagogical Advancement I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P25
  • Order in Theme Session 3
  • Submission No. 37

12:00pm HKT

U06: Case Teaching and Learning for Social Science and Public Policy
Case teaching and learning provides an excellent opportunity to engage students with experiential learning. While the case method is not a new pedagogy, its applications tend to be restricted to business, legal and medical education. At the same time, case studies focusing on Hong Kong are in short supply in the textbook market. While it is easier to motivate students to learn using local case studies, instructors may find it costly to create them from scratch.

This poster aims to report the observations from a Teaching Development Grant project conducted at the Hong Kong University of Science and Technology in 2018-19 – “Case Teaching and Learning for Social Science and Public Policy Education” (099H). It demonstrates: (1) how local case studies were developed; (2) how they were used for classroom teaching and outside-classroom learning; and (3) how students perceived the case learning experience.

We conclude that, while there is room for improvement in its implementation, the case pedagogy creates a largely positive impact on students for learning social science and public policy at both undergraduate and postgraduate levels.

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Wednesday July 29, 2020 12:00pm - 12:30pm HKT
Room A
  Pedagogical Advancement I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U06
  • Order in Theme Session 4
  • Submission No. Sister Universities

12:30pm HKT

Break
Wednesday July 29, 2020 12:30pm - 12:45pm HKT
-

12:45pm HKT

P36: The effectiveness of Simulation-based Zoom Learning (SBZL) on Enhancing Clinical Decision Making for Nursing Students
The Hong Kong Hospital Authority has stepped up social distancing to combat the novel coronavirus outbreak. Clinical practicum and assessment for nursing students has been suspended since January 2020. Final year nursing students are required to achieve clinical decision making for graduation and for the licensure of registered nurse in Hong Kong. The project aims to provide support to teachers for the development of courseware and implementation of simulation-based Zoom learning (SBZL) activities to substitute clinical practicum. It also examines the effectiveness of SBZL on students’ clinical knowledge and decision making, perception of capabilities and teaching and learning environment, and teachers’ perception and experience of SBZL. Influential factors to the success and failure of SBZL will be identified. SBZL involves the use of case scenarios simulated in virtual wards to facilitate student learning and assessment and elicit their discussion on Zoom platform. Case scenarios are developed by a research assistant (nurse) and corresponding instructors in the School of Nursing. These scenarios are simulated in our virtual wards and delivered online using Zoom. After students’ discussion, their individual commands (clinical decisions) are executed in the virtual ward. Students then know the consequence of their decisions in terms of the clinical responses of the simulated manikins. The outcomes are evaluated using a pretest post-test design and a historical control by assessment score, Student Engagement Questionnaire, and qualitative individual interviews.Preliminary findings will be reported and discussed in the symposium.

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Wednesday July 29, 2020 12:45pm - 1:15pm HKT
Room B
  Online Teaching II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P36
  • Order in Theme Session 1
  • Submission No. 78

12:45pm HKT

P37: The Video Conference System Facilitates Synchronous Teaching and Learning in Anatomy Education
Anatomy, a subject requires hands-on practicum, is unprecedentedly challenged by the restriction of face-to-face teaching in light of the pandemic. The Video conferencing system (VCS), such as the CUHK's adopted Zoom platform, is a real-time network connecting remote participants from different locations for interactive communication. It is a good alternative for subjects that requires didactic lectures only but might not be a realistic option for anatomy teaching and learning.

This presentation describes 1) the challenges in modifying teaching materials that suit for online medium and 2) a teaching strategy in inviting senior peers from medicine (MBChB) and biomedical sciences programs to join the session with junior students from the biomedical engineering and pharmacy programs for discussion of the potential clinical relevance with their learning in anatomical structures.

Our experience and students' feedbacks showed that stakeholders overcome the limitation with some concerns. Compared with face-to-face teaching, the demand for teaching preparation for online is neither easy nor light but challenging at another escalated level. It requires a multiple-disciplinary effort in preparing video shooting ahead of the real-time class. On-sites challenges were encountered, including spatial examination of plantinated specimens, didactic interpretation of the anatomical structures, the discussion of clinical significance related to the structure and stability of the internet connection. Regarding this pilot study, there still have rooms for the improvements.

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Wednesday July 29, 2020 12:45pm - 1:15pm HKT
Room B
  Online Teaching II, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P37
  • Order in Theme Session 3
  • Submission No. 86

12:45pm HKT

P38: Teaching and Learning with Zoom: An Exploratory Study
The CUHK commenced the online teaching and learning using the zoom platform as a stopgap initiative as a result of the Covid-19 pandemic. The university had earlier invested heavily on ICT in teaching and learning and have been involved in several Learning Management Systems (LMS) over the years. Such systems include the WebCT, Moodle and Blackboard as pseudo online/interactive platforms and have successfully developed the Ureply platform to enhance teaching and learning. The LMS along with the introduction of zoom, provide opportunities for communication, content delivery and assessment.
Until now, the university has perfected the use of the LMS that exposes students and instructors to the role of ICT as an elearning platform. The challenge was on how can the university promote a community of learners in an online platform like zoom? The benefits of a LMS that promotes elearning is the ability of learners and instructors to interact by chat, video and others to establish an effective process in teaching and learning. The study primarily focus on the use of zoom to engage students, deliver contents and materials and subsequently assess performance of students according to course(s) requirements. Three courses are used in this preliminary investigation. Given that the shift to the zoom platform was effected after classes were conducted on the traditional face-to-face format, how does it affect the student’s performance? How effective were the online practices in teaching and learning? What are some examples of effective teaching and learning practices? The study presents an exploratory investigation designed to identify some advantages and disadvantages of teaching and learning with zoom essentially from the perspectives of students.

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Wednesday July 29, 2020 12:45pm - 1:15pm HKT
Room B
  Online Teaching II, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P38
  • Order in Theme Session 4
  • Submission No. 94

12:45pm HKT

P39: Student Feedback on Online Learning: Results from a University-wide Survey
As a response to the COVID-19 pandemic, the CUHK switched to online teaching since mid- February 2020. Zoom, a cloud platform for teleconference, has been used by the university for conducting synchronous online teaching. This poster highlights some key findings from the university-wide student experience survey conducted during the first week of the transition to online learning.

A total of 1996 responses from students from all eight faculties have been collected. In terms of Zoom functions used, “chat” was the most popular Zoom function, followed by “breakout room” and “raise hand”.

When it comes to the pedagogical impacts of online learning, student feedback was mixed. More than half (59.8%) reported there was no increase in the level of attention and participation when compared with traditional classroom. About one-third (34.2%) of the respondents agreed that Zoom has enabled them to learn effectively. Close to half (43.5%) reported “No”. About 40% of respondents were “highly satisfied” or “satisfied” with the use of Zoom in online learning, compared with about 30% who were “unsatisfied” or “highly unsatisfied”.

Respondents were invited to comment on what the good aspects of online learning, as well as the difficulties they faced. Close to half (45%) of the positive comments were related to learning incentives (e.g., saving travel time, increased flexibility), whereas most (58%) of the difficulties reported were technical in nature. Results from this survey provide valuable insights on the strength as well as rooms for improvement in online learning.

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Wednesday July 29, 2020 12:45pm - 1:15pm HKT
Room B
  Online Teaching II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P39
  • Submission No. 102

12:45pm HKT

P26: The Two-edged Sword of Gaming: The Benefit of Gaming in Territory Education
Technology advancement makes gaming more addictive and easily to be played everywhere. It is unavoidable that today’s teacher is much more difficult to get student attention. Looking on the bright side, researchers suggest that incorporating gaming elements in teaching can stimulate interests of students and inspire them to be more engaged in learning. However, gamification are far less employed in territory education than in primary and secondary education. The popularity of Candy Crush and Pokemon Go among adults and elderly has shown that territory education should not be an exception for gamification. The study aims at providing the experience of gamification and discussing the key takeaways for teachers and researchers.

In Finance, it is important for students to understand the difficulties in making decisions under uncertainty and realize how behavioral bias affect their decisions, but it is easier said than done. To simulate the situation of making decision under uncertainty, in-class interactive activities are employed in Finance classes. An excel file and a google form are used to facilitate the in-class activities.

Based on the experience from nine classes, this study summarizes three key takeaways that are useful for teachers from all disciplines: i) Gamification significantly increases students’ sense of accomplishment, raising their interests in learning. ii) Gamification helps students to think from the participant, rather than form the view of an observer. iii) Setting with interaction element among students improves the learning experience and facilitates knowledge exchange.

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Wednesday July 29, 2020 12:45pm - 1:15pm HKT
Room A
  Pedagogical Advancement II, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P26
  • Order in Theme Session 1
  • Submission No. 12

12:45pm HKT

P27: Blended and Experiential Learning in Computers and Society
The course CSCI3250/3251 (Computers and Society/Engineering Practicum) was offered to Computer Science and Computer Engineering students in 2018–19 Term 2 to replace the ENGG2601/2602 combination in previous years. Feedback from previous years indicated students being passive in learning by attending lectures and seminars, and writing a project proposal without needing to produce any output.

In CSCI3250+3251, we experimented with the idea of “Break the Classroom” to introduce active group efforts of students to study a unique and relevant topic and share to their classmates in class presentations, and to design interactive games to engage their audience. The topics spread a wide range from technical and practical experiences to alarming social issues on computers and technologies. Students were further encouraged to write up their ideas in blog articles with online collaboration and interaction. With industrial visits, seminars were also no longer limited to be on campus.

Through the process, the teacher became a curator and a facilitator who secures the platform for the easy and efficient exchange of thoughts. In such a collaborative and experiential environment, there were issues on uniformity, consistency, and correctness in student works. Nevertheless, students had positive response, especially in understanding career possibilities, and acquiring practical skills.

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Wednesday July 29, 2020 12:45pm - 1:15pm HKT
Room A
  Pedagogical Advancement II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P27
  • Order in Theme Session 2
  • Submission No. 56

12:45pm HKT

P28: E-management of Critically Sick General Surgical Patients
Management of critically sick, general surgical patients can be challenging. Doctors must assess the patient in a timely manner to decide on the most likely diagnosis to offer them prompt treatment to save lives. Initial choice of treatment can be crucial in the management of critically ill patients. There are a wide range of investigations available to help doctors reach the correct diagnosis, however there are pros and cons and risks with each test offered and it can be difficult to decide on which investigation is the best one for your patient at that time. There is no one correct way to manage a sick general surgical patient. However, consequence of making a wrong choice may cost patient’s life. Decision making is an important skill to master. Exposure to the variety of emergency surgical conditions during their General Surgical attachment is unpredictable and may be limited depending on the case mix availability.

The project objective was to produce an interactive learning platform to allow students to manage a critically sick e-patient to enhance student’s deeper learning and promote higher order learning. We have included relevant clinical images and video to improve their understanding of different special investigations available. It allows students to learn important elements of managing critically sick surgical patients but also allows them to appreciate the consequence of their decision without harming real patients. We chose three important classical emergency surgical scenarios: acutely painful leg, acute abdominal pain and gastrointestinal bleed.

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Wednesday July 29, 2020 12:45pm - 1:15pm HKT
Room A
  Pedagogical Advancement II, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P28
  • Order in Theme Session 3
  • Submission No. 63

12:45pm HKT

U07: Developing the "Reacting to the Past" Teaching Methodology at Lingnan and in Asia
This project evaluates the potential of the “Reacting to the Past” (RTTP) method of game-based learning which is not well-known in Asia, and attempts to contribute to student achievement in the History Department and potentially in the broader university community. The RTTP methodology employs active role-playing, in which students assume the identities of historical figures and argue persuasively from these assumed perspectives. The Principal Project Supervisor (PPS) has trialed RTTP in her previous project, with very encouraging results: student participation and student critical and analytical capabilities were enhanced. These outcomes relate directly to History programme Intended Learning Outcomes (ILOs).

The current project expands upon the PPS’s previous project and will unfold in several steps. First, History instructors and other interested Lingnan faculty will be trained in the RTTP methodology. The PPS and Co-supervisors will then pilot RTTP in selected History courses, collect data on student achievement in History ILOs. The project will culminate in a regional RTTP conference which will explore how game-based methods may contribute to history curricula and more broadly to undergraduate education at universities in Asia. At present, the project is progressing well. After fully implementing in history course(s), the useful elements have been applied to the Lingnan’s new flagship Global Liberal Arts Programme. The PPS expects to incorporate the project findings into a module and to teach this module in a broad-based teaching conference for Asia in 2020.


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Wednesday July 29, 2020 12:45pm - 1:15pm HKT
Room A
  Pedagogical Advancement II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U07
  • Order in Theme Session 4
  • Submission No. Sister Universities

1:15pm HKT

Break
Wednesday July 29, 2020 1:15pm - 2:00pm HKT
-

2:00pm HKT

Talk: Blended Learning in MBA
The Master of Business Administration (MBA) Programmes started to pilot a blended learning mode (a.k.a. Flex MBA) and it has soft-launched in 2015/16. The blended mode supports University’s eLearning initiatives on promoting flipped classroom pedagogy and diversify forms of communication and content delivery to enrich teaching and learning. It also responds to the needs of working professionals in Hong Kong and in the region who are already familiar with mobile technology and opt for a more flexible part-time MBA learning experience. With the blended learning, the MBA Programmes hope to bring a more flexible and technologically enhanced learning experience for students.

A comprehensive review has been conducted to evaluate the effectiveness of the Flex Program on Teaching and Learning. The evaluation was based on students’ performance and feedbacks as well as teachers’ review. In the presentation, we will focus on the curriculum design of Flex MBA programme and the design for courses with different natures. The challenges and difficulties we have faced in the development process will also be shared in this session. Recommendation will be suggested to tackle them. In addition, we will provide the evaluation of various educational technology tools that we have used in the Flex MBA.


Wednesday July 29, 2020 2:00pm - 2:15pm HKT
Room B
  Curriculum Enhancement, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 31

2:00pm HKT

Talk: Engaging Students in Online Learning : A Self-determination Theory Perspective
Online learning environments are diverse and dramatically different from face-to-face classrooms. How students engaged is very different in online learning (Chiu & Hew, 2018). Student engagement that comprises of three dimensions - behavioural engagement, emotional engagement, and cognitive engagement, is considered an important aspect of online education, which can be explained by the self-determination theory of motivation (Deci & Ryan, 1985). The theory posits that all individuals possess three fundamental psychological needs that move them to act or not to act – the needs for autonomy, relatedness, and competence (Deci & Ryan, 1985). Online learning environments support the three needs are more likely to behaviourally, cognitively and emotionally engage students in learning

This presentation aims to share some instructional strategies that support the three needs, resulting in better student engagement. For example, how to use collaborative group multimedia eportfolios to enrich various classroom interactions: students within group, between groups, teachers and students; how to facilitate conversations in discussion forum; how to redesign course to increase sense of belongings. The presenter used pre-, mid- and- post survey to collect students’ feedback and views on their engagement to investigate how the strategies work.

The results indicated (i) the eportfolios encouraged collaborative leaning, peer assessment and self-assessments; (ii) multimedia and/or multiple representations made them feel autonomy and competent and motivated them to learn and share, (iii) the students behaviorally, cognitively and emotional engaged in the discussions; (iv) the overall instructional design increased level of relatedness.

Keywords:student engagement, online learning, assessment


Wednesday July 29, 2020 2:00pm - 2:15pm HKT
Room C
  Online Teaching I, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 14

2:00pm HKT

Talk: Creative Technologies – A Heuristic Approach to Digital Design and Fabrication Tools in the Classroom
In Hong Kong, there is a persistent need across different disciplines to incorporate new technological processes in teaching and learning programmes, to address the increasing complexities of professional practice. In the architectural discipline, digital scanning, computational design and robotic fabrication are emerging as new teaching opportunities. However, technological tools are often regarded as final output devices, rather than as vehicles for exploration.

This presentation discusses a series of workshops conducted in the School of Architecture that demonstrate how emerging technology is integral in the cultivation of design thinking. They expose participants to a process of discovery learning. Tools are introduced to students to stimulate an iterative design and problem-solving approach, where a cycle of action, observation, reflection and reaction can occur. Exposure to these methods prepares students for their future careers in an increasingly technology-driven profession.
The workshops will introduce tools to 1) SCAN the three-dimensional properties of buildings or spaces, 2) DESIGN by responding to data with creative interventions, and 3) BUILD using classroom friendly robotic fabrication devices.

The teaching and learning processes within the programme were evaluated as part of its own ongoing development and as research into the evolution of architectural education through technology adoption.


Wednesday July 29, 2020 2:00pm - 2:15pm HKT
Room A
  Pedagogical Advancement I, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 42

2:15pm HKT

Talk: An Integrated and Multimodal Approach to Teaching Anatomy and Physiology to Speech and Language Therapy Students
Speech and language therapy (SLT) students perceive the learning of anatomy and neuroanatomy as one of the more challenging subjects within the SLT curriculum. The subject remains an obligatory one as there is an evolving role of the profession in clinical service areas with a strong medical focus e.g. dysphagia, neuro-rehabilitative intervention, acknowledged by the various accrediting professional bodies globally. Studies have looked at student learning experiences (Martin et al., 2016) and effectiveness of types of pedagogies (Skinder-Meredith, 2010, Javaid et al., 2018; Estai and Bunt, 2018) in enhancing knowledge acquisition and retention (Losco et al., 2017) as well as instilling a greater appreciation for its clinical relevance. The evidence points to an integrated approach and multi-modal teaching paradigms.

The anatomy and physiology course run within the newly introduced MSc in SLT at CUHK, adheres to this pedagogical framework. The course lectures are given by multiple faculty members (SLTs, ENT surgeons) with supported examples of pathological functions and clinical examples, supplemented with medical laboratory sessions where students have access to 3D anatomy models and the Anatomage table (interactive and life-size 3D anatomy visualization system). Cadavers and prosections are expensive and are more relevant to medical students and trainee surgeons. Other pedagogical elements include Computer-Aided Instruction (CAI) or Learning (CAL) and web-based computer animations, which offer better visualisation of structures. Another relevant learning enhancement is Living Anatomy, where students engage in Peer Physical Examination (PPE) e.g. oro-motor examination. Student feedback has been positive towards this integrated and multi-modal teaching paradigm.

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Wednesday July 29, 2020 2:15pm - 2:30pm HKT
Room B
  Curriculum Enhancement, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 2
  • Submission No. 38

2:15pm HKT

Talk: Learning Fungal and Plant Biology via “Science Mobile”
To promote knowledge integration, self-learning and ubiquitous learning among Biology students, we have so far created over 226 learning objects and 15 modules/learning paths under the themes “Plant Biodiversity” and “Fungal Biodiversity” in “Science Mobile” apps, including 19 videos, 1080 photos, 43 illustrations, 397 questions and more than 800 hashtags/links in addition to the basic information and descriptions.
In the pilot test during the 1st term of 2019-20 academic year, “Science Mobile” has been implemented in one lab course (BIOL3012) and one lecture course (BIOL3560). In the lab course, to achieve ubiquitous learning, students were directed to the specimen-related learning objects in “Science Mobile” after scanning QR codes on the specimens. With the hashtags/links provided, this helps lab students to not only appreciate the significance of specimen features but also integrate their observations with knowledge from the relevant lectures. In the lecture course, to promote self-learning and knowledge sharing, each student was assigned to read a module in “Science Mobile” and then shared his/her knowledge in the class activity. In both courses, the student performance in the self-tests of “Science Mobile” is included in the course assessment’s scheme. During the 2nd term, “Science Mobile” has also been used in the distance learning. For the lab course (BIOL3022), PDF files with QR codes have been provided while students of a lecture course (BIOL3570) used relevant modules in “Science Mobile”for preparing their breakout room discussion.

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Wednesday July 29, 2020 2:15pm - 2:30pm HKT
Room C
  Online Teaching I, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 2
  • Submission No. 21

2:15pm HKT

Talk: Introducing an Online Learning and Reflection Platform: The Interview Skills Development System
There is some discrepancy between what one knows and what one can do. For students having learned how they should present themselves in a job interview, it does not necessarily mean that they can perform well. The acquisition process involves trials and errors. In order to better prepare CUHK students for job interviews and to increase their success rate even for the first few interviews, the Independent Learning Centre (ILC) has developed an online platform namely the Interview Skills Development System (ISDS) for students to put knowledge into practice. Upon coming for a short “mock” interview, students will be able to view their video-recording clip on the platform (login required) and reflect on their own performance. They will then be able to see teacher feedback regarding their content, language, non-verbal communication skills and attire. Given individualized further learning resources, students will also set goals on how to improve their interview performance in the future. The aim of this ISDS platform is to bridge the gap between what students know and what they can do in job interviews, through offering a meaningful practice and reflection opportunity. Before students come for the “mock” interview, they are required to attend at least one of the ILC’s English Job Preparation Series workshops. This completes the entire knowledge to practice cycle. In this presentation, we will share some features of the platform, how students could benefit from this independent learning activity and some feedback from the 170 students who came to the “mock” interviews.

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Wednesday July 29, 2020 2:15pm - 2:30pm HKT
Room A
  Pedagogical Advancement I, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 2
  • Submission No. 11

2:30pm HKT

Talk: Management Teaching: How to Flip and not Flop
Between 2015 and 2016, I received two Micro-Module Courseware Development Grants at CUHK to experiment the concept of flipped-teaching. My first trial took place in Term 1, 2015-16. I flipped and I flopped. Feedback from students informed me that they liked the videos and welcomed the flipped learning materials available on-line for pre-viewing and reviewing. Yet, they found participating in multiple graded on-line assignments time consuming. With their comments in mind, I modified the usage and assessment methods. I managed to continue flipping without flopping. To name a few, I changed flipped learning from compulsory to voluntary. I used different schemes to encourage student engagement in foundation and upper-elective courses. More importantly, I ensured online learning modules are brief and interesting. With all these ideas in mind, my new project funded by the Special Funding Scheme for Online Learning (TDLEG 2019-22) is to offer students nine theme-based animated video cases for classroom- and e-learning.
To sum up my 5-year experiences in designing and using flipped-teaching, I remain skeptical if flipped-teaching effectiveness may reflect on Course Teaching Evaluation. While teachers ask students to do online learning, teachers contribute equal or more efforts in re-designing teaching materials, classroom activities and assessment scheme. Online teaching remains a trial and error journey. Hopefully, there is a pot of gold at the end of the rainbow.


Wednesday July 29, 2020 2:30pm - 2:45pm HKT
Room C
  Online Teaching I, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. 80

2:30pm HKT

Talk: The Two-edged Sword of Gaming: The Benefit of Gaming in Territory Education
Technology advancement makes gaming more addictive and easily to be played everywhere. It is unavoidable that today’s teacher is much more difficult to get student attention. Looking on the bright side, researchers suggest that incorporating gaming elements in teaching can stimulate interests of students and inspire them to be more engaged in learning. However, gamification are far less employed in territory education than in primary and secondary education. The popularity of Candy Crush and Pokemon Go among adults and elderly has shown that territory education should not be an exception for gamification. The study aims at providing the experience of gamification and discussing the key takeaways for teachers and researchers.

In Finance, it is important for students to understand the difficulties in making decisions under uncertainty and realize how behavioral bias affect their decisions, but it is easier said than done. To simulate the situation of making decision under uncertainty, in-class interactive activities are employed in Finance classes. An excel file and a google form are used to facilitate the in-class activities.

Based on the experience from nine classes, this study summarizes three key takeaways that are useful for teachers from all disciplines: i) Gamification significantly increases students’ sense of accomplishment, raising their interests in learning. ii) Gamification helps students to think from the participant, rather than form the view of an observer. iii) Setting with interaction element among students improves the learning experience and facilitates knowledge exchange.

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Wednesday July 29, 2020 2:30pm - 2:45pm HKT
Room A
  Pedagogical Advancement I, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 3
  • Submission No. 12

2:45pm HKT

Talk: The Video Conference System Facilitates Synchronous Teaching and Learning in Anatomy Education
Anatomy, a subject requires hands-on practicum, is unprecedentedly challenged by the restriction of face-to-face teaching in light of the pandemic. The Video conferencing system (VCS), such as the CUHK's adopted Zoom platform, is a real-time network connecting remote participants from different locations for interactive communication. It is a good alternative for subjects that requires didactic lectures only but might not be a realistic option for anatomy teaching and learning.

This presentation describes 1) the challenges in modifying teaching materials that suit for online medium and 2) a teaching strategy in inviting senior peers from medicine (MBChB) and biomedical sciences programs to join the session with junior students from the biomedical engineering and pharmacy programs for discussion of the potential clinical relevance with their learning in anatomical structures.

Our experience and students' feedbacks showed that stakeholders overcome the limitation with some concerns. Compared with face-to-face teaching, the demand for teaching preparation for online is neither easy nor light but challenging at another escalated level. It requires a multiple-disciplinary effort in preparing video shooting ahead of the real-time class. On-sites challenges were encountered, including spatial examination of plantinated specimens, didactic interpretation of the anatomical structures, the discussion of clinical significance related to the structure and stability of the internet connection. Regarding this pilot study, there still have rooms for the improvements.

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Wednesday July 29, 2020 2:45pm - 3:00pm HKT
Room C
  Online Teaching I, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 4
  • Submission No. 86

2:45pm HKT

Talk: Theory and Practice as One: An Innovative Scheme of Teaching Chinese Art and Material Culture
The proposed pedagogy aims to provide students pursuing the arts with solid knowledge, fresh insight, critical thinking, artistic vision, and historical perspective. This pedagogy stresses on the synergy of comprehensive theoretical learning, solid studio practice, and project-based object study. For example, when teaching ancient Chinese bronzes, I will first make Chinese metallurgy more understandable through interesting case studies from the rest of the world. This would provide students with global vision, comparative perspective, and stronger curiosity of finding out what is unique about Chinese metalworking. To deepen students’ understanding in artworks, I will arrange some guided tours to art studios in Hong Kong. For instance, students will visit an art foundry nearby to understand how to conduct lost-wax casting. Specifically, they will see how the artists and founders build up the wax model, apply the investment mold, prepare the molten metal, pour the metal, take the casting from the mold, and finally embellish the product. After the studio visit, hands-on sessions will be organized in the Art Museum of CUHK, or another major museum in Hong Kong. Based on the hands-on experience, each student will conduct an independent study to compare two or more target artifacts in the museum warehouse. A short research paper is requested from each of them to turn his or her observation into scholarly arguments. Through the object study, students are expected to observe artworks like perceptive detectives, understand them like insightful artists, and think about them like serious historians.


Wednesday July 29, 2020 2:45pm - 3:00pm HKT
Room A
  Pedagogical Advancement I, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 4
  • Submission No. 33

3:00pm HKT

Break
Wednesday July 29, 2020 3:00pm - 3:15pm HKT
-

3:15pm HKT

Talk: Evaluation of the Concerns and Barriers of Online Assessment - Students’ Perspectives
The implementation of online assessment was commenced during the COVID-19 pandemics. The current paper will share our findings related to the online assessment at the Chinese University of Hong Kong. In this survey, we adopted both qualitative and quantitative approaches to evaluate (1) the perceived effectiveness of using ZOOM in online assessment; (2) barriers and problems of using online assessment; and (3) suggestions for improvement. The online survey was conducted from May to June 2020, 728 full-time undergraduate and postgraduate students have completed the questionnaires. Forty-three undergraduate students attended an individual interview. For the perceived effectiveness of online assessment, 33.8% of students were neutral on whether online assessment could add value to their learning and strengthen their knowledge and 32.4% of the students were neutral on whether online assessment could evaluate how well the content they were taught. Problems faced by the students included technical problems (49.39%) such as unstable IT connection, followed by self-related issues (9.46%), such as lack of motivation; environmental problems (9.28 %) such as noisy surroundings; online assessment design issues (7.01%); inadequate support from teachers (5.6%); lack of presentation support and feedback from classmates (5.25 %). Suggestions for improvement such as increasing the proportion of formative assessments; providing quiet study zones; giving more online mock exams; designing the exam questions in a user-friendly way that can prevent cheating; providing financial support to upgrade students’ equipment and internet connection were proposed. Implications for future curriculum and assessment design will be drawn at the end of this project.

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Speakers
avatar for Prof. Vivian Wing Yan LEE, 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

Professor Lee joined the Center for Learning Enhancement And Research at the Chinese University of Hong Kong since July 2019.  She received her Bachelor of Sciences in Biochemistry at the University of California, Los Angeles and her Doctor of Pharmacy at the University of Southern... Read More →
avatar for Prof. Paul LAM, 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

Professor Paul LAM is an Associate Professor at the Centre for Learning Enhancement And Research, The Chinese University of Hong Kong. He has extensive interest and experience in teaching and learning principles, case-based teaching and learning, web-assisted teaching and learning... Read More →



Wednesday July 29, 2020 3:15pm - 3:30pm HKT
Room B
  Online Assessment, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 1
  • Submission No. 79

3:15pm HKT

Talk: Can Virtual Field Trip Substitute Physical Field Trip?
Field trip is not a new teaching and learning method. Teachers have been adopting field trip to extend the students’ learning outside the classroom. Students can have a real-life connections during the field trip. Nevertheless, COVID-19 pandemic has posed a challenge to the practicability of the fieldtrip. When all classes were shifted to online teaching, the physical field trip ultimately could not be undertaken. An innovative approach should be adopted to ensure that learning will continue with good effect. This study aims to examine whether the virtual field trip can be used as a substitute for the physical field trip. In our study, the field trip is a part of the course where the students will observe the application of the real estate theories in downtown Hong Kong. We are developing two methods of the virtual field trip: a typical video and VR 360° tour. The students can indirectly experience the field trip by means of these methods. However, the two methods provide difference learning experience. The students may not actively engaged by watching the video. In contrast, utilizing VR 360° tour, the students may have interaction by moving around their electronic devices to observe the buildings. In our initial test using a typical video, 93% of the students agree that field trip video is a good alternative to substitute the physical field trip when the latter one is not feasible. Our study will contribute to the literature of innovation in education.


Wednesday July 29, 2020 3:15pm - 3:30pm HKT
Room C
  Online Teaching II, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 87

3:15pm HKT

Talk: Enhancement of a Commercial Computer Game for Game-Based Learning in General Education
We have enhanced a commercial computer game, Civilization 5, for game-based learning in our teaching of the general education foundation course as an outside class activity. We believe that playing game is an entertaining, engaging and effective way of learning about any complex and open-ended issues. We also think it is better for educators to focus on the design of the learning materials by simply adopting and enhancing an existing commercially available game.

The game itself is a popular award-winning commercial game that allows player to develop a civilization in a simulated world. The civilization will have to compete with other AI players to build cities, get hold of resources, develop science, religion, and commerce, and build up an army for defending or attacking. It allows the players to innovate their own strategy to win and enjoy the game.

We enhanced the game by making a scenario that mimic real historical setting and edited the technology tree that can be more closely related to the content that we teach. Playing this ‘mod’ allows students to reflect upon, among many interesting issues, a core question in our course, “why ancient Chinese science cannot develop into modern science, with its seemingly leading position initially?” The game offers an external assessment into this question, and act as a compliment to the course readings which explore mainly into the internal causes of scientific development.

We would like to demonstrate the game itself, how we enhanced the game, and how we use it for the teaching in our general education foundation course.

Speakers
avatar for Dr. Kai Ming KIANG, Office of University General Education, The Chinese University of Hong Kong

Dr. Kai Ming KIANG, Office of University General Education, The Chinese University of Hong Kong

Kai Ming KIANG is a Senior Lecturer of the General Education Foundation Programme in the Chinese University of Hong Kong. He obtained his bachelor and PhD degree in Mechatronics Engineering from the University of New South Wales. His current research interest includes science education... Read More →


Wednesday July 29, 2020 3:15pm - 3:30pm HKT
Room A
  Pedagogical Advancement II, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 7

3:30pm HKT

Talk: Online Assessment Strategies: Insights from Recent Studies
Traditionally, tests/exams are key components to assess and monitor students’ learning and academic progress. The standard pen-and-paper format is usually adopted to test students’ understanding on the subject matter in proctored tests/exams. To ensure academic integrity and fairness, students are arranged in classrooms to complete the tests/exams in proctored environments to prevent cheating.

In view of the outbreak of COVID-19, the University recommended teachers to conduct online assessments. Based on these criteria, we revised our assessment schemes for our course, SBMS1432 Human Anatomy and Physiology II. It was a big challenge as changing the assessment format into an online mode involved a tremendous amount of effort to ensure the success of systemic computer technology approach when compared with traditional written assessment.

In our presentation, we will discuss and share our experiences about our assessment strategies, and how we managed to maintain academic integrity for the online assessments. There was a total of three multiple-choice question online tests/exams. We designed and conduced them in various formats, a) display all questions at a time, b) display questions one at a time, and c) randomize the order of questions/answers. Furthermore, we adopted three different combinations of invigilation methods, i) Blackboard with Zoom monitoring, ii) Lockdown Browser with Response Monitor plus Zoom monitoring, and iii) Lockdown Browser with Zoom monitoring.

To conclude, it is important to ensure a stable internet connection, provide clear and detailed instructions and guidelines to both students and invigilators with test trials in advance, and a smooth systemic invigilation process.

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Wednesday July 29, 2020 3:30pm - 3:45pm HKT
Room B
  Online Assessment, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 2
  • Submission No. 83

3:30pm HKT

Talk: Using ZOOM for Engaging Students in Music Performance Lectures and Tutorials
The unexpected, prolonged class suspension experienced in Hong Kong and elsewhere in AY2019/20 due to social unrest and the global pandemic has drawn our attention throughout academia to the needs of harnessing online teaching, learning, and assessment. Universities on all continents have already experienced a massive increase in the use of both synchronous and asynchronous online course delivery, with ZOOM suddenly emerging as a normative platform worldwide. The ongoing health crisis is necessitating a continuous transition to online learning into and beyond the coming school year. How have educators of varying disciplines adapted to the new contexts and approaches presented by the ZOOM platform?
This presentation focuses on the use of the online meeting tool ZOOM in teaching, learning, and assessment of music performance courses in the university setting. The presenter will share his experience of conducting interactive online classes with the platform, including the functional challenges, limitations, and advantages offered in the alternative mode in keeping students engaged over prolonged periods. By focusing on the non-traditional performing arts classroom setting, the presentation will offer instructors of other disciplines insights into course design when conducting teaching and learning online.


Wednesday July 29, 2020 3:30pm - 3:45pm HKT
Room C
  Online Teaching II, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 2
  • Submission No. Sister Universities

3:30pm HKT

Talk: Designing a Mobile App for Capstone Projects
The capstone or final year project is an important piece of writing for final undergraduate students. However many UGC-funded institutions do not have the curriculum space to offer specific English language training specifically for capstone projects. To address this, our project, involving five universities, has developed an in-house mobile app that offers discipline-specific support to final year undergraduate students in the English they need to deliver their capstone or final year project. Besides providing English language learning tips, students can use the app’s two other main features to manage their project and communicate with their supervisors. This presentation reports on the latest updates on the mobile app and looks into students’ feedback and experience in using it. The presentation will conclude with the project’s challenges and future work.


Wednesday July 29, 2020 3:30pm - 3:45pm HKT
Room A
  Pedagogical Advancement II, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 2
  • Submission No. Sister Universities

3:45pm HKT

Talk: Do Law Teachers in Hong Kong have an Awareness of Outcomes-based Education (OBE)?
Outcome-based Education (OBE) is an integrated educational approach, which has emerged from primary and secondary education in the US. OBE suggests that teachers should organize curricular activities around learning outcomes to achieve improved student learning. OBE places emphasis on teaching skills that students can perform long after the formal learning process is over. Because of its pedagogical appeal, regulators around the world are moving towards adopting OBE for the regulation of law schools according to a set of prescribed outcomes.
This paper is part of the thesis, ‘Outcome-based Education for Legal Education in Hong Kong: A Mixed-Method Study’. The thesis comprises an original empirical research, which aims to study the status of OBE implementation in legal education in Hong Kong. Of particular interest is awareness of OBE among law teachers in Hong Kong. The finding of the empirical research shows that law teachers have little or no awareness of OBE.
This paper begins with a terminological framework of OBE and underlying concepts. Then, it explains the design of the empirical research for the thesis focusing on law teachers’ awareness of OBE. The findings of the research show that law teachers in Hong Kong may not have sufficient OBE awareness. Finally, this paper examines the possible effects COVID 19 may have on law teachers’ awareness of OBE and makes recommendations for future research.


Wednesday July 29, 2020 3:45pm - 4:00pm HKT
Room B
  Online Assessment, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. 85

3:45pm HKT

Talk: Teaching and Learning with Zoom: An Exploratory Study
The CUHK commenced the online teaching and learning using the zoom platform as a stopgap initiative as a result of the Covid-19 pandemic. The university had earlier invested heavily on ICT in teaching and learning and have been involved in several Learning Management Systems (LMS) over the years. Such systems include the WebCT, Moodle and Blackboard as pseudo online/interactive platforms and have successfully developed the Ureply platform to enhance teaching and learning. The LMS along with the introduction of zoom, provide opportunities for communication, content delivery and assessment.
Until now, the university has perfected the use of the LMS that exposes students and instructors to the role of ICT as an elearning platform. The challenge was on how can the university promote a community of learners in an online platform like zoom? The benefits of a LMS that promotes elearning is the ability of learners and instructors to interact by chat, video and others to establish an effective process in teaching and learning. The study primarily focus on the use of zoom to engage students, deliver contents and materials and subsequently assess performance of students according to course(s) requirements. Three courses are used in this preliminary investigation. Given that the shift to the zoom platform was effected after classes were conducted on the traditional face-to-face format, how does it affect the student’s performance? How effective were the online practices in teaching and learning? What are some examples of effective teaching and learning practices? The study presents an exploratory investigation designed to identify some advantages and disadvantages of teaching and learning with zoom essentially from the perspectives of students.

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Wednesday July 29, 2020 3:45pm - 4:00pm HKT
Room C
  Online Teaching II, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 3
  • Submission No. 94

3:45pm HKT

Talk: Improving Students’ Intercultural Competence via Online Learning Modules: Interacting Across Cultures – Home and Abroad (IACHA)
In response to an increasing number of CUHK students going for overseas exchange programmes and an increasing number of non-local students joining CUHK, a series of online learning modules titled “Interacting Across Cultures: Home and Abroad (IACHA)” has been developed to improve both outgoing and incoming students’ intercultural sensitivity so that they can interact with people from different cultural backgrounds more effectively. Building on the “Interacting Across Cultures (IAC)” series by the Independent Learning Centre (ILC) which mainly focusses on preparing outgoing students to maximise their learning outcomes overseas before departure, the current expanded Home and Abroad series has included additional modules to support incoming non-local students’ transition to the academic context at CUHK, prepare them for interactions in multi-national workplaces during internships, and help them better understand the Hong Kong community in general. The IACHA series concludes with a video with voices from both students and staff on the best intercultural practices on campus and beyond. This presentation will report how the IAC series has supported outgoing students so far, and how we envision the IACHA series can be used support incoming non-local students.

Note: “Interacting Across Cultures: Home and Abroad (IACHA)” is a TDLEG project jointly developed by the Independent Learning Centre (ILC), the Office of Student Affairs (OSA), and the Office of Academic Links (OAL).


Wednesday July 29, 2020 3:45pm - 4:00pm HKT
Room A
  Pedagogical Advancement II, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. 52

4:00pm HKT

Talk: Lessons Learnt from Conducting Online Examinations for A Class of 230+ Students
We report on conducting online exams for Year Two medical students. These are closed-book exams of three major courses scheduled on different dates. Each exam comprised 2-3 papers [MCQ, SAQ and practical (mostly with images requiring short answers)] and each paper lasted 60-90 min. Students took the exam under Blackboard (CUHK/China) using LockDown Browser/Respondus Monitor together with “Zoom” live invigilation/video recording. Students were well informed of the exam arrangement, provided with troubleshooting guides, required to attend two mock exams and given unlimited access to practice test site. Fourteen students opted to take online exams back on campus due to poor internet connectivity or unfavourable environment at home. 234 students (four in Mainland) were divided into ten “Zoom” groups to facilitate invigilation and to stagger their time of activating the LockDown Browser and starting the exam under Blackboard. Students were pre-assigned to join four separate but identical online exams to avoid overloading a single test site. For MCQ, we adopted a single randomization of options and allowed backtracking. In the first and a half day of exams, 15 and 28 students experienced difficulties with LockDown Browser or early exit from exams. For the remaining exams, we switched to release MCQ and practical exam questions all at once instead of one by one, and students encountering difficulties dropped to 2-3. In conclusion, we could work on the exam setting and avoid concurrent exams with other major programmes, while random errors with servers and devices used for taking online exams are beyond control.


Wednesday July 29, 2020 4:00pm - 4:15pm HKT
Room B
  Online Assessment, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 4
  • Submission No. 90

4:00pm HKT

Talk: E-management of Critically Sick General Surgical Patients
Management of critically sick, general surgical patients can be challenging. Doctors must assess the patient in a timely manner to decide on the most likely diagnosis to offer them prompt treatment to save lives. Initial choice of treatment can be crucial in the management of critically ill patients. There are a wide range of investigations available to help doctors reach the correct diagnosis, however there are pros and cons and risks with each test offered and it can be difficult to decide on which investigation is the best one for your patient at that time. There is no one correct way to manage a sick general surgical patient. However, consequence of making a wrong choice may cost patient’s life. Decision making is an important skill to master. Exposure to the variety of emergency surgical conditions during their General Surgical attachment is unpredictable and may be limited depending on the case mix availability.

The project objective was to produce an interactive learning platform to allow students to manage a critically sick e-patient to enhance student’s deeper learning and promote higher order learning. We have included relevant clinical images and video to improve their understanding of different special investigations available. It allows students to learn important elements of managing critically sick surgical patients but also allows them to appreciate the consequence of their decision without harming real patients. We chose three important classical emergency surgical scenarios: acutely painful leg, acute abdominal pain and gastrointestinal bleed.

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Wednesday July 29, 2020 4:00pm - 4:15pm HKT
Room A
  Pedagogical Advancement II, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 4
  • Submission No. 63

4:15pm HKT

Talk: Feminist Reflection on Artwork and Exhibition for Theological Pedagogy
From 2017 to 2019, I, with my students studying Feminist Theology, and Gender and Ministry, did art exhibition yearly at the New Asia College, Ch’ien Mu Library of the University to share our theological reflection on gender, our life stories, our relationships with God, and the imagined and constructed other. It is a good pedagogical attempt to inspire students to connect academia with their everyday lives’ concern. After three years of practice, I want to address a feminist reflection on artwork for theological pedagogy. Particularly, it can nurture a deeper reflective wisdom for everyday life struggles of theological students. Besides, the exhibition of students’ artwork is a good means for knowledge transfer to the students and staff from other departments in the university. This talk presentation will be conducted with Leo F.H. Ma, Head of Upper-campus Libraries, to share his experience to support teaching and learning activities using library’s facilities and space.


Wednesday July 29, 2020 4:15pm - 4:30pm HKT
Room A
  Pedagogical Advancement II, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 5
  • Submission No. 77
 
Thursday, July 30
 

10:00am HKT

Panel Discussion II: E-Assessment - What We Have Learnt
Speakers
avatar for Dr. Kai Ming KIANG, Office of University General Education, The Chinese University of Hong Kong

Dr. Kai Ming KIANG, Office of University General Education, The Chinese University of Hong Kong

Kai Ming KIANG is a Senior Lecturer of the General Education Foundation Programme in the Chinese University of Hong Kong. He obtained his bachelor and PhD degree in Mechatronics Engineering from the University of New South Wales. His current research interest includes science education... Read More →
avatar for Dr. Fred Kei Tat KU, Department of Decision Sciences and Managerial Economics, The Chinese University of Hong Kong

Dr. Fred Kei Tat KU, Department of Decision Sciences and Managerial Economics, The Chinese University of Hong Kong

Dr. Fred Ku, currently Assistant Dean and Director of the Integrated BBA programme, joined CUHK Business School in 2009. He received his PhD degree from the Hong Kong University of Science and Technology.With expertise in business economics, he teaches courses for EMBA, MBA, MAcc... Read More →
avatar for Dr. Ann Sin Nga LAU, 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

Dr LAU Sin Nga Ann is a Senior Lecturer in CUHK School of Biomedical Sciences and is the Deputy Director of BSc in Biomedical Sciences. She is experienced in curriculum development and is interested in adopting new tools and techniques for teaching and e-assessments.  Ann is keen... Read More →
avatar for Prof. Vivian Wing Yan LEE, 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

Professor Lee joined the Center for Learning Enhancement And Research at the Chinese University of Hong Kong since July 2019.  She received her Bachelor of Sciences in Biochemistry at the University of California, Los Angeles and her Doctor of Pharmacy at the University of Southern... Read More →


Thursday July 30, 2020 10:00am - 11:00am HKT
Hall

11:00am HKT

Break
Thursday July 30, 2020 11:00am - 11:15am HKT
-

11:15am HKT

P63: Location-based Learning of Business, Education and Geography Using iBeacon Technology
This study develops a platform called ATLAS that allows the deployment of iBeacons for location-based services which are applicable in both indoors and outdoors. ATLAS is compatible with various types of content including AR/VR materials. Teachers/ educators can use ATLAS to come up with new pedagogy that links with location within a classroom. Three location-based learning activities using ATLAS has been developed by the Department of Management, the Department of Curriculum and Instruction and the Department of Geography and Resource Management (GRM) in CUHK. In the class of Principles and Implementation of Curriculum and Instructional Design (EDUC2120B). Two VR scenarios about how to address learner diversity through multiple intelligences were created, in which students used their mobile phones to connect to the iBeacon. During the process, students moved around the classroom and browsed the VR contents to complete learning tasks during the class. In class of Management (MGNT1020J and MGNT1020K), an interesting VR scenario was developed to allow students to opt for survival tools after they encountered an accident in desert to simulate the decision making process. The teacher is going to use this material in his course in the next semester. GRM department has developed a virtual tour in CUHK campus coined as “GRM Trail” using outdoor iBeacons. A number of checkpoints were identified in the campus and contents related to geographical interests such as vegetation, urban and city development, etc. were translated into videos, and VR scenes and attached to the iBeacons. Interested parties not limited to students from CU can get access to the materials and learn on site.

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Thursday July 30, 2020 11:15am - 11:45am HKT
Room C
  Location-based Learning, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P63
  • Order in Theme Session 1
  • Submission No. 54

11:15am HKT

P64: Location-based Learning Using uReplyGo in a Field Study in Thailand
In June 2019, the department of Geography and Resource Management (GRM) has organized a 12-day field study in Thailand. 30 CUHK students from GRM and the Urban Studies Program joined and explored the geographical interests together in Bangkok and Chiang Mai. On one day, students explored different ethnic groups situated in various parts of Bangkok. Prior to the study trip, Prof. Areerut Patnukao from the Department of Geography in Chulalongkorn University and myself identified some interesting locations to assist the exploration of communities by self-exploration. With the aid of the uReplyGo platform, various activities were set and linked to these checkpoints. Students were divided into five groups and explored five different communities including Talad Noi, Kudi Chin, Yaowarat, Phahurat and Banglamphu. Each group shared their observation and findings afterwards. In the end of the field study, a survey was conducted to understand the effectiveness of using uReplyGo as a teaching and learning tool in field studies course from student perspective. Regarding the overall learning experience with uReplyGo, about 60% of respondents believed it was an excellent/ good experience. About 87% of respondents recommended the activity to be continued in the upcoming field studies. In the open-end questions, some students found the tool was easy to use but improvements can be made for the interface. And the learning process was interesting as they can learn more about the surrounding places and can understand more about the objectives of the fieldwork. However, technical problems such as inaccurate GPS location and unstable network connection were mentioned.

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Thursday July 30, 2020 11:15am - 11:45am HKT
Room C
  Location-based Learning, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P64
  • Order in Theme Session 2
  • Submission No. 59

11:15am HKT

P65: The Potential of Mobile Assisted Teaching and Learning Platform uReplyGo in Facilitating Experiential Learning and Peer Teaching during The COVID-19 Pandemic
The Hong Kong Story is not easy to tell - said sociologist Lui Tai Lok. It's even more challenging to tell it to a mixed group of local and overseas students given their diverse past experience about Hong Kong. The current project explores the potential benefit of incorporating the uReply Go as mobile assisted learning and teaching platform, experiential learning (Kolb, 1984) and peer learning (Whitman and Fife 1988) in assessments of a sociology course on Hong Kong society. Assuming the role of a teacher, students research on the social-history of a selected Hong Kong district and design a fieldtrip to tell a story of the concerned community. They are structurally exposed to the four stages of experiential learning: reflective observation, abstract conceptualization, active experimentation, and concrete experience as they formulate a story framework, dig deep into the community literatures with optional online/onsite interviews, and finally design and test their fieldtrip with the mobile platform outside the classroom. Peer teaching is involved since the self-guided fieldtrip is designed to be experienced by other classmates thus their pedagogical need has to be considered. Preliminary observations suggest students become better motivated and engaged in spiral learning. Mobile assisted learning and teaching platform is particularly relevant during the pandemic as students can complete their field assignment online (e.g. Google map) without physically present at the fieldsite or classroom. According to a World Economic Forum policy paper, over 1.2 billion students are out of the classroom as of April. It is suggested future assessment can explore the potential of incorporating Google Earth.

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Thursday July 30, 2020 11:15am - 11:45am HKT
Room C
  Location-based Learning, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P65
  • Order in Theme Session 3
  • Submission No. 76

11:15am HKT

U11: The Application of Web Geographic Information System (Web GIS) in Students’ Smart Learning on a Smart Green Campus
The crisis of climate change and rapid urbanization have presented serious challenges to the future. Today, smart and sustainable city strategies aim to achieve a balance between conservation and urban development with the aid of smart technology. Therefore, it is vital for our university to outfit our students with contemporary knowledge to cope with the emerging trend towards developing a smart and sustainable future. This project aims at proposing and validating a new smart learning approach (Industrial-University Collaborative, I2U) pedagogy that initiates smart technologies (Web GIS) to develop sustainable concepts and experiment at a smaller campus level, named “Smart Green Campus”.

The proposed I2U pedagogy will employ two cluster courses as a test bed to explore the pedagogical feasibility and effectiveness of “Smart Green Campus” through smart learning. The goals of the pedagogy are 1) to increase student’s environmental awareness and to realize best practices by changing the attitude of students towards sustainability; 2) to enable students to experience the use of industry leading Web GIS platform and gain competitive edge in the job market. Moreover, the findings will be transferred to University’s relevant departments to assist in University campus planning and future Smart Campus development in long run.

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Thursday July 30, 2020 11:15am - 11:45am HKT
Room C
  Location-based Learning, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U11
  • Order in Theme Session 4
  • Submission No. Sister Universities

11:15am HKT

P50: How to Use KEEP to Improve Teaching and Learning
Online education has enabled teachers to apply various pedagogies more efficiently than in a traditional setting. With the use of KEEP (Knowledge & Education Exchange Platform), instructors are practicing different innovative teaching methods, such as blended learning, flipped classroom, peer instruction, badges and gamification. Each of the practices has its own contribution to teaching, including enhancing learning motivation and deepening understanding.

KEEP is a UGC-funded project for empowering educators and learners with impactful resources and innovative technologies for lifelong education. Since its launch in 2015, teachers from local universities and outside have hosted hundreds of online courses on KEEP, serving more than 87,000 students, with a wide variety in their content and teaching mode.

Teachers and eLearning support units are welcomed to our parallel session and poster presentation to exchange observations and experience in adopting innovative teaching practices. We also welcome inquiries at info@keep.edu.hk.

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Thursday July 30, 2020 11:15am - 11:45am HKT
Room B
  Platform and/or Services I, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P50
  • Order in Theme Session 1
  • Submission No. 1

11:15am HKT

P51: Real-time PDF Commenting and Audience Interacting Online System
In common practice, instructors always tend to use generic computer-aided tools such as Slideshow or Word Processing software to facilitate their teaching in class. However, when they want to highlight few points, sketch some drawings during teaching or even type few texts in real time, it seems that those tools cannot provide a convenient way for them to do so. Instead, many instructors migrate to draw on the whiteboard or even use visualizer to write on hard copy of notes. Thus, I would like to propose an online system that can allow real-time typing, simple drawing and highlight on PDF file online.

Besides, it is now a trend to have both face-to-face teaching together with online LIVE teaching. However, it is a common practice that those real-time teaching platform always show presenter’s face through very small window when screen sharing is made. It cannot deliver any cordial feeling to our students. To better handle this issue, a scalable portrait view via webcam will be added to either left or right side of the system so that audience can see both our face and gestures during teaching.

On top of this, students always hesitate to ask questions during the class but they are pleased to ask through text messages. Therefore, I would like to incorporate a announcement and chatroom interface shown side-by-side with PDF commenting area to enable audience silently reflecting their doubts.





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Thursday July 30, 2020 11:15am - 11:45am HKT
Room B
  Platform and/or Services I, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P51
  • Order in Theme Session 2
  • Submission No. 55

11:15am HKT

P52: Platform You Need for Flipped Teaching – Recruiting Pilot Users
Traditional LMSs do not fully support the needs of the flipped classroom method mainly because these systems do not focus enough on students’ learning processes.

The ‘Flipped Classroom Approach in Hong Kong Higher Education’ Project has initiated the development of a new Learning Management System that is tailor-made to maximize the flipped classroom teaching and learning experience. The platform has the name ‘Fabulearn’, which stands for ‘Flipped And Blended University Learning’. For example, time-keeping function is a strong design element in the platform to ensure students observe the strict self-learning timeframes in a flipped course.

We are at the stage of recruiting interested teachers to pilot use the platform in real teaching. Please contact Mr. Kevin Wong at kevin.wong@cuhk.edu.hk for more details.

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Thursday July 30, 2020 11:15am - 11:45am HKT
Room B
  Platform and/or Services I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P52
  • Order in Theme Session 4
  • Submission No. 98

11:15am HKT

P53: uReply Function Update Summary 2019-20
We would like to report a number of 2019 feature updates of uReply in the poster. The enhancements include enhanced support for subject-specific interactions, such as question types that are tailored for language learning and science learning. uReply is also made LTi compatible. In other words, the integration of the system with most major learning management systems is now achievable.

We will also present a brief 2020 developmental plan in the occasion and we look forward to conversing with the participants for further suggestions and comments.

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Speakers
avatar for Prof. Paul LAM, 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

Professor Paul LAM is an Associate Professor at the Centre for Learning Enhancement And Research, The Chinese University of Hong Kong. He has extensive interest and experience in teaching and learning principles, case-based teaching and learning, web-assisted teaching and learning... Read More →



Thursday July 30, 2020 11:15am - 11:45am HKT
Room B
  Platform and/or Services I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P53
  • Order in Theme Session 5
  • Submission No. 99

11:15am HKT

U10: Pedagogical Use of Bilingual Text-Mining
The use of bilingual text-mining system is introduced to EdUHK courses for three types of learning analytics supports. (1) The system can automatically identify and count the matching keywords mentioned in students’ reflection texts, according to the frameworks of topic-specific keywords established by the teachers. (2) The system can automatically generate hierarchical visualization of text-mining results, of which the zoom-able diagrams incorporate a number of statistical quantities for interpreting text-mining results from the individual-student, student-group, and whole-class perspectives. (3) The system can automatically analyze students’ major focuses in their learning reflection, for checking students’ strengths and inadequacies in understanding the topic-specific concepts. These three learning analytics supports are empirically examined to be effective for stimulating and guiding students to check learning inadequacies, identify areas of improvement, and re-think learning focuses in course learning.

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Thursday July 30, 2020 11:15am - 11:45am HKT
Room B
  Platform and/or Services I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U10
  • Order in Theme Session 3
  • Submission No. Sister Universities

11:15am HKT

P40: Virtual and Augmented Reality for Clinical Pharmacy & Community Health Education
Background:
Our team aimed at enhancing students’ overall learning experience by implementing immersive virtual reality (VR) and augmented reality (AR) for teaching disease knowledge, clinical practice, and patient consultation skills.

Summary of Work:
We produced three VR videos for year 3 pharmacy students to learn about various types of cardiovascular diseases.

Four AR micro modules about post stroke care, and chronic obstructive pulmonary disease (COPD), were made for students of different health disciplines who participated in summer community outreach services and experienced AR during training workshops.

Summary of Result :
According to the VR evaluation, the students (n=54) responded that the modules supported authentic learning (+4.61%), They were also more familiar with heart failure (+26.99%), and acute myocardial infarction (+20.47%). Beside, their confident to provide consultation to patients were highly improved (+21.75%).

Furthermore, 62% of the students (n=135) were positive on using AR for learning. We invited year 3 pharmacy students to provide further feedbacks and they disagreed that AR was useful to enhance learning (-16%) due to technical barriers and they doubted the usefulness of AR. Nonetheless, they showed more confidence on their patient consultation skills (+4%).

Discussion & Conclusion:
Primary objective of both projects were met – we have learned from students’ feedback and expectation. In addition, improvements on content and technical aspects are necessary for betterment in the learning experience.

Take-home Message:
Teaching with new technology will not only improve students’ interest and motivation on complicated subjects, but it will also strengthen their learning by supporting instructional objectives.

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Speakers
avatar for Prof. Vivian Wing Yan LEE, 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

Professor Lee joined the Center for Learning Enhancement And Research at the Chinese University of Hong Kong since July 2019.  She received her Bachelor of Sciences in Biochemistry at the University of California, Los Angeles and her Doctor of Pharmacy at the University of Southern... Read More →



Thursday July 30, 2020 11:15am - 11:45am HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) I, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P40
  • Order in Theme Session 1
  • Submission No. 8

11:15am HKT

P41: An Innovative Anatomy Learning Tool: The combination of 3D Printing and Web Augmented Reality Technologies
Anatomy is one of the crucial courses in the pre-clinical curriculum for the Medical Training Programme. Students feel easy to acquire the knowledge in the relationships of structures from the spatial visualization process. The 3D printing technology allows the replication of the plasnitated specimen without ethnical concern; whereas the Web AR technology enriches the digitized contextual information from the displayed object. Our team has investigated whether the combination of these technologies is an innovated tool for students’ visual–spatial learning in Anatomy teaching.

Our team developed courseware from integration both 3D Printing and Web AR technologies entitled as Virtual eLearning Tool (VeT), providing an excellent sight stimulation to study human organ, using the urinary system as a pilot module. Through the VeT, students can examine the model with rotation or manipulation and use the tablet OS to screen the 3D printed kidney model to gain the pop out digitized context of the internal anatomical structures in details. Students acquire the knowledge from such interactive multi-media material in positive experiential learning.

From our pilot study, the VeT provides several educational implications:
(1) Our team has designed the novel web AR-based experiential learning environment for health professional studying the Anatomy; and
(2) it bridges the interactive learning gap between the factual knowledge with text content type in the book and the 3D printed model for the flipped classroom learning.

The potential and affordance of the Web AR technology is being valued and extended to the strategic pedagogy in the future health professions education.

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Thursday July 30, 2020 11:15am - 11:45am HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) I, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P41
  • Order in Theme Session 2
  • Submission No. 17

11:15am HKT

P42: Perfect or Imperfect Match: Applications of the Controller and Leap Motion Device in the Development of the Immersive Virtual Reality Simulator
The concept of “virtual experiential learning” has become hostable for the better enhancement to students who must be well-trained for good laboratory practice and etiquettes.

The project was to build up innovative courseware using HTC VIVE IVR as the simulator for understanding the proper procedure to operate the gamma irradiator. Our team has adopted two different controlling systems for the operation, i.e. the HTC controller and the leap motion device for the virtual operation of machine. The pilot study was to investigate which types of virtual handling systems is helpful in stimulating students with limited laboratory experience in operation radioactive machine, preventing unpredictable accidental issues.

During the pilot study, the focus group of biomedical sciences students played and compared the two controlling system. They all agreed that the HTC controller was good enough to control the operation process but did not have any sensation of the hands-object interaction. Regarding the leap-motion device system, it has been integrated in the IVR courseware for the motion of tracking player’s hand. The leap motion device has been mounted on the headset, students need to place the forearms higher for tracking the movement of the hands. Some of the students forgot the rules that keep the hands in the detectable range during the simulation, the virtual stuff will be disappeared. However, they still enjoy the training indeed as they use their hands to gain the learning process.

To conclude, the outcome of the courseware can enhance students’ motivation to learn and equip their necessities in the future career path.

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Thursday July 30, 2020 11:15am - 11:45am HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) I, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P42
  • Order in Theme Session 3
  • Submission No. 18

11:15am HKT

P43: Virtual Reality Courseware for Pediatric Nursing
With the support from the Courseware Development Grant, an interactive virtual reality (VR) courseware that covered an important topic “Pediatric intravenous infusion” in a third-year nursing course was developed and tested. The objectives of this project were to (1) maximize students’ learning by allowing them to learn at their own pace with the use of the developed courseware; (2) support flipped classroom implementation in the course; and (3) engage students in an active learning environment.

This topic was chosen because it contained a mix of knowledge and concepts, and was more appropriate to learn by engagement in problem-solving scenarios and interactive activities. On the other hand, the “presence” offered in the VR courseware provided students with an opportunity to actively participate in a simulated hospital environment. These experiences were difficult to present and describe in the lectures.

To date, the project has been evaluated through student surveys and qualitative interviews. The surveys indicated that 90.6% of the students agreed that the courseware helped them to gain a better understanding of nursing knowledge and skills on the topic. Most of them (80.1%) agreed that the courseware helped them to learn at their own pace. Findings of the qualitative interviews showed that majority of students liked the developed courseware because the VR scenarios make learning more engaging and interesting. Most importantly, these courseware helped them enhance their skills in administrating pediatric intravenous infusion.

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Thursday July 30, 2020 11:15am - 11:45am HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) I, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P43
  • Order in Theme Session 4
  • Submission No. 22

11:45am HKT

Break
Thursday July 30, 2020 11:45am - 12:00pm HKT
-

12:00pm HKT

P54: MakerSpace in the CUHK Library: A New Space for Creative Learning
The CUHK Library is committed to supporting the University-wide theme Innovation & Design. The Learning Garden, which provides collaborative workspaces, has been updated and expanded with a new MakerSpace with the following services starting from September 2019:
o Easy-to-Use creative media production studio
o Editing Booths with High Performance Workstations
o AR & VR equipment and software
o Laser cutting & UV Printing
o 3D printing & scanning services
o Internet of Things (IoT) Tools
o Embroidery Machine
o Software for Image Editing, 3D Modeling, 3D Rendering, 3D Sculpting as well as AR/VR creation
o Workshops on various digital and maker skills

This MakerSpace is open to all members of the CUHK community and serves as an entry point for staff and students to explore the maker’s culture. It aims at promoting cross-disciplinary collaboration among students to acquire the digital and maker literacy as life-long skills. Through various types of workshops, hands-on learning experience and self-services model, students are encouraged to be exposed in the maker’s culture via trial and error.

This presentation will share the opportunities and challenges facing by the Library in promoting the digital and maker literacy to students during the implementation of the MakerSpace project. It also invites interested academic and teaching staff to collaborate with the CUHK Library to develop digital content or projects for teaching and research use via the MakerSpace equipment and resources.

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Thursday July 30, 2020 12:00pm - 12:30pm HKT
Room B
  Platform and/or Services II, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P54
  • Order in Theme Session 1
  • Submission No. 13

12:00pm HKT

P55: Renovating Language Labs to Facilitate Classroom Interaction in Language Education
Constructivist pedagogies such as active learning and peer learning are widely seen as more effective compared with traditional didactic teaching (Donwell & Eison, 1991; Topping 2005). The role of peer interaction is especially important in language education (Sato & Ballinger, 2016). Yet peer interaction may be inhibited by physical limitations of classrooms.

In an attempt to create a more flexible active learning space, all 9 multi-purpose classrooms (also known as language labs) in CUHK have been fully or partially remodeled in 2019. Desktop computers have been replaced with laptops. Some fixed tables were replaced with movable ones. Flexible dividing boards with a “pull-up” design were installed between each seat. The design goal was to minimize physical and visual barriers among users. The space was designed to encourage both peer-to-peer and peer-to-teacher interaction, while maintaining the flexibility to be converted to other usage, such as exam or individual language practice.

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Thursday July 30, 2020 12:00pm - 12:30pm HKT
Room B
  Platform and/or Services II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P55
  • Order in Theme Session 2
  • Submission No. 96

12:00pm HKT

P56: Teaching and Learning Community of Practice
We are pleased to announce that a new project has been funded as an extension and expansion of the previous eLearning Community of Practice (eLCoP) project. In the new project, the previous eLearning Community of Practice (eLCoP) will be renamed as Teaching and Learning Community of Practice (T&L CoP) and covers a wider range of teaching interest and needs, such as teacher professional development and implementation of various teaching innovations.

The Community of Practice (T&L CoP) is a teacher community at The Chinese University of Hong Kong for connecting teachers interested in various themes. Its aim to facilitate the dissemination, sharing and advancement of good practices.

Taking this opportunity, we would like to 1) report some of the work and progress of the eLCoP in the past two years, 2) introduce some latest activities of the Teaching and Learning Community of Practice, and 3) recruit teachers into the community.

For details and available recourses of the community, visit http://www.cuhk.edu.hk/clear/CoP/.

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Speakers
avatar for Prof. Paul LAM, 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

Professor Paul LAM is an Associate Professor at the Centre for Learning Enhancement And Research, The Chinese University of Hong Kong. He has extensive interest and experience in teaching and learning principles, case-based teaching and learning, web-assisted teaching and learning... Read More →
avatar for Dr. Fred Kei Tat KU, Department of Decision Sciences and Managerial Economics, The Chinese University of Hong Kong

Dr. Fred Kei Tat KU, Department of Decision Sciences and Managerial Economics, The Chinese University of Hong Kong

Dr. Fred Ku, currently Assistant Dean and Director of the Integrated BBA programme, joined CUHK Business School in 2009. He received his PhD degree from the Hong Kong University of Science and Technology.With expertise in business economics, he teaches courses for EMBA, MBA, MAcc... Read More →
avatar for Dr. Ann Sin Nga LAU, 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

Dr LAU Sin Nga Ann is a Senior Lecturer in CUHK School of Biomedical Sciences and is the Deputy Director of BSc in Biomedical Sciences. She is experienced in curriculum development and is interested in adopting new tools and techniques for teaching and e-assessments.  Ann is keen... Read More →



Thursday July 30, 2020 12:00pm - 12:30pm HKT
Room B
  Platform and/or Services II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P56
  • Order in Theme Session 3
  • Submission No. 100

12:00pm HKT

P57: uReply in Online Teaching
Even though uReply was originally designed to facilitate interactions in the classroom, to our surprise we found that many teachers have found the system still useful even in the past academic year when most of the teaching was online. The poster reports how uReply can be used in an purely online environment and how it further enhances the interactions that are not achieved by using only Zoom.

The online teaching experiences over the last year has also inspired the development team new features that could be added to uReply, including Attendance, Assessment and Exam modules. These new features will be explained in the poster as well.

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Thursday July 30, 2020 12:00pm - 12:30pm HKT
Room B
  Platform and/or Services II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P57
  • Order in Theme Session 4
  • Submission No. 103

12:00pm HKT

P58: eLearning Pedagogical Support and Consultation
In order to support CUHK teachers in sustaining practice of teaching excellence, our project aims to provide personalized consultation services to teachers to re-design innovative pedagogical approaches. Also, we aim to develop close relationship with teachers who wish to further enhance their teaching approaches with technology involved or not. The ADDIE model will be adopted to ensure a streamlined instructional design approach that focuses on feedback for continuous improvement. During the process, we would like to realize your T&L constrains and provides suggestions on learning platforms and strategies. Besides ADDIE approach, we can also introduce some eLearning pedagogies to you such as blended learning, geolocation learning and problem-based learning. Our expected outcome is that, our teachers can develop technology-enhanced and evidence-based teaching practices.

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Speakers
avatar for Prof. Paul LAM, 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

Professor Paul LAM is an Associate Professor at the Centre for Learning Enhancement And Research, The Chinese University of Hong Kong. He has extensive interest and experience in teaching and learning principles, case-based teaching and learning, web-assisted teaching and learning... Read More →



Thursday July 30, 2020 12:00pm - 12:30pm HKT
Room B
  Platform and/or Services II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P58
  • Order in Theme Session 5
  • Submission No. 104

12:00pm HKT

P44: Virtual Reality and Augmented Reality Application in Classroom Teaching and Field Study
Current syllabus of most local high schools descriptively introduces Earth System, but it lacks sufficient field practice and application of interdisciplinary knowledge. Many first-year university students thus take up a longer time to adapt to the new learning approach and some may lose interest gradually once lagging behind. Previous educational videos related to areas like field skill preparation and background of study area successfully raise student’s interest and self-study initiative before the field practice. In order to raise teaching and learning effectiveness as well as student’s motivation in self-learning, our team developed two preliminary platforms of Virtual Reality (VR) and one trial set of Augmented Reality (AR) teaching material. The two VR learning platforms generated with VR360 display onsite ‘real’ scenes with graphic explanations. Students are expected to preview and review the study areas before and after the field excursion. One set of AR material produced with Spark AR Studio consists of six major crystal forms and illustrates some of the mineral physical properties. When combining with extra VR games, the AR materials are believed to provide interactive three-dimensional chemical graphics to help students understand mineral properties that may be difficult for beginner to observe during classroom and laboratory sessions. Most of student helpers in the project, student and staff participants expressed that the VR and AR tools are very attractive and useful to stimulate student’s interest in learning Earth System Science effectively and efficiently.

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Thursday July 30, 2020 12:00pm - 12:30pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P44
  • Order in Theme Session 1
  • Submission No. 20

12:00pm HKT

P45: Virtual Reality: The Application of Genomic Technology in Health Sciences
Modern genomic technologies have become one of the important tools in diagnosis and guidance in symptoms management. The technologies are commonly applied in identifying micro-organisms and viruses that further dictate specific therapeutic management or personal medicine.

In the nursing curriculum, our students will study laboratory identification of microbes. A number of modern genomic technologies have been discussed with their working principles and clinical applications. Most of our students found difficulties in understanding the principle of genomic technologies. Therefore, this project aims to develop tailor-made virtual reality games for explaining the complicated concepts and showing how the knowledge can be applied in some clinical examples.

A mobile app using virtual reality technology was designed and covered (i) 3D structures of key materials of genomic technology used in clinical applications and (ii) Working principles of genomic technology in 3D virtual reality environment. A quantitative survey was conducted to evaluate users’ satisfaction based on eleven 6-point Likert-type questions.

The results of the quantitative survey demonstrated that the students were satisfied with the clarity, depth and length of the content. They believed that those games were important in facilitating their learning in human genomics. Moreover, they appreciated the interactive exercises in each game. The present games were helpful to support student learning. We expect that those virtual reality games can also be used by other courses offered in the Faculty of Medicine at The Chinese University of Hong Kong.

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Thursday July 30, 2020 12:00pm - 12:30pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P45
  • Order in Theme Session 2
  • Submission No. 72

12:00pm HKT

P46: Virtual Reality Trail of Plant Learning in CUHK
Environment education is an important part of education in Universities, but it is always limited by bad weather, insects, safety and epidemic situations such as the outbreak of COVID-19. Hence, we designed an e-learning courseware called Virtual Reality Trail of Plant Learning in CUHK for everyone to have a virtual field trip to experience plants and nature. In our courseware, we will establish three learning routes with the information of on-site plant species. We will present a demonstration version on our first trail, which is the United College of CUHK. This courseware is a free-to-access Web App for all kind of users.

In the courseware, users are brought to a view of 360-degree virtual plant learning trail. They can click the interactive hotspots to switch location points, to view plants photos and to browse external website of plant factsheets. Most of the selected plant species will be enriched with high quality plant photos. Therefore, users can view the close-up photos of various parts of the plants. With all the courseware information, users can learn plants and their habitats even at home, which is different from the traditional face-to-face teaching approach of plant learning.

This courseware is also developed with Virtual Reality technology, users can therefore enjoy a more exciting and realistic plant learning experience using VR goggles. In the future, we will be making more plant learning trails and will be putting more interactive elements into our courseware for a new era of e-teaching and learning in CUHK.

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Thursday July 30, 2020 12:00pm - 12:30pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P46
  • Order in Theme Session 3
  • Submission No. 84

12:00pm HKT

U08: Flipped Learning: Virtual Reality for Gateway Education Course
A flipped classroom approach was conducted with a Gateway Education course on Science & Technology from the support of a cross-university UGC project fund. Before class, students of the course were required to take a virtual reality (VR) field trip to Lamma Winds, the first commercial-scale wind turbine in Tai Ling built by HK Electric, to better understand how electricity can be produced from wind energy. The flipped classroom activity is to facilitate the students to understand the complex mechanism of the wind turbine drive train for electricity generation. A face-to-face class including a traditional lecture, a Q & A session and an in-class group presentation exercise followed to achieve the intended learning outcomes.

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Speakers
avatar for Dr. Crusher WONG, Senior Manager (e-Learning), Office of the Chief Information Officer, City University of Hong Kong

Dr. Crusher WONG, Senior Manager (e-Learning), Office of the Chief Information Officer, City University of Hong Kong

Crusher Wong, Ph.D., is the Senior Manager (e-Learning) in the Office of the Chief Information Officer at City University of Hong Kong. Before joining CityU, he received a PhD in theoretical physics from the University of Western Ontario. As a physics lecturer, Crusher introduced... Read More →



Thursday July 30, 2020 12:00pm - 12:30pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) II, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U08
  • Order in Theme Session 4
  • Submission No. Sister Universities

12:30pm HKT

Break
Thursday July 30, 2020 12:30pm - 12:45pm HKT
-

12:45pm HKT

P59: Learning Medical Abbreviations on Instagram
Background:
Students spend most of their time on social networking everyday. We believe that by utilizing social network platform can help engaging students in learning.

Summary of Work:
We aimed at providing easy to use and mobile friendly learning materials for students to be familiarized with various medical abbreviations in order to interpret information efficiently. In this project we developed an e-learning model for learning medical abbreviations. This model included a self-learning webpage and an Instagram account (@marscuhk) that introduced 90 medical abbreviations.

Summary of Result :
We received feedbacks and pre/post project survey data from over 100 Pharmacy year 3 and other Faculty of Medicines students of different disciplines. Nearly 90% of interviewed students use Instagram as their major social media platform.

In addition, they agreed that the website and Instagram account and their contents were useful and helpful for them in following areas: communicate with other healthcare professionals during clinical clerkship (Pharmacy students:+28%, p=0.0002, other students :+24.4%, p= 0.0003); helpful to explain to patients (Pharmacy students: +20%, p=0.001388, other students : +22.1%, p= 0.0007); increased their knowledge (Pharmacy students : 18.4% , p=0.0014, other students : +12.7%, p= 0.0291)

Discussion & Conclusion:
Students’ feedbacks and survey figures indicated that the model did help their learning and the project completed satisfactorily.

Take-home Message:
Providing innovative and interesting learning methods to students can improve their attitude and motivation on complicated subjects.

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Thursday July 30, 2020 12:45pm - 1:15pm HKT
Room B
  Apps and Tools, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P59
  • Order in Theme Session 1
  • Submission No. 4

12:45pm HKT

P60: Learning Chemistry via “Science Mobile”
To promote ubiquitous learning in Chemistry, “Science Mobile” is introduced and implemented into courses for students. A number of learning objects in the formats of videos, photos, textual descriptions, and webpages are produced under three important themes in Chemistry: (i) food, drugs and organic chemistry, (ii) traditional and modern materials, and (iii) chemical analytic methods and their applications in society. Until October 2019, over 260 Chemistry learning objects have been created and they will be uploaded to the platform. The learning objects cover a wide range of contents including the introduction and operation of common analytical instruments, demonstrations of experimental techniques and some basic chemical knowledge in daily life. To promote students to learn science across the boundaries of disciplines, we focus on ubiquitous learning to promote knowledge integration from different sub-disciplines in Chemistry. The objects are embedded into different learning pathways and modules, which allow students to appreciate the connections between scientific concepts and applications. QR codes, barcodes and RFID tags can be scanned to access the learning objects to achieve ubiquitous learning.

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Thursday July 30, 2020 12:45pm - 1:15pm HKT
Room B
  Apps and Tools, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P60
  • Order in Theme Session 2
  • Submission No. 5

12:45pm HKT

P61: “Science Mobile” – Learning Science with a Smartphone
“Science Mobile” is developed as a portable learning platform to facilitate students learning science concepts across different science disciplines in daily life. All learning objects are hosted by a web-based learning management platform. “Science Mobile” has been launched in App Store in IOS system and Google Play in Android system since April 2019. Student can install the apps into their smartphones to view the learning objects for ubiquitous learning.

Students can access the learning objects by scanning the corresponding barcodes, QR codes and RFID, or by searching with relevant keywords and hash tags. The learning objects are displayed with images, textual description, videos, or related websites. Hyperlinks and hash tags allow students to explore the relationship among different learning objects. Assessment can be assigned to students for assessing their understanding on certain learning objects. Modules are available for relating the learning objects to build a learning pathway. Teachers can upload the learning materials and the related assessment items through the teacher panels. Students’ performance can be viewed by generating reports on the assessment to evaluate students’ understanding.

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Thursday July 30, 2020 12:45pm - 1:15pm HKT
Room B
  Apps and Tools, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P61
  • Order in Theme Session 3
  • Submission No. 6

12:45pm HKT

P62: Using uReply Activity in an Introductory First Aid Casualty Scenario Game for Junior Secondary School Students
Game-based learning for small group classes can foster active and experiential learning, teamwork, problem solving and critical thinking skills. Activity ranking in uReply, a web-based Student Response System, is a new feature in the single-item session component. We describe our experience of using uReply activity ranking in an introductory first aid casualty scenario game for junior secondary school students.

Educational goals of first aid training for junior secondary school include knowledge and skills in calling emergency number, choking, recovery positioning, wound and burn care, stopping bleeding and managing minor injury to bones, muscles or joints. As part the Department of Anaesthesia and Intensive Care Knowledge Transfer Outreach Project, we developed and assessed a 2.5 hour introductory non-resuscitative first aid course, with a game-based formative assessment component, for 140 secondary students (11-12 years old).

Immediately after practical skills training by volunteer physicians, students formed small groups to compete with one another by responding to a scenario with several events during a school camping trip in Sai Kung Country Park. Seventy students used uReply activity ranking on iPad devices to respond to eight multiple choice questions and instructors assessed students’ role play of injured classmates and first aid responders for treating minor abrasions, ankle sprain, choking and scald injury using first aid kits. The remaining 70 students used a paper-based format instead of uReply. The median (IQR) team score (out of 12) was higher in the uReply group (11.5, 10.3-12.0) than the paper-based format group (10, 9.3-11.0) [P=0.045]. To enable more flexibility for teams to work at their own pace competitively, uReply activity ranking in the multiple-item session component is suggested in the next update.

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Thursday July 30, 2020 12:45pm - 1:15pm HKT
Room B
  Apps and Tools, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P62
  • Order in Theme Session 4
  • Submission No. 43

12:45pm HKT

P47: Use of VR Technology to Enhance Students’ Understanding of Residents Living in Subdivided Units
Social work emphasized the understanding of person in environment perspective in assessment of client’s family situation. Yet, it would be difficult to bring a class of students to visit a subdivided unit. It would be burdensome for the residents to receive a number of visits. The use of VR technology provides an experiential way of understanding the living milieu of marginal group reducing burdens of residents to receive visits from students, saving time and traveling costs. Using VR technology combining flipped classroom format enhanced teaching effectiveness and participation of students.

Approaches
(1) Flipped classroom: VR videos would be used as background materials for students to watch at their own time before the class preparing students for class learning how to conduct case assessment and understand the needs and problems encountered by residents.
(2) Live discussion: In class, another VR video of the same case would be utilized in class for further analysis enabling students to have a more in depth understanding of client’s situation and learn how to conduct case formulation.
(3) E learning assignment: A second case study using animation format would be used for students to apply what they have learnt in class. Google classroom combining google form would be used to assess whether students can utilize the knowledge being taught in class.
Exploratory study finds out that students enjoy the VR learning, consider the approach stimulating and engaging, helping them to learn case assessment and understanding needs and problems of marginal groups more effectively.

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Thursday July 30, 2020 12:45pm - 1:15pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) III, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P47
  • Order in Theme Session 1
  • Submission No. 16

12:45pm HKT

P48: Using VR Technology to Facilitate Real Estate Education
Technology has been emphasised for its critical role in real estate education just after the rise of computer and internet technology in the turn of the 21st century. The use of virtual reality (VR) technology is rapidly expanding to facilitate customer experience and reduce operating cost in the real estate industry. Using an experimental course design and delivery in a real estate course under a business school environment in CUHK, this paper shows the design, development and implementation of an innovative teaching model with the support of VR technology. The results of this study show that VR technology can assist the development and enhancement of student’s sense of value as well as improving communicative efficiency of property investigation and analysis of the trade process.

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Thursday July 30, 2020 12:45pm - 1:15pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) III, Poster
  • Session Type Poster
  • Presentation Type Poster and Talk
  • Poster No. P48
  • Order in Theme Session 2
  • Submission No. 29

12:45pm HKT

P49: Virtual Field Trip Platform for Online Teaching-learning Enhancement: Yim Tin Tsai Island as a Site of Tourism Education
The COVID-19 pandemic has caused suspension of in-class lecturing and outdoor field trips. This issue largely affects the teaching-learning process of many tourism-related courses, which require field experience to enhance learning and development of students. To cope with such need for off-site field investigation, an interactive and sustainable virtual field trip platform is necessary for transforming the crisis of teaching-learning into an innovative opportunity for tourism education.
This project takes Yin Tin Tsai (YTT) in Sai Kung, Hong Kong as its site for a Virtual Reality (VR) and Augmented Reality (AR) interactive field trip platform. YTT has three different thematic features (the Catholic religion, Hakka culture and ecology) for resource revitalization and destination development. The platform allows students to conduct virtual trips to YTT through innovative features such as VR-based self-paced tours, attraction selection, e-learning of questions-and-answers, user-friendly sharing of visitor experience, and more importantly, a set of AR-driven features about the main attractions and history of YTT. This project is of high relevance to teaching-learning enhancement and will be constructive when the platform is utilized across UGC-funded tourism, geography, resource management and general education courses. The project integrates field trips, location-based study and VR/AR applications. Teachers are both lecturers to deliver knowledge and facilitators of interactive class or online discussions without any geographical, weather or resource constraints.

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Thursday July 30, 2020 12:45pm - 1:15pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) III, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. P49
  • Order in Theme Session 4
  • Submission No. 82

12:45pm HKT

U09: Using Virtual Reality Technology to Enhance Chinese Architectures Learning
This project reports a flipped classroom strategy using VR technologies to support General Education (GE) module - Architecture and Space in Chinese Culture. The learning activities through the immersive environment are designed to enhance the learning experiences of undergraduate studies in Arts and Humanities. Students are required to navigate the Wooden Pagoda of Fogong Temple at Shanxi Province (1056 AD) virtually to accomplish specific tasks. In general, participants report that the learning approaches with VR content have stimulated their learning interests to investigate more architectural knowledge related to Chinese architecture. In conclusion, students are pleased with the way of implementing VR technologies to support more GE module.

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Thursday July 30, 2020 12:45pm - 1:15pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR) III, Poster
  • Session Type Poster
  • Presentation Type Poster
  • Poster No. U09
  • Order in Theme Session 3
  • Submission No. Sister Universities

1:15pm HKT

Break
Thursday July 30, 2020 1:15pm - 2:00pm HKT
-

2:00pm HKT

Talk: Collaborative Inquiry-based Learning at the Heart of Undergraduate Teaching
Traditional teaching and learning methods (lectures, tutorials and assessment by written examinations) are commonly used. Students work on tasks which may appear to them to have little intrinsic interest. The relationship of student learning to the knowledge production work of the university is unclear. Students work as individuals.

This paper will present a new course, offered for the first-time in 2018–19, which departs from the model just outlined in significant respects:
• ‘Lectures’ are only held for the first three weeks (to set up groups and explain the distinctive features of the course);
• Students work for four weeks in small, collaborative groups to produce a group blog post and prepare a presentation (each on a research topic chosen by the students within the broad field of property law);
• The groups are led and organised by the students themselves;
• A facilitator (a research post-graduate student) is assigned to each group;
• The students also work on an individual research project chosen by them (which can draw on the group project if they wish);
• After the first three weeks, the teacher’s role is to be available to support the group and individual projects;
• The students are encouraged to publish their group and individual work.

This is an action research project and presents the teacher’s insider account of the lived experience of the course. This account will be supported by interviews with the research postgraduates who worked as facilitators and the responses to a survey distributed to the students.


Thursday July 30, 2020 2:00pm - 2:15pm HKT
Room A
  Assessment, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 1
  • Submission No. 26

2:00pm HKT

Talk: How to Use KEEP to Improve Teaching and Learning
Online education has enabled teachers to apply various pedagogies more efficiently than in a traditional setting. With the use of KEEP (Knowledge & Education Exchange Platform), instructors are practicing different innovative teaching methods, such as blended learning, flipped classroom, peer instruction, badges and gamification. Each of the practices has its own contribution to teaching, including enhancing learning motivation and deepening understanding.

KEEP is a UGC-funded project for empowering educators and learners with impactful resources and innovative technologies for lifelong education. Since its launch in 2015, teachers from local universities and outside have hosted hundreds of online courses on KEEP, serving more than 87,000 students, with a wide variety in their content and teaching mode.

Teachers and eLearning support units are welcomed to our parallel session and poster presentation to exchange observations and experience in adopting innovative teaching practices. We also welcome inquiries at info@keep.edu.hk.

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Thursday July 30, 2020 2:00pm - 2:15pm HKT
Room B
  Platform and/or Services, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 1
  • Submission No. 1

2:15pm HKT

Talk: Developing Clinical Competency: A Progression Model of Work Integrated Learning (WIL) in a Speech Language Pathology Programme
Work integrated learning (WIL) is an integral part of a clinical program. A well-designed WIL curriculum ensures students develop clinical competency that meets the standards of the profession before entering the workforce. Traditionally, WIL in Speech-Language Pathology programs is heavily focused on or even restricted to direct patient interaction. Further, most of these clinical curricula focus on developing clinical skills across range of clinical areas but lack considerations on other aspects of clinical competency development.
The Master of Science in Speech-Language Pathology at CUHK aims to graduate students who will become competent speech therapists that meet both local and international professional standards. The programme takes a four-pronged progression model to develop entry-level clinical competency. These include (i) range of clinical practice area defined by professional bodies in Speech Language Pathology; (ii) clinical population involving both paediatric and adult; (iii) clinical skills from novice practitioner to entry-level practitioner; and (iv) independency in performing clinical tasks. Clinical competency evaluations in both summative and formative nature are carefully designed and structured into the clinical curriculum to ensure all milestones are reached prior to graduation.

In addition to traditional clinical interaction with patients, the clinical curriculum also involves community capacity building projects as well as health promotion activities. These experiences aim to provide students with a comprehensive WIL experience, so they gain experience at applying their knowledge and skills at both the patient and community level.
This four-pronged work integrated learning clinical curriculum aims to ensure students develop holistic clinical competency while taking into account the progressive-nature of student learning.


Thursday July 30, 2020 2:15pm - 2:30pm HKT
Room A
  Assessment, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 2
  • Submission No. 65

2:15pm HKT

Talk: Online Reading List as a Teaching & Learning Tool: The Experience of the Divinity School of CUHK
In the past couple of years, CUHK Library has been in search of a course resource tool for creating, fulfilling, and viewing course reading lists for faculty, librarians, and students. Among the commercial products available in the market, Leganto developed by Ex Libris is one of the most popular course reading list platforms adopted by academic and research libraries not only in Hong Kong but also around the world. Aiming at fully revealing the potential of Leganto as a course resource tool, CUHK Library kicked off a pilot study of Legnato in the second semester of the academic year 2018-19. The goals of the pilot were to create opportunities for faculty members and librarians to experiment with Leganto and to investigate its challenges to support teaching and learning activities. The Divinity School of CUHK was invited to participate in the pilot and has successfully tested out the Leganto platform. CUHK Library subsequently launched the Leganto service as a reading list platform to the university community in September 2019. The purpose of this paper is to demonstrate the experience of implementing the online reading list by the Divinity School. The presenters will discuss the design and workflow of embedding the online reading list service into the teaching activities, some issues encountered around linking to electronic resources and embedding the reading list platform into Blackboard.


Thursday July 30, 2020 2:15pm - 2:30pm HKT
Room B
  Platform and/or Services, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 2
  • Submission No. 2

2:30pm HKT

Talk: Integrating Flipped Electronic Delivery and Active Learning
This presentation will summarize the results of teaching about 180 graduate law students Company Law by integrating two electronic components and one active learning component. The presentation will review the use of Open edX, YouTube and Camtasia to deliver online lectures, together with the use of automated quizzes on Open edX to assess student understanding of lectures. Next, it will discuss the use of an integrated storyline of tutorial questions – that is, with characters and a story that continues from week to week - during a 12-week period to engage the students in the legal challenges of establishing, operating and growing a company limited by shares.


Thursday July 30, 2020 2:30pm - 2:45pm HKT
Room A
  Assessment, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. 67

2:30pm HKT

Talk: MakerSpace in the CUHK Library: A New Space for Creative Learning
The CUHK Library is committed to supporting the University-wide theme Innovation & Design. The Learning Garden, which provides collaborative workspaces, has been updated and expanded with a new MakerSpace with the following services starting from September 2019:
o Easy-to-Use creative media production studio
o Editing Booths with High Performance Workstations
o AR & VR equipment and software
o Laser cutting & UV Printing
o 3D printing & scanning services
o Internet of Things (IoT) Tools
o Embroidery Machine
o Software for Image Editing, 3D Modeling, 3D Rendering, 3D Sculpting as well as AR/VR creation
o Workshops on various digital and maker skills

This MakerSpace is open to all members of the CUHK community and serves as an entry point for staff and students to explore the maker’s culture. It aims at promoting cross-disciplinary collaboration among students to acquire the digital and maker literacy as life-long skills. Through various types of workshops, hands-on learning experience and self-services model, students are encouraged to be exposed in the maker’s culture via trial and error.

This presentation will share the opportunities and challenges facing by the Library in promoting the digital and maker literacy to students during the implementation of the MakerSpace project. It also invites interested academic and teaching staff to collaborate with the CUHK Library to develop digital content or projects for teaching and research use via the MakerSpace equipment and resources.

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Thursday July 30, 2020 2:30pm - 2:45pm HKT
Room B
  Platform and/or Services, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 3
  • Submission No. 13

2:45pm HKT

Talk: Objective Structured Clinical Examinations (OSCE) - An Assessment to Ensure Students’ Readiness for Clinical Practicums
Speech and Language Pathologist (SLP) is a competency-based practice profession. The SLP education curriculum emphasizes both theoretical and clinical training. Clinical practicums are one of the important training processes for building students’ clinical competencies. Through this process, students develop clinical skills in multifaceted aspects, including implementing clinical procedures, clinical reasoning, communication and professionalism. Traditionally, students’ competencies are assessed in an integrated manner. Very few assessments were used to assess their readiness for clinical practicums.

The Master of Science in Speech-Language Pathology programme aims to ensure students are capable of implementing basic clinical procedures before further learning more complicated clinical skills such as clinical reasoning. Objective Structured Clinical Examinations (OSCE) was found to be an effective assessment tool to evaluate the students’ clinical skills and their competencies in various clinical skills across a number of health professional programmes. Hence, the MSc-SLP program adopted OSCE in assessing students’ readiness for clinical practicum. Prior to each clinical practicum, an OSCE was held. Students’ clinical readiness were assessed in using both pen-and-paper and procedural-type stations. Each OSEC consisted of approximately 10 stations targeting clinical skills that student will encounter in their upcoming clinical practicum. Each station was carefully design to ensure only pre-clinical skills are targeted. Student evaluations were collected after each OSCE. Students generally agreed OSCE was helpful in preparing them for their clinical practicums.


Thursday July 30, 2020 2:45pm - 3:00pm HKT
Room A
  Assessment, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 4
  • Submission No. 69

2:45pm HKT

Talk: Real-time PDF Commenting and Audience Interacting Online System
In common practice, instructors always tend to use generic computer-aided tools such as Slideshow or Word Processing software to facilitate their teaching in class. However, when they want to highlight few points, sketch some drawings during teaching or even type few texts in real time, it seems that those tools cannot provide a convenient way for them to do so. Instead, many instructors migrate to draw on the whiteboard or even use visualizer to write on hard copy of notes. Thus, I would like to propose an online system that can allow real-time typing, simple drawing and highlight on PDF file online.

Besides, it is now a trend to have both face-to-face teaching together with online LIVE teaching. However, it is a common practice that those real-time teaching platform always show presenter’s face through very small window when screen sharing is made. It cannot deliver any cordial feeling to our students. To better handle this issue, a scalable portrait view via webcam will be added to either left or right side of the system so that audience can see both our face and gestures during teaching.

On top of this, students always hesitate to ask questions during the class but they are pleased to ask through text messages. Therefore, I would like to incorporate a announcement and chatroom interface shown side-by-side with PDF commenting area to enable audience silently reflecting their doubts.





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Thursday July 30, 2020 2:45pm - 3:00pm HKT
Room B
  Platform and/or Services, Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 4
  • Submission No. 55

3:00pm HKT

Talk: Combining Student Performance in Criterion-referenced Assessments
Criterion referencing, which has been fully launched in the University, evaluates student performance in an assessed work against a predetermined set of goals and standards. Scoring student performance seems unnecessary. Yet, when multiple assessments are involved in a course, the grades of individual assessments are commonly converted into numeric scores whose weighted sum are then converted back to a course grade. A grade-score conversion is thus called for. This presentation addresses two technical issues when combining student performance in all assessments into a course grade. Firstly, the choice of grade-score conversion table is non-trivial especially in a course with multiple sections. Secondly, from the mathematical point of view, some choices of predetermined cut-off scores are preferable so as to reduce the chance of rampant grade inflation or deflation.


Thursday July 30, 2020 3:00pm - 3:15pm HKT
Room A
  Assessment, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 5
  • Submission No. 92

3:15pm HKT

Break
Thursday July 30, 2020 3:15pm - 3:30pm HKT
-

3:30pm HKT

Talk: An Innovative Anatomy Learning Tool: The combination of 3D Printing and Web Augmented Reality Technologies
Anatomy is one of the crucial courses in the pre-clinical curriculum for the Medical Training Programme. Students feel easy to acquire the knowledge in the relationships of structures from the spatial visualization process. The 3D printing technology allows the replication of the plasnitated specimen without ethnical concern; whereas the Web AR technology enriches the digitized contextual information from the displayed object. Our team has investigated whether the combination of these technologies is an innovated tool for students’ visual–spatial learning in Anatomy teaching.

Our team developed courseware from integration both 3D Printing and Web AR technologies entitled as Virtual eLearning Tool (VeT), providing an excellent sight stimulation to study human organ, using the urinary system as a pilot module. Through the VeT, students can examine the model with rotation or manipulation and use the tablet OS to screen the 3D printed kidney model to gain the pop out digitized context of the internal anatomical structures in details. Students acquire the knowledge from such interactive multi-media material in positive experiential learning.

From our pilot study, the VeT provides several educational implications:
(1) Our team has designed the novel web AR-based experiential learning environment for health professional studying the Anatomy; and
(2) it bridges the interactive learning gap between the factual knowledge with text content type in the book and the 3D printed model for the flipped classroom learning.

The potential and affordance of the Web AR technology is being valued and extended to the strategic pedagogy in the future health professions education.

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Thursday July 30, 2020 3:30pm - 3:45pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR), Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 1
  • Submission No. 17

3:30pm HKT

Talk: New ELITE Information Session
Centre for eLearning Innovation and Technology (ELITE) aims to provide support for eLearning projects, Micro-Module Courseware Development (MMCD), and other University’s initiatives such as Massive Open Online Courses (MOOCs). In this Information Session, we will introduce various eLearning services provided by the newly-restructured ELITE, including the production of courseware packages and resources, hosting of the resources on various platforms, and development of more sophisticated applications.


Thursday July 30, 2020 3:30pm - 4:00pm HKT
Room B
  Info Session, Talk

3:45pm HKT

Talk: Perfect or Imperfect Match: Applications of the Controller and Leap Motion Device in the Development of the Immersive Virtual Reality Simulator
The concept of “virtual experiential learning” has become hostable for the better enhancement to students who must be well-trained for good laboratory practice and etiquettes.

The project was to build up innovative courseware using HTC VIVE IVR as the simulator for understanding the proper procedure to operate the gamma irradiator. Our team has adopted two different controlling systems for the operation, i.e. the HTC controller and the leap motion device for the virtual operation of machine. The pilot study was to investigate which types of virtual handling systems is helpful in stimulating students with limited laboratory experience in operation radioactive machine, preventing unpredictable accidental issues.

During the pilot study, the focus group of biomedical sciences students played and compared the two controlling system. They all agreed that the HTC controller was good enough to control the operation process but did not have any sensation of the hands-object interaction. Regarding the leap-motion device system, it has been integrated in the IVR courseware for the motion of tracking player’s hand. The leap motion device has been mounted on the headset, students need to place the forearms higher for tracking the movement of the hands. Some of the students forgot the rules that keep the hands in the detectable range during the simulation, the virtual stuff will be disappeared. However, they still enjoy the training indeed as they use their hands to gain the learning process.

To conclude, the outcome of the courseware can enhance students’ motivation to learn and equip their necessities in the future career path.

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Thursday July 30, 2020 3:45pm - 4:00pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR), Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 2
  • Submission No. 18

4:00pm HKT

Talk: Virtual Reality Courseware for Pediatric Nursing
With the support from the Courseware Development Grant, an interactive virtual reality (VR) courseware that covered an important topic “Pediatric intravenous infusion” in a third-year nursing course was developed and tested. The objectives of this project were to (1) maximize students’ learning by allowing them to learn at their own pace with the use of the developed courseware; (2) support flipped classroom implementation in the course; and (3) engage students in an active learning environment.

This topic was chosen because it contained a mix of knowledge and concepts, and was more appropriate to learn by engagement in problem-solving scenarios and interactive activities. On the other hand, the “presence” offered in the VR courseware provided students with an opportunity to actively participate in a simulated hospital environment. These experiences were difficult to present and describe in the lectures.

To date, the project has been evaluated through student surveys and qualitative interviews. The surveys indicated that 90.6% of the students agreed that the courseware helped them to gain a better understanding of nursing knowledge and skills on the topic. Most of them (80.1%) agreed that the courseware helped them to learn at their own pace. Findings of the qualitative interviews showed that majority of students liked the developed courseware because the VR scenarios make learning more engaging and interesting. Most importantly, these courseware helped them enhance their skills in administrating pediatric intravenous infusion.

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Thursday July 30, 2020 4:00pm - 4:15pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR), Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 3
  • Submission No. 22

4:15pm HKT

Talk: Using VR Technology to Facilitate Real Estate Education
Technology has been emphasised for its critical role in real estate education just after the rise of computer and internet technology in the turn of the 21st century. The use of virtual reality (VR) technology is rapidly expanding to facilitate customer experience and reduce operating cost in the real estate industry. Using an experimental course design and delivery in a real estate course under a business school environment in CUHK, this paper shows the design, development and implementation of an innovative teaching model with the support of VR technology. The results of this study show that VR technology can assist the development and enhancement of student’s sense of value as well as improving communicative efficiency of property investigation and analysis of the trade process.

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Thursday July 30, 2020 4:15pm - 4:30pm HKT
Room A
  Virtual Reality (VR)/ Augmented reality (AR), Talk
  • Session Type Talk
  • Presentation Type Poster and Talk
  • Order in Theme Session 4
  • Submission No. 29