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Tuesday, July 28
 

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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Speakers
DJ
DC
MC


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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Speakers
PC


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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Speakers
PS
DS
DP
DW
DH


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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Speakers
DR


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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Speakers
DH
DF
DO
MT


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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Speakers
MJ
PL


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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Speakers
PF


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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Speakers
PG
MK
MA
MB
MP
MC


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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Speakers
PJ
MT


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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Speakers
PE
MV
MM


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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Speakers
DP
DJ


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

1:30pm 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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Speakers
DI
PK
PM


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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Speakers
PK
PJ
PM


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
MA
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 →
DH
MC


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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Speakers
PS
DS
DP


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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Speakers
DS
DF
DP
MZ


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
DP
DI
DF
PS
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 →
DA
MD
MM
PS
PC
MC
MR
ME


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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Speakers
DF
DO


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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Speakers
DV
MY


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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Speakers
DP


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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Speakers
MW
PR


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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MK


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
 
Wednesday, July 29
 

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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Speakers
DS
MC
MA
ME
MK
MH


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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Speakers
DV
MJ


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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Speakers
DD
DA


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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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 →
avatar for Judy LO, Head, Education Technology, Information Technology Services Centre, The Chinese University of Hong Kong


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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Speakers
DM
DF


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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Speakers
DJ


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

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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Speakers
DC
MS
MK


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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Speakers
DC
MC


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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Speakers
DC
MY
MC
DS
DM
DJ
PL
PH


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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Speakers
MS


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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DY
MK


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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Speakers
PW
MM
MY


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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Speakers
PJ
MJ
MV


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

12:45pm 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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Speakers
PC
PK
PH


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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Speakers
DF
DW
DO
MR
MJ
MF
MY
MJ


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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Speakers
PL


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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Speakers
MA
MC


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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Speakers
DK


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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Speakers
DC


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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Speakers
PK
DK
DK
DR
DS
DP
PT
PS
PE
PB
PJ


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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Speakers
PG
PD
PN


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
 
Thursday, July 30
 

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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Speakers
DK
DJ
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 →
MR
MP
MB


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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Speakers
DK
DA


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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Speakers
DK
MA
MJ
MK


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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Speakers
PP
DR


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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Speakers
avatar for Mr. Bo ZHU, Knowledge & Education Exchange Platform (KEEP), The Chinese University of Hong Kong


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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Speakers
MK


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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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 →
MC
MK
MA
MJ


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 →
MK
MM


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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Speakers
PS
DL
DC
MD
MC


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 →
MF


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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Speakers
DF
MT
MA
DO


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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Speakers
DF
DO
MR
MC


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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Speakers
PC
PC
PC


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

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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Speakers
ML


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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Speakers
DJ
MA
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 →
MK
MA
MS


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
DI
DF
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 →
PJ
DW


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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Speakers
MK


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 →
MF


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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Speakers
DT
ME
MS


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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DM


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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Speakers
MM
MT
YS
HL
MY
MK
MT
DD


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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DB
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 →
MA
MK


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

12:45pm 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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Speakers
ME
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 →
MC
MA
MI


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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Speakers
DK
PF
DW
DY


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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Speakers
DK
DC


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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Speakers
PA
DY
MA


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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Speakers
ME
PT
MK
MK
MS


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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Speakers
DC


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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Speakers
PJ


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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Speakers
MT
ML
MF
ML


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
 
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