CUHK Expo 2019/20

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

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

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