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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

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

2:15pm HKT

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

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

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

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

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

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

Take-home Message:
In parallel with providing health service, students can also learn valuable real world experience from patients and peers of other disciplines.
Speakers
avatar for Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

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

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

2:30pm HKT

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

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

2:45pm HKT

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

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

3:00pm HKT

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

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

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

View Paper
Speakers
PF

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

3:30pm HKT

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

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

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

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Speakers
MK
PR
MH

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

3:45pm HKT

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

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

4:00pm HKT

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

Tuesday July 28, 2020 4:00pm - 4:15pm HKT
Room B
  MMCD and MOOC, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 3
  • Submission No. 71
 
Wednesday, July 29
 

11:15am HKT

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

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Speakers
avatar for Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

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

Prof. Paul LAM, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

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

12:45pm 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

2:00pm HKT

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

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

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

2:15pm HKT

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

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

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Speakers
DV
MJ


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

3:15pm HKT

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

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Speakers
avatar for Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

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

Prof. Paul LAM, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong

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


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

3:30pm HKT

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

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

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

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

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Speakers
DM
DF


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

3:45pm HKT

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

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

4:00pm HKT

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

Wednesday July 29, 2020 4:00pm - 4:15pm HKT
Room B
  Online Assessment, Talk
  • Session Type Talk
  • Presentation Type Talk
  • Order in Theme Session 4
  • Submission No. 90
 
Thursday, July 30
 

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

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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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

12:45pm 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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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

2:00pm HKT

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

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

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

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


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

2:15pm HKT

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

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

2:30pm HKT

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

2:45pm HKT

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

3:30pm HKT

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

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