(PolyU and HKBU Project Members)

Facilitator: Dr. Kevin CHAN (APSS)

Time: 2:45-3:10

Speaker:

Tsz-Ki Lam, Pui-Yin Ng, Koon-Sing Ho, Albert W.-M. Lee

Department/University:

Department of Chemistry,

Hong Kong Baptist University,

ABSTRACT:

Today’s learners are always on the move which a great deal of learning can happen in our daily life. With the use of mobile devices, students can actively acquire knowledge anytime anywhere achieving ubiquitous learning outside the walls of classroom. In this era of proliferating mobile apps used by our App-Generation, we have developed novel education mobile apps as a digital strategy to enhance students’ experience in learning analytical sciences. This presentation will outline the designs and applications of our apps (Analytical Chemistry Challenge, Organic Chemistry Challenge, and ChemEye) and present the outcomes of success to enhance student learning effectiveness. Moreover, a lab demonstration on colorimetric measurement using ChemEye will be performed.

Time:  3:15-3:40

Dr. Joe, Kim-hung Lam; Dr. Dennis Leung; Dr. CL Mak; Dr. Fridolin Ting

Department/University:

1. Applied Biology and Chemical Technology; (The Hong Kong Polytechnic University)
2. Applied Physics; (The Hong Kong Polytechnic University)
3. Applied Mathematics, The Hong Kong Polytechnic University  (The Hong Kong Polytechnic University)

ABSTRACT:

Laboratory teaching is important for science education where experiments can tailor students’ observation, analysis, presentation skills, as well as enhancing their theoretical understanding in an engaging way. However, laboratory teaching support may be capital cost intensive, complicated among different levels and hazards may be associated depends on type of experiments, etc.

It is typically that foundation subjects and general education courses with fixed schedule laboratory sessions, which can only offer limited duration and cannot address the learning requirement needs of students with diversified background and learning abilities. Since 2010 the Department of Applied Physics of PolyU has been developing an award-winning remote-controlled physics experiment platform and a mobile apps that allow data acquisition using sensors in mobile phones. Students can perform, and repeat experiments outside laboratories according to their own schedules, thus facilitating the learning of all students.

In this sub-project, we expand the idea to other courses. We will establish a remote-controlled experiment for exploring the effect of greenhouse gases on global warming. Besides, using cheap and portable sensors, we constructed apps-controlled environmental detection blocks for monitoring the air quality in various locations in Hong Kong. The setups will be piloted in a general education course (ABCT1D09 Greenhouse Gases and Life) in PolyU, and this protocol has good potential for deployment in similar courses in other sister institutions in Hong Kong.

Time: 3:45-4:10

Speaker:

Professor Christopher Keyes

Mr. Eric Chow

Department/University:

Department of Music, Apps Resource Centre,  The Hong Kong Baptist University

Apps Resource Centre – The Hong Kong Baptist University

ABSTRACT:

With the advent of the Internet and digital recording, today’s music graduates with technical fluency in music technology are more likely to thrive professionally. Music technology, like any other technology, is under constant development. However, if students can acquire a fundamental understanding of the physics of sound, hearing, and how current music technology affects these, then changes of technology become rather trivial and easily overcome. We demonstrate the design and development of a novel educational mobile app named “Audio Literacy for Music Students” (A.L.M.S.), which helps music students gain a solid understanding of the physics of sound through active learning. The app allows students to interact with various parameters of sound visualised with spectral displays. Its design and pedagogical underpinnings will be discussed and demonstrated.

Time: 4:25-4:50

Mr Adam FORRESTER, Ms Jessica XIA

Speaker:

Mr Adam FORRESTER, Associate Director, English Language Centre, The Hong Kong Polytechnic University  

 Ms Jessica XIA, Teaching Fellow, English Language Centre, The Hong Kong Polytechnic University 

ABSTRACT:

Technology has enabled knowledge to be presented in new ways and for new practices in teaching and learning to emerge. In 2018, while the total number of Massive Open Online Course (MOOC) learners crossed the 100 million mark, there has been a drop in the number of new learners signing up for MOOCs. As the MOOCs developed by the English Language Centre of the Hong Kong Polytechnic University – English@Work: Job Applications and English@Work: Job Interviews are about to start their 6^th run since 2015, the project team has been evaluating the learner experience for both audit learners and verified certificate learners. The main objective of this presentation is to examine the factors affecting the MOOC learner experience. Reflections on the opportunities and challenges in our attempts to engage learners in active learning on the platform will be discussed.

Time: 4:55-5:20

UGC PALMS PolyU Team (PolyU)

Department/University:

Department of Applied Mathematics (The Hong Kong Polytechnic University)  

(HKU and CUHK Project Members)

Facilitator: Dr. Josie CSETE (EDC)

Time: 2:45-3:10

Dr. Jian YANG, Dr. LK CHAN, Prof. GSW TSAO, Dr. YP CHING, Dr. TS CECOT, Dr. FZT TING, Dr. WWT FOK, Dr. GL TIPOE

The School of Biomedical Sciences at the Li Ka Shing Faculty of Medicine currently offers classes in anatomy and histology to students from a variety of undergraduate healthcare professional programmes.

SPEAKER: Dr. Jian Yang

ABSTRACT:

Based on the feedbacks from both students and teachers over the years, we have identified disadvantages of the traditional anatomy and histology pedagogy. With the aim of converting traditionally passive instructional anatomy and histology classes into indispensable active learning environment, we are developing technology-supported resources and active-learning pedagogies to enhance students' learning experience and efficiency. We are creating an interactive histology E-platform with digital atlas, discussion forum, demonstration videos and introducing technology-supported task oriented practical (TOP) to reform the anatomy and histology practical sessions. With the support of demonstration videos, interactive digital anatomy resources and tasks delivered by tablet computers and/or large interactive display panel, VR/AR experience facilities, students are able to utilize their anatomy and clinical knowledge to complete the tasks assigned for each learning stations. We are also introducing the dissection peer support system (DPSS) utilizing mobile learning platform iClass. Through DPSS, students learn key points and dissection techniques from the videos created by peer groups; they are also provided with the rare opportunity to compare the anatomical variations and pathological features of all cadavers provided for the class. 

These innovative pedagogies enable students to participate actively in learning and applying knowledge, stimulate the students’ interests, provide enhanced learning experience, and help the students to achieve deep learning and better learning outcomes.

Time: 3:15-3:40

Speaker:

Dr. Tom Cecot

Department/University:

The School of Biomedical Sciences at the Li Ka Shing Faculty of Medicine

The University of Hong Kong

ABSTRACT:

Learning by exploration and direct experience is regarded as the most natural, intuitive and highly effective way of gathering information, acquiring new skills and changing attitudes. To support learning of anatomy, histology and embryology we introduced a new approach to teaching in the format of Task-Oriented Practical (TOP). TOP is an active learning session which comprises a series of tasks carried out at stations by a group of students. The task itself is an open-ended instruction accomplished at the station, a physical area equipped with relevant teaching resources. TOP as a learning format is flexible and universal and has a potential for wide cross-discipline application.

Time: 3:45-4:10

Speaker:

Dr. Leung Fu Cheung

Department/University:

Department of Mathematics,

The Chinese University of Hong Kong

ABSTRACT:

We plan to report on

(i) our development of WeBWork related codes;

(ii) question types requested by various parties;

(iii) data analysis relating student performance to WeBWork performance.

Time: 4:25-4:50

Olivia Miu Yung Ngan, Taylor Lik Hang Tang , Wai Ho Kwok, Frederic Wai To Choi, Florence Mei Kuen Tang

Department/University:

1. CUHK Centre of Bioethics, Faculty of Medicine; (The Chinese University of Hong Kong)
2. Information Technology Service Centre; (The Chinese University of Hong Kong)
3. Department of Computer Sciences and Engineering, Faculty of Engineering; (The Chinese University of Hong Kong)
4. School of Biomedical Sciences, Faculty of Medicine; (The Chinese University of Hong Kong)

Speaker: Dr Olivia Ngan, Postdoc Fellow, CUHK Centre for Bioethics.

ABSTRACT:

Cadaver dissection is an optimal setting for active learning on anatomical knowledge in health education. Without hands-on experience, there is a gap between the practical knowledge and theoretical knowledge among student learning. The availability of cadavers is limited that emerging technology create new ways of learning. This talk we present an innovative project using augmented reality (AR) and 3D printing technologies that supports active learning. Choice of organ – kidney – is used as a topic to develop the virtual elearning tool for the pilot study.

A new wave of innovation in the mobile market will bring AR to smartphones, allowing users to interact virtually with their surroundings. With the screening of position marker, student users can access to the popped up description of anatomical structures and functions of the kidney via AR in mobile devices. From that, the elearning tool allow allows good visualization of the complex anatomic structures.

After the survey and focus group interview with students users, they found that the implementation of these technologies in the pedagogic learning support their active learning. The courseware not only enhances visual understanding of a physical environment but also stimulate knowledge acquaintance within this pre-set simulation environment for active learning. The project outcome suggests that the incorporation of AR and 3D printed model can work as an effective teaching tool in the modernization of STEM education.