Time: 11:00 – 11:20

Speaker:

Dr. Wilton FOK and Eric Au YEUNG

University:

Dept of Electrical and Electronic Engineering, 

The University of Hong Kong

Abstract:

This talk will introduce the latest trend in AI in education and the current development of using AI of automatic assessment, interactive class, student profiling and how these technologies contribute during the class suspension period under the pandemic.

Time: 11:20 – 11:40

Speaker:

Dr. Paul LAM and Kevin WONG, Yuki LAI 

University:

Centre for Learning Enhancement & Research, 

Chinese University of Hong Kong

Abstract:

uReply Chemistry Q&A is a free tool which allows teachers to create online questions for students to input/build the SMILES. The tool is powered by uReply and it is located at the u-STEM HK website (http://web.u-stemhk.net). The website has tools and resources to help the teaching of STEM subjects, and it is established with the support of UGC funded teaching and learning project “Developing Active Learning Pedagogies and Mobile Applications in University STEM Education”.

In the workshop, our team will explain the basic operations and share tips of using the tool.

Time: 11:40 – 12:00

Speaker:

Dr. Helen KW LAW

Authors:

Helen KW LAW, Hau Chi TUNG and Kit Ming SO

University:

Department of Health Technology and Informatics, Faculty of Health and Social Science,

The Hong Kong Polytechnic University

Abstract:

Medical imaging is an important discipline which allows us to visualize the human body for diagnosis and treatment of diseases.  Among the core subjects, Imaging Anatomy demands radiography students to learn the three-dimension relationships of different organs and be able to read the images taken by different advanced imaging modalities.  With the class size growing every year reaching ~120 students, we value the opportunity to meet students face-to-face in relatively smaller group of 30 students per practical class.  One of the practical activities that encourages student participation and peer learning is to trace the medical images in group and share the final tracing with the class.  Over the years, we have evolved from using transparencies overlaying on film to the use of online platforms such as YoTeach and Concept Board.  As a result, students participated actively and enjoyed learning collaboratively.  By using the new tools, we hope our students can build a strong foundation in Imaging Anatomy and develop their own learning skills to become lifelong learners. We have also been improving our pedagogies to promote interactions and engagement in class.

Time: 12:00 – 12:20

Speaker:

Dr. Florence Mei Kuen TANG

Authors:

Taylor Lik Hang TANG, Wai Ho KWOK, Frederic Wai To CHOI, Olivia Ngan Mui YUNG and Florence Mei Kuen TANG

University:

Information and Technology Service Centre, Department of Computer Sciences and Engineering, School of Biomedical Sciences and CUHK Center for Bioethics, 

The Chinese University of Hong Kong

Abstract:

Students are required to learn the crucial knowledge of Anatomy during health professional training. Traditionally, teachers educate them in the relationships of structures of the body systems by using face-to-face teaching format from the spatial visualization process of plastinated specimens besides didactic lectures.  In the new era of information and communication technologies, the three dimensional (3D) printing technology allows the replication of the plastinated specimen without ethical concern; whereas the Web augmented reality technology (AR) enriches the digitized contextual information from the displayed object.  As the COVID-19 continues in a risk of spreading to the community, our team has investigated whether the combination of these technologies is an innovative tool for students’ virtual learning in visual–spatial learning of Anatomy with social distancing.

Our team originally selected the plastinated kidney and developed courseware with integration both 3D Printing and Web AR technologies entitled as 3D-War, providing an excellent stimulation to study the structures of the human organ.  Through the printed AR tag with the 3D printed organ, students can use the built-in camera to gain the pop out digitized context of the internal anatomical structures and functions in detail on the website with spatial awareness.   Under the COVID-19 pandemic in this academic year, the 3D-War was modified and launched in the platform, from which students can still acquire the key information from such interactive multimedia material in positive experiential learning via the AR tag.

From the focus group discussion with Chinese Medicine Year 2 students, the 3D-WAR provides educational implications as listed:

–     It bridges the interactive learning gap between the factual knowledge with text content type in the book and the 3D printed model for the flipped classroom learning.

–     It is an alternative way to learn Anatomy in the spatial cognition.

The potential of these technologies is from textbook to 3D learning; students gain the competency of the efficiency professional development training.  They are valued and extended to the different affordance in the future health professions education.

Time: 12:20 – 12:40

Speaker:

Ndudi EZEAMUZIE

University:

Teacher Education and Learning Leadership, Faculty of Education,

The University of Hong Kong 

Abstract:

The impacts of COVID-19 pandemic around the world were unprecedented. In response to safety concerns and local governments’ regulations to combat the health emergency, educators were compelled to rethink the approaches to teaching and learning in 2020. Virtual classrooms, technology-enhanced pedagogies and online assessments became the new normal across education institutions. While the debates on the pros and cons of virtual learning persist, the nature of the learning content is equally important. In this session, we report a teaching experience that infused computational thinking (CT) into a General Education undergraduate course. CT is not constrained to programming or technology use and is a known problem-solving skill for integrating interdisciplinary knowledge. Considering the pivotal role of CT in mitigating the risks of COVID-19 and the prospect in solving global problems, we positioned CT as both a skill and literacy for learners to actively solve problems. Students’ reflections demonstrated tangible ways CT could be operationalized in different learning domains.

Time: 11:00 – 11:20

Speaker:

Dr. Jian YANG

University:

School of Biomedical Sciences, LKS Faculty of Medicine, 

The University of Hong Kong

Abstract:

With the rapid growth of technological innovations, mobile technology, virtual reality and other digital technologies have been gradually incorporated into anatomy and histology education and have provided a brand-new area of research interest for medical education. In the School of Biomedical Sciences, LKS faculty of medicine, we recognise that it is paramount to make anatomy classes more active and student-centred to create deeper understanding of the subject matter. In recent years, our team have strived to integrate newly emerged technologies into the medical curriculum to enhance active learning.

Since early last year, COVID-19 pandemic has presented unforeseeable challenges for the tertiary education around the globe. Because the digital resources, online learning platform and technology-enabled pedagogies have already been developed and integrated in our school since before the pandemic, it was considerably smoother for us to transform our anatomy curriculum and adapt to this novel situation.

We have created interactive histology E-platform with digital atlas, discussion forum, and demonstration videos. We have introduced technology-supported task oriented practical (TOP) to reform the anatomy and histology practical sessions. We have also developed the dissection peer support system (DPSS) utilising mobile learning platform iClass. The VR anatomy lab has been established for the students to apply their anatomy and clinical knowledge to complete the tasks in the virtual reality environment.

For a limited period of time last year, we were able to partially resume the face-to-face teaching. New challenges were presented as precautionary measures were stringently observed. Number of students allowed inside the laboratory was limited to a quarter of the usual class size and the contact hours was compressed. The digital resources and the mobile platform were proved to be of great help in maintaining high quality interactive-learning experience for the students both in-class and off-class, and provided the students with timely feedback. As many of the students were stuck overseas during the pandemic, with the help of the mobile learning platform, some of the face-to-face classes were transformed into dual-mode hybrid learning sessions to accommodate the students both physically present and online.

The education technologies and the innovative pedagogies enable students to participate actively and apply knowledge both inside the classroom and online, and have been proved to be especially valuable for medical education amidst the COVID-19 pandemic.

Time: 11:20 – 11:40

Speaker:

Dr. Joe, Kim-hung LAM , Dr. Dennis LEUNG and Dr. C.L. MAK

University:

Department of Applied Biology and Chemical Technology and Department of Applied Physics, Faculty of Applied Science and Textiles, 

The Hong Kong Polytechnic University

Abstract:

We presented a case study for the foundation year subject Greenhouse Gases and Life (ABCT1D09) launched in PolyU in 2019/2020 semester one. We investigated the implementation of outside classroom learning components, where students using (i) our remote laboratory system to investigate the global warming effect of GHGs; (ii) android supported arduino based mobile gas pollutant sensors to investigate air quality and (iii) student participated museum visit to support the traditional face-to-face (F2F) laboratory learning study. The use of virtual learning environment (Blackboard collaborate ultra) to improve students’ engagement and learning experience in a big general education (GE) class of 90 students. The effectiveness of this model was evaluated by pre- and post-questionnaire survey and students’ focused group interview. 91% students showed positive responses, and 75% reported their enjoyable learning experience and the integration of laboratory experiments into the traditional lectures was the best learning activity in this course. For the online lecture during the time of pandemic situation (2019/2020 semester two and 2020/2021 semester one), we have used remote laboratory platform to conduct experiment for ABCT1D09. Our experience obtained in the present study may offer more new learning opportunities in tertiary all-round education.

Time: 11:40 – 12:00

Speaker:

Eric CHOW

Authors:

Professor Christopher KEYES, Eric CHOW

University:

Department of Music, 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. We have designed and developed 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 and its relation to music technology. The app allows students to engage in active learning by interacting with various parameters of sound visualised with spectral displays. A study was conducted to gain a better understanding of the design and pedagogical effectiveness of the mobile app. It was found that with only 20-30 minutes use, the app was quite effective in improving the conceptual understanding of the physics of sound among five (5) first-year music students. Design and usability issues revealed from the study are also discussed in this presentation.

Time: 12:00 – 12:20

Speaker:

Dr. Oi-Lam NG

University:

Department of Curriculum and Instruction, Faculty of Education, 

Chinese University of Hong Kong

Abstract:

In light of developments and emphasis in technology-enhanced teaching and learning in recent years, there are increasing needs for STEM teacher education training to equip teachers with the necessary technological skills and pedagogical content knowledge for preparing technology-enhanced lessons. Without adequate training, it is difficult for teachers to plan effective lessons and to interpret students’ actions and difficulties during the lessons, especially when implementing technology-enhanced pedagogies. In this presentation, I discuss the design of technology innovation and its potential for supporting teacher noticing in STEM teacher education programmes, especially in the context of technology integration. Specifically, the innovation features an instant video-commenting function built into an online course management system and the accompanying blended learning activities which aim to: (1) assist and improve STEM teachers’ noticing skills, (2) enhance video engagement in blended classroom teaching and learning, and (3) facilitate in-class discussions of teachers’ noticing underpinning successful integration of technology in STEM classrooms. Findings from a pilot implementation in mathematics teacher education, affordances of the innovation, and potential research direction will be discussed.

Time: 12:20 – 12:40

Speaker:

Jessica XIA

University:

English Language Centre,

The Hong Kong Polytechnic University

Abstract:

The growing trend of employers seeking graduates with effective communication skills has shed light on the importance of English for Employability. And as the PolyU Strategic Plan highlights the need to use interactive pedagogies to increase the confidence and communication skills of students, our Discipline Specific Requirement (DSR) courses are now focused on promoting active learning to help students learn and apply transferable English communication skills. Using the learning materials designed for ELC3524 Professional Communication for Computing Students and the lessons learned from the online semesters in 2020, the effectiveness of active learning in online ELC3524 classrooms will be discussed.