|1||Faculty of Mediine, Chulalongkorn University||Thailand||The Chulalongkorn Centre of Excellence for PD and Related Disorders (ChulaPD; www.chulapd.org) has become a mentor centre for delivering of Parkinson's disease (PD) training and cultivating growth of mentee centres in Laos. Mentorship is provided through a two-year Centre-to-Centre (CTC) pilot programme funded by the International Parkinson and Movement Disorders Society (MDS). The main goal of the MDS CTC programme is to enhance PD treatment accessibility in underserved regions worldwide. Sufficient knowledge about symptoms and disease progression and enhanced community awareness are vital to increase the chance of a correct diagnosis and the delivery of high-quality care to PD patients. In addition, increased availability of suitable investigations and medication should be promoted. The programme also aims to establish the most suitable content for continuing medical education curricula and to increase awareness of the factors that contribute to the medical community’s knowledge gaps. Here, we report on the first steps of the two-year CTC programme which was to assess knowledge gaps related to PD in 80 Laotian medical providers. We also evaluated the effect of a one day targeted educational programme to improve the level of PD knowledge among this group.||Onanong, Phokaewvarangkul|
|2||The Hong Kong Polytechnic University||Hong Kong||Nowadays, Information Technology (IT) is indispensable everywhere in the world. However, the current IT education in developing countries is often delivered by the teachers whose IT knowledge is inadequate. To help reduce the gap of the IT education between Cambodia/Vietnam and the developed countries, we organized a service-learning trip to enhance the IT knowledge and skills of the people in Cambodia and Vietnam. Eighteen students from The Hong Kong Polytechnic University (PolyU) designed and delivered the IT workshops to the service recipients. These workshops opened up new horizons for the service recipients with the introduction of modern technologies and ideas.||Pauli Po-Yan, Lai|
|3||The Educational University of Hong Kong, Centre for Special Educational Needs and Inclusive Education||Hong Kong||Our team (Prof. SIN Kuen Fung, Dr. Elson SZETO Sing Ying, CHU Po, HO Ka Wa, LUI Tze Leung , PANG Tsz Ming, SO King Kwan, WONG Wai Yee, and YUNG Sheung Ching) is building a user-friendly life assistance mobile app for students who have special educational needs (SEN). 46 Students at Jockey Club Youth Academy for Special Educational Needs (YASEN) are the pilot users of this app. The app will include calendar, event assistant, mood tracker, self-evaluation, and personal profile. The app will also be opened for public download after the pilot study. ||Kuen Fung, Kenneth, Sin|
|4||The University of Hong Kong||Hong Kong||Globally-minded young thinkers are in huge demand today. However, there are limited opportunities to cultivate K12 students due to the standardized public curriculum. We aim to launch a MOOC-based Virtual Exchange Programme, which facilitates students to access MOOCs from world-renowned universities. Students’ learning is facilitated by school teachers, assessed by online assignments, and accompanied by feedback from MOOC learners around the world. Through learning MOOCs with teacher mentorship, students can i) gain exceptional learning experiences outside their standardized curriculum, and ii) develop generic skills and attitude for nurturing thinkers. Workshops/Conferences were conducted to consolidate students' MOOC learning experiences.||Leon, Lei|
|5||Singapore University of Social Sciences||Singapore||SUSS UniLEARN is an e-learning initiative by the Singapore University of Social Sciences for the community.
We work with partners to develop and offer short online courses focused on social concerns in our society, to public, volunteers and those who work in related fields; with the aim of evoking in our learners, greater empathy for the disadvantaged and a desire to bring about positive change.
Since the public launch of our first social course in July 2018, we have established partnerships with 10 social service agencies, developed 18 courses and more than 6,000 learners have benefitted from the UniLEARN experience.
||Wee Leong, Lee|
|6||Service-Learning and Leadership Office||Hong Kong||Service-learning (SL) is an experiential pedagogy that links academic learning with community needs, and is increasingly valued in higher education for cultivating civic-mindedness, teamwork, and problem-solving. Since this pedagogy by definition requires students to go into the community to serve, COVID-19 forced our teachers to make adaptive innovations in their SL subjects. At the Hong Kong Polytechnic University (PolyU), two departments innovated hybrid methods to teach SL – from academic learning, to project implementation and reflective activities, while students and community partners creatively combined available ICT media and software to deliver on-line STEM education to local and overseas communities during lockdown. ||Ngai, Grace|
|7||Philippine Community eCenter Network/University of the Philippines Open University||Philippines||The Philippine Community eCenter Network or PhilCeCNET is a learning and collaborative community of CeC stakeholders which supports the building of responsive, efficient, valuable and sustainable CeCs.
It was born from the desire of various CeC stakeholders to harmonize CeC initiatives, share knowledge and experiences, and achieve a commonality of direction and operations for maximum impact. ||Emely, Amoloza|
|8||Bridge AI & Hong Kong Applied Science and Technology Research Institute (ASTRI)||Hong Kong||Applied Behavior Analytics (ABA) is a scientific, data-driven, highly individualized and effective teaching approach for SEN students. We have developed a radical distance-learning system to support parents in conducting ABA therapy for their children at home. Aside from this new system being able to use Artificial Intelligence (AI) and Internet of Things (IoT) to help develop individualized education plans for SEN students, it also combats many of the current issues present. The system helps to reduce the cost, as well as limitations imposed by the shortage of therapists, school capacity, and accessibility. It includes parent-friendly applications which cater to diverse needs and different learning environments. The students’ emotional status is recorded and evaluated objectively, then used to prompt teachers for instant adjustments to maximize the students’ learning throughout the lesson.||Victor, Wong|
|9||Advanced Innovation Center for Future Education of Beijing Normal University||China||Beijing Middle School Teachers Open Online Tutoring Project, also known as Expert-Based Collective Advising Mechanism (ECAM), is an educational public service that enables in-service teachers at public middle schools to interact with students online for extra-curricular learning across all districts. More than 14,000 teachers from public middle schools in Beijing are recruited to provide free after-school learning services to more than 80,000 middle school students from 8 districts in rural areas.||Shengquan, Yu|
|10||The Education University of Hong Kong||Hong Kong||The overall objective of this project is to use storytelling through electronic version to promote hand hygiene knowledge and skills in a simple and systematic approach to children, parents and teachers in the community to enhance their awareness of infection control knowledge to fight against prevalent infectious disease particular current Coronavirus Disease (COVID-19).
||Pui Lai Peggy, Or|
|1||Nanyang Polytechnic||Singapore||Blended learning has gained interest in recent years. The scaffolded inverse blended learning (SIBL) approach, the reverse of blended learning, has been implemented to teach a first-year general chemistry course as part of the Diploma in Pharmaceutical Science at Nanyang Polytechnic, Singapore. The approach incorporates different levels of learning activities with reference to Bloom’s taxonomy. Learning activities include interactive e-lecture, physical and digital escape room, and the use of augmented reality to visualized 3D molecules. SIBL approach is versatile and can be implemented in a partially or fully online course and is suitable when teaching is disrupted (i.e. COVID-19 pandemic).||Jayden, Ang|
|2||Digital Learning Research Lab, Department of Computer Science and Engineering, Kathmandu University, Nepal.||Nepal||Digital Learning Research Lab is established to promote several researches in the field of eLearning. Till date, 4 masters had already completed their thesis in eLearning and 2 are currently doing research in it. In Nepal, the lab has been able to attract several IT enthusiast to do research in eLearning. We were the first to develop MOOC system in Nepal. Focusing on the current pandemic, we developed an instructional design for the online teaching learning method. At present, we have implemented the design in one of the undergraduate course and the responses has been overwhelming.||Sushil, Shrestha|
|3||Department of Mathematics, The Hong Kong Polytechnic University||Hong Kong||According to extensive evidenced-based research, active learning strategies significantly improve STEM education students' achievement, understanding and application of concepts. There is also evidence that mobile applications for education enable teachers to improve their teaching practices and engage and highly motivate students by providing them with new opportunities to participate and construct their own
learning, individually or collaboratively. Therefore, the main objectives of our project are to explore and develop new active learning and teaching pedagogies to increase active learning in STEM education and to cultivate innovative mobile applications to enhance the efficacy of said active pedagogies.
|4||The Hong Kong Polytechnic University||Hong Kong||Disengagement is an issue in the educational arena where students have difficulty paying effort to study out of class. Most students simply have no interest nor motivation to study at home. To sustain their learning span after class, we adopted some interactive out?of-class activities to engage students in learning. These activities include an online challenge game platform, flipped classroom and video assignment. Hence, teaching and learning have been enriched by new elements of fun by the online game, streamlined by the flexibility of the flipped classroom, and rejuvenated by the brainstorming of the video assignment activities.||Pauli Po-Yan, Lai|
|5||XR Media Lab, School of Science & Technology, Singapore University of Social Sciences||Singapore||The XR Media Lab @ SUSS is an applied research and development laboratory, founded by academia from both private and public educational institutions in the area of learning sciences and educational technology. The laboratory is housed at the School of Science & Technology at the Singapore University of Social Sciences. In line with the university’s philosophy of lifelong and experiential learning, the XR Media Lab is envisioned to lead the field of applied research and technology design in Extended Reality learning environments for virtual experiencing. The lab will focus on original content creation, new technology development and applied research. ||Jonathan, Foo|
|6||The University of Hong Kong||Hong Kong||The COVID-19 pandemic has affected educational institutions worldwide. Closure of universities has led to a sudden shift of teaching away from the classroom to remote learning. However, with little preparation and training, both teachers and students struggle with remote learning/instruction. Starting from late January 2020, Technology-Enriched Learning Initiative (TELI) in the University of Hong Kong (HKU) worked intensively on providing remote teaching training to teachers. Through learning design principles and agile development principles, the team quickly developed high-reach and high-impact supporting programmes that help teachers to overcome challenges in conducting their remote/hyflex teaching and remote examinations.||Leon, Lei|
|7||Institute for Adult Learning, Singapore University of Social Sciences||Singapore||On 6 Apr 2020, Singapore imposed its Covid-19 lockdown (called Circuit Breaker). IAL, a national institute in Singapore which delivers programmes to train trainers to develop the workforce, had to quickly pivot its programmes fully online to ensure business as usual. In a matter of days, IAL moved most of its programmes onto the Zoom platform, including its flagship programme Advanced Certificate in Learning and Performance (ACLP), affecting hundreds of learners at once, most of whom are 40 years old and above and come with varying anxieties and familiarity with technology in general. To manage this transition, IAL adopted four key principles:
1. Protect the learning experience (as much as possible)
2. Protect the assessment (as much as possible)
3. Get the systems and processes ready
4. Get the people ready
With the above principles in mind, and with class schedules for April and May fixed and locked in before Circuit Breaker broke, IAL had to operate its online classes within the allocated times so as not to cause further disruption to its learners, all of whom also struggling to adapt their work, family and learning schedules to Circuit Breaker rules. Deciding that Zoom will be the platform for delivering both learning and assessment, programme curricula was immediately tweaked to ensure learning and assessment effectiveness is still achieved, especially since IAL programmes are skills-based (eg. facilitation skills and conducting assessment). Skills-based learning poses a challenge for the online medium, so the IAL team had to adapt its learning and assessment activities to maintain rigour and validity. In this respect, IAL engaged its pool of adjunct adult educators (AEs) to pitch in and contribute ideas on the conversion, immediately shortening the re-development and change management process.
While the curricula were being reworked for online delivery, the operational and system processes had to be changed in tandem. Zoom licences needed to be acquired, distributed to our AEs, and training then ensued on the use of features that could be used for active learning delivery such as breakout rooms, annotations and polls. Storage and processes for Zoom-based recordings had to be mapped out, organized and ready for audit and evaluation. How-to-videos, clear instructions and email communications were carefully crafted to ease learners’ anxieties and ensure technical issues do not get in the way of learning. Additional learning tools such as Nearpod were also introduced, but in moderation and insofar as the adjunct AEs are receptive and confident in using them.
Key to the success of the transition was ongoing dialogue between adjunct AEs and IAL in balancing what is possible and doable within the parameters and requirements of a government-funded programme. The manifestation of this dialogue ranged from informal text messages and phone calls to e-Train-the-Trainer sessions, and was part of getting key enabling personnel ready and confident to take on a fully online learning mode.
Finally, getting the learners ready meant technical training in the tools to be used during their online learning such as Zoom and Canvas LMS prior to their class itself, ongoing psychological assurance from their AEs and frequent communication by IAL as the Covid-19 situation took on new turns along the way.
||Wee Chee, Lee|
|8||Singapore Institute of Technology||Singapore||A module that was designed for e-delivery to replace the face-to-face seminars, due to Covid-19. ||Lee Keng , Ng|
|9||OPEN UNIVERSITY MALAYSIA (OUM)||Malaysia||The process of learning aims at the acquisition of new knowledge and skills that will ultimately affect the learner’s attitudes, decisions and actions. This process consists of several mental features resulting in behavioural changes taking in cognizance the social and cultural environment. However, the various forms of learning including digital learning has for long focused on the cognitive domain to fulfill the requirements of the education system which is examination oriented. But in any set-up of learning, there are other facets that are equally important but have not been given the focus such as the skills, values and emotions. In digital learning, students are alone and they are often overwhelmed with anxieties. Thus, emotions are known to play a major role in their digital-based learning. In fact, the affective domain which is influenced by emotion is equally significant as the cognitive domain in any learning set-up including digital learning. And this is more so in technical subjects such as programming as it has put tremendous mental pressure on the learners resulting in the emotional state of the learner being impacted.
Thus, I have designed and developed a smart courseware known as explorelet to focus on learning object-oriented programming by emphasizing both the cognitive and affective domains. Explorelet provides a personalised and adaptive digital-based learning system in a more explorative, interactive, immediate and engaging manner. This learning design can provide a positive cognitive and affective impact on the learners. It improves learning experience by providing features such as increased degrees of engagement, knowledge access, feedback and guidance, and uses rich-media with a seamless access to pertinent information and on-the-go mentoring by the human instructor. Leveraging AI, explorelets can adapt to the mood of the student (i.e. the affective element) and their prior knowledge in addition to the student's grade (cognitive element). Based on the student’s performance in the explorelet lessons, the dynamic path is built to lead him or her through the lesson’s content according to his or her abilities and mood. Content is presented first and then the student’s basic knowledge is evaluated with a question. Students will be presented with the remedial contents and additional question or “extension” question based on their performance in the basic questions. Students too will be awarded a reward point as part of gamification.
||NANTHA KUMAR, SUBRAMANIAM|
|10||The Hong Kong Polytechnic University||Hong Kong||We present our outside classroom learning activities for foundation year subject (ABCT1D09 Greenhouse Gases and Life) launched in PolyU, where students using (i) our remote laboratory system to investigate the global warming effect of GHGs; (ii) arduino based mobile pollutant sensors to investigate current air quality and (iii) student actively participated museum visit and public seminars to support the traditional face-to-face (F2F) laboratory study. The use of virtual learning environment (Blackboard collaborate ultra and u-rewind) can improve students’ engagement and collaborative learning experience in general education (GE) class of 90 students. The effectiveness 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. The results obtained in the present study may offer more new learning opportunities in tertiary all-round education||Kim Hung Joe, Lam|
|11||The Chinese University of Hong Kong||Hong Kong||CUHK Smart Garden is a teaching and learning platform that supports students to study and promote renewable energy technologies. It allows students to enhance their knowledge of renewable technologies and develop related courseware by themselves, like wind turbines, solar panels, and hydropower generators, which are all installed in the garden. Multi-teaching modes are involved with interest group, lab sessions, student-researcher forum, and non-academic visiting. To date, the garden organizes 12 interest groups university-wide and 26 non-academic visiting from local elementary schools and middle schools, where students displayed their courseware and enhance people’s awareness of environmental protection and energy conservation. ||Dongkun, Han|
|12||Chinese University of Hong Kong||Hong Kong||In this initiative, we adopted a successful e-learning strategy to deliver a game-based learning experience in a virtual flipped classroom setting. The major objectives of the project are:
i. Deepen student’s understanding and raise their interest in the topics
ii. Cultivate student’s ability knowledge application in decision-making situations
iii. Assist students to build a peer support network in an online learning setting
The online, interactive, simulation game developed can be incorporated perfectly into an online synchronized learning environment, which is particularly valuable in the current COVID-19 situation. Students appreciated this unique learning experience, and reported an increase in level of understanding, interest and class satisfaction. ||Fred, Ku|
|13||The Education University of Hong Kong||Hong Kong||In Hong Kong, e-Learning is widely used in schools. Mainstreaming schools are well supported with funding and expertise for developing the e-Learning infrastructure. However, in special schools, teachers lack the ready-made e-Learning texts for teaching. In regard to the limited resource, the equal learning opportunities in using the technology for SEN students becomes the concern. Teachers expect training and resources for minimizing digital inequity in special education settings. A team at EdUHK (Prof. Sin, Dr. Szeto, Dr. Yang, Dr. Yan, Dr. Tang and Mr. So) worked with school teachers for using the e-Learning in supporting the learning of SEN students.||Kuen Fung, Sin|
|14||UP Open University||Philippines||(nomination for Dr. Melinda dP. Bandalaria - for individual category)
Dr. Melinda dP. Bandalaria is a staunch advocate of democratizing access to quality education for the vulnerable sectors of the society, her public service work involved projects such as the Massive Open Distance eLearning courses, Infoteach Outreach Program, the Community eCenter Program of the Philippines, Telecentre Women: Digital Literacy Campaign in the Philippines and the i-Pinay, which enhances participation, digital literacy and development of women and their communities.
As an accomplished researcher and scholar, Dr. Bandalaria has worked on major research activities in teaching and learning strategies as well as in ODeL, and has presented numerous research papers in academic fora and conferences and has published these as popular ODeL resource in technical journals and books.
|15||Hong Kong Baptist University||Hong Kong||Facilitating active learning among students and keeping them engaged, even under the context of face-to-face teaching, have always been a big challenge for educators. The “global experiment” of teaching in a fully online mode has further intensified the difficulties and left many educators unprepared. This initiative outlined the various methods being tested to facilitate active learning among students through making the most out of the unique features of the online environment, as well as addressing the additional challenges online learning has brought to the picture. Important lessons learned from this unprecedented event would also have significant implications for transforming education in both the “traditional” sense or under the “new normal”.
|16||Hong Kong Baptist University||Hong Kong||This project involves the design and delivery of an experiential social entrepreneurship course where students are empowered to formulate innovative solutions to social problems by working closely with their social venture partners (SVPs) to pitch for a cash grant of HK$ 250,000. The course and the grant were funded by the Yeh Family Philanthropy Foundation and the Social Innovation and the Social Innovation and Entrepreneurship Development Fund (SIE Fund). The project covers the AY2018-19 offering which was delivered in face-to-face mode and the AY2019-20 offering which was conducted in online mode.||Archimedes David, Guerra|
|17||Department of Computing, The Hong Kong Polytechnic University||Hong Kong||In general, this initiative is about using Open Educational Resources (OERs) to enhance student learning. First, this involves facilitating global learners to learn about computer science through an international portal at MERLOT. Second, an innovative 3E (Enrich, Extend and Elevate) pedagogy has been proposed to use OERs to enrich lectures, extend student learning and elevate student learning capability. Third, an OER competition has been organized. Based on this pilot work, the competition will be extended to an international competition in 2021. Note that the above involves the use of technologies to support the implementation of the pedagogy.||Henry, Chan|
|18||Hong Kong Polytechnic University||Hong Kong||1. Having been prepared for more than a year, the project was launched as a MOOC on edX (entitled Life and Death of HKPolyuX) from November to December 2017. It was a course of applied ethics. Course topics included the philosophical discussion of personal identity, suicide, euthanasia, abortion, love and others. It was pitched at the university-level and targeted at the global learners. Upon its launching, it has received the award as one of the Top Ten Most Popular MOOCs in November 2017 (across platforms edX, Coursera, FutureLearn etc.) from Class Central, one of the largest MOOC communities.
2. The MOOC was substantially revised and re-offered from November to December 2019 as version 2.0 (renamed as Practical Thinking Skills for a Successful Life). In this new version, it aimed to scale new heights of excellence by going beyond the purely theoretical discussion of applied ethics. It introduced two new sets of creative problem-solving skills for a successful life (Moser-Wellman’s five face creativity and De Bono’s provocative operations), in addition to the new discussion of the ethical theories of a successful life by Aristotle, Kant and Mill. Furthermore, success stories of four contemporary figures were highlighted as major case studies. They covered the topics of who I am (Bruce Lee), how to love (Nick Vujicic), how to live (Jack Ma) and how to die (Steve Jobs). A professional micro-movie (around 20 minutes) on life and death, specifically filmed for version 1.0 of the MOOC, was also adopted in version 2.0 with a new application. Skills of encouraging suicidal people to ignite hope and aspirations for a life of responsibility were introduced on the basis of the creative problem-solving skills. This new use of the micro-movie has benefitted professional counsellors with a new skill-set while the general learners had deepen their reflection on the values of life and the meanings of death.
3. The MOOC has undergone a further revision in version 2.1 (now called Success: Practical Thinking Skills), offered from March to September 2020 in the self-paced mode. A new topic was added. It was a new skill-set (De Bono’s Six Thinking Hats) for addressing the challenge of COVID-19 to the persona life and business. It received countless heart-felt and thoughtful commendations from the global learners. “Life-changing” was the frequent term used in their feedback and praises.
4. Version 1 has attracted the enrollment of around 3,000 global learners in November 2017. Version 2.0 witnessed the enrollment figure almost to be doubled, reaching over 5,000 global learners in November 2019. Version 2.1 attained the enrollment figure that was three times of Version 2.0, namely reaching over 16,000 global learners from over 170 countries. In September 2020, Version 2.1 of the MOOC has received the prestigious prize from Class Central as one of the Best Online Courses of All Time in 2020.
|19||Singapore Institute of Technology||Singapore||Computational thinking (CT) is an essential problem-solving skillset in this era of digitisation and technological advancements. It encapsulates decomposition, abstraction, pattern recognition, and algorithm design. To develop students’ skills and competencies in CT while maximising students’ motivation and engagement in learning, a novel Computational Thinking Quest (CTQ) was designed and built on an innovative gamification platform with online adaptive self-learning approach by multi-disciplinary teams of student assistants and faculty in Singapore Institute of Technology (SIT). The CTQ was implemented in first-year undergraduate students since September 2019. The student assessment results and feedback are positive and encouraging.||Andrew Keong, Ng|
|20||Chihlee University of Technology||Taiwan||The quality of digital teachers determines the quality of education. Only when the teachers’ professional quality of digital teaching improves can digital learning progress. Ministry of Education (Taiwan) has been promoting digital learning in colleges and universities across the country since 2013, and many novice teachers have become expert teachers so far. However, in order to improve the professional level and performance of digital teaching and become digital learning consultants, expert teachers must improve their professional abilities and develop the skills to teach others to become advanced digital teachers and even experts.
To become a “consultant” who can teach others how to learn digitally, one needs to possess the professional knowledge and skills of teaching, and accumulate the practical experience of digital teaching, and prove himself to be a consultant expert through various tests. A consultant who passes the tests will become an important promoter in the field of digital teaching. However, Taiwan has not provided relevant training courses for digital teaching consultants recently, and expert teachers lack the channels to cultivate the quality of digital learning consultant. Therefore, organized by Support Digital Teaching Knowledge System Establishment and Implementation Plan (hereinafter referred to as this plan) of Ministry of Education, co-organized by Chihlee University of Technology, Civil Service Development Institute, Chinese Open Education Consortium, and Chinese Information Literacy Association, eLCA (e-Learning Consultant Association), digital learning consultant TTT (Training the Trainer to Train) training course (hereinafter referred to as “this course”) was planned under inter-institution cooperation. With the aim of recruiting talents, the training can be conducted in various schools to teach teachers how to become professional “consultants” of digital teachers to build long-term talent learning path.||Shu-Ping, Chang|
|21||The University of Faisalabad||Pakistan||My projecy focused on enhancing student engagment and making learning more easy and innovative by using gamification theory in eLearning through simple, accessible user friendly and free softwares like Zoom.
This initiative called " Googling Physiology and Zooming through the Escape Room" focuses on first year Optometry students who had just started university and were sent back home due to the pandemic. Lecturing long hours online would be futile, so i created sinple " escape rooms" in Zoom for them to reduce cognitive load and revise what they learnt in small groups by playing. ||Komal, Atta|
|22||Taylor's University||Malaysia||This project showcases an innovative techno-pedagogy known as R.A.S.A model in creating an immersive online experience and engage the students remotely, especially during this pandemic. It highlights the use of emerging technologies and flipped classroom approach in designing an effective online learning. “Resource” provides the students with engaging and interactive e-Learning contents and they are designed using Taylor’s Integrated Moodle e-Learning System (TIMeS), a moodle-based learning management system. These e-resources are supplemented with active participation of students in a variety of online synchronous and asynchronous learning “Activity”. “Support” and feedback is constantly given and student’s learning is evaluated by “Assessment”.
||Wong, Yau Hsiung|
|1||The Hong Kong Polytechnic University||Hong Kong||Nowadays, patients’ safety is the top priority for medical services around the world. However, it is believed that many of the adverse events in hospitals are preventable. Blood taking procedures require intense practical training by each medical practitioner in each hospital, as well as teaching and learning at the Universities, or as the interns at the healthcare centers. This study applied an interactive Virtual Reality (VR) technology to supplement the traditional approach to facilitate procedural training,||Yuk Ming, Tang|
|2||The Hong Kong Polytechnic University||Hong Kong||According to extensive evidenced-based research, active learning strategies significantly improve STEM education students' achievement, understanding and application of concepts. There is also evidence that mobile applications for education enable teachers to improve their teaching practices and engage and highly motivate students by providing them with new opportunities to participate and construct their own
learning, individually or collaboratively. Therefore, the main objectives of our project are to explore and develop new active learning and teaching pedagogies to increase active learning in STEM education and to cultivate innovative mobile applications to enhance the efficacy of said active pedagogies.||Fridolin, Ting|
|3||The Chinese University of Hong Kong||Hong Kong||“Fabulearn@schools” offers a one-stop solution for teachers to flip their classes with (1) a repository of free learning materials (e.g. videos and exercises) covering both Mathematics and English subjects of junior secondary school level; (2) a learning management system that stresses on the time keeping feature that allows users to arrange tasks with or without a defined pre-class, in-class and after-class period; and (3) a student response system (“uReply”) that enables users to post questions and gather responses in real time for various in-class activities. This platform will be further refined with gamification elements to enhance self-directed learning in students. ||Chun Kit Kevin, Wong|
|4||XR Media Lab, School of Science & Technology, Singapore University of Social Sciences||Singapore||During the COVID-19 Circuit Breaker, one course at SUSS, MTD301 Introduction to Video & Audio Production had to be translated from a fully face-to-face class to a 100% online programme. The XR Media Lab designed a VR360 Live Streaming system that enabled the course instructors to live-stream a Virtual Reality 360 degree lecture from the school media lab to the homes of the students offering a more immersive and experiential learning experience. Students were issued a Cardboard Head-mounted Display to use with their mobile devices, and were able during the class to be immersed in the actual learning environment. ||Jonathan, Foo|
|5||Singapore Institute of Technology||Singapore||AdventureLEARN is a gamified micro-learning platform developed for the freshmen, with the goal of supporting their learning as they enter university. It aims to develop students’ learning traits, which researchers have identified as crucial for effective learning to take place. These include Approaches to Learning and Studying, Well-Being, Grit and Resilience, and Mindset. There are more than 100 curated resources available for students in the platform, that have gone through a rigorous process of inter-rater reliability for quality and appropriateness. There are mini quizzes for knowledge check, and the platform also utilizes meaningful gamification where visualization of their progress and rewards are provided to encourage participation.||Sok Mui MAY, LIM|
|6||Advanced Innovation Center for Future Education at Beijing Normal University||China||Motivated by the latest AI technologies (e.g., natural language processing) and the established psychological theories, this project mainly targets on designing an intelligent robot system that can be directly used and deployed in different learning context. Specifically, the project attempts to resolve the following challenges?
1) How to design interactive and autonomous intelligent robots for learners?
2) How to design intelligent robot to motivate and improve learning, and meanwhile provide learners a more pleasure learning experience?
As the outcomes of this project, an interactive and practical robot, called smart learning partner, is designed and implemented. ||Yu, Lu|
|7||The Hong Kong Polytechnic University||Hong Kong||Oral presentation is one of the most widely used methods in assessing student learning outcomes of content comprehension and communication skills. Nevertheless, both students and teachers face challenges in optimizing the benefits of such learning activity. From students' perspective, they only receive a letter grade but no feedback from the audience (teacher and classmates). From teachers' perspective, students keep making the same mistakes throughout their course of study. Besides, students' engagement in classmates' presentations is problematic. Our team developed an app “Gongyeh ??”, also a web platform, to address these issues through students' presentation video recording and real-time online audience feedback.||Thomas Ming Hung and Hin Chung, Lee and Lau|
|8||Beijing Normal University||China||Problem behavior management is crucial to moral education and students’ development. Existing psychological research focusing on distinct influential factors only provides scattered guidelines is not easy to be applied by young teachers and parents without the expertise in practice. Motivated by the advancement of artificial intelligence technology and established psychological theories, we design and implement an intelligent assistant to help teachers and parents manage students’ problem behaviors. Specifically, this project resolves two main challenges: how to build theoretical framework of problem behavior and how to integrate AI technologies with this theoretical framework to develop the intelligent assistant.
|9||School of Biomedical Sciences, Faculty of Medicine, The Chinese University of Hong Kong||Hong Kong||Our project is entitled Artificial Intelligence Support Systems (AISS), and focusses on developing and deploying true AI conversation agents capable of conducting meaningful discussion with medical students on the subject of human anatomy. Students experience the innovation as a chatbot; an always-available dialogue interface which they can ask questions to, be tested on their understanding and receive supplementary audio, video and images. The technology itself is an advanced AI algorithm trained on our customised database using machine learning techniques. Our investigation spans several prototypes, has already provided personalised educational for over 700 students and directly delivered improvements to their curriculum.||Christopher Yew Hong, See|
|10||The Chinese University of Hong Kong||Hong Kong||A new eLearning pedagogical approach called flipped online laboratory is proposed and applied in teaching robotics. The underlying idea is that an online (synchronous) laboratory could be conducted with the help of flipped (asynchronous) laboratory videos for making students’ first robot. An online robotic laboratory has been constructed by developing 10 sets of remote controllable robotic arms, 3 micro-modules, an APP for remote and wireless controlling, and a course website. The method has demonstrated its effectiveness in the existing course (UGEB2303 Robots in Action) where students without technical background can build and manipulate their first robot via the proposed online lab under COVID-19.||Dongkun, Han|
|11||School of Nursing & Health Studies, The Open University of Hong Kong||Hong Kong||Aging population in HK are increasing rapidly. Older adults have various healthcare needs. They and their carer may forget their medications or follow-up schedules. In view of this, School of Nursing and Health Studies of OUHK created a mobile application, “eCare”. The app provides medication and follow-up schedule reminders while freeing users from complicated input method. It also serves as a health education platform which uses Augmented Reality to educate users on proper use of medications. The app provides the first open-access Chinese language medication database in HK to allow users to access information on their medication. We hope these functions can benefit older adults and the society.||Lee YKL, Wong KF, Yau WLS, So HLG, Lam YHL, Wong YYM, Yeung CY, Lee YKL, Wong KF, Yau WLS, So HLG, Lam YHL, Wong YYM, Yeung CY|
|12||The Chinese University of Hong Kong||Hong Kong||Use of laboratory animals in biomedical research is common that hundreds of experiments involving animals are performed and published every month. There are many physiological and genetic similarities between mice and rats with humans that such animal experimentation is helpful for medical science and drug developments. The animal rights activists’ voice concerns about the abuse use of animals, advocating animal welfare and debating about the ethics of animal experimentation. The 3Rs approach - Replacement, Reduction, and Refinement - is widely adopted to improve quality of care in the handling of the experimental animal in contemporary scientific practice. Experimental animals, nonetheless, may not be frequently used for training purposes among students.
As immersive Virtual Reality (iVR) is a computer- generated interactive game that makes entertainment and excitement for the user, it can serve asis an good innovative simulation tool for which can provide an alternative electronic delivery method for blended different various learning approaches to support the training among students.
Teaching in biomedical medical research techniques, including animal handling and laboratory safety, are essential before conducting experimental studies. Our team constructed a 360-degree virtual learning environment based on the animal holding core facility using the latest iVR system of HTC Vive. We developed courseware called virtual animal holding gamified simulator (VAS) using immersive virtual reality technology incorporated with game elements in the replacement of using the real animal training. The design of the virtual animal holding facility focuses on learning of the regulations on the usage of animals by testing stimulating the students’ a series of technical skills on a range affordance in the immersive environment. The setup is designed to enhance spatial and experiential learning, provide a contextual understanding and procedures in handling experimental animals, and sensitize awareness in handling animals diligently. In addition, we emphasise the importance of the VR training design emphasizes the principle of the 3Rs, i.e. to replace the alternative method to use the real animal for the training skills to students; even though the use of experimental animals in biomedical research must be ongoing to the breakthroughs in the diagnosis and treatment of human diseases.
||Mei Kuen Florence, Tang|
|13||Department of Land Surveying and Geo-Informatics, The Hong Kong Polytechnic University||Hong Kong||The project team developed a system named the Augmented Teaching and Learning Advancement System (ATLAS). ATLAS is a multi-platform application system with Location-based Service using Bluetooth Low Energy technology. ATLAS comprises three major components, including 1) a web-based portal for administrative operations, 2) a student mobile application for iOS and Android mobile phone sets, 3) a web-based content management system (“CMS”) for teachers. The system facilitates teacher to implement teaching/learning-related activities throughout the classroom using the concept of adaptive learning easily. It facilitates real-time student and teacher interaction as well as understanding the students’ learning curves.||Man Sing, Wong|
|14||OPEN UNIVERSITY MALAYSIA (OUM)||Malaysia||I have developed seven text-based conversational chatbots in order to support online teaching and learning of Java in an interactive and engaging manner. These chatbots were designed to convincingly simulate how a human would behave as a conversational partner and to turn the physical lectures into a series of messages to make it look like a standardized chat conversation. Each of these chatbots focuses on different concepts of the course. These chatbots support learning via problem-solving steps through “learning by doing”. These chatbots acquired its intelligence through a hybrid approach that combines pattern-matching technique, machine learning algorithm and retrieval-based model in order to formulate its responses and propel the learning.||NANTHA KUMAR, SUBRAMANIAM|
|15||Institute for Adult Learning||Singapore||The Institute for Adult Learning (IAL) is a national institute entrusted with the mission to develop the capabilities of adult educators in Singapore to design, develop and deliver high-quality workforce development and adult learning. To ensure that the IAL leads in adult learning practice and pedagogy, the Centre for Innovation and Development (CID), through its iN.LAB facility, was established as a national initiative to advocate and enable learning innovation in the Training and Adult Education (TAE) sector. iN.LAB at CID undertakes this through the Innov-Series, an initiative comprising programmes and platforms which aim to accomplish the following:
• seed awareness and grow knowledge in the latest innovations and trends in learning technology;
• develop capabilities within the sector to ensure that all are able to deliver online and technology-enabled programmes; and
• catalyse learning innovation through enabling and facilitating idea and prototype development, iteration and adoption of the ideas and prototypes across industry sectors.
There are currently five (5) platforms / programmes in the Innov-Series, namely:
InnovBITE: An awareness, knowledge and capability building platform which delivers bite-sized and often, hands-on learning on the latest learn-tech tools available, including a curated set of ‘Cost-Effective, Easy-to-Use’ or CEE tools for the sector to readily come on board to technology-enhanced learning.
InnovLOGUE: To engage those in the adult learning space across different sectors in the economy through in-depth and thought-provoking panel conversations with industry expert practitioners and academics on the latest innovations and trends in learning technology and pedagogy.
InnovJAM: To stimulate and inspire experimentation and new ideas in learning technology, InnovJAM is a fast-pitch platform where those with an idea to tackle a learning challenge presents the idea to a panel of judges, including venture capitalists, start-up incubators and academics. Those exhibiting potential are then given a small starter grant, and iN.LAB facilitates the matching of incubators and accelerators within industry with the winning individuals or teams, for mentorship to grow their ideas towards commercial viability.
InnovPLUS: A platform to encourage enterprises to put forward their learning challenges to elicit responses from technology solutionists, who then form a challenge team to undertake a full pitch to an expert panel of judges to win a prototyping grant. Winning teams then develop the prototype, test-bedding it within the enterprise and sector. The depth of innovation of these solutions must be evident, often involving the latest possibilities in the use of Artificial Intelligence, Virtual, Augmented and Mixed Reality, Gamification and more to address shortcomings in the present means and methods of learning within industry.
InnovDEV: To allow for inclusive access to technology innovation amongst all in the TAE sector, InnovDev was recently launched to meet the intensified need for imperative online learning during the Covid-19 pandemic through guided capability development to design, develop and deliver online programmes successfully.
During the Covid-19 lockdown period, iN.LAB pivoted the five platforms in the Innov-Series to be delivered online, resulting in a surge in participation as more sought to develop the skills required to gain access to technology innovation, or to innovatively tackle the problems brought on or exacerbated by the Covid-19 situation. (512 words)
|16||Chihlee University of Technology, Center on Innovations in E-Learning ||Taiwan||To meet the language teaching characteristics and demand for massive teaching in the Chihlee University of Technology, we plan to devise an easily accessible digital teaching model for language learning on campus, in order to develop learners’ listening and speaking abilities in Vietnamese. This APP integrates AR and speech recognition and named "Vietnamese Application" AR APP. The "Vietnamese Application" AR APP comprises 20 learning modules. Learners can use the interface of AR cameras to scan the designated flashcards on campus. Learning the key contents, dialogs, sentences and words for the module. After learning the dialog and sentence, learners will do a dialog test and have interactive oral practice of Vietnamese.||Chang?Weng, Shu-Ping?Yu-Hsiu|
|17||Nanyang Polytechnic||Singapore||Nanyang Polytechnic (NYP)’s School of Business Management’s AI-assisted competency-based assessment engine helps learners discover their strengths and guides their skills mastery. The AI skills engine is trained to determine skill proficiency levels, aligned with Singapore’s well-recognised SkillFuture competencies. The algorithms automate identifying, assessing and enhancing skills and traits via these modes currently – i) an AI-enhanced adaptive business aptitude test; ii) a virtual agent/chatbot that interviews; iii) training courses recommendations. Currently, it assesses four SkillsFuture competencies: Communication, Creative Thinking, Sense Making, and Problem Solving. Beyond SkillsFuture, it also assesses traits like entrepreneurial potential, passion and teamwork and interpersonal skills.||Christopher, Pang|
|18||The Chinese University of Hong Kong||Hong Kong||The Knowledge and Education Exchange Platform (KEEP) Project is a pioneering eLearning platform for educators and learners to search, create, and share educational resources. Led and developed by The Chinese University of Hong Kong (CUHK) with seven partner institutions in 2014, KEEP enables access to educational resources, data, analytics, courseware, and tools through a one-stop platform that facilitates flexible learning in a global community. KEEP provides a unique cross-platform integration of technology such as AR, VR, gamification, AI, machine learning, metasearch engine, data analytics, recommender systems, with our international partners to provide personalized portal for education to a global audience.||Irwin, King|
|19||Department of Computing, The Hong Kong Polytechnic University||Hong Kong||This project/initiative is about developing an innovative mobile app to satisfy the following objectives: (1) To form mobile smart learning groups for students with agents (like virtual teaching/learning assistants, using AI/chatbot technologies). (2) To cultivate peer learning or collaborative learning among students. (3) To share open educational resources (OERs) effectively with functions to facilitate student interaction and discussion. (4) To complement conventional teaching/learning activities with mobile (round the clock) student-centred learning activities.||Henry, Chan|
|20||The Education Unviertisy of Hong Kong||Hong Kong||This initiative is using technology in designing course materials in infection control for undergraduate students. Our undergraduate students use these eLearning tools to further perform health education and promotion in the community particular during this pandemic situation. We designed authentic scenarios such as infectious disease outbreak in school through interactive videos to facilitate student learning without limitation on time and geographic proximity. We also used Virtual Reality (VR) technology with VR viewer as teaching aid in different case scenarios. By VR technology, students could learn abstractive concepts through their life experience and answered pop up questions during their virtual tour.
||Pui Lai Peggy, Or|
|21||Hong Kong Baptist University||Hong Kong||We organized the Global Students Virtual Hack and Design Challenge - Empower Community during and after COVID-19 in April 2020, collaborating with more than 10 universities in Europe, Asia, USA.
During the 48-hour online challenge, we have been adopting various advanced learning technologies to facilitate an active learning community. More than 110 students from 16 countries/regions formed 17 diverse teams, across different time zones, developed concrete and creative solutions to address the current COVID-19 crisis and plan ahead.
The Hack built a learning community for global youth social innovation and nurtured their skills of multidisciplinary and multicultural virtual teamwork.