| 1 | UST Industrial Engineering Circle | Philippines | "Dunong Sulong" is a community development project in the Philippines that strives to ensure the disaster preparedness of Grade 8 students at Montalban Heights National High School. Through the provision of comprehensive safety kits, educational videos on disaster risk and preparedness, and real-life emergency assessments, the organization ensures their preparedness during times of disaster, enhances their understanding of disaster risk and preparedness, and allows students to showcase their proficiency in disaster risk management. As the title 'Dunong Sulong' suggests, the project exemplifies the organization's commitment to promoting education and fostering steadfast learning. | Anette Grace, Padrinao |
| 2 | Singapore International Foundation (SIF) | Singapore | DigiLABS is an online “tech-for-good” programme that upskill youths and working professionals in Asia to prepare them for the digital economy. The programme connects Singaporeans and overseas communities virtually to accelerate digital inclusion through skills exchange and ideation of innovative digital solutions that address global social issues.
Project Objectives
• Upskill and equip participants to meet the demands of a digital economy
• Provide opportunities for participants to ideate, develop and validate their solution for market adoption
• Build a network of Digital Champions in the region who are digitally savvy and effective in using technology for social impact | Rebecca, Boon |
| 3 | The Hong Kong University of Science and Technology | Hong Kong | Specific learning disabilities (SENs), especially dyslexia, affect how people process and learn language-based information. We develop an AI-empowered SENs pre-screening and a Robot-enabled training system incorporating different interactive games to provide students with a pleasant learning environment. With a quick pre-screening and training solution, students with dyslexia can relieve their learning obstacles in the early stage. The system applies AI technology, the Human-Computer Interaction and Human-Robot Interaction method, data visualization, empathic design methodology, and scaffolding skills to our system to maintain our competitive edge. We truly believed that all students deserved a harmonious and pleasant learning environment. | Ka Yan, Fung |
| 4 | The School of Hotel and Tourism Management at The Hong Kong Polytechnic University | Hong Kong | The MicroMasters in International Hospitality Management (MM IHM) program, jointly launched by edX and the School of Hotel and Tourism Management (SHTM) at The Hong Kong Polytechnic University in 2017, it was world's first and only Massive Open Online Course (MOOC) of its kind. Offered fully online, it consists of four instructor-led courses: Managing Human Resources, Managing Marketing, Innovation and Technology Management, and Luxury Management. Over 110,000 learners have participated in the MM IHM program, furthering their understanding of the hospitality and tourism industry. | Nicholas, Thomas |
| 5 | University of Santo Tomas | Philippines | The Magkaugnay project is a service-learning activity as a result of partnership between the Physical Therapy faculty and 3rd year students of the University of Santo Tomas (UST), and community members of the Municipality of Binangonan, Rizal (CBR Binangonan), and organization Parent Advocates for Visually Impaired Children (PAVIC). Magkaugnay, which means “connected” in Filipino, utilised both online and onsite collaborative approaches to carry out the project from conception, implementation, up to evaluation. This project was done to provide rehabilitation services to pediatric clients, promote proper hygiene practices, and good health overall for children and their parents and guardians. | Christian Rey, Rimando |
| 6 | The Chinese University of Hong Kong | Hong Kong | Our blended learning project, a collaborative effort between the Chinese University of Hong Kong and Hong Kong Baptist University, is funded by The Hong Kong Jockey Club Charities Trust. It aims to transform teaching and learning practices by leveraging technology for the benefit of all students, especially those from disadvantaged backgrounds. We are committed to bridging the digital divide by strengthening teachers' online teaching preparedness, which is crucial for supporting underprivileged and less-abled students. Through collaboration with teachers, school leaders, and parents, the project ensures comprehensive community outreach. We offer a wealth of high-quality self-learning resources and a dedicated e-platform, "Fabulearn," fostering a culture of self-regulated learning. Our project promotes digital literacy and innovative teaching strategies including - generative AI and learning analytics. By empowering educators with cutting-edge tools, we aim to level the educational playing field, fostering a robust, inclusive learning environment that champions educational equity. | Ka Man, Lau |
| 7 | Hong Kong Baptist University | Hong Kong | ‘Connecting the Elderly with the Internet – e-Sports’ is a service-learning course for Hong Kong Baptist University students to facilitate elderlies approaching e-Sports. From Jan 2020, ~100 elderlies (60-80 years old) joined five rounds program. The program objectives are, 1. enable elderlies to learn and enjoy a 2D, 3vs3 mobile e-Sports game, Brawl Star, 2. enhance elderlies’ digital literacy, and 3. promote intergenerational connections. University and secondary school students were equipped with the understanding of e-Sports and the necessary skills to design, plan, and carry out I. five lessons face-to-face e-Sports experience program and II. an e-Sports tournament to celebrate elderlies’ achievements. | Wun Wa, chan |
| 8 | Lyceum of the Philippines University Manila | Philippines | Research showed that only 10% of the Philippines’ Indigenous learners in remote areas finished elementary school. This sad reality on the indigenous peoples’ education status pushed the Lyceum of the Philippines University (LPU) through its Community Outreach and Service Learning (COSeL) unit in 2009 to strengthen its social responsibility focused on education. By 2011, making education accessible to the “remotest of the remote” became LPU’s unwavering goal. To date, LPU actively works with four ethnolinguistic groups– the Agta of Quirino and Isabela, Ayta of Zambales, Batak of Palawan, and Dumagat of Aurora, Rizal and Quezon.
Community engagements come with many challenges, so we prepare our volunteers through massive orientations. Hiking long hours in mountains or crossing rivers and seas under the sun and rains, riding in carts over uneven terrains, or sleeping with only the sky as the roof has become a gratifying experience as they conduct literacy and numeracy tutorials, sports clinic, livelihood and leadership training.
By 2012, we started building schools and community libraries with our partner indigenous communities. Computer equipment to facilitate learning and to document the dynamic exchange of ideas became a felt need. This started our Teaching with Technology program with Information and Communication Technology Department.
In 2014, the LPU-Microsoft partnership was forged when teachers in our partner communities requested training on more advanced computer applications. This paved the way for the creation of LPU- Microsoft students and teacher ambassadors by 2015 and continuing to date. | Leonora , Astete |
| 9 | The Education University of Hong Kong | Hong Kong | The transmission of the Kalmyk language to the younger generation is at risk due to the lack of high-quality materials suitable for interactive and engaging language learning. Many young Kalmyks are nowadays proficient in English, given its status as a global lingua franca, and there are dozens of Kalmyk diasporas worldwide. Why not target these groups when popularizing the use of Kalmyk? Therefore, the aim of this project was to develop and launch a free online course that teaches conversational Kalmyk through English. The course empowers Kalmyks to either reactivate their ancestral language or start learning it from square one. | Liubov, Darzhinova |
| 10 | The Hong Kong Polytechnic University | Hong Kong | This project leverages Virtual Reality, Chatbots, and Computer Vision to revolutionize vocational training for mentally/emotionally challenged children. Moving beyond traditional multiple-choice tests, it provides immersive, hands-on learning experiences. Trainees simulate real-world tasks like customer service and product identification through mixed-reality environments and intelligent conversational agents. These interactive modules offer instant feedback, helping to build practical skills and boost confidence. Designed for customization, the initiative addresses each individual's unique learning needs, aiding their reintegration into society. | Peter, Ng |
| 11 | Universiti Teknologi MARA (UiTM), Shah Alam, Selangor, Malaysia | Malaysia | The project is an initiative of designing and creating an augmented reality mobile application for English vocabulary learning of children with mild autism. The augmented reality mobile application is designed and developed to assist mild autism children in their English vocabulary learning. The designed and developed mobile application acts as a self-paced learning materials for the mild autism children to use, together with the help of their teachers and parents. It can also act as a teaching material for the teachers to use in the classroom, as well as for the parents to use at home during leisure time with their mild autism children. | Haida Umiera, Hashim |
| 12 | University of Santo Tomas | Philippines | To ensure student and teacher well-being through convenient access to its wide array of support services amid the pandemic and the changing landscape of education, the virtual Counseling and Career Center (CCC) was launched towards the end of A.Y. 2020-2021. This is an initiative to make well-being support and counseling services available primarily to students especially those with personal and mental health-related concerns. The University of Santo Tomas’ Cloud Campus--the university’s LMS powered by Blackboard enhanced by integrated web-conferencing & productivity tools plus a video management platform aided 54 licensed guidance counselors in transitioning its services online. This virtual safe space was CCC’s technologically-driven approach of reaching out to 46,000 students who had to abruptly shift to distance learning during the COVID-19 pandemic. It includes an online mechanism for counseling appointments, psychological testing, webinars, and life skills enhancement modules for self-paced and synchronous access. It also features virtual kumustahan or checking in on each other sessions with the university faculty. To increase its reach, information about the services offered are also available on the University’s website and the center’s official Facebook pages. | Aiza, De Los Reyes |
| 13 | Lady Doak College | India | The Grammster project is done with the aim to help the less privileged primary school students to learn the basic grammar in English. It is a mobile application that consists of learning modules in the form of animated videos (self created) and assessment pages to assist the students in learning and self evaluation. Self grading options in the app gauge their level of understanding. The application enables the primary school students to learn the basics of Articles, Verbs, Prepositions, Adjectives and Adverbs in a self-paced manner. It is a very handy and user-friendly application.
| Melba Rosalind, J |
| 14 | University of Santo Tomas | Philippines | The Aruga UST-OT clinic, as the service and training arm of the university’s occupational therapy (OT) faculty, students, and alumni, aims to facilitate the community’s participation in culturally meaningful activities beyond the provision of conventional onsite OT services with the aid of technology. The profession’s thrust of promoting adaptation, along with the prevailing restrictions brought about by the pandemic led to this endeavor of ensuring that the community’s access to OT services, across the lifespan and different practice areas, would not be disrupted. With this, more families, including those that are previously underserved are empowered to overcome their pressing limitations.
| Charles, Bermejo |
| 15 | School of Chinese Medicine, Hong Kong Baptist University | Hong Kong | A newly designed instructional model called APRS (Application, Practice, Reflection and Self-regulated Consolidation) is incorporated into the Traditional Chinese Medicine Orthopedics classroom by implementing a mandatory portfolio-based service-learning. The goal of the project is to 1) nurture TCM students as competent and ethical physicians and 2) provide medical support to patients in need. Students use e-learning materials (lecture notes, videos, X-rays, and medical cases), a mobile application and a Virtual Reality gaming platform (developing) to prepare for hands-on medical practice for patients while producing e-portfolios and multimedia works that cater to their rehabilitation. The project is conducted in a hybrid mode. Students conduct an online human library, use e-materials for preparation, provide direct face-to-face services, and deliver virtual productions such as e-booklets and videos about exercise and food therapies for service users and patient self-help organizations. | Chun Hoi, Cheung |
| 1 | University of the Philippines- Open University | Philippines | The use of the Inverted Learning Approach (ILA) suggests a timely and applicable approach to the new normal teaching-learning process. In this approach, the roles of teachers and students are reversed, causing students to become more actively involved and at the core of the learning process. Having enough time to self-study instructional videos or learning materials outside of class schedule, students may be able to cultivate their inquisitiveness, confidence, and higher order thinking skills. The ILA is fundamentally built around the concept that students should complete pre-class learning assignments or lectures at home or outside of class schedule. It highlights the intentional pre-class (before class activity), which is asynchronous, independent learning phase where students connect with the material ahead of time and prepare for class so that they are more ready for the actual class sessions. It is for me favorable or advantageous especially for academically challenged learners or those who have short attention span because this pre-class learning space provides them leeway or more time to understand concept, that is why learning materials, or the teacher-made discussion videos are uploaded to the learning management system a week or two in advance. | Rolly James, Cheng |
| 2 | UST | Philippines | a YouTube channel that aims to provide math lessons explained in a conversational language most Filipino students can understand. This was created during pandemic when most lessons are delivered online or using modules. However, there is still a continuous process of improving and adding the videos there. The link to this channel is here: https://www.youtube.com/watch?v=rqgKOygMhb8&list=PLie14y2kJQo2ldviOTE7m6bQkZ046Q_M9
| Erlyn, Geronimo |
| 3 | Bulacan State University | Philippines | This project is a developed application using web technologies to create e-learning for information technology students in their undergraduate course, the database management system. This project aims to provide students with different lessons on database management, structured query language, and relational diagrams. Additionally, students are provided with a simulation of creating relational diagrams. This application is currently accessible to students in a local setup, and they can use it within their laboratory rooms at the university. This project is geared towards providing additional learning tools for students in their database courses at Bulacan State University. | Aaron Paul, Dela Rosa |
| 4 | Bulacan State University | Philippines | This project is a web application focused on giving lessons and assessments for basic Mandarin students at our university. Mandarin is one of the foreign languages currently being taught at Bulacan State University since the partnership with the Confucius Institute, being one of the universities across the Philippines to have one. As part of learning the language, students are encouraged to take a Mandarin proficiency examination called Hàny? Shu?píng K?oshì (HSK) that tests the level of proficiency of a non-native speaker of the language. With that, the project provides a mock test for the HSK to help the students review before taking the HSK. | Aaron Paul, Dela Rosa |
| 5 | iACADEMY | Philippines | iACADEMY's CO TEACH program, launched in 2019, is a groundbreaking initiative that sets us apart as a leader in creative education. Each term, we invite creative industry experts, professionals, artists, designers, and collaborators to join specific classes and co-teach through lectures, activities, and projects. This program enriches the learning experience, providing students with exposure to real-world practices and cutting-edge trends. It empowers faculty development and fosters a culture of innovation. iACADEMY remains the only school with such a forward-thinking program, aimed at engaging and creating opportunities for our current students to thrive in the dynamic and ever-evolving creative industry. | Jon, Cuyson |
| 6 | The Hong Kong Polytechnic University | Hong Kong | In July 2022, a PolyU Team launched an initiative to provide students with global learning experiences through virtual classrooms. Amid travel restrictions during the COVID-19 pandemic, the program fosters cross-cultural exchange among diverse students, continuing PolyU’s internationalisation efforts when supplementing exchange programs are suspended. The initiative targets up to 1,000 undergraduate and postgraduate students and prepares graduates with the ability to analyse international affairs with cross-cultural understanding. | Vincent KK, Leung |
| 7 | The Hong Kong Polytechnic University | Hong Kong | We apply technology with pedagogies to enhance learning, utilizing virtual environments to facilitate STEM learning activities. We target to improve engagement and develop critical thinking, active learning, teamwork, peer-learning, and problem-solving skills of students. Educational technology and Generative Artificial Intelligence (AI)-assisted virtual tutorials will be used to improve students' active learn-to-learn behavior and higher-order thinking skills. We will also analyze learning analytics data via LMS and virtual tutorial materials to refine our teaching approach. The projects also aim to relieve concerns about the impact of AI on the integrity of students' learning by observing and nourishing their higher-order thinking skills. | Kim Hung, Joe, Lam |
| 8 | National University of Singapore | Singapore | This initiative integrates Garrison's Community of Inquiry framework and game-based learning to enhance social presence and engagement in organic chemistry education. Through the online multiplayer game "Chemistry Point of View," students compete, strategize, and interact while navigating chemical synthesis challenges. The game's inclusivity, accessibility, and alignment with course content create an engaging learning environment. Positive feedback and data show improved collaboration, social interaction, and engagement, addressing the drawbacks of online learning. This innovative approach bridges the gap between virtual and face-to-face education, fostering a dynamic, motivating, and effective educational experience. | Fun Man, Fung |
| 9 | Lyceum of the Philippines Univeristy Manila | Philippines | The MyLPU LIFE (Leadership, Involvement, Formation and Engagement) course of Lyceum of the Philippines University – Manila, is designed to introduce new students to the University's programs and services available during their stay. It helps students become proficient in using online platforms, learning resources, and student services, aiding them in achieving academic and career objectives. The course also promotes a sense of motivation in learning and fosters perseverance towards goal attainment.
Overall, MyLPU LIFE aims to guide students in maximizing their university experience by equipping them with essential skills and values for personal and academic growth, while emphasizing the significance of motivation and determination in their educational journey. | Devy, Galang |
| 10 | iACADEMY | Philippines | Elevated Learning Experience (ELX) is a component that has been integrated into the iACADEMY DRIVE Homeschool Program in order to deliver an enhanced experience that is intended to promote student motivation, raise performance levels, and make it simpler to finish courses.
DRIVE Homeschool coaches used Gather Town as a platform to build a venue for an elevated learning experience matched with the principles and mechanics of the iACADEMY's GAME pedagogy. The GAME phases, which are Gear-up, Acquire, Master, and Evaluate, will guide students through the virtual doors and portals of their courses.
Rather than using the conventional written or video modules as learning materials uploaded to our LMS, ELX uses Gather Town to create courses in the shape of a video game tale or quest.
The main goal is to complete the quest by accomplishing the final goal or project. This will make online homeschooling more exciting for our students.
| Paolo, Noceda |
| 11 | Laburnum Public School | India | By combining conventional pedagogical approaches with technology-infused methods, this project establishes a learning environment that is enhanced and enriched. The integration of in-person sessions with virtual lectures, interactive modules, and collaborative technologies facilitates a flexible and comprehensive educational experience. Diverse learning styles are supported by active involvement, personalised instruction, and skill development. The methodology promotes the development of holistic understanding, analytical reasoning, and competence in academic fields and technological advancements. This educational approach efficiently combines digital resources and conventional methods to equip students and teachers with the necessary skills and knowledge to thrive in a modern, interconnected community. | Dr. Bhavna , Chibber |
| 12 | Taylor's University | Malaysia | My project, “Innovative, Interactive and Immersive Experiences in Active Blended Learning Eduverse (3I- ABLE)” stands as a beacon of innovative teaching and learning in higher education. It's a fusion of immersive learning, interactive engagement, gamification, Virtual Reality (VR), and Artificial Intelligence (AI). By harnessing these pedagogically driven technologies, transformative learning environments have been created to engage students on unprecedented levels. Students are empowered to explore complex concepts through real-world simulations, interactive gamified challenges, and AI-driven personalized guidance. This project sets a new standard for effective integration of technology, making learning not only informative but also deeply engaging and empowering. | Dr Wong, Yau Hsiung |
| 13 | Nanyang Polytechnic | Singapore | A Choose-Your-Own-Adventure activity combined with an asynchronous online discussion learning activity was developed and implemented for competency-based learning in a general chemistry course. This learning activity consists of a combination of pedagogically driven technology learning activities involving situated scenario-based learning with self and peer assessment in an asynchronous online discussion to develop learners’ chemical laboratory competency. This series of learning activities integrated several learning theories (i.e. scaffolding, scenario-based learning, assessment as learning (reflective thinking), peer learning, situated learning, cognitive apprenticeship and collaborative knowledge building) and can be applicable to other disciplines. | Jayden, Ang |
| 14 | University of Santo Tomas | Philippines | The Aruga UST-OT clinic, as the service and training arm of the university’s occupational therapy (OT) faculty, students, and alumni, aims to provide quality education and training to OT Fieldwork students through a monthly training program. The clinic provides OT interns the opportunity to utilize their aptitude and attitudes in implementing OT evaluation and intervention through either telehealth or in-person sessions. Appreciating the value of collaboration with wellness partners, clients, professionals, and other stakeholders is also a thrust of the center. | Justine Anne, Cua |
| 15 | Taipei Medical University | Taiwan | In teaching English presentation skills, anxiety often arises in students, especially in oral aspects. To address this, we propose introducing Virtual Reality (VR) to alleviate English-speaking stress. This plan incorporates VR scenarios for TED-style presentations and simulated interviews, providing students with immersive, real-life learning experiences. The core objective is to explore how immersive online learning can bolster student confidence and enhance oral communication skills. | Hsiang-ling, Huang |
| 16 | The Hong Kong Polytechnic University, Department of Applied Social Sciences | Hong Kong | This initiative, developed by a team comprising social scientists and educational technologists from PolyU, focuses on integrating the Hybrid Immersive Virtual Environment (HiVE) into frontline teaching. HiVE utilizes immersive virtual reality (VR) to create a revolutionary learning experience characterized by the 3Is pedagogy (Immersive, Innovative, and Interactive). It aims to enhance student engagement, and peer learning, provide flexibility in space and resources, and foster co-creation of learning content between students and teachers. | Rodney Wai Chi, CHU |
| 17 | The Hong Kong Polytechnic University | Hong Kong | We utilized a Hybrid Immersive Virtual Environment (HiVE), a sophisticated six-sided CAVE, to facilitate realistic clinical simulation training for allied health and medical students at our university. This advanced platform was also utilized to prepare paediatric cancer patients and their carers for radiation therapy, providing them with realistic insights into the procedure. Supported by academic mentors and student volunteers, this initiative not only serves as a preparative tool for patients but also as a rich experiential learning opportunity for students, fostering enhanced understanding and empathy towards the unique challenges faced by paediatric cancer patients undergoing radiation therapy. | Lee Wee Yee, Shara |
| 18 | The Hong Kong Polytechnic University | Hong Kong | In response to the digital transformation in higher education, our team has developed the Institutional Online Learning Analytics Platform (LAP). LAP, our in-house EdTech innovation, enhances teaching and learning through data-driven and AI supported insights. It integrates data from various sources, offering interactive visualisations, standardised reports and actionable insights. With 3,000 staff and 28,000+ students in our community, LAP fosters a supportive environment and serves as a valuable tool in implementing pedagogically driven technology for education by enabling data-informed decision-making, personalising learning experiences, supporting continuous improvement and enhancing engagement. It bridges technology with effective teaching, aligning with pedagogical principles. | See Ki Ada, Tse |
| 19 | School of Design at The Hong Kong Polytechnic University | Hong Kong | University-industry collaboration has been widely implemented by universities worldwide. This project focused on one collaborative modality: curriculum development and implementation. Prior studies have proved benefits of collaboration for all stakeholders involved, but also identified challenges and barriers hindering effectiveness in different contexts. Universities are expected to constantly contribute to the innovations on course design, enabling the future students acquire the necessary skills to navigate the rapidly changing technological landscapes and a fiercely competitive job market. From the industry’s standpoint, university-industry collaboration presents valuable opportunities to engage with emerging talent, identify potential employees, and shape the curriculum aligning with industry demands. | Yi-Teng, Shih |
| 20 | CHRIST (Deemed to be University) | India | The main focus of this research work is to understand the impact of ICT in higher education system. In this research work, an in-depth study is performed to understand the existing technologies is higher education, commonly used ICT based education application in various higher educational institutions and most importantly the available ICT infrastructure. It also performs a study on the ICT availability in the higher education institution. The research study is then extended to explore the various teaching-learning methods, available instruction models and various existing teaching-learning best practices in different institutions around the world. The research work also highlights the limitations of the existing systems in ICT- based teaching learning process. Finally, the research work is used to propose a teaching-learning model called University Learning Management System. It also proposes a mobile
based learning platform model to increase the usage and effectiveness. The research work will further carry out a study on various subjects in the higher education curriculum and the application or technologies which can be used to improve the teaching-learning process of the subject. The research study will be performed on eight different subjects such as life science (biology), physical science (chemistry), history, engineering (architecture), economics, computer science, language, and mathematics. The work then concludes with a study to understand the effectiveness of the proposed applications. | Vinay, M |
| 21 | The Hong Kong Polytechnic University | Hong Kong | Medical imaging is an important healthcare discipline for the visualization of the human body in diagnosis and treatment of diseases. Imaging anatomy is one of the core subjects that demand radiography students to integrate their basic knowledge of the organ structure, to appreciate the three dimension relationships between organs, and to apply the knowledge to interpret images taken by different advanced imaging modalities. This project aims to integrate gamification and learning metaverse to create enhanced, immersive student interactions as part of a blended approach to improve the students’ learning outcomes compared to pure face-to-face instruction. | Helen Ka-wai, LAW |
| 22 | University of Santo Tomas | Philippines | The COVID-19 pandemic has suddenly shifted traditional face-to-face classroom learning to an online learning environment worldwide. In the Philippines, the Commission on Higher Education recommended a change to a flexible learning environment where clinical skills can be taught through an online or offline environment status. Thus, the University’s continuity plan identified enrichment strategies aligned with the set institutional outcomes. These strategies include remote encounters with community, industry, and alumni partners, foreign partner institutions, and other academic experts. As a response, initiatives to align with the initially set learning plans and apply and adapt the strategies enhanced by Educational Technology tools subscribed by the university in promoting clinical skills among nursing students assigned to the operating room clinical rotation in a simulation mode were implemented. | Rowena, Manzarate |
| 1 | Nanyang Polytechnic | Singapore | The diversity of today's learners, with varying backgrounds and preferences, calls for a personalized approach to education. The traditional teaching methods disregard individual learning styles, pace, and strengths, causing some learners to fall behind or lose interest. Our initiative adopts a personalised and inclusive teaching strategy that caters to the unique needs of each learner by tailoring education to each learner with customized content and frequent practice. Through AI analytics, we monitor learner progress and dynamically adjust the learning path for individual learners based on continuous feedback. This approach allows learners to receive immediate feedback and focus on specific areas of need, leading to improved learning outcomes and an overall better experience. Adaptive learning is a learner-centric tool that improves learner understanding, engagement, and performance. It targets areas where learners need more assistance, saving time in the process. | Cheng , Sheau Chin |
| 2 | Mariano Marcos State University | Philippines | The Integrated University Student Information System (IUSIS) was developed in-house by the Information Technology Center (ITC). This was an initiative to streamline the services being offered by the Office of the University Registrar (OUR), Accounting Office, Cashier’s Office, and degree-granting departments.
One of the identified processes that consume most of the processing time is information retrieval. Bulk information from students is needed for every step of the enrolment process. Because of this, ITC introduced a 5-tier IUSIS. These 5 core modules are deployed in the OUR, accounting, cashier, degree-granting department, and the students. In this way, any MMSU student can complete their enrolment in front of their computer screens.
The system for the students is called Student Portal. The portal houses the modules for admission, viewing grades, enrolment, and payment. After the release of the MMSU College Admission Test results, a student account is created automatically that will be used for different enrolment processes. The inputs from this system are used by the IUSIS for the enrollment process.
Payments are handled online through the Landbank e-Payment System (EPS). The EPS provides payment data to IUSIS for the syncing of payment information. Students who opt not to use the EPS can pay on any campus of the university. In addition, GCash as an online payment option was introduced, which made the payment process easier, faster, and more cost-efficient.
This innovative effort of the university has changed the landscape of the traditional enrolment system and all university stakeholders have benefited significantly. | Wilben Christie, Pagtaconan |
| 3 | The Hong Kong Polytechnic University, Stellenbosch University & University of Rome | Hong Kong | ChatGPT, a Generative Artificial Intelligence (G-AI) tool is applied to “gamify” the classroom by staging a “ChatGPT Vs Professor” competition. Prior to the class, students decide on a set of commonly asked questions in the subject and during the competition, the Professor and ChatGPT take turn to provide their response. Students rate the preferred response for each question and the class goes through the collective responses after all the questions are exhausted. Furthermore, students discuss and reflect on the power and limitations of ChatGPT with guidance by the Professor. As a result, students’ critical thinking and reasoning skills are enhanced. | Eric, Tsui |
| 4 | Ngee Ann Polytechnic | Singapore | This initiative is on a suite of learning services offered by Lien Ying Chow Library (LYCL), Ngee Ann Polytechnic under its Digital Life@Polys Framework to drive excellence in lifelong learning which encapsulates 21st century competencies and future skills-set. It covers E-Learning packages, Learning Festivals, Curated Resources, Learning Journeys and Digital Literacy workshops to address any gaps in competencies rolled down by MOE, Government Bodies and SkillsFuture beyond the Polytechnics’ curriculum. The initiatives are achieved through collaborations with other Polytechnics, Schools, Agencies and Industry Partners to co-create content and adopt innovative solutions for seamless discovery and engaging learning experiences.
The Learning Services under LYCL are scaled up and shared with other Poly Libraries under the Joint-Polytechnic Libraries (JPL) Collaboration Area 4 which is led by LYCL. The spirit of collaboration is to achieve harmonisation of Polys’ learning services where possible to achieve optimisation in savings and division of labour.
This initiative is helmed under the leadership of Angela Wee, Director of LYCL together with the Library’s Learning & Engagement Team:
Lim Bee Ang, Assistant Director
Isabel Lee, Senior Manager
Sharon Tan, Librarian
Tint Hla Hla HToo, Librarian
Jaslyn Tan, Library Executive
Marian Chow, Library Executive
See the attached PowerPoint slides for the details.
| Angela, Wee |
| 5 | FEU Institute of Technology | Philippines | MILES Virtual Tour is a playable three-dimensional (3D) virtual tour application strategically developed to provide prospective students and visitors (subsequently referred as users) with an interactive campus visit experience. It is an integral part of an expansive metaverse project, which highlights 3D virtual environments that are the exact replicas of the university campuses. Within this digital realm, users are afforded the capability to navigate, interact, and explore while assuming the virtual embodiment of avatars. With MILES Virtual Tour, users are empowered to traverse the meticulously reconstructed corridors, architectural marvels, and iconic landmarks of FEU Institute of Technology, FEU Alabang, and FEU Diliman without physical constraints. | Manuel, Garcia |
| 6 | Mariano Marcos State University | Philippines | At MMSU, the integration of flexible learning in instruction is not a new practice among the faculty members and students. A learning management system (LMS) customized for the university has been in use for quite some time. Through the Information Technology Center, a virtual learning environment known as the MMSU Virtual Learning Management Environment (MVLE) was developed for blended learning. The MVLE is a virtual classroom which uses an open source LMS platform to administer online teaching and learning. Upon its customization, some trained faculty members have been using it as a platform to conduct blended learning even before the pandemic. Remarkably, it has gone several revisions and versioning and now has evolved into a relevant, viable, and sustainable tool to administer virtual classroom environment. This is helping the University realize the “heal as one” mantra of the government.
To better improve the performance of the MVLE, the university conducted a survey to gather feedback on the users’ experience on the use of the MVLE. This was participated by both faculty and students in the University. The overall result of the survey shows that most of the students and faculty are satisfied on the performance of the different features of the MVLE. However, there were raised issues encountered by the users. These issues were properly addressed and these were the basis for the upgrading of the MVLE.
The MVLE was upgraded from Moodle 3.5 to Moodle 3.9. The upgrade includes database requirements; browser support; user interface (UI); mobile version; and other new features.
The upgrade provides better look and feel of the MVLE interface and best user experience and optimum security. | Wilben Christie, Pagtaconan |
| 7 | The Chinese University of Hong Kong | Hong Kong | NasogastriX is a radiology eLearning application developed to facilitate student learning of radiographic assessment of nasogastric tube (NGT) position and potential procedure related complications. In acute medicine, malpositioning of NGTs is not uncommon, but unfortunately not easily detected without adequate training and experience. Additionally, peri-procedural complications are a significant cause of preventable morbidity and mortality. Radiological evaluation immediately after the placement NGTs is recommended in many institutional guidelines, to evaluate for malposition or complications. In training of the next generation doctors and nurses, this teaching application aims to promote student learning in nasogastric tube positioning, whilst also enriching radiological education with up-to-date advances in the field (through exposure to artificial intelligence).
The application encompasses game-based learning with interactive games using built in artificial intelligence (AI), educational video-based learning, and an embedded DICOM viewer. The application features incorporated artificial models which have been trained and validated on imaging databases for classification of normal and abnormal NGT position and tip identification. The AI models generate results based on real time AI image interpretation, these of which are shown at different stages of the game. The models first segment the tube, then classify the position and generate attention heat maps for easy visualisation for the student. Students’ detection results can be directly compared with the instant feedback of AI results and attention maps for the correct positioning of NGT.
An in-game embedded DICOM allows more complex manipulation of images (e.g., zoom, windowing, panning), than simple image display. This allows image viewing to closer mimic real life radiology viewing. Educational video-based learning components use video with voice over and animations to illustrate anatomy and a step-by-step guide to interpretation of NGT positioning. The important aspects in each step and potential pitfalls, and complications are highlighted with radiological images.
The package has been incorporated into our undergraduate curriculums, as well as being freely available on mobile devices with via many public access channels. | Tiffany, So |
| 8 | Chihlee University of Technology, Center for Digital Affairs and E-Learning | Taiwan | This study systematically developed and implemented a curriculum that integrates innovative technology and science into practical teaching needs. The XR distance live broadcasting course, combining aviation English with multicultural education, was developed using a blended teaching design and incorporating VR for interactive teaching. | Shu-Ping, Yu-Hsiu, Chun-Jung, Sin-Jung, Sheng-Hsin, Chang, Weng, Ma, Tsai, Yu |
| 9 | University of Santo Tomas | Philippines | In response to the invitation of the Human Rights Violations Victims' Memorial Commission (HRVVMC) to speed up the process of recognition and reparation of unclaimed victims' cases, 1,000 students of the University of Santo Tomas National Service Training Program Civic Welfare Training Program participated in the UST NSTP-HRVVMC Human Indexing Program 2023. The program aims to raise awareness among students and teach more about human rights, particularly during Martial Law, and the effects of this era on their generation.
Due to the effects caused by the pandemic, the university is following the Enriched Virtual Mode of Instructional Delivery, particularly the EVM Hyflex mode, where students participate in either face-to-face or online classes.
With this set-up, the program had three parts: The Indexing Project, The Tao sa Tao Session, and The Psychosocial Debriefing Session. With this set-up, the program had three parts: The Indexing Project, The Tao sa Tao Session, and The Psychosocial Debriefing Session. The physical limitations did not stop them from learning about human rights and applying what they had learned in little ways while also caring for their mental health.
The program holds strong evidence of promoting excellence through innovation and efficient use of technology in education. | Charmaine Joie, Buena |
| 10 | University of Santo Tomas | Philippines | The virtual Counseling and Career Center (CCC) is an initiative to make counseling and career related services available to the students through an organization site integrated into the University of Santo Tomas’ Cloud Campus--the university’s LMS powered by Blackboard enhanced by Google for Education Suite/Google Workspace, Zoom, and Panopto. This virtual safe space was a technologically innovative approach to streamline 46,000 students' access to well-being support and career services during the COVID-19 pandemic when classes were delivered in fully online or hybrid environments for some programs. It includes an online mechanism for counseling appointments, psychological testing, webinars, academic, life skills, and career enhancement modules for self-paced and synchronous access. It also features virtual career fairs, mock job interviews, and the UST Careers Directory of potential employers. Ultimately, the virtual CCC aimed to ensure students’ convenient access to this wide array of support services amid the pandemic and the changing landscape of education. To increase its reach, information about the services offered are also available on the University’s website and its official Facebook pages. | Aiza, De Los Reyes |
| 11 | Lyceum of the Philippines University | Philippines | With Esports quickly becoming a billion-dollar industry, more job opportunities are becoming available beyond gaming. This led to the development of the BS Esports program, which is the first four-year course being offered in the Philippines. Lyceum of the Philippines University (LPU) is taking the lead in innovating education by offering the first BS Esports program in the country. This project/initiative focuses on Esports Management and Game Design and Development, aiming to provide students with the skills and knowledge needed to excel in the backend or business aspects of the esports industry. The curriculum is designed in collaboration with industry partners and undergoes regular review to ensure its relevance to the industry's needs. The program includes courses such as Management, Event Planning, Coaching, Esports Broadcasting, and Esports Marketing and Advertising. The initiative also involves the recruitment of new faculty members, the construction of gaming facilities, and the establishment of international linkages and academic partnerships. | ARLENE, CABALLERO |
| 12 | Cicada Sign | Ethiopia | Cicada Sign is a groundbreaking e-learning platform designed to empower the Deaf community through accessible education in American Sign Language (ASL). We offer a diverse range of ASL courses, breaking the language barrier and ensuring Deaf individuals have equal access to knowledge and opportunities. | Aziz, Hazizi |
| 13 | School of Biomedical Sciences, CUHK | Hong Kong | We are eager to introduce an integrative approach that combines augmented reality (AR) and virtual reality (VR) technologies within a Multiplayer Online Gamification (MOG) setting. This innovative solution focuses on the digestive, respiratory, and nervous systems, serving as a supplementary resource to in-class didactic teaching and learning. Our in-house developed platform adopts a novel metaverse approach, transforming the traditional methods of teaching these core fundamental knowledge areas to train the competency of health professionals. By infusing a fun and exploratory game element, we aim to enhance learners' experiences and foster their motivation to delve deeper into the subject matter.
Our deliverables, namely the Respiratory VR Jigsaw Builder, Digestive AR Champion, and AR Brain Puzzle Challenger represent a groundbreaking design that combines instructional multimedia frameworks, scenario-based learning, and interactive tools. These deliverables embody the concept of utilizing interactive virtual learning environments to engage, enhance, and enrich students' cognitive understanding.
Through integrating AR/VR technologies and the MOG setting, our platform offers a dynamic and interactive learning experience for students. By immersing themselves in these virtual environments, students can actively explore and interact with the content, strengthening their comprehension and retention of the material. This approach goes beyond traditional teaching methods, unlocking new possibilities for engaging students and expanding their knowledge horizons.
We are excited to provide this innovative solution, which leverages the power of AR, VR, and gamification to revolutionize the teaching and learning process. Our goal is to create an immersive and effective educational experience that fosters a deep understanding of the digestive, respiratory, and nervous systems, ultimately preparing students for success in their academic and professional pursuits.
| Mei Kuen Florence, Tang |
| 14 | University of Santo Tomas | Philippines | Cerebro is a courseware providing ready-made and curriculum-based digital contents for schools, allowing teachers to ease their workload and reduce their preparation time by up to 400 hours per year. It currently features more than 4,000 lessons, quizzes, test banks and e-books from more than 120 courses covering at least 95% of the entire Philippine K-12 curriculum, and is currently being implemented in nearly 30 schools throughout the country. | Jonald Justine, Itugot |
| 15 | FEU Institute of Technology | Philippines | MILES Virtual World is an educational metaverse that serves as a digital school environment for the Far Eastern University (FEU) Group of Schools. Following the principles of the Embodied Social Presence Theory, this metaverse allows students to socialize through customizable avatars and engage in a variety of curricular and extracurricular activities that closely resemble those in the physical world. As an online-based application, it follows the idea of a massively multiplayer online role-playing game (MMORPG).
MILES Virtual World offers a multifaceted solution to the identified problem of online learning challenges. Firstly, the platform addresses the issue of limited social interaction that online learning can pose. By replicating FEU campuses and allowing students to explore them virtually, it fosters a sense of belonging and community. It enables students to engage in collaborative activities, group discussions, and social interactions within a familiar campus environment, mitigating the isolation often associated with remote learning. Secondly, it enhances engagement by providing interactive and immersive educational experiences. It transforms passive learning into an active, engaging process through simulations, 3D models, and educational games. This dynamic approach makes learning more exciting and effective. Lastly, the project contributes to a seamless transition between physical and virtual learning environments by ensuring that students and educators can access the resources and tools they need regardless of the mode of instruction. Whether students are attending classes in person or engaging with other students remotely, MILES Virtual World remains a consistent and valuable component of their educational journey. | Manuel, Garcia |
| 16 | Geography Department, National University of Singapore | Singapore | The project aims to transform learning experiences through the integral use of immersive virtual reality (VR) that affords visual and audio feedback and a mechanical device (i.e., a shaker board) that affords additional physical feedback. Earthquakes, a challenging topic to teach with existing classroom technologies because it is dynamic with long geological time frames and is often impossible to teach via fieldwork, is the subject matter for this project. Termed 4DVE (four-dimensional virtual earthquake), the VR-based learning environment developed in this project demonstrates the effectiveness of these technologies in teaching and learning by bringing the field to the classroom. | Chen-Chieh, Feng |
| 17 | National University of Singapore | Singapore | NuPOV (Nucleophile's Point of View) is an augmented reality (AR) mobile app that allows users to visualize and interact with molecular chemical science concepts in a 3D setting. It is developed by the National University of Singapore (NUS) Chemistry and NUS IT to address the limitations of 2D/3D molecular translations.
With NuPOV, users can view, rotate, and zoom in on molecular structures from all angles, and even interact with them by hand. This allows them to gain a deeper understanding of the chemical concepts they are learning, such as molecular bonding, reactivity, and catalysis.
NuPOV is also designed to be individualized and self-directed so that users can learn at their own pace and focus on the topics that are most relevant to them. It includes a variety of learning resources, such as interactive tutorials, quizzes, and games.
Overall, NuPOV is a powerful and engaging tool for learning about molecular chemistry. It is particularly useful for students who are struggling to visualize and understand complex chemical concepts in 2D. | Fun Man, Fung |
| 18 | Spark Education | Thailand | CodingThailand.app is a computer science learning platform designed to address the urgent need for quality education in computational thinking and computer science skills in Thailand. Recognizing the lack of adequately prepared teachers, we offer a one-stop solution for both educators and students. Our platform includes interactive content, mini-games, valuable resources, and workshops. With over 400 interactive contents, we've more than 78,000 registered users from 3,000 schools across Thailand. Our impact is tangible, with our minigames played over a million times and our resources benefiting over 1.5 million students nationwide. | Apinya, Hiranyawech |
| 19 | Singapore Polytechnic | Singapore | The Department of Educational Development in Singapore Polytechnic has introduced Asynchronous Practicals (AP) to enhance traditional face-to-face practicals. These online practicals leverage advanced eLearning tools to transform images and videos into interactive simulations, allowing students to engage with equipment virtually. This approach aims to boost student engagement, promote deeper learning, and enhance competence and confidence. Additionally, it may reduce the time needed for pre-lab briefings, offering instructors more opportunities to oversee students during in-person practicals while ensuring consistency in teaching methods across the faculty. | Steven , Tok |
| 20 | University of the Philippines Visayas | Philippines | The UP Visayas Action Research Project (UPV ARP) utilized open-access messaging, cloud-based workstations, video conferencing, and broadcasting tools to empower public school teachers in conducting research, writing manuscripts, and disseminating and utilizing research outputs during social distancing protocols. Through organic collaboration, the project demonstrated how a teacher education institution can ensure accessible and responsive knowledge production and positive community presence. Its components include a colloquium series, training and seminar-workshops, and technical assistance and research advisory services. This initiative enabled widespread capacity building and support for teachers, fostering a culture of research and innovation in education despite pandemic-borne limitations. | Early Sol, Gadong |
| 21 | University of Santo Tomas | Philippines | Aruga UST-OT clinic is the service and training arm of the UST-CRS Occupational Therapy Department that provides occupational therapy services through the utilization of telecommunication technologies. In the face of the pandemic, operations of the clinic were established in a fully virtual environment maximizing basic technology tools available to the institution. The clinic used ZOOM as the main avenue for the delivery of care, enabling faculty and students to translate face-to-face therapy sessions into virtual sessions for its clients as well as Google Workspace applications, allowing the clinic to have a systemized approach for documentation of services and digital inventory of its resources. | Ma. Carol Mae, Protacio |
| 22 | National University of Singapore | Singapore | The Immersive Virtual Reality-Procedures (IVR-P) project aimed to evaluate the effects of Immersive Virtual Reality (IVR) capabilities in enhancing nursing students’ knowledge and competence in clinical procedures through deliberate practice. Recognising the need to provide more learning opportunities without space and time constraint, a faculty team researched standards of practice by nurse clinicians and educators to identify core procedures and content for IVR. Four critical core clinical procedures were identified, including intravenous therapy, subcutaneous injection, urinary catheterisation and wound dressing. The nursing faculty collaborated with NUS IT professionals in developing IVR prototypes using Unreal 3D software. This project aimed to (1) evaluate the effectiveness of IVR-P on nursing students’ knowledge and competence in clinical procedures and (2) explore nursing students’ acceptability and experience in using IVR technology in learning. | Siew Tiang, LAU |
| 23 | The Chinese University of Hong Kong | Hong Kong | The objective of this project is to develop an engaging online classroom environment that immerses students in a virtual setting, enabling them to interact with one another. By utilizing virtual worlds that align with the course material, students' learning experiences will be enriched. Similar to popular online games like Minecraft, the Metaverse empowers both teachers and students to construct and share their own virtual realms. Within these virtual environments, students can engage in experiential learning, fostering a deeper comprehension of the course content. This project aims to enhance students' understanding of German culture while also improving their language proficiency. The project's content will be tailored to accommodate both subject-specific and language-oriented courses, providing interactive and authentic tasks to augment students' knowledge and facilitate language acquisition within genuine linguistic contexts. | Alexander, Kling |
| 24 | Center for Teaching and Learning | Philippines | Mapua University is leading the way in revolutionizing traditional education by providing a range of innovative learning modalities.
Mapua Universitiy's Digital Education initiatives prior to the pandemic proved to be Mapúa University’s differentiator among other higher education institutions during the pandemic. In 2017, Mapúa implemented Digital Days to deliver synchronous online lectures to about 2,300 students in about 100 classes. Shortly after, Digital Rush courses were offered - a set of online courses offered to undergraduate students scheduled from 7:00AM to 9:00AM and from 7:00PM to 9:00PM, enabling students to avoid the Manila traffic rush hours when going to and from school. Through the implementation of Digital Days and Digital Rush, not only did Mapúa become the first university in the Philippines to do simultaneous online classes at scale, it also reinforced the position of Mapúa as the market-leader in the field of education. These were evidenced by the positive and proactive response of the entire institution on the disruptions brought by the pandemic. Faculty members were not foreign to digital learning platforms and tools; students had considerable degree of familiarity of the same; and the ecosystem had more than the basic requirements for an effective and efficient delivery of digital education in the University. Clearly, digitalization allowed the University to be future-proof, most notably by being one of the most pandemic-ready universities in the country, meaning it was able to continue its delivery of high-quality education with the least disruption through a seamless transition into online learning modalities during the pandemic. These experiences have given Mapúa University the confidence to offer an entire program study in a fully online mode, i.e., ÚOx (Ubiqituous, Online Experience)programs, and to implement hybrid and flexible teaching and learning modality based on students’ choice, i.e., Mapúa Tri-X (Triple Experience).
Upon its return to the new normal of education after the COVID-19 pandemic, Mapúa University shifted to Tri-X delivery modes. Mapúa Tri-X, short for Triple eXperience, is the University’s HyFlex teaching and learning framework, which gives the students the power to choose their mode of participation for every lesson: face-to-face, online synchronous, or online asynchronous. With student choice at the heart of this innovation, Mapúa Tri-X provides students with the flexibility necessary to navigate the demands of learning in the post-pandemic world. The early implementation of digital education innovations at Mapúa, some as early as 2015 when the stage was set for the use of a learning management system at scale, had transformed the university into an institution whose new and exciting innovations are consistent with the its brand of the country’s market leader in digital education. Tri-X is consistent with the assumptions for example of Digital Days, Digital Rush, and ÚOx, which were all about providing accessible, flexible, and high-quality education among Filipino students despite various geographic, temporal, and contextual constraints. With Mapúa Tri-X today, students do not anymore have to worry about losing time, energy, or motivation just because traffic situations are bad, typhoons disruptive, or personal learning issues daunting. They can participate in whatever mode they consider most fit their situation. | Ericson, Dimaunahan |
