| 1 | University of the Philippines Open University | Philippines | The University of the Philippines Open University (UPOU), through the leadership of Chancellor Melinda dela Pena Bandalaria, and in partnership with the Philippine Long Distance Telephone Company, has initiated the PLDT Infoteach Outreach Program. The program, which started in 2012 and is now on its 6th phase, aims to increase digital literacy in the Philippines by conducting trainings among public high school (secondary) teachers and students. To date, the Program has trained a total of 24,844 individuals, has partnered with 160 local government units, and has covered 704 schools under 65 School Divisions all over the country. | Emely Amoloza |
| 2 | Chulalongkorn University | Thailand | This project creates a teaching media for geoscience classroom by using virtual reality technology and 3D printing technology. The teaching media constructed from this project would be a useful tool that enables students to understand the relationship between the geological features and the geological processes within the classroom. | Piyaphong Chenrai |
| 3 | National Taipei University of Business Affiliated Open College | Taiwan | In terms of teaching methods and administrative measures, we must adapt to the environment and the needs of students in order to truly implement the concept of lifelong education. Along with ubiquitous learning, we achieve the goal that everywhere is a classroom and anyone can study anytime. | Ruay-Shiung Chang |
| 4 | Centre for Holistic Teaching and Learning, Hong Kong Baptist University | Hong Kong | The innovative team-based international eTournament (and questions creation contest) on UN Sustainable Development Goals organised by this project have enabled students to generate contents, and facilitated collaborations amongst students of diverse disciplines and cultures to solve global issues. The online platforms supported students in remote or developing regions to participate. | Martin Lau |
| 5 | University of Santo Tomas - Educational Technology Center and Simbahayan Community Development Office | Philippines | The University of Santo Tomas (UST) National Service Training Program (NSTP) is a service-learning course which emphasizes social awareness, disaster risk reduction and management, community health, and sustainability delivering its theoretical principles with the power of blended instruction. It involves experiential community engagement activities for skill transfer, reflective actions, and meaningful community development projects that students could impart to disadvantaged partner communities. Through multidisciplinary trade of knowledge and discourse, the course has led to the attainment of different educational empowerment goals for the communities and the students by emphasizing the core values of stewardship, commitment, and compassion. | Anna Cherylle Ramos |
| 6 | Sunway Education Group | Malaysia | SunwayEducationGroup(SEG) institutions operate under the JeffreyCheahFoundation are not-for-profit; surpluses are channelled towards scholarships and bursaries (>RM402 million as of 2018) to deserving students, research grants and campus facilities upgrade. Yearly, SEG donates computers(about 100 units since 2017) to deserving schools and NGOs, improving technology learning experience for less fortunate children. | OM Loo |
| 1 | Department of Chemistry, Hong Kong Baptist University | Hong Kong | Three popular education mobile apps - Analytical Chemistry Challenge, Organic Chemistry Challenge, and ChemEye - have been developed, which have not only optimized the strengths of our app-generation students but have radically changed the way to learn chemistry. Students now can be taken away from the confines of lecture and laboratory session. | Koon-Sing Ho |
| 2 | Singapore University of Social Sciences | Singapore | The most important thing we can do as teacher is to inspire our students to be interested in the subject, help them realize the subject relevancy and let them experience the fun of learning. Learning should be experiential and collaborative to strengthen comprehension, achieve deeper learning and longer-term retention. | Wee Leong Lee |
| 3 | University of Macau | Macau | Technology redefines how we live, share, work, learn, and teach. I champion exploring unknowns alongside students. My job is to challenge them to become better than they thought and to accomplish more than they could. Technology simply makes the journey of teaching and learning an exciting one. | Michael Z. Li |
| 4 | Tainan Municipal Shengli Elementary School | Taiwan | The AR-based material that was developed by modeling and simplifying the actual specimens of the plants could be used as comparators during the primary students' observation of the plants. This material with abstract concepts presented through AR can be simplified, which may assist learners to observe details that not be so easily perceived. | Yen-Ning Su |
| 5 | Chihlee University of Technology, Center on Innovation in E-Learning, Department of Multimedia Design | Taiwan | The "E-Learning Knowledge System" was developed with the rigorous Delphi method. This system promotes e-teaching by taking the dimensions of "organization" and "e-teaching team" and further subdivided into four sub-levels, 14 categories, and 84 indicators. Based the system structure, we built the "Way E" website, which provides micro-learning courses. | Shu-Ping Chang |
| 6 | Monash University Malaysia | Malaysia | General Studies Transformation 6.0 (GST6.0) outline six initiatives to transform, enhance and improve the learning and teaching of General Studies. These principles formed a holistic ecosystem encompassing technological and traditional learning approaches in order to address real-world experience. These initiatives have increased learners' motivation, facilitate structured learning, inculcate independent learning, offer personalised learning, offer mobile learning, and monitor learning progress. | Adrian Y. T. Yao |
| 7 | Lingnan University | Hong Kong | Learning and Teaching Development Programme is a work-based programme that aims to prepare university's newly hired teachers and research postgraduate students to adapt to a liberal arts environment. Participants learnt both the theories and practices of integrating IT into assessment, learning and teaching through an active and experiential learning approach. | Eugenia M. W. Ng |
| 8 | University of Santo Tomas - Educational Technology Center and Institute of Religion | Philippines | In order to express digital learners' faith conceptual understanding, the University of Santo Tomas innovatively redesigned the teaching of college theology through its learning model of Dominican-Thomistic Education by Design (DoT-ED) Framework and delivered using the flipped blended instruction. The program has led students to become missionary-oriented grounded with faith principles for understanding diverse human contexts and situations while applying new knowledge to praise (worship - to adore and praise God), to bless (morals - to bless God by being a blessing to others), and to preach (doctrine - to share and communicate faith). Today's learners can live out their lives as missionary disciples in the modern world while continually involved in one another's lives acting as what Pope Francis calls a field hospital, proclaiming mercy and walking with people in compassion and love. | Anna Cherylle Ramos |
| 9 | University of Macau | Macau | Initiatives at the University of Macau (UM) have promoted learner-centred and experiential learning, facilitated by various degrees of technological integration. Faculty Learning Communities are perennial favourites among faculty development events, which enable cross-disciplinary collaboration. Having launched Macao's first-ever MOOC on xuetangx.com (world's third largest MOOC platform), UM is also exploring innovative online teaching and learning approaches. | Katrine Wong |
| 10 | Hong Kong Baptist University | Hong Kong | This project adopts the flipped classroom approach in a research postgraduate course. The strategies to engage students to flipped learning and achieve active learning include: exposure of the knowledge before class; incentives to prepare for class; tailored student assessment; and in-class activities focusing on high cognitive level. | Theresa Kwong |
| 1 | Hong Kong Baptist University | Hong Kong | SPEAK! is a learning platform that help learners improve their public speaking skills. It allows users to enhance the delivery of speeches by analysing their mastery of pitch, intensity and rate. Continued practice is encouraged through a gamified approach, with users progressing through the Chicken Feed and Chicken Run games as their skills improve. | Kimmy Cheng |
| 2 | Chulalongkorn University | Thailand | This project creates a teaching media for geoscience classroom by using virtual reality technology and 3D printing technology. The teaching media constructed from this project would be a useful tool that enables students to understand the relationship between the geological features and the geological processes within the classroom. | Piyaphong Chengai |
| 3 | Center on Innovation in E-Learning, Department of Multimedia Design | Taiwan | We developed the "Way AR" courseware which were divided into two modules according to actual operating methods of video cameras and common shooting scenarios: Video Camera Introduction and Try It. Students can access the content by installing the APP preparing the object for identification and improve theirs' learning outcomes. | Shu-Ping Chang |
| 4 | Singapore University of Social Sciences | Singapore | The current generation of technology-savvy students are cognitively more sophisticated, and want learning to be fun, engaging, hands-on, challenging and interactive. I have created Scrum-X, a spreadsheet-based simulation game for teaching Scrum, an agile project management methodology to encourage interactions, visualization, experimentation, self-efficacy, problem-solving and critical thinking abilities. | Wee Leong Lee |
| 5 | Center on Innovation in E-Learning, Department of Multimedia Design | Taiwan | Based on the VR development process proposed by our research and teaching need, we designed semi-immersive "Way VR" E-courseware that focused on digital studio space experience and equipment teaching. This study demonstrated that "Way VR" could reduce the restrictions on teaching in a digital studio and improve the learning effectiveness. | Shu-Ping Chang |
| 6 | Singapore Institute of Technology | Singapore | An adaptive online learning platform has been developed to better prepare the students' prior to them starting the degree programs. The online learning system allows students to be exposed to different resources depending on their level of competencies and allow them to learn at their own pace based on their capabilities. | Victor Wang |
| 7 | Singapore University of Social Sciences | Singapore | SUSS Backpack is an "all-in-one" mobile application that enables students and faculty quick access to important information (e.g. class/exam schedule, course announcement) with learning resource (e.g. recorded lectures, study guides, eTextbook) readily available. It also has classroom response polling, iBeacon-based attendance marking, CGPA scores calculator and helpdesk case creator. | Chye Seng Lee |
| 8 | ITE | Singapore | The eDASH project aims to increase student success rates by monitoring their learning progress on a regular basis, identifying those who are 'at-risk', and performing timely intervention. The project harnesses on the use of information technology for the monitoring and identification processes to bring about much productivity and sustainability. | Peter Tan |
| 9 | University of Santo Tomas | Philippines | | Anna Cherylle Ramos |
