Dr YEUNG Siu Sze Susanna; Dr FONG Wai Tsz Ricci; Dr YUN Pu Ho Patrick
Apr 2021 – Jun 2023
UGC Special Grant for Strategic Development for Virtual Teaching and Learning
The initiative of this project is proposed to apply VTL in enhancing students’ communication skills in work settings (education and non-education) with a goal to enhance their preparation of FE/practicums/internships. Specifically, Virtual Reality (VR) will be adopted to develop learning packages of communication skills in work settings for students.
In this project, we will utilise the VR technology to provide near-authentic simulations of engaging communication in common work settings that EdUHK students would attach to in their FE/Practicums/Internships.
With a goal to enhance students’ problem solving as well, problem-based learning approach will be used to design the VR learning packages. Problem-based learning refers to an instructional, problem-focused teaching method that facilitates students’ skills development (e.g., problem-solving abilities, communication skills and critical thinking skills etc.) for solving a particular real-life problem/issue (Duch et al., 2001; Wood, 2003). Therefore, the simulations designed in the VR learning packages are common communication challenges students may encounter in work settings. The simulated problem-based scenarios presented in VR would allow students to engage in problem solving and their behavioural responses can be captured by the technology for further use in learning and teaching.
Ms CHAN Ngok Cheng Terri; Dr LEUNG Ka Wai; Dr HO Pui Kay Katty
Dec 2020 – Feb 2022
Teaching Development Grant
Past empirical studies have shown that both gamification of learning and gamified assessment can challenge students to become active participants in the learning process through engagement with instruction content, self-discovery of information, and creation of knowledge or meaning of information (Rivera & Garden, 2018). While game elements have been adopted in different fields in the last decades, only recently have they become an area of interest for course design in higher educational contexts (Campos, Batista, Gardiman, Madeira, & Signoretti, 2015; Silva, Leal, & Rodrigues, 2019; Zainuddin, Chu, Shujahat, & Corinne, 2020). More specifically, this project aims to identify the effects of gamified courses on students’ flow experience (Csíkszentmihályi, 1990; Jackson, Martin & Eklund, 2008), besides testing its effect on undergraduate education. There will be two or three courses implementing the gamified pedagogies and gamified assessment strategies. Interviews and observations will be conducted to investigate students’ beliefs and dispositions towards gamified learning. Participating teachers’ beliefs and dispositions in conducting gamification of learning and gamified assessment will be collected and compared to students’ perception. Good practices in gamification of learning and gamified assessment will be compiled and consolidated; gamified implementation guidelines will be developed for colleagues’ use or as reference materials.
Prof TSUI Kwok Tung; Dr Darren BRYANT
Nov 2020 – Jan 2024
Central Reserve Allocation Committee
In response to the unexpected and rapid transition to online learning, The Education University of Hong Kong (EdUHK) has launched the “e-Pedagogy project”. Through collaborative design with EdUHK teachers, we explore strategies and tactics applicable to online learning, hybrid learning, and post-COVID “next normal”.
In each course, the project team deploys staff to work closely with the instructors of e-pedagogy:
Prof TANG Yee Fan Sylvia; Dr CHAN Po Lin Pauline; Dr CHENG Yuen Ling Elaine; Dr WONG Kwok Sai Tricia
Nov 2020 – Apr 2023
Central Reserve Allocation Committee
Online learning and teaching are expected to become a new normal under the impact of the Pandemic. In ECE classrooms, face-to-face classes emphasise constructivism and engaging and interactive, hands-on activities. Yet, when lessons go online, ECE teachers have to ensure all these essential principles are in place and maintained close to face-to-face classes. To preserve these vital learning and teaching principles, it is necessary to provide support for both the pre-service and in-service ECE teachers in preparing for quality online teaching and enhancing the Field Experience (FE) for EdUHK students.
This project consists of two major parts, targeting pre-service and in-service ECE teachers respectively. The aims of the project are:
Prof TANG Yee Fan Sylvia; Prof LIM Cher Ping
Jul 2020 – Dec 2022
Central Reserve Allocation Committee
The objective of this project is for the Faculty of Education and Human Development (FEHD) to build the capacity of academic/teaching staff for quality online learning and teaching through co-developing and co-implementing online learning resources. To encourage more academic/teaching staff to develop quality online learning resources, support from a faculty-based project team involving online learning specialists would be provided.
Prof LIM Cher Ping; Prof TANG Yee Fan Sylvia; Prof LEE Chi Kin John
Sep 2018 – Jun 2021
Central Reserve Allocation Committee
The goal of this initiative is for the Faculty of Education and Human Development (FEHD) to harness online technologies for quality access to education and lifelong learning in The Education University of Hong Kong (EdUHK). Specifically, the two objectives are:
More specifically, informed by the university’s Learning and Teaching Framework, this initiative:
Theme 1
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