Postgraduate Student Sharing
Date: 9 February 2023 (Thursday)
Time: 2:30 – 5:00 pm
Venue: C-LP-11
A Postgraduate Student Sharing will be organised by Graduate School (GS) and Centre for Learning, Teaching and Technology (LTTC) to promote reflective and peer learning and to encourage students’ participation in the Festival.
| Time | Rundown |
|---|---|
| 2:30 – 3:30 pm | Welcome Remarks
Professor LO Sing Kai |
| Keynote Speech: Teaching for Innovation
Professor CHAN Yui Bun Ben
Professor Tony ZHANG |
|
| 3:30 – 4:15 pm | Group Presentations by Postgraduate Students
(i) Topic: Applying Rasch Analysis in the Assessment of Teaching and Learning |
| 4:15 – 5:00 pm | Open Forum
• Chaired by Professor John TRENT |
| Masters of Ceremonies | Mr MWAIHOLA Moyo Osiah
PhD Student Ms HUANG XiaoweiEdD Student |
Language |
English |
Online registration |
https://eduhk.au1.qualtrics.com/jfe/form/SV_djqTA3CAbpHiM2W |
Enquiries |
GS – gs.notice@eduhk.hk |
Keynote Speakers
Title
Teaching for Innovation
Professor CHAN Yui Bun Ben
Associate Professor
The Hong Kong University of Science and Technology
Speaker Bio
Dr Ben, Y. B. Chan is currently an Associate Professor in Engineering Education and the Director of the University’s Center for Engineering Education Innovation. Ben has worked extensively in Engineering Education related areas, including academic advising, experiential learning and teaching pedagogies development. Ben has been the recipient of numerous teaching excellence awards during his almost decade-long teaching at the University, including the finalist of the QS Reimagine Education Award 2018 (Global) organized by Wharton School QS Reimagine Education Award Committee; School of Engineering Teaching Excellence Appreciation Award in 2016 & 2020; the Common Core Teaching Excellence Award 2016 - Honorary Mention, the Nomination for the 2017 & 2020
UGC Teaching Award, etc. He also accumulated over HK$20M education related grants as a PI and has over 50 journal and conference papers published.
Abstract
Innovativeness development is a mind-changing process, it requires continuous deep reflections and distance transfer capabilities. Only innovators can nurture innovators and innovators coming together can inspire more innovators. One MakerSpace and 3 years, there are 6 engineering design courses developed and offered 16 times; 46 student-initiated projects created; 200 workshop instructors and senior technical advisors trained; 150 technical training workshops delivered composing a total of 427 hours and 1908 participants; over 100 make-it-yourself online training videos produced. It proves that crafting programs around a student-operated makerspace and empowering students to make, create and innovate is an effective approach to promote innovativeness.
Title
Undertaking PhD During and Beyond Pandemic: An Australian Perspective
Professor Tony ZHANG
Associate Dean
RMIT University, Australia
Speaker Bio
Professor Tony Zhang is Associate Dean in the School of Health and Biomedical Sciences at RMIT University, Australia. He was a visiting Professor to the Education University of Hong Kong in 2019-2020. Prof Zhang has co-authored more than 30 books/book chapters and 150 SCI journal articles. Prof Zhang has supervised 24 PhD students from culturally and linguistically diverse backgrounds to completion and, he currently supervises 8 PhD students.
Abstract
Students undertaking PhD during the pandemic faced unpredicted disruptions yet, the uncertainties are also accompanied with more opportunities beyond pandemic. This presentation will share a supervisor’s observations and reflections of key attributes related to successful PhD candidates from Melbourne, Australia – a city with the world’s longest lockdown during the recent global pandemic.
Postgraduate Students
Title
Applying Rasch Analysis in the Assessment of Teaching and Learning
Mr GAO Fengzhan
RPg student
Ms CHEUNG Hau Tung
RPg student
Abstract
Assessment of learning is an important educational activity that could help teachers provide valuable information for effective feedback to students. While the assessment based on the classical test theory (CTT) has been widely used by frontline teachers, it failed to provide the reliability information of the test. Also, the CTT cannot generate a precise assessment result by directly using the ordinal raw score. In this presentation, we will introduce the Rasch analysis for the formative assessment of learning. Unlike CTT, the Rasch analysis transfers the ordinal raw score to interval logit data, making the assessment result more accurate. Meanwhile, based on the diagnostic information of each question generated from Rasch analysis, teachers can modify the test questions and make the test more effective and reliable for reflecting students’ performance. The benefits of Rasch analysis, such as allowing teachers to evaluate the item difficulty, person ability, item-person map (wrightmap), as well as the challenges of using Rasch analysis for frontline teachers, will be discussed in the presentation.
Title
Research on Metacognitive Teaching Strategies: A Systematic Review of Empirical Studies
Ms LEI Jieyan
EdD Student
Ms SONG Pengruo
EdD Student
Abstract
The positive role of metacognition in classroom teaching and learning has been widely recognized. Based on the metacognition theory of Flavell (1976), metacognitive teaching strategies have been considered a holistic teaching method to stimulate learners to reflect on the problem-solving process. Encouraging learners to reflect and control their learning process can effectively improve teaching effectiveness. The application of metacognitive teaching strategies has received much attention in the research of language learning classrooms. There is sufficient evidence to indicate that metacognitive teaching strategy positively impacts students' language learning outcomes. How to cultivate teachers' metacognitive teaching competence and promote its application in non-language classrooms is wanting. This study reviews the past decades' empirical research to understand metacognitive teaching strategies comprehensively. Based on the descriptive analysis of the development trend in a systematic review, we propose suggestions for further expanding and deepening the knowledge base.
Title
Teaching Language and Intercultural Competence: The Role of Language Teachers in the Context of Hong Kong
Mr WU Xingcheng
MEd Student
Ms MAI Minyi Mandy
MEd Student
Abstract
The importance of understanding intercultural competence is constantly being highlighted in foreign language education. The acquisition of linguistic competence requires teachers with professional profiles to provide specific instructions from an intercultural perspective (Sercu,2006). Moreover, Intercultural competence incorporates interpersonal skills, social interaction skills, cultural empathy, personality traits, and managerial ability (Cui & Awa, 1992). This presentation aims to demonstrate the current roles of language teachers in teaching the linguistic aspects and the communicative competence of language in the teaching context of Hong Kong. It also intends to figure out the extent and how language teachers meet the expectations formulated under the framework of language and intercultural competence. Based on the systematic analysis of the patterns of foreign language and culture in their teaching practice, we propose suggestions regarding the cultural dimension of foreign language teaching and the promotion of students’ acquisition of intercultural competence.
Undergraduate Student Sharing
Date: 24 February 2023 (Friday)
Time: 2:00 – 4:30 pm
Venue: Creative Arts Room, 1/F, MMW Library
You may also join the event on Zoom
In order to promote reflective and peer learning with the theme of “Learning and Teaching for Future Readiness”, an Undergraduate Student Sharing event will be organised by School Partnership and Field Experience Office (SPFEO) and Centre for Learning, Teaching and Technology (LTTC), with input and support from the Faculties. The event is scheduled for 24 February 2023 (Friday) 2:00 - 4:30 p.m. in a hybrid format at Tai Po Campus of EdUHK and online platform.
For student who attended the Undergraduate Student Sharing, the hours of the Sharing will be recorded in the Experiential Learning and Achievements Transcript (ELAT) under “Student Participation in Experiential Learning Activities”.
 |
 |
| Time | Rundown |
|---|---|
| 2:00 – 2:05 pm | Welcome Remarks
Dr. KAM Wai Keung Kevin |
| 2:05 – 2:35 pm | Sharing on "Growth Mindset for Personal Breakthrough in a Rapid-Changing and Competitive World"
Mr. LEE Kwok-wah Gilbert |
| 2:35 – 3:05 pm | Dialogue on Education Plus Programme
Mr. TSE Chi Keung |
| 3:05 – 3:35 pm | Sharing on Life & Career Planning
Dr. HO Yuk Fan Esther |
| 3:35 – 3:45 pm | Sharing on "In-Depth Reflective Writing on Field Experience"
Principal WONG Kwok Kong |
| 3:45 – 4:05 pm | Sharing on "Professional Learning from ePortfolio and Support from FE Supervisors"
Mr. ZHENG Yuk Yeung Laughing |
| 4:05 – 4:25 pm | Sharing on "AI Literacy for All"
Mr. NG Wen O Owen |
| 4:25 – 4:30 pm | Closing Remarks
Professor KONG Siu-Cheung |
| Masters of Ceremony | Ms. YAM Tsz Shun Jasmine
BEd (EL) Year 4 Student Mr. ZHANG Zixi JimBA (Lang Studies) & BEd (EL) Year 4 Student |
Language |
English supplemented with Cantonese |
Online registration |
https://eduhk.au1.qualtrics.com/jfe/form/SV_bwJF5DSNdpD7pci (Remark: Please choose in the form whether you will attend on-site or online via Zoom. Successful registrants will receive a confirmation email on/before 21 February 2023) |
Enquiries |
LTTC – 2948 7047/ lttc@eduhk.hk |
