Centre for Learning Enhancement And Research – CLEAR, CUHK

VR Trail of Plant Learning (https://syhuherbarium.sls.cuhk.edu.hk/vr/)

The evaluation forms below are used as a pre- and post-test on student knowledge on plant identification. 

Lake Ad excellentiam 
https://syhuherbarium.sls.cuhk.edu.hk/evaluations-for-vr-learning-tools/vr-eval-overall/vr-eval-lake-excel/

UC College
https://syhuherbarium.sls.cuhk.edu.hk/evaluations-for-vr-learning-tools/vr-eval-overall/vr-eval-uc/

While applying XR technologies into Biochemistry and Cell Biology Education, Dr. Ngai explicated that there are five key points of consideration. First, it is important to identify relevant topics to be adapted to XR technologies in that resources are limited. Second, the target users of such XR learning should be considered. For example, are they going to be Year 1 or Year 3 students? Third, it is useful to reflect on whether the XR technologies will be applied to laboratory-based or lecture-based courses. This question also points to whether a teacher wants their students to acquire more skills or knowledge, or both. Fourth, teachers will also need to factor in class size, big or small, and time. Fifth, a team of technical staff will be solely needed. Dr. Ngai believes that XR technologies offer abundant opportunities for students to learn. He and his team is exploring how to bring their new ideas to fruition. Some creative ideas are (1) the inclusion of students’ performance data in the current XR learning materials, (2) developing connection with multiple users and for off-campus use, (3) adding the sense of smell into the materials so that it could enhance learning in clinical trials, and (4) the use of AI to tailor-make teaching to suit students’ learning progress.  

The VSE programme includes two core components, the first of which is academic courses while the other is co-curricular programmes. Participating universities under the APRU network offer courses in diverse disciplines and most of the courses are credit-bearing. In each study period, students can apply for two VSE courses based on their interests. Courses about local culture and global issues are usually popular among students. Apart from academic courses, students can also participate in different types of co-curricular programmes under the theme of culture, leadership, career and social. Through a wide variety of activities, such as virtual tours, online music jams and language lunches, students have the opportunities to interact with overseas peers. Webinars related to global learning and career development can also equip students with skills necessary for their future careers. 

Until today, the programme has launched 4 seasons. Ms. Fan highlighted that the virtual exchange provides a new alternative for students who cannot go on physical exchange due to financial concerns, family commitment, or other reasons. Some students, who have already participated in physical exchange, would also be able to join the VSE programme to further extend their learning experience. When asked about challenges facing the VSE programme, she pointed out that time zones issues still prevailed and that it is essential to enhance the quality of online teaching. Moreover, as Ms. Fan recognised that physical exchange would be unlikely to be replaceable and that many countries have resumed physical exchange programmes, she and her team had to find a niche of the VSE programme and make it sustainable and competitive. In the future, Ms. Fan and her team will continue developing and maintaining such virtual learning opportunities for students at different levels. 

VSE Website: https://www.oal.cuhk.edu.hk/apruvsep/ / https://vse.apru.org/ 

The VR trails have supported both undergraduate and postgraduate classes. Students are required to complete a pre-test before exploration of the VR trails. A post-test is conducted to examine students’ performance. Drawing on the post-test result, it is inspiring to see that the VR trails are effective to enhance students’ understanding. Dr. Liusman pointed out that VR trails not only provide a more immersive experience than that of PowerPoint slides, but also allow more flexibility for teaching. When universities resume face-to-face classes, the VR trails are used as flipped classroom materials. Students are asked to first watch the VR at home, and followed by a post-test before a physical field trip. When asked if she would continue to produce VR trails, Dr. Liusman replied that she would love to continue to create more VR trails when she identified a good source and with support of fundings. She also encouraged other educators to be brave to try if they believe the VR trails can benefit student learning. Besides the adoption of VR in her courses, Dr. Liusman is eager to share the VR materials with colleagues across universities and secondary schools. 

A Walk in CBD & Wanchai District: https://youtu.be/SabHcNCUPb8

Peak Galleria: Peak Galleria (viewin360.co)

Central Market: Central Market (viewin360.co) 

To coordinate such an international course, Dr. Ku pointed out that clear and amiable communication with both students and partners was important. It is essential to provide students with a full and explicit explanation of the course design and ask for periodic feedback. “Even though we as teachers may find this new course interesting, students might not necessarily share the same view with us,” said Dr. Ku. As the course design and class schedule were different from ordinary courses, he hoped to provide students with a more comprehensive picture of the course design from the very beginning. This in turn ensured that students’ learning experience would be enhanced. When collaborating with partners, it is important to agree the fundamentals in advance, for instance, class schedule, timeline for preparation of course materials, and copyright issues. “You don’t need to make everything at a stroke,” Dr. Ku remarked. “If you are interested in working with a potential partner, it’s a good idea to start with something with manageable commitment like inviting them to give a guest lecture or developing course material together”. 

The course has been launched for two years now and received highly positive feedback from students. Hence, Dr. Ku is eager to take the initiative to the next level by expanding his partnership to Australia, China, Singapore, etc. In the coming year, he is also planning to organise a study tour with existing partnering universities after the virtual classes. “While face-to-face interaction would be difficult to be replaced, online learning can definitely be a perfect complement to enhance students’ overall learning experience,” said Dr. Ku. It is his conviction that the combination of online lectures and an offline study tour can create synergistic effect and provide students with a more holistic learning experience.

Website: http://besgo.asia/responsible-business-from-east-to-west-2022/ 

In terms of the selection process, Ms. Lo and Mr. Chow tended to value the significance of students’ motivation for joining the programme. This is because it is important to recruit students who will remain committed throughout the programme and will provide constructive support to other peers. Equally important is that matching students’ interests with the digital skills offered by the programme can enhance student engagement and participation. While the programme was received highly positively, the team also encountered different challenges particularly during the fifth wave of the Covid-19 pandemic when the students were not able to return to campus. They resiliently adapted and rearranged the whole training schedule to online studio mode together with the implementation of suitable open-source software for students to use for free at home. Despite the sudden change of the mode of the training programme, they were impressed that online learning did not limit students’ creativity. 

In the future, the ITSC EDT team will continue offering training according to students’ needs and interests and will explore the possibility of applying a flipped and hybrid (online and offline) approach in combination with other novel pedagogies that encourage students’ participation and collaboration. In other words, developing a number of adaptable approaches where class engagement and learning materials can be modified and applicable in times of emergency (crises) and also accessible digital repositories to support personalized learning in addition to the future face-to-face lessons when the situation is back to normalcy. Ms. Lo and Mr. Chow also encourage other colleagues to experiment with different teaching approaches in order to find the most suitable method for their student cohorts.

eLSA Portfolio IG: @cuhk_learning 

Through the VeT, multimedia materials are utilized to retain students’ attention in or after class. Students can use a tablet or iPad to access the 3D-printed kidney model and learn from the AR digitalised context. Dr. Tang emphasised, “Virtual technologies make teaching and learning more flexible. AR and 3D printing technologies allow students to do self-revision anytime and anywhere.” For instance, students can borrow the 3D kidney model or download the AR-tag to access the virtual kidney model outside the classroom.

Dr. Tang has encountered several challenges when developing the courseware, for example, the limitation of the 3D printing technologies. “We have considered printing the 3D heart model previously, but the organ structure is too complicated for the scanning issue and the output of the model is not of satisfactory quality,” said Dr. Tang. Besides of technical support barrier, she also pointed out that there is a sustainability barrier to virtual teaching strategy development. With the rapid growth of digital technologies exponentially, she noted that some of the existing courseware is obsolete as the software or platform used has been discontinued, rendering the product inaccessible.

Despite the challenges faced, Dr. Tang believed that it is important to implement diverse digital teaching strategies, such as gamified elements, flipped classrooms and micro-modules, to stimulate and boost up students’ motivation with the increase of cognitive abilities in learning. “Teachers should figure out and shape which type of strategies benefits their course to uphold the quality of education, as a single pedagogical approach may not be suitable for every curriculum regarding student’s learning style and progress,” Dr. Tang suggested.

When asked about the future development plan of the initiative, Dr. Tang disclosed that she is currently creating a 3D animation for the virtual learning environment, which will be integrated into the initiative to make classes more captivating for students engaging in experiential learning of anatomy. 

The DNA Wonderland is divided into 3 games with a storyline: (1) Cotton candy helix, (2) Roller coaster DNA Express and (3) Hit or miss codon cannon. Students are requested to complete the games by answering multiple choice and matching questions related to DNA. In the game, students are expected to learn the nature of DNA and its application, the mechanism of DNA replication and the basis of genetics. The courseware has been uploaded to CUHK Blackboard which students can access anytime and anywhere.

For the purpose of improving the game design as well as understanding users’ preferences, Dr. Yeung conducted a trial during the development process. In addition, students are asked to complete an e-survey after playing the game. Overall, the students appreciated the courseware design.

They responded that it is easier to understand and more attractive to learn with gamified courseware than with traditional video materials. Dr. Yeung explained that video materials are usually produced based on textbook content. Some students found there is not much difference between reading textbooks and watching videos. Moreover, Dr. Yeung observed that more students play the game after class for revision. When asked about the difficulties encountered, Dr. Yeung pointed out that insufficient time for developing the courseware and evaluating students’ feedback is the biggest challenge. She also expressed her interest in further developing the game-based courseware if she could obtain financial support.  

Throughout the initiative, Dr. Wong observed that gamification is an effective way to keep students engaged. “They not only enjoy playing games but also desire to learn the strategies behind and how to apply the mathematical concepts to daily life,” said Dr. Wong. On the other hand, he has also encountered several challenges. For instance, Dr. Wong couldn’t develop the courseware for all the Calculus chapters in one sitting due to limitations of time. Additionally, it is difficult to introduce the mathematical thinking process to non-mathematics major students who only take one Calculus course. 

In general, students enjoyed the implementation of game-based elements in Calculus courses. Some students reflected that they would prefer to have a video user guide. Thus, Dr. Wong decided to upload a video demonstration to YouTube. When asked about the plan for further development of the courseware, Dr. Wong said he is eager to utilize different game elements in his teaching. Moreover, he hopes to guide students to access the platform in face-to-face classes to collect instant feedback. 

The SDG Animation project aims to introduce the 17 SDGs and their targets to students through animated short stories contextualized in Hong Kong. Each animation addresses one SDG, such as No Poverty, Zero Hunger, Climate Action, and Decent Work and Sustainable Economic Growth. Led by Dr. Li, the SDG Animation team consisted of CUHK students, teachers, supporting staff, and alumni who are talented at illustration design and animation production. Acknowledging the students’ passions and skills, they were given the opportunity to play the roles of directors, illustrators, and voice actors. The student directors were responsible for animation editing, storyboard design, as well as providing production advice to other team members, including the illustrator and voice actors. 

Students relished this valuable opportunity as they could sharpen their video production skills and learn to think from the perspective of the audience. Dr. Li witnessed the students’ growth in building resilience and flexibility in difficult times. For instance, students had to figure out how to put individual efforts together for a team production with their own equipment at home during the Covid-19 pandemic. Although there was still room for improvement in the sound quality, Dr. Li was impressed by the students as they were completely capable of solving the problem themselves. “We made progress by learning with and from each other,” said Dr. Li. 

When asked about the difficulty of running the project, Dr. Li pointed out that it was a challenging task to ensure students’ commitment and progress in the alignment of the tight production schedule and students’ learning schedule. Equally challenging was assuring the quality of the animations. In this regard, if teachers intend to develop similar initiatives, it is crucial to evaluate how much time and effort would be required to drive the production process, which is very complicated and sophisticated. In addition, Dr. Li highlighted the importance of giving recognition to team members. “Students put a lot of effort into the project which must be acknowledged. Everyone’s name should be visible in the animations. This helps them to build up their portfolios,” said Dr. Li. He believed that this practice is a matter of respect and could also enhance the team’s engagement and promote a sense of ownership among students. This year, Dr. Li will continue to work with the students to produce the SDG AnimationSeason 2. English subtitles will also be produced to engage more audiences and promote sustainable development outside Hong Kong.

SDG Animations: https://youtube.com/playlist?list=PL4WjxMmidTW0K8D1MNR69kr7xy3bEYf3R 

Different types of online collaboration tools such as MURAL have been implemented to keep students engaged in class. CUHK and Boston University students could complete the in-class tasks on MURAL simultaneously and contribute new ideas afterward. Moreover, they would have a project-end presentation on Zoom. From the students’ feedback collected, Dr. Tian observed that students’ perception of the course is greatly affected by their personalities. “Students who are good at taking initiative appreciate the project more. They are eager to make friends and willing to work with oversea partners,” Dr. Tian remarked. On the other hand, passive students might find the course too demanding. 

During the pandemic, Dr. Tian has moved all the class activities online. Instead of sending students out to interview hotel employees (as required by the CHEER project before the pandemic), Dr Tian and her BU partner interviewed the hotel managers and posted the interview videos online. Students were required to complete the group work assignment by watching the videos and having Zoom meetings once a week. In the project-end feedback survey, some students reported that it was challenging to arrange Zoom meetings because of the time difference between Hong Kong and Boston. Dr. Tian reflected that it might help in the future to monitor students’ teamwork processes on a regular basis to ensure effective team communication.

When asked about the essential parts of successful international collaboration, Dr. Tian highlighted such factors as partner commitment and careful planning. To enhance students’ learning experience, it is also important to set crystal clear expectations for the students. “Students want to know how much effort they need to put in. With a detailed class schedule, they can understand what is expected from them,” said Dr. Tian. Moreover, she suggested delivering the course messages through multiple channels including email and Google Drive for better communication. 

When asked about the selection of PASS leaders, Dr. Szeto and Dr. Yip remarked that academic performance is not the sole criterion. They aim to recruit students who have a passion for helping others and possess good communication skills. To prepare for the role, PASS leaders are required to complete a two-day training session during the summer break. As PASS leaders, they are responsible for designing session plans, facilitating students’ discussions, and encouraging interaction among students. Dr. Szeto further explained that the core concept of PASS is for student leaders serve as facilitators for group learning rather than directly explaining the course materials. He also highlighted that the PASS team offers flexibility to PASS leaders in planning their sessions and adopting different learning styles.  

Students’ feedback is collected by surveys and focus group interviews. Dr. Szeto and Dr. Yip indicated that students gave positive feedback in terms of cognition, behaviour and learning outcomes. F For example, students are more active in class participation and better prepared for their courses. In general, students who participate in PASS sessions throughout the term have been able to improve a sub-grade. It is believed that peer learning occurs not only between students and PASS leaders but also among the PASS leaders themselves. After each session, PASS leaders are asked to complete a report for self-evaluation. Senior PASS leaders would also conduct session observation to help PASS leaders further improve their session design. Additionally, PASS leaders are encouraged to share their feedback and good practices with their peers.  

During the Covid-19, the PASS sessions transitioned to an online mode. However, many leaders encountered challenges in engaging students and encouraging them to turn on their cameras. To address this issue, the PASS team provided additional training to PASS leaders on techniques for organising Zoom meetings. On the other hand, they have observed the potential benefits of online learning, such as increased flexibility in scheduling and some students being more willing to participate through chat functions. Given this, the PASS team decided to offer online and offline lessons when face-to-face classes are resumed. To reinforce the initiative, the team is developing a good practice depository to collect previous PASS leaders’ good practices. In addition, Dr. Szeto pointed out that PASS can be applied to a wide variety of subjects, such as Year 1 foundation courses and technical subjects. Hence, the team members are eager to expand PASS to other departments and provide support in PASS leader training. Furthermore, they are planning to develop a mobile APP to provide a more convenient way for students to check the timetable and access session materials.  

PASS website: http://pass.oge.cuhk.edu.hk/en/  
Video : https://www.youtube.com/watch?v=REBH4FDszqY   

The initiative was trialled in two undergraduate courses, providing more than 100 students with the opportunity to experience the virtual field trips Each route consisted of a maximum of 10 checkpoints, offering detailed descriptions that included background information, Q&A sections, and discussion columns. Prof. Chung and his colleague, Prof. Harry Lee, guided their students through the routes, allowing them to walk together and explore the locations individually to enhance their interaction. In general, students provided positive feedback in the post survey. A vast majority of students agreed that the Virtual Field Trips made them feel engaged. In addition, Prof. Chung has invited 20 students to participate in an in-depth evaluation. These students were asked to go through the virtual field trips independently and compare their experience with previous in-class experiences. Prof. Chung pointed out that students prefer to take the virtual field trip in class with their peers which allows them to discuss with others and ask questions immediately.   

Prof. Chung expressed that Google Earth was a cost-effective and accessible option compared to Virtual Reality (VR). It didn’t require the use of specialised devices and skilled staff to update the software from time to time. “We hope this initiative could be replicable for other courses and be easily adopted by other teachers.” Prof. Chung commented. On the other hand, He remarked that Google Earth has its limitations, such as the lack of high-resolution images for rural areas and developing countries. Besides, Prof. Chung suggested that if other colleagues would like to develop similar courseware, they should have a clear idea of what Google Earth could provide. Taking him as an example, when developing the virtual field trip, he needed to make a trade-off between the city he wanted to teach and the city with more Google Earth resources.  

When asked about the plan for future applications, Prof. Chung responded that he would continue the initiative. He is eager to further update the virtual field trips based on students’ feedback and the course syllabus. As travel restrictions ease, Prof. Chung plans to organize a physical visit to the UK while using the Virtual Field Trips as a complement to his program design. He agreed that Virtual Field Trips could not replace physical site visits, but the innovative use of Virtual Field Trips could help students better understand the destination before traveling and potentially avoid culture shock.  

Virtual Field Trips: 
https://earth.google.com/earth/d/1sXALYUkoj0yE9pBgM02d6MlNM3jWFSIv?usp=sharing