Enhancing teaching & learning through data analytics
This study is to examine multiple sources of data associated with data analytics in order to enable colleagues to effectively engage with data and analytics to make better pedagogical decisions.
Project Start Year: 2021, Principal Investigator(s): LEUNG, Ka Wai 梁嘉慧
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University Students Supporting School Teachers of Academically At-Risk Students through Educational Technology
During school closures, teachers in less resourceful schools have struggled to cater to the diverse learning needs of academically at-risk students in their class. Without the physical presence of the teacher, these students, lacking the digital resources and rich learning experiences with educational technology, may not know how to stay engaged in the learning and teaching tasks and activities in online learning environments. EdUHK Bachelor of Education (BEd) students, as future teachers, who have been immersed in technology-enabled learning and teaching experiences, will be able to provide technological support to these school teachers to engage their students. By working with and supporting these teachers, EdUHK BEd students have the opportunities to work in actual teaching contexts and have authentic and meaningful learning experiences in local schools. Meanwhile, EdUHK pre-service teachers could support in-service teachers to enhance the digital experiential learning of their students, namely through the portable future classroom this project will offer. Therefore, this project aims to develop a professional learning community of BEd students, FEHD staff and in-service teachers, and enhances student learning engagement and outcomes by providing EdUHK students with the opportunities to support teachers (technically and pedagogically) of academically at-risk students through the experiential learning with state-of-the-art educational technology.
Project Start Year: 2021, Principal Investigator(s): LIM, Cher Ping 林質彬 (LEUNG, Ka Wai 梁嘉慧 as Co-Investigator)
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TDG-Gamification of Learning and Gamified Assessment in Higher Education
This project seeks to examine the effect of a gamified learning and assessment design on student learning habits, namely, learning motivation and flow experience (Csíkszentmihályi, 1990; Jackson, Martin & Eklund, 2008).
Project Start Year: 2020, Principal Investigator(s): LEUNG, Ka Wai 梁嘉慧, CHAN, Ngok Cheng 陳岳青, HO, Pui Kay Katty 何佩琦
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Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions
We propose a cross-institutional project with the objective of supporting and promoting service-learning (SL) in Hong Kong universities, which has been found by research as a high-impact educational practice to nurture holistic student development, especially in the intangible aspects of social responsibility.
Although SL has been integrated into many Hong Kong universities to some degree (either in the form of a curricular graduation requirement or a community service hours requirement), there are still some major challenges in its implementation. Academic SL that integrates academic learning with community service is relatively new to most faculty and there is still much misunderstanding among staff about its nature and methodologies. Most of the teachers who are involved in SL have not received any systematic training in SL pedagogy. While Hong Kong undoubtedly has its “stars” in SL, this expertise is mainly confined to isolated pockets. There is limited collaboration or sharing of expertise among the institutions. This has a negative impact on student learning experience, which is especially serious in SL, since it incorporates experiential and reflective aspects that make teaching these courses a bigger challenge than conventional classroom-based teaching. Studies we have conducted suggest that ill-conceived and implemented SL programmes may cause harm, both to the service recipients as well as to the students.
We therefore propose a multifaceted approach that will fill in the gaps and build up capacity in SL in Hong Kong universities. Our core deliverable is a mixed-mode staff development programme for teachers. To support teachers in offering SL classes, we propose to develop also an eLearning module for students, a bank of assessment tools, and a database of exemplars of good SL practices for reference. To share expertise among the institutions, and to promote further inter-institutional collaboration, we will initiate cross-institutional SL projects/subjects. To promote an evidence-based, critically reflective approach to teaching, we propose a programme to support colleagues in action research projects that will lead to improvement in their SL subjects. Finally, we will create a cross-institutional Community of Practice that will sustain and spread these efforts among colleagues, and foster increased inter-institutional collaboration.
We believe that this project will result in increased capacity in SL and increased inter-institutional collaboration in Hong Kong’s higher education institutions, learning to more rigorous SL subjects or projects that will help develop our students into productive and socially responsible members of society. It will also help establish Hong Kong’s emerging position as a leader in SL in Asia.
Project Start Year: 2017, Principal Investigator(s): Grace NGAI (LEUNG, Ka Wai 梁嘉慧 as Co-Principal Investigator)
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Development of a Peer-Coaching Model for Enhancing the Teaching Skills of Preservice Teachers – Pilot Study
The project is to identify essential concepts and foci of a localized peer coaching model from the surveying results. The content will be covered four areas: (1) the value and meaning of peer coaching, (2) the formats of peer coaching, (3) how to implement the practice and feedback in relatively protected conditions, and (4) how to allow the new method - coaching one another to be incorporated into day-by-day teaching style. It is anticipated that the results will support colleagues to develop and construct a localized peer coaching model and foster collaborative and supportive relationships amongst in-service teachers peers via peer coaching model.
Project Start Year: 2017, Principal Investigator(s): LEUNG, Ka Wai 梁嘉慧
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Overcoming the challenges in classroom management by novice teachers in Hong Kong schools
This proposed project attempts to conduct case studies of six novice teachers (2 Chinese teachers, 2 English teachers and 2 mathematics teachers) who just will start their teaching in September 2015, in the hope to identify what challenges these novice teachers encountered in their first year of teaching and how the challenges were resolved.
Project Start Year: 2015, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 (LEUNG, Ka Wai 梁嘉慧 as Co-Investigator)
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Stories of Effective Classroom Management in Inclusive Education by Outstanding Teachers in Hong Kong
The proposed study will draw on the experience of 6 outstanding teachers (4 primary school teachers and 4 secondary school teachers) in Hong Kong and investigate the challenges in classroom management these teachers met with in inclusive classrooms and the strategies they adopted to cope with these challenges. Stories of effective classroom management by these teachers will be written up into a repertoire of good practices and an e-platform will be developed for dissemination. Recommendations on applying the experience of these outstanding teachers will be made to improve those HKIEd courses that are related to inclusive classroom management.
Project Start Year: 2014, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 (LEUNG, Ka Wai 梁嘉慧 as Co-Investigator)
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澳門特殊教育專項評鑑
「特殊教育專項評鑑」是緣於澳門特別行政區非高等教育制度綱要法，期望透過對學校進行系統的專項評鑑，藉此向學校提供改善和發展的參考意見，並規劃必需的輔助措施，以保證學校的教育質量。
依據特殊教育專項評鑑需求書第二段的內容，研究小組以配合澳門特區政府的教育施政、規劃未來相關措施及提升相關教學質素等作探討基礎，為此專項評鑑擬定下列目的:
1. 有系統地收集澳門特殊教育的有關訊息
2. 客觀地分析及評鑑有關數據
3. 以專業態度評估特殊教育的現狀及發展的情況
4. 就不足或待改善的地方，對未來規劃作出適當建議
Project Start Year: 2010, Principal Investigator(s): SIN, Kuen Fung 冼權鋒 (LEUNG, Ka Wai 梁嘉慧 as Team Member)
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Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System
This was a contracted research commissioned by the Equal Opportunities Commission. The study aimed at studying the integrated inclusive special education of students with disabilities in Hong Kong and overseas; eliciting the stakeholders’ understanding of IE policy and attitudes towards with SEN in mainstream schools in relation to controlled segregation and desegregation approaches; discerning the stakeholders’ perception of difficulties encountered in educating students with SEN and able-bodied students in the IE programme, with respect to different categories/degrees of disabilities; and collecting opinions from the stakeholders towards allocation of resources, provision of professional training, and support from the community. The full report with the data anaylsis and recommendations can be accessed in the EOC website.
Project Start Year: 2009, Principal Investigator(s): SIN, Kuen Fung 冼權鋒 (LEUNG, Ka Wai 梁嘉慧 as Team Member)
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The Departmental Outcome-Based Learning (OBL) Project
The objectives of this project are: (1) To identify the intended learning outcomes of the selected modules existing in C&I that help students to become the ideal graduates of HKIEd. (2) To develop try out and evaluate the teaching and learning strategies that are aligned with the intended learning outcomes; (3) To develop try out and evaluated the assessment methods that are aligned with the intended learning outcomes.
Project Start Year: 2008, Principal Investigator(s): LO, Yiu Chun 羅耀珍 (LEUNG, Ka Wai 梁嘉慧 as Co-Investigator)
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A Case Study of the Government New Funding Mode to Support Students with Special Educational Needs in Secondary School.
The creation of inclusive schools is no simple process as it implies huge changes that might generate resistance and fears, which can undermine the process of changes. Currently, Hong Kong Education Bureau (EDB) encourages primary and secondary schools to adopt inclusive education in a variety of models with one of it named as the “new funding model”. Starting from September 2008, Hong Kong secondary school are invited to adopt the new funding model that provides funding be employing a “three-tiers intervention” which enables schools to receive subsidies according to the number of identified students in the different tiers. By using an ecosystem framework, this case-base study of a secondary school attempts to look at the impact of the new funding model in supporting students with special educational needs in the secondary setting. From the views of the secondary school teachers, their beliefs and practices, it is intended to provide a concrete example for bridging any significant gap between policy and practice in this current inclusive education reform.
Project Start Year: 2008, Principal Investigator(s): AU Mei Lan (LEUNG Ka Wai as Co-Investigator)
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