Prof LIM, Cher Ping   林質彬
Associate Dean (International Engagement)
Faculty of Education and Human Development
Chair Professor
Department of Curriculum and Instruction
Phone No: (852) 2948 7049
Fax No: (852) 2948 7563
Email: clim@eduhk.hk
Contact
ORCiD
0000-0002-4797-1870
Phone
(852) 2948 7049
Fax
(852) 2948 7563
Email
clim@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
7403654089
ResearcherID
O-6068-2016
Research Interest
  • Digital learning for development - Enhancing equity, quality and efficiency in the education sector
  • Teacher professional development at scale
  • Blended and online teaching and learning in higher education
  • Quality assurance of blended and online teaching and learning in higher education
  • ICT Competency framework and standards for the education workforce (policymakers, leaders, teachers, and support staff)
  • Education innovation and its sustainability and scalability in education ecological systems
  • Empowerment of the education workforce to transform existing practices and change conditions
  • Supporting the learning of students from vulnerable and marginalised groups
Teaching Interest

Evaluation of Pedagogical Innovations

Curriculum and Assessment

Blended and Online Teaching and Learning

Global Citizenship and Core 21st Century Competencies

Sociocultural-historical Theories in Education and Education Research

Emerging Technologies and its Impacts of Equity, Quality and Efficiency in the Education Sector

External Appointment

2015 onwards The Internet and Higher Education - Editor-in-Chief

2015 onwards Educational Technology Research and Development - Consulting Editor

2009 onwards Asia Pacific Education Review - Associate Editor

2009 onwards Australian Journal of Teacher Education - Consulting Editor

2006 onwards Education Media International - Editorial Board Member

2005 onwards Computers & Education - Advisory Editor

2004 onwards Learning Media and Technology - Editorial Board Member

2003 onwards Journal of Technology and Teacher Education - Editorial Review Board Member

2018 onwards Advisory Board Member - Teacher Professional Development at Scale

2018 onwards Visiting Professor - UNESCO International Centre for Higher Education Innovation

2021 onwards Visiting Professor - Tsinghua University

Personal Profile

LIM Cher Ping is a Chair Professor of Learning Technologies and Innovation at the Education University of Hong Kong and the Editor-in-Chief of The Internet and Higher Education. The journal has been ranked by SJR as the top E-learning journal and ranked by the Journal Citation Reports of Clarivate Analytics as the top 15 Education and Education Research journal for six consecutive years (2015-2020). After his graduate school in the University of Bristol, he was first an Assistant Professor and then an Associate Professor of Learning Science and Technologies at the Nanyang Technological University (Singapore). He then moved to Edith Cowan University in Australia as an Associate Professor and then promoted to a Professor of Education, Director of International Partnerships and Director of the Asia-Pacific Centre of Excellence for Teacher Education and Innovations before moving to Hong Kong in late 2010. Over the last two decades, he has engaged major education stakeholders at the national and international levels - UNESCO, Asia Development Bank, Microsoft, World Bank, Inter-American Development Bank, Putera Sampoerna Foundation, International Development Research Centre, HEAD Foundation, Education Commission and government agencies - as his research and development partners to take up the opportunities of digital technologies for the enhancement of education equity, quality and efficiency.

Research Interest

  • Digital learning for development - Enhancing equity, quality and efficiency in the education sector
  • Teacher professional development at scale
  • Blended and online teaching and learning in higher education
  • Quality assurance of blended and online teaching and learning in higher education
  • ICT Competency framework and standards for the education workforce (policymakers, leaders, teachers, and support staff)
  • Education innovation and its sustainability and scalability in education ecological systems
  • Empowerment of the education workforce to transform existing practices and change conditions
  • Supporting the learning of students from vulnerable and marginalised groups
Teaching Interest

Evaluation of Pedagogical Innovations

Curriculum and Assessment

Blended and Online Teaching and Learning

Global Citizenship and Core 21st Century Competencies

Sociocultural-historical Theories in Education and Education Research

Emerging Technologies and its Impacts of Equity, Quality and Efficiency in the Education Sector

External Appointment

2015 onwards The Internet and Higher Education - Editor-in-Chief

2015 onwards Educational Technology Research and Development - Consulting Editor

2009 onwards Asia Pacific Education Review - Associate Editor

2009 onwards Australian Journal of Teacher Education - Consulting Editor

2006 onwards Education Media International - Editorial Board Member

2005 onwards Computers & Education - Advisory Editor

2004 onwards Learning Media and Technology - Editorial Board Member

2003 onwards Journal of Technology and Teacher Education - Editorial Review Board Member

2018 onwards Advisory Board Member - Teacher Professional Development at Scale

2018 onwards Visiting Professor - UNESCO International Centre for Higher Education Innovation

2021 onwards Visiting Professor - Tsinghua University

Selected Output

Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Kalas, I., Laval, E., Laurillard, D., Lim, C.P., Meyer, F., Musgrave, S., Senteni, A., Tokareva, N., & Tursanyi-Szabo, M. (2014). ICT in Primary Education Volume 2: Policy, Practices, and Recommendations. Moscow, Russian Federation: UNESCO Institute for Information Technologies in Education
Lim, C.P., Chai, C.S., & Churchill, D. (2010). Leading ICT in Education Practices: A Capacity-Building Toolkit for Teacher Education Institutions in the Asia-Pacific.. Singapore: Mcrosoft
Lim, C. P. (2006). The Science and Art of Integrating ICT in Singapore Schools. Singapore: iT21
Lim, C.P. (2004). Integrating ICT in Education: A study of Singapore schools. Singapore: McGraw-Hill
Chapter in an edited book (author)
Yang, D., Tang, Y. M., & Lim, C. P. (2021). Supporting professional learning of blended and online learning to enhance university teaching and learning. In Teacher Professional Development Case Studies: K12, TVET, and Tertiary Education (69-73). Asian Development Bank Doi:http://dx.doi.org/10.22617/SPR210293.
Dennen, V.P., & Lim, C.P. (2021). Publishing as a collaborative endeavour: Insights from the editors of The Internet and Higher Education. In R., Hartshorne, R.E., Ferdig, & G., Bull (Eds.), What Journal Editors Wish Authors Knew About Academic Publishing (49-60). USA: Association for the Advancement of Computing in Education (AACE)
Lim C.P., Yang D.L., & Gao Y. (2021). A Grassroots Approach Towards Professional Development in Blended Learning: Scaling Up from a Faculty to the University in Hong Kong. In C.P. Lim & C. R. Graham (Eds.), Blended Learning for Quality Access in Asian Universities (25-41). Singapore: Springer
Lim, C. P., Wang, T., Nith, B., & Mak, N. (2021). Closing the Urban-Rural Quality Gap in Subjects of STEM in Higher Education Through “Blended-Learning” in Cambodia. In C. P. Lim, & C. R. Graham (Eds.), Blended Learning for Quality Access in Asian Universities (231-248). Singapore: Springer
Zaugg H., Graham C.R., Lim C.P., Wang T. (2021). Current and Future Directions of Blended Learning and Teaching in Asia . C.P., Lim & C.R., Graham (Eds.), Blended Learning for Inclusive and Quality Higher Education in Asia (301-327). Singapore: Springer
Lim, C.P., Tinio, V., Smith, M., Zou, E.W., & Modesto III, J.E. (2020). Teacher professional development at scale in the global south. B., Panth. & R., MacLean (Eds.), Anticipating and Preparing for Emerging Skills and Jobs. Education in the Asia-Pacific Region: Issues, Concerns and Prospects (229-236). Singapore: Springer
Wang, M., Lim, C.P., & Chen, T.L. (2020). Assessment, testing, and evaluation: A section introduction. In M.J., Spector, B.B., Lockee, & M.D., Childress. (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (1-4). Cham: Springer
Melwani, M., Tay, L.Y., & Lim, C.P. (2018). Digital storytelling as a pedagogy to develop literacy and 21st century competencies in a Singapore primary school: Teachers as designers. In G., Oakley (Eds.), Mobile Technologies in Children's Language and Literacy: Innovative Pedagogy in Preschool and Primary Education (67-82). Bingley, UK: Emerald
Lim, C.P. (2018). Digital learning for development of Asian schools. In K.J., Kennedy, & J.C.K., Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (365-368). Singapore: Routledge
Lim, C.P., Tinio, V., Smith, M., & Bhowmik, M.K. (2018). Digital learning for developing Asian countries: Achieving equity, quality and efficiency in education. In K.J., Kennedy, & J.C.K., Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (369-381). Singapore: Routledge
Tay, L.Y., Nair, S.S., & Lim, C.P. (2018). Old wine in new bottle? How technologies are being used in an elementary school in Singapore. In R.A., Ellis & P., Goodyear (Eds.), Spaces of Teaching and Learning – Integrating Perspectives on Research and Practice (173-194). Singapore: Springer
Yang, M., Wang, T.C., & Lim, C.P. (2017). E-portfolios as digital assessment tools in higher education. In M.J., Spector, B.B., Lockee, & M.D., Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (1-23). Singapore: Springer International Publishing AG
Lim, C.P. & Wang, T.C. (2016). A framework and self-assessment tool for building the capacity of higher education institutions for blended learning. C.P., Lim & L.B., Wang (Eds.), Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia-Pacific (1-38). France (Paris): UNESCO
Lim, C.P. & Wang, T.C. (2016). Professional development for blended learning in a faculty: A case study of The Education University of Hong Kong. C.P., Lim & L.B., Wang (Eds.), Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia-Pacific (187-208). France (Paris): UNESCO
Chai, C.S., Lim, C.P., & Tan, C.M. (2016). Co-creating Technological Pedagogical Content Knowledge (TPACK) for the transformation of Nan Chiau Primary School. In C.S., Chai, C.P., Lim, & C.M., Tan (Eds.), Future Learning in Primary Schools: A Singapore Perspective (1-7). Singapore: Springer
Tay, L.Y. & Lim, C.P. (2016). An activity theoretical approach towards distributed leadership for one-to-one computing in a Singapore elementary school . In D.S.P., Gedera & P.J., Williams (Eds), Activity Theory in Education: Research and Practice (87-106). Rotterdam, Netherlands: Sense Publishers
Lim, C.P. (2014). Collective case study of promising practices. In C.P. Lim (Ed.), ICT in Primary Education Volume 3: Collective Case Study of Promising Practices (7-16). Moscow, Russian Federation: UNESCO Institute for Information Technologies in Education
Tay, L.Y., & Lim, C.P. (2014). Beacon Primary School, Singapore. In C.P. Lim (Ed.), ICT in Primary Education Volume 3: Collective Case Study of Promising Practices (17-30). Moscow, Russian Federation: UNESCO Institute for Information Technologies in Education
Lim, C. P., & Oakley, G. (2013). Information and communication technologies (ICT) in primary education: Opportunities and supporting conditions. In C. P. Lim, & G. Oakley (Eds.), Creating Holistic Technology-Enhanced Learning Experiences: Tales from a Future School in Singapore (pp.1-18). Rotterdam, Netherlands: Senses Publishers
Tay, L. Y., Lim, S. K., & Lim, C. P. (2013). Factors affecting the ICT integration and implementation of one-to-one computing learning environment in a primary school – A sociocultural perspective. In L.Y. Tay, S.K. Lim, & C.P. Lim (Eds.), Creating Holistic Technology-Enhanced Learning Experiences: Tales from a Future School in Singapore (pp. 9-38). Rotterdam, Netherlands: Senses Publishers
Sari, E., & Lim, C. P. (2012). Online learning community: Building the professional capacity of Indonesian teachers. In J. Y. Jia (Ed.), Educational Stages and Interactive Learning: From Kindergarten to Workplace Training (451-467). Hershey(PA): IGI Global
Tay, L.Y. & Lim, C. P. (2011). Multi-user virtual environment – A tool for play or academic engagement? . In M. S. Khine (Ed.), Contemporary Approaches to Research in Learning Innovations – Playful Teaching, Learning Games: New Tools for Digital Classrooms (pp.107-120). Rotterdam, The Netherlands: Sense Publishers
Tay, L.Y., Lim, S.K., & Lim, C.P. (2011). Exploring alternative assessments to support digital storytelling for creative thinking in primary school classrooms.. A., Mesquita, Technology for Creativity and Innovation: Tools, Techniques and Applications (pp.268-284). Hershey (PA): IGI Global
Quah, V., Lim, C.P., & Brook, C. (2010). Public-private partnerships for education reform. P., Peterson, E., Baker, & B., McGraw, The International Encyclopedia of Education (Third Edition) (pp.73-80). Oxford, UK: Elsevier
Sari, E., Lim, C.P., Pagram, J. (2010). Professional knowledge building in Online Learning Community (OLC): Embracing the unknown future. C.H. Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, Technology & Transformation for an Unknown Future (pp.864-868). Sydney: Proceedings ASCILITE Sydney 2010
Tay, L.Y. & Lim, C.P. (2010). Blending classroom activities with multi-user virtual environment for at-risk primary school students in an after-school program – A case study. E.M.W., Ng (Ed.), Comparative Blended Learning Practices and Environments (pp.231-249). Hershey, PA: Information Science Reference
Tay, L.Y., Lim, S.K., & Lim, C.P. (2010). Developing a framework for practitioner research in an ICT-enriched learning environment. L.Y., Tay, C.P., Lim, & M.S., Khine (Eds.), Research by Practitioners for Practitioners: A School’s Journey into the Future (pp.15-38). Singapore: Pearson
Tay, L.Y., Nair, S., & Lim, C.P. (2010). Supporting one-to-one computer-mediated learning environments in a Singapore primary school. In L.Y., Tay, C.P., Lim, & M.S., Khine (Eds.), Research by Practitioners for Practitioners: A School’s Journey into the Future (pp.39-67). Singapore: Pearson
Lim, C.P. & Cheah, H.M. (2010). Situating practitioner research in future schools. . L.Y., Tay, C.P., Lim, & M.S., Khine (Eds.), Research by Practitioners for Practitioners: A School’s Journey into the Future (pp.2-14). Singapore: Pearson
Northcote, M. & Lim, C.P. (2009). The state of pre-service teacher education in the Asia-Pacific region. In C.P., Lim, K., Cock, G., Lock, & C., Brook (Eds.). Northcote, M. & Lim, C.P., Innovative Practices in Pre-Service Teacher Education: An Asia-Pacific Perspective (23-28). Netherlands: Sense Publishers
Chen, A.Y., Lim, C.P., & Gopinathan, S. (2003). The recruitment and preparation of teachers. In J.P., Keeves & R., Watanabe (Eds.). Chen, A.Y., Lim, C.P., & Gopinathan, S., The Handbook on Educational Research in the Asia-Pacific Region (895-908). London: Kluwer Academic Publishers
Edited book (editor)
Lim, C.P. & Graham, C.R. (Eds.) (2021). Blended Learning for Inclusive and Quality Higher Education in Asia. Singapore: Springer
Lim, C.P. & Wang, L.B. (Eds.) (2016). Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia-Pacific. France (Paris): UNESCO
Chai, C.S., Lim, C.P., & Tan, C.M. (Eds.) (2016). Future Learning in Primary Schools: A Singapore Perspective. Singapore: Springer
Lim, C.P. (Ed.) (2014). ICT in Primary Education Volume 3: Collective Case Study of Promising Practices. Moscow, Russian Federation: UNESCO Institute for Information Technologies in Education
Tay, L.Y., & Lim, C. P. (Eds.) (2013). Creating Holistic Technology-Enhanced Learning Experiences: Tales from a Future School in Singapore. Rotterdam, Netherlands: Sense Publishers
Kalas, I., Bannayan, H.E., Conery, L., Laval, E., Laurillard, D., Lim, C.P., Musgrave, S., Semenov, A., & Tursanyi-Szabo, M. (2012). ICT in Primary Education Volume 1: Exploring the Origins, Settings and Initiatives. Moscow, Russian Federation: UNESCO Institute for Information Technologies in Education
Tay, L.Y., Lim, C. P., & Khine, M.S. (2010). Research by Practitioners for Practitioners: A School’s Journey into the Future. Singapore: Pearson
Lim, C.P., Cock, K., Lock, G., & Brook, C. (Ed.) (2009). Innovative Practices in Pre-Service Teacher Education: An Asia-Pacific Perspective. Netherlands: Sense Publishers

Journal Publications
Publication in refereed journal
Yang, D., Hayashi, R., Ra, S., & Lim, C.P. (2022). Inclusive and quality online learning for Sri Lankan higher education institutions beyond disruption. Innovation and Education
Feng, S., Zeng, B., & Lim, C.P. (2021). Improving inclusivity of massive open online courses (MOOCs) through localization and customization. Horizons (International Association of Universities, 26(2), 33-34
Lim, C.P., Juliana, Liang, M. (2020). An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia. Asia Pacific Education Review, 21(4), 525-538
Lim, C.P., Ra, S., Chin, B., & Wang, T.C. (2020). Information and communication technologies (ICT) for access to quality education in the global south: A case study of Sri Lanka. Education and Information Technologies, 25, 2447-2462
Lim, C.P., Ra, S., Chin, B., & Wang, T.C. (2020). Leveraging information and communication technologies (ICT) to enhance education equity, quality, and efficiency: Case studies of Bangladesh and Nepal. Educational Media International, 57(2), 87-111
Chiu, T.K.F. & Lim, C.P. (2020). Strategic Use of Technology for Inclusive Education in Hong Kong: A Content-Level Perspective. ECNU Review of Education, 3(4), 715-734
Sultana, F., Lim, C.P., & Liang, M. (2020). E-portfolios and the development of students’ reflective thinking at a Hong Kong university. Journal of Computers in Education, 7, 277-294
Xiong, X.B, Lim, C.P., & Liu, S.Q. (2020). Curriculum leadership and the enhancement of teacher education programs: A case study in a Mainland Chinese normal university. Asian Education and Development Studies, 9(1), 79-90
Lim, C.P., Wang, T.C., & Graham, C. (2019). Driving, sustaining and scaling up blended learning practices in higher education institutions: A proposed framework. Innovation and Education, 1(1), 1-12
Oakley, G., Pegrum, M., Xiong, X.B, Lim, C.P., & Yan, H.B. (2018). An online Chinese-Australian language and cultural exchange through digital storytelling. Language, Culture and Curriculum, 31(2), 128-149
Tay, L.Y., Nair, S.S., & Lim, C.P. (2017). A regression analysis of elementary students’ ICT usage vis-à-vis access to technology in Singapore. Educational Media International, 54, 34-47
Yang, M., Tai, M., & Lim, C. P. (2016). The role of e-portfolios in supporting productive learning. British Journal of Educational Technology, 47(6), 1276-1286
Lai, M., Lam, K.M., & Lim, C.P. (2016). Design principles for the blend in blended learning: A collective case study. Teaching in Higher Education, 21(6), 716-729
Ra, S., Chin, B., & Lim, C.P. (2016). A holistic approach towards information and communication technology (ICT) for addressing education challenges in Asia and the Pacific. Educational Media International, 21(6), 716-729
Wu, B., Hu, Y.L., Gu, X.Q., & Lim, C.P. (2016). Professional development of new higher education teachers with information and communication technology (ICT) in Shanghai: A Kirkpatrick’s evaluation approach. Journal of Educational Computing Research, 54(4), 531-562
Lim, C.P. & Churchill, D (2016). Editorial: Mobile learning. Interactive Learning Environments, 24(2), 273-276
Ho, V-T., Nakamori, Y., Ho, T-B., Lim, C.P. (2016). Blended learning model on hands-on approach for in-service secondary school teachers: Combination of E-learning and face-to-face discussion. Education and Information Technologies, 21(1), 185-208
Lai, M., Lim, C.P., & Wang, L.X. (2016). Potentials of digital teaching portfolios for establishing a professional learning community in higher education. Australasian Journal of Educational Technology, 32(2), 1-14
Cheng E. C. K., Chan, S., Wan, Z. H., Hung, V., Lim, C.P., Lai, Y.C.,Chan, T.M., Tam, C.M. (2015). Towards a curriculum framework for development teachers'personal knowledge management competencies . International E-Journal of Advances in Education, 1(2), 105-111
Xiong, X.B., & Lim, C.P. (2015). Curriculum Leadership and the Development of ICT in Education Competencies of Pre-service Teachers in South China. The Asia-Pacific Education Researcher, 24(3), 515-524
Tay, L.Y., Lim, C.P., & Lim, S.K. (2015). Differences in ICT usage across subject areas: A case study of an elementary school in Singapore (DOI: 10.1177/0735633115585930). Journal of Educational Computing Research, Online Publication, Online
Lim, C.P., Yan, H.B., & Xiong, X.B. (2015). Development of pre-service teachers’ information and communication technology (ICT) in education competencies in a Mainland Chinese university. Educational Media International, 52(1), 15-32
Gu, X.Q., Shao, Y.J., Guo, X.F., & Lim, C.P. (2015). Designing a role structure to engage students in computer-supported collaborative learning. The Internet and Higher Education, 24, 13-20
Xiong, X.B., and Lim, C.P. (2015). Rethinking the impacts of teacher education program on building the ICT in education competencies of pre-service teachers: A case of teacher education in Mainland China. Journal of Applied Research in Education, 19, 25-35
Lim, C.P., Tondeur, J., Nastiti, H., & Pagram, J. (2014). Educational innovations and pedagogical beliefs: The case of a professional development program for Indonesian teachers. Journal of Applied Research in Education, 18, 1-14
Xie, Q. Zhong, X.L., Wang, W-C, Lim, C.P. (2014). The development of an item-bank to assess generic competence in a higher education institute: A Rasch modelling approach. Higher Education Research and Development, 33(4), 821-835
Tay, L. Y., Lim, C. P., Nair, S. S., & Lim, S. K. (2014). Online software applications for learning – observations from an elementary school. Educational Media International, 51(2), 146-161
Ho, V-T., Nakamori, Y., Ho, T-B., Lim, C.P. (2014). Blended learning model on hands-on approach for in-service secondary school teachers: Combination of e-learning and face-to-face discussion. Education and Information Technologies, 21 (1), 185-208
Chai, C.S., Koh, E., Lim, C.P., & Tsai, C-C (2014). Deepening ICT integration through multilevel design of technological pedagogical content knowledge.. Journal of Computers in Education, 1(1), 1-17
Fong, R.W-T., Lee, J.C-K., Chang, C-Y., Zhang, Z.H., Ngai, A. C-Y., & Lim, C.P. (2014). Digital teaching portfolio in higher education: Examining colleagues' perceptions to inform implementation strategies. The Internet and Higher Education, 20, 60-68
Lim, C.P. & Lee, J.C. (2014). Teaching e-portfolios and the development of professional learning communities (PLCs) in higher education institutions. The Internet and Higher Education, 20, 57-59
Shroff, R., Deneen, C.C., & Lim, C.P. (2014). Student ownership of learning using e-portfolio for career development.. Journal of Information Systems Technology & Planning, 7(18), 75-90
Tay, L. Y., Ng, J. S., Lim, C. P., Nair, S. S. & Lim, S. K. (2013). English Language Learning in a One-to-One Computing Environment – Impacts and Considerations. Research and Practice in Technology Enhanced Learning, 8(3), 385-409
Ng, E. M. W., Shroff, R. H., & Lim, C.P. (2013). Applying A Modified Technology Acceptance Model to Qualitatively Analyse the Factors Affecting E-Portfolio Implementation for Student Teachers’ in Field Experience Placements.. Journal of Issues in Informing Science and Information Technology, 10, 355-365
Lim, C.P, Zhao, Y., Tondeur, J., Chai, C.S., & Tsai, C.C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59-68
Lim, C.P. (2013). Strengthening the research-practice nexus: A special issue as a springboard for building the capacity of teacher education institutions in Asia. The Internet and Higher Education, 16(1), 32-35
Tay, L.Y. & Lim, C.P. (2012). The rules of the game. Cultural Studies of Science Education, 7(4), 813-819
Lim, C. P. (2012). Building the capacity of the next generation of teachers in Asia: Promoting practices and lessons learnt. Australasia Journal of Educational Technology, 28(6), iii-xv
Lim, C. P., & Pannen, P. (2012). Building the capacity of Indonesian education universities for ICT in pre-service teacher education: A case study of a strategic planning exercise. Australasia Journal of Educational Technology, 28(6), 1061-1067
Tay, L. Y., Lim, S. K., Lim, C. P., & Koh, J. H. L (2012). Pedagogical approaches for ICT integration into primary school English and Mathematics: A Singapore case study. Australasia Journal of Educational Technology, 28(4), 740-754
Sari, E., & Lim, C. P. (2012). Design-based research: Understanding its application in a teacher professional development study in Indonesia. The Asia-Pacific Education Researcher, 20(1), 28-38
Tan, S. C., & Lim, C. P. (2012). Editorial: Learning Sciences research in the Asia-Pacific countries. The Asia-Pacific Education Researcher, 20(1), 1-3
Tan, S. C., Chai, C. S., Tsai, C. C., Lim, C. P., & Chou, C. H. (2012). Learning Sciences research in the Asia-Pacific countries from 1997 to 2012: A content analysis of publications in selected journals. The Asia-Pacific Education Researcher, 20(1), 4-14
Tay, L. Y., Lim, C. P., Lye, S. Y. , Ng, K. J., & Lim, S. K. (2011). Open-source learning management system and Web 2.0 online social software applications as learning platforms for an elementary school in Singapore. Learning, Media and Technology, 36(4), 349-365
Lim, C.P., Chai, C.S., & Churchill, D. (2011). A framework for developing pre-service teacher's competencies in using technologies to enhance teaching and learning. Educational Media International, 48(2), 60-83
Lim, C.P., Tay, L.Y., & Hedberg, J.G. (2011). Employing an activity-theoretical perspective to localize an education innovation in an elementary school. Journal of Educational Computing Research, 44(3), 315-340
Chai, C.S. & Lim, C.P. (2011). The Internet and teacher education: Traversing between the digitized world and schools. Internet and Higher Education, 14(1), 3-9
Ng, E. M. W. & Lim, C. P. (2011). The Internet and teacher education – An Asian experience. The Internet and Higher Education, 14(1), 1-2
Divaharan, S. & Lim, C.P. (2010). Secondary school socio-cultural context influencing ICT integration – A case study approach. Australasia Journal of Educational Technology, 26(6), 741-763
Tay, L.Y. & Lim, C. P. (2010). An activity theoretical perspective towards the design of an ICT-enhanced after-school programme for academically at-risk students. Educational Media International, 47(1), 19-37
Lim, C. P. (2009). Formulating guidelines for instructional planning in technology enhanced learning environments. Journal of Interactive Learning Research, 20(1), 55-74
Lim, C.P. & Tay, L.Y. (2008). Turning students into global citizens in a school setting. SangSaeng, 23(Autumn/Winter), 20-23
Lim, C.P. & Chai, C.S. (2008). Rethinking Classroom-Oriented Instructional Development Models to Mediate Instructional Planning in Technology Enhanced Learning Environments. Teaching and Teacher Education, 24(8), 2002-2013
Lim, C.P. (2008). Global citizenship education, school curriculum and games: Learning Mathematics, English and Science as a global citizen. Computers and Education, 51(3), 1073-1093
Lim, C. P. & Chai, C. S. (2008). Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5), 804-828
Li, D. D., & Lim, C. P. (2008). Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms. Computers and Education, 50(4), 1394-1410
Lim, C.P. (2008). Spirit of the game: Empowering students as designers in schools?. British Journal of Educational Technology, 39(6), 996-1003
Tay, L.Y. & Lim, C.P. (2008). Engaging academically at-risk primary school students in an ICT-mediated after-school program. Australasia Journal of Educational Technology, 24(5), 521-539
Lim, C. P., & Churchill, D. (2007). Editorial reflection on educational technology: Moving forward and beyond. Educational Media International, 44(3), 181-183
Lim, C.P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Educational Technology Research and Development, 55(1), 83-116
Lim, C. P. (2007). Building teachers capacity for using technologies in schools: A case study of in-service professional development in Barbados. Educational Media International, 44(2), 113-128. . Educational Media International, 44(2), 113-128
Lim, C. P., Wong, P., & Quah, V. (2007). Supporting technology use in schools with a public-private partnership: A collective case study of five Asian countries. Educational Media International, 44(3), 267-285
Lim, C. P., & Chan, B. C. (2007). Micro lessons in teacher education: Examining pre-service teachers' pedagogical beliefs. Computers and Education, 48(3), 474-494
Lim, C. P., Nonis, D., & Hedberg, J. (2006). Gaming in a 3D multi-user virtual environment (MUVE): Engaging students in Science lessons. British Journal of Educational Technology, 37(2), 211-231
Lim, C. P., Lee, S. L., & Richards, C. (2006). Developing interactive learning objects for a computing mathematics module. International Journal on E-Learning, 5(2), 221-241
Lim, C. P., & Khine, M. S. (2006). Managing teachers' barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education, 14(1), 97-125
Lim, C. P. (2005). Online learning in higher education: Necessary and sufficient conditions. International Journal of Instructional Media, 32(4), 1-9
Lim, C. P., Pek, M. S., & Chai, C. S. (2005). Classroom management issues in ICT-mediated learning environments: Back to the basics. Journal of Educational Multimedia and Hypermedia, 14(4), 391-414
Lim, C. P., & Barnes, S. (2005). A collective case study of the use of ICT in Economics courses: A sociocultural approach. Journal of the Learning Sciences, 14(4), 489-526
Lim, C.P., Hung, D., Wong, P., & Hu, C. (2004). The pedagogical design of ICT integration in online learning: A case study. International journal of instructional media, 31(1), 37-46
Hedberg, J.G., & Lim, C.P. (2004). Charting trends for e-learning in Asian schools. Distance Education, 25(2), 199-213
Lim, C.P., & Chai, C.S. (2004). An activity-theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy. Computers and Education, 43 (3), 215-236
Lim, C. P., & Khine, M. S. (2004). Engaging junior college students in computer-mediated lessons using scaffolding strategies. Journal of Educational Media, 29(2), 97-112
Lim, C. P., & Cheah, P.T. (2003). The role of the tutor in asynchronous discussion boards: A case study of a pre-service teacher course. Educational Media International, 40(2), 33-47
Lim, C.P., & Lee, C.B. (2003). Exploring new technologies (WAP and GPRS) in teachers education. Information Technology Education, 4(1), 77-97
Lim, C. P., & Barnes, S. (2002). ”Those who can teach” – The pivotal role of the teacher in the Information and communication technologies (ICT) learning environment. Journal of Educational Media, 27(1&2), 19-40
Lim, C. P. (2002). A theoretical framework for the study of ICT in schools: A proposal. British Journal of Educational Technology, 33(4), 415-426

Conference Papers
Invited conference paper
Lim, C.P. (2022, 4). Who are the 21st Century Educators. Invited paper at 2nd Global Collaboration – Education and Research in the Information Age, China (Hangzhou)
Lim, C.P. (2022, 3). Blended and Online Learning in Higher Education: Transforming Universities to Multiversities. Keynote Address at Global Dialogue – Education in the Shared World, China (Beijing)
Lim, C.P. (2022, 1). The End of Education Research: What have We Learned from the COVID-19 Pandemic. Keynote Address at 21st Conference on Postgraduate Research, Sri Lanka (Colombo)
Lim, C.P. (2021, 12). Blended Learning & Learning Design Conference. Invited panel at Learning and Teaching Expo 2021, China (Hong Kong)
Lim, C.P. (2021, 12). Innovative and Contextualized Practices in implementing Equitable and Quality OBTL: Selected Case Presentations. Invited panel at Global MOOC and Online Education Conference, China (Shenzhen)
Lim, C.P. (2021, 12). Pivotal Role of Teachers for Inclusive and Quality Online Learning & their Professional Development. Keynote Address at International Symposium on Open, Distance and E-Learning, Indonesia (Jakarta)
Lim, C.P. (2021, 12). Technology and Pedagogy: Envisioning Teacher Professional Development. Invited workshop at Asian Development Bank Professional Development Program: Building Resilience into School Systems, Singapore
Lim, C.P. (2021, 11). From University to Multiversity: How Technology is Changing Higher Education. Keynote Address at 2nd Leadership Development Program for Higher Education Institutions (LDP-HEIs) in the Philippines, Philippines (Laguna)
Lim, C.P. (2021, 11). Making Sense of Merdeka Belajar-KampusMerdeka: Implications for Higher Education Institutions in Indonesia. Invited Speaker for FIP JIP International Conference: Optimizing the Implementation of Merdeka Belajar-KampusMerdeka Program for Bright, Professional, Insightful in Education, Religious, and Patriotic Graduates, Indonesia (Jakarta)
Lim, C.P. (2021, 11). Robot-Proofing the Education System. Invited Speaker for 3rd Invention Convention Singapore Open Nationals, Singapore
Lim, C.P. (2021, 11). Strengthening the Education Workforce for Inclusive and Equitable Quality Education. Invited Speaker for 2nd International Conference on Educational Frontiers, Philippines (Manila)
Lim, C.P. (2021, 10). Building the Capacity of the Education Workforce: Professional Development @ Scale for Equity, Quality and Efficiency. Invited Speaker for The World Bank and Australian-World Bank Indonesia Partnership Webinar: EdTech for Learning Recovery, Indonesia (Jakarta)
Lim, C.P. (2021, 10). Capacity Building of Teachers @ Scale. Invited Speaker for Peking University Overseas Scholar Talk, China (Beijing)
Lim, C.P. (2021, 10). Strengthening the Education Workforce for Inclusive and Quality Digital Learning in Asia. Invited Speaker for 21st International Conference on Education Research: Reconceptualizing Education in Times of Global Crisis, South Korea (Seoul)
Lim, C.P. (2021, 10). Supporting Professional Learning of Teachers for STEM Education. Keynote Address at 8th International Conference on Mathematics, Science, and Education, Indonesia (Semarang)
Lim, C.P. (2021, 10). The Opportunities and Challenges in Implementing Robot-Proof Higher Education. Keynote Address at Studium Generale 2021, Indonesia (Jakarta)
Lim, C.P. (2021, 10). Upscaling Quality Assurance Systems through Benchmarking Online and Open Higher Education Institutions. Invited Speaker for ICDE Virtual Global Conference Week 2021: Upskilling and Upscaling for Quality Open, Flexible and Distance Learning, Norway (Oslo)
Lim, C.P. (2021, 9). Strengthening the Education Workforce for Inclusive and Quality Digital Learning in Asia. Keynote Address at Malaysian Education Deans Council Seminar 2021, Malaysia
Lim, C.P. (2021, 9). Technology and Teacher Professional Development: Lessons from Innovations across the Globe. . Invited Speaker for The World Bank Event: Technology and Teacher Professional Development: Lessons from Innovations across the Globe, N.A.
Lim, C.P. (2021, 5). From University to Multiversity: How Technology is Changing Higher Education. Keynote Address at Development Program for Higher Education Institutions in the Philippines, Philippines (Laguna)
Lim, C.P. (2021, 4). Strengthening the Education Workforce to Support Learning of Students from Vulnerable Groups. Invited Speaker for SEAMEO Congress 2021: Transforming Southeast Asian Education, Science and Culture in the Digital Age, Thailand (Bangkok)
Lim, C.P. (2021, 3). Six Evidence-Informed Action Area from the International Evidence. Invited Speaker for South-East Asia Policy Dialogue: An Education Workforce to Support the Learning of Girls and Students from Marginalized Communities, Indonesia (Jakarta)
Lim, C.P. (2020, 11). ICT-enabled Professional Development for Inclusive and Quality Education. Keynote Address at International Conference on Multi-Perspectives in Education, Philippines (Manila)
Lim, C.P. (2020, 10). Capacity Building of University Teachers at Scale Supported by a Professional Learning Community. Keynote Address at Taylor’s International Teaching and Learning Conference: Enhancing Graduate Capabilities – Learning from the Pandemic Experience, Malaysia (Kuala Lumpur)
Lim, C.P. (2020, 10). Technology and Pedagogy: Envisioning Teacher Professional Development. Asian Development Bank Professional Development Program: Meeting the Challenges of the New Normal in School Education, Singapore
Lim, C.P. (2020, 10). The End of Education Research: What have We Learned from the COVID-19 Pandemic? . Invited Speaker for Beijing Normal University Educational Technology Research Series, China (Beijing)
Lim, C.P. (2020, 9). Building Higher Education Back Better: Where Do We Go from Here? . Invited Speaker for EdTech Korea Forum 2020: EdTech, Education Digital Transformation, South Korea (Seoul)
Lim, C.P. (2019, 11). Scaling and Sustaining Teacher Professional Development Enabled by Technologies. Keynote Address at 18th International Forum on Educational Technology, Guilin, China
Lim, C.P. (2019, 10). ICT-enabled innovations for Enhanced Access to Quality Vocational & Continuing Education. Keynote Address at 4th International Symposium on Innovative Teaching and Learning: Digitalising Education for 21st Century, Brunei (Berakas)
Lim, C.P. (2019, 5). ICT-enabled Innovations for Enhanced Access to Quality Vocational Education. Keynote Address at National Conference for Vocational Education Reforms and Enhancement in Teaching and Learning, China (Changzhou)
Lim, C.P. (2019, 4). Blended Learning for Access to Quality Higher Education in Asia-Pacific. Keynote Address at National Workshop for Blended Learning for Quality Higher Education: Management strategies to improve teaching and learning and promote effective institutional governance, Mongolia (Ulaanbaatar)
Lim, C.P. (2019, 4). Insights into ICT-Driven Learning Innovations at the Education University of Hong Kong. National Workshop for Blended Learning for Quality Higher Education: Management strategies to improve teaching and learning and promote effective institutional governance, Mongolia (Ulaanbaatar)
Lim, C.P. (2019, 3). Virtual Reality, Mixed Reality, Augmented Reality - From basic infrastructure to creating authentic global learning experiences. Invited Plenary Speaker at the BETT Asia Leadership Summit, Malaysia (Kuala Lumpur)
Lim, C.P. (2019, 2). Research Framework and Methodologies for Teacher Professional Development Programs. Putera Sampoerna Foundation – School Development Outreach Workshop, Indonesia (Jakarta)
Lim, C.P. (2018, 12). Teacher Professional Development at Scale: Empowered and Effective Teachers. Keynote Address at the International Symposium on Open, Distance, and e-Learning: Making Education 4.0 for Indonesia, Indonesia (Bali)
Lim, C.P. (2018, 11). ICT-enabled Teacher Professional Development at Scale for Quality Access to Education. Keynote Address at the 24th International Conference on Computers in Education, Philippines (Manila)
Lim, C.P. (2018, 11). Teacher Professional Development at Scale. Invited Plenary Speaker at the 8th Annual Mobiles for Education Alliance Symposium: Using Technology to Scale Support for Teachers and Community Educators in Low-Resource Environments, United States (Washington D.C.)
Lim, C.P. (2018, 9). Blended Learning - Taking Up the Opportunities for Access to Quality Higher Education and Lifelong Learning. Keynote Address at the 8th Annual International Conference on Education and e-Learning 2018, Singapore
Lim, C.P. (2018, 9). Teacher Professional Development at Scale in the Global South: Issues and Opportunities. Invited Speaker at the Global Symposium on ICT in Education - Teaching in the 21st Century: Enhancing Teacher ICT Competencies, South Korea (Seoul)
Lim, C.P. (2018, 7). The 4th Industrial Revolution and its Implications for Teacher Professional Development. Keynote Address at the International Conference on Creative and Innovative Technology in Education 2018, Malaysia (Johor Bahru)
Lim, C.P. (2018, 6). Blending Learning for Education Equity, Quality and Efficiency (Keynote Address). National Workshop on Blended Learning for Education (Sri Lanka), Sri Lanka (Colombo)
Lim, C.P. (2018, 5). Addressing the Quality Gap of Higher Education Institutions in the Global South: A Case Study of Blended Learning in Cambodia. Invited Speaker for the International Conference of Educational Technology (ICET) at Seoul National University, South Korea (Seoul)
Lim, C.P. (2018, 5). Adopting a Common Sense Approach Towards Publishing in Peer-Reviewed Educational Technology Journals. Invited Speaker for the International Conference of Educational Technology (ICET) at Seoul National University, South Korea (Seoul)
Lim, C.P. (2018, 2). Blended Learning for Enhancing Quality Access to Higher Education. Invited Speaker for National Workshop for Blended Learning in Cambodian Universities (Directorate of Higher Education), Cambodia (Phnom Penh)
Lim, C.P. (2018, 2). ICT for Education in Developing South Asia. Invited Speaker for the ADB-UNESCO South Asia Regional Symposium on ICT for Education, Sri Lanka (Colombo)
Lim, C.P. (2018, 2). Strategic Planning for Blended Learning. Invited Speaker for National Workshop for Blended Learning in Cambodian Universities (Directorate of Higher Education), Cambodia (Phnom Penh)
Lim, C.P. (2017, 11). Closing the Urban-Rural Quality Gap of Higher Education Teaching and Learning Through “Blended-Learning” in Cambodia. Invited Speaker for BETT Asia 2016 Learn Live, Malaysia (Kuala Lumpur)
Lim, C.P. (2017, 8). ICT-enabled Higher Education Teaching and Learning: Back to the Basics (Keynote Address). Seminar on ICT in Higher Education Innovation for Asian Countries 2017 (UNESCO International Centre for Higher Education Innovation), China (Shenzhen)
Lim, C.P. (2017, 8). Leveraging Technology for Improving Learning Outcomes. Invited Speaker for the 2nd Asian Development Bank - The HEAD Foundation Professional Learning Programme: Improving Learning Outcomes through Curriculum, Teaching and Learning, Singapore
Lim, C.P. (2017, 6). Rethinking the Internet in Higher Education: Back to the Basics (Keynote Address). 9th Knowledge Management and E-Learning Workshop (Beijing Normal University – University of Hong Kong), China (Beijing)
Lim, C.P. (2017, 3). Massive Open Online Courses: Questions, Issues and Policy Implications (Keynote Address). 1st Asia-Pacific MOOC Stakeholders Summit, Thailand (Bangkok)
Lim, C.P. (2017, 2). A Faculty-Approach Towards Staff Capacity Building for Quality Education in Technology-Enhanced Learning Environment. Nanyang Technological University Learning and Teaching Week: The NTU Student Learning Environment, Singapore
Lim, C.P. (2017, 2). Blending for Education 2030: Enhancing Higher Education Learning and Teaching (Keynote Address). Nanyang Technological University Learning and Teaching Week: The NTU Student Learning Environment, Singapore
Lim, C.P. (2016, 12). A Holistic Approach Towards ICT in Education. Invited Speaker and Moderator for the Learning and Teaching Expo 2016, Hong Kong
Lim, C.P. (2016, 11). Digital Learning for Quality, Equity and Efficiency: Mind the Gap. Invited Speaker for BETT Asia 2016 Learn Live, Malaysia (Kuala Lumpur)
Lim, C.P. (2016, 11). Using Technology Optimally and Meaningfully: Increased Tech Use Does Not Equate to Better Outcomes (OECD, 2015), so Should it be Used at all? . Invited Panel Speaker for BETT Asia 2016 Leadership Summit. , Malaysia (Kuala Lumpur)
Lim, C.P. (2016, 10). Formulating Guidelines for Research in Digital Learning for Development. Invited Speaker for the 17th International Conference for Education Research: Future Education Design – Creativity, Personality and Safety, South Korea (Seoul)
Lim, C.P. (2016, 9). The Future of E-Learning. Invited Panel Speaker for the International University Carnival on eLearning (IUCEL): eLearning Empowering Innovation, Malaysia (Johor Bahru)
Lim, C.P. (2016, 6). Rethinking Higher Education Teaching and Learning: Quality, Equity and Efficiency (Keynote Address). 2nd International Conference on Higher Education Advances (HEAd’16), Spain (Valencia)
Lim, C.P. (2016, 6). Taking a Holistic Approach Towards Blended Learning in Higher Education Institutions (Keynote Address). Blended Learning Asia, Singapore
Lim, C.P. (2016, 5). Getting Started in and Supporting Outcome-based Education at Your Institution. Taylor’s Holistic Education Symposium: Life-long, Life-wide, Life-deep, Malaysia (Kuala Lumpur)
Lim, C.P. (2016, 5). Outcome-Based Education in Higher Education Institutions: A Case Study of an E-Portfolio Initiative (Keynote Address). Taylor’s Holistic Education Symposium: Life-long, Life-wide, Life-deep, Malaysia (Kuala Lumpur)
Lim, C.P. (2016, 4). Making Sense of Current Research of Digital Learning for Development: Towards a Framework for a Global Research Agenda. Invited Panel Speaker for the Consortium of School Networking-UNESCO International Symposium 2016, USA (Washington, D.C.)
Lim, C.P. (2015, 12). Role of Academic Publications for Education Practices and Policies – A Conversation. Invited Speaker for the Meet with the Editors of Top E-Learning Journals on Winter Solstice, Taiwan (Taipei)
Lim, C.P. (2015, 11). Blended Learning in Higher Education: An Institutional Perspective (Keynote Address). 30th Tsinghua Online Education Forum 2015, China (Beijing)
Lim, C.P. (2015, 10). Sustaining and Scaling Up Digital Learning Innovations in Schools (Keynote Address). Digital Education Show (Africa) 2015, South Africa (Johannesburg)
Lim, C.P. (2015, 9). Students Monitoring & Managing Their Own Learning through Engagement in E-Portfolios. Invited Speaker for the HAAW2015 Innovation Through Education, Malaysia (Kuala Lumpur)
Lim, C.P. (2015, 7). E-portfolios as a Necessary Trend: Students Managing Their Own Learning. Invited Speaker for the Sixth TCU International E-learning Conference 2015 on Global Trends in Digital Learning, Thailand (Bangkok)
Lim, C.P. (2015, 5). E-Portfolios in Higher Education: Tapping into the Social Media Culture (Keynote Address). 2nd annual Social media in Higher Education Summit 2015, South Africa (Johannesburg)
Lim, C.P. (2015, 3). Global Trends Around Technology in Education. Invited Plenary Speaker for the 2015 Consortium for School Networking (CoSN) Annual Conference on Enabling Your Digital Leap, USA (Atlanta, GA)
Lim, C.P. (2014, 12). Science Education in the Asian Century (Keynote Address). NTNU-HU-SNU Joint Symposium on Science Education: Science Education in Various Contexts – The Next Generation, Taiwan (Yilan)
Lim, C.P. (2014, 11). Emerging Contexts of/for Learning and the Asian Century. Invited Plenary Speaker for the 3rd International Exploring Leadership & Learning Theories in Asia (ELLTA) Conference on Leadership and Learning in the Asian Century, Malaysia, Universiti Sains Malaysia (Penang)
Lim, C.P. (2014, 11). ICT in Education for the Asian Century. Invited by Ministry of Culture and Basic & Secondary Education (Republic of Indonesia), British Council and Microsoft for the ASEAN Deep Learning Policy Series, Jakarta, Indonesia
Lim, C.P. (2014, 11). Learning Spaces and Learning Technologies in the Asian Century (Keynote Address). 3rd International Exploring Leadership & Learning Theories in Asia (ELLTA) Conference on Leadership and Learning in the Asian Century, Malaysia (Penang)
Lim, C.P. (2014, 9). Establishing an Understanding of Global Citizenship. Invited by Department of Basic Education 3 (Ministry of Education, Myanmar), British Council and Microsoft for the ASEAN Deep Learning Policy Series: Empower Students with 21st Century Deep Learning Skills. , Yangon, Myanmar
Lim, C.P. (2014, 9). Global Approaches and Challenges to the Effective Delivery of Deep Learning Skills. Invited Plenary Speaker for the ASEAN Deep Learning Policy Series: Empower Students with 21st Century Deep Learning Skills, Myanmar (Yangon)
Lim, C.P. (2014, 7). E-Portfolios in Action: Students Monitoring and Managing Their Own Learning (Keynote Address). 11th International Conference on Innovation in Education, France (Paris)
Lim, C.P. (2014, 5). Developing ICT in Education Competencies of Teachers (Keynote Address). International Research Conference on A New Century Teacher Competencies, Mongolia (Ulaanbaatar)
Lim, C.P. (2014, 5). Innovative Cases of Teacher Education Institutions on Research-based Training. Invited Plenary Speaker for the UNESCO Central Asia Symposium on ICT in Education 2014, Republic of Uzbekistan (Tashkent)
Lim, C.P. (2014, 5). Rethinking Teaching and Learning in Technology-Enhanced Environments: The Pivotal Role of Teachers (Keynote Address). International Conference on Information and Communication Technology in Education 2014: Digital Pedagogy, Learning Technology, Teachers and OER, Mongolia (Ulaanbaatar)
Lim, C.P. (2013, 10). E-Portfolios in the Development of “Learning How to Learn” Competencies (Keynote Address). International Seminar on Mathemathics, Science, and Computer Science Education (MSCEIS) 2013, Indonesia (Bandung)
Lim, C.P. (2013, 5). Rethinking Teaching and Learning in Mobile Technology-Enhanced Environments: The Role of the Teacher (Keynote Address). Mobile Learning Festival 2013, Hong Kong
Lim, C.P. (2012, 11). Digital Teaching Portfolio and its Role in Building Professional Learning Communities (Keynote Address). International Seminar: Opportunities and Challenges for the SMART Innovation in Education, South Korea (Jeollanamdo)
Lim, C.P. (2012, 6). Enhancing Teaching and Learning in Technological & Vocational Education (Keynote Address). Conference of Promoting Technological and Vocational Education, Taiwan (Kaohsiung)
Lim, C.P. (2011, 5). Why ICT in Indonesian Schools? – An Asia-Pacific Perspective (Keynote Address). Sampoerna School of Education International Seminar Series: A New Landscape in Teaching and Learning, Indonesia (Jakarta)
Lim, C.P. (2011, 4). Learning in an Increasingly Complex World: A Survival Guide for Schools (Keynote Address). 8th Microsoft Taiwan 2011 Education Forum – “Cross-Border Education”, Taiwan (Taipei and Tainan)
Lim, C.P. (2010, 10). An Institutional Wide Approach to ICT in Teacher Education (Keynote Address). 39th Philippines Association for Teacher Education (PAFTE) Annual National Convention: Towards Quality Assurance in Teacher Education, Philippines, Los Baños, Laguna
Lim, C.P. (2010, 10). Conversations Across Boundaries: Mobile Learning, Learning Engagement & Global Citizenship (Keynote Address). Handheld and Mobile Learning Festival, Hong Kong
Lim, C.P. (2010, 10). Transforming Primary Schools for the 21st Century: A Global Perspective (Keynote Address). 4th National ICTs in Basic Education Congress: Creating Opportunities for Better Pupil Learning, Philippine (Quezon City)
Refereed conference paper
Sultana, F., & Lim, C.P. (2017, 11). Factors Influencing Students’ Reflective Thinking in E-Portfolios Practices at a Higher Education Institution in Hong Kong. Paper presented at the Hong Kong Educational Research Association (HKERA) International Conference 2017, Hong Kong

Creative and Literary Works, Consulting Reports and Case Studies
Written teaching case study or extensive note
Lam, B. H., Chan, K. W., Cheng C. K. E., Lim C. P., Zhang Y. E. (2012). A Video Series on Studying Procedural Knowledge of Teaching “Developing a Framework of Procedural Knowledge Development for Classroom Teaching”.. Hong Kong

Project

Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (LIM, Cher Ping 林質彬 as Co-Principal Investigator)
 
University Enhancement of ePortfolio for Reflective Learning Phase II
University Enhancement of ePortfolio for Reflective Learning Phase II
Project Start Year: 2020, Principal Investigator(s): LEE, Chi Kin John 李子建, CHENG, May Hung May 鄭美紅, LIM, Cher Ping 林質彬, CHEUNG, Lin Hong 張連航, TSANG, Po Keung Eric 曾寶強, LO, Tin Yau Joe 羅天佑, LEUNG, Pui Wan Pamela 梁佩雲, KONG, Siu Cheung 江紹祥
 
Language Enhancement at EdUHK and Beyond: Fostering a Community of Practice on Technology-enhanced Language Learning and Teaching
This project intends to achieve the following objectives: 1). Identify creative and effective use of technologies in language learning and teaching (English / Cantonese / Putonghua / other modern languages); 2). Investigate how such technologies help to enhance students’ language learning and teachers’ language teaching through guided self-reflection and critical evaluations of their technology-enhanced language learning/teaching practices; 3). Build a Community of Practice on technology-enhanced language learning and teaching among tertiary students and academic/teaching staff and motivate them to use technologies in language learning and teaching; 4). Discuss language learning related issues (e.g., English/Chinese academic writing, corpus-based language learning, etc.) and offer pedagogical suggestions on technology-enhanced language learning and teaching for both students and teachers; 5). Sustain the community members’ interests in using technologies in language learning and teaching through regular sharing of members’ successful experiences and invited talks given by local and overseas experts in the field of technology enhanced language learning and teaching, and through the organization of an international conference on technology-enhanced language learning and teaching.

Project Start Year: 2020, Principal Investigator(s): WANG, Lixun 王立勛 (LIM, Cher Ping 林質彬 as Co-Investigator)
 
Building the Capacity of Cambodian Universities for Blended Learning to Enhance the Equity, Quality and Efficiency of Higher Education
This proposed project aims to build the capacity of Cambodian universities for blended learning to enhance quality, equity and efficiency of the country’s higher education. By adopting a holistic approach towards institutional capacity building, three selected Cambodian universities will be supported by the project team for the development, refinement and implementation of their blended learning strategic plans. The impacts of the blended learning strategic plans on teaching and learning in these universities will be evaluated and documented. Finally, a prototype will be developed to scale up this project to other universities in Cambodia.
Project Start Year: 2017, Principal Investigator(s): LIM, Cher Ping 林质彬
 
Cultivating a Blended Learning Environment in Promoting One Course One Online Lesson: Pedagogical Use of LMS Moodle
Blended learning has potential in enhancing students’ learning outcomes and satisfactions. The goal of this project is to encourage blended learning for students’ reflective engagement and deep learning. Since 2011, the Learning Management System (LMS) Moodle has been adopted as an e-Learning platform at the Institute. By encouraging the pedagogical use of the features of LMS Moodle, this project aims to promote one course one online lesson for enriching the learning process with the ultimate goal of enhancing students’ learning outcomes. This project is to provide supporting staff at faculty/departmental levels to offer direct support to academic/teaching staff in planning and implementing the pedagogical use of LMS Moodle. These supporting staff will be developed with knowledge about the e-Learning framework and policies of the Institute as well as the capacity in using the pedagogical features of LMS Moodle for promoting reflective engagement and deep learning of domain knowledge. The target of this project is to encourage academic/teaching staff to consider offering blended learning courses with quality online lessons using pedagogical features of LMS Moodle such as online discussion forum and peer assessment workshop to replace one to a few lessons in the face-to-face mode of learning and teaching with the goal of enriching the learning process for deep learning.
Project Start Year: 2016, Principal Investigator(s): LIM, Cher Ping 林质彬, LEE, Chi Kin John 李子建
 
Building the Capacity of Higher Education Institutions in Asia-Pacific for Blended Learning to Enhance Student Engagement and Outcomes
The Faculty of Education and Human Development (FEHD) has been commissioned by UNESCO (Asia-Pacific) and supported by ten leading higher education institutions in the region to develop the blended learning case study book and toolkit. The case study book and toolkit will support the leaders of HEIs in Asia-Pacific to revisit and refine their strategic planning processes and plans for blended learning. More specifically, it will:
1. Develop a framework for building the capacity of HEIs for blended learning by a team of blended learning experts and leaders from selected HEIs in Asia-Pacific;
2. Incorporate case studies from the selected HEIs to demonstrate how the framework and its dimensions are operationalised; and
3. Construct a set of rubrics for HEI leaders to self-assess, reflect and plan for blended learning in their own institutions.


Project Start Year: 2015, Principal Investigator(s): LIM, Cher Ping 林质彬
 
Developing and Evaluating a Learning Analytics Platform to Support University Teachers for Pedagogical Decision-making in Fostering Reflective Engagement of Students
The project aims to develop a learning analytics platform conducive to data-oriented decision-making; to evaluate the impact of a learning analytics platform on facilitating reflective engagement of students in the learning process; and to evaluate the impact of a learning analytics platform on teachers’ pedagogical decision making. The expected outcomes include a deliverable learning analytics platform, which can help teachers gain a better understanding of students’ learning process, and identify learning issues to predict learning patterns and make corresponding pedagogical decision-making; a higher quality learning-teaching process, which will provide flexible teaching and learning environments where students can control their own learning; the platform will also segregate the learning objects into appropriate segments so as to address the needs of students with different learning styles; a higher degree of engagement in learning with reflection, which will enable students to engage in learning with reflective thinking associated with personal experience and social issues and interact with peers and teachers anytime, anywhere; and a transformation of teachers’ traditional pedagogical practices of summative assessment into formative assessment, which will enable teachers to give students assessment that corresponds to their learning performance (i.e. through statistical report on students’ responses on online quizzes) throughout the learning process. With various tasks and discussions throughout a course, apart from being able to give quality feedback to students, teachers will also have a clear understanding of what students know and do not know during the learning process instead of at the end of a unit of instruction. A deliverable learning analytics platform, pilot test reports, the establishment of a community of practice, analysis of evaluation data and guidelines on the use of the platform are the expected key deliverables of the project. The project dissemination activities include three teacher professional development programs for reporting the design and implementation of the learning analytics platform in the proposed project, two presentations for reporting the development and implementation status of the learning analytics platform and two conference presentations for disseminating the effects of a learning analytics platform on supporting university teachers for pedagogical decision-making in fostering reflective engagement of students.
Project Start Year: 2014, Principal Investigator(s): KONG, Siu Cheung 江紹祥, SONG, Yanjie 宋燕捷, POON, Kin Man 潘建文 (LIM, Cher Ping 林质彬 as Co-Investigator)
 
Policies and Initiatives Supporting ICT in Teacher Education - A Collective Case Study
Given the importance of teacher education in the use of ICT in classrooms, this project examines the policies and initiatives that support ICT in teacher education in 3 Asia-Pacific countries – China, Indonesia and Philippines. To provide an intensive and in-depth examination of these policies and initiatives that support the use of ICT to prepare teachers, both qualitative and quantitative methods will be employed in this collective case study. The methods in the multiple-strategies process include Skype interviews with policymakers, teacher educators, deans, and partners, and questionnaire survey of pre-service teachers of their ICT in education competencies. These methods will involve gathering accounts of different realities that have been constructed by various stakeholders of teacher education.
Project Start Year: 2014, Principal Investigator(s): LIM, Cher Ping 林质彬
 
The Blended & Online Learning & Teaching (BOLT) Project: Collaborative professional development for capacity building in blended and online learning and teaching in Hong Kong
Professional development for tertiary teaching in Hong Kong is conducted in many different ways. Each institute of higher education has its own approaches, provisions and requirements, and varied resources to address this issue. In most of Hong Kong’s universities resources for supporting professional development for teachers on blended and online learning are limited and ad hoc in approach, with funding for such work competing against many other priorities. To address the apparent gap in consistent professional development provision in relation to online and blended learning and teaching, this project proposes a common foundation course open to all collaborating partners, and a range of other activities through which collaborating partners will build-on and share resources in different ways.

By taking a coherent and coordinated approach to address a complex educational challenge, the project benefits staff and students of all collaborating partners. A greater range of activities can be offered than any one institution could provide alone, and all benefit from sharing varied approaches and considering different priorities and contexts. At the same time each partner is able to address their own institutional needs.

The overall aim of this project is to provide a graduated professional development support experience across all participating UGC funded institutions to facilitate the development of teachers’ skills in online and blended teaching. Coordinating this effort across institutions and conducting in a blended mode will:
a) encourage consistency and quality through good practices and broad evaluation
b) add authenticity through offering blended professional development experiences to teachers located in different institutions
c) allow the pooling of professional development staff and resources for the benefit of all.

The project involves five institutions (PolyU, HKIEd, HKBU, HKU and HKUST) who will work collaboratively towards the overall aim of the project, whilst further developing strategies and initiatives that contextualise and address their own institutional needs.

The collaboration between EDC in PolyU and academic staff in the Faculty of Education and Human Development in HKIEd provides a strong foundation for this project. It signifies the importance and synery between professional development activities in elearning, and its direction connection to learning and teaching delivered by academic staff in faculties. PolyU will provide a top-down approach through a formal professional development foundation course while HKIEd will provide a bottom-up approach via the formation of learning communities within academic faculties. Combining both these perspectives within one overall project provides valuable benefits and greater impact to advance blended learning within the sector.

Project Start Year: 2014, Principal Investigator(s): LIM, Cher Ping 林质彬, HARBUTT, Darren
 
Building a Community of Practice (CoP) to enhance student teachers' professional development in Field Experience via web technologies
Institute-wide TDG Project: The project aims to establish a Community of Practice (CoP)to enhance student teachers' professional development in Field Experience via web technologies. It also aims to further promote good practice of using mobile technology and cloud services in higher education institutions.
Project Start Year: 2014, Principal Investigator(s): LAI, Yiu Chi 黎耀志 (LIM, Cher Ping 林质彬 as Co-Investigator)
 
Developing Personal Knowledge Management Training Curriculum Guide and Resources
This project aims to develop a Personal Knowledge Management (PKM) curriculum guide and resources to teacher educators for nurturing pre-service teachers’ PKM competencies and instructional design skills.
Project Start Year: 2014, Principal Investigator(s): CHENG, Chi Keung Eric 鄭志強 (LIM, Cher Ping 林质彬 as Co-Investigator)
 
Bring Your Own Device (BYOD) for Reflective Engagement of Learners in Digital Classroom
The project aims to enhance the competency of HKIEd academic/teaching staff in promoting learners’ reflective engagement in line with HKIEd e-learning strategies. The project has the objectives to enhance the reflective engagement of learners in course learning in HKIEd; to enhance the reflective engagement of lecturers in course teaching in HKIEd; to enhance the sustainability of e-learning implementation in course learning and teaching in HKIEd; and to enhance the scalability of e-learning implementation in course learning and teaching in HKIEd.
Project Start Year: 2013, Principal Investigator(s): KONG, Siu Cheung 江紹祥, CHUNG, Wai Yee Joanne 鍾慧儀, SONG, Yanjie 宋燕捷 (LIM, Cher Ping 林质彬 as Co-Investigator)
 
Multimodal Stories for Language and Cultural Exchange
This project initiates sustainable linkages between universities and schools in Perth, Guilin and Shanghai for the purpose of advancing communication and mutual understanding between Chinese and Australian lower secondary aged students.

This is achieved through the design and implementation of a mechanism for the exchange of multimodal e-books created by school students in these three locations. Employing mobile technologies, students will exchange multimodal e-books to assist each other in learning about each other's language and culture.

Staff from The University of Western Australia, the Hong Kong Institute of Education and East China Normal University recruit two participating schools in each location. Students and teachers in each school work with academic staff to create multimodal stories using a range of technologies, including Web 2.0 and mobile technologies such as tablet computers and smartphones. Multimodal stories are based on traditional tales of the countries concerned as well as traditional tales with a modern twist, which will include images of modern settings. Stories are written and/or narrated in the two target languages - English and Mandarin Chinese.

The objectives of this project are:
1) This project initiates sustainable linkages between universities and schools in Perth, Hong Kong and Beijing for the purpose of advancing communication and mutual understanding between Chinese and Australian lower secondary aged students.
2) This project identifies enablers and barriers in setting up such linkages/programs to inform other schools and universities who may wish to set up such programs.
3) This project results in a repository of bi-lingual culturally informative e-books for schools, teachers and students participating in the project to use in the future.

Project Start Year: 2013, Principal Investigator(s): OAKLEY, Grace (LIM, Cher Ping 林质彬 as Co-Investigator)
 
Fostering a mobile learning community: The use of mobile technologies in studying subject knowledge through English in tertiary education in Hong Kong
This project intends to achieve the following objectives: 1). Identifying creative and effective use of mobile technologies in learning subject knowledge through English; 2). Investigating how such mobile learning helps to enhance students’ subject and English learning through guided self-reflection; 3). Helping students to conduct critical evaluations of their mobile learning and make strategic efforts to address weak areas in both their subject knowledge and their English; 4). Building a community of mobile learning among tertiary students and academic/teaching staff and motivating them to use mobile technologies in learning and teaching EMI (English as a Medium of Instruction) courses; 5). Discussing EMI and EAP (English for Academic Purposes) related issues and offering pedagogical suggestions on mobile learning/teaching of subject knowledge through English for both teachers and students; 6). Sustaining the community members’ interest in using mobile technologies in learning and teaching through regular sharing of members’ successful experience.

Project Start Year: 2013, Principal Investigator(s): MA, Qing 馬清 (LIM, Cher Ping 林質彬 as Co-Investigator)
 
Enhancing Student Teachers' Professional Development in Field Experience by Using Cloud Services and Mobile Technology
Institute-wide TDG Project: This project aims to adopt mobile technology and cloud services to create a convenient and efficient environment to enhance student teachers’ professional development in Field Experience. Colleagues from five departments across three faculties, the School Partnership and Field Experience Office (SPFEO) and Centre for Learning, Teaching and Technology (LTTC) will be involved in this project.
Project Start Year: 2012, Principal Investigator(s): LAI, Yiu Chi 黎耀志 (LIM, Cher Ping 林质彬 as Co-Investigator)
 
Developing a Framework of Procedural Knowledge Development for Classroom Teaching and Proposing its Application to Teacher Education
The project aims to study how exemplary teachers enact teaching in classroom, to inquire on how exemplary teachers conceptualize specific classroom situations and what are the situated cognition and action expert teachers enact in classroom. The construct of study is based upon a combination of terms in the literature which includes “knowledge-in-action” (Dewey, 1974), “practical knowledge-in-action (Van Manen, 2008), and “procedural knowledge” and “declarative knowledge” and 'situated cognition" in social cognition research (Wyer & Srull, 1994). The pilot study attempts to explore the methodology and pilot test the feasibility of the study in smaller scale. Field studies on four secondary school teachers who teach Chinese Language, English Language, Mathematics and Liberal Studies were initiated in a school. The methods of study include lesson observation, stimulated recall interview, post-lesson reflective record and survey of sample teacher and researchers. A total of thirteen classes were observed with an average of three lessons being observed for each teacher on a class in junior forms. The data analysis follows the rules of grounded theory; a protocol has been built upon multiple sources of data which has resulted to a tentative system of teaching actions in practice. The project outputs include a series of teaching episodes to demonstrate procedural knowledge of teachers. A study will be further conducted at the next stage to inform how the findings can be used in professional teacher training.
Project Start Year: 2011, Principal Investigator(s): LAM Bick Har 林碧霞 (LIM, Cher Ping 林质彬 as Co-Investigator)
 
Fostering student teachers’ learner-centred learning capacities by adopting information and communication technologies as the change agents
Fostering student teachers’ learner-centred learning capacities by adopting information and communication technologies as the change agents
Project Start Year: 2011, Principal Investigator(s): NG, Mee Wah Eugenia 吳美華 (LIM, Cher Ping 林质彬 as Team Member)
 
Information and Communication Technologies in Teacher Education: Capacity Building of Asian Teacher Education Institutions
In the face of globally rapid technological and economic developments, teacher education institutions (TEIs) in Asia are challenged to prepare teachers who are open to new ideas, open to new practices and information and communication technologies (ICT). The pre-service teacher education programs in these institutions play a crucial role in preparing such quality teachers for schools during their apprenticeship phase. In such a background, this project aims to:
(1)Examine and document good practices of integrating ICT in pre-service teacher education programs in Southeast Asia;(2)Compare the socio-cultural contexts of different TEIs; and(3)Examine the support mechanisms for ICT in teacher education in these TEIs.
The key findings of this project would inform the development and implementation of a toolkit that builds the capacity of Asian TEIs to support ICT in teacher education. This toolkit may include a conceptual framework that is made up of the strategic dimensions and their supporting resources (case studies with exemplars, videos of interviews and classroom/program activities, strategic planning templates, and course and program outlines). An online learning community may then be set up to support the use of the toolkit first among the selected TEIs and eventually, other TEIs in the eight countries and beyond.

Project Start Year: 2011, Principal Investigator(s): LIM, Cher Ping 林质彬