Dr LAM Wai Man Winnie
Lecturer I, Department of Mathematics and Information Technology

Abstract
Many courses involve group project and activities, but it is not easy to motivate all students will actively contribute and collaborate with each other. Teachers usually collect the final outcome, so it is difficult to assess the group work fairly even though the workload is unevenly distributed. To solve these problems, an online evidence-based assessment system called “GMoodle” is used as a centralised platform for students to work on group activities such as discussion, sharing resources and providing feedback for each other. Detailed reports were generated for both students and teachers in real-time. Students can know their daily progress and the contribution of the other members. Whereas teachers can access the activity log of all students in the class, which could be used to assess the group work and identify free-riders. To study the effectiveness, GMoodle has been adopted by six courses in semester 1 and 2 in 2018-19.

Dr YEUNG Chi Ho Bill
Assistant Professor, Department of Science and Environmental Studies

Abstract
Learning science can seem to be boring, irrelevant to daily life, impractical, abstract and difficult. This is especially true for students who are not interested in science, for those without extensive background in science, and for those where science is not their major area of study. In this presentation, we are going to show examples in making the study of science fun for these students with diverse background, increasing their motivation in learning science and achieving science for all. Various examples will be discussed, which include interest-driven learning of science by using action movies and science fictions, constructing science in daily life examples, the implementation of STEM-like design-and-make processes in lessons, and to learn science by teaching science.

Dr TSE Choi Yeung Andy
Assistant Professor, Department of Health and Physical Education

Abstract
In this era of ‘e-learning’, Andy will show how to incorporate the ‘e-element’ not only in his teaching, but also in the assessment. Through these e-features, the students are believed to be more motivated and more engaged in classroom activities and presentations. More importantly, student can truly and deeply reflect how they have acquired motor skills when they were young, which in turns fosters their skills in their future teaching skills and parent-hood.

Dr YIP Yam Wing Stephen
Senior Lecturer II, Department of Curriculum and Instruction

Abstract
Interdisciplinary Learning is often highlighted as the ‘New Wave of the Future’ in education. Is it just a buzzword or slogan that would fade away or it has an intrinsic value in university education? EdUHK has recently launched a number of pilot courses, namely General Education Interdisciplinary Courses (GEIC) to enable students “to develop and exercise metacognitive skills for gaining deep understanding of issues of significance, making reasonable decisions and judgments about them, and knowing when/how to make plans ahead” through interdisciplinary learning. At the dawn of the GEIC pilot stage, the presentation will revisit the values and issues of interdisciplinary study in university education contexts, using the example of GEIC.

Dr MA Qing Angel
Assistant Professor, Department of Linguistics and Modern Language Studies

Abstract
Despite the efforts made by linguists and researchers, a corpus-based linguistic approach remains largely unknown to the majority of professional teaching community, particularly pre- and in-service teachers who largely rely on an intuition-based approach to solving language issues as well as developing pedagogical materials. In order to fill this gap and help teachers develop a corpus-based pedagogy, this study investigated how a group of pre-service language teachers develop their corpus literacy and corpus-based pedagogy via mobile-enhanced interactive and flipped learning. Both qualitative and quantitative data were collected and analysed, covering both the learning process and outcome. Regarding the learning process, a Likert-scale survey was used to collect student perceived effectiveness on their learning of corpus literacy and corpus-based pedagogy; focus-group interviews were conducted to probe into more in-depth qualitative perspectives. As for the learning outcome, a set of self-developed rubrics were developed to rate the quality of each group task design. The results show that this mobile-enhanced interactive and flipped learning approach is effective in providing an adequate corpus literacy for our pre-service teachers, and allows them to further develop corpus-based knowledge and skills to design appropriate learning and teaching materials.