Beyond Gaming, DISCORD for Student Learning

In today’s dynamic learning environment, effective collaboration and communication among students and faculty is crucial. Space, time, student mobility, class size, and classroom settings are prime factors to consider when conducting collaborative group activities in a traditional classroom. Integrating technology is a great way to address these factors and create an active and collaborative learning space in the modern classroom.

This blog post explores the potential of Discord, a platform initially known for gaming communities, as a powerful tool for fostering collaborative learning and discussion within higher education settings. We will examine its features and demonstrate its applicability for various academic activities, drawing on specific examples to highlight its effectiveness.

Discord: A Versatile Platform Beyond Gaming

In a recent Discord workshop, Dr. Carson Hung of TALIC introduced the functionalities of Discord that make it ideal for creating virtual learning environments for both large-scale and small-scale group activities, as well as discussions that cater to diverse learning experiences and preferences. Discord, often perceived as only a gaming platform, offers robust communicative features and versatile functionalities stemming from its capacity to create customised servers and organize channels for specific roles and purposes. Generally, a Discord server enables users to create up to 500 voice and text channels and as many as 50 different categories. These versatile capabilities offer a dynamic environment that facilitates both synchronous and asynchronous interactions (Uong et al., 2022).

Discord’s meticulous categories and channels help maintain clarity and facilitate easy navigation for students immersed in a large pool of information. For instance, the HKU Admission Office has a Discord server that answers questions from incoming and new students and helps them find information from an array of supports and services, from applying to HKU to student housing, academic support, student activities, and more.

Furthermore, Discord’s versatile communication channels and easily managed role-based permissions system provide robust support for large-scale university projects such as the GenAI Hackathon for the Social Good, which utilizes Discord to engage students across different universities in a cross-institutional collaboration project. 

Moreover, the integration of artificial intelligent apps and chatbots significantly expands Discord’s capabilities. For instance, Discord integrates the popular text-to-image generative AI bot, Midjourney, to generate images. Other chatbots, such as ChatGPT, writing, and summary assistants, can potentially provide a comprehensive learning experience in their communicative group projects.

Facilitating Collaborative Learning Activities

In the Discord Workshop, Ellen Seto of TALIC leverages the diverse functionalities of the Discord platform to engage teachers and participants to role-play two group activities. These include a synchronous small group debate and an asynchronous class discussion. Teachers quite often engage students in similar types of group activities in face-to-face format in a classroom.

Conducting synchronous group activity on the Discord server requires online platform management. Discord’s role-based permissions system enables teachers to manage and facilitate student participation through setting and assigning multiple functional roles and access specifications for students’ group work. Teachers can monitor synchronous and asynchronous activities when students post, moderate, or delete messages on Discord channels and discussion threads, encouraging a safe and inclusive learning environment.

In a synchronous group debate activity in the workshop, the participants first take a stance on whether they agree or disagree that the use of AI will diminish students’ reading and writing proficiencies and join the discussion channel on Discord that supports their stance. Customized text channels in Discord facilitate the participants engagements and interactions with their peers in a synchronous discussion, allowing them to present and share text, audio, and graphic files, and give instant feedback to peers in their designated text and voice channels. In the process, students also engage in information search, sorting, organizing, critically evaluating evidence, and correctly citing references; these are all important aspects of evidence-based learning in collaborative argumentation (Mayweg-Paus et al., 2021). A GPT chatbot is integrated into the Discord server to support real-time collaborative discourse.

Asynchronous multi-channel discussion of an essay-grading activity for peer review and feedback provides a structured environment for constructive criticism. Furthermore, the integration of a ‘Summarize’ chatbot enabled participants to recount key ideas and findings of the group and class discussions in a logical and organized manner. This can facilitate further learning and help to identify future areas of interest or exploration.

Future Potential

Discord offers a powerful and flexible environment for collaborative learning and discussion. While first-time users of a multi-channel Discord server may find it overwhelming, with proper planning and moderation, these challenges can be overcome, revealing its potential to transform the future academic experience.

Reference

  • Park, E.L., Choi, B.K. Transformation of classroom spaces: traditional versus active learning classroom in colleges. High Educ 68, 749–771 (2014). https://doi.org/10.1007/s10734-014-9742-0
  • Uong, T. G. T., Nguyen, D. K., & Nguyen, H. N. (2022). Teachers’ feedback on using Discord as an online learning platform. International Journal of TESOL & Education, 2(4), 84-104.

Ellen SETO

Senior Lecturer / Senior Instructional Designer
Teaching and Learning Innovation Centre

Unlocking the Power of Data and Analytics in Enhancing Teaching and Learning

The digital revolution has transformed our lives, providing unprecedented access to vast amounts of data. In today’s data-driven world, higher education institutions are increasingly using data analytics to improve teaching and learning experiences. This article explores how data analytics at TALIC is being leveraged to provide actionable insights to support teaching and learning strategies, quality assurance, and quality enhancement at the University of Hong Kong.

Institutional Surveys

Launched in 2008, the annual Student Learning Experience Questionnaire (SLEQ) has collected data on students’ perceptions of their learning experiences, covering aspects such as teaching and learning environments, achievement of University Educational Aims, and overall satisfaction. SLEQ data is analysed using various strategies like statistical and psychometric analyses, text mining, and data visualisation techniques, allowing Faculties, Committees, and Programme Directors to identify areas for improvement and enhance the overall learning experience. Over the past 16 years, the SLEQ has revealed an upward trajectory, indicating a growing positive learning experience among students. The Student Feedback on Teaching and Learning (SFTL) is a course feedback survey that gathers data on course and teaching effectiveness. SFTL data informs teaching and pedagogical practices for teachers and supports continuous improvement in teaching and learning. Recently, a revamp has been made to enhance the SFTL online survey and reporting system, leading to a significant increase in response rates. 

Data Analytics for Teaching and Learning

The analysis of data collected from these surveys, along with other quantitative and qualitative studies, yields actionable insights and serves as vital sources of data for assuring and enhancing teaching and learning practices in various ways. Examples of how institutional data has been utilised include annual discussions with Faculties to address issues from survey findings and facilitate teaching and learning action plan developments; tracking students’ perceived learning gains during university studies and after graduation to assess the value-addedness brought by the University Educational Aims; providing teaching and learning related performance indicators to support the identification of areas of improvement in the Teaching and Learning Strategy; examining student characteristics across diverse student populations; and incorporating survey data into institution-wide focus reviews to enhance aspects of teaching and learning, such as e-learning, experiential learning, Common Core, academic advising, and more. 

Data Analytics and Student Assessment in Higher Education

Data analytics has become a crucial component in higher education across the globe. The growing trend of data analytics emphasises the importance of harnessing data to make informed decisions and drive improvements in education. Adopting an evidence-based approach, Dr Maggie Zhao, Assistant Director at TALIC, has been leading a dedicated team that aims to uphold high standards in their data support for teaching and learning through rigorous learning analytics and meticulous research efforts. Consequently, their discoveries have been published in reputable academic journals, and their innovative developments in student assessment have been shared at distinguished international conferences and forums, including UNESCO. This exemplifies TALIC’s dedication to harnessing the power of data analytics to enhance teaching and learning experiences. 

As data analytics continues to evolve and shape the future of higher education, institutions worldwide will benefit from embracing data-driven approaches to improve their teaching and learning practices. Dr Zhao emphasises that with the ongoing evolution of technology, including artificial intelligence, the capacity for data-driven practices will expand even further. She highlights TALIC’s data and analytics initiatives, such as SLEQ and SFTL, as demonstrations of the immense potential of harnessing data to enrich student learning experiences. Dr Zhao concludes that embracing the power of data and analytics provides actionable insights into students’ learning, enabling teachers to design and implement evidence-based strategies that promote more personalised and engaging learning experiences for students, ultimately unleashing students’ full potential and nurturing future readiness.

Dr. Maggie Yue ZHAO

Assistant Director / Senior Lecturer
Teaching and Learning Innovation Centre 

Future-Ready Education: Prompt Engineering, an Emerging Competency

The rapid advancement of artificial intelligence (AI) is reshaping numerous aspects of our lives, and higher education is no exception. The generation of students entering universities today will witness more technological change than ever before. Yet, how can we help our teachers —the guides of this generation— be better prepared for this evolving landscape? To this aim, HKU TALIC presented a series of edTech and AI workshops on emerging technologies with a focus on practical strategies and resources. The workshops were created to provide teachers and the university community more options to enhance student learning, and to cultivate AI literacy and ICT skills. The first workshop held in Spring 2024 focused on the power of prompt engineering, as well as providing tactics and practical examples in AI prompting for teaching practice.

Harnessing the Power of HKU ChatGPT Service

HKU ITS provides staff and students with the ChatGPT and DALL∙E web apps (https://chatgpt.hku.hk/), which are powered by Microsoft’s Azure OpenAI services to improve teaching and learning effectiveness, productivity, and the overall educational experience, The recently released DeepSeek-R1 and DeepSeek-V3 models, as well as models like GPT-4, GPT-4o, and GPT-3.5, are all included in the ChatGPT online app.

How does the ChatGPT web application react to user input? Generally, the AI chatbot produces a response when users input a prompt. Additionally, the ChatGPT web app organizes discussion history into many “topic” groups. In contrast to more basic chatbot models, newer chatbots permit content preservation and more complex, multi-turn interactions.

Performance is important. The most recent model of the web application, GPT-4o, outperforms DeepSeek R1 and V3 in terms of output speeds. For effective classroom use, this speed performance advantage can be helpful and pertinent.

The ChatGPT app, like any AI tool, has usage limits. Users can upload files up to a maximum file size of 3 MB, and only one file can be uploaded per minute. For larger documents, educators need to strategize, perhaps splitting documents into smaller parts or prioritizing uploads.

Prompting Techniques

Prompt engineering is the art of crafting effective prompts to elicit desired outputs from AI models. Cain (2023) describes prompt engineering as a “steering mechanism” of GenAI users. A 2024 article by McKinsey & Company defines it as “the practice of designing inputs for AI tools that will produce optimal outputs.” By strategically crafting prompts, a user not only improves the relevance of the information provided by an AI model, but also enhances the productivity and satisfaction of human-AI collaboration experience as one masters effective prompting techniques.

In AI prompting workshop, Dr. Carson Hung of TALIC discussed six key strategies for effective prompt engineering.

  • Write clear instructions: Be specific and unambiguous in your instructions.
    Provide reference text: Supplement your prompt with relevant context or examples.
  • Split complex tasks: Break down large tasks into smaller, more manageable subtasks.
  • Give the model time to “think”: Allow sufficient processing time for complex tasks.
  • Use external tools: Integrate external resources/tools to enhance the AI’s capabilities.
  • Test changes systematically: Experiment and refine the prompts for optimal
    results.

Beyond these strategies, effective prompting entails various tactics. These include: providing detailed context and specific information in your prompts; adopting a persona: (i.e., a historian, a research professor); and employing delimiters (i.e., quotes, double quotes, triple quotes and tags) to structure and clarify different parts of the prompt.

  • Context Information: Including detailed context and specific information in your prompt.
  • Adopting a Persona: Instructing the AI to respond as a specific persona (e.g., a historian, a journalist).
  • Using Delimiters: Employing delimiters (e.g., quotes, tags) to structure and clarify different parts of the prompt. [Insert a slide image showcasing delimiter use here].

Integrating Prompt Engineering to Enhance Lesson Design

Prompt engineering can be integrated into the classroom to enhance the teaching and learning experience. By carefully crafting prompts, teachers can guide Al to produce tailored, relevant, and engaging content. ChatGPT is a powerful language model that can handle varied tasks from drafting, analyzing, and summarizing textual content, to translating, performing grammar checking, and more. However, to leverage Al effectively, it is important to provide clear and specific instructions detailing the context and specifics of the educational goal in crafting meaningful AI prompts.

In the prompting workshop, Ellen Seto of TALIC engaged teachers in two hands-on activities including collaboration with participants in writing an abstract for a student research paper, and preparing a summary for a grant proposal. The teachers who participated in the workshop were provided pre-designed “standardized prompts” to guide them to tailor their prompts to their own T&L context. The teachers experimented with different descriptive words, made changes to the AI persona, and applied delimiters to modify their prompts in ChatGPT based on the results they observed. They are able to evaluate whether the wordings that they applied in their prompts effectively express the intended results they desired to generate. Employing carefully crafted standard prompts supplemented with precise word definitions, roles and context descriptions as stated by Spasié and Jankovic (2023), has the potential to enhance the strategy design and lesson preparation of teachers who are working in collaboration with AI.

Challenges and Future Outlooks

ChatGPT is an evolving language model, it is not perfect and there are limitations to consider. ChatGPT’s answers are based directly on the prompt that a user provides, it is important to note that there may be potential biases based on how one phrases the prompt. It is important to fact check ChatGPT’s response because it can provide inaccurate, biased or outdated answers. In addition, the chatbot models also may not be trained with specific expert knowledge on highly specialised subjects. Hence, references and citations should always be checked for accuracy. AI Chatbot models also may not be able to provide the same level of human insight as a person on understanding cultural practices, human habits, slang and idioms etc. For those queries, human subjects are a source of more sensible answers.

AI tools such as ChatGPT, when used effectively, offer significant potential for enhancing teaching and learning. Even with the given restrictions associated with the use of artificial intelligence, effective prompt engineering gives teachers and students the ability to harness the immense potential of AI, which may elevate the learners interest and improve teaching and learning outcomes. What we are interested in learning most in the future is: How can we best enable teaching and learning through building AI-human partnerships?

Reference

Ellen SETO

Senior Lecturer / Senior Instructional Designer
Teaching and Learning Innovation Centre

Extending the Classroom: Teaching with Virtual Reality in Higher Education

Event Details

Date : 14 Apr 2025 (Mon)

Time : 12:00pm – 1:30pm

Venue : Learning Lab (RRS321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Speaker : Prof. Peter J. Cobb, Assistant Professor, School of Humanities, Faculty of Arts, HKU

Facilitator : Prof. Lillian Luk, Assistant Professor, TALIC, HKU

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Abstract

Have you been thinking about experimenting with Virtual Reality (VR) teaching in your classroom? Join us for a discussion about what we have learned from our use of VR to teach about the human past. This seminar will examine how VR can enhance student engagement, foster spatial and visual learning, and provide immersive, hands-on experiences that may be lacking in traditional teaching methods. As technology continues to advance, it is essential that we examine and discuss both the fascinating theoretical foundations and the broad practical applications of VR in the classroom.

This seminar will be guided by insights from our pedagogical research. We will discuss VR’s role in teaching archaeology, particularly how it enables students to interact with 3D reconstructions of ancient sites, improving their spatial awareness and comprehension of past physical contexts. By immersing students in digital environments, VR can replicate aspects of fieldwork, making archaeological education more accessible and inclusive. We will also present some theoretical underpinnings of VR in education, emphasizing embodied and experiential learning, as well as spatial and visual learning. VR enhances cognitive engagement by allowing students to move through virtual spaces, manipulate digital objects, and develop a deeper understanding of complex subjects.

We will touch briefly on the use of VR in education beyond archaeology. From architecture and science to engineering and medical training, VR offers a dynamic approach to learning that bridges the gap between theoretical knowledge and real-world applications. However, integrating VR into the curriculum presents several challenges, including technological barriers, costs, and accessibility concerns. We will discuss these limitations and explore potential solutions for making VR a more feasible and effective tool for educators. During the event, there will be demonstrations of VR usage in educational settings and participants will have a chance to try our VR headsets with their immersive tours.

By the end of the event, the goal is for attendees to enhance their understanding of the educational value of VR and develop practical strategies for incorporating it into their own teaching. Whether you are new to VR teaching or are already experimenting with its application, this seminar will provide a place to discuss how immersive technology can transform the ways we teach and learn. We look forward to an engaging conversation and the opportunity to collectively reimagine the future of education through VR.

About the Speaker

Prof. Peter J. Cobb is an assistant professor in the School of Humanities in the HKU Faculty of Arts who researches archaeology and digital humanities. He has conducted archaeological fieldwork in Armenia, Laos, and Turkey, focusing on the Late Bronze and Iron Ages (1600 BCE–600 CE) in the Eastern Mediterranean and Southwest Asia. As the director of the Ararat Plain Southeast Archaeological Project (APSAP), he collaborates with the Armenian Institute of Archaeology and Ethnography, applying digital methods like 3D spatial data collection and data science to analyze ancient material remains. Prof Cobb teaches courses on archaeological methods, theories, and the ancient world, including an experiential learning field school in Armenia. He also serves as Deputy Director of the BA program in Humanities and Digital Technologies at HKU.
For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre

History-Informed Professional Identity Formation in The East

Event Details

Date : 11 April 2025 (Friday)

Time : 11:00am – 12:00pm

Venue : Learning Lab (RRS 321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Speakers :

  • Dr. Zohar Lederman, Clinical Practitioner, Department of Emergency Medicine, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, HKU
  • Ms. Serena Yu, Year 4 MBBS student, Li Ka Shing Faculty of Medicine, HKU

Facilitator : Prof. Lillian Luk, Assistant Professor, TALIC, HKU

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Abstract

The recently published Lancet Commission on Medicine, Nazism, and the Holocaust recommends adopting the paradigm of history-informed professional identity in medical school curricula worldwide. It specifically laments the lack of attention of medical schools to the atrocities committed by Nazi healthcare professionals, and argues that including issues of medicine during the Holocaust will contribute, and is in fact imperative to medical professional development.

This project finds merit in the Commission’s work and conclusions, but is at the same time motivated by the Commission’s neglect of similar atrocities committed by a group of Japanese healthcare professionals in Manchuria during WWII. Unit 731 has conducted horrific experiments in hundreds of thousands un-consenting Chinese citizens and prisoners of war, and unlike their Nazi counterparts, received full immunity from, and a safe haven in the USA. Yet, this history seems to be absent from the medical curricula of medical schools across Asia, including HKU.

This project aims to amend this gap, starting from HK. This project seeks to empower medical and non-medical students to become emissaries of history-informed professional identity formation at HKU MED and HKU generally. Together with the PI and Co-Is, they will be expected to develop and implement a program to teach research ethics and professionalism initially across HKU through historical case studies such as the Nazi Experiments and the operations of Unit 731.

The project consists of an online course with short, digestible videos, (akin to reels on Instagram and shorts on YouTube) that aims to communicate key information in an appealing, relevant, and effective manner to students. Each video last 2-3 minutes an includes audiovisual materials, featuring one of more of the team members, possibly with external guests.

This project is carried for students by students. Hopefully, content from this project as well as reflection and testimonials from the team members will be incorporated into the Medical Ethics and Law (MEL) course component in the pre-clinical years of the MBBS curriculum, particularly to reflect the importance for medical students to learn about historical misalignments with research ethics, as well as the correct approach to learning about these examples to cultivate appropriate scientific behaviour among future healthcare professionals. The project eventually aims to foster active learning and encourages input from participating students, especially their reflections and feedback that reflects the process of moral development through teaching, which in turns shapes the project according to the needs of students from a peer perspective.

About the Speakers

Dr. Zohar Lederman is an emergency medicine physician with a PhD in bioethics from the National University of Singapore and formal undergraduate training in the humanities with a focus on philosophy. He is currently Clinical Practitioner in the Department of Emergency Medicine at the University of Hong Kong. Whenever not hiking or running, Zohar researches several topics in bioethics including loneliness and One Health Ethics. His work has been published in the top bioethics journals including the Journal of Medical Ethics, Bioethics, and Public Health Ethics.
Ms. Serena Yu is an MBBS IV student at the University of Hong Kong with an intercalated Masters of Science in Bioethics degree at Harvard University. While still exploring her clinical interest, she spends time in research about medical ethics education, neuroethics and medico-legal issues.
For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre

Harnessing GenAI for Teaching and Learning: Case Studies of Effective Practices

Event Details

Date : 3, 10, 16 and 25 April 2025

Time : 12:30pm – 1:45pm (HKT)

Venue : Learning Lab (RRS321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Facilitator: Dr. Jessica To, Lecturer, TALIC, HKU

Register Now!

Abstract

Following the remarkable success of the GenAI Discussion Forum Series in October 2024, TALIC will be hosting the second discussion forum series in April 2025 to continue the institutional-wide dialogue about leveraging GenAI in the classroom. Colleagues from various faculties and academic units will share their effective use of GenAI in teaching, learning and assessment, with the aim of inspiring participants to optimise their pedagogical designs and practices with suitable GenAI tools. From the sharing sessions in four consecutive weeks, participants could learn about innovative utilisation of ChatGPT, Midjourney and other GenAI tools, discipline-specific applications of AI-powered virtual reality simulation, and AI corpus. The sharing sessions will provide HKU colleagues with a platform for dissemination of good practices, knowledge exchange and network building.

Date : 3 Apr 2025 (Thu)

Time : 12:30pm – 1:45pm (HKT)

Venue : Learning Lab (RRS 321 Run Run Shaw Building, Main Campus, HKU)

Speakers :

  • Prof. Christophe Coupé, Assistant Professor & Programme Director of Bachelor of Arts in Humanities and Digital Technologies, Department of Linguistics, Faculty of Arts, HKU
  • Mr. Francisco Cevallos Barragan, Lecturer, Department of Landscape Architecture, Faculty of Architecture, HKU
  • Dr. Toby Lai, Assistant Lecturer, Faculty of Science, HKU

Facilitator : Dr. Jessica To, Lecturer, TALIC, HKU

Sharing Session 1

Can ChatGPT help me grade reflective diaries? Some initial experiments

Prof. Christophe Coupé is an Assistant Professor in the Department of Linguistics at HKU. His research and teaching revolve around the use of natural language processing (especially generative AI), machine learning and data science to study languages, animal communication and literature. He is currently the Director of the Bachelor of Arts in Humanities and Digital Technologies.

Sharing Session 2

Midjourney for developing design concepts integrating physical models

Mr. Francisco Cevallos Barragan is a Lecturer in Landscape Architecture teaching courses on history and theory and design studios for the undergraduate and graduate programmes at the Faculty of Architecture. His current focus is on applying AI-aided methods in design education to enhance reflective learning and creativity.
Sharing Session 3

Enhancing learning experiences via GenAI in Common Core courses

Dr. Toby Lai (FHEA) graduated from The Chinese University of Hong Kong and was trained as an experimental physicist at Osaka University, Japan. He joined HKU as an Assistant Lecturer in the Faculty of Science in 2022. He mainly teaches science-related Common Core courses and is interested in integrating interactive tools into classes, such as GenAI and experimental demonstrations.

Date : 10 Apr 2025 (Thu)

Time : 12:30pm – 1:45pm (HKT)

Venue : Learning Lab (RRS 321 Run Run Shaw Building, Main Campus, HKU)

Speakers :

  • Prof. Lily Zeng, Assistant Professor & Coordinator (Advance HE Fellowship Scheme (Senior Fellowship)), TALIC, HKU
  • Dr. Benney Wong, Lecturer, School of Nursing, LKS Faculty of Medicine, HKU
  • Dr. Maggie Chan, Senior Teaching Fellow, School of Nursing, PolyU
  • Dr. Carson Hung , Lecturer / E-learning Technologist, Teaching and Learning Innovation Centre, HKU
  • Prof. Dawei Wang, Assistant Professor, HKU Business School, HKU

Facilitator :

  • Dr. Jessica To, Lecturer, TALIC, HKU

Sharing Session 1

Creating H5P content with AI for adaptive learning

Prof. Lily Zeng is an Assistant Professor at Teaching and Learning Innovation Centre and Faculty of Education. She had taken on leadership roles in coordinating and delivering the key professional development programmes at HKU and spearheaded the creation of a well-received MOOC on university teaching. At TALIC, her current roles majorly include teaching in the Postgraduate Certificate programme for HKU teachers and overseeing the Senior Fellowship category within HKU AHE Fellowship Scheme. She also provides consultations on student engagement, assessment, peer review of teaching, and teaching portfolio.
Sharing Session 2

Leveraging artificial intelligence (AI)-powered virtual reality (VR) simulation to enhance nursing students’ self-efficacy and communication skill competence in clinical handover

Dr. Benney Wong is currently a lecturer at the School of Nursing. He has extensive experience in simulation-based nursing education and has been involved in various projects that utilise innovative technology to enhance nursing students’ learning. With his expertise in simulation education, he has designed multiple simulation activities that strengthen students’ critical thinking skills, effectively preparing them for clinical practicums and fostering a deeper understanding of nursing practices.
Dr. Maggie Chan is a Senior Teaching Fellow at the School of Nursing, The Hong Kong Polytechnic University. With extensive expertise in healthcare simulation, she leads innovative simulation-based education projects and curriculum development. Her work advances simulation pedagogy and evaluates simulation effectiveness in nursing education.
Dr. Carson Hung is a Lecturer / E-learning Technologist at TALIC, specialising in leveraging cutting-edge technologies such as AR/VR, AI, and games to enhance student engagement. With extensive experience in EdTech projects, he is passionate about using innovative solutions to enhance students’ learning experience.
Sharing Session 3

Teaching Insights from The “Beat-The-Bot” Interactive GenAI Exercise

Prof. Dawei Wang is an Assistant Professor at HKU Business School. He draws techniques and ideas from social psychology to study differences in human vs. machine intelligence. Trained in social psychology, Prof. Wang conducts experiments on humans and machines to evaluate their capabilities and limitations, in areas such as decision-making and creativity. His research can contribute to our understanding of the future of work and human-machine augmentation. He received his MSc and PhD from Northwestern Kellogg in Management and Organizations (MORS).

Date : 16 Apr 2025 (Wed)

Time : 12:30 pm – 1:45 pm (HKT)

Venue : Learning Lab (RRS 321 Run Run Shaw Building, Main Campus, HKU)

Speakers :

  • Dr. Lisa Cheung, Senior Lecturer, Centre for Applied English Studies, Faculty of Arts, HKU
  • Dr. Elizabeth Ka Yee Loh, Assistant Professor, Faculty of Education, HKU
  • Dr. Carson Hung, Lecturer / E-learning Technologist, Teaching and Learning Innovation Centre, HKU
  • Dr. David Villena, Assistant Lecturer, Department of Philosophy, Faculty of Arts, HKU

Facilitator : Dr. Jessica To, Lecturer, TALIC, HKU

Sharing Session 1

The secret behind CorpusChat: Discipline-specific Corpora

Dr. Lisa Cheung, Ph.D., is a Senior Lecturer at the Centre for Applied English Studies, The University of Hong Kong. She is a recipient of the University’s Outstanding Teaching Award (2022) and the Faculty of Arts’ Teaching Excellence Award (2018-19). With expertise in Corpus Linguistics, she has been actively involved in the teaching of a range of postgraduate and undergraduate English enhancement courses on academic and professional communication.
Sharing Session 2

GenAI in Education: Transforming Lesson Planning for Tomorrow’s Teachers

Prof. Elizabeth Ka Yee Loh is an Assistant Professor and the Director of Double Degree programmes at the Faculty of Education. She is also the Adjunct Professor at the Language and Literature Education Faculty, Indonesia University of Education.

Her research focuses on teaching Chinese as a first (L1) and second language (L2) to K-12 learners, with an emphasis on innovative pedagogy and GenAI. Her recent studies explore the use of GenAI in daily classroom language teaching and learning.

Prof. Loh’s research has been published in esteemed journals such as Learning and Instruction, System, Asia-Pacific Education Research, Current Psychology. She has secured funding from organisations including UGC, Language Fund of SCOLAR, the Education Bureau and the SIE Fund of the Hong Kong SAR Government, UBS Optimus Foundation etc. Dr. Loh also serves on the editorial boards of Learning and Instruction and CASLAR journals.

Funded by TSSSU@HKU in 2018, she is the co-founder and CEO of “mLang”, a registered social enterprise dedicated to providing educational technological solutions to facilitate student learning and offer equal learning opportunities to underprivileged students.

Prof. Loh teaches courses in Chinese language pedagogies for L1 and L2 students, children’s literature and creative writing, drama appreciation and teaching. She regularly conducts professional development workshops for in-service Chinese teachers preparing to work with multilingual learners locally and regionally.

Dr. Carson Hung is a Lecturer / E-learning Technologist at TALIC, specialising in leveraging cutting-edge technologies such as AR/VR, AI, and games to enhance student engagement. With extensive experience in EdTech projects, he is passionate about using innovative solutions to enhance students’ learning experience.
Sharing Session 3

GenAI and Academic Integrity: Ethical Challenges, Practical Approaches, and Responsible Strategies

Dr. David Villena is teaching Theories of Morality this term and has previously taught The Philosophy of AI and The Ethics and Philosophy of Digital Technologies. He works for the Master’s in AI, Ethics and Society at HKU and has extensive experience designing and facilitating courses on public sector ethics for civil service officials. More information about Dr. Villena is available on his website.

Date : 25 Apr 2025 (Fri)

Time : 12:30pm – 1:45pm (HKT)

Venue : Learning Lab (RRS 321 Run Run Shaw Building, Main Campus, HKU)

Speakers :

  • Dr. Vincent Tam, Principal Lecturer, Department of Electrical and Electronic Engineering, Faculty of Engineering, HKU
  • Dr. Albert Lee, Lecturer, Department of Electrical and Electronic Engineering, Faculty of Engineering, HKU
  • Dr. Johnson Chun Sing Cheung, Senior Lecturer, Department of Social Work and Social Administration, Faculty of Social Sciences, HKU
  • Ms. Cindy Liang, Learning Experience Instructor, Learning and Research Services team, HKU Libraries, HKU

Facilitator : Dr. Jessica To, Lecturer, TALIC, HKU

Sharing Session 1

A Generative-AI Chatbot enhanced by a flexible knowledge base and student engagement to enrich teaching and learning

Dr. Vincent Tam is a Principal Lecturer in the Department of Electrical and Electronic Engineering, Faculty of Engineering. He was awarded with the Faculty Best Teacher Award (2010, 2017 & 2022), Faculty Outstanding Teaching (Team) Award (2013 & 2019), and the Fellowship (FHEA) of the AdvanceHE (2019).
In 2014, Dr. Albert Lee joined the University of Hong Kong (HKU) as a Research Associate and Post-doctoral Fellow. In 2020, he became a full-time Lecturer with the Department of Electrical and Electronic Engineering. He received the Faculty Outstanding Teaching Award (Team Award) – Teaching Innovations in E-learning 2023-24.
Sharing Session 2

A Cross-Disciplinary Application of Generative Artificial Intelligence (GenAI) in Innovating Simulation-based Learning of Social Casework

Dr. Johnson Chun Sing Cheung is a Senior Lecturer at the Department of Social Work and Social Administration. He is the Consultant of the Society for Innovation and Technology in Social Work (SITSW) and keen to promote the adoption of innovation and technology in social work practice and education.
Sharing Session 3

AI Literacy for U: A New Chapter in Information Literacy at HKU Libraries

Ms. Cindy Liang is a Learning Experience Instructor of the Learning and Research Services team at HKU Libraries. She is committed to supporting students’ learning and research by exploring the use of EdTech and Generative AI. With a background in instructional design and e-learning technologies, she actively explores innovative approaches to integrate Generative AI into academic settings and collaborates with colleagues and departments to develop AI literacy initiatives.
For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre

Teaching Exchange Fellowship Scheme Seminar – Enhancing Internship Practices: Insights from Waterloo’s Work Integrated Learning Model

Event Details

Date : 28 March 2025 (Friday)

Time : 12:00pm – 1:00pm

Venue : Learning Lab (RRS 321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Speaker : Ms. Elsa Lam, Director of Experiential Learning, Faculty of Social Sciences, HKU

Discussant : Ms. Joyce Fung, Assistant Lecturer, Faculty of Social Sciences, HKU

Facilitator : Prof. Lily Zeng, Assistant Professor, TALIC, HKU

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Abstract

Work Integrated Learning (WIL) and cooperative education are vital components of contemporary higher education. Understanding successful frameworks and implementation strategies is crucial for enhancing internship programs and student learning outcomes.

In this seminar, the speakers will discuss insights from the Teaching Exchange Fellowship at the University of Waterloo. The visit includes discussions with 15 teaching staff from 11 departments and interactions with co-op students, emphasizing student preparation, employer engagement, and support for students with special needs. The key insights and potential applications of Waterloo’s successful cooperative education model, which serves over 26,000 students and 8,000 employers, will be examined to enhance internship practices at HKU’s Faculty of Social Sciences.

About the Speaker

Ms. Elsa Lam is a senior lecturer and the Director of the Experiential Learning Team at the Faculty of Social Sciences. In her role, she is responsible for creating and managing both local and non-local experiential learning opportunities, for the social innovation and global citizenship program. Her teaching research, supported by the teaching development grant, focuses on several key areas: ethical overseas community engagement, the role of community partners as co-educators, global citizenship at home, and the development of inclusive internships.

About the Discussant

Ms. Joyce Fung is an Assistant Lecturer (Experiential Learning) at the Faculty of Social Sciences. Prior to joining the team, she gained diverse experiences as a management trainee, research assistant, teaching assistant and NGO program in charge. Joyce is also the co-founder of Free Periods Hong Kong, a registered charity dedicated to addressing period poverty. Her passion for menstrual education and combating period poverty originated from her Sociology final-year capstone project at HKU. Her current responsibilities include developing career programmes, preparing students for internships, and leading global citizenship at home internship.
For information, please contact:

Ms. Canice MOK

Teaching and Learning Innovation Centre

The New Frontiers Symposium: A Two-Day event on Arts, Culture, and Heritage

Event Details

Date : 27 – 28 Mar 2025 (Thu – Fri)

Time : 6:30pm – 8:00pm

Venue :

  • Learning Lab (RRS 321 & 322 Run Run Shaw Building, Main Campus, HKU) [organized by Teaching and Learning Innovation Centre on Thursday, 27 March 2025]
  • Lecture Hall, KB730, 7/F, Knowles Building, Main Campus [organized by Master of Science in Conservation Programme on Friday, 28 March 2025]

Abstract

Join us for a two-day symposium organised by HKU’s Master of Science in Conservation Programme and the Teaching and Learning Innovation Centre (TALIC). Learn more about the transformative power of cutting-edge technologies with world-renowned experts who are reshaping the landscapes of art, culture, and heritage. Mark your calendars and be part of the conversation that is shaping the future!

Date : 27 Mar 2025 (Thu)

Time : 6:30pm – 8:00pm (HKT)

Venue : Learning Lab (RRS 321 & 322 Run Run Shaw Building, Main Campus, HKU)

Speaker : Professor Hassan Ugail, Director of the Centre for Visual Computing and Intelligent Systems at the University of Bradford

Discussants :

  • Dr. Linda Shetabi, Lecture and Director of the MSc Conversation Programme Division of Landscape Architecture, the University of Hong Kong
  • Dr. Nikolas Ettel, Adjust Assistant Professor, Division of Landscape Architecture, the University of Hong Kong
Register

Abstract

In this talk, Professor Hassan Ugail, a leading computer scientist, will explore the transformative impact of Artificial Intelligence (AI) across diverse fields. While generative intelligence has revolutionized biometrics, face recognition, and art authentication, its influence extends far beyond—reshaping healthcare, security, and forensic science. Through groundbreaking projects such as AI-driven facial recognition models, organ quality assessment for transplantation, and the use of machine learning for art authentication for cultural heritage preservation, attendees will gain valuable insights into the technological advancements, ethical challenges, and future potential of AI in these fields. This session will feature real-world case studies and interactive discussions designed for a multidisciplinary audience, offering a deeper understanding of AI’s evolving role in society.

Date : 28 Mar 2025 (Fri)

Time : 6:30pm – 8:00pm (HKT)

Venue : Lecture Hall, KB730, 7/F, Knowles Building, Main Campus, HKU

Speaker : Professor Eugene Ch’ng, School of Cultural and Creativity Editor-in-chief Presence: Virtual and Augmented Reality, MIT Press

Discussants :

  • Dr. Linda Shetabi, Lecture and Director of the MSc Conversation Programme Division of Landscape Architecture, the University of Hong Kong
  • Dr. Nikolas Ettel, Adjust Assistant Professor, Division of Landscape Architecture, the University of Hong Kong

Abstract

The metaverse, powered by XR technologies, opens new avenues for research and communication that go beyond traditional physical and digital boundaries. By bridging the physical and virtual worlds, these technologies create opportunities to overcome the limitations of physical spaces. In the Information Age, they enable transformative ways of engaging with cultural and heritage information. Contemporary society’s constant exposure to diverse realities, particularly through social media, has shaped our perception and acceptance of visual content. The emergence of Generative AI further expands these possibilities, which is especially significant for cultural heritage sites and artifacts that are often unmodifiable or difficult to access. This talk explores these ideas through real-world projects, demonstrating how reality technologies are revolutionizing the study and communication of cultural heritage across millennia.

About the Speakers

Day 1
Professor Hassan Ugail, Director of the Centre for Visual Computing and Intelligent Systems at the University of Bradford, is a distinguished computer scientist specializing in visual computing and artificial intelligence (AI). He champions the application of AI to address real-world challenges in digital health, innovative engineering, and sustainable societies. His primary research focuses on human biometrics, particularly the development of advanced AI solutions for facial recognition and analysis. Notably, his work contributed to identifying the two Russian spies involved in the Salisbury Novichok poisoning case, a major international story in 2018. In 2023, Professor Ugail was a presenter at the 199th Royal Institution Christmas Lecture, where he showcased the role of AI in facial recognition. The Royal Institution Christmas Lecture, held in London, has a storied history dating back to 1825, with Michael Faraday—known as the father of electricity—delivering the inaugural lecture.
Day 2
Professor Eugene Ch’ng is a distinguished scholar in the interdisciplinary domain of digital culture and heritage, recognized as an expert in XR technologies, and currently serves as the Editor-in-Chief of PRESENCE: Virtual and Augmented Reality at MIT Press. Professor Ch’ng has led innovative centers, including the IBM Visual and Spatial Technology Centre and the Digital Humanities Hub at the University of Birmingham (2011-2013), and he was the founding director of the NVIDIA Joint-Lab on Mixed Reality at the University of Nottingham Ningbo China from 2016 to 2023. He has published over 140 articles, including influential volumes such as Visual Heritage in the Digital Age and Visual Heritage: Digital Approaches in Heritage Science, which have significantly advanced global discourse on scientific and digital methodologies in cultural heritage, attracting funding from the UK, Europe, and China. He is named among the top 2% most-cited scientists in the world by Stanford University.

About the Discussants

Day 1 & 2
Dr. Linda Shetabi is a Lecturer and the Director of the MSc Conservation Programme at the Division of Landscape Architecture at the University of Hong Kong. Dr. Shetabi’s research interests include the role of heritage conservation in achieving the UN 2030 Agenda on Sustainable Development and its contributions to the Sustainable Development Goals (SDGs). She is the co-author of the ICOMOS (International Council on Monuments and Sites) Heritage and the Sustainable Development Goals: Policy Guidance for Heritage and Development Actors. As a member of the ICOMOS SDG Working Group, her projects include the ICOMOS SDGWG Webinar Series on heritage and the sustainable development goals, collaboration with the NGO Major Group for the UN High-Level Political Forum, and the preparation of the ICOMOS Policy Guidance Manual.
Day 1 & 2
Dr. Nikolas Ettel is an intermedia researcher and Adjunct Assistant Professor in HKU’s Division of Landscape Architecture, where he coordinates the Faculty Interdisciplinary Courses and teaches the Common Core Course 24 Frames: Communicating Ideas through Film. He is the director of Infinite Frames: Students’ Short Film Festival, an annual event at Tai Kwun, to promote dialogue and collaboration among talented students and film scholars from around the world. His Hong Kong-based studio ZweixZwei Ltd. explores the creative use of emerging technologies to innovate visual storytelling by digitising cultural heritage. The work has been exhibited at PMQ, City Gallery, the Hong Kong Pavilion for the 2021 Venice Architecture Biennale, among other venues.
For information of Day 1, please contact:

Mr. William YIEU

Teaching and Learning Innovation Centre

For information of Day 2, please contact:

Dr. Nikolas ETTEL

Adjunct Assistant Professor, Dept. of Architecture

Teaching Development Grant (TDG) for Generative AI Innovation in Teaching & Learning – Introduction with a Walk-In Clinic

Event Details

Date : 21 Mar 2025 (Fri)

Time : 1:00pm – 2:30pm

Venue : Learning Lab (RRS321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Presenter : Prof. Lillian Luk, Assistant Professor, TALIC, HKU

Technology Consultant : Dr. Carson Hung, Lecturer / E-learning Technologist, TALIC, HKU

Register
Presentation File

Abstract

This workshop will begin with a 30-minute overview of the Teaching Development Grant (TDG) scheme, which supports projects designed to enhance teaching and learning through the development or use of generative artificial intelligence (GenAI) to drive transformation in curriculum, assessment/feedback, pedagogies, and student development. Participants will be introduced to the updated application form and invited to participate in a Q&A session. The following hour will operate in a walk-in clinic format, where colleagues who are working on their application can drop by for advice and feedback.

The TDG application deadline for the April 2025 round is Thursday, April 3, 2025. If you have questions about eligibility, expectations for successful proposals, etc. or if you’re seeking collaborators, this workshop is an ideal opportunity to clarify your ideas, refine your application, and connect with fellow educators passionate about advancing teaching and learning innovation.

For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre

GenAI / EdTech for All – A Toolkit Series (Spring 2025)

Event Details

Date : 6 Feb (Thu), 13 Feb (Thu), 17 Feb (Mon), 27 Feb (Thu), 27 Mar (Thu) & 15 Apr (Tue) 2025

Time : Varies

Venue : Varies

Speakers:

  • Dr. Carson Hung, Lecturer / E-learning Technologist, TALIC, HKU
  • Ms. Ellen Seto, Senior Lecturer / Senior Instructional Designer, TALIC, HKU
Register

Abstract

Many tools offer exciting possibilities in the ever-evolving fields of GenAI and educational technology (EdTech). To help educators harness the power of these tools, we offer a series of workshops focused on the most commonly used GenAI and EdTech tools. Participants will better understand and integrate these tools into their teaching practices through these workshops. They will be provided with practical examples of their application in real-world scenarios. This is a unique opportunity to explore and leverage these tools to enhance the educational experience for both teachers and students.

Date : 6 Feb 2025 (Thu)

Time : 12:30pm – 1:45pm (HKT)

Venue : Learning Lab (RRS 321 Run Run Shaw Building, Main Campus, HKU)

Workshop coverage

  • HKU ChatGPT services features and updates
  • Prompt engineering basics
  • Usage examples in teaching and learning

Date : 13 Feb 2025 (Thu)

Time : 12:30pm – 1:30pm (HKT)

Venue : Learning Lab (RRS 321 Run Run Shaw Building, Main Campus, HKU)

Workshop coverage

This workshop aims to help participants who do not have professional knowledge create impressive videos.
  • All-in-one video editing tool with numerous features.
  • Hands-on session covering basic and intermediate video editing techniques.

Date : 17 Feb 2025 (Mon)

Time : 12:30pm – 1:30pm (HKT)

Venue : Learning Lab (RRS 321 Run Run Shaw Building, Main Campus, HKU)

Workshop coverage

This workshop is designed to assist participants in creating a talking head video featuring a customized AI Avatar using HeyGen, applicable in various scenarios.
  • Generating your AI Avatar and important considerations.
  • Producing a talking head video with your avatar.
  • Exploring the potential of the HeyGen API.

Date : 27 Feb 2025 (Thu)

Time : 12:30pm – 1:30pm (HKT)

Venue : Learning Lab (RRS 321 Run Run Shaw Building, Main Campus, HKU)

Date : 27 Mar 2025 (Thu)

Time : 12:30pm – 1:30pm (HKT)

Venue : Learning Lab (RRS 321 Run Run Shaw Building, Main Campus, HKU)

Workshop coverage

Explore the fascinating world of text-to-image generation at our workshop. Discuss the DALL·E service offered by HKU and gain insights into the fundamentals of prompt writing for creating stunning images from text.”

This workshop covers:

  1. Introduction on the DALL·E service provided by HKU
  2. Sharing on basic prompt writing on text-to-image generation

Date : 15 Apr 2025 (Tue)

Time : 12:30pm – 2:00pm (HKT)

Venue : Multi-purpose Area (MPA), 2/F, Main Library, HKU

This workshop is co-organized by HKU Libraries and TALIC.

Register

Abstract

This workshop explores the potential of developing simple online games for educational purposes using Cursor AI (https://www.cursor.com/), an advanced code generation tool. By integrating Cursor AI into the game development process, educators and developers can create interactive and engaging learning experiences more efficiently. Cursor AI’s intelligence algorithms facilitate the generation of accurate code snippets, automate repetitive tasks, and offer real-time feedback, reducing development time and minimizing errors. These capabilities allow developers to concentrate on designing educational content and gameplay mechanics. The result is an innovative approach to teaching and learning, where students can benefit from immersive, interactive, and enjoyable educational games. No coding experience is needed! However, having the foundation of basic web development familiarity (HTML, CSS, or Javascript) will help understand and implement the concepts covered.
For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre