Empower Postgraduates: An Innovative, Inclusive Online Course to Bridge Sociology Gaps

Welcome to Sociology for Postgraduate Students is a pre-sessional online course launched by HKU’s Department of Sociology in collaboration with TALIC. It aims to empower incoming postgraduate students, especially those without prior backgrounds in sociology, by bridging their knowledge gaps. The course engages students through expert-led videos, visual storytelling, and interactive discussions and fieldwork, familiarizing them with postgraduate teaching methods and activities.

Preparing Students for Postgraduate Success

The conception of Welcome to Sociology for Postgraduate Students was driven by a key challenge identified during the programme’s development: how to ensure that students without previous degrees in sociology would be adequately prepared to succeed at the postgraduate level. Recognising the diversity of the incoming cohort, the course was designed to provide a solid foundation in sociological fundamentals within a very tight timeframe—just ten months from initial concept to launch. This initiative marks a significant step in supporting incoming students to the recently introduced Master of Social Sciences (MSocSc) Sociology programme.

Concise and Compelling Videos Stimulate Students’ Engagement

The course design team adopted a straightforward, content-focused approach. The emphasis was on clarity and accessibility–the core of the course comprises a series of simple yet engaging videos led by esteemed faculty members from the Department of Sociology. These videos introduce essential sociological concepts and theories in a manner that is both digestible and compelling.

Visual Storytelling Connects Theories to Social Realities

To enhance understanding of complex ideas, the course employs thoughtfully curated overlays, including clear text and free-to-use imagery. This storytelling approach contextualises sociological theories through real-life social phenomena, making abstract concepts more relatable and easier to grasp.

Professor Tom McDonald
Professor Tom McDonaldAssociate Professor, Department of Sociology
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“Visual storytelling helps learners connect theoretical insights to everyday social issues, fostering a deeper appreciation of the discipline.”

By completing this course, learners will acquire the knowledge, skills, and confidence necessary to thrive in their subsequent Master’s studies. The primary learning objectives are to familiarise students with key areas of sociological inquiry, impart fundamental concepts and theories, and encourage their application to real-world social phenomena.

Multi-faceted Engagement for Diverse Students Experience

Throughout the course, learners benefit from insights provided by various faculty members within the Department of Sociology. Each section is presented by different experts, offering diverse perspectives and enriching the learning experience. This multi-faceted approach exposes students to a broad spectrum of sociological thought, inspiring critical engagement and curiosity.

In addition to didactic content, the course features a variety of interactive activities designed to deepen understanding and foster active engagement. These exercises enable learners to apply theories to practical scenarios, interact with peers, and communicate with course instructors. Such engagement ensures that students are not passive recipients but active participants in their learning journey.

The launch of Welcome to Sociology for Postgraduate Students exemplifies HKU’s commitment to innovative, inclusive, and responsive teaching. It sets a precedent for how online education can be harnessed to prepare diverse student cohorts effectively, even within tight timelines and limited resources. As the programme progresses, it is hoped that this course will serve as a model for future initiatives aimed at supporting student success through creative, accessible, and impactful online learning. 

Sociology Education begins with empowering our students with innovative, inclusive and responsive pedagogies from the very start.

For Course Information:

Master of Social Sciences (MSocSc) Sociology Programme

For Course Design and EdTech Support: 

EdTech Consultation

Fostering Feedback Partnerships with Students: Theories, Cases, and Future Directions

Event Details

Date : 15 Oct 2025 (Wednesday)

Time : 4:00pm – 6:00pm (HK Time) / 9:00am – 11:00am (UK Time)

Online : Zoom

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

Facilitator : Dr. Mathilde Roger, Associate Professor, Department of Biosciences, Durham University (UK)

Register

Abstract

Feedback is a powerful lever to enhance academic performance. However, National Student Surveys consistently indicate students’ disappointment with assessment and feedback. Recent empirical studies (e.g., Agricola et al., 2019; Ducasse et al., 2023; Xu, 2018) further pinpoint teachers’ lack of confidence and capabilities in engaging students meaningfully in feedback processes.

This session will target at this issue by introducing participants to feedback partnerships whereby students and teachers share power and responsibility to co-create feedback under a psychologically safe environment. The participants will learn about the theoretical foundation and implementation protocol of feedback partnerships, and will understand the affordances and constraints of partnership development. Future directions for feedback partnerships in the Generative Artificial Intelligence (GAI) era will be discussed.

About the Speaker

Dr. Jessica To (FHEA) is a Lecturer at Teaching and Learning Innovation Centre (TALIC), The University of Hong Kong. At TALIC, she is responsible for providing teacher training for new academic staff and research postgraduates, promoting collaborative online international learning and facilitating the use of GAI in teaching, learning and assessment. Her research interests lie in assessment feedback, peer and self-assessment, and dialogic use of exemplars. Her recent project investigates the effect of feedback partnerships on student feedback literacy development. Her publications appear in Assessment & Evaluation in Higher Education, Higher Education Research & Development, and Teaching & Teacher Education, etc.

Co-host

Centre for Academic Development
Durham University (UK)

For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre

Future Readiness: Online Learning for Student Societies

To help students embrace learning outside the classroom and create a dynamic and inclusive experience, CEDARS LEAF collaborates with TALIC to transform face-to-face Student Society Orientation training into flexible, multimodal Online Learning Modules, allowing students to learn anytime, anywhere, and at their own pace.

The Courses on HKU Online Learning

With the support of TALIC, CEDARS has launched two new online courses specifically designed for Executive Committee (ExCo) members of student societies that organise student-led orientation activities to welcome new students in the summer. 

  • The first course, FIN2501 Financial Management for Student Societies, aims to shed light on the importance of financial management to student organisations, extend their knowledge and skills on good financial management practices, such as financial management principles, budgeting, operational considerations, governance, reporting standards, and funding applications, etc. The course also strengthens the student organisers’ risk control awareness through case studies, covering critical areas such as the falsification of financial records and embezzlement.
  • The second course, SEN2501 Supporting Students with Special Educational Needs (SEN) During Student-led Orientation Activities, aims to equip student leaders with the necessary knowledge and skills to effectively support participants with SEN. Key topics include identifying diverse SEN needs, utilising available university resources for support, and practical strategies for ensuring inclusivity and accessibility within all student-led activities in alignment with the HKU Equal Opportunity Policy.
Centre of Development and Resources for Students
Centre of Development and Resources for Students @hku.cedars
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“Approximately 500 students from 120 student societies are expected to enroll in both courses. This projected participation accounts for a substantial 85% of the total number of student societies, underscoring the significant reach of the training courses."

Flexible Learning at the Student’s Own Pace

Each course is designed to be completed in approximately one hour or less, and upon successful completion, students are awarded a digital certificate. Crucially, the online format provides unparalleled flexibility, allowing students to learn at their own pace and convenience—whether they choose to complete a module in a single session or in phases.

The online modules address a key challenge in student training. The courses are intended for students to complete before they organise their orientation activities in the summer. However, many students have packed summer schedules due to internships, exchange programs, or other commitments, making attendance at fixed face-to-face training sessions difficult, as our previous experience has shown. The online format offers a highly suitable alternative, providing the flexibility for students to learn anytime, anywhere, and at their own pace. This ensures they can acquire these essential skills without conflicting with their other summer engagements, a significant advantage over less flexible traditional training methods.

Disseminate Vital Training to Foster Student Leadership

Student Leaders and Incoming Students

  • University Learning: The practical application of financial management and inclusive leadership skills enhances the quality and impact of student-led activities, contributing to a more vibrant and well-rounded university experience for the entire student body. Student leaders themselves gain invaluable hands-on experience in organization and leadership.
  • Personal Growth: Engaging with these modules fosters a strong sense of responsibility, ethical awareness (from FIN2501), and empathy and inclusivity (from SEN2501). These are cornerstones of personal development, honing students’ leadership capabilities, problem-solving acumen, and interpersonal effectiveness.
  • Lifelong Learning: The principles of diligent financial management, unwavering ethical behavior, and a deep-seated understanding of and commitment to supporting diversity are highly transferable skills. These competencies are invaluable not only during their university careers but also in their future

CEDARS

Online modules empower CEDARS to disseminate vital training to a broad audience of student leaders in a more consistent and cost-effective manner. Fees incurred for venue, logistics and trainers in physical training workshops can be saved to better focus on improving the teaching content and method.

The Wider University Community 

The impact of these modules extends to the broader university community. Well-trained student leaders contribute to more responsibly governed and financially accountable student societies. Furthermore, enhanced awareness and skills in supporting students with SEN foster a more inclusive, equitable, and supportive campus culture, reflecting HKU’s commitment to equality of opportunity. This collaboration also highlights a successful synergy between CEDARS and TALIC in leveraging educational technology for student advancement.

Unified Effort in Preparing Our Students for the Future

Content Contributors

The development of the content for both the FIN2501 and SEN2501 online modules was led by the CEDARS-LEAF Student Leadership Development Programme. A notable aspect of this development process was the active involvement and valuable assistance of student leaders, ensuring the courses are practical and resonate with the student experience.

  • For FIN2501 Financial Management for Student Societies, the course content benefited from the insights of a Year 2 undergraduate student who served as the chairperson of an academic society. The Course Consultant was Professor Winnie Leung, Associate Professor of Teaching at the HKU Business School, who brought her extensive experience in financial reporting and accounting.
  • For SEN2501 Supporting Students with SEN During Student-led Orientation Activities, the development was assisted by a Year 3 undergraduate student who uses a wheelchair, bringing firsthand perspective to the module’s content. The Course Consultants were CEDARS-SEN Support and the Equal Opportunity Unit, both of which provided critical insights into supporting students with diverse needs and the importance of the Equal Opportunity Policy and relevant procedures to follow.

Course Design and Technology Support

The TALIC team supports the course design of the CEDARS-LEAF Student Leadership courses and provides technical support in disseminating the contents on HKU Online Learning via the Open edX platform. 

TALIC instructional designers collaborate with CEDARS LEAF content contributors to create multimedia and multimodal learning experiences aligned with the course learning objectives. The online course consists of flexible micro modules compiling visuals, interactive activities, videos, knowledge-check quizzes, and assessments, to foster a dynamic and inclusive learning environment. The online modules engage students in active participation and help them take control of their learning at their own pace.

New Technology to Support Student Learning Beyond the Classroom

Before the development of the two online training modules, CEDARS has previously received reports from student societies concerning financial losses stemming from improper record-keeping. Additionally, complaints have been received from students with Special Educational Needs (SEN) regarding a lack of equal opportunities to participate fully in orientation activities. Therefore, these courses directly address known challenges and are designed to proactively equip student leaders with the necessary skills and awareness.

Therefore, the online modules are anticipated to yield several significant positive impacts:

  • Enhanced Governance and Financial Stewardship: A marked improvement in the governance and financial health of student societies.
  • More Inclusive and Supportive Activities: The fostering of more inclusive, accessible, and supportive student-led activities, especially during the critical orientation period.
  • Developed Student Leadership: An elevation in the leadership skills and awareness among student leaders concerning financial diligence, ethical conduct, and the principles of inclusivity.
  • Positive Campus Environment: Contribution to a more positive, equitable, and supportive campus experience for all students.
  • Showcasing Successful Collaboration: A clear demonstration of the fruitful collaboration between CEDARS and TALIC in advancing student learning, personal growth, and leadership development through the innovative use of educational technology.

For Course Information:

CEDARS-LEAF Student Leadership Development Programme

For Course Design and EdTech Support: 

EdTech Consultation

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

Unlock the Potential of AI in Feedback Designs

The emergence of GenAI has brought a paradigm shift to various industries, in particular education. Educators and researchers are working hard to harness the power of this transformative technology and actively exploring the potential of GenAI in various aspects of teaching and learning. Dr Jessica To is one of the pioneers examining the role of GenAI in developing student feedback literacy. She investigates how GenAI could be better applied to increase students’ capability to interpret and enact feedback. Her extensive research experience in assessment feedback, peer and self-assessment, dialogic use of exemplars, and educational innovations has laid a strong foundation for exploring the role of GenAI in feedback designs. Her research works have been published in various high-impact academic journals, for instance, Assessment and Evaluation in Higher Education, Higher Education Research and Development, Teaching and Teacher Education, etc.

Practical Advice in the Age of AI

GenAI, in particular, ChatGPT is a useful tool to support student learning. It offers personalised feedback, recommends learning resources according to individual students’ progress, and encourages their seeking of academic assistance in a psychologically safe environment. It could also promote critical thinking and self-assessment skills when they are guided to compare their drafts with AI-generated materials and reflect on their own performance. Personalised feedback caters for individuals’ learning needs and empowers them to actively engage in their own learning journey. Despite the immense benefits of GenAI, Dr To emphasises that the considerable potential of GenAI may not be realised unless teachers possess the knowledge and capacity to incorporate GenAI in the curriculum. In the age of AI, it is advisable for teachers to:

  1. understand the constraints on one’s existing pedagogical context and selecting suitable GenAI tools to circumvent the limitations;
  2. learn the pedagogical use of GenAI through trial and error;
  3. participate in GenAI-related forums, workshops or seminars to exchange experience; and
  4. realise and address the ethical concerns about using GenAI.

Dr. To is committed to support HKU’s teaching fraternity in designing innovative and effective pedagogical, assessment and feedback practices, and promoting evidence-based initiatives to improve teaching and learning. She is eager to share her expertise and collaborate with academic staff in the University to strive for excellence in teaching learning and feedback practices.    

Dr. Jessica Kar Yan TO

Lecturer
Teaching and Learning Innovation Centre 

Teaching Portfolio Workshop Series

Event Details

Date : 6 Jun (Fri) & 25 Sep (Thu) 2025

Time :

  • [Workshop 1] 12:30pm – 2:00pm (HKT)
  • [Workshop 2] 12:00pm – 1:30pm (HKT)

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

Guest Speaker for Workshop 2: Ms. Tanya Kempston, PGDE Programme Director and Senior Lecturer, Academic Unit of Language and Literacy Education, Faculty of Education, HKU

Facilitator: Dr. Jannie Roed, Director, TALIC, HKU

Register Now!

Abstract

Two teaching portfolio workshops will be offered. The workshops are open to all teaching staff who are interested in finding out more about compiling teaching portfolios, which are often required for promotion, tenure application, and job applications. How to compile a portfolio for applying for the University’s Teaching Excellence Award (TEA) will be covered in the second workshop scheduled in September. You can choose to attend the workshop(s) depending on your needs. For instance, it is not necessary to attend Workshop 1 before Workshop 2.

The maximum quota for each workshop is 25 participants. Once the maximum quota is reached, you may join the waiting list via the same registration link. Rest assured, you will be contacted immediately if spots become available.

Date : 6 Jun 2025 (Fri)

Time : 12:30pm – 2:00pm (HKT)

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

Facilitator : Dr. Jannie Roed, Director, TALIC, HKU

Abstract

All academics have a curriculum vitae (CV), but few have a teaching portfolio. This workshop focuses on how to structure a teaching portfolio, what to include (e.g., reflections on professional development and leadership initiatives you have undertaken), and how to collect evidence of teaching effectiveness.

Date : 25 Sep 2025 (Thu)

Time : 12:00pm – 1:30pm (HKT)

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

Guest Speaker : Ms. Tanya Kempston, PGDE Programme Director and Senior Lecturer, Academic Unit of Language and Literacy Education, Faculty of Education, HKU

Facilitator : Dr. Jannie Roed, Director, TALIC, HKU

Abstract

This workshop focuses on the specific teaching portfolio needed to apply for one of the University’s teaching excellence awards. You will be guided through the criteria and advised on how to present your case in the most effective manner. The workshop will also cover the next steps for unsuccessful candidates.

About the Guest Speaker

Ms. Tanya Kempston is a Senior Lecturer in the Faculty of Education and Programme Director of the Postgraduate Diploma in Education (PGDE) programme in her Faculty. She has been teaching at HKU since 2008 and was awarded the University Teaching Innovation Award in 2021 and University Outstanding Teaching Award in 2018.
For information, please contact:

Ms. Canice MOK

Teaching and Learning Innovation Centre

Encouraging Self-Feedback Practices and Engagement with Feedback at the Program Level Using E-Portfolio

Event Details

Date : 9 Sep 2025 (Tuesday)

Time : 3:00pm – 4:30 pm (HK Time) / 8:00am – 9:30am (UK Time)

Online : Zoom

Speaker : Dr. Mathilde Roger, Associate Professor, Department of Biosciences, Durham University (UK)

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

Register

Abstract

Despite ongoing efforts to improve feedback practices in higher education, student engagement with feedback remains low, as reflected in the UK’s National Student Survey. This workshop introduces a digital Student Feedback Journal—an e-portfolio tool designed to help students become active receivers of feedback by recording and reflecting on feedback across their degree programs.

Participants will explore how the journal supports the Assessment for Learning (AfL) framework by promoting feedback as a continuous, program-level learning tool rather than a one-off response to individual assessments. The workshop will include hands-on activities demonstrating how students can use the journal to engage with instructor, peer, and self-generated feedback, including comparisons with AI-generated exemplars to develop internal feedback capabilities.

We will share insights from our pilot phase and discuss the full rollout now underway. Attendees will be invited to reflect on their own practices and consider how similar tools might be adapted for their contexts.

About the Speaker

Dr. Mathilde Roger is an Associate Professor at Durham University in the Department of Biosciences. Over the last few years, she has developed a special interest in students’ self-regulated learning and inclusive and accessible Teaching, Learning and Assessment. She explores strategies for authentic assessment, including the value of formative coursework, peer- and self-feedback. Mathilde is also investigating how digital tools can enhance accessibility and promote student learning. She is currently developing a student-led feedback e-journal to encourage students to engage with and reflect on feedback at the programme level.

Co-host

Centre for Academic Development
Durham University (UK)

For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre