Embracing AI-assisted VR Innovation for Public Speaking Training

In large university classes, it is quite common for students, particularly those who are naturally shy, to remain quiet and refrain from active participation. Many of these students experience anxiety when it comes to delivering speeches or presentations to a large audience, often feeling overwhelmed by the dynamic and intimidating atmosphere of the lecture hall. Despite these challenges, mastering oral communication and presentation skills is a key competency for university students today. These abilities are not only essential soft skills but are also highly sought after in the professional world, particularly for new graduates stepping into the workforce.

To help students overcome the psychological barriers linked to public speaking, particularly the anxiety of addressing a large audience, the Teaching and Learning Innovation Centre (TALIC) has partnered with the following three key language teaching sectors of HKU in creating an innovative AI-assisted virtual reality (VR) environment:

Chinese Language Enhancement Programme (CLEP) of the School of Chinese
Chinese Language Centre (CLC) of the School of Chinese
Centre for Applied English Studies (CAES)

This innovative AI-assisted virtual reality (VR) enables students to participate in self-paced practice sessions designed to refine their public speaking skills, and has garnered positive feedback from those who have experienced it.

Self-regulated Learning in an Immersive VR & Simulated Environment

Just a few years ago, the idea of students practicing public speaking independently within a virtual environment using the Oculus VR headset would have seemed improbable. Today, however, VR and AR technologies are being broadly utilized at HKU to create immersive and simulate environments for students’ self-regulated learning across various disciplines, including applications in clinical practice and beyond.

According to a May 2025 report by EDUCAUSE, advancements in technology—particularly in artificial intelligence and virtual reality—are fundamentally transforming how students engage with content. These innovations are reshaping our understanding of cognition and altering the ways in which learning is documented and valued.

Realistic Setting With Real-Time & Post-Speech AI-Powered Feedback

Within this virtual environment, students can choose from a variety of simulated settings for their practice sessions, such as a large lecture hall, a classroom, or a conference room. The audience comprises their teachers, peers, and other simulated attendees. To enhance realism and engagement, students may encounter distracting noises like background conversations, ringing phones, snoring, and other unforeseen disruptions, both technical and non-technical.

Students also have the opportunity to upload their own PowerPoint presentations into the virtual setting and practice their speech with the help of a timer. AI technology tracks their eye movements during the presentation, allowing students to review a heat map of their eye contact distribution after each session. Additionally, teachers can upload presentation rubrics into the system, and the AI-powered analysis can assist them in reviewing recorded student performances while providing timely and constructive feedback to help improve their presentation skills.

Currently, this initiative supports a range of language courses at the School of Chinese, catering to students from diverse academic backgrounds. However, the potential for expanding this self-paced virtual practice to other university courses and disciplines is significant.

Integrating AI-assisted VR technology in public speaking training is an innovative and essential intervention. By helping students reduce public speaking anxiety, they are empowered to master vital communication skills and improve their confidence in public speaking. This prepares and equips students for both academic challenges and future professional success.

Reference:

Huang, P. W., & Hwang, Y. L. (2025). The effectiveness of AI-integrated VR oral training application in reducing public speaking anxiety and interview anxiety. Computers and Education: Artificial Intelligence, 100514.
Rodero, E., & Larrea, O. (2022). Virtual reality with distractors to overcome public speaking anxiety in university students. Comunicar: Media Education Research Journal, 30(72), 85-96.
Robert, J., Muscanell, N., McCormack, M., Pelletier, K., Arnold, K., Arbino, N., Young, K., & Reeves, J. (2025). The 2025 EDUCAUSE Horizon Report | Teaching and learning edition. EDUCAUSE.

EdTech Consultation

Plan Master AI – A GPS for Lesson Design

A common challenge for pre-service teachers is the difficulty of integrating theory into practice, often resulting in discrepancies between their instructional ideas and actual classroom outcomes. Many pre-service teachers (PSTs) find themselves being “over-ambitious” setting objectives that are too difficult without providing appropriate scaffolding for their students.

“Plan Master AI acts like a “GPS for Lesson Design”: while the teacher remains the driver of the classroom, the AI provides a reliable map that flags missed turns in logic and ensures the “educational vehicle” is properly equipped to reach every student, regardless of the terrain.” Prof. Elizabeth Loh from the Faculty of Education.

Nurture Future Teachers in Lesson Planning

Effective lesson planning is the cornerstone of professional teacher training, serving as the vital bridge that connects educational theory to classroom practice. To empower PSTs with the skills and confidence needed for this complex task, Professor Elizabeth K.Y. Loh and her team at the HKU Faculty of Education, in collaboration with Dr. Carson Hung and Mr. Marco Leung from TALIC, developed “Plan Master AI (PM AI)”. This TDLEG-funded project leverages Generative AI to nurture future educators in designing their lesson plans for classroom instructions.

Support Learning Differences

Students learn best when they feel their strengths, values and needs are supported. Plan Master AI was designed specifically to cater to learning diversity, i.e., including students with special educational needs (SEN), gifted learners, and non-native Chinese speakers. Using the advanced technology of Plan Master, pre-service teachers are well guided to address and analyze the learning needs and “pain points” of their students and help them set level-appropriate objectives in their teaching.

Forging EdTech Partnership

Names (left to right):

Prof. Lillian Luk, Assistant Professor, TALIC, HKU
Prof. Ka Yee Elizabeth Loh, Assistant Professor, Language and Literacy Education, Faculty of Education, HKU
Ms. Yiling Song, EdD Student, Language and Literacy Education, Faculty of Education, HKU
Dr. Carson Hung, Lecturer / E-learning Technologist, TALIC, HKU
Mr. Marco Kwan Lok Leung, IT Staff, TALIC, HKU

The project’s success is rooted in the close collaboration between the Faculty of Education and the technical expertise of TALIC. Together, they “plugged” the AI with EDB curriculum guides, specialized course content, and assessment rubrics. This ensures that the feedback provided by the platform is not only technically sound but also aligns with professional standards and HKU’s academic expectations.

How It Works: 13 Dimensions of Rigorous Design

The PM AI platform provides a structured environment where students fill in 13 core sections of a teaching plan, ranging from student background and teaching theory to detailed procedures and assessment methods

Consistency and Alignment: The AI meticulously checks for logical alignment between teaching objectives, content, and the actual steps of the lesson.
Scaffolding and Logic: It verifies that teaching steps move from the “most basic” to the “more advanced,” ensuring students learn step-by-step.
Choice of LLMs: Students have the autonomy to choose from various high-performance models, including Llama 3.3, DeepSeek R1, Perplexity Sonar, and Grok 4, to receive different perspectives on their work.
Personalized Interaction: Beyond simple checks, the platform offers a Teaching Material Adjustment Model to help PSTs fine-tune the complexity of their content for diverse learners./li>

One critical insight from the developers is that the AI should “not be too smart”; the goal is to stimulate the PST’s thinking process and provide guidance rather than doing the work for them.

Impact: Boosting Confidence and Efficiency

The platform was rolled out to 73 pre-service teachers, and the results have been overwhelmingly positive:

63.8%: “PM AI” enhances the quality of their lesson plans
62%: ““PM AI” drives teaching innovation”

Quote: A Year 5 student shared: “PM AI is a highly helpful assistant… it guarantees that no important elements and details are overlooked,” giving them the confidence that their work is of high quality.

"PM AI is a highly helpful assistant... it guarantees that no important elements and details are overlooked," giving them the confidence that their work is of high quality.

Empower Our Future Teachers and Educators

Looking forward, the team is expanding Plan Master AI to tackle specific challenges in Classical Chinese education, which many PSTs find to be a “difficult mountain to climb. Future developments will also include multi-modal checking (such as analysing the logic of visual teaching flow diagrams) and expansion into English language teaching.

Plan Master AI is not just a tool; it is a blueprint for how AI can empower the next generation of researchers and educators at HKU.

EdTech Consultation

AIinEducation LessonPlanning TeacherTraining

Empowering Confident Clinical Communication using AI-Enhanced VR Simulation

Effective clinical handovers are vital for seamless patient care and strong teamwork in healthcare.

To build essential skills, competence and confidence, Nursing students benefit greatly from realistic, interactive practice. The AI-Enhanced Virtual Reality Simulation System in Nursing practice, co-created by the innovative team led by Dr. Maggie Chan*, Dr. Benney Wong, Mr. Abraham Wan at the School of Nursing, and Dr. Carson Hung and Mr. Ziv Tai at TALIC, were designed to prepare nursing students for professional nursing communications through cutting edge simulation technology.

Advancing Skills Through Interactive Practice

Nursing students thrive when given opportunities for hands-on, contextual learning that mirrors real clinical environments. In the simulated program, nursing instructors were created as humanoid avatars, i.e. NPCs, who interact with the nursing students in the virtual clinical environment. AI technology is integrated into the nursing instructor avatars and virtual environment to provide realistic responses and feedback much like in real life clinical handover scenarios. These virtual simulations enable nursing students to safely cultivate robust communication skills in clinical handover scenarios such as using structured frameworks including ISBAR (Identification, Situation, Background, Assessment, Recommendation), in order that these skills can be applied to their real-life counterparts.

Co-Creating AI-Enhanced VR Simulations

Names (left to right):

Mr. Wai Hin Wan, Assistant Lecturer, School of Nursing, Li Ka Shing Faculty of Medicine, HKU
Mr. Ziv Tai, TALIC, HKU
Dr. Carson Ka Shun Hung, Lecturer / E-learning Technologist, TALIC, HKU
Dr. Jannie Roed, Director, TALIC, HKU
Dr. Maggie Mee Kie Chan, Senior Lecturer, School of Nursing, PolyU
Dr. Benney Yiu Cheong Wong, Lecturer, School of Nursing, Li Ka Shing Faculty of Medicine, HKU
Mr. Pak Hin Lai, Student, School of Nursing, Li Ka Shing Faculty of Medicine, HKU
Mr. Kin Fung Chan, Student, School of Nursing, Li Ka Shing Faculty of Medicine, HKU

The project’s strength lies in its dual focus: cutting-edge technology and a thoughtful co-creation process. Strong collaboration between faculty from the School of Nursing, TALIC and artificial intelligence tools is what made the VR project a success. Realistic clinical scenarios aligned with professional standards designed by nursing educators were transformed with TALICs facilitation into an effective VR training tool, with strong feedback from students who give valuable insights on how best the tool can support their training in clinical handover.

The TALIC team transforms our ideas into effective teaching tools using VR and AI.

How It Works: Immersive Training with Real-Time Feedback

A huge dimension of the responsive and realistic nature of the VR tool is built up by AI technology. By integrating AI capabilities such as ChatGPT and Azure Speech Studio, the simulation enables fluid, unscripted conversations and real-time adaptation to individual needs.

Precisely how this AI technology is integrated comes down to specific input data and scenarios provided by nursing professionals and TALIC’s facilitation of AI technological use. The simulation immerses students in authentic clinical settings, such as a medical ward or Accident and Emergency Department (AED), tailored to their year level—Year 3 undergraduates handle simpler cases in 7 minutes, while Year 5 students tackle complex ones in 10-12 minutes. Participants are required to take care of a patient, including taking vital signs and providing nursing care according to the patient’s condition, and then deliver an ISBAR-structured clinical handover to an AI nurse afterwards. Powered by GPT-4o, the AI analyzes communication patterns, tone, and completeness in real-time, offering prompts for missing details and instant feedback. Post-session, students get an AI-generated report with scores, areas for improvement, and gamified elements like task-based points.

The AI Nurse provides instant correction on missing or unclear information, ensuring a comprehensive clinical handover.

What Do Students Say? Feedback and Confidence-Boosting

The simulation was rolled out to over 430 nursing students across HKU’s Bachelor and Master programmes, and feedback from this run has shown clear benefits to student’s clinical handover training. Pre- and post-tests show enhanced self-efficacy, while rubrics for ISBAR and qualitative responses reveal improved communication skills. Students report feeling more prepared for practicums. Qualitative feedback from nursing students also show enjoyment and positive feedback: “It was a surprisingly fun and innovative way to perform clinical simulations”

I learned a lot, especially about how to report to colleagues.

A Blueprint for Future Professional Education

This AI-enhanced VR simulation demonstrates how collaborative, technology-integrated approaches can transform professional training at HKU. Looking ahead, exciting developments such as AI-driven character animation, dynamic facial expressions, and more natural voice synthesis will create an even richer and more immersive learning environment.

*Dr. Maggie Chan is the initiator of the project and is formerly affiliated with HKU.

EdTech Consultation

AI enhanced VR Simulation AI in Healthcare Clinical Simulation Virtual Reality

AI is Transforming Education Design

The landscape of educational technology is fast evolving in the age of Artificial Intelligence, invigorating the emergent trend of human-AI collaboration in instructional design. The human-AI collaborative approach leverages AI’s capabilities to supplement instructor productivity and creativity, transforming how teachers and instructional designers create and curate contents in the intelligent immersive learning environment.

Artificial intelligence is well suited to address teachers’ diverse needs by supporting individual students’ learning progress, delivering timely feedback on students’ work, gaining insights from student analytics to enhance interactivity, as well as generating content tailored to specific learning contexts and scenarios to improve students’ learning experiences (Wen et al., 2025).

AI breathes life into history learning

In a recent HKU massive open online course for global learners titled “The Evolution of Civilization”, teachers and instructional designers partnered with AI to develop context-aware content that engages students on multiple levels. For instance, by reconstructing historical scenes and events from over 2000 years ago to the present day, students may feel a deeper imagination and immersion in the historical course material. This capability allows educators to bring history to life, making it more relatable and memorable for learners. The use of AI aids in crafting and fleshing out real-life scenarios, such as simulating the ancient food sources of tribal communities, to provide students with a palpable connection to past civilisations.

Visualization enhances understanding of abstract concepts

Additionally, AI-driven animation can illustrate complex and abstract concepts, enabling better visualization and comprehension. For example, an animated image leveraging AI technology can clearly depict an abstract market concept illustrating key concepts of how urban density deepens and widens markets by increasing accessibility and city flow, consequently bringing in more skilled people and specialized goods.

Visual coherence made simple

AI is also a useful assistant in developing consistent imagery for flow diagrams and feedback loops, ensuring visual coherence throughout the course. This not only streamlines the instructional design process but also enhances the overall learning experience by providing clear and visually appealing course materials. By integrating AI into course design, teachers can more effectively tailor content to meet diverse learning requirements and support more personalised student learning experiences.

Efficiency matters

Harnessing the potential of Human-AI collaboration through advanced AI models and prompts revolutionizes the creative process for teachers and instructional designers, unleashes boundless possibilities for generating context-aware material. In the MOOC production workflow, this partnership enables the generation of high-quality, context-specific multimedia content, reducing production time by over 60%. The utilization of AI alleviates the burdens of traditional workflows, which often demand extensive manual illustration and sourcing of stock images. Embracing AI as a collaborative partner streamlines the education design process and empowers teachers to focus on creativity and students’ experiences.

The Evolution of Civilization is a free massive open online course for global learners compiling hundred minutes of high quality videos divided into four themes—Homo Sapiens in Training, Breakout!, Success?, and Change and the Future…—each with an interactive game.

> Learn more

Reference:

Huang, P. W., & Hwang, Y. L. (2025). The effectiveness of AI-integrated VR oral training application in reducing public speaking anxiety and interview anxiety. Computers and Education: Artificial Intelligence, 100514.
Rodero, E., & Larrea, O. (2022). Virtual reality with distractors to overcome public speaking anxiety in university students. Comunicar: Media Education Research Journal, 30(72), 85-96.
Robert, J., Muscanell, N., McCormack, M., Pelletier, K., Arnold, K., Arbino, N., Young, K., & Reeves, J. (2025). The 2025 EDUCAUSE Horizon Report | Teaching and learning edition. EDUCAUSE.

MOOC Development at HKU

EdTech Consultation

AI Transparency Statement: The author(s) used [ChatGPT, DELL-E3, Kling2.5] during the preparation of this work to produce multimedia learning materials in course development. After utilising the tool/service, the author(s) thoroughly reviewed and edited the content as necessary and assumed full responsibility for the publication’s content.

Context-aware Contents Human-AI Collaborative Workflow Intelligent Immersive Learning Environment

Harnessing AI for Teaching and Learning Excellence at HKU

Harnessing AI for
Teaching and Learning Excellence at HKU

AI & EdTech Series AI Literacy Assessment Ethical Use of AI Pedagogical Design

Immersive Academic English Learning for Year 1 Students on CAES1001 VR Platform

HKU’s CAES1001 virtual reality (VR) platform offers interactive learning by seamlessly connecting CAES, HKUL, and TALIC materials to engage students in self-learning and build academic literacies through digital innovation.

Interactive learning on a VR platform to familiarize new students with CAES resources

CAES1001, a first-year Academic English course, is working with the University of HongKong Libraries (HKUL) and the Teaching and Learning Innovation Centre (TALIC) to launch a virtual reality (VR) self-learning platform. This innovative project aims to enhance learning for first-year undergraduates by offering engaging and interactive experiences. Through the platform, students can develop essential skills such as writing, speaking, digital, visual, and AI literacy, with resources tailored to HKU’s diverse student community.

Touring six iconic landmarks to foster six key literacies

The VR platform guides students through six iconic HKU landmarks, each featuring a vital literacy area. At the CAES Office, students explore CAES1001 as a toolkit for developing academic literacy, including needs analysis activities to identify personal learning goals. In the Classroom, they discover AI-powered visual content tools and visit the VR Lab, developed with CLEP, to rehearse presentations and receive instant feedback. The Chi Wah Learning Commons emphasizes responsible AI use through reflective activities on ethical applications. The Examination Hall supports writing literacy with guidance on academic writing and citations. HKU Libraries (HKUL) serve as a virtual resource hub, helping students navigate library facilities and upcoming workshops. Finally, University Street connects core academic skills with interdisciplinary learning, encouraging students to reflect on and integrate their literacies across contexts.

1. CAES Office

Students are introduced to CAES1001 as a toolkit for developing academic literacy. Through a needs analysis activity, students identify their learning needs and choose resources for personal development.

2. Classroom

In this area, students learn about AI-powered tools for visual content creation and features a VR Lab developed with the Chinese Language Enhancement Programme (CLEP). Students can visit the lab to rehearse presentations and receive instant feedback.

3. Chi Wah Learning Common

This area engages students in reflective activities to explore responsible AI application in academic settings, examining real-life scenarios that show both benefits and challenges.

4. Examination Hall

This virtual space supports writing literacy by providing guidance on academic writing and effective citation management.

5. Hong Kong University Libraries (HKUL)

The virtual HKUL helps students navigate library resources and informs them about upcoming training workshops.

6. University Street

This landmark bridges core academic skills and Common Core Courses. Students reflect on their learning, connecting foundational literacies to broader interdisciplinary contexts.

Empowering student success with engaging VR resources

The CAES1001 VR platform is an engaging learning environment featuring interactive quizzes, reflective activities, and impactful learning videos. It seamlessly integrates comprehensive resources from CAES, HKUL and TALIC, giving students access to the latest materials and support. This platform exemplifies HKU’s commitment to preparing students for academic excellence in a rapidly changing world. By merging digital innovation with foundational literacy, this collaborative initiative ushers in a new era in higher education, empowering first-year students to thrive from the start.

Immersive virtual reality design is employed in various student-centered activities at HKU to enhance interactive learning and help students take ownership of their learning.

Dr. Alice YAU

Programme Coordinator of
CAES1001 Academic Communication in English (ACE)
Centre for Applied English Studies (CAES)

EdTech Consultation

HKUL Learning and Research Services

Immersive Experience Self-paced Virtual Reality

Examples of How Colleagues at HKU Integrate AI and Manage Associated Risks

In the 2024 to 2025 academic year, many HKU teachers have integrated some form of generative AI technology and learning activities in their classrooms. On the one hand, teachers are proactively exploring ways to harness the benefits of GenAI technology; on the other hand, teachers seek ways to manage the ethical challenges the technology presents.

AI Ethics Video Series

TALIC invited colleagues in the T&L community to share and show examples of how they integrate AI technology and manage associated risks in a series of videos.

Fostering an Ethical and Critical Mind for AI in Higher Education

Brian Tang, Executive Director of the LITE Lab (Law, Innovation, Technology, and Entrepreneurship) at HKU Law School, emphasizes appropriately incorporating AI into coursework and teaching students the “intentional use of AI as a learning companion” to augment critical thinking and problem-solving skills. Brian says he incorporates diverse assessment methods such as reflections, verbal presentations, and peer evaluations, moving beyond traditional essays that AI can easily generate. Addressing the concerns that AI enables students to generate written work too quickly and effortlessly, and the increasing pressure students face from peers using AI undetected, Brian recommends that teachers focus on a mindset shift to encourage students of the benefits of exercising their “mental muscles”.

"We should instill the ‘Student Gym of the Mind’ concept. Students cheat themselves by over-reliance and cognitive tasks through inappropriate use of AI."

Building the Grey Line: Guiding Ethical AI Use in the Classroom

Professor Cecilia Chan of the Teaching and Learning Innovation Centre (TALIC) addresses a new kind of academic dishonesty known as “AI-giarism,” which generally refers to using AI to create content without crediting original human or AI sources. She emphasizes that a ‘grey line’—a ’morality gap’—exists, where students and educators interpret AI ethics differently. Cecilia advocates for transparency of use, urging students to declare AI use just as they would human sources and encouraging open discussions in classrooms. Cecilia stresses the importance of guiding students on responsible AI use rather than just policing it.

“Ethics isn’t just about cheating or not cheating. It’s about intention, impact, and accountability. It’s about fairness. It’s about learning.”

Reimagining Assessments in the Age of AI

To help students use AI responsibly, Dr. Tai Chun John Fung, Sr. Lecturer of the School of Nursing, recommends some practical measures, including requiring students to disclose AI use in their work submitted for assessments. John and his colleagues also integrate AI literacy modules into their disciplinary teaching to help students embrace AI, familiarizing them with authorized AI use, and reminding the students of AI’s limitations, such as hallucinations and bias.

John sees the use of AI as an opportunity to innovate and focus on higher-order skills, including empathy, creativity, and critical thinking, rather than a “shortcut” to request that AI complete written assignments.

“We should think deeply and creatively about how to adapt our assessments for this new era.”

AI-Resistant Assignments and Human-Centered Learning Tasks

Nicole Lau, a teacher from the Department of Psychiatry at SClinMed, shares that she designs “AI-resistant assignments” that focus on human-related tasks intended to resist automation. Her assignments may include concept maps, reflective journals, and peer interviews, emphasizing human-centered tasks that draw on students’ own lived experiences. Nicole underscores the importance of embedding clear policies and stresses the need to integrate these policies into the learning process.

“When students understand the rules and the reasons behind them, they're more likely to see themselves as active partners in ethical learning.”

Going forward, how would you define and uphold ethical boundaries in a way that harnesses technological advancement and safeguards academic integrity?

Share your story with us:

EdTech Sharing

Reference:

Awadallah Alkouk, W., & Khlaif, Z. N. (2024, December). AI-resistant assessments in higher education: practical insights from faculty training workshops. In Frontiers in education (Vol. 9, p. 1499495). Frontiers Media SA.
Chan, C. K. Y. (2024). Students’ perceptions of ‘AI-giarism’: Investigating changes in understandings of academic misconduct. Education and Information Technologies, 1-22.
Khlaif, Z. N., Hamamra, B., & Hussein, E. T. (2025). AI Paradox in Higher Education: Understanding Over-Reliance, Its Impact, and Sustainable Integration.
Overono, A. L., & Ditta, A. S. (2025). The use of AI disclosure statements in teaching: developing skills for psychologists of the future. Teaching of Psychology, 52(3), 273-278.

AI Ethics Assessment Plagiarism

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.

“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

Online Learning Postgraduate Programme Sociology

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.

“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.

At HKU, online learning modules and the flipped classroom approach are widely used in on-campus teaching to enrich students’ learning experiences beyond traditional face-to-face instruction. Online learning employs a student-centered design that engages students through multimodal experiences, fostering active participation and encouraging them to take ownership of their learning.

For Course Information:

CEDARS-LEAF Student Leadership Development Programme

For Course Design and EdTech Support:

EdTech Consultation

Flexible Learning Multimodal Online Learning Self-paced

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

Collaborative Learning and Discussion Discord Server Multiple Channels and Threads Synchronous and Asynchronous Collaborative Learning

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.

Dr. Jessica TO “It is imperative for academic staff to know how to integrate GenAI into productive feedback designs. “

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:

understand the constraints on one’s existing pedagogical context and selecting suitable GenAI tools to circumvent the limitations;
learn the pedagogical use of GenAI through trial and error;
participate in GenAI-related forums, workshops or seminars to exchange experience; and
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

Consultation

Here is the Evidence

Event Details

Date : 19 Feb, 19 Mar, 2 Apr & 17 Apr 2025
Time : 1:00pm – 2:00pm
Venue: Zoom
Speaker: Prof. Luke Fryer, Assistant Director / Associate Professor, TALIC, HKU

Abstract

This Seminar Series will present the current evidence for both popular and lesser known (but important) areas of teaching and learning in higher education. Each seminar will have three components:

A short overview of the topic
Evidence for/against its implementation in university courses – drawing chiefly on current reviews and meta/meta-meta-analyses
Straight forward suggestions for instruction

The seminars will conclude with a brief discussion focusing on attendee’s experiences and questions.

[19 Feb 2025] Seminar 1 - Introduction to and directions based on Cognitive Load

Date : 19 Feb 2025 (Wed)
Time : 1:00pm – 2:00pm
Venue : Zoom

Abstract

Cognitive Load Theory describes how our cognitive architecture mediates learning. Based on a considerable body of experimental research, several straight-forward implications for instruction are well established and stand ready for integration into HKU courses. This seminar will introduce the theory, its essential instructional implications, and practical suggestions for application.

[19 Mar 2025] Seminar 2 - Flipped Learning, Recorded Lecture and Videos as instruction strategies/tools

Date : 19 Mar 2025 (Wed)
Time : 1:00pm – 2:00pm
Venue : Zoom

Abstract

Flipped learning is a popular but poorly understood instructional strategy pervading higher education internationally. Recorded lectures are a contentious addition to almost any course. Videos are a powerful learning resource in specific learning situations. This seminar will introduce evidence for and against each of these strategies/tools and invite discussion regarding current uses here at HKU going forward.

[2 Apr 2025] Seminar 3 - Learning Styles, Preferences and Strategies: Instruction that address differences and similarities amongst students

Date : 2 Apr 2025 (Wed)
Time : 1:00pm – 2:00pm
Venue : Zoom

Abstract

Despite decades of repudiation from international experts, learning styles (and the match hypothesis: e.g., matching learners to a supposed disposition or preference such as auditory, visual and kinesthetic styles of learning) are still popular across levels of education and national borders. This seminar will start by clarifying the difference between the commonly conflated styles, preferences, and strategies. Then, reflecting recent reviews in this area, the longstanding evidence demonstrating why teaching to this perceived individual difference is not a good investment will be reviewed. Other high impact aspects of the student learning experience will be highlighted for interested instructors.

[17 Apr 2025] Seminar 4 - Chatbots and student motivation: Instruction for reflective use

Date : 17 Apr 2025 (Thu)

Time : 1:00pm – 2:00pm

Venue : Zoom

Speakers :

Dr. Weijiao Huang, Postdoctoral Fellow, TALIC, HKU
Prof. Luke Fryer, Assistant Director / Associate Professor, TALIC, HKU

Abstract

Chatbots are increasingly being used in higher education and potentially change the way students access and engage with learning materials. These tools fulfill important pedagogical roles by providing students with personalised content and real-time feedback. Recognising the growing presence of chatbots, including generative AI, and their natural influence on student learning, there is an urgent need to understand their impact on student motivation, which influences how and why students engage with learning materials.

This seminar will start by distinguishing between student (short-term) engagement and (long-term developmental) motivation in the context of chatbot-supported learning. It will then review current evidence, focusing on the underlying theoretical frameworks, the impact on student learning outcomes and motivational dimensions, and the characteristics of chatbot design. Practical suggestions for the reflective use of chatbots will be discussed.

For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre

Cognitive Load Flipped Learning Learning Styles

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

Data Analytics SFTL SLEQ

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

Cain, W. (2023). Prompting change: Exploring prompt engineering in large language model Al and its potential to trans- form education. TechTrends. https://doi.org/10.1007/s11528-023-00896-0
Lee, D., & Palmer, E. (2025). Prompt engineering in higher education: a systematic review to help inform curricula. International Journal of Educational Technology in Higher Education, 22(1), 7.
Susnjak, T. (2023). Beyond predictive learning analytics modelling and onto explainable artificial intelligence with prescriptive analytics and ChatGPT. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-023-00336-3
McKinsey & Company (2024, March 22). What is prompt engineering? https://www.mckinsey.com/featured-insights/mckinsey-%20explainers/what-is-prompt-engineering#/

Ellen SETO

Senior Lecturer / Senior Instructional Designer
Teaching and Learning Innovation Centre

AI Prompting Techniques HKU ChatGPT Service Prompt Engineering

The 8th HKU Teaching and Learning Festival 2025

Experiential Learning Student-Teacher Collaboration Virtual Reality

Hands-on Training and Overview of Gradescope, an AI-assisted Grading Tool

Event Details

Date : 12 February 2025 (Wednesday)
Time : 10:00am – 11:30am
Venue : Learning Lab (RRS 321, 3/F, Run Run Shaw Building, Main Campus, HKU)
On-line Speakers:

Lyn Riverstone, Senior Solutions Engineer, Gradescope
Callan Rose, Senior Onboarding Consultant, Gradescope

On-Site Facilitators :

Dr. Law Ka Ho, Lecturer, Department of Mathematics, Faculty of Science, HKU
Dr. Vindya Bhat, Demonstrator, Department of Mathematics, Faculty of Science, HKU
Dr. Marian Choy, Lecturer, Department of Mechanical Engineering, Faculty of Engineering, HKU

Abstract

Gradescope is an AI-assisted grading platform that can cut grading time by up to 80%. Do you want to give personalized feedback to your students in a fraction of the time you currently spend grading assignments and exams? Would you like to use analytics on assessments to inform your students’ learning and your teaching? Register for this workshop to learn more and participate in the Gradescope pilot at HKU.

In this workshop, Gradescope will give a high-level demo of their product’s features as well as a hands-on training to use the tool’s features. These features include customizable rubrics, answer groups, bulk and shared grading, and submission and feedback management. Participants should bring a laptop to the workshop and may signup for a Gradescope account in advance with their HKU email address at www.gradescope.com.

With funding from the Faculty of Science, Gradescope is currently accessible to teachers across all faculties at HKU. Gradescope can support multiple choice, fill-in-the-blank, and free-response type questions. STEM departments and any department that uses bubble sheet assessments are encouraged to try it. Gradescope is integrated with Moodle to allow for ease in roster and gradebook syncing.

About the speakers

Lyn Riverstone has been a Senior Solutions Engineer at Turnitin for the past four years. Before joining Turnitin, she taught mathematics for over 20 years and used Gradescope in her own teaching. She also worked as an instructional technologist on her university’s academic technology team for three years, where she supported educators in their use of Gradescope.

Callan Rose has been a Senior Onboarding Consultant at Turnitin for two years, specialising in supporting educators and institutions across the Asia Pacific region. Before joining Turnitin, he spent a decade at a leading Australian university, where he held various roles focused on instructional design, educational technology, and staff development.

For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre

AI AI & EdTech Series Gradescope

HKU Teaching and Learning Fellow Sharing Seminar

Event Details

Date : 15 January 2025 (Wednesday)
Time : 12:30pm – 2:00pm
Venue : Learning Lab (RRS 321, 3/F, Run Run Shaw Building, Main Campus, HKU)
Speakers :

Dr. Vincent Tam, Principal Lecturer, Department of Electrical and Electronic Engineering, Faculty of Engineering
Ms. Nicole J. Tavares, Senior Lecturer, Academic Unit of Language and Literacy Education, Faculty of Education
Dr. Dana Vackova, Principal Lecturer, School of Public Health, Li Ka Shing Faculty of Medicine
Dr. Jian Yang, Principal Lecturer, School of Biochemical Sciences, Li Ka Shing Faculty of Medicine

Facilitator : Dr. Jannie Roed, Director, TALIC

Abstract

Under the aegis of the University Grant’s Committee’s (UGC) Virtual Teaching and Learning (VTL) initiative, the Teaching and Learning Innovation Centre (TALIC) in collaboration with Faculty Associate Deans (Teaching and Learning) and the Director of the Common Core have been launching the HKU Teaching and Learning Fellows programme. In this seminar, four HKU Teaching and Learning Fellows will share the work carried out in the faculty as a result of the secondment to TALIC.

About the speakers

Dr. Vincent Tam is a Principal Lecturer in the Department of Electrical and Electronic Engineering, Faculty of Engineering. He teaches a General Engineering course as well as core/elective courses in Computer Engineering.

Vincent was awarded with the Faculty Best Teacher Award (2010), Faculty Outstanding Teaching (Team) Award (2013), Faculty Outstanding Teaching (Individual) Award (2017), the Faculty Outstanding Teaching (Team) Award (2019) in HKU. In addition, he was awarded with the Fellowship (FHEA) of the AdvanceHE (formerly as the Higher Education Academy) in 2019, and has been serving as both the mentor and reviewer for the HKU Advance HE Fellowship Scheme since 2020.

His research interests include artificial intelligence, e-learning, learning analytics, mobile computing, and information visualization.

Ms. Nicole Tavares (FHEA) is Senior Lecturer in the academic unit of Language and Literacy Education at the Faculty of Education. She teaches on BA&BEd, PGDE, MEd and MA programmes, specialising in English language teaching (ELT) methodology and Content and Language Integrated Learning (CLIL). She is currently MA(TESOL) Programme Director.

Nicole has published on COIL, online teaching and learning, 21st-century skills, using educational technologies to promote teacher development, good ELT and CLIL practices, and Interactive Assessment.

Nicole has received multiple teaching awards, notably the HKU Teaching Innovation Award (2020), her Faculty’s Emergency Remote Teaching Award (2020), and HKU Outstanding Teaching Award (2015). She is keen on experimenting with innovative pedagogies and is acknowledged for her creative design of collaborative activities that maximise student voice. She enjoys professional dialogues with educators on how research informs practice and has initiated several professional development activities within her Faculty and beyond.

Dr. Dana Vackova, MD, MBA, FHKAM, FHKCCM, SFHEA is a Principal Lecturer at the School of Public Health (SPH) in the LKS Faculty of Medicine of the University of Hong Kong (HKUMed). She is a coordinator of the HKUMed’s MBBS Enrichment Year (EY) Humanitarian Services, member of the EY committee, BIMHSE Taskforce for Inter-professional education and a member of the HKUMed Clinical Curriculum Reform committee. She is responsible for coordinating SPH undergraduate courses, planning and developing the MBBS curriculum, and managing SPH MBBS courses and Interprofessional Education (IPE). She developed MBBS courses such as interdisciplinary HRP, Occupational Medicine, Challenges in Health Care Management and online Induction course for EY students.

Dr. Vackova received grants for medical education research and presented her research results at the international medical education conferences. She is an author of many cases for MBBS Problem-Based Learning (PBL) and case studies for MBBS students.

Dr. Vackova is a Fellow of the Hong Kong College of Community Medicine, HKAM (Community Medicine) and a Senior Fellow of the Higher Education Academy.

Dr. Jian Yang graduated from Peking University Health Science Center and went on to pursue a PhD in neuroscience at University of Bristol. He joined the Department of Anatomy, the University of Hong Kong after graduation in 2007, and has devoted his passion to anatomy and histology education since 2012. He is now a Principal Lecturer in the School of Biomedical Sciences, lead in anatomy education, Coordinator of HKU Body Donation Programme, Deputy Director of Education Technology, LKS Faculty of Medicine, HKU, and Vice Chairman of Research and Development Subcommittee, Jockey Club Institute for Medical Education and Development.

He dedicates his effort to converting instructional anatomy and histology classes into indispensable active-learning experiences. His research focuses on integrating digital/mobile technology to enhance active learning in anatomy and histology labs. He is now leading the Virtual Reality Anatomy Lab and the TechMezz learning space. The current projects include creating digital active learning and peer learning platform and integrating VR-enriched tasks (VRETs) into gross anatomy classroom.

For information, please contact:

Ms. Canice MOK

Teaching and Learning Innovation Centre

HKU Teaching and Learning Fellows

Exploring Motivation and Learning Strategies for Student Success

Professor Fryer, a researcher and educator, has dedicated his career to exploring the realms of motivation to learn, learning strategies, and educational technology. With over 20 years of experience in education, Professor Fryer’s research projects aim to bridge these areas, uncovering meaningful synergies, exploring the role of artificial intelligence (AI) as a learning partner and investigating how students process and integrate new knowledge. His work has both theoretical and practical implications, shedding light on student persistence, deep versus surface processing, and the integration of technology in educational settings.

Exploring the Intersection

Throughout his academic journey, Professor Fryer has delved into various themes that have shaped his research trajectory. Two enduring themes that have captivated his interest are the potential of AI as a learning partner and the limited understanding of how students process and integrate new knowledge. His early exploration in 2006, investigating students’ engagement and benefits in AI learning partners, laid the foundation for subsequent studies that examined the value of chatbots in education. With the rise of GenAI, Professor Fryer’s recent work has focused on reviews and theoretical contributions, while also spearheading large-scale research projects centered on GenAI tutors.

Probing Learning Strategies

Professor Fryer’s fascination with learning strategies emerged from his keen interest in deep versus surface processing, inspired by the Student Approaches to Learning literature. Dissatisfied with the field’s poor conceptualisation and measurement, he sought better approaches, drawing upon Patricia Alexander’s Models of Domain Learning. Collaborating with distinguished researchers such as Professor Jan Vermunt and Professor Daniel Dinsmore, Professor Fryer has published theoretical papers that harmonise these models, aiming to extract the best from both. By bridging these theoretical frameworks, his work contributes to a deeper understanding of effective learning strategies.

Unravelling Student Persistence

At the heart of Professor Fryer’s current research lies a focus on student persistence. Recognising the multitude of factors that influence this crucial aspect of education, he strives to identify those that explain the majority of variance in student persistence while being grounded in robust learning theories. Drawing upon the Four Phase Model of Interest, Social Cognitive Theory, the Model of Domain Learning, and the role of prior knowledge, Professor Fryer has undertaken empirical, large-scale studies exploring middle school students’ motivations to learn math native and foreign language. His research sheds light on the reciprocal relationship between interest, self-efficacy, self-concept, utility value, and knowledge. His work has emphasised the essential connection between student interest and self-efficacy, and how specific, often social, tasks drive interest in learning.

Leadership and International Collaboration

Collaborating with colleagues at HKU and in Japan, he has been involved in the development of software for formative testing, classroom feedback, and reading skills development. Under his supervision, Dr Alex Shum’s PhD research has explored how students can be supported in establishing and maintaining learning goals using the GEAR platform. Professor Fryer’s work in this area also includes knowledge exchange efforts, collaborating with primary schools in Japan to integrate the software into their classrooms.

In addition to leading research projects and initiatives within his field, Professor Fryer actively supports research postgraduate students in the Faculty of Education, HKU through the development of the “Starter Research Seminar Series.” This series equips research postgraduate students with essential research skills, setting them on the path to independent mastery. Professor Fryer’s leadership extends to regional and international projects. He is seeking to enhance quality assurance in Asia Pacific universities and address camp-ism in educational research. He fosters collaboration and integration among scholars from various backgrounds and recently edited a special issue in Educational Psychology Review on the topic “Hybridising our Educational Psychology Theories”, to be published in Spring 2024.

Recognised as a Top Producing Early Career Scholar

Professor Fryer’s contributions to the field have garnered recognition. He has been cited as a top producing early career scholar in educational psychology journals from 2015 to 2021 (Rank #19) and was included in the top 2% of cited researchers across all fields of study in the World’s Top 2% Scientists published by Stanford University. His research journey has positioned him as a pioneering figure in the domains of motivation to learn, learning strategies, and educational technology. His commitment to uncovering meaningful synergies, harnessing the potential of AI, and understanding student persistence has led to significant contributions to the field.

Prof. Luke Kutszik FRYER

Assistant Director / Associate Professor
Teaching and Learning Innovation Centre

Consultation Research Training

Transforming Ideas into Impact – Collaborate, Co-create and Contribute

The Teaching and Learning Innovation Centre (TALIC) is a unit dedicated to supporting teachers in various teaching and learning (T&L) activities in the University. Being a key member of Innovation pillar in TALIC, Dr Carson Hung works with teachers on developing EdTech projects, and integrate them into courses to engage students without the border of the learning curve of innovative technologies.

A Companion in EdTech Tools Development

As an E-learning Technologist with extensive knowledge and experience in system and app development, Dr Hung serves as a consultant as well as a go-to person for teachers who are eager to adopt innovative technologies in the classroom to engage students but lacking of resources and expertise to attain the goals. Under Dr Hung’s leadership, a team of experienced web developers and game developers has developed number of tools including VR/AR apps, web platforms and mobile apps. He was the project lead in the development of well-received VR/AR apps, including “Crime Scene Simulation app”, “Nursing Practicum Simulation app”, and “Public Speech Practice app”, in collaboration with Department of Pathology, School of Nursing and School of Chinese respectively. The team has also developed several web platforms include VideoVox, Peer Evaluation Platform (PEP), and Dentistry Corpus. These platforms serve different purposes and support various aspects of T&L. In addition, Dr Hung has created various T&L related mobile apps published on iOS and android play stores, such as “Chemapp” and “Newssary”. In the process of EdTech tools development, Dr Hung works closely with teachers on various aspects, from feasibility studies, project effort estimation, best practices in usage in T&L to on-site technical support during the class, etc.

Apart from system and app development, Dr Hung manages two key consultation channels which are opened for HKU members for e-learning questions, ranging from AI literacy, video production, and online platform development to pedagogy advice. Teachers can reach out for timely technological support through a WhatsApp Hotline and a One-to-One Consultation Appointment Service. The two channels contributed significantly to the smooth transition to fully online teaching during COVID-19 pandemic. Dr Hung also works with teachers on the online modules to support pedagogy innovation. He is in-charging of the maintenance of the HKU Online Learning platform – https://learning.hku.hk which now hosting over 70 online courses developed by different faculties and units.

The Driving Force of T&L Innovation

Dr Hung believes that technology development is instrumental in driving T&L innovation forward. From the invention of computer, the widespread of the Internet, the emergence of mobile phone with touch screen and mobile apps, the adoption of virtual T&L tools to the recent rise of Generative Artificial Intelligence (GenAI), technology does not only change our daily life but also brings tremendous opportunities in redesigning T&L activities. With Dr Hung’s support, a Common Core teacher has created an immersive learning experience through virtual reality simulation of the authentic situation – the crime scene simulation on the Oculus Quest 2 VR headset. The advancement in AI technology, in particular ChatGPT, DALL-E, makes educators sees the possibility of delivering personalised learning experiences through instant feedback.

Dr Hung highlighted that the pace of technology advancement was rapidly accelerating, the way it changed the world, in particular in T&L was unimaginable 20 years ago. We should stay open-minded and embrace the challenges to take full advantage of all these advancements.

Dr. Carson Ka Shun HUNG

Lecturer / E-learning Technologist
Teaching and Learning Innovation Centre

Consultation EdTech Training

Helping Students Thrive Through Data Analytics, Learning Innovation, and Advanced Technology

The central mission of the Teaching and Learning Innovation Centre (TALIC) is to provide holistic and innovative solutions to advance the student learning experience. As the Assistant Director at TALIC, Dr. Maggie Zhao envisions herself as a dynamic catalyst for innovation in teaching and learning. Through persistently seeking inventive educational strategies and harnessing the power of data analytics, she is dedicated to nurturing the intellectual and personal thriving of HKU students.

A notable example of Dr. Zhao’s efforts to utilize data analytics for enhancing teaching and learning can be seen in her leadership and engagement in institutional surveys for over a decade, where she has directed the administration, analysis, and reporting of these surveys. The Student Learning Experience Questionnaire (SLEQ) and the Student Feedback on Teaching and Learning (SFTL), for example, gather valuable insights into students’ learning experiences, enabling teachers to make informed decisions on curriculum design and pedagogical methods as well as identify strengths and areas for improvement, leading to enriched student learning experiences.

In alignment with TALIC’s commitment to evidence-based practices, Dr. Zhao has led the team to transform the SLEQ survey into an internationally recognised instrument through dedicated research efforts, psychometric advancements, and journal publications. The accomplishments under her leadership have garnered recognition from UNESCO’s Network on Education Quality Monitoring in the Asia-Pacific, facilitating the exchange of good practices on student assessment within the region. These endeavours showcase the value of data analytics in informing the enhancement of educational practices and student learning experiences, both locally and globally. By providing teachers with the necessary tools for data-driven decisions, a culture of continuous improvement and innovation is being cultivated, ultimately enriching student flourishing.

Student flourishing has evolved beyond academics, with non-academic capabilities now holding equal significance. The SLEQ revealed the need to improve student resilience and wellbeing, especially during and after the COVID-19 pandemic. As a positive psychologist, Dr. Zhao introduced several initiatives like WeThrive, a credit-bearing programme that developed innovative pedagogies to cultivate students’ strengths, resilience, and wellbeing. Supported by the Teaching Development Grant, WeThrive has been very well received by students, contributing to the enhancement of their cognitive, emotional, and behavioural thriving. Dr. Zhao’s dedication to helping students thrive through research, teaching, and consultation has led to her election as President of the International Positive Psychology Association Education Division, further empowering her to support students in a competitive academic landscape.

The higher education landscape has been profoundly influenced by recent technological advancements like artificial intelligence (AI). Dr. Zhao believes that AI innovations have created new opportunities for personalised and enriched learning experiences shaped by data-driven insights. From the perspective of Dr. Zhao, innovative technologies like Generative AI play a unique role in transforming the higher education landscape.

Dr. Zhao highlights that teaching and learning innovation is a dynamic process that integrates creative educational strategies, data analytics advancements, and cutting-edge technologies, all aimed at enhancing student learning experiences and helping students thrive. As technology continues to evolve, she deems it essential to stay at the forefront and employ the latest tools and resources to foster an engaging and positive teaching and learning environment. With her extensive engagement in HKU’s teaching and learning developments over the past decade, Dr. Zhao looks forward to continuously working with the TALIC Director, colleagues, and stakeholders to drive meaningful change in teaching and learning at the University.

Dr. Maggie Yue ZHAO

Assistant Director / Senior Lecturer
Teaching and Learning Innovation Centre

Consultation Data Analytics Research Training

Speak Up with VR! TALIC Presents “VR Public Speaking Practice”at eLearning Forum Asia 2024

Reflecting on eLFA2024: Innovations in EdTech at Hong Kong Baptist University

In the vibrant setting of Hong Kong Baptist University, eLearning Forum Asia (eLFA) 2024 unfolded over December 4-5, 2024, showcasing the cutting edge of educational technology. This event turned out to be a pivotal gathering for educators, technologists, and innovators from across the globe.

As a proud supporting partner, HKU’s Teaching and Learning Innovation Centre (TALIC) played a significant role in the conference. Their EdTech booth became a hub of excitement and exploration, drawing attendees eager to witness the latest advancements in teaching and learning technologies.

One of the standout features of the booth was the VR public speaking project. Equipped with Oculus Quest 3 headsets, visitors were transported into a virtual environment designed to hone their public speaking skills. The project also featured an AI-driven VR Interview prototype, offering participants a realistic simulation of interview scenarios. This hands-on experience allowed attendees to interact directly with the development team, providing invaluable feedback that will shape the future of these innovative tools.

The engagement at the booth was remarkable, with participants immersing themselves in the VR experiences and offering insights that will drive further enhancements. The event underscored the transformative potential of VR in education, demonstrating how these technologies can create dynamic and interactive learning environments.

VR Public Speaking Practice

Students often find public speaking challenging due to psychological factors such as the presence of a large audience, distracting noises like conversations and phone ringing, and unexpected disruptions caused by technical or non-technical issues. In order to help students overcome their fear of public speaking, TALIC partnered with the School of Chinese teachers to create virtual reality (VR) public speaking scenarios. This allows students to practice their public speaking skills in a virtual environment using an Oculus VR headset.

Students deliver speeches to a virtual audience in different environments, settings, rooms, background sounds, and times of delivery. They have the opportunity to upload their own PowerPoint presentations into the virtual environment that simulates the real setting and practice their speech using a timer. The scenarios currently provide a variety of Chinese courses catering to students from diverse academic backgrounds.

Dr. Carson Ka Shun HUNG

Lecturer / E-learning Technologist
Teaching and Learning Innovation Centre

Public Speaking Practice Virtual Reality VR Interview

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What Do Students Say? Feedback and Confidence-Boosting

A Blueprint for Future Professional Education

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AI breathes life into history learning

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Harnessing AI for Teaching and Learning Excellence at HKU

Harnessing AI for Teaching and Learning Excellence at HKU

Harnessing AI for Teaching and Learning Excellence at HKU

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Touring six iconic landmarks to foster six key literacies

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2. Classroom

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6. University Street

Empowering student success with engaging VR resources

Dr. Alice YAU

EdTech Consultation

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Master of Social Sciences (MSocSc) Sociology Programme

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Harnessing AI for
Teaching and Learning Excellence at HKU

Harnessing AI for
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Harnessing AI for
Teaching and Learning Excellence at HKU