HKAECT International Conference 2023

Professor Ma’s research focuses on communication, information systems adoption, education technology, knowledge sharing and knowledge creation. He has publications in international refereed journals, such as Computers and Human Behavior, Computers & Education, Journal of Computer Assisted Learning, Asia Pacific Journal of Teacher Education, Journal of Technology and Teacher Education, International Journal of Communication, Law and Policy, Knowledge Management & E-Learning, Information & Management, etc. He has been actively engaged in academic community. He participated and organized international conferences in technology and learning field, for example, International Conference on Applied Education, Technology and Innovation (AETI); HKAECT International Conference; International Conference on Blended Learning; International Conference in Hybrid Learning, and so on. He is the series editor of the Educational, Communication and Technology Yearbook series, published by Springer. He is an active independent reviewer for international refereed journals. As one of the top 1% of Social Science peer reviewers, he was recognised with the Publons Peer Review Awards 2017. He has been invited to deliver keynotes and talks by international conferences, educational institutions and professional field associations.

Keynote Title: Access to Information, Access to People, Access to Applications

Abstract

In the past three decades, information and communication technology (ICT) has developed rapidly. Since 1998, the number of empirical research studies on ICT and education has increased annually. This is particularly related to the growth of the Internet since 1995. In 1998, innovative ICT applications such as wiki, forum, and blogging emerged. Since the year 2000, social networking and social media platforms such as Friendster, Facebook, Twitter, and YouTube have emerged. Education has embraced the incorporation of these technologies into the learning process in order to enhance interaction and learning. We have occasionally lost our focus. Due to their unique characteristics, numerous studies attempt to establish a correlation between technology and learning performance, but they ignore the underlying learning theory. It is argued that learning theories proposed between the 1950s and 1980s guide the development of learning technologies that provide an environment conducive to learning, as opposed to the technology generating new learning theories. The keynote will attempt to review the evolution of ICT in education, as well as the relevant evolution of ICT research studies, with reference to the underlying learning theories. The keynote will conclude the comparison of these developments based on the framework of three major themes in the use of ICT and education: Access to Information, Access to People, and Access to Applications.

Dr. Xiaojun (June) Chen is the Chair of the Department of Curriculum and Instruction, and Associate Professor of Educational Technology in School of Education at St. John's University, New York, USA. She obtained her Ph.D. in Learning Design and Technology from Purdue University in USA, and Master of Education in Communication, Education and Technology from University of Manchester in UK. Dr. Chen is currently serving as President for Society of International Chinese in Educational Technology (SICET). Dr. Chen conducts research and publishes articles in the following areas: interdisciplinary team learning, emerging technologies in learning and globalization; technology integration and teacher education; and best practices in STEM education from interdisciplinary technology perspective. Dr. Chen has participated and led funded research projects, including National Science Foundation supported projects, focusing on interdisciplinary team learning and research, and she serves as editorial member and reviewer for international research journals.

Keynote Title: Cross-disciplinary Learning: Research, collaboration, and opportunities

Abstract

In this keynote session, Dr. Chen will discuss the topic of cross-disciplinary learning research and its implications for collaborations among scholars adopting technology into teaching and learning. Dr. Chen will share theoretical foundations of cross-disciplinary learning, research trends in this area, as well as innovative practices in multidisciplinary learning environments with ICT integration. Dr. Chen will also share empirical studies and lessons learned in learning design and technology through the lenses of cross-disciplinary team learning.

John Blake is a senior associate professor at the University of Aizu, Japan, a public university specializing in computer science and education. He teaches courses on thesis writing and natural language processing. He holds a Ph.D. in applied linguistics and master’s degrees in education, computer science, business administration and creative writing as well as a Postgraduate Certificate of Education. He was awarded Chartered IT Professional status and is a professional member of the British Computer Society.

Dr. Blake is the director of the Texts and Tools (TNT) lab, which focuses on creating practical online tools that help people learn English. The tools created often detect and/or visualize particular language features. His research primarily draws on corpus linguistics to analyze texts and computational linguistics to create rule-based and probabilistic-based pattern-searching tools or pipelines. He has published research articles in top-tier journals, such as the Journal of Education Research and the RELC journal, and in the conference proceedings of Interspeech and Speech Prosody. John was brought up in England, but has spent most of his adult life in Asia, He has worked in Japan, the Philippines, Thailand and Hong Kong.

Keynote Title: Noticing language patterns with intelligent CALL

Abstract

The proposition that “noticing is a precursor to learning” underpins teaching philosophy statements of educators in many different disciplines. This is often the case for language teachers who design activities to enable learners to notice language features, such as lexical sets or grammatical structures. The choice of teaching approach affects how learners are engaged in the act of “noticing”. Behaviourists, for example, may focus on the stimulus to develop appropriate responses. Advocates of discovery and data-driven learning may encourage learners to form and test hypotheses. Drawing on the work of Vygotsky, technology may be used to mediate the act of noticing, and thus assist in scaffolding learners through their respective zones of proximal development.

Intelligent computer-assisted language learning (iCALL) uses natural language processing pipelines to help language learners. This presentation focuses on harnessing iCALL tools to identify and visualize language patterns in texts to help learners understand and use English. I will describe and explain a number of tailormade iCALL tools developed to help learners of English understand and use language. The open-access tools to be introduced include the Feature Visualizer and the Pronunciation Scaffolder. The Feature Visualizer was created to help writers understand the generic integrity of short research articles. This platform primarily uses rule-based parsing to highlight prototypical language features in a small bank of annotated research articles. Learners can reveal and hide the features and access multimodal explanations on demand. The Pronunciation Scaffolder annotates submitted texts using symbols, font size and colour. These visual prompts help language learners read presentation scripts and other texts aloud more appropriately

I conclude by arguing that with the power of artificial intelligence and easy access to huge datasets, intelligent CALL is set to transform language learning.

Sarah OLIVE (@DrSarahOlive) is a Senior Lecturer in English Literature at Aston University. She was previously a Senior Lecturer in Educational Sciences at Bangor University, Megumi Visiting Professor of English at Kobe College, Japan, and Senior Lecturer in Education at the University of York, UK. She has an international reputation for researching and teaching at the intersections of education, Shakespeare, and literature in English. Her books include Shakespeare in East Asia Education co-authored with Kohei Uchimaru, Adele Lee and Rosalind Fielding (Palgrave 2021), as well as Shakespeare Valued: Education Policy and Practice, 1989-2009 (Intellect 2015). In 2022, she authored a Welsh Government report on Impacts of the global pandemic on teaching literatures in secondary schools in Wales, with co-investigators Mary Davies (Swansea) and Gwawr Maelor Williams (Bangor). Her editorial roles include Lead Editor of the international, peer-reviewed journal Jeunesse: young people, texts, cultures (University of Toronto Press). She is also the Founding Editor of the British Shakespeare Associations free, online, cross-sector publication for educators Teaching Shakespeare.

Keynote Title: Technology for Teaching Literatures During the Global Pandemic: A Case Study from Secondary School Teachers in Wales and Internationally

Abstract

In this talk, I will share findings on the educational technology aspects of a Welsh Government funded Covid recovery project on ‘teaching literatures during the pandemic: impacts on secondary schools in Wales’ written with my co-Investigators Mary Davies (Swansea University) and Gwawr Maelor (Bangor University). The project investigated the impacts of the pandemic on the teaching of literatures reported by teachers in secondary schools internationally and in Wales. Here, I will focus on teachers’ perceptions of teaching literatures using technology during this period, drawn from existing, international research in English and our own survey of secondary school teachers in Wales. They range from perceived challenges, such as decreased interpersonal interaction, student engagement and the slower speed of teaching online – as well as the temptation to regress to univocal, teacher-led lessons and teaching to the test; resistance of these perceived pitfalls; and reporting positive discoveries, in terms of the functions of online platforms and resources. Many of the challenges and affordances reported apply beyond literature-rich subjects, though I draw out some related specifically to creativity. Delegates are invited to think about how the research findings relate to their own reading about and of experiences teaching online during the pandemic.

Professor Leo P.K. Yam, the Founding/ Honorary President of the Hong Kong Association for Educational Communications and Technology, obtained his Master of Science in Speech-Education, University of Wisconsin, Madison, Wisconsin- his Doctor of Education at TC, Columbia University, where he directed the TV Research Studio and taught courses. At the School of Education, The Chinese University of Hong Kong, he supervised the Educational Communication Centre and taught Teacher Education courses; he was invited by the Institute of Communication in Hawaii to participate in a two-month communication seminar. Later, he served as a visiting professor for one year at the University of Pittsburg; then, he joined the University of San Francisco at the Multi-cultural Program at the School of Education, as the Head of the “China Program.” Over 25 years, he developed tertiary teaching staff programs at Lingnan College (then University), Baptist University, Shu Yan University and Chu Hai College of Higher Education. At Lingnan College, he received a grant from “UGC” to direct a project on Tertiary Teaching and Technology, in which 13 videos (DVD) were produced, e.g Teacher Evaluation, Motivating Learning, Teaching Portfolio, Micro-teaching, etc. His interests include: (A) Research: education, communication, technology, creativity, body language, etc. (B) Teaching: creative teaching, effective presentation, media/ TV, public speaking, theatre-arts, etc. His publications include “Education, Communication, Technology”, “Communication: Poetry 300”, “The Power of Oral Communication” and “Education, Communication, Creativity”.

Seminar Title: Reflection on the Development of “Education, Communication, Technology” During the Last Seventy Years (with Video Viewing and Roundtable Discussion)
(Assisted by Mr. Hon Yat-Kiu, Dr. Chung Chak, Mr. Cheng Ngai-Kin)

Abstract

The plenary speech comes in two parts. Part One is a brief presentation on the development of “Education, Communication, Technology” during the last few decades in Hong Kong. The major views in each domain, and the key “evolution” of their perspectives will be presented.

"The Trinity of Educational Technology: Education, Communication, Technology":
“For education sheds lights on our minds,
Facilitating our whole being to grow so divine;
For communication nourishes our hearts,
Regulating men to interact and to share so fine;
For technology reduces our labour,
Making our minds and hearts shine.”
(Dedicated to AECT, 1990)

1. Education: A.A. Lumsdaine, 1964, advocated a pedagogical system in education:---“Natural Science, Technology, Engineering, Mathematics and Behavioral Science”, which was evolved later to “STEM”, “STEAM”, “STREAM”, and some others. However, the fundamental instructional strategies in teaching and learning did not to seem to catch up or to align with these developments.
2. Communication: Effective communication, in the context of classroom teaching, effective teaching, depends on many skills and elements. These include skills in questioning, interaction, presentation, verbal and non-verbal communication, body language, inter-personal and intra-personal communication, coaching, and empathetic listening. They are the basic skills to help facilitate quality teaching and learning.
3. Technology: Edgar Dale, 1966, in his work: “Media in Education” introduced the ‘Cone of Experience’ model to show that people could learn from concrete (first hand/direct) and abstract (through symbols/indirect) experience. Using video-based micro-teaching is essential for e-learning.
This AV/Film/TV electronic media movement in education could be the “dawn” for the “Mother Computer “to flourish and nourish the “digital, 3D, AI, ..….” information technologies to grow. Nevertheless, Nicholas Negroponte reminded us in his book, “Being Digital”, that it is humanism which makes the technology serve civilized people. Artificial Intelligence should earn the same “humanistic urge” as Digital technology.
In Part Two of the plenary session, there will be a video viewing. The excerpts of three videos from Lingnan College (then University) - UGC Funded Project (1995-1999) “The Consortium for the Promotion of Teaching Skills and Technology” are as follows: (1) “Motivational Design for Learning”, (2) “Micro-teaching Communication Skills” and (3) “Video Technology for Tertiary Education”
The plenary session will end with a round-table discussion and sharing. The plenary session will be conducted in English, Cantonese and Putonghua.

Mr. Aska Yeung has more than 16 years of experience in the multimedia design industry and participated in a number of public, private and design projects. In 2013, he was commissioned by the Hong Kong Tourism Board as the design director of music and lighting design for the Mid-Autumn Special Programme "Lantern Wonderland". Continuously, he also passionately curates events and exhibitions to deliver Art-Tech experience to audiences. Nevertheless, he continues to develop cultural heritage through experience design with multimedia technologies.
Mr. Aska Yeung graduated from York University in Canada with a master's degree. He has worked as a lighting designer and an art executive project manager and has worked on a number of multimedia design, entertainment programmes and arts events to promote the development of the multimedia industry in Hong Kong. Since November 2015, he has served as the executive chairman of the Hong Kong Multimedia Design Association. The Hong Kong Multimedia Design Association is committed to promoting the development of youth and the industry by organising various local and overseas multimedia workshops, interactive media events, multimedia creation competitions, courses, internship programmes, cultural exchange activities and multimedia art exhibitions and projects.
Apart from serving in the multimedia arts industry for many years, Mr. Yeung also serves a number of non-profit organizations, uniform groups and government departments, including the Hong Kong Low Carbon Design Association, the Hong Kong Junior Police Chamber, the Hong Kong Road Safety Patrol, the Hong Kong Road Safety Council and the Hong Kong Fire Ambassadors. The Hong Kong District Council (Wong Tai Sin District Youth Activities Committee), the Hong Kong Social Welfare Department (Promotion and Promotion of Volunteer Movement Sub- committee), etc., and co-founded the organisation in Guangdong, Hong Kong and Macau Greater Bay Area alliance with creative cultural and art activities in year 2016. Since 2016, he has been appointed as the entrepreneurship Instructor of the Beijing, Hong Kong and Macau Youth Innovation & Entrepreneurship Center. He also volunteered as Judge panel for many micro-film competitions and volunteered as program host in the Radio Television of Hong Kong.

Seminar Title: Digital Art in Physical Space: The Future of Immersive Exhibition Curations

Abstract

The digital art form is getting more popular in the era of NFT and Metaverse, while digital art contains different form of expressions, such as Photo file, (PNG, JPG), 3D model assets (Glb, Fbx, obj), animation (wav,mp4), generative art (coding and AI art), art installation (interactive, viewing only), XR reality (AR, VR, MR), and of course performance art practice in live streaming and recordings. Digital arts are growing more popular especially in the last 3 years of the pandemic period, due to crowd control in visiting physical spaces, human contact is preferably not to happen. While the world is recovering massively in 2023, the physical spaces are getting crowded again with physical artworks, which digital artworks’ attention are shifted back to physical ones. Digital art will become a minority shown in a digital spatial environment, and scarcity of exhibition spaces remains. This study explores the future of immersive exhibition curation by using digital art in physical space. The research question is: Can extended reality help digitize both performance art form and visual art form and curate them digitally in physical exhibition space?