Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students’ perceptions of AI learning confirmed that the curriculum is effective in promoting AI learning. The teachers also confirmed the co-creation process enhanced their capacity to implement AI education. Background: AI4Future is a cross-sector project that engages five major partners—CUHK’s Faculty of Engineering and Faculty of Education, secondary schools, Hong Kong government, and AI industry. A team of 14 professors collaborated with 17 principals and teachers from six secondary schools to co-create the curriculum. Research Questions: Would the curriculum significantly improve the student perceived competence, attitude, and motivation toward AI learning? How does the co-creation process benefit the implementation of the curriculum? Methodology: The participants were 335 students and eight teachers from the secondary schools. This study adopted a mix-method with quantitative data measures at pre- and post-questionnaires and qualitative data emphasizes teachers’ perspectives on the co-creation process. Paired [Formula Omitted]-tests and ANCOVAs, and thematic analysis were used to analyze the data. Findings: 1) students perceived greater competence and developed a more positive attitude to learn AI and 2) the co-creation process enhanced teachers’ knowledge in AI, as well as fostered teachers’ autonomy in bringing the subject matter into their classrooms. Copyright © 2022 The Institute of Electrical and Electronics Engineers, Inc. (IEEE).

本文以一個教研項目的經驗為基礎，討論價值觀教育課程的設計原則與教學實踐技巧。內容主要以一初中系列的視像教材設計及相關課研經驗為例子，先綜合出四項課程設計原則。之後，藉著過程中所蒐集的課堂數據解釋相關的教學實踐技巧。最後，本文以建議教師在設計及實踐價值觀教育課程的角色作為往後值得關注的課題作結。With reference to an experience drawn from a teaching study, this paper discusses the design principles and teaching practice skills for values education curriculum. It first summarizes four design principles by using the series of video resource and the teaching study from a junior secondary school. Then, it explains the related teaching practice skills based on the empirical data collected in lessons. At last, it ends with suggesting that the role of teachers in designing and teaching values education curriculum would be a topic for further study. Copyright © 2020 香港教師中心.

Internationalisation of the curriculum (IoC) is on the agenda of many higher education (HE) institutions worldwide. Typically seen as associated with a top-down strategy, IoC often meets resistance from university teachers, many of whom struggle to understand its relevance to teaching practice. This phenomenographic study investigates university teachers’ conceptions of IoC. Five conceptions ranging in sophistication have been identified. The least sophisticated focuses on making the curriculum content internationally relevant, whereas the most sophisticated centres around developing self-awareness, awareness of others, and a change in mindset in students. The latter is realised by embracing reflexivity and criticality and, more importantly, utilising societal and political issues as learning opportunities for identity development. Situated in the Hong Kong context, the findings not only suggest the need for teachers to shift their focus from curriculum content to value-based development but also for educators to reflect on their role in helping students to reconcile their identity in relation to their counterparts regionally and globally. Copyright © Springer Nature B.V.

Internationalisation of the curriculum (IoC) is on the agenda of many higher education (HE) institutions worldwide. Typically seen as associated with a top-down strategy, IoC often meets resistance from university teachers, many of whom struggle to understand its relevance to teaching practice. This phenomenographic study investigates university teachers' conceptions of IoC. Five conceptions ranging in sophistication have been identified. The least sophisticated focuses on making the curriculum content internationally relevant, whereas the most sophisticated centres around developing self-awareness, awareness of others, and a change in mindset in students. The latter is realised by embracing reflexivity and criticality and, more importantly, utilising societal and political issues as learning opportunities for identity development. Situated in the Hong Kong context, the findings not only suggest the need for teachers to shift their focus from curriculum content to value-based development but also for educators to reflect on their role in helping students to reconcile their identity in relation to their counterparts regionally and globally.
[Copyright of Higher Education is the property of Springer.]

In recent years, research using learning analytics to predict learning outcomes has begun to increase. This emerging field of research advocates the use of readily-available data to inform teaching and learning. The current case study adopts a learning analytics approach to evaluate the online learning package of an academic English course in a university in Hong Kong. This study aims to (1) explore the completion pattern of use of the online learning package by students in a generic undergraduate academic skills course; and (2) predict student outcomes based on their online behaviour patterns. Over three academic years, the study examined usage logs for 7000+ students that were available on the university's learning management system. Student assessment component scores, online activity completion rates, and online behavioural patterns were identified and examined using descriptive analysis, bivariate correlation analysis, and multiple regression analysis. The findings reveal insights into different online learning behavioural patterns that would benefit blended course designers. For instance, some students started using the online learning package early in the semester but fulfilled only the minimum required online work, whereas others greatly exceeded the basic requirement and continued doing activities in the online package even after the semester had finished. The relationship between learning activities in the online package and assessment component grades was found to be weak but meaningful. A regression model was developed drawing on the completion rates to predict overall student scores, and this model successfully identified several specific factors, such as total number of attempts and performance in individual online learning activities, as predictors of the final course grade.
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There is about 17,000 kindergarteners (i.e. young kids aged 3 to 6 years old) learning Chinese as a second language (CSL) in Hong Kong (HK). Previous research shows that these children’s Chinese language (CL) ability is at least 3 years behind their native Chinese counterparts while encountering difficulties in learning. It is also a challenge for the teachers to cater for such huge learning diversity, as HK kindergartens (for 3- to 6-year-olds) mainly use the theme-based approach without deliberate consideration of CL curriculum (HKEDB, 2006). Without professional training in CSL teaching, teachers have little knowledge of how to provide these students with adequate support. The present study aims to examine the possibility and effectiveness of implementing a CSL curriculum for CSL students, and how well it works with the existing theme-based curriculum. “Dynamic Enrichment Learning Mode” (DELM) was developed and implemented in six kindergartens with 131 CSL learners. This CSL-focused DELM was designed based on the Second Language Acquisition (Krashen, 1982) and CL orthographic (Leong et al., 2011) theories and comprises the following: (1) tailor-made individual (one 30-minute session every fortnight) and group (two 30-minute sessions every week) enrichment learning activities; (2) using both CSL and mainstream theme-based curricula; (3) authentic learning materials (e.g., picture books and specially written children’s songs based on the learning objectives of each unit); (4) diversified learning activities (e.g., interactive language games, matching games, free writing games etc.). CSL students learn together during the enrichment activities, and then return to their ordinary classes to learn with their native Chinese classmates to benefit from both the CSL and theme-based curricula. This enables them to immerse in a safe, comfortable environment with rich target language input while not having to separate from their Chinese counterparts. Quasi-experiments,

Although Hong Kong students perform quite well in international performance measurements such as the Programme for International Student Assessment (PISA), there are issues concerning the significant differences between the newly immigrated students and the local students, the gender differences and variation of performances among schools and within schools. Indeed, learning diversity has become an important issue as students come from many different families and with various backgrounds. In order to provide students with equal opportunities to learn, the new senior secondary school curriculum has set out a new direction for catering to students’ learning diversity. The major design of the new curriculum is to offer more electives and enhance student choices. It is also intended to be implemented with flexible teaching strategies and a school-based curriculum and assessment. How this can be done has posed a big challenge to schools and teachers. This paper aims to explore how the newly implemented curriculum can cater to learning diversity in greater depth.

A motivational orientation framework for higher education has previously been derived from interviews with 36 undergraduate students in an elite university system. The framework consists of six interacting facets of motivation represented by continua labelled: compliance, individual goal setting, sense of belonging, interest, career and university lifestyle. The aim of this study was to see whether the framework also applied to entrants to a community and vocational college sector, the emergence of which has boosted participation to mass higher education status. Individual interviews were conducted with 25 students in five colleges in Hong Kong. Analysis identified main themes and referenced these against those of the previous study. The data were consistent with the facets of the original framework. A fuller understanding was reached of the less motivated ends of the continua, as these were more commonly displayed than by the undergraduate sample in the previous study. There was evidence of avoidance goals, in the form of fear of failure. Sense of belonging was, in some cases, manifest in a form in which students socialised at the expense of academic work. There was evidence of interest being stifled because of curriculum design problems, as the awards were often not suited as terminal vocational awards, nor led to places in undergraduate degrees. The conclusion was that the motivational orientation framework also applies to the type of students entering mass higher education systems.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075070903514062]