Course management system (CMS) is expected to be a part of major system developments in educational intitutions as the information technology continues to emerge into all levels of education. Particularly, this trend has also been expanded to all post-secondary institutions. Indeed, the adoption of packaged commercial CMS (e.g. WebCT and Blackboard) is a common practice in most institutions, yet it is often lack of flexibility to satisfy the special needs in the institutions, especially in our community college. In addition to the issue of system design, a long-term financial commitment and the high cost of system maintenance are expected, which stands as the stumbling block in the college development To solve our challenges, we have adopted the Sakai Collaboration and Learning Environment (CLE) [1] that offers an open and community source framework. In this paper, we propose a practical implementation method based on our design experience on our newly developed CMS using the Sakai project platform. Our approach is a cost effective solution with minimum resources usage such as the size of the development team, project time frame, and hardware requirements. In addition, technical backgrounds including the system architecture, software installation, tools development and system enhancements will be introduced and explained in details. We believe our experience in CMS development and research findings can make a significant contribution to the post-secondary institutions, especially in Hong Kong. Copyright © 2010 IEEE.

As computing technology continues to emerge into all levels of education, a course management system (CMS) is expected to be part of the primary system developments, which offers an enormous impact, particularly in today's post-secondary institutions. The adoption of packaged commercial CMS (e.g. WebCT and Blackboard) is a common practice in most educational institutions, yet it often lacks the flexibility to satisfy special needs of the institutions. This is especially true of our community college. In addition to the issue of system design, a long-term financial commitment and the high cost of system maintenance stand as stumbling blocks in the college's development of a CMS. To solve these challenges, we have adopted the Sakai Collaboration and Learning Environment (CLE) [1], a CMS that offers an open and community source framework. In preparation to the system design and development, a needs assessment has been conducted to investigate the project feasibility and functional requirements, which serve as the keystone to our system implementation. In this paper, we articulate the motivations, feasibility study results, functional requirements, as well as the highlights of our current progress, future implementation and evaluation. We believe our experience in CMS development and research findings can make a significant contribution to post-secondary institutions, especially in Hong Kong. Copyright © 2010 ACM.

Self-regulated learning (SRL) relates to self-generated thoughts, feelings, and behaviours that continuously amend and improve performance, aiming to accomplish self-set goals and the ability of people’s willingness to concentrate, adjust, evaluate, and manage their own behaviour. Studies strongly suggest that students’ academic success can be better achieved when the design of e-learning environments involves the consideration of SRL development. In recent years, e-portfolios are used widely and globally in higher education and have become one of the major active learning processes in self-learning online platforms that support students’ self-reflection, learning motivation, self-efficacy, and so on. There is a significant need for more studies on the full range of factors of SRL for higher education students in e-portfolios projects, including but not limited to understanding the influences, all possible factors, technical support, and students’ learning process and/or learning outcomes related to SRL.This research study aims to collect information directly from higher education students with actual practice in and experience of e-portfolios for two consecutive semesters. The quantitative data have been collected within the Pintrich’s (2004) social–cognitive perspective of the SRL framework and used the developed self-regulation of learning self-report scale (SRL-SRS), covering the six core factors of SRL: planning, self-monitoring, evaluation, reflection, effort, and self-efficacy. The same self-report paper questionnaire was distributed to 262 undergraduate year-1 students in semester 1 and semester 2. After data filtering, pretest and posttest data obtained from 134 valid questionnaires were used for analysis. The measuring result from the Rasch model has been analysed using SPSS 21, findings included a paired sample t test and the one-within-one-between subject analysis of variance (ANOVA).On the other hand, the qualitative research positively helps collect further

Most IT researches in mathematics education are confined to classroom settings [5], ignoring the surrounding conditions for their practicality. In this paper, an innovative collaboration of three educational parties: teaching frontiers, curriculum developers and academic theorists, e.g.[1], are all involved.The 3 authors endeavor to: (i) address pedagogical, teacher-training, policymaking problems when the parties are functioning separately without mutual adaptation at present and share value-dilemmas encountered by the three educational parties in Hong Kong; (ii) adopt and examine an integrated school (hybridizing ‘top-down’ and ‘down-up’) approach in perpetuating regionalised IT school culture in order to consolidate forthcoming school-based mathematics curricula in Hong Kong and even other Asian countries in the next century; (iii) discuss some activities on using various components of IT in teaching and learning mathematics in day-time lessons and after-school activities by the new approach. Copyright © 1999 Asian Technology Conference in Mathematics.

Explorable areas concerning actual impacts of computer usage on various types of related activities after school on student learning, and relationship between time spent on those activities and student personality styles (in terms of social and intellectual selves and learning attitudes) have still been under-researched in local and international perspectives. This study aims to fill up these research gaps by studying 528 Secondary 1-3 (Grade 7-9) students, aged from 12 to 16, in a secondary school in Hong Kong in terms of a questionnaire to record their activities on using computers after school and to identify their personality styles in Hong Kong. By taking mid-term school examination results for granted, the study not only reveals correlation between examination marks and time using computers, but also depicts variation of their participating activities on using computers. Copyright © 2006 The authors. All rights reserved.

This qualitative study investigated the impact of online education on the learning and peer interaction experiences of students from eight universities in Hong Kong over the COVID-19 pandemic in 2020. It employed an expansive and spatial notion of translanguaging to explore the process by which students drew on the affordance of virtual communication environments to communicate, study and develop new identities. The findings suggested (1) the students strategically mobilised manifold multimodal resources to constitute their communicative repertoires that facilitated smooth intercultural communication and academic success; (2) such communicative competence centralized the mediating effect of digital semiotic systems and thus might empower the students with disadvantaged language skills; and (3) through translanguaging acts the students developed a virtually translocal identity with an expanded experience of internationalisation of higher education whereby the increasingly interwoven physical and virtual spaces bring extended social networks, learning resources, and career opportunities. The implications of the findings were discussed. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

In Hong Kong, after-school activities have long been used to foster friendships and to allow students to pursue their interests in an informal setting. This case study reports on a three-phase action research process in which information technology teachers delivered after-school activities focused on artificial intelligence during the COVID-19 transition to remote learning. Using semi-structured interviews, a motivational questionnaire, and lesson observations, this study describes how extracurricular activities were delivered online using social networking sites and how students perceived the new experience. Our results suggest that, in order to deploy meaningful activities via social media, teachers need to build collaborative environments that facilitate social engagement among students. These findings have implications for new practices in social media and other blended technologies, and can help students strike a healthy balance between their academic and non-academic life during this challenging period. Copyright © 2021 Online Learning.

在"一帶一路"背景下,根據專利計量信息,對港澳台高校技術創新發展情況進行了分析。研究發現:在國家知識產權局申請專利數量呈大幅增長趨勢,年均增長33.23%;技術創新優勢領域發展不平衡,優勢技術領域為A類、H類、G類和C類;專利被引用程度和專利申請協作程度較高,更加注重技術創新核心能力提升和技術創新協同發展;應該進一步加強港澳台地區高校與國家其他地區的技術創新交流、合作、吸收和協同發展。

"雲計算"甫自推出便被認定為︰面向所有普通用戶的計算系統。進入2010年，"雲計算"迅速普及，帶給社會的是訊息資源獲得的便利性及使用率的提高；而為支持者稱道的是其開放性和互動性。"雲計算"與"雲儲存"在工商界、在公共服務領域、在教育界的應用與探索備受多國關注，認為這是一項足以改變未來世界的重大科技發明。本文嘗從"雲計算"對特殊學習需要學童的學程經營的啟示，簡述一所特殊學校將生本學程經營平台轉移至"雲平台"上經營；讓教師、家長、及不同的專業工作者，透過即時、互動的網上協作活動，分享訊息並共參與建構生本的學與教流程。就這實踐經驗，筆者倡議為保障融合生在融入主流教育系統時的學習質素，可考慮為每一名特殊教育學習需要學生建立一個跨專業、跨家校、及跨教育系統的"融合雲"。 When 'Cloud Computing' was first introduced, it was regarded as a computing system for all users. Entering 2010,'Cloud Computing' was widely used and seen as an elevated tool of convenience and utilization to obtain information resources; while from the supporters' perspective, the benefit is the openness and interaction that it brings to the users. Many countries are attracted to both 'Cloud Computing' and 'Cloud Storage'. They thought that this technological innovation will bring huge changes in the future in the aspects of its application and discovery in both the industrial and commercial sectors, public services and education sector. This articles aims to summarize the transformation of traditional 'Student-based' learning platform into 'Cloud Platform' being inspired by 'Cloud Computing' that impacted on the learning process of students with special educational needs. And how the new platform enables teachers, parents and various professional workers to share information and participate in establishing the student-based flow of 'learning and teaching' as well as collaborative activities through instantaneous interactive web-based activities. The information sharing will bring about mutual participation and construction of teaching and learning activities. Based upon the practical experiences, the author suggests that in order to safeguard the quality of education services for integrated students in the mainstream education system, an 'Inclusive Cloud' comprising of interdisciplinary professionals, interactive home-school and educational systems should be constructed for every student with special educational needs.
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