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    - - - - - - - Content- - - - - - - P.1

    Keynote

    Media Literacy Education in the Age of Web 2.0: Cultivating Multiple Thinking Skills

    - Dr. Alice Lee, Department of Journalism, Hong Kong Baptist University

    P.3

    Paper Presentation

    Using Mobile Text Message to Stimulate Students’ Interest in Learning

    - Dr. Susanna Shuk Ying Ho, School of Accounting and Information Systems, Australian National University; Dr. Kevin K. W. Ho, School of Business and Public

    Administration, University of Guam

    P.5

    Paper Presentation

    Training on New Media Culture

    - Dr Raymond C.M. Szeto & Mr Tarloff S.W. Im, College of Life Sciences and

    Technology, HKU SPACE

    P.6

    Paper Presentation

    Design of Applied Learning Aviation Course Diverse Learning for NSS

    Students

    - Dr Raymond C.M. Szeto & Dr S.M. Lam, College of Life Sciences and Technology HKU SPACE

    P.7

    Paper Presentation

    Studies on Film Education

    (Studies on the Teaching Principles, Pedagogy, Learning Method and Outcomes, and

    Social Demands of Manpower of Film Education from New Secondary Curriculum to Tertiary Education under the 3+3+4 Education Reform in Hong Kong nowadays) - Dr. Sobel Ka Lok Chan, Academy of Film, Hong Kong Baptist University

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P.8

    Paper Presentation

    Fostering DL through Web-based Collaborative Inquiry Learning - An

    Action Research

    - Mr. Eric Jun FU, Department of Education Studies, Hong Kong Baptist University

    P.9

    Workshop

    Getting learning resources from iTunes and i-Devices

    - Mr. Vincent Hung, Centre for Learning, Teaching and Technology, Hong Kong

    Institute of Education

    P.10

    Workshop

    Application of Mobile Device in Early Child Education - Flash Card

    Educational Platform

    - Mr. Peter Lau, FIT

    P.11

    Workshop

    校園電視台 培育未來領袖

    - 俞戩駿先生, 沙田循道衛理中學

    P.11

    Workshop

    iPad與幼兒教育,資源搜尋及其應用策略

    - Mr. Mike Hin Leung Chui, Centre for Learning, Teaching and Technology, Hong Kong

    Institute of Education

    P.12

    Workshop

    利用網誌建構專題探究計劃及報告

    - Mr. Wing Fai LEE, 香港媒體教育資源網

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Keynote

    Media Literacy Education in the Age of Web 2.0: Cultivating Multiple Thinking Skills

    - Dr. Alice Lee, Department of Journalism, Hong Kong Baptist University

    In the Age of Web 2.0, the emergence of the “we media” (blogs, YouTube, twitter, Wikipedia and citizen journalism sites) has fundamentally changed the media landscape and has profound impact on our society. This presentation will discuss how media literacy education should help the young people cope with the participatory media environment and foster personal growth.

    With the development of the Internet technology, media content is not only produced by media professionals, but also by ordinary people. From YouTube to blogs, information is being circulated without filtering and verification. Traditional media are also transforming their ways of delivering news and information. Therefore, being media literate becomes vital for young people to wisely interact with the changing society.

    In the new age, young people not only consume media products, but also join the media production process. In order to guide the young people to use their communication power in a proper way and to facilitate their personal development through engaging with the media, a Media Literacy 2.0 Model is put forward. The new model aims at cultivating young people’s critical, reflective and positive thinking skills. The ultimate goal is to help young people achieve “constructive reflective autonomy.”

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Paper Presentation

    Using Mobile Text Message to Stimulate Students’ Interest in Learning

    - Dr. Susanna Shuk Ying Ho, School of Accounting and Information Systems,

    Australian National University; Dr. Kevin K. W. Ho, School of Business and Public

    Administration, University of Guam

    This study examines the use of mobile devices as a reminder tool to encourage students to access online learning materials in the premises of mobile learning (m-learning).Nowadays, the significance of m-learning is driven by not only advances in technologies but also the demand from industry and universities. While firms use mobile devices to offer flexible learning to their employees and students in distance learning access mobile teaching materials, scant research looks for strategies to design m-learning technologies for more student activities. Indeed, m-learning can be very powerful. M-learning process can provide an interactive, simultaneous communication between educators and learners. For example, learners can upload their questions and opinions to a mobile site and share their learning experiences with their peers. At the same time, they can receive immediate feedback from their peers or feedback and guidance from their instructors who are simultaneously online. However, many firms and educational institutes may not be able to afford these expensive m-learning systems. Therefore, this study investigates whether simple functions, such as text messaging, in a mobile phone can increase students’ learning activities. If the answer is positive, then more firms and education institutions can receive the benefits of m-learning. We would also like to examine whether learners of different personalities show different responses to mobile text messages reminders.

    To investigate into this research issue, we conducted an experiment with 58 subjects (16 males and 42 females, average age = 20) who were undergraduate students participating in an introductory course on management information systems. At the beginning of the experiment, each participant filled in a demographic questionnaire and took a Myers-Briggs Type Indicator (MBTI) test. Based on the result of the MBTI test, we performed a median split of the scores, and grouped our subjects into

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    perceiving learners (32 subjects) and judging learners (26 subjects).In a one-week period, we sent three SMS learning reminders to each learner for reminding each of them to logon their WebCT account to download materials for their revisions. Two ANOVA test results show that judging learners responded more positively to the test message than perceived learners in terms of (i) the number of logon; and (ii) the length of logon sessions in minutes. Our result provides insights to educators in high school and universities to understand how to leverage the full potential of m-learning as it explores a new pedagogical practice, i.e. shifting the teaching platform to mobile devices, may lead to effective learning. Also, our findings shed light on the effects of personalized m-learning. If personalized m-learning leads to enjoyment, learners will excel.

    Keywords: mobile learning (m-learning), perceiving learners, judging learners, Myer-Briggs Type Indicator (MBTI)

Paper Presentation

    Training on New Media Culture

    - Dr Raymond C.M. Szeto & Mr Tarloff S.W. Im, College of Life Sciences and

    Technology, HKU SPACE

    Since the injection of $300 million into the Film Development Fund in 2007, a total of 41 film-related projects have been approved at a total amount of $74.44 million. The HKSAR Government provides financial support for the production of

    small-to-medium budget films, and to finance projects which are beneficial to the long-term development of the film industry. Meanwhile in the Internet world, video clips become the most effective and efficient media in promoting or image building for business sectors, there will be a growing need for business workforce which possesses knowledge in digital media production. This paper investigates how a structured training programme is essential to make the operations of the local film industry more systematic and professional and how the learners adapt to the new media culture. The training programme is offered by HKU SPACE. Through studying and analyzing the film texts and exercises in film-making, learners can explore film

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    history, related theory and socio-economic background, and most of all develop their own critical abilities to understand the media trend and how the new media aspects are applicable to their daily activities. There was a short pre-training programme for the learners to taste the basic knowledge in film-making. They found it useful, interesting and helpful to their presentation and interactive skills.

Paper Presentation

    Design of Applied Learning Aviation Course Diverse Learning for NSS

    Students

    - Dr Raymond C.M. Szeto & Dr S.M. Lam, College of Life Sciences and Technology

    HKU SPACE

    The Education Bureau (EDB) has introduced the platform of Applied Learning (ApL) courses in 3-3-4 New Senior Secondary (NSS) curriculum to introduce diversified options of curriculum at the senior secondary level. As an integral part of the NSS, ApL aims at offering diverse learning courses for students with interest and inclination in areas other than those provided by the existing school curriculum; and providing students with the opportunities to explore their orientation for life-long learning and career aspirations in specific areas. HKU SPACE was invited by EDB to provide various ApL courses including an Aviation course. The development of the ApL Aviation course is based on two rationales including: 1) community and academic needs; and 2) a new learning opportunity for students in multi-disciplinary knowledge integration. Hong Kong is the major hub of air traffic in Asia. Unlike many other countries that aviation education is becoming a more and more popular subject, there has long been a lack of formal aviation-related education in Hong Kong to provide quality new comers for the industry. The ApL aviation course is designed to provide students the fundamental knowledge and skills required by the aviation industry and guide them to understand the reality and prospect of the industry. Besides, the ApL aviation course is designed to have coherence and

    complementation with other secondary school subjects. The aviation course contains various types of assessment tasks are usually set with reference to the industry standard. Students are required not only to apply the knowledge learnt in

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    the ApL course but also integrate knowledge from other secondary subjects such as Language, Mathematics & Liberal Studies for task completion. In summary, the ApL Aviation course has several characteristics including: 1) curriculum and assessment tasks are designed with reference to industry competence requirements and with complementation to other secondary school subjects; 2) industry exploration through various learning activities including visits and practical exercises with specific equipment; and 3) a mixture of teaching pool from secondary/tertiary teachers and aviation industry practitioners.

Paper Presentation

    Studies on Film Education

    - Dr. Sobel Ka Lok Chan, Academy of Film, Hong Kong Baptist University

    From 2009, Hong Kong Special Administrative Region launched a new secondary curriculum, and that means the 7 years secondary school with the advanced-level curriculum would be reduced to 6 year new secondary curriculum which puts much more proportion on liberal studies and other learning experiences (including art development). And 3 years tertiary education would be expanded to 4 years curricula inclined to more emphasis on liberal studies and general education. Under the new 3+3+4 education reform, there would be a great change on the bridging and articulation between the old and new education system, which needs educators’, students’, parents’ and employers’ more and sophisticated discussion on the

    teaching principles, pedagogy, learning method and outcomes of film education from new secondary curriculum to tertiary education under the 3+3+4 Education. The bridging is not only on education level, but also on the demand of manpower, the recognization of film industry on the graduates from the film education institute. This study tries to explore the possible issues, problems and future strategic plans of film education in HK to respond to both the new 3-3-4 education reform in Hong Kong, together with the uprising China film market and the new trend of technological revolution (3-D movies and digital SFX) in cinema today.

Keywords: 3+3+4 Education Reform, Teaching Pedagogy and Method

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Paper Presentation

    Fostering DL through Web-based Collaborative Inquiry Learning - An Action Research

    - Mr. Eric Jun FU, Department of Education Studies, Hong Kong Baptist University

    Digital literacy (DL) is a term emerged as a result of the proliferation of digital information and multimedia technology, referring to the basic competence of using digital technology in this information age. With the rapid advancement of digital technology, more attention is being drawn to the cultivation of DL so that students can have an opposite attitude towards digital technology. This study adopted a web-based collaborative inquiry learning (WCIL) activity to develop the DL of secondary 3 (grade 9) students. The purpose of this study is twofold: one is to explore the effects of WCIL activity on students’ DL, the other is to find out the

    possible problems that may be encountered by students and teachers during the implementation of WCIL and generate strategies to support the effective implementation of WCIL for DL development. Action research was employed as the main research method and two cycles were completed in this study. Data from a variety of sources were collected: lesson observation, interviews with teacher and students, student assignments and the content from their blogs.

    The results show that WCIL has positive effects on students’ DL level in the aspects of digital media accessing, understanding, evaluation, synthesizing and expressing, and also very helpful in fostering students’ awareness and attitude in using ICT properly. But it has no obvious effect on the online communication ability of secondary three students in this study. The main problems exist in the implementation of WCIL are inexperience in collaborative inquiry learning and deficiency of DL which mainly embodied as the in-confidence in analyzing and synthesizing inquiry materials, and the difficulties they feel in improving the accuracy of information accessing. According to these problems and considering the measures adopted in the second action research cycle to improve the implementation of WCIL, a strategy model entitled Chrome model (named after Google Chrome browser) was formulated to summarize the strategies to support the effective implementation of WCIL for DL

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    development. The model comprises three branches of supporting strategies. For the inquiry support branch, doing inquiry learning case analysis and offering scaffold for inquiry learning project are recommended; for the collaboration branch, teaching collaborative learning tips, adopting motivation measures and ensuring appropriate group formation are suggested; and for the digital literacy branch, introducing Big6 strategy and information searching tips, transmitting knowledge and doing practices of data analysis and synthesize are recommended.

Workshop

    Getting learning resources from iTunes and i-Devices

    - Mr. Vincent Hung, Centre for Learning, Teaching and Technology, The Hong Kong

    Institute of Education

    The Internet is full of free learning resources; learners face a lot of uncertainties in getting the materials. The uncertainties include the reliability of the learning materials, different formats and compatibility, and getting knowledge which is out of dated. All the uncertainties would affect the triggering of mobile learning at any time and any place.

    The workshop will introduce iTunes which is free for download in both PC and Mac platform. Besides entertainment, iTunes are linked to huge learning resources in iTunes U and Podcast sites where the learning materials in multimode are produced by a lot of global Universities in various disciplines, topics and subjects. The learning materials are small in size and compatible in both PC and Mac platform. Users can download the materials through iTunes to PC Netbook, or the iPod touch family devices. With iTunes and your mobile devices, there is no limitation in learning.

    In order to have most updated learning media from global Universities or podcasting sites, the concepts of RSS and subscription will be introduced. With the subscription on iTunes programs or episodes, up-to-date learning materials will be downloaded to learners’ computers from time to time and learners do not need to access the podcast sites any more.

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    Simple demonstration on submitting podcasting materials to iTunes will be shown. With the successful of uploading media materials to iTunes, teachers might build up their own podcast site and let students subscribe to the podcast site and download teachers learning materials to their own mobile devices for self-learning.

Workshop

    Application of Mobile Device in Early Child Education - Flash Card Educational Platform

    - Mr. Peter Lau, FIT

    The release of iPhone, Android Phone, iPad and Android Pad leads to a totally new user experience. The smooth operation, beautiful user interface, all-in-one functions, rich applications make them not only just a phone or mobile device, but also as a platform for recreation, education and communication.

    One way to assist children to learn words or recognize objects is through flash cards on which picture and words are printed. There are many flash cards selling in the market.

    The workshop introduces an educational platform on which different flash cards are hosted on web. The platform aims to assist people to learn through dynamic flash card with pictures, words and sounds.

    Users could download the flash card onto the mobile device through a proprietary reader. User could select to play different downloaded flash cards for learning. The flash cards could also be used to present a story for children easier to learn.

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