Category: Subtheme 2※Learning and Assessment Design Enhanced with Technology
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The new era of e-learning: mobile learning & interactive class for the new curriculum
Fok, WWT, Tam, VWL & Wong, KKY. The new era of e-learning: mobile learning & interactive class for the new curriculum. Hong Kong: The University of Hong Kong. 2012 Abstract: N/A
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iClass Assessment: A Pen-Based Assessment and Feedback Platform
Fok, W. W. T., and C. K. Y. Chan. “iClass Assessment: A Pen-Based Assessment and Feedback Platform.” Advanced Learning Technologies (ICALT), 2013 IEEE 13th International Conference on. IEEE, 2013. Abstract: In recent years, the demand of in-class interaction and assessment for learning is rising. There is more emphasis on using electronic tools for assessment for…
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PBL Learning as a field learning approach: a management perspective
Chan, L.S. & Kong, W.F., 2011. PBL Learning as a field learning approach: a management perspective. In C.N. Leung & T. Luo (Eds.), Education and Heritage: historico-cultural perspective, Hong Kong: HK Education Publishing Co.
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Earth Sciences as a Vehicle to Gifted Education
Murphy, P., Chan, L.S. & Murphy E., 2011. Earth Sciences as a Vehicle to Gifted Education. School Science Review, 93(343), pp. 91-96. Abstract: The development and delivery of an Earth-science-focused short course designed to prepare Hong Kong students for university level study is described. Earth sciences provide an inspirational and challenging context for learning and…
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Knowledge Building in Society 2.0: Challenges and Opportunities
Dr. Jingyan Lu Lu, J., Lai, M., & Law, N. (2010). Knowledge Building in Society 2.0: Challenges and Opportunities, in M.S. Khine and I. M. Saleh (Eds.) New science of learning: Computers, cognition and collaboration in Education, Springer. 553-567. Link to HKU Scholars Hub Abstract: Knowledge building is a widely recognized pedagogical approach to organizing school education.…
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Supporting collaboration with technology: does shared cognition lead to co-regulation in medicine?
Susanne P Lajoie Jingyan Lu Lajoie, S. P. & Lu, J. (2012). Supporting collaboration with technology: Does shared cognition lead to co-regulation in medicine? Metacognition and Learning. (7), 45-62. 10.1007/s11409-011-9077-5 Link to HKU Scholars Hub Abstract: Although course management systems (CMSs) were originally designed for teachers to manage their teaching, little interest has been directed at students’ learning.…
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Online peer assessment: effects of cognitive and affective feedback
Dr. Jingyan Lu Prof. Nancy Law Lu, J. & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science. 40 (2), 257-275. DOI: 10.1007/s11251-011-9177-2 Link to HKU Scholars Hub Abstract: This study reports the effects of online peer assessment, in the form of peer grading and peer feedback, on students’ learning. One hundred and…
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Examining students’ use of online annotation tools in support of argumentative reading
Dr. Jingyan Lu Lu, J. & Deng, L. (2013). Examining students’ use of online annotation tools in support of argumentative reading. Australasian Journal of Educational Technology. 29(2), 161-171,DOI: 10.5539/ies.v6n7p66 Link to HKU Scholars Hub Abstract: This study examined how students in a Hong Kong high school used Diigo, an online annotation tool, to support their argumentative reading activities.…
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Scaffolding problem-based learning with CSCL tools
Dr. Jingyan Lu Lu, J., & Lajoie, S. P., & Wiseman, J. (2010) Scaffolding Problem Based Learning with CSCL Tools. International Journal of Computer Supported Collaborative Learning, 5(3), 283-298. DOI:10.1007/s11412-010-9092-6 Link to HKU Scholars Hub Abstract Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in…