Technology in Teaching

An Integrated and Cyber-based Approach to Biotechnology

Project Overview
Project Title	An Integrated and Cyber-based Approach to Biotechnology
Project Leader	Dr Helen Cheung
School / Dept	SSCI / LIFS
Project Duration	Sep 2013 – Jan 2016
Project Description	This project aims to make use of a multimedia approach to design a series of flexible learning medium by deploying instructional strategies including interactive self-directed learning aids, task-based problem solving exercises, self-test quizzes and supplementary reference reading, which will be accessible from the LMES platform. This series of self-learning materials can prepare the students for the lab session and consolidate what they have learnt in lectures lab sessions.
Project Outcome	A series of interactive self-study learning aids, complementing theoretical inputs and experimental practices. Task-based problem-solving exercises highlighting the application of knowledge taught
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan
Adaptation	Full Project

On-line Interactive Virtual Labs for CBME, BIEN, CIVL and MECH Classes

Project Overview
Project Title	On-line Interactive Virtual Labs for CBME, BIEN, CIVL and MECH Classes
Project Leader	Dr Marshal Liu; Dr Carrie Ling and Prof Thomas Hu
School / Dept	SENG / CBME, IPO / BME/BIEN & SENG / CIVL
Project Duration	Jul 2013 – Feb 2015
Project Description	This project intends to offer CBME, BIEN, CIVL and MECH students a series of on-line virtual labs that the teachers can use to supplement teaching and the students can participate in the relevant experiments by changing key parameters. A virtual lab consists of three major components: Model simulation of the essential properties of the system; Virtual lab view of the interactive user; and Narration of system information and instructions on how to use the virtual lab.
Project Outcome	8 virtual CBME experiements, including Evaporation, Drying, Fluid Flow, Heat Exchange, Bioreactor, Oxygen Tranfer have been developed. The contents of the experiments consist of introduction, theory, industrial process, equipment, experiment, discussion questions and online resources etc. 4 virtual experiments for BIEN, CIVL and MECH have been developed to present the concepts about material/tissue testing, loading and deformation of structures etc. The experiments allow students to analyze and prepare lab reports by providing simulated 'experimental data' that containing random errors. Students can also visualize the qualitative behavior of structures. Lecture notes of corresponding CIVL course have been re-designed.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Final Report
Adaptation	Full Project

The Language of Chinese Business Cases

Project Overview
Project Title	The Language of Chinese Business Cases
Project Leader	Dr Linda Tsung
School / Dept	LANG
Project Duration	Nov 2004 - Jun 2005
Project Description	Case-based learning is now a core feature of business education programs in many parts of the world including China. This problem-based methodology, however, can pose difficulties in a context where students are more familiar with traditional didactic models of teaching and learning. The use of online case studies developed under this project assisted in breaking down these traditional barriers to this type of learning. This project aimed to support the case-based approach of teaching and learning used in the Chinese curriculum. While the face-to-face classroom teaching sessions of the course, “Chinese Business Communication”, focused on oral discussion and presentation skills, the online materials provided a collaborative and flexible medium of support for the course, especially with regard to reading and writing tasks associated with case analysis.
Project Outcome	Designed and developed a website platform to host online teaching and learning activities by disseminating various course materials, providing online support for discussion and analyses of course texts and providing links to relevant reference materials. Designed and developed online interactive tasks on case analysis that include examples and exercises to help students develop their skills in understanding and analyzing business cases in Chinese. Developed individual and small group Chinese learning materials based upon the texts of 2 business cases collected from Mainland China. Adapted word templates which include guided questions on case analysis to encourage the students to exchange ideas and express opinions during classroom interaction
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Final Report
Adaptation	Adaptation from The Language of Business Cases

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The Language of Business Cases

Project Overview
Project Title	The Language of Business Cases
Project Leader	Elsie Christopher
School / Dept	LANG
Project Duration	Jan 2004 - Jun 2005
Project Description	This new course project adopted elements of problem-based learning such that tasks and activities were designed to build upon each other as the learner progresses. It also followed a systematic approach to case analysis closely related to specific language learning objectives. Overall, the course was designed to integrate both analytical and communication skills. The face-to-face classroom sessions were used mainly for oral skills development and practice; whereas the reading and writing tasks were reserved for homework accessible via a course website. The website was only contain essential reading and writing tasks for classroom use, but also relevant and timely reference materials, visual learning cues to reinforce skills and an online portfolio where students collected their work. Each major unit was concluded with a formal assessment. These assessments were designed as a combination of individual and group tasks which covered all four language development skills.
Project Outcome	New Student Book – Classroom Teaching New Teacher Book – Classroom Teaching & Relevant Resources New Course Website – LC Computer Lab, by HKUST Internet Access
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report: First \| Second \| Final Report
Adaptation	Full Project

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LANG 201 Business Communication: a Simulated Interactive On-line Business Environment (Virtual Office) for Developing Business Communication Skills

Project Overview
Project Title	LANG 201 Business Communication: a Simulated Interactive On-line Business Environment (Virtual Office) for Developing Business Communication Skills
Project Leader	Edward Li
School / Dept	LANG
Project Duration	Dec 2003 - May 2005
Project Description	The proposed simulated interactive online business environment replaced a fifth of current face-to-face teaching activities within this course. It targeted functional skills in an interactive manner to optimize students’ participation within and across sections. Peer and collaborative learning were encouraged in order to develop the leadership, team-building and interpersonal skills needed. The set-up also provided students hands on problem-solving experience with other professionals so that students’ thinking skills were further developed. It also promoted students’ self-directed, generic learning skills as well as increased learning motivation and confidence.
Project Outcome	Three company websites were developed. The components of the website included ‘Home’, ‘Mission’, ‘History’, ‘Approach’, ‘Services’, ‘Careers’ and ‘Contact us’. In each company website, there was a staff intranet section which had online modules on business writing skills located under ‘Staff Development’, discussion boards under ‘Email’, time-release downloadable client profiles under ‘Clients’, and online peer evaluation under ‘Staff Appraisal’.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report: First \| Second \| Final Report
Adaptation	Full Project

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Development of a Computer-Aided Marking System and Learner Reference for Language Teaching and Learning

Project Overview
Project Title	Development of a Computer-Aided Marking System and Learner Reference for Language Teaching and Learning
Project Leader	Dr John Milton
School / Dept	LANG
Project Duration	Sept 2002 - Jun 2005
Project Description	This project involved developing a tool (Mark My Words) consisting of MS-Word toolbars to enable markers to insert pre-written comments, and online references in students’ written assignments and then save and upload the files to a server. Currently comments and tools are supplied for feedback on English language writing assignments, but comments can be multilingual and directed at written assignments for any subject where feedback requires repetitive comments or benefits from online content or language-based references. Comments were uploaded to a central database so that instructors can track students’ progress in written assignments throughout a course or across courses. Problems and progress could be monitored, and subsequent instructors could retrieve the comment history for any student, section, etc. This tool also helped students evaluate and proofread both their own work (by using online resources such as concordancers) as well as one another’s writing (e.g. by selecting expertly written comments). Website: http://mws.ust.hk/mw/account/login.php
Project Outcome	Mark My Words: i) Provided a means for teachers of any subject (especially language) to insert comments with embedded html links to online resources. ii) Commenting assisted via AI algorithms (Part-of-Speech tagging). iii) Generated comment/error logs for teachers’ and students’ reference. iv) Addressed many of the problems associated with giving feedback on student writing. Check My Words: i) Allowed students to access online resources to help the write more accurately and fluently in any language, especially English. ii) Promoted discovery-based learning by helping students formulate queries and helps them identify their own common errors. Assignment Management System: Assisted students and teachers to exchange, archive and manage assignments. Other developments: This suite of tools had afforded opportunities to develop other related programs, such as a vocabulary acquisition program (provisionally called ‘My Words’).
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report: First \| Second \| Third \| Forth \| Fifth \| Final Report
Adaptation	Full Project

Extending an Educational Game to Improve Time Management Skills of Students

Project Overview
Project Title	Extending an Educational Game to Improve Time Management Skills of Students
Project Leader	Prof Mike So
School / Dept	SBM / ISMT
Project Duration	Nov 2004 - Aug 2005
Project Description	This teaching development project aimed at extending the educational game to improve time management skills of students. Since the original educational game had only one level, students could only get a simple idea of time management. To allow students to see their improvement in managing time through the game, the project explored and implemented ways to extend the game to one more level.
Project Outcome	Refined the level 1 game (e.g. some minor changes in wordings and labels added to the doors). The level 2 game was designed. In this game, players needed to make a study plan for a longer period of one semester. More activities and places were provided. In the game, there were tips for time management provided by a teaching assistant in the game. At the end of the game, there was an examination on time management. The examination consisted of ten questions, extracted from Leboeuf, M. (1980), about players’time management skills in their real life. A briefing session was held on June 4, 2005 to introduce the game to the students who were invited to play the game. The students were asked to respond to an open-ended question, which asked them to express their views and knowledge on “Time management” before they played the educational game. The purpose was to find out how knowledgeable students were regarding time management. For evaluation, a time management exam in the game, a log file containing record players’ results of the game, post-trial online survey (June 4 to June 8, 2005) and two groups of focus group discussion (June 9, 2005) were used.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Final Report
Adaptation	Adaptation from Improving time management for students through the use of an educational game

Adopting a Secure Online Assessment System in a Business Statistics Course

Project Overview
Project Title	Adopting a Secure Online Assessment System in a Business Statistics Course
Project Leader	Prof Mike So
School / Dept	SBM / ISMT
Project Duration	Mar 2004 - Jun 2005
Project Description	This project adopted the secure online assessment system (SOAS) in a business statistics course for online tests. Multiple choice tests were arranged for ISMT 111 (Business Statistics) which contained some 120 students per section. Students did online quizzes in a computer laboratory in tutorials or other time allocated using SOAS. The instructor and student could view results quickly after each test.
Project Outcome	Eight online revision quizzes were provided to students. They included four regular revision quizzes, two revision quizzes for midterm exam and two revision quizzes for final exam.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report Final Report
Adaptation	Adaptation from Assessment in large classes through a secure online assessment system

Assessment in Large Classes through a Secure Online Assessment System

Project Overview
Project Title	Assessment in Large Classes through a Secure Online Assessment System
Project Leader	Prof Surendra K Mansinghka
School / Dept	SBM / FINA
Project Duration	Sept 2002 - Aug 2004
Project Description	Continuous assessment lets students keep track of their study; and the faculty can give timely feedback on their progress. For a class of 700 students, they can only be assessed continuously with online tools. Although practice in several FINA courses using WebCT proved the method effective, it was unsuitable for examinations as it could not prevent students from cheating. Therefore this project proposed to develop a secure online assessment system (SOAS) which was equipped with elements hindering students’ communication with others, as well as the downloading or printing the questions. The system recorded each student’s login and logout. Their submissions were processed automatically and results were saved in a database, which instructors and students could access. The system also supplied instructors with a test item bank so that they could design a new test easily. Finally, it provided timely feedback to the teacher and the learner on the latter’s progress so that both parties may improve.
Project Outcome	With the assistance from CELT, a secure environment for online assessment that would prevent any unauthorized communication was created. The response activities from student during the assessment was logged and reviewed by instructors.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report: First \| Second \| Third \| Final Report
Adaptation	Full Project

Extension of HAZOP Study Animated Module to Incorporate Prioritization of HAZOP Actions

Project Overview
Project Title	Extension of HAZOP Study Animated Module to Incorporate Prioritization of HAZOP Actions
Project Leader	Prof David C W Hui
School / Dept	SENG / CENG
Project Duration	Oct 2004 - May 2006
Project Description	The original project was designed to guide students to identify process hazards. The adaptation required a more definitive decision making approach in order to classify the HAZOP actions into categories, i.e. prioritize the actions. Currently, students have great difficulty understanding risk assessment of chemical engineering projects as they have no experience to relate it too. By incorporating the risk assessment element of a HAZOP into the animated visualization, students were able to relate this to a real life context (albeit an animated one). This risk assessment was both qualitative and quantitative.
Project Outcome	For each of the five case study incidents a semi-quantitive risk analysis method was developed and its solution. This entailed the students becoming involved and experiencing a decision making role while using the training module. The enhanced module was then used in two courses with two groups of students: CENG 303 Plant Design, Economics (HKUST) with 60 students and PM3 MSc in Project Management, Ecoles Des Mines De Nates (France) with 12 students.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report: First \| Second \| Final Report
Adaptation	Adaptation from To Develop a HAZOP Study Teaching Module

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