This project has developed an interactive map about the historical development of English. The map features a timeline of the development of the English language, from its roots as an Indo-European and Germanic language, to the Viking invasions and later Norman Conquests, up to Modern English times. Specific historical information is given for each point on the timeline, in terms of how English changed during that period. In specific, there are several major points on the timeline, illustrating the major developments in the evolution of the English language:

1. 500BC-43BC Celtic migrations
2. 43BC – circa 450AD Roman occupation (Latin influence)
3. 449AD Germanic settlements (the Anglo Saxons – German influence)
4. 597AD St. Augustine missionaries reform the church (Latin influence) – Old English period (500-1100AD)
5. 789AD Viking invasions (Danish influence) – Old English period (500-1100AD)
6. 1066AD – 1154AD Norman conquest (French influence) – beginning of Middle English (1100-1500), Chaucer’s Canterbury Tales (1343)
7. 1400s – 1600sAD Renaissance mixing (French, Latin, Greek, and Italian influences); beginning of Early Modern English (1500-1800); Shakespeare (1564-1616AD)
8. 1700s British Empire – age of colonization, age of dictionaries (empire imports from Hindi, Persian, Arabic, Turkish, Malay, American Indian languages); development of American English; Indian English
9. 1760s-1800AD Industrial Revolution and colonization; Late Modern English (1800- present)
10. 1900s – present day: world wars, globalization, colonization (Hong Kong, Singapore, Malaysia, etc.), technological transformation. Late Modern English (1800 – present)

Within each of these 10 time periods, there are:

• Links to Wikipedia, images, YouTube videos with illustrative information on each time period;

In addition, there is a globe of the world, showing flags for former British and American colonies to show the spread of English worldwide due to colonialism. Once students click on that flag, the map will rotate to show them where that place (e.g., Hong Kong) is located on the world map. They can click on the flag on that country and find more information about the colonization of that country/city and the development of English in that region.
The project focuses on 11 major British and 1 American (Philippines) colonies. Each location contains information, videos, and links. The locations are:

• America (USA)
• Canada
• New Zealand
• Australia
• Malaysia
• Philippines
• Hong Kong
• Singapore
• Nigeria
• India
• Jamaica
• Kenya

This project aims at delivering teaching and learning materials to our undergraduate students in order to let them understand: (i) the ethical principles and framework; and (ii) what it means to think and act as a professional accountant in the context of financial reporting. The learning objects in this project were delivered through a capstone core course of the undergraduate programme. In this project, a blended learning approach was adopted with an integration of online training and face-to-face discussion on relevant topics. Four micro-modules in the form of whiteboard videos were produced using the software called VideoScribe. All the modules were uploaded to the course eLearning platform. Each micro-module was followed by concept-checkers as formative assessments. Latest news and cases relating to professional ethics in financial reporting were then discussed in class. Such in-class discussion was based on the fundamental concepts delivered through the micro-modules. A final case write-up was then used as a summative assessment with a set of rubrics developed.

EdHub is an online platform hosting fourteen micro-modules that supports ELED students from the Faculty of Education in the course of their teaching practice at primary and secondary schools. By capturing teachers’ craft knowledge in authentic classrooms, and making such videos available in an eLearning environment, EdHub serves as an analytical tool for student-teachers to develop critical awareness of English Language Teaching (ELT) in the local context. Each micro-module is a theme-based independent learning package that consists of i) reading materials, ii) select video clips of authentic classroom teaching in local schools (5-10 minutes each) with accompanied lesson plans and instructional materials, and iii) guided questions for self-reflection and discussion. Through viewing the actual scenarios of second language classrooms, observing the different ways in which planned curricula are realized in practice, and engaging in professional dialogues with mentors and peers in the community of practice, student-teachers may consolidate their subject knowledge, and learn to evaluate the effectiveness of, inter alia, various teaching methods, use of instructional materials, classroom language, learning activities, lesson management, and classroom interaction.

This project is developed for students registered in the specific courses (CHED4370 and PGDP5408R). Students will be asked to study certain sections in the e-learning materials in order to prepare for class. The materials are interactive and students will have to study the course materials, understand those concepts, view the clip(s) to understand the skills AND come to class for further questions, be better prepared to participate in role play activities and attend to skill practices. Within the duration of this project, an introduction on counseling children plus a specific module on child-centered play therapy skills was produced. Other modules such as working with children using art and craft, music, drama, etc. will be developed for use.

The Legal System of the PRC is a compulsory 1st year undergraduate LLB course. Based on previous student feedback, it is one of the most challenging courses in the LLB curriculum due to students’ unfamiliarity with a legal system that is considerably different to Hong Kong’s. In this context, the micro modules produced from the CDG helped to facilitate and enhance students’ understanding of and engagement with key terms and foundational concepts as well as the more difficult contents of the course. The micro modules were also used to create curiosity and interest around new topics and served as a tool for pre-class preparation and in-between-class revision. The focus group evaluation results indicated that the usage of the micro-module videos was around 30-50%. Nevertheless, close to 85% of the respondents reported that the micro-modules were helpful in enhancing their learning experiences in this course.

During 2015/2016 five micro-module videos were produced, three on Conflict of Laws and two on Sale of Goods. The project leader focused on the producing the script and providing the graphics and CUHK audio–visual division was responsible for making the video look as professional as possible.

The project would best be described as blended learning. Each of the topics covered by the video was first introduced in the normal way in a face to face lecture backed up by a small group session. The video was then released with the objective of providing the students with a useful revision aid that they can replay at their convenience, providing an overview of the topic and highlighting in particular common mistakes that students make.

To encourage student interaction each video was accompanied by a PowerPoint exercise where students are tested on their understanding of the video by having to answer a series of questions.<

The responses to the videos by the students have been universally positive, a typical comment being “The videos provide a stimulating (with different effects and practical examples) and a more flexible way of learning (I can learn at home anytime and I can repeat listening if I have difficulties in understanding a particular point.”

Two very tangible beneficial outcomes have been that the number of questions that students would normally ask the teaching staff concerning the topics covered by the videos has dramatically decreased and fewer fundamental mistakes were made in assessments.

“Infectious Disease” is an inter-disciplinary subject in medical sciences, public health, and social sciences. Education resources on infectious diseases are plentiful, but they’re often not tailored to the needs of students, especially those pursuing a public health degree course. At the Chinese University of Hong Kong, a concise textbook “Public Health Infectious Disease” was published in 2012 for the use of public health students. To enhance its use, an educational Apps in both Android and iOS versions incorporating core contents of the same book is designed. Titled “Learning Public Health Infectious Disease”, the Apps serves to promote interactive learning. Meant to be freely accessible to students of the university’s BSc in Public Health programme, students could read through the contents at time convenient and could focus on topics of one’s choice. Self-assessment exercises in the forms of multiple choice questions can be taken after reading each chapter, a section or on completion of the full contents. Topics are easily linked with illustrations including maps, diagrams and/or tables to improve understanding of each topic or subjects of special interest. While designed for BSc Public Health students, the Apps would also be of interest to Master of Public Health students and learners in nursing, medicine and other social science subjects with a health focus.

The “Applying Physiological Concepts to Real Sports – A Micromodule Package” project comprises numerous interactive and self-directed micro-modules designed to help students explore how knowledge of skeletal muscle physiology can be applied to real sports. The micro-modules emphasize the application of physiological concepts to sports using illustrated examples. The project also involves active student participation in the production phase. Based on our preliminary data and prior experience from a study of the effectiveness of using micro-modules in a flipped classroom, each micro-module addresses just one key topic and contains the following features:

• One micromodule for one key topic
• A short narrated and annotated multi-media presentation
• A set of simple animated videos demonstrating key tasks (e.g. body movements in different sports).
• Built-in self-assessment exercises at the end of each micromodule
• Individual http Web-link for easy download.
• Compiled micromodules in one courseware website for easy course management

Testing and Accreditation stream has been introduced in the curriculum of chemistry to prepare students to work in the testing industry after graduation. Under the stream, students have to attach to a local testing laboratory for 320 hours as a graduation requirement. We have our first batch of students in the testing laboratory now. Students have a general comment that the instrumentations they learn at school do not well align with the industry. In this project, we have produced a series of videos on microwave digestion and infrared spectroscopy. These videos cover the principles, advantages, disadvantages as well as applications of the instrumentation. These videos are expected to fill in the gap between academic and industry and help students gain more relevant knowledge of instrumentation used in the testing industry.