Pedagogic Research Knowledge Exchange (CUHK-UoB Joint Session 1 )

In this "Pedagogic Research Knowledge Exchange" series, educators from The Chinese University of Hong Kong and the University of Bath will collaborate to share their teaching innovations and insights on how technology is enhancing education.

Date: 29 May 2025 (Thursday)

Time: 3:30 p.m. - 4:30 p.m. (HKT)

Format: Online via ZOOM

Target audience: Academic staff and professional staff

Topics & Speakers

Mr. Ken Cameron, Lecturer, Department of Computer Science, University of Bath, United Kingdom

Mr. Ken Cameron is a member of the Visual Computing Group, with a 100% focus on teaching. His background is in high-performance computing, processor architecture and rendering. He used to design GPUs for a living. These days he is much more interested in how we can use new technologies to change the way we teach and learn. And if we should.

Ken's academic lead for a student run Vertically Integrated Project investigating the use of Virtual Reality in Bystander Intervention Training.In December 2022, he registered with the University as a part-time PhD student. His research is examining the impact of Computer Science on the practice of teaching and learning both within the discipline and how it affects other subjects.

Topic: The Use of Virtual Reality to Enhance Teaching and Training

Abstract: In recent years, the advances in Virtual Reality hardware and software support, along with the cost reduction that comes with targeting a consumer market has led this technology to be increasingly adopted to enhance the teaching and learning experience.

In this presentation, the speaker will outline ongoing work in two student led Vertically integrated Projects (VIP) at the University of Bath that are researching this area. The first targets Bystander Intervention Training. It uses an immersive simulation of a situation where users can choose how to intervene as part of a larger training activity. The second began as a joint project between Chemistry and Computer Science to explore creating a virtual version of a 1st year undergraduate chemistry lab experiment. Initially developed as a final year student project, it has also been adopted as a VIP. Along with the work undertaken on these projects, the speaker will also discuss some of the research into the use of virtual reality that motivated these projects.

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Dr. Lipika Chatterjee, Lecturer, School of Pharmacy, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong

Dr. Lipika Chatterjee received her B. Pharmacy and MBA, Marketing degree from University of Pune, India. She holds a PhD degree in Pharmaceutical Sciences from University of Otago, New Zealand. After graduating with her PhD, she joined the research and development team of Bayer New Zealand (Animal Health Division) and was involved in projects developing injectable formulations for the treatment of bovine mastitis.

Following her childhood passion to work with students, Dr. Chatterjee transitioned from the industry into a teaching career. She worked as a lecturer at the School of Pharmacy, International Medical University, Kuala Lumpur for three years before joining The Chinese University of Hong Kong in 2018. She believes that students can benefit immensely from the knowledge and skills that she has developed working in the industry and academia over the years. Dr. Lipika is interested in pedagogical research to enhance her teaching techniques. She develops innovative teaching tools to make her students’ learning experience fun, engaging and meaningful.

Topic: Enhancing Pharmacy Education: Leveraging Micromodules for Effective Learning in Practical Lab Settings

Abstract: Practical laboratories are crucial in the Bachelor of Pharmacy curriculum, equipping students with fundamental hands-on abilities. Traditionally, students are expected to refer to the text-based lab manuals and familiarize themselves with the relevant theoretical information and experimental procedures before attending lab sessions. The lengthy text-oriented instructions of traditional lab manuals, combined with students’ busy timetable, become less motivating to read before lab sessions.

To cater to today’s tech-savvy students who are accustomed to bite-sized and stimulating forms of information, our project aimed to create multimodal micromodules that encompass theoretical pharmaceutical science concepts. These micromodules were designed to improve students' comprehension of theoretical concepts and foster self-directed learning.

This presentation showcases a segment of our ongoing research. We curated a comprehensive learning platform housing three lab-related micromodules. To gauge the usefulness of this new approach, we conducted a pilot run and collected feedback via survey and focus group interviews with pharmacy students from previous academic years.

The feedback from the students was overwhelmingly positive. The majority expressed that micromodules significantly improved their grasp of theoretical concepts compared to the traditional paper-based format. The inclusion of visuals within the micromodules and the incorporation of self-assessment questions with feedback were particularly lauded for motivating self-directed learning.

Encouraged by the success of this innovative learning tool, we are now planning to extend these methodologies to other lab-based courses within our pharmacy program. This strategic expansion aims to further enrich the learning experience and empower students to excel in their academic pursuits.

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Note: This seminar is counted towards Part III of the Professional Development Course.

Enquiry

For any queries, please contact Vienne LIN at viennelin@cuhk.edu.hk