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Publications (213)
Developing complex understanding of abstract concepts is a significant challenge in learning design. Different pedagogical designs have been reported in the literature to address such challenges, gauging the extent of change and evolution in students' understanding remains difficult. This paper investigates the potential of Epistemic Network Analys...
Swift digital advancements provide teenagers with ample online opportunities but also expose them to potential hazards that impact their wellbeing. The consequences of perceiving online risks vary among individuals, emphasizing the role of digital resilience as a protective mechanism. Digital resilience, rooted in the Digital Resilience Framework e...
Individuals who experience cyberbullying are at increased risk for future health and social difficulties. Despite this correlation, not all individuals who encountered cyberbullying experience exhibit poor subjective well-being, indicating the need for further investigation into potential protective factors. Cognitive emotional regulation strategy...
Digital literacy (DL) is an important capacity for individual’s learning and living in a rapidly changing world. However, measurements of DL are either limited by self-reported bias, restricted response formats, or reliance on a particular software package that may favour students who are more familiar with the same software application. The purpos...
This study examined whether Internet addiction (IA) and digital competence (DC) mediated the association between digital technology use and mental health problems in adolescents before and during the COVID-19 pandemic, when digital device use increased dramatically. Repeated cross-sectional data from a 3-year cross-cohort study adopting stratified...
This study is a collaborative project between HKU and BGCA to investigate the effectiveness of a coding intervention program to improve the DL of primary school students from low social status families in Hong Kong. The results of the study show that (1) BGCA students, both in the experimental and control groups, had lower average DL performance th...
Design-Based Research (DBR, Brown, 1992; Collins, et al., 2004) and Design-Based Implementation Research (DBIR, Fishman, et al., 2013) are two important methodologies in the Learning Sciences. The former focuses on supporting teachers’ learning for changing pedagogical approaches/practices, and the latter expands the focus to pay attention to the w...
This article examines a critical issue in digital literacy assessment design when technological changes are happening with escalating speed in our society. There have been many assessment studies of digital literacy (DL) for diverse purposes and across different geographic and socioeconomic (geo-socioeconomic) contexts. While the assessment framewo...
Would teachers be able to respond with agility and remain on track in their education innovation initiatives in the face of unanticipated external disruptions? This study aims to understand whether and how teachers persist with the innovation efforts they have embarked on when macro-level crisis conditions hit, such as the emergency online teaching...
Positive feelings are essential for students’ well-being and are associated with their academic performance and long-term development. While prior studies have revealed relationships between certain events (e.g., activities and social interactions) and student feelings, little attention was paid to the influence of event durations. In order to addr...
To expand the use of cognitive diagnosis models (CDMs) to longitudinal assessments, this study proposes a bias-corrected three-step estimation approach for latent transition CDMs with covariates by integrating a general CDM and a latent transition model. The proposed method can be used to assess changes in attribute mastery status and attribute pro...
This publication is a report summarising the main longitudinal findings of the Learning and Assessment for Digital Citizenship (e-Citizenship) project, funded by the Research Grants Council of the Hong Kong Special Administrative Region, China, under its Theme-based Research Scheme [Project No. T44-707/16-N]. It was jointly conducted by researchers...
This study investigated the factors affecting adolescents’ well-being during the COVID-19 pandemic from the perspectives of their participation in digital activities, emotional regulation, self-regulated learning, and parental involvement. Using self-reported data from 932 pairs of adolescents and their parents, we performed multiple-group structur...
With the pervasive use of digital technology in all aspects of our lives, and the rapid advances and deployment of new technologies in education, the use and teaching of technology in education is a necessary professional repertoire for teachers to ensure students' well-being. Influential education policy frameworks posit that teachers need compete...
The disruptions caused by the COVID-19 pandemic has challenged us to rethink the design and implementation of professional development (PD) activities for in-service teachers. In Ko et al.(2020), we reported on the redesign of the PD activities in a STEM Innovation Network organized in the form of a School-University Partnership (SUP) project. The...
Cyberbullying has become a critical issue in many parts of the world. Children affected by bullying in cyberspace may also experience various other problems in their daily lives, such as emotional and behavioral issues. Despite the well-documented positive correlation between digital technology use and cyberbullying experiences in adolescents, a pa...
Affected by the Covid-19 pandemic, the way adolescents receive their education has changed drastically from offline classrooms to online digital space. Despite the benefits of digital devices, we must also be cautious of the possible negative impacts of using digital devices excessively. In this study, we proposed a smart planning course to support...
Teachers’ practices are embedded within complex institutional, policy, and educational infrastructure contexts. Teacher learning for the implementation and scaling of curriculum and pedagogical innovations involve changing teaching practices, which must also address the tensions that arise between the emerging teaching and learning practices and th...
This study investigates how differences in teachers’ learning outcomes may be related to the Architecture for Learning (AfL) at multiple levels of the education ecosystem available to the teachers as well as their own individual characteristics. The MultiLevel MultiScale framework was adopted for the analysis of the AfL available to ten teachers in...
Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 surve...
Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent...
Hong Kong was one of the first places hit with the COVID-19 outbreak in January 2020and has since responded with several periods of full or partial school suspension, during which teaching and learning often occurred remotely using digital means. During this time, collecting research data and testing students have become more difficult than before....
Background:
Digital competence can help children and adolescents engage with technology for acquiring new knowledge and for broadening social contact and support, while reducing the risk of inappropriate media use. This study investigated the effects of digital competence on the risk of gaming addiction among children and adolescents. We explored w...
In the learning design community, there has been an increasing recognition of the value of positioning teaching as a design science, in which teachers craft and test effective learning conditions through a goal-oriented and evidence-based procedure. However, the existing models and tools supporting teachers’ design practice focus primarily on learn...
The effectiveness of anti-cyberbullying interventions reported in the literature has been mixed even when the pedagogical organization of the programs were taken into account. To gain deeper insight into the relationship between pedagogical design principles of anti-cyberbullying interventions and their program effectiveness, this study comprises a...
This study aims to investigate the mastery profiles of digital literacy skills of Hong Kong primary students using a general cognitive diagnosis model (CDM) framework. In particular, the relationship between the mastery of each digital skill and a number of students' background characteristics is explored using a three-step approach. The current st...
In this study, we review 1830 research articles on artificial intelligence in education (AIED), with the aim of providing a holistic picture of the knowledge evolution in this interdisciplinary research field from 2010 to 2019. A novel three-step approach in the analysis of the keyword co-occurrence networks (KCN) is proposed to identify the knowle...
A corollary to the exponential growth of digital technology is the increase in research interest in the construct of digital citizenship (DC) in diverse disciplinary areas. Although the term DC is used widely in research, scholars do not commit to a common definition. This integrative review investigates the conceptualizations and measurements of D...
Efforts to realize the potential of learning analytics (LA) to contribute to improving student learning and learning design have brought important advances. A review of successful cases of learning analytics applications reveals that (1) there is a tight coupling between the learning outcome goals, task sequence design, and the learning analytics a...
Digital literacy (DL) skills are widely recognized as important for education, employment, and entrepreneurship around the world. They have been organized into frameworks to guide the design of digital literacy education, training, and assessment for a macro-level population. However, local contexts that vary in terms of digital technology practice...
Purpose
This study examines how a school progressively built its social capital for agile adaptation to provide inclusive and effective fully online learning provisions through intentionally enhancing its architecture for learning.
Design/methodology/approach
The authors conducted a case study to examine how school A was able to respond rapidly an...
Digital literacy competence (DL) is an important capacity for students’ learning in a rapidly changing world. However, little is known about the empirical structure of DL. In this paper, we review major DL assessment frameworks and explore the dimensionality of DL from an empirical perspective using assessment data collected using authentic softwar...
Digital literacy (DL) is an important capacity for students’ learning in a rapidly changing world. However, tension exists between the theoretical conceptualizations of DL as a multidimensional construct and empirical studies reporting unidimensional DL scores. Also, little is known about how DL may vary among different age cohorts, and whether and...
In Design-based implementation research (DBIR), the focus of design efforts is on not only the creation of tools and resources for student learning improvement, but also the (re)design of institutional conditions that support the improvement to be sustainable and scalable. This paper reports on a DBIR project in Hong Kong supporting teachers to use...
This paper describes how an in-service school-university partnership (SUP) innovation Network in Hong Kong modified its teacher professional development program in order to address the challenges of school closure during COVID-19. The SUP network is a joint-school network with a mission to support scalable STEM pedagogical innovations in schools wi...
Pakon-Rachel Ko N. Law X. Pei- [...]
M. Li
Like many other places around the world, the municipal government in Hong Kong and Shanghai promote K-12 STEM education without prescribing specific curriculum standards. This study examines how teacher learning proceeds under such circumstances for STEM implementation, and how such learning is influenced by contextual factors. Using thematic analy...
This publication is a report summarizing findings from the first wave of the Learning and Assessment for Digital Citizenship (e-Citizenship) project, funded by the Research Grants Council of the Hong Kong Special Administrative Region, China, under its Theme-based Research Scheme [Project No. T44-707/16-. It was jointly conducted by researchers fro...
This paper explores the roles of information and communication technology (ICT) coordinators, using architectures for learning as the theoretical framework to identify (a) the structures and mechanisms utilized to decide the role of a coordinator and (b) those organized for the coordinator to realize a role within a school context of ICT‐enabled, i...
This paper explores the roles of ICT coordinators, using architectures for learning as the theoretical framework to identify 1) the structures and mechanisms utilized to decide the role of a coordinator, and 2) those organized for the coordinator to realize a role within a school context of ICT-enabled, instructional reform. Data on ICT coordinator...
We investigate learner efficiency by categorizing a computational MOOC and analyzing user behavior data from a learning design point of view. Learning design is important both when designing courses as well as studying them. Learning behavior can be observed from the MOOC platform data. For this study we ask two learning designer experts to categor...
There have been a strong push at the policy level in many countries to promote interdisciplinary approach in the teaching of the STEM subjects. This study explores whether and in what ways the quality of the science teachers’ pedagogical practices change when teaching in an interdisciplinary context. A pilot study has been conducted in five seconda...
This paper reports on a longitudinal study of a network of 10 special education needs schools over a span of 11 years that leveraged the opportunity offered by a government‐funded e‐learning pilot scheme initiative to further their efforts in providing the same educational opportunities to their students as those in mainstream schools. The trajecto...
Student learning activity in MOOCs can be viewed from multiple perspectives. We present a new organization of MOOC learner activity data at a resolution that is in between the fine granularity of the clickstream and coarse organizations that count activities, aggregate students or use long duration time units. A detailed access trajectory (DAT) con...
Neuroscientific research has unequivocally pointed to the deeply social nature of human learning. Learning at the cognitive behavioral level is underpinned by neurophysiological changes in brain structure and connectivity across different parts of the brain as the learner interacts with others and the environment. Studies of epigenetic processes sh...
Student learning activity in MOOCs can be viewed from multiple perspectives. We present a new organization of MOOC learner activity data at a resolution that is in between the fine granularity of the clickstream and coarse organizations that count activities, aggregate students or use long duration time units. A detailed access trajectory (DAT) con...
This paper explores how a school can design structures for ICT use, and the interrelationships between that design and impact on ICT use of a large number of learners and a wide range of stakeholders. The paper features four cases, each of which presents an initial design for an ICT facilitator role in a school, in terms of organizational unit memb...
The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have buil...
There is an increasing interest in understanding learners through biographical and ethnographic methods in order to gain a more holistic picture of how the various aspects of a learner's context and interactions outside of the formal learning spaces contribute to their learning behavior and outcomes. Given learners' pervasive use of digital technol...
Teachers’ learning has long been identified as crucial to successful implementation of pedagogical innovations. Prior studies on facilitating teacher learning in pedagogical innovations have placed much emphasis on the design of learning architecture in terms of the structure and interaction mechanisms that scaffold teacher learning. This study exp...
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Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for...
It is becoming increasingly recognized that education solutions from one country, including ICT for learning and teaching in the curriculum, may not be suited to the context of another. It is probably best for each country to develop its own solutions or approaches based upon in-depth analysis of the local conditions and strategic priorities. Howev...
Over the past ten years, a lot of advances have been made in both the
learning design and learning analytics research communities in terms of
research outputs. On the other hand, these advances have not made visible
impact on the everyday practices of the key stakeholders they aim to serve:
teachers and learners. This paper argues that to advance b...
Prior studies on the sustainability and scalability of pedagogical innovations have shown that higher efficacy of innovation implementations connects with joint-school networks as these provide richer architectures for learning compared to single school innovations. Whereas, there is little direct evidence on how the feature of architecture for lea...
Notions of what constitutes quality in design in traditional on-campus or online teaching and learning may not always translate into scaled digital environments. The DesignLAK17 workshop builds on the DesignLAK16 workshop to explore one aspect of this theme, namely the opportunities arising from the use of analytics in scaled assessment design. New...
There is an increasing recognition in the learning analytics community that the development and potential contribution of learning analytics can be significantly enhanced by connecting the evaluation functions of learning analytics to the learning design intentions and implementation as a context for interpretation. There have been some initial exp...
Crisis management in law enforcement contexts is considered to be a kind of Naturalistic Decisionmaking (NDM). In a NDM situation, crisis management personnel usually have to tackle highly fluid situations under great stress and uncertainty. It has been observed that a major challenge to the effective handling of crisis situations is the tendency f...
The notion of self-directed learning (SDL) has gained prominence in many education institutes around the world. However, few studies detail the specific enabling factors that could foster SDL in primary and secondary school science education. Focusing on this gap, we engaged in a mixed methods study that examined 17 schools in Hong Kong, consisting...
The fragility and (un)sustainability of pedagogical innovations, is a major challenge in the education literature. Based on the theoretical framework that sustainable change requires sustained and aligned learning at multiple levels of the education system, this paper reports on an exploration of the sustainability of the learning innovations in th...
Higher education has experienced a lot of changes over the past several decades, expedited by globalisation and escalating pressures on research performance. While the pressures and mechanisms of change at the institutional level, including the tenure and promotion system, are generally high on academic and top level administrative staff in univers...
This paper explores how a school organizational environment can be structured across multiple levels to facilitate decision-making and teacher professional learning opportunities, and the interrelationships between that structuring and the sustaining and spreading of information and communications technology (ICT) use in teaching and learning. The...
In this paper we elaborate and extend the work of the EDUsummIT 2015 Thematic Working Group 7 (TWG7) by proposing a set of indicators on quality Technology-Enhanced Learning and Teaching (TEL&T). These indicators are intended as one component of a set of global indicators that could be used to monitor implementation of the Education 2030 agenda, wh...
Technology Enhanced Learning (TEL) has become increasingly important on the agendas of education policy makers, school leaders and teachers around the world. The policy level rationale for emphasizing TEL is not only to improve learning outcomes, but to also transform the learning process to foster new capabilities that are needed for life and
wor...
This paper explores how schools design and position roles to facilitate teacher collaborative learning of educational technologies, and the possible necessary school-level conditions for these roles to support teachers for successful pedagogical impact. It features two embedded case studies of emergent educational technologist roles' in private int...