Staff Home Page
Adam does not like a “say no” attitude. In the 21st century, not wanting, or not knowing how to do something is never an excuse. If you don't know how to do something, learn - we are in the age of life-long learning! Someone else will more than likely be able to do it faster and better than you, but the knowledge you have gained will enable the end result to be much better, even if in the end you get someone to do that thing for you. If you don't want to do something, be careful. While in the past people could spend a lifetime sitting behind a desk doing a minimum of work, in today's world you can be easily found out.
☛ Adam supports all projects which lead to better teaching and learning. This is the key question that should be asked behind any new initiative. Does it lead to improved teaching and learning? If not, what is the purpose of the initiative?
☛ To schedule an appointment, check Adam's calendar (select “week” in the top right) and then contact Adam.
☛ Adam started and is now part of the team creating the ELC Open Online Courses.
☛ Adam is leading the ELC's VR/AR Job interviews project.
☛ Adam is leading the PolyU team on the HKCPD Hub.
☛ Adam's publications.
☛ Where are you?
☼ July 2015 Video ☼
☼ May 2013 Video ☼
☼ May 2012 Video ☼
☼ Jan 2012 Audio ☼
☼ Aug 2011 Audio ☼
☼ Jan 2011 Audio ☼
☼ Sep 2010 Audio ☼
★ Video: Wikis in plain English
★ Video: Wikis in university teaching and learning - Richard Buckland UNSW
★ Video: Gamification, Assessment, and the Joy of Learning - Richard Buckland UNSW
★ Audio: Encouraging creativity in the workforce - Jeff Streeter, Director of the British Council(HK)
Find our more?
More about me
Useful Links (July 2018)
Make your life easier
☛ Light pdf - Free and easy to use online pdf editor
☛ Doodle - The simple way to decide on dates, places & more.
☛ Word to HTML - Instantly convert your text to HTML.
☛ Sound Effects - 16,000 BBC Sound Effects available for educational use.
☛ Free Music Archive - It's not just free music; it's good music.
✔ Audioboom - because sound is social, and so is learning
✔ Vocaroo - is a shiny new service for sending voice messages across the interwebs
✔ Podbean - An ultra simple podcast publishing solution
✔ Zotero - Your personal research assistant - manage, cite, and share your research sources
✔ Mendeley - Like iTunes for research papers.
✔ Onelook - Type in a word and search many dictionaries at once.
✔ Macmillan - Check out the Red Words under games!
✔ WordClouds - beautiful word clouds
✔ polleverywhere - vote using your mobile.
✔ socrative - 3 mins to set up, 20 secs to use!
✔ Kahoot! - add a game element to your teaching!
• jing @ screencast
MOOCs & SPOCs
• ELC Open Online Courses
• English@Work Job applications
• English@Work Job interviews
• Read to Know!
• Upgrading Your Grammar
• Academic Skills for Independent Learners (ASIL)
• ELC Service Learning
ORCID ID: 0000-0001-9033-7990
Since the year of the MOOC in 2012 (Pappano, 2012), MOOCs have entered the mainstream of education. From 4200 courses in 2015, the number has risen to over 11000 in 2018, with student numbers also tripling to over 100 million (Shah, 2019). The type of course delivered by a MOOC often follows a traditional course structure with each online unit often following a chapter in a book. However, while a course instructor in a face-to-face environment is forced to limit the amount of content that can be delivered in a lecture, the online instructor does not face such constraints. This has led to courses becoming overloaded with content – the so called 'course and a half syndrome (Sabourin, 2014). This presentation will examine one such English Language MOOC developed by a university in Hong Kong. After considering the problems when trying to integrate the online content into face-to-face subjects, the presentation will look at a possible solution with the MOOC being sub-divided into micro-courses. Show abstract
It's impossible; it's counterproductive; it's expensive; and it's dangerous (Bailenson, 2018). These all sound like good reasons to use Virtual Reality (VR) in education, and particularly in language education. However, is it going to be a game changer? Will VR be like YouTube and change the way teachers prepare classes, the way they teach, and how students learn, or will it be an expensive addition such as interactive whiteboards and end up underutilised by teachers and students. This presentation considers a funded VR project at a university in Hong Kong. Students from two different departments were targeted: computing students and logistics students. It will look at the challenges and opportunities arising from the project to help those students improve their job interview and language skills using virtual reality technology. The presentation will critically examine the project and reflect upon whether the technology is currently something that can be easily put to use in the language classroom at the present time. Show abstract
Being able to perform professionally during a job interview is a challenge for the vast majority of fresh graduates. Challenges include lack of authentic practice opportunities, and limited chances to reflect on practice interview performances. This presentation considers a LEG funded project which aims to address these challenges. Students from two different departments have been targeted: computing students and logistics students. While some of the questions that they would face in a job interview would be generic in nature (e.g. “Tell us about yourself”) others would be specific to the job nature that the student is applying for (e.g. “What is your view about the current state of the shipping industry?” versus “Suppose you are a data scientist in a supermarket chain, how do you find out the items for a special offer?”). This presentation examines the process of creating materials for these two types of students, and considers the opportunities that VR technology could perhaps offer to language learning. This presentation looks the challenges and opportunities arising from a project to help students from two different departments improve their job interview and language skills using virtual reality technology. Show abstract
Massive Open Online Courses (MOOCS) have become extremely popular in the last 5 years. Hundreds of new courses start each month, and providers such as edX, FutureLearn, Coursera and Udacity have millions of students enrolled on their platforms. This rapid expansion of this particular style of online education has brought with it some specific problems. In this presentation, experiences from running an Asian based MOOC on the edX platform are examined. The two-part MOOC, English@Work in Asia, is primarily about job application and job interview skills, but also covers the language needs of non-native English speakers. The MOOC has run in both late 2015 and mid-2016 and attracts students from all around the world, although participants are mainly from Asia including India, China and Hong Kong. The presentation will look at issues from three perspectives: the students, the institution and the platform. This presentation will elaborate on these issues that the project team encountered during the running of the MOOC and summarise some solutions that were put forward to alleviate these matters. The presentation will end with some thoughts about the future directions of online courses such as MOOCs. This presentation will be of interest to those who are interested in creating MOOCS, and those want to know more about online courses such as MOOCs, especially from a non-European perspective. Show abstract
Massive Open Online Courses (MOOCS) in theory offer free access to high quality education to all with an Internet connection and computer – digital inclusion for the masses. However, experiences from running the MOOC, English@Work in Asia in the third and fourth quarters of 2014, highlights how the digital learning utopia anticipated by MOOCs can create complications in terms of access, adoption and then application. These complications can lead to the possible exclusion of potential students from these online courses. Issues that can be encountered include the data bandwidth required to successfully complete the course, the range of devices that students use to access the courses, students' technical ability and knowledge of MOOCs, the diverse range of students enrolled in a course and the design of the MOOC platform that is used for the course. This presentation will outline some of the issues that the project team encountered during the running of the MOOC and summarise some solutions that were put forward to alleviate these issues. The presentation will end with some thoughts about the future directions of online courses such as MOOCs. This presentation will be of interest to those who want to know more about online courses such as MOOCs. Show abstract
Completion date: 31/01/2021
Continue to develop and run the ELC MOOCs
Completion date: 31/12/2021
1. Design and deploy an AI chatbot on the ELC website and iELC mobile application;
2. Understand how learners perceive the use of AI chatbots as language learning partners;
3. Compare the effectiveness of chatbot learning activities with the existing provision;
Completion date: 31/12/2018
(1) VR job interview simulation in PC platform available in ELC’s independent language learning centre
(2) VR job interview simulation in PC platform available on mobile Android and IOS platforms
(3) Self-reflection materials for post-interview personal improvement
Completion date: 30/11/2011
To modify classroom materials developed for ELEP News into an online course
Completion date: 31/08/2016
To migrate ELC subjects from Moodle to Blackboard
Completion date: 30/08/2020
The Hong Kong Continuing Professional Development Hub (HKCPD Hub) for University English Teachers provides a framework of communities of practice and learning to facilitate and foster collaboration and sharing of expertise among Language Centres in Hong Kong universities to strengthen professional development of English language teachers in higher education in Hong Kong.
With the aim of providing a systematic and supportive framework for continuing professional development that fosters active participation of English Language Centre colleagues across institutions in learning, sharing, collaboration and contribution for the advancement of English teaching and learning in Hong Kong universities, the HKCPD Hub supports and encourages continuing professional development among university English teachers by:
- Meeting regularly to discuss and explore critical issues in English language teaching, learning and research
- Examining and sharing best practices and innovation in pedagogy, methodologies, curriculum development, instructional technologies, and assessment practices
- Organizing seminars, workshops, forums, two symposia and an international conference to foster active engagement of colleagues in learning, sharing and contribution
- Inviting local scholars and international experts to present new ideas, practices and research in innovation in English teaching and learning
- Establishing Communities for colleagues who share similar interests in research and/or teaching to network, learn, mentor and collaborate
- Providing a website for colleagues to showcase best practices and innovative projects and share resources and ideas to encourage collaboration and contribution for the advancement of English teaching, learning and research
- Developing inter-institutional projects arising from close interaction and sharing of expertise among institutions
- Publishing edited volumes that contain best practices and innovation in English teaching and research
Completion date: 30/11/2010
To experiment how students can use mobile devices to develop their English language skills
Completion date: 02/05/2016
To create a MOOC on edX by February 2016
Completion date: 30/11/2014
To create two new full length student presentation videos, and a series of shorter videos derived from those two videos, for students completing ELC LCR subjects.
Autonomy in the language classroom
Mobile Learning - Using Smartphones in Class
Powtoon - video production
Technology enhanced learning
Technology in language teaching