Workshops Schedule
The registration deadline is 13 June 2025.
| 6 July 2025 |
AI赋能课堂游戏设计：中小学互动学习活动创新工作坊 (10:30-12:00) 主題摘要 课堂游戏与互动学习活动是提升中小学生参与度与学习成效的重要策略。研究表明，有效的游戏化教学能促进知识内化、激发创造力，并培养协作能力。然而，教师在设计与实施过程中常面临多重挑战：（1）时间与资源有限，难以定制符合不同年级与学科需求的游戏；（2）缺乏技术工具支持动态难度调整与个性化反馈；（3）对游戏化教学理论与技术整合的理解不足。 本工作坊将探索如何借助生成式人工智能工具（如ChatGPT、Deepseek、Canva Magic Design、Kahoot AI Generator等），协助中小学教师快速设计多样化、情境化的课堂游戏与互动活动，突破传统设计瓶颈。AI的即时内容生成能力（如生成故事脚本、数学谜题、科学实验模拟）、动态适应性（如根据学生水平调整题目难度）及多模态输出（如结合图文、音视频的互动素材），可大幅提升游戏设计的效率与创新性。 工作坊内容涵盖：
参与者将通过案例解析、工具实操与协作设计环节，亲身体验AI如何赋能从“单向讲授”到“互动探索”的教学转型。工作坊将助力教师成为“AI+游戏化教学”的创新实践者。 个人简介 邹迪教授是香港理工大学英语及传意系和人文学院的副教授。她的研究专长包括教育技术、语言教育、计算机辅助语言学习、游戏化语言学习以及人工智能在语言教育中的应用。邹教授主持和参与了20多个研究项目，并在SSCI和Scopus索引期刊上发表了150多篇研究论文。她的研究在学界具有重要影响力，截至2025年3月，她的Google Scholar引用次数达10065次，h指数为47，i10指数为99。她连续四年（2021–2024）被斯坦福大学评选为“全球前2%顶尖科学家”。 邹教授在教学和研究方面的卓越贡献使她荣获多项学术奖项。她曾获得国际混合学习会议（International Conference on Blended Learning）和国际开放与创新教育会议（International Conference on Open and Innovative Education）的优秀论文奖。她的创新教学项目也在国际上获得认可，包括加拿大国际发明创新大赛（iCAN）金奖及特别奖，以及台湾国际创新发明竞赛（IIIC）银奖。 除了在研究和教学方面的贡献，邹教授还积极参与学术出版工作。她担任《Computers & Education》（SSCI，影响因子8.9）和《Computers & Education: X Reality》的副主编，并曾于2021–2022年担任《Australasian Journal of Educational Technology》（SSCI，影响因子4.1）的副主编。同时，她还是《Language Learning & Technology》（SSCI，影响因子5.2），《Education Technology & Society》（SSCI，影响因子4.7）和《International Journal of Mobile Learning and Organisation》的编委成员。邹教授在语言教育领域的广泛研究、学术编辑工作以及对技术创新的推动，持续影响着该领域，并激励全球学者。 |
Generative AI-assisted Differentiated Instruction in the Language Classroom (13:00-14:30) Abstract Differentiated Instruction (DI) is an evidence-informed teaching approach designed to cater for classes with diverse student needs. Tomlinson’s (2014) widely adopted model of DI proposes that instruction can be differentiated in content, process, product, and learning environment:
Extensive research has found positive student outcomes when language teachers implement DI. The Hong Kong Education Bureau (EDB) promotes the use of DI in English language Education. Despite the benefits and active promotion, teachers face several obstacles to DI: (1) class size and diversity, (2) time, (3) understanding of DI approaches, (4) standardized curricula, which have limited its widespread adoption. In this hands-on workshop, we will explore ways Generative Artificial Tools (GenAI) (e.g., ChatGPT, Deepseek, Dall-E-3, Mapify) can be integrated into language teachers’ professional practices in order to facilitate DI and overcome some of the obstacles to DI use. The ability of GenAI tools to generate contextualized and appropriate content in various genres and engage in coherent back-and-forth interactions means they have huge potential to support DI. The workshop will include examples, demonstrations, and hands-on experiences with GenAI tools, allowing participants to engage with GenAI tools in ways that facilitate DI for language teaching. Attention will be given to (1) the different aspects of DI: content, process, product, and learning environment; (2) the skills needed to use GenAI tools effectively (e.g., prompt literacy); and (3) the responsible and ethical use of GenAI with school-aged language learners. He has contributed extensively to the field of GenAI and language teaching through invited talks to institutions and universities in Thailand, Singapore, Oman, Korea, the United Kingdom, Spain, Mainland China, and Hong Kong. He has published widely on GenAI and language teaching in academic journals and books. He is the author of the book Generative Artificial Intelligence and Language Teaching (Cambridge University Press, 2025) with Kevin Wong. |
人工智能在校內及家中的語言學習應用：社交機械人和對話式學習平台 (13:00-14:30) 主題摘要 香港年輕學童在校內及家中學習英語為第二語言時面臨不同挑戰。本工作坊展示由講者領導研發的兩項協助語言學習的 AI 創新項目：社交機械人及 AI 對話式學習平台—惜字寳。
工作坊當天，參加者除可了解這些項目的功能與應用，更有機會親身使用及體驗這兩項研究項目。 個人簡介 楊少詩教授現為香港教育大學協理副校長（學術質素保證）、教育發展與創新學院聯席執行院長及心理學系教授。楊教授的研究涵蓋語言和閱讀發展、閱讀介入訓練，以及科技輔助學習。楊教授屢獲校內外研究經費資助，積極從事具影響力的研究工作。當中有關英語學習的研究項目包括認字遊戲套裝、社交機械人、英語學習應用程式等。 |
Redesigning your assessments for GenAI using the AI Assessment Scale (AIAS) (15:00-16:30) Abstract Is using AI in assessments ‘cheating’ or simply a new form of academic collaboration? This workshop challenges traditional notions of academic integrity in an AI-powered world. In this practical workshop, participants will explore how the AI Assessment Scale (AIAS) (Perkins et al., 2024) provides a structured framework for integrating Generative AI into educational assessments. Rather than viewing GenAI as merely a potential threat to academic integrity, the workshop demonstrates how the AIAS enables educators to thoughtfully incorporate this technology across a spectrum of assessment tasks—from “No AI” to “AI exploration”. Participants will engage in hands-on activities including stress-testing existing assessments by attempting to complete them using GenAI tools, identifying vulnerabilities, and redesigning assessments using the AIAS framework. Educators will discover how to develop CustomGPTs and standardised prompts that provide clear structure for students using GenAI in assignments, create AI-informed marking rubrics, and use the AIAS CustomGPT to transform previously created assessments. The workshop emphasises practical approaches that maintain academic rigour while acknowledging the realities of GenAI in today's educational landscape. By reframing how we think about AI assistance in student work, educators can design assessments that focus on meaningful learning outcomes rather than futile attempts to detect AI use. Bio Assoc. Prof. Dr. Mike Perkins serves as Associate Professor and Head of the Centre for Research & Innovation at British University Vietnam (BUV). With a PhD in Management from the University of York, he has emerged as a leading global voice on AI in assessment and the ethical integration of AI in education. Dr. Perkins is renowned for developing the AI Assessment Scale (AIAS), translated into 25 languages and implemented across more than 300 schools and universities worldwide. His work addresses the critical intersection of technology, academic integrity, and ethical implementation of AI in educational settings. He leads research in the equitable application of GenAI, and provides guidance to educators and policymakers responding to the challenges of the new GenAI landscape. Dr. Perkins' expertise has established him as a sought-after advisor to educational institutions globally, supporting them in ethically integrating Generative AI to enhance student learning while preserving academic integrity. |
善用人工智能，實踐個性化學習策略 (15:00-16:30) 主題摘要 本工作坊旨在介紹多款實用且易於上手的AI教學工具，協助教師優化備課流程、強化學生對知識結構的理解，並有效設計評估。參加者將認識多種AI教學工具，包括 Magic School AI、Felo AI、GitMind 以及 Brisk Teaching等。這些工具能協助教師提升教學效率，並更精準地回應學生多元的學習需求。 工作坊內容分為兩部分：第一部分為案例分享，透過真實教學實例，說明AI工具在課堂中的實際應用與成效；第二部分為實作體驗，參與者將模擬教學流程，透過操作AI工具，完成教案撰寫、簡報製作、心智圖繪製及評估活動設計。透過本次工作坊，教師將掌握具體可行的AI應用策略與實用技巧，為促進學生的個性化學習奠定基礎。 個人簡介 鄭國城博士現為香港教育大學（EdUHK）教學與科技中心（LTTC）聯席行政總監兼數學資訊科技學系副教授。鄭博士在高等教育領域擁有二十多年的教學經驗，他領導並參與了多項由香港教育大學及香港研究資助局資助的科技賦能學習相關的研究計畫。其研究成果發表於《Computers & Education》及《The Internet and Higher Education》等國際著名期刊。 |
| 7 July 2025 |
Connect & Transform: AI for Smarter Teaching and Leadership (9:00-10:30) (Z206) Abstract Are you ready to transform your teaching practices and leadership strategies with the power of AI? This hands-on workshop is designed specifically for educators who want practical ways to integrate AI into their classrooms and schools, empowering learners and improving outcomes. Led by Christie Pang, co-founder of Lirvana Labs and a global leader in ethical AI adoption, this session focuses on real-world solutions for educators navigating the challenges of modern teaching in Hong Kong and beyond.This year’s theme, Empowering Learners for Bright Futures with AI, addresses the key priorities for educators: Language and Literacy: Learn how AI can support literacy teaching and language development to meet diverse student needs. AI Literacy and Ethics: Discover how to use AI responsibly in your classroom, from fair grading practices to teaching students to navigate AI ethically. Gain insight into choosing the right tools and handling challenges. Personalized Learning: Explore how AI can tailor learning experiences for every student, bridging online-to-offline (O2O) teaching methods. Self-Directed Learning: Equip students with AI-driven tools to foster critical thinking, creativity, and problem-solving skills. At the heart of this workshop is the “Ask, Tell, Show, and Create” framework: ASK AI for data-driven insights to identify student needs and track progress. TELL AI how to align with your curriculum and goals. SHOW AI what’s happening in your classroom to customize solutions. CREATE lesson plans, assessments, and teaching tools that enhance instruction. This interactive session includes live demonstrations of AI tools, a hands-on workshop to create customized teaching materials, and collaboration with fellow educators to refine your ideas. You’ll leave with ready-to-use AI-enhanced resources, access to a demo AI model for experimentation, and a clear understanding of how to use AI effectively and ethically. Bio Christie Pang is the co-founder and CEO of Lirvana Labs, and is named Leading Woman in AI in Education by ASU+GSV and Woman of Impact by Kapor Foundation. Christie is a global advocate for AI literacy and ethical AI adoption. Lirvana Labs is a pioneering AI company developing safe, effective, and human-centered learning tools powered by the latest advancements in Large and Specific Language Models out of Silicon Valley. Since founding the company in 2022, she has led Lirvana Labs to global thought leadership through AI innovation in education. Under her leadership, the company won the MIT Solve Global Learning Challenge and the 2024 Supes' Choice Award, validating its evidence-based impact across three continents in less than two years. Lirvana Labs’ AI-powered solutions have already reached over 30,000 children globally, supporting multilingual and adaptive learning across public, private, and refugee school systems. Its flagship platform, Yeti Confetti Kids, is helping to close learning gaps for English Learners (ELs) and Multilingual Learners (MLLs)—a critical need as schools nationwide face a shortage of bilingual teachers. The platform has a growing presence in New York classrooms, with students, teachers and principals in five elementary schools across the greater NYC area actively using its research-backed suite of tools focused on Math, Literacy, Social-Emotional Learning, and Critical Thinking. Christie’s work is deeply rooted in cognitive science, efficacy research, and inclusive AI adoption, collaborating with UN advisors, Harvard and Stanford researchers, and education leaders worldwide. She has built a team of ML engineers from Google and Apple, product designers from Amazon, partners from non-profit sector such as Educators Rising, Digital Promise, AERDF, and Stanford Deliberative Democracy Lab —ensuring that Lirvana Labs’ AI tools improve learning outcomes while supporting teachers facing burnout in the post-pandemic education landscape. She has led principal, curriculum director, and teacher training at local and international Hong Kong schools, highlighting how AI can help close learning gaps for multilingual learners and support educators in creating engaging, more equitable, and personalized learning experiences for young learners. Lorraine Sin, LMHC, is a licensed mental health counselor specializing in developmental disabilities, trauma, and child psychology. She has extensive experience working with neurotypical and neurodiverse children, including those with autism spectrum disorder (ASD), ADHD, and other developmental disabilities. Trained in Play Therapy, ABA therapy, ARC, and other evidence-based practices, her background in child psychology, special education, and mental health informs her holistic, trauma-informed approach to supporting children’s cognitive and emotional development. Her expertise allows her to integrate therapeutic techniques that address both emotional and behavioral challenges in children. Her recent licensure in mental health counseling strengthens her mission to bridge educational and mental health gaps. In collaboration with Stanford University and international partners, she researches AI-driven critical thinking simulations and their impact on child development. Passionate about inclusive learning, Lorraine advocates for culturally responsive, accessible education for all learners. Alexandra Chen, Ph.D, A.B., A.M., Ed.M., Harvard is an ECE renowned researcher in children’s cognitive functioning and regular speaker at the World Economic Forum in Davos and the UN General Assembly. For over a decade, Alexandra has been working with war-affected children and their families in and from the Middle East and Africa, most recently as advisor to UN agencies on the Syria crisis. Alexandra is currently partnering with UN, World Bank, government ministries and non-profit agencies to design early childhood and mental health interventions, and to provide psychotherapy for victims of sexual violence and torture in Lebanon, Syria, Iraq, Jordan and Turkey. Alexandra has spoken at the World Economic Forum in Davos since 2011 on behalf of refugee children, and has been interviewed by NYTimes, NPR, Aljazeera, and other international news outlets. She also serves on the Board of Directors and Trustees for multiple non-profits globally. Alexandra speaks 10 languages, including Chinese, Arabic and French. |
AI for Multimodal Assessment in English Language Education (9:00-10:30) Abstract This workshop aims to prepare English language teachers to use artificial intelligence (AI) to design and implement multimodal assessment tasks in English language education. Multimodal assessment refers to evaluation methods involving two or more modes of communication such as image, writing, speech, video, soundtrack and 3D objects to represent learning and knowledge. Multimodal assessment is considered as a potential way to make English learning and teaching responsive to increasing diversity in contemporary literacy practices, students’ linguistic and cultural backgrounds, and digital media and communication channels. However, designing multimodal assessment tasks remains a challenge for English teachers given its absence in traditional language teacher education programs. The emergence of AI technologies offers both opportunities and challenges for multimodal assessment task design. This workshop begins with an evidence-based framework for multimodal assessment task design. The role and potential use of AI in each stage of the framework will be specified. Hands-on activities of using various AI tools in multimodal assessment task design will also be provided, including AI-supported multimodal resource generation, combination, and rubric writing. The workshop participants are encouraged to install the following AI and AI-embedded tools on their devices, including Canva, ElevenLabs, DALLE-2, and POE, for the hands-on activities at the workshop. Bio Yuen Yi Lo is an Associate Professor at the Faculty of Education, The University of Hong Kong. Her research interests include bilingual education, multimodal assessment and teacher professional development. Email: yuenyilo@hku.hk. George Jiang is Assistant Professor at the Faculty of Education, The University of Hong Kong. He has published widely on digital multimodal composing, AI-supported writing and feedback, and second language teacher education. Email: jljiang@hku.hk. |
Navigating the practical world of AI ethics in education: a guide to plotting a meaningful path (11:00-12:30) Abstract The promise of GenAI is beyond doubt, but equally so is the potential for ethical challenges. Education at all levels has become a key symbol of this. Questions arise, such as: Will GenAI apps allow learners to cheat ever more effectively and without detection? If a learner does not have access to enough, or to the “best”, GenAI, will they be disadvantaged? Will GenAI take teachers’ jobs? If I use GenAI to plan lessons or to assess student work, am I being unethical? If so, where is the dividing line? These questions, and the many more that attendees could generate, address GenAI as a technological advance with implications for the individual, their institution, and society more broadly. It follows that AI ethics needs to be understood at all these levels. Accordingly, this workshop will address both didactic and skills-based objectives. We will address:
To achieve this, we will use a variety of formats, including presentation, pair and small group exercises, whole class digitally mediated interaction, and open discussion and sharing (yes, we will even use that ancient analogue technology called speaking!). The workshop will provide you not with simple answers, but with practical approaches to help you address both old and new ethical issues in your work. (N.b., in order to maintain the flow of the workshop, you will be asked to undertake some exercises prior to meeting. Please bring your internet-enabled devices.) Bio Professor Stefano Occhipinti is Professor of Health Communication at PolyU. His background was originally in cognitive and social psychology and his work in health spanned areas such as reasoning and decision making about treatment for prostate cancer and the impact of psychoeducation on adjustment in chronic illness. These programs attracted a large amount of research funding and were responsible for practical outcomes such as population decisional guidelines in Australia. This work connected seamlessly with his recent focus on research and teaching in the area of GenAI ethics, where he is particularly interested in health literacy, eHealth, and the possibilities for educational and psychological approaches to develop more efficient, efficacious and ethical GenAI use in laypeople and professionals. |
自動文本難度評估 (11:00-12:30) 主題摘要 本工作坊旨在介紹自動文本難度評估及文本修訂工具。參加者將會更深入瞭解有關自然語言處理和文本難度評估的研究成果，並嘗試使用軟件來評估文章的年級（例如，文章最適用於小學一至六的哪一個年級）。工作坊的活動將幫助語文老師更有效率地準備課堂閱讀材料，更系統化地審查試題中語文材料的難度，和在語言科技協助下把語文材料編輯到所需的難度水平。參加者須自行携帶電腦參加此工作坊。 個人簡介 李思源博士是香港城市大學翻譯及語言學系副教授。他在加拿大滑鐵盧大學獲得電腦科學數學學士學位，並在美國麻省理工學院獲得電腦科學博士學位。他於2010年加入城市大學。 李博士的研究興趣是自然語言處理技術及其在數位人文和電腦輔助語言學習中的應用。他曾領導多個由香港創新及科技基金、語文教育及研究常設委員會語文基金、和大學教育資助委員會優配研究金資助的研究計畫。他最近的研究項目包括文本可讀性評估和閱讀理解問答的自動生成。 |
AI for Personalised Learning (14:00-15:30) Abstract Artificial Intelligence (AI) is reshaping education, offering powerful tools to enhance personalised learning experiences. As educators, redefining our core competencies to remain relevant and effective in this rapidly evolving landscape is crucial. This interactive workshop, AI and Personalised Learning, is designed to empower teachers with the knowledge and confidence to integrate generative AI (GenAI) technologies into their classrooms meaningfully. Using a hands-on, "playdate" approach, participants can explore various AI tools in a collaborative and engaging environment. Together, we will examine these tools' functions, uses, affordances, and limitations, enabling educators to assess their potential for personalised learning critically. The workshop will focus on practical applications of GenAI-generated content, with an emphasis on its pedagogical fit for different teaching contexts. Participants will discuss how to foster AI literacy among students, ensure critical evaluation of AI-generated outputs, and maintain a human-centered approach to teaching. By the end of the workshop, attendees will walk away with:
This workshop is about learning to use AI tools and understanding their impact on teaching and learning dynamics. Join us to explore how AI can support personalised learning while preserving the creativity, cultural knowledge, and emotional connection only educators can offer. Bio Dr. Lucas Kohnke is a senior lecturer at The Education University of Hong Kong and holds a doctorate in Education from the University of Exeter. His research focuses on technology-supported teaching and learning, with an emphasis on teacher professional development and emerging technologies. Dr. Kohnke teaches courses on integrating technology into language classrooms, AI in education, teacher training, and English language teaching methodologies. He has published over 60 articles in leading academic journals, including Computers and Education: Artificial Intelligence, Educational Technology & Society, SYSTEM, and TESOL Quarterly. Recognized for his significant contributions to the field, Dr. Kohnke is ranked among the top 2% of most-cited scholars in education for 2024. |
社交机器人在教育中的运用 (14:00-15:30) 主題摘要 此次研讨会专为中小学教师所设计。 研讨会将会介绍社交机器人的基本原理，使用机器人所做的研究成果。 并介绍如何利用社交机器人作为创新工具来提高课堂参与度并帮助教师优化教学流程。 我们将介绍一款可编程的社交机器人Furhat机器人。 它可以显示生动的面部表情，并在对话过程中加入自动唇形同步。 在本次研讨会中将加入实际作电脑编程的部分。 您将学习如何使用尖端的机器人技术创建个性化的助教。 教师还可以进一步探索如何使用该机器人来示范教材、引导小组讨论或玩一些游戏。 该研讨会将涵盖与机器人的互动技术，使其能够支持多样化的学习需求并促进协作。 无论您是机器人技术的新手还是已经在课堂中使用机器人技术，本研讨会都将为您提供实用的技能和想法，使您的课堂更具活力和包容性。 在研讨会结束时，您将能够将社交机器人集成到您的教学工具包中，从而改变您与学生互动并激发学习的方式。 个人简介 陈思博士于 2014 年在佛罗里达大学获得语言学博士学位和统计学硕士学位。 现在在香港理工大学中文及双语学系工作。 已发表 33 篇论文和书籍章节，并获得香港研究资助局、ITF、教育局、美国国家科学基金会和冼为坚基金会支持的多个研究项目。 现担任《PLOS ONE》杂志的学术编辑和《Frontiers in Psychology》的审稿编辑。 陈思博士的专业领域是语音学、音系学和统计建模。 她在研究中采用跨学科的方法来解决语言演变、语言类型学以及声学技术在第二语言习得和言语障碍治疗中的应用等问题。 最近她开始为自闭症儿童设计机器人辅助言语和音乐的训练计划。 |