This is a University-School Support Programme funded by Education Bureau. This is a three-year (2014-2017) project. This project aims to provide support to teachers and schools to implement self-directed learning (SDL) in the Science KLA in the upper primary (P.4-6) General Studies and lower secondary (S1-3) Integrated Science subject in Hong Kong schools. Throughout the project period, there will be 40 schools participating in this project.

The capacity building support for SDL encompasses three core areas:

1. learning and assessment design and implementation for integrating SDL components in the science KLA;
2. e-Learning support for students’ learning and teachers’ pedagogical design activities for scientific inquiry, and
3. leadership for organizational change and development for pedagogical and assessment innovation.

The ultimate, overarching goal is to nurture and develop student’s self-directed learning ability and equip them to become confident and capable life-long learners in the 21st century so as to improve students’ self-efficacy and achieve smooth transition from primary to secondary school education in the science KLA.

The Jockey Club Self-directed learning in STEM Project is a 30 month project (Mar 2019 – Aug 2021) funded by The Hong Kong Jockey Club Charities Trust and organised by the Centre for Information Technology in Education of the Faculty of Education, The University of Hong Kong. The project facilitates STEM education development with self-directed learning (SDL), targeting at the upper primary (P.4-6) and lower secondary (S1-3) levels in Hong Kong schools.

The project aims to build professional capacity of schools and teachers for innovative STEAM development through the adoption of self-directed learning (SDL) pedagogy, enhance teachers’ assessment literacy especially in relation to STEAM education, and build joint-school networks for sustainable and scalable pedagogical and assessment innovations.

Computational thinking (CT) is an emerging competence in digital literacy. It qualifies our new generation of youth in solving problems in our technology economy this century. Coding is central for students to develop CT and become effective computational thinkers. Learning how to code is now more affordable and accessible than ever with advanced learning technologies. However, students need to learn to solve problems in their social context and apply coding skills beyond school. With most people using mobile technology in our society, opportunities abound for students to contribute to their communities and care for those around them by applying their coding skills. For coding skills to be employed for social good, it would be best learned and contextualized in a social setting. This is why the Jockey Club Coding for Community project emphasizes the importance of engaging students’ coding in a community mentoring scheme based on adult-youth partnership. We hope you will find our Project meaningful through browsing our website and explore ways in which you could join us in our youth’s technology education.

In 2010, the HKSAR Government launched an e-Learning Pilot Scheme involving 21 projects in 61 schools. The aim of this research is to study how the system and school level factors and their interactions may affect the further development and sustainability of the e-Learning innovations after the Pilot Scheme comes to an end. The research design is underpinned by an ecosystem model of change in which the sustainability of the new species (innovation) depends on the mutual adaptation between the new species and the environmental conditions.

Worldmaker is an iconic modelling tool that supports the construction of models from objects and events. This user-friendly environment enables even young children to create their own simulations, to express their own representations of their world and to explore other people's ideas. Teachers can use it to create and adapt simulations of scientific phenomena to make the learning of abstract concepts accessible and explorable for a wide range of topics found in the school curriculum.