Sharing and discussion session

Preparing for the post-COVID classroom:
Turning challenges into opportunities for learning and teaching

1 June 2021 (Tuesday)
3:00 – 5:30 p.m.


(A link and a password will be emailed to registrants)

This sharing and discussion session looks at the enduring legacy of the global pandemic on English language teaching and learning in higher education. It provides colleagues from the ELCs of the eight universities in Hong Kong with an opportunity to share their experiences and reflections on teaching in the post-COVID classroom.



Facilitators: Dr. Lillian Wong (HKU), Adam Forrester (PolyU) and Blanche Chu (EdUHK)


(8 mins for each presentation)

Online English listening testing

Paul Myers (HKBU)


In this talk, I hope to briefly recount how I coped with an English listening test going from paper-based to fully online. There have been many tweaks and adjustments along the way during the online test’s development. Although the online listening test may be imperfect, it has been administered for the past 3 semesters. I might need to administer the tests in a similar way next semester so it would be good to hear any extra insight/advice from other ELC professionals to improve its delivery as much as possible.

Adopting the curriculum-integrated approach into an English literature course

Dr. Eric Ho (PolyU)


The Curriculum-integrated Approach incorporates skills development and knowledge acquisition through the use of authentic exemplars. This session will share how the approach is integrated into an English literature curriculum.

Lessons learnt from video presentations

Jessica Xia (PolyU)


COVID-19 has forced us to change the way we teach and assess presentations. When preparing for the post-Covid classroom, are we simply going to go back to in-class presentations? In this session, I will be sharing how presentation assessments will be redesigned based on the lessons learned in the past three online semesters in a PolyU subject.

10 minutes discussion

Student Engagement

(8 mins for each presentation)

Engage students through livestreaming

Francis Shum (HKUST)


After a year of online learning, students have become less motivated due to the lack of physical interaction. In this presentation, I will talk about a student-led language activity called ‘Travel with iLANG through Livestreaming’, the engagement of the participants, and the pedagogical implications involved.

Use of affinity space to facilitate academic multimodal literacy

Thomas Chan and Dr. Jason Man-Bo Ho (HKUST)


The presentation will cover the findings of a pilot in a common core course that used Miro (an educational program available both in app and web modes) as an interactive platform for classroom discussions, group project planning, multimodal assessments, and academic blogging. The presentation will explore the potential for using Miro to create an online affinity space (Gee, 2015) and to facilitate academic multimodal literacy with digital technology as a means to overcome the challenges posed by social distancing during and beyond the COVID pandemic.

Blended learning to enhance student engagement

Catherine Lin (EdUHK)


The implementation and promotion of blended learning is an international trend in higher education, but whether this hybrid approach could provide enhanced learning outcomes largely depends on students’ attitude towards the adoption of this approach and their engagement in the learning process. This presentation aims to introduce an e-learning package desgined for the blended learning components of an English enhancement course for in-service kindergarten teachers and reflect on whether this e-learning package is conducive to students’ learning by offering enriched and engaged learning resources and activities.

10 minutes discussion

10 minutes break

Technology and Curriculum Design

(8 mins for each presentation)

Using Perusall for pre-class reading tasks and f2f discussion

Johanna Sandberg (PolyU)


I will introduce Perusall, a collaborative ereading platform that allows students to read and annotate texts (and videos). I have used the tool mainly for asynchronous pre-class tasks and follow-up f2f discussions/review in an advanced reading course. The advantages of the tool include increased student motivation and task completion rates and data analytics. Perusall has been useful during online teaching but I’ll keep using it when we return to campus study.

Rethinking educational time and space for the post-COVID classroom

Amy Xu and Lorena Leigh (HKU)


How do you plan for the post-covid classroom, when most of what you know is the Covid classroom? In this talk we will share our ideas on how we hope to maintain the fluidity of educational time and space afforded by the Covid-19 situation beyond remote teaching and learning. This will be from the perspective of two novice teachers for whom the greater chunk of their careers has spanned social unrest and Covid-19 disruptions.

Surviving online teaching through new practices: What have we learned?

Serina Chan, Patrick Leung and Keith Chau (HKU)


In order to better engage students in the virtual classroom, many traditional face-to-face teaching and assessment practices might not be appropriate or applicable. In the past few semesters, we have resigned some assessment tasks, experimented with various online tools, and created different online learning materials to facilitate our teaching. In our sharing, we will present our experiences teaching and coordinating several English-in-the-discipline courses for the Faculty of Education students. We will also explore how our new practices can be possibly utilised when we are back to face-to-face teaching.

Online digital storytelling

Patrick Desloge (HKU)


CAES2002: Online Digital Storytelling in English was emerged as an online global experiential learning course at a time when the pandemic made travel impossible. Despite this, the online course has opened new opportunities for student engagement by creating opportunities for students to engage in ways that was not previously possible. Upon completion of the course, students can apply to become Peer Consultants in the Digital Literacy Lab where they can continue to apply their skills. This presentation will explain what the Digital Storytelling methodology is all about and how it is being uniquely applied in to promote engagement across the university campus and beyond.

10 minutes discussion

Open Discussion

Share and discuss experiences and reflections on teaching in the post-COVID classroom.

  • What have we learned?
  • What do we want to keep?
  • What do we want to leave behind?
  • What do we anticipate?
  • How can we prepare?
  • How do we move from emergency to sustainability?
  • Is there any center-level/team-level support that ought to be/can be provided to help teachers in the post-COVID classroom?

Come and participate in the Discussion to learn, share and get inspired.
Teachers from the Language Centres of the 8 UGC-funded universities are all welcome.

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