 Yes, okay. The session has now been recorded and you have the floor. Thanks, Leon. Yes, fans there before the arrangement. So let me share the screen first. This one, yeah. So I hope all of you actually can see the slice rice. So yes, so I hope all of you can see the slice right now. So again, thanks everybody joining today's webinar. So and good morning and good afternoon for most of you and good night for some of our colleagues in Hong Kong. So I'm Dr. Leon Ng from the UNICEF of Hong Kong as a year in technologies. I also wear a second hat as a archipelago in Hong Kong session education chapter. So archipelago is a corresponding parties in UK with the IET. So more on electrical engineering and technology. So I'm responsible for the education chapter depth part. You can get the size through this link and feel free to share with colleagues if you need. Today's sharing will be more on what we did and what we want to do in the new normal or the next normal from the Asia Pacific perspective. So we will quickly go through some of the things before the pandemic and then we'll discuss more on during the pandemic and the next normal or the new normal. So in particular we will focus on two projects. So one is again from support by the archipelago region 10 that is the Asian Pacific region empowering teachers. There are some studies. There are some projects from India, Australia and also Hong Kong. I quickly go through this and also another project is funded by Hong Kong UGC that actually is the government to fund us to do something more after the pandemic and including the cause and universities training as well as the research to understand what we did and how we did and what should we do in the in later on for the coming years. So that's the outline. Again, so that's the that's the project. So E-teaching for you actually run Black Minors Conference and Conduct Research. We will talk more about this project later on and this project is actually support by all four by four universities. So University of Hong Kong, that's where I am. We have also co-wives from City University of Hong Kong, Hong Kong Polytechnic University as well as Chinese University of Hong Kong. So all four universities and of course in Hong Kong there are actually eight funded universities. So we have also some colleagues from UST, so University of Science and Technology, Baptist University, Lingnam University and Educational Education University of Hong Kong. So they are more related to K-12 education but still have some studies on high education for the last one. And of course we have also some around-pan private universities in Hong Kong also. So that's the setting. Okay, so one more page on the situation in Hong Kong. Speaking of the arrangement, actually we start to have the remote instruction starting from the January 29th from 2020 and then start to have virtual. So that's the that's how we start. And then I still remember actually the vice president sent me an email to start. Okay, can you help to make two videos on how to start the Zoom recording and how what should we what should teachers do for the virtual instruction. So start from two videos and then a series of videos and then training support guide and then different kinds of system development support trainings, right minutes, etc. So that's the beginning of the whole situation. So we go for virtual for the first semester and then situations get better. So we go for hybrid but there are also very challenges on running those hybrid instructions. That's why in spring semester we go back to virtual or hybrids teachers can design and this semester we go for facial facial hybrid. Just a little bit more about Hong Kong situations. In total there are around 12,000 cases around 60% of the citizens got vaccine and but we also have a very strict restrictions on travel, mask and gathering. So right now we still have for outdoor we just allow for people to gather together. So that's the situation. So that's why when we go for those hybrid instructions we still aim at doing lots of social distancing, impression control, etc. So that's the setting in Hong Kong right now. Okay, so start to talk about the learning. So of course for colleagues, for some students and teachers that haven't explored Yi Yi learning before, so they may think about Yi Yi learning is just Wi-Fi and LMS and after COVID one more thing would be Zoom. There's something extra, Yi learning technologies, all of us notice that actually there's something extra. So it's not just talking about Wi-Fi, Voodoo or campus and Zoom. So it's something more. So before the pandemic, so actually let me introduce myself again. So I'm actually from Tali. So one of the Yi learning support team, Yi learning support team that means actually our major duty is on the development. So we have two centers, one on Yi learning development, one on teacher training. So we have two separate teams and that's what we do in the past. So mainly talking about producing multimedia, producing technologies, chatbots, RAR, etc. We still have a small proportion on training. So mainly on bringing awareness. So instead of technical training, so we don't go for technical training in the past. We just want to have more teachers building more interest in Yi learning, so building awareness. And then also a little bit to be about the research. So that's for in Hong Kong, you as well as from other universities in Hong Kong, the Yi learning support team is mostly a development team. And then there's something we support for branded learning. We go for flip classroom. So this is the arrangement. So we try to support teachers to run large-scale flip classroom. We develop a game here as shown here to let students play, learn through playing games. We support teaching development systems here such that the teachers at the podium actually can monitor all teams. And they are here talking about five to six units and departments. So medicine, nursing, and then social worker essential to run those flip classrooms together. And this is a top law. So again, we run in a large-scale flip classroom to support them. Just unfortunate that all these things actually can't, we can't run this right now because of the social distancing. So an infection control. So I believe these can be implemented for at least few years in the Hong Kong situation. Yes, that's unfortunate. And of course, we also produce books and sports. So and also bring the ideas and concepts back to campus. So let's do teachers to do some self-recording. So that's why when the pandemic starts, actually we have some experience of how to train people, how to do some video production. And then starting from that point, we talk about more and more things. So that's the situation. And of course, for teacher training or e-teaching training, we still have some arrangement in Hong Kong. For example, this is the both project. So actually lead by Hong Kong Polytechnic University, so Darren. So he's the PI for this project. So again, provide training for cross-view universities and to run those. And eventually, again, it's more on awareness, more on producing a more solid development grant proposal. And then to and then hopefully can get some funding or improvement directly by teachers again. So it's more on awareness. So not on those steps or skills training. But just unfortunately, everything changed. So start to have the pandemic back in January 2020. And then, of course, this is the worst situation. I realized that actually in the April 2020, actually almost all countries actually, they can't go as children or the students can't go to school more than 90% of the learners actually have to stay at home and can attend schools. So that's the situation. And then for us, actually, of course, the whole world actually changed. And for us, we also changed. So our role changed a lot. So in the past, we are talking about called develop contents with some teachers with some lead time. Right now, we have to change the role is to we have to train all teachers to self develop contents by themselves. Of course, for us, we just have and our team, we just have five to six colleagues, and we can't support all teachers. So that's why we have to try our best to train all teachers to do the self development. And of course, the time dimension also changed. So in the past, teachers, after they have the awareness, they can learn more from from us, and then get more prepared and then run some panel tests and then try it. And then we were saying before the real department. But right now, there's no no time for them to try. So they have to develop content at once. And for us, we also have to develop our training at once. So so it's a it's quite demanding, actually, not that easy to and quite challenging that time. Okay, so during the pandemic. So that's why we so that's why we test the story stance. And we have lots of different months. Actually, we have produced a we have tried to document the things that we did and we produce a video on last year. I would like to show the video just a very quick overview on things that actually free, you know, just unfortunate that the audio seems is not okay. So that's why most of the you have to watch the narration, also narration and can't hear the voice of the background audio is just background music as well as the narration. So it's still okay. So we can watch it without we can watch it without the audio. So and also let me speak a little bit. Okay, so that's the end of the video. Again, so apologize for the audio. So it seems the audio is not working right now that time. So during the testing, so I prefer to mute it and you can watch the videos. Okay, but so this is the overview. So you can see for free universities, they have different kinds of background arrangements for, for example, polytechnic university, they have more produce books. So that's why they can use small moves for supplement the teaching development. And every university have to try something different. So that's the overall. And so let me do what I want to share is right now the people for following slides will try to use the restate some contents but from a human resource development perspective. Because in the past, when we are talking about a year in development, so we are talking about curating. So first our awareness and then curating teachers and then to do the things. So but right now we are talking about instant preparation. So still teachers have to learn instantly and then teach instantly. So that's why it's more on skills training. And that's why we would like to anonymize the content or the situation through human resource development instead of some other theories. Okay, so that's why in HRT they have four pillars on human resource development. The first one is employee development. And in our interpretation will be on trainings, on seminars. Of course, for us right at that time, so we don't need to bring any and you know, if you don't need to have any awareness, bring up the awareness because all the teachers and students are aware that they have to go for online and remote instruction. So that's why we are more on teaching technical skills and of course off the job. And then of course, since we have to support thousands of teachers, so we prefer to have a group that means from a university level or faculty level training and as well as self-study. So we produce all the training materials here. And of course to speak up the learning process, we go for presentation and discussions QA at the end. So instead of trying role play or something else. And of course, we go for live, we go for recording and put everything on YouTube. So here shows some of the examples. The first one right at the top. So it's actually talking about the pre-list that we have developed, talking about how to run, how to learn, handshake here, so maintain etc. And you can see actually the top right top left corner, you can see even two videos on teaching teachers how to do hybrid instructions in the classroom. Because some teachers want instead of running those right minutes or lessons in their office or at home, they want to go to a very familiar place that is the lecture room and do the same recording. But they still need to configure how to do the audio recording and the video recording arrangement. So that's why we also produce training videos on this. And our second thing is here, the middle one. So besides training for teachers, we also provide training for students. Although we believe students actually are digital native, they learn everything very fast, but there are still some skills that they haven't explored before. So that's why we have some warranty interns helping us to develop some videos on tips on online instructions, online learning, how to do collaborative assignments through online environments, and then writing essays through online resources etc. So this is for students' training, so how to learn online. And then the bottom one is actually the examination system. So actually for Hong Kong, we actually start to have the online examination system since 2019. And then we use it again in 2020, and then several times later on. For ITS, the team that developed this system, they are not that familiar to run to produce a video. So we are the team to support the infrastructure development team to provide trainings. So it's not talking about trainings just for students. It's also provide trainings for teachers, for initiators, for proctors, etc. So we have to let them get to here because everything is new, nobody has experienced, so that's why we have to prepare well, support for them. And we run those right minutes. It's talking about thousands of 1,000 students, or 6 to 800 students joining right minutes every time. So it's quite challenging at that time. So we also have to provide trainings before exam and during exam. So they have lots of things to be prepared. So in order to ensure the remote exam is still reliable and also quite smooth. So that's the arrangement. So that's the training part. And of course the second pillar from HRD, VAVs will be performance support. And actually another interpretation is the FAQ and then manual to do the things. And of course for us, we prefer to have the step-by-step. So and also the purpose, not the call these teachers know. So what's the purpose of having this software and then what should be the step-by-step process to do certain things. And then of course we also have the with tables with links, etc. So here shows an example of a table. So for example, teachers are very familiar to run those assessments in group activities. But they don't know what can they do for assessments in the remote instruction. So that's why we create some tables, so-called the BOMS Digital Disarmament. And then also this thing out, the context can do. So for example, teach students can still go for creating wikis, podcasts, videos, etc. And this is something beneficial and maybe teachers have to explore before because in the past, they can just do all the group presentations within the classroom. And once the presentation finished, that's the end. Right now, students have to make videos, create all the copyrights, upload to YouTube, and share to teachers. And those contents will also be banned and can be shared to the public and beneficial to the public. And here shows the wiki also. So the content, once uploaded to wiki and will be benefiting the whole community. So actually also students have the opportunity to learn literacy skills. And that's something teachers haven't explored before when they are in the classroom. So once we go for remote instruction, those teachers start to consider. And of course, different kind of assessments in the remote space or digital space. And we provide some links. So for example, we are talking about more examples and step by step instructions on doing certain things. So we have provided extra links for extra content for teachers. And then of course, most of the learners that need teachers from our perspective, actually fresh learners, most of them don't know anything about remote instructions. First time they try to assume software. Some of them haven't explored Moodle system or the LMS before. So that's something that's really new to them. And we have to teach them in a baby step. So that's why we try to map the situation. So in the face to face, there are before class, still in class, after class. And then for all nine, we can still group the things that we teachers have to do until before class, during class and after class. So before class, we produce videos. And then during class will be synchronous sessions and also group work remotely and in digital space. And after class will be more assessment. So teachers are more familiar to this situation and they know what do they need to do step by step. And of course, we provide extra materials, links. And then once the teachers click on the box, and then we'll jump to another page and then provide more content and jump again and jump to another page for more content. And actually, we develop a chatbot on this. So also an experimental experiment of using chatbot for supporting teachers to implement or to go through the online instruction design process. And then the first pillar from HRD perspective will be on organization development. So more on something beyond training. So it's talking about how we develop a team. So that's true. For example, here is talking about community of practice. Some teachers may feel very worried. So they want to have some examples from other peers or colleagues. So that's why in some universities, so for Hong Kong, we don't have COP. But for some other universities in Hong Kong, they have the COP and they run Vratminus online and then with peers showing experience and then also benefit to some new teachers. And then at the beginning of the pandemic, there will be time home meeting again. So the VP as well as President joined the meeting. And then to give some direction of bias to teachers. So what should they do? More important is actually the tasks we design, for example, as I just mentioned. So for Hong Kong, you and some other universities in Hong Kong, we go for remote exam. So we develop a centralized system. We automate almost every steps for the remote exam. So instead of going for a party surface. So we have to redesign the task on examination and provide trainings for all the stakeholders. Of course, we also support through providing centralized software surface infrastructure. So that's why it's the first time we purchase the Zoom license, Panopolo license. We expand it. And with some other manti meter, we subscribe and then just renew this year. So and then we have different tools as central. So that's why we provide some centralized tool as well as some central support and central training. Vratminus and training materials for teachers. So that's the basic support. And of course, for faculty level, for department level, they have different levels of support also. Okay, so talking about the software. So of course, some universities will go for blackboard collaborate like this one. And then there for some universities like Hong Kong, we go for Zoom. And we also subscribe many meter for some interactions. And some colleagues also good for making the discussions a bit more engaging. Of course, in Hong Kong, there are also some other tools. So for example, the U reply and yo teach actually is some homegrown tools in Hong Kong. So they got they are actually some projects from PolyU polytechnic and you reply from CHK, so Chinese University. And they have been used in the environment in the curriculum for two or three years or four years already. So that's why they have some experience, they have the communities and they actually promote a lot during the pandemic. And and then you sit for again, some something like Miro, but with more support on the drawings and also the mathematical equations and sharing and as etc. So of course, this is the Hong Kong situation in mainland China, they will have another set of tools. So so from buy to and also 10 second some other and some other companies. So so and and of course, for for Japan, they will have different kinds of tools. So they will go for another kind of tools and also in Taiwan, they will go for Google surface, most likely. Yes. So actually, different countries in this Asian Pacific region, they have their homegrown tools homegrown tools and also and with the support of homegrown tools, as well as the some more popular tools around the world and then to do the remote instruction. And of course, they are some the last pillar will be career development. So of course, this is unfortunate that actually all teachers actually were hurrying were hurrying so making the contents etc. So that's why most of them can they can't go for some career development. But actually every universities actually support provide grants and awards for recognizing colleagues, the effort as well as provide grants for some tailor made innovation. For example, some of the units will use the grants for buy to buy some high quality audio microphone. So because they believe audio is more important. And then some departments or units will use the grants for for recruiting students help us to be the supporter. So every teacher will have a dedicated helper to go for remote instruction. So every unit and teams actually use the grants for different purpose. And of course, for example, this is from USK from Chinese University, they go for remote on as they in the past, they do this kind of robot curriculum through face to face discussions, but they have to go for remote lab right now. So you can see right here. So that's the training part. And for the things second things that we start to do later on. So this year is on literature review, because different teams actually not just in Hong Kong, but also some other areas, they start to go, they start to have those remote exam remote instruction. So that's why and start to have some results published in the conference and articles, etc. And it's good for us to start to review and then learn from others. So that's why you go for a literature review. We focus on engineering and computer science only. And then we did on a Mars this year. And then we have some keywords, for example, engineering education, CS, pandemic, COVID-19. And then and then we go for searching for papers. This is the IEEE TAIL conference, which is a flagship conference in the Asian Pacific area on teaching and learning computer and engineering education field. So we found around 160 papers have mentioned about COVID-19. And eventually we see that 24 for analysis. And then we also go for IEEE Explore and ACM. So again, it's some NEEE and CS education field database. And then again, we search for around 150 papers. And then we see that 14 for analysis. And eventually we have 38. I don't go through the studies that pay paper. I just go for some overall one case and then some recommendations. So this is an example. So talking about this is actually a case from Brazil. So even for Brazil, they submit papers to the Asian Pacific Conference. So what they do is actually using Google Meet, GitHub and Kacoot and Google Drive to do the work together. So unfortunately, in Hong Kong, we don't go for Google Meet. We mostly will use Zoom because Google Meet cannot be used sometimes in mainland China. And we also have some students in even in mainland China, in India, and in Southeast Asia, they can't come back to Hong Kong. And they sometimes they can't attend lessons because of the Internet connection. So that time is the Internet connection is not that reliable. So besides having synchronous discussion, we also have to profile recordings for them. So that's some summary. So I just want to skip to summary for that study. Again, after the literature review, we actually discover there are always there are some challenges for field trips for internship. And in particular for engineering, it's not easy for teachers or for students to go for lab at that time. So it's difficult and challenging to go for remote lab. So not every case is possible. So that's why it's quite challenging. And we have to prepare lots of guidance and let students to get prepared because they are isolated. So they stay in the room, they stay in their home, and they are not supported by peers by teachers next to them. So we have to make the guidance to even more clear and then provide consultations, etc. And then a second part is about the failure. So infrastructure. So even after a year, we still have some cases actually students can't assess the net recordings. And sometimes even in Hong Kong will be the situation is very crowd. So that's why teach students have difficulties assessing internet. And the bandwidth has to be shared by family members, and also very noisy, very crowd, etc. So that's some problems. And we have to ensure the content can be assessed by everybody. And you have to understand that students have some difficulties. So we have to support them and also maintain the motivation engagement. Okay, so the next part will be the new normal or the next normal. So after two years of experimentation, so almost two years, and then we go back to a more better situation. So that's why we for some universities in Hong Kong, we start to go back to face to face again. But of course, with the classroom setting is already different. So we have to go for a social distancing. The capacity have to be changed from 50% to 70% around that. And we can't go for those very close interactions, very for the classroom, there are lots of limitations. So although we are going to the normal, but it's actually the new normal is different from the old normal already. Okay, and for us, we opt off, we have to change the rules again. So instead of training all teachers to self develop, we have to go better with some teachers. Just for some teachers in the past, they haven't explored e-learning. So after these two years, so some of the teachers all teachers experience e-learning, and some of them become more interested in e-learning, and they want to do something more just beyond want to do something more beyond soon. So that's why they will approach us or some approach some other developers to do further deferments. And of course, actually, the government also identified and discovered that's the something opportunity. So that's why they also offer a special grant on virtual teaching and learning development. So around 15 million pounds for eight universities to do the development. And then this big funding shared by eight universities on and they have to do conduct or run those projects on four areas. So first is an quality assurance, government's assessments or make sure the virtual instruction is up to standard. Second will be the interactions between contents, between teachers, between students. So the interactions more on interactions. The first will be on platforms and facilities for long term development. We will also share some examples later on. And then the last will be on skill space training. So more on on how can we train doctors or nurses or medical school colleagues or students or engineering school colleagues or students to do to learn the skills. So this is something trying to bring in virtual instruction. And there are some projects on this. And of course, they are also this and also the government also requires some of the projects should be closed university. So that's why we have the IICA and need teaching for you. This project is actually one of the IICA projects. And of course, again, so every university has their own priorities and projects. I would like to show two examples here. So the first from the University of Hong Kong. So we run those again quality assurance on data governance and privacy from law professors and teachers. And we also have the teaching for you. So to ensure the every teachers are get more prepared to do some to do virtual instructions. And of course, we also run those teaching for you as well as IDA. So this is the idea I would like to talk a little bit. So as I mentioned, there are some teachers. So in the past, they haven't heard about year learning. After two years, they heard of they experienced it. And they what they know is just soon, but they want to try something more. But the situation is they are not well prepared to do the project proposal writing. So sometimes because they just know something about soon, but they know nothing about year learning. So that's why we have a offer a idea IDA scheme. And then we work with them. Instead of asking them to write proposals. Maybe I can use this next page for for instruction. Yeah. Okay, never mind. So I let me talk a little bit more here first. So for IDA, so and then they are they are not that competitive or they are not that experienced to write teaching proposals, teaching department proposals. That's why we work with them to develop the content together. So we will talk about more about this later on. And of course, we also have the infrastructure on more on providing feedback to students on multimedia. So the box system and the DS system both are on VR environment, as well as the video platform, but with more feedback functions and better on it. And of course, from Hong Kong Baptist University, they do some they did something similar, and they work on something similar. So on assessment or exam on virtual field trip and learning text. So you can check this link for more details. Okay, so as besides the UGC, besides the government, so actually, I should pull you for and also some other associations. For example, I know even in chemistry education, they have also this kind of support and initiative on actually fund some projects on capacity building. So that just to know more about virtual instructions and provide a high quality engineering education for students. So they launched two scheme this year. So one is the capacity building. And the other one is rich and local initiatives. And they are these two projects and schemes are more on providing helping teachers to have a global best practice in education. So so so that's why these two scheme fund on policy curriculum developments and then learning technologies, etc. And then so this is for higher education. And then the second one will be for so teachers beyond engineering schools, and as well as teachers in K12 teachers that the instruction language is not English. So that's why this one also also have to for this scheme, they also have to ask the project holder to run some Cantonese or local language training. So that's the region 10 so Asian Pacific region. And then here are some projects run under the region 10 year schemes. So for example, the India Council, so they actually run a series of workshops on the on various perspectives on PNL academic administration research of educational technologies. So they set up actually two or three website groups with hundreds of people inside and then sharing experience. And then for Hong Kong, we run two. So one first on AI. So it's not talking about AI for AI research. So it's talking about existing AI tools that can be used for PNL. One of the example of course is Grammarly. So we talk about all these kind of tools already popular and also can be used for free. So Grammarly, etc. And then another dimension will be Chatbot. So we identify actually Chatbot, there will be more and more applications using Chatbot for virtual instructions. And I actually published some people in the past and they are there are more and more of the patients right now. So we also foresee Chatbot is one of the area that will be and they will have more and more awareness. And then we run those trainings both in English and Cantonese. So to share experience. And then we also talk about this project. So supporting teachers to teach in the future. So with learning better learning in Cantonese as well as Australia, they also run some workshops. So under the support of IEEE region 10. So here's again another page showing the trainings that we have in the past. We have trainings on AI copyright, VR, etc. So this is we run one remnants on August and then one on September and one on October. This is the AI. So and then AI and then we talk about Chatbot. So we talk about data security. We talk about data mining, etc. So in this red minute and then copyright. So we invite a law professor to talk about copyright. So she is an expert in copyright and IP. So she talked about copyright and also talk about creative commands and OERs and talk about Wiki assignments. So Wiki assignments. So net students do their project and benefit communities at the same time. And of course since so there are people talking about so there are some universities still going for hybrid instruction. So that's why there are also some trainings on hybrid instruction. So teaching centers, some teachers sharing experience and then have some discussions. So actually it's quite hard that we expect there will be some teachers and students feel interest but actually there's a huge demand. So in particular it's actually the demand is not from Hong Kong, it's actually from Southeast Asia. More than 50% of the participants are actually from Southeast Asia. You can see actually for every workshop we have for every red minute we have more than 1,000 registrations every time. And then we right now we have you can see there are some of them will go for online and synchronous discussions and some of them will watch offline for you to maybe internet connections problem. But they are huge demands and they ask for more trainings etc. And I guess because in Southeast Asia some teachers may not be that well support on various of things. So that's why when we run some red minutes on AI or copyright in virtual instruction they take John. And also we run some red minutes and workshops in English and Cantonese again reach to some non-English medium schools and universities. So by the way so talking about copyright so actually actually there are some more different kind of issues on copyright in virtual instruction because in the past in Hong Kong we can actually use all kinds of contents within the within the classroom within the schools. But once we go for virtual instructions that means the things can be shared beyond the school and beyond the classroom and then there's something that there's some copyright issues and etc. So that's why there are lots of teachers asking about lots of copyright questions that time. And it should be an area to further explore actually. Okay there are also some questions gated from audience. So for example in copyright so who own the content. So for the assignments who own the content for the teaching materials who own the content. So how to use the creative commands how to use OER etc. So whether we if we use some music within the classroom or in the tutorials or in virtual instruction is okay. There are different kinds of questions raised from audience. And of course for AI they also ask whether the AI can replace teachers if they are know nothing about AI. So what should they do to kickstart to learn about AI for TNL etc. So and whether teachers and students can understand the insights generated by AI etc. So we try to address these questions in the brightness as well as the QA session. So yes and hopefully they learn something about AI and get inspired and then to kickstart to do something. Okay again so besides training we also have research. So that's why we the next part will be on the analyzing the ET training strategies across universities. So right now we actually we have invite teaching centers in university teaching centers in Hong Kong in Singapore Macau and likely Japan. And then to have discussion and then to have discussions interviews understand the context and the strategies and then we can do a comparative study. And here's show some of the main theme. So whether what did they did and what teachers should do in the future. What kind of competencies they should have for remote instruction. What should we provide. So what kind of training we should provide for to support teachers. And then since some stakeholders they don't want to change but they have to they have to be changed. They have to change. So that's why we also think about whether what kind of mechanism we can support still stakeholders to change for in the next stage. So we kickstarted the study in August and then we will interview several teachers right now and hopefully there will be more sort of findings after December. And of course they are because of the VTL funding. So that's why there are lots of projects going right now. And some teams they don't have some good tenants or they can just recruit fresh colleagues to do the work. So that's why we provide some reports to them. So talk about a digital learning instructor. What should be the skills that we prerequisite. The things that they should do. What kind of duties they can do. And some steps on how to do the decision in the e-learning development. How to revise the content. How to inspect the potential issues in the videos etc. So we provide some documents. Hopefully they will we can support different teams and you need to have more up to standard virtual instruction documents. And then of course we also have some revamp on facilities. So this is the hybrid instruction. So this is some of the lecturers. So we have more considerations of running hybrid instructions. So even after the pandemic there will be some classes that will go for hybrid. So that's why even in last classes. So that's why we try to revamp the content and revamp the classroom and with better facilities. More important is actually the content is the concept here is contentness. So there will be everything can be tried the best to have a automate recording through the one button studio. So there's the minimal human support. We try to go for those microphone away such that we don't need to pass the mic to students around. So actually the teachers and students can discuss, call up and through just without a microphone. But there will be some ceiling microphone to get that to get at the voice and microphone array. And of course there are some tracking cameras. It seems not that powerful because sometimes a tracking camera will track the students instead of teachers. And so that's why some some teams will instead of having a tracking camera. So they have a preset setting for foremost. So showing the camera in right hand side of the natural room center left and the whole room. So there are some configurations for every classroom. Okay, so I would like to skip this one. So I have some more time. Okay, so so as mentioned actually there are some teachers who are who are new to e-learning. So they haven't tried e-learning in the past. The experience is only they try e-learning because these two years they have to do and they feel more interest and they want to try something more and they will approach us to to have some further development. So this is one of the examples. So from graduate school. So for in graduate school in the past they will be just classroom discussions etc. So and then and then later on they after the pandemic or actually it's during the summer they asked us to see whether they can have some virtual tools to support them to do better group discussion. So that's why we we work with them. You grab the content through the mirrorboard and here shows an example with a somewhat exercise as well as free case scenarios and then discussions at the end and then a wrap up video. So let me zoom to chat for one of the scenarios which is about authorship. So talking about on the paper who should be the first over who should be the corresponding author. So authorship so you can see this is the scenario and then the questions and then ask students they can form teams virtually and then go to one boxes and and then do the discussion and write down the argument to support each yes or no or some other affinity choices or solutions. So actually you can see students actually discuss through Zoom but just listening to the audio and then they will everybody get in on the mirrorboard and then to write on it. And you can see this is a situation and you can see there are lots of curses going around. So that means the discussion is very engaging. They're walking around looking at other other peers comments and arguments and then respond etc. And actually it's quite engaging so it's really like a poster session in some conference right at that time and and then through these experiments actually the graduate school teachers identify all for digital whiteboard there are some opportunities and feasibility. So in the past they just stay in the room and have some small group discussions right now. They can have documentations. They can post links. They can share videos. They can share figures writes draw something. They can look at others content immediately. So actually these create feasibilities opportunities to do something just beyond group discussions. So through the digital whiteboards. And of course there are different kind of small projects like this. So developing real board going for peer evaluations going for chat board development etc. There are lots of development and lots of studies they talk on. And of course our goal as I mentioned to call this and teachers so our goal is we develop more quality time through technology. So year learning is not the goal but the means. So through technologies we can have less lecturing more time for mentoring and more time for active learning. So that's the end of my sharing. So hopefully we actually address the things that we did in the past during the pandemic and in the new normal talking about situations not just not just in Hong Kong but also in some other countries in Asian Pacific region. And also we want to conduct further studies and to understand the ET train department in different universities across within the Asian Pacific region. So that's what I want to share. So again so thanks for listening. So we can have still have some we can still have some time for some QA. So see if colleagues have some questions. Yes. So if colleagues have some questions or ideas or feel free to type on the chat room. Yes. Thank you very much for that Leon. That was really interesting. I can see that Overs just said thanks for the interesting insight. I'm assuming there's no specific questions I don't think from participants yet. No but obviously we will share the recording and you've made your slides available as well haven't you which is really helpful. So if if people have chance to go back and have another look at it then oh that's great. Thanks for sharing them again. If there are anything you've put your contact details on the slide if there is anything if anybody does have any further questions of you. Yeah yeah yeah that's all. Okay all right then. Okay looks as if we may have a very late participant perhaps coming in who may have had difficulty with the time zone. Yeah yeah yeah. Maybe some Hong Kong colleagues they thought eight hours the difference but actually it's a seven hours difference. Oh bless well yeah as we were saying earlier on there was a bit of confusion about that wasn't there. So yeah not to worry at least it's recorded so they'll be able to see your presentation. Okay so I think then on that note if there's no other questions or comments I'd just like to thank you very much for coming and giving us this this CPT webinar. This series has been really really popular so thank you for your time it's much appreciated and thank you to our participants as well for making the time and coming along today. I hope you found that very helpful. Hello to to anybody that's just joining us now and I'm really sorry but it seems to be there maybe it's a disparity in the in the time zone but I shall stop recording now and then just come back to you quickly.