Dr. Cheung, Ho Yin

Professional Profile

I am an educational researcher and practitioner with a passion for blending traditional teaching methods with innovative approaches, especially in the context of technology-enhanced learning. My academic journey has taken me from studying theoretical and computational physics at HKUST to pursuing an Ed.D. at the University of Bristol, where I specialized in flipped classroom models. Since 2022, I have been teaching at The Education University of Hong Kong (EdUHK), focusing on AI and general education.

Before joining EdUHK, I had the privilege of teaching in higher education since 2004, covering areas such as physical science, information technology, statistics, and research methods. Throughout my career, I have always believed that effective learning comes from a thoughtful balance between structured lectures and active, student-centered activities—especially when supported by technology. I try to bring this philosophy into every class I teach, whether it's about AI, coding, or general education.

I also enjoy engaging in educational research, particularly in areas like flipped learning, blended learning, coding education, and STEM education. I find it rewarding to explore how technology can be used to support learning and to think about the best ways to design and implement educational strategies that are both effective and inclusive.

In my teaching, I aim to be approachable, supportive, and encouraging. I believe that teachers should not only impart knowledge but also inspire curiosity and help students develop critical thinking and problem-solving skills. I try to make my classes engaging through discussions, hands-on projects, and the use of AI tools to enhance learning. For example, I’ve used AI chatbots to support students with writing tasks and curated resources to help them better understand AI tools. My annotated list of AI tools provides a curated collection of resources designed to support teaching, learning, and research, with a particular focus on generative AI applications in educational contexts. The list includes tools for content creation, assessment, feedback, and collaboration, along with guidance on their pedagogical uses and considerations for ethical implementation.

I am grateful for the opportunity to work with students and colleagues who are passionate about learning and innovation. I hope to continue growing as an educator and researcher, always striving to improve my practice and contribute positively to the field of education.

Connect on LinkedIn AI Tools List

Courses Taught at EdUHK since 2022

Artificial Intelligence & Technology:

INT3095 Practical Programming for Artificial Intelligence
INT4029 Web intelligence
GEL2012 Exploring Artificial Intelligence and Its Applications in Education
INT6065 Artificial Intelligence in Education
PUA6027 Technology and Innovation Policies: Development and Trend

Computer Science & Programming:

ECCGG0012 Computer Literacy
INT6064 Coding and Computational Thinking

Entrepreneurship:

GEL1024 Technology Entrepreneurship in AI-enhanced Business
GEL2026 Technology Entrepreneurship in AI-enhanced Business and National Security

Environmental Science & Management:

SES3056 Innovative Technologies for Environmental Management

Language & Information Management:

LIN3046 Language Information Management

Project Supervisions:

INT4081 Honours Project II: Research Report
INT4083 Capstone Project II: Project Output
INT4102 Honours Project II: Research Report
INT4104 Capstone Project II: Project Output
INT6071 Independent Project

Others:

INT4100 Internship (Served as Internship Coordinator for BSc(AI&EdTech) during 2022-2025)

Teaching Philosophy

Constructivist Approach

My teaching philosophy is rooted in a constructivist approach that emphasizes active learning, student-centered engagement, and the development of critical thinking skills. I believe that knowledge is not passively received but actively constructed through interaction, exploration, and reflection. This aligns with the principles of both cognitive and social constructivism, where students are encouraged to engage in meaningful learning experiences that foster deeper understanding and personal meaning-making.

Inclusive and Engaging Classroom

In my classroom, I strive to create an inclusive and supportive environment where students feel safe to express their ideas and explore diverse perspectives. I incorporate a variety of teaching strategies, including group discussions, problem-solving activities, and real-world applications, to keep students engaged and motivated. I also utilize technology and multimedia resources to enhance learning and provide opportunities for students to engage with emerging technologies such as the metaverse, which can enrich their educational experience.

Authentic Assessment

Assessment in my teaching philosophy is not limited to traditional exams or grades. Instead, I focus on evaluating students' ability to think critically, collaborate effectively, and demonstrate their understanding through various forms of assessment in the real-world context, such as portfolios, projects, and self-reflection. I believe that fostering intrinsic motivation through a sense of autonomy, competence and relatedness as suggested by the Self-Determination Theory is essential for students to take ownership of their learning journey.

Lifelong Learning

Overall, my teaching philosophy is guided by the belief that education is a continuous and dynamic process that extends beyond the classroom. It is about empowering students to become independent, curious, and lifelong learners who can adapt to the ever-changing world.

"The art of teaching is the art of assisting discovery."

- Mark Van Doren

Pedagogical Design Principles

In my pedagogical design, I integrate constructive alignment and outcomes-based principles to ensure that learning objectives, teaching activities, and assessments are consistently aligned, which enhances student engagement and learning outcomes. Here's how I apply these principles:

Define Clear Learning Outcomes

I begin by establishing clear Lesson Intended Learning Outcomes (LILOs) for each lesson, which align with the Course Intended Learning Outcomes (CILOs). These outcomes specify what students should know and be able to do upon completion of the lesson and the whole course.

Design Student-Centered Learning Activities

Based on the LILOs, I design activities that encourage active participation and collaborative learning. I use real-world scenarios, case studies, and problem-solving tasks to help students apply knowledge in practical contexts. For instance, I incorporate role-playing, research projects, and group discussions to foster critical thinking and knowledge construction. I use mini-lectures to support lower level learning outcomes in Bloom's Taxonomy (remember and understand), while active and collaborative learning activities are more suitable for higher level learning outcomes (apply, analyze, evaluate, and create).

Align Assessments with Learning Outcomes

All assessments are carefully aligned with the LILOs and CILOs to ensure they accurately measure the intended learning outcomes. I use diverse assessment methods such as project reports, group discussions, and simulations to evaluate students' ability to apply knowledge in real-world situations. This approach not only assesses knowledge but also emphasizes skill development and innovation.

Reflect and Improve

After each lesson, I reflect on the effectiveness of my teaching strategies, noting what worked well and where improvements can be made. This reflection helps me refine my instructional design to better support student learning and ensure that teaching activities and assessments remain aligned with the desired outcomes.

By integrating constructive alignment and outcomes-based principles, I create a structured and effective learning environment that supports students in developing both knowledge and practical skills.