Case Study of Good T&L Practices > List of Case Studies > Dr Kristen LI
Biography
Dr. Kristen Yuanxi Li is a lecturer in Computer Science, Associate Programme Director of MSc in Data Analytics and Artificial Intelligence and MSc in IT Management at Hong Kong Baptist University. Her teaching and research interests encompass technology for sustainability, Design Thinking for social innovation, transdisciplinary education, and the promotion of inclusivity and diversity.
In addition to her academic roles, Dr. Li is a passionate social entrepreneur, advocating for inclusive education and equal opportunities for all. Her work has been recognized by local and international teaching and learning awards, including the 2024 UGC Teaching Award (General Faculty Members Category), the 2023 HKBU President’s Award for Outstanding Performance in Individual Teaching, and the 2020 Learning Technologist of the Year Award (Highly Commended Team Award).
Dr. Li actively participates in various Communities of Practice (CoP) projects, such as the initiative Towards a Paradigm Shift to Assessment of the Learning Process and Application of Cross-disciplinary Knowledge. Her leadership roles include serving as Co-chair of the 5th to 13th International Workshop on Intelligent Data Processing (IDP) in conjunction with IEEE/WIC/ACM WI-IAT, as well as Co-chair of the 22nd to 27th IEEE International Symposium on Multimedia.
Her experience extends to being a member of the HKSAR Youth Development Commission (YDC), Co-founder of the social enterprise Barrier-free School, and Honorary Advisor of the Accessible IT Development Association.
Fostering Creativity and Cross-Disciplinary Learning
As an educator, my passion lies in facilitating students to blend their disciplinary expertise and cutting-edge technologies to make a social impact. I had one constant objective – to teach technology for sustainability. I activate students’ creativity and prepare them to thrive in a global context, tackling sustainable development challenges alongside peers from different cultures and disciplines through a transdisciplinary approach. Students collaborate in a global, interdisciplinary, and intercultural setting, learning that the key to solving problems creatively is to develop empathy, work with the right people, and use the right process.
My teaching philosophy was developed from two important personal experiences in my own learning. First, When I was doing my PHD studies, I visited Kyoto University’s social informatics lab, where doctoral students from different majors and cultures collaborated on social projects. I experienced that interdisciplinary collaboration and multi-cultural perspective were essential for tackling such real-world challenges. Second, it was my experience with social entrepreneurship. It exposed me to community needs and inspired creative solutions. For the first time, I realized the profound truth that computer science alone wasn’t sufficient to tackle complex problems.
Together these two experiences sparked my passion of teaching technology for sustainability, and suggested how to structure a positive learning environment for students.
Building a Multidisciplinary and Multicultural Learning Community
I believe peer learning is essential. To bring global creative minds together, I gathered faculty members in multiple disciplines from over ten partner universities Worldwide to build a global multidisciplinary and multicultural learning community. By using learning technologies, our students from diverse backgrounds innovate together across time zones, develop ideas to tackle social problems in a collaborative and competitive learning environment. Interdisciplinary and intercultural collaboration arises from mutual understanding of culture, sharing common interests, and developing friendships. Facilitation activities for building strong online relationships include virtual concerts, parties, dining and coffee, campus tours, and home visits. Team-forming games are used to establish modes of communication across their diverse backgrounds, both from disciplinary expertise and country/region/culture.
Empowering Learning through the 5D Design Framework
Central to my educational philosophy is the 5D design framework, which encapsulates a student-centered approach: Discover, Define, Develop, Debate, and Deliver. This methodology ensures a structured yet dynamic learning journey, fostering creativity and a deep understanding of processes and individuals involved. In addition, the 5D design framework allows students to construct their own learning objectives and be passionate about learning new things to achieve their goals.
In the DISCOVER stage, I guide students to understand global and local sustainability challenges through engaging activities like the 2030 SDGs Game. This experiential learning activates their curiosity and motivation to take action in the real world. Students delve into complex world challenges, learning about the United Nations Sustainable Development Goals (SDGs) through interactive methods, including Process Drama and Lego Serious Play.
During the DEFINE stage, students connect with local community partners to identify specific needs in Hong Kong and define problems to solve. I employ human-centered design methodologies, encouraging students to put themselves in the shoes of prospective users, developing empathy and discovering tacit needs within affected communities. Over time, I have built a collaborative network of over ten community partners, including NGOs and social enterprises, to support these efforts. I lead field trips and co-creation Design Thinking workshops, allowing students to gain a deeper understanding of community challenges and select relevant problems and goals to address.
In the DEVELOP stage, students tackle social problems by developing feasible technology solutions, integrating information technologies with their own disciplinary knowledge. Peer-to-peer learning is maximized through metaverse collaboration, where global creative minds come together in the multidisciplinary and multicultural community. With synchronized and asynchronized learning activities, students learn technologies like AI, data analytics, IoT together and develop prototypes.
The DEBATE stage emphasizes the importance of critical thinking and moral considerations in the application of new technologies. In the multidisciplinary and multicultural environment, I design debate questions to promote reflections on technologies’ positive and negative impacts, encouraging a global perspective. Students can appreciate the practical benefits of technology while also understanding the importance of using or developing it ethically.
Finally, in the DELIVER stage, students prepare and test prototypes with real users, when possible, or validate the projects with industry experts. SPA assessments (self-assessment, peer assessment, and authoritative assessment) have been adopted to provide comprehensive feedback and ensure that projects are both feasible and inspired.
Engaging Diverse Group of Students
I strive to engage my students through interactive activities that ignite their interest in course topics, even those from non-science backgrounds who might initially find subjects like information technology or mathematics challenging. In my course on game theory topics, where most students lack a science background, I observed that many perceive mathematics as abstract and disconnected from real-world applications. To address this, I designed learning materials and activities centered around real-life decision-making games that involve simple math calculations, such as selecting the best deal for a travel plan or helping a supermarket succeed in price competition. In class, students first play these games and attempt to win, then learn the underlying theories and discuss strategies using mathematical calculations. This is followed by playing a similar but more challenging game and sharing strategies with each other. These real-life games not only engage students’ participation but also stimulate their interest in mathematics, transforming their perception of the subject into something tangible and relevant.
In my course discussing AI impact on community, I utilize a debate format to explore technology’s societal impacts, encouraging open expression and fostering an inclusive environment. This approach nurtures critical thinking and ensures all students feel comfortable contributing. I prepare students by introducing them to the culture of debate, teaching them to recognize and respect differing viewpoints while developing their critical thinking skills. Each class focuses on a specific topic related to AI’s impact on society, with debate groups presenting their stance and supporting arguments. Additionally, other students have multiple channels, both online and offline, to express their ideas and engage in the discussion.
In my courses on IT for social innovation and design for smart and sustainable cities, I guided student teams in developing solution prototypes to address sustainability challenges. To foster empathy for real users, I organized co-creation workshops with community partners, which helped students understand genuine needs and sparked their creativity. Through the project, students gained an understanding of various stakeholders’ perspectives, integrated insights from social sciences, arts, business, and information technology, and developed innovative solutions.
Leveraging Technology for Collaborative Learning
To facilitate these projects, a variety of technologies have been utilized, including virtual whiteboards, collaborative workspaces, and metaverse platforms. These digital learning environments empower students to engage in project discussions and collaborations remotely, effectively eliminating geographical constraints and fostering seamless communication. Students and teachers can exchange ideas and feedback both synchronously and asynchronously, ensuring continuous interaction. Students from partner universities, even in different time zones, can actively participate in project discussions and contribute to development efforts. Collaborative workspaces serve as centralized hubs where resources, documents, and project updates are accessible to all team members, ensuring alignment and informed decision-making. This setup also enhances students’ project management skills, as they learn to navigate and coordinate tasks within a digital framework.
Design Large-scale and Co-curricular Learning Programmes
A decade ago I started to lead the co-curricular learning programme Design for Sustainability (D4S). This program is a testament to my commitment to fostering interdisciplinary collaboration and innovation D4S brings together students from various majors and regions to collaboratively design solutions for a sustainable Hong Kong. This learning event encourages future leaders who make positive impact to our society using technologies with a sustainable development vision.
The pandemic presented unprecedented challenges but also unprecedented opportunities for innovation in education. During this time, I led a team of colleagues and partners to organize the first Global Students Virtual Hackathon. This event was a remarkable success, enabling students to innovate alongside their creative peers from across the globe. Supported by cutting-edge learning technologies such as the Metaverse and visual collaborative spaces, students engaged in a dynamic and immersive learning experience. The hackathon has since evolved, with subsequent editions building on the success of the initial event.
Recognizing the importance of inspiring younger students, together with our team we initiated the AI x HK OpenCup. This initiative provides a learning and showcase platform for secondary school students to develop AI-based solutions for a more sustainable HK. We aim to nurture future leaders who are confident to make a positive impact on society. This initiative not only empowers students with technical skills but also instills a sense of responsibility towards sustainable development.
Conclusion
In summary, my teaching philosophy centers on fostering creativity and cross-disciplinary learning, with a focus on teaching technology for sustainability. Drawing from my experiences in interdisciplinary collaboration and social entrepreneurship, I have created a learning environment that encourages students to integrate their expertise with cutting-edge technologies for social impact. By establishing a global, multidisciplinary, and multicultural community, students engage in peer learning and collaborative innovation, developing solutions to social issues.
Continuous Professional Development
In the ever-evolving landscape of education, continuous professional development is crucial for educators striving to remain at the forefront of teaching methodologies and technological advancements. Over the past three years, I have actively engaged in more than thirty teaching and learning conferences, workshops, and industry networking sessions. These experiences have exposed me to a myriad of innovative ideas and adaptations from educators worldwide, highlighting diverse approaches to integrating and leveraging new technologies in education.
In addition to participating in these events, I have contributed by facilitating workshops and sharing sessions for educators in higher education, secondary schools, and NGOs/Social Enterprises. These workshops mainly focus on how to encourage students from diverse backgrounds to collaborate and innovate for a sustainable future by leveraging technology. Recently, I facilitated an interactive hands-on session that brought together over two hundred participants from more than ten universities both in and outside of Hong Kong. This session was designed to empower educators to design innovative learning activities by employing student-centered methods.
Beyond Technology: Building Meaningful People Connections
As a computer scientist, even though my teaching focuses on technology, I have come to realize that fostering meaningful connections among people is the most crucial element in education. Reflecting on my journey as an educator, I have observed that the most impactful learning experiences and outcomes occur when these connections are strong and vibrant.
Throughout my career, I have witnessed the transformative power of people connections in various educational settings. Collaborating with colleagues from partner universities, both within and beyond Hong Kong, has allowed us to plan and execute enriching learning events that benefit all participants. These partnerships are not just about sharing resources or expertise; they are about building a community of educators committed to enhancing the learning experience for our students.
For students, connections with peers from diverse backgrounds are invaluable. When students engage in sharing, debating, and innovating together, they learn to appreciate different perspectives and develop empathy for others. This diversity of thought is a catalyst for creativity and problem-solving, essential skills in today’s globalized world. Furthermore, opportunities for students to interact with industry professionals and representatives from social enterprises provide them with real-world insights and a deeper understanding of how their academic pursuits can make a tangible impact on society.
Informal interactions, such as coffee time with students, also play a significant role in building connections. These moments of casual conversation can break down barriers, foster trust, and create a supportive learning environment where students feel valued and heard.
Reflecting on my professional development, I am deeply grateful for the mentorship and guidance I have received from senior colleagues. Their wisdom and support have been instrumental in shaping my teaching philosophy and approach. These relationships have reinforced the importance of connection, not just for students, but for educators as well.
Looking ahead, I am committed to promoting and extending these vital connections within the educational community, by creating more opportunities for students to engage with multiple stakeholders and building connections with more fellow educators to share best practices and collaborate on innovative teaching methods.
In conclusion, while technology is a powerful tool in education, it is the human connections that truly enrich the learning experience. By prioritizing and nurturing these connections, we can create an educational environment that not only imparts knowledge but also inspires students and educators to grow, innovate, and make meaningful contributions to the world.
