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South China Morning Post
3 days ago
- South China Morning Post
Hong Kong student spared jail for ‘foolishly' faking exam results via beauty app Meitu
A Hong Kong student has been spared prison time over her attempt to secure a university placement with bogus entrance exam results edited by Chinese beauty filter app Meitu, with the presiding magistrate accepting the crime was a lapse in judgment. Ng Tsz-ying, 22, was sentenced to a 12-month probation order at Fanling Court on Wednesday for submitting a fake copy of her certificate in the Diploma of Secondary Education examination to the Education University of Hong Kong last year. Last month, the defendant pleaded guilty to attempting to obtain services by deception and admitted using Meitu's editing function to make an image of the document appear as if she had attained Level 3 in English, whereas she had only got Level 2. Ng secured an offer for the university's English language studies bachelor's degree programme after passing an online interview in July 2024. Her deceit came to light after the institution cross-checked her reported results against the official transcript from the Hong Kong Examinations and Assessment Authority. Acting Principal Magistrate Veronica Heung Shuk-han highlighted the gravity of the offence, but noted the defendant was still relatively young and had reflected on her mistake during the two weeks she was remanded in custody pending the sentence.
Associated Press
28-04-2025
- Science
- Associated Press
Study from ECNU Review of Education Redevelops Framework for Teaching Artificial Intelligence and Robotics
Researchers redefine the 'five big ideas of AI' to guide the education of preschool kids in the most rapidly developing fields. SHANGHAI, CHINA, April 28, 2025 / / -- Artificial intelligence and robotics (AIR) are quickly making their way into our lives. Therefore, it is important to introduce these topics to children and teens. Recently, researchers from Hong Kong have redeveloped the 'five big ideas of Artificial Intelligence (AI)' from the AI4K12 framework to better suit kids younger than six years old. These principles and foundational concepts can help develop better educational guidelines for children to better understand and use AIR-based tools. Just like computers, the Internet, and smartphones have become commonplace in our daily lives, artificial intelligence and robotics (AIR) are the next technologies in line set to drastically change how we interact with the world and among ourselves. Various AI-driven applications are already in widespread use, such as Siri, Google Assistant, and ChatGPT, and both industrial- and consumer-grade robots are becoming increasingly capable and accessible. In our modern societies, where people rely more and more on AIR systems to perform tasks, it's essential to prepare children and teenagers to understand and use these tools effectively. To this end, the AI4K12 initiative was developed, which comprised a set of guidelines for teaching AI within the context of K-12 education. Notably, AI4K12 outlines 'five big ideas of AI' as foundational concepts or key principles that are deemed essential to grasp AI. However, these big ideas are too complex for children younger than six years old. Against this backdrop, a research team comprising Dr. Weipeng Yang, an Assistant Professor at the Education University of Hong Kong and Ms. Jiahong Su from the University of Hong Kong decided to revise AI4K12's framework and identify five big ideas of AI that are better suited for young children, especially preschoolers. Their study was published online in the journal ECNU Review of Education on December 10, 2023. Notably, these authors had published another study in this journal on April 19, 2023, in which they proposed a theoretical framework to guide the use of AI tools, such as ChatGPT, in education. The first big idea addresses the concept of AIR perception. Children should understand that robots and computers can use a variety of sensors to perceive their surroundings and make decisions accordingly. One way to teach this concept is through demonstration, using either a simple robot with an exploratory task or by having children role-play themselves as wandering robots with limited or altered sensing capabilities. The second big idea introduces the concepts of AI representation and reasoning. Dr. Yang explains: 'AI systems work on algorithms and use codes to interpret information, which is different from our understanding and thought process. Young children need to understand that AI's process of perceiving the world is different from that of humans. They should acknowledge the unique features of AI that complement human qualities.' A hands-on activity like shape-sorting alongside a robotic friend may properly illustrate this big idea in a way children can comprehend. The third big idea is related to AI learning. Children should understand that AIR systems can process very large amounts of data to arrive at their proposed results or solutions. Moreover, they should be aware that AI can learn from new information to help humans solve tasks. The fourth big idea revolves around the concept of natural interactions between AIR and humans. Children should understand that AIR systems are developed by humans and lack consciousness or self-awareness. Finally, the fifth big idea addresses the societal impact of AIR. Children must be taught that AI will have (or have already had) a profound impact on human lives and the world. 'Educating children on AI right from the preschool will ensure effective application of AI tools by students,' highlights Dr. Yang. The article also proposes several ways to engage young children in learning about the five big ideas of AI through the use of robotics. Specifically, the researchers emphasize the importance of interactive and memorable experiences, especially through acts of play and other hands-on opportunities to interact with AIR systems. 'Our five big ideas of AI framework redeveloped from AI4K12 will help children better understand AI and its importance in the rapidly developing digital society,' concludes Dr. Yang. Hopefully, children of all ages will soon be able to experience and understand AI in a healthy and responsible manner, leading to new applications and learning opportunities. *** Reference Title of original paper: Artificial Intelligence and Robotics for Young Children: Redeveloping the Five Big Ideas Framework Journal: ECNU Review of Education DOI: Authors: Jiahong Su1 and Weipeng Yang2 Affiliations 1. The University of Hong Kong 2. The Education University of Hong Kong About ECNU Review of Education The ECNU Review of Education is an international peer-reviewed open access journal, established by the East China Normal University (eponymous ECNU). The journal publishes research in the field of education, with a focus on interdisciplinary perspectives and contextual sensitivity. It seeks to provide a platform for the pedagogical community to network, promote dialogue, advance knowledge, synthesize ideas, and contribute to meaningful change. About Ms. Jiahong Su Ms. Jiahong Su is currently a Ph.D. candidate in the Faculty of Education at the University of Hong Kong. Her areas of reasearch include technology education, AI, and STEM in early childhood education. She has published many papers in the field of Artifical Intelligence, coding, teacher education and computational thinking. She has also served as a reviewer for various journals, including Computers & Education, Education and Information Technologies, Early Child Development and Care, and Early Childhood Education Journal. About Assistant Professor Weipeng Yang Dr. Weipeng Yang is an Assistant Professor at the Department of Early Childhood Education in the Education University of Hong Kong. His research focuses on early childhood curriculum and pedagogy, with specialized interests in STEM education, technology integration, socio-emotional wellbeing, and culture. He holds multiple editorial positions, including Editor at Journal of Research in Childhood Education, Associate Editor at Journal for the Study of Education and Development, and Convenor of Curriculum, Assessment and Pedagogy SIG at British Educational Research Association, among others. Li You ECNU Review of Education +86 21 6222 4545 [email protected] Legal Disclaimer: EIN Presswire provides this news content 'as is' without warranty of any kind. We do not accept any responsibility or liability for the accuracy, content, images, videos, licenses, completeness, legality, or reliability of the information contained in this article. If you have any complaints or copyright issues related to this article, kindly contact the author above.
South China Morning Post
28-03-2025
- General
- South China Morning Post
How Hong Kong's universities are helping graduates advance a career in education
In Hong Kong, the landscape of education is rapidly evolving, requiring teachers and support staff to continuously improve their expertise. Not only do Master and Doctor of Education courses equip educators with contemporary pedagogical theories and research methodologies, ensuring they remain innovative in their teaching approaches, these courses also foster a culture of lifelong learning, inspiring educators to become role models for their students. Advertisement Of course, these courses also provide valuable networking opportunities, allowing professionals to collaborate with peers and share best practices, leading to a more robust educational community. One such qualification is the Doctor of Education (EdD) programme at the Education University of Hong Kong (EdUHK), designed for seasoned educators and professionals eager to deepen their expertise in a specific area of education. This programme offers a blend of core courses that enrich understanding across various educational contexts. The specialised areas include everything from language (English and Chinese), creative arts and mathematics to health studies, and life and values education. EdUHK's programme is designed for veteran educators and professionals eager to expand their expertise. Photo: EdUHK Upon graduation, students will have achieved various objectives. They will possess expert knowledge and skills within their specialised area while also grasping broader educational implications. They will also be able to create effective theoretical frameworks to propose innovative solutions to educational challenges. EdUHK 2019 alumni Dr Suprihatin, a teaching educator at State University of Jakarta, researches teachers' competencies, with a special focus on children with special education needs (SEN). 'The Doctor of Education programme helped me to become a better researcher and educator,' says Suprihatin. 'It improved my research capabilities, academic writing and teaching skills.' The Indonesian educator also learned the importance of keeping learning interesting. 'Working with Hong Kong academics has taught me to have more fun in an educational environment,' she says. 'I like teaching pre-service teachers because I can influence them to be better teachers for SEN children, whether working in a special or inclusive school.' Advertisement The EdD programme at EdUHK also allows learners to gain insights into current research trends in their field, enabling them to contribute valuable perspectives to educational literature. It highlights critical analysis, encouraging graduates to assess educational policies, processes and practices from multiple viewpoints.
