Academic Staff

Prof. Chan, Carol K.K.

Personal Particulars

Professor

Email: ckkchan@hku.hk

The HKU Scholars Hub

http://hub.hku.hk/rp/rp00891

Biography

Professor Carol K.K. Chan is an Professor in the Faculty of Education at The University of Hong Kong. She has worked as a cognitive researcher at The Ontario Institute for Studies in Education/University of Toronto and a Visiting Scholar at The Centre for the Study of Reading at University of Illinois before joining the university. She is currently Co-Convener of a Strategic Research Theme on Sciences of Learning at The University of Hong Kong.
Her research areas include cognition, learning and instruction with a focus on designing and assessing collaborative knowledge building supported with technology and examining the socio-cultural context for classroom innovation. Her other research interests include conceptual change, reading processes, teacher communities and the Chinese learner. She directs one of the largest knowledge-building teacher networks internationally, examining cognitive models of teacher learning for innovation in classrooms.
She has published in leading journals in education and psychology including Journal of the Learning Sciences, American Educational Research Journal and Cognition and Instruction. She has won international research awards on knowledge building conducted in Chinese classrooms. She is Associate Editor of International Journal of Computer-Supported Collaborative Learning (SSCI, Impact Factor >80th percentile) and serving on the Editorial Boards of Journal of the Learning Sciences,, Educational Psychologist, and Learning and Instruction, leading journals in the field. Her recent book publication is Revisiting the Chinese Learner: Changing Contexts, Changing Education and her forthcoming publication is The International Handbook of Collaborative learning.
Professor Chan has sustained innovation in university teaching integrating her research in Learning Sciences with classroom teaching. She is a recipient of both the University Teaching Fellow Award and the Distinguished Faculty Teaching Award.. She has published her teaching innovation locally and internationally.

Teaching

Teaching Areas

Psychology of Classroom Learning, Learning Sciences, Higher-Order Thinking, Knowledge Building

Courses Taught

1. Learning Sciences and Design of Learning Environments (Ph.D./Ed.D)
2. Current Research in Learning, Development and Diversity (Ph.D./Ed.D)
3. Issues in Education (Ed.D)
4. Understanding and Fostering Student Learning for 21st Century Education (Pioneering course designed for senior officers in Education Bureau articulated with M.Ed program)
5. Cognition, Learning and Instruction (M.Ed. Specialist Course)
6. Fostering Higher Order Thinking and Learning (M.Ed. Elective)
7. Technology-Enhanced Learning and Project-Based Learning (M.Ed Elective)
8. Liberal Studies – Learning and Assessment (M.Ed. Specialist)
9. Liberal Studies – From Principles to Practice (M.Ed. Specialist)
10. Methods of Educational Research and Inquiry (M.Ed. Core)
11. Psychology of Classroom Learning (M.Ed. Specialist)
12. Educational Studies I (PGDE/PCED. Classroom Learning and Student Development)
13. Applied Child Development Minor (Undergraduate course offered at Joint Program of Social Sciences and Education)

Teaching Philosophy

In 2006 I won the Distinguished Faulty Teaching Award and the University Teaching Fellow award for my sustained contributions to teaching. For teaching philosophy and contribution, see interview from University Bulletin TeachingAward_Chan.pdf

Teaching Innovation and Curriculum Development

1) Teaching-Research Integration – Knowledge Building

Between 2000 and 2003 I collaborated with van Aalst on an international joint course between Hong Kong and Canadian students, using Knowledge Forum, videoconferences, and “virtual visits” to ongoing work in classrooms in which students were using Knowledge Forum. Since mid-2000 and after van Aalst joined HKU, we have continued to develop this course, which has consistently received ratings about 80%. This course has received international recognition with as a virtual tour http://ikit.org/mvt/ca.html); some of my best publications are based on this course and the electronic portfolio approach that was introduced in it and then developed in schools. We have adapted our award-winning portfolio research into regular use in Applied Child Development Minor (undergraduate), and PGDE and M. Ed courses. These innovations have advanced both theory and practice.

2) Curriculum Development and Mentoring - PGDE course on Educational Psychology

One of my major teaching innovation is my curriculum leadership in a required course on educational psychology in the Postgraduate Diploma in Education program, Educational Studies I (ES I) taken by 400 to 600 students annually. Using several Teaching and Development grants, I have designed a model using problem-centered and computer-supported learning, and have major roles in mentoring tutors. I have worked with many tutors over the years including psychology professors, faculty members, teaching consultants, tertiary part-time instructors and experienced educators. The course has sustained its practice with high course and teacher ratings (close to 75-80%), I continue to mentor the current ES1 course coordinator and lead through changes in learning platforms from Learning Space to ILN and to Moodle and from secondary to primary student intakes.

I published the teaching of this course (see Publication #31, 89, 101, 153) and led the collective efforts of colleagues in the Division of Learning, Development and Diversity that led to the sets of curriculum materials that now are placed on Moodle.

Unpublished Course Materials

• Chan, C.K.K. (Ed.). Classroom learning and student development, Secondary level. Unpublished teaching and learning resources for high school teachers.106 pages.

• Chan, C.K.K. (Ed.) Classroom learning and student development, Primary level. Unpublished teaching and learning resources for primary school teachers.107 pages.

Although the use of educational technology in higher education is often driven by enthusiasm for technology, the work I have led is one of the few examples in the Faculty that is framed by principles from the learning sciences, and the only example that is scalable to 400 to 600 students per year currently in practice.


Teaching and Development Grants

[1] Problem-centered and computer-supported learning in teacher education

[2] Fostering collaborative knowledge building among undergraduate students through problem-centered computer-supported learning (Applied Child Development Minor Courses)

[3] Development of Moodle-enhanced case-based learning for pre-service and in-service teachers on classroom learning.

[4] Using Web 2.0 technology to enhance experiential and capstone learning in different HKU faculties

Research Areas

My research area is in a field called Learning Sciences that first started in the 1980s. Research in learning sciences investigates cognitive, meta-cognitive and epistemic processes in deep learning; examines the designs of complex learning environments in classrooms and often involves design-based research with interfaces of cognition, designs and contexts. Computer-supported collaborative learning (CSCL), an area of the Learning Sciences, examines learning that emerges from collaboration among students supported with technologies. In 1999 an International Society of the Learning Sciences was formed, which currently hosts two international journals: The Journal of the Learning Sciences (began publishing in 1991) and the International Journal of Computer-Supported Collaborative Learning (began publishing in 2006). Both of these journals have very high rankings (top 80th percentile) for SSCI impact factors in education and educational research.

My research program, over the last two decades, has examined students’ inquiry-based learning and creative work with knowledge for 21st century education. The knowledge-building model, one of the key learning sciences models, was first developed at the University of Toronto (Bereiter and Scardamalia), and has continued to develop as a major field. My research builds on this important tradition and, with my team, I have developed reputation as a leading scholar in knowledge building. In the 1990s, my research examined cognitive processes and expertise involved in individual and collaborative knowledge building (Chan, Burtis, Scardamalia, & Bereiter, 1992; Chan, Burtis & Bereiter, 1997; Chan, 2001); publications generated then sustained as important papers with high citations. Since 2000, my research has examined designs, processes and strategies that engage students and teachers in knowledge building facilitated by collaborative technologies with both socio-cognitive dynamics and socio-cultural contexts. I am particularly known for two areas of accomplishment: The first is characterizing and scaffolding collective knowledge building using student-directed assessments. With van Aalst, I have developed this major area that has received several research prizes in both CSCL and ICLS conferences; the research has been published in high-impact venues; and the papers are highly cited (Chan & van Aalst, 2003; Chan & van Aalst, 2004; Lee, Chan & van Aalst, 2006; van Aalst & Chan, 2007). A second accomplishment is sustaining and scaling knowledge building through a teacher network in Asian classrooms. I am recognized as a scholar who has pioneered and set trends for CSCL practice in the classroom (Chan, 2011). As a scholar in Asia conducting research on Chinese learners and knowledge-building, my research also has implications for advancing the field of Learning Sciences examined across cultures and international contexts (Chan, 2008; Chan, 2009; Chan & Rao, 2009).

My recent publication includes co-editing an International Handbook on Collaborative Learning (with Hmelo-Silver, Chinn & O'Donnell); writing handbook chapters on computer-supported learning (Chan & van Aalst, 2008) and knowledge building (Chan, 2012) and writing a discussion paper for pioneering work on co-regulation, social metacognition and CSCL (Chan, 2012).

Research and Development Grants

A) Competitive General Research Fund (GRF) projects funded by the Research Grants Council in Hong Kong.

Title	Source	Role	Date
Developing a Teacher Community for Classroom Innovation through Knowledge Building	RGC (GRF HKU 740809H) HK$820,690	PI	2009-2012 Ongoing
Facilitating Teacher Change through a Knowledge Building Community	RGC (GRF HKU 741007H) HK$527,250	PI	2007-2009 Completed
Formative Assessment of Knowledge Building	RGC (GRF HKU 752508H) HK$661,850	Co-I	2008-2011 Ongoing
Exploring the Subject-Specific Genres of Liberal Studies in the Reforming Secondary School Curriculum	RGC(GRF 750007H) HK$888,000	Co-I	2007-2010 Completed
Folkbiology meets microbiology: a study of conceptual and behavioral change	RGC(GRF HKU 7209/03H) HK$931,200	Co-I	2003-2006 Completed

B) Sciences of Learning Strategic Research Theme at HKU. This is a cross-disciplinary area with pioneering status in the university.

Title	Source	Role	Date
Sciences of Learning	RGC block grant to HKU HK$3,000,000 (HK$ 1,500,000 Nov. 2008 for 36 months, and HK$ 1,500,000 matching funds from HKU the Faculty of Education)	Co-PI	2008-2011 Near Completion

C) Large government grants that support research-based pedagogical innovation.

Title	Source	Role	Date
Professional development network for knowledge building in schools	Education Bureau HK$12,512,400	Co-PI	2008-2011 Nearing Completion (6 month extension was granted)
Establishment of a Professional Development Network for Knowledge Building in Schools	Quality Education Fund HK$2,558,600	Co-I	2006-2008 Completed
Developing Teachers’ Collective Understanding Toward Alignment of Learning, Curriculum and Assessment in Liberal Studies Collaborative Research and Development Project on Aligning Assessment to Facilitate Teaching and Learning in Liberal Studies	Education Bureau HK$1,000,000	PI	2006-2008 Completed
Developing Assessment Literacy for Teachers in Liberal Studies	Employment and Manpower Bureau HK$880,000	PI	2005-2006 Completed
Developing Learning Communities in Catering for Individual Differences for Primary School Children	Curriculum Development Institute, Employment and Manpower Bureau HK$4,500,000	PI	2000-2003 Completed

D) International Grants – I serve as external collaborator/consultant on four international grants on learning sciences and knowledge building. These grants provide funding support for travel and networking and collaborative research.

Title	Source	Role	Date
Learning Technology and the Learning Sciences, University of Sydney Research Network Scheme (SyReNS)	Australian Research Council AU$391,264	External Collaborator	2012-2014 Ongoing
Designing knowledge building communities in secondary schools	the Teaching and Learning Research Initiative Fund, New Zealand Ministry of Education (administered by the New Zealand Council of Educational Research) NZ$200,000	Consultant	2012-2013 Ongoing
Fostering Collective Progress in Online Discourse for Sustained Knowledge Building	National Science Foundation Cyber-learning Program US$549,459	Collaborator/Consultant	2011-2014 Ongoing
Beyond Best Practice: Research-based Innovation in Learning and Knowledge Work	Social Sciences and Humanities Research Council [SSHRC] of Canada, Initiatives for the New Economy program Can.$3,000,000	External Collaborator	2002-2007 Completed

E) Internally adjudicated small research grants.

Title	Source	Role	Date
Development of Formative Assessment tools for Knowledge Building	Seed Funding program for Basic Research HK$67,000	Co-I	2010-2011 Completed
Examining and Fostering Engineering Students' Epistemology and Understanding: Tackling Novel Problems about Internet Security with Zero Day Attacks	Small Project Funding HK$35,396	Co-I	2009-2010 Completed
Fostering Epistemological Beliefs and Conceptual Change through Computer-Supported Knowledge Building	HKU small project internal project funding HK$79,900	PI	2006-2007 Completed
Designing Social-Constructivist Assessments in Fostering Collaborative Inquiry in Knowledge Forum	HKU small project internal project funding HK$67,000	PI	2006-2008 Completed
The role of phonological awareness in learning English for young children in Hong Kong	HKU Small Project Funding program HK$ 64,882	PI	2004-2006 Completed
Constructive alignment of learning and assessment: electronic portfolios in assessing and fostering student learning in computer-supported collaborative environments	HKU Small Project Funding program HK$64,500	PI	2003-2005 Completed
Developing a knowledge building community: promoting scientific understanding and health education on SARS through knowledge forum	Vice-Chancellor Office's SARS Research Fund HK$100,000	PI	2003 Completed
Critical incidents and effective use of problem-solving approaches in mathematics teaching and learning	Sik Sik Yuen Education Research Fund HK$2,000	PI	2003 Completed
Developing knowledge-building communities among Chinese learners in Hong Kong classrooms	HKU Small Project Funding program HK$94,830	PI	2002-2005 Completed

Title	Source	Role	Date
Developing students' thinking and learning skills using computer-supported collaborative learning environments	Low Budget High Impact Program HK$52,500	PI	1999-2000 Completed
Children's thinking and understanding in Chinese text comprehension	Low Budget High Impact Program HK$43,500	Co-I	1999-2000 Completed
Helping pre-service mathematics teachers to become better problem solvers in teaching and learning	Sik Sik Yuen Education Research Fund HK$7,500	PI	1997-1998 Completed
Students' approaches to summarization and learning outcomes in second language comprehension	University Research Committee HK$98,344	PI	1996-1997 Completed

Publication

Scholarly Books, Monographs and Chapters

[1] Hmelo-Silver, C., Chinn, C., Chan, C.K.K., & O'Donnell, A. (Eds.). (In press, 2012). The International handbook of collaborative learning.New York,NY: Routledge. Taylor & Francis (550 pp).www.routledgementalhealth.com/the-international-handbook-of-collaborative-learning-9780415805742 .

[2] Chan, C. K. K., & Rao, N. (Eds.). (2009). Revisiting the Chinese learner: Changing contexts, changing education: Hong Kong/Dorcrecht, NL: The Comparative Education Research Centre, University of Hong Kong/Springer (360 pp.) (16 Google Scholar citations, of which 4 in SSCI) Book Review: http://www.tandfonline.com/doi/abs/10.1080/02188791.2011.581866. "The editors conclude the book with a chapter …that presents the valuable contributions that this book makes to current knowledge about learning theories, pedagogy and education reform. The book is indispensible reading for educators around the world who are interested in learning more about the possibility of bringing about fundamental changes in teaching and learning in classrooms". (Excerpted from book review by J. Tan, Asian Pacific Journal of Education, 2011, also see http://www0.hku.hk/cerc/Publications/CERC-25.htm)

[3] Chan, C. K. K. (in press, 2012). Collaborative knowledge building: Towards a knowledge-creation perspective. In C. Hmelo-Silver, Chinn, C., Chan, C.K.K., & O'Donnell, A. (Eds.), The international handbook of collaborative learning.New York,NY: Routledge/Taylor & Francis.

[4] van Aalst, J., & Chan, C. K. K. (2012). Empowering students as knowledge builders. In L. Rowan & C. Bigum (Eds.), Transformative approaches to new technologies and student diversity in futures oriented classrooms: Future proofing education.Dordrecht, NL: Springer.

[5] Chan, C. K. K. (2010). Understanding and fostering student thinking and learning for 21st century education. In L. F. Zhang, D. A. Watkins & J. B. Biggs (Eds.), Understanding the learning and development of Asian students: What the 21st century teacher needs to think about: Pearson Education.

[6] Chan, C. K. K. (2009). Classroom innovation for the Chinese learner: Transcending dichotomies and transforming pedagogy. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 162-210). Hong Kong/Dordrecht, NL: The Comparative Education Research Centre,University of Hong Kong/Springer. (4 Google Scholar citations)

[7] Chan, C. K. K., & Rao, N. (2009). The paradoxes revisited: The Chinese learner in changing educational contexts. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 315-349). Hong Kong/Dordrecht, NL: The Comparative Education Research Centre,University ofHong Kong/Springer. (3 Google Scholar citations)

[8] Law, N. W. Y., Yuen, A. H. K., Chan, C. K. K., Yuen, J. K. L., Pan, N. F. C., Lai, M., & Lee, V. S. L. (2009). New experiences, new epistemology, and the pressures of change: The Chinese learner in transition. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 89-129): Hong Kong/Dordrecht, NL: The Comparative Education Research Centre, University of Hong Kong/Springer. (2 Google Scholar citations of which 1 in SSCI)

[9] Rao, N., & Chan, C. K. K. (2009). Moving beyond paradoxes: Understanding Chinese learners and their teachers. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 3-32). Hong Kong/Dordrecht, NL: The Comparative Education Research Centre,University ofHong Kong/Springer. (2 Google Scholar citations of which 2 in SSCI)

[10] Chan, C. K. K., & van Aalst, J. (2008). Collaborative inquiry and knowledge building in networked multimedia environments. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 299-316). Dordrecht: Springer. (10 Google Scholar citations)

[11] Tse, S. K., Chan, C. K. K., Chou, P. W. Y., Leung, S. K., Leung, S. O., Kwong, S. M., & Li, F. A. I. (2006). Application of research results in practice [in Chinese]. In S. K. Tse (Ed.), Oral language development for preschool children in Hong Kong (in Chinese). Hong Kong:Hong Kong University Press.

[12] Tse, S. K., Chan, C. K. K., & Kwong, S. M. (2006). Lexical development of Hong Kongpre-school children. In S. K. Tse (Ed.), Oral language development for preschool children in Hong Kong (In Chinese) (pp. 53-70). Hong Kong:Hong KongUniversity Press.

[13] Tse, S. K., Kwong, S. M., & Chan, C. K. K. (2006). The oral syntactic structure development of Hong Kong preschool children (in Chinese 香港學前兒童的口語句法發展). In S. K. Tse (Ed.), Oral language development for preschool children in Hong Kong (in Chinese 香港幼兒口語發展) (pp. 71-86). Hong Kong:Hong Kong University Press.

[14] Tse, S. K., Kwong, S. M., Chan, C. K. K., Li, H., & Leung, S. O. (2006). Gender differences and classifiers of oral language development of preschool children in Hong Kong. In S. K. Tse (Ed.), Oral language development for preschool children in Hong Kong (in Chinese) (pp. 87-106). Hong Kong:Hong Kong University Press.

[15] Chan, C. K. K., & van Aalst, J. (2004). Learning, assessment and collaboration in computer-supported environments. In J. W. Strijbos, P. A. Kirschner & R. L. Martens (Eds.), What we know about CSCL and implementing it in higher education (Vol. 3, pp. 87-112). Boston, Mass: Kluwer Academic Publishers. (58 Google Scholar citations of which 8 in SSCI).

"This is an excellent collection of articles...Chan and van Aalst discuss new ideas on student assessment...The key concept is that student assessment has to be formative and must contribute to the students' own learning and collaboration...The chapter by Chan and van Aalst can offer inspiration to teaching staff who use electronic discussion forums and wonder how they can increase the depth of the discussion, encourage greater participation and ultimately help students attain a deeper understanding" (Excerpted from book review by Jerry Andriessen, 2005)

[16] Chan, C. K. K., & Law, Y. K. (2003). Metacognitive beliefs and strategies in text comprehension for Chinese children. In C. McBride-Chang & H. C. Chen (Eds.), Reading development in Chinese children (pp. 171-182).Westport,Connecticut: Praeger. [6 Google Scholar citations of which 4 in SSCI]

[17] *Law, Y. K., & Chan, C. K. K. (2004). Readingto learn: Teaching of reading strategies in Hong Kongclassrooms. In S. F. Lam (Ed.), The practical handbook of educational psychology [In Chinese 教育心理實用手冊]. Hong Kong: The Hong Kong Psychology Society.

[18] Chan, C. K. K. (2001). Promoting learning and understanding through constructivist approaches for Chinese learners. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 181-204). Hong Kong: Comparative Education Research Centre, TheUniversity ofHong Kong andMelbourne: Australian Council for Educational Research. [43 Google Scholar citations of which 2 in SSCI]

[19] Chan, C. K. K. (2000). Problem-centred inquiry and science learning. In K. Ueda & T. Okada (Eds.), In search of collaborative cognition: Cognitive science and creative collaboration (pp. 109-133). [In Japanese]Tokyo: Kyoritsu Shuppan.

[20] Anderson, V., Chan, C. K. K., & Henne, R. (1995). The effects of strategy instruction on the literacy models of reading and writing delayed middle school students. In K. A. Hinchman, D. J. Leu & C. K. Kinzer (Eds.), Perspectives on literacy research and practice: Forty-forth yearbook of the National Reading Conference (Vol. 44, pp. 180-189).Chicago,IL: NationalReading Conference. [17 Google Scholar citations, of which 4 in SSCI]

*former or current graduate students/postdoctoral fellows


Journal Publications

[21] Chan, C. K. K. (2012). Co-regulating learning in computer-supported collaborative learning: A Discussion. Metacognition and Learning, 7, 63-73. (SSCI, 2010 impact factor 2.038, 12/184 in Educational Research).

[22] Chu, S. K. W., Chan, C.K.K. & Tiwari, A. (2012). Using blogs to support learning during internship. Computers & Education, 58, 989-1000. (SSCI, 2010, impact factor 2.617, 5/184 in Educational Research). (3 Google Scholar citations)

[23] Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kongclassrooms. International Journal of Computer-Supported Collaborative Learning, 6, 147-186. (SSCI, 5-year impact factor 2.026, 25/184 in Educational Research) (3 Google Scholar citations of which 1 in SSCI)

[24] Chan, C.K.K., & Chan, Y.Y. (2011). Students’ views of collaboration and their online forum participation in Knowledge Forum. Computers & Education, 57, 1445-1457. (SSCI, 2010 Impact factor: 2.617, 5/184 in Educational Research) (3 Google Scholar citations, of which 1 in SSCI).

[25] Law, N. Y., Lee, Y., van Aalst, J.C.W., Chan, C.K.K., Kwan, A.C.M., Lu, J. & Ki, W.W. (2010). Using web 2.0 technology to support learning, teaching and assessment in the Liberal Studies subject. [In Chinese] Hong Kong Teachers’ Centre Journal, 8, 43-51. (2 Google Scholar citations, of which 1 in SSCI)

[26] Au, T. K. F., Chan, C. K. K., Chan, T. K., Cheung, M. W. L., Ho, J. Y. S., & Ip, G. W. M. (2008). Folkbiology meets microbiology: A study of conceptual and behavioral change. Cognitive Psychology, 57, 1-19. (SSCI 5-Year impact factor 5.45, 5/81 in Experimental Psychology) (7 Google scholar citations of which 3 are SSCI). Paper won Best Research Output Prize, University of Hong Kong, 2009).

[27] Chan, C. K. K. (2008). Pedagogical transformation and knowledge building for the Chinese Learner. Evaluation and Research in Education, 21, 235-251. (Australian Research Council (ARC) list: Category A; European Reference Index for the Humanities (ERIH): Category B) (12 Google scholar citations of which 3 in SSCI)

[28] *Law, Y. K., Chan, C. K. K., & Sachs, J. (2008). Beliefs about learning, self-regulated strategies and text comprehension among Chinese children. British Journal of Educational Psychology, 78, 51-73. (SSCI 5 year impact Factor: 2.32, 10/50 in Educational Psychology) (17 Google Scholar citations of which 10 in SSCI).

[29] van Aalst, J., & Chan, C. K. K. (2007). Student-directed assessment of knowledge building using electronic portfolios. The Journal of the Learning Sciences, 16, 175-220. (SSCI, 5-year impact factor 3.644, rank 3/184 in Educational Research). [65 Google Scholar citations of which 24 in SSCI] Top journal in Learning Sciences

[30] *Lee, E. Y. C., Chan, C. K. K., & van Aalst. J. (2006). Students assessing their own collaborative knowledge building. International Journal of Computer-Supported Collaborative Learning, 1, 277-307. (Corresponding author; SSCI, 5 year impact factor 2.026, 25/184 in Educational Research) (88 Google scholar citations of which 31 in SSCI) (Article based on a conference paper that won 2 awards).

[31] Chan, C. K. K., & van Aalst, J. (2006). Computer-supported knowledge building in teacher education: Experience from Hong Kongand Canadian teachers. Teaching Education, 17, 7-26. (ARC: Category A; ERIH: Category B) (8 Google Scholar citations, of which 1 in SSCI)

[32] Laferriere, T., Lamon, M., & Chan, C. K. K. (2006). Trends and models of e-learning in teacher education. Teaching Education, 17, 75-90. (ARC list: Category A; ERIH: Category B) (23 Google Scholar citations, of which 3 in SSCI)

[33] Chan, C. K. K., & Pang, M. F. (2006). Editorial: Teacher collaboration in learning communities. Teaching Education, 17, 1-5. (ARC list: Category A; ERIH: Category B) (10 Google Scholar citations)

[34] Tse, S. K., Chan, C. K. K., & Li, H. (2005). Is the expressive vocabulary of young Cantonese speakers noun or verb dominated? Early Child Development and Care, 175, 215-227. (ARC list: Category B; ERIH: Category B). (8 Google scholar citations)

[35] Sachs, J., Law, Y. K., & Chan, C. K. K. (2003). A nonparametric item analysis of a selected item subset of the learning process questionnaire. British Journal of Educational Psychology, 73, 395-423. (SSCI 5-year impact factor 2.321, rank 10/50 in Educational Psychology) (4 Google Scholar citation of which 2 in SSCI)

[36] *Ho, L. M. W., Chan, C. K. K., & Tang, T. K. W. (2003). Building a community of learners on: A social constructivist approach. International Journal of Learning, 10, 2311-2322. (ARC list: Category B; ERIH: Category B)

[37] Sachs, J., & Chan, C. K. K. (2003). Dual scaling analysis of Chinese conceptions of learning. Educational Psychology, 23, 181-193. (SSCI 2010 impact factor 0.85, rank 32/50 in Educational Psychology) (17 Google Scholar citations of which 10 in SSCI)

[38] Tse, S. K., Chan, C. K. K., Li, H., & Kwong, S. M. (2002). Sex differences in syntactic development: Evidence from Cantonese-speaking preschoolers in Hong Kong. International Journal of Behavioral Development, 26, 509-517. (SSCI 5-year impact factor 2.082, 31/66 in Developmental Psychology) (13 Google scholar citations of which 6 in SSCI)

[39] Sachs, J., Law, Y. K., & Chan, C. K. K. (2002). An analysis of the relationship between motivated strategies for learning questionnaire and the learning process questionnaire. Psychologia, 45, 193-203. (SSCI, 5-year impact factor 0.289) (6 Google Scholar citation of which 3 in SSCI)

[40] Chan, C. K. K. (2001). Peer collaboration and discourse patterns in processing incompatible information. Instructional Science, 29, 443-479. (SSCI, 2010 5-year impact factor 2.04, rank 24/184 in Educational Research) (85 Google Scholar citations of which 29 in SSCI)

[41] Chan, C. K. K., & Siegel, L. S. (2001). Phonological processing of reading Chinese among normally achieving and poor readers. Journal of Experimental Child Psychology, 80, 23-43. (SSCI, 5-year impact factor 2.734, rank 19/66 in Developmental Psychology) (60 Google Scholar citation of which 22 in SSCI)

[42] Chan, C. K. K., & Sachs, J. (2001). Beliefs about learning in children’s understanding of science text. Contemporary Educational Psychology, 26, 192-210. (SSCI 5-year impact factor 2.435, rank 10/50 in Educational Psychology) (27 Google Scholar citations of which 10 in SSCI)

[43] Taplin, M., & Chan, C. K. K. (2001). Developing problem-solving practitioners. Journal of Mathematics Teacher Education, 4, 285-304. (ARC list: Category B; ERIH: Category B) (15 Google Scholar citations)

[44] Sachs, J., Law, Y. K., Chan, C. K. K., & Rao, N. (2001). A nonparametric item analysis of the motivated strategies for learning questionnaire-Chinese version. Psychologia, 44, 197-208. (SSCI, 5-year impact factor 0.289) (15 Google Scholar citations of which 7 in SSCI)

[45] Chan, C. K. K., Burtis, P. J., & Bereiter, C. (1997). Knowledge-building approach as a mediator of conflict in conceptual change. Cognition and Instruction, 15, 1-40. (Key Publication: SSCI, 2010 5-year impact factor 2.877, rank 9/50 in Educational Psychology) (204 Google Scholar citations, of which 86 in SSCI)

[46] Chan, C. K. K. (1996). Problem-centred inquiry in collaborative science learning. Bulletin of the Japanese Cognitive Science Society, 3, 44-62. (4 Google Scholar citations)

[47] Chan, C. K. K. (1994). Conflict and knowledge-building approach in conceptual change. Invited Summary based on Top Canadian Dissertation Award, Canadian Association of Educational Psychology. Alberta Journal of Educational Research, 40, 515. (ARC: Category B; ERIH: Category B)

[48] Chan, C. K. K., Burtis, P. J., Scardamalia, M., & Bereiter, C. (1992). Constructive activity in learning from text. American Educational Research Journal, 29, 97-118. (Top journal in educational research; SSCI, 2010 5-year impact factor 3.343, rank 4/184 in Educational Research) (107 Google Scholar citations of which 39 in SSCI]

Edited Special Issue

[49] Chan, C. K. K., & Pang, M. F. (Guest editors). (2006). Teacher collaboration in learning communities [Special issue]. Teaching Education, 17 [1] (90 pp.) Routledge/Taylor and Francis. (ARC: Category A: ERIH: Category B)


Papers Under Review

[50] van Aalst, J., Chan, C.K.K., Tian, S. W., Teplovs, C., Chan, Y.Y., & Wan, W. S. (revise and resubmit). Tools for embedded and transformative assessment in knowledge building. Educational Technology Research and Development (SSCI, 2010 impact factor: 1.081).

[51] *Yeung, S.S., Siegel, L. & Chan, C. K. K. (revise and resubmit). Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. Reading and Writing. (2010 impact factor: 1.297, 37/184)


Conference Proceedings and Papers

a) Papers Published in Conference Proceedings. (Full paper reviewed 8 pages, single-spaced, 10 pt fonts)(Proceedings of ICLS/CSCL abstracted in SSCI)

[52] Chan, C.K.K., & Fu, E.L. F. (July, 2011). Principle-based design for collective growth: From knowledge-sharing to explanatory knowledge-building discourse. Paper in Proceedings of the Conference of Computer-Supported Collaborative Learning 2011. Hong Kong. (SSCI)

[53] van Aalst, J., Chan, C. K. K., Chan, Y. Y., Wan, W. S., & Tian, W. (July, 2011). Design and development of a formative assessment tool for knowledge building and collaborative learning. Poster in Proceedings of the 9^th International Conference of Computer-Supported Collaborative Learning. Hong Kong. (SSCI)

[54] *Chan, Y. Y., Yu, A. C. H., & Chan, C. K. K. (October, 2010). Assessing student collaboration and learning in medical engineering from the perspectives of structure, behavior and functions. Paper in Proceedings of the ASEE-IEEE 40th Frontiers in Education Conference (FIE), 2010 IEEE.Washington,DC.

[55] Chan, C.K.K., & Lam, I.C.K. (June, 2010). Conceptual change and epistemic growth through reflective assessment in computer-supported knowledge building. Paper in Proceedings of the 9th International Conference of the Learning Sciences 2010. Chicago, IL. (Won Best Research Paper award 1^st among 300 papers) (SSCI, 1 Scholar Google citation of which 1 in SSCI)

[56] *Zhao, K., & Chan, C. K. K. (December, 2009). Conceptual, metacognitive and collaborative learning in computer-supported inquiry for Chinese tertiary business students. Paper in Proceedings of the International Conference on Computers in Education. Hong Kong. (Nominated for Best Student Paper)

[57] Zhang, J., & Chan, C. K. K. (October, 2008). Examining the growth of community knowledge in an online space. Paper in Proceedings of the International Conference on Computers in Education (ICCE). Taipei, Taiwan. (2 Google Scholar citation, of which 1 in SSCI)

[58] *Zhao, K., & Chan, C. K. K. (July, 2008). Beliefs about learning and learning strategies of Chinese English for international business (EIB) students in project-based learning instruction. Poster in P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), Poster in Proceedings of the International Conference of the Learning Sciences 2008 Volume 1. Netherlands: Utrecht University (SSCI)

[59] *Lam, I. C. K., & Chan, C. K. K. (2008, June). Fostering epistemological and conceptual change in chemistry using knowledge building. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), Paper in Proceedings of the International Conference of the Learning Sciences 2008 Volume 1 (pp.461-468). Netherlands: Utrecht University. (SSCI, 2 Google Scholar citation)

[60] Chan, C. K. K., & van Aalst, J. (November, 2007). Socio-cognitive assessment and socio-cultural context of knowledge building. Paper in Proceeding of the International Conference of Computers in Education.Hiroshima,Japan.

[61] Chan, C. K. K., & Lee, E. Y. C. (2007, July). Fostering knowledge building using concurrent, embedded and transformative assessment for high-and low-achieving students. In Chinn, C., Erkens, G. & Puntambekar, S. (Eds.), Paper in Proceedings of the International Conference of Computer-Supported Collaborative Learning (CSCL) 2007 Volume 8. New Jersey: University of Rutgers. (SSCI, 4 Google Scholar citations, of which 2 in SSCI)

[62] *Lee, E. Y. C., Chan, C. K. K., & van Aalst, J. (2005, May). Students assessing their own knowledge advances in a computer-supported collaborative environment. In T. Koschmann, D. D. Suthers & T. W. Chan (Eds.), Proceedings of the International Conference of Computer-supported Collaborative Learning (CSCL) 2005: The next 10 years (pp. 378-387).Mahwah,NJ:Lawrence Erlbaum Associates. (corresponding author; Won 1^st Prize for Best Research Paper Award among 300 papers; and 2^nd prize for Most Usable Research Award) (SSCI, 5 Google Scholar citations)

[63] van Aalst, J., Kamimura, J., & Chan, C. K. K. (2005, May). Exploring collaborative aspects of KnowledgeBuildingthrough collaborative summary notes. In T. Koschmann, D. D. Suthers, and T. W. Chan (Eds.), Paper in Proceedings of the International Conference of Computer-supported Collaborative Learning (CSCL) 2005: The next 10 years (pp.697-706). Mahwah, NJ: Lawrence Erlbaum Associates. (SSCI)

[64] Chan, C. K. K., & van Aalst, J. (2003, June). Assessing and scaffolding KnowledgeBuilding: Pedagogical knowledge building principles and electronic portfolios. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments: Proceedings of the International Conference on Computer Support for Collaborative Learning 2003 (pp. 21-30). Dordrecht: Kluwer Academic Publishers. (SSCI, 19 Google Scholar citations, of which 5 in SSCI)

[65] van Aalst, J., & Chan, C. K. K. (2001, March). Beyond “sitting next to each other”: A design experiment on KnowledgeBuildingin teacher education. In P. Dillenbourg, A. Eurelings & K. Hakkarainen (Eds.), European Perspectives on Computer-Supported Collaborative Learning: Proceedings of the First European Conference on Computer-Supported Collaborative Learning (pp. 20-28). The Netherlands, Maastricht: University of Maastricht. (SSCI, 26 Google Scholar citations, of which 6 in SSCI)

[66] Chan, C. K. K. (1995, July). Collaborative processing of incompatible information. In J. D. Moore & J. F. Lehman (Eds.), Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 346-351). Mahwah, NJ: Lawrence Erlbaum Associates. (6 Google Scholar citations, of which 2 in SSCI)

Edited Special Issue

[67] Kong, S. C., Ogata, H., Arnseth, H. C., Chan, C. K. K., Hirashima, T., Klett, F., et al., 2009). (Eds.). Conference proceedings of the 17th International Conference on Computers in Education. Asian-Pacific Society of Computers in Education.Hong Kong.

b) Conference Papers and Presentations
For all of the conference papers and other presentations in this section proposals were peer reviewed.

[68] Chan, C. K. K., & Hui, D. W. Y. (Accepted, 2012). Scaffolding teacher and student growth through a principle-based approach to knowledge building. Paper to be presented at the Annual Meeting of the American Educational Research Association,Vancouver,Canada.

[69] Zhao, K., & Chan, C. K. K. (accepted, 2012). Scaffolding role of computer-supported collaborative inquiry environment for Chinese tertiary business students. Paper to be presented at the Annual Meeting of the American Educational Research Association,Vancouver,Canada.

[70] Chan, C. K. K. (2011, July). Towards a principle-based approach to teacher development in knowledge building. Paper presented at the Symposium “A principle-based approch to knowledge building” (Discussant: Janet Kolodner) at the International Conference of Computer-Supported Collaborative Learning.Hong Kong.

[71] Chan, C. K. K., Ho, R. C. M., & Song, Y. (2011, April). Principle-based understanding in teacher change: A four-year case study. Paper presented at the Annual Meeting of the American Educational Research Association.New Orleans,Louisiana.

[72] Chu, S. K. W., & Chan, C. K. K. (2011, April). Blogging as a learning support during internship. Paper presented at the the Annual Meeting of the American Educational Research Association.New Orleans,Louisiana.

[73] Oshima, J., Oshima, R., Matsuzawa, Y., van Aalst, J., & Chan, C. K. K. (2011, April). Network structure analysis approach to Knowledge Building: A macroscopic view of group dynamics in discourse. Paper presented at the Annual Meeting of the American Educational Research Association.New Orleans,Louisiana.

[74] *Yeung, S. S., & Chan, C. K. K. (2011, April). Effects of language-rich phonological awareness instruction on language and reading of English-as-a-second-language kindergarteners. Paper presented at the Annual Meeting of the American Educational Research Association.New Orleans,Louisiana.

[75] Chan, C. K. K., & Song, Y. (2010, August). Towards a principle-based approach for knowledge creation in teacher professional development. Paper presented at the annual Knowledge Building Summer Institute.University of Toronto.

[76] van Aalst, J., Chan, Y. Y., Chan, C. K. K., & Wan, Z. & Teplovs, C. (2010, August). Development of formative assessment tools for knowledge building (workshop). Workshop presented at the 14th Knowledge Building Summer Institute.University of Toronto.

[77] *Ho, R. C. M., Lee, B., & Chan, C. K. K. (2010, August). From activity-based to principle-based approach: A case example of knowledge creation for low-achieving students. Poster presented at the annual Knowledge Building Summer Institute.University of Toronto.

[78] *Fu, E. L. F., & Chan, C. K. K. (2010, August). Constructive use of information and improvable ideas in Knowledge Building discourse. Poster presented at the annual Knowledge Building Summer Institute.University of Toronto.

[79] *Lam, I. C. K., & Chan, C. K. K. (2010, August). Scaffolding reflective assessment for conceptual and epistemic changes among chemistry students in Hong Kong. Paper presented at the 14th Knowledge Building Summer Institute,University of Toronto.

[80] Chan, C. K. K., & Chan, Y. Y. (2010, May). Beliefs about collaboration, approaches to learning, and participation in computer-supported Knowledge-Building inquiry. Poster presented at the the Annual Meeting of the American Educational Research Association.Denver,Colorado.

[81] *Chan, Y. Y., & Chan, C. K. K. (2010, May). Engineering undergraduates learning computer system modeling in a constructivist learning environment: multi-level analysis of collaborative and individual learning. Poster presented at the the Annual Meeting of the American Educational Research Association.Denver,Colorado.

[82] *Lee, W. W. S., & Chan, C. K. K. (2010, May). Characterizing and measuring epistemological beliefs: The four-dimensional approach. Poster presented at the the Annual Meeting of the American Educational Research Association. Denver, Colorado. (paper based on Lee’s dissertation; Lee received the University Outstanding Research Postgraduate Student Prize (2009-2010)

[83] *Zhao, K., & Chan, C. K. K. (2010, May). Learning, assessment and collaboration in computer-supported inquiry learning for Chinese tertiary students. Poster presented at the Annual Meeting of the American Educational Research Association.Denver,Colorado.

[84] Chan, C. K. K., & Lee, E. Y. C. (2009, December). Symmetrical knowledge advances: Researcher-teacher collaboration in designing assessment for knowledge-building innovation. Poster presented at the Interactive Event “CSCL practices in schools inAsia”, International Conference on Computers in Education.Hong Kong.

[85] Chan, C. K. K., & Song, Y. (2009, December). Examining teacher growth through principle-based understanding for knowledge building. Poster presented at the Interactive Event “CSCL practices in schools inAsia” , International Conference on Computers in Education.Hong Kong.

[86] Chan, C. K. K., Song, Y., Lei, L., & Chan, Y. Y. (2009, December). Classroom innovation and knowledge building teacher community with CSCL. Poster presented at the Interactive event "CSCL practices in schools inAsia" at the International Conference on Computers in Education.Hong Kong.

[87] *Lam, I. C. K., & Chan, C. K. K. (2009, December). Sustained classroom innovation: Knowledge building for scientific inquiry and science examination in chemistry classrooms. Poster presented at the Interactive Event “CSCL practices in schools inAsia”, International Conference on Computers in Education.Hong Kong.

[88] *Zhao, K., & Chan, C. K. K. (2008, October). Promoting academic literacy in CSCL environment for Chinese tertiary business students. Proceedings of the 16th International Conference on Computers in Education.NationalCentralUniversity,Taipei,Taiwan.

[89] Chan, C.K.K., & Chan, F. T. (2008, May). Aligning online learning with in-class learning and assessment. Paper presented at the International Conference on ICT in Teaching and Learning. OpenUniversity ofHong Kong,Hong Kong.

[90] Chan, C. K. K., van Aalst, J., & Law, N. W. Y. (2008, March). Principle-based understanding and knowledge building in a teacher community. Paper presented at the Symposium “Principle-based Classroom Innovation” (Chairs: Lafferriere & Chan) at Annual Meeting of the American Educational Research Association. New York.

[91] Chan, C. K. K., Ma, S. F., & Law, N. W. Y. (2007, August). Teachers’ understanding of Knowledge Building in an emerging community. Paper presented at the Knowledge Building Summer Institute.
[92] Chan, C. K. K., Lam, C. K., & Leung, W. H. (2007, April). Developing knowledge building and scientific understanding on Knowledge Forum. Paper presented at The Annual Meeting of the American Educational Research Association.Chicago.

[93] Law, N. W. Y., Chan, C. K. K., Yuen, H., Yuen, K., Pan, N., Ma, S., et al. (2006, August). The quest for scaling up and sustaining the knowledge building approach in Hong Kong schools. Institute for Knowledge Innovation and Technology (IKIT), Summer Institute 2006,University ofToronto.

[94] *Ho, K. C. M., & Chan, C. K. K., (2006, July). Effects of cognitive-based reading strategies on higher-order comprehension of academically low-achieving students. Paper presented at the the International Conference on Special Education (ICSE): Reforms, Inclusion & Mission: Towards a New Era of Special Education.Hong Kong. June 2-6, 2006.

[95] Chan, C. K. K., Lee, E. Y. C., & van Aalst, J. (2005, August). Towards the assessment of collective knowledge advances in knowledge building classrooms. Paper presented at The Biennial meeting of the European Association of Learning and Instruction.Cyprus.

[96] *Law, Y. K., & Chan, C. K. K. (2005, April). Children's beliefs about learning and constructive strategy use in text processing. Paper presented at the The Annual Meeting of the American Educational Research Association.Montreal,Canada.

[97] Au, T. K. F., Chan, T. K., Wan, M. P., & Chan, C. K. K., (2005, April). Think biology: A new approach to colds/flu education. Poster presented at The Society For Research In Child Development, Biennial Meeting.Atlanta,Georgia,USA.

[98] Au, T. K. F., Chan, T. K., P., W. M., & Chan, C. K. K. (2005, April). What causes colds/flu? A study of Chinese children and older adults’ folk beliefs. Poster presented at The Society For Research In Child Development, Biennial Meeting.

[99] *Chui, H. W., & Chan, C.K.K. (2004, August). Knowledge building and reading for understanding on Knowledge Forum. Presentation at 2004 Knowledge Building Summer Institute, Toronto.

[100] vanAalst, J., & Chan, C.K.K. (2004, August). Knowledge building and teacher education: Lessons learned from two graduate courses. Presentation at Knowledge Building Summer Institute. Toronto.

[101] Chan, C. K. K., & Tang, K. C. (2004, April). Developing pre-service teachers into a knowledge-building community. Paper presented at The Annual Meeting of the American Educational Research Association.San Diego,CA.
[102] *Law, Y. K., & Chan, C. K. K. (2004, April). Children’s self-regulated learning strategies in Chinese text comprehension. Poster presented at The Annual Meeting of the American Educational Research Association.Chicago,IL.

[103] Chan, C.K.K. (2003, December). Fostering higher-order thinking in the classroom. Keynote Paper in published proceedings, Annual conference of Educational Research Association of Singapore, Singapore.

[104] *Ho, M. W., & Chan, C. K. K. (2003). Fostering students’ performance, metacognition and beliefs in Chinese literacy development through cognitive strategy instruction: A constructivist approach. Paper presented at The Learning Conference,London,United Kingdom.

[105] *Ho, M. W., Chan, C. K. K., & Tang, T. (2003, August). Developing students of diverse abilities into good readers through reciprocal teaching. Poster presented at the 11th Biennial Meeting of the European Association of Learning and Instruction.Padova,Italy.

[106] Chan, C. K. K., Lee, E. Y. C., & van Aalst, J. (2003, August). The development of e-portfolios in assessing and scaffolding knowledge building. Paper presented at The Biennial Meeting of the European Association of Learning and Instruction.

[107] *Lam, I. C. K. & Chan, C. K. K., (2003, August). Knowledge building for scientific understanding during SARS period inHong Kongclassrooms. Paper presented at the Summer Institute of Knowledge Building, University of Hong Kong.

[108] *Lee, E. Y. C., & Chan, C. K.K. (2003, August). Developing knowledge-building portfolios in a geography classroom for secondary school students. Paper presented at the Summer Institute of Knowledge Building, University of Toronto.

[109] van Aalst, J., Hill, C. M., Lee, E. Y. C., & Chan, C. K. K. (2003, June). How do we recognize knowledge building? Poster presented at the Second European Conference of on Computer-Supported Collaborative Learning.Bergen,Norway.

[110] Chan, C. K. K., & van Aalst, J. (2003, April). Students’ self-reported beliefs and attitudes about knowledge and learning in Knowledge-Building classrooms. Paper presented at The symposium “Probing individual, social, and cultural aspects ofKnowledgeBuilding” at the Annual Meeting of the American Educational Research Association.Chicago.

[111] Chan, C. K. K., Lam, I. C. K., & van Aalst, J. (2003, April). Social-constructivist assessment in scaffolding knowledge building for Hong Kong students. Paper presented at The Symposium “International Design Principles onKnowledgeBuilding” at the Annual meeting of the American Educational Research Association.Chicago.

[112] Chan, C. K. K., van Aalst, J., & Lee, E. (2002, April). Developing knowledge-building inquiry through knowledge-building portfolios in a Hong Kong Classroom. Paper presented at the Symposium “Knowledge Building: Multicultural Perspectives” at the Annual Meeting of the American Educational Research Association. New Orleans.

[113] Chan, C. K. K., Lee, Y. C., & van Aalst, J. (2001, August). Assessing and fostering knowledge building inquiry and discourse. Paper presented at the symposium "Social and Cognitive assessment of computer-supported inquiry" at the 9th Biennial Meeting of the European Association for Learning and Instruction.

[114] *Lau, K. Y., Chan, C. K. K., & Taplin, M. (2001, August). Changing teacher beliefs and student understanding through problematizing teaching and learning of mathematics. Paper presented at the the 9th Biennial Meeting of the European Association for Learning and Instruction.Fribourg,Switzerland.

[115] *Ho, M., Tang, T., & Chan, C. (2001, August). Developing student interactions in building a community of learners. Paper presented at the 9th Biennial Meeting of the European Association for Research on Learning and Instruction.Fribourg,Switzerland.

[116] van Aalst, J., Chan, C.K.K., & Lee, E.Y.C. (2001, August). Using Knowledge-building principles to assess knowledge-building practices. Poster presented at the Fifth Knowledge Forum Summer Institute,Toronto.

[117] van Aalst, J., Chan, C.K.K., Ardenne, T., Sears, D. Chui, T., & Menzies, C. (2001, August). Virtual visits and symmetrical knowledge advacnments. In J. van Aalst & C.K.K. (Chairs). Developing a knowledge building community across distant sites: An attempt to implement the "Knowledge Society Network", symposium presented at the Fifth Knowledge Forum Summer Institute, Toronto.

[118] Chan, C. K. K. (2000, November). Learning in the knowledge-based era: From passive learning towards knowledge building in Hong Kong classrooms. Paper presented at the Symposium organized at the Annual Conference of the Hong Kong Educational Research Association.Hong Kong.

[119] Chan, C. K. K., & Chui, H. W. (2000). Initial use of Knowledge Forum for Chinese students: Productive discourse and knowledge building. Paper presented at the conference of IT Fiesta,University ofHong Kong.

[120] *Law, Y. K., & Chan, C. K. K. (2000, July). Strategies for comprehending Chinese texts among good and poor readers. Paper presented at The 16th Biennial Meeting of ISSBD.Beijing.

[121] Chan, C. K. K., & Chong, Y. L. (2000, April). Effects of conceptual conflict and metacognition on conceptual change. Poster presented at the annual meeting of The American Educational Research Meeting.New Orleans.

[122] *Law, Y. K., Chan, C. K. K., & Lam, R. Y. H. (1999, August). Beliefs about learning, self-regulated strategies, and academic achievements. Paper presented at The 8th Biennial Conference of the European Association of Research in Learning & Instruction.Gotenborg,Sweden.

[123] Chan, C. K. K., & Chui, H. W. (1999, April). Fostering conceptual change through self-questioning and self-explanations. Paper presented at The Annual Meeting of the American Educational Research Meeting.Montreal.

[124] Chan, C. K. K. (1999, August). Knowledge building and teachers’ belief change in computer supported collaborative learning. Paper presented at The 8th Biennial Meeting of the European Association for Learning and Instruction. Gotenborg.

[125] *Wong, B. K. M. & Chan, C. K. K., (1998, June). Conceptions of teaching and learning for early childhood educators in Arts Education. Paper presented at the conference of teaching and learning at Shanghai Normal University,China.

[126] Chan, C. K. K., & Taplin, M. (1998, April). Teaching and learning as problem solving for preservice mathematics teachers. Paper presented at The annual meeting of the American Educational Research Meeting.San Diego.

[127] Chan, C. K. K., & Burtis, J. (1996, April). Children’s understanding of science texts and beliefs about learning. Paper presented at The annual meeting of the American Educational Research Association.New York.

[128] Anderson, V., Lee, E., & Chan, C. K. K. (1996, April). Following up teachers who engaged in students of cognitive strategy instruction with reading-delayed adolescents. Paper presented at the the annual meeting of the American Educational Research Association.New York.

[129] Chan, C.K.K. (1995, June). Analysis of reflection journals for constructivist learning among pre-service teachers. Paper presented at the conference of The Canadian Society of Studies in Education.Kingston,Canada.

[130] Chan, C. K. K. (1995, April). An analysis of students’ scientific discourse. Paper presented at The annual meeting of the American Educational Research Association.New Orleans.

[131] Chan, C. K. K. (1994, June). Effects of problem-centred inquiry on students’ science learning. Paper presented at The conference of The Canadian Society of Studies in Education.Calgary,Canada.
[132] Chan, C. K. K. & Siegel, L. (1994, June). Phonological processing of Chinese characters and analysis of reading errors. Poster presented at the Canadian Society of Studies in Education,Calgary,Canada.

[133] Chan, C.K.K. (1993, July). Role of conflict in conceptual change in students learning from scientific text. Paper presented at the Conference of the International Association of Reading,Toronto.

[134] Lamon, M., Chan, C. K. K., Scardamalia, M., Burtis, J., & Brett, C. (1993, April). Beliefs about learning and constructive processes in reading: Effects of a computer supported intentional learning environment. Paper presented at The Annual Meeting of the American Educational Research Association. Atlanta. (23 Google Scholar citations of which 8 in SSCI)

[135] Chan, C. K. K. (1993, April). Problem-centred knowledge and misconceptions in science learning. Paper presented at The symposium “Metacognition and conceptual change” (Chair: Hewson) at the annual meeting of the American Educational Research Association.Atlanta.

[136] Burtis, P. J., & Chan, C. K. K. (1993, April). Misconceptions in children’s science learning in a computer database. Paper presented at The annual meeting of the American Educational Research Assocation.Atlanta.

[137] Chan, C. K. K., & Bereiter, C. (1992, April). Effects of conflict and knowledge-processing strategy on conceptual change. Paper presented at the Annual Meeting of the American Educational Research Association. San Francisco. (5 Google Scholar citation)

[138] Chan, C. K. K. (1989, April). Children’s constructive effort in learning from texts. Paper presented at Symposium “Intentional Learning” (Chairs: Bereiter & Scardamalia). The annual meeting of the American Educational Research Association. New Orleans.

c) Organizing Symposiums/Workshops at International conferences: Full papers of the proposals of the symposiums are peer reviewed.

[139] Chan, C. K. K., Law, N. W. Y., Hui, D. W. Y., & Fung, Y. H. (July, 2011). Knowledge building teacher network in Hong Kong: Sustaining and scaling up knowledge building. Interactive event presented at the International Conference of Computer-Supported Collaborative Learning (CSCL 2011).Hong Kong.

[140] Chan, C.K.K., & Looi, C. K. (2009) (Chairs) Computer-supported collaborative learning in schools in Asia. Symposium/Interactive Event presented at The International Conference on Computers in Education,Hong Kong.

[141] Lafferiere, T. & Chan, C.K.K. (April, 2008). (Chairs). Principle-based innovation for teacher understanding. Symposium presented at the annual conference of the American Educational Research Association.New York.

[142] van Aalst, J. & Chan, C.K.K. (April, 2003). (Chairs) “Probing individual, social, and cultural aspects ofKnowledgeBuilding”, Symposium presented at the Annual Meeting of the American Educational Research Association.Chicago.

Creative and Literary Work, Consulting Reports and Case Studies

a) Significant Web-Based Publication with International Recognition

[143] Lee, E. Y. C., Chan, C. K. K., & van Aalst, J. (2006). Students assessing their own knowledge advances in a knowledge-building environment. Invited paper based on Most Usable Research Award, Virtual Design Centre website, NASA-funded classroom of the future. Available from the Visual Design Center, The Center for Educational Technologies website, http://vdc.cet.edu/entries/lee.htm. (Significant knowledge exchange contribution to international audience; Paper based on my knowledge building research for US-based educators and practitioners in STEM education)

[144] Hill, C.M., van Aalst, J., Lee, E.Y.C., & Chan, C.K.K. (2003). How to recognize knoweldge building? A virtual tour.Toronto: Institute for Knowledge Innovation and Technology. (see http://ikit.org/mvt/ca.html). (Example of knowledge exchange contribution; Virtual tour disseminated to the IKIT community with membership over 20 countries; Only three virtual tours place on IKIT website; this one evidences the excellence of knowledge building work in Hong Kong classrooms.

b) Research and Consultancy Reports for Knowledge Exchange

[145] Siu, A. C. K., Chan, C. K. K., Chau, A. W. L., Ki, W. W., & Shum, M. S. K. (2008). Assessment For Learning And Teaching In Liberal Studies (In Chinese). Hong Kong: Education Bureau.

[146] Ki, W.W., Chan, C.K.K., Shum, S.K., & Siu, A.C.K. (2006) Research and Evaluation on Liberal Studies Examination and Assessment. Research Report (135 pp).Hong Kong: Education Bureau.

[147] Chan, C. K. K., Tang, T. K. W., Ho, L. M. W., & Lau, A. K. Y. (2002). Developing a learning community in catering for individual differences [In Chinese]. Research Report for Project on Catering for Individual Differences (80 pp.)Hong Kong: Education and Manpower Bureau.

[148] Chan, C. K. K. (1996). Examining children's Understanding of Academic Aptitude Test Items through Think-Aloud. In Wong, K. C., Lam, R. Y. H., Chan, C. K. K., Tse, S. K., Yung, K. K., Sachs, J., et al. (1996). Research Report: Research on Aims, Objective, Targets, Enforcement of 9-year Compulsory Education and the Assessment and Allocation System. Volume 2: Education and Manpower Bureau,Hong Kong.


c) Publication for Professional Communities and Knowledge Exchange

[149] Chan, C.K.K. and Knowledge BuildingTeacher Network (2011).Knowledge Building Strategies and Curriculum for Classroom:Knowledge Building Teacher Network (KBTN). Hong Kong: CITE, University of Hong Kong [Set of three books, 40-60 pages each]

[150] Rao, N., & Chan, C. K. K. (2009). Understanding the Chinese learner and teacher today. Youth Hong Kong, 1, 13-15. Hong Kong:Hong Kong Federation of Youth Groups.

[151] Fung, Y. H., Au, Y. B., Law, Y. K., & Chan, C. K. K. (2004). The Innovative Teaching Practices of Chinese Language Curriculum: The Instructional Practices of Higher-order Thinking Skills (In Chinese).Hong Kong: Education Bureau.

[152] Chan, C. K. K. (2003). Assessment of student learning During SARS and possible development. Invited paper from Pro-VC for university-wide dissemination for arrangement of assessment during SARS period with school suspension. Hong Kong:University ofHong Kong.

[153] Chan, C. K. K. (May, 2001). Fostering learning to learn among pre-service teachers through problem-centred computer-supported collaborative learning. it@hku.hk, 6, 8-11. Publication of the ICT group at The Centre for Advancement of University Teaching (CAUT), The University of Hong Kong.

Editorship

a) Editorial Boards

• Associate Editor, September 2011 to present
• Editorial Board Member, 2010 to present,
• 5-year SSCI impact factor 2.026, 2010 rank 25/184 for Educational Research

2. Educational Psychologist (Routledge)

• Editorial Board Member, 2010 to present
• 5-year SSCI impact factor 5.22, 2010 rank 2/50 for Educational Psychology

3. Learning and Instruction (Elsevier)

• Editorial Board Member, 2009 to present
• 5-year SSCI impact factor 3.29, 2010 rank 7/184 for Educational Research

4. The Journal of the Learning Sciences (Routledge)

• Editorial Board Member, 2007 to present
• 5-year impact factor 3.64, 2010 rank 3/184 for Educational Research

5. Exceptional Children (Council for Exceptional Children)

• Editorial Board Member, 2003 to present
• 5-year impact factor 3.59, 2010 rank 1/36 for Special Education

6. Educational Review Journal

• Editorial Board Member, 2006 to present
• Official publication of European Association of Research in Learning and Instruction (EARLI)

7. Qwerty [Journal of Technology, Culture, and Education] (Progedit)

• Scientific Committee Member, 2005 to present

Invited Lectures and Keynote Speeches

1. Chan, C.K.K. (2011, June). Assessing and scaffolding knowledge building through a teacher network. Invited Colloquium.University of Otago, New Zealand.

2. Chan, C. K. K. (2011, April). Designing and sustaining knowledge building through a teacher network in Hong Kong. Invited Colloquium. State University of New York at Albany, US.

3. Chan, C. K. K. (2010, October). What does it mean to be an educated adult in today’s knowledge economy? Invited Talk at The Second International Conference of The Education Project, The Economic Development Board, Bahrain.

4. Chan, C. K. K. (2009, November). Understanding and promoting student thinking and learning for 21^st century education. Invited Speech at Education Bureau, Government of Hong Kong, Hong Kong.

5. Chan, C. K.K. (2008, October). Cognition, technology and culture in scaffolding knowledge building. Theme-Based Keynote on Computer-Supported Collaborative Learning/Learning Sciences presented at the International Conference of Computers in Education (ICCE), Taipei, Taiwan.

6. Chan, C.K.K. (2007, April). Development of a Knowledge-building teacher network. Invited Colloquium at the Institute for Knowledge Innovation and Technology (IKIT), University of Toronto, Canada

7. Chan, C.K. K. (2007, February). What I want to find out but afraid to ask about lecturing. Invited Talk at Li Ka Shing Faculty of Medicine, University of Hong Kong, Hong Kong.

8. Chan, C.K.K. (2006, June). Invited Talk as Discussant for symposium on Assessment for scientific inquiry at the 7^th International Conference of Learning Sciences, Bloomington, US.

9. Chan, C.K.K. (2006, May). Cognitive processes in reading of Chinese and English. Invited Talk at the First Conference ofReading Disabilities,SouthChinaNormalUniversity,Guangzhou, China

10. Chan, C.K.K. (2005, May). Is small class better or how is small class better? Invited Speech at the Conference on Small Class Teaching co-organized by Educational Bureau and University of Hong Kong.

11. Chan, C. K. K. (2004, October), Developing and Assessing Higher-Order Thinking in Higher Education, Invited Talk for Faculty Development, Polytechnic University of Hong Kong.

12. Chan, C.K.K. (2004, February, with van Aalst). Recent developments in knowledge building: Perspectives from an international project. Invited Colloquium at the Faculty of Education,OkanaganUniversityCollege,Kelowna, Canada

13. Chan, C.K.K. (2003, December). Discussant for Keynote Speech on Bringing the classroom into the knowledge age by Carl Bereiter at the Annual Conference of the Educational Research Association of Macau, Macau.

14. Chan, C.K.K. (2003, November). Fostering and assessing higher-order thinking in the classroom. Keynote Speech presented at the Annual Conference of the Educational Research Association of Singapore, Singapore.

15. Chan, C. K. K. (2003, September) Teaching-Research Integration. Invited Talk for new university staff at Orientation, University of Hong Kong.

16. Chan, C.K.K. (1998, June). Examining and developing higher-order thinking. Invited Speech at the Annual Conference of The Hong Kong Psychological Society.

17. Chan, C.K.K. (1996, June). Problem-centred collaborative inquiry in scientific understanding. Invited Speech at The First International Conference on Peer Collaboration, University of Nagoya, Japan.

18. Chan, C.K.K. (1994, January). Problematizing learning and fostering conceptual change. Invited Colloquium at The Centre for the Study of Reading, University of Illinois at Urbana-Champagne, Chicago, US.

Awards and Honours

2010	Best Research Paper Award. “Conceptual change and epistemic growth through reflective assessment in computer-supported knowledge building’ received at the 9th International Conference of the Learning Sciences, Chicago, June 2010. (Best out of more than 300 papers)
2009	Research Output Prize (with Terry Au). “Folk-biology meets micro-biology: A study of conceptual and behavioral change”. The University of Hong Kong.
2009	Certificate of Merit (with Nancy Law and H.K. Yuen) “Establishing a scalable network of knowledge building”. Quality Education Funds, Government of Hong Kong.
2006	Most Usable Research Award (2nd Prize) from Virtual Design Centre, NASA-funded Classrooms of the Future Project, International Society of Learning Sciences, United States
2006	University Teaching Fellow, University of Hong Kong
2006	Distinguished Teacher Award, Faculty of Education, University of Hong Kong
2005	Best Research Paper Award, “Students assessing their own knowledge building” received at the 8th Computer-Supported Collaborative Learning Conference (CSCL 2005), Taipei, Taiwan, May, 2005. (Best out of more than 300 papers)
1994	Top Canadian Doctoral Thesis, G. M. Dunlop Award, Canadian Association of Educational Psychology, Canada.
1994	Outstanding Doctoral Dissertation Award,Distinguished Finalist, International Reading Association, United States.
1988-92	Ontario Graduate Scholarship,University of Toronto, Canada

Supervision of Graduate Students

Completed

[1] Lee Wing Sze, Wincy, Ph.D. (2010) “Characterizing and fostering epistemological beliefs among college students in Hong Kong”. [Won Outstanding Post-Graduate Student Research Award, University of Hong Kong]

[2] Zhao Ke, Coco, Ph.D. (2010) “Fostering learning and collaboration through computer-supported collaborative inquiry among Chinese tertiary business English students.” [Nominated for Li Ka Shing Thesis Prize; a conference paper base on the dissertation was also nominated for the Best student paper award at the International Conference on Computers in Education, Hong Kong, 2009; Now an Associate Professor at Shanghai University of Finance and Economics]

[3] Lee Yeung Chun, Eddy, Ph.D. (2009) “Assessing and fostering collaborative knowledge building among Chinese high-school students.” [Thesis research was the basis of two international research output prizes on knowledge building]

[4] Leung Wai Hung, Raymond, M.Phil. (2007) “Characterizing and promoting students’ knowledge building and scientific understanding.”

[5] Law Yin Kum, Doris, Ph.D. (2004) “Children’s beliefs about learning and strategy use in Chinese text comprehension.” [currently tenured Associate Professor in this Faculty; won Faculty Best Research Output Prize for Young Researchers]

[6] Wong Mei Ha, Ph.D. (2002) “The perceived and actual use of strategies of tertiary students in reading Chinese and English texts.”

[7] So Wing Mui, Winnie, Ph.D. (2001] (co-supervision) “A longitudinal investigation of Hong Kong primary school teachers’ thinking about science teaching and learning.” [Currently an Associate Professor at The Hong Kong Institute of Education]

[8] Thomas Tang, Ph.D. (2001) (co-supervision) “Conceptions of learning and teaching amongst teachers studying in-service degrees in Hong Kong.” Currently an Associate Professor at Open University of Hong Kong.

[9] Chun Ka Wai, Cecelia, Ph.D. [2000] “Effects of text structure-based knowledge and strategies on second language expository prose comprehension.” [Currently a Professor at the Chinese University of Hong Kong and a renowned teacher educator in Hong Kong]

Current Students in Progress

[10] Ivan Lam Ching Kin (Ph.D.) “Knowledge building and conceptual change.” Dissertation research was the basis of a Best Paper award at International Conference of Learning Sciences, Chicago, 2010.

[11] Lei Chunlin (Ph.D.) “Knowledge building and assessment for tertiary business students.”

[12] Feng Lin, Iris (Ph.D.) “Knowledge building and epistemological beliefs.” won a prestigious Hong Kong Ph.D. Fellowship

[13] Fu Lai Fun, Ella (Ph.D.) (co-supervision)“Analyses of knowledge building and development of a coding scheme.”

[14] Lau Ka Ming (Ed.D) “Cognitive strategy instruction for children with specific language disabilities.” (Submitted)

[15] Yeung Siu Sze, Susanna (Ed.D). “Phonological processing in English reading for pre-school children.” (submitted)

[16] Ho Chi Ming, Ronald (Ed.D.) “Principle-based understanding for teacher development in knowledge building.”

Applied Research/ Knowledge Transfer

A) Knowledge building innovations in classrooms and leadership role at IKIT
1) In 2002, with van Aalst and research team, we were invited by the Institute for Knowledge, Innovation and Technology (IKIT at the Universityof Torontoto build a virtual tour of our work with portfolios, including sample portfolios, and researcher, teacher, and students perspectives on the portfolios on video for the international knowledge-building community.

2) In 2006, we developed the knowledge-building portfolio approach and we won a “Most Usable Research” prize from the NASA-funded Classrooms of the Future project in 2006; see http://vdc.cet.edu/entries/lee.htm.

3) Virtual workshops (meetings) for community building van Aalst and I designed and hosted the following “virtual meetings” (web-based discussions followed by synchronous discussions) exploring the learning needs of teachers in the context of knowledge building, in collaboration with IKIT (see www.ikit.org for more details of these events, under calendar of events). These virtual meetings/workshops were attended by knowledge building researchers and educators around the world.

• van Aalst, J., & Chan, C.K.K. (2003, December). VM 14: Bootstrapping to knowledge building. Hosted from theUniversity ofHong Kong. 50%; I collaborated with van Aalst to plan and host the session.
• Chan, C.K.K., & van Aalst, J. (2004, November). VM 26: Self-assessment of knowledge building. Hosted from theUniversity ofHong Kong. 70%. I was the chair/host organizing the meeting.
• Chan, C.K.K., & van Aalst, J. (2005, February). VM 31: Educational reforms and knowledge building: Issues and new directions in Hong Kong. 70% Hosted at the University of Hong Kong, with K.K. Chan (EDB) and Cheng Kai-Ming (HKU) presenting viewpoints. I was the chair/host and organized the session.

B) Knowledge building and learning sciences for educational reforms, Education Bureau

In collaboration with Nancy Law at The Centre for Information and Technology in Education (CITE), I led a large professional development network on knowledge building funded by more than $13.5 million from the Education Bureau (2006-2008; 2008-2011) (see http://kbtn-resources.cite.hku.hk).

Currently, I am working with Jan van Aalst on a project designed to turn important findings from research on knowledge building into practice, via an interactive web2.0 based and open-access environment called the Knowledge Building Exchange, see http://kbc2.edu.hku.hk.

C) Capacity Building for Educational Reforms

Designing M.Ed. course on How People Learn for Education Officers. In light of the urgent needs of curriculum reforms and increased emphasis to put ‘learning’ into educational policy and reforms, I was invited by EDB to teach a credit-bearing course, equivalent to masters’ level, entitled “Understanding and Fostering Student Learning for 21^st Century Education” based on principles of learning sciences to senior curriculum officers in Education Bureau (2011).

Service and Administration

Service to university

Research Assessment Exercise (RAE) in 2005-2006. I was one of three faculty members from the Faculty of Education at HKU to serve on the Education Panel at University Grants Council (UGC) for the government audit of the quality of research output among over 700 academics in Education in Hong Kong. Faculty of Education at HKU came first amongst others in this exercise.

Co-convenor of the Strategic Research Theme (SRT) on Sciences of Learning One of the key research strategies of HKU is to establish strategic themes, which aim to advance cross-disciplinary research (2008-2011). SRT Sciences of Learning is hosted in the Faculty of Education; under my leadership and with Professor K. M. Cheng, SRT Sciences of Learning has succeeded in bringing together colleagues from different faculties and centres including Faculties of Dentistry, LKS Medicine, Engineering, Social Sciences, and centres including Institute of Human Performance in collaborative research. Colleagues collaborate and demonstrate how inter-faculty and inter-disciplinary research is possible and beneficial.

Steering Committee/Subcommittee member on Assessment (2008-date).

Member, Teaching and Learning Process Quality Review (TLPQR), 2001-2002. I was a member of the Steering Committee of this earlier review of teaching and learning at HKU.

Service to Faculty

• Member, Faculty Research Committee, (2006-08; 2010-present)
• Member, Faculty Budget Committee (2008-2010)
• Member, Dean’s Advisory Committee (2008-2010)
• Course Coordinator, M. Ed. Specialism in Psychological Studies in Education (2011-present)
• Course Coordinator, M. Ed. Specialism in Liberal Studies (2008-2009)
• Acting Director, M. Ed. program (2006)
• Course Coordinator, Educational Studies Core (Educational Psychology) course in the Postgraduate Diploma in Education Program (2000-2007)
• Member, Learning and Teaching Quality Committee (2002 – 2004)
• Member, M.Ed. Program Committee (2002-2006)
• Faculty Task Group on Assessment (2005)

Service to Government and Community

Committees and Consultancies

• Steering Committee Member, The Chief Executive's Award for Teaching Excellence, 2011- present
• Council Member, Curriculum Development Council, Government of Hong Kong, 2008-present. This is a high-level appointment, which was published in the Government Gazette.
• Steering Committee Member, Evaluation of 334 Educational Reform (other members include M. Galton, retired professor fromCambridge) 2009-present
• Member of Task Force on Setting up Hong Kong Academy of Gifted Education (HKAGE), Government of Hong Kong, Chaired by the Permanent Secretary at Education Bureau, 2007-2008
• Member, Liberal Studies Subject Committee, Hong Kong Examinations and Assessment Authority, 2008-present
• Member, Integrated Humanities, Subject Committee, Hong Kong Examination and Assessment Authority, 2008-present
• External Examiner, M.Ed. course, Open University of Hong Kong, 2004-2007
• Steering Committee Member, Quality Education Project on developing a network for Helping Dyslexic Children, 2006-2009
• Member, Liberal Studies Working Group on Assessment,Hong Kong Examination Authority, 2006-2008
• Steering Committee Member, Services of Educational Psychologists, Hong Kong Council of theChurch of Christin China, 2001-2003
• Member, Advisory Committee on Teacher Education and Qualifications, 2003-2005
• Member, Technical Committee of Basic Competence Assessment,Hong KongExamination Authority, 2000-2004
• Member, Research and Development Committee, Curriculum Development Institute, Education and Manpower Bureau, 2000-2003
• Member, Board of Directors, The Hong Kong Council of theChurchofChristinChina, 1999-2001
• Member, Advisory Committee for the Early Childhood Education Program, The Institute of Education, 1999-2001

Consultancies I am a much sought-after speaker and consultant for schools and Education Bureau

• Consultant and speaker, Professional development workshop on teaching and learning for school principals, 2001-2003
• Consultant for training course for PSMCD, EMB. Consultant and Speaker, Professional development workshops (30 hrs) on student learning for elementary school teachers in charge of school curriculum development, 2002-2004
• Consultant & Speaker, Professional development workshops (12 hrs) on thinking and learning skills for Curriculum officers, CDI, 1999
• Speaker at various teacher workshops on learning communities and individual differences for senior education officers at EDB (e.g., Fung Hon Chu Gifted Education Centre, Quality Assurance Inspection Team)
• Consultant to the Production of VCD on student learning, Radio Television of Hong Kong (RTHK)
• Speaker on school development days for numerous schools (Chan Pak Sha Secondary School, King’s College, Marymount Secondary and Primary Schools, Raimondi College, Ying Wa Girls’ College, Shaukeiwan Secondary School)

Service to the international community

• Program Committee Co-Chair, CSCL/Learning Sciences, International Conference of Computers in Education, 2009.
• Mentor, Doctoral Consortium Workshops, International Conference of Learning Sciences, ICLS, 2010,Chicago
• Mentorand Co-Chair, Doctoral Consortium Workshop, Computer-Supported Collaborative Learning, CSCL2011,Hong Kong
• Executive Board Member of the Asian-Pacific Society of Computers in Education (APSCE)
• Co-Chair of the special interest group on CSCL/Learning Sciences, Asian Pacific Society of Computers in Education (APSCE)