Community

Sciences of Learning

(Please visit the Sciences of Learning website at http://sol.edu.hku.hk)

The idea of a learning society, where learning, innovation and knowledge creation are valued, is increasingly regarded as essential for preparing citizens to meet the needs of changing societies. Hong Kong is no exception: its development into a knowledge-based society makes it necessary to cultivate people’s capacity to learn.

Against this global background, Learning Sciences has emerged as a new interdisciplinary field of scientific inquiry into learning.  It involves systematic and cross-disciplinary investigations to develop a scientific basis for understanding the processes of learning and for designing and improving human learning.

At HKU, scholars have made major contributions to the understanding of learning locally and internationally. They are now pooling their expertise to explore ways of further advancing research on learning, drawing on expertise from the Faculties of Education, Social Sciences and Arts, the Li Ka Shing Faculty of Medicine, and various University centres such as the Centre for Advancement of University Teaching and Institute of Human Performance.

"The Sciences of Learning research theme is a catalyst to bring together colleagues with different expertise to investigate common research questions on how learning takes place and how it can be fostered," said Dr C.K.K. Chan of the Faculty of Education and co-convenor of the Sciences of Learning research theme. "In essence, we want to develop a scientific basis of knowledge about learning."

New collaborative projects will be developed that synergise expertise in various areas, some of which are described below. Researchers also plan to develop a technology-enhanced platform where HKU scholars interested in learning can interact and collaborate in advancing a collective understanding about learning.

Neurosciences and learning

The State Key Laboratory of Brain and Cognitive Sciences at HKU has made major advances that shed light on the neurophysiological basis of learning and learning disabilities. Among their findings are the differences in language processing in the brains of Chinese and English readers and the identification of a neurobiological marker for Chinese dyslexia.

"We now hope to carry out studies with students who are experiencing severe difficulties in developing reading skills in their native and/or second languages. These studies will use both neuroimaging and behavioural techniques," said Professor L.H. Tan of the State Key Laboratory of Brain and Cognitive Sciences.

Developmental dyslexia

HKU has conducted major research into developmental dyslexia in Chinese children. In 2006 the Hong Kong Jockey Club awarded $154 million for "Read & Write: A Jockey Club Learning Support Network" to help students with specific learning difficulties to develop their full potential.

Professor C.S.H. Ho of the Department of Psychology has developed the first and only standardised Chinese assessment instruments for learning difficulties, which are used in all Hong Kong schools and recognised by researchers worldwide.

Motor learning

An exciting new collaboration involves interdisciplinary research between the Division of Speech and Hearing Sciences of the Faculty of Education and the Institute of Human Performance. They plan to apply research knowledge of motor learning to problems in speech and hearing.

One project aims to restore appropriate control over speech volume in patients with Parkinson’s disease. Another examines motor learning related to verbal and working memory deficits in children with Developmental Co-ordination Disorder and specific language impairments.

"Both projects reflect a unique, innovative approach that is made possible only by uniting our expertise," said Professor R.S.W. Masters of the Institute of Human Performance.

Knowledge building with technology

HKU has had a research programme on computer-supported knowledge building since 2000 to investigate inquiry-based, collaborative and innovative learning, and it has developed the world’s largest teacher network adopting this approach. 

"There is a lot of talk about lifelong learning, but there are not many education models for carrying this out," said Dr Chan. "The significance of this project is that we are developing 21st century learning models for sustained innovation and knowledge-building in the Chinese context."

HKU scholars have developed learning and assessment models for knowledge building that have won international awards. They are also looking at how to facilitate student and teacher innovation through knowledge-building networks supported by technology in Hong Kong schools. The latter is of particular significance with the impending introduction of the 3-3-4 curriculum reforms.

Reading literacy

The Hong Kong component of the Progress in International Reading Literacy Study, an international comparative study, has been conducted by HKU since 2001 by Professor S.K. Tse in the Faculty of Education. The research has inspired major studies on examining and promoting Chinese reading, writing and literacy among children, designing computer support for literacy, and examining family resources and reading attainment. The findings have informed government language policy and helped schools in Hong Kong teach reading more effectively. Children in Hong Kong now rank 2nd in the world in reading literacy.

Education policy

HKU has long contributed to the development of broad educational policies in Hong Kong.  Scholars at HKU promoted the adoption of "learning" into education policies in Hong Kong and are also active in the international arena. Recently, attention has also focused on the workplace and its interaction with education.

"Credentials are not enough to help graduates secure good jobs," said Professor K.M. Cheng of the Faculty of Education and co-convenor of the Sciences of Learning theme. "The ability to learn has become most important, which means learning does not stop upon graduation." HKU has developed international expertise on this issue and will continue to investigate the impacts on education policies and systems.