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Interactive AR Game Design and Development Using iOS Reality Composer

Online through Zoom

In this workshop, students can learn how to create a fun Augmented Reality (AR) interactive game for learning using the Apple iOS Reality Composer app. You can get an introduction to AR technology basics, as well as the functions and features of Reality Composer. You can have hands-on practice in constructing 3D compositions and creating AR interactive games that can be experienced on iPad, which includes designing 3D scenes and content, creating animations, and adding interactive elements to create more immersive learning experiences in AR. By the end of the workshop, you can create and share your own AR interactive games for any teaching topics using Reality Composer.

Use of Machine Learning and Generative AI on Apple Silicon

E-P/F-12 (Metaverse Education Lab, Apple Regional Training Centre)

he latest Apple silicon consists of neural processing power to support various types of artificial intelligence tasks without the need to connect with a cloud service. Data does not need to be transferred through the internet to any cloud service, and it is well protected and secured in a safe environment.

Learning with Apple Seminar

online via zoom Online via Zoom
Virtual Event Virtual Event

With a large portion of schools in Hong Kong have already implemented BYOD strategy, Apple technology has been widely adopted in schools. Recognised as the Apple Regional Training Center (RTC), Centre for Learning, Teaching and Technology (LTTC) collaborated with Apple education to bring you a series of new professional development courses in this academic year to support our teachers and students to equip themselves with latest technology.

Enhancing Educational Outcomes through Student-Centered Formative Assessment and Peer Feedback

online via zoom Online via Zoom
Virtual Event Virtual Event

The assessment reform with an emphasis on formative assessment has been promoted in Hong Kong for two decades. Despite these efforts, the application of formative assessment in classrooms remains insufficient. One significant reason for this inadequacy is the neglect of the synergy between teacher-directed formative assessment (Assessment-for-learning) and student-initiated formative assessment (Assessment-as-learning).