The Review 2016

20 Quality Students 1/10 applicants Æ Ten applicants were received for every one undergraduate place, and 21 applicants for every Mainland China undergraduate place. 51 top scorers Æ 19 students with 5** in six or more HKDSE subjects (79% of total) chose HKU, as did 13 students scoring 5 A* in GCE ‘A’ Level, 10 students scoring full IB marks of 45 and 9 zhuang-yuan (top scorers) from Mainland China. 697 non-local students Æ Undergraduates representing 36 nationalities were admitted in 2016 including 697 non-local students. 99.5% graduate employment Æ For the 10 th year in a row, virtually every graduate was employed or pursuing further studies based on a survey of 2015 graduates. 82% were satisfied or very satisfied with their jobs. Interdisciplinary Learning 10 +10 dual degrees Æ HKU has 10 dual undergraduate degrees and 10 joint postgraduate degrees with high- ranking universities in Europe, North America and Mainland China. We also offer eight interdisciplinary degrees between faculties on campus. Experiential Learning 26 projects Æ The Gallant Ho Experiential Learning Fund supported 26 projects in 2015–16 in Hong Kong, Mainland China, Vietnam, Cambodia, Myanmar and elsewhere in the region, on a wide variety of topics including disaster risk reduction, oyster aquaculture, social venture management, improving English literacy in underprivileged children, preventing falls in the elderly and home improvement in subdivided flats. E-learning Today’s students have had access to computers and the internet for most of their lives and this affects their approach to learning. “Learning has already changed,” says the man in charge of e-learning development at HKU and Associate Vice-President (Teaching and Learning), Professor Ricky Y.K. Kwok. “Students come with new ways to learn so we had better adapt new ways of teaching.” He and his team were initially tasked with supporting the launch of HKU Massive Open Online Courses from 2014, which quickly led to demand for broader e-learning support across the campus. They now provide content creation (for example, creating a video on dos and don’ts in the laboratory); e-learning system development such as HKU’s Moodle platform; research on how to use the big data analytics from e-learning, such as letting students see how they are progressing compared to others in the class or tracking student viewing of online videos for class; and collaboration with teachers and institutions on e-learning initiatives, such as developing games for learning. “We’re trying to make the most of technology as a tool to hopefully change the culture of teaching,” Professor Kwok said. Teaching and Learning 21