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Diane Hui, Ph.D. Faculty of Education The University of Hong Kong Pokfulam Road, Hong Kong Telephone: + (852) 2859 8044
Fax. :
+
(852) 2858 5649
Email : dianehui@hku.hk
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| Profile | Awards | Education | Positions | Publications | Presentations | Affiliations | Research | Teaching | Services |
Interests |
Links |
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PROFILE |
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2005 The
Spencer Dissertation Fellowship for Research Related to Education,
The Spencer Foundation, USA. (Accepted 5% of 548 applicants from 156
graduate institutions in the USA.) |
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EDUCATION |
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Washington University in St Louis, Missouri, USA. |
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POSITIONS |
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Since 2007 Post-Doctoral Fellow
and Lecturer, Faculty
of Education, The University of Hong Kong, Hong Kong.
2000 -
2001 Research
Associate, Educational Psychology Research and Evaluation, College
of Education, University of Missouri in St Louis, Missouri, USA.
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PUBLICATIONS |
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Book Chapters:
1. Dickinson, A. R., & Hui, D. (2010). Enhancing intelligence, English and Math competencies for the classroom via e@Leader integrated online edutainment gaming and assessment. In D. Russell (Ed.), Cases on collaboration in virtual learning environments: Processes and interactions (pp. 263-283). Hershey, PA: IGI Global.
2. Hui, D. (2010). Computer-mediated engagement, online communities and intersubjectivity. In L. A. Tomei (Ed.), Lexicon of online and distance education. Lanham, MD: Rowman & Littlefield Education.
3. Hui, D., & Russell, D. (2009). Understanding the effectiveness of collaborative activity in online professional development with innovative educators through intersubjectivity. In L. A. Tomei (Ed.), Information communication technologies for enhanced education and learning: Advanced applications and developments (pp. 283-302). Hershey, PA: IGI Global.
Journal Articles (Refereed): 4. Chan, Y. Y., Hui, D., Dickinson, A. R., Chu, D., Cheng, D., Cheung, E., Ki, W. H., Lau, W. H., Wong. J., Lo, E. W. C., & Luk, K. M. (2010). Engineering outreach: A successful initiative with gifted students in Science and Technology in Hong Kong. IEEE Transactions on Education, 53(1), 158-171. 5. Keefer, M. W., Hui, D., & Ruffus-Doerr, A. M. (2009). Designing tools for reflection on problem-based instruction and problem-based instructional design. ERS Spectrum, 27(2), 19-28. 6. Hui, D. (2009). A dialogic framework for evaluating the effectiveness of teacher engagement within online professional communities. Manuscript submitted for publication. 7. Dickinson, & Hui, D. (2009). Effects of online educational games o students' scholastic achievements with English and Mathematics. Manuscript submitted for publication. 8. Hui, D., & Russell, D. (2007). Understanding innovative professional development for educators through the analysis of intersubjectivity in online collaborative dialogues. International Journal of Information and Communication Technology Education, 3(3), 25-38. 9. Rogers, R., Berkes, E., Mosley, M., Hui, D., O'Garro-Joseph, G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365-416. 10. Hui D. (2003). Managing intersubjectivity in the context of a museum learning environment. International Journal of Learning, 10, 1533-1549.
11. Shallcross, A., Loan, K., & Hui, D. (2000). Developing a school focused approach to continuing professional development in sustainability education. Environmental Education Research, 6(4), 363-382.
Conference Proceedings (Refereed):
12. Hui, D. (2005). A new role for computer-mediated communication in engaging teacher learning within informal professional communities. Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL), Taiwan, 221-226.
13. Hui, D. (2005). Teacher learning through public email lists in informal professional communities. Proceedings of the Society for Information Technology and Teacher Education (SITE), USA, 2659-2665.
14. Hui, D. (1993). Language in society: Greeting behaviors. Annual Proceedings of the British Psychological Society Abstracts, UK, 1.
Consulting Reports:
15. Reid, G., Kirk, J., Hui, D., & Mullin, K. (2000). Adult dyslexia for employment practice and training (ADEPT). A Report commissioned by the Employment Service, Sheffield, U.K.
16. Shallcross, A., & Hui, D. (1998). Creating a better environment in our school. Moray House Institute of Education, the University of Edinburgh, Scotland, U.K.
Reviews:
17. Hui, D. (2003). Review of We've got blog: How weblogs are changing our culture by the editors of Perseus Publishing. Perseus Publishing. |
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PRESENTATIONS |
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Invited Presentations:
1. Dickinson, A. R., & Hui, D. (2009). Enhancing language comprehension and Math performance via online educational gaming. An invited presentation to the Chinese Academy of Sciences and Beijing Normal University, Beijing, China, June 10, 2009. 2. Hui, D. (2009). Developing a language diagnostic tool for supporting English teachers in school-based assessment reform within communities of practice. An invited presentation to the Graduate Group at University of California, Los Angeles, USA, April 3, 2009. 3. Hui, D. (2008). A dialogic framework for evaluating the effectiveness of teacher engagement within online professional communities. An invited presentation to the Graduate School of Education at Harvard University, USA, 2008 4. Hui, D. (2006).
Engagement in
supporting new teachers: A role for computer-mediated communication
in teacher learning within informal professional communities. Paper presented to the Center for Information Technology and
Education (CITE), Department of Education, The University of Hong
Kong, China, September 7, 2006. 6. Hui, D. (2010). Diagnostic assessment in education accountability. An invited presentation presented at the 91st American Educational Research Association (AERA) Annual Meeting, Denver, USA, April 29 to May 4, 2010. 7. Dickinson, A. R., & Hui, D. (2009). Effects of online educational games on students’ scholastic achievements. Paper accepted at the ED-MEDIA 2009 world conference on Educational Multimedia, Hypermedia & Telecommunications, Honolulu, Hawaii, June 22-26, 2009. 8. Hui, D. (2009). Tool-mediated diagnostic practice in school-based assessment within communities of practice. Paper accepted at the 2009 American Association for Applied Linguistics (AAAL) Conference, Denver, USA, March 21-24, 2009. 9. Russell, D., & Hui, D. (2009). Understanding the effectiveness of collaborative activity in online professional development with innovative educators through intersubjectivity. Paper presented at the 90th American Educational Research Association (AERA) Annual Meeting, San Diego, USA, April 13-17, 2009. 10. Hui, D., & Dickinson, A. R. (2008). Role of e-Leader in the globalization of a business institution based in Hong Kong. Paper presented at the first international conference on Globalization: Cultures, Institutions and Socioeconomics, Hong Kong, December 12-13, 2008. 11. Dickinson, A. R., & Hui, D. (2008). Enhancing school performance in English and Mathematics through online educational games. Paper presented at the 1st international conference on Popular Culture and Education in Asia, Hong Kong, December 11-13, 2008. 12. Hui, D., & Russell, D. (2008). Understanding the impact of collaborative dialogues in online professional development on innovative instructional implementation through intersubjectivity and activity. Paper presented through Second Life at the 2nd international congress of the International Society for Culture and Activity Theory Research (ISCAR), San Diego, USA, September 9-13, 2008. 13. Hui, D. (2008). Supporting new teachers through the engagement of online collaborative dialogue and reflective changes. Paper presented at the Association for Language Awareness 9th International Conference, Hong Kong, June 26-29, 2008. 14. Hui, D. (2008). Issues of sustainability through engagement within online professional communities of practices from teachers’ perspectives. Paper presented at the 89th American Educational Research Association (AERA) Annual Meeting, New York, USA, March 24-28, 2008. 15. Hui, D. (2008). Engaging teacher learning through online collaborative pedagogical discussions. Paper presented at the 89th American Educational Research Association (AERA) Annual Meeting, New York, USA, March 24-28, 2008. 16. Hui, D. (2007). A dialogic approach to evaluate the effectiveness of teacher engagement within online professional communities. Paper presented at the 88th American Educational Research Association (AERA) Annual Meeting, Chicago, USA, April 9-13, 2007. 17. Hui, D. (2006). Engagement in supporting teacher learning: A new role for computer-mediated communication within informal professional communities. Paper presented at the 87th AERA Annual Meeting, San Francisco, USA, April 7-11, 2006. 18. Hui, D., & Singer, N. R. (2006). A sustainable model for
teacher development: Use of computer-mediated communication for
preservice and inservice teachers. Paper presented at the 87th AERA Annual Meeting,
19. Hui, D. (2005). Engagement in teacher learning: A new role for computer-mediated communication within informal professional communities. Paper presented at the 1st international congress of the International Society for Culture and Activity Theory Research (ISCAR), Seville, Spain, September 20-24, 2005. 20. Hui, D. (2005). A new role for computer-mediated communication in engaging teacher learning within informal professional communities. Paper presented at the 10th Computer Supported Collaborative Learning (CSCL) International Conference, Taipei, Taiwan, May 30-June 4, 2005. 21. Hui, D. (2005). Managing the dynamic nature of intersubjectivity in the context of computer-mediated communication. Paper presented at the 86th AERA Annual Meeting, Montreal, Canada, April 11-15, 2005. 22. Hui, D. (2005). Teacher learning through public email lists in informal professional communities. Paper presented at the 16th International Society for Information Technology and Teacher Education (SITE) Conference, Phoenix, USA, March 1-5, 2005. 23. Hui, D. (2003). Managing intersubjectivity in the context of a museum learning environment. Paper presented at the 10th International Literacy and Education Research Network Conference on Learning, Institute of Education, University of London, London,UK, July 15-18, 2003. 24. Hui, D. (2003). The management of intersubjectivity.
Paper presented at the 84th AERA Annual Meeting,
25. Keefer, K., Hui, D., Ruffus, A., & Russell, D. (2002). Co-constructing a discursive template for reflection on project-based teaching. Paper presented at the 83rd AERA conference, New Orleans, USA, April 1-5,2002. 26. Hui, D. (1993) Language transfer. Paper presented to the Annual Psy-PAG conference, University of Ulster at Colleraine, Northern Ireland. National Presentations (Refereed): 27. Hui, D. (2005, Organizer). The possibilities and limitations of online communities in supporting teacher learning. Roundtable symposium presented at the 95th Annual National Council of Teachers of English (NCTE) Convention, Pittsburgh, USA , November 17-21, 2005. 28. Balcerzak, P., Finders, P., Hui, D., Malancharuvil-Berkes, E. (2003). Reading through the color lines: A critical examination of race in the Journal of Teacher Education. Paper presented at the National Council of Teachers of English (NCTE) Assembly for Research Midwinter Conference, University of Minnesota, Minneapolis, USA, February 21-23, 2003. Institutional Presentations: 29. Hui, D. (2005). Teacher learning through public email lists in informal professional communities. Paper presented at the 12th Annual Spring Forum, Department of Education, Washington University in St Louis, USA, May 13, 2005. 30. Hui, D. (2004). The role of computer-mediated communication in teacher learning in informal professional communities. Paper presented at the 11th Annual Spring Forum, Department of Education, Washington University in St Louis, USA, April 30, 2004. 31. Hui, D. (2003). The characterization of dialogicality in the context of online listserv learning communities. Paper presented at the 10th Annual Spring Forum, Department of Education, Washington University in St Louis, USA, May 12, 2003. 32. Hui, D. (2002). Managing intersubjectivity in the context of learning in the museum. Paper presented at the 9th Annual Spring Forum, Department of Education, Washington University in St Louis, USA, May 6, 2002. |
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AFFILIATIONS |
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Member and Committee Member of Mentoring, Division K, American Educational Research Association (AERA), USA. Registered Teacher, General Teaching Council for Scotland, UK. Registered Teacher, Department of Education, Hong Kong. Member, National Council of Teachers of English, USA.
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RESEARCH |
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Research:
Diagnostic and Innovative Assessment of Language by Oral Genre with the Use of Engagement (DIALOGUE) (since November 2007)
The DIALOGUE project is currently funded by the Small Project Grant and Faulty Research Fund 2007-2008, Faculty of Education, The University of Hong Kong, Hong Kong. The DIALOGUE project aims to develop a web-based language diagnostic tool and framework for teachers to use for the purpose of diagnosing students’ spoken language strengths and weaknesses, and developing pedagogical decision-making in providing strategies for improvements of students' speaking performance in school-based assessment (SBA), within communities of practice. The framework of this research has its roots in the notions of discourse and activity from sociocultural perspectives and communities of practice. This study will be conducted in two phases. The first phase involved the analysis of a large corpus of videotaped speaking exemplars of Form 3-6 students collected during the process of SBA through individual and group assessment tasks and activities. This was followed by video-recorded focus group discussions involving a group of secondary school teachers in providing concomitant descriptions and explanations of these non-standard speaking forms, their questionnaire responses, feedback and comments from teachers through email correspondence. The second and final stage of this research will involve the actual development of the web-based diagnostic tool and framework. The pilot and full-scale implementation will involve larger groups of SBA teachers and schools. Data will be collected from multiple sources such as existing and new audio-visual recordings of learners’ assessment tasks, focus group discussions involving teachers with different levels of teaching experience, semi-structures interviews, questionnaires, examples of both teachers’ and students’ work. The findings of this research will provide useful information concerning the nature and characteristics of commonly occurring non-standard language forms produced by the students. The diagnostic framework will have a practical impact upon teaching and learning and assessment practice. For example, it will enhance our understanding of the common speaking difficulties encountered by students in Hong Kong, within SBA and raise awareness of the diagnostic practice of speaking within SBA. Moreover, it will help create a common assessment and pedagogical discourse within communities of practice concerning the analysis of learners’ spoken language difficulties in school-based assessment, with the facilitation of teacher professional growth and change. My other concurrent research examines the cognitive learning and auto-regulatory assessment of online educational games through experiential engagement, curriculum integration and their effects on scholastic achievement in language comprehension and mathematic performance with primary students. The study involved the design of online educational games and their integration within the primary school curriculum, and analyses of pre-post assessment, language comprehension tests, and students’ scholastic scores on English and Math. In collaboration with Beijing Normal University and the Chinese Academy of Sciences, this study will be replicated in three major cities in China (i.e., Beijing, Shanghai, and Guangzhou). Doctoral Research: Engagement in Supporting New Teachers: A Role for Computer-Mediated Communication in Teacher Learning within Informal Professional Communities (2006) The dissertation writing stage was sponsored by the Spencer Dissertation Fellowship for Research Related to Education (2005-2006), the Spencer Foundation, USA. Washington University in St Louis, Missouri, USA.
My dissertation research examines some reasons why computer-mediated
communication (CMC) has not lived up to public expectations and
outlines a conceptual and methodological framework for
characterizing interaction of experienced and novice teachers in
informal network-based professional learning communities,
electronic- or e-communities. The study addresses three key research
questions: (1) What properties characterize CMC engagement in
professional learning e-communities? (2) Why some CMC groups are
more engaging than others? (3) How might the communicative
structures of network-based CMC enhance or constrain the development
of their e-communities, and in turn, be relevant for CMC engagement?
I argue that integrating dialogic voices/utterances (Bakhtin, 1986)
and using texts as “thinking device[s]” for generating new meanings
(Lotman, 1990; Wertsch, 1991) are essential for effectively engaging
practitioners. Using both qualitative and quantitative methods,
longitudinal discourse data, questionnaires, and interview responses
were collected from public school teachers’ email communications and
subjected to analyses from discourse analytic and ethnographic
perspectives, resulting in a characterization of CMC engagement and
a taxonomy of e-communities. Results suggest that CMC engagement
plays an important role in evaluating the effectiveness of learning
with larger e-communities. E-communities can be defined by CMC
engagement in terms of discourse and structural aspects of
interaction. Despite the infrequent high level CMC engagement, it
proved to be a productive means for explaining the professional life
of practitioners within informal professional e-communities. The
culture established within the High Engagement Communities gives
rise to dialogicality, using others’ utterances as thinking
devices, and reflective thinking from multiple perspectives, and
these help maintain sustained threads. Differences in engagement
among participants based on experience level were also noted. These
findings suggest that sustainable models of online professional
development should be associated with deeper levels of collaborative
learning through higher levels of engagement and reflection on
pedagogy. Although a necessary variable, CMC engagement by itself is
not sufficient to make generalizations about professional
development. Additional attributes namely the commitment of the
participants, their high-quality participation, and social
relationships must also be taken in consideration. Implications and
recommendations were provided. Future research will be needed to
determine the impact of teachers’ online participation both on their
own practices and students’ achievement.
Other Research:
The Characterization of Dialogicality in the
Context of Online Listserv Learning Communities. (2003). Washington
University in St Louis, Missouri, USA.
Schools for Thought (SFT): Teacher
Reflection in Action. (2000-2001). The University of Missouri-St
Louis, Missouri, USA. |
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TEACHING |
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EDUC 2203 First and Second Language Acquisition (Since 2007) Faculty of Education The University of Hong Kong, Hong Kong. Instructor: Diane Hui, Ph.D.
This course develops students’ understanding of the various processes involved in first and second language learning, and the influence of individual and socio-cultural factors on second language acquisition. Both theoretical and pedagogical issues will be addressed. On completion of the course, students should be able to demonstrate an understanding of how first, second and subsequent languages are acquired in bilingual and multilingual settings; and to identify and describe the cognitive and sociocultural factors which are implicated in the second language acquisition process, with specific reference to students in school contexts.
School-based Assessment (Since 2008)
This course is a requirement for teachers teaching English for the Hong Kong Certificate of Education Examination. It aims to develop teachers’ understanding and knowledge of the key principles, various processes and practical procedures (e.g., planning, task design and feedback) involved in the implementation of school-based assessment in schools.
L12 304 Educational Psychology
(2002-2003) Instructor: Professor R. Keith Sawyer
TA: Diane Hui
A course in
psychological concepts relevant to education. Organized around four
basic issues: how humans think and learn; how children, adolescents,
and adults differ in their cognitive and moral development; the
sense in which motivation and intention explain why people act as
they do; how such key human characteristics as intelligence,
motivation, and academic achievement can be measured. Prerequisite:
sophomore standing. For syllabus details,
visit the course website at
http://artsci.wustl.edu/~edpsych. L12 453B Sociology of Education (2004)
Department of Education
Instructor: Professor Dael A. Tatalovich
How does society shape schools and schools shape
society? An examination of cultural, political, and economic factors and
their relationship to the structure of our educational institutions; how
control is exercised in classrooms; how knowledge and learning are
defined, and basic values about equality, gender, and social justice,
shaped by teachers´ educational decisions. Students analyze their own
schooling experience, visit at least two schools, interview teachers and
students, and consider what changes are needed to make schools more
responsive to students and communities. Prerequisite: Sophomore
standing. |
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SERVICES |
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Professional services:
Editor, the International Journal of Education and Psychology in the Community, US. Member, Programme Committee, the Computer-Supported Collaborative Learning Conference in 2011, International Society of the Learning Sciences, US. Member, Mentoring Committee, Division K, AERA, USA. Reviewer
(Journals), International
Journal of Computer-Supported Collaborative Learning
(ijCSCL, ISI 2.692), US; The Asian Journal of English Language Teaching (AJELT),
Hong Kong; Journal of TESOL Quarterly, USA; Journal of Applied
Linguistics, Hong Kong;
Journal of New Horizons
in Education, Hong Kong;
International Journal of Learning,
Australia. |
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INTERESTS |
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I enjoy traveling, hiking and climbing. My
expeditions have included ascents of the highest peaks in Africa
(Mt. Kilimanjaro, Tanzania), Ben Nevis (Scotland), Pikes Peak
(England) and Mt Merapi (an active volcano, Java). I have also
traversed on foot across the Vatnajokull Glacier (Iceland), the Inca
trail (Peru), and the Torres del Paine Circuit (Chile); and completed
a circumnavigation of Bali (Indonesia) by motorcyle and visited the
most northerly city in Japan (Wakkanai), Sabah, Central Europe, Nepal and Bhutan. While living in the USA, I
have visited the most northerly and most southerly cities of the American
continents (Point Barrow, Alaska and Ushuaia, Argentina); climbed
down, then back up the Grand Canyon, piloted and open-sea kayak in
the Prince William Sound (Alaska), and ridden more than 200 miles
for charitable organisations in sponsored cycling events.
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USEFUL LINKS |
