Public space in the old derelict city area – a case study of Mong Kok, Hong Kong

2001 ◽  
Vol 6 (1) ◽  
pp. 15-31 ◽  
Author(s):  
Charlie Q L Xue ◽  
Kevin K Manuel ◽  
Rex H Y Chung
Keyword(s):  
2001 ◽  
Vol 6 (1) ◽  
pp. 15-31 ◽  
Author(s):  
Charlie Q L Xue ◽  
Kevin K Manuel ◽  
Rex H Y Chung
Keyword(s):  

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Isaac Leung ◽  
Andy Buchanan

Screen technologies increasingly permeate the experience of public space in Hong Kong. Large media walls have occupied the façades of many buildings, rendering a cityscape with dynamic information visible as a new urban skin. This article is a case study on Artificial Landscape, a site-specific media art project located on Asia Pacific’s largest LED outdoor screen. The case sets an example of how a public screen can serve as a mediating agent. It provides an opportunity for artists to provoke absent ideas in the public space and explore subversive potential, including critical reflection on issues surrounding surveillance, consumerism and rapid urban growth. The case also exemplifies how a public screen can mediate the public to experience an alternative context through artistic intervention, where negotiations of perceptions and subjectivities are made possible. This article provides insights into a public screen’s mode of spectatorship, quality of public space and curatorial strategies in an urban context. This is achieved by illustrating how various artworks extend the notion of publicness and remediate the mutually constitutive relationship among the built environment, media technologies, artists, public and everyday encounters.


2021 ◽  
Vol 13 (15) ◽  
pp. 8642
Author(s):  
Lucas Kohnke ◽  
Andrew Jarvis

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.


RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.


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