賽馬會「混合式學習」計劃 - BLISS自學平台

"BLISS Self-Learning Platform" is an application under the Hong Kong Jockey Club's "Blended Learning" program that aims to encourage Hong Kong primary and secondary school students to learn on their own outside the classroom. This application provides a series of videos and exercises covering multiple subjects in upper primary and junior secondary schools, such as Chinese, English, mathematics, science education, etc., hoping that students can easily master the key knowledge of different topics.

[Main functions]

◼ Video library: Display all videos under this program. Students can search for videos they are interested in by subject classification, topic tags or keywords.

◼ Learning package: Most of the videos under this program are classified by subject and learning unit, and students are advised to watch the videos in order to enhance their self-learning effectiveness.

◼ Self-learning challenge: Encourage students to set or participate in self-learning challenges with each other or with their learning partners, and cultivate the habit of self-learning by participating in video watching activities for several consecutive days.

【About Us】
The Jockey Club's "Blended Learning" program is funded by the Hong Kong Jockey Club Charities Trust and co-organized by the Chinese University of Hong Kong, Hong Kong Baptist University, and the Hong Kong Flipped Learning Association, a professional teaching group. The program will start in September 2022 and last for 3 years. Through the participation of primary and secondary schools in Hong Kong, we will jointly explore the effective practice and innovation of "blended learning", thereby improving teaching effectiveness and flexibility, and encouraging students to explore freely and learn actively.

The predecessor of the Jockey Club's "Blended Learning" program was the Jockey Club's "Flipped Learning" Pilot Program (September 2019 to August 2022). 32 secondary schools participated as "Partner Schools" and piloted flipping in junior high school English and mathematics, achieving positive results. During the COVID-19 pandemic, the teaching and learning modes changed dramatically, and teachers and students faced different pressures and challenges. The project team therefore reflected on how to make teaching more flexible under the new normal of teaching while allowing students to maintain positive and continuous learning motivation.

We hope to expand the experience accumulated from the pilot program to more schools and subjects (covering upper primary and junior high schools, and four learning areas of Chinese, English, mathematics, and science education) through systematic teacher professional training, a close teacher learning community, diverse learning resources, and public promotion, so that the development of blended learning will be more complete and sustainable.