A complete reference of every component in Enhancing English through Global Citizenship (AY 2025-26), together with practical recommendations for making the course more cohesive, trackable, and effective.
Everything below is already built and running on the course hub. Students use these tools; teachers review via anonymous links.
Students complete work, then generate an anonymous link containing no identity. They paste it into a Moodle assignment; instructors open the links to review work + AI feedback.
Teachers create a module, paste the roster, and the system emails each student a unique anonymous link. Review submissions and publish feedback via a private review code.
A guided chat tutor implementing the three-step revision process (thesis → topic sentence → paragraph) with hints-not-answers guardrails. Planned as the simplified replacement for the aiedit module.
The HKBU Moodle Web Service API setup (from the HKBUmoodle project) will auto-sync completion and grades. Token renewal and a few ITO-approved functions are pending; the anonymous-link flow already works without them.
Anonymised findings from the Annual Review Report and the instructor course-evaluation questionnaire, with the actions they drive.
791
students · 51 sections · 17 instructors
92.2%
Satisfactory rate (Sem 1) — up from 88% under NGCE
8
instructor questionnaire responses (≈52% of team)
| Feedback theme | Action |
|---|---|
| Reduce / merge assessment components | Decompress Week 13, spread Week 8 bottleneck; explore merging components |
| More writing scaffolding (thesis, topic sentences, conclusion) | Teach PEEL/structure early; provide sample essays + exemplars aligned to rubrics |
| Simplify rubrics; reduce score variability | Fewer criteria / 3-point scale (good · fair · needs improvement); link rubrics to genre features; clarify moderation instructions |
| Clearer AI platform instructions | Simplified AI-assisted Review tool with guided three-step revision (planned) |
| One-stop materials per assessment (description + rubric + template) | Anonymous submission-link workflow bundles work + AI feedback + rubric context per assignment |
| UE1 alignment concern | Align EEGC content with UE1 focus; consider single writing task (decision: task 1 vs task 2) |
Source: emma-materials/CourseReports/ (Annual Review Report, evaluation questionnaire). Anonymised — no names or email addresses published.
11 SDG-aligned modules. Each module follows Kolb's Experiential Learning Cycle: Concrete Experience → Reflective Observation → Abstract Conceptualisation → Active Experimentation.
Fashion consumerism, environmental costs of polyester & cotton, the Fashion Revolution manifesto. Listening task: H&M and Zara sustainability claims. Writing: persuasive rhetoric analysis.
Overconsumption patterns, lifecycle analysis of products, greenwashing vs genuine sustainability. Reading: academic article on consumer behaviour.
Waste streams, recycling systems, landfill economics. Data interpretation: waste generation statistics. Advocacy: personal waste audit.
Carbon footprints, climate justice, policy responses (Paris Agreement). Listening: IPCC-style summary. Debate: individual vs systemic change.
Income inequality, digital labour platforms (gig economy), social protection gaps, corporate tax avoidance (BEPS), CSR. Data: World Inequality Report.
Digital citizenship, media literacy, algorithmic bias, misinformation. Reading: op-eds on tech regulation. Speaking: structured debate.
Global gender gaps in education and employment, OECD PISA data, language of comparison/contrast. Chart analysis and mini-presentation.
Structural racism, representation, allyship. Reading: academic and journalistic texts. Writing: critical response essay.
Food deserts, global food distribution, nutritional inequality, agricultural subsidies. Infographic analysis and advocacy writing.
Cross-cultural competence, high/low-context communication, cultural dimensions theory. Global Dialogue practice. Reflective writing.
Gender-based barriers to education, patriarchy & access (Pakistan case study, Afghan girls), SDG 4 indicator critique. Advocacy essay + persuasive presentation.
8 assessment tasks totalling 100%. All are aligned to the Course Intended Learning Outcomes (CILOs) on the course hub.
2-minute Padlet video: introduce yourself, share your understanding of global citizenship. Serves as a pre-course speaking diagnostic.
5-min audio played ONCE + 10 min for 7 MC/fill-in-the-blank questions. Completion-based (3% for attempting).
Attend ONE Zoom Global Dialogue session. Submit a 200–250 word reflection on Turnitin. CILOs: 1, 3, 4.
Two recorded practice dialogues (2.5% each). Student A speaks 2 min + Student B asks Qs 2 min, then roles swap. Upload recording. Prepares students for the final Critical Dialogue.
Listening (7%): 5-min audio + 7 MC/fill-in-the-blank Qs (15 min). Reading (10%): 350-word passage + 8 Qs (20 min). CILOs: 1, 3, 4.
Part 1 (10%, Week 10): In-class closed-book writing — describe a chart (150 words, 20 min) + point-of-view essay (250 words, 40 min). Part 2 (10%, Week 13): Use AI to analyse and refine your essay at paragraph, sentence, and vocabulary levels. Submit original + revised + full chat history. CILOs: 2, 4.
Two topics randomly drawn from 8 SDG themes (released Week 10). Each student speaks 2 min + partner asks 2 min follow-up Qs, then switch. Recorded for evaluation. CILOs: 3, 4.
Part 1 — Advocacy Piece (10%, Week 12): 1–3 min video or 52×77 cm poster advocating for an SDG change + 100-word design explanation. Part 2 — Presentation (10%, Week 13): 6–9 min class presentation covering content (2–3 min), creative process & tools (2–3 min), reflection on challenges (2–3 min). CILO: 5.
Complete week-by-week schedule with modules, assessments, and key activities.
| Week | Module / Topic | Assessment (due) |
|---|---|---|
| 1 | Fast Fashion — intro + concepts | Pre-course Video (2%) due Sun 7 Sep |
| 2 | Fast Fashion — listening + manifesto | In-class Listening (3%) in class |
| 3 | Sustainable Consumption | Pairs assigned for Critical Dialogue Practice |
| 4 | Household Waste | — |
| 5 | Climate Change & Environment | — |
| 6 | Climate Change (cont.) | CD Practice I (2.5%) due Sun 12 Oct |
| 7 | Global Labour & Employment | — |
| 8 | Global Labour (cont.) | Listening (7%) + Reading (10%) CD Practice II (2.5%) due Sun 26 Oct |
| 9 | Gender Equality | — |
| 10 | Racial Equality | In-class Writing (10%) in class |
| 11 | Food & Equity / Intercultural Communication | Final CD topics released |
| 12 | Marginalisation in Education | Critical Dialogue (15%) Advocacy Piece (10%) due Sun 23 Nov |
| 13 | Wrap-up & Presentations | AI-Assisted Review (10%) Advocacy Presentation (10%) Global Dialogue Reflection (10%) due Sun 30 Nov |
Actionable recommendations to reduce fragmentation, improve coherence, and make the course easier to navigate. Each item is tagged with priority and estimated effort.
Currently, 11 modules feel like disconnected topics. Group them into four thematic phases with explicit bridging content:
Each phase transition needs a ~150-word bridging paragraph that recaps the previous module and frames the next essential question. Add as frontmatter to each module markdown file.
Week 8 currently has 3 assessments in one week: Listening test (7%), Reading test (10%), and Critical Dialogue Practice II (2.5%). This is 19.5% of the course grade in a single week. Move the listening and reading tests to separate weeks (e.g. listening in Week 7, reading in Week 8) to spread the load.
30% of the total grade is due in Week 13 (AI-assisted review, advocacy presentation, and Global Dialogue reflection). Move the Global Dialogue reflection deadline forward to Week 11 to give students breathing room before final presentations.
The current course hub shows "Week 1" through "Week 13" but the module data has no week field. Add a week property to each module entry in ModulePage.tsx and render a visible timeline component on the home page so students always know where they are and what's due next.
The 11 module markdown files are literal PPTX→MD conversions with headings like ## --- Slide 14 --- and slide contents interleaved with answers. Keep the depth but restructure each module into:
Since this is a pass/fail course, students need to see exactly where they stand. Add a /progress route showing:
Each module should end with 3–5 quick-check questions (multiple choice, true/false, fill-in-the-blank). Track scores in localStorage (no backend needed). This gives students immediate feedback and a sense of progress. The existing slide content already contains quiz questions — they just need to be extracted into an interactive format.
The course is graded pass/fail. Students need clear visibility into whether they're on track. Below is the proposed tracking logic.
| Metric | Threshold |
|---|---|
| Modules viewed | ≥ 9 of 11 |
| Self-check average | ≥ 70% |
| Assessments submitted | All 8 |
| Global Dialogue attended | ≥ 1 |
| AI-assisted review done | By Week 13 |
| Participation | Sufficient ✗ |
Structural changes to make modules build on each other.
A 100–150 word transition paragraph at the end of each module that explicitly connects to the next. Example: "Fast fashion leads to household waste. But beyond our bins, who actually makes our clothes — and under what conditions? Module 05 explores global labour."
Every module should follow the same 6-section structure: Overview → Learning Outcomes → Core Content (with embedded tasks) → Self-Check → Your Turn → Glossary. This creates predictability for students.
A 2–3 bullet recap of the previous module's key takeaways. Helps students who missed a week catch up and reinforces spaced repetition.
A single diagram on the home page showing how the 11 SDG themes connect to each other and to the four phases. Helps students see the "big picture" from Day 1.
What's already built on this site versus what's still planned.
Students write work, generate an anonymous link, paste it into a Moodle assignment. Instructor opens the link to see work + AI feedback — no identity exposed.
Teachers create a module, paste the roster, email unique links to students, then review submissions anonymously and publish feedback via a private review code.
This page itself: full course components, timeline, and feedback channel via GitHub Discussions.
3–5 multiple-choice/true-false questions at the bottom of each module page. Built with React state + localStorage. No backend. Immediate feedback on correct/incorrect. Score tracked for the progress dashboard.
A textarea at the end of each module where students write a short response to a prompt. Saved to localStorage. Optionally synced to Supabase for instructor review.
Guided three-step revision chat (thesis → topic sentence → paragraph) with hints-not-answers guardrails, replacing the complex aiedit module. See docs/planning/aiedit-simplification-proposal.md.
A subtle countdown timer for the next due assessment shown in the app header. Toast notifications when a new assessment window opens or when a deadline is 48 hours away.
Rotating "Discussion Card" prompts tied to each module. Designed for the critical dialogue pair practice. Students see a prompt, prepare a 2-minute response, then discuss with their partner.
A "Students at risk" table, weekly engagement heatmap, and bulk email action for flagged students. Crucial for pass/fail early intervention.
Have thoughts on these suggestions or ideas of your own? We review all feedback.
All course feedback, suggestions, and bug reports are hosted on GitHub Discussions so everyone can see what's been proposed and what's in progress.
Open GitHub Discussions →No GitHub account? Email the course team directly.