Available courses

The Hinrich Foundation is conducting the Hinrich Trade Negotiation Simulation (HTNS) to develop trade negotiation skills of university students and young professionals on a face-to-face basis at selected locations.

The Delegates' Headquarters will provide a preliminary training session to enable students to communicate within their allocated groups to prepare in advance for the 2-day face-to-face trade simulation.

To facilitate delegate preparation, it is intended that the participants be given access to a web conference and discussion forum platform for the purpose of sharing information and planning within their teams.


The HKAC will organize a three-week faculty enrichment program from June 10-30, 2018 for ten American academics whose colleges or universities are members of the ASIA Network.  Our goal is to facilitate the study of religion and public life in Southeast China and Northeast India by American scholar-teachers who seek to broaden their fields of expertise and deepen their knowledge of these giant Asian societies and cultures.  We seek to enable them, working as individuals and as a team, to create new research pathways and teaching materials, including designs for course components, that will enrich instruction in these subjects in liberal arts colleges in America.  We also wish to promote inter-institutional linkages to expand exchanges of students and scholars with these regions.    


This online workshop will host the team discussions and other activities to support the project titled "Sustainable Asia: Our Vision, Our Future"


This project examines (1) how teachers perceive and instruct global education in international schools and local schools in Hong Kong, New York and Singapore; (2) what societal and institutional factors constrain and promote teachers’ instruction of global education; and (3) what ideologies are embedded in teachers’ conceptions and instruction of global education.   

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This course will develop knowledge and skills in producing virtual learning environments for schools and organizations. Dimensions of blended learning will be explored from kindergarten through adult, distance learning, web-based training, constructivist and flexible approaches to learning at educational institutions, at home and in the workplace. 

This module provides an introduction to current leading-edge work on shared virtual environments for learning (SVEL) through a variety of reflective experiences in such environments. The module will delineate and interrelate various theories underlying the pedagogy and content of SVEL, discuss the implication and impact of web 2.0 technology on the design of virtual environments for learning, and provide opportunities for students to develop the design and implementation of their own SVEL based on sound pedagogic principles and to describe and illustrate appropriate strategies for their evaluation of the virtual environments for learning.

This module was developed to provide a deeper understanding of practice-oriented, pedagogy-driven and theory-based framework for e-learning design and practice through case studies of students’ e-Learning experiences and learning outcomes.  The module will highlight the inadequacies of “technology-centric” models of e-Learning and the interactions between the affordances of e-Learning technologies, pedagogical models, instructional strategies, learning theories, and e-learning design to achieve transformative pedagogical practice. Module participants will gain a deeper insight on how people learn in various e-learning settings including schools, workplaces, and our everyday world through a case-based approach. This module aims to provide participants with a solid theoretical and pedagogical foundation to e-learning design and implementation in different settings.   This module will be taught from three perspectives: learning theory, e-Learning technology tools, and a hands-on workshop exploring and creating learning activities with those tools.

This course will organize the Knowledge Transfer project, with PI Prof Michael Ingham and instructor Chan, Wing Yee (Constance), and consultant Brant Knutzen.

  1. Lingnan University students will be trained on the method of introducing students to the virtual world as part of developing digital competency skills.
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  2. LU students will host secondary students at Lingnan to introduce them to the virtual world of Second Life.
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  3. All participants may be surveyed for their opinions and attitudes towards the virtual world.


This course will introduce participants to the impact that an idealized virtual identity and the perception of a social constructivist environment have on learning within the virtual world.  Gamified learning as a group process will be explored, and data collected on affective issues such as beliefs and attitude towards: the self, the technology, the learning experience, and self-efficacy.  This project seeks to develop a methodology for focusing a survey on specific behaviors using the virtual world through tight integration with simulated situations.

The Hinrich Foundation is conducting the Hinrich Trade Negotiation Simulation (HTNS) to develop trade negotiation skills of university students and young professionals on a face-to-face basis at selected locations.

The Delegates' Headquarters will provide a preliminary training session to enable students to communicate within their allocated groups to prepare in advance for the 2-day face-to-face trade simulation.

To facilitate delegate preparation, it is intended that the participants be given access to a web conference and discussion forum platform for the purpose of sharing information and planning within their teams.