Preface; HKAECT; Organization of the Symposium; Contents; About the Editors; 1 A New Ecology for Education: Refocusing Educational Technology Beyond Content; Abstract; 1 Introduction; 2 Levels of Learning; 2.1 Learning Through Design; 2.2 Beyond Content; 3 The Evolution of Educational Technology; 3.1 Media and Learning; 3.2 The Learner; 4 A New Ecology of Learning; References; New Trends in Educational Technology; 2 Are Social Media Alternatives to Learning Management Systems When Teaching Online?; Abstract; 1 Introduction; 2 Social Media as Alternatives to Traditional LMSs; 3 Methods

3.1 Data Collection Methods3.2 Data Analysis Methods; 4 Findings; 4.1 Positive Aspects of the Online Learning Experience; 4.2 Facebook Contributions to the Online Learning Experience; 4.3 Perspectives on the Mash-up LMS; 4.4 Key Elements for Teaching Instructional Design; 4.5 Future Improvements of the Learning Experience; 5 Final Remarks; References; 3 MOOCs in China: A Review of Literature, 2012-2016; Abstract; 1 Introduction; 2 Background; 3 Method; 4 Results; 4.1 Characteristic of Studies; 4.1.1 Settings; 4.1.2 Case Studies; 4.1.3 Research and Data Type; 4.2 Educational Practices

4.2.1 Participants4.2.2 Interaction and Communication; 4.2.3 Course Building; 4.3 Problems and Challenges of MOOC in China; 5 Discussions and Conclusion; References; 4 The Acceptance of Using Social Mobile Application for Learning in Hong Kong's Higher Education; Abstract; 1 Introduction; 2 Literature Review; 2.1 Mobile Phone Usage; 2.2 Mobile Learning in Higher Education; 2.3 Mobility of Technology and Learning; 2.4 Social Media-WeChat; 2.5 The Unified Theory of Acceptance and Use of Technology (UTAUT); 2.6 Social Mobile Application Usage and Academic Performance; 3 Methodology

4 Finding and Analysis5 Limitation and Further Research; 6 Conclusion; References; 5 Theoretical Frameworks and Research Methods in the Study of MOOC/e-Learning Behaviors: A Theoretical and Empirical Review; Abstract; 1 Introduction to MOOCs/e-Learning Studies; 2 Purpose and Significance of the Study; 3 Research Methods of This Study; 4 Frameworks and Models in the Study of MOOC/e-Learning User Behaviors; 4.1 Theory of Planned Behavior (TPB); 4.2 The Technology Acceptance Model (TAM); 4.3 The Unified Theory of Acceptance and Use of Technology (UTAUT)

5 Comparison of the Frameworks in the Study of MOOCs and Implications of This StudyReferences; 6 New Technologies and Old Professional Development: A Reflection on Emerging Approaches; Abstract; 1 Introduction; 2 Quality Professional Development and Challenges Indicated by Research Findings; 3 Review of Emerging Approaches; 3.1 Online Professional Development Resources; 3.2 Professional Learning Community (PLC); 3.3 Social-Media-Based Personal Professional Learning; 3.4 Open Educational Resources (OER); 3.5 Networked Professional Learning (NPL); 4 Issues; 5 Conclusion; References.