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A three-day bootcamp in video production was held for 82 secondary school students enrolled in the [Pathways in Technology Early College High School] CLAP-TECH Multimedia Storytelling Applied Learning Course. The bootcamp utilized an experiential learning model to provide students with out of classroom learning. This paper uses a case study approach to explore how the bootcamp enhanced student learning. The learning objectives, activity design, and manpower/resource support are described. Teacher observations and a post-activity survey of students are used to assess results. Altogether 16 short videos were produced. Student representatives explained the ideation and challenges they faced. Survey results and observations demonstrate that the bootcamp benefited students in personal, cognitive, and social dimensions. Among these, personal development and social benefits were particularly notable. Students appreciated for the hands-on content of the bootcamp. Vocational and professional education service providers can consider designing a bootcamp as a tool to develop a specific skill within a short period of time for creativity training.

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The creative industries in Hong Kong anticipated a shortage of employment candidates with relevant experience and training. Emerging technologies are transforming current technical and vocational skills. Employees of the future are expected to shoulder tasks that require creativity, analytical skills, problem-solving, and entrepreneurship. This article is a case study of an initiative in Hong Kong to innovate technical and vocational education and training for the information and communications technology (ICT) and the creative industry. The initiative involves a tripartite partnership between secondary schools, industry partners, and Hong Kong Baptist University.

The article first discusses the talent needs of the creative industry and the emerging job opportunities in the Art Tech domain. Based on a skill mapping study, three future jobs, including content curator, business designer, and creative technologist were identified for the Art-Tech sector. The functions and duties of these future jobs were elaborated. It gives the background of the CLAP-TECH Learning Pathway program which is modeled after IBM's Pathways in Technology Early College High School (P-TECH) education model. The 'CLAP-TECH Learning Pathway' includes two applied learning courses - Tech Basic and Multimedia Storytelling - offered in senior secondary schools with further study opportunities. Industry partners provide out-of-classroom learning in the form of mentoring, curriculum co-development, guest lectures, and company visits. The set-up of the organization within the university system, the recruitment and maintenance of the industry partners, and the program evaluation mechanism was discussed. Students' learning outcomes of the program focus on ICT education and training were used as an indicator of the initial success of the program. Further development of the program and the research gaps were identified and presented.

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Young people need creativity and capabilities to thrive in this fast-changing working environment. An Applied Learning course titled Multimedia Storytelling was launched in 2022 to prepare secondary school students to enter vocational education and training programs in the creative media industry. A curriculum team designed and implemented a series of three skills-training co-curricular activities for the first cohort of students. These activities were organized along the lines of Kolb's experiential learning model to emphasize mutual reinforcement of concrete experience and abstract conceptualization. Participants practised individual and team-based tasks that were commonly found in a creative media company.

This paper uses a case study approach to explore how co-curricular activities and instructional strategies of intensive learning enhanced student learning in creative content creation in different formats, including videos, social media posts, and animated news. The learning objectives, activity design, instructional strategy, and manpower/resource support are described. Teacher observations and post-activity surveys of students are used to assess student learning outcomes. Survey results and observations demonstrate that the instructional strategies assisted students' learning in personal, cognitive, and social dimensions. Among these, personal development and social benefits were notable. Social benefits were particularly prominent at the one overnight camp.

Findings indicated that students improved in their confidence in presenting their creative ideas and engagement in collaborative work. It is recommended that intensive skill-training opportunities be incorporated in the future as part of instructional strategies in vocational education and training. As the co-curricular activities demand high resources commitment, financial support from the government and/or educational institutions is needed.

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