人物專訪

In mid-February 2025, an academic and education policy exchange delegation led by Dr. Junhyeong Park, a specialist in AI and future education from South Korea’s Kyungpook National University (KNU), visited Hong Kong. unwire.hk had the privilege of planning parts of their itinerary and serving as their interview and reporting partner. Among the highlights, we collaborated with the Hong Kong Productivity Council (HKPC) to host an education technology exchange conference focused on presenting the delegation two of the Hong Kong edutech solutions, getting feedback, sharing ideas on important educational concerns about AI and digital transformation happening around the education sector, and also exploring future institutional collaboration opportunities between Hong Kong and South Korea. Held on Thursday, February 13, from 3:00 to 5:00 p.m. at the HKPC Building, the event not only marked a standout moment of the delegation’s visit but also opened a new chapter for educational innovation between the two regions.

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The conference brought together two local edtech teams funded by Hong Kong’s Quality Education Fund under the e-Learning Ancillary Facilities Programme (QEF eLAFP): “LingoTask,” an AI-driven, comprehensive English learning and teaching platform developed by [the] Stanley Ho Big Data Decision Analytics Research Centre of the Chinese University of Hong Kong, and “Borderless Lab 365,” a 24/7 web-based remote laboratory platform developed by the Department of Applied Physics at the Hong Kong Polytechnic University. The two-hour session unfolded in two main segments. First, representatives from LingoTask and Borderless Lab 365 took turns presenting their projects’ design philosophies, practical demonstrations, development progress, and future plans. Subsequently, Dr. Park’s team requested a 20-minute internal discussion to formulate questions and insights. The final segment featured Dr. Park sharing his perspectives, followed by a Q&A with both teams. The atmosphere buzzed with energy, as educators and tech innovators exchanged ideas, their shared passion for the next generation’s education palpable. As Dr. Park concluded, “Today’s conference marks the beginning of more impactful academic exchange and collaboration between Korea and Hong Kong.”

▲Dr. C. L. Mak, representative of the Borderless Lab 365 team, introduced their online remote laboratory solution to the Korean Education Delegation.

▲Dr. Stephan Stiller, representative of the LingoTask team, presented their AI-driven English learning and teaching platform solution to the Korean Education Delegation

Insights and Sparks from the Dialogue

Dr. Park offered high praise for both Hong Kong edtech solutions, bringing his expertise as an educator to bear with deep insights and probing questions. He expressed admiration and surprise at Borderless Lab 365’s ability to allow students to book 24/7 experimental sessions online, remotely control campus lab equipment, and obtain real-time results, noting that it creates immense educational value. Upon learning it had been adopted by 50 schools, he zeroed in on user feedback: “Has this platform been rolled out in primary and secondary schools? What are the experiences and reactions of teachers and students? Do you think it’s feasible for teachers to use it for in-person classroom demonstrations or even student participation?” He further suggested that digitizing science experiments and integrating learning data with progress tracking, outcomes, and assessment systems could significantly advance personalized learning. Intrigued by its potential synergy with South Korea’s AI Digital Textbook (AIDT), he remarked: “AIDT is a platform that integrates various educational software. It will launch in 2025 for English, math, and IT, expanding to science by 2026. If this solution could be incorporated into AIDT’s tech curriculum, it would deliver tremendous value. Should you be interested in exploring development in Korea, we can facilitate connections with education authorities in Daegu or Gyeongbuk to discuss collaboration possibilities.”

For LingoTask, Dr. Park’s engagement was even more personal, given his linguistics background. “Having taught Korean in high schools back home, I might have some deeper questions for your AI English teaching platform,” he admitted. He found LingoTask’s overall functionality similar to Korea’s AI-driven English systems, with its standout features being a 99.7% accurate Optical Character Recognition (OCR) system, error correction capabilities, and the ability to grade batches of student essays. He raised a critical issue: “Academic assessment is vital in education. In Korea, teachers worry that AIDT fails to align precisely with current evaluation standards, sparking some resistance. Have you faced similar challenges? How do you address integration issues?” He then posed another equally challenging question: “Grammar and spelling errors are easy for AI to handle. But when it comes to creativity—originality, metaphor use, and deeper meaning—these aspects that truly distinguish writing and literary expression remain beyond the reach of current AI assessment tools. What are your thoughts on this? Are there plans for further research in this direction?” He also noted that public concerns about digital textbooks hindering literacy development have kept AIDT from Korean language education, eager to hear LingoTask’s perspective.

▲Professor Park Jun-hyeong from Kyungpook National University in South Korea shared insights and posed thought-provoking questions to the LingoTask and Borderless Lab 365 teams during the Q&A session

▲Dr. Stephan Stiller provided an in-depth discussion on the benefits and challenges AI brings to students’ language skills and learning

From Exchange to Collaboration

At the close, Dr. Park reflected: “I’m no tech expert, but as an educator, I care about effectively applying technology to teaching, avoiding oversight of critical aspects, and identifying areas worth investing in to make AI smarter and drive breakthroughs in future education.” He encouraged ongoing dialogue: “If both teams are interested in expanding to Korea, I’d be happy to connect you with our tech and English education experts to explore localizing your solutions for Korean teachers and students. Today is the start of our collaboration.”

▲Professor Park Jun-hyeong believes that this exchange conference marks an important starting point for academic exchange and cooperation between South Korea and Hong Kong.

▲The Korean Education Delegation took a group photo with the Hong Kong representatives from this conference, including representatives from HKPC Academy, the LingoTask team, the Borderless Lab 365 team, and the unwire editorial team, at the conclusion of the event

Postscript

After returning to Korea, Dr. Park told unwire’s editors that the conference exceeded his expectations, expressing gratitude for our arrangements—a validation that deeply encouraged us. unwire plans to organize more cross-national edtech exchange initiatives, hoping to spark greater interest among Hong Kong readers in how technology shapes the next generation’s education, and looking forward to continued industry support to jointly advance the future of learning.

In mid-February 2025, an academic and education policy exchange delegation led by Professor Junhyeong Park of South Korea’s Kyungpook National University (KNU) concluded their visit to Hong Kong. unwire.hk was honored to serve as their interview and reporting partner. One of the educational exchange activities took place at the Korean International School (KIS) in Hong Kong, where Miae Jeong, a Master Teacher specified in music and educational engineering from the delegation, delivered an extraordinary music lesson to seven grade 10 students. Integrating programming and electronic technology, this class left everyone, including our editorial team truly enlightened.

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A Cross-Disciplinary Music Lesson from Korea

In this guest lesson, teacher Miae masterfully blended music education with digital technology. She introduced Makey Makey, a programming education application that could transform any conductive object into a variety of musical instruments. Centered on the Maker learning approach, the lesson offered students an introduction to drumming. The students began with a hands-on activity, assisted by South Korean teachers from the delegation. They wrapped aluminum foil around variously shaped cardboard pieces and connected these to Makey Makey and a computer using conductive wire, instantly creating an electronic drum set. Under Teacher Miae’s guidance, they collectively accompanied BTS’s hit single Butter, filling the classroom with a lively and extraordinary atmosphere.

The innovation didn’t stop there. Teacher Miae further wove literature into music, guiding students to adapt Butter’s English lyrics into Korean while preserving the original meaning and mood, tailoring the new Korean lyrics to match the song’s melody and rhythm. This 1.5-hour interdisciplinary lesson spanned music, technology, literature, English, and Korean translation, culminating in a joyful group performance of the Korean-lyric version of Butter.

▲Professor Park also participates in assisting students in creating electronic drum kits during the class

▲Programming Interface Of The Makey Makey Educational Application

Technology Unleashes Music Education

Teacher Miae expressed great satisfaction with the lesson’s outcome. Afterward, she shared her philosophy: “As a music educator, my goal isn’t to turn students into musicians but to teach them how to enjoy music. I want every student to understand that even if they feel they ‘don’t know music,’ they can still find joy in it. AI and digital technology are amplifying this intent and the results it can achieve.” She noted that traditional instruments might intimidate students, but tools like Makey Makey offer a fresh entry point, connecting them with the beauty of music and making it more approachable. Teacher Miae believes music education fosters confidence, creativity, and an appreciation for aesthetics. Early exposure to it, she added, brings lifelong benefits. Grateful for technology, she said: “Technology shows more people that learning music requires no minimum threshold. Students don’t need musical talent to have the right to experience the miraculous benefits of music education.”

▲Teacher Miae believes that technology provides an easier entry point for many students who miss out on music education because they think they “don’t understand music”

A Two-Way Reflection on Technology and Education

Addressing AI’s profound impact on education, Miae calmly offered her perspective: “In education, considering what AI cannot currently do is just as crucial as exploring what it can achieve that we currently cannot. The greatness of technology lies in its ability to make education more inclusive, enabling more students to participate. We should fully leverage this tool.” At the lesson’s end, a student remarked: “This class felt incredibly fresh, offering me a completely new way to view music. I really enjoyed it.” This, undoubtedly, is the very goal Miae set out to accomplish.

In mid-February 2025, a delegation of academics and education policy experts from South Korea’s Kyungpook National University (KNU), led by Professor Junhyeong Park, concluded their visit to Hong Kong. unwire.hk was privileged to be invited to plan parts of their itinerary and serve as their interview and reporting partner. Alongside Professor Park, who specializes in artificial intelligence and future education at KNU’s Teacher’s College, the delegation included two academic researchers—Hyunjin Park, focused on early childhood digital education, and Jinsan Ahn, an expert in computer programming languages; two practicing master teachers—Miae Jeong, specializing in music education, and Woongmin Jo, dedicated to engineering and STEM education; and two outstanding students from the College of Education – JunYeol Jeong and YeonWoo Yu. This visit built upon a conversation unwire.hk began with Professor Park at last year’s EDUtech Asia conference in Singapore, deepening the discussion from initial exploration to profound reflection. 

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▲The Korean Education Delegation visited the unwire.hk office for an in-depth dialogue on AI and digital education reform

Globally, education faces three pressing challenges: First, the century-old model of “uniform textbooks, uniform exams, uniform goals” overlooks the diverse conditions, needs, abilities, and aspirations of students, widening the education gap. Second, a severe shortage of teachers coupled with immense workloads strains the system. Third, highly competitive social, economic, and examination systems place unbearable pressure on students, transforming latent harm into a tangible crisis. This entrenched educational framework is notoriously difficult to change—though the deepening issues are widely acknowledged, solutions have remained elusive. That is, until the advent of generative AI offered a glimmer of hope.

Since OpenAI launched ChatGPT in November 2022, generative AI has swept across industries worldwide with its disruptive potential, and education is no exception. Seen as a key to breaking through systemic barriers, it also raises uncertainties due to its capacity to radically reshape teaching, learning, and academic assessment. This duality has spurred nations to explore AI in education, with South Korea emerging as a frontrunner. In early 2023, the South Korean Ministry of Education announced a nationwide AI and digital education reform, with the “AI Digital Textbook” (AIDT) as its cornerstone. According to the AI Digital Textbook Development Guidelines released by the Korea Education and Research Information Service (KERIS) in August 2023, AIDT is defined as “a digital textbook integrating diverse learning resources and support functions to deliver a personalized learning experience.” It aims to narrow the education gap, progressively revolutionize traditional teaching, and serve as a powerful assistant to teachers. The guidelines stress strict oversight of data security, clarifying that AIDT is not intended to replace teachers but to elevate the frontiers of education. Its first phase will roll out in March 2025, targeting third- and fourth-grade elementary students and first- and second-year middle schoolers in English, mathematics, and computer science courses.

AI is reshaping global education, injecting possibilities for personalized learning. South Korea’s reform is not just a national milestone but a development worthy of global attention. What are AIDT’s goals? How is it progressing? How have teachers and parents responded? What challenges do these pioneers face? With these questions in mind, we invited Professor Park’s team to unwire’s office for an in-depth dialogue.

AIDT: A Hopeful Project for Personalized Learning

AIDT’s vision is both clear and ambitious: first, to eliminate the education gap and achieve true personalized learning; second, to break the current constraints on teachers and empower educators.

Professor Park believes that even before AIDT’s introduction, AI and digital technologies had already made education more inclusive. “Today, Korean students can enroll in online courses from top global institutions like Harvard and Stanford via the internet and AI translation tools,” he remarked. “What was once exclusive to economically privileged families is now accessible to more students thanks to technology.” He frequently highlighted “AI Digital Convergence Education,” emphasizing how a learning model of “anytime, anywhere, any language” has transcended knowledge boundaries, significantly lowering the barriers and costs of education. AIDT’s launch, he argued, is a critical step for South Korea to further harness AI and propel education into a new era. “Every student has a unique background, ability, and dream,” he explained. “A learning journey that fulfills individual goals should have distinct starting points, content, support, and assessment standards. Yet, since the advent of universal education in the 19th century, uniform curricula and standards have taken us further from this ideal. AIDT seeks to reverse that, enabling each student to acquire the most relevant knowledge and skills at their own pace.”

Professor Park acknowledged that even a technology as powerful as AI requires a gradual approach to realize personalized learning. “Initially, teachers can use AIDT’s interface to provide real-time guidance,” he said. “As data accumulates, AI will generate increasingly personalized content. Ultimately, we aim to integrate students’ career aspirations and personality traits to create a fully tailored learning blueprint.” The team estimates this vision will take a decade to unfold step-by-step, with AIDT eventually becoming each student’s dedicated learning companion and a super-assistant to teachers.

▲Professor Park believes that merely achieving a learning model of ‘anytime, anywhere, any language,’ data technology has already enabled knowledge to transcend borders, significantly lowering the barriers and costs of learning. The emergence of AI, meanwhile, offers the potential to realize truly personalized learning

The team repeatedly stressed that AI will not replace teachers but will grant them greater scope. They believe that once AIDT matures, teachers will be able to adjust overall teaching content and pacing based on AI-analyzed data while proactively addressing each student’s needs, shifting from a state of exhaustion to precision-targeted instruction. Professor Park added: “Future classrooms will be far more dynamic. With AIDT’s support, teachers can offer as many types of guidance as there are students in the class.” Addressing some teachers’ concerns, he corrected: “The notion that AI means students no longer need us to impart knowledge is a misconception. Master AI’s operations, understand AI literacy, and you can become an educator who turns stones into gold.”

From Controversy to Trust: The Arduous Path of Reform

Yet AIDT’s rollout has not been smooth, with significant challenges lurking behind its vision. Responses within South Korea’s education community are polarized—supporters laud its innovation, while detractors raise valid concerns. Researcher Jinsan Ahn admitted: “Some argue that the decline in linguistic and learning abilities is the urgent issue, a topic we must study carefully.” Others question whether a two-year rush overlooks long-term impacts, whether massive investments are justified amid a global economic downturn, and whether lagging rural infrastructure might widen the digital divide. Data security and privacy have also become focal points. Professor Park responded: “We see these worries clearly and are addressing them through training and research.”

▲On the left is researcher Hyunjin Park, who focuses on early childhood digital education, and on the right is researcher Jinsan Ahn, who specializes in computer programming languages

With 350,000 teachers in South Korea, expecting all to grasp the reform’s intent and urgency in a short time is unrealistic. Team members candidly noted that younger teachers or those teaching computer-related subjects tend to view AI and digital education reforms more positively, while others harbor varying degrees of apprehension. The Ministry’s “AI Digital Competencies Assessment Framework,” intended to aid teachers’ transformation, may inadvertently add pressure. Encouragingly, many initially resistant teachers have shifted their stance after trying AIDT, some even seeking further knowledge. The team agrees that much of this fear stems from the unknown.

Professor Park explained that since AIDT’s implementation details were finalized, they and related teams have tirelessly held teacher meetings and training sessions, with research efforts proceeding in tandem. “No education system matures without a cycle,” he said. “It starts with design and creation, followed by initial trials, data collection, and listening to feedback. At set intervals, we analyze outcomes, adjust policies and technology accordingly, then iterate until most stakeholders approve—even a technology as remarkable as AI is no exception.” He conceded that pushing such a large-scale reform in a short timeframe is fraught with difficulties, but their conviction that it matters to students, teachers, and the future of education drives them forward. “Challenges are everywhere,” he affirmed, “but we are confident we can overcome them.”

▲Professor Park candidly shared the difficulties and challenges encountered in promoting large-scale AI and digital education reforms in South Korea

AI’s Double-Edged Sword: Risks and Opportunities Coexist

On AI’s risks, Professor Park was forthright: “Technology has always been a double-edged sword.” AIDT’s three goals—eliminating the education gap, freeing teachers, and fostering lifelong skills—are shadowed by challenges. For instance, as personalized learning expands, data collection will inevitably grow, raising questions about introducing AI and digital learning material to early childhood education. Hyunjin Park, who specializes in this field, noted: “We’re cautiously studying its pros and cons from multiple angles to provide scientific evidence for policy-making.”

Data security is another hotly debated issue. Jinsan Ahn, an expert in programming and STEM education, pointed out that South Korea’s government passed the Act on the Development of Artificial Intelligence and Establishment of Trust (AI Basic Act) in December 2024, making it the world’s second law regulating AI development and use (following the European Union’s Artificial Intelligence Act in May 2024). This legislation offers clear guidance for AIDT on data encryption, usage restrictions, and transparency. “It reflects the Ministry’s commitment to data security and the privacy of students and teachers,” he said, “ensuring student data is used solely for learning and never leaked—an absolutely critical point.”

Another concern is information accuracy. Professor Park stressed that AI-generated content must be vetted by teachers, and even if perfect accuracy is achieved in the future, their role remains indispensable. Reflecting on technological history, he said: “From calculators to the internet, every breakthrough was seen as a destructive threat, yet ultimately brought immense benefits to humanity and civilization. We often overestimate short-term risks and underestimate long-term value of technology.” For him, the AI era has just started. “We’re at the beginning of the beginning,” he observed. “,risks and opportunities coexist. Our mission is to guide teachers and students to boldly explore AI education’s possibilities while ensuring core competencies like language skills, communication, and critical thinking are enhanced, not diminished.

▲On the left is Woongmin Jo, a senior teacher specializing in engineering and STEM education, and on the right is Miae Jeong, a senior teacher focusing on music education

▲Future teacher YeonWoo Yu believes that the ability to flexibly adapt to technological changes and quickly master them is the skill that ensures teachers will never be replaced

Global Perspectives and Hong Kong’s Insights

Led by Professor Park, the team has visited San Francisco, Tokyo, London, Singapore, and now Hong Kong—a key stop in their global exchange. When asked about nations’ AI readiness, he replied: “For policymakers, education, economy, trade, medicine, and research are all vital and interconnected. Education is Korea’s priority, so we’ve invested heavily to seize this moment, using AI to reform education and tackle enduring issues.” In his view, AI’s relationship with humanity will grow closer and more cooperative. “AI will endow us with new wisdom and capabilities to address previously unsolvable problems—in education and beyond,” he said. The dialogue concluded with YeonWoo Yu, a future teacher from the team: “The most valuable skill for teachers, and one that cannot be replaced, is adapting to future technological shifts and mastering them swiftly.”

The challenges Korea’s education system faces—learning disparities, teacher shortages, and student stress—are just as acute in Hong Kong. This conversation was not merely a sharing of Korean experiences but a mirror for local education. How do we balance technology with humanity? How can we free teachers from tedious burdens? How should policymakers, educators, and tech developers collaborate to meet this transformation? The future of AI education remains unwritten, but this visit underscores a pressing truth: reflection and action cannot wait.

2024 年是全球網路安全法規顯著增加的一年，尤其是針對生成性人工智能 (Generative AI) 與第三方風險。隨著許多機構急於應對這些新挑戰時，他們卻忽略了建立必要的網絡安全措施來保護其資產。疏忽再加上缺乏彈性規劃，導致廣泛資訊科技都受到擾亂，幾乎影響到每一個行業。全球網路犯罪成本到 2025 年將達到驚人的 12 兆美元。

隨著亞洲持續加大對數碼投資的力度，新安全挑戰也隨之而來。然而許多機構目前的資訊安全策略仍然落後。事實上幾乎一半亞太地區機構仍處於最低安全成熟度，在缺乏戰略安全框架和對環境中身份的整體可見性的情況下運作。

1. 生成式人工智能（Gen AI）推動機器身分認證

生成式人工智能（Gen AI）的快速進步正在推動各行各業自動化浪潮，重塑工作處理方式，並加速機器與工作流程整合。人工智能（AI）助理使員工能夠輕鬆處理複雜文件和數據，而人工智能（AI）工具則簡化開發人員者程式碼編寫工作，提升效率，並加快項目進度。隨著自動化日漸普及，70% 機構目前管理的機器身分比人類身分更多。

自動化核心在於信任。對這些機器帳戶的信任對其功能固然至關重要，但同時也大大增加了對安全性、合規性以及這些機器在不洩露敏感資訊前提下按預期般運行的保證。報告顯示，57% 機構已向機器身份授予不當的存取權，令這些身份非常容易被利用。

2. 機器身分為最大盲點

企業正在提升員工識別網絡釣魚攻擊和其他社會工程策略的能力，以防止利用人類身份攻擊。技術解決方案也應運而生，為可能錯過警告信號的員工提供額外支援。雖然沒有快速修復解決方案可保證完全防護，但這種綜合方法已顯著降低了社交工程攻擊的影響。

不幸的是，由於人工智能（AI）和自動化快速成長，攻擊者已將焦點轉向機器身份。機器身份數量預計在未來 3 至 5 年內將增長 30%，遠超人類身份的增長。然而這些身份缺乏識別和應對社交工程策略能力。這些機器身份 (通常分佈在各種雲環境中，並由不同團隊管理) 令管理和保護這些身份更具挑戰。

此外，只有 38% 機構對活動中的機器身份有實時可見性，顯示重大安全漏洞。與管理人類存取敏感數據的方式不同，機器身份通常缺乏身份安全控制。許多攻擊者利用這漏洞，操縱機器身份執行操作或洩露通常不會透露的資訊。一旦成功進入網絡，攻擊者可以進一步欺騙機器身份，以獲取額外存取或特殊權限，使他們能夠跨系統活動，擴大攻擊範圍。

3. 身份安全的下一個領域

到 2028 年，亞太地區人工智能投資將飆升至 1,100 億美元，該技術將變得越來越普及和先進。網路攻擊者可望利用此技術發動更複雜、更精密的威脅。例如，能夠冒充 高級管理人員的人工智能深偽技術（AI Deepfakes）已經被用來進行企業詐騙、散佈錯誤資訊，以及自動化釣魚攻擊。

隨著需要管理的身分數量不斷增加，人力驅動身分管理顯然已經無法滿足需求。雖然身分管理的需求已經演變，但機構對於先進身分安全工具的採用速度卻還沒有跟上。

展望 2025 年，下一代身份安全將著重於統一。機構需要對其身份環境實現全面可見性，消除與分散系統相關的複雜性。畢竟，機構需要管理的身份範圍將超越員工身份。通過自動化和人工智能（AI），機構可以有效地管理和保護各類企業身份（包括員工、非員工及非人類身份），以及跨地點和大規模資料。通過統一身份安全方案，提供以政策為基礎的關鍵資源即時存取權，機構可以確保合規性、減輕風險，並促進業務發展。

「藝文薈澳：澳門國際藝術雙年展 2023」今年以「命運的統計學」為題，探討科學與信仰之間的碰撞與互動。而其中的城市館京都館，便邀得上野裕二郎與 1→10（one to ten）創意科技公司攜手，透過運用數碼技術展示探索生物內在能量表現的藝術品。而 1→10 創辦人兼 CEO 澤邊芳明亦順道首訪香港，分享他傳奇的人生經歷與創業故事，同時暢談他對人工智能等科技的見解與願景。

澤邊芳明於東京都出生，笑稱年輕時屬不羈少年，愛騎乘電單車。就在他十八歲正準備升讀大學前夕，澤邊先生因交通意外致四肢癱瘓。

遭逢巨變體會網絡世界自由

「如同大家所見，我的雙腳雙手皆無法自由活動，情況就跟初代超人 Christopher Reeve 墮馬時所受的創傷一樣。醫生告訴我，假如當時受創的是頸椎第三節的話恐怕已返魂乏術；幸運地，我傷的是第四節。」澤邊芳明直言最初無法接受現實，認為這種事情不可能發生在自己身上，因此努力接受治療。

經歷兩年的物理治療，澤邊芳明終意識到四肢仍無法動彈。治療期間，他坦言玩麻雀 H 遊戲是他的最佳娛樂。雖然很費勁才能適應用口叼著特製觸桿操控電腦，但卻是受傷後初次感到自己能擺脫重力，在遊戲世界內自由活動。

最後，澤邊芳明決定放棄物理治療，回到大學繼續課業，透過創造去實現自己的理想。這個決定亦種下他日後撰寫《ポジティブスイッチ 絶望からの思考革命》（Positive Switch 從絕望變積極的思維革命）一書的契機。

▲日本駐香港總領事岡田健一於分享會上介紹「藝文薈澳：澳門國際藝術雙年展 2023」的京都館。

Positive Switch：在絕望中創造希望

人生遭遇巨變，可是亦因遊戲讓他窺見網絡能為人們帶來希望。自此，澤邊芳明展開人生新一章，並於 1997 年在學期間創立名為 One to Ten Design 的公司，後於 2012 年創 One to Ten Holdings，將業務由廣告創意擴展至物聯網、機器人技術及空間設計等。

目前，由澤邊芳明帶領 1→10 擁有超過 100 名員工，主力近未來創意，當中更涉獵 XR 和 AI 等技術範疇。由他牽頭推動的「CYBER SPORTS 計劃」和「日本文化更新計劃（Japanesek Project）」，通過結合運動和技術，在歌舞伎座以イマーシブ投影，將市川海老藏之七月大歌舞伎投影到舞台上；並透過開發結合 XR、投影和表演的設施，在舊芝離宮恩賜庭園及二條城舉辦燈光表演，以娛樂帶動地方振興。

澤邊芳明希望通過設計和技術的創新，實現社會變革的信念。他強調在追求設計美感之餘也不不能忘記初衷 ──「設計」是為了解決問題與創造價值。因此，設計必須切實考慮到不同使用者的體驗與需求，並注重細節及其可持續性。

▲1→10 創辦人兼 CEO 澤邊芳明來港舉辦分享他的創業故事與心路歷程，同時暢談對人工智能等科技的見解與願景。

從失去中締造機遇

與許多年輕創業者一樣，澤邊芳明的創業路並非一凡風順。在交出今日的亮眼成績表之前，1→10 還經歷過網站泡沫爆破潮和疫情兩大打擊。

澤邊芳明憶述，公司在網站泡沫時期曾經歷全體員工總辭，同時也曾陷入資金用盡的困境，對公司而言無疑是災難性的。尤其是疫情期間，因 1→10 有份參與東京 2020 奧運的設計項目，奧運延期亦意味著公司手頭上的工作化為烏有。

疫情那一波打擊對 1→10 無疑是重創，不過澤邊芳明仍然貫徹他的 Positive Switch 理念。

「疫情期間，日本的空室率（空置店舖及商廈）非常高。1→10 也有八成員工在家工作，僅兩成員工會回辦公室。由於失去了奧運的工作，公司也就空出大量人手，於是我們便利用生成式 AI 協助員工開發自家應用程式，為公司創造新機會。」澤邊芳明非常鼓勵企業擁抱新技術，尤其像 ChatGTP 一類的生成式 AI，可大幅提升工作效率。

擅用 AI 創造價值    教育、旅遊業前景可期

不過他亦提醒企業要謹慎使用新技術，因眾所周知 ChatGTP 擅長說謊，故企業必須負責任地使用 AI。澤邊芳明強調 1→10 已採用 AI 很多年，並且成功研發出「不能說謊的 ChatGTP」，秘訣就是在 AI 內再植入另一個 AI，至於技術詳情他則笑指屬商業機密不便透露。

前瞻未來，澤邊芳明相信疫後會為企業帶來許多新機遇，而技術創新往往就是能否把握這些機遇的關鍵。

「不妨利用現時空置的店舖，提供教學體驗班。而疫情後，許多外國遊客湧入日本，對溫泉旅館需求甚殷。能夠結合創新科技和設計，將溫泉旅館最佳的一面展示給旅客，相信那一批設計師將會取得成功。」澤邊芳明另建議推動振興鄉村地方的旅遊業，可透過 AI 解決對外資訊與溝通障礙等問題。

至於未來的科技創新，澤邊芳明最期待出現可分割肉體與靈魂的技術，讓人們可自由馳騁於虛擬世界，擺脫現實重力的束縛。

本地主要初創搖籃香港科技園公司（科技園）乃今次《施政報告》的既得受益者之一，會表示支持《施政報告》內提出的多項措施自然不意外。

科技園方面持別贊同《施政報告》針對推動創科，提供土地以擴大本地創科園區、鼓勵「再工業化」植根香港，加強與大灣區人流、資金及科研資源互通的配套與支援，以配合深、港兩地的創科生態發展。

香港科技園公司主席查毅超博士表示：「科技園公司深信創新科技發展機遇處處，我們將從基建、人才、資金、技術及科研方面繼續發展，把握大灣區機遇，支援企業『引進來、走出去』，建立更龐大的跨境創科網絡。」

科學園擴容應對創科成長需要

 科學園內的科創企業年年遞增，第二期擴建正已按計劃逐步進行，自然樂見《施政報告》就園區提出擴容計劃。科學園相信，透過不同途徑提供創科用地，將進一步帶動科學園全面擴展，有助提供更多科研及協作空間，而建議興建新的東鐵線科學園/白石角車站，將便利區內交通，應對日益增長的園區工作人口及作好準備。

北部都會區發展藍圖 

政府提出《北部都會區發展策略》建立「新田科技城」，將河套區的港深創新及科技園（港深創科園），與落馬州/新田一帶土地整合發展，聯同深圳科創園區進一步推動兩地的創科合作。科技園就此表示會把握「十四五」規劃的發展機遇，配合政府「雙城三圈」的發展。

 而為加強兩地合作的協同效應，科技園會在其深圳分園開設「大灣區創科飛躍學院」（InnoAcademy），為兩地人才提供資源、培訓及交流平台，及設立「大灣區創科快線」（InnoExpress），全方位培育初創，提供業務發展、投資配對等企業支援服務，以及支援企業「引進來、走出去」，鼓勵更多企業和基金投資者支持香港的創科發展。

 科技園更透露會積極與各大專院校合作，在院校的大灣區分校建立孵化中心網絡。

 「再工業化」為創科產業鋪路

 至於政府在《施政報告》內提倡的再工業化項目，科技園表示：「我們管理本港位於大埔、將軍澳及元朗的三個工業邨，經已訂定八大原則，以創新科技驅動再工業化發展，包括：帶動本地工業生產、積極投資香港產業、增加就業機會、生產科技含量產品、加入先進工藝流程、結合創科研發元素、配合本地需要生產、發展具可持續業務。」

 位於將軍澳工業邨的先進製造業中心預計於明年年中啟用，故科技園對政府建議構思第二個先進製造業中心表示歡迎，相信可讓更多高附加值和高技術含量的製造工序和生產線落戶香港。科技園另補充指，元朗工業邨的微電子中心預計於 2023 年落成，而大埔工業邨的醫療用品製造中心，則將於年底完成改建工程。

 數據推動科研

《施政報告》又建議在港深創科園設立「InnoLife Healthtech Hub 生命健康創新科研中心」，而生物醫藥科技及金融科技，一直是科技園的重點策略領域，因此科技園表態歡迎政府探討醫管局與科技園合作使用臨床數據作研發用途，推動生命健康科技發展；同時支持政府與內地建立一站式沙盒聯網，加快粵港澳的金融機構及科技公司測試跨境金融科技應用項目。

科技園方面亦正積極構建可覆蓋全港的虛擬實驗室，運用大數據在特定的行業環境下，進行全面的技術測試及研發，讓創新方案得以在現實場景下獲驗證。

數碼港放眼體育及藝術科技

數碼港主席林家禮博士表示：「對於《施政報告》提出在流浮山建立規模媲美數碼港的地標性創科設施，數碼港將全力支持及配合有關發展。數碼港早已積極與前海確立合作關係，與深圳前海管理局簽署合作備忘錄。我們確信有關發展項目會為香港創造更多機會。」 

此外，因數碼港社群本身有不少與藝術科技相關的初創企業，因此樂見《施政報告》提及將發展香港成為中外文化藝術交流中心，善用科技亦為大方向之一。數碼港早前便聯同本地藝術家舉辦數碼藝術展，推動藝術界及創科界的合作及文化藝術產業發展。

香港運動員於今屆奧運大放異彩，數碼港就提出運動科技與運動員表現息息相關，而數碼港有不少初創糅合人工智能、大數據、物聯網技術，配合智能裝備及儀器等，可廣泛應用於提升運動員訓練水平，推動體育專業化，與《施政報告》的倡議不謀而合。

推動跨境交流合作

數碼港創業學會亦表態支持《施政報告》，尤其在加强創科基建、推動研發及吸引人才等措施，致力加強香港整體創科生態的發展。

數碼港創業學會聯合會長及教育科技初創公司 Find Solution AI 創辦人林苑莉表示：「政府將有更多措施及創科基建推動跨境交流合作，促進人才、訊息及技術流通，相信能為本港初創提供有利條件，投入大灣區市場，開創更大發展空間。我亦期待數碼港第五期擴建完工後，匯聚更多優質初創落戶發展，持續拓展本地創科生態圈。」

Unwire 聯同 DYXnet 和 Check Point 上月底舉辦了 Unwire TechDay 網上研討會，對 NFT 新興潮流以及網絡安全新常態作深入探討，反應熱烈，就由小編帶大家重溫一下精彩的研討會內容吧！

疫情之下不少技術方案突然跑出，例如存在多年卻一直因成本和技術門檻高等問題而不被重視的視像會議，在疫情期間便成為企業遙距協作不可或缺的工具。本地企業紛紛加快數碼轉型的腳步，不過 Lenovo 香港及澳門區總經理何一凡則強調，Lenovo 早於兩、三年前便已擬訂覆及整個機構層面的數碼轉型政策，並非因疫情才投入數碼轉型。

IDC 針對全球數碼轉型進行預測，揭示 2022 年前，全球 65%  GDP 將已實現數碼化；而在 2020 年至 2023 年間，此趨勢將吸引超過 6.8 兆美元與數碼體驗直接相關的投資。而據 Equinix 最新發佈的《全球科技趨勢調查》結果顯示，66%香港企業已重新構建其 IT 基礎設施，以滿足遙距和混合式工作的新需求，另科技方面的預算亦相應增加， 以進一步加速數碼化轉型；而 49%數碼領袖認為，其員工的工作方式和地點將出現長期轉變。

數碼轉型疫下現優勢

事實上，那些早年便已著手推行數碼轉型的企業，在疫情爆發之初展現出明顯的優勢。以 Lenovo 為例，較早前便為基督教香港信義會信義中學提供 EdVision 計劃，透過智能科技創新及轉型，為學校實現混合教學模式，讓選擇遙距上課的學生亦能得享面授課程的學習體驗。

何一凡承認疫情為各行各業帶來極大轉變：「人們迫於無奈 WFH（在家工作），因此無論企業機構或個人用家對新產品服務都有更多新嘗試。從前的商業世界，會基於成本考量採用 desktop（桌面電腦），但 desktop 不符合 WFH 這個使用場景，因此我們會見到 endpoint device（終端設備）轉型。」

轉型企業容易按場景所需而變陣

她又舉例指從前部署新設備，大部分企業會派同事專門負責簽收和處理各項相關的行政工作，往往要花上半天至一日時間去處理升級遷移。公司服務轉型後，因可提供不同類型工具軟件、設備出廠時已做妥操作系統的預設配置，甚至將客戶的企業儲存快照預先載入到系統，令整個數據遷移過程簡單快捷得多。而疫情之下，亦會為企業提供遙距支援，確保數碼轉型不受疫情阻礙。

科技是為了讓工作變得更簡便，同時亦會按場景所需而轉變。例如ThinkSmart Hub 除了可充當一站式會議室自助kiosk，疫情下亦可善用其內置智能社交距離偵測功能，更可加入熱感探測，為疫後工作環境作出全面的應變措施。何一凡指出，逆市求存不單是縮減成本，亦要顧及疫後的發展，籲企業不宜收慢數碼轉型的腳步，而是審慎計劃部署逐步升級，認清業務上的痛點，同時也切記不要忽略網絡保安政策。

疫情嚴重影響全球經濟發展步伐，不過有危便有機，正當大家以為 2020 年初創難覓投資，海闊天空創投基金聯合創辦人及管理合夥人文立卻認為，疫情有助摸清初創實力，是投資的好時機。

海闊天空創投基金自 2017 年成立，至今合共投資了 28 個項目，其中 24 個與香港相關；預計總投資金額為 6000 萬美元，當中已包括「創科創投基金」可能配對的投資金額。而 2020 年間，基金合共投資了 9 個項目，預計總投資金額約 1500 萬美元，被投公司於 2020 年融資數目及佔比分別為 8 個及 29%。文立更透露，28 家投資初創內，目前有 2 家已成為獨角獸，預計未來三至五年內，晉升為獨角獸的投資初創將增至 5 至 8 家。

Prenetics 藉快速測試上位

能夠如此有信心，是否因為部分投資項目受惠疫情盈利暴升？例如投資項目 Prenetics 研發的快速 Covid-19 測試被本地政府指定為認可檢測，同時在全球六個機場包括希斯路、曼徹斯特和香港機場設立 Covid-19 檢測中心，備受注目，更於去年完成了約 1500 萬美元的融資。

文立不諱言：「疫情之下 Prenetics 沒錯在非常利好，但沒有人預計過會爆發疫情，而且疫情過後，公司生意能否持續增長亦是未知數。我們一向也有投資生物科技初創，並不會因為 Prenetics 去年表現出色而突然考慮增加生物科技類的初創項目。」

友和受惠疫情有望成本地獨角獸

至於另一受惠疫情錄得明顯增長的投資項目友和，現時每月活躍用戶與 HKTVmall 相若，按流量和收入計算為本地第二大電子商務網站，過去兩年銷售額每年均上升一倍。文立相信，友和有潛力成為一家只專注於香港本地市場的獨角獸。

「當然也有不適合打中國市場的初創。例如教育科技，每個國家都有自己一套，很難一個方案售遍全球。教編程相對限制會比較少，EXLskills 的 Coding Rooms 就很適合美國和澳洲市場，不過必適合 VC 投資。因在中國要進入教育領域，渠道比較重要，這類初創就未必入到中國學校。」

EXLskills 推出全球首個線上教授電腦程式的虛擬編碼課室 Coding Rooms，把類似 Zoom 會議與即時編碼環境結合，讓教師與學生可即時互動。據悉，EXLskills 目前已與十多家頂級大學、補習中心簽訂了合約。

首重團隊管理及應變能力

文立表示，疫情和貿易戰最大的影響，是很多初創要重整團隊甚至進行業務轉型；初創是否具備這方面的能力，關係到公司能否生存下去並持續增長，這視乎初創團隊的管理和應變能力。案例之一是芯片公司，因為貿易戰關係，供應和出口都突然出現重大限制，能否轉移至內銷市場就得看團隊的策略。至於後續投資 Fund 2，文立預計偏向聚焦中國和香港市場，畢竟供應鏈已打磨得相當成熟，加上疫情提升網上銷售，而中國在網購這方面絕對佔優。

香港資訊科技商會榮譽會長方保僑接受 Unwire.Pro 訪問時表示，今年《施政報告》對科技業的著墨不多，甚至形容為：「幾乎無咩實際政綱，只是不斷提及大灣區」。他給予《施政報告》的分數為 30 分，主要期望下月公布《香港智慧城市藍圖 2.0》的 130 項智慧城市措施可以帶來驚喜。

政府表示計劃將兩家衞星營辦商，商討將其位於大埔的衞星測控站遷往舂坎角電訊港，預計四年內可完成搬遷重置有關設施。方保僑回應：「四年時間太久，到時候可能已經推出 6G 服務」。而政府打算明年供應更多不同頻帶的 5G 頻譜，他認為「無人嫌頻譜少嘅」，相信電訊商按供求投標，但他預料屆時投標情緒將不及過去幾年般熱熾。

至於政府計劃推動藝術科技(Art Tech)項目，方保僑回應香港一直是「藝術沙漠」，如果要有效融合藝術及科技，首要條件是為香港建立藝術及文化的底子和市場。但他留意到過往政府缺乏支援藝術業界發展，因此認為港府不應人云亦云，「今天認為電競業發展潛力大，就鼓勵發展電競；明天認為藝術科技有商機，就鼓勵發展藝術科技」。

另外，方保僑認為今次《施政報告》主力提及大灣區，他直指：「有部分人更認為香港與大灣區看齊是自貶身價，因為以前香港科技人才到大灣區主要從事管理人員職級，但現在港府鼓勵香港年青人於區內尋找就業機會。香港是否沒有資源發展科技，所以要背靠大灣區？」此外，對於科技園承租及管理深圳福田科創園區的部分地方，讓有興趣開展大灣區業務的機構和企業先落戶深圳科創園區。方保僑指出，目前港府未有提及資助措施協助到福田落戶的港企，他質疑：「香港是否幫助福田科創園區招租？究竟港企能否融合當地環境？一切未知之數」。