Search results for author:"David Hung"
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School Effectiveness and School Improvement Vol. 29, No. 1 (2018) pp. 22–42
This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested...
Educational Technology Vol. 56, No. 4 (2016) pp. 26–29
This article discusses the controversies and value in the use of technology for learning. It proposes that as a teaching tool, technology also opens up new possibilities for teachers to design meaningful learning experiences for their students. The...
Educational Technology Vol. 56, No. 1 (2016) pp. 27–31
This article reflects on the landscape of ICT-mediated learning research in Singapore schools over the past 12 years. This ICT (information and communications technology) journey is situated in the context of the Singapore education Masterplans and...
Educational Research for Policy and Practice Vol. 15, No. 1 (2016) pp. 55–70
This paper attempts to discuss how the Singapore Education System is shifting towards student-centred designs and pedagogies, yet retaining a unique Singaporean orientation. It complements the McKinsey report by analysing directives and efforts to...
A System's Model of Scaling: Leveraging upon Centralised and Decentralised Structures for Diffusion
Learning: Research and Practice Vol. 2, No. 2 (2016) pp. 143–159
A key thrust of education reform is the spread of innovative ideas and practices oriented toward school improvement and advancements in student's deep learning and teacher's professional development. Framed within concepts of scaling and diffusion,...
Educational Technology Vol. 55, No. 1 (2015) pp. 27–33
Education cannot adopt the linear model of scaling used by the medical sciences. "Gold standards" cannot be replicated without considering process-in-learning, diversity, and student-variedness in classrooms. This article proposes a...
Educational Technology Vol. 53, No. 5 (2013) pp. 78–80
As a final part of this special issue, six Contributing Editors of the magazine were asked to review the six articles and to briefly reflect on themes across fields, on ideas or areas that might have the most potential, and/or to offer other new...
Educational Technology Research and Development Vol. 60, No. 6 (December 2012) pp. 1071–1091
The paper attempts to bridge informal and formal learning by leveraging on affordance structures associated with informal environments to help learners develop social, cognitive, and metacognitive dispositions that can be applied to learning in...
Towards a Situative View of Extending and Scaling Innovations in Education: A Case Study of the "Six Learnings" Framework
Educational Research for Policy and Practice Vol. 10, No. 2 (June 2011) pp. 77–89
This article seeks to draw from contemporary understandings of translation science to highlight and elaborate upon possible norms and procedures which the authors have found to be critical in the successful extension and scaling of design-based...
A Journey on Refining Rules for Online Discussion: Implications for the Design of Learning Management Systems
Journal of Interactive Learning Research Vol. 20, No. 2 (April 2009) pp. 157–173
Research on asynchronous online discussions has primarily focused on their efficacy in relation to learning outcomes. Rarely are there investigations on how the design of online learning activities or how discussions could be incorporated into...
International Journal of Computer-Supported Collaborative Learning Vol. 3, No. 4 (December 2008) pp. 373–386
There has long been a call for schools to prepare students for the twenty-first century where skills and dispositions differ significantly from much of what has historically characterized formal education. The knowledge based economy calls for...
Asia-Pacific Journal of Teacher Education Vol. 36, No. 3 (August 2008) pp. 215–227
Although there are some success stories of technology integration in schools, it remains unclear in the literature how teachers become, and take on the identity of, exemplary users of technology in classrooms. Using concepts from cultural sociology, ...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3777–3779
In the paper, we discuss problems related to traditional hierarchical organizations and argue that adaptability is important for organizations to survive in the 21st century. Expanding on Bransford’s (1999) notion of adaptive expert, we propose a...
Towards a Community Incubator: The ICAP Design Framework for Social Constructivist Educational Designers
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 2338–2347
This paper highlights the often-mentioned mismatch between the more social constructivistic oriented pedagogy and the traditional instructional design model. Such a framework is important as a design process relevant to the work of CSCL. Any...
Asia-Pacific Journal of Teacher Education Vol. 36, No. 2 (May 2008) pp. 163–174
In the current learning environments, technology is integrated in different ways. Teachers acting in the capacity of main change agents bring with them beliefs about teaching which effects their use of technology in the classroom. This study aims to ...
Context-Process Authenticity in Learning: Implications for Identity Enculturation and Boundary Crossing
Educational Technology Research and Development Vol. 55, No. 2 (April 2007) pp. 147–167
This paper posits that authenticity is an aspect of both the context and the process of learning. These two aspects cannot be seen in isolation and must be analyzed as one unity. We refer to this coupling relationship as the context-process...
Educational Media International Vol. 43, No. 4 (December 2006) pp. 299–314
In this article we suggest a facilitating process for nurturing a community of practice (CoP). This process can be seen as a reverse LPP (legitimate peripheral participation) process where a community starts with a group of core members and...
From Traditional to Constructivist Epistemologies: A Proposed Theoretical Framework Based on Activity Theory for Learning Communities
Journal of Interactive Learning Research Vol. 17, No. 1 (January 2006) pp. 37–55
This article is concerned with how learning communities are transformed as they evolve from traditional learning epistemologies towards constructivist orientations and pedagogies. Adopting activity theory as a framework, the article discusses how...
International Journal of Instructional Media Vol. 32, No. 1 (Jan 01, 2005)
Online learning through the Internet is seen to be pervasive in today's educational and corporate sectors. Online learning also promises all kinds of possibilities for learning and this paper makes an attempt to clarify some of these issues. Instead ...
International Journal of Instructional Media Vol. 31, No. 1 (Jan 01, 2004)
Over the last decade, individuals have witnessed an increasing proliferation of online learning as the hallmark of learning with technologies. Papers and books have been written stipulating how online or e-learning can transform the educational...
Supporting Problem Solving with Case-Stories Learning Scenario and Video-Based Collaborative Learning Technology
Educational Technology & Society Vol. 7, No. 2 (2004) pp. 120–128
In this paper, we suggest that case-based resources, which are used for assisting cognition during problem solving, can be structured around the work of narratives in social cultural psychology. Theories and other research methods have proposed...
Situated Cognition and Communities of Practice: First-Person "Lived Experiences" vs. Third-Person Perspectives
Journal of Educational Technology & Society Vol. 7, No. 4 (2004) pp. 193–200
This paper considers the work of Martin Heidegger and its relation to situated cognition. The motivation for the paper springs from the perceived misconception that many educators have on situated cognition by applying situated learning strategies...
Journal of Interactive Learning Research Vol. 14, No. 2 (April 2003) pp. 129–155
In this paper we attempt to appropriate relevant neuroscience research findings and draw possible implications to learning and instruction. In such an attempt, we also complement findings from the cognitive and learning sciences with relevancy from...
International Journal on E-Learning Vol. 2, No. 4 (2003) pp. 60–71
This paper attempts to analyze the reasons why some online communities thrive, while others seem to have less participation. From such an analysis, design implications are derived for application to online learning communities. A conceptual...
A Proposed Framework for the Design of a CMC Learning Environment: Facilitating the Emergence of Authenticity
Educational Media International Vol. 40, No. 1 (2003) pp. 7–13
Proposes a framework for the design of computer-mediated communication (CMC) environments that combines constructivist learning environments (CLEs) and dynamic learning environments (DLEs). Highlights include learner involvement in the problem...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 2212–2215
This paper describes and discusses the Project ROAD - Rules for Online Argumentation and Discussion. The paper in particular discusses the mediating importance of rules to be well established for online discussions with the complementary emphasis of ...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1782–1785
This case study documents our effort in using Knowledge Building approach on 18 pre-service teachers learning to design constructivist activities with technology. The course was delivered using blended instructions, complementing face-to-face...
Forging Links Between “Communities of Practice” and Schools Through Online Learning Communities: Implications for Appropriating and Negotiating Knowledge
International Journal on E-Learning Vol. 1, No. 2 (2002) pp. 23–33
In this paper, we suggest how links between schools and communities of practice can be forged through networked on-line learning communities. We recognize that efforts have already been made to push 'communities of practice' into the school...
Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology
Journal of Interactive Learning Research Vol. 13, No. 4 (2002) pp. 393–414
The aims of this article are three-fold. First, this article reviews the foundational premises of situated cognition and attempts to substantiate its theoretical underpinnings with the transactional worldview supported by the works of John Dewey,...
Differentiating between Communities of Practices (CoPs) and Quasi-Communities: Can CoPs exist Online?
International Journal on E-Learning Vol. 1, No. 3 (2002) pp. 23–29
In this article, we consider the basic issue of the differences between Community of Practices (CoPs) and Quasi-communities (Hung & Chen, 2002). We argue that fundamentally online communities (or quasi-communities) should be conceived as a 'sub-set' ...
Educational Media International Vol. 38, No. 4 (2001) pp. 281–87
Describes four major models of learning: behaviorism, cognitivism, constructivism, and social constructivism. Discusses situated cognition; differences between learning theories and instructional approaches; and how computer-mediated technologies...