Search results for author:"John G. Hedberg"
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Educational Media International Vol. 48, No. 1 (2011) pp. 1–16
Over the past 40 years, the goal of using technologies within learning and teaching processes has always been the incorporation of more effective practices and strategies to redefine the task of learning. Some authors claim that the exercise is not...
Educational Media International Vol. 51, No. 3 (2014) pp. 237–253
Direct student experience of the real organism, object, place or environment is recognised by teachers as having powerful potential for high-quality learning. Mobile technologies offer a way for students to capture their authentic learning...
Studies in Continuing Education Vol. 28, No. 2 (July 2006) pp. 171–183
This paper examines some of the ways in which e-learning has failed to live up to its early promise and suggests how this situation might be remedied. Two of the main challenges for the future of e-learning are explored: the ever shifting nature of...
Educational Media International Vol. 40, No. 3 (2003) pp. 175–186
Focuses on several examples of software design that have been pedagogically successful and have demonstrated what is possible in software design and online learning. Contrasts are made with some examples of the current push into e-learning and how...
Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (1994)
This paper examines improving learning outcomes through redesigning information landscapes. The concept of information landscapes has been a constant theme in the development of interactive multimedia packages. For the user interface to this...
Educational Media International Vol. 39, No. 2 (2002) pp. 111–21
Provides a history of educational technology in Australia over the past 30 years. Highlights include Australian education structures; the impact of film and television on higher education; educational funding sources, including government and...
Educational Media International Vol. 39, No. 1 (2002) pp. 23–30
Discusses cultural differences in Web site design for cross-cultural contexts and describes a study of Masters Degree students in Hong Kong that investigated their perceptions of Web learning environments that had been designed in Australia and...
A quantitative multimodal discourse analysis of teaching and learning in a web-conferencing environment – The efficacy of student-centred learning designs
Computers & Education Vol. 54, No. 2 (February 2010) pp. 462–478
This paper presents a quantitative approach to multimodal discourse analysis for analyzing online collaborative learning. The coding framework draws together the fields of systemic functional linguistics and Activity Theory to analyze interactions...
Educational Media International Vol. 42, No. 1 (March 2005) pp. 91–105
In an earlier paper, Bopry (2005) suggests a simple organizer for the development of effective learning experiences. The basic assumption is that to be effective the experience will need to engage the learner in an activity which generates phenomena ...
Educational Media International Vol. 50, No. 2 (2013) pp. 120–134
This paper explores the use of emerging Cloud technologies that support real-time online collaboration. It considers the extent to which these technologies can be leveraged to develop complex skillsets supporting interaction between multiple...
Educational Media International Vol. 48, No. 4 (2011) pp. 321–333
This paper reviews the research on the disruptive and transformative potential of newly-emerging cloud-based pedagogies. It takes into consideration the extent to which Cloud Computing can be leveraged to disseminate and scale web-based applications ...
Educational Media International Vol. 30, No. 2 (1993) pp. 88–93
Describes five pilot projects in Australia which apply telecommunications to the concepts of distance education and open learning strategies for teachers at the preservice and posttraining level. Future projects using telecommunications for...
Educational Media International Vol. 44, No. 1 (March 2007) pp. 3–15
Christensen defined a disruptive innovation or technology as one that eventually takes over the existing dominant technology in the market, despite the fact that the disruptive technology is both radically different to the leading technology and...
More than Just a Pretty (Inter) Face: The Role of the Graphical User Interface in Engaging Elearners
Quarterly Review of Distance Education Vol. 3, No. 2 (2002) pp. 191–205
Examines the relationship between the graphical user interface (GUI) and the cognitive demands placed on the learner in eLearning (electronic learning) environments. Describes ways educators can design appropriate interfaces to facilitate meaningful ...
Theory Into Practice Vol. 47, No. 2 (April 2008) pp. 138–149
Technology-dependent teaching strategies can exploit the currently underused capacities of media-rich Web 2.0 technology to enable student engagement and support higher order thinking. In particular, Web 2.0 technologies support learners'...
Educational Media International Vol. 47, No. 3 (September 2010) pp. 177–198
This paper describes an approach to conceptualising and performing Web 2.0-enabled learning design. Based on the Technological, Pedagogical and Content Knowledge model of educational practice, the approach conceptualises Web 2.0 learning design by...
This paper examines the search and selection strategies of teachers when retrieving information on computer assisted learning programs from an online database. A literature review covers cognitive factors in human computer interactions, database...
International Research in Geographical and Environmental Education Vol. 16, No. 1 (February 2007) pp. 58–72
Environmental identity, or how we orient ourselves to the natural world, leads us to personalise abstract global issues and take action (or not) according to our sense of who we are. For example, are we willing to give up our luxurious cars for more ...
Educational Technology Vol. 17, No. 4 (1977) pp. 15–20
Major factors are: administrative backing, placement of an instructional development center in the institution's hierarchy, and rewards for faculty. (DAG)
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 3806–3812
Navigating the Internet seems like visiting a vast shopping mall: innumerable types of information, in a large variety of containers and in many different locations, are available in one place.An Internet learning task presents an extremely complex...
Educational Technology Vol. 54, No. 1 (2014) pp. 3–8
Rising costs, perceived declining value, and weak evidence of quality outcomes bedevil contemporary higher education. One innovation intended to address these problems is the Massive Open Online Course (MOOC). This article recommends that the...
Computers & Education Vol. 34, No. 3 (2000) pp. 163–176
For educational software to take advantage of contemporary views of learning, instructional designers need to employ design models that incorporate the variety of ideas that are based on constructivist frameworks for developing learning environments....
Educational Media International Vol. 52, No. 3 (2015) pp. 173–187
In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of "professional learning" stand in contrast to more traditional forms of "professional development." The shifting ...
Teacher Understandings of Technology Affordances and Their Impact on the Design of Engaging Learning Experiences
Educational Media International Vol. 42, No. 4 (December 2005) pp. 297–316
This study examined how six teachers designed and implemented engaging learning experiences with information communication technologies (ICT) that involved pupils as active participants in learning. Each teacher designed and taught a unit of work ...
Computers in the Schools Vol. 22 (Jul 12, 2005)
This study examined how six Singapore teachers approached the design and implementation of a unit of work (topic) to demonstrate exemplary classroom practices that engage learners and use ICT in knowledge-generative rather than presentational...
Research in Learning Technology Vol. 19, No. 3 (2011) pp. 259–271
Contemporary theories of problem-solving highlight that expertise is domain specific, contingent on the social context and available resources, and involves knowledge, skills, attitudes, emotions and values. Developing educational activities that...