Search results for author:"John Hedberg"
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John Hedberg
Macquarie University
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Designing interactive videodisc learning materials
John Hedberg; John Hedberg
Australasian Journal of Educational Technology Vol. 1, No. 2 (Jan 01, 1985)
This paper chronicles a design project which developed interactive videodisc learning materials. Examples are taken from a project which was funded to examine the particular problems of designing for this medium. Some suggestions are made for design ...
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CD-ROM: Expanding and shrinking resource based learning
John Hedberg; John Hedberg
Australasian Journal of Educational Technology Vol. 5, No. 1 (Jan 01, 1989)
Over the past few years there has been a rapid development in the integration and sophistication of technologies that can be used for learning. One of the more interesting delivery technologies is the Compact Disk-Read Only Memory (CD-ROM)(1), which ...
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Designing Multimedia: Seven Discourses
John Hedberg
Cambridge Journal of Education Vol. 34, No. 2 (Jun 01, 2004) pp. 241–256
This paper proposes that new design discourses are necessary if interactive learning resources are to effectively combine the skills of all members of the development team. As educational products take shape, there are numerous discourses between...
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Employing Cognitive Tools within Interactive Multimedia Applications
John Hedberg
Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology 1997 (1997)
This paper describes research into the use of cognitive tools in the classroom using "Exploring the Nardoo", an information landscape designed to support student investigation. Simulations and support tools which allow multimedia reporting are...
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Rethinking the selection of learning technologies.
John Hedberg
Australasian Journal of Educational Technology Vol. 5, No. 2 (Jan 01, 1989) pp. 132–160
In this paper, the criteria for selecting modern learning technologies are discussed and it is suggested that four teaching/learning activities might form the basis for selection combined with a number of types of conceptual representations. The...
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Rethinking the selection of learning technologies
John Hedberg
Australasian Journal of Educational Technology Vol. 5, No. 2 (Jan 01, 1989)
In this paper, the criteria for selecting modern learning technologies are discussed and it is suggested that four teaching/learning activities might form the basis for selection combined with a number of types of conceptual representations. The...
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Twenty-five years of educational radio: VL2UV and its world
John Hedberg
Australasian Journal of Educational Technology Vol. 2, No. 2 (Jan 01, 1986) pp. 74–84
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Twenty five years of educational radio: VL2UV and its world
John Hedberg
Australasian Journal of Educational Technology Vol. 2, No. 2 (Jan 01, 1986)
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Designing High Quality Learning Environments: Reflections on Some Successes and Failures
John Hedberg
World Conference on Educational Media and Technology 2002 (2002) pp. 729–735
Over the past decade, there have been many changes in the tools we use to design, the ways information can be represented and the underpinning theories which drive educational experiences. This plenary presentation will focus on several examples of...
Topics: Software, Learning Outcomes, Students
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Developing Evaluation Frameworks for Assessing Quality ICT-based Learning in Higher Education
John Hedberg
World Conference on Educational Media and Technology 2002 (2002) pp. 736–741
This paper describes the evaluation of high quality learning designs which are being selected for possible redevelopment in a National Project funded by the Australian University Teaching Committee (AUTC). The project focuses on "Information and...
Topics: Communication, Evaluation, Information Communication Technologies
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Towards a Disruptive Pedagogy: Changing Classroom Practice with Technologies and Digital Content
John G. Hedberg
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...
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Extending the Pedagogy of Mobility
John G. Hedberg
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...
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Scaffolding Learning Tasks to Achieve Internet literacy
Ole Brudvik; John Hedberg
Global Learn 2010 (May 17, 2010) pp. 3387–3394
Situated within the socio-constructivist perspective of teaching and learning, this study draws on theories of multimodality, mediated discourse, new media design and digital culture to investigate the strategies that learners use to create...
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Recognition of Cross-Cultural Meaning When Developing Online Web Displays
Ian Brown; John Hedberg
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 202–206
The perceptions and practical experiences are important influences when creating and developing online learning experiences in cross cultural contexts. In this study fifteen educational designers studying for their Masters Degree were asked to...
Topics: Learning Outcomes, Culture
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Evaluating LOGO: Use of the SOLO Taxonomy
Wayne Hawkins; John Hedberg; John Hedberg
Australasian Journal of Educational Technology Vol. 2, No. 2 (Jan 01, 1986)
This article highlights the problem for researchers and classroom teachers who use LOGO and who wish to maintain a free exploratory classroom atmosphere, yet evaluate student responses in a disciplined and systematic manner. The Solo Taxonomy is put ...
Language: English
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E-Learning Futures? Speculations for a Time Yet to Come
John G. Hedberg
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...
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Building On-Line Community for Professional Development
Bronwyn Stuckey; John Hedberg
World Conference on Educational Media and Technology 2001 (2001) pp. 1831–1836
This paper describes the early phases of an examination of the role played by Internetbased teacher professional development for K-12 teachers in the implementation of an innovation. The cases developed describe the effect of this professional...
Topics: Professional Development, Social Studies, Community, Teachers
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Educational User Interface Design
Matt Bower; John Hedberg
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 963–972
The increased flexibility built into many contemporary software applications provides teachers with far greater control over the educational user interface they provide for students. At the same time there has been an increasing emphasis upon more...
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Disruptive pedagogies and learning transitions
Jacqueline Kenney; John Hedberg
Global Learn 2011 (Mar 28, 2011) pp. 1768–1777
This study explores transitions in student approaches to learning and conceptual development using concept mapping in the context of a learning design with potentially disruptive pedagogies. A developmental frame featuring characteristics of...
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StageStruck - Technologies For The Performing Arts
Bronwyn Stuckey; John Hedberg
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 1487–1490
This session will demonstrate the first phase of a research study to examine the role played by Internet-based teacher professional development in the implementation of an innovation. The innovation in this study is the software application ...
Topics: Community, Teachers, Software, Professional Development
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Speculations on Design Team Interactions
John Hedberg; Rod Sims
Journal of Interactive Learning Research Vol. 12, No. 2 (2001) pp. 193–208
This article examines the design approaches possible with modern views of learning and the outcomes being achieved. It speculates that new types of design dialogues are impor-tant if the products developed are to effectively combine the skills of...
Topics: Learning Outcomes
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Learning object design considerations for small-screen handheld devices
Daniel Churchill; John Hedberg
Computers & Education Vol. 50, No. 3 (April 2008) pp. 881–893
The key limitation of handheld technology for the delivery of learning objects is the small screen that is available for effective display. The smallness of the screen not only adversely affects the clarity, but it also negatively impacts on the...
Language: English
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Ensuring Quality E-Learning: Creating Engaging Tasks
John G. Hedberg
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...
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Using Encounter Theory to Design Interactive Learning
John Hedberg; Rod Sims
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2654–2657
This paper proposes that new design dialogues are necessary if online interactive learning resources are to effectively combine the skills of both the educational designer and the technical expertise of the development team. By proposing the concept ...
Topics: Interaction, Learning Outcomes
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Human-computer interaction and CAI: A review and prospectus
John Hedberg; Neil Perry
Australasian Journal of Educational Technology Vol. 1, No. 1 (Jan 01, 1985) pp. 12–20
None of the benefits of computer based instruction are inherent in computer based instruction...they all hinge upon the dedication, persistence and ability of good teachers and courseware developers....while technology can be a tremendous multiplier ...
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Learning Object Design considerations for small screen handheld devices
John Hedberg; Daniel Churchill
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 778–787
The key limitation of handheld technology for the delivery of learning objects is the small screen that is available for effective display. The smallness of the screen not only adversely affects the clarity, but it also negatively impacts on the...
Topics: Educational Technology, Learning Objects
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Human-computer interaction and CAI: A review and research prospectus
John Hedberg; Neil Perry
Australasian Journal of Educational Technology Vol. 1, No. 1 (Jan 01, 1985)
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Information Landscapes and Exploratory User Interfaces: Redesigning To Improve Learning Outcomes
John G. Hedberg
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...
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G-Portal: Supporting argumentation and mutlimodality in student solutions to geographical problems
John Hedberg; Chew-Hung Chang
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 4242–4247
Adopting a problem-centred approach helps students to learn Geography and generalize about where different resources or activities are spatially located. The role of digital libraries provides a unique and student-oriented set of affordances that...
Topics: Students
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Innovation and Re-Invention: A Brief Review of Educational Technology in Australia
John G. Hedberg; Sue McNamara
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...
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Designing real life cases to support authentic design activities
Sue Bennet; Barry Harper; John Hedberg; John Hedberg
Australasian Journal of Educational Technology Vol. 18, No. 1 (Jan 01, 2002)
Teachers in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real world practitioners. Adopting this approach requires the design and implementation of learning environments...
Language: English
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Transforming through technologies the modalities of learning: New Life Sciences in secondary schooling
John Hedberg; Penny Van Bergen
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 6322–6330
The paper reports on a funded project focussed on disciplinarity and technology in the New Life Sciences (NLS) where the understanding of the discipline is mediated through a number of technologies. These disciplinary and technological innovations...
Topics: Educational Technology, Professional Development, Information Communication Technologies, Social Sciences, Secondary Education
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Understanding Cross-Cultural Meaning through Visual Media
John G. Hedberg; Ian Brown
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...
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A quantitative multimodal discourse analysis of teaching and learning in a web-conferencing environment – The efficacy of student-centred learning designs
Matt Bower; John G. Hedberg
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...
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Charting Trends for E-Learning in Asian Schools
John Hedberg; Lim Cher Ping
Distance Education Vol. 25, No. 2 (Oct 01, 2004) pp. 199–213
E-Learning is the confluence of many technology-based learning opportunities. It employs technologies as part of the delivery systems, as tools to assist with the representation of ideas, and most recently as the integration of processes and the...
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Designing Encounters for Meaningful Experience, with Lessons from J. K. Rowling
Jeanette Bopry; John G. Hedberg
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 ...
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Radical Constructivism and Beyond The Information Given: Emergent Models from a Postgraduate Web-based Course
Shirley Corrent-Agostinho; John Hedberg
World Conference on Educational Media and Technology 2000 (2000) pp. 244–249
A collective case study examined the change in pedagogy that occurred in a postgraduate Information Technology in Education subject that utilised World Wide Web technology. Two implementation cycles were examined. The model that surfaced from the ...
Topics: Educational Technology
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Learning and Design with Online Real-Time Collaboration
Michael Stevenson; John G. Hedberg
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...
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Creating a Postgraduate Virtual Community: Assessment Drives Learning
John Hedberg; Shirley Corrent-Agostinho
Educational Media International Vol. 37, No. 2 (2000) pp. 83–90
Discusses the concept of flexible learning that aims to bridge the gap between on- and off-campus contexts. Considers the role of technology in facilitating flexibility, particularly the World Wide Web, and gives an example of implementing flexible...
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Head in the Clouds: A Review of Current and Future Potential for Cloud-Enabled Pedagogies
Michael Stevenson; John G. Hedberg
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 ...
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Supporting and Developing Teachers through Telecommunications
John G. Hedberg; Barry Harper
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...
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Creating a Postgraduate Virtual Community: Assessment Drives Learning
John Hedberg; Shirley Corrent-Agostinho
EdMedia + Innovate Learning 1999 (1999) pp. 1093–1098
Increasingly universities have supported several innovative flexible learning projects over the past few years, and there exists a small but enthusiastic group of staff who have demonstrated that something is possible. Our task is to suggest...
Topics: Learning Outcomes
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The G-Portal Digital Repository as a Potentially Disruptive Pedagogical Innovation
John G. Hedberg; Chew-Hung Chang
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...
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More than Just a Pretty (Inter) Face: The Role of the Graphical User Interface in Engaging Elearners
Susan E. Metros; John G. Hedberg
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 ...
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Beyond Immersion – Meaningful Involvement in Virtual Worlds
Andrew Cram; John Hedberg; Maree Gosper
Global Learn 2011 (Mar 28, 2011) pp. 1548–1557
Immersive experiences are argued to be one of the main advantages for using virtual worlds for educational simulation, however further research is required to understand how learners become immersed and how to encourage this immersion. Meaningful...
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Developing Computer-Based Cognitive Tools That Assist Learners To Interpret Graphs and Tables
Brian Ferry; John Hedberg; Barry Harper
Joint Meeting of the Australian Association for Research in Education/New Zealand Association for Research in Education 1999 (Nov 29, 1999)
This paper reports on the development and evaluation of cognitive tools used by learners to interpret graphs and tables. The development of these tools was informed by research about how learners interpreted graphs and tables. A prototype of the...
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Facilitating Teacher Collaboration in On-line Environments
John Hedberg; Lori Lockyer; Bronwyn Stuckey
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 2398–2402
Abstract: The research study set out to ask what part can be played by well-researched and designed on-line activities in shaping the future of, and meeting the needs of, teacher professional development. Over time the community of practice (Lave & ...
Topics: Professional Development, Community
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Recommendations for teaching in a distributed learning environment: The students' perspective
Geraldine Lefoe; Cathy Gunn; John Hedberg
Australasian Journal of Educational Technology Vol. 18, No. 1 (Jan 01, 2002) pp. 40–56
The University of Wollongong opened a new campus and two new access centres on the south coast of NSW, Australia, in 2000. The combination of distance with limited funding, after seed funding was expended, has provided opportunities to rethink...
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Designing Interactive Learning Environments to include construction tools for personally meaningful artefacts
Barry Harper; John Hedberg; Rob Wright
World Conference on Educational Media and Technology 2000 (2000) p. 416
Designers of interactive learning environments, applying contemporary views of learning, are now employing design models that incorporate the variety of ideas that are based on constructivist frameworks. Designers are attempting to give learners...
Topics: Virtual Environments
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Learning About Multimedia Design Through Real-Life Cases
Sue Bennett; Barry Harper; John Hedberg
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 131–132
Constructivist and situated approaches to the design of multimedia and Web-based learning environments have sought to engage learners in authentic activities set within meaningful contexts. Real-life cases can be used to support authentic activity ...
Topics: Instructional Design, Instructional Materials, Multimedia