Search results for author:"Der Thanq "
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National Institute of Education, Nanyang Technological University
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...
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...
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 1748–1752
Directed Reading Thinking Activity (DRTA) is a teaching strategy used in English language classrooms through using predicting questions to enhance students' thinking. Since it is very important for Mandarin language teachers to incorporating...
Dimensions of Metaphor Consistency in Computer-Based Learning (CBL) Design: Lessons Learned from Project Justice Bao
Journal of Educational Multimedia and Hypermedia Vol. 11, No. 3 (2002) pp. 251–266
Project Justice Bao is an endeavor to develop a multimedia instructional CD-ROM that utilizes computer technology to motivate students in learning the Chinese language. This article presents some lessons related to metaphor consistency learned from...
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 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...
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 98–102
This paper reports findings from a large-scale study investigating new media literacy of school students in Singapore. The conceptual framework for new media literacy adopted in this study can be found in our previous paper (Chen, Wu & Wang, 2011). ...
Topics: Country-Specific Developments
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 135–144
ABSTRACT: Hypermedia has received increasing attention since the 1980s and this has been followed by an increasing interest in utilizing hypermedia in the domain of education. Many successful projects have been reported. In most cases, students used ...
Situated Cognition, Vygotskian Thought and Learning from the Communities of Practice Perspective: Implications for the Design of Web-based E-Learning
Educational Media International Vol. 38, No. 1 (2001) pp. 3–12
Describes situated cognition, Vygotskian thought, the Zone of Proximal Development, and learning from the community of practice perspective. Conceptualizes learning principles for instructional design of Web-based electronic learning environments,...
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 94–101
This project is part of a large scale survey study aiming at: (a) assessing the level of new media literacy and competencies of Singapore school students; and (b) exploring factors that may affect the new media literacy of students. Prior to the...
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 ...
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...
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...
International Journal of Instructional Media Vol. 31, No. 3 (Jun 22, 2004)
One common objective of instructional multimedia products is enhancement of learning. It follows that one of the primary tasks of the interface designer is the creation of a user-interface that is motivating, interactive, intuitive and at the same...
Journal of Educational Technology Systems Vol. 35, No. 2 (2007) pp. 133–150
The stand alone IT/computer course is the earliest IT training model in teacher education programs. This course model has been severely criticized and there has been a call to eliminate it from preservice teachers' IT training. Over the past decade, ...
Educational Media International Vol. 47, No. 3 (September 2010) pp. 247–262
Facilitation is a key factor in ensuring the success of class discussions. Traditionally, instructors are the ones who assume the role of facilitators in discussions. Online learning environments open opportunities for students to assume the role of ...
Two Kinds of Scaffolding: The Dialectical Process within the Authenticity-Generalizability (A-G) Continuum
Educational Technology & Society Vol. 5, No. 4 (2002) pp. 148–53
Discusses problems relating to situated cognition and cognitivist approaches to learning and instruction. Contends that authenticity and generalizability are compatible; introduces the notion of the authenticity-Generalizability (A-G) continuum,...
Essential Elements in Designing Online Discussions to Promote Cognitive Presence--A Practical Experience
Journal of Asynchronous Learning Networks Vol. 12, No. 3 (December 2008) pp. 157–177
Online discussions have been increasingly integrated into face-to-face classes at universities to enhance student learning of course content. The primary focus of past research has been on the end products of online discussions. Studies reported...
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 877–882
Technology proliferates a range of modes and media by which we communicate today. As an exemplar, social media provides a platform for people to express their ideas and experiences of the world through their creation and participation....
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 852–855
In our earlier paper (Wu & Chen, 2018), we proposed a refinement of Sandoval’s conjecture mapping with two major changes. We replaced embodiment with design principle instantiations (DP-Is) to tighten up the relationship between conjecture mapping...
Journal of Educational Technology Systems Vol. 46, No. 2 (2017) pp. 178–190
This article reports a holistic approach to assessing online discussions. This holistic approach integrates three assessment methods: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning directly...
Establishing the norm of new media literacy of Singaporean students: Implications to policy and pedagogy
Computers & Education Vol. 124, No. 1 (September 2018) pp. 1–13
With the increasing impact of new media, Singapore has responded to the fast-changing media environment within the educational sector. A large-scale study was conducted in Singaporean schools to establish the norm of Singaporean students’ new media...
Computers & Education Vol. 85, No. 1 (July 2015) pp. 84–93
The rapid development of mobile technology have proliferated new media to most aspects of our daily life. This new way of consuming and creating information is in particular attractive to youths as a platform and space for activities not passible in ...
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...
ESSENTIAL ELEMENTS IN DESIGNING ONLINE DISCUSSIONS TO PROMOTE COGNITIVE PRESENCE – A PRACTICAL EXPERIENCE
Online Learning Journal Vol. 12, No. 3 (Dec 17, 2008)