Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era

Catherine McLoughlin; Mark J.W. Lee

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2007 (2007) pp. 664–675

Listen and learn: A systematic review of the evidence that podcasting supports learning in higher education

Catherine McLoughlin; Mark J.W. Lee

World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 1669–1677

Among the raft of social software tools that accompany the Web.20 revolution, podcasting technology has the potential to support learning in a range of settings and across multiple disciplines. This paper outlines innovative uses and applications...

Topics: Educational Technology, Audio

Harnessing the affordances of Web 2.0 and social software tools: Can we finally make "student-centered" learning a reality?

Mark J.W. Lee; Catherine McLoughlin

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3825–3834

This paper highlights the importance of considering the educational affordances of information and communication technologies (ICTs), in particular the raft of new and emerging Web 2.0 and social software tools that offer rich opportunities for...

Topics: Software, Educational Technology, Information Communication Technologies

Exploring the relationship between afforded learning tasks and learning benefits in 3D virtual learning environments

Barney Dalgarno; Mark J.W. Lee

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012 (November 2012)

In this paper, we build on our previously proposed model of learning in three-dimensional virtual learning environments (3D VLEs) (Dalgarno & Lee, 2010) by exploring the relationship between learning tasks that are afforded by such environments and...

Graduate Education Students' Perceptions of Podcasting as Teachers and Learners

Prachi Parashar Panday; Mark J.W. Lee

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 7313–7318

This paper describes learning. A group of students undertaking an online, graduate-level educational technology course were given the opportunity to experience podcasting in two roles: firstly, as learners listening to podcast-based instructional...

Podcasting syndication services and university students: Why don't they subscribe?

Mark J.W. Lee; Charlynn Miller; Leon Newnham

Internet and Higher Education Vol. 12, No. 1 (January 2009) pp. 53–59

Partly owing to the status of podcasting as a buzzword and subject of much recent media attention, educational technology researchers and practitioners have been using the term very loosely. Few studies have examined student perceptions and uptake...

Language: English

Educational Podcasting Using the Charles Sturt University Flexible Publishing Platform

Mark J.W. Lee; Anthony Chan; Catherine McLoughlin

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2894–2901

Podcasting allows audio content from user selected feeds (channels) to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at the user's leisure, thereby creating...

Topics: Training, Educational Technology, Internet, Learning Management Systems, Information Communication Technologies

Polar bears, black gold, and light bulbs: Creating stable futures for tertiary education through instructor training and support in the use of ICTs

Belinda Tynan; Mark J.W. Lee; Cameron Barnes

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3557–3564

This paper aims to provoke discussion regarding the use of information and communication technologies (ICTs) in university teaching. In the age of Web 2.0 and the millennial learner, universities face the challenge of ensuring sustainability in...

Topics: Learning Outcomes, Information Communication Technologies

Uniting on-campus and distributed learners through media-rich synchronous tools: A national project

Matt Bower; Gregor E. Kennedy; Mark J.W. Lee; Barney Dalgarno

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (2011) pp. 150–155

Twenty-first century university students find it increasingly difficult to commit to regular face-to- face classes, yet real-time interaction and collaboration are often essential to achieving successful learning outcomes. This paper outlines the...

Institutional support for and barriers to the use of 3D immersive virtual worlds in higher education

Barney Dalgarno; Mark J.W. Lee; Lauren Carlson; Belinda Tynan

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (2011) pp. 316–330

Anecdotal evidence suggests that despite recognising the potential benefits of 3D immersive virtual worlds for learning and teaching, many academic staff have chosen not to adopt them, due in large part to the complex array of technical and policy...

3D immersive virtual worlds in higher education: An Australian and New Zealand scoping study

Barney Dalgarno; Mark J.W. Lee; Lauren Carlson; Belinda Tynan

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 269–280

This paper reports initial findings of a major scoping study that is being undertaken to examine current and planned applications of 3D immersive virtual worlds at higher education institutions across Australia and New Zealand. This scoping study is ...

Unresolved issues about ‘authentic’ online learning: Interpretations, assumptions and challenges

Barney Dalgarno; Gregor E. Kennedy; Helen Farley; Mark J.W. Lee

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (2011) pp. 314–315

The focus of the symposium will be a critical exploration and examination of the notion of ‘authentic’ learning, leading to a discussion of implications and consequences for the design of online learning resources and environments. The symposium...

Use of media-rich real-time collaboration tools for learning and teaching in Australian and New Zealand universities

Matt Bower; Gregor E. Kennedy; Barney Dalgarno; Mark J.W. Lee; Jacqueline Kenney; Paula de Barba

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012 (November 2012)

Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis

Matt Bower; Barney Dalgarno; Gregor E. Kennedy; Mark J.W. Lee; Jacqueline Kenney

Computers & Education Vol. 86, No. 1 (August 2015) pp. 1–17

Increasingly, universities are using technology to provide students with more flexible modes of participation. This article presents a cross-case analysis of blended synchronous learning environments—contexts where remote students participated in...

Language: English

Using Massively-Multiplayer Online Role-Playing Games to Enhance Collaborative Learning and Teaching in the Australian High School Classroom

Mark J.W. Lee; Ken Eustace; Geoff Fellows; Allan Bytheway; Leah Irving

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 2039–2046

Following the large uptake of Internet access and e-learning resources in high schools, the authors believe that the fusion of computer-supported collaborative learning (CSCL) with games design and play theory can be tested and applied to teaching...

Topics: Schools, Games

Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds

Sue Gregory; Brent Gregory; Matthew Campbell; Helen Farley; Suku Sinnappan; Shannon Kennedy-CLark; David Craven; Deborah Murdoch; Denise Wood; Jenny Grenfell; Angela Thomas; Carol Matthews; Kerrie Smith; Ian Warren; Heinz Dreher; Lindy McKeown; Allan Ellis ; Mathew Hillier; Steven Pace; Andrew Cram; Lyn Hay Charles; Scott Grant; Mark J.W. Lee

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 399–415

What are educators' motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' ...