Supporting Current Pedagogical Approaches with Neuroscience Research

David Hung

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...

Topics: Cognition, Educational Technology, Children, Early Childhood Education, Learning Management Systems

Forging Links Between “Communities of Practice” and Schools Through Online Learning Communities: Implications for Appropriating and Negotiating Knowledge

David Hung

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...

Topics: Schools

Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology

David Hung

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,...

Topics: Educational Technology, Cognition

Differentiating between Communities of Practices (CoPs) and Quasi-Communities: Can CoPs exist Online?

David Hung; Maish Nichani

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' ...

Topics: Community

Conceptualizing a Framework for Design of Online Communities

Connie Ng; David Hung

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...

Topics: Administrators, Learning Objects, Educational Technology, Instructional Design, Community

Leveraging Para-Communities in Fostering Adaptive Schools: Towards Adaptive Organizations

David Hung; Der Thanq Chen

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

Der Thanq "Victor" Chen; David Hung

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...

Topics: Community, Instructional Design

Rules for Online Argumentation and Discussion: A Work in progress Report

Der-Thanq Victor Chen; David Hung

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 ...

From Traditional to Constructivist Epistemologies: A Proposed Theoretical Framework Based on Activity Theory for Learning Communities

David Hung; Seng Chee Tan; Thiam Seng Koh

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...

Topics: collaborative learning, Cognition, Learning Communities, Constructivism, Computer-supported collaborative learning

A Journey on Refining Rules for Online Discussion: Implications for the Design of Learning Management Systems

Der-thanq Chen; Yu-mei Wang; David Hung

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...

Topics: Networking Technologies, eLearning, Internet, Instructional Design, Educational Technology

A Blended Constructivist Learning Environment for Pre-service Teachers

Seng Chee Tan; David Hung; Chin Sing Chai

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...

Topics: Educational Technology, Instructional Design