About
36
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Introduction
Current institution
Additional affiliations
February 2016 - April 2016
Publications
Publications (36)
Transdisciplinary problem-solving using digital technologies can further the internationalisation agenda within higher education through an inquiry-based collaborative online international exchange that is transformative and contributes real-world knowledge. Our study focused on a 12-week fully online programme bringing together undergraduates and...
Background
This research was motivated by noticing shortcomings in the TPACK framework, which does not take account of the affective dimension (e.g., emotions, moods, attitudes and values) of teaching and learning with and about technology, despite this being a key predictor of whether teachers incorporate technology into teaching and learning. Rei...
In this article, we draw on phenomenon from an experiential learning project that invited university students in Australia and
Hong Kong to share their conceptions of wellbeing. Inspired by
feminist and new materialist perspectives, our analysis highlights
a string of mundane moments of ecological entanglements, nutritionally-nourishing forces and...
Background
In today's society, a growing body of literature attests to the importance of young children's early digital literacy skills in their home environments and how acquisition of these digital literacy skills relates to their future learning and digital literacy.
Objectives
Research on young children's digital literacy practices at home was...
Our study explores the well-being of university students across the contexts of Hong Kong and Australia participating in a co-curricular international virtual exchange programme between HKU, the University of Queensland, and Griffith University. We used a participatory design research methodology with students-as-researchers to guide student partic...
Preparing students for professional life in a Volatile, Uncertain, Complex and Ambiguous twenty-first century world has seen tertiary institutions eschew the traditional ‘lecture-tutorial’ model in favour of active learning approaches. However, implementing these approaches is not unproblematic. This paper explores how we navigated the tensions of...
The revised capability benchmark in professional psychology (APA, 2012) identified a set of core competencies for professional psychologists to develop during training. These competencies include professional identity, reflective practice, self-assessment, interpersonal relationship skills, and affective skills. In addition, psychologists’ daily pr...
In recent years, digital tools, such as WhatsApp, have been increasingly deployed to support group interaction and collaboration in higher education contexts. To understand contemporary, digitally-mediated collaborative dynamics – including the role played by tutors and the situated nature of group development – robust and innovative methodologies...
Digital technologies play a significant role in language education. One of the most well-received technologies by language learners is digital games. These games facilitate connections between diverse language learners regardless of age, gender, sociocultural and educational background, and diversity. Since the concept of inclusive education is gai...
Scholars and practitioners argue that information and communication technology (ICT) provides flexibility of time and place and softens boundaries between students’ learning lives. The fluid movement between formal and informal learning contexts afforded by digital technology has prompted a re-definition of higher education learning environments to...
To have a positive impact on students’ development of crucial skills, blended university courses need careful planning to fruitfully integrate learning settings as well as methodologies. The authors adopted Design-Based Research to design a blended university course based on the Trialogical Learning Approach, and then to redesign it according to th...
This paper reports on the relationship between language teacher practices and their collaborations with other teachers through professional development. The paper argues that there is a link between the disposition to use evidence-based practices in language teaching, and ongoing reinforcement of such practices through dialogic exchange in professi...
As technology has advanced, so have opportunities for language socialization and practice. This reciprocal relationship
has resulted in the emergence of a subfield of Computer
Assisted Language Learning (CALL): Informal Digital Learning
of English (IDLE). IDLE has manifested in various forms,
including the more notable extramural and extracurricula...
In this chapter, we describe a blended university course aimed at supporting transaction from academic learning to the acquisition of professional skills. The design of this course is based on the Blended Collaborative and Constructive Participation (BCCP) model, enriched by the Trialogical Learning Approach (TLA). A detailed description of the arc...
Research has demonstrated that corporate social responsibility (CSR) is a predictor of employees’ shared and personal organizational identity processes and work attitudes. However, there is limited understanding of how to promote employee participation in socially responsible activities in organizations. Drawing on social identity theory, this arti...
This paper reports on the relationship between language teacher practices and their collaborations with other teachers through professional development. The paper argues that there is a link between the disposition to use evidence-based practices in language teaching, and ongoing reinforcement of such practices through dialogic exchange in professi...
This article presents a follow-up examination of 10 iterations of a blended course on educational psychology and e-learning carried out at the University of Bari. All iterations of the course considered in this study were designed using the constructive and collaborative participation (CCP) model. Our main research questions are: What are the stude...
Digital technologies play a significant role in language education. One of the most well-received technologies by language learners is digital games. These games facilitate connections between diverse language learners regardless of age, gender, sociocultural and educational background, and diversity. Since the concept of inclusive education is gai...
This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identiti...
Purpose
The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teach...
This article examines young people's sense of self and collective identity in relation to their use of specific digital tools available at their school. We use membership categorisation analysis (MCA) to explore how a group of young people produce a collective identity‐in‐interaction as captured in concrete relational speech acts. Fine‐grained MCA...
This study investigated whether video game intervention can play a role in reducing stress, and in improving English language proficiency and communication skills of English as Foreign Language (EFL) learners in Iran. Elementary EFL students (n = 100) from two classes at a private language institute voluntarily participated in this study. The parti...
This research investigates how a role called "friend of zone of proximal development" (ZPD), assigned to one student in a peer partnership, supports the transition from university to professional life. Two near-identical blended courses are compared. In Course 1 (6 F, 3 M), the friend of ZPD role was introduced into the ePortfolio structure. In Cou...
The ‘digital imperative’ of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about ‘digital natives’. This focus has come at the expense of learning theory. Alongside the scholarly voices calling fo...
By integrating Corporate Social Responsibility (CSR) and Community of Practice (CoP) frameworks, this paper explores how CSR sense-making processes evolved in virtual CoPs on Facebook between enterprises (production vs. service) and stakeholders. Two different corporate Facebook pages were selected and the textual posts (N = 288) produced by commun...
Mobile devices, such as iPads, are described as supporting ‘anywhere, anytime’ learning by enabling students to move fluidly between at-school and beyond-school contexts. However, research on mobile digital tools in schools has largely been preoccupied with issues of design and implementation rather than with how mobile devices transform the nature...
