Podcasting syndication services and university students : Why don't they subscribe?
- Authors: Lee, Mark , Miller, Charlynn , Newnham, Leon
- Date: 2009
- Type: Text , Journal article
- Relation: Internet and Higher Education Vol. 12, no. 1 (2009), p. 53-59
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- Description: 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 of "podcasting" in the true sense of the word, whereby a syndication protocol such as Really Simple Syndication (RSS) is used to allow students to subscribe to podcast feeds or channels, facilitating the automatic download of new content as it becomes available. The small number of studies that have covered this aspect of podcasting suggest that students generally do not tend to make use of this functionality, but instead prefer to simply download the media files manually. By drawing on research into the usage of RSS and podcasting both inside and outside the field of education, as well as extant literature on university students' usage patterns and behaviors with respect to information and communications technologies (ICTs) and the Internet, the authors postulate a number of possible reasons why podcasting syndication services have not experienced substantial levels of uptake among students to date. They argue that it is premature to dismiss RSS as a distribution mechanism for digital audio content in teaching and learning, and describe a number of examples of educational applications that could potentially make the use of such services worthwhile and valuable to both teachers and students. The authors conclude with suggestions for research to test the theories set forth in the article. © 2008 Elsevier Inc. All rights reserved.
RSS and content syndication in higher education : Subscribing to a new model of teaching and learning
- Authors: Lee, Mark , Miller, Charlynn , Newnham, Leon
- Date: 2008
- Type: Text , Journal article
- Relation: Educational Media International Vol. 45, no. 4 (2008), p. 311-322
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- Description: While blogs, wikis and social networking sites are enjoying high levels of attention as tools to support learning, Really Simple Syndication (RSS) remains the 'poor cousin' of these technologies in the higher education classroom, with relatively low uptake amongst educators and students. In this article, the authors argue that the affordances of RSS and content syndication can be used to deliver rich, active, social learning experiences that promote a high degree of learner personalisation, choice and autonomy. They describe a number of ways in which the potential of RSS can be exploited to transform pedagogy in ways that are congruent with emerging theories and models of learning, and that are consistent with the philosophy and ethos of Web 2.0 and networked society at large. The article concludes with a consideration of some of the issues and limitations facing the uptake and use of RSS for teaching and learning. [ABSTRACT FROM AUTHOR] Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Description: 2003006292
The effectiveness of screencasts and cognitive tools as scaffolding for novice object-oriented programmers
- Authors: Lee, Mark , Pradhan, Sunam , Dalgarno, Barney
- Date: 2008
- Type: Text , Journal article
- Relation: Journal of Information Technology Education Vol. 7, no. 61-80 (2008), p. 1547-9714
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Epilogue : Virtual worlds for online learning : Cases and Applications
- Authors: Lee, Mark , Gregory, Sue , Tynan, Belinda , Dalgarno, Barney
- Date: 2015
- Type: Text , Book chapter
- Relation: Virtual worlds for online learning : Cases and Applications (Education in a competitve and globalizing world series) p. 179-185
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- Description: This eleven-chapter book is concerned with practical applications of three-dimensional (3D) virtual worlds in online education. It is thought to be particularly timely due to the current 'state of play' of virtual world adoption and use across the tertiary education sector globally (see, for example, Dalgarno, Gregory, Carlson, Lee, & Tynan, 2012; de Freitas, 2008; Kelton, 2007; Kirriemuir, 2010a, 2010b, 2012). For several years, there was a great deal of hype surrounding the use of virtual worlds in academia for learning, teaching, research, and student support. However, as this initial hype has subsided and the technology is now displaying signs of approaching maturity (Lowendahl, 2013, 2014), we are seeing a body of sound, evidence-based strategies and practices that has accrued over time as a consequence of ongoing scholarship.
Conclusion : Learning in virtual worlds : research and applications
- Authors: Lee, Mark , Gregory, Sue , Tynan, Belinda , Dalgarno, Barney
- Date: 2016
- Type: Text , Book chapter
- Relation: Learning in virtual worlds : research and applications (Issues in distance education series) p. 295-306
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- Description: Although virtual worlds, and 3D virtual environments more broadly, have been used in educational contexts for more than 20 years, there remains a great deal that we still do not know about how best to design and use them to maximize learning effectiveness and outcomes. The contributors to this volume have explored a range of research topics related to the use of virtual worlds in education. Topics spanned human–computer interaction issues related to navigation, communication, identity formation, and authentic learning; leading-edge technologies that have the potential to take learning in virtual worlds forward in new directions, with a specific focus on conversational agents and computer-controlled avatars; and considerations and frameworks for designing and implementing learning in virtual worlds. The contributions made by these chapters within the broad areas of human–computer interaction, advanced technologies, and learning design and implementation are discussed in turn in the following parts before concluding with a summary of the main contributions of the book as a whole and the opportunities that exist for future research.
Pologue : Virtual worlds for online learning : Cases and Applications
- Authors: Lee, Mark , Gregory, Sue , Tynan, Belinda , Dalgarno, Barney
- Date: 2015
- Type: Text , Book chapter
- Relation: Virtual worlds for online learning : Cases and Applications (Education in a competitve and globalizing world series) p. vii-xiii
- Full Text: false
- Reviewed:
- Description: This eleven-chapter book is concerned with practical applications of three-dimensional (3D) virtual worlds in online education. It is thought to be particularly timely due to the current 'state of play' of virtual world adoption and use across the tertiary education sector globally (see, for example, Dalgarno, Gregory, Carlson, Lee, & Tynan, 2012; de Freitas, 2008; Kelton, 2007; Kirriemuir, 2010a, 2010b, 2012). For several years, there was a great deal of hype surrounding the use of virtual worlds in academia for learning, teaching, research, and student support. However, as this initial hype has subsided and the technology is now displaying signs of approaching maturity (Lowendahl, 2013, 2014), we are seeing a body of sound, evidence-based strategies and practices that has accrued over time as a consequence of ongoing scholarship.
Virtual worlds for online learning : Cases and Applications
- Authors: Lee, Mark , Gregory, Sue , Tynan, Belinda , Dalgarno, Barney
- Date: 2015
- Type: Text , Book
- Relation: Education in a competitve and globalizing world
- Full Text: false
- Reviewed:
- Description: This eleven-chapter book is concerned with practical applications of three-dimensional (3D) virtual worlds in online education. It is thought to be particularly timely due to the current 'state of play' of virtual world adoption and use across the tertiary education sector globally (see, for example, Dalgarno, Gregory, Carlson, Lee, & Tynan, 2012; de Freitas, 2008; Kelton, 2007; Kirriemuir, 2010a, 2010b, 2012). For several years, there was a great deal of hype surrounding the use of virtual worlds in academia for learning, teaching, research, and student support. However, as this initial hype has subsided and the technology is now displaying signs of approaching maturity (Lowendahl, 2013, 2014), we are seeing a body of sound, evidence-based strategies and practices that has accrued over time as a consequence of ongoing scholarship.
Introduction : Learning in virtual worlds : research and applications
- Authors: Lee, Mark , Gregory, Sue , Tynan, Belinda , Dalgarno, Barney
- Date: 2016
- Type: Text , Book chapter
- Relation: Learning in virtual worlds : research and applications (Issues in distance education series) p. xix-xxvii
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- Description: Three-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences; as a result, they have enjoyed considerable interest and uptake in education over the past several years. Educators and institutions worldwide have invested heavily in virtual worlds, with some making use of commercially hosted platforms like Second Life and ActiveWorlds, and others extending and adapting open-source products such as OpenSimulator (OpenSim), Open Wonderland, and Open Cobalt to create worlds hosted on internal servers and networks. Still others have built their own bespoke platforms and systems using a variety of programming languages and game engines to accommodate specific needs and goals.
Learning in virtual worlds : research and applications
- Authors: Lee, Mark , Gregory, Sue , Tynan, Belinda , Dalgarno, Barney
- Date: 2016
- Type: Text , Book
- Relation: Issues in distance education
- Full Text: false
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- Description: This book attempts to advance scholarly inquiry and develop and share best practices in the use of virtual worlds for learning in formal, non-formal, and informal education settings. It supplies readers new to the field with an introduction to the current knowledge base in the domain of virtual worlds for learning while covering emerging trends and developments that will identify areas in need of further investigation, including opportunities for future theoretical and empirical research. The book provides a forum for research-informed, evidence-based perspectives on the educational uses of virtual worlds. It is intended to serve as a one-stop resource that is relevant and useful to a wide audience including teachers, students, and researchers, as well as administrators and policy-makers.
Enhancing tertiary healthcare education through 3D MUVE-based simulations
- Authors: Miller, Charlynn , Lee, Mark , Rogers, Luke , Peck, Blake
- Date: 2011
- Type: Text , Book chapter
- Relation: Teaching through multi-user virtual environments: applying dynamic elements to the modern classroom p. 341-364
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- Description: This chapter focuses specifically on the use of three-dimensional multi-user virtual environments (3D MUVEs) for simulation-based teaching and learning in tertiary-level healthcare education. It draws on a broad range of extant research conducted over the past three decades, synthesizing this with newer developments and examples that have emerged since the advent and proliferation of the “3D Web.” The chapter adopts and advocates a research-informed approach to surveying and examining current initiatives and future directions, backed by relevant literature in the areas of online learning, constructivist learning theory, and simulations. Both opportunities and challenges are discussed, with the aim of making a contribution to the development of best practice in the field.
- Description: 2003008456