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...

A Proposed Framework for the Design of a CMC Learning Environment: Facilitating the Emergence of Authenticity

David Hung; Der-Thanq Chen

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...

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 ...

Context-Process Authenticity in Learning: Implications for Identity Enculturation and Boundary Crossing

David Hung; Der-Thanq Victor Chen

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...

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

How the Internet Facilitates Learning as Dialog: Design Considerations for Online Discussions

David Hung; Seng Chee Tan; Der-Thanq Chen

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 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

The Reverse LPP Process for Nurturing a Community of Practice

David Hung; Der-Thanq Chen; Thiam Seng Koh

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...

Leveraging Online Communities in Fostering Adaptive Schools

David Hung; Kenneth Y. T. Lim; Der-Thanq Victor Chen; Thiam Seng Koh

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...