Research Interests: Information Systems, Discourse Analysis, Psychology, Cognitive Science, Student Engagement, and 9 moreArgumentation, Computer Mediated Communication, Collaborative Learning, Knowledge Forum, Learning Environment, Vector Autoregression, Online Discussion, Online collaboration, and Computers In Human Behavior
The paper presents a comparison of case studies about innovative ICT-supported pedagogical practices in two educational systems, namely Finland and Hong Kong. The two systems were selected for this in-depth comparison for three main... more
The paper presents a comparison of case studies about innovative ICT-supported pedagogical practices in two educational systems, namely Finland and Hong Kong. The two systems were selected for this in-depth comparison for three main reasons. First, Finland and Hong Kong performed well in several international comparative studies of educational achievement. Second, the case studies collected via the SITES Module 2
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ABSTRACT The dialogical perspective provides an important theoretical framework for CSCL. The strain of this approach most influential in CSCL arose in the throes of the Russian revolution. In the social and intellectual ferment of... more
ABSTRACT The dialogical perspective provides an important theoretical framework for CSCL. The strain of this approach most influential in CSCL arose in the throes of the Russian revolution. In the social and intellectual ferment of revolutionary Russia—during the decades preceding and following 1917—groups turned to the theories of Marx (1867/1976) not only to leave behind feudal relationships, but also to leap over the capitalist stage of economic development. While the official soviet philosophy developed a dogmatic version of Marxism-Leninism and even Stalinism, theoreticians like Vygotsky (1930/1978) and Bakhtin (1986) remained true to the social impetus of Marx’ thought. They provided social, developmental, dialectical approaches to psychology (Vygotsky 1934/1986) and linguistics (Voloshinov 1973) that complemented Marx’ revolutionary philosophy, history, economics and politics. In particular, these two authors—and the circles of researchers around them—pioneered dialogical outlooks that o ...
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Abstract The key research question for this study was to ask whether or not innovative teaching practices would lead to the development of learning outcomes essential for preparing the younger generation for the challenges of life in the... more
Abstract The key research question for this study was to ask whether or not innovative teaching practices would lead to the development of learning outcomes essential for preparing the younger generation for the challenges of life in the knowledge society of the ...
Abstract This paper reports on a preliminary attempt to examine the relationship between community knowledge advancement and advances in understanding made by individual learners based on Popper's (1971) Darwinian theory of... more
Abstract This paper reports on a preliminary attempt to examine the relationship between community knowledge advancement and advances in understanding made by individual learners based on Popper's (1971) Darwinian theory of knowledge and the view that theoretical, more abstract knowledge is at a higher level than specialized instances of that knowledge. The study is carried out using online discourse data collected over a period of about two weeks in the context of an international knowledge-building program.
... Analyzing Interactions in CSCL. by Nancy Law, Johnny Yuen, C Hmelo-Silver, Jing Leng. ...
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As technology is transforming the way that people work, communicate, and learn, schools and teachers must accommodate and adapt to these rapidly changing conditions. How to prepare teachers adapting to change is an important focus of the... more
As technology is transforming the way that people work, communicate, and learn, schools and teachers must accommodate and adapt to these rapidly changing conditions. How to prepare teachers adapting to change is an important focus of the current wave of educational reform. In particular, traditional methods of teacher training has often been criticized for its profound disconnection between theory and
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During the past decade there has been an exponential growth in the use of information and communication technology (ICT) and this has made pervasive impacts both on the society and on our daily lives. It is thus not surprising to find... more
During the past decade there has been an exponential growth in the use of information and communication technology (ICT) and this has made pervasive impacts both on the society and on our daily lives. It is thus not surprising to find increasing interest, attention and investment put into the use of ICT in education all around the world. In addition
Research Interests: Information Technology, Teaching and Learning, Research Methodology, Critical Thinking, ICT in Education, and 12 moreLearning problems, Knowledge Economy, Information and Communication technology, Information seeking, Case Study, Educational Change, Conceptual Framework, Education Reform, Exponential Growth, Information Seeking, Good Practice, and Building Model
Law, N., Lee, Y., & Chow, A. (2002). What are the characteristics of innovative pedagogical practices using technology that lead to "21st century learning outcomes"? Paper presented at the American Education Research Association, New Orleans. Practice characteristics that lead to "21st century le...more
The key research question for this study was to ask whether or not innovative teaching practices would lead to the development of learning outcomes essential for preparing the younger generation for the challenges of life in the knowledge... more
The key research question for this study was to ask whether or not innovative teaching practices would lead to the development of learning outcomes essential for preparing the younger generation for the challenges of life in the knowledge society of the 21st century, and if so, how are the pedagogical features related to the different learning outcomes. Preliminary analyses of
The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have... more
The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”.
To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework:
1) a synthesis of existing regional, national and sub-national frameworks to identify competences relevant for the global context, and in particular, analysing the extent to which existing, well developed and all-encompassing frameworks would be relevant (i) for all countries, whether economically rich or poor, and (ii) over time;
2) an analysis of digital literacy competences demonstrated in information and communications technology (ICT) use in major socio-economic sectors, with a focus on developing countries;
3) an in-depth consultation to seek expert views on the appropriateness and use of a global framework; and
4) an online consultation to seek experts’ feedback on the proposed framework. We have made particular efforts to include examples and expert views from countries in the following regions: Asia, the European Union (EU), high-income.
To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework:
1) a synthesis of existing regional, national and sub-national frameworks to identify competences relevant for the global context, and in particular, analysing the extent to which existing, well developed and all-encompassing frameworks would be relevant (i) for all countries, whether economically rich or poor, and (ii) over time;
2) an analysis of digital literacy competences demonstrated in information and communications technology (ICT) use in major socio-economic sectors, with a focus on developing countries;
3) an in-depth consultation to seek expert views on the appropriateness and use of a global framework; and
4) an online consultation to seek experts’ feedback on the proposed framework. We have made particular efforts to include examples and expert views from countries in the following regions: Asia, the European Union (EU), high-income.