Mark J. W. Lee: Research

Research Interests

• 3D virtual environments (including but not limited to virtual worlds such as Second Life) as well as 'mixed reality' (augmented reality, augmented virtuality) technologies and their educational applications
• Instructional gaming / digital game-based learning
• Mobile and ubiquitous/pervasive computing in education
• Pedagogical uses of Web 2.0 technologies (blogs, wikis, podcasting, social networking)
• Academics' conceptions of / beliefs about learning, teaching and technology
• Critical examination of the so-called 'digital natives' or 'Net Generation' phenomenon and the purported implications for tertiary education
• Teaching and learning in information technology (IT), information systems (IS), computer science and cognate disciplines (in particular, pedagogy of computer programming)
• The nexus between vocational education and training (VET) and higher education
• Innovation and policy reform in VET and higher education
• Organisational/workplace e-learning
  

Recent/Current Projects (Descriptions coming soon...)

• Blended synchronicity: Uniting on-campus and distributed learners through media-rich real-time collaboration tools.
• A systematic review and environmental analysis of the use of 3D immersive virtual worlds in Australian and New Zealand higher education institutions.
• Building capacity through multimodal approaches in distance education: Creating rich new layers for learning in information studies.
• Mentoring online: Providing support and acceleration in professional skills to novice teachers via social software.
• Students as producers: Learner-generated podcasts for peer and reciprocal teaching.
• The application of a massively multiplayer online role-playing game (MMORPG) to collaborative learning and teaching practice in schools.
• Professional development and capability building in competency-based training and assessment at Martin College.
  

This page last updated on Monday, 21 January 2013. The views and opinions expressed on this site are strictly those of the page author/owner and do not reflect those of Charles Sturt University.