Brian Ferry

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This paper describes a major development and research study that investigated the use of mobile technologies in higher education. The project investigated the educational potential of two ubiquitous mobile devices: Palm smart phones and iPod digital audio players (mp3 players). An action learning framework for professional development was designed and(More)
This study investigated how different types of computer-mediated communication (CMC) such as asynchronous forums, synchronous forums and e-mail were used to support an alternative approach to initial teacher education that relied on the formation of a knowledge-building community (KBC). The KBC involves students working in small and large groups to solve(More)
The issue of teaching broad-based thinking processes, rather than more contentspecific skills, continues with the emphasis on the development of cognitive skills through the use of investigation, reflection and analysis, synthesis and evaluation to generate or refine knowledge. Such skills are more widely associated with the more complex (‘higher order’)(More)
In recent years, research has focused on understanding how learners can benefit from tools that can assist in the development of informal reasoning skills when constructing arguments in collaborative learning with web-based learning environments. A common approach taken by each of these systems is to use support mechanisms (scaffolding) to facilitate(More)
The current status of Placostromella (Ascomycota, Dothideomycetes inc. sed.) is discussed, and a third species is added to the genus based on Palawaniella castanopsis J.N. Kapoor. Both species occur on living leaves of Castanopsis (Fagaceae) in South and East Asia. Placostromella castanopsis and the type P. macrospora are fully redescribed and illustrated.
This paper describes how a knowledge building community (KBC) of preservice teachers used an on-line discussion forum to develop knowledge about the role of the teacher in modern schools. It traces their initial use of the technology and follows the evolution of its use over a three-year period describing the role of the students and university lecturers in(More)
This paper reports on a how pre-service teacher use of an online classroom simulation (ClassSim) supplemented existing practicum experiences and contributed to the development of their emerging professional identity. ClassSim was developed to provide pre-service teachers with a safe virtual environment in which they can explore ‘authentic’ and practical(More)
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