journal :: Hoadley, C. M. (2005). Using Technology to Transform Communities of Practice into Knowledge-Building Communities. SIGGROUP Bulletin, 25(1), 31-40.

Knowledge and learning exist as byproducts of social processes such as those that take place in communities of practice. We describe two frameworks for understanding and building online knowledge-building communities, or online communities of practice that enhance collective knowledge. First, the C4P framework is described as a way of understand...

Tags: communities of practice, framework, C4P, framework, online communities

conference :: Hoadley, C. (2005). To learn is to know: Teaching, communities, social capital, and knowledge management technologies. Proceedings of Human-Computer Interaction International: 10. Mahwah, NJ: Lawrence Erlbaum Associates.

book :: Hoadley, C. (2007). Theories and methods from learning sciences for e-learning. In R. Andrews & C. Haythornthwaite (Eds.), Handbook of E-learning Research (pp. 139-156). Thousand Oaks, CA: SAGE Publications.

The SAGE Handbook of E-Learning Research provides a state-of-the-art, in-depth account of research in the rapidly expanding field of e-learning. The first of its kind, it provides reviews of over 20 areas in e-learning research by experts in the field, and provides a critical account of the best work to date. The contributors cover the basics of...

Descriptors: Adults (19-54), Professional, Research, Website, Cyber-learning , Technology/software product, Afterschool Program, Educational game, Technology, Informal Learning, Formal/Standards, Internet, Technology Center, School, University

conference :: Lee, J. J. & Hoadley, C. (2006). Online Identity as a Leverage Point for Learning in Massively Multiplayer Online Role Playing Games (MMORPGs). Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies. Kerkrade, The Netherlands: IEEE Press.

Several researchers have argued for the use of games in the classroom because they are engaging and provide many valuable learning opportunities. In many cases, however, edutainment has failed. This paper argues that not enough attention has been given to video games' role in identity development and exploration, important corequisites for learn...

Descriptors: Youth (13-18), Adults (19-54), Research, Cyber-learning , Technology/software product, Educational game, Technology, Informal Learning, Internet, School

journal :: Lee, J. J. & Hoadley, C. (2007). Leveraging Identity to Make Learning Fun: Possible Selves and Experiential Learning in Massively Multiplayer Online Games (MMOGs). Innovate, 3(6).

In this article, Joey J. Lee and Christopher M. Hoadley argue that not enough attention has been given to video games' role in identity development and exploration, important corequisites for learning. This oversight has resulted in the failure of many attempts at edutainment, in spite of the acknowledged potential of video games to engage stude...

Descriptors: Children (6-12), Research, Cyber-learning , Technology/software product, Educational game, Informal Learning, Internet, School

journal :: Penuel, W. R., Sussex, W., Korbak, C., & Hoadley, C. (2006). Investigating the Potential of Using Social Network Analysis in Educational Evaluation. Americal Journal of Evaluation, 27(4), 437-451.

This article describes results of a study investigating the potential of using social network analysis to evaluate programs that aim at improving schools by fostering greater collaboration between teachers. The goal of this method is to use data about teacher collaboration within schools to map the distribution of expertise and resources needed ...

journal :: Ronen Fuhrmann, T., Kali, Y., & Hoadley, C. (2008). Helping education students understand learning through designing. Educational Technology, 48(2), 26-33.

This paper describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: Analyzing technologies in which students study state-of-the-art technologies and interview their designers, Design studio in which stu...

Descriptors: Adults (19-54), Technology/software product, Educational game, Technology, Formal/Standards, School, University

book :: Lee, J. J., Heller, D. B., & Hoadley, C. (2006). Gender, gaming, and IT careers. In E. M. Trauth (Ed.), Encyclopedia of Gender And Information Technology (pp. 687-692). Hershey, PA: Idea Group, Inc..

The Encyclopedia of Gender and Information Technology is the only reference work that provides an all-encompassing perspective on the way gender and information technology impact each other. Hundreds of leading international experts have compiled their research about the role of gender in human interaction with IT and the IT profession. Special ...

book :: C. M. Hoadley & R. D. Pea (Eds.). (2002). Finding the ties that bind: Tools in support of a knowledge-building community.. NY: Cambridge University Press.

Traditionally, collaborative technologies are intended to directly support joint, collaborative activity, taking their cues from communication and media. Here, empirical findings are presented about the types of information needs associated with the formation of a knowledge-building community among professional learning technology researchers. ...

Tags: collaborative technology, communities of practice, networking

journal :: Hoadley, C. M. (2005). Design-based research methods and theory building. Educational Technology, 45(1), 42-47.

Design-based research methods are an emerging research paradigm that blends empirical research with design and implementation. This article discusses how a design-based research trajectory can help not only suggest and refine theories, but also permit their falsification. In a series of design-based research studies on an online discussion tool...

Descriptors: Adults (19-54), Research, Cyber-learning , Educational game, Informal Learning, Internet