Barney Dalgarno
Biographic Data
| ID | 6198171 |
|---|---|
| NAME | Barney Dalgarno |
| GIVEN NAMES | Barney |
| FAMILY NAME | Dalgarno |
| SIGNATURE | DALGARNO B |
| AFFILIATIONS | Charles Sturt University |
| ORCID | 0000-0002-6935-6844 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Beyond the ban
Universities can neither ban nor ignore generative AI (GenAI); they must govern and design for it. This paper argues that the core challenge is not ‘cheating’ per se but the misalignment between legacy assessment designs and AI-mediated learning. We contribute (1) a practical, tiered governance model that aligns policy, pedagogy, and assessment operations; (2) an assessment redesign heuristic that integrates authenticity, cognitive demand, and ev…
Self-regulation in open-ended online assignment tasks
With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford new types of interactions with teachers and other students. This paper presents a study of students' …
Household Adoption of Technology
Design and implementation factors in blended synchronous learning environments
Increasingly, universities are using technology to provide students with more flexible modes of participation. This article presents a cross-case analysis of blended synchronous learning environments—contexts where remote students participated in face-to-face classes through the use of rich-media synchronous technologies such as video conferencing, web conferencing, and virtual worlds. The study examined how design and implementation factors infl…
Patterns and principles for blended synchronous learning
Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and articulates principles for implementation as espoused by the teachers who enacted them. A wide range of te…
An Australian and New Zealand scoping study on the use of 3D immersive virtual worlds in higher education
This article describes the research design of, and reports selected findings from, a scoping study aimed at examining current and planned applications of 3D immersive virtual worlds at higher education institutions across Australia and New Zealand. The scoping study is the first of its kind in the region, intended to parallel and complement a number of studies conducted in other parts of the world. Results from a sector-wide questionnaire adminis…
What are the learning affordances of 3‐D virtual environments?
This article explores the potential learning benefits of three‐dimensional (3‐D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of unique characteristics of 3‐D VLEs, which includes aspects of their representational fidelity and aspects of the learner–computer interactivity they facilitate. A review of applications of 3‐D VLEs is presented, leading to the identification of a series of…
The interactive whiteboard
This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen improvements in student engagement, and were able to develop and evolve their IWB teaching strategies throug…
The Importance of Active Exploration, Optical Flow, and Task Alignment for Spatial Learning in Desktop 3D Environments
Arguments for the use of interactive 3D simulations in education and training depend to a large extent on an implicit assumption that a more accurate and complete spatial cognitive model can be formed through active user-controlled exploration of such an environment than from viewing an equivalent animation. There is a similar implicit assumption that the viewing of animated view changes provides advantages over the viewing of static images due t…
Learning fire investigation the clean way
The effective teaching of fire investigation skills presents logistical challenges because of the difficulty of providing students with access to suitable fire damaged buildings so that they can undertake authentic investigation tasks. At Charles Sturt University (CSU), in the subject JST415, Fire Investigation Cause and Origin Determination , the novel approach of providing students with a CD based virtual environment based on the scene of a bur…
User control and task authenticity for spatial learning in 3D environments
This paper describes two empirical studies which investigated the importance for spatial learning of view control and object manipulation within 3D environments. A 3D virtual chemistry laboratory was used as the research instrument. Subjects, who were university undergraduate students (34 in the first study and 80 in the second study), undertook tasks in the virtual laboratory and were tested on their spatial knowledge through written tests. The …
User control and task authenticity for spatial learning in 3D environments
This paper describes two empirical studies which investigated the importance for spatial learning of view control and object manipulation within 3D environments. A 3D virtual chemistry laboratory was used as the research instrument. Subjects, who were university undergraduate students (34 in the first study and 80 in the second study), undertook tasks in the virtual laboratory and were tested on their spatial knowledge through written tests. The …
Learning fire investigation the clean way
The effective teaching of fire investigation skills presents logistical challenges because of the difficulty of providing students with access to suitable fire damaged buildings so that they can undertake authentic investigation tasks. At Charles Sturt University (CSU), in the subject JST415, Fire Investigation Cause and Origin Determination , the novel approach of providing students with a CD based virtual environment based on the scene of a bur…
What are the learning affordances of 3‐D virtual environments?
This article explores the potential learning benefits of three‐dimensional (3‐D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of unique characteristics of 3‐D VLEs, which includes aspects of their representational fidelity and aspects of the learner–computer interactivity they facilitate. A review of applications of 3‐D VLEs is presented, leading to the identification of a series of…
The interactive whiteboard
This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen improvements in student engagement, and were able to develop and evolve their IWB teaching strategies throug…
The Importance of Active Exploration, Optical Flow, and Task Alignment for Spatial Learning in Desktop 3D Environments
Arguments for the use of interactive 3D simulations in education and training depend to a large extent on an implicit assumption that a more accurate and complete spatial cognitive model can be formed through active user-controlled exploration of such an environment than from viewing an equivalent animation. There is a similar implicit assumption that the viewing of animated view changes provides advantages over the viewing of static images due t…
An Australian and New Zealand scoping study on the use of 3D immersive virtual worlds in higher education
This article describes the research design of, and reports selected findings from, a scoping study aimed at examining current and planned applications of 3D immersive virtual worlds at higher education institutions across Australia and New Zealand. The scoping study is the first of its kind in the region, intended to parallel and complement a number of studies conducted in other parts of the world. Results from a sector-wide questionnaire adminis…
Patterns and principles for blended synchronous learning
Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and articulates principles for implementation as espoused by the teachers who enacted them. A wide range of te…
Design and implementation factors in blended synchronous learning environments
Increasingly, universities are using technology to provide students with more flexible modes of participation. This article presents a cross-case analysis of blended synchronous learning environments—contexts where remote students participated in face-to-face classes through the use of rich-media synchronous technologies such as video conferencing, web conferencing, and virtual worlds. The study examined how design and implementation factors infl…
Household Adoption of Technology
Self-regulation in open-ended online assignment tasks
With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford new types of interactions with teachers and other students. This paper presents a study of students' …
Beyond the ban
Universities can neither ban nor ignore generative AI (GenAI); they must govern and design for it. This paper argues that the core challenge is not ‘cheating’ per se but the misalignment between legacy assessment designs and AI-mediated learning. We contribute (1) a practical, tiered governance model that aligns policy, pedagogy, and assessment operations; (2) an assessment redesign heuristic that integrates authenticity, cognitive demand, and ev…
Computer Science (10 works) · Psychology (9 works) · Multimedia (7 works) · Mathematics education (6 works) · Educational technology (5 works) · Human–computer interaction (5 works) · Online and Blended Learning (4 works) · Online Learning and Analytics (4 works) · Virtual Reality Applications and Impacts (4 works) · Affordance (3 works)