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Professor CHURCHILL, Daniel

Professor CHURCHILL, Daniel

Professor CHURCHILL, Daniel

Associate Professor

Academic Unit of Mathematics, Science, and Technology

Qualification

BA(Macquarie), MSc (Curtin), M Law (Griffith), JD (A U) PhD (NTU)

Email

[javascript protected email address]

Phone

(852) 2859 1141

Location

Room 117, Runme Shaw Building

Research Expertise

  • Curriculum and Instruction
  • Teacher Education and Development
  • Technology-enhanced Learning

Prospective PhD/ EdD/ MPhil Applications

I am not taking on graduate supervision in 2024-2025.

Links

OVERVIEW

 

Dr Daniel Churchill is an Associate Professor at the Faculty of Education. He is researching and teaching in the areas of educational technology, learning design, design of e-learning, learning objects, educational multimedia and STEM. His current research focuses on the design of earning objects, mobile learning, teacher change, social media in education and STEM education. Daniel’s multidisciplinary interest is a product of his versatile experience and educational background that include university qualifications in the areas of Mechanical Engineering, Law, Modern Languages and Literature, Education, Instructional Design, and Interactive Multimedia Software Engineering. 

 

CARRIER HIGHLIGHTS

 

  • PhD in Education from the Nanyang Technological University, Singapore, currently ranked by QS as the 14th in the World for Education. Jurist Doctorate from ANU University (2020).
  • High-level experience in higher education, inclusive of 15 years at the University ranked by QS as the 3th in the World for Education (The University of Hong Kong). Previous experience in teaching and leadership at secondary schools and technical education institutes.  
  • Internationally relevant research impact with multiple citations and ranking.
  • An award-winning higher education teacher (Distinguished Teaching Award and Outstanding Teaching Award by The University of Hong Kong).
  • Extensive Leadership experience as the Head of an academic department (overseeing operations and leading activities related to teaching, research, knowledge exchange, administration, strategic planning and implementation, hr matters, cross-faculty and cross-institutional collaboration).
  • Years of experience as a programme chair of several postgraduate programmes (Master of IT in Education, Master of STEM Education, and Master of Library and Information Science), inclusive of experience of managing alignments with the University’s strategic plan, accreditation, curriculum development, excellence in teaching and extensive programme review).
  • More than ten years of experience as the Executive Chair of a service-based University’s department (overseeing all aspects of operations such budgeting, staff appraisal, vendor management, marketing and facilities development).
  • Experience across several culturally diverse countries, including Australia, Singapore and Hong Kong, and globally networked through several honorary professorships (KSTU Kazakhstan, Educons Serbia, and Udayana Indonesia). 
  • Expertise and experience as an outcome-based curriculum designer, instructional and learning designer, multimedia developer and pedagogical innovator for traditional classroom-based, flexible learning and e-learning based education.
  • High level of expertise in digital education with explicit teaching and research agenda in that direction.
  • Transdisciplinary education background (education, law, engineering and arts), theoretical and practical expert knowledge across digital technologies, and healthy vision for the advancement of society through STEAM transdisciplinary education and research.

  1. Outstanding Teaching Award 2012, The University of Hong Kong, Hong Kong
  2. The Distinguished Teacher Award 2008 (The University of Hong Kong)
  3. Honorary Professor, Educons University, Serbia
  4. Honorary Professor, Karaganda State Technical University, Kazakhstan
  5. Macromedia Award for the Best in Multimedia - awarded at AsiaPrint ’97, Hong Kong
  6. Best in Teaching Media - awarded for the Computer-Based Training package at the Teaching Excellence ‘97 Convention, Singapore Polytechnic, Singapore
  7. Certificate of Merit - awarded by Education Media Institute of South African Association for Research and Development in Higher Education (SAARDHE), 1998
  8. Best IT Project - awarded by the National Institute of Education at the NIE e-CARNIVAL: Enhancing Teaching, Embracing Technology 2004

  • Design of Effective Interactive Learning Objects for Pocket PC delivery
    This project explored design and application of learning objects for portable digital assistant (PDA) technology. The study involved iterative design-redesign process and testing with real users. User experiences were carefully documented through observations and interviews and a model for effective design was extracted.
  • Explorative study of educational applications of blogs
    This study explored applications of blogs in higher education. The study identified, examined and catalogued more than 200 applications of blogs in education around the world. Using tagging strategy as a means of analysis, the study identified common characteristics and strategies for educational uses of blogs.
  • Pioneering Web 2.0 in Education
    This study attempted to develop a general model of educational applications of Web 2.0 around the world. The study identified, examined and catalogued numerous applications. The researcher’s aim was to develop a list of possibilities for educational applications of Web 2.0, as well as to understand the blending of these applications in effective educational environments in higher education. The study also involved interviewing pioneering teachers who experimented with these technologies in order to understand the rationale, pedagogical benefits and challenges involved in integrating Web 2.0 in teaching practice.
  • Using Learning Objects to Support Outdoor Education Activities
    This study explored the design and application of learning objects in support of outdoor educational activities. The study involved collaboration with teachers in designing suitable learning objects, observations of classroom uses and subsequent observations of uses in the field, as well as interviews with students.
  • Using Web 2.0 Social Space to Support Teaching and Learning in a University
    This project investigates how a Web 2.0 social bookmarking system leads to more pedagogically productive content sharing, re-use and re-development in higher education. In addition, the project aim is to understand positive socio-cultural influences on uses of resources that occur in a social environment. The study will result in a set of recommendations for educationally effective use of social bookmarking in the context of university teaching and learning.
  • Social Bookmarking at the Faculty of Education
    This project involved the design and implementation of a social bookmarking system and subsequent study of how it supports higher education teacher lesson planning.  Social bookmarking is an important Web 2.0 practice that promotes resource sharing and collaboration. The concept of “harvesting collective intelligence” was put into action in this project. The study produced social bookmarking software as well as a set of recommendations for its effective application in support of teacher lesson preparation in the context of higher education. The project is available at http://risal.cite.hku.hk/
  • China Language Teaching Development with Learning Objects Compatible with PC and Mobile Phone
    This project involved the design and application of a learning object in the teaching of Chinese to speakers of other languages in higher education. The learning object was carefully designed in collaboration with the PI, a Chinese language teacher. It contains around 200 key Chinese characters. The learning object was also developed for application via mobile phones. Further, the study explored learning effect, student experiences and appropriate pedagogical application of such resources in foreign language learning in higher education. The project is available at http://mobilese.cite.hku.hk/
  • Educational Affordances of Touch Pad Mobile Technology: Case Study of Teachers’ Uses of iPads in Higher Education
    This is a qualitative case study of university teachers and their uses of iPads in teaching and learning. The participating teachers are provided with iPads to use in their teaching over a period of one year. Emerging affordances of this technology are examined and correlated with the participating teachers’ private theories in order to explicate a set of recommendations for effective integration and further theoretical understanding of teacher changes through adoption of mobile technology.
  • Delivering Chinese Character learning via iPodTouch Technology
    This project involves a study of early primary school children and their uses of mobile technology in context of Chinese language learning. The project involves a design of Chinese character learning Apps for iPad and iPod touch technology. The design is informed with data emerging form an experience that involves study of the participants’ interaction with the devices and effective pedagogical practice for their integration. Repetitive re-design is conduced resulting in several versions of Apps that are tested for learning effects. Outcomes of the study will result in understanding of design features and recommendations for practice and theory in relation to Chinese language learning with mobile technology.
  • Mobile Learning (The Faculty’s Strategic Research Theme)
    Central objective of the theme is to synergise and extend existing effort at the Faculty in relation to research involving Mobile technologies in education. Final objective is to extend this theme to the University Strategic Research level.
  • Digital Studio Lab for E-learning Projects
    This project involved development of an innovative Digital Studio Lab based on Apple technology to support pedagogical innovation and e-learning at the Faculty of Education through students’ projects in technology related programmes and research on learning technologies. These projects are utilized to help the Faculty to develop e-learning resources, and lead teachers to embrace e-learning opportunities for distance education and blended learning. The project provides rich data regarding effective implementation of innovative technologies and pedagogical design possibilities.  

Scholarly Books, Monographs and Chapters

 
  1. Churchill, D., Pegrum, M., & Churchill, N. (2018). The implementation of mobile learning in Asia: key trends in practices and research. In Voogt, J., (Eds.), International Handbook of Information Technology in Primary and Secondary Education – 2nd Edition.  New York, NY: Springer Science+Business Media.
  1. Churchill, D. (2018). Transformation of Teaching through 3D Learning-Outcomes Based Curriculum Approach in Higher Education. In Dash T. R. & Behara M., (Eds.), Education Access and Excellence. New Delhi, India: Allied Publishers.
  1. Churchill, D. (2017). Digital resources for learning. Singapore: Springer Nature Singapore.
  1. Churchill, D., Lu, J., Chiu, T., & Fox, B. (2016). Mobile learning design: theories and applications. Singapore: Springer.
  1. Churchill, D. Fox, B., & King, M. (2016). Framework for designing mobile learning environments. In D. Churchill, et al. (Eds.), Mobile learning design: theories and applications, (pp. 3-25). Singapore: Springer.
  1. Lye, Y. L., & Churchill, D. (2013). Teaching with Technology in a Future School in Singapore: A Mathematics Teacher Experience. In Lee, Y. T., & Lim. C. P. (Eds.) Creating Holistic Technology-Enhanced Learning Experiences: Tales from a Future School in Singapore, (pp. 39-57). SENSE Publishing, Springer: Singapore. 
  1. Tam, L. W., Yeung, K. W., & Churchill, D. (2012). iWrite = adaptability + mobility to learn Chinese on tablets. In Fook, W. B. (Ed.), The new era of e-learning: mobile learning & interactive class for the new curriculum. Hong Kong: The University of Hong Kong.
  1. Lim, C. P., Ching, C. S., & Churchill, D. (2010). Leading ICT practices in education: a capacity-building toolkit for teacher education institutions in the Asia-Pacific. Singapore: Microsoft, Inc. 
  1. Sze, Y. L., Saban, F., & Churchill, D. (2009). Web 2.0 in Singapore’s Primary School: Classroom Teachers’ Experience with Blogs. In L. Y. Tay, C. P. Lim, & M. S. Khine, (Eds.). A School's Journey into the Future: Research by Practitioners for Practitioners, (pp. 111-137).Singapore: Pearson.
  1. Churchill, D., & Hedberg, J. (2008). Learning objects, learning tasks and handhelds. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies, (pp. 451-469), Hershey, PA: Idea Group Publishing.
  1. Churchill, D. (2008). Mental models. In L. Tomei (Ed.), Encyclopedia of Information Technology Curriculum Integration, (pp. 575-582). Hershey, PA: Idea Group Publishing.
  1. Churchill, D. (2004). Effective use of technology for the construction of learners' mental models. In Khoo, A., Heng, M. A., Lim, L., & Ang, R. P. (Eds.). Innovation and diversity in education (pp. 207-223). Singapore: McGraw Hill (Asia).
  1. Churchill, D. (2004). Teachers-as-designers’ mental models. Singapore: Nanyang Technological University. [Doctoral Dissertation]
  1. Churchill, D. (1999). Multimedia Authorwaring. Singapore: Prentice-Hall.
  1. Churchill, D. (1997). Fundamentals of Authorware. Singapore: Prentice-Hall.
  1. Churchill, D. (1994). Beginning mathematics teacher stress. Perth, Australia: Curtin University of Technology. [Master Dissertation].
 

Journal articles

 
  1. Xue, S, & Churchill, D. (In print). Teachers’ Private Theories and Their Adoption of Affordances of Mobile Social Media: A Qualitative Multi-Case Study of Teachers’ Integration of WeChat in Higher Education in China. Educational Media International.
  1. Xue, S, & Churchill, D. (2020). Educational Affordances of Mobile Social Media for Language Teaching and Learning: A Chinese Teacher’s Perspective. Computer-Assisted Language Learning (In press).
  1. Xue, S., & Churchill, D. (2019). A review of empirical studies of affordances and development of a framework for educational adoption of mobile social media. Education Technology Research and Development, Online first, 1-27.
  1. Chan, S. K., Churchill, D, & Chiu, K. F. (2017). Digital Literacy Learning in Higher Education Through Digital Storytelling Approach. Journal of International Education Research, 13(1), 1-16.
  1. Chiu, K. F. T., & Churchill, D. (2016). Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach. Interactive Learning Environments, 24(6), 1355-1370.
  1. Chiu, K. F. T., & Churchill, D. (2015). Adoption of Mobile Devices in Teaching: Changes in Teacher Beliefs, Attitudes and Anxiety. Interactive Learning Environments, 24(20),317-327.
  1. Chiu, K. F. T., & Churchill, D. (2015). Exploring the characteristics of optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theory. Computers & Education, 82(2), 280–291. 
  1. Churchill, D., Lu, J, & Chiu, K. F. T. (2014). Integrating mobile technologies, social media and learning design. Educational Media International, 51(3), 163-165.
  1. Churchill, D., & Wang, T. (2014). Teacher’s use of iPads in higher education. Educational Media International, 51(3), 214-225.
  1. Churchill, D. (2014). Presentation design for “conceptual model” learning objects, British Journal of Education Technology, 45(1), 136-148.
  1. Gu, J., Churchill, D., & Jie, Lu. (2014). Mobile Web 2.0 in the workplace: A case study of employees informal learning. British Journal of Education Technology, 45(6), 1049-1059.
  1. Spector J.M., Yuen H.K., Wang M., Churchill D. and Law N.W.Y. (2014). Hong Kong Perspectives on educational technology research and practice. Educational Technology, 54, 35-41.
  1. Jie, L. & Churchill, D. (2014). Using social networking environment to support collaborative learning in a Chinese university class: interaction pattern and influencing factors. Australasian Journal of Educational Technology, 30(4), 472-486.
  1. Churchill, D., King, M., & Fox, B. (2013). Learning Design for Science Education in the 21st Century. Journal of the Institute for Educational Research, 45(2), 404-421.
  1. Khoo, K.Y., & Churchill, D. (2013). The Framework of Viewing and Representing Skills Through Digital Text. Educational Technology & Society, 16 (3), 246–258. 
  1. Churchill, D. (2013). Conceptual model design and learning use. Interactive Learning Environments, 21(1), 54-67. 
  1. Jie, L., & Churchill, D. (2012). The effect of social interaction on learning engagement in a social networking environment. Interactive Learning Environments, 22 (4), 401-417. 
  1. Churchill, D., Fox, R., & King, M. (2012). Study of affordances of iPads and Teacher's private theories. International Journal of Information and Education Technology, 2(3), 251-254.
  1. Khoo, K.Y., & Churchill, D. (2012). Children’s Digital Practices: Case Studies of Children Viewing and Representing with Digital Text. Journal of International Education Research, 8(4), 381-392.
  1. Lim, C.P., Chai, C.S., & Churchill, D. (2011). A framework for developing pre-service teachers’ competencies in using technologies to enhance teaching and learning. Educational Media International, 48(2), 60-83.
  1. Churchill, D. (2011). Web 2.0 in education: a study of the explorative use of blogs with a postgraduate class. Innovations in Education & Teaching International, 48(2), 149-158. 
  1. Churchill, D. (2011). Conceptual Model Learning Objects and Design Recommendations for Small Screens. Educational Technology & Society, 14 (1), 203–216. 
  1. Churchill, D., Kennedy, D. M., Flint, D. & Cotton, N. (2010). Using handhelds to support students’ outdoor educational activities. International Journal of Continuing Engineering Education and Life-Long Learning, 20(1), 54-72.
  1. Churchill, D. (2010). Expanding the idea of the learning object. Learning Technology Newsletter, 12(1), 65-67. 
  1. Halling-Brown, M., Pappalardo, F., Rapin, N., Zhang, P., Emerson, A., Castiglione, F., Duroux, P., Pennisi, M., Miotto, O., Churchill, D., Rossi, E., Moss, D. S., Sansom, C. E., Bernaschi, M., Lefranc, M., Brunak, S., Lund, O., Motta, S., Lollini, P., Murgo, A., Palladini, A., Basford, K. E.,  Brusic, V., & Shepherd, A. J. (2010). ImmunoGrid: towards agent-based simulations of the human immune system at a natural scale. Philosophical Transactions of the Royal Society, 368(1920), 2799-2815.
  1. Churchill, D. (2009). Learning object for conceptual learning. Learning Technology Newsletter, 11(4), 7-10.
  1. Churchill, D., Wong, W., Law, N., Salter, D., & Tai, B. (2009). Social bookmarking-repository-networking: possibilities for support of teaching and learning in higher education. Serials Review, 35(3), 142-148.
  1. Pappalardo, F., Halling-Brown, M. D., Rapin, N., Zhang, P., Alemani, D. Emerson, A., Paci, P., Duroux, P., Pennisi, M., Palladini, A., Miotto, O., Churchill, D., Rossi, E., Shepherd, A. J., Moss, D. S., Castiglione, F., Bernaschi, M., Lefranc, M., Brunak, S., Motta, S., Lollini, P., Basford, K. E., & Brusic, V. (2009). ImmunoGrid, an integrative environment for large-scale simulation of the immune system for vaccine discovery, design, and optimization. Briefings in Bioinformatics, 10(3), 330-340.
  1. Churchill, D. (2009). Educational applications of Web 2.0:  using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179-183.
  1. Churchill, D. (2009). A teacher reflection on the educational application of blogs with a postgraduate class. International Journal of Continuing Engineering Education and Life-Long Learning, 19(2/3), 112-125.
  1. Churchill, D., & Hedberg, G. (2008). Learning object design considerations for small-screen handheld devices. Computers & Education, 50(3), 881-893.
  1. Churchill, D., & Churchill, N. (2008). Educational affordances of PDAs: a study of a teacher's exploration of this technology. Computers & Education, 50(4), 1439-1450.
  1. Churchill, D. (2008). Learning objects for educational applications via PDA technology. Journal of Interactive Learning Research, 19(1), 5-20.
  1. Churchill, D. (2007). Towards a useful classification of learning objects. Education Technology Research and Development, 55(5), 479-497. [SSCI Indexed]
  1. Churchill, D., & Lim, C. P. (2007). Reflection on educational technology: moving forward and beyond. Educational Media International, 44(3), 181-183.
  1. Teo, Y. H., & Churchill, D. (2007). Using sentence openers to support students’ argumentation in an online learning environment. Educational Media International, 44(3), 207-218.
  1. Churchill, D. (2007). Web 2.0 and possibilities for educational applications. Educational Technology, 47(2), 24-29.
  1. Churchill, D. (2006). Teachers' private theories and their design of technology-based learning. British Journal of Educational Technology, 37(4), 559-576. [SSCI Indexed]
  1. Churchill, D. (2006). Emerging ICT and challenges for education. Media Asia, 33(1&2), 28-32.
  1. Churchill, D. (2006). Student-centered learning design: key components, technology role and frameworks for integration. Synergy, 4(1), 18-28.
  1. Churchill, D. (2006). Education via PDA technology: designing effective learning objects. Digital Learning, 2(6), 10-12.
  1. Churchill, D. (2005). Learning object: an interactive representation and a mediating tool in a learning activity. Educational Media International, 42(4), 333–349.
  1. Jonassen, D., & Churchill, D. (2004). Is there a learning orientation in learning objects? International Journal on E-Learning, 3(2), 32-41.
  1. Churchill, D. (2003). From engineering in mind to learning objects: critical role of technology for sharing of mental models. Learning Together, April.
  1. Churchill, D. (2000). Designing instructional multimedia. Computer Education, 94(February), 2-7. 
 

Editorship and Special Issues of Journals

 
  1. Churchill, N., & Churchill, D. (In print). Special issues: Mobile Technologies and Teacher Readiness. Educational Media International.
  2. Churchill, D., & Pegrum, M. (2017). Special Issue: Mobile learning, emerging learning design, and learning 2.0. Interactive Technology and Smart Education, 14(2).
  3. Churchill, D., & Churchill, N (2017). Mobile and emerging learning resources, activities, support and evaluation. Proceedings of the International Mobile Learning Festival, June 8-10, 2017, Hong Kong SAR China, Hong Kong: CIHCD.
  4. Lim, C. P., & Churchill, D. (2016). Special issue: Mobile Learning. Interactive Learning Environments, 24(2),317-327.
  5. Churchill, D., & Notari, M. (2016). Mobile learning, emerging learning design and learning 2.0. Proceedings of the International Mobile Learning Festival, May 21-23, 2015, Bangkok, Thailand. Hong Kong: CIHCD.
  6. Jie, L., Churchill, D., Chiu, K. F. T., & Gua, N. (2015). Mobile learning, MOOCs and 21st-century learning. Proceedings of the International Mobile Learning Festival, May 21-23, 2015, Hong Kong, SAR China. Hong Kong: CIHCD.
  7. Churchill, D., Lu, J., & Chiu, T. (2014). Special issues: Integrating Mobile Technologies, Social Media and Learning Design. Educational Media International, 51(3), 214-225.
  8. Jie, L., Churchill, D., King, M. (2014). Mobile learning, social media and learning design. Proceedings of the International Mobile Learning Festival, June 2-4, 2014, Bali, Indonesia. Hong Kong: CIHCD.
  9. Lim, C. P., & Churchill, D. (2005). Special issue: Evolving Technologies in education: Special issue: Enhancing teaching and learning. Educational Media International, 42(4), 333–349.

Creative and literary works

 
  1. Churchill, D. (2015). The refugees. Bloomington, IN: Author House.
  2. Churchill, D. (2015). Tajna kosanickog hrasta. Novi Sad, Serbia: Prometej. [In Serbian].
  3. Churchill, D. (2014). Toplicki zbeg. Novi Sad, Serbia: Prometej. [In Serbian].

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