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Personal Particulars


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

Associate Professor

Teacher Education and Learning Leadership

Tel: (852) 2859 1141

Location: Room 117, Runme Shaw Building

Areas of Expertise:

E-learning, Mobile Learning, Learning Objects, Social Media, Instructional Desing, Education Staff Development

Areas of Expertise

Dr. Daniel Churchill is an Associate Professor at the Faculty of Education. He is teaching in the areas of educational technology in classroom teaching and learning, instructional design methods, design of e-learning, learning objects and multimedia. His current research interest is in design of interactive visual learning objects, mobile learning, teacher change and social media in 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 Technologies.

  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.  
  1. Churchill, D. (in press). Presentation design for “conceptual model” learning objects, British Journal of Education Technology.
  2. Tam, L. W., Yeung, K. W., & Churchill, D. (in press). iWrite = adaptability + mobility to learn Chinese on tablets. In Fook, W. B. (Ed.), The New Era of e-learning.
  3. 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).
  4. Churchill, D. (2013). Conceptual model design and learning uses. Interactive Learning Environments, 21(1), 54-67.
  5. Lye,Y. L., & Churchill, D. (2013). Teaching with Technology in a Future School in Singapore: A Mathematics Teacher Experience, (39-57). In Lee, Y. T., & Lim. C. P. (Eds.) Creating Holistic Technology-Enhanced Learning Experiences: Tales from a Future School in Singapore. SENSE Publishing, Springer: Singapore 
  6. Jie, L., & Churchill, D. (2012). The effect of social interaction on learning engagement in a social networking environment. Interactive Learning Environments.  http://dx.doi.org/10.1080/10494820.2012.680966 
  7. 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.
  8. 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.
  9. 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.
  10. 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.
  11. Churchill, D. (2011). Conceptual Model Learning Objects and Design Recommendations for Small Screens. Educational Technology & Society, 14 (1), 203–216.
  12. 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.
  13. Churchill, D. (2010). Expanding the idea of the learning object. Learning Technology Newsletter, 12(1), 65-67. 
  14. 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. 
  15. Churchill, D. (2009). Learning Object for conceptual learning. Learning Technology Newsletter, 11(4), 7-10.
  16. 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.
  17. 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.
  18. Churchill, D. (2009). A teacher reflection on educational application of blogs with a postgraduate class. International Journal of Continuing Engineering Education and Life-Long Learning, 19(2/3), 112-125.
  19. Sze, Y. L., Saban, F.,  & Churchill, D. (2009). Web 2.0 in a 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. Singapore: Pearson.
  20. Churchill, D., & Hedberg, G. (2008). Learning object design considerations for small-screen handheld devices. Computers & Education, 50(3), 881-893.
  21. 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
  22. Churchill, D. (2008). Learning objects for educational applications via PDA technology. Journal of Interactive Learning Research, 19(1), 5-20.
  23. Churchill, D. (2008). Mental models. In L. Tomei (Ed.), Encyclopedia of Information Technology Curriculum Integration, (pp. 575-582). Hershey, PA: Idea Group Publishing.
  24. 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. Hershey, PA: Idea Group Publishing.
  25. Churchill, D. (2007). Towards a useful classification of learning objects. Education Technology Research and Development, 55(5), 479-497
  26. Churchill, D., & Lim, C. P. (2007). Reflection on educational technology: moving forward and beyond. Educational Media International, 44(3), 181-183.
  27. 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.
  28. Churchill, D. (2007). Web 2.0 and possibilities for educational applications. Educational Technology, 47(2), 24-29.
  29. Churchill, D. (2006). Teachers' private theories and their design of technology-based learning. British Journal of Educational Technology, 37(4), 559-576.
  30. Churchill, D. (2006). Emerging ICT and challenges for education. Media Asia, 33(1&2), 28-32.
  31. Churchill, D. (2006). Student-centered learning design: key components, technology role and frameworks for integration. Synergy, 4(1), 18-28.
  32. Churchill, D. (2006). Education via PDA technology: designing effective learning objects. Digital Learning, 2(6), 10-12.
  33. Churchill, D. (2005). Learning object: an interactive representation and a mediating tool in a learning activity. Educational Media International, 42(4), 333–349.
  34. Jonassen, D., & Churchill, D. (2004). Is there a learning orientation in learning objects? International Journal on E-Learning, 3(2), 32-41.
  35. Churchill, D. (2004). Effective use of technology for construction of learners' mental models. In Khoo, A., Heng, M. A., Lim, L., & Ang, R. P. (Eds.). Innovation and diversity in education. Singapore: McGeaw Hill (Asia).
  36. Churchill, D. (2000). Designing instructional multimedia. Computer Education, 94(February), 2-7.
  37. Churchill, D. (1999). Multimedia Authorwaring. Singapore: Prentice Hall. Textbook [ISBN 0-13-010991-6]. 
Professional Community Services
  1. Honorary Advisor to the Hong Kong Police College (formal appointment since January 2006)
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