Richard Caladine

Richard Caladine is the Manager of Learning Facilities and Technologies at University of Wollongong Australia. He is responsible for the operation of University of Wollongong’s audio-visual and rich media educational systems. These include a videoconference service consisting of 32 endpoints and a 40 port videoconference bridge that connects the seven NSW campuses of the University. As well he is responsible for the podcasting, webcasting and streaming services. He is actively involved with the training of staff in the pedagogically appropriate use of these systems and other educational technologies. Since 1994 he has researched the use of rich media in higher education, has published many papers, book chapters and books all on the appropriate pedagogical use of educational technologies. Richard’s PhD is in the area of educational technology and he supervises postgraduate students in the area of Learning, Innovation and Future Technologies. Richard regularly speaks at international conferences, symposia and forums about the pedagogically appropriate application and future of Learning Technologies. His other interests include surfing, bushwalking, photography, and he regularly enters paintings and drawings in competitions. He is a foundation member of the Illawarra Ukulele Club.

Publications

Mobile Technologies and Rich Media: Expanding tertiary education opportunities in developing countries
Trish Andrews, Robyn Smyth, Belinda Tynan, Andrew Berriman, Deborah Vale, Richard Caladine. © 2011. 14 pages.
This chapter focuses on the emerging possibilities and issues arising from the rapid adoption of mobile technologies for learning in tertiary and higher education contexts in...
Viability, Sustainability, Scalability and Pedagogy: Investigating the Spread of Real-time, Rich Media Technologies in Australian Universities
Robyn Smyth, Deborah Vale, Trish Andrews, Richard Caladine. © 2011. 16 pages.
In a two year project called the Leading Rich Media project, the implementation of rich media technologies in Australian universities was investigated from the standpoints of...
Taxonomies for Technology
Richard Caladine. © 2011. 7 pages.
Today there is a range of technologies available to those who design learning events, from the old and simple to the new and complex. Key attempts have been made to develop...
Learning Activities Model
Richard Caladine. © 2011. 10 pages.
The design of learning is probably more accurately described as the design of learning activities as it is the activities that are designable compared to learning which is the...
Enhancing E-Learning with Media-Rich Content and Interactions
Richard Caladine. © 2008. 344 pages.
Online learning is transcending from the text-rich educational experience of the past to a video- and audio-rich learning transformation. The greater levels of media-rich content...
Learning Activities Model
Richard Caladine. © 2008. 8 pages.
The design of learning is probably more accurately described as the design of learning activities as it is the activities that are designable compared to learning which is the...
Taxonomies for Technology
Richard Caladine. © 2008. 6 pages.
Today there is a range of technologies available to those who design learning events, from the old and simple to the new and complex. Key attempts have been made to develop...
The Future of Online Learning
Richard Caladine. © 2008. 14 pages.
To write about technology is to write about change. In the first decade of the 21st century the rate of change of technology is greater than ever before. At a recent meeting of...
A Short History of Learning Technologies
Richard Caladine. © 2008. 14 pages.
A brief history of learning technologies provides the context to the changes in the nature and use of learning technologies, their role in learning, and the ways in which they...
The Context
Richard Caladine. © 2008. 13 pages.
Today there is a range of technologies available to those who design learning events, from the old and simple to the new and complex. Key attempts have been made to develop...
A Review of Methods for Selecting Learning Technologies
Richard Caladine. © 2008. 25 pages.
In the recent past, the role of learning technologies in the human resource development and higher education sectors has changed, and today technology plays a central role in...
Existing Theoretical Approaches to Learning Technologies, Learning Activities, and Methods of Technology Selection
Richard Caladine. © 2008. 8 pages.
In the 1990s, flexibility of where and when learning took place grew in significance to learners and providers of learning. For learners it meant they could learn at times and in...
The Learning Activities Model
Richard Caladine. © 2008. 26 pages.
The effects of open, distance, and flexible learning, and the changed role of technology in learning have been felt in almost all educational sectors and institutions. Technology...
The Learning Technologies Model
Richard Caladine. © 2008. 33 pages.
The learning activities model (LAM) developed in the previous chapter provides a theoretical framework for the analysis of the process of learning through the categorization of...
The Technology Selection Method
Richard Caladine. © 2008. 18 pages.
In the previous chapters the learning activities model (LAM) and the learning technologies model (LTM) have been developed and examples of their use have been provided. These...
Video
Richard Caladine. © 2008. 24 pages.
Television and video have been used as teaching resources for almost as many years as they have been around. Some television programming and some video productions have been...
Recording Lectures, Streaming, Downloading, Podcasting, Vodcasting, and Webcasting
Richard Caladine. © 2008. 20 pages.
There can be a range of reasons to record lectures or presentations, from the creation of resources to meeting the needs of distant students. Of course recordings are one-way....
Teaching with Real Time Communications Technologies
Richard Caladine. © 2008. 14 pages.
Real time communications technologies are just that: technologies that facilitate real time or synchronous communications. An example that springs rapidly to mind is the...
Videoconference, Audioconference, and Video Chat
Richard Caladine. © 2008. 24 pages.
Videoconference and audioconference have been used for communications in businesses for many years. In teaching and learning videoconference has been used for at least the last...
Teaching and Learning with Videoconference and Video Chat
Richard Caladine. © 2008. 22 pages.
In the last chapter, videoconference and video chat were defined as technologies that allow two-way video and audio communications between remote parties. Definitions of the...
Access Grid
Richard Caladine. © 2008. 27 pages.
Videoconference has been used for interactions between students and teachers in distance education for many years. The newer technology, video chat, a computerbased technology...
The Future of Real Time Communications Technologies in E-Learning
Richard Caladine. © 2008. 11 pages.
In the previous chapters three real time communications technologies (RTCs) have been discussed. Videoconferences have been used for real time communications in distance learning...
The Future of Rich Media, Learning Management Systems, and Content Management Systems
Richard Caladine. © 2008. 10 pages.
In a world of increasing bandwidth it is no surprise that the content of the Web is changing. A trend away from text richness towards media richness is evident. The rise and...
Strategies for Sharing the TeMoTe: Changing the Nature of Online Collaboration
Richard Caladine, Brian Yecies. © 2007. 11 pages.
Online learning or e-learning has had an impact on the way many institutions around the world provide opportunities for learning. For the past five years, the University of...
The Use of Database-Driven Web Pages to Increase the Functionality of Current Online Learning Technology
Richard Caladine. © 2005. 15 pages.
Online learning and course management systems are central to learning universities and colleges, and a model that blends face-to-face learning with distance education can combine...