Lynde Tan Editor

Lynde Tan holds a PhD in Applied Linguistics from the University of Lancaster, United Kingdom. She is interested in pedagogical issues pertinent to the use of digital media for literacies and new culture of learning.  Prior to Western Sydney University, Lynde researched and taught at the Learning Sciences Lab and Learning Sciences and Technologies Academic Group in National Institute of Education, Nanyang Technological University in Singapore. Passionate about designing social futures for young people, Lynde has co-chaired committees headed by Microsoft (Singapore) and Infocomm Development Authority of Singapore to design and scale innovative digital practices using emerging technologies among Singapore teachers.  She has recently completed a research on using augmented reality for primary literacy education in Australia. Her recent book “Between worlds: Extending Students’ Multimodal Literacy Practices with Augmented Reality” is now used as a national resource for primary school teachers’ professional development in Australia.  As a researcher with keen interests in digital literacy practices, she has published extensively in Q1 journals on teachers’ design capacities for 21st Century new culture of learning, and learner-generated designs in participatory culture in the formal and informal spaces.

Beaumie Kim completed her PhD in Instructional Technology at the University of Georgia, USA. She joined University of Calgary in January 2013. Prior to University of Calgary, she researched and taught at the Learning Sciences Lab and Learning Sciences and Technologies Academic Group in National Institute of Education, Nanyang Technological University in Singapore. She previously worked for NASA-sponsored Classroom of the Future program at the Center for Educational Technologies in Wheeling Jesuit University in the United States. Her earlier work was focused on using experts’ resources and tools for the research and development of learning resources and tools using technology, including co-designing educational games with stakeholders, such as scientists, designers, educators, and students. Her current research engages learners in creating games for their own and others' learning in a playful manner in diverse educational contexts. Her work is carried out in collaboration with teachers and students as design partners, and by observing their interactions, discourse and artifa