ORCID Profile
0000-0002-7914-356X
Current Organisation
University of South Australia
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Publisher: Springer Science and Business Media LLC
Date: 24-03-2022
Publisher: Informa UK Limited
Date: 29-09-2016
Publisher: Informa UK Limited
Date: 18-07-2021
Publisher: Springer Science and Business Media LLC
Date: 22-04-2023
DOI: 10.1007/S10798-022-09754-1
Abstract: The “Maker” movement is a cultural as well as educational phenomenon that has the potential to offer significant opportunities to students in conditions of social, economic and cultural disadvantage. The research reported in this paper, however, suggests that the simple provision of “Maker Spaces” for such activity is simplistic and not sufficient to realise this potential. The research involved a mixed methods study of a cohort of year 7 students (n = 26) in an Australian school located in a socio-economically disadvantaged outer-metropolitan region. The cohort undertook a range of Maker activities at a new “creativity centre” built at the school. Results indicate that the activities had positive impact on student attitudes towards science, technology, engineering and mathematics (STEM) overall, but that the impact was highly specific across attitudinal constructs. A strong ranging effect was also evident, suggesting that the impact of the experience was highly dependent on students’ initial attitudes. Reflecting on these results, the paper also offers a reference framework that may help keep equity in mind when designing different kinds of Maker experience.
Publisher: Frontiers Media SA
Date: 25-05-2023
DOI: 10.3389/FRAI.2023.1173099
Abstract: Among myriad complex challenges facing educational institutions in this era of a rapidly evolving job marketplace is the development of career self-efficacy among students. Self-efficacy has traditionally been understood to be developed through the direct experience of competence, the vicarious experience of competence, social persuasion, and physiological cues. These four factors, and particularly the first two, are difficult to build into education and training programs in a context where changing skills make the specific meaning of graduate competence largely unknown and, notwithstanding the other contributions in this collection, largely unknowable. In response, in this paper we argue for a working metacognitive model of career self-efficacy that will prepare students with the skills needed to evaluate their skills, attitudes and values and then adapt and develop them as their career context evolves around them. The model we will present is one of evolving complex sub-systems within an emergent milieu. In identifying various contributing factors, the model provides specific cognitive and affective constructs as important targets for actionable learning analytics for career development.
Publisher: Routledge
Date: 09-10-2021
Publisher: Springer Science and Business Media LLC
Date: 23-01-2022
Publisher: Informa UK Limited
Date: 17-03-2021
Publisher: Springer Science and Business Media LLC
Date: 09-2022
Publisher: Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky
Date: 26-01-2017
Abstract: An important issue for the Educational Design Research (EDeR) community to continue to deal with is the scalable and sustainable implementation of its methods, findings and designs beyond the bounds of specific projects. Those engaged in EDeR specifically seek out concurrent problems of theory and problems of practice, but this should not be seen as sufficient for ensuring their work has impact beyond their current project. Just as with other forms of research, EDeR practitioners must still reach out to and connect with educational institutions and teachers who are dealing with many competing demands. This position paper offers a largely theoretical contribution to the discussion of the problem of implementation. It will introduce the concept of conceptual tinkering as an approach to engaging teachers in the skillsets and, more importantly, the mindsets of EDeR as an approach to educational improvement. Sketches and prototypes of tools to enable conceptual tinkering will be discussed.
Publisher: Edith Cowan University
Date: 12-2012
Publisher: Springer Science and Business Media LLC
Date: 28-06-2023
DOI: 10.1007/S10798-023-09840-Y
Abstract: This study examines the impact of a learning design focussed on providing guided autonomy within a virtual makerspace on the spatial thinking, anxiety and learning creativity of participating students. The learning design deployed within the virtual makerspace was consistent with the learning principles espoused by Self-Determination Theory in that it allowed students to develop autonomy and make many important decisions in their own learning, created erse opportunities for the relatedness through authentic opportunities to work with others, and ensured a sense of competence through the provision of ‘just in time’ training and support. Through a within-subjects pre- ost-test design, the study showed a significant improvement in spatial reasoning across the cohort (n = 340). The most notable gains were for students with low but not very low pre-test scores before the intervention. Improvements in creativity and anxiety were also reported by students following the program. Given the research showing the importance of spatial reasoning to future success in STEM educational and career trajectories, these results suggest that well designed makerspace learning may be particularly useful in addressing an important learning gap for disadvantaged students.
Publisher: Informa UK Limited
Date: 18-12-2015
Publisher: Frontiers Media SA
Date: 22-02-2021
DOI: 10.3389/FPSYG.2021.613055
Abstract: Secondary education around the world has been significantly disrupted by covid-19 . Students have been forced into new ways of independent learning, often using remote technologies, but without the social nuances and direct teacher interactions of a normal classroom environment. Using data from the School Attitudes Survey—which surveys students regarding the perceived level of difficulty, anxiety level, self-efficacy, enjoyability, subject relevance, and opportunities for creativity with regards to each of their school subjects—this study examines students' responses to this disruption from two very different schools with two very different experiences of the pandemic. This paper reports on the composite attitudinal profiles of students in the senior secondary levels at each school (Years 10–12, n = 834). The findings challenged our expectation that the increased difficulty and anxiety caused by the disruption would reduce perceived opportunities for creativity. Indeed, our analyses showed that the students at both schools demonstrated generally positive attitudes toward their learning and strongly associated opportunities for creativity with other attitudinal constructs including enjoyability, subject relevance, and self-efficacy. These complex associations made by the students appear to have buffered the impacts of the disruption, and they may even have supported creative resilience.
Publisher: Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky
Date: 28-08-2018
Abstract: Underpinned by the nation-wide Early Learning STEM Australia (ELSA) project, this practice illustration presents a design framework to respond to the challenges of scaling and sustaining a large design-based research project. The framework, known as STEM Practices Framework, is informed by work within the Learning Sciences which suggests that the interplay between project innovation and the wider educational reform priorities are critical to the sustainability and scalability of projects. The ELSA project responded to this by developing processes of developmental evaluation to parallel the design based research of the project. Emerging from that process was a design proposition that the object of the project, and the entire STEM education agenda, is not simply to improve educational practice, but to shift educational purpose. Specifically, the paper argues that STEM Practices represents a qualitative shift in purpose from the content bound traditions of science, technology, engineering and mathematics education towards developing a greater capacity to use practices in erse STEM contexts. The STEM Practices Framework described here was developed to support educators and developers to implement the project innovations built on this understanding. The framework is in two parts: (1) an adaptation of Kemmis et al.’s (2014) practice architectures approach and the practice architectures that support and constrain those practices. (2) A heuristic for working with STEM practices in large scale implementation.
Publisher: Springer Singapore
Date: 2020
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 02-04-2016
DOI: 10.14742/AJET.2196
Abstract: Emerging technologies offer an opportunity for the development, at the institutional level, of quality processes with greater capacity to enhance learning in higher education than available through current quality processes. These systems offer the potential to extend use of learning analytics in institutional-level quality processes in addition to the widespread focus on business analytics, and to deliver well-constructed mixes of information from different data sources. Borrowed from music lification, the term em fold-back /em is proposed as a way to describe such a mix. This paper begins the design-research project of designing effective fold-back systems by expanding the theoretical assumptions about learning embedded in higher education quality processes. A number of theories building on Vygotsky’s cultural-historical approach are discussed to imagine quality in higher education in terms of what students actually do and how they engage in addition to what the institution does. The discussion is summarised in a fold-back matrix capturing the sorts of evaluation questions the systems might address. The paper concludes by providing two initial design sketches for re-purposing emerging technologies with the capacity to support expanded quality processes in education. These sketches are based on the Experience Application Programming Interface (xAPI) and Dedoose technologies.
Publisher: Cambridge University Press (CUP)
Date: 12-2002
DOI: 10.1017/S1326011100001447
Abstract: While conducting research intended to explore the underlying thoughts and assumptions held by non-Indigenous teachers and policy makers involved in Aboriginal education I dug out my first book on Australian history which had been given when I was about seven years old. Titled Australia From the Beginning(Pownall, 1980), the book was written for children and was not a scholarly book. It surprised me, then, to find so many of my own understandings and assumptions about Aboriginal affairs and race relations in this book despite four years of what had seemed quite liberal education in Australian history.
Publisher: Informa UK Limited
Date: 14-05-2014
Publisher: MDPI AG
Date: 14-10-2022
Abstract: STEM has become a pervasive part of global education reform. The STEM discourse positions the purpose of scientific education as being to prepare young people for work in a hyper-competitive 21st century knowledge economy, pushing aside alternative approaches focussed on interrogating social, moral and political issues in context. This narrative does not always sit comfortably with the holistic ambitions of many state and faith-based education systems. In this paper we will argue that these tensions emerge from deeper conflicts in the cultural-discursive arrangements around education in the advanced democratic states through an exploration of the response to a STEM curriculum project in a Catholic education system. The exploration is based on a phenomenographic analysis of reflective interviews conducted with participating teachers. We conclude that while the teachers are aware of the tensions, they may benefit from access to a language for discussing the various pressures on learning design and meaning making.
Publisher: Informa UK Limited
Date: 28-05-2016
Publisher: Association for Learning Technology
Date: 27-11-2018
Publisher: Informa UK Limited
Date: 04-05-2017
Publisher: Edith Cowan University
Date: 2015
Publisher: Informa UK Limited
Date: 08-09-2022
Publisher: Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky
Date: 05-2017
Abstract: This paper responds to Euler's consideration of the use of design principles to bridge between knowledge production and practice design in the first issue of this journal and particularly to the question he left open on how design principles should be formulated more concretely. It does so by extending the discussion of the use of Sandoval's approach of 'conjecture mapping'. In this discussion article, we reflect upon our own efforts at a related form of 'bridge building', specifically on work to span the gap in practice designs between the contexts of science museums and more formal education settings. Museums offer opportunities for educational innovation. The evidence of impact of such innovation on the more formal le- arning environments, however, has been limited. Teachers in formal settings, it appears, tend to adopt in idual exemplar activities, but do not transfer the innovative approaches to their wider practice. The ambition of the project we examine here was to design teacher professional learning activities that allow participants to move beyond a focus on the specifications of a specific innovation and instead appreciate - to make concrete - the design principles in use. We will argue that conjecture mapping has been useful making design principles concrete but, in doing so, will point to the need for further research
Publisher: Informa UK Limited
Date: 13-10-2022
No related grants have been discovered for Simon N. Leonard.