ORCID Profile
0000-0003-1517-2342
Current Organisation
Queensland University of Technology
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Specialist Studies in Education | Higher Education | Educational Technology and Computing | Educational Technology And Media | Other Education | Primary Health Care | Education Assessment and Evaluation | Curriculum and Pedagogy Theory and Development | Technical, Further and Workplace Education | Secondary Education | Education Systems | Teacher Education and Professional Development of Educators | Sociology | Applied Sociology, Program Evaluation And Social Impact Assessment | Multimedia Programming
Learner Development | Application packages | Higher education | Secondary education | Endocrine organs and diseases (incl. diabetes) | Learner and Learning Achievement | Teaching and Instruction Technologies | Education and Training Systems Policies and Development | Learner and Learning Processes | Teacher and Instructor Development | Health and support services not elsewhere classified |
Publisher: Informa UK Limited
Date: 20-08-2019
Publisher: IGI Global
DOI: 10.4018/978-1-59140-962-5.CH014
Abstract: This chapter provides a case study of a postgraduate course focused on network-based learning, which from its original design was based on constructivist learning principles. Over time, this course has evolved to incorporate increasing use of learning technology — particularly, synchronous and asynchronous communication tools. This evolution has led to a reappraisal and less emphasis on face-to-face class meetings. The course has also increased its student base through distance and offshore offerings. These shifts have translated into changes in the way the course is resourced in both human and infrastructure terms. The case uses Goodyear, Salmon, Spector, Steeples, and Tickner’s (2001) roles and responsibilities of an online teacher to analyse the teaching team’s perspective on the resource implications of a move to increased technology-facilitated teaching and learning for the teaching staff, the academic department, and the institution.
Publisher: IGI Global
Date: 2006
DOI: 10.4018/978-1-59140-962-5.CH013
Abstract: The encouragement of reflective writing within professional learning programmes is not new (Moon, 2003 Bolton, 2001 Winter, 1999). Electronic technologies, however, afford exciting opportunities to develop this practice to support participative and collaborative learning beyond barriers of time and place. This chapter explores the value of asynchronous dialogue in creating and sustaining communities of practice, with particular emphasis on the role of the e-mentor.
Publisher: Informa UK Limited
Date: 03-04-2018
Publisher: Elsevier BV
Date: 07-2019
Publisher: Informa UK Limited
Date: 08-2009
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 28-12-2020
DOI: 10.14742/AJET.6388
Abstract: Data about learning can support teachers in their decision-making processes as they design tasks aimed at improving student educational outcomes. However, to achieve systemic impact, a deeper understanding of teachers’ perspectives on, and expectations for, data as evidence is required. It is critical to understand how teachers’ actions align with emerging learning analytics technologies, including the practices of pre-service teachers who are developing their perspectives on data use in classroom in their initial teacher education programme. This may lead to an integration gap in which technology and data literacy align poorly with expectations of the role of data and enabling technologies. This paper describes two participatory workshops that provide ex les of the value of human-centred approaches to understand teachers’ perspectives on, and expectations for, data as evidence. These workshops focus on the design of pre-service teachers enrolled in teacher education programmes (N = 21) at two Australian universities. The approach points to the significance of (a) pre-service teachers’ intentions to track their students’ dispositions to learning and their ability to learn effectively, (b) the materiality of learning analytics as an enabling technology and (c) the alignment of learning analytics with learning design, including the human-centred, ethical and inclusive use of educational data in the teaching practice. Implications for practice or policy: Pre-service teachers ought to be given opportunities to engage and understand more about learning design, learning analytics and the use of data in classrooms. Professional experience placements for pre-service teachers should include participatory data sessions or learning design workshops. Teacher education academics in universities must be provided with ongoing professional development to support their preparation work of pre-service teachers’ data literacy, learning analytics and the increasing presence of data.
Publisher: Routledge
Date: 19-04-2018
Publisher: Informa UK Limited
Date: 14-04-2011
Publisher: Wiley
Date: 13-10-2010
Publisher: Ubiquity Press, Ltd.
Date: 10-02-2015
DOI: 10.5334/JIME.404
Publisher: IGI Global
Date: 2007
DOI: 10.4018/978-1-59904-322-7.CH017
Abstract: This chapter explores the perspectives of an instructional design team that designed and developed an online environment to facilitate the Australian physical and health educators’ community of practice. The objective of the multidisciplinary design team was to determine what activities and supporting technologies would help invigorate senior members and initiate novice members to this well-established community. The chapter describes the community and the particular challenges it faces details the design, development and implementation processes for the online environment and activities identifies the issues addressed during the design and implementation process and, analyses the experiences of the initial implementation. The authors hope that the instructional design principles derived from examining the challenges and successes for this particular community of practice will support designers and researchers working with other communities to address similar issues.
Publisher: Wiley
Date: 11-09-2018
DOI: 10.1111/BJET.12683
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 15-12-2016
DOI: 10.14742/AJET.3060
Abstract: Research on incidence of and changes in confusion during complex learning and problem-solving calls for advanced methods of confusion detection in digital learning environments (DLEs). In this study we attempt to address this issue by investigating the use of multiple measures, including psychophysiological indicators and self-ratings, to detect confusion in DLEs. Participants were subjected to two intrinsically confusing insight problems in the form of visual digital puzzles. They were asked to solve problems while their eye trajectories were recorded and these data were triangulated with self-ratings of confusion and cued retrospective verbal reports. All participants had a significant increase in fixations on relevant (i.e., related to the solution) and not-relevant areas at an early stage of the problem-solving process. However, only fixations on not-relevant areas were positively correlated with confusion ratings. Moreover, participants who significantly solved the problem differed in their fixations duration on relevant and not-relevant areas from non-solvers. The importance of early detection of confusion and the affordances of emerging technologies for this purpose are discussed.
Publisher: Association for Learning Technology
Date: 03-2002
Abstract: A vital aspect of any professional education is the opportunity for students to engage in meaningful practical experiences. In pre-service teacher education in Australia, this vital teaching practice component has undergone challenges in recent years due to increasing student numbers (linked to the increasing demand for new teachers) and limited resources in university and school sectors. As such, initiatives to enhance the practical component of this professional degree have been sought. This paper details the methodology and outcomes associated with a pilot project that utilized asynchronous Web-based communication tools to facilitate mentoring and peer support through the teaching practice experience. Analysis of the online discussions and interviews with participants provides an indication of the nature of the interactions and the perceived value of the intervention, and informs the potential for larger-scale implementation.DOI:10.1080/0968776020100105
Publisher: Routledge
Date: 04-12-2009
Publisher: Inderscience Publishers
Date: 2013
Publisher: Informa UK Limited
Date: 12-2006
Publisher: IEEE
Date: 2008
Publisher: Informa UK Limited
Date: 09-2004
Publisher: Informa UK Limited
Date: 22-01-2014
Publisher: Informa UK Limited
Date: 12-2008
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 16-03-2015
DOI: 10.14742/AJET.1448
Abstract: class="AJET-Abstract" This study explored the concept of social capital in higher education contexts by investigating student discussion forum activity and academic performance. To address these aims online discussion forum logs, student marks and teaching delivery method (blended or fully online) data were extracted from the universities learning management system (LMS). Student social network centrality measures were then calculated from the course discussion activity and correlated against student academic performance for each delivery mode. Drawing on social capital and social network theories the analyses identified that in comparison to low performing students the high-performing group held more central positions in their networks and tended to establish dense social connections with students of a similar academic ability. It was also observed that the relationships formed in blended teaching units were of a greater intensity and reciprocity than those established in fully online teaching units indicating a higher level of social capital was reached. This difference in the amount of available social capital between the two teaching modes suggests that students in blended units have comparatively greater access to resources embedded within the network, which in turn can be mobilised to assist them in their academic endeavours.
Publisher: ACM Press
Date: 2016
Publisher: Elsevier BV
Date: 02-2015
Publisher: Common Ground Research Networks
Date: 2006
Publisher: Informa UK Limited
Date: 06-1999
Publisher: Informa UK Limited
Date: 06-2013
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 09-03-2011
DOI: 10.14742/AJET.979
Abstract: blockquote Notions of what it is to be knowledgeable and skilled in one's profession have evolved in recent decades. For instance, medical practitioners are expected to think critically and creatively, communicate effectively, and to be a professional and community leader. While these attributes have always been well regarded, it is only relatively recently that higher education institutions are actively incorporating these skills and attributes into student admissions criteria. In parallel, methods of instruction and course delivery have also changed over time with respect to these driving social paradigms. Today's medical schools are expected to both select and develop students in terms of these qualities through socially based pedagogical practices. This paper investigates the admissions criteria that best predict student engagement in a social learning environment and thus the related attributes such as communication, creativity, and leadership. The paper frames this investigation in the scholarship related to 21st century skills and achievement orientations. /blockquote
Publisher: Springer Berlin Heidelberg
Date: 2013
Publisher: ACM
Date: 29-04-2012
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 27-04-2018
DOI: 10.14742/AJET.3776
Abstract: Quality teaching is a strategic objective for universities thus, there is an expectation that university teachers design high quality learning experience for their students. The field of learning design has developed over the past 15 years as a way to support teachers in their design work. There has been significant research and development work that has focused on creating support tools to help teachers plan, develop and deliver learning experiences. However, little is known about what supports teachers access and use when they design and overall how teachers undertake their design work. This paper presents the findings from a qualitative study that investigated the types of supports 30 teachers from 16 Australian universities reported using in their design work. Data was collected from semi-structured interviews, and the results show that participants accessed a variety of supports depending on their design need. The kind of support participants accessed in their design work were colleagues, literature, workshops and seminars, conferences, institutional support services, and enrolment in postgraduate study. How participants explained using these supports can be characterised as varied, personalised, dynamic and networked. Based on these results, implications for the learning design field are discussed with recommendations for future research.
Publisher: Frontiers Media SA
Date: 28-06-2018
Publisher: Informa UK Limited
Date: 28-01-2016
Publisher: Springer Science and Business Media LLC
Date: 21-07-2016
Publisher: ACM
Date: 23-03-2020
Publisher: Wiley
Date: 09-2001
Publisher: Association for Learning Technology
Date: 07-03-2019
Publisher: IATED
Date: 03-2017
Publisher: Inderscience Publishers
Date: 2007
Publisher: Wiley
Date: 26-05-2011
Publisher: ACM
Date: 27-02-2011
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 09-08-2004
DOI: 10.14742/AJET.1359
Abstract: span This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated within a learning design. The learning design serves as the pedagogical model that drives the development. The first phase of the project required an analysis of metadata schemas by which learning objects could be described, to facilitate discovery, retrieval and inclusion in a learning design. In particular, the pedagogical descriptors within the IEEE Learning Object Metadata (LOM) standard were examined to determine their suitability for use in this project. The findings indicated that enhancement of the educational descriptors was required. To address this, a learning object metadata application profile specific to Australian higher education has been developed. This paper describes the process by which the metadata application profile was developed within the context of the overall project. /span
Publisher: Routledge
Date: 03-10-2019
Publisher: Informa UK Limited
Date: 14-04-2011
Publisher: Routledge
Date: 21-06-2019
Publisher: Informa UK Limited
Date: 05-04-2019
Publisher: Association for Learning Technology
Date: 06-2005
Abstract: This paper proposes a system, the Smart Learning Design Framework, designed to support the development of pedagogically sound learning material within an integrated, platform-independent data structure. The system supports sharing, reuse and adaptation of learning material via a metadata-driven philosophy that enables the technicalities of the system to be imperceptible to the author and consumer. The system proposes the use of pedagogically focused metadata to support and guide the author and to adapt and deliver the content to the targeted consumer. A prototype of the proposed system, which provides proof of concept for the novel processes involved, has been developed. The paper describes the Smart Learning Design Framework and places it within the context of alternative learning object models and frameworks to highlight similarities, differences and advantages of the proposed system.DOI: 10.1080/09687760500104591
Publisher: SAGE Publications Ltd
Date: 2016
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 15-12-2016
DOI: 10.14742/AJET.3443
Abstract: The emergence and growth of research in cognitive neuroscience over recent decades has led to important discoveries about how the brain and mind work. These discoveries have potential implications for the use of educational technologies and provide insight into possibilities for improving student learning in digital environments. Despite the promise of the emerging field of educational neuroscience, it is difficult to translate findings from the laboratory to the physical or virtual classroom. The articles in this special issue of AJET are attempts to bridge this gap. We hope that this special issue will serve as a catalyst for further work on the translation of foundational research on the brain and mind to learning design and teaching with educational technologies.
Publisher: Frontiers Media SA
Date: 31-01-2019
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-59904-861-1.CH038
Abstract: Health professional education is changing to meet the demands of a limited workforce and a focus on community-based clinical training. The change requires a focus on technology-supported learning in order to reach students and teachers who are separated by significant distances. The use of patient cases as reusable learning objects has received considerable attention in the sector and many support the use of such resources, but in order to do so the cases must be meaningfully integrated into the learning experience. This chapter reports the results of an analytical study that has developed eight generic case based learning designs categorised into three broad approaches supported by research evidence from the literature. These learning designs document common patterns in case based learning that could be adapted by teachers and designers to the specific requirements of different contexts. In closing, the authors consider how learning designs might be used as a vehicle for effectively integrating patient cases.
Publisher: ACM
Date: 29-04-2012
Publisher: SAGE Publications
Date: 21-10-2017
Abstract: Confusion is an emotion that is likely to occur while learning complex information. This emotion can be beneficial to learners in that it can foster engagement, leading to deeper understanding. However, if learners fail to resolve confusion, its effect can be detrimental to learning. Such detrimental learning experiences are particularly concerning within digital learning environments (DLEs), where a teacher is not physically present to monitor learner engagement and adapt the learning experience accordingly. However, with better information about a learner’s emotion and behavior, it is possible to improve the design of interactive DLEs (IDLEs) not only in promoting productive confusion but also in preventing overwhelming confusion. This article reviews different methodological approaches for detecting confusion, such as self-report and behavioral and physiological measures, and discusses their implications within the theoretical framework of a zone of optimal confusion. The specificities of several methodologies and their potential application in IDLEs are discussed.
Publisher: Informing Science Institute
Date: 2007
DOI: 10.28945/3093
Abstract: In Australia, the national initiative known as Learning in an Online World, focuses school jurisdictions across the country meet the challenge of achieving the national vision of all schools “... confidently using ICT in their everyday practices to improve learning, teaching and administration” (MCEETYA, 2005, p. 3). One strategy in reaching this goal is the effective preparation of pre-service teachers to use and integrate technology in their teaching and learning practices. This article reports on a research study that aimed to explore the issue preparation for use of technology in teaching by understanding the current and anticipated technology usage for Australian health and physical education pre-service teachers.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 09-09-2003
DOI: 10.14742/AJET.1707
Publisher: Informa UK Limited
Date: 12-2010
Publisher: CSIRO Publishing
Date: 2005
DOI: 10.1071/PY05043
Abstract: As part of a larger study developing dietary software, this study aims to evaluate a s le of potential users for their experience and comfort with computers, and assess the preferred program design and navigation features for the development of the automated diet history interview. A telephone-based questionnaire and focus groups were employed to evaluate the perceptions, beliefs and attitudes of 37 older adults with type 2 diabetes mellitus. Participants were also shown a range of existing dietary assessment programs and asked to state their perceptions of each. Data was coded and thematically analysed based on computer use, software features, dietary assessment and nutrition programs using N-Vivo software. Three participants had never used a computer, yet others had used computers, and were comfortable using them. For navigation about the program, a preference toward text was identified whilst photographs were preferred for determining food portion sizes. Reduction in the complexity of screen layouts was important and the time to be spent using the program varied widely with a minimum of 10 minutes reported. Development of the computerised dietary assessment program must ensure simplicity of the interface design and flexibility of the locations of use for the older computer user.
Publisher: SAGE Publications
Date: 20-10-2017
Publisher: IEEE
Date: 2005
Publisher: Routledge
Date: 27-09-2006
Publisher: Society for Learning Analytics Research
Date: 17-12-2020
Abstract: “Learning design” belongs to that interesting class of concepts that appear on the surface to be simple and self-explanatory, but which are actually definitionally vague and contested in practice. Like “learning analytics,” the field of learning design aspires to improve teaching practice, the learning experience, and learning outcomes. And like learning analytics, this interdisciplinary field also lacks a shared language, common vocabulary, or agreement over its definition and purpose, resulting in uncertainty even about who its practitioners are — Educators? Designers? Researchers? All of these? (Law, Li, Farias Herrera, Chan & Pong, 2017). Almost a decade ago, however, learning analytics researchers pointed to the rich potential for synergies between learning analytics and learning design (Lockyer & Dawson, 2011). These authors (and others since, as cited below) argued that effective alignment of learning analytics and learning design would benefit both fields, and would offer educators and investigators the evidence they need that their efforts and innovations in learning design are “worth it” in terms of improving teaching practice and learning: "The integration of research related to both learning design and learning analytics provides the necessary contextual overlay to better understand observed student behavior and provide the necessary pedagogical recommendations where learning behavior deviates from pedagogical intention" (Lockyer & Dawson, 2011, p. 155).
Publisher: Wiley
Date: 31-08-2009
Publisher: IGI Global
Date: 2009
Publisher: Informa UK Limited
Date: 30-03-2011
Publisher: Wiley
Date: 07-01-2019
DOI: 10.1111/BJET.12736
Start Date: 2001
End Date: 2002
Funder: Social Sciences and Humanities Research Council of Canada
View Funded ActivityStart Date: 1998
End Date: 2000
Funder: Social Sciences and Humanities Research Council of Canada
View Funded ActivityStart Date: 2013
End Date: 2016
Funder: Australian Research Council
View Funded ActivityStart Date: 2007
End Date: 2005
Funder: National Health and Medical Research Council
View Funded ActivityStart Date: 2021
End Date: 2024
Funder: Australian Research Council
View Funded ActivityStart Date: 2012
End Date: 12-2016
Amount: $205,859.00
Funder: Australian Research Council
View Funded ActivityStart Date: 11-2004
End Date: 12-2007
Amount: $175,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 03-2014
End Date: 06-2018
Amount: $180,531.00
Funder: Australian Research Council
View Funded ActivityStart Date: 02-2014
End Date: 12-2019
Amount: $269,825.00
Funder: Australian Research Council
View Funded ActivityStart Date: 06-2007
End Date: 04-2011
Amount: $140,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 06-2003
End Date: 06-2006
Amount: $200,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 08-2021
End Date: 08-2025
Amount: $481,720.00
Funder: Australian Research Council
View Funded Activity