ORCID Profile
0000-0001-8621-105X
Current Organisation
Queensland University of Technology
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Special Education and Disability | Education Systems | Secondary Education | Architectural Design |
Expanding Knowledge in Education | Learner and Learning Processes | Expanding Knowledge in Built Environment and Design
Publisher: Oxford University Press
Date: 26-03-2019
DOI: 10.1093/ACREFORE/9780190264093.013.416
Abstract: Initial teacher education is increasingly happening online, both formally and informally, within networks that are commercial, institutional, governmental, and research-driven. These networks make use of the capabilities of the internet and related technology to better support teachers. The scholarship of teacher learning within online networks can be ided into four main strands: network design, outcomes from network participation, agency within the network of networks, and critical perspectives on online networks of teachers. Online networks are designed environments, and there are design decisions involved in developing different types of teacher network. Research into networked learning provides a common language for talking about these networks that allows for articulation of transferable design principles and comparison between networks. Some studies of networks of teachers are conducted with a focus upon the forms of social support that teachers provide for each other. These studies look to understand the role of online networks within the profession, and to contribute to growing and testing the base of theoretical knowledge about how teachers can be better supported through online networks. There is a growing strand of literature that focuses upon how teacher agency can be developed so that each teacher can take advantage of a world in which online networks are prevalent and can use them to flourish within the profession. Teachers can learn to develop their own professional learning network that makes use of existing online networks. While there is much optimism about the potential of online learning networks to support teachers and serve the profession, there are also perspectives that are critical of the widespread embrace of online networks by teachers and the way in which this development is changing the profession.
Publisher: Informa UK Limited
Date: 17-10-2020
Publisher: Palgrave Macmillan UK
Date: 2016
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 2021
DOI: 10.14742/AJET.5977
Abstract: How feedback is understood and enacted has shifted from the traditional practice of providing in idual feedback on summative tasks at key points to a more ongoing series of dialogues between the teacher and students during the teaching period. This paper reports on the experiences of designing faster feedback through weekly dialogic feedback loops to enhance students’ personal connection to their learning while providing teachers with faster, actionable feedback data to inform learning design. A pragmatic inquiry considered how benefits might potentially be lified through the use of digital technologies. Data included student reflections collected via the GoingOK web application, interviews and focus groups. The findings identify and theorise four types of digitally mediated feedback loops: students in computer-mediated dialogue with themselves students and teachers in dialogue with each other the reflection on how feedback informed learning and the sociotechnical dialogue informing ongoing technical design. Three design dilemmas that were experienced by teachers as they enacted digitally mediated dialogic feedback loops are articulated, alongside the principles that enabled responsive design. Understanding these design elements is fundamental if automation of some parts of the feedback loop through reflective writing analytics is to be considered both feasible and desirable. Implications for practice or policy: Digitally mediated feedback loops can facilitate faster feedback, enabling students to reflect on their learning and providing teachers with access to new insights about erse learners. Feedback technology can challenge existing ideas about feedback. Faster feedback can save teachers time, but efficiencies are likely to depend on an increased human workload in the short term as automation technologies can be slower to develop. Sociotechnical innovation requires collective dialogue between educators and digital developers, across asynchronous timelines.
Publisher: Edith Cowan University
Date: 04-2014
Publisher: Wiley
Date: 19-03-2014
DOI: 10.1111/BJET.12151
Publisher: Springer Singapore
Date: 06-09-2018
Publisher: Springer Singapore
Date: 06-09-2018
Publisher: Cambridge University Press (CUP)
Date: 2022
DOI: 10.1017/DSJ.2022.25
Abstract: This paper critically reviews literature about design framing to clarify an understanding of what is meant by the construct of a design frame. It describes the origins of the term design frame and characterises three distinct definitions that can be found within the literature. It reviews empirical studies of design framing to highlight definitional confusion between studies. It discusses the significance of Dorst’s propositional model of design frames and juxtaposes design frames with other related constructs. It clarifies ways that the resolution of nomenclature for describing design framing might lead to a more coherent body of empirical research into this topic. It suggests that there is value in developing a better cognitive model of design framing and outlines potential steps towards such a model.
Publisher: Design Research Society
Date: 09-10-2023
Publisher: No publisher found
Date: 2017
Publisher: Association for Computing Machinery (ACM)
Date: 30-08-2022
DOI: 10.1145/3555722
Publisher: Project MUSE
Date: 2017
Publisher: IGI Global
Date: 2016
DOI: 10.4018/978-1-4666-8856-8.CH004
Abstract: The higher education sector is changing alongside developments in information technology. This chapter describes the increased inclusivity the internet has facilitated and functions of the university in determining quality of educators, learners and educational resources. It explains a tension between increased inclusivity and the function of determining quality in two higher education developments: open educational resources (OERs) and massive open online courses (MOOC). An ex le of the development of quality within an OER repository is described. Wikiwijs is an online space for OERs that has been experimenting with ways to provide quality alongside increased inclusivity so that teachers from primary to university level can find, use and adapt learning materials. Potential higher education futures with even greater inclusivity are discussed. Areas for further innovation in distributing determination of quality in higher education are described.
Publisher: Informa UK Limited
Date: 22-09-2023
Publisher: Edith Cowan University
Date: 03-2021
DOI: 10.14221/AJTE.2021V46N3.1
Abstract: There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subject area to be among the top motivators for becoming a teacher. Financial reward and parental occupation were found to be less selected motivators. Although differences existed between the two cohorts suggesting motivations may change, similarities provide focus for future recruitment and retention of science and mathematics teachers for higher education institutions and education policy makers.
Publisher: Informa UK Limited
Date: 08-07-2016
Publisher: Springer Science and Business Media LLC
Date: 09-01-2014
Publisher: Springer Singapore
Date: 2021
Publisher: Springer Science and Business Media LLC
Date: 19-12-2017
Publisher: Elsevier BV
Date: 09-2016
Publisher: Emerald
Date: 13-04-2023
DOI: 10.1108/JARHE-12-2022-0381
Abstract: The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences. This practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context. Findings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised. The research discusses a single case study involving two workshops with a s le size of 112 participants. It is included as an ex le of co-design for professional learning in higher education. Co-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an ex le of co-design for professional learning in higher education and theorising its significance.
Publisher: Springer International Publishing
Date: 2014
Publisher: Emerald
Date: 03-01-2017
DOI: 10.1108/IJILT-07-2016-0022
Abstract: The purpose of this paper is to demonstrate the utility of combining event-centred and variable-centred approaches when analysing big data for higher education institutions. It uses a large, university-wide data set to demonstrate the methodology for this analysis by using the case study method. It presents empirical findings about relationships between student behaviours in a learning management system (LMS) and the learning outcomes of students, and further explores these findings using process modelling techniques. The paper describes a two-year study in a Chilean university, using big data from a LMS and from the central university database of student results and demographics. Descriptive statistics of LMS use in different years presents an overall picture of student use of the system. Process mining is described as an event-centred approach to give a deeper level of understanding of these findings. The study found evidence to support the idea that instructors do not strongly influence student use of an LMS. It replicates existing studies to show that higher-performing students use an LMS differently from the lower-performing students. It shows the value of combining variable- and event-centred approaches to learning analytics. The study is limited by its institutional context, its two-year time frame and by its exploratory mode of investigation to create a case study. The paper is useful for institutions in developing a methodology for using big data from a LMS to make use of event-centred approaches. The paper is valuable in replicating and extending recent studies using event-centred approaches to analysis of learning data. The study here is on a larger scale than the existing studies (using a university-wide data set), in a novel context (Latin America), that provides a clear description for how and why the methodology should inform institutional approaches.
Publisher: Informa UK Limited
Date: 08-10-2015
Publisher: Elsevier BV
Date: 08-2023
Publisher: SAGE Publications
Date: 19-01-2023
DOI: 10.1177/14707853231151605
Abstract: This research note addresses a significant gap in the literature in researching marginalised customers who may potentially experience vulnerability: the need to use a strengths-based approach in designing social marketing research. There has been a (positive) trend in recent decades towards greater inclusion of stakeholders in social marketing research, design and evaluation through the adoption of co-design methods. However, a theoretical issue that has not been adequately addressed within social marketing research (with some exceptions) is that it is possible to use co-design methods in such a way that the language and approaches that are employed serve to further disempower these groups through a deficit-based discourse. This research note uses reflexivity to propose a set of guidelines for how to implement a strengths-based approach when co-designing with customers experiencing vulnerability, specifically from a social marketing perspective. A real-world program in the context of empowering mature women to maintain secure housing is used to illustrate the guidelines.
Publisher: Society for Learning Analytics Research
Date: 07-12-2015
Abstract: This paper describes theory-led design as a way of developing novel tools for learning analytics. It focuses upon the domain of real-time automated discourse analysis (ADA) of group learning activities to facilitate instructor orchestration of online groups. The paper outlines the literature on the development of LA especially within the domain of ADA, and proposes that there is reason to conduct more tool development based upon first-principles. It describes first principles as being drawn from theory and subsequently informing the structure and behaviour of tools and presents a framework for this process. The framework is substantiated through the ex le of developing a new tool for assisting instructors with the orchestration of online groups. A description of the tool is given and ex les of results from use with real-world data are presented. The paper concludes that whilst design purely from first principles may be elusive, the call is for more intent to explicitly connect the design process to theory on the basis that this has the potential to yield innovation when developing tools as well as the prospect of a the outcomes from tools connecting back to theory.
Publisher: Informa UK Limited
Date: 10-04-2018
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 27-04-2018
DOI: 10.14742/AJET.3722
Abstract: In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework to a MOOC titled “Elite Sport Performance: Psychological Perspectives”. Satisfying basic psychological needs is theorised as central to course design in order to foster intrinsic motivation, optimise engagement, and improve the retention of course participants. We chronicle the design, implementation, and evaluation of the course, providing ex les of support features and learning activities. The course was offered over a period of four months, receiving more than 1000 registrations from across the world. Engagement measures, completion indices, and intrinsic motivation scores are reported as well as s le testimonies from learners. Results offer preliminary evidence that a design framework incorporating self-determination theory has utility in the development of MOOCs that successfully engage learners.
Publisher: Edith Cowan University
Date: 07-2019
Publisher: Edith Cowan University
Date: 03-2019
Publisher: CRC Press
Date: 25-02-2021
Publisher: Elsevier BV
Date: 05-2015
Publisher: Edith Cowan University
Date: 09-2022
DOI: 10.14221/AJTE.2022V47N9.5
Abstract: This paper describes an approach to working with secondary preservice mathematics and science (M& S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning—on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M& S preservice teachers experienced this style of studio, through iterations of learning design sessions and teaching practice. The studio differs from existing models (such as the ‘clinical model’) through its focus on learning design, the structure of the learning network, and the way that it augments (rather than replaces) existing teacher education. The paper presents results from the study in terms of teacher self-efficacy and self-reported perceptions. It discusses a set of design principles that emerged through the process of developing and testing this model and proposes considerations for researchers or teacher educators looking to use a similar approach in future by focusing on the roles, tasks, and activities for members within the network.
Publisher: Informa UK Limited
Date: 21-02-2018
Publisher: Cambridge University Press (CUP)
Date: 2021
DOI: 10.1017/DSJ.2021.7
Abstract: This paper proposes a relationship between design thinking and computational thinking. It describes design thinking and computational thinking as two prominent ways of understanding how people address design problems. It suggests that, currently, each of design thinking and computational thinking is defined and theorized in isolation from the other. A two-dimensional ontological space of the ways that people think in addressing problems is proposed, based on the orientation of the thinker towards problem and solution generality/specificity. Placement of design thinking and computational thinking within this space and discussion of their relationship leads to the suggestion of a dual process model for addressing design problems. It suggests that, in this model, design thinking and computational thinking are processes that are ontological mirror images of each other, and are the two processes by which thinkers address problems. Thinkers can move fluently between the two. The paper makes a contribution towards the theoretical foundations of design thinking and proposes questions about how design thinking and computational thinking might be both investigated and taught as constituent parts of a dual process.
Publisher: IGI Global
Date: 2016
Publisher: ACM
Date: 03-11-2011
Publisher: Emerald
Date: 02-08-2021
DOI: 10.1108/IJMCE-01-2021-0011
Abstract: The purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning. Two coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al. , 2019) to analyse the dialogic interaction and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses. Results show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature. The representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement. The paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 25-11-2018
DOI: 10.14742/AJET.3867
Abstract: This paper describes a design-based research study in which an online platform for teachers was designed and implemented over 3 years. The study uses a networked learning approach to support teachers in the transition from university into service. It addresses the question of how online communities of teachers can support the development of situational knowledge. The paper describes the potential and the challenges of designing and implementing learning networks for teachers. A major challenge identified is the need for design that supports trust and stability within large networks. Significant potential is identified through the reuse of knowledge and greater collegiality within the profession. The platform, TeachConnect, was developed as a collaboration between academics at eight Australian universities, to create a platform to support teachers across the boundary from preservice into the profession. The study presents results from design and implementation, and includes site usage statistics and coding of types of support present within the platform. The paper contributes design principles for online communities of teachers and raises theoretical questions about future online communities.
Publisher: Elsevier BV
Date: 05-2016
Publisher: Wiley
Date: 27-08-2021
DOI: 10.1002/REV3.3272
Abstract: Social network sites are being widely used by teachers, and this phenomenon has been studied extensively. Yet the knowledge base supporting policy and practitioner decisions around the implementation and facilitation of these sites remains underdeveloped. This paper suggests that one reason for this lies in a mismatch between the methods that are being used in studies of teachers in social network sites and the claims that are being made. It looks towards stronger claims within this domain of research by presenting an integrative review of empirical studies ( N = 96) which investigate teachers in social network sites, with a focus upon the methods that they employ. An integrative review is conducted to find studies that look at early childhood, primary, and secondary teachers’ use of Facebook, Twitter, and other social network sites. The paper analyses the s le sizes, data sources, and forms of analysis that are used in these studies and discusses their suitability to the claims that are being made. It characterises the methods used in the included studies and makes five methodological recommendations regarding: (1) data about groups to be included when reporting studies and consistency of terminology (2) frameworks for analysis (3) re‐use of research instruments and coding schemes (4) approaches to s ling to avoid self‐selection and bias and (5) framing of claims to be more precise in nature. It suggests steps that might be taken to move towards stronger claims within this domain through convergent validity. Rationale for this study Social network sites (SNSs) are being widely used by teachers, yet the knowledge base supporting decisions around SNS implementation and facilitation for teachers is underdeveloped. Why the new findings matter This integrative review of 96 empirical studies of teachers in SNSs, and the analysis provided, helps researchers to understand the methods needed for developing this knowledge base. Implications for researchers, practitioners The study is relevant for researchers studying online networks of early childhood, primary, or secondary teachers. It makes five methodological recommendations pertaining to: (1) data about groups being included when reporting studies and consistency of terminology (2) potential frameworks for analysis (3) the need for re‐use of research instruments and coding schemes (4) appropriate approaches to s ling, such as avoiding self‐selection and (5) framing of claims to be more fine‐grained in nature. It suggests steps that might be taken to move towards stronger claims within this domain of teachers in SNSs through convergent validity.
Publisher: Informa UK Limited
Date: 24-05-2017
Publisher: Springer International Publishing
Date: 2020
Start Date: 09-2022
End Date: 08-2025
Amount: $363,854.00
Funder: Australian Research Council
View Funded Activity