ORCID Profile
0000-0002-1848-9356
Current Organisations
Monash University
,
University of New England
,
Melbourne Business School
,
University of Melbourne
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Publisher: Infonomics Society
Date: 30-03-2018
Publisher: Springer Science and Business Media LLC
Date: 15-10-2021
Publisher: Oxford University Press (OUP)
Date: 21-01-2020
DOI: 10.1093/LLC/FQZ087
Abstract: While the field of digital humanities continues to evolve and expand, the affordances of the digital medium are becoming increasingly applicable to research in the field of education. This article provides an overview of some of the issues involved with publishing educational research as a digital web-based thesis. It also introduces the term multimodal theses and dissertations (MTDs) and reports on a Ph.D. research project which is an early ex le of an MTD in the field of education. The purpose of this article is three-fold: (1) to stand on the shoulders of those in the digital humanities to expand the growing field of digital scholarship to include education (2) to report on a range of unanticipated affordances arising from the MTD format in addition to the obvious benefits of ease of use, embedded media, and functionality (3) to propose a transdisciplinary protocol for digital scholarship to assist researchers, librarians, and graduate school administrators in various disciplines.
Publisher: SAGE Publications
Date: 24-10-2016
Abstract: This article discusses the affordances of the explanatory animation creation process on the person who makes the animation, specifically, how his or her own conceptual understanding of any chosen topic is challenged, deepened, and ultimately consolidated throughout this process. Third generation activity theory was used in this study as a methodological lens to examine the explanatory animation process at various stages as both a tool and an object. Whilst educational animations have traditionally been the result of collaborations between professional animators and educators, this article documents how children can be engaged in this same process, as a means in itself, for the sake of their own learning. Our claim here is that the children’s mental models, as depicted through the animation key frames, functioned as both flexible models and diagnostic tools.
Publisher: Springer Science and Business Media LLC
Date: 20-06-2022
DOI: 10.1007/S41297-022-00163-X
Abstract: A report commissioned by the Australian Council of Educational Research in 2018 titled Challenges in STEM learning in Australian schools: Literature and policy review found that the Australian Curriculum is packaged in discrete disciplines and is not future facing. It concluded that “the goal is to see students working in an integrative way” (Timms et al. Australian Council for Educational Research, 2018, p. 2). Accordingly, this paper reports on the first phase of a design-based research (DBR) project which integrates learning around 28 specific learning outcomes from the existing Australian Curriculum. The hypothesis presented is that students and teachers can expand their knowledge and skills in STEM by having a daily STEM focus built into each day. As a longitudinal study, this paper reports on the initial planning and findings which continue to refine the theoretical assumptions of the DBR methodology. Given that the consultation phase of a major review of the Australian Curriculum ended on 8 July 2021, these insights also capture a pivotal moment in time. The three emergent themes which were evident across the 28 STEM units have the potential to collectively signal the essence and future direction of STEM education, namely science inquiry skills, data and variables, and design.
Publisher: Springer Singapore
Date: 2020
Publisher: Informa UK Limited
Date: 20-03-2017
No related grants have been discovered for Brendan Jacobs.