A5048980645- Higher Education Practises and Engagement
- E-Learning and Knowledge Management
- Educational Innovations and Challenges
- Higher Education Learning Practices
- Mobile Learning in Education
- Online and Blended Learning
- Community Development and Social Impact
- Educational Environments and Student Outcomes
- Educational Methods and Teacher Development
- Human Resource and Talent Management
- ICT Impact and Policies
- Educational Innovations and Technology
- Education Systems and Policy
- Educational Leadership and Innovation
- Innovative Teaching and Learning Methods
- Evaluation of Teaching Practices
- COVID-19 and Mental Health
- Innovations in Education and Learning Technologies
- Space exploration and regulation
- Education and Teacher Training
- Education and Technology Integration
The University of Melbourne
2018-2025
Auckland University of Technology
2020
The University of Queensland
2020
Australian National University
2020
Bond University
2020
Okayama University
2020
The University of Sydney
2020
We provide a collaborative autoethnographic narrative account (Poulos, 2021) of our experiences as practitioners working in overlapping, related Technology Enhanced Learning (TEL) roles (academic developer, learning designer, educational technologist) Australian universities. Despite wide ranging demand for roles, particularly during and post COVID pandemic (Bellaby Sankey, 2020; Baré et al., these ‘third space’ (Whitchurch 2008; 2013) are often not well understood (Mitchell 2017; Altena...
This paper explores the development of a special interest group bound by common interests, experiences, and access to opportunities in mobile learning as model networked academic community. With core members spanning eleven educational institutes across three continents, Mobile Learning Special Interest Group (MLSIG) was established facilitate praxis enable authentic learner agency through community practitioners researchers. The identifies critical elements MLSIG an autoethnographic...
The COVID-19 pandemic disrupted every aspect of life, forcing educational institutions to pivot rapidly emergency remote learning. Within higher education, learning designers stepped forward and shouldered much the responsibility supporting institutional change on an unprecedented scale ensure continuity student Although there is a large corpus literature about experiences teachers students during pandemic, little known experience this time how their professional was supported. This...
The role of the third space woman leader is a blurry one (Denney, 2021). While making difference for students at heart our work, creating and leading teams in direction often not choosing from position that crosses many boundaries challenge invisible or unrecognized (Tay, Huijser, Dart, & Cathcart, 2023). No two women leaders arrived this by same path, but all have diverse range skills personal attributes to draw upon – formal qualifications, teaching experience, technical growth...
In higher education, the third space can be defined as a place where blended professional and academic roles skills overlap to achieve common goals which primarily focus on student outcomes. This liminal challenging lead in areas are typically complex, with great need for problem-solving resourcefulness. Career pathways leaders do not follow straightforward or linear trajectory fit-for-purpose training education opportunities these scarce. Examples of environments educational design,...
This symposium will explore the opportunities, function and context of professional standards, competencies frameworks that apply to Learning Designer roles in Higher Education. We seek sharpen focus remove some ambiguity around roles. In symposium, participants consider challenges, barriers, as well opportunities standards for learning designers may afford, through examining role from a identity lens. The is designed be an active forum where discuss contemplate what Australian standard...
Mobile devices and a vast array of accompanying applications offer significant affordances to create, consume, share, collaborate communicate—affordances that could be easily leveraged facilitate meaningful learning. A positive disruption arising from COVID-19 aligns with the mobile learning is uncoupling time space in process. Traditionally formal process predominately viewed as an experience ‘timetabled’— scheduled eventuate at ‘place’—lecture or tutorial (or similar) room lecture theatre....
Digital equity is a moral and strategic imperative in higher education Australasia, especially as more universities provide online only offerings of courses programs. Often, however, issues are considered remedially an ‘add-on’ after the fact terms business-as usual tertiary institutions. There many cohorts that may not have access to digital technologies connectivity they need participate fully including those from low socio-economic (SES) backgrounds, regional remote areas, refugees...