جست‌وجوی استاد و پژوهشگر

Mihye Wonمشاهده پروفایل

دانشیار

• Science Education
• Virtual Reality in Education
• Artificial Intelligence in Education
• +۵ مورد دیگر

Mihye Won is an Associate Professor at Monash University’s Faculty of Education, specializing in innovative science education strategies. Her research integrates dialogic teaching, student-generated diagrams, immersive Virtual Reality (VR), and generative AI to enhance scientific understanding and creativity. She has secured Australian Research Council (ARC) funding for projects like Using Immersive Virtual Reality to Enhance Science Visualisation (2019–2025) and Drawing Science Diagrams to Enhance Scientific Creativity (2018–2025). Her work supports students, teachers, and early-career researchers, aligning with the UN Sustainable Development Goal for Education. PhD, University of Illinois at Urbana-Champaign: Inquiry-based science education via Dewey’s theory of inquiry Her research focuses on: Dialogic teaching to foster student reasoning Student-generated diagrams for conceptual understanding VR for visualizing complex science topics Generative AI in science learning Creative and critical thinking in science education Recent articles span VR applications, AI in physics education, collaborative drawing techniques, and curriculum-aligned creative pedagogy. Awards include the Most Valuable Paper Award 2024 for her work on enzyme-substrate interactions in VR. She serves on the advisory board for Chemistry Education Research and Practice and the editorial board of the International Journal of Science Education .

• Inclusive Education
• Special Education
• Education Policy
• +۵ مورد دیگر

Linda J. Graham is a Professor at Queensland University of Technology (QUT) and Director of the Centre for Inclusive Education (C4IE). Her research focuses on education policy, disruptive student behavior, and inclusive pedagogies. PhD, Master of Education, and Bachelor of Arts from QUT and Macquarie University Chaired the 2020 Inquiry into Suspension, Exclusion and Expulsion Processes in South Australia Her work explores the intersection of inclusive education , student voice , and teacher-student relationships . She advocates for systemic reform to address overrepresentation of Indigenous and disabled students in exclusionary discipline. Recent publications highlight accessible assessment redesign , equity in education , and student perspectives on discipline . Notable awards include the Spencer Foundation Mentorship Excellence Award (2021) and Macquarie University's Early Career Researcher of the Year (2011). Scientific Awards: Spencer Foundation Mentorship Excellence Award (2021) Macquarie University Early Career Researcher of the Year (2011) Paul Bourke Award (2011) She supervises PhD and professional doctorate students in projects related to language disorders , student voice , and curriculum adjustments . Her leadership extends to the AARE Inclusive Education Special Interest Group and collaborations with institutions like Speech Pathology Australia and the QCAA.

• Educational Technology
• Applied Linguistics
• TESOL (Teaching English to Speakers of Other Languages)
• +۳ مورد دیگر

Dr. Andy Bown is a Lecturer in Languages and TESOL at the University of Tasmania's Faculty of Education. He holds a PhD from Macquarie University (2015) and has over 30 years of experience in language education across Thailand, France, the UAE, and Australia. His research focuses on educational technology, second language acquisition, and culturally diverse learning contexts. He currently coordinates courses like EPR215 and EMT609, and supervises PhD candidates exploring technology's role in language learning. Education: PhD, 'Using a virtual learning environment for the development of L2 academic reading' (Macquarie University, 2015) MEd, 'The usefulness of guided feedback in a web-based IELTS reading programme for Arab learners' (University of Manchester, 2004) BA (Hons) in French and Linguistics (University of York, 1992) Research Interests: Dr. Bown specializes in Computer-Assisted Language Learning (CALL), mobile-assisted language learning, and second language reading strategies. His work emphasizes technology's role in linguistically diverse classrooms, particularly in developing countries. Recent projects include studies on social media for vocabulary development and culturally responsive pedagogy. Grants & Engagements: UTAS representative on the Modern Language Teachers’ Association of Tasmania Led the 'Early Language Learning' case study ($5,000 grant, 2017) Co-lead of the LinguaLab research group Labs/Teams: Co-leads the LinguaLab, a collaborative space exploring language education innovations.

• Arts Education
• Music Education
• Visual Arts Education
• +۷ مورد دیگر

Dr. Bill Baker is a Senior Lecturer in Drama, Visual Arts & Music Education at the University of Tasmania's School of Education, College of Arts, Law and Education (CALE). With a career spanning 35 years, he specializes in arts education, technology-enhanced learning (TELT), and the scholarship of teaching and learning (SoTL). His research focuses on youth resilience through arts participation, particularly in community youth orchestras, and the preparation of pre-service teachers in arts pedagogy. Dr. Baker holds a Doctor of Education (RMIT, 2002), a Master of Education (Arts Administration, RMIT, 1997), and a Bachelor of Music Education (University of Melbourne, 1988). He has received multiple awards, including Senior Fellow of the Higher Education Academy (2019) and Honorary Life Member of the Australian Society for Music Education (2021). His funded projects include the Tasmanian Community Fund Grant and Australia-ASEAN Council grants for youth orchestra research. His peer-reviewed publications (over 40) address arts education, online teaching methodologies, and the social impacts of music participation. Current research collaborations include partnerships with the Tasmanian Youth Orchestra and institutions like University of Southern Queensland and The University of Melbourne. Dr. Baker supervises HDR students in arts participation, leadership, and teacher education reforms. Scientific Awards: Vice Chancellor's Teaching Excellence Award Vice Chancellor’s Citation for Outstanding Contribution to Student Learning CALE Teaching Excellence Award Senior Fellow, Higher Education Academy (UK) Honorary Life Member, Australian Society for Music Education Supervision & Teaching: Dr. Baker has supervised numerous HDR students, including completed PhDs on contemporary music pedagogy and Masters theses on visual arts education. He coordinates units in the Master of Teaching and Bachelor of Education degrees, emphasizing technology integration and reflective practice.

Ding Zhouمشاهده پروفایل

استادیار

• Industrial Design
• STEM Education
• Human-Computer Interaction
• +۳ مورد دیگر

Dr. Ding Zhou is an Assistant Professor at the School of System Design and Intelligent Manufacturing (SDIM) at Southern University of Science and Technology (SUSTech). He holds a PhD in Industrial Design from Queensland University of Technology (QUT), Australia (commenced 2018), and prior academic roles include Associate Professor at Nanjing University of the Arts (2009–2018). His research focuses on cross-disciplinary innovation at the intersection of Industrial Design and STEM Education, emphasizing human-centric technology integration. He has conducted visiting research at the University of Virginia (2012) and Victoria University of Wellington (2014–2015). Education: PhD in Industrial Design, Queensland University of Technology (QUT), Australia (ongoing since 2018) M.A. and B.A. in Industrial Design (exact institutions unspecified) Research Interests: Dr. Zhou’s work bridges design science and education, prioritizing how technology enhances human experiences. Key areas include 3D printing applications in STEM education, exoskeleton robotics, computational design aesthetics, and user-centric design processes. He advocates for pedagogical frameworks that cultivate students’ transdisciplinary problem-solving skills through integrated STEM tasks. Articles Trends (2022–2025): Recent publications highlight advancements in 3D printing for education and manufacturing, human-robot interaction, and smart classroom technologies. Notable themes include scalable computer vision systems for posture detection, topology optimization in additive manufacturing, and BIM-enabled construction processes. Labs & Teams: He leads the Design Science and Educational Innovation Lab (DSEIL), focusing on translating theoretical research into practical educational tools and technologies.

• Human Computer Interaction
• User Experience
• Information systems
• +۸ مورد دیگر

Assoc Prof Geraldine Torrisi is the Deputy Head of School (Learning & Teaching) at the School of Information and Communication Technology at Griffith University. With a PhD in Educational Studies and degrees in Science (Physics/Mathematics) and Education, she focuses on Human-Computer Interaction (HCI) , User Experience , and Learning Theory . She is a Senior Fellow of the Higher Education Academy and Griffith Learning and Teaching Academy . Education: PhD in Educational Studies (Griffith University) Masters of Educational Studies (James Cook University) Bachelor of Education (Secondary Science and Maths) (James Cook University) Bachelor of Science (Physics/Mathematics) (James Cook University) Research Interests include Interactive Digital Media , Educational Technology , and Data Literacy . Her 2025 book chapters explore AI's role in education, while 2024-2023 articles address data literacy frameworks and hybrid teaching models. Scientific Awards include Griffith Award for Excellence in Teaching (2011) , Excellence in Teaching Award (2015) , and Senior Fellow of the Higher Education Academy (2018) . She also received multiple Group Learning and Teaching Commendations (2009, 2017, 2019). Grants include The Dignity Project (2024-2025), Promoting Renewable Energy Adoption (2022-2025), and Smart Environmental Sensing (2022-2023). She supervises PhD students on topics like Human-Machine Teaming and Instructional AR Design .

Rebecca Seahمشاهده پروفایل

مدرس

• Mathematics Education
• Special Education
• Curriculum and Pedagogy
• +۵ مورد دیگر

Rebecca Seah is a Lecturer in the School of Education at RMIT University. She holds an ORCID identifier (0000-0001-7307-2775) and is open to supervising Masters Research or PhD students. Her work focuses on Mathematics Education and Special Education, particularly in curriculum design, teacher professional learning, and supporting students with learning difficulties/disabilities. Rebecca has a doctorate investigating teacher professional knowledge and mathematics instruction for students with learning challenges. Prior to academia, she worked in special schools, early intervention programs for children with autism, and inclusive high school settings, where she developed integrated curricula for middle school students. She served as Acting Head of Special Education Services at Griffith University in 2009. Her research interests include Mathematical Reasoning, Learning Progressions, Design-Based Research, and STEM creativity frameworks. She contributed to the Reframing Mathematical Futures II project (2014–2018), developing geometric reasoning tasks for Years 7–10. This work earned her the RMIT Research Impact Award (2016) and the MERGA Beth Southwell Practical Implications Award (2018). Rebecca is a reviewer for journals like Mathematical Thinking and Learning and a regular presenter at conferences. She collaborates with organizations such as the Mathematics Education Research Group of Australasia and the Mathematics Associations of Victoria. Her industry experience includes roles in early childhood education and training workshops for people with special needs.

Lori Lockyerمشاهده پروفایل

استاد

• Educational Technology
• Learning Design
• Technology-Enhanced Learning
• +۳ مورد دیگر

Professor Lori Lockyer serves as the Executive Dean of QUT’s Faculty of Creative Industries, Education and Social Justice, while maintaining her role as a Professor. Her research focuses on leveraging technology to enhance learning environments and teacher professional development. She emphasizes equitable technology integration to address educational challenges highlighted by the pandemic, such as access inequity and pedagogical limitations. Her work spans collaboration with institutions like the Algorithm Watch Global, Centre for Responsible Technology Australia, and international partners. Professor Lockyer is deeply involved in mentoring early-career researchers and HDR students, emphasizing their diverse career opportunities in academia and industry. Key research areas include learning design, learning analytics, and teacher design practices. She advocates for universities to prioritize impactful research that addresses societal challenges while fostering interdisciplinary collaboration.

• Science Education
• Mathematics Education
• Literacy Development
• +۳ مورد دیگر

Katherine Doyle is an academic affiliated with Queensland University of Technology (QUT), specializing in early childhood education, science education, and mathematics pedagogy. She holds a PhD from QUT and has conducted extensive research on literacy development, digital media integration in education, and the role of teachers in mathematical and scientific learning. Her work emphasizes paradigm shifts in educational theory and practical classroom applications of technology. Research Interests: Her primary focus spans science and mathematics education, digital media literacies, early childhood pedagogy, and the intersection of technology with learning. She explores how language and task design influence student engagement and conceptual understanding in STEM fields. Publications: Dr. Doyle has contributed to peer-reviewed journals and conference proceedings, including studies on ICT integration, teacher education tasks, and the philosophical underpinnings of educational paradigms. Her 2011 PhD thesis examined science language and teaching practices in early childhood contexts. Labs/Teams: While specific lab affiliations are not mentioned, her collaborative work with institutions like QUT and international groups suggests involvement in interdisciplinary research networks focused on educational innovation.

Matt Bowerمشاهده پروفایل

استاد

• Technology-Enhanced Learning
• Artificial Intelligence in Education
• Augmented Reality
• +۷ مورد دیگر

Professor Matt Bower is a leading academic in educational technology at Macquarie University's School of Education. Specialising in technology-enhanced learning, his work explores AI, AR, VR, and other tools to improve cognitive and collaborative learning. He has published over 100 peer-reviewed articles, led over 30 funded projects (totaling $3M+), and advised educational policymakers. His research spans teacher education, computing education, and learning design frameworks. Notable contributions include the Design of Technology-Enhanced Learning textbook (2018 AECT Award winner) and leadership in the Australian Technologies Teacher Educators Network (2019–2024). Research interests include AI in education, blended synchronous learning, and the impact of emerging technologies like wearable devices and generative AI on pedagogy. He collaborates with industry and education sectors to develop innovative learning solutions. Awards include the 2021 Australian Teaching Excellence Award and multiple Macquarie Vice-Chancellor awards. Current projects focus on screen use in education, teacher attitudes toward AI, and post-pandemic learning strategies. Professional activities include roles on ACARA’s Technologies Panel and NSW Educational Standards Authority committees. His work bridges research and practice, emphasizing teacher training and policy engagement. Projects like the ChatGPT survey and analyses of remote learning during the pandemic highlight his focus on real-world educational challenges.

• Mathematics Education
• Teacher Professional Development
• Student Learning Strategies
• +۴ مورد دیگر

Anne Roche is a Casual Academic and past researcher associated with the School of Education within the Faculty of Education and Arts. Her work focuses on mathematics education, particularly in areas such as teacher professional development, student learning strategies, and pedagogical content knowledge. She has extensively studied topics like fractions, decimals, task-based learning, and teacher noticing across international contexts, including Australia, China, and Germany. Her research emphasizes the importance of contextualized tasks and challenging mathematical problems in fostering student engagement and conceptual understanding. She has contributed to projects aimed at improving teacher knowledge, such as the 'Early Numeracy Research Project' and studies on mathematics middle leaders' aspirations for classroom learning. Roche's work also explores teacher decision-making processes, the use of visual tools like decimats for decimal place value, and strategies to build student persistence in problem-solving. Her findings have been disseminated through peer-reviewed journals such as ZDM Mathematics Education, Mathematics Education Research Journal, and The Journal of Mathematical Behavior. While her articles highlight collaborative efforts with institutions worldwide, her academic contributions lack explicit mentions of awards or grants listed in the provided texts. Her publications span over two decades, reflecting sustained engagement with foundational and applied aspects of mathematics education.

• Mathematics Education
• Teacher Professional Learning
• Student Engagement in Mathematics
• +۴ مورد دیگر

Professor Janette Bobis is a mathematics educator and researcher at the University of Sydney, affiliated with the Sydney School of Education and Social Work. She holds a BEd from the University of Sydney, an MEdAdmin (Hons) from UNSW, and a PhD from UNSW. Her research focuses on teacher professional learning, student engagement in mathematics, and mental computation strategies. She has held senior roles such as Research Director and Associate Dean, and currently supervises research students like Michelle CHEUNG and Yasser MENESES ZEPEDA. Her awards include the 2023 MERGA Research Award, 2017 Senior Fellowship from the Higher Education Academy (UK), and multiple teaching excellence awards. Current research projects include 'The Benefits of Visual-Spatial Representations of Numbers' (ARC DP230101481) and 'Understanding Non-Specialist Mathematics Teachers' (NSW Strategic Research Fund). Bobis has authored books like Maths Sequences for the Early Years (2023) and contributed to journals such as Mathematics Education Research Journal and Research in Mathematics Education . She serves on editorial boards for key mathematics education journals and has over 100 publications in peer-reviewed outlets. Her work emphasizes challenging mathematical tasks, teacher identity development, and equity in mathematics education. Projects like EMCC3 (ARC LP180100611) explore cumulative and challenging task sequences in collaboration with schools and universities.

• Cognitive Development
• Gesture Analysis
• Child and Adult Learning
• +۳ مورد دیگر

Professor Naomi Sweller is a Professor in the Department of Psychology at Macquarie University and an Adjunct Professor at Queensland University of Technology. Her research focuses on cognitive development, specifically gesture use in learning and communication across childhood and adulthood. She leads projects like the ARC Linkage Accessible Assessment initiative and collaborates with education researchers. Key roles include Chair of the Low-Risk Human Sciences Research Ethics Committee and Co-Director of Research Training at Macquarie’s School of Psychological Sciences. Teaching responsibilities include the Honours unit PSYH4418 Design and Statistics IV. Supervision topics encompass gesture’s role in cognitive tasks, event reporting, and gesture’s impact on performance. Awards include the 2020 Macquarie University Vice-Chancellor’s Learning and Teaching Student-nominated Award. Recent research explores noise in early childhood classrooms, language learning environments, and the effects of gesture on memory. Projects address issues like internet gaming disorder, redshirting in school entry, and the impact of adverse childhood experiences on personality traits. Collaborations span developmental psychology, education, and health sciences.

Stella Vosniadouمشاهده پروفایل

استاد

• Cognitive Development
• Conceptual Change
• Science Education
• +۳ مورد دیگر

Stella Vosniadou is Professor of Education in the College of Education, Psychology and Social Work at Flinders University. She previously served as Professor of Cognitive Psychology at the University of Athens and Senior Research Associate at the Center for the Study of Reading, University of Illinois. She holds a PhD in Psychology from Clark University, MA from Columbia University, and BA from Brandeis University. Her research examines cognitive development, conceptual change in science and mathematics, metacognition, executive function skills, and self-regulated learning. She develops classroom interventions promoting independent learning through improved teacher practices. Recent publications focus on self-regulated learning frameworks, cognitive engagement in lesson design, and classroom observation methodologies. Her work consistently demonstrates how instructional strategies can transform learning environments. Awards and honors include: Distinguished International Contributions to Child Development Research Award (2011) Fellow of the Cognitive Science Society Fellow of the American Educational Research Association Member of Academia Europaea and Cyprus Academy of Sciences She leads professional development programs collaborating with Australian Science and Mathematics School and Adelaide-area schools, enhancing teacher training in self-regulated learning techniques.

• Mathematics Education
• STEM Education
• Teacher Pedagogy
• +۶ مورد دیگر

Associate Professor Lisa O'Keeffe is affiliated with the University of South Australia's UniSA Education Futures, specializing in Mathematics Education. She holds an Associate Professor rank and focuses on rural mathematics education, innovative pedagogical practices, and STEM integration. Her work addresses out-of-field teaching challenges, textbook analysis, and educational equity in multigrade classrooms. She has collaborated with South Australian Department schools and explores socio-spatial factors impacting rural education. Her research interests center on mathematics pedagogy, curriculum design, and the intersection of education with social justice. Notable areas include culturally responsive teaching for bilingual learners, teacher identity in under-resourced settings, and the role of technology in learning environments. She has critiqued textbook effectiveness in conveying mathematical concepts and advocates for evidence-based curriculum reforms. Recent publications highlight innovations like 360-degree video tools for pre-service teacher development and the impact of flexible learning spaces on student engagement. Her work often bridges theory and practice, emphasizing real-world applications in teacher training and classroom strategies. While no scientific awards are listed, her contributions to teacher education and rural STEM access are central to her profile. Dr. O'Keeffe's advising focuses on pre-service mathematics teachers and inquiry-based learning methodologies. She has explored noise levels in modern classrooms and eco-justice frameworks linking education to community sustainability. Her research consistently addresses systemic barriers in mathematics education, particularly for marginalized student populations.