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Agostinho, Shirley Professor, Educational Technology, School of Education, Faculty of the Arts, Social Sciences and Humanities

Faculty Member

  • Convenor - Centre for Higher Education Research, Innovation and Impact (CHERII), Faculty Research Group

Top Publications


Research Overview


  • Shirley’s research focuses on how digital technologies can be used to enhance learning. Shirley has more than 20 years of experience in the design, development, implementation, evaluation and research of learning environments supported by the use of digital technologies. Her research interests include investigating teacher design practices and how learners can support their own learning using digital technologies. 

    The ultimate goal of her research work is to empower learners, be they students or school or university teachers, to better understand their own practices to make informed decisions on how they can support their own learning. 

    Shirley has led and contributed to research supported by project funding (exceeding $1.2M) from government (e.g., 3 ARC grants), industry, and internal sources (UOW) for research focused on teacher design and student learning practices in both university and school education contexts. She has published 80+ scholarly outputs and has 12 doctoral student completions.

    She currently leads an ARC Discovery project (DP210100164) focused on examining learning practices of professionals whose work is impacted by digitalisation. Using the Theory of Practice Architectures and Self-Regulated Learning, this project aims to generate new conceptual thinking about lifelong professional learning.

    Shirley leads a Faculty of Social Sciences research group - Centre for Higher Education Research, Innovation and Impact (CHERII). CHERII's research focus is investigating higher education issues relating to the student learning experience, teacher design practices, discipline specific pedagogy, and teacher education. 

    Shirley was the Interim Head of School, School of Education from May 2021 to Feb 2022, and has also been the School's Deputy Head of School (2019-2021) and Head of Research (Oct 2017 - June 2022). 

Available as Research Supervisor

Selected Publications


Available as Research Supervisor

Potential Supervision Topics


  • Teaching Design Practices

Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy (Integrated) How Information Overload and Data Literacy Affects the Use of Analytics when Designing Online Learning Opportunities Fulcher, David
    Doctor of Philosophy (Integrated) Exploring the artistry in teaching practice Casham, Sean
    Doctor of Philosophy From design to delivery: exploring the potential of the Sydney School genre pedagogy to support cross -disciplinary university teachers to design and teach effectively for all delivery modes. McCarthy, Sally
    Doctor of Philosophy Investigating the effectiveness of product-oriented and process-oriented worked examples to support pre-service teachers engaging with the NSW Quality Teaching Model Sozio, Gerardo
    Doctor of Philosophy Investigating Teacher Design Thinking for Curriculum Design in Higher Education Clark, Damien
    Doctor of Philosophy (Integrated) Exploring the Use of a Visual Representation to Stimulate Design Thinking of Multiple Stakeholders when Designing Higher Education Courses. Straver, Sabine

Outreach Overview


  • My research focuses on investigating how educational technology can be used to enhance learning. This began with my PhD, which examined how a Web-based environment can be designed to foster an online learning community for university students and has since evolved and expanded to explore how both teachers and learners (in higher education and school contexts) use information and communication technologies (ICT) to support teaching and learning.  My research agenda has a dual perspective of examining teacher design practice and how learners can support their own learning through the use of ICT.

    I am active in translating my research to schools, industry and the public through activities such as:

    • Collaborations with local schools to investigate issues important to them regarding educational technology use
    • Expert advice to software developers on the design of online learning systems
    • Workshop invitations to guide teachers on how to implement cognitive load theory principles in teaching and learning

    The ultimate goal of my research is to make a positive difference to practice. One example of how I am applying my research findings to practice is the use of a free online educational design tool for use by teachers:

    LDTool (https://needle.uow.edu.au/ldt/)

    Teachers are able to create their own learning design sequences using this online tool. LDTool is world recognised (e.g., http://www.ld-grid.org/resources/learning-designs/wollongong-learning-design-collection) with uptake of more than 200 users from Australia, Canada, Denmark, Greece, Spain, The Netherlands, and the UK.


    Other professional activities I am involved in include:

    • Associate Editor for Australasian Journal of Educational Technology since 2013.
    • Excellence in Research Australia (ERA) Peer Reviewer 2015
    • ARC grant assessor
    • Regular reviewer for journals such as: British Journal of Educational Technology; Computers & Education; Educational Psychology Review, Journal of Computer Assisted Learning; Learning and Instruction; Learning, Media and Technology; Journal of Educational Technology & Society; Journal of Visual Languages and Computing; Research in Learning Technology (The journal for the Association of Learning Technology ALT)
    • Conference roles: Program committee member for International Cognitive Load Theory annual conference 2017, 2013; Reviewer for Australasian Society of Computers in Learning in Tertiary Education (ASCILITE) since 2013, Conference on Higher Education Advances (HEAd) 2018; The International Conference on Computer Supported Education (CSEDU) 2014, 2016, International Conference for the Learning Sciences 2018, and World Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA).

Keywords


  • digital technologies for teaching and learning
    educational technology
    information communication technologies (ICT) for education
    teacher design practice
    learning design
    self-management of cognitive load

Top Publications


Research Overview


  • Shirley’s research focuses on how digital technologies can be used to enhance learning. Shirley has more than 20 years of experience in the design, development, implementation, evaluation and research of learning environments supported by the use of digital technologies. Her research interests include investigating teacher design practices and how learners can support their own learning using digital technologies. 

    The ultimate goal of her research work is to empower learners, be they students or school or university teachers, to better understand their own practices to make informed decisions on how they can support their own learning. 

    Shirley has led and contributed to research supported by project funding (exceeding $1.2M) from government (e.g., 3 ARC grants), industry, and internal sources (UOW) for research focused on teacher design and student learning practices in both university and school education contexts. She has published 80+ scholarly outputs and has 12 doctoral student completions.

    She currently leads an ARC Discovery project (DP210100164) focused on examining learning practices of professionals whose work is impacted by digitalisation. Using the Theory of Practice Architectures and Self-Regulated Learning, this project aims to generate new conceptual thinking about lifelong professional learning.

    Shirley leads a Faculty of Social Sciences research group - Centre for Higher Education Research, Innovation and Impact (CHERII). CHERII's research focus is investigating higher education issues relating to the student learning experience, teacher design practices, discipline specific pedagogy, and teacher education. 

    Shirley was the Interim Head of School, School of Education from May 2021 to Feb 2022, and has also been the School's Deputy Head of School (2019-2021) and Head of Research (Oct 2017 - June 2022). 

Selected Publications


Potential Supervision Topics


  • Teaching Design Practices

Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy (Integrated) How Information Overload and Data Literacy Affects the Use of Analytics when Designing Online Learning Opportunities Fulcher, David
    Doctor of Philosophy (Integrated) Exploring the artistry in teaching practice Casham, Sean
    Doctor of Philosophy From design to delivery: exploring the potential of the Sydney School genre pedagogy to support cross -disciplinary university teachers to design and teach effectively for all delivery modes. McCarthy, Sally
    Doctor of Philosophy Investigating the effectiveness of product-oriented and process-oriented worked examples to support pre-service teachers engaging with the NSW Quality Teaching Model Sozio, Gerardo
    Doctor of Philosophy Investigating Teacher Design Thinking for Curriculum Design in Higher Education Clark, Damien
    Doctor of Philosophy (Integrated) Exploring the Use of a Visual Representation to Stimulate Design Thinking of Multiple Stakeholders when Designing Higher Education Courses. Straver, Sabine

Outreach Overview


  • My research focuses on investigating how educational technology can be used to enhance learning. This began with my PhD, which examined how a Web-based environment can be designed to foster an online learning community for university students and has since evolved and expanded to explore how both teachers and learners (in higher education and school contexts) use information and communication technologies (ICT) to support teaching and learning.  My research agenda has a dual perspective of examining teacher design practice and how learners can support their own learning through the use of ICT.

    I am active in translating my research to schools, industry and the public through activities such as:

    • Collaborations with local schools to investigate issues important to them regarding educational technology use
    • Expert advice to software developers on the design of online learning systems
    • Workshop invitations to guide teachers on how to implement cognitive load theory principles in teaching and learning

    The ultimate goal of my research is to make a positive difference to practice. One example of how I am applying my research findings to practice is the use of a free online educational design tool for use by teachers:

    LDTool (https://needle.uow.edu.au/ldt/)

    Teachers are able to create their own learning design sequences using this online tool. LDTool is world recognised (e.g., http://www.ld-grid.org/resources/learning-designs/wollongong-learning-design-collection) with uptake of more than 200 users from Australia, Canada, Denmark, Greece, Spain, The Netherlands, and the UK.


    Other professional activities I am involved in include:

    • Associate Editor for Australasian Journal of Educational Technology since 2013.
    • Excellence in Research Australia (ERA) Peer Reviewer 2015
    • ARC grant assessor
    • Regular reviewer for journals such as: British Journal of Educational Technology; Computers & Education; Educational Psychology Review, Journal of Computer Assisted Learning; Learning and Instruction; Learning, Media and Technology; Journal of Educational Technology & Society; Journal of Visual Languages and Computing; Research in Learning Technology (The journal for the Association of Learning Technology ALT)
    • Conference roles: Program committee member for International Cognitive Load Theory annual conference 2017, 2013; Reviewer for Australasian Society of Computers in Learning in Tertiary Education (ASCILITE) since 2013, Conference on Higher Education Advances (HEAd) 2018; The International Conference on Computer Supported Education (CSEDU) 2014, 2016, International Conference for the Learning Sciences 2018, and World Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA).

Keywords


  • digital technologies for teaching and learning
    educational technology
    information communication technologies (ICT) for education
    teacher design practice
    learning design
    self-management of cognitive load

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