research

Current projects

Information experience in Twitter: a Boston-based case study

Lead: Professor Helen Partridge
Role: Investigator
Status: Analysis phase

This project uses an interview dataset collected in Boston by Professor Helen Partridge and explores the information experience of people who use Twitter as part of their everyday lives – that is, not only for study or work, but in their personal lives, too. This project will add to the growing base of studies exploring information experience in social media. It uses grounded theory and will produce substantive theory that explains the phenomenon.

Refining the blend: developing a student centred framework for multi-modal education

Lead: Kate Davis
Funding source: Science and Engineering Faculty Teaching and Learning Grant
Income: $15,000
Status: Publishing results

This project seeks to answer the questions: What are students’ preferences, expectations, and experiences with regard to their learning experiences? How might this inform development of a student-centered framework for learning for a dual mode cohort? The project is in the closure phase, with three publications in draft and advanced draft, all scheduled for submission in late 2016. Further details about this project is available at higheredukate.com.

Past projects

New mothers’ information experience in social media: a grounded theory study

My PhD study investigated new mothers’ information experience in social media. Read about the study, the recruitment information, or check out my social media recruitment messages.

Is it tweet-worthy?

Lead: Kathleen Smeaton
Independent research project
2013 – 2014

This project investigated the intersection of personal professional and organisational use of Twitter. Findings were presented at VALA 2014 and published in the form of a social media paper.

Developing a ‘whole of course’ approach to blended learning

Lead: Kate Davis
Funding source: Faculty of Science and Technology Teaching and Learning Grant
Income: $10,000
2010 – 2011

This project was designed to explore whole-of-course approaches to blended learning, a topic that was missing from the literature at the time. As an outcome of this project, the team developed evidence based recommendations and guidelines for best practice in design for blended learning across a whole degree program. We have evolved and refined these guidelines since completion of this project.