I received the Outstanding Doctoral Thesis Award for 2015 from Queensland University of Technology (QUT) for my dissertation titled, Informed learning in the undergraduate classroom: The role of
information experiences in shaping outcomes.
The award is for an outstanding contribution to the
discipline and the standard of excellence demonstrated in higher degree
research practice.
My dissertation is available from QUT ePrints: http://eprints.qut.edu.au/89685/
Sunday, May 22, 2016
Thursday, March 10, 2016
New Article Reporting the Findings from my Doctoral Study
A paper describing the findings from my doctoral research has been published by Studies in Higher Education and is now available in pre-publication form. The first fifty folks to click here, can access a copy of the paper for free.
Title: Designing rich information experiences to shape learning outcomes
Abstract: Students in higher education typically learn to use information as part of their course of study, which is intended to support ongoing academic, personal and professional growth. Informing the development of effective information literacy education, this research uses a phenomenographic approach to investigate the experiences of a teacher and students engaged in lessons focused on exploring language and gender topics by tracing and analyzing their evolution through scholarly discourse. The findings suggest that the way learners use information influences content-focused learning outcomes, and reveal how teachers may enact lessons that enable students to learn to use information in ways that foster a specific understanding of the topic they are investigating.
Citation: Maybee, C., Bruce, C. S., Lupton, M. & Rebmann, K. (in-press). Designing rich information experiences to shape learning outcomes. Studies in Higher Education.
Title: Designing rich information experiences to shape learning outcomes
Abstract: Students in higher education typically learn to use information as part of their course of study, which is intended to support ongoing academic, personal and professional growth. Informing the development of effective information literacy education, this research uses a phenomenographic approach to investigate the experiences of a teacher and students engaged in lessons focused on exploring language and gender topics by tracing and analyzing their evolution through scholarly discourse. The findings suggest that the way learners use information influences content-focused learning outcomes, and reveal how teachers may enact lessons that enable students to learn to use information in ways that foster a specific understanding of the topic they are investigating.
Citation: Maybee, C., Bruce, C. S., Lupton, M. & Rebmann, K. (in-press). Designing rich information experiences to shape learning outcomes. Studies in Higher Education.
Tuesday, December 22, 2015
My Thesis Available on QUT ePrints
 |
| http://eprints.qut.edu.au/89685 |
My thesis, Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes, is now available via Queensland University of Technology's ePrints.
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