- University of the Sunshine Coast
Sippy Downs Drive
Sippy Downs, QLD, Aust, 4556 - +61 7 5456 5454
- CQ University Australia, Learning and Teaching Services, Faculty Memberadd
- Culture, Cultural Theory, Education, Gender, Humanities, Research Methodology, and 31 moreSocial Sciences, Sociology, Technology, Visual Studies, Women's Studies, Digital Humanities, Digital Culture, Disability Studies, Disability Theory, Discrimination, Deleuze, Digital Media, Media and Democracy, Media Policy, Media Education, Media Design, E-Research, E Government Adoption, E Government, Embodiment, Emotional Engagement, Equality Studies, Equality, Ethnic and Racial Studies, Prejudice, Praxis, Open Source/Open Access and Libraries, Open Access, Open Journal, Open Research, and Communicationedit
- Professor Denise Wood AM is Pro Vice-Chancellor (Students) at the University of the Sunshine Coast. Her research focu... moreProfessor Denise Wood AM is Pro Vice-Chancellor (Students) at the University of the Sunshine Coast. Her research focuses on effective approaches to improving outcomes in education and employment, with a particular focus on regional and remote students and those from particular equity backgrounds. I have led and successfully delivered several national funded research projects (total external income in excess of $8 million) focusing on improving learning and teaching outcomes and access and equity in higher education including the former Carrick, Australian Learning and Teaching Council (ALTC) and Office for Learning and Teaching (OLT) funded projects, National Priority Pool funded projects and projects funded through Department of Social Services. I am a member of the Equity Research and Innovation Panel and also an advisory committee member of the National Centre for Student Equity in Higher Education. I am an assessor for the Australian Awards for University Teaching , and I am an expert reviewer for the South African National Research Foundation and the United States National Science Foundation, and Australian Research Council peer reviewer in the field of Education. My work in innovative teaching and learning, and accessibility solutions for students from special equity groups has been recognised with several awards including: a Member of the Order of Australia Award for significant service to education as an academic, researcher and practitioner in the field of participation, inclusion & access.edit
Description Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some... more
Description Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 ...
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Abstract This chapter describes the benefits as well as the unanticipated challenges in engaging undergraduates in immersive experiences within the 3D virtual environment, Second Life. The chapter draws on trials of three undergraduate... more
Abstract This chapter describes the benefits as well as the unanticipated challenges in engaging undergraduates in immersive experiences within the 3D virtual environment, Second Life. The chapter draws on trials of three undergraduate courses in which students attended virtual classes and undertook media-related activities in Second Life. International experts conducted synchronous virtual guest presentations in all three courses. Media arts students designed immersive games using Second Life tools and the final-year students ...
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The history of the application of technologies to support learning and teaching long predates the emergence of virtual worlds as immersive platforms for engaging students in authentic, culturally diverse experiential learning activities.
Research Interests: Sociology and Affordance
There is considerable interest in the teaching and research nexus internationally as evidenced by the growing body of literature documenting the potential benefits of introducing research in the undergraduate curriculum and engaging... more
There is considerable interest in the teaching and research nexus internationally as evidenced by the growing body of literature documenting the potential benefits of introducing research in the undergraduate curriculum and engaging students in research activities designed to foster active learning and problem-solving, as well as the generation of new knowledge. While case studies reporting the benefits of strengthening the teaching and research nexus in the undergraduate curriculum are well documented, studies reporting ...
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The focus on inclusive approaches to higher education and increasing availability of educational technologies designed to enhance student communication and collaboration has led to new opportunities for widening participation and... more
The focus on inclusive approaches to higher education and increasing availability of educational technologies designed to enhance student communication and collaboration has led to new opportunities for widening participation and improving the learning outcomes of students from diverse backgrounds. However, despite the potential, the principles of inclusive education are often applied in ways that serve to further disenfranchise the very students the approach seeks to support. This paper draws on research undertaken through funding support provided by the Australian Government, Office for Learning and Teaching in presenting the case for teachers to adapt their learning and teaching strategies to address an increasingly diverse student population and to adopt more transformative pedagogical approaches to engaging all students with “difference”. This paper explores issues of particular relevance to the design of technology enhanced learning that is inclusive of the diverse needs of hi...
Research Interests: Information Systems, Sociology, Computer Science, Educational Technology, Usability, and 10 moreDisability Studies, Accessibility, Inclusive education (Learning And Teaching), Technology Enhanced Learning, Diversity & Inclusion, Library and Information Studies, Personalized Learning Environment, Transformative pedagogy, Special Education Needs and Inclusive Practice, and Communication and media Studies
The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the... more
The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members' institutions. Perspectives vary from those whose reality is the actuati...
Research Interests: Engineering, Information Technology, Education, Rhetoric, Educational Technology, and 12 moreHigher Education, Second Life, Technology Enhanced Learning, Learning And Teaching In Higher Education, Virtual Worlds, Second Life in Education, Educational Technologies, Virtual Reality, Education in Virtual Worlds, Reality, Technology Enhanced Education, and Ascilite
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Over a four-week period students enrolled in a second-year visual theatre course at the University of South Australia attempted to stage the online virtual world Second Life in a conventional proscenium arch theatre. The Staging Second... more
Over a four-week period students enrolled in a second-year visual theatre course at the University of South Australia attempted to stage the online virtual world Second Life in a conventional proscenium arch theatre. The Staging Second Life project played upon the liminal space between ‘real’ and digital, and gave the students the opportunity to transpose a virtual world into a theatrical setting. The students actively played between these two media in turn becoming intermedialists. Within the hypermedium of the theatre they were able to remediate the conventions of Second Life via their bodies and manipulation of objects. The project reflects a growing trend in performance pedagogy where technology and new ways of thinking about its applications are increasingly integrated into the curriculum. This chapter describes the practical aspects of the course as well as the emergent theory of intermediality underpinning the Staging Second Life project.
Research Interests: Sociology and IGI Global
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Unimaginable Bodies: Intellectual Disability, Performance and Becomings provides the reader with an enlightening and provocative account of the transformative power of integrative dance through illustrative case studies drawn from... more
Unimaginable Bodies: Intellectual Disability, Performance and Becomings provides the reader with an enlightening and provocative account of the transformative power of integrative dance through illustrative case studies drawn from Hickey-Moody's research as an observer and performer in the Restless Dance Company. The monograph bridges theory and practice in describing the ways in which medical and sociological discourses have produced a narrow conception of corporeality and reinforce the idea of the intellectually ...
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Virtual worlds continue to be used in Australia and New Zealand higher education institutions although the hype has settled. Whilst some higher education institutions continue to use virtual worlds as they have done for some time, other... more
Virtual worlds continue to be used in Australia and New Zealand higher education institutions although the hype has settled. Whilst some higher education institutions continue to use virtual worlds as they have done for some time, other institutions are trialing different virtual worlds and some are opting out altogether. An overview of how 46 authors from 28 institutions see virtual worlds as an opportunity to sustain the future of higher education is presented. The positives and negatives of using virtual worlds are discussed.
Research Interests: Engineering, New Media, E Assessment, Educational Informatics, Higher Education, and 15 moreDigital Media, Learning and Teaching, Australia, Digital Culture, Assessment in Higher Education, Computer Mediated Communication, Learning And Teaching In Higher Education, Metaverse, Education in Virtual Worlds, Opensim, New Zealand, OpenSimulator, OpenSim, Computer Based Communication, and E Learning
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher... more
Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...
Research Interests: Engineering, Instructional Design, Educational Technology, Distance Education, Higher Education, and 15 moreStudent Engagement, Second Life, Technology Enhanced Learning, Immersion and Experience, Second Life in Education, Engagement, Immersion, Education in Virtual Worlds, Opensim, Technology Enhanced Education, OpenSimulator, Second Life in Education and Research, OpenSim, E Learning, and Ascilite
A volume in Research in Management Education and Development Series Editors: Charles Wankel, St. John's University Virtual Worlds are being increasingly used in business and education. With each day more people are venturing into... more
A volume in Research in Management Education and Development Series Editors: Charles Wankel, St. John's University Virtual Worlds are being increasingly used in business and education. With each day more people are venturing into computer generated online persistent worlds such as Second Life for increasingly diverse reasons such as commerce, education, research, and entertainment. This book explores the emerging ethical issues associated with these novel environments for human interaction and cutting-edge approaches to these new ethical problems. This volume's goal is to put forward a number of these virtual world ethical issues of which research is only commencing. The developing literature specifically regarding virtual world ethics is a recent phenomenon. Research based on the phenomenon of virtual world life has only been developing in the past four years. This volume introduces pathbreaking work in a field which is only just beginning to take shape. It is ideal as both...
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How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
Futurists anticipate that within just three years, 70-80% of businesses and Internet users will have a 3D virtual presence. This should be welcome news to our current 'digital native' undergraduates who have grown up in a... more
Futurists anticipate that within just three years, 70-80% of businesses and Internet users will have a 3D virtual presence. This should be welcome news to our current 'digital native' undergraduates who have grown up in a digital era, and who are said to prefer environments that are highly interactive, immersive, multi-modal and connected. 3D virtual learning environments not only fulfil these criteria, but also provide increased flexibility for students who are not on campus. It is perhaps not surprising, therefore, that 3D virtual worlds such as Second Life
The Open educational resources (OER) movement is a new phenomenon in the field of education. Increasing use of Web 2.0 technologies along with growing competition between educational institutions have accelerated interest in the potential... more
The Open educational resources (OER) movement is a new phenomenon in the field of education. Increasing use of Web 2.0 technologies along with growing competition between educational institutions have accelerated interest in the potential of such ‘open’ educational resources. Some educational institutions have made their learning resources available online for learners for the purpose of encouraging knowledge sharing and improving effectiveness of teaching and learning. Furthermore, some community organisations are also hosting and supporting OERs. However, at least some reports from educational institutions indicate that the motivation behind this move to OERs might be driven more by a desire to enhance their reputation and attract new students to their programs, rather than the promotion of OERs. This paper presents the findings of a content analysis of a sample of OER websites undertaken to identify whether ‘Net Gen’ learner needs are adequately addressed by current OER initiativ...
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What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or... more
What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging ...
Research Interests: Engineering, Communication, Education, Educational Technology, E Assessment, and 15 moreEducational Informatics, Digital Media, Embodiment, Australia, Bakhtin, Computer Mediated Communication, Dialogism, Art and technology, Educational Technologies, Communication Technology, Education in Virtual Worlds, Case Study, Cyborgs, Developmental Work Research, and E Learning
The rapid growth in the use of virtual worlds in educational contexts has raised many questions about the pedagogical benefits of these technologies for teaching and learning. This symposium will focus on the use of scenario-based... more
The rapid growth in the use of virtual worlds in educational contexts has raised many questions about the pedagogical benefits of these technologies for teaching and learning. This symposium will focus on the use of scenario-based multi-user virtual environments (MUVEs) in education and will specifically focus on: 1) the role of virtual worlds in education; 2) the value of scenario-based MUVEs in inquiry learning; 3) the role of „collaboration‟ in a multi-user environment; 4) the design issues; and 5) the challenges that need to be addressed to ensure that students can benefit from the virtual experience.
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Readiness‘ for employment is having the appropriate knowledge and practical skills for a particular job, as well as possession of the right‘ attributes for that job. A recent report on the recruiting preferences of Australian graduate... more
Readiness‘ for employment is having the appropriate knowledge and practical skills for a particular job, as well as possession of the right‘ attributes for that job. A recent report on the recruiting preferences of Australian graduate employers (AAGE, 2011) revealed that the three most desired attributes in graduates are communication, team work and problem solving. This paper reports on the first stage of a three stage study exploring the potential of a 3D virtual learning environment (3DVLE) to aid graduates identify and articulate these employability skills‘ (Precision Consulting 2007). Using a qualitative approach, the purpose this stage was to seek primary stakeholder (students and university staff) feedback and input into the early design of three proposed learning scenarios in a 3DVLE. Student acceptance of the 3DVLE was positive, staff acceptance less so. Both students and staff provided valuable input into improving the look and use of the proposed scenarios.
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School of CommunicationUniversity of South AustraliaDespite the existence of Web accessibility guidelines since 1999, the evidence suggests acontinuation of design practices that limit the accessibility of Websites for diverseaudiences.... more
School of CommunicationUniversity of South AustraliaDespite the existence of Web accessibility guidelines since 1999, the evidence suggests acontinuation of design practices that limit the accessibility of Websites for diverseaudiences. This problem has been further compounded with the increasing popularity oftechnologies such as Flash, which have encouraged many designers to place greateremphasis on form than function. This paper examines these issues and proposes ahumanistic approach to Web design; one which acknowledges the designer’s responsibilityto create sites that contribute to and improve the quality of life for all users. The role thatdesign educators need to play in challenging their students to engage in design practicesthat will ensure the sites they develop are accessible in a changing landscape oftechnologies are explored in this paper, and the benefits of incorporating changes into thedesign curriculum that address the need for graduate designers to be aware of, and ...
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While “net generation students” are said to respond best to the use of information and communication technologies (ICTs) that foster participation through collaborative and networked environments, the same cannot be said of the majority... more
While “net generation students” are said to respond best to the use of information and communication technologies (ICTs) that foster participation through collaborative and networked environments, the same cannot be said of the majority of community sector organisations. There is a growing body of evidence (Barraket, 2005; Department of Communications Information Technology and the Arts, 2005; Knox, 2005; Stillman et al, 2010; Yerbury, 2007) suggesting that the community sector is not yet harnessing the full potential of ICTs and that they could be using these technologies much more effectively (Barraket, 2005; Productivity Commission, 2010; Stillman et al, 2010; Yerbury, 2007). This paper describes a case study of service learning involving a cross-sector partnership between the public sector, university and community organisations aimed at developing student skills in web design through service learning, while also empowering community sector organisations to make more effective u...
This paper explores strategies for incorporating practice-led research into the undergraduate performing arts curriculum at the University of South Australia. There has been considerable interest in strategies for integrating teaching and... more
This paper explores strategies for incorporating practice-led research into the undergraduate performing arts curriculum at the University of South Australia. There has been considerable interest in strategies for integrating teaching and research in the undergraduate curriculum as evidenced by the growing body of literature documenting the potential benefits of engaging students in research activities designed to foster active learning and problem-solving. However, studies reporting strategies for incorporating research in undergraduate programs with an applied focus, and performing arts courses in particular, are more difficult to find. This paper presents a case study of a second-year visual theatre course in which students undertook practice-led research activities involving the design and implementation of a performance in the physical space of a theatre and 3D virtual environment. Students, tutors and researchers as well as technical staff were drawn together as a research com...
Partner institutions and team members: University of South Australia Associate Professor Denise Wood (project leader), Mr Ron Corso, Mr Stuart Gluth, Associate Profess Kazem Abrahary The University of Adelaide Professor Noel Lindsay RMIT... more
Partner institutions and team members: University of South Australia Associate Professor Denise Wood (project leader), Mr Ron Corso, Mr Stuart Gluth, Associate Profess Kazem Abrahary The University of Adelaide Professor Noel Lindsay RMIT University Professor Barbara de la Harpe, Dr Jenny Simm James Cook University Associate Professor Sheila Scutter University of New England Dr Sue Gregory Massey University (New Zealand) Professor Ingrid Day, Dr Terry McPherson
To investigate the effectiveness of a home-based social media use intervention to enhance the social networks of rural youth with disabilities. Participants were nine youth (mean age = 17.0 years) with disabilities from two rural... more
To investigate the effectiveness of a home-based social media use intervention to enhance the social networks of rural youth with disabilities. Participants were nine youth (mean age = 17.0 years) with disabilities from two rural Australian communities. The intervention consisted of providing appropriate assistive technology and social media training on individualised goals. Using mixed methods, quantitative (a single group pre-post) and qualitative (interviews with participants and their carers) measures were used to examine outcomes of training, individual experiences of the intervention, and changes to online social networks. Participants increased their performance and satisfaction with performance on social media problem areas post-intervention; paired t-tests showed statistical significance at p < .001. There was also a significant increase in the number of online communication partners; Wilcoxon Signed Ranks showed statistical significance at p < .05. The interviews hig...
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In rural Australia, knowledge and utilisation of support by informal carers is lacking. During the caregiving period, socioemotional support from family and friends plays an important role in sustaining caregiving activities. Post-care,... more
In rural Australia, knowledge and utilisation of support by informal carers is lacking. During the caregiving period, socioemotional support from family and friends plays an important role in sustaining caregiving activities. Post-care, these social networks facilitate adjustment to role change and dealing with grief. Developing and improving access to peer support to enable carers to effectively cope with the challenges of caring may positively influence their caring experience. The primary objective of this project is to examine the response of isolated rural carers for older people with dementia to a videoconference (VC) based peer support and information program. Will participation in the program improve self-efficacy, quality of life, and mental health? Secondary objectives are to develop a VC based peer support program for isolated rural carers for older people with dementia, using a co-design approach; and to assess the feasibility of VC technology for enhancing social suppor...
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Despite the seeming ubiquity of young people's Internet use, there are still many for whom access to the Internet and online social networking remains inequitable and patterned by disadvantage. The connection between information... more
Despite the seeming ubiquity of young people's Internet use, there are still many for whom access to the Internet and online social networking remains inequitable and patterned by disadvantage. The connection between information technology and young people with disabilities is particularly under‐researched. This article contributes to the field of critical information systems research by exposing significant barriers and facilitators to Internet accessibility for young people with disabilities. It uses Bourdieu's critical theory to explore how the unequal distribution of resources shapes processes of digital inclusion for young people with disabilities. It highlights access needs and experiences that are both disability and non‐disability related. The article draws on interviews in South Australia with 18 young people aged 10–18 years with a physical disability (such as cerebral palsy) or acquired brain injury and with 17 of their family members. Interviews evaluated participants' and parents' reflections on the benefits of a home‐based, goal‐oriented intervention to increase the young person's Internet use for social participation purposes. The Bourdieuian analysis demonstrated how varying levels of accrued individual and family offline capital resources are related to digital/online resources and disability‐specific online resources. This revealed how unequal resources of capital can influence technology use and hence digital inclusion for young people with disabilities. Our study demonstrates that young people with particular types of disabilities require intensive, personalised and long‐term support from within and beyond the family to ‘get online’. We conclude that Internet studies need to more frequently adopt critical approaches to investigate the needs of users and barriers to information technology use within sub‐groups, such as young people with disabilities. © 2016 John Wiley & Sons Ltd