Geraldine Lefoe
University of Wollongong, Learning, Teaching & Curriculum, Department Member
- Learning Design, Adult Education, Online Learning, Educational Technology, Higher Education, Participatory Action Research, and 12 moreAcademic Development, Assessing Groupwork, Leadership, Learning and Teaching, Constructivism, Case Study Research, Professional Development, Blended Learning, Blogs, Design multi-disciplinary practice, ICT Educational design, and Blended learning in higher educationedit
- Associate Professor Geraldine Lefoe is currently involved in a number of Australian Learning & Teaching Council leade... moreAssociate Professor Geraldine Lefoe is currently involved in a number of Australian Learning & Teaching Council leadership grants. She is the project leader for Coordinators Leading Advancement of Sessional Staff (CLASS): http://classleadership.com/. She is a member partner in Lessons Learnt: identifying synergies in distributed leadership projects.
In 2006-8 she was the Project Leader for an ALTC funded leadership grant (LE69), Distributive leadership for learning and teaching: Developing the faculty scholar model. She co-led an ALTC commissioned project with The Australasian Society for Computers in Learning in Tertiary Education (ascilite) focusing on User Needs for the Carrick Exchange 2006-2008.
Geraldine has published over 30 refereed journal articles, conference papers and book chapters related to leadership in higher education, educational technology and improving learning and teaching and conducted research in the area of improving outcomes for sessional staff.edit
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Description The challenges facing Higher Education (HE) require a distinct leadership approach that recognises both change required to meet the demands of complex, ambiguous environments and the diversity of disciplinary approaches that... more
Description The challenges facing Higher Education (HE) require a distinct leadership approach that recognises both change required to meet the demands of complex, ambiguous environments and the diversity of disciplinary approaches that contribute to a university (Becher 1987, 1989). While multiple theories abound about leadership outside HE, it is claimed that academic leadership is different as it exists in a highly specialised and professional, non hierarchical environment. This has led to much discussion about what ...
Jones, S., Harvey, M., Lefoe, G. & Ryland, K. (2011). Distributed leadership: working together to ride the waves. The Action Self-Enabling Reflective Tool (ASERT). In IR Dobson, R. Sharma & M. Conway (Eds.), Tertiary Education and... more
Jones, S., Harvey, M., Lefoe, G. & Ryland, K. (2011). Distributed leadership: working together to ride the waves. The Action Self-Enabling Reflective Tool (ASERT). In IR Dobson, R. Sharma & M. Conway (Eds.), Tertiary Education and Management Conference: Riding the Waves (pp. 55-69). online: TEMC. ... This record is in the process of being updated. Please contact us for more information.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Abstract As the notion of learning objects has grown in popularity, so too has interest in how they should be stored to promote access and reusability. A key challenge to all repository projects is to understand the various motivations... more
Abstract As the notion of learning objects has grown in popularity, so too has interest in how they should be stored to promote access and reusability. A key challenge to all repository projects is to understand the various motivations and needs to those wishing to contribute to and access the collection. To date there has been considerable attention given to technical issues of repositories, with much less consideration of how to attend to the needs of those who will use them. This chapter presents a needs analysis framework that was developed ...
Research Interests:
Advancing the development of good practice around the teaching team has been the focus of a recently completed, nationally funded Australian grant entitled Coordinators Leading Advancement of Sessional Staff (CLASS). The project focused... more
Advancing the development of good practice around the teaching team has been the focus of a recently completed, nationally funded Australian grant entitled Coordinators Leading Advancement of Sessional Staff (CLASS). The project focused on developing leadership capacity of subject coordinators to provide supportive contexts for sessional staff to enhance their knowledge of teaching practice and contribute to subject improvement through a team approach. An action learning approach and notions of distributed leadership underpinned the activities of the teaching teams in the program. This paper provides an overview of a practical approach, led by the subject coordinator, to engaging sessional staff through the facilitation of a supportive network within the teaching team. It addresses some of the gaps identified in the recent literature which includes lack of role clarity for all members of the team and provides some examples of initiatives that teams engaged with to address some of th...