MEd(UNSW), BSc(Shiraz University)
Research project description
Maryam Khosronejad is a PhD candidate at the Centre for Research on Computer Supported Learning and Cognition (CoCo) at the University of Sydney. She has a mixed academic background in engineering and education and her research interests include engineering and mathematics education and professional development in higher education.
Howard, S., & Khosronejad, M. (2015). Exploring academics’ views of writing and implications for use of online tools to support students’ writing in Engineering. The 12th annual conference of the International Society for the Scholarship of Teaching and Learning will take place from 27-30 October 2015 in Melbourne.
K. Thompson, L. Carvalho, M. Evans, L. Huang, M. Khosronejad, R. Reimann, A. Aditomo, D. Wardak, P. Goodyear, Y. Dimitriadis, R. Martinez-Maldonado, and G. Dyke. (2015) A multimodal approach to the analysis of complex collaborative learning environments: Using complementary methods of analysis to synthesize new trends in scaffolding research. Symposia presentation at the 11th International Conference on Computer Supported Collaborative Learning (CSCL), Gothenburg, Sweden, June 7-11.
Bobis, J., Way, J., & Khosronejad, M. (2014). Exploring Mathematics engagement in the middle years of school. Mathematics Education Research Group of Australia (MERGA37), Sydney, Australia, June 29- July 3.
Bobis, J., Way, J. Anderson, J. & Khosronejad, M. (2014). Enhancing middle year students’ engagement in mathematics, AERA Annual Meeting, Pennsylvania, USA, April 3-7.
Bobis, J., Way, J., Anderson, J. & Khosronejad, M. (2013). Student engagement in Mathematics: Switching students on to Mathematics. Mathematics Education Research Group of Australia (MERGA36) Melbourne, Australia, July 7-11.
|Exploring Engineering Professional Identity Practices in Higher Education||PhD||Professor Peter Reimann|
- Reimann, P. & Khosronejad, M. (2015). Designing authentic assessment in higher education. In London: Routledge (Ed.), Measuring and visualizing learning in the information- rich classroom .
- Thompson, K., Carvalho, L., Aditomo, A., Dimitriadis, Y., Dyke, G., Evans, M., Khosronejadtoroghi, M., Martinez Maldonado, R., Reimann, P., Wardak, D. (2015). The synthesis approach to analysing educational design dataset: Application of three scaffolds to a learning by design task for postgraduate education students. British Journal of Educational Technology, 46(5), 1020–1027.
- Khosronejad, M., Reimann, P., & Markauskaite, L. (in press). Implied Identity: A Conceptual Framework for Exploring Engineering Professional Identity Practices in Higher Education. In Frontiers in Education 2015