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Professor Peter Goodyear

Professor, Education

Co-director, Centre for Research on Computer Supported Learning and Cognition (CoCo Research Centre)

Australian Laureate Fellow

Email:

Phone: +61 2 9351 4708

Fax: +61 2 9036 5205

Building.Room: A35.251

Research interests

Learning sciences; psychology of education

  • Learning technologies and new media
  • Learning, cognition and motivation

Research on teaching and learning

  • Learning and teaching in higher education

Professional biography

Peter Goodyear is a Professor of Education at the University of Sydney. Since 2004 has been co-director of the Centre for Research on Computer Supported Learning and Cognition (CoCo). He is an Australian Laureate Fellow and a Senior Fellow of the ALTC.

Before emigrating to Australia in 2003 Peter was Professor of Educational Research at Lancaster University in the UK. He was the founding director of Lancaster's Centre for Studies in Advanced Learning Technology. He has also held academic positions in Belfast, London and Birmingham.

His B.Sc. and D.Phil. degrees are from the University of Ulster. He is also a Fellow of the Chartered Institute of Personnel and Development (UK).


Professional and community roles


Current projects

  • 2006-2009: Blended learning in schools, TAFE and universities: experience, principles, patterns and practices (ARC-funded projects with Rob Ellis, Mike Prosser and NSW Dept for Education & Training)
  • 2008-09: Teaching, technology and educational design: the architecture of productive learning environments (Senior Fellowship, funded by the Australian Learning & Teaching Council)
  • 2009-11: Professional learning for knowledgeable action and innovation: The development of epistemic fluency in higher education (ARC-funded project with Lina Markauskaite)
  • 2009-11: Learning through inquiry in higher education (ARC-funded project with Rob Ellis & Mike Prosser)
  • 2010-2015 Learning, technology and design: architectures for productive networked learning $2,744,129 (ARC contribution). Australian Laureate Fellowship. Award FL100100203.

Current research students

Project title Degree Research student
CSCL in Higher Education: Design approaches using patterns and pattern languages PhD Kashmira Dave
Undergraduate students' experiences of learning through inquiry. PhD Andrelyn Applebee
TBA PhD Helen Drury
A global digital rhizome: Using digital networks to increase innovation and construction of new knowledge, within professional development contexts in online education. PhD Simon McIntyre
Transformation of academic staff in their use of elearning PhD Karen Scott
Towards a Paradigm of Slow Technological change and its impact on education has resulted in a shift of emphasis towards economic and vocational development and away from a value and culturally framed pedagogy (Holt, 2002). Such a response has seen policy makers and educators making rash decisions for the here and now, with limited consideration and responsibility for the long term. Slowness is a concept that embraces tradition, local knowledge, philosophical grounding and time. This research study will provide an opportunity to gain insight into the effects that a slow design can have on sustainability with a focus on ICT rich learning. PhD Miriam Tanti
Living in liminal space: a journey in accidental pedagogy PhD Mary-Helen Ward
Social Networks in E-Learning Systems PhD Daniel Burn
Educational design for learner autonomy and life-long learning: A study of the design thinking of architects, pre-service teachers and educational designers PhD (Education) Martin Parisio
The Role of Inscriptions in Educational Design Team Meetings PhD Dewa Wardak
Habits and habitats: understanding the ecology of a networked learning environment. PhD Pippa Yeoman
Productive networked learning: meeting global literacy challenges. PhD Ana Pinto
Design cognition and epistemic practices of teaching in higher education. PhD Paul Parker
Knowledge, research, teaching and learning - making connections in the everyday working lives of academics in the health disciplines within a research-intensive university. PhD Melinda Lewis

Selected publications

Books

  • Ellis, R. & Goodyear, P. (2010). Students' experiences of e-learning in higher education: the ecology of sustainable innovation. New York: Routledge.
  • Goodyear, P & Retalis, S. (2010). Technology-enhanced learning: design patterns and pattern languages. Rotterdam: Sense Publishers.
  • Hativa, N & Goodyear, P, eds,. (2002). Teacher Thinking, Beliefs and Knowledge in Higher Education. Dordrecht, Netherlands: Kluwer Academic Publishers, 367pp.
  • Ford, P., Goodyear, P, Heseltine, R, Lewis, R, Darby, J., Graves, J, Sartorius, P, Harwood, D & King, T. (1996). Managing Change in Higher Education: a learning environment architecture. Buckingham: Open University Press, 161pp.

Book chapters

  • Goodyear, P. (2011). Emerging methodological challenges for educational research. In Markauskaite, L., Freebody, P. & Irwin, J. (Ed.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research (pp. 253–266), New York: Springer.
  • Goodyear, P & Retalis, S. (2010). Learning, technology and design. In Goodyear, P & Retalis, S (Ed.), Technology-enhanced learning: design patterns and pattern languages. (pp. 1–27), Rotterdam: Sense.
  • Retalis, S, Bachfischer, A & Goodyear, P. (2010). Design patterns for technology enhanced learning: achievements and opportunities. In Goodyear, P & Retalis, S (Ed.), Technology-enhanced learning: design patterns and pattern languages (pp. 311–318), Rotterdam: Sense.
  • Goodyear, P & Ellis, R. (2010). Expanding conceptions of study, context and educational design. In Sharpe, R., Beetham, H. & de Freitas, S (Ed.), Rethinking learning for the digital age: how learners shape their own experiences. (pp. 100–113), New York: Routledge.
  • Goodyear, P. & Yang, D. F. (2009). Patterns and pattern languages in educational design . In Lockyer, L., Bennett, S., Agostinho, S. & Harper, B. (Ed.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologie (pp. 167–187), Hershey PA, US & London: Information Science Reference.
  • Goodyear, P. (2008). Flexible learning and the architecture of learning places. In Spector M, Merrill D, van Merrienboer J, Driscoll M (Ed.), Handbook of Research on Educational Communications and Technology (pp. 251–257), New York: Routledge.
  • Goodyear, P, Ellis, R. (2007). The development of epistemic fluency: learning to think for a living. In Angela Brew & Judyth Sachs (Ed.), Transforming a university: the scholarship of teaching and learning in practice (Vol. 1, pp. 57–68), NSW, Australia: University of Sydney Press.
  • McAndrew, P, Goodyear, P. (2007). Representing practitioner experiences through learning design and patterns. In H. Beetham;R. Sharpe (Ed.), Rethinking pedagogy for a digital age: designing and delivering e-learning (pp. 92–102), London: Routledge.
  • Goodyear, P. (2005). The emergence of a networked learning community: lessons learned from research and practice. In G. Kearsley (Ed.), Online learning. Personal Reflections on the Transformation of Education (pp. 113–127), Englewood Cliffs NJ: Educational Technology Publications.
  • Goodyear, P., Asensio, M., Jones, C, Hodgson, V & Steeples, C. (2003). Relationships between conceptions of learning, approaches to study and students’ judgements about the value of their experiences of networked learning. In , Journal of the Association for Learning Technology .
  • Goodyear, P & Jones, C. (2003). Implicit theories of learning and change: their role in the development of eLearning environments for higher education. In Naidu, S. (Ed.), Learning and teaching with technology: principles and practices (pp. 29–41), London: Kogan.

Journal articles

  • Bliuc, A-M, Casey, G, Bachfischer, A, Goodyear, P & Ellis, R. (in press). Blended learning in vocational education: teachers’ conceptions of blended learning and their approaches to teaching and design. Australian Educational Researcher.
  • Kali, Y, Goodyear, P & Markauskaite, L. . (2011). Researching design practices and design cognition: contexts, concretisation and pedagogical knowledge-in-pieces. Learning, Media & Technology, 36(2), 129–149.
  • Bliuc, A-M, Ellis, R, Goodyear, P & Muntele Hendres, D. (2011). Understanding student learning in context: the role of university students’ social identity in predicting approaches to learning. European Journal of Psychology of Education, 23(3), 417–433.
  • Bliuc, A.-M., Ellis, R.A., & Goodyear, P. (2011). The role of social identification as university student in learning: relationships between students’ social identity, approaches to learning, and academic achievement. Educational Psychology, 31(5), 559–574.
  • Bliuc, A-M., Ellis, R., Goodyear, P. & Piggott, L. (2011). A Blended Learning Approach to Teaching Foreign Policy: Student Experiences of Learning Through Face-to-Face and Online Discussion and their Relationship to Academic Performance. Computers and Education, 56(3), 856–864. DOI:10.1016/j.compedu.2010.10.027
  • Ellis, R., Goodyear, P., Bliuc, A-M. & Ellis, M. (2011). High school students' experiences of learning through research on the Internet. Journal of Computer Assisted Learning. DOI:10.1111/j.1365-2729.2011.00412.x
  • Aditomo, A., Goodyear, P., Bliuc, A-M, Ellis, R. (2011). Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. Studies in Higher Education. DOI:10.1080/03075079.2011.616584
  • Bliuc, A-M, Ellis, R, Goodyear, P & Piggott, L . (2010). Learning through face-to-face and on-line discussions: associations between students' conceptions, approaches and academic performance in political science. British Journal of Educational Technology, 41(3), 512–525.
  • Goodyear, P, Ellis, R. (2008). University students’ approaches to learning: rethinking the place of technology. Distance Education, 29(2), 141–152.
  • Ellis, R, Goodyear, P, Calvo, R, Prosser, M. (2008). Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts. Learning and Instruction, 18(3), 267–282.
  • Ellis, R, Goodyear, P, Smith-Brillant, M, Prosser, M. (2008). Student experiences of problem-based learning in pharmacy: conceptions of learning, approaches to learning and the integration of face-to-face and on-line activities. Advances in Health Sciences Education, 13, 675–692.
  • Ellis, R, Goodyear, P, O'Hara, A, Prosser, M. (2007). The university student experience of face-to-face and online discussions: coherence, reflection and meaning. ALT-J , 15(1), 83–97.
  • Bliuc, A, Goodyear, P, Ellis, R. (2007). Research Focus and Methodological Choices in Studies into Students' Experiences of Blended Learning in Higher Education. The Internet and Higher Education , 10(4), 231–244.
  • Goodyear, P, Zenios, M. (2007). Discussion, collaborative knowledge work and epistemic fluency. British Journal of Educational Studies, 55(4), 351–368.

Conference papers

  • Bliuc, A.-M., Goodyear, P., & Ellis, R. (2010). Blended Learning in higher education: how students perceive integration of face-to-face and online learning experiences in a foreign policy course. In Higher Education Research and Development Society of Australasia (HERDSA) conference, 2010 . Melbourne, 6-9 July 2010.
  • Goodyear, P. & Markauskaite, L. (2009). Teachers' design knowledge, epistemic fluency and reflections on students' experiences. In 154 32nd Higher Education Research and Development Society of Australasia Annual Conference HERDSA 2009: The Student Experience. Darwin, NT, Australia, 6 - 9 July 2009.
  • Goodyear, P., Markauskaite, L. & Kali, Y. (2009). Learning design, design contexts and pedagogical knowledge-in-pieces. In P. Goodyear (Ed.) Future of Learning Design Conference (pp. 13–19). Wollongong, Australia, 10 December 2009.
  • Markauskaite, L. Goodyear, P. (2009). Designing for complex ICT-based learning: Understanding teacher thinking to help improve educational design. In Proceedings ascilite Auckland 2009. 26th Annual ascilite International Conference (pp. 614–624). Auckland, New Zealand, 6-9 December 2009.
  • Bliuc, A, Ellis, R, Goodyear, P, Piggott, L. (2008). A phenomenographic exploration of student experiences of learning through face-to-face and online discussions in a political science course. In Implications of Phenomenography and Variation Theory in Practice. Kristianstad University, Sweden, 22-24 May 2008.
  • Goodyear, P, Ellis, R. (2007). Students’ interpretations of learning tasks: Implications for educational design. In R.J. Atkinson;C. McBeath;S. K. A. Soong;C. Cheers Proceedings ascilite Singapore 2007 (pp. 339–346). Singapore, 2-5 Dec 2007.
  • Bliuc, A, Ellis, R, Goodyear, P. (2007). Relationships between student identity, perceptions of the learning community, approaches to learning and performance. In EARLI, University of Szeged Developing potentials for learning (pp. 348–349). Budapest, Hungary, August 28- September 1 2007.
  • Goodyear, P. (2006). What does international excellence in educational research look like?. In Jeffery, PL AARE Education Research. Creative Dissent: Constructive Solutions. Parramatta, 27Nov-1 Dec 2005.
  • Yang, D, Goodyear, P. (2006). Learning through online discussions: a focus on discourse analysis and language functions. In Lina Markauskaite, Peter Goodyear, Peter Reimann Who's learning? Whose technology? (pp. 921–929). The University of Sydney, Australia, 3-6 December, 2006.
  • Markauskaite, L, Goodyear, P, Reimann, P. (2006). Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning? Whose Technology?. In Lina Markauskaite, Peter Goodyear, Peter Reimann 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who's Learning? Whose Technology? Proceedings volume 1 (pp. 1033–1033). Sydney, Australia, 3-6 December 2006.
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