Our research in this area explores how contemporary and emerging technologies facilitate active learning experiences in higher education, including but not limited to STEM disciplines. This research considers the interplay between learning design, affordances of technologies/tools, and the theoretical underpinnings of different pedagogies. Flipped classrooms, computer-assisted peer instruction, and video are of particular focus in these investigations.
Research on the flipped classroom to teach the principles of envenomation has been conducted as part of the BEST Network.
2015. Pedagogical and production strategies for videos that support student learning. Jason Lodge, Linda Corrin and Jared Horvath. Learning & Teaching Initiative, The University of Melbourne.
2012. The Biomedical, Education, Skills and Training (BEST) Network: A Biomedical Educational Community for all Australians. Led by Nicholas Hawkins, UNSW. Geoff McColl and Kristine Elliott, partner members from UoM. NBN-Enabled Education and Skills Services Program, DEEWR. Funding: $95,000.
Venema, S., Drew, S., & Lodge, J. M. (In press). Peer observation as a vehicle for innovation in teaching: A case study. In C. Klopper & S. Drew (Eds.) Teaching for learning and learning for teaching: Cases in context of peer review of teaching in Higher Education. Sense Publishers.
Elliott, K. & Lodge, J. M. (2017). Engaging university teachers in design thinking. In R. James, S. French, & P. Kelly (Eds.), Visions for the Future of Australian Tertiary Education. Melbourne CSHE.
Elliott, K. & Winkel, K. (2016). Learning gains in a flipped classroom to teach the principles of envenomation. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 215-224). http://2016conference.ascilite.org/wp-content/uploads/ascilite2016_elliott_full.pdf
Elliott, K., Judd, T., & McColl, G. (2016). Utilising mobile electronic health records in clinical education. In S. Bridges, L. Chan & C. Hmelo-Silver (Eds.) Educational Technologies in Medical and Health Sciences Education: Advances in Medical Education seriesVol 5 (, pp. 159-179. Springer International Publishing.
Judd, T. & Elliott, K. (2016). Methods and frequency of sharing of learning resources by medical students. British Journal of Educational Technology.doi: 10.1111/bjet.12481
Lau, P., Woodward-Kron, R., Livesay, K., Elliott, K., & Nicholson, P. (2016). Cultural respect encompassing simulation training: being heard about health through broadband. Journal of Public Health Research, 5(1), 36-42.
Macqueen, S., Woodward-Kron, R., Flynn, E., Reid, K., Elliott, K. & Slade, D. (2015). A resource for teaching emergency care communication. The Clinical Teacher,13(3), 192-196.
Woodward-Kron, R., Connor, M., Schulz, P. & Elliott, K. (2014). Educating for health care communication in the age of the world wide web. Academic Medicine, 89(2), 318-325.
Venema, S. & Lodge, J. M. (2013). Capturing dynamic presentation: Using technology to enhance the chalk and the talk. Australasian Journal of Educational Technology, 29 (1), 20-31.
Other research themes
If you are interested in undertaking research with this group please contact Kristine Elliott (email).