Candice Dyer Executive Assistant Education Futures
Email: candice.dyer@unisa.edu.au
Ext: 24192
Shane Dawson is the Executive Dean Education Futures and Professor of Learning Analytics at the University of South Australia. Shane's research focuses on the use of social network analysis and learner ICT interaction data to inform and benchmark teaching and learning quality. Shane is a founding executive member of the Society for Learning Analytics Research and past program and conference chair of the International Learning Analytics and Knowledge conference. He is a co-developer of numerous open source software including the Online Video Annotations for Learning (OVAL) and SNAPP a social network visualization tool designed for teaching staff to better understand, identify and evaluate student learning, engagement, academic... Read more
About me
Shane Dawson is the Executive Dean Education Futures and Professor of Learning Analytics at the University of South Australia. Shane's research focuses on the use of social network analysis and learner ICT interaction data to inform and benchmark teaching and learning quality. Shane is a founding executive member of the Society for Learning Analytics Research and past program and conference chair of the International Learning Analytics and Knowledge conference. He is a co-developer of numerous open source software including the Online Video Annotations for Learning (OVAL) and SNAPP a social network visualization tool designed for teaching staff to better understand, identify and evaluate student learning, engagement, academic performance and creative capacity
About me
Society for Learning Analytics Research, ASCILITE, EDUCAUSE, HERDSA
About me
Doctor of Philosophy Queensland University of Technology
Graduate Diploma of Education University of Canberra
Bachelor of Science University of Queensland
Bachelor of Science University of Queensland
Research
Excludes commercial-in-confidence projects.
Scaling the provision of personalised learning support actions for large student cohorts, Office for Learning and Teaching Grants - Strategic Priority Projects, 02/06/2016 - 31/03/2019
OLT Enabling connected learning via open source analytics in "the wild": Learning Analytics beyond the LMS, Office for Learning and Teaching Grants - Innovation & Development, 04/12/2014 - 02/05/2017
Completing the loop: Returning meaningful learning analytic data to teachers, Office for Learning and Teaching Grants - Innovation & Development, 01/01/2013 - 01/02/2016
Using video annotation software to develop student self-regulated learning, Office for Learning and Teaching Grants - Innovation & Development, 01/01/2013 - 01/10/2015
Student retention and learning analytics: a snapshot of Australian practices and a frame work for advancement, Office for Learning and Teaching Grants - Strategic Priority Projects, 11/12/2013 - 28/11/2014
The society for learning analytics research: Learning analytics strategy document, Office of Teaching and Learning - Contract Research, 26/11/2013 - 31/01/2014
Research
Research since 2008 is shown below. To see earlier years visit ORCID, ResearcherID or Scopus
Open access indicates that an output is open access.
Year | Output |
---|---|
2018 |
|
2017 |
Open access
|
2017 |
2
|
2015 |
Open access
|
2015 |
Open access
|
2015 |
15
1
|
2015 |
Open access
|
2012 |
|
2011 |
|
2011 |
7
|
2010 |
|
2010 |
|
Year | Output |
---|---|
2020 |
2
2
6
|
2020 |
Open access
3
|
2019 |
Open access
9
9
1
|
2019 |
Open access
9
|
2019 |
Open access
|
2019 |
Open access
7
4
5
|
2019 |
29
21
24
|
2019 |
13
11
3
|
2019 |
8
13
|
2019 |
4
5
9
|
2019 |
Open access
54
47
22
|
2019 |
14
13
8
|
2018 |
30
23
|
2018 |
Open access
45
41
1
|
2018 |
Open access
19
16
20
|
2018 |
Open access
30
30
23
|
2018 |
Open access
6
6
7
|
2018 |
Open access
7
5
|
2018 |
Open access
13
|
2018 |
Open access
15
13
4
|
2017 |
Open access
1
|
2017 |
Open access
24
14
17
|
2017 |
Open access
106
81
4
|
2017 |
3
1
4
|
2016 |
Open access
226
178
11
|
2016 |
Open access
12
8
2
|
2016 |
Open access
14
9
3
|
2016 |
Open access
38
34
1
|
2015 |
Open access
5
4
|
2015 |
Open access
119
233
40
|
2015 |
Open access
|
2015 |
Open access
30
22
|
2014 |
Open access
30
23
|
2014 |
|
2014 |
Open access
|
2013 |
Open access
12
|
2013 |
13
10
1
|
2013 |
225
156
7
|
2013 |
Open access
39
25
5
|
2012 |
159
397
|
2011 |
Open access
21
|
2011 |
Open access
33
29
|
2010 |
132
92
|
2010 |
40
15
|
2010 |
530
397
|
2008 |
123
33
|
2008 |
3
|
2008 |
98
90
|
2008 |
Open access
|
Year | Output |
---|---|
2020 |
4
1
|
2019 |
20
16
|
2019 |
8
6
3
|
2019 |
Open access
10
|
2019 |
Open access
|
2018 |
Open access
20
|
2018 |
Open access
17
|
2018 |
6
|
2018 |
11
|
2018 |
Open access
|
2017 |
20
|
2017 |
4
|
2017 |
Open access
7
|
2017 |
5
|
2016 |
68
53
3
|
2016 |
26
19
1
|
2016 |
40
36
1
|
2016 |
5
5
1
|
2016 |
22
20
|
2016 |
22
17
1
|
2015 |
Open access
3
|
2015 |
Open access
|
2015 |
|
2015 |
Open access
|
2015 |
18
4
|
2015 |
Open access
48
7
|
2015 |
Open access
19
|
2015 |
Open access
2
|
2014 |
111
2
|
2014 |
|
2014 |
Open access
28
1
|
2014 |
25
|
2014 |
Open access
16
|
2014 |
|
2013 |
14
2
|
2012 |
Open access
14
|
2012 |
|
2012 |
13
3
|
2012 |
Open access
|
2011 |
76
|
2011 |
33
|
2010 |
Open access
|
2010 |
Open access
|
2010 |
Open access
|
2009 |
Open access
|
2009 |
Open access
|
2008 |
|
2008 |
|
Year | Output |
---|---|
2016 |
Open access
|
2013 |
Open access
|
2011 |
Open access
|
Research
External engagement & recognition
Organisation | Country |
---|---|
Allameh Tabatabaee University | IRAN |
Arizona State University | UNITED STATES |
Athabasca University | CANADA |
BorderLabs | NETHERLANDS |
Catholic University of Leuven | BELGIUM |
Charles III University of Madrid | SPAIN |
Charles Sturt University | AUSTRALIA |
Columbia University | UNITED STATES |
Delft University Of Technology | NETHERLANDS |
Heathcote Consulting | AUSTRALIA |
International Baccalaureate Organization | NETHERLANDS |
Macquarie University | AUSTRALIA |
McGraw Hill Education | UNITED STATES |
Mediterranean University | MONTENEGRO |
Monash University | AUSTRALIA |
National University of Singapore | SINGAPORE |
niversity of Notre Dame | UNITED STATES |
Open University | UNITED KINGDOM |
Open University of the Netherlands | NETHERLANDS |
Private Individual | AUSTRALIA |
Queensland University of Technology | AUSTRALIA |
Radboud University Nijmegen | NETHERLANDS |
RMIT University | AUSTRALIA |
Simon Fraser University | CANADA |
Stanford University | UNITED STATES |
Universidad Ort Uruguay | URUGUAY |
University in Ecuador | ECUADOR |
University Michigan | UNITED STATES |
University of Adelaide | AUSTRALIA |
University of Auckland | NEW ZEALAND |
University of Belgrade | SERBIA |
University of British Columbia | CANADA |
University of Edinburgh | UNITED KINGDOM |
University of Essex | UNITED KINGDOM |
University of Hawaii | UNITED STATES |
University of Liverpool | UNITED KINGDOM |
University of Melbourne | AUSTRALIA |
University of Memphis | UNITED STATES |
University of Michigan | UNITED STATES |
University of New South Wales | AUSTRALIA |
University of Queensland | AUSTRALIA |
University of South Australia | AUSTRALIA |
University of Sydney | AUSTRALIA |
University of Technology Sydney | AUSTRALIA |
University of Texas | UNITED STATES |
University of Texas Arlington | UNITED STATES |
University of Toronto | CANADA |
University of Wollongong | AUSTRALIA |
UNSW Sydney | AUSTRALIA |
Worcester Polytechnic Institute | UNITED STATES |
Yunnan Open University | CHINA |
External engagement & recognition
Engagement/recognition | Year |
---|---|
MemberAustralasian Society for Computers in Learning in Tertiary Education (ASCILITE) |
2017 |
MemberSociety for Learning Analytics Research (SoLAR) |
2017 |
MemberEDUCAUSE |
2017 |
MemberHigher Education Research and Development Society of Australasia (HERDSA) |
2017 |
Teaching & student supervision
Supervisions from 2010 shown
Thesis title | Student status |
---|---|
Being smart is not enough: The role of psychological safety in collaborative communication contexts | Current |
Exploring motivation and learning strategies in flipped online classrooms | Current |
Exploring the role of critical and creative thinking on STEM dispositions for female learners: a data science approach using educational analysis. | Current |
Feedback actionability in learning environments | Current |
Investigating the impact of the application of real-life context on the outcomes of middle years students in STEM | Current |
Student support system in a remote laboratory with the application of learning analytics | Current |
A data mining approach to analyse the influence of student features on their academic outcomes | Completed |
Examining the impact of feedback based on learning analytics from the perspective of self-regulated learning | Completed |
Social context in Massive Open Online Courses | Completed |