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Simon Housego

Senior Lecturer, Institute for Interactive Media and Learning

BSc (UTS), MEd (Hons) (UTS)

Email: Simon.Housego@uts.edu.au
Phone: +61 2 9514 1661
Fax:
Room: CB01.27.12 (map)
Mailing address:

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Biography

Simon has been with the Institute since its inception working as an educator with a long-term focus on the use of communications technologies for teaching and learning. In his current position as lecturer, he works as a staff developer supporting university staff who are exploring the use of UTSOnline in their teaching and learning. Simon's main work focus is helping teachers develop practical, sustainable and educationally-sound ways to improve the learning experiences and outcomes of UTS students. Simon's research interests centre on the challenge for professional development of teachers that is presented by the rapid growth in the use of information and communications technologies for mediating learning.

Phone: 02 9514 1661
Email: Simon.Housego@uts.edu.au

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Research

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Publications

Conferences

Anderson, T.K., Grattan, K., Pizzica, J. & Housego, S.C. 2009, 'Podcasting in an enriched educational landscape: Bringing a peripheral technology into the teaching core', Same places, different spaces. Proceedings ascilite Auckland 2009. 26th Annual ascilite International Conference, The University of Auckland, Auckland University of Technology, and Australasian Society for Computer, Auckland.

Journal articles

Housego, S.C. & Parker, N.J. 2009, 'Positioning ePortfolios in an integrated curriculum', Education & Training, vol. 51, no. 5/6, pp. 408-421.
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Purpose - This paper discusses the potential and the challenges of successful integration of ePortfolios and graduate attributes into the curriculum. Design/methodology/approach - An argument is presented about the positioning of ePortfolios, and their links to graduate attributes, that draws upon the experiences of working with teachers to design, implement and support effective teaching practices to inform the challenges and opportunities that ePortfolios present for institutions, teachers and business curricula. Findings - The potential of ePortfolios for supporting student learning must be balanced against the difficulties of embedding the necessary curriculum changes. Institutions expecting to see take-up of ePortfolios by their teachers will need different strategies than those that accompanied the introduction of Learning Management Systems. Research limitations/implications â Based on experiences in an Australian context and a small-scale trial. The limited availability of studies of student learning and the longitudinal use of ePortfolios in the social networking Web 2.0 context. The practicality of implementing the approach suggested when resources are constrained. Practical implications â A range of potential uses of ePortfolios is considered with a particular focus on seeing their use from the whole-of-program viewpoint, with discussion of the limitations for curriculum if decisions about ePortfolio use are left entirely to teachers to decide. Originality/value â The papersâ value is in its argument about the potential for linking ePortfolios to an integrated curriculum by addressing a common problem with the process of embedding of graduate attributes, and in suggesting a role for changed assessment practices to make this possible.

Conferences

Housego, S.C. 2008, 'Sowing the seeds', ATN Assessment Conference 2008: Engaging Students in Assessment, University of South Australia, Adelaide, South Australia, pp. 193-198.
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Reasons for wanting to engage learners more directly in assessment are plentiful. These include the ability for learners to make judgements of their own work, as this capacity will be essential for learners future lives and careers (Boud & Falchikov, 2006). Excellent guides on how and why this might be done already exist (Falchikov 2005). A puzzle exists, therefore, in why we see so little evidence of assessment practices that engage the learner more directly. To encourage the wider adoption of these practices we must understand the challenges teachers face when considering significant changes to assessment. There are good reasons for believing that the most effective way to transform assessment practices would be to take a whole-of-program approach, with decisions about what, how, and where something is assessed being made after careful consideration of the programs structure and intended learning outcomes.

Housego, S.C. & Anderson, T.K. 2007, 'Crossing the chasm: opportunities for academic development as teachers go online', Enhancing Higher Education, Theory and Scholarship, HERDSA, Milperra, Australia, pp. 279-287.

Alexander, S.A., Kandlbinder, P.A., Howson, E., Lukito, L., Francois, A. & Housego, S.C. 2002, 'Sim Assessment: enhancing academics under-standing of assessment through computer simulation', Winds of Change in the sea of learning, UNITEC Institute of Technology, New Zealand, pp. 47-55.

Madadnia, J., Koosha, H. & Housego, S.C. 2001, 'In search of techniques to improve student learning in an online engineering subject (students participation)', Proceedings of 12th Annual Conference of the Australasian Association for Engineering Education, Queensland University of Technology, Brisbane, Australia, pp. 350-355.
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This paper presents student perceptions of the effectiveness of the techniques used to enhance student learning incorporated into an online engineering subject entitled "Managing Information Technology in Engineering (MITE)". Each learning technique was evaluated by the students on its contribution to student learning, skill development in leadership, critical reflection, creativity, innovation, and analysis, integration and application of ideas. Students rated each technique on its significance in developing the graduate attributes expected of life-long learners and reflective practitioners. MITE was designed to encourage students to focus on the big picture or System thinking, and to learn together as suggested by the learning organization theories [Senge 1990, Senge et al 1998]. The course management system, Blackboard, was used in conjunction with email to provide an interactive learning environment. This paper concludes that it is possible to achieve quality learning in a fully online environment, but such quality outcomes relate to the overall learning deign employed by the educators and not to the use of an online approach by itself.

Journal articles

Housego, S.C. & Freeman, M. 2000, 'Case studies: integrating the use of web based learning systems into student learning', Australian Journal of Educational Technology, vol. 16, no. 3, pp. 258-282.

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