Professor Peter Goodyear

BSc, DPhil, FCIPD
Professor, Education
Co-director, Centre for Research on Computer Supported Learning and Cognition (CoCo Research Centre)
Australian Laureate Fellow

A35 - Education Building
The University of Sydney

Telephone +61 2 93514708

Biographical details

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).

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

Current research students

Project title Degree Research student
Undergraduate students' experiences of learning through inquiry. PhD Andrelyn APPLEBEE
Social Networks in E-Learning Systems PhD Daniel BURN
CSCL in Higher Education: Design approaches using patterns and pattern languages. PhD Kashmira DAVE
TBA PhD Helen DRURY
Research and teaching relationships in 'health' at Sydney PhD Melinda LEWIS
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
"Designing physical and digital spaces for learner autonomy" - Martin¿s PhD research is an exploration of university built environments and designed spaces, examining designers¿ intentions, beliefs and attitudes towards effective architectural and spatial design for autonomous learning. PhD Martin PARISIO
Productive networked learning: meeting global literacy challenges. PhD Ana PINTO
Fully-online Language Learning and Teaching - in Search of the Best Theoretical Framework PhD Yue Hua (susan) SUN
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
The Role of Inscriptions in Educational Design Team Meetings PhD Dewa WARDAK
Habits and habitats: understanding the ecology of a networked learning environment. PhD Philippa YEOMAN

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.

Associations

Selected grants

2012

  • Sciences and Technology of Learning network; Goodyear P, Calvo R, Dong A, Kay J, Maton K, Reimann P, Sharma M, Shaw T; Faculty of Education and Social Work, University of Sydney /Research Grant.
  • Anticipation and decision - making skill: from testing to training; O'Connor D, Goodyear P, Jacobson M, Causer J; Australian Research Council (ARC)/Linkage Projects (LP).
  • Learning Technology and the Learning Sciences; Goodyear P, Kay J, Jacobson M, Reimann P, Freebody P, Martin J, Dong A, Calvo R, Kummerfeld R, Shaw T, Yacef K, Ellis R, Sharma M, Bobis J, Taylor C, Maton K, Markauskaite L, Chan C, Dey A, Dillenbourg P, Kapur M, Laurillard D, Linn M, Luckin R, Ohlsson S, Pea R, Williams M; DVC Research/Research Network Scheme (SyReNS).

2010

  • Learning, technology and design: the architecture of productive learning environments; Goodyear P; Australian Research Council (ARC)/Australian Laureate Fellowships (FL).

2009

  • Learning through inquiry in Higher Education; Goodyear P, Ellis R, Prosser M; Australian Research Council (ARC)/Discovery Projects (DP).
  • Professional learning for knowledgeable action and innovation: The development of epistemic fluency in higher education; Goodyear P, Markauskaite L; Australian Research Council (ARC)/Discovery Projects (DP).

2008

  • Teaching, technology and educational design: the architecture of productive learning environments; Goodyear P; The Carrick Institute for Learning and Teaching in Higher Education/Senior Fellowship.

2005

  • Linkage Round 2 2005 - Blended learning in schools, TAFE and universities: experience, principles, p; Mountford J, Goodyear P; NSW Department of Education/Project Support.
  • Learning through online and co-present discussion in higher education: expectations, experiences and outcomes; Goodyear P, Ellis R, Prosser M; Australian Research Council (ARC)/Discovery Projects (DP).
  • Interactive distance e-learning for isolated communities: Opening our eyes.; Crump S, Goodyear P, Tuovinen J, Devlin B; Australian Research Council (ARC)/Linkage Projects (LP).
  • Blended learning in schools, TAFE and universities: experience, principles, patterns and practice; Goodyear P, Prosser M, Ellis R, Blackwell S, Blackwell S, McNeill M; Australian Research Council (ARC)/Linkage Projects (LP).
  • ICT and Pedagogy in Schools Stimulus Paper; Goodyear P, Reimann P; Department of Education, Tasmania/MCCETYA ICT in Schools Taskforce.
  • Analyzing and supporting cooperation management in online learning communities; Reimann P, Kay J, Yacef K, Goodyear P; Australian Research Council (ARC)/Discovery Projects (DP).

2004

  • TELL: towards effective network supported collaborative learning activities; Goodyear P; European Union/Research grants.
  • A pattern language for networked learning; Goodyear P; DVC Research/Research and Development Scheme: Research and Development (R&D).

2002

  • ELEN: a network of e-learning centers; Steeples C, Goodyear P; European Union/Research grants.
  • LinkER; Goodyear P, Jones C; UK Joint Information Systems Committee (JISC)/Research Grant.

2001

  • Pedagogical evaluation of the DNER (Distributed National Electronic Resource); Jones C, Fisher S, Goodyear P; UK Joint Information Systems Committee (JISC)/Research Grant.
  • Formative evaluation of the UK Learning and Teaching Support Network (LTSN); Goodyear P, Fulton O, Saunders M, Knight P, Trowler P; Higher Education Funding Council for England (UK)/Research Grant.
  • Interactive lecturing on the net: improving teaching knowledge; Goodyear P; UK Economic and Social Research Council (ESRC)/Research Grant.

Selected publications

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Books

  • Ellis, R., Goodyear, P. (2010). Students experiences of e-learning in higher education: the ecology of sustainable innovation. New York: Routledge imprint of Taylor & Francis.

Edited Books

  • Carvalho, L., Goodyear, P. (2014). The architecture of productive learning networks. New York: Routledge.
  • Luckin, R., Puntambekar, S., Goodyear, P., Grabowski, B., Underwood, J., Winters, N. (2013). Handbook of Design in Educational Technology. New York: Routledge.
  • Goodyear, P., Retalis, S. (2010). Technology-Enhanced Learning : Design Patterns and Pattern Languages. Rotterdam: Sense Publishers.
  • Goodyear, P., Banks, S., Hodgson, V., McConnell, D. (2004). Advances in Research on Networked Learning. United Kingdom: Springer.
  • Hativa, N., Goodyear, P. (2002). Teacher Thinking, Beliefs and Knowledge in Higher Education. United States: Springer.

Book Chapters

  • Goodyear, P., Jones, C., Thompson, K. (2014). Computer-supported collaborative learning: Instructional approaches, group processes and educational designs. In J. M. Spector, M. D. Merrill, J. Elen, M. J. Bishop (Eds.), Handbook of research on educational communications and technology, (pp. 439-451). New York: Springer.
  • Goodyear, P., Carvalho, L. (2014). Framing the Analysis of Learning Network Architectures. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 48-70). New York: Routledge.
  • Goodyear, P., Carvalho, L. (2014). Introduction: Networked learning and learning networks. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 3-22). New York: Routledge.
  • Carvalho, L., Goodyear, P., Wardak, D., Saunders, R. (2014). Peep: Peer support for programing. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 79-93). New York: Routledge.
  • Goodyear, P. (2014). Productive learning networks: The evolution of research and practice. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 23-47). New York: Routledge.
  • Carvalho, L., Goodyear, P. (2014). Synthesis: Set design, epistemic design and the functioning of learning networks. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 259-276). New York: Routledge.
  • Carvalho, L., Goodyear, P. (2014). Virtual Choir: Sharing experiences of singing together apart. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 209-224). New York: Routledge.
  • McAndrew, P., Goodyear, P. (2013). Representing practitioner experiences through learning design and patterns. In Helen Beetham, Rhona Sharpe (Eds.), Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning 2nd Edition, (pp. 133-144). New York: Routledge.
  • Goodyear, P., Carvalho, L. (2013). The Analysis of Complex Learning Environments. In Helen Beetham, Rhona Sharpe (Eds.), Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning 2nd Edition, (pp. 49-63). New York: Routledge.
  • Goodyear, P., Markauskaite, L. (2012). Pedagogic Designs, Technology and Practice-Based Education. In J. Higgs, R. Barnett, S. Billett, M. Hutchings, F. Trede (Eds.), Practice-Based Education: Perspectives and Strategies, (pp. 131-144). Rotterdam: Sense Publishers.
  • Goodyear, P. (2011). Emerging methodological challenges for educational research. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 253-266). New York: Springer.
  • Retalis, S., Bachfischer (previously Zmijewska), A., Goodyear, P. (2010). Design Patterns for Technology - Enhanced Learning: Achievements and Opportunities. In Peter Goodyear and Symeon Retalis (Eds.), Technology-Enhanced Learning : Design Patterns and Pattern Languages, (pp. 311-318). Rotterdam: Sense Publishers.
  • Goodyear, P., Ellis, R. (2010). Expanding Conceptions of Study, Context and Educational Design. In R Sharpe, H Beetham and S de Freitas (Eds.), Rethinking Learning for a Digital Age: How Learners are Shaping their Own Experiences, (pp. 100-113). New York & Oxon: Routledge imprint of Taylor & Francis.
  • Goodyear, P., Retalis, S. (2010). Learning, technology and design. In Peter Goodyear and Symeon Retalis (Eds.), Technology-Enhanced Learning : Design Patterns and Pattern Languages, (pp. 1-27). Rotterdam: Sense Publishers.
  • Goodyear, P., Yang, D. (2009). Patterns and pattern languages in educational design. In Lockyer, Lori; Bennett, Sue; Agostinho, Shirley; Harper, Barry (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies, (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 (Eds.), Handbook of Research on Educational Communications and Technology, (pp. 251-257). New York: Routledge imprint of Taylor & Francis.
  • McAndrew, P., Goodyear, P. (2007). Representing practitioner experiences through learning design and patterns. In H. Beetham;R. Sharpe (Eds.), Rethinking pedagogy for a digital age: designing and delivering e-learning, (pp. 92-102). London: Routledge imprint of Taylor & Francis.
  • Goodyear, P., Ellis, R. (2007). The development of epistemic fluency: learning to think for a living. In Angela Brew & Judyth Sachs (Eds.), Transforming a university: the scholarship of teaching and learning in practice, (pp. 57-68). NSW, Australia: Sydney University Press.
  • Goodyear, P. (2005). The emergence of a networked learning community: lessons learned from research and practice. In G. Kearsley (Eds.), Online learning. Personal Reflections on the Transformation of Education, (pp. 113-127). Englewood Cliffs NJ: Educational Technology Publications.
  • Goodyear, P., Banks, S., Hodgson, V., McConnell, D. (2004). Research on networked learning: an overview. In Goodyear, P., Banks, S., Hodgson, V., McConnell, D. (Eds.), Advances in Research on Networked Learning, (pp. 1-9). United Kingdom: Springer.
  • Goodyear, P., Jones, C., Asensio, M., Hodgson, V., Steeples, C. (2004). Undergraduate Students' Experiences Of Networked Learning In UK Higher Education: A Survey-Based Study. In Goodyear, P., Banks, S., Hodgson, V., McConnell, D. (Eds.), Advances in Research on Networked Learning, (pp. 91-121). United Kingdom: Springer.
  • Goodyear, P., Jones, C. (2003). Implicit theories of learning and change: their role in the development of eLearning environments for higher education. In Naidu (Eds.), Learning & Teaching with Technology: Principles and Practices, (pp. 29-41). UK: Kogan Page.
  • Steeples, C., Jones, C., Goodyear, P. (2002). Beyond e-learning: a future for networked learning. In Steeples, C & Jones, C (Eds.), Networked Learning: Perspectives and Issues, (pp. 323-341). United States: Springer.
  • Hativa, N., Goodyear, P. (2002). Introduction: Research on Teacher Thinking, Beliefs, and Knowledge in Higher Education. In N. Hativa and P. Goodyear (Eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education, (pp. 1-13). United States: Springer.
  • Goodyear, P. (2002). Psychological foundations for networked learning. In Steeples, C & Jones, C (Eds.), Networked Learning: Perspectives and Issues, (pp. 49-75). United States: Springer.
  • Hativa, N., Goodyear, P. (2002). Research on Teacher Thinking, Beliefs, and Knowledge in Higher Education: Foundations, Status and Prospects. In N. Hativa and P. Goodyear (Eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education, (pp. 335-359). United States: Springer.
  • Goodyear, P. (2002). Teaching online. In N. Hativa and P. Goodyear (Eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education, (pp. 79-101). United States: Springer.
  • Goodyear, P. (2001). Learning and digital environments: lessons from European research. In M. OÌ� Fathaigh (Eds.), Education and the information age: current progress and future strategies, (pp. 1-25). Cork: Bradshaw Books.

Journals

  • Markauskaite, L., Goodyear, P. (2014). Tapping into the mental resources of teachers' working knowledge: Insights into the generative power of intuitive pedagogy. Learning, Culture and Social Interaction, In press. [More Information]
  • Dimitriadis, Y., Goodyear, P. (2013). Forward-oriented design for learning: illustrating the approach. Research in Learning Technology, 21, 1-13. [More Information]
  • Goodyear, P., Dimitriadis, Y. (2013). In medias res: reframing design for learning. Research in Learning Technology, 21(SUPPL.1), 1-13. [More Information]
  • Aditomo, A., Goodyear, P., Bliuc, A., Ellis, R. (2013). Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239-1258. [More Information]
  • Thompson, K., Ashe, D., Carvalho, L., Goodyear, P., Kelly, N., Parisio, M. (2013). Processing and Visualizing Data in Complex Learning Environments. American Behavioral Scientist, 57(10), 1401-1420. [More Information]
  • Goodyear, P. (2013). Strategic capacity building for Australian educational research: creating spaces for action. A E R (Australian Educational Researcher), 40(4), 415-424. [More Information]
  • Bliuc, A., Casey, G., Bachfischer (previously Zmijewska), A., Goodyear, P., Ellis, R. (2012). Blended learning in vocational education: teachers' conceptions of blended learning and their approaches to teaching and design. A E R (Australian Educational Researcher), 39(2), 237-257. [More Information]
  • Ellis, R., Bliuc, A., Goodyear, P. (2012). Student experiences of engaged enquiry in pharmacy education: digital natives or something else? Higher Education: the international journal of higher education and educational planning, 64(5), 609-626.
  • Bliuc, A., 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. [More Information]
  • Ellis, R., Goodyear, P., Bliuc, A., Ellis, M. (2011). High school students' experiences of learning through research on the Internet. Journal of Computer Assisted Learning, 27(6), 503-515. [More Information]
  • Kali, Y., Goodyear, P., Markauskaite, L. (2011). Researching design practices and design cognition: Contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media & Technology, 36(2), 129-149. [More Information]
  • Bliuc, A., Ellis, R., Goodyear, P., Hendres, D. (2011). The role of social identification as university student in learning: relationships between students' social identity, approaches to learning and academic achievement. Educational Psychology: an international journal of experimental educational psychology, 31(5), 559-574. [More Information]
  • Bliuc, A., Ellis, R., Goodyear, P., Hendres, D. (2011). Understanding student learning in context: relationships between university students' social identity, approaches to learning and academic performance. European Journal of Psychology of Education, 26(3), 417-433. [More Information]
  • Bliuc, A., Ellis, R., Goodyear, P., Piggott, L. (2010). Learning through face-to-face and online discussions: Associations between students' conceptions, approaches and academic performance in political science. British Journal of Educational Technology, 41(3), 512-524.
  • 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. [More Information]
  • 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(5), 675-692. [More Information]
  • Goodyear, P., Ellis, R. (2008). University students' approaches to learning: rethinking the place of technology. Distance Education, 29(2), 141-152.
  • Goodyear, P., Zenios, M. (2007). Discussion, collaborative knowledge work and epistemic fluency. British Journal of Educational Studies, 55(4), 351-368.
  • 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. [More Information]
  • 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. ALTJ - Association for Learning Technology Journal, 15(1), 83-97.
  • Ellis, R., Goodyear, P., Prosser, M., O'Hara, A. (2006). How and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches. Journal of Computer Assisted Learning, 22(4), 244-256.
  • Armstrong, D., Goodyear, P. (2006). Implications of external research quality assessment for local research leadership: learning from the UK RAE experience. A E R (Australian Educational Researcher), RARE 6, 19-41.
  • McAndrew, P., Goodyear, P., Dalziel, J. (2006). Patterns, designs and activities: unifying descriptions of learning structures. International Journal of Learning Technology, 2(2/3), 216-242.
  • Goodyear, P. (2006). Technology and the articulation of vocational and academic interests: reflections on time, space and e-learning. Studies in Continuing Education, 28(2), 83-98.
  • Goodyear, P., de Laat, M., Lally, V. (2006). Using pattern languages to mediate theory-praxis conversations in design for networked learning. ALTJ - Association for Learning Technology Journal, 14(3), 211-223.
  • Goodyear, P. (2005). Educational design and networked learning: patterns, pattern languages and design practice. Australasian Journal of Educational Technology (Online), 21(1), 82-101.
  • Goodyear, P., Jones, C., Asensio, M., Hodgson, V., Steeples, C. (2005). Networked learning in higher education: Students' expectations and experiences. Higher Education: the international journal of higher education and educational planning, 50(3), 473-508. [More Information]
  • Zenios, M., Goodyear, P., Jones, C. (2004). Researching The Impact Of The Networked Information Environment On Learning And Teaching. Computers and Education, 43(1-2), 205-213. [More Information]
  • 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. ALTJ - Association for Learning Technology Journal, 11(1), 17-27.
  • Goodyear, P., Salmon, G., Spector, M., Steeples, C., Tickner, S. (2001). Competences for online teaching. Educational Technology Research and Development, 49(1), 65-72.

Conferences

  • Carvalho, L., Goodyear, P. (2014). Analysing the structuring of knowledge in learning networks. Ninth International Conference on Networked Learning 2014, Edinburgh: Networked Learning Conference Orgniser.
  • Goodyear, P., Carvalho, L., Dohn, N. (2014). Design for networked learning: Framing relations between participants' activities and the physical setting. Ninth International Conference on Networked Learning 2014, Edinburgh: Networked Learning Conference Orgniser.
  • Yeoman, P., Goodyear, P., Thompson, K. (2013). Habits & habitats: Ethnography of a school based learning ecology. 10th International Conference on Computer-Supported Collaborative Learning, Madison, WI: International Society of the Learning Sciences.
  • Kali, Y., Markauskaite, L., Goodyear, P., Ward, M. (2011). Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning. 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011): Connecting research to policy and practice, Hong Kong, China: International Society of the Learning Sciences.
  • Fyfe (Galstaun), V., Kennedy-Clark, S., Markauskaite, L., Goodyear, P., Bibi, S. (2011). Teaching Teachers for the Future: Exploring the different interpretations, applications and experiences of TPACK (Symposium). Ascilite 2011: Changing Demands, Changing Directions, Hobart, Australia: University of Tasmania.
  • Bliuc, A., 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. 33rd Higher Education Research and Development Society of Australasia International Conference: HERDSA 2010 'Reshaping Higher Education', Milperra, NSW: Higher Education Research and Development Society of Australasia.
  • Markauskaite, L., Goodyear, P. (2009). Designing for complex ICT-based learning: Understanding teacher thinking to help improve educational design. 26th Australian Society for Computers in Learning in Tertiary Education Conference ASCILITE 2009, New Zealand: University of Auckland, Auckland University of Technology, ASCILITE.
  • Goodyear, P., Markauskaite, L., Kali, Y. (2009). Learning design, design contexts and pedagogical knowledge-in-pieces. Future of Learning Design Conference, Wollongong/online: University of Wollongong.
  • Goodyear, P., Markauskaite, L. (2009). Teachers' design knowledge, epistemic fluency and reflections on students' experiences. 32nd Higher Education Research and Development Society of Australasia Annual Conference HERDSA 2009, Milperra: Higher Education Research and Development Society of Australasia.
  • 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. EARLI Special Interest Group Phenomenography and Variation Theory, Kristianstad University: Kristianstad University College.
  • Bliuc, A., Ellis, R., Goodyear, P. (2007). Relationships between student identity, perceptions of the learning community, approaches to learning and performance. 12th Biennal Conference for Research on Learning and Instruction 2007, Hungary: University of Szeged.
  • Goodyear, P., Ellis, R. (2007). Students' interpretations of learning tasks: Implications for educational design. ascilite 2007: ICT: Providing Choices for Learners and Learning, Singapore: Nanyang Technological University.
  • Markauskaite, L., Goodyear, P., Reimann, P. (2006). Editorial: Who's Learning? Whose Technology? 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education ASCILITE 2006, Australia: Sydney University Press.
  • Yang, D., Goodyear, P. (2006). Learning through online discussions: A focus on discourse analysis and language functions. 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education ASCILITE 2006, Australia: Sydney University Press.
  • Goodyear, P. (2006). What does international excellence in educational research look like? AARE International Education Research Conference 2005, Australia: Australian Association for Research in Education (AARE).
  • Reimann, P., Kay, J., Yacef, K., Goodyear, P. (2005). Adaptive Visualisation Support for Self-managed Learning Groups. 12th International Conference on Artificial Intelligence in Education (AIED) 2005 Workshop 6, Amsterdam: University of Amsterdam.
  • Turani, A., Calvo, R., Goodyear, P. (2005). An Application Framework For Collaborative Learning. 5th International Conference on Web Engineering - ICWE 2005, Germany: Springer.
  • Armstrong, D., Goodyear, P. (2005). Implications of external research assessment for local research leadership: learning from the UK RAE experience. AARE Focus Conference on Research Quality Assessment.
  • Goodyear, P., Sampson, D., Yang, D., Kinshuk, -., Okamoto, T., Hartley, R., Chen, N. (2005). Proceedings of the 5th IEEE international Conference on Advanced Learning Technologies. Proceedings of the 5th IEEE international Conference on Advanced Learning Technologies, California: (IEEE) Institute of Electrical and Electronics Engineers.
  • Yang, D., Goodyear, P. (2004). Pattern Languages And Genres For Writing Computer Science Discourse. 21st ASCILITE Conference, Online: ASCILITE.
  • Goodyear, P. (2004). Patterns, Pattern Languages And Educational Design. 21st ASCILITE Conference, Online: ASCILITE.
  • Banks, S., Goodyear, P., Hodgson, V., McConnell, D. (2002). Proceedings of the 3rd International Conference on Networked Learning. Proceedings of the 3rd International Conference on Networked Learning, Sheffield: University of Sheffield.

2014

  • Carvalho, L., Goodyear, P. (2014). Analysing the structuring of knowledge in learning networks. Ninth International Conference on Networked Learning 2014, Edinburgh: Networked Learning Conference Orgniser.
  • Goodyear, P., Jones, C., Thompson, K. (2014). Computer-supported collaborative learning: Instructional approaches, group processes and educational designs. In J. M. Spector, M. D. Merrill, J. Elen, M. J. Bishop (Eds.), Handbook of research on educational communications and technology, (pp. 439-451). New York: Springer.
  • Goodyear, P., Carvalho, L., Dohn, N. (2014). Design for networked learning: Framing relations between participants' activities and the physical setting. Ninth International Conference on Networked Learning 2014, Edinburgh: Networked Learning Conference Orgniser.
  • Goodyear, P., Carvalho, L. (2014). Framing the Analysis of Learning Network Architectures. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 48-70). New York: Routledge.
  • Goodyear, P., Carvalho, L. (2014). Introduction: Networked learning and learning networks. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 3-22). New York: Routledge.
  • Carvalho, L., Goodyear, P., Wardak, D., Saunders, R. (2014). Peep: Peer support for programing. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 79-93). New York: Routledge.
  • Goodyear, P. (2014). Productive learning networks: The evolution of research and practice. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 23-47). New York: Routledge.
  • Carvalho, L., Goodyear, P. (2014). Synthesis: Set design, epistemic design and the functioning of learning networks. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 259-276). New York: Routledge.
  • Markauskaite, L., Goodyear, P. (2014). Tapping into the mental resources of teachers' working knowledge: Insights into the generative power of intuitive pedagogy. Learning, Culture and Social Interaction, In press. [More Information]
  • Carvalho, L., Goodyear, P. (2014). The architecture of productive learning networks. New York: Routledge.
  • Carvalho, L., Goodyear, P. (2014). Virtual Choir: Sharing experiences of singing together apart. In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 209-224). New York: Routledge.

2013

  • Dimitriadis, Y., Goodyear, P. (2013). Forward-oriented design for learning: illustrating the approach. Research in Learning Technology, 21, 1-13. [More Information]
  • Yeoman, P., Goodyear, P., Thompson, K. (2013). Habits & habitats: Ethnography of a school based learning ecology. 10th International Conference on Computer-Supported Collaborative Learning, Madison, WI: International Society of the Learning Sciences.
  • Luckin, R., Puntambekar, S., Goodyear, P., Grabowski, B., Underwood, J., Winters, N. (2013). Handbook of Design in Educational Technology. New York: Routledge.
  • Goodyear, P., Dimitriadis, Y. (2013). In medias res: reframing design for learning. Research in Learning Technology, 21(SUPPL.1), 1-13. [More Information]
  • Aditomo, A., Goodyear, P., Bliuc, A., Ellis, R. (2013). Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239-1258. [More Information]
  • Thompson, K., Ashe, D., Carvalho, L., Goodyear, P., Kelly, N., Parisio, M. (2013). Processing and Visualizing Data in Complex Learning Environments. American Behavioral Scientist, 57(10), 1401-1420. [More Information]
  • McAndrew, P., Goodyear, P. (2013). Representing practitioner experiences through learning design and patterns. In Helen Beetham, Rhona Sharpe (Eds.), Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning 2nd Edition, (pp. 133-144). New York: Routledge.
  • Goodyear, P. (2013). Strategic capacity building for Australian educational research: creating spaces for action. A E R (Australian Educational Researcher), 40(4), 415-424. [More Information]
  • Goodyear, P., Carvalho, L. (2013). The Analysis of Complex Learning Environments. In Helen Beetham, Rhona Sharpe (Eds.), Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning 2nd Edition, (pp. 49-63). New York: Routledge.

2012

  • Bliuc, A., Casey, G., Bachfischer (previously Zmijewska), A., Goodyear, P., Ellis, R. (2012). Blended learning in vocational education: teachers' conceptions of blended learning and their approaches to teaching and design. A E R (Australian Educational Researcher), 39(2), 237-257. [More Information]
  • Goodyear, P., Markauskaite, L. (2012). Pedagogic Designs, Technology and Practice-Based Education. In J. Higgs, R. Barnett, S. Billett, M. Hutchings, F. Trede (Eds.), Practice-Based Education: Perspectives and Strategies, (pp. 131-144). Rotterdam: Sense Publishers.
  • Ellis, R., Bliuc, A., Goodyear, P. (2012). Student experiences of engaged enquiry in pharmacy education: digital natives or something else? Higher Education: the international journal of higher education and educational planning, 64(5), 609-626.

2011

  • Bliuc, A., 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. [More Information]
  • Kali, Y., Markauskaite, L., Goodyear, P., Ward, M. (2011). Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning. 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011): Connecting research to policy and practice, Hong Kong, China: International Society of the Learning Sciences.
  • Goodyear, P. (2011). Emerging methodological challenges for educational research. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 253-266). New York: Springer.
  • Ellis, R., Goodyear, P., Bliuc, A., Ellis, M. (2011). High school students' experiences of learning through research on the Internet. Journal of Computer Assisted Learning, 27(6), 503-515. [More Information]
  • Kali, Y., Goodyear, P., Markauskaite, L. (2011). Researching design practices and design cognition: Contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media & Technology, 36(2), 129-149. [More Information]
  • Fyfe (Galstaun), V., Kennedy-Clark, S., Markauskaite, L., Goodyear, P., Bibi, S. (2011). Teaching Teachers for the Future: Exploring the different interpretations, applications and experiences of TPACK (Symposium). Ascilite 2011: Changing Demands, Changing Directions, Hobart, Australia: University of Tasmania.
  • Bliuc, A., Ellis, R., Goodyear, P., Hendres, D. (2011). The role of social identification as university student in learning: relationships between students' social identity, approaches to learning and academic achievement. Educational Psychology: an international journal of experimental educational psychology, 31(5), 559-574. [More Information]
  • Bliuc, A., Ellis, R., Goodyear, P., Hendres, D. (2011). Understanding student learning in context: relationships between university students' social identity, approaches to learning and academic performance. European Journal of Psychology of Education, 26(3), 417-433. [More Information]

2010

  • Bliuc, A., 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. 33rd Higher Education Research and Development Society of Australasia International Conference: HERDSA 2010 'Reshaping Higher Education', Milperra, NSW: Higher Education Research and Development Society of Australasia.
  • Retalis, S., Bachfischer (previously Zmijewska), A., Goodyear, P. (2010). Design Patterns for Technology - Enhanced Learning: Achievements and Opportunities. In Peter Goodyear and Symeon Retalis (Eds.), Technology-Enhanced Learning : Design Patterns and Pattern Languages, (pp. 311-318). Rotterdam: Sense Publishers.
  • Goodyear, P., Ellis, R. (2010). Expanding Conceptions of Study, Context and Educational Design. In R Sharpe, H Beetham and S de Freitas (Eds.), Rethinking Learning for a Digital Age: How Learners are Shaping their Own Experiences, (pp. 100-113). New York & Oxon: Routledge imprint of Taylor & Francis.
  • Bliuc, A., Ellis, R., Goodyear, P., Piggott, L. (2010). Learning through face-to-face and online discussions: Associations between students' conceptions, approaches and academic performance in political science. British Journal of Educational Technology, 41(3), 512-524.
  • Goodyear, P., Retalis, S. (2010). Learning, technology and design. In Peter Goodyear and Symeon Retalis (Eds.), Technology-Enhanced Learning : Design Patterns and Pattern Languages, (pp. 1-27). Rotterdam: Sense Publishers.
  • Ellis, R., Goodyear, P. (2010). Students experiences of e-learning in higher education: the ecology of sustainable innovation. New York: Routledge imprint of Taylor & Francis.
  • Goodyear, P., Retalis, S. (2010). Technology-Enhanced Learning : Design Patterns and Pattern Languages. Rotterdam: Sense Publishers.

2009

  • Markauskaite, L., Goodyear, P. (2009). Designing for complex ICT-based learning: Understanding teacher thinking to help improve educational design. 26th Australian Society for Computers in Learning in Tertiary Education Conference ASCILITE 2009, New Zealand: University of Auckland, Auckland University of Technology, ASCILITE.
  • Goodyear, P., Markauskaite, L., Kali, Y. (2009). Learning design, design contexts and pedagogical knowledge-in-pieces. Future of Learning Design Conference, Wollongong/online: University of Wollongong.
  • Goodyear, P., Yang, D. (2009). Patterns and pattern languages in educational design. In Lockyer, Lori; Bennett, Sue; Agostinho, Shirley; Harper, Barry (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies, (pp. 167-187). Hershey PA, US & London: Information Science Reference.
  • Goodyear, P., Markauskaite, L. (2009). Teachers' design knowledge, epistemic fluency and reflections on students' experiences. 32nd Higher Education Research and Development Society of Australasia Annual Conference HERDSA 2009, Milperra: Higher Education Research and Development Society of Australasia.

2008

  • 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. EARLI Special Interest Group Phenomenography and Variation Theory, Kristianstad University: Kristianstad University College.
  • 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. [More Information]
  • Goodyear, P. (2008). Flexible learning and the architecture of learning places. In Spector M, Merrill D, van Merrienboer J, Driscoll M (Eds.), Handbook of Research on Educational Communications and Technology, (pp. 251-257). New York: Routledge imprint of Taylor & Francis.
  • 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(5), 675-692. [More Information]
  • Goodyear, P., Ellis, R. (2008). University students' approaches to learning: rethinking the place of technology. Distance Education, 29(2), 141-152.

2007

  • Goodyear, P., Zenios, M. (2007). Discussion, collaborative knowledge work and epistemic fluency. British Journal of Educational Studies, 55(4), 351-368.
  • Bliuc, A., Ellis, R., Goodyear, P. (2007). Relationships between student identity, perceptions of the learning community, approaches to learning and performance. 12th Biennal Conference for Research on Learning and Instruction 2007, Hungary: University of Szeged.
  • McAndrew, P., Goodyear, P. (2007). Representing practitioner experiences through learning design and patterns. In H. Beetham;R. Sharpe (Eds.), Rethinking pedagogy for a digital age: designing and delivering e-learning, (pp. 92-102). London: Routledge imprint of Taylor & Francis.
  • 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. [More Information]
  • Goodyear, P., Ellis, R. (2007). Students' interpretations of learning tasks: Implications for educational design. ascilite 2007: ICT: Providing Choices for Learners and Learning, Singapore: Nanyang Technological University.
  • Goodyear, P., Ellis, R. (2007). The development of epistemic fluency: learning to think for a living. In Angela Brew & Judyth Sachs (Eds.), Transforming a university: the scholarship of teaching and learning in practice, (pp. 57-68). NSW, Australia: Sydney University Press.
  • 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. ALTJ - Association for Learning Technology Journal, 15(1), 83-97.

2006

  • Markauskaite, L., Goodyear, P., Reimann, P. (2006). Editorial: Who's Learning? Whose Technology? 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education ASCILITE 2006, Australia: Sydney University Press.
  • Ellis, R., Goodyear, P., Prosser, M., O'Hara, A. (2006). How and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches. Journal of Computer Assisted Learning, 22(4), 244-256.
  • Armstrong, D., Goodyear, P. (2006). Implications of external research quality assessment for local research leadership: learning from the UK RAE experience. A E R (Australian Educational Researcher), RARE 6, 19-41.
  • Yang, D., Goodyear, P. (2006). Learning through online discussions: A focus on discourse analysis and language functions. 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education ASCILITE 2006, Australia: Sydney University Press.
  • McAndrew, P., Goodyear, P., Dalziel, J. (2006). Patterns, designs and activities: unifying descriptions of learning structures. International Journal of Learning Technology, 2(2/3), 216-242.
  • Goodyear, P. (2006). Technology and the articulation of vocational and academic interests: reflections on time, space and e-learning. Studies in Continuing Education, 28(2), 83-98.
  • Goodyear, P., de Laat, M., Lally, V. (2006). Using pattern languages to mediate theory-praxis conversations in design for networked learning. ALTJ - Association for Learning Technology Journal, 14(3), 211-223.
  • Goodyear, P. (2006). What does international excellence in educational research look like? AARE International Education Research Conference 2005, Australia: Australian Association for Research in Education (AARE).

2005

  • Reimann, P., Kay, J., Yacef, K., Goodyear, P. (2005). Adaptive Visualisation Support for Self-managed Learning Groups. 12th International Conference on Artificial Intelligence in Education (AIED) 2005 Workshop 6, Amsterdam: University of Amsterdam.
  • Turani, A., Calvo, R., Goodyear, P. (2005). An Application Framework For Collaborative Learning. 5th International Conference on Web Engineering - ICWE 2005, Germany: Springer.
  • Goodyear, P. (2005). Educational design and networked learning: patterns, pattern languages and design practice. Australasian Journal of Educational Technology (Online), 21(1), 82-101.
  • Armstrong, D., Goodyear, P. (2005). Implications of external research assessment for local research leadership: learning from the UK RAE experience. AARE Focus Conference on Research Quality Assessment.
  • Goodyear, P., Jones, C., Asensio, M., Hodgson, V., Steeples, C. (2005). Networked learning in higher education: Students' expectations and experiences. Higher Education: the international journal of higher education and educational planning, 50(3), 473-508. [More Information]
  • Goodyear, P., Sampson, D., Yang, D., Kinshuk, -., Okamoto, T., Hartley, R., Chen, N. (2005). Proceedings of the 5th IEEE international Conference on Advanced Learning Technologies. Proceedings of the 5th IEEE international Conference on Advanced Learning Technologies, California: (IEEE) Institute of Electrical and Electronics Engineers.
  • Goodyear, P. (2005). The emergence of a networked learning community: lessons learned from research and practice. In G. Kearsley (Eds.), Online learning. Personal Reflections on the Transformation of Education, (pp. 113-127). Englewood Cliffs NJ: Educational Technology Publications.

2004

  • Goodyear, P., Banks, S., Hodgson, V., McConnell, D. (2004). Advances in Research on Networked Learning. United Kingdom: Springer.
  • Yang, D., Goodyear, P. (2004). Pattern Languages And Genres For Writing Computer Science Discourse. 21st ASCILITE Conference, Online: ASCILITE.
  • Goodyear, P. (2004). Patterns, Pattern Languages And Educational Design. 21st ASCILITE Conference, Online: ASCILITE.
  • Goodyear, P., Banks, S., Hodgson, V., McConnell, D. (2004). Research on networked learning: an overview. In Goodyear, P., Banks, S., Hodgson, V., McConnell, D. (Eds.), Advances in Research on Networked Learning, (pp. 1-9). United Kingdom: Springer.
  • Zenios, M., Goodyear, P., Jones, C. (2004). Researching The Impact Of The Networked Information Environment On Learning And Teaching. Computers and Education, 43(1-2), 205-213. [More Information]
  • Goodyear, P., Jones, C., Asensio, M., Hodgson, V., Steeples, C. (2004). Undergraduate Students' Experiences Of Networked Learning In UK Higher Education: A Survey-Based Study. In Goodyear, P., Banks, S., Hodgson, V., McConnell, D. (Eds.), Advances in Research on Networked Learning, (pp. 91-121). United Kingdom: Springer.

2003

  • Goodyear, P., Jones, C. (2003). Implicit theories of learning and change: their role in the development of eLearning environments for higher education. In Naidu (Eds.), Learning & Teaching with Technology: Principles and Practices, (pp. 29-41). UK: Kogan Page.
  • 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. ALTJ - Association for Learning Technology Journal, 11(1), 17-27.

2002

  • Steeples, C., Jones, C., Goodyear, P. (2002). Beyond e-learning: a future for networked learning. In Steeples, C & Jones, C (Eds.), Networked Learning: Perspectives and Issues, (pp. 323-341). United States: Springer.
  • Hativa, N., Goodyear, P. (2002). Introduction: Research on Teacher Thinking, Beliefs, and Knowledge in Higher Education. In N. Hativa and P. Goodyear (Eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education, (pp. 1-13). United States: Springer.
  • Banks, S., Goodyear, P., Hodgson, V., McConnell, D. (2002). Proceedings of the 3rd International Conference on Networked Learning. Proceedings of the 3rd International Conference on Networked Learning, Sheffield: University of Sheffield.
  • Goodyear, P. (2002). Psychological foundations for networked learning. In Steeples, C & Jones, C (Eds.), Networked Learning: Perspectives and Issues, (pp. 49-75). United States: Springer.
  • Hativa, N., Goodyear, P. (2002). Research on Teacher Thinking, Beliefs, and Knowledge in Higher Education: Foundations, Status and Prospects. In N. Hativa and P. Goodyear (Eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education, (pp. 335-359). United States: Springer.
  • Hativa, N., Goodyear, P. (2002). Teacher Thinking, Beliefs and Knowledge in Higher Education. United States: Springer.
  • Goodyear, P. (2002). Teaching online. In N. Hativa and P. Goodyear (Eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education, (pp. 79-101). United States: Springer.

2001

  • Goodyear, P., Salmon, G., Spector, M., Steeples, C., Tickner, S. (2001). Competences for online teaching. Educational Technology Research and Development, 49(1), 65-72.
  • Goodyear, P. (2001). Learning and digital environments: lessons from European research. In M. OÌ� Fathaigh (Eds.), Education and the information age: current progress and future strategies, (pp. 1-25). Cork: Bradshaw Books.

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