A/Prof Michael Henderson

A/Prof Michael Henderson

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Michael_Henderson2Dr Henderson is an Associate Professor in Educational Technologies in the Faculty of Education at Monash University. His research lies in the implications and applications of digital technologies in learning from the early years through to tertiary settings. He is a founding member of the LNM research group.

Email: michael.henderson@monash.edu
Twitter @mjhenderson
Other profile sites:  Google Scholar  |  Academia.edu  |  Research Gate

Michael Henderson 119_low res_400Michael’s research focuses on the use of digital technologies for teaching and learning. Unique to his profile is that his research spans early childhood, schools, universities and professional learning contexts.
Michael has keynoted international, state and regional conferences and has provided expert advice to government and other education organisations regarding the implications of digital technologies for learning, teaching and assessment.
Michael is a founding member and current leader of the Learning with New Media Research Group which has been providing critical studies in the field for over two decades and is made up of 20 researchers across a broad spectrum of issues in the field of educational technologies. He also currently holds the post of Program Director for Graduate Studies within the Faculty.
Michael has been an executive member of AARE and a state councillor of ICTEV. He continues to influence professional practices of school teachers through active participation as a member of the Committee of Management for Digital Learning and Teaching Victoria. Michael also sits on two international peer-reviewed journal editorial advisory boards (AEC and CWIS) and is a lead editor for the Australasian Journal of Educational Technology (AJET), and an editor for the Journal of Digital Learning and Teaching Victoria.

Keynotes and workshops

Dr Michael Henderson
“Michael was terrific. Bring him back! “Loved the presentation! Was an excellent balance of theory and practical ideas and activities to incorporate design learning into classrooms.” “I loved the way Michael was so passionate… Everything he said made sense!”

Dr Henderson has been a keynote at numerous academic and professional conferences. This includes keynotes for ACCE2016 and ACEC2014 in which he describes the coming together of education and technology as a wicked problem, from which we can design wicked opportunities.

Other conference keynotes have been for teaching association conferences (e.g., ECAWA, QSITE, HEIA), emerging fields (e.g., FabLearn), regional education department conferences (e.g., DLLC16 for Catholic Diocese of Cairns), as well as for school cluster conferences.

Michael has also provided keynotes for school PD days in which he sets the pace and direction for teacher engagement with digital technologies – demonstrating innovative e-learning strategies, learning designs, and designing thinking processes which have been shown to lead to meaningful learning.

If you would like to contact Michael regarding a keynote for an academic conference or professional learning please email

Research Projects

Current or recent research projects:

Research interests:

Dr Henderson’s research focuses on the design and implications of digital technologies in education. This interest spans issues of creativity, risk, ethics, and assessment and spans ages of early years to higher education. Michael is not only interested in how we can design for effective applications of educational technology but is also interested in the question of whether we should use digital technology.

Michael proposes technologies in education are best understand as a wicked problem, resistant to any universal design. Understanding the broader socio-ecological context is just one part of the puzzle.

Current projects include:

  1. leveraging technology for effective assessment feedback
  2. ecological studies of HE conditions leading to technology enabled learning
  3. design thinking as a new framework for teacher professional learning and curriculum design
  4. wicked problems, wicked opportunities and wicked designs
  5. the role of identity in mediating teacher pedagogy and student learning
  6. teaching, learning and researching with social networks: affordances, risks and ethical practices
  7. creativity and risk taking

Publications:

Book

Henderson, M. & Romeo, G. (eds) (2015). Teaching and Digital Technologies: Big Issues and Critical Questions. Melbourne: Cambridge University Press.

Book Chapters

Dawson, P., & Henderson, M. (2016) How Does Technology Enable Scaling Up Assessment for Learning? In D. Carless, S.M. Bridges, C.K.Y. Chan, & R. Glofcheski (Eds.), Scaling up Assessment for Learning in Higher Education. Singapore: Springer.

Henderson, M. (2015). The (mis)use of community of practice: Delusion, confusion and instrumentalism in educational technology research. In Scott Bulfin, Nicola F. Johnson and Chris Bigum (Eds). Critical perspectives on education and technology. New York: Palgrave Macmillan.

Henderson, M., Henderson, L., Grant, S., & Huang, H. (in press, accepted 22nd May, 2015). Cognitive Engagement in Virtual Worlds Language Learning. In Sue Gregory, Denise Wood, Sheila Scutter (Eds). Virtual worlds: Facilitating student engagement, creativity and intercultural awareness through authentic learning experiences. Springer.

Edwards, S., Skouteris, H. Nolan, A., & Henderson, M. (2015). Young children’s internet cognition. In S. Garvis & N. Lemon (Eds.), Technologies in the early years. New York: Routledge.

Auld, G. & Henderson, M. (2014). The ethical dilemmas of Social Networking Sites in classroom contexts. In Gorg Mallia (Ed), The Social Classroom: Integrating Social Network Use in Education. Hershey, PA: IGI Global. http://dx.doi.org/10.4018/978-1-4666-4904-0.ch010

Henderson, M., de Zwart, M., Lindsay, D., & Phillips, P. (2013). Legal Risks and Social Networking: Removing the Blinkers on Cyber Safety. In Ria Hanewald (Ed.), From Cyber Bullying to Cyber Safety: Issues and Approaches in Educational Contexts. New York:  Nova Science.

Phillips, M., Tour, E., Henderson, M. & Snyder, I. (2012) Giving research students a ‘Second life‘. In T. Islam, O. Lee, J. Peterson & M. Piscioneri (eds), Effectively implementing Information Communication Technology in Higher Education in the Asia-Pacific Region. New York: Nova Science Publishers.

Peer Reviewed Journal Articles

Edwards, S., Nolan, A., Henderson, M., Mantilla, A., Plowman, L., & Skouteris, H. (in press, accepted 25.10.16). Young children’s everyday concepts about the internet: implications for cyber-safety education in the early years. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12529

Edwards, S., Nolan, A., Henderson, M., Skouteris, H., Mantilla, A., Lambert, P., & Bird, J. (2016). Developing a measure to understand young children’s Internet cognition and cyber-safety awareness: a pilot test. Early Years. http://dx.doi.org/10.1080/09575146.2016.1193723

Henderson, M., Finger, G., & Selwyn, N. (2016). What’s used and what’s useful? Exploring digital technology use(s) amongst taught postgraduate studentsActive Learning in Higher Educationhttp://dx.doi.org/10.1177/1469787416654798

Selwyn, N., Henderson, M. and Chao, S. (2016). ‘You need a system’: exploring the role of data in the administration of university students and courses. Journal of Further and Higher Education. http://dx.doi.org/10.1080/0309877X.2016.1206852

Selwyn, N., Henderson, M. and Chao, S. (2016). The possibilities and limitations of applying ‘open data’ principles in schools. Cambridge Journal of Education http://dx.doi.org/10.1080/0305764X.2016.1143449

Edwards, S., Henderson, M., Gronn, D., Scott, A., & Mirkhil, M. (2016). Digital disconnect or digital difference? A socio-ecological perspective on young children’s technology use in the home and the early childhood centre. Technology, Pedagogy and Education. http://dx.doi.org/10.1080/1475939X.2016.1152291

Selwyn, N., Henderson, M., & Chao, S. (2015). Exploring the role of digital data in contemporary schools and schooling – ‘200,000 lines in an Excel spreadsheet’. British Educational Research Journal. 41(5), 767-781. doi: 10.1002/berj.3186

Henderson, M., Selwyn, N., Finger, G., & Aston, R. (2015). Students’ everyday engagement with digital technology in university: exploring patterns of use and ‘usefulness’. Journal of Higher Education Policy and Management, 37(3), 308-319. doi. 10.1080/1360080X.2015.1034424

Henderson, M., Selwyn, N. & Aston, R. (2016). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education. http://dx.doi.org/10.1080/03075079.2015.1007946

Henderson, M. & Phillips, M. (2015). Video-based feedback on student assessment: scarily personal. Australasian Journal of Educational Technology, 31(1), 51-66.

Bulfin, S., Henderson, M., Johnson, N.  & Selwyn, N. (2014). Methodological capacity within the field of ‘educational technology’: an initial investigation. British Journal of Educational Technology, 45(3), 403-414. doi: 10.1111/bjet.12145

Gronn, D., Scott, A., Edwards, S. & Henderson, M. (2014). ‘Technological me’: Young children’s use of technology across their home and school contexts. Technology, Pedagogy and Education, 23(4), 439–454.  http://dx.doi.org/10.1080/1475939X.2013.813406

Henderson, M., Johnson, N. F., & Auld, G. (2013). Silences of ethical practice: Dilemmas for researchers using social mediaEducational Research and Evaluation, 19(6), 546-560. DOI: 10.1080/13803611.2013.805656.

Henderson, M., Snyder, I., & Beale, D. (2013). Social media for collaborative learning: A review of school literatureAustralian Educational Computing, 28(2), 1-15. Available at: http://journal.acce.edu.au/index.php/AEC/article/view/18

Bulfin, S., Henderson, M., & Johnson, N. F. (2013). Examining the use of theory within educational technology and media researchLearning, Media and Technology, 38(3), 337-344, doi: 10.1080/17439884.2013.790315

Henderson, M., Cerovac, M., Bellis, N., & Lancaster, G. (2013). Collaborative inquiry: building pre-service teachers’ capacity for ICT pedagogical integrationAustralian Educational Computing, 27(3),69-75.

Henderson, M., Huang, H., Grant, S. & Henderson, L. (2012). The impact of Chinese language lessons in a virtual world on university students’ self-efficacy beliefsAustralasian Journal of Educational Technology, 28(Special issue, 3), 400-419. http://www.ascilite.org.au/ajet/ajet28/henderson.html

Auld, G., Snyder, I., & Henderson, M. (2012). Using mobile phones as placed resources for literacy learning in a remote Indigenous community in AustraliaLanguage and Education, 26(4), 279-296. doi: 10.1080/09500782.2012.691512

Snyder, I., Jevons, C., Henderson, M., Gabbott, M. & Beale, D. (2011) More than chatting online: Children, marketing and the use of digital mediaEnglish in Australia 46, 3, 32-40.

Lindsay, D., de Zwart, M., Henderson, M., Phillips, M. (2011). Understanding legal risks facing children and young people using social network sitesTelecommunications Journal of Australia, 61(1), pp. 9.1 to 9.18.

de Zwart, M., Lindsay, D., Henderson, M., Phillips, M. (2011). Randoms vs weirdos: teen use of social networking sites and perceptions of legal riskAlternative Law Journal, 36(3), pp. 153-157.

Henderson, L., Henderson, M., Grant, S., Huang, H. (2010). What are users thinking in a virtual world lesson? Using stimulated recall interviews to report student cognition, and its triggersJournal of Virtual Worlds Research, 3(1), pp. 1-20.

Henderson, M., De Zwart, M., Lindsay, D. F., Phillips, M. (2010). Legal risks for students using social networking sitesAustralian Educational Computing, 25(1), pp. 3-7.

Henderson, M., Romeo, G., Auld, G., Holkner, B. J., Russell, G., Seah, W. T., Fernando, A. E. (2010). Students creating digital video in the primary classroom: student autonomy, learning outcomes, and professional learning communitiesAustralian Educational Computing, 24(2), pp. 12-20.

Henderson, M., Shurville, S., Fernstrom, K. (2009). The quantitative crunch. The impact of bibliometric research quality assessment exercises on academic development at small conferencesCampus-Wide Information Systems, 26(3), pp. 149-167.

Henderson, M. & Bradey, S. (2008). Shaping online teaching practices: the influence of professional and academic identities. Campus-Wide Information Systems, 25(2). Pp.85-92.

Henderson, M. (2007). Sustaining online teacher professional development through community design. Campus-Wide Information Systems, 24(3). Pp.162-173.

Henderson, M. (2006). Fostering community cohesion to sustain small scale online professional development courses. Australian Educational Computing, 21(2). pp.9-15.

Baskin, C., & Henderson, M. (2005) Ariadnes Thread: using social presence indices to distinguish learning events in face-to-face and ICT-rich settings. ELearning, 2(3). pp.252-261.

Anderson, N., & Henderson, M. (2004) e-PD: blended models of sustaining teacher professional development in digital literacies. ELearning, 1(3). pp.383-394.

Peer Reviewed Conference papers

Ryan, T., Henderson, M., & Phillips, M. (2016). “Written feedback doesn’t make sense”: Enhancing assessment feedback using technologies. Australian Association for Research in Education 2016 Conference Refereed Proceedings. Melbourne, Australia.

Phillips, M., Henderson, M., & Ryan, T. (2016). Multimodal feedback is not always clearer, more useful or satisfying. ASCILITE 2016: 33rd International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. Adelaide, Australia.

Casminaty, T., & Henderson, M. (2016). Risky business: ICT and creativity. In S. Prestridge & P. Albion (Eds.), Australian Council for Computers in Education 2016 Conference Refereed Proceedings. Brisbane, Australia, (pp. 16-22).

Nagy, K., & Henderson, M. (2016). School data: not fit for (re)purpose. In S. Prestridge & P. Albion (Eds.), Australian Council for Computers in Education 2016 Conference Refereed Proceedings. Brisbane, Australia, (pp. 122-131).

Henderson, M., Finger, G., Larkin, K., Smart, V., Aston, R., & Chao, S-H. (2015) Conditions for successful technology enabled learning. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015. Perth, Australia (pp. FP:122- FP:130).

Parkin, L. & Henderson, M. (2014). Mid-semester student satisfaction feedback: reducing confusion and anxiety. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 456-460). 2014_ascilite-ParkinHenderson.pdf.

Henderson, M. & Phillips, M. (2014). Technology Enhanced Feedback on Assessment. In ACEC2014 Now it’s personal: Proceedings of the Annual meeting of the Australian Council for Computers in Education, 30 September 2014 to 03 October 2014. Paper presented at ACEC2014. Adelaide, Australia, pp. 228-238.

Henderson, M., Auld, G., & Johnson, N.F. (2014) Ethics of teaching with social media. In ACEC2014 Now it’s personal: Proceedings of the Annual meeting of the Australian Council for Computers in Education, 30 September 2014 to 03 October 2014, Australian Council for Computers in Education (ACCE), Australia, pp. 221-227.

Chao, S., & Henderson, M. (2012). Gendered differences in the participation of computer science studies in Australian tertiary education. Paper presented at the ACEC2012: ITs Time Conference, Perth, Australia. http://acec2012.acce.edu.au/gendered-differences-participation-computer-…

Sailin, S., & Henderson, M. (2012). Teachers negotiation of a joint enterprise of integrating technology in a school CoP. Paper presented at the ACEC2012: ITs Time Conference, Perth, Australia. http://acec2012.acce.edu.au/teachers-negotiation-joint-enterprise-integr…

White, P., & Henderson, M. (2012). ELearning Coaches as Brokers of Practice Within and Across Schools. Paper presented at the ACEC2012: ITs Time Conference, Perth, Australia. http://acec2012.acce.edu.au/elearning-coaches-brokers-practice-within-an…

Henderson, L., Grant, S. J., Henderson, M., Huang, H. (2010).University students’ cognitive engagement while learning in a Virtual World. Proceedings of the Australian Computers in Education Conference 2010. Melbourne: Australian Council for Computers in Education.

Henderson, M., De Zwart, M., Lindsay, D. F., Phillips, M. (2010). Students use of social networking tools: legal risks and other implications. Proceedings of the Australian Computers in Education Conference 2010. Melbourne: Australian Council for Computers in Education.

De Zwart, M., Henderson, M., Phillips, M., Lindsay, D. F. (2010). ‘I like, stalk them on Facebook’: Teachers’ ‘privacy’ and the risks of social networking sites. 2010 IEEE International Symposium on Technology and Society (ISTAS ’10), 7-9 June 2010, IEEE Society on Social Implications of Technology, Australia, pp. 319-326.

Fernstrom, K., Henderson, M., Shurville, S., Whitefield, D., Whitefield, T. (eds). (2010). Special Issue: Professional and community applications of ICT in education (ICICTE 2009). Campus-Wide Information Systems, 27(3).

Henderson, M., Huang, H., Grant, S. J., Henderson, L. (2009). Language acquisition in Second Life: Improving self-efficacy beliefsProceedings of ASCILITE Auckland 2009, 6 – 9 December 2009, Auckland, New Zealand, pp. 464-474.

Henderson, M. (2008). Engaging eLearning strategies: role plays, debates and soap-operasProceedings of the Australian Computers in Education Conference 2008. Canberra: Australian Council for Computers in Education.

Henderson, M. (2008). Relationships are more important than content: designing effective Professional Development within a Community of Practice approach. Proceedings of the Society for Information Technology Education Conference 2008. Las Vegas: AACE.

Henderson, M. & Bradey, S. (2008). Recognising the importance of identity in the development of academics’ pedagogical beliefs and web-enhanced teaching practices. Proceedings of the Society for Information Technology Education Conference 2008. Las Vegas: AACE.

Auld, G., Holkner, B., Fernando, A., Henderson, M., Romeo, G., Russell, G., Seah, W.T., Edwards, S. (2008). Exemplar Schools using innovative learning technologies. Proceedings of the Australian Computers in Education Conference 2008. Canberra: Australian Council for Computers in Education.

Henderson, M. (2006). Sustaining the professional development of teachers through a model of community of practice. Australian Association for Research in Education Conference 2006. November 2006, Adelaide.

Henderson, M. (2006). Using community cohesion to sustain online professional development. Proceedings of the Australian Computers in Education Conference 2006. Cairns: Australian Council for Computers in Education.

Henderson, M. (2006). Using online community design to sustain teacher professional development. In K. Fernstrom & K. Tsolakidis (Eds.), Proceedings of the International Conference on Information Communications Technologies in Education 2006, 270-274. Abbotsford, Canada: UCFV Press.

Henderson, M. (2004). Sustaining the Professional Development of Teachers through a Virtual Learning Environment: Promoting Effective Teaching with ICT. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004, 3061-3066. Chesapeake, VA: AACE.

Recent conference keynotes

Henderson, M. (September, 2016). Wicked problems and playful designs. Keynote presented to the Australian Council for Computers in Education 2016 Conference, Brisbane, Australia.

Henderson, M. (August, 2016). Design Thinking in Education. Keynote presented to the 2016 Design-Led Learning Communities Conference. Cairns, Australia.  Catholic Education, Diocese of Cairns.

Henderson, M. (May, 2016). The wicked problem of digital fabrication: the need for playfulness. Keynote presented to the FabLearn Australia 2015 conference, Melbourne, Australia.

Henderson, M. (September, 2015). Digital technologies: Wicked problems and playful designs. Keynote presented to the Queensland Society for Information Technology in Education (QSITE) annual conference.

Henderson, M. (April, 2015). Digital Technologies: wicked problems and playful designs. Keynote presented to the Educational Computing Association of Western Australia (ECAWA) annual conference.

Henderson, M. (October, 2014). The wicked problem of educational technology. Keynote presented to the Australian Council for Educational Computing 2015 Conference (ACEC2015)

Conference presentations

Henderson, M., & Selwyn, N. (2016, April). ‘Open’ Data? The Possibilities and Limitations of Democratizing School Data Access and Use. Paper presented at the American Educational Research Association Annual Meeting 2016, Washington, DC.

Henderson, M., & Phillips, M. (2016, April). Using digital technologies to enhance assessment feedback. Paper presented at the American Educational Research Association Annual Meeting 2016, Washington, DC.

Henderson, M., Sewyn, N., Romeo, G., & Finger, G. (2014). Mapping the realities of technology-enabled learning in universities. Paper presented at British Educational Research Association: 2014 Annual Conference, 21-23 September, London.

Selwyn, N., Henderson, M. (2014). Exploring the role of digital data in contemporary schools and schooling. Paper presented at British Educational Research Association: 2014 Annual Conference, 21-23 September, London.

Henderson, M. (2007). Shared Repertoire of Communities of Teaching Practice and their role in sustaining online professional development courses. Paper presented at Australian Association for Research in Education Conference 2007. November 2007, Fremantle.

Baskin, C., & Henderson, M. (2004) Semiotic Spaces & Teaching Places The Role of ICTs in Regenerating Teaching Practice. Paper presented at the Australian Teacher Education Association Conference. Bathurst July, 2004.

Professional journals and media

Henderson, M. (2007). Managing Chat. Education Technology Solutions, 21. pp. 28-30.

Henderson, M. (2007). Strategies for email and discussion forums. The education Technology Guide, 20. pp. 26-28.

Henderson, M. (2007). Online Communication and Collaboration: a new kind of teaching? The Education Technology Guide, 18. pp. 52-54.

Henderson, M. (2006). Online Communication and Collaboration: a new kind of teaching? QUICK: Journal of the Queensland Society for Information Technology in Education, 101(Summer). pp. 10-17.

Henderson, M. & Henderson, L. (2006). Content Design for Online Learning. QUICK: Journal of the Queensland Society for Information Technology in Education, 99(Winter). pp.3-8.

Henderson, M. (2006). Planning for Integrating Online Learning. QUICK: Journal of the Queensland Society for Information Technology in Education, 98(Autumn). pp.11-19.

Reports

Snyder, I. & Henderson, M. (2012) Social media for social learning: A horizon scan. Commissioned Report for the Department of Education & Early Childhood Development (DEECD). Melbourne: Monash University. 1-69.

de Zwart, M., Lindsay, D., Henderson, M. & Phillips, M. (2011). Teenagers, Legal Risks and Social Networking Sites. Commissioned Report for the Victoria Law Foundation. Melbourne: Monash University, 1-109.

Holkner, B., Romeo, G., Henderson, M., Auld, G., Russell, G., Seah, W.T., and Fernando, A. (2008). Exemplar schools: Using innovative learning technologies (DEEWR Report). Canberra: Department of Education, Employment and Workplace Relations. Retrieved from http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/ExemplarSchoolsUsingInnovative LearningTechnologies.aspx

Henderson , M., Fernando, A., Holkner, B., Auld, G., Russell, G., Seah, W., Romeo, G. (2008). Exemplar Schools: Digistories of using innovative learning technologies. (DEEWR Report: Multimedia) Melbourne: Monash University. Retrieved from: http://newmediaresearch.educ.monash.edu.au/exemplar.

Other

Edwards, S., Henderson, M., & Mirkhil, M. (2010). Young children and screen time. Everyday Learning Series. Canberra, Australia: Early Childhood Australia.

Teaching:

ALTC Citation for Outstanding Contributions to Student Learning On 3rd August 2010 Dr Michael Henderson was awarded an ALTC Citation for Outstanding Contributions to Student Learning, or more specifically "For designing rich, participative online learning environments in which students are motivated and inspired to learn".
ALTC Citation for Outstanding Contributions to Student Learning
On 3rd August 2010 Dr Michael Henderson was awarded an ALTC Citation for Outstanding Contributions to Student Learning, or more specifically “For designing rich, participative online learning environments in which students are motivated and inspired to learn”.

A/Prof Henderson is the Program Director for Graduate Studies in the Faculty of Education. He is also a pathway advisor for the Digital Learning specialisms MEd(Digital Learning) and MLeadership(Digital Learning). Dr Henderson lectures in a number of units related to issues of ICTE, Educational Technology and Digital Learning across undergraduate and postgraduate degrees.

Having spent 10 years in school classrooms and with his research and practice in eLearning, Dr Henderson strives to teach by example. His units are characterised as designed flexible learning spaces where students are encouraged to invest themselves in a mutual enterprise in collaborative tasks. Due to his innovative and theory driven teaching design, Dr Henderson has received competitive university and national teaching awards.

Special Commendation for Teaching On 14th September 2009 Dr Michael Henderson was awarded a special commendation in the 2009 Vice Chancellor's Awards for Teaching Excellence. The teaching award recognised Michael's highly innovative work "as an excellent contribution to learning and teaching at Monash."
Special Commendation for Teaching
On 14th September 2009 Dr Michael Henderson was awarded a special commendation in the 2009 Vice Chancellor’s Awards for Teaching Excellence. The teaching award recognised Michael’s highly innovative work “as an excellent contribution to learning and teaching at Monash.”

Supervision:

Dr Michael Henderson in Second Life Michael's avatar is waving with Monash Island with the Education and Chinese Language precincts behind.
Research and Teaching in Virtual Worlds
Dr Michael Henderson in Second Life
Michael’s avatar is waving with Monash Island with the Education and Chinese Language precincts behind.

Postgraduate supervision is offered to students across a broad range of areas. If you are interested in becoming a postgraduate student please contact Dr Henderson with a project proposal and copies of your thesis and publications.

Recent PhD Completions

  • Dr Stephen Guinea – “Employing communities of practice to facilitate international culturally and linguistically diverse nursing students’ identities as learners in Australia through immersive simulation”
  • Dr Michael Phillips – “Teachers’ TPACK enactment in a Community of Practice”
  • Dr Ibrahim Latheef – “Investigating interactivity around Interactive Whiteboards: Cultural Historical perspectives”
  • Dr Nurzali Ismail – “Young People’s Use of New Media through Communities of Practice”
  • Dr Shu-Hua Chao – “Exploring the gender inequity in tertiary Computer Science courses: influential factors in females’ choices in Australia and Taiwan”
  • Dr Thom Cochrane – “Mobilising learning: transforming pedagogy with mobile web 2.0’”
  • Dr Ruby Lee – “Facilitating Meaningful Online Adult Learning”
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