Menu Close
The Conversation

Anne-Marie Chase

1

Article

0

Comments
Associate professor, Educational Futures, Swinburne University of Technology

Dr Anne-Marie Chase EdD, MEd, BEd

Anne-Marie has over two decades of experience in education with expertise in design and delivery of curriculum that aligns teaching, learning and assessment approaches in a strong pedagogical framework to provide a high-quality student experience. Anne-Marie has managed a large number of course development projects with dynamic cross-functional teams, taught in various modes at several higher education institutions, and lead large scale research projects. Anne-Marie has experience leading digital transformation of learning environment technologies, learning design practices and development of online pedagogies.

Anne-Marie has worked in initial teacher education with a focus on development for online delivery and managing the professional experience component. Anne-Marie has an EdD from the University of Western Australia and MEd (ICT) from Monash University. Anne-Marie has a substantial publication record and an established international research profile. A recent BERA funding award enabled exploration of assessment and data gathering during periods of remote learning.

Anne-Marie has a background in teaching IT in secondary education, holding Head of Department positions in both the government and non-government sector in the UK and Australia. Anne-Marie has managed school-based government projects with a focus on developing teacher and student technology skills.

Experience

  • 2022–present
    Associate professor, Swinbunrne University of Technology
  • 2015–2020
    Course coordinator, Australian Council for Educational Research

Education

  • 2010 
    University of Western Australia, Doctor of Education

Publications

  • 2021
    What sources of data did teachers use to inform remote teaching under Covid- 19? , British Educational Research Association
  • 2020
    Covid-19: Continuity of teaching and learning – an evidence-based approach, Teacher Magazine
  • 2020
    Differential learning outcomes for online versus in-class education, Australian Academy of Science
  • 2020
    Ministerial Briefing Paper on Evidence of the Likely Impact on Educational Outcomes of Vulnerable Children Learning at Home during COVID-19, Australian Government Department of Education, Skills and Employment
  • 2020
    Mitigating the impacts of COVID-19: Lessons from Australia in remote education, Australian Council for Educational Research
  • 2018
    Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit, International Journal of Educational Technology in Higher Education
  • 2017
    Wikis for group work: Encouraging transparency, benchmarking and feedback, Australasian Journal of Educational Technology
  • 2017
    Improving digital assessment practice: A case study of a cross-institutional initiative, Journal of University Teaching & Learning Practice
  • 2017
    Print vs. digital texts: Understanding the research and challenging the dichotomies, Research in Learning Technology
  • 2016
    Designing massive open online courses to take account of participant motivations and expectations, British Journal of Educational Technology
  • 2015
    The space for social media in structured online learning, Research in Learning Technology

Grants and Contracts

  • 2021
    What sources of data did teachers use to inform remote teaching under Covid-19?
    Role:
    Principal Investigator
    Funding Source:
    Education & Covid-19: BERA Small Grants Fund research reports