Global Environmental Change (Subject Co-ordinator)

This subject equips participants with an understanding of the role and limitations of science in environmental debates and decision-making. Global changes to the atmosphere, hydrological cycle, land-uses, urbanisation, climate, pollution, biodiversity, pests, and diseases are having profound impacts on the planet, its people and other species. Students gain an appreciation of strengths and limitations in the diversity of scientific approaches used to understand and manage environmental changes. These approaches include empirical observation, mathematical and statistical modelling, and expert opinion. The subject highlights the breadth of environmental changes, and the range of scientific methods that can be used to address these issues. Collectively, these elements provide a sound foundation for science-based advocacy and management that recognises the scientific and social contexts of environmental debates.

Marine Ecosystems: Ecology and Management

The oceans cover 71% of the earth’s surface and are vital to the well being of humans in many ways. This subject covers our current understanding of the biology of marine organisms and how marine scientists assess environmental impacts, manage exploited species and conserve biodiversity.

#EDUC90970 Creating a blended Ecology undergraduate subject

In the latest assignment task for Facilitating Online Learning within the Graduate Certificate of University teaching we are re-designing our courses to be delivered either fully online, or using a blended approach. During this course I have been particularly interested in the Pedagogy-Andragogy-Heutagogy continuum, and the potential advantages that a heutagogical approach has in promotingContinue reading “#EDUC90970 Creating a blended Ecology undergraduate subject”

#EDUC90970 How to use heutagogy in higher education?

Last week, I presented to my colleagues in #EDUC90970 on the Pedagogy-Andragogy-Heutagogy continuum (the image links to the presentation). In a poll of the class, 50% said that they used pedagogy in their teaching, and an equal 25% andragogy and heutagogy (12 responses total). Overwhelmingly, the barrier to heutagogy was thought to be student willingnessContinue reading “#EDUC90970 How to use heutagogy in higher education?”

#EDUC90970 A design-based framework to enhance marine eco-literacy

My research is aimed at finding solutions to challenges in coastal management. However, I had not thought to apply a similar solutions-based approach to educational design. “Design-based research” is a cyclic or adaptive approach to the development of a solution in response to an identified problem in education (Figure 1). Education outside of the classroom,Continue reading “#EDUC90970 A design-based framework to enhance marine eco-literacy”


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