TMERG Logo Waschl & Gunawan_April 2017

(TMERG) SEMINAR 2 & 3, 2017

Date: Thursday 20 April 2017
Time: 10:00am – 11:00am
Where: School of Education, SMaRTe Room, Level 8, Nexus Building, 10 Pulteney Street.
REGISTER: Eventbrite Here

The Transdisciplinary Measurement and Evaluation Research Group (TMERG) has its origins in the School of Education, and provides an avenue for discussion and research collaboration in the field of measurement and evaluation across a number of Schools and Disciplines. Colleagues and postgraduate students (doctoral and master’s) in your School/Research Centres are invited to a seminars titled

SEMINAR 2: The dimensionality of the Advanced Raven’s Progressive Matrices
SPEAKER: Ms Nicolette Waschl:
PhD Candidate, School of Psychology, University of Adelaide: Contact & Research

ABSTRACT: The Raven’s Progressive Matrices tests are a widely used measure of cognitive ability. They are generally considered a measure of fluid reasoning, and often used as a measure of general intelligence (i.e. the score on Raven’s is often equated to something similar to an IQ score). However, there is some evidence to suggest that these tests are not unidimensional, and that they may also measure visuospatial ability, which is a threat to the validity of these tests. The involvement of spatial ability may additionally implicate sex differences in scores.

Therefore, as a first step to investigating the involvement of spatial ability in this test, this work investigated the dimensionality of several different versions of the Advanced Raven’s Progressive Matrices (APM), as well as sex differences on this test. Sample 1 consisted of 1297 individuals (929 females) aged 16-60 years who completed a 12-item short form; sample 2 consisted of 455 individuals (327 females) aged 16-68 years who completed the full APM; and sample 3 consisted of 362 individuals (244 females) aged 17-54 who completed a 15-item short form.

Among other methods, examination of dimensionality of the APM involved the use of the Rasch model to investigate test dimensionality and differential item functioning according to sex. Examination of dimensionality was conducted through PCA of Rasch residuals at the test level and item misfit values at the item level. Differential item functioning was assessed using the item fit and item threshold approaches. Results of the Rasch analysis indicated that all three forms of the APM are unidimensional. There were a small number of items found to exhibit differential item functioning, however these were different items in each sample.

SEMINAR 3: A Complex System Approach to Analyse System Maintenance & Reliability
SPEAKER:    Associate Professor Indra Gunawan:
Director of Project Management Program, Entrepreneurship, Commercialisation and Innovation Centre (ECIC), Faculty of Professions, University of Adelaide. Contact & Research

ABSTRACT: The reliability level of the components dynamically varies over time. This dynamic behaviour should be modeled to provide more accurate information for decision makers on system maintenance and reliability.

In this presentation, a system dynamics approach is employed to reach this goal. System dynamics is a tool to simulate the dynamic interactions in complex systems. In system dynamics, the interactions between elements are modeled by causal loop diagrams (CLDs), stock and flow structures. Therefore, the simulation model can be used to track the variation trends in future.

Systems with both binary and multi-state components are evaluated via system dynamics. As a result, the visual tools of system dynamics are used to model binary and multi-state systems. In addition, some scenarios are investigated through the study.

Further Information: Assoc Prof. Sivakuma Algualai (TMERG coordinator) TMERG website:

Further information School of Education Research Seminars schedules Click Here

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TMERG Logo Prof Dr Irion


Date: Thursday 30 March 2017
Time: 11:10am – 12:30pm
Where: School of Education, SMaRTe Room, Level 8, Nexus Building, 10 Pulteney Street.
REGISTER: Eventbrite Here

The Transdisciplinary Measurement and Evaluation Research Group (TMERG) has its origins in the School of Education, and provides an avenue for discussion and research collaboration in the field of measurement and evaluation across a number of Schools and Disciplines. Colleagues and postgraduate students (doctoral and master’s) in your School/Research Centres are invited to a seminar titled:


University of Education SchwaebischGmeuend, Germany, Head of Institute of Educational Research,
Head of Department of Primary Education, Head of the Research Centre for Media Education.

Tablet use is very popular in primary and secondary classes. More and more teachers integrate tablets (esp. iPads) in school because of their potentials for student engagement and enrichment of learning. Mobile devices can enhance learning by new ways of contingent mobile learning and teaching, situated learning, authentic learning, context aware learning and personalized learning (Traxler/Wisheart 2011). Based on a critical literature review using systematically selected research findings Major et al. summarize significant potentials for enhancing learning especially if affordances of tablets (usability, features, availability and portability) and issues of infrastructure, technology management and professional development, pedagogy and instructional design are considered. In particular, they emphasise the importance of teacher development (Major/Haßler/Hennessy 2017).

Germany has started a big nationwide research project to foster ICT integration in primary classrooms with a strong focus on teacher education. 6 selected universities analyse in separate projects the use of ICT (esp. Tablets) in primary classrooms.

In this presentation, the project manager of one of these projects, Prof. Dr. Thomas Irion, will present the research focus and methods of the project ProMedia Primar 3P of the University of Education Schwaebisch Gmuend located in the state of Baden-Wuerttemberg. The project ProMedia Primar 3P is subdivided into eight sub-projects with fourteen researchers from different departments (e.g. language, sciene, educational science, arts, media education, primary education) which develop didactic concepts of tablet use based on the TPACK-Model (Koehler/Mishra 2009). TPACK emphasises the relevance of the combination of technological, pedagogical and content knowledge for teachers to use ICT in classrooms effectively. The components of TPACK are in ProMedia Primar 3P connected with primary school education requirements to develop new concepts for primary school learning (Irion 2016). The concepts are realized by teacher students in an especially equipped classroom at a primary school. In this classroom innovative video technologies are used for observation of the classroom activities to analyze teaching and learning practices. The teacher students use the videos to analyse classroom activities to reflect and improve their own teaching. The research team uses the video data to analyse affordances for effective tablet use in classrooms.

The seminar presents the research project and the innovative classroom. The equipment of the classroom and the video analysis studio which is placed aside the classroom will be shown. Furthermore the fundamental concept and the current status of the project will be presented.

Further Information: Assoc Prof. Sivakuma Algualai (TMERG coordinator) TMERG website:

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1:00PM-2:00PM 27TH MARCH 2017



ABSTRACT: This paper outlines the evolution of a professional teacher-focussed community of practice (CoP) from a partnership between Linda Westphalen and Jarrod Johnson in 2015-16, to a link between the University of Adelaide, School of Education and Pulteney Grammar in a professional development ‘clinic’ which provides academic support for teachers writing for publication, individual and collaborative research, pedagogic/assessment innovations and technologies in teaching practice. Pre-service teachers at the school are also offered a chance to participate for the duration of their practicum. This expansion began in February 2017 and involves up to 13 teachers in the pilot program, with this to be further expanded at a later date to include all staff as they become engaged with the research culture. Designed as a responsive and pragmatic face to face and online CoP (see Wenger 2006), Professionals at Pulteney (P@P) aims to have a positive impact on student learning and staff academic profiles, and, as such, meets the Professional Development required of teachers under Standard 6 of the Australian Professional Standards for Teachers (APST).  P@P will showcase individual teacher achievements at ATEA 2017, ATEA 2018, online via the Pulteney Grammar School website and at a Middle School Teacher Conference scheduled for September 2018, coinciding with the opening of a new Middle School building, so as to provide an opportunity for broader impact on teacher-colleagues and the education community. This partnership and the associated paper(s) explore the process and impacts of scaffolded teacher self and peer development, research, innovation and creative output, and how evidence of this development can be made explicit and accessible to others. An additional aim is to model a ‘teacher growth mindset’ where teachers identify and pursue their own learning needs, as well as teacher-lecturer partnerships that have tangible, pragmatic and best-practice outcomes for both Schools to others.
Wenger, E. (2006) ‘Communities of practice: A brief introduction’  Accessed 15/2/2017

BIOGRAPHY: Linda Westphalen Education Specialist, University of Adelaide:
Working in a School of Education has meant that teaching is not only Linda’s professional role, it is also her subject matter. A teacher for 30 years, Linda is a national Office of Learning and Teaching Citation winner in 2012, and a 2008 Winner of the Dean of Professions’ Prize for Excellence in Postgraduate Teaching. Linda’s current teaching is in the areas of culture, diversity and inclusion, pedagogy and engagement, and student safety and well-being. From 2009 to the end of 2015, she coordinated the School of Education’s Teacher Education Programs, a role she relinquished to go on long service leave in the first half of 2016.

In a new phase of her career as an Adelaide Academy Education Specialist, Linda looks forward to the challenge of new pathways in her teaching areas, as well as innovation and online learning in the School of Education. She has been instrumental in developing the School’s capstone assessment requirement in Teacher Education, the ePortfolio. She has also had a key role in conceiving and establishing the School’s Masters of Teaching. Linda’s keen interest in collaborating with teachers in schools to foster their professional development has led to an ongoing partnership with Staff at Pulteney Grammar School (as per APST Standard 6). Teaching, she contends, is the best, most rewarding job there is.

BIOGRAPHY: Jarrod Johnson Assistant Head of Middle School, Teaching and Learning, Pulteney Grammar, SA
Jarrod Johnson is a teacher and lecturer in ICT Integration. He first worked on Flipped Classrooms with his “Stages of the Flipped Classroom” model and has presented at many conferences including Edutech and MobiLearn Conference, Singapore. Jarrod uses a range of digital tools and technology to enhance his lessons and, through his online lectures, passes on the use of these tools to the final year teaching students at the University of Adelaide. Jarrod is a passionate teacher of Science and Digital Technologies and his students have the opportunity to build iPhone Apps and Robots, create printed 3D models of shipping container housing, practice their drone flying skills, and build VR computer games.

Dr Linda Westphalen: Learn more about Dr Westphalens’ teaching, affiliations, research and contact details here

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  Expanding your career options, developing your expertise for your future. Are you a registered teacher? Do you have a Bachelor’s degree? Are you a trainer, educational consultant or are you wishing to study Education to teach in a Higher Education environment? Are you considering development of your research capacity to transition into educational research? THEN YOU […]

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  Do you have a passion for Science, English, Mathematics, Languages, Geography, History, Economics or Accounting? Do you want to inspire and teach others about your chosen area of knowledge? The School of Education at the University of Adelaide offers both undergraduate and postgraduate degree pathways that are recognised for teacher registration in all states […]

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The School of Education’s reputation as a leading teacher education provider has been reinforced by the recent successful 5-year accreditation of its teaching degrees by the state’s accreditation authority. The Teachers Registration Board of South Australia has accredited the School’s 4 undergraduate double degree teacher education programs and its inaugural Master of Teaching program from […]

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Mentor Teacher Banner

There was a distinct buzz in the air last Friday evening as award winners, family members and well-wishers gathered at the lobby of Nexus 10 Tower for the 2016 School of Education Mentor Teacher Awards ceremony. The awards gave the School of Education and our students a chance to say a heartfelt thank you to […]

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The University of Adelaide School of Education would like to invite you to the Mentor Teachers Awards Evening 2013. Mentor Teachers share their expertise and skills with our students to help them become the teachers of tomorrow. Their contribution is invaluable to the future of Education in this state. Come and celebrate as we recognise […]

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With a passion for acting and for teaching English grammar, Dr Julia Miller at the University of Adelaide in the School of Education set about creating an online resource for international students. Dr Miller says of her current work, “I’m developing a website at the moment, called ‘English for Uni’, which will be particularly helpful […]

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Being an election year, and in the wake of the Gonski Review, education will be hot on the political agenda during 2013. Higher education will very likely enter the debate also. A major focus of the Government has been, after all, to have forty percent of 25-34 year olds attain at least a bachelor’s degree, […]

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