The title of speech for school:
Analysing and modelling. Identifying knowledge within stories told by facilitators of their practice
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My name is Louise Hawkins. I am a female PhD student living and studying in Rockhampton, Queensland, Australia. I work and study at CQUniversity. My PhD supervisors are Associate Professor Greg Whymark and Associate Professor Roberta Harreveld. I have access each year to around AUS$1500 for dissertation resource funding.
I started the PhD in July 2004. During my candidature I have been both full-time and part-time. While full-time I was awarded a scholarship. I am currently writing up my PhD research, having completed all of the data collection and analysis. The title of my PhD thesis is: Drawing on knowledge to plan: Activity Theory to aid facilitators’ knowledge articulation. I have looked at facilitators as an example of knowledge workers, and how knowledge workers draw on their past knowledge in order to engage in reflection-before-action when planning.
I believe that participating in this summer school will broadening and deepening my understanding of cultural-historical theory and practice both for my research and teaching. I teach at University, both at undergraduate and postgraduate levels. As my teaching moves more to an online presence, with students of great cultural diversity, I see cultural-historical theory as a rich tool with which to document and explore these new environments.
I attended ISCAR 2005, in Seville, and chaired Session 102: Innovative frameworks for the study of organisational structures and processes of the 21st Century. I also presented a paper: Planning for facilitation of virtual meetings: A CHAT-based framework for planning. I have also been a member of the XMCA mailing list community for a number of years.
How others see socio-cultural theory developing and transforming as a framework for designing and using technological tools in online university courses?
In relation to the conditions and contexts for learning in educational institutions, How socio-cultural theory can help research how the changing of senior management changes the conditions and context that lecturers/professors research and teach in?
Hawkins, L. A. (2005). Frameworks for the study of organisational structures and processes. In G. Whymark & H. Hasan (Eds.), Activity as the Focus of Information Systems Research (pp. 3-4). Sydney NSW: Knowledge Creation Press.
Hawkins, L. A., & Whymark, G. (2005). Planning for facilitation of virtual meetings: A CHAT-based framework for planning. In G. Whymark & H. Hasan (Eds.), Activity as the Focus of Information Systems Research (pp. 5-28). Sydney NSW: Knowledge Creation Press.
Hawkins, L. A., & Whymark, G. (2006). Increasing the descriptive power of CHAT with culturally advanced notation. Paper presented at the Transformational Tools for 21st Century Minds 2006 National Conference.
Singh, G., Whymark, G., & Hawkins, L. A. (2007). An integrated model of collaborative knowledge building. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 85-105.
Louise Hawkins “Analysing and modelling. Identifying knowledge within stories told by facilitators of their practice”