Tyler Muir
Biographic Data
| ID | 1621744 |
|---|---|
| NAME | Tyler Muir |
| GIVEN NAMES | Tyler |
| FAMILY NAME | Muir |
| SIGNATURE | MUIR T |
| AFFILIATIONS | University of Tasmania |
| ORCID | 0000-0001-6305-0679 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Navigating the Higher Education Landscape
Navigating the landscape of Higher Education can be particularly challenging for Enabling students, with their ability to persevere and maintain feelings of ‘hope’ likely to impact their confidence to complete their Enabling program. This paper explores the impact of hope on student perseverance and progress within an Enabling program. Using data collected from in-depth interviews with two participants, we investigate how hope shapes students’ mo…
Fostering equity in early years mathematics classrooms through the promotion of dialogic practices
Equity and marginalisation in mathematics education remains an ongoing concern. Classroom discourse has been seen to impact on student performance with dialogic practices being effective in providing for more equitable student participation. This paper investigates two examples of classroom discourse in relation to inclusive participation in early years mathematics classrooms. Drawing on data from a broader research project focusing on co-designi…
Padlet Adoption to Enhance Multidisciplinary Online and Hybrid Teaching and Learning at an Australian University
This study examines the transformative role of educational technologies in higher education, with a focus on their impact on student engagement and collaboration in online and hybrid learning environments. It draws on data from 11 educators at an Australian university across Education, Health Sciences, and Humanities disciplines. Utilising the online tool Padlet, these educators facilitated interactive activities that enhanced teaching and learni…
Mapping dialogic space in exploratory, disputational, and cumulative talk
Theoretical and practical interest in how classroom talk can aid thinking and learning has increased in recent decades. Key studies have identified three types of talk that characterise student collaborations in group learning tasks, namely disputational, cumulative, and exploratory talk. Exploratory talk is described as the most productive for thinking and learning, and key to this is the opening of dialogic spaces in which students explore and …
Supporting engagement and retention of online and blended-learning students
Using Interactive Online Pedagogical Approaches to Promote Student Engagement
The COVID-19 outbreak in late 2019 required a complete shift to online learning across all educational institutions, including universities. The rapid transition to online learning globally meant that many educators were suddenly tasked with adapting their classroom-based pedagogy to the online space. While this was undoubtedly challenging for teachers and students, it also opened up possibilities for reimagining the delivery of content, along wi…
Unleashing Adult Learners’ Numeracy Agency Through Self-Determined Online Professional Development
Opportunities for self-determined online professional development (OPD) are emerging, but their potential for increasing adult learners’ agency is not yet fully realised. Faced with the problem of successfully designing a self-determined comprehensive evidence-based online numeracy resource for educators who are often time poor and do not engage with online learning unless they are intrinsically motivated, we engaged in design research to concept…
University and school research partnerships as a source of professional growth in regional communities
Student perceptions of learning challenges in year 7
Learning from home learning
During the COVID-19 lockdown, parents and caregivers were asked to take greater responsibility for their children's education while they were unable to attend school. In this commentary, we report on data sourced from 243 participants in theTasmania Projectin Australia about their experiences of learning from home during COVID-19 lockdown. We engage with ideas about boundaries and bounding processes to understand how participants perceived challe…
A framework to support personalising prescribed school curricula
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised a…
The Cost of Capital of the Financial Sector
Learning from home learning
During the COVID-19 lockdown, parents and caregivers were asked to take greater responsibility for their children's education while they were unable to attend school. In this commentary, we report on data sourced from 243 participants in theTasmania Projectin Australia about their experiences of learning from home during COVID-19 lockdown. We engage with ideas about boundaries and bounding processes to understand how participants perceived challe…
The Cost of Capital of the Financial Sector
A framework to support personalising prescribed school curricula
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised a…
Student perceptions of learning challenges in year 7
Learning from home learning
During the COVID-19 lockdown, parents and caregivers were asked to take greater responsibility for their children's education while they were unable to attend school. In this commentary, we report on data sourced from 243 participants in theTasmania Projectin Australia about their experiences of learning from home during COVID-19 lockdown. We engage with ideas about boundaries and bounding processes to understand how participants perceived challe…
Using Interactive Online Pedagogical Approaches to Promote Student Engagement
The COVID-19 outbreak in late 2019 required a complete shift to online learning across all educational institutions, including universities. The rapid transition to online learning globally meant that many educators were suddenly tasked with adapting their classroom-based pedagogy to the online space. While this was undoubtedly challenging for teachers and students, it also opened up possibilities for reimagining the delivery of content, along wi…
Unleashing Adult Learners’ Numeracy Agency Through Self-Determined Online Professional Development
Opportunities for self-determined online professional development (OPD) are emerging, but their potential for increasing adult learners’ agency is not yet fully realised. Faced with the problem of successfully designing a self-determined comprehensive evidence-based online numeracy resource for educators who are often time poor and do not engage with online learning unless they are intrinsically motivated, we engaged in design research to concept…
University and school research partnerships as a source of professional growth in regional communities
Supporting engagement and retention of online and blended-learning students
Padlet Adoption to Enhance Multidisciplinary Online and Hybrid Teaching and Learning at an Australian University
This study examines the transformative role of educational technologies in higher education, with a focus on their impact on student engagement and collaboration in online and hybrid learning environments. It draws on data from 11 educators at an Australian university across Education, Health Sciences, and Humanities disciplines. Utilising the online tool Padlet, these educators facilitated interactive activities that enhanced teaching and learni…
Mapping dialogic space in exploratory, disputational, and cumulative talk
Theoretical and practical interest in how classroom talk can aid thinking and learning has increased in recent decades. Key studies have identified three types of talk that characterise student collaborations in group learning tasks, namely disputational, cumulative, and exploratory talk. Exploratory talk is described as the most productive for thinking and learning, and key to this is the opening of dialogic spaces in which students explore and …
Navigating the Higher Education Landscape
Navigating the landscape of Higher Education can be particularly challenging for Enabling students, with their ability to persevere and maintain feelings of ‘hope’ likely to impact their confidence to complete their Enabling program. This paper explores the impact of hope on student perseverance and progress within an Enabling program. Using data collected from in-depth interviews with two participants, we investigate how hope shapes students’ mo…
Fostering equity in early years mathematics classrooms through the promotion of dialogic practices
Equity and marginalisation in mathematics education remains an ongoing concern. Classroom discourse has been seen to impact on student performance with dialogic practices being effective in providing for more equitable student participation. This paper investigates two examples of classroom discourse in relation to inclusive participation in early years mathematics classrooms. Drawing on data from a broader research project focusing on co-designi…
Pedagogy (8 works) · Psychology (7 works) · Computer Science (6 works) · Mathematics education (5 works) · Sociology (5 works) · Innovative Teaching and Learning Methods (3 works) · Medical education (3 works) · Medicine (3 works) · Qualitative research (3 works) · Student engagement (3 works)