Sue Bennett
Biographic Data
| ID | 3942019 |
|---|---|
| NAME | Sue Bennett |
| GIVEN NAMES | Sue |
| FAMILY NAME | Bennett |
| SIGNATURE | BENNETT S |
| AFFILIATIONS | University of Wollongong |
| ORCID | 0000-0001-9607-6285 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding the successes and challenges of a social prescribing program for children and youth in Canada: A qualitative evaluation
Background: Social prescribing offers a tool to move care upstream to address the non-medical factors that impact health and wellbeing. In 2023, we launched a social prescribing program in a comprehensive, pediatric integrated health and social service hub in an underserved inner city neighborhood in Ottawa, Ontario, Canada. The program targeted children and youth with poor social health, including social isolation and loneliness. Program partici…
Can online learning design be truly collaborative in higher education? Insights from educators and digital learning professionals
As universities seek to diversify and grow online learner cohorts, effective learning design has become increasingly important. Learning design requires multifunctional, interdisciplinary teams of academic and professional staff to bring together pedagogical, content and technological expertise. Few studies have explored the dynamics of such teams and the nature of their collaboration. This article draws on data from seven qualitative case studie…
Praxeological action research: A Froebelian approach for professional development, flourishment and wellbeing
This paper presents a narrative case study of an innovative Froebelian approach to professional development, implemented in a large Nursery School and Family Centre in southern England undertaken as part of an extended programme of research and development funded by the Froebel Trust from 2021–2024 which was trans-national, including two early childhood settings, one in England and one in New Zealand. The research and development programme had tw…
Digital competence for emergency remote teaching in higher education: Understanding the present and anticipating the future
Higher education has increasingly adopted online and blended models of teaching. Guided by institutional policy and digital competence frameworks, the integration of digital tools and competences is perceived as essential. The pivot to emergency remote teaching (ERT) in response to the COVID-19 pandemic increased the use of digital technologies and the need to deploy and support digital competences. Researchers captured a range of remote teaching…
Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation
There is currently limited evidence on parents' and early childhood educators' perspectives on implementing programs that combine cognitive and motor tasks in early childhood. An online survey was distributed across Australia through social network platforms and emails at preschool centres, asking 65 parents of preschool children and early childhood educators about their preferences on program delivery, duration, and mode. Responses from the surv…
Self-regulation in open-ended online assignment tasks: The importance of initial task interpretation and goal setting
With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford new types of interactions with teachers and other students. This paper presents a study of students' …
Quality and tyranny: Competing discourses around a compulsory rubric
This article takes the introduction of a compulsory rubric for assessment across all units taught in an arts and education faculty as an opportunity for the identification and discussion of competing discourses around this process. We identify five discourses that complicate those of quality and efficiency in relation to rubrics: imperatives for twenty-first century learning; authentic assessment; Indigenous perspectives; creative praxis and acad…
Identifying the characteristics of support Australian university teachers use in their design work: Implications for the learning design field
Quality teaching is a strategic objective for universities; thus, there is an expectation that university teachers design high quality learning experience for their students. The field of learning design has developed over the past 15 years as a way to support teachers in their design work. There has been significant research and development work that has focused on creating support tools to help teachers plan, develop and deliver learning experi…
Reframing assessment research: Through a Practice Perspective
Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated …
Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students' technology experiences
The idea of the ‘digital natives’, a generation of tech‐savvy young people immersed in digital technologies for which current education systems cannot cater, has gained widespread popularity on the basis of claims rather than evidence. Recent research has shown flaws in the argument that there is an identifiable generation or even a single type of highly adept technology user. For educators, the diversity revealed by these studies provides valuab…
The Importance of Active Exploration, Optical Flow, and Task Alignment for Spatial Learning in Desktop 3D Environments
Arguments for the use of interactive 3D simulations in education and training depend to a large extent on an implicit assumption that a more accurate and complete spatial cognitive model can be formed through active user-controlled exploration of such an environment than from viewing an equivalent animation. There is a similar implicit assumption that the viewing of animated view changes provides advantages over the viewing of static images due t…
Developing a learning object metadata application profile based on LOM suitable for the Australian higher education context
This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated with…
Social support and health-related quality of life in chronic heart failure patients
Quality of Life in Women With Heart Failure
Persons with heart failure (HF) experience impaired quality of life (QOL). However, the majority of research conducted on QOL in persons with HF has been with men. The purpose of this descriptive pilot study was to describe the impact of symptoms of HF and examine the relationships among symptom impact, perceived health status, perceived social support, and overall QOL in 30 women who had recently been hospitalized for HF. The women reported high…
Interactive multimedia learning in physics
The potential importance of interactive multimedia in the tertiary environment and in physics education is well recognised world wide, with development projects being funded by universities and government bodies. To date, however, there have been few opportunities to critically assess the importance, acceptability and suitability of these new techniques to physics education. Our study evaluated an interactive tutorial, developed at the Australian…
Family support programs: A quasi-experimental evaluation
Reframing assessment research: Through a Practice Perspective
Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated …
Family support programs: A quasi-experimental evaluation
Family support programs: A quasi-experimental evaluation
Interactive multimedia learning in physics
The potential importance of interactive multimedia in the tertiary environment and in physics education is well recognised world wide, with development projects being funded by universities and government bodies. To date, however, there have been few opportunities to critically assess the importance, acceptability and suitability of these new techniques to physics education. Our study evaluated an interactive tutorial, developed at the Australian…
Quality of Life in Women With Heart Failure
Persons with heart failure (HF) experience impaired quality of life (QOL). However, the majority of research conducted on QOL in persons with HF has been with men. The purpose of this descriptive pilot study was to describe the impact of symptoms of HF and examine the relationships among symptom impact, perceived health status, perceived social support, and overall QOL in 30 women who had recently been hospitalized for HF. The women reported high…
Social support and health-related quality of life in chronic heart failure patients
Developing a learning object metadata application profile based on LOM suitable for the Australian higher education context
This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated with…
Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students' technology experiences
The idea of the ‘digital natives’, a generation of tech‐savvy young people immersed in digital technologies for which current education systems cannot cater, has gained widespread popularity on the basis of claims rather than evidence. Recent research has shown flaws in the argument that there is an identifiable generation or even a single type of highly adept technology user. For educators, the diversity revealed by these studies provides valuab…
The Importance of Active Exploration, Optical Flow, and Task Alignment for Spatial Learning in Desktop 3D Environments
Arguments for the use of interactive 3D simulations in education and training depend to a large extent on an implicit assumption that a more accurate and complete spatial cognitive model can be formed through active user-controlled exploration of such an environment than from viewing an equivalent animation. There is a similar implicit assumption that the viewing of animated view changes provides advantages over the viewing of static images due t…
Identifying the characteristics of support Australian university teachers use in their design work: Implications for the learning design field
Quality teaching is a strategic objective for universities; thus, there is an expectation that university teachers design high quality learning experience for their students. The field of learning design has developed over the past 15 years as a way to support teachers in their design work. There has been significant research and development work that has focused on creating support tools to help teachers plan, develop and deliver learning experi…
Reframing assessment research: Through a Practice Perspective
Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated …
Quality and tyranny: Competing discourses around a compulsory rubric
This article takes the introduction of a compulsory rubric for assessment across all units taught in an arts and education faculty as an opportunity for the identification and discussion of competing discourses around this process. We identify five discourses that complicate those of quality and efficiency in relation to rubrics: imperatives for twenty-first century learning; authentic assessment; Indigenous perspectives; creative praxis and acad…
Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation
There is currently limited evidence on parents' and early childhood educators' perspectives on implementing programs that combine cognitive and motor tasks in early childhood. An online survey was distributed across Australia through social network platforms and emails at preschool centres, asking 65 parents of preschool children and early childhood educators about their preferences on program delivery, duration, and mode. Responses from the surv…
Self-regulation in open-ended online assignment tasks: The importance of initial task interpretation and goal setting
With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford new types of interactions with teachers and other students. This paper presents a study of students' …
Digital competence for emergency remote teaching in higher education: Understanding the present and anticipating the future
Higher education has increasingly adopted online and blended models of teaching. Guided by institutional policy and digital competence frameworks, the integration of digital tools and competences is perceived as essential. The pivot to emergency remote teaching (ERT) in response to the COVID-19 pandemic increased the use of digital technologies and the need to deploy and support digital competences. Researchers captured a range of remote teaching…
Praxeological action research: A Froebelian approach for professional development, flourishment and wellbeing
This paper presents a narrative case study of an innovative Froebelian approach to professional development, implemented in a large Nursery School and Family Centre in southern England undertaken as part of an extended programme of research and development funded by the Froebel Trust from 2021–2024 which was trans-national, including two early childhood settings, one in England and one in New Zealand. The research and development programme had tw…
Understanding the successes and challenges of a social prescribing program for children and youth in Canada: A qualitative evaluation
Background: Social prescribing offers a tool to move care upstream to address the non-medical factors that impact health and wellbeing. In 2023, we launched a social prescribing program in a comprehensive, pediatric integrated health and social service hub in an underserved inner city neighborhood in Ottawa, Ontario, Canada. The program targeted children and youth with poor social health, including social isolation and loneliness. Program partici…
Can online learning design be truly collaborative in higher education? Insights from educators and digital learning professionals
As universities seek to diversify and grow online learner cohorts, effective learning design has become increasingly important. Learning design requires multifunctional, interdisciplinary teams of academic and professional staff to bring together pedagogical, content and technological expertise. Few studies have explored the dynamics of such teams and the nature of their collaboration. This article draws on data from seven qualitative case studie…
Psychology (13 works) · Computer Science (9 works) · Sociology (8 works) · Pedagogy (7 works) · Medicine (6 works) · Higher education (5 works) · Mathematics education (5 works) · Engineering (4 works) · Epistemology (4 works) · Political science (4 works)