Helen Georgiou
Biographic Data
| ID | 6558205 |
|---|---|
| NAME | Helen Georgiou |
| GIVEN NAMES | Helen |
| FAMILY NAME | Georgiou |
| SIGNATURE | GEORGIOU H |
| AFFILIATIONS | University of Wollongong |
| ORCID | 0000-0001-9784-9825 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
We had No Choice”: Lecturers’ Experiences with a Top-Down Approach to the Institutional Adoption of Blended Learning
Institutional adoption of blended learning has significantly grown in higher education, yet limited research explores how lecturers experience mandated and top-down implementation, particularly in resource-constrained contexts. This mixed-methods study examines these experiences at a university undergoing rapid, institution-driven adoption of blended learning. Ninety-nine lecturers participated in a survey and interviews, complemented by content …
Classroom creativities: Insights from experienced secondary teachers of physics, history and English (poetry)
Creativity is a policy and practice objective for schools internationally. However, in recent OECD findings, students do not report a positive experience of creativity in their school learning, especially assessments. Similarly, research reports that teachers continue to struggle with making creativity part of the classroom experience. This article reports on the findings of a qualitative study into discipline specific approaches to creativity wi…
A Process for Institutional Adoption and Diffusion of Blended Learning in Higher Education
Blended learning has emerged as a prominent feature in higher education over the past decade, aiming to enhance students’ learning experiences and improve outcomes. It has been adopted at various levels within universities, with an increasing trend of institutional adoption. Despite its prevalence, scholars have expressed concerns about our limited understanding of blended learning beyond small-scale and individual applications. Drawing on Rogers…
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM
In 2019–2020, students of two English for Architects and Civil Engineers courses at a German university were tasked with creating a digital, multimodal video composition explaining a technical concept to a lay audience. The resultant multimodal artefacts, however, often did not exhibit typical semiotic patterns associated with explaining or describing in science-related disciplines. In particular, 78% of artefacts featured ‘mediated focalisation’…
Understanding creativity in primary English, science, and history
Multimodality and English for Special Purposes: Signification and Transduction in Architecture and Civil Engineering Models
The applied disciplines of architecture and civil engineering require students to communicate multimodally, and to manipulate meaning across media and modes, such as image, writing or moving image. In their disciplinary studies for example, students must be able to transform the language of lectures and textbooks into models and diagrams. In their future workplaces, they will commonly be required to transform reports and legal documents into floo…
Creativity in Higher Education: A Qualitative Analysis of Experts’ Views in Three Disciplines
Creativity has been identified as an increasingly important graduate attribute for employment in the 21st century. As sites of significant development of disciplinary specialization, universities seem to be the natural place for creativity to be fostered. However, there remain contestations and ambiguities in the ways creativity is theorized, and this translates to difficulties in operationalization, particularly in the higher education context, …
Characterising Communication of Scientific Concepts in Student-Generated Digital Products
New assessment types that include multimodal and digital elements are increasingly being used to assess university students’ ‘soft skills’ such as communication, as well as their science content knowledge. However, very little is known about how or how well such products assess communicative elements, particularly when these elements are so intricately linked with disciplinary knowledge. This paper presents a novel way of looking at these new dig…
Assessing multimodal literacies in science: Semiotic and practical insights from pre-service teacher education
This paper arises from research undertaken by educational semioticians and science educators investigating the use of student generated digital artefacts as assessment tasks in pre-service science teacher education. Part of a broader shift toward student-generated media in tertiary science, the use of such tasks is driven by the need to deepen pre-service primary teachers’ understandings of content and to foster enthusiasm for teaching science. H…
Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work
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Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work
Characterising Communication of Scientific Concepts in Student-Generated Digital Products
New assessment types that include multimodal and digital elements are increasingly being used to assess university students’ ‘soft skills’ such as communication, as well as their science content knowledge. However, very little is known about how or how well such products assess communicative elements, particularly when these elements are so intricately linked with disciplinary knowledge. This paper presents a novel way of looking at these new dig…
Assessing multimodal literacies in science: Semiotic and practical insights from pre-service teacher education
This paper arises from research undertaken by educational semioticians and science educators investigating the use of student generated digital artefacts as assessment tasks in pre-service science teacher education. Part of a broader shift toward student-generated media in tertiary science, the use of such tasks is driven by the need to deepen pre-service primary teachers’ understandings of content and to foster enthusiasm for teaching science. H…
Multimodality and English for Special Purposes: Signification and Transduction in Architecture and Civil Engineering Models
The applied disciplines of architecture and civil engineering require students to communicate multimodally, and to manipulate meaning across media and modes, such as image, writing or moving image. In their disciplinary studies for example, students must be able to transform the language of lectures and textbooks into models and diagrams. In their future workplaces, they will commonly be required to transform reports and legal documents into floo…
Creativity in Higher Education: A Qualitative Analysis of Experts’ Views in Three Disciplines
Creativity has been identified as an increasingly important graduate attribute for employment in the 21st century. As sites of significant development of disciplinary specialization, universities seem to be the natural place for creativity to be fostered. However, there remain contestations and ambiguities in the ways creativity is theorized, and this translates to difficulties in operationalization, particularly in the higher education context, …
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM
In 2019–2020, students of two English for Architects and Civil Engineers courses at a German university were tasked with creating a digital, multimodal video composition explaining a technical concept to a lay audience. The resultant multimodal artefacts, however, often did not exhibit typical semiotic patterns associated with explaining or describing in science-related disciplines. In particular, 78% of artefacts featured ‘mediated focalisation’…
Understanding creativity in primary English, science, and history
A Process for Institutional Adoption and Diffusion of Blended Learning in Higher Education
Blended learning has emerged as a prominent feature in higher education over the past decade, aiming to enhance students’ learning experiences and improve outcomes. It has been adopted at various levels within universities, with an increasing trend of institutional adoption. Despite its prevalence, scholars have expressed concerns about our limited understanding of blended learning beyond small-scale and individual applications. Drawing on Rogers…
Classroom creativities: Insights from experienced secondary teachers of physics, history and English (poetry)
Creativity is a policy and practice objective for schools internationally. However, in recent OECD findings, students do not report a positive experience of creativity in their school learning, especially assessments. Similarly, research reports that teachers continue to struggle with making creativity part of the classroom experience. This article reports on the findings of a qualitative study into discipline specific approaches to creativity wi…
We had No Choice”: Lecturers’ Experiences with a Top-Down Approach to the Institutional Adoption of Blended Learning
Institutional adoption of blended learning has significantly grown in higher education, yet limited research explores how lecturers experience mandated and top-down implementation, particularly in resource-constrained contexts. This mixed-methods study examines these experiences at a university undergoing rapid, institution-driven adoption of blended learning. Ninety-nine lecturers participated in a survey and interviews, complemented by content …
Sociology (8 works) · Psychology (7 works) · Computer Science (6 works) · Mathematics education (6 works) · Pedagogy (5 works) · Social science (5 works) · Discipline (4 works) · Engineering (4 works) · Epistemology (4 works) · Higher education (4 works)