Melissa Fanshawe
Biographic Data
| ID | 6689694 |
|---|---|
| NAME | Melissa Fanshawe |
| GIVEN NAMES | Melissa |
| FAMILY NAME | Fanshawe |
| SIGNATURE | FANSHAWE M |
| AFFILIATIONS | University of Southern Queensland |
| ORCID | 0000-0001-7399-7663 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
What’s an innovation? Capitalising on disruptive innovation in higher education
This article conceptualises how disruptions to conventional teaching models may lead to innovative practice. We have identified a gap in current knowledge around how innovations in higher education teaching and learning are initiated in times of crises. Disruptive Innovation Theory and Roger’s Diffusion of Innovation Theory are used as lenses to understand how academics’ epistemic positioning impacts the implementation of educational innovations,…
Early career researchers’ collective advocacy work within an Australian university context
“I Want to Contribute, but…”
This paper explores the experiences of educators in Australia with doctoral qualifications and how they perceive their knowledge and research skills to be valued and leveraged as legitimate funds of knowledge in school environments. Findings from an online survey and four semi-structured interviews provoke further consideration of how teachers’ cultural capital is contemporaneously defined in school settings, with educators with doctorates percei…
Making sense of student feedback and engagement using artificial intelligence
Making sense of student feedback and engagement is important for informing pedagogical decision-making and broader strategies related to student retention and success in higher education courses. Although learning analytics and other strategies are employed within courses to understand student engagement, the interpretation of data for larger data sets is more challenging and rarely pursued. This is concerning as data offers the potential for cri…
Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of Covid-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and…
COVID-19 restrictions have had significant impacts on teaching and learning globally.A growing body of literature has been published on the experiences of students and teachers as they negotiated school closures and social restrictions.Much less has been published about the experiences of students with disability, and very little about students with blindness and low vision (BLV).The impact of BLV on learning is significant due to the visual natu…
Publishing in the academy
Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking journals resulting in increased stress and uncertainty. The authors of this paper are members of a writing group in an Australian regional university, established to support each other towards success …
Learning and exploring teacher identity
Pre-service teachers in Australian Initial Teacher Education programmes gain classroom experience through supervised, formally assessed professional experience placements and internships. This in-situ experience is recognized as important in the development of professional identities, knowledge and skills. However, many pre-service teachers lament the limited amount of classroom time encountered prior to beginning teaching. This paper reports on …
PhD by LMS
Doctoral studies can be daunting unless candidates are able to implement effective self-directed strategies and motivational tools to ensure success, which is reflected in the high attrition rates of doctoral candidates globally. This paper explores the use of a learning management system (LMS) to support the completion of a PhD for a doctoral candidate in a regional university enrolled in the online offering. The LMS was used throughout the PhD …
Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools
A global commitment to inclusive education through policies and legislation has been espoused to provide equitable access to the curriculum for students with disability. Recent evidence suggests, however, that for students with blindness or low vision (BLV), the visual nature of the curriculum means that content can be inaccessible. This study explored the barriers and enablers that students with BLV encounter when engaging with the curriculum. E…
Expectations for success
The rapid digitalisation of learning has had demonstrable impacts on access to education for students with a print disability. In higher education contexts, learning management systems (LMS) have become the predominant method for distributing content. This conceptual article addresses how students with print disabilities such as vision impairment, blindness, dyslexia, and visual fatigue experience their education through online engagement. Using …
Come willing to learn’
This article presents the findings from interviews with thirteen parents of students with severe vision impairment who attend mainstream schools in Queensland, Australia. Participants were interviewed about their experiences in advocating for their children in a range of educational contexts. These experiences varied greatly depending on a number of factors, such as attitudes to inclusivity and ableism, perceptions of vision impairment, school cu…
No prominent works on this page.
Expectations for success
The rapid digitalisation of learning has had demonstrable impacts on access to education for students with a print disability. In higher education contexts, learning management systems (LMS) have become the predominant method for distributing content. This conceptual article addresses how students with print disabilities such as vision impairment, blindness, dyslexia, and visual fatigue experience their education through online engagement. Using …
Come willing to learn’
This article presents the findings from interviews with thirteen parents of students with severe vision impairment who attend mainstream schools in Queensland, Australia. Participants were interviewed about their experiences in advocating for their children in a range of educational contexts. These experiences varied greatly depending on a number of factors, such as attitudes to inclusivity and ableism, perceptions of vision impairment, school cu…
Publishing in the academy
Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking journals resulting in increased stress and uncertainty. The authors of this paper are members of a writing group in an Australian regional university, established to support each other towards success …
Learning and exploring teacher identity
Pre-service teachers in Australian Initial Teacher Education programmes gain classroom experience through supervised, formally assessed professional experience placements and internships. This in-situ experience is recognized as important in the development of professional identities, knowledge and skills. However, many pre-service teachers lament the limited amount of classroom time encountered prior to beginning teaching. This paper reports on …
PhD by LMS
Doctoral studies can be daunting unless candidates are able to implement effective self-directed strategies and motivational tools to ensure success, which is reflected in the high attrition rates of doctoral candidates globally. This paper explores the use of a learning management system (LMS) to support the completion of a PhD for a doctoral candidate in a regional university enrolled in the online offering. The LMS was used throughout the PhD …
Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools
A global commitment to inclusive education through policies and legislation has been espoused to provide equitable access to the curriculum for students with disability. Recent evidence suggests, however, that for students with blindness or low vision (BLV), the visual nature of the curriculum means that content can be inaccessible. This study explored the barriers and enablers that students with BLV encounter when engaging with the curriculum. E…
What’s an innovation? Capitalising on disruptive innovation in higher education
This article conceptualises how disruptions to conventional teaching models may lead to innovative practice. We have identified a gap in current knowledge around how innovations in higher education teaching and learning are initiated in times of crises. Disruptive Innovation Theory and Roger’s Diffusion of Innovation Theory are used as lenses to understand how academics’ epistemic positioning impacts the implementation of educational innovations,…
Early career researchers’ collective advocacy work within an Australian university context
“I Want to Contribute, but…”
This paper explores the experiences of educators in Australia with doctoral qualifications and how they perceive their knowledge and research skills to be valued and leveraged as legitimate funds of knowledge in school environments. Findings from an online survey and four semi-structured interviews provoke further consideration of how teachers’ cultural capital is contemporaneously defined in school settings, with educators with doctorates percei…
Making sense of student feedback and engagement using artificial intelligence
Making sense of student feedback and engagement is important for informing pedagogical decision-making and broader strategies related to student retention and success in higher education courses. Although learning analytics and other strategies are employed within courses to understand student engagement, the interpretation of data for larger data sets is more challenging and rarely pursued. This is concerning as data offers the potential for cri…
Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of Covid-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and…
COVID-19 restrictions have had significant impacts on teaching and learning globally.A growing body of literature has been published on the experiences of students and teachers as they negotiated school closures and social restrictions.Much less has been published about the experiences of students with disability, and very little about students with blindness and low vision (BLV).The impact of BLV on learning is significant due to the visual natu…
Pedagogy (10 works) · Psychology (10 works) · Medical education (7 works) · Medicine (6 works) · Political science (5 works) · Sociology (5 works) · Blindness (3 works) · Higher education (3 works) · Higher Education Practises and Engagement (3 works) · Inclusion and Disability in Education and Sport (3 works)