Research and publications

latest publications

Read my latest work and connect to me via social networks via links below:

Elliott, J., Mitchell, K., & Bowker, S. (2022). Reflecting, Refining, and Resourcing: A Framework for Building and Supporting ePortfolios in a Post-COVID19 Landscape. AAEEBL ePortfolio Review, Fall/Winter 2022

McCarthy, A & Mitchell, K. Constructing a symphonic self in a post-pandemic world: A case for ePortfolios. In 2021 Eportfolio forum online: Thinking and acting differently. UNSW Sydney, 20-21 October 2021

Mitchell, K & Cotton, T. Knowing Learning Design through portfolio, reflection, credentialling and community. In Portfolios: Reflecting, Connecting and Credentialling, ePortfolios Australia forum, 20-21 November 2019

Mitchell, K (2019). The Edvisor (blog post). Sharing our stories: TEL edvisor narratives.

Mitchell, K (2019). The Edvisor (blog post). Where's my (educational) jetpack? The future of technology enhanced learning.

EPortfolio Forum presentations (2016, 2017, 2019)

I have presented at ePortfolios Australia ePortforum on multiple occasions/years, including: 

• 2022: Mitchell, K., Elliott, J., & Bowker, S. Authentic, personalised, and programmatic: (Re)considering deliberate design for ePortfolios (concise peer reviewed paper). Paper available in ePortfolios Australia book of short papers: https://eportfoliosaustralia.files.wordpress.com/2022/10/2022-eportfolio-forum-dual-delivery-ebook-of-epa-book-of-shortened-peer-reviewed-papers-211022.pdf. 

• 2021: McCarthy, A & Mitchell, K. Constructing a symphonic self in a post-pandemic world: A case for ePortfolios. In 2021 Eportfolio forum online: Thinking and acting differently. UNSW Sydney, 20-21 October 2021

• 2019: Mitchell, K & Cotton, T. Knowing learning design through portfolio, reflection, credentialling and community (concise peer reviewed paper)

• 2017: Young, T, Mitchell, K, & Cross, R. (2017). A mobile first clinical assessment model (concise peer reviewed paper). Paper available at Young, T., Mitchell, K., & Cross, R. (2017). A Mobile first clinical assessment model. In ePortfolios Australia forum 2017: Owning, supporting and sharing the journey: Book of short papers (pp. 105-112).

I have also been involved in peer reviewing papers for the conference, developing supporting resources (e.g. 2022 conference host, 2021 conference website development, 2019 conference poster design, 2017 conference app development) and supporting the running of the event as a member of the ePortfolios Australia Organising Committee. 

ASCILITE 2017 Conference paper

What’s in a name: the ambiguity and complexity of technology enhanced learning roles (co-written concise paper). 

This paper highlighted the lack of clarity and consistent terminology when describing TEL support and advisory roles and the lack of clarity in scope and boundaries across teams, and argued the case that this lack of clarity could lead to tensions in relationships across teams (such as when implementing collaborative course design) and in gaining academic staff, institutional and wider recognition. 

I co-wrote this paper with two other colleagues who I also engage with as part of the ASCILITE TELedvisors SIG. The process of writing the paper collaboratively with others allowed me opportunities to learn from these colleagues who hold differing expertise and knowledge within research contexts, and at times differing viewpoints. 

This paper was well-received and generated interest at ASCILITE, demonstrating that the issue is topical and of interest to the learning design and broader tertiary education community. 

Master of Education (Research) thesis

Mitchell, K 2016, Better for the students and easier for us : factors shaping vocational educators' perceptions of e-Learning, Masters by Research, Education, RMIT University. 

Link: https://researchrepository.rmit.edu.au/esploro/outputs/9921863990101341

This thesis allowed me to interview a small group of vocational education teaching staff (VET educators/VET teachers) who were involved in using e-Learning (typically but not limited to the LMS for partial/blended delivery) about their perceptions and experiences of e-Learning when using e-Learning as part of their delivery with students. The thesis explored factors shaping vocational educators' perceptions, adoption and sustained use of e-Learning, including the role of beliefs in shaping practice, and teacher-led perceptions of professional development support approaches and relationships that best supported their own and others' e-Learning integration at different levels. I adapted existing general models of adoption, innovation and sustained use to suggest a newer framework contextually specific to VET teachers based on my findings. 

Key enablers and motivators were related to teachers' own personal attitudes toward technology, their beliefs of the role of the teacher and the role of e-Learning for supporting teaching and learning; the relevance of the e-Learning tools (e.g. LMS) to meet their teaching and administrative needs and the type of support they received institutionally. Personal attitudes, beliefs and motivations may be key factors influencing an individuals' willingness to adopt e-Learning. 

Key barriers for teachers were related to personal attitudes, perceptions of learners, lack of relevant systems to support their work and workflows, and times of change. Negative perceptions or assumptions of learners and of the technological systems did not seem to halt practice for those VET teachers who were intrinsically motivated and held positive beliefs of technology and teacher role, however shaped their practice in varying ways (potentially in tension with institutional directive), and tentatively may hinder or stall practice for teachers who did not hold strong positive beliefs (potentially as they may hold less strong convictions in the value of or need to adopt technology, use perceived systems issues or challenges for learners as 'excuses' to not adopt/engage with educational technology, or may be less resilient/confident in the face of setbacks). 

Technological systems design including ease of use and system functionality not only hindered VET teachers' practice/limited adoption, but also shaped their practice as they were more likely to use systems that met their needs and avoid systems that didn't - leading to at times subverting institutional processes or using non-institutionally supported systems as way to work around perceived issues - to continue e-Learning adoption due to personal motivations. 

Institutional/management support and broader VET changes from the government also affected teachers' curriculum design and delivery as well as their morale - particularly when there were suggested changes to training packages, or government changes that then were stalled or unclear regarding timeframes - these broader changes had the effect of stalling teachers' progress as they could not commit to making improvements to their delivery, or did so but then were forced to roll back to previous delivery options when the proposed training package changes stalled or changed from what was originally proposed by government. These findings demonstrate the importance of considered institutional and broader approaches to e-Learning implementation. 

The VET teachers also provided reflections upon what they felt worked best related to pedagogical and technical support - they suggested that training and support needed to: be tailored and relevant to their context and current level of e-Learning use, be provided in a just in time manner, demonstrate possibilities and opportunities for e-Learning  good practice, and built upon trusted relationships. 

As part my key findings particularly through my Masters research I found there appeared to be an interplay between personal, pedagogical, institutional and broader external factors (enablers and barriers) that influenced VET teachers' decisions to both adopt and to continue to use e-Learning in particular ways. While my thesis interviewed a small number of VET teachers, I find there are elements that seem applicable to Higher Education and so refer back to my findings when looking at approaches to professional development.