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School of Education and Professional Studies

Professional Learning Hub



Everyone is creative. I'm interested in helping teachers and students access that creativity, through design and through the use of technology

Dr Kate Thompson is a Senior Lecturer in the field of digital technologies and design for education at Griffith University. Kate has considerable experience in developing methods for analysing complex data sets, and the targeted application of learning analytics, as well as multimodal learning analytics, have been a recent focus of her interest. In particular, she has identified indicators of successful collaboration and progress towards the completion of a task that can be used to provide feedback to learners, instructors, designers and researchers. More generally, Kate has experience in research using online learning environments (synchronous and asynchronous), mobile learning, virtual worlds, simulation models, environmental education, learning by design and education for socio-environmental synthesis. Her current interests include a systems approach to understanding innovative learning spaces, with particular focus on digital and design technologies. Kate is the Program Director for the new Graduate Certificate in STEAM Education which launches in 2017. 

Dr Kate Thompson

School of Education and Professional Studies

Senior Lecturer in Educational Technology

Fields of Expertise

  • Coding and Robotics
  • Computer Supported Collaborative Learning
  • Digital Technology
  • Innovative Learning Spaces
  • STEAM Education

Speeches, Seminars and Presentations

Kate has presented at many local, national, and international conferences. In 2015 she was invited to speak to the Transformative Learning Technology Lab at Stanford. Kate is a regular presenter at the Computer Supported Collaborative Learning Conference (2015, Gottenburg, Sweden) and the International Conference of the Learning Sciences (2016, Singapore). 

Industry Experience

Kate has worked with a number of industry partners on various projects in the digital technology and innovative learning spaces environment including two projects acting as a Critical Friend under the Federal Government’s Australian School Innovation in Science, Technology and Mathematics (ASISTM) program, and has undertaken a number of consultancy projects based on identifying and analysing the use of technology to assist with learning for students both nationally and internationally. Kate was heavily involved in the International Conference of the Learning Sciences in Sydney in 2012, where she was a member of the organizing committee, the paper review committee as well as the publication committee. Kate was also one of four co-editors of the conference proceedings. She is the co-convenor of the Research SIG in the Australian Association of Environmental Education (AAEE), and a member of the National Advisory Committee for this organization. 

  • Professional memberships: International Society of the Learning Sciences (ISLS), the Australian Association of Environmental Education (AAEE), the American Educational Research Association (AERA), the Australian Association of Research in Education (AARE) and the Australian Association of Computers in Learning in Tertiary Education (ASCILITE)
  • External Service roles: Peer reviewer for a number of conferences and journals including the System Dynamics Society conference, ASCILITE, Computer Supported Collaborative Learning conference, the International Conference of the Learning Sciences, LAK, the Journal of the Learning Sciences, IEEE Transactions on Education, and Instructional Science

Research Expertise

Kate has over ten years experience in research focusing on the role of technology in education and learning. The ultimate aim of her research is to inform design for learning in complex learning environments. Of importance in all of her research is the theme that the activity of learners and instructors is as important as the learning outcomes themselves. Research highlights include:

  • · (2018). Analytics-Enabled Teaching as Design: Reconceptualisation and Call for Research. Presented at the LAK18, Sydney, NSW, Australia (2018).
  • · (2018). 4FAD: A framework for mapping the evolution of artefacts in the learning design process. Australasian Journal of Educational Technology, 34(2), 16–34.
  • · (2017). Understanding the mediating role of teacher inquiry when connecting learning analytics with design for learning. Interaction Design and Architecture(s), 33, 54–74.
  • · (2017). Working the system: Development of a system model of technology integration to inform learning task design. British Journal of Educational Technology, 1–16.
  • · (2017). Supporting collaborative design activity in a multi-user digital design ecology. Computers in Human Behavior, 71, 327–342.

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