Christopher Deneen (0000-0003-2860-2073)

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Biography

I am an associate professor and Enterprise Fellow in Education Futures with University of South Australia. I earned my doctorate from Columbia University’s Teachers College in 2004 and I have held several higher education positions in the culturally diverse contexts of New York, Singapore, Hong Kong and Australia.

My research, teaching and development work focus on innovative approaches to educational assessment, feedback and learning engagement. I am especially interested in assessment change management and critical engagement with assessment- and feedback-enabling technologies.

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The University of South Australia: Adelaide, AU

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Christopher Deneen

https://orcid.org/0000-0003-2860-2073

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Biography

Activities

Employment (7)

The University of South Australia: Adelaide, AU

University of South Australia: Adelaide, South Australia, AU

The University of Melbourne: Melbourne, VIC, AU

RMIT University: Melbourne, VIC, AU

Nanyang Technological University National Institute of Education: Singapore, Singapore, SG

University of Hong Kong: Hong Kong, HK

Education University of Hong Kong: New Territories, HK

Education and qualifications (3)

Teachers College of Columbia University: New York, NY, US

Indiana University: Bloomington, Indiana, US

Trinity University: San Antonio, TX, US

Professional activities (2)

The University of Melbourne: Melbourne, VIC, AU

University of Hong Kong: Hong Kong, HK

Funding (5)

Disruption as a catalyst for change? Perceptions and approaches of teaching academics during COVID-19

Perceptions, policies and practices: AfL in the Singapore context

Exploring a learning-oriented assessment framework: Theorizing through case studies of award-winning higher education teachers

From conception to action: Understanding eportfolios as assessment in higher education

Language development in the context of the disciplines

Works (50 of 59)

A model for nurturing a networked academic community: #ASCILITEMLSIG mobile learning special interest group

AJET and the shifting dynamics of educational technology publishing in 2024

Collaboration or competition? The value of sector-wide collaboration in educational technology research

Examining academics' changing approaches to teaching in response to the pandemic disruption: a phenomenographic approach

The application of curriculum analytics for improving assessments and quality assurance in higher education

Towards automated assessment of participation and value creation in networked learning

Feedback seeking by first-year Chinese international students: understanding practices and challenges

Analysing mobile learning designs: a framework for transforming learning post-COVID

The Higher Education Teaching Research Nexus Episode#5: Learning by Doing – practice-led research and pedagogy

Back to the Future Post Pandemic Socially Constructed Blended Synchronous Learning-Vignettes from the Mobile Learning SIG

Mobile learning and socially constructed blended learning through the lens of Activity Theory

Connecting teacher and student assessment literacy with self-evaluation and peer feedback

Developing student feedback literacy through self and peer assessment interventions

A collaborative design model to support hybrid learning environments during COVID-19

A collaborative design model to support hybrid learning environments during COVID19

A collaborative design model to support hybrid learning environments during COVID19

A mobile ecology of resources for COVID-19 learning

Assessment considerations in moving from closed-book to open-book exams

Freedom to innovate

‘Sandwiched’ or ‘filtering’: middle leaders’ agency in innovation enactment

Perceptions, policies and practices: Assessment for learning in the Singapore context.

Technology-enhanced assessment: seizing opportunities & addressing challenges

Technology-enhanced assessment: Seizing opportunities & addressing challenges

Using blogs to develop and determine graduate competencies in an undergraduate business subject

Using blogs to develop and determine graduate competencies in an undergraduate business subject

Negotiating self- and peer-feedback with the use of reflective journals

Value, practice and proficiency: Teachers' complex relationship with assessment for learning

Middle leaders’ perceptions and actions on assessment: The technical, tactical and ethical

Technology-enabled feedback: it's time for a critical review of research and practice

Technology-enabled feedback: It’s time for a critical review of research and practice

Technology enhanced feedback

Students’ conceptions of eportfolios as assessment and technology

Development and psychometric testing of a Clinical Reasoning Evaluation Simulation Tool (CREST) for assessing nursing students' abilities to recognize and respond to clinical deterioration

Outcomes-based assessment and learning: Trialling change in a postgraduate civil engineering course

Value, proficiency, and practice: Singaporean secondary school teachers' perceptions of assessment for learning (AfL)

Development and validation of an instrument to measure students’ perceptions of an outcomes-based learning approach

Technology enhanced formative assessment for 21st century learning

Chinese award-winning tutors’ perceptions and practices of classroom-based assessment

The impact of conceptions of assessment on assessment literacy in a teacher education program

Aligning and sustaining meritocracy, curriculum, and assessment validity in Singapore

A critical approach to eportfolios in higher education: How research may inform change and adoption

How good am I? Self-evaluation in an examination culture

Student ownership of learning using eportfolios for career development

Understanding successes and difficulties in program-level eportfolios: A case study of two professional degree programs

Assessment change in higher education: The impact of a hidden assessment culture

Covert resistance and (mis) conceptions: Challenges to developing assessment in a higher education context

Eportfolios in a higher education context: Preliminary findings on assessment and technology issues

Understanding outcome-based education changes in teacher education: evaluation of a new instrument with preliminary findings

Patterns of resistance in managing assessment change