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Peter Goodyear

Professor of Education, Co-director
CoCo Research Centre
Education Building, A35
University of Sydney, NSW 2006, Australia
Rm 251
tel. +61 2 9351 4708
p.goodyear@edfac.usyd.edu.au

Academic background, current position

From July 2003 onwards: Professor of Education at the University of Sydney, Australia.

From 1995 onwards: Professor of Educational Research in the Centre for Studies in Advanced Learning Technology, Lancaster University, UK. I founded CSALT in 1991 and it grew steadily to become one of the best known and most successful learning technology research groups in Europe.

I have been carrying out research and running advanced courses in the area of ICT & learning since about 1980. My undergraduate and PhD degrees were in human geography, though they drew heavily on work in computing, sociology and psychology.

Research interests

My research on ICT in Education consists of three main strands, each of which is important to the improvement of learning: (1) learning with the aid of ICT, (2) teaching with ICT, (3) the design and management of technology-enhanced learning environments.

  • Learning with ICT
    My research here has focussed on (a) exploratory learning with computer simulations and modelling languages and (b) the use of computer-mediated communications to support the work of distributed communities of practice (especially for continuing professional development). Much of the work on simulations and modelling languages drew upon computational accounts of cognition and involved learners from primary school age to the postgraduate level. My research on the use of ICT to support distributed communities of practice grew from evaluation of our own teaching programme and has been supported by major grants from the European Union and UK industry. We were one of the first teams to translate Lave & Wenger’s work on situated learning in communities of practice to the distance education context. From this grew seminal ideas about the nature of ‘working knowledge’ and the role of reification in creating shared representations of working practice.
  • Teaching with ICT
    I have a strong interest in understanding the knowledge, beliefs and action implicated in teaching work. The theoretical background here is both cognitive and phenomenological, drawing on early research by Calderhead, Leinhardt and Greeno and more recent work by Alan Schoenfeld and Dede Boden. I have carried out a number of empirical studies of teachers who are providing various kinds of non-directive support for learners in computer laboratory settings or who are engaged in online teaching. These studies, and related theoretical work, cast light on the methods teachers use to coach, scaffold and negotiate in their interactions with learners. I have edited two collections of research studies in this area of pedagogical knowledge, beliefs and action: see Goodyear (1991) and Hativa & Goodyear (2002).
  • Design and management of technology-enhanced learning environments.
    As a teacher of educational design, I have spent time researching and theorising about the nature of design skills and design activity, particularly in the context of complex, technology-rich learning environments. In relation to design for learning at the university level, I have developed the thesis that educational technology needs to be much more user-centered, acknowledging and drawing power from the fact that learners will reinterpret learning tasks and reconfigure their workplaces. This opens up a new field of study which I have called the ‘ergonomics of learning environments’ and in which I have been building bridges with research by Engestrom, Nardi and others. I have also been arguing for more holistic approaches to the design and management of learning environments, for example in analysing the agencies, relationships and processes which are key to the successful implementation of learning technology strategies in tertiary education institutions and corporate training settings. The argument for this approach has been developed, in part, through a series of keynote presentations at major European conferences.

Current and recent research projects

My most recent research has focussed on:

Students’ and teachers’ experiences of networked learning in UK higher education (the NLinHE project); pedagogical knowledge involved in online teaching

  • The pedagogical evaluation of digital information environments (EDNER)
  • Formative evaluation of the UK Learning & Teaching Support Network (LTSN)
  • Collaborative knowledge-production and knowledge-sharing within geographically distributed communities of practice (the SHARP project)
  • The role of shared mental models in emergency team training and performance (the ETOILE project)
  • Design methodologies for the creation of convivial online learning environments

In general terms, all of this research is concerned with deepening our understanding of the working practices and cognitive processes involved in learning and teaching with interactive multimedia and online technologies. The research approach typically involves examining the knowledge, beliefs, goals and practices of learners and teachers, often in interaction with prototype tools or technological systems.

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Teaching

Most of my teaching is concerned with ICT and Education (see Master of Learning Science and Technology Program) though I have also taught courses in Computing, Social and Educational Research methods and Learning & Teaching in Higher Education. My specialist areas are: learning with interactive media, educational design, networked learning, evaluation and project management.

Supervision of PhD research

I have supervised the following PhD projects to successful completion in recent years:

  • Evolving elearning: epistemic grounds and methodological consequences (Angela Triki_, 2002)
  • Teachers’ conceptions of, and approaches to, using Communication and Information Technologies for Teaching and Learning (Gillian Roberts, 2001)
  • The process-oriented Information Technology curriculum: a model (John Pickles, 2001)
  • Investigating the barriers to the widespread adoption of ICT in Higher Education: a case study (Jenny Gilbert, 2000)
  • Educational applications of electronic mail (Mike O'Donoghue, 2000)
  • The acquisition of programming skills: effects of learning style and teaching method (David Lord, 1997)
  • Upstream activity in instructional systems development: investigations in courseware requirements engineering (Byung-Hee Kang, 1997)

National and international activities

Since 1993 I have been editor of Instructional Science, a leading international journal for work in the field of learning and cognition, first published in 1972. I also serve on the editorial board of a number of international journals (Distance Education, the Journal of the Association for Learning Technology, Computers in Human Behavior, the New Review of Learning Technologies). I have been particularly active in the European learning technologies field. From 1992 to 1997 I was co-ordinator of the Learning and Instruction with Computers SIG of EARLI (the European Association for Research on Learning and Instruction, with 100+ members). I was a founding executive member of the UK Association for Learning Technology (which now has 500+ individual members in UK HE and 50 institutional members). I held the posts of External Liaison and Membership on the ALT executive committee. I also served on the Steering Committee of the AI & Education Society.

Until 2002 I was a member of the International Board of Standards for Training, Performance and Instruction (ibstpi). I am a Fellow of the Chartered Institute of Personnel and Development (the main professional body in the UK for HRD, Personnel, Training & Development). I carry out consultancies for industry and governmental bodies (most recently ICL, BT, the European Commission and the UK Dept. for Education & Skills) as well as for educational institutions (most recently, the Universities of London, Bergen, Gothenburg and Maryland).

I have been on the organising committees of a number of international conferences, most recently Networked Learning 2002 (Sheffield, UK) and CAL ’03 (Belfast, UK).

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Publications, keynote speeches, reports and conference presentations

Books | Papers & Chapters | Keynotes | Research Reports | Conferences

Books

  • Hativa, N & Goodyear, P, eds, (2002) Teacher Thinking, Beliefs and Knowledge in Higher Education, Dordrecht: Kluwer Academic Publishers, 367pp
  • Ford, P., Goodyear, P, Heseltine, R, Lewis, R, Darby, J., Graves, J, Sartorius, P, Harwood, D & King, T (1996) Managing Change in Higher Education: a learning environment architecture, Buckingham: Open University Press, 161pp
  • Goodyear, P., ed. (1991) Teaching Knowledge and Intelligent Tutoring, Norwood, New Jersey: Ablex, 417pp.
  • Goodyear, P., (1984) LOGO: a Guide to Learning through Programming, London: Heinemann, 206pp.

Papers/chapters

  • Goodyear, P., Asensio, M., Jones, C, Hodgson, V & Steeples, C (in press, 2003) Relationships between conceptions of learning, approaches to study and students’ judgements about the value of their experiences of networked learning, Journal of the Association for Learning Technology
  • Goodyear, P & Jones, C (2003) Implicit theories of learning and change: their role in the development of eLearning environments for higher education, Chapter 2 in Naidu, S. (ed.) Learning and teaching with technology: principles and practices, London: Kogan Page, 29-41.
  • Goodyear, P (2002) Online learning and teaching in the arts and humanities: reflecting on purposes and design, Chapter 1 in Chambers, E.A. & Lack, K. (eds.) (2002) Online conferencing in the arts and humanities. Milton Keynes: Institute of Educational Technology, Open University 1-15. http://iet.open.ac.uk/research/herg/han/
  • Goodyear, P & Hativa, N (2002) Research on teacher thinking, beliefs and knowledge in higher education, Introduction to Hativa, N & Goodyear, P, eds, Teacher Thinking, Beliefs and Knowledge in Higher Education, Dordrecht: Kluwer Academic Publishers, 1-13
  • Goodyear, P (2002) Teaching online, Chapter 4 in Hativa, N & Goodyear, P, eds, Teacher Thinking, Beliefs and Knowledge in Higher Education, Dordrecht: Kluwer Academic Publishers, 79-101
  • Hativa, N & Goodyear, P (2002) Conceptualization of teachers' thinking, beliefs and knowledge about teaching and learning in higher education, Chapter 14 in Hativa, N & Goodyear, P, eds, Teacher Thinking, Beliefs and Knowledge in Higher Education, Dordrecht: Kluwer Academic Publishers, 335-359
  • Goodyear, P (2002) Psychological foundations for networked learning, Chapter 4 in Steeples, C & Jones, C, eds, Networked Learning: Perspectives and Issues, Berlin: Springer Verlag, 49-75.
    Steeples, C, Jones, C & Goodyear, P (2002) Beyond e-learning: a future for networked learning, Chapter 19 in Steeples, C & Jones, C, eds, Networked Learning: Perspectives and Issues, Berlin: Springer Verlag, 323-341.
  • Goodyear, P (2001) Learning and digital environments: lessons from European research, in O’Fathaigh, M, ed., Education and the information age: current progress and future strategies, Cork: Bradshaw Books, 1-25.
  • Goodyear, P, Salmon, G, Spector, M, Steeples, C, Tickner, S (2001) Competences for online teaching, Educational Technology Research & Development, (49,1) 65-72
    Goodyear, P (2000) Environments for lifelong learning: ergonomics, architecture and educational design, Chapter 1 in Spector, J.M. & Anderson, T.M., eds., Integrated and Holistic Perspectives on Learning, Instruction & Technology: Understanding Complexity, Dordrecht: Kluwer Academic Publishers, 1-18.
  • Kanselaar, G, de Jong, T, Andriessen, J & Goodyear, P (2000) New technologies, in Simons, P, van der Linden, J, Duffy, T, eds, New Learning, Dordrecht: Kluwer Academic Publishers, 55-81
    Jones, C, Asensio, M, Goodyear, P (2000) Networked learning in higher education: practitioners’ perspectives, Journal of the Association for Learning Technology (8,2) 18-28
    Sgouropoulou, C., Koutoumanos, A., Goodyear, P., Skordalakis, E (2000) Acquiring working knowledge with asynchronous multimedia conferencing, in a Special Issue on the theme Online Collaborative Learning Environments, Educational Technology and Society (3,3) 105-111
    http://ifets.ieee.org/periodical/vol_3_2000/v_3_2000.html
  • Goodyear, P (1999) Seeing learning as work: implications for understanding and improving analysis and design, Journal of Courseware Engineering (2) 3-11
  • Goodyear, P (1999) Educational technology, virtual learning environments and architectural practice, in Ely, D., Odenthal, L & Plomp, T, eds., Educational science and technology: perspectives for the future, Enschede: Twente University Press, 75-91
    Steeples, C & Goodyear, P (1999) Enabling professional learning in distributed communities of practice: descriptors for multimedia objects, Journal of Network and Computer Applications (22) 133-145
  • Goodyear, P. (1999). New technology in higher education: understanding the innovation process. In A. Eurelings, F. Gastkemper, P. Komers, R. Lewis, R. van Meel, & B. Melief (Eds.), Integrating Information and Communication Technology in Higher Education (pp. 107-136). Deventer: Kluwer.
  • Goodyear, P (1999) Pedagogical frameworks and action research in open and distance learning, European Journal of Open and Distance Learning, (June) http://www1.nks.no/eurodl/ (ISSN 1027-5207)
  • Goodyear, P & Steeples, C (1999) Asynchronous multimedia conferencing in continuing professional development: issues in the representation of practice through user-created videoclips, Distance Education (20, 1) 31-48
  • Goodyear, P & Steeples, C (1998) Creating shareable representations of practice, Journal of the Association for Learning Technology (6,3) 16-23
  • Goodyear, P. (1997) Instructional design environments: methods and tools for the design of complex instructional systems, in Dijkstra, S, Seel, N, Schott, F & Tennyson, R (eds) Instructional design: international perspectives, Mahwah, New Jersey: Lawrence Erlbaum Associates, 83-111.
  • Goodyear, P. (1997) The ergonomics of learning environments: learner-managed learning and new technology, in Creacion de materiales para la innovacion educativa con nuevas tecnologias, Instituto de Ciencias de la Educacion, Universidad de Malaga, Malaga, 7-17
  • Kang, B & Goodyear, P. (1996) Representations of instructional purpose in courseware requirements engineering, In Diaz de Ilarraza Sanchez, A & Fernandez de Castro, I (eds) Computer aided learning in science and engineering, Springer Verlag, Berlin, 167-175
  • Steeples, C, Unsworth, C, Bryson, M, Goodyear, P, Riding, P, Fowell, S, Levy, P & Duffy, C. (1996) Technological support for teaching and learning: computer mediated communications in higher education, Computers and Education (26) 71-80
  • Goodyear, P. (1996) Asynchronous peer interaction in distance education: the evolution of goals, practices and technology, Training Research Journal (1) 71-102
  • Stone, C. & Goodyear, P. (1995) Constructivismo y diseño instruccional: epistemologia y construccion del significado (Constructivism and Instructional Design: Epistemology and the Construction of Meaning.), Substratum: Temas Fundamentales en Psicologia y Educacion, (2,6), 55-76, Barcelona
  • Goodyear, P. (1995) Situated action and distributed knowledge: a JITOL perspective on electronic performance support systems, Educational and Training Technology International, (32,1) 45-55
  • Goodyear, P. (1995) Infrastructure for courseware engineering, Chapter Two in Tennyson, R & Barron, A. (eds) Automating Instructional Design: Computer-Based Development and Delivery Tools, Berlin: Springer Verlag, 11-31.
  • Goodyear, P. (1994) Foundations for courseware engineering, In Tennyson, R (ed) Automating instructional design, development and delivery, Berlin: Springer Verlag, 7-28
  • Goodyear, P. (1994) Telematics, Flexible and Distance Learning in Postgraduate Education, CTISS File (Journal of the Computers in Teaching Initiative Support Service) (17)
  • Steeples, C., Goodyear, P. & Mellar, H. (1994) Flexible learning in higher education: the use of computer mediated communications, Computers and Education (22) 83-90
  • Goodyear, P. & Steeples, C. (1993) Computer-mediated communication in the professional development of workers in the advanced learning technologies industry, in Eccleston, J., Barta, B., Hambusch, R (eds) The computer-mediated education of information technology professionals and advanced end-users, Elsevier: Amsterdam, 239-247.
  • Goodyear, P & Steeples, C. (1992) IT-based open learning: tasks and tools, Journal of Computer Assisted Learning (8), 163-176.
  • Goodyear, P. & Stone, C. (1992) Domain knowledge, epistemology and intelligent tutoring in social science, in Knowledge Negotiation, Eds. Moyse, R. & Elsom-Cook, M., Academic Press, London, 69-96.
  • Goodyear, P & duBoulay, B. (1992) Systems and architectures for instruction, in Jones, M & Winne, P. (eds) Adaptive learning environments: foundations and frontiers, Berlin: Springer Verlag, 13-17
  • duBoulay, B & Goodyear, P. (1992) Student-system interactions, in Jones, M & Winne, P. (eds) Adaptive learning environments: foundations and frontiers, Berlin: Springer Verlag, 319-324
  • duBoulay, B & Goodyear, P. (1992) Diagnosing students' learning and adjusting plans for instruction, in Jones, M & Winne, P. (eds) Adaptive learning environments: foundations and frontiers, Berlin: Springer Verlag, 203-208.
  • Jones, M, Greer, J., Mandinach, E., duBoulay, B & Goodyear, P. (1992) Synthesising Instructional and Computational Science, in Jones, M & Winne, P. (eds) Adaptive learning environments: foundations and frontiers, Berlin: Springer Verlag, 383-401
  • Goodyear, P. (1992) The provision of tutorial support for learning with computer-based simulations, in de Corte, E., Linn, M., Mandl, H. &Verschaffel, L. (eds.) Computer-Based Learning Environments and Problem Solving, Berlin: Springer Verlag, 391-409.
  • Goodyear, P (1992) Electronic support for collaborative learning, The New Academic (1,3) 20-1.
  • Goodyear, P. & Tait, K. (1992) Learning with computer based simulations: tutoring and student modelling requirements for an intelligent learning advisor, in M. Carretero, M. Pope, R. Simons & J. Pozo (eds), Learning and Instruction, Vol. 3 Oxford: Pergamon Press, 463-481
  • Steeples, C, Johnson, R & Goodyear, P. (1992) The rationale and design of the MSc Information Technology and Learning course, in Holmes,G (ed) Integrating learning technology into the curriculum, Oxford: Computers in Teaching Initiative, 13-17.
  • Goodyear, P. (1991) Research on teaching and the design of intelligent tutoring systems, Chapter 1 in Goodyear, P. (ed) Teaching Knowledge and Intelligent Tutoring, Norwood, New Jersey: Ablex, 3-23
  • Goodyear, P. (1991) A knowledge-based approach to supporting the use of simulation programs, Computers and Education, (16,1) 99-103
  • Goodyear, P., Njoo, M., Hijne, H. & van Berkum, J. (1991) Learning processes, learner attributes and simulations, Education and Computing (6,3) 263-304.
  • Goodyear, P., van Kouwen, A & Ronteltap, T. (1991) Intelligent simulation-based learning: tutoring at the discussion level, Proceedings of 8th International Conference on Technology and Education, Toronto, 804-806
  • Goodyear, P., Johnson, R. & Steeples, C. (1991) Training courseware designers at a distance, Proceedings of 8th International Conference on Technology and Education, Toronto, 267-9
  • Goodyear, P. & Johnson, R. (1990) Knowledge-based authoring of knowledge-based courseware, Proceedings of 7th International Conference on Technology and Education, Vol. 1, 379-381.
  • Goodyear, P. (1990) Tutoring strategies and tutoring knowledge, in Vivet, M. (ed) Les Tuteurs Intelligents, Universite du Maine, Le Mans, 255-7
  • Goodyear, P. (1989) Expert systems and intelligent tutoring: some issues in the engineering of pedagogic knowledge, in Oosthoek, H. & Vroeijenstijn, T. (eds) Higher Education and the New Technologies, Pergamon, Oxford, 45-51.
  • Dillenbourg, P. & Goodyear, P. (1989) Towards reflective tutoring systems: self-representation and self-improvement, in Bierman, D., Breuker, J & Sandberg, J. (eds), Artificial Intelligence and Education: Synthesis and Reflection, Springfield VA: IOS, 92-99.
  • Goodyear, P. (1989) Development of learning technology at the European level, Educational and Training Technology International (26,4) 335-341.
  • Goodyear, P., (1988) Approaches to the empirical derivation of teaching knowledge for intelligent tutoring systems, Proceedings of ITS 88, University of Montreal, 291-8.
  • Goodyear, P., (1987) Designing programming environments for young learners, In J. Moonen and T. Plomp (eds) Developments in Educational Software and Courseware, Pergamon Press, Oxford, 545-550.
  • Goodyear, P., (1987) A toolkit approach to computer-aided systems modelling, In R. Lewis & E.D. Tagg (eds) Trends in Computer Assisted Education, Blackwell Scientific, Oxford, 88-96.
  • Goodyear, P., (1987) Clear, foggy and black boxes: towards an adaptable environment for novice programmers, Aspects of Educational Technology (20) 170-174.
  • Goodyear, P., (1987) Sources of difficulty in assessing the cognitive consequences of learning to program, Journal of Computer Assisted Learning, (3,4) 214-223.
  • Goodyear, P., (1985) Computer assisted learning, computer-based guidance and the teaching of educational research methods, British Educational Research Journal, (11,3), 291-300.
  • Goodyear, P., (1983) Literacy, numeracy and computer literacy, Journal of Further and Higher Education (7,2), 37-43.
  • Goodyear, P., and Barnard, A. (1982) Microcomputers and special education: survey and prospects, In C. Smith (ed), Microcomputers and Education, Ellis Horwood, Chichester, 61-73.
  • Goodyear, P., (1980) Social comparisons, reference groups and dissent in Northern Ireland, Antipode (12,1) pp111-5.
  • Goodyear, P., and Eastwood, D. (1979) Regional development policy and spatial equity in Northern Ireland, Economic and Social Review (10,4), pp321-340.
  • Goodyear, P., and Eastwood, D. (1978) Spatial variations in level of living in Northern Ireland in 1971, Irish Geographer, (11), pp54-67.

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Keynotes and other invited presentations

  • Goodyear, P (2001) Online conferencing in the arts and humanities: learning, technology and educational design, keynote address at the Humanities and Arts higher education Network annual conference, Open University, Milton Keynes, October
  • Goodyear, P (2001) Learning and digital environments - lessons from European research, keynote address at the International Conference: Education and the information age - current progress and future strategies, Cork, Ireland, October
  • Goodyear, P (2000) E-learning, knowledge work and working knowledge, invited keynote address at the Working for e-business conference, Fremantle, Western Australia, November
  • Goodyear, P (2000) User-centered design, virtual learning environments and the co-construction of working knowledge, invited keynote address, 3rd Western Australia Workshop on Information Systems Research, Perth, Western Australia, November
  • Goodyear, P (2000) E-learning futures, invited address at the European Commission’s Information Society Technology conference (IST2000), Nice, France, November
  • Goodyear, P (2000) Instructional design competences and qualifications in the age of eLearning, invited presentation, Forum for Technology in Training, World Open Learning Conference, Birmingham, October
  • Goodyear, P (2000) Towards the virtual classroom?, invited keynote address at the E-learning conference, London, June
  • Goodyear, P (2000) Time, space and learning: technology and the articulation of vocational and academic interests, Keynote address at the 19th Conference of EUCEN (European Universities Continuing Education Network), University of Bergen, May
  • Goodyear, P (1999) Environments for lifelong learning: ergonomics, architecture and the practice of educational technology, Invited paper for Symposium on Integrated and Holistic Perspectives on Learning, Instruction and Technology, University of Bergen, October
  • Goodyear, P (1999) Educational technology, virtual learning environments and architectural practice, Invited paper, 20th anniversary conference of the Faculty of Educational Science and Technology, University of Twente, May
  • Goodyear, P (1998) Performance support for analysis and design, invited paper, Workshop on Exploring the dimensions of performance improvement, Bergen, July
  • Goodyear, P (1998) Learning, teaching and C&IT: priorities for research, invited presentation at the Computers in Teaching Initiative Forum, Belfast, May
  • Goodyear, P (1998) New technology and higher education: understanding the innovation process, Invited keynote address, BITE conference, Maastricht, Netherlands, March
  • Goodyear, P (1998) Towards an ergonomics of learning environments, invited presentation, Innovative Teaching Event, Glasgow Caledonian University, February
  • Goodyear, P (1997) The ergonomics of learning environments: learner-managed learning and new technology, Invited keynote address, EDUTEC '97 (3rd Congress on New Information Technologies for Education), Malaga, Spain, October.
  • Goodyear, P (1997) Learning to learn, the new technologies and higher education: towards an ergonomics of learning environments, Invited keynote address, Annual Conference of the Dutch/Flemish Educational Research Associations (ORD'97), Leuven, Belgium, May.
  • Goodyear, P & Bryson, M (1994) Technology and pedagogy for distributed, collaborative, continuing professional development, Invited paper, Conference on Computer Mediated Communications for Education and Training, Open University, Milton Keynes.
  • Goodyear, P. (1993) Asynchronous peer-interaction in distance learning, Invited paper, Advances in Integrated Delivery Technology Conference, Denver, Colorado, October
  • Goodyear, P. (1993) The design of Electronic Performance Support Systems for courseware producers, Invited keynote address, NATO ASI on the Automation of Instructional Design, Development and Delivery, Grimstad, Norway, July
  • Goodyear, P. & Steeples, C. (1993) Computer mediated communications in the professional development of workers in the advanced learning technologies industry invited paper Working Conference of the International Federation for Information Processing WG 3.4, Soest Germany, July
  • Goodyear, P. (1993) Collaborative learning in networked organisations, Invited presentation, USAF Armstrong Laboratory, San Antonio, Texas, and Learning Technology Center, University of Texas, Austin, April
  • Goodyear, P. (1992) Tools for building and sustaining communities of practice, invited paper, DeCoMe (5), Brussels, September.
  • Goodyear, P. (1992) Foundations for courseware engineering, invited keynote address, NATO ARW on the Automation of Instructional Design, Development and Delivery, Sitges, Spain, March.
  • Goodyear, P. (1990) Framing tutorial interventions in exploratory learning environments, invited paper, 3rd European Seminar on Intelligent Tutoring Systems, Aarhus, Denmark, December.
  • Goodyear, P. (1990) The provision of tutorial support for learning with computer-based simulations, invited paper presented at NATO Advanced Research Workshop on Computer Based Learning Environments and Problem Solving, Leuven, Belgium, Sept.
  • Goodyear, P. (1989) Teaching knowledge in the Logo environment, invited keynote address, 4th Annual Conference of the Spanish Association for Educational Informatics, Andorra la Vella, May
  • Goodyear, P. (1987) Approaches to the empirical derivation of teaching knowledge for intelligent tutoring system design, invited paper, European Seminar on Intelligent Tutoring Systems, University of Tubingen, W.Germany, October
  • Goodyear, P. (1987) Expert systems and intelligent tutoring: some issues in the engineering of pedagogic knowledge, invited keynote address, 5th Congress of the European Association for Research and Development in Higher Education, Utrecht, Netherlands, April
  • Goodyear, P. (1986) LOGO as an introductory programming language in further and higher education, invited keynote address, Annual Conference of the British Logo Users Group, Birmingham University, England, August.

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Research Reports

  • Goodyear, P, Knight, P, Williams, S, Jones, C, Saunders, M, Trowler, P & Fulton, O (2002) Evaluating the Learning and Teaching Support Network, Deliverable D8, Third Biannual Report to the LTSN Executive, 105pp
  • Goodyear, P, Knight, P, Williams, S, Jones, C, Saunders, M, Trowler, P & Fulton, O (2001) Evaluating the Learning and Teaching Support Network, Deliverable D6, Second Biannual Report to the LTSN Executive, 21pp
  • Goodyear, P, Knight, P, Williams, S, Jones, C, Saunders, M, Trowler, P & Fulton, O (2001) Evaluating the Learning and Teaching Support Network, Deliverable D2, First Biannual Report to the LTSN Executive, 31pp
  • Goodyear, P, Knight, P, Williams, S, Jones, C, Saunders, M, Trowler, P & Fulton, O (2001) Evaluating the Learning and Teaching Support Network, Deliverable D5, First Annual Report to the LTSN Steering Committee, 33pp
  • Goodyear, P & Jones, C (2001) Pedagogical frameworks for DNER (the Distributed National Electronic Resource), Deliverable DC1, EDNER Project. Lancaster: Centre for Studies in Advanced Learning Technology, Lancaster University (69pp)
  • Jones, C & Goodyear, P (2001) Plan for the pedagogical evaluation of the DNER (Distributed National Electronic Resource), Deliverable DC3, EDNER Project. Lancaster: Centre for Studies in Advanced Learning Technology, Lancaster University (34pp)
  • Goodyear, P (2001) Students’ Experiences of Networked Learning in Higher Education, Final Project Report (2 vols), 134pp, Bristol: JISC
  • Goodyear, P (2001) Effective networked learning in higher education: notes and guidelines (final edition), Deliverable 9, JISC Networked Learning in Higher Education project, 165pp
    available at http://csalt.lancs.ac.uk/jisc/advice.htm
  • Goodyear, P (2000) Effective networked learning in higher education: notes and guidelines, Lancaster University, Deliverable 4, JISC Networked Learning in Higher Education project, 158pp
    available at http://csalt.lancs.ac.uk/jisc/advice.htm
    SHARP Project Team (1999) User trials and evaluation study, Brussels: SHARP Product 4, 145pp
  • Goodyear, P & Steeples, C (1999) The role of the tutor in corporate CBT/interactive multimedia, Final Project Report, Technologies for Training Ltd & Dept for Education and Employment, 62pp
  • Goodyear, P (1998) Shareable Representations of Practice: a review of literature, directory of projects and annotated bibliography, SHARP Product 1, Brussels, 85pp
    available at http://www.lancs.ac.uk/users/edres/research/sharp/publications.htm
    SHARP Project team (1998) Shareable Representations of Practice: An introduction to the SHARP project, Lancaster, ISBN 1-86220-047-5, 32pp
    available at http://www.lancs.ac.uk/users/edres/research/sharp/publications.htm
  • Goodyear, P. ed (1998) Guidelines for networked open learning in a Virtual Learning Institute, MECPOL Product 3, Brussels, 48pp
    available at http://hugin.hsh.no/prosjekt/mecpol/prod3f~1.rtf
  • Goodyear, P. ed (1997) Models for collaboration, MECPOL product 1, Brussels, 15pp
    available at http://www.lancs.ac.uk/users/edres/research/mecpol/w1p1mwf.htm
  • Goodyear, P. ed (1997) Models for ICT-based open and distance learning. MECPOL product 2, Brussels, 44pp
    available at http://www.lancs.ac.uk/users/edres/research/mecpol/w2p2main.htm
  • Goodyear, P (1994) Architecture for a JITOL system, Deliverable20, DELTA Project D2015, Brussels, 30pp
  • Goodyear, P., Steeples, C., Haugen, H., Swan, P. (1992) Implementing JITOL for the first user trials: the advanced learning technology professionals (ALTP) domain, Chapter 2 in Boder, A. et al, Report on Implementation of JITOL for the First User Trials, Deliverable 6, DELTA Project D2015JITOL, Delta Office, Brussels, 30pp.
  • Paice, C, Steeples, C, Goodyear, P, Guimbal, B, Storrs, G., Kelly, S.(1992) Requirements specification for JITOL system development, Deliverable 1, DELTA Project D2015 JITOL, Delta Office, Brussels, 86pp.
  • Lewis, R, Goodyear, P & Boder, A (1992) Just in Time Open Learning, Neuropelab Occasional Paper NL/1/92, Archamps, 19pp
  • Goodyear, P. (1991) Simulation-Based Learning and Interactive Tutorial Support, Chapter 7 in Hijne, H. (ed) Prototype of an integrated simulation-based environment, Deliverable SIM/23, DELTA Project P7061 (D1014) SAFE/SIMULATE, Delta Office, Brussels, 24pp
  • Goodyear, P., Ridgway, J, Heywood, G, Bryson, M. (1987) A Pilot Study of the Use of Electronic Mail for Supporting School-Based INSET and Curriculum Development in Mathematics Education, Final Report to the Manpower Services Commission, Project CR134/10/86
  • Francis, B., Green, M., Tunnicliffe Wilson, G., Whittaker, J., Hampton,J. & Goodyear, P. (1987) Statistics Teaching on Graphics Workstations, Final Report to Computer Board, Project CO25/026/0
  • Dooley, P., Whitfield, R., Graham, N., Coxhead, P., Comber, S. and Goodyear,P., (1981) Survey of educational researchers in Britain, Aston University, Dept. of Educational Enquiry, Occasional Papers (4).
  • Goodyear, P., (1980) A Geographical Perspective on the Study of Relative Deprivation, Unpublished D.Phil. thesis, University of Ulster.

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Conference presentations

Note: * indicates formally peer-reviewed

  • *Goodyear, P, Jones, C., Asensio, M, Hodgson, V., Steeples, C. (in prep. 2003) Constructing the ‘good’ e-learner, 10th Conference of the European Association for Research on Learning and Instruction (EARLI), Padua, Italy (August).
  • *Goodyear, P, Jones, C., Zenios, M. (in prep. 2003) Scrutinising the logic of innovations: A case of mistaking publishing for teaching?, 10th Conference of the European Association for Research on Learning and Instruction (EARLI), Padua, Italy (August).
  • *Goodyear, P, Williams, S, Jones, C., Knight, P, Saunders, M, Fulton, O, Trowler, P. (in prep. 2003) The UK learning and teaching support network (LTSN): understanding academics’ responses to a national initiative for the improvement of learning and teaching in higher education, 10th Conference of the European Association for Research on Learning and Instruction (EARLI), Padua, Italy (August).
  • *Zenios, M, Goodyear, P, Jones, C (2003) Researching the impact of the networked information environment on learning and teaching, CAL ’03, Belfast (April).
  • *Spector, M, Goodyear, P, Ganesan, R (2000) Competencies for online design, development and delivery of instructional materials, WebNET 2000, San Antonio, Texas, November
  • *Steeples, C, Goodyear, P, Tickner, S (2000) Tutoring in networked learning environments: taking account of tutors' knowledge, skills and beliefs, Conference of the Association for Learning Technology, University of Manchester Institute of Science & Technology, September
  • *Jones, C, Asensio, M, Hodgson, V, Goodyear, P (2000) The student experience: an evaluation of networked learning in a variety of media, Conference of the Association for Learning Technology, University of Manchester Institute of Science & Technology, September
  • *Steeples, C, Goodyear, P, Tickner, S (2000) Tutoring online: skills and actions for distance educators in higher education, Technology in Teaching and Learning in Higher Education 2000 International Conference, Samos, Greece, August
  • *Sgouropoulou, C., Koutoumanos, A., Steeples, C, & Goodyear, P (2000) Evaluating the effectiveness of a Web-based system for asynchronous, multimedia conferencing, Technology in Teaching and Learning in Higher Education 2000 International Conference, Samos, Greece, August
  • Goodyear, P & Steeples, C (2000) E-tutoring - an analysis of roles and competences, DfEE/Technologies for Training Symposium, Centre Point, London, June
  • *Goodyear, P & Steeples, C (1999) Teaching with ICT: competences and craft knowledge, Conference of the Association for Learning Technology, University of Bristol, September
  • *Goodyear, P, Jones, C, Asensio, M, Steeples, C, Hodgson, V (1999) Networked learning in higher education: practitioner perspectives, Conference of the Association for Learning Technology, University of Bristol, September
  • *Sgouropoulou, C., Koutoumanos, A., Skordalakis, E, & Goodyear, P (1999) User interface issues for a web-based system for ordered asynchronous multimedia annotations, Proceedings of Conference of the European Cooperation in Higher Education Information Systems (EUNIS 99), Espoo, Finland, June, http://www.hut.fi/Misc/EUNIS99/
  • *Goodyear, P & Hativa, N (1999) Symposium on Teacher thinking, beliefs and knowledge in higher education, 8th EARLI conference, Göteborg University, Sweden, August (participants include Entwistle, Prosser, Trigwell, Martin, McAlpine, Radloff, Stark)
  • *Goodyear, P (1999) Collaborative reflection on working practices in distributed learning communities, 8th EARLI conference, Göteborg University, Sweden, August
  • *Steeples, C & Goodyear, P (1999) Enabling professional learning in distributed communities of practice, EdMedia 99, Seattle, June (won ‘outstanding paper award’)
  • *Sgouropoulou, C., Koutoumanos, A., Skordalakis, E, & Goodyear, P (1998) A web-based system for asynchronous multimedia conferencing, Proceedings of Conference on the Role of Universities in the Future Information Society (RUFIS ’98), Prague
  • *Sgouropoulou, A. Koutoumanos, P. Goodyear and E. Skordalakis (1998) The SHARP project: Sharable Representations of Practice, in Proceedings of the Conference of the European Cooperation in Higher Education Information Systems (EUNIS 98), Prague, Czech Republic, September
  • Goodyear, P & Steeples, C (1998) Shareable representations of practice: asynchronous multimedia conferencing in continuing professional development, paper at the Annual Conference of the Association for Learning Technology, University of Oxford, September
  • Sgouropoulou, C, Koutoumanos, Goodyear, P, & Skordalakis, E (1998) A web based system for asynchronous multimedia conferencing, WebNet'98, Orlando, Florida, November
  • Sgouropoulou, C, Koutoumanos, A, Skordalakis, E & Goodyear, P (1998) User interface issues in a Web-based system for ordered asynchronous multimedia annotations, European Computer-Human Interaction conference (ECHI’98)
  • *Kang, B & Goodyear, P (1996) Representations of instructional purpose in courseware requirements engineering Conference on Computer Aided Learning in Science and Engineering (CALISCE), Donostia, August
  • *Darby, J, King, T & Goodyear, P (1995) Managing change in higher education: a learning environment architecture, Annual Conference of the Association for Learning Technology, Open University, September 1995
  • Invited discussant, Symposium on simulation-based learning, Annual Meeting of the American Educational Research Association, San Francisco, April,
  • *Goodyear, P (1995) Constructivist theory and the practice of instructional design, paper in Symposium on The Integration of Instructional System Design Models and Constructivist Design Principles, 6th European Conference for Research on Learning and Instruction, Nijmegen, Netherlands, August
  • *Goodyear, P. (1993; organiser) Symposium on Computer supported collaborative learning using electronic networks 5th Conference of the European Association for Learning and Instruction (EARLI), Aix-en-Provence, September
  • *Goodyear, P., Steeples, C. & Wasson, B. (1993) Computer-supported collaborative learning: the role of communal hypertext Paper in Symposium on Computer supported collaborative learning using electronic networks, 5th Conference of the European Association for Learning and Instruction (EARLI), Aix-en-Provence, September
    Goodyear, P. (1993) Panel on Computer Simulation of Performance and Learning as the Basis for Novel Educational Technologies, 6th International Conference on AI & Education, Edinburgh, August, Invited discussant
  • *Goodyear, P. (1993) Flexible learning in higher education: the use of computer mediated communications International Symposium on Computer Assisted Learning (CAL 93), University of York, April
    Goodyear, P. (1992) Courseware development methodology, invited paper, ITTI Colloquium on Multimedia Courseware Production Strategies, University of Nottingham, September
  • *Goodyear, P., Johnson, R., van Kouwen, A & Ronteltap,T. (1991) Uses of interactivity in tutorial support for exploratory learning, International Conference on the Learning Sciences, Northwestern University, Evanston, Illinois, August.
  • *Goodyear, P, van Kouwen, A & Ronteltap, T. (1991) Intelligent simulation-based learning: tutoring at the discussion level, 8th International Conference on Technology and Education, Toronto, May
  • *Goodyear, P., Johnson, R. & Steeples, C. (1991) Training courseware designers at a distance, 8th International Conference on Technology and Education, Toronto, May.
    Steeples, C, Johnson, R & Goodyear, P. (1991) The rationale and design of the MSc Information Technology and Learning course, Conference on the integration of computer-based teaching materials in higher education, Bradford, December
  • *Johnson, R. & Goodyear, P. (1990) Case-based reasoning and the authoring of learner attribute models, 2nd European Congress on Artificial Intelligence and Training, Lille, France, Sept.
  • *Goodyear, P. (1990) A knowledge-based approach to supporting the use of simulation programs: the Simulate project, 3rd European Conference on Technology and Education, Herning, Denmark, April,
  • *Goodyear, P. & Johnson, R. (1990) Knowledge-based authoring of knowledge-based courseware, 7th International Conference on Technology and Education, Brussels, March.
  • *Goodyear, P. & Tait, K. (1989) Learning with computer based simulations: tutoring and student modelling requirements for an intelligent learning advisor, 3rd Conference of the European Association for Learning and Instruction, Madrid, September.
  • *Dillenbourg, P. & Goodyear, P. (1989) Towards reflective tutoring systems: self-representation and self-improvement, 4th International Conference on Artificial Intelligence and Education, Amsterdam, May.
  • Goodyear, P. & Stone, C., (1988) Knowledge-based systems in the social sciences: problems of knowledge representation for intelligent tutoring and qualitative modelling, Annual Conference of the Prolog Education Group, Copenhagen, Denmark, July
  • *Goodyear, P., (1988) Approaches to the empirical derivation of teaching knowledge for intelligent tutoring systems, International Conference on Intelligent Tutoring Systems (ITS-88), Montreal, Canada, May
  • *Goodyear, P. (1987) Accessing teachers' knowledge, Third International Conference on Artificial Intelligence and Education, University of Pittsburgh, USA, May
    Ridgway, J., Goodyear, P. & Heywood, G. (1987) Electronic mail as a support system for school-based INSET and curriculum development, ESRC Seminar on Electronic Mail, Southampton, May.
  • *Goodyear, P., (1987) Designing software toolkits for computer-assisted learning, International Symposium on Computer Assisted Learning (CAL'87) University of Strathclyde, Glasgow, April.
  • *Goodyear, P. (1987) Elicitation of teaching knowledge for decision-makingin intelligent CAL systems, International Symposium on Computer Assisted Learning (CAL '87) University of Strathclyde, Glasgow, April.
  • *Goodyear, P., (1986) Designing programming environments for young learners, EURIT '86, European Conference on Technology and Education, Enschede, Netherlands, May
  • *Goodyear, P., (1986) A toolkit approach to computer-aided systems modelling, 6th Conference on Computers in Higher Education, Lancaster, England, April
  • *Goodyear, P., (1986) Clear, foggy and black boxes: towards an adaptable environment for novice programmers, Annual Conference of the Association for Educational and Training Technology, Edinburgh, April.
  • Goodyear, P. (1982) Appropriate software for computer assisted learning in geography, Annual Conference of the Institute of British Geographers, University of Southampton, January.
  • Goodyear, P. (1981) Computer applications in social science teaching, Annual Conference, British Educational Research Association, Alsager, Sept.
  • Goodyear, P. (1981) Quantitative methods and the ideology of social control, Annual Conference, British Educational Research Association, Alsager, Sept.
  • Goodyear, P. (1978) Relative deprivation and conflict in N. Ireland, invited paper, Conference on Radical Approaches to Irish Geography, University College Dublin, Ireland, July
  • *Goodyear, P. and Eastwood, D. (1977) Relative deprivation in the North of Ireland: a spatial perspective, Annual Congress of Irish Geographers, University College Galway, Ireland, March.


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