iiinova — where your digital self keeps evolving

Peter Goodyear @petergoodyear.bsky.social · 11/03/2026

Lovely to see a copy of this book at last. It was great to be able to work with @lucilacarvalho.bsky.social and @dewawardak.bsky.social in writing the Teaching chapter. Big thanks to editor @hannahforsyth.bsky.social for the opportunity and all the advice.

Photo showing the cover of the final volume of the Bloomsbury Cultural History of Higher Learning

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Peter Goodyear @petergoodyear.bsky.social · 29/11/2025

Interesting to see how the psychologists are working in this space. Pleasing to see an (albeit brief) mention of #EpistemicFluency Open Access. journals.sagepub.com/doi/pdf/10.1...

Screenshot of title of article: "A Framework to Enact Competency 8 Through an Indigenous Rights-based Approach in School Psychology" by Peter Anderson & colleagues.

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Peter Goodyear @petergoodyear.bsky.social · 20/11/2025

Many congratulations @natashaarthars.bsky.social for all the insightful painstaking research, leadership, collegiality and perseverance wrapped up in this piece of work!!

Image of an award certificate for 2024 Outstanding Article of the Year, given by the Journal of the Learning Sciences to Natasha Arthars & colleagues.

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Peter Goodyear @petergoodyear.bsky.social · 14/11/2025

It is *always* a buzz seeing other people, in other fields, on other parts of the planet, pick up on ideas one has had a hand in researching. #EpistemicFluency #ProfessionalEducation

Extract from a new book, citing Markauskaite & Goodyear (2017) on epistemic fluency. Defined as: Epistemic fluency is the capacity to understand, switch between, and combine different kinds of knowledge and ways of knowing about the world. It involves being able to integrate theoretical, practical, and tacit knowledge, and to apply these flexibly in real-world problem-solving—especially in complex, interdisciplinary, or intercultural contexts.

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Peter Goodyear @petergoodyear.bsky.social · 02/09/2025

From a recent editorial in JLS. doi.org/10.1080/1050...

Image of text from an editorial in the J of the Learning Sciences, saying: "Our intention to have the journal better represent the diversity and interdisciplinarity of the learning sciences is grounded in our shared understanding of the field as organized by these four principles: 1) the learning sciences is fundamentally concerned with what it means to know and to learn; 2) knowing and learning have cognitive, developmental, social, cultural, historical, and political features; 3) we can leverage our understanding of knowing and learning to collaboratively design learning environments that facilitate individuals’ and communities’ movement toward their goals and; 4) with these theoretical insights we can create more just futures, acts with care and attention to people who have been excluded from institutional conversations."

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Peter Goodyear @petergoodyear.bsky.social · 02/07/2025

I just picked and marmaladed the first of this winter's Seville orange crop - having 'given' some to the Sulphur-crested cockatoos!

Seville oranges on a table on Marmalade Day.

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Peter Goodyear @petergoodyear.bsky.social · 17/05/2025

I think this probably gets nul points

Excerpt from a dodgy job advert at "Null" university

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Peter Goodyear @petergoodyear.bsky.social · 03/05/2025

OK I just need one of you to cite both these papers please.

Screenshot from Google scholar showing citations for two papers.

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Peter Goodyear @petergoodyear.bsky.social · 06/04/2025

Writing a new piece on #NetworkedLearning and spellchecker changed posthuman to postman. Not wearing my reading glasses, so didn't spot it at first. #Posthuman Pat and his #MoreThanHuman Cat

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Peter Goodyear @petergoodyear.bsky.social · 21/03/2025

Revealing my ignorance here. Two articles I've recently downloaded from @herdjournal.bsky.social have this odd little mark joining the s & t. Is it a ligature? If so, why?

Title of a journal article showing letters s & t joined at the top.

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Peter Goodyear @petergoodyear.bsky.social · 09/12/2024

I'm a fan of Raewyn Connell's book and this quote is bang on the point. Used well, IT helps with some 'trading down' from co-presence.

Image is of quoted text from Raewyn Connell's book:

“Good teaching means being fully present for the students, engaging with their actual needs and enabling their next moves in learning. The pedagogy of engagement is demanding for teachers in time and emotion as well as technical knowledge. They must get to know specific groups of students, work with them, think about the resources and skills they need, and support them through a sustained learning process. Therefore a good university needs a secure teaching workforce and does most of its educational work face to face.” (Connell, 2019, p172-3).

Source: Connell, R. (2019). The good university: what universities actually do and why it’s time for radical change. Monash University Publishing.

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Peter Goodyear @petergoodyear.bsky.social · 09/12/2024

Just arrived. Many thanks to the editors for the opportunity to contribute to this excellent and thought-provoking book.

Cover photo of new book on Creating Design Knowledge edited by Christensen et al

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Peter Goodyear @petergoodyear.bsky.social · 16/11/2024

Australian weekend breakfasts. You may be able to find Heinz tinned spaghetti among the British foods in the international section of Coles or Woolies. And yes it has to be pecorino romano.

A plate of tinned spaghetti on toast. Yes, really.

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Peter Goodyear @petergoodyear.bsky.social · 08/10/2024

Jonathan Rée on #Derrida #teaching and #hospitality www.lrb.co.uk/the-paper/v4...

Image showing extract of text from the article by Rée. Text says: If Derrida was a philosophical traditionalist, however, he was also an innovator. He encouraged his students to approach the canon not as awestruck conservators, shielding old treasures from the light of criticism, nor as show-offs trying to impress, nor yet as asset-strippers extracting a few propositions and repurposing them either as objects of mockery or as maxims for their own use. He wanted them to become creative inheritors, keeping the classics vivid – in the manner, perhaps, of theatre directors who take old staples to new places, presenting Shylock as a woman, say, or Tannhäuser as gay. He hoped they would train themselves to pick up small conceptual tremors and slight verbal dislocations so that – like cattle detecting an imminent earthquake – they could be on their guard against impending catastrophes End quote

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Peter Goodyear @petergoodyear.bsky.social · 22/09/2024

Colin @gamerlearner.bsky.social this is downloadable from the Usyd library and has at least one chapter that will be of interest for your research.

Title of a book chapter on the identities of a learning technologist, written by Evan Dickerson

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Peter Goodyear @petergoodyear.bsky.social · 13/09/2024

As the Autism paper shows, it’s also needed in participatory research where people with lived experience of a condition or situation play a substantial role in a research study.

Diagram showing Arnstein's 'ladder of participation' - different forms and levels of participatory research

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Peter Goodyear @petergoodyear.bsky.social · 07/09/2024

Oh my goodness. I found the book of the t-shirt. #MuseumOfALT

Cover of the book of the proceedings of the 1991 Computer Assisted Learning conference, showing conference delegates and helpers, some wearing CAL91 t-shirts

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Peter Goodyear @petergoodyear.bsky.social · 04/09/2024

New open access paper on enablers of student-student connections in networked learning by Dewa Wardak & Stephanie Wilson from Sydney Business School. doi.org/10.1007/s424...

Diagram showing enablers for student-student connections in networked learning

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Peter Goodyear @petergoodyear.bsky.social · 04/09/2024

"Where?" is no longer a simple question. petergoodyear.net/2015/11/08/o... petergoodyear.net/2021/04/23/w...

Image of tweet from 2015 saying "Online learning doesn't happen online, it happens where the learner is. It can't happen where the learner isn't"

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Peter Goodyear @petergoodyear.bsky.social · 03/09/2024

The resources were developed in/for New South Wales in Australia - so some of the context and practicalities may not apply in your situation, in other countries etc. But some of the underpinning ideas may be of interest.

Poster outlining the background to a project on developing teachers' interdisciplinary expertise, plus some information about the project outputs and where to get further information.

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Peter Goodyear @petergoodyear.bsky.social · 02/09/2024

Predicting "Dad's Tie" will enjoy a cool retro moment. This from our Networked Learning Project presentation at ALTC99 in Bristol. #MuseumOfAlt

Title slide from an old powerpoint presentation about networked learning in higher education.

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Peter Goodyear @petergoodyear.bsky.social · 28/08/2024

For further insights/background: Developing teachers’ interdisciplinary expertise: An ecological framework for professional learning - lead author Teresa Swist. hdl.handle.net/2123/32837

A diagram situating interdisciplinary teaching and learning practices

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Peter Goodyear @petergoodyear.bsky.social · 28/08/2024

Developing teachers' interdisciplinary expertise. Design ideas for teacher educators. Rich & useful open access resource. Great work by Gen Mosely (lead author; designer) and Lina Markauskaite (project lead). hdl.handle.net/2123/32850

A diagram distinguishing between and relating three levels of interdisciplinary expertise and interdisciplinary practice - macro, meso and micro

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Peter Goodyear @petergoodyear.bsky.social · 22/07/2024

His 2015 book with MIT Press sparked a lot of ideas for me.

Cover of Ezio Manzini's 2015 book "Design, when everybody designs"

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Peter Goodyear @petergoodyear.bsky.social · 07/05/2024

If you want to practice your infrastructuring, this is the place to learn.

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Peter Goodyear @petergoodyear.bsky.social · 07/01/2024

Pleased with this. Thanks for the info @lindacorrin.bsky.social and co. Paper/guest editorial/gentle rant is at: doi.org/10.14742/aje...

Table of article downloads from AJET 39 6

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