At the nexus of learning and innovation
Profile Picture Lina

Lina Markauskaite is Associate Professor in eResearch (Educational and Social Research Methods) in the Centre for Research on Learning and Innovation, within the Faculty of Education and Social Work, the University of Sydney. She received a PhD in informatics from the Institute of Mathematics and Informatics (Lithuania), in 2000. Before arriving to Australia in 2004, Lina managed ICT implementation and educational change projects; and was the national coordinator of large-scale national and international studies on ICT in schools in Lithuania (such as IEA's study SITES). She also worked in various expert groups for developing national strategies and programs for ICT implementation in Lithuanian education. [More]

Recent publications

Authored books

Markauskaite, L., & Goodyear, P. (2017). Epistemic fluency and professional education: Innovation, knowledgeable action and actionable knowledge. Dordrecht, The Netherlands: Springer, 636pp. DP0988307, 2009-11.

Edited books

Markauskaite, L., Freebody, P., & Irwin, J. (Eds.). (2011). Methodological choice and design: Scholarship, policy and practice in social and educational research. Dordrecht: Springer, 311pp.

Book chapters

Reimann, P., & Markauskaite, L. (2018). Expertise. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds.), International handbook of the learning sciences. Routledge/Taylor & Francis 

Goodyear, P., & Markauskaite, L. (2018). Epistemic resourcefulness and the development of evaluative judgement. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. Routledge. DP0988307, 2009-11.

Trede, F., Goodyear, P., Macfarlane, S., Markauskaite, L., McEwen, C., & Tayebjee, F. (2017). Learning in hybrid spaces: Designing a mobile technology capacity building framework for workplace learning. In T. Bowen & M. T. B. Drysdale (Eds.), Work-integrated learning in the 21st century (pp.83–97). Bingley, UK: Emerald.

Markauskaite, L., & Jacobson, M. (2016). Tracking and assessing students’ learning strategies in model-based learning environments. In P. Reimann, S. Bull, M. Kickmeier-Rust, R. Vatrapu, & B. Wasson (Eds.). Measuring and visualising learning in the information-rich classroom (pp. 137-153). London: Routledge. LP100100594, 2010-13.

Markauskaite, L., & Goodyear, P. (2014). Professional work and knowledge. In S. Billett, C. Harteis & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (Chapter 4, pp. 79-106). Dordrecht: Springer. DP0988307, 2009-11.

Thompson, K., & Markauskaite, L. (2014). Identifying group processes and affect in learners: A holistic approach to assessment in virtual worlds in higher education. In S. Kennedy-Clark, K. Everett & P. Wheeler (Eds.), Cases on assessment in scenario and game-based virtual worlds in higher education (pp. 175-205). Hershey, PA: IGI Global. LP100100594, 2010-13.

Goodyear, P., & Markauskaite, L. (2012). Pedagogic designs, technology and practice-based education. In J. Higgs, R. Barnett, S. Billett, M. Hutchings & F. Trede (Eds.), Practice-based education: Perspectives and strategies (pp. 131-144). Rotterdam, The Netherlands: Sense. DP0988307, 2009-11.

Markauskaite, L., Kennan, M. A., Richardson, J., Aditomo, A., & Hellmers, L. (2012). Investigating eResearch: collaboration practices and future challenges. In Juan, A. Daradoumis, T., Roca, M., Grasman, S., Faulin, J. (Eds.) Collaborative and distributed e-research: Innovations in technologies, strategies and applications (pp. 1-33). Hershey PA: IGI books.

Freebody, P., Markauskaite, L., & Irwin, J. (2011). Knowledge and epistemology in scholarship, practice and policy: Research-as-science and research-as-project. In L. Markauskaite, P. Freebody & J. Irwin (Eds.) Methodological choice and design: Scholarship, policy and practice in social and educational research (pp. 17–35). Dordrecht: Springer.

Markauskaite, L. (2011). Digital knowledge and digital research: What does eResearch offer education and social policy? In L. Markauskaite, P. Freebody & J. Irwin (Eds.), Methodological choice and design: Scholarship, policy and practice in social and educational research (pp. 235-252). Dordrecht: Springer.

Reimann, P., & Markauskaite, L. (2010). New learning – old methods? How e-research might change technology-enhanced learning research. In M. S. Khine & I. M. Saleh (Eds.) New science of learning: Cognition, computers and collaboration in education (pp. 249–272). Dordrecht: Springer.

Markauskaite, L. (2009). National policies and practices in ICT for education in Lithuania. In T. Plomp, R. E. Anderson, N. Law & A. Quale (Eds.), Cross-national information and communication technology policies and practices in education (Revised 2nd ed., pp. 477–495). Greenwich, CT: Information Age Publishing.

Calvo, A. R., Ellis, R. A., Carroll, N., & Markauskaite, L. (2007). Informing eLearning software development processes with the student experience of learning. In A. Brew & J. Sachs (Eds.) Transforming a university: The Scholarship of teaching and learning in practice (pp. 175–185). Sydney: Sydney University Press.

Refereed journal articles

Markauskaite, L., Kelly, N., & Jacobson, M. (2017). Model-based knowing: How do students ground their understanding about climate systems in agent-based computer models? Research in Science Education, online first. 10.1007/s11165-017-9680-9 LP100100594, 2010-13.

Khan, S. M. H., & Markauskaite, L. (2017). Technical and vocational teachers’ conceptions of ICT in the workplace: bridging the gap between teaching and professional practice. Journal of Educational Computing online first. https://doi.org/10.1177/0735633117740396.

Jacobson, M. J., Markauskaite, L., Portolese, A., Kapur, M., Lai, P. K., & Roberts, G. (2017). Designs for learning about climate change as a complex system. Learning and Instruction, 52, 1–14 doi:https://doi.org/10.1016/j.learninstruc.2017.03.007 LP100100594, 2010-13.

Khan, S. M. H., & Markauskaite, L. (2017). Approaches to ICT-enhanced teaching in technical and vocational education: a phenomenographic perspective. Higher Education, 73(5),691–707. doi: 10.1007/s10734-016-9990-2.

Kennan, M. A., & Markauskaite, L (2015) Research data management practices: A snapshot in time. Journal of Digital Curation, 10 (2), 69-95. doi:10.2218/ijdc.v10i2.329.

Markauskaite, L., & Wardak, D. (2015). Research students’ conceptions of the role of information and communication technologies in educational technology research. Australasian Journal of Educational Technology. 31(4), 421-438.

McKenney, S., Kali, Y., Markauskaite, L., & Voogt, J. (2015). Teacher design knowledge for technology enhanced learning: An ecological framework for investigating assets and needs. Instructional Science, 43(2), 181–202. doi: 10.1007/s11251-014-9337-2 DP0988307, 2009-11.

Limbu, L., & Markauskaite, L. (2015). How do learners experience joint writing: University students' conceptions of online collaborative writing tasks and environments. Computers & Education, 82, 393-408. doi: http://dx.doi.org/10.1016/j.compedu.2014.11.024.

Thompson, K., Kennedy-Clark, S., Markauskaite, L., & Southavilay, V. (2014). Discovering processes and patterns of learning in collaborative learning environments using multi-modal discourse analysis. Research and Practice in Technology Enhanced Learning, 9(2), 215-240. LP100100594, 2010-13.

Markauskaite, L., & Goodyear, P. (2014). Tapping into the mental resources of teachers' working knowledge: Insights into the generative power of intuitive pedagogy. Learning, Culture and Social Interaction, 3(4), 237-251. doi: http://dx.doi.org/10.1016/j.lcsi.2014.01.001 DP0988307, 2009-11.

Reimann, P., Markauskaite, L., & Bannert, M. (2014). e-Research and learning theory: What do sequence and process mining methods contribute? British Journal of Educational Technology, 45(3), 528-540.

Sutherland, L., & Markauskaite, L. (2012). Examining the role of authenticity in supporting the development of professional identity: An example from teacher education. Higher Education, 64, 747–766.

Kali, Y., Goodyear, P., & Markauskaite, L. (2011). Researching design practices and design cognition: Contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media & Technology, 36(2), 129–149. DP0988307, 2009-11.

Markauskaite, L. (2010). Digital media, technologies and scholarship: Some shapes of eResearch in educational inquiry. Australian Educational Researcher, 37(4), 79–101.

Calvo, R. A., Markauskaite, L., & Trigwell, K. (2010). Factors affecting students' experiences and satisfaction about teaching quality in engineering. Australasian Journal for Engineering Education, 16(2), 139–148.

Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455–465.

Markauskaite, L., Sutherland, L. M., & Howard, S. K. (2008). Knowledge labels and their correlates in an asynchronous text-based computer-supported collaborative learning environment: Who uses and who benefits? Research and Practice in Technology Enhanced Learning, 3(1), 65–93.

Markauskaite, L., & Sutherland, L. M. (2008). Exploring individual and collaborative dimensions of knowledge construction in an online learning community of practice. Informatics in Education, 7(1), 105–126.

Markauskaite, L. (2007). Exploring the structure of trainee teachers’ ICT literacy: The main components of, and relationships between, general cognitive and technical capabilities. Educational Technology Research and Development, 55(6), 547–572.

Carroll, N. L., Markauskaite, L., & Calvo, R. A. (2007). E-Portfolios for developing transferable skills in a freshman engineering course. IEEE Transactions on Education, 50(4), 360–366.

Markauskaite, L., Reimann, P., Reid, D., & Goodwin, N. (2006). Modelling and evaluating ICT courses for pre-service teachers: What works and how it works? Lecture Notes in Computer Science, ISSEP 2006, 4226, 242–254.

Markauskaite, L. (2006). Gender issues in preservice teachers’ training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1), 1–20.

Markauskaite, L. (2006). Towards an integrated analytical framework of information and communications technology literacy: From intended to implemented and achieved dimensions. Information Research, 11(3), paper 252 (28p.) Available at: http://InformationR.net/ir/11-3/paper252.html.

Markauskaite, L. (2005). Notions of ICT literacy in Australian school education. Informatics in Education, 4(2), 253–280. Fully refereed conference proceedings

Markauskaite, L., & Goodyear, P. (2017). Preparing students for the workplace through designing productive assessment tasks: An actionable knowledge perspective Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) conference, July. Sydney, Australia: HERDSA. (11pp). DP0988307, 2009-11.

Trede, F., Macfarlane, S., Markauskaite, L., Goodyear, P., McEwen, C., & Tayebjee, F. (2016). Using mobile technology for workplace learning: Fostering students' agency. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide. The 33th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 583–588). Adelaide, Australia, 28–30 November.

Khosronejad, M., Reimann, P., & Markauskaite, L. (2016). Engineering professional practices: Investigating use of web search in collaborative decision making. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide. The 33th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 329–337). Adelaide, Australia, 28–30 November.

Trede, F., Goodyear, P., Macfarlane, S., Markauskaite, L., Mcewen, C, Tayebjee, F. (2016) Enhancing workplace learning through mobile technology: Barriers and opportunities to the use of mobile devices on placement in the healthcare and educational fields. In L. E. Dyson, W. Ng & J. Fergusson (Eds.) Mobile learning futures — Sustaining quality research and practice in mobile learning. The Proceedings of the 15th World Conference on Mobile and Contextual Learning: mLearn 2016 (pp. 250–260). University of Technology Sydney (UTS), Sydney, Australia, 24–26 October.

Portolese, A., Markauskaite, L., Lai, P. & Jacobson, J. (2016). Analysing patterns of emerging understanding and misunderstanding in collaborative science learning: A Method for unpacking critical turning points. In The 12th International Conference of the Learning Sciences. ICLS 2016 Proceedings (Vol. 1, pp. 410–417). NIE, Nanyang Technological University, 20–24 June 2016. Singapore: International Society of the Learning Sciences. LP100100594, 2010-13.

Markauskaite, L., Goodyear, P., & Bachfischer, A. (2014). Epistemic games for knowledgeable action in professional learning. On The International Conference of the Learning Sciences (ICLS) 2014 Proceedings, (Vol. 3, pp. 1289-1292). Boulder, Colorado, 23-27 June. DP0988307, 2009-11.

Khan, S. H., & Markauskaite, L. (2013). Emerging teachers’ conceptions about their current use of ICT in vocational education. Paper presented at the Electric Dreams. Proceedings ASCILITE 2013 Sydney. (pp.476-480). Retrieved from http://ascilite.org.au/conferences/sydney13/program/papers/Khan.php

Southavilay, V., Markauskaite, L., & Jacobson, M. (2013). From "Events" to "Activities": Creating Abstraction Techniques for Mining Students' Model-Based Inquiry Processes. Paper presented at the Proceedings of the 6th International Conference on Educational Data Mining, July 6 - 9, Memphis, Tennessee, USA. (pp. 280-283). LP100100594, 2010-13.

Bibi, S., Markauskaite, L. Ashe, D. (2012). A study of university teachers’ planning their teaching with Information and Communication Technologies: A mental resource perspective. In The 25nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. ASCILITE 2012 Conference Proceedings, New Zealand, Wellington, 25th – 28th November. DP0988307, 2009-11.

Kelly, N., Jacobson, M., Markauskaite, L., Southavilay, V. (2012). Agent-based computer models for learning about climate change and process analysis techniques. Paper presented at The International Conference of Learning Sciences. ICLS 2012 Proceedings (Vol. 1, pp. 25-32). Sydney, Australia, 2–6 July. LP100100594, 2010-13.

Goodyear, P., & Markauskaite, L. (2009). Teachers’ design knowledge, epistemic fluency and reflections on students’ experiences. In The 32nd HERDSA Annual Conference proceedings, The Student Experience, Australia, Darwin, 6–9 July. DP0988307, 2009-11.

Markauskaite, L., & Goodyear, P. (2009). Designing for complex ICT-based learning: Understanding teacher thinking to help improve educational design. In The 22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. ASCILITE 2009 Conference Proceedings, Auckland, New Zealand. , 6–9 December. DP0988307, 2009-11.

Markauskaite, L., & Reimann, P. (2008). Enabling teacher-led research and innovation: A conceptual design of an inquiry framework for ICT-enhanced teacher innovation, World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3484–3493). Austria, Vienna, 30 June – 4 July. Chesapeake, VA: AACE.

Markauskaite, L., & Reimann, P. (2008). Enhancing and scaling-up design-based research: The potential of eResearch, The International Conference of Learning Sciences. ICLS 2008 Proceedings (pp. 8.). Utrecht, The Netherlands, 24–28 July. Retrieved 25-08-2011 from http://www.fi.uu.nl/en/icls2008/343/paper343.pdf

Markauskaite, L., Reimann, P., Reid, D., & Goodwin, N. (2006). Exploring the fit of an information technology course to the ICT literacy of trainee teachers. In C. M. Crawford et al. (Eds.). Society for Information Technology & Teacher Education International Conference. SITE 2006, (pp. 2960–2967). Orlando, Florida, USA, March 20–24. Chesapeake, VA: AACE.

Markauskaite, L., Sutherland, M., & Reimann, P. (2006). Interaction and cognitive engagement in the community of practice: The contradiction of terms? In Kinshunk, R. Koper, P. Kommers, P. Kirchner, D. G. Sampson, W. Didderen (Eds.). The 6th IEEE International Conference on Advanced Learning Technologies. ICALT 2006. Proceedings, (pp. 623-625). Kerkrade, The Netherlands, 3–7 July. Los Alamitos, California: IEEE Computer Society.

Carroll, N. L., & Markauskaite, L. (2006). E-portfolios and blogs: Online tools for giving young engineers a voice. In The 7th International Conference on Information Technology Based Higher Education and Training. ITHET 2006. (pp. 150–157). Sydney, Australia, 10–13 July.

Markauskaite, L. (2005). Exploring differences in trainee teachers’ ICT literacy: Does gender matter? In H. Goss (Ed.). Balance, Fidelity, Mobility: Maintaining the Momentum? Proceedings of the 22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. ASCILITE 2005. (pp. 445–455). Brisbane, Australia, 4–7 December. Brisbane: Teaching and Learning Support Services, Queensland University of Technology.

Markauskaite, L. (2005). From “small wins” to “big wins”: Strategic principles for the development of digital educational resources and integration of ICT across curricula in small developing countries. In P. Goodyear, D. G. Sampson, D. J-T. Yang, Kinshunk, T. Okamoto, R. Hartley, & N.-S. Chen (Eds.). The 5th IEEE International Conference on Advanced Learning Technologies. ICALT 2005 Proceedings, (pp. 978–982). Kaohsiung, Taiwan, 5–8 July. Los Alamitos, California: IEEE Computer Society.

Markauskaite, L. (2005). From a static to dynamic concept: A model of ICT literacy and an instrument for self-assessment. In P. Goodyear, D. G. Sampson, D. J-T. Yang, Kinshunk, T. Okamoto, R. Hartley, & N.-S. Chen (Eds.). The 5th IEEE International Conference on Advanced Learning Technologies. ICALT 2005 Proceedings. (pp. 464–466). Kaohsiung, Taiwan, 5–8 July. Los Alamitos, California: IEEE Computer Society.

Other publication outputs

Edited special issues

Markauskaite, L., & Reimann, P. (2014). eResearch for education: Applied, methodological and critical perspectives. British Journal of Educational Technologies, 45(3).

Edited conference proceedings

Markauskaite, L., Goodyear, P., & Reimann, P. (Eds.) (2006). Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning? Whose Technology? The University of Sydney, 3–6 December 2006. Sydney: Sydney University Press, 1088pp. (Listed in ISI proceedings database)

Reports

Markauskaite, L., Aditomo, A., & Hellmers, L. (2011). Co-developing eResearch infrastructure: Technology-enhanced research practices, attitudes and requirements. Second round. Full technical report. Sydney: Intersect & The University of Sydney.

Markauskaite, L., Aditomo, A., & Hellmers, L. (2010). Co-developing eResearch infrastructure: Technology-enhanced research practices, attitudes and requirements. Full technical report. Sydney: Intersect & The University of Sydney. DP190103750

Contact information

Associate Professor of the Learning Sciences

Co-director of CRLI

Thesis Examination Coordinator, Office of Doctoral Studies, Sydney School of Education and Social Work

P: +61 2 90365320

F: +61 2 90365205

E: lina.markauskaite@sydney.edu.au

Email
lina.markauskaite@sydney.edu.au