Dr Dilani Gedera

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Learning and Teaching Manager

Email: dilani.gedera@aut.ac.nz

ORCID: ORCID logo https://orcid.org/0000-0002-2820-9004

Academic appointments:

  • Teaching and Learning Manager, Auckland University of Technology (2020 - ongoing)

Qualifications:

  • PhD in Education, University of Waikato

Overview:

Dilani is currently working as a Teaching and Learning Manager at Auckland University of Technology (AUT) attached to FoBEL. Prior to that, she worked as a Teaching Developer and E-learning Designer at the University of Waikato and Otago Polytechnic. Dilani has played leading roles in institution-wide curriculum design, programme and Learning Management System (LMS) review projects. Her interest in technology-enhanced learning has led to several research projects in the past years in which she has explored how educational technologies can enhance learner experiences and engagement.

Research interests:

Curriculum Design, eLearning Design, Learner Engagement, Technological Pedagogical Content Knowledge (TPACK), Technology Enhanced Learning, Video Pedagogy, Educational Technologies, Online Teaching, Flipped Teaching, Learning Management Systems, Instructional Design, Activity Theory

Teaching summary:

Tertiary Teaching: Research and Development
The Professional Practice of Tertiary Teaching
Blended and fully online learning

Fields of research:

  • Higher Education
  • Curriculum and Pedagogy
  • Curriculum and Pedagogy Theory and Development
  • Economics, Business and Management Curriculum and Pedagogy
  • Educational Technology and Computing
  • Teacher Education and Professional Development of Educators

Professional activities:

Appointment, affiliation, and membership

  • Member, MBA and Professional Masters Exam Board Committee (2020 - ongoing)
  • Member, CORE Undergraduate paper leader group (2020 - ongoing)
  • Member, Undergraduate Board of Studies Committee (2020 - ongoing)
  • Member, Undergraduate Exam Board Committee (2020 - ongoing)
  • Associate Member, Visual-video research interest group (2019 - ongoing)
  • Member, Law Exam Board (2019 - ongoing)
  • Member, Law Board of Studies Committee (2019 - ongoing)
  • Chair, FoBEL Teaching and Learning Committee (2019 - ongoing)
  • CORE Member, AUT Learning Management System Review Group (2019 - ongoing)
  • Member, MBA and Professional Masters Board of Studies Committee (2019 - ongoing)
  • Member, Postgraduate Research Board of Studies Committee (2019 - ongoing)
  • Member, Postgraduate Research Exam Board Committee (2019 - ongoing)

Editorship, reviewing, examining, and judging

  • Editorial board member, European Journal of Educational Research (2020 - ongoing)
  • Reviewer, SpringerBriefs book proposal (2020)

Facilitation, networking and collaboration

  • Organiser, BEL Professional Development Programme (2020)

Research outputs:

Books

Journal articles

  • Forbes, D., & Gedera, D. P. (2019). From confounded to common ground: Misunderstandings between tertiary teachers and students in online discussions. Australasian Journal of Educational Technology, 35(4), 1-13. doi:10.14742/ajet.3595

  • Fester, A. M., & Gedera, D. G. S. P. (2018). Facilitating reflective and collaborative learning in EAP. Modern English Teacher, 27(3), 27-29. Retrieved from https://hdl.handle.net/10289/11927

  • Gedera, D. G. S. P. (2016). Designing for learner success (D4LS) at Otago Polytechnic: From an e-learning designer’s perspective. Journal of Open, Flexible and Distance Learning, 20(2), 55-65. Retrieved from https://hdl.handle.net/10289/11606

  • Gedera, D. G. S. P. (2014). Students’ experiences of learning in a virtual classroom. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 10(4), 93-101. Retrieved from http://files.eric.ed.gov/fulltext/EJ1059024.pdf

  • Gedera, D. S. P., Williams, P. J., & Wright, N. (2013). An analysis of Moodle in facilitating asynchronous activities in a fully online university course. International Journal of Science and Applied Information Technology, 2(2), 6-10. Retrieved from https://www.semanticscholar.org/

  • Gedera, D. S. P., & Williams, P. J. (2013). The use of learning technologies to facilitate engagement in an online course. International Journal of Information Technology & Computer Science, 9(2), 12-20. Retrieved from https://hdl.handle.net/10289/11786

  • Gedera, D. S. P., & Williams, P. J. (2013). Using Activity Theory to understand contradictions in an online university course facilitated by Moodle. International Journal of Information Technology & Computer Science, 10(1), 32-41. Retrieved from https://hdl.handle.net/10289/11787

  • Gedera, D. G. S. P. (2012). The dynamics of blog peer feedback in ESL classroom. The Journal of Teaching English with Technology, 12(4), 16-30. Retrieved from http://www.tewtjournal.org/issues/past-issue-2012/past-issue-2012-issue-4/

Creative works

  • Zalipour, A., Gedera, D., & Tharratt, S. (2016). Closely knit [Short film]: New Tiger Media - The Bro and Bechdel movie Hamilton (No. Of Pieces: 5 mins) [Artefact]. 48-hour film-making: New Tiger Media. HP 48 Hours Furious Filmmaking. Retrieved from https://www.youtube.com/watch?v=CX_RcDX776M&feature=youtu.be

Book chapters

  • Gedera, D. (2019). Quality standards in designing online courses. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 1-9). Singapore: Springer. doi:10.1007/978-981-13-1179-6

  • Gedera, D. G. P. (2016). The application of Activity Theory in identifying contradictions in a university blended learning course. In D. S. P. Gedera, & P. J. Williams (Eds.), Activity Theory in education: Research and practice (pp. 53-69). The Netherlands: Sense Publishers. doi:10.1007/9789463003872_005

  • Gedera, D., Williams, J., & Wright, N. (2015). Identifying factors influencing students’ motivation and engagement in online courses. In C. Koh (Ed.), Motivation, leadership and curriculum design: Engaging the Net Generation and 21st century learners (pp. 13-23). Singapore: Springer Science. doi:10.1007/978-981-287-230-2_2

Conference contributions

  • Gedera, D. (2019). Enhancing learner engagement through video. In Higher Education Research and Development Society of Australia (HERDSA). Auckland University: Auckland University and AUT. Retrieved from https://www.herdsa2019.auckland.ac.nz/

  • Gedera, D. (2019). Creating quick and easy videos with mobile devices. In (SoTEL) Symposium: Scholarship of Technology Enhanced Learning. AUT, Auckland: Auckland University of Technology. Retrieved from https://sotel.nz/

  • Fester, A., & Gedera, D. (2018). Facilitating reflective learning through eportfolios: Students, teacher & eLearning designer reflections. In 16th National CLESOL Conference. Christchurch. Retrieved from http://www.composition.co.nz/clesol

  • Smith, K., & Gedera, D. (2018). Ethical and cultural considerations in action research: Assessing the use of ePortfolios in work-integrated learning. In New Zealand Psychological Society Jubilee Conference 2018. Auckland. Retrieved from https://www.psychology.org.nz/pd-events/previous-conferences/

  • Khoo, E., Yeo, A., Zalipour, A., & Gedera, D. (2018). Researching the design & development of a WIL paper to Prepare ICT students for their Internships. In NZACE Conference 2018. Auckland: NZACE. Retrieved from http://nzace.ac.nz/2018-conference-waiheke-island/

  • Gedera, D., & Zalipour, A. (2018). Use of interactive video for teaching and learning. In Proceedings ASCILITE 2018 - Open Oceans: Learning without borders. (pp. 362-367). Geelong.

  • Fester, A., & Gedera, D. (2017). ePortfolios and integrated learning: The EAP scenario. In The Applied Linguistics Conference (ALANZ / ALAA / ALTAANZ) Applied Linguistics in the New Millennium: Multiple Theories, Pathways, and Practices. Conference held at Auckland University of Technology (AUT), Auckland, New Zealand.

  • Smith, K., & Gedera, D. S. P. (2017). Ethical and cultural considerations in action research: Assessing the use of ePortfolios in work integrated learning. In Learnfest2017 conference. Hamilton. Retrieved from https://coursecast.its.waikato.ac.nz/

  • Khoo, E., Yeo, A., Zalipour, A., & Gedera, D. G. S. P. (2017). Preparing students for their internships as part of work integrated learning. In Learnfest 2017 Connected Learners, Connected Teachers. Hamilton. Retrieved from https://sites.google.com/waikato.ac.nz/learnfest2017/home?authuser=0

  • Gedera, D. S. P., & Zalipour, A. (2017). Creating interactive video content for your teaching. In Learnfest 2017 Connected learners, connected teachers. Hamilton. Retrieved from https://sites.google.com/waikato.ac.nz/learnfest2017/home?authuser=0

  • Gedera, D. (2017). ePortfolios for integrated learning, collaboration and reflection: EAP case study. In ePortfolios Australia. Melbourne. Retrieved from http://eportfoliosaustralia.com.au/

  • Gedera, D. G. S. P. (2017). The use of ePortfolios for assessment in clinical practicum: Opportunities and challenges. In ePortfolios Australia. Melbourne. Retrieved from http://eportfoliosaustralia.com.au/

  • Gedera, D. G. S. P., Bright, S., & Fester, A. (2017). Using ePortfolios for integrated learning. In Mahara Hui 2017. Auckland. Retrieved from https://www.slideshare.net/

  • Khoo, E., Yeo, A., Zalipour, A., & Gedera, D. (2017). Preparing students for their internships as part of work-integrated learning. In Learnfest2017.

  • Zalipour, A., & Gedera, D. (2017). The use of interactive video discourse in making digital teaching development toolkit. In K. Otrel-Cass (Ed.), Proceedings of the 2nd Association for Visual Pedagogy Conference (pp. 185). Conference held at Aalborg University, Rendsburggade 14 (CREATE) & Kroghstræde 3, Aalborg, Denmark. Retrieved from https://visualpedagogies.com/2017-conference/

  • Gedera, D. G. S. P. (2016). Educational technologies and mediational engagement. In DEANZ16 conference - There and back: Charting flexible pathways in open, mobile and distance education. Hamilton: The University of Waikato. Retrieved from https://docs.google.com/

  • Gedera, D. G. S. P. (2016). Designing for learner success (D4LS) at Otago Polytechnic: Through an e-learning designer’s eyes. In DEANZ2016 Conference. Hamilton. Retrieved from https://docs.google.com/

  • Gedera, D. G. S. P. (2016). Pedagogically sound design for blended learning: A case from Otago Polytechnic. In WCELfest2016. Hamilton. Retrieved from https://drive.google.com/

  • Gedera, D. G. S. P. (2015). Learner engagement in eLearning activities. In WCELfest2015. Hamilton. Retrieved from https://drive.google.com/

  • Gedera, D. G. S. P. (2014). Learner engagement with eLearning activities. In WCELfest2014. Hamilton. Retrieved from https://docs.google.com/

  • Gedera, D. G. S. P. (2014). Tool mediation and learner engagement: An Activity Theory perspective. In B. Hegarty, J. McDonald, & S. -K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 42-48). University of Otago, Dunedin: Ascilite. Retrieved from http://ascilite.org/past-proceedings/

  • Gedera, D. G. S. P., & Williams, P. J. (2013). The use of learning technologies to facilitate engagement in an online course. In International Journal of Information Technology and Computer Science (IJITCS) (pp. 23-31). Institute of information system and research centre, Singapore. Retrieved from https://researchcommons.waikato.ac.nz/handle/10289/11786

  • Gedera, D. G. S. P., Williams, P. J., & Wright, N. (2013). An analysis of Moodle in facilitating asynchronous activities in a fully online university course. In International Journal of Science and Applied Information Technology. Special Issue of ICA4E (pp. 6-10). Conference held Park Royal, Singapore. Retrieved from http://warse.org/pdfs/2013/ica4esp02.pdf

  • Gedera, D. G. S. P., & Williams, P. J. (2013). Using Activity Theory to understand contradictions in an online university course facilitated by Moodle. In International Journal of Information Technology and Computer Science (pp. 32-41). Institute of Information System & Research Centre, Singapore.. Retrieved from https://pdfs.semanticscholar.org/

  • Gedera, D. G. S. P., & Williams, P. J. (2012). Students’ experiences of learning with online learning technologies: An Activity Theory perspective. In Divergence: 24th annual New Zealand Communication Association conference. Hamilton. Retrieved from https://nzcommunication.wordpress.com/

  • Gedera, D. S. P., & Zalipour, A. (2009). Practical approaches in the teaching of business English. In Proceedings of the 2nd International Conference of Teaching and Learning (ICTL 2009) (pp. 14 pages). Kuching, Malaysia. Retrieved from https://pdfs.semanticscholar.org/

Edited books/volumes

  • Williams, P. J., & Gedera, D. (2013). PATT27 Technology education for the future: A play on sustainability, Christchurch, New Zealand December 2013. Hamilton, New Zealand: Technology Environmental Science and Mathematics Education Research Centre, University of Waikato. Retrieved from https://hdl.handle.net/10289/11782

Theses

  • Gedera, D. G. S. P. (2014). Mediational engagement in E-learning: An Activity Theory analysis. (University of Waikato, Hamilton, New Zealand). Retrieved from https://hdl.handle.net/10289/8847

Oral presentations

  • Forbes, D., Gedera, D., & Khoo, E. (2019). Youth justice online: A collaboration with the New Zealand Police. Dublin, Ireland. Retrieved from https://wcol2019.ie/

Other outputs

  • Gedera, D. G. S. P. (2018). Paper Quality Standard Framework (for blended and fully online papers). University of Waikato. Retrieved from https://elearn.waikato.ac.nz/

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