Are your students Metacognitively ALERT?

A team of six Masters students completing a major project and myself just published an article called: Metacognitively ALERT in science.

It comprises two parts, a literature synthesis of a hierarchical framework, AMERT, for understanding metacognition, and preliminary evidence of its viability.

AMERT stands for:

self-Aware of cognition

self-Monitor cognition

self-Evaluate cognition

self-Regulate cognition

and the much sought-after, intentional

Transfer of cognition

The framework is a profoundly simple way to capture the complex phenomenon of metacognition.

We found that teachers had difficulties facilitating student cognition, and that researchers were tangled over many, complex definitions of the concept.

The framework needs a lot of testing of its viability and we present it as a way forward in understanding, researching and teaching metacognition so that student learning may be enhanced.

We suggested that, if students were ever to use the framework directly, that the M in self-Monitor may be replaced by L for self-Look to create the more memorable ALERT.

4th International Conference on Innovation in Education

Hosted by the Universitas Negeri Padang

Theme: Digital Era Education after the Pandemic

Please find here the PDF of my keynote address:

Connecting thinking skills across students’ digital and non-digital experiences

Feel free to post a comment or question


4th Green Development International Conference, Jambi University

Theme: Higher Education Institution Roles on Sustainable Development Goals

1-2 October 2022

Thanks for attending my presentation, titled:

Research skill development in all courses: Towards Innovative and Environmentally-Aware Graduates (II)

Please find here a PDF of the presentation

Feel free to ask a question or make a comment. I’ll have a look at these and join into the conversation later today (1 October)

All the best with your institution’s approach to Green Development


Connecting the Library to the Curriculum

Transformative Approaches that Enhance Skills for Learning

Library, Learning advisor and Academic colleagues from Monash University and Latrobe University have just published ground-breaking work through Springer on long-lived collaborations that connect the library to the curriculum.

The Monash University Chapters draw on the Research Skill Development framework and Latrobe University Chapters use Constructive Alignment as their conceptual framing.

Two of the Chapters are Open Access

Chapter 2: The Pedagogical Frameworks Adopted by Monash University Library: Lynette Torres, Barbara Yazbeck

Concluding Chapter: Transforming Practice for Educational Impact: Lynette Torres, Fiona Salisbury, Barbara Yazbeck, Sharon Karasmanis, Janice Pinder, Caroline Ondracek

The foreword by Emeritus Professor Sharon Weiner, who held the inaugural Chair of Information Literacy at Purdue University, is also open access and shows the importance of the book for university learning that involves all the colleagues in the enterprise.

AARE Symposium: Developing research thinking for responsive teaching practice

The presentations in this symposium focused on the development of research thinking which enables innovative and discerning educator responses that are needed for rapid change to be effective change.

The Symposium presentations ares available here:

The powerpoints for each presentation are below.

The symposium comprised research on pre-service, in-service and university teachers that uses the same conceptual framework to engineer and report outcomes on approaches to Social Media use, Open Educational Practices (OEPs), Academic Development and teacher Action Research. All the approaches are ‘fast response’: Indonesia moved hastily to use pre-existing social media for teaching at a distance in the COVID era; Canadian students experiencing OEP were supported to continually improve; US and Canadian academics had their research thinking explicitly facilitated, in order to deal with emergent disciplinary and interdisciplinary issues as well as enabling student research; Australian pre-service teachers learned to respond quickly to problems and issues of concern through Action Research. These approaches were informed by the Research Skill Development (RSD) framework, which will be introduced briefly at the beginning of the symposium and provides a conceptual glue to join each presentation to the others.

The symposium highlights how scholars from four countries have come together to share their perspectives in working with a range of stakeholder groups and how this is contributing to their collaborative efforts in elevating the development of research skills. The overarching message is significant for AARE delegates; fast response to crisis situations need to be prepared for in advance, but not by anticipating what will eventuate. Rather, preparation for adaptation is done by empowering students, teachers and academics with the research skills that will keep them current and tuned to pertinent innovative practice while being discerning and tentative, willing and able to evaluate and change as they proceed.

The presentation titles, presenters and powerpoints follow:

12 noon A brief introduction to the RSD- John Willison, University of Adelaide

Social media-based Learning to improve pre-service teachers’ research skills

Raissa Mataniari, Jambi University, Indonesia

Open Educational Practices (OEP) for Research Skill Development in a Graduate Program

Barbara Brown, Michele Jacobsen, Christie Hurrell, Nicole Neutzling, Mia Travers-Hayward, Verena Roberts, Uni of Calgary

Strategies and Solutions using the Research Skill Development Framework to promote campus-wide research-oriented teaching and cultural shifts

Kara Loy, Uni of Calgary, SylviaTiala, Uni of Wisconsin, Stout, Merle Massie, Uni of Saskatchewan

Pre-service Teacher Action Research Skill Development

John Willison, Ainsley Painter, University of Adelaide

The Models of Engaged Learning and Teaching for the National Forum

Welcome to the National Forum Seminar Series

Here you will find the powerpoint for the Seminar

And the slides for the workshop

And the MELT pentagon for your discussion and modification during the workshop

Your students and their Models of Engaged Learning and Teaching (MELT)

VetEd 2021 Conference

Keynote PDF: The Evolution and Sustained Implementation of a Student-led Model of Engaged Learning and Teaching 

Also, a pre-recorded and short version of the keynote

Pre-conference Workshop:Your students and their Models of Engaged Learning and Teaching

Colleagues attended the pre-conference workshop, Wednesday 7 July which connected to the theme of ‘students as partners’, and used a process similar to that used with students engaging with MELT.

Below you will find the PDF version of the workshop powerpoint and the activity with links to urls that I asked the audience to contribute to.

Most importantly there is a version of MELT called ‘Basic Skills for Laboratory Practice’ that Alison Reid and colleagues made during the workshop and that Alison kindly agreed to share.

Below are the Breakout room activities and resource:

Breakout 1: 10 minutes

•Your name • institution • teaching area •

why are you interested in topic of SaP? •What are the potential benefits of SaP?

Single or hyphenated words (<20 characters)

Braindump- many ideas


Adapt the RSD: Rephrase ‘embark and clarify’ for a specific unit/context: use one verb at a time (hit enter) •Go to •1 minute


Breakout 2 (20 minutes)

•Choose a specific course/topic/unit/year level from one member of the group

•Title of your MELT (emblematic of the skills you are developing) •

Make changes to each facet if necessary (use the core questions to guide you) •Be ready to share screen with modifications pre-highlighted

The word version is below


Breakout 3 (20 minutes): How will you get students to be involved in the implementation?

•Please compile your group’s ideas in the comments section of this blog.

‘leave a comment’ or ‘reply’  (but requires your email address)

  • or type into the word doc


Consider emailing me one or more MELT adaptations, including your name/s, institutions.

I’d put into the blog content as ‘rough first drafts’ for others who could not attend the workshop to see.

The Scholarship of Learning and Teaching

Here is the powerpoint for this session

For the TAFE SA colleagues (and anyone else interested)

  1. Scholarship is…

a. Write 1 or 2 words to give a positive vibe for what ‘scholarship’ is about.

b. Write 1 or 2 words to give a negative vibe for what ‘scholarship’ is about.

Two Minutes… go


2. Strategies in your breakout group(s):

-Each person discuss the single most helpful strategy/event/thing/person that has led to improvements in your teaching.

-Say why

Record the above into ‘Leave a reply’ on this blog

-10 minutes then back together

  • be ready to voice-in about your thoughts.

Reactivating inquiring minds

Welcome colleagues from TAFE SA, both those on campus and those in zoom.

Today’s powerpoint in PDF format:

1.Enter one motivation/driver of how students embark on learning in your context at:


2. As a team, brainstorm ways to nurture one motivation/driver. State the context that you are considering too. Enter into ‘post a reply’ ( below):

-Context (year level and subject)

-State which facet

-Your motivator/driver adjective

-Brainstorm strategies to develop your motivator/driver.