About Dr Meg O'Reilly
Dr Meg O'Reilly BSc(Hons)(UNSW) MOrgDev&Trg(SCU) PhD(SCU)
Meg is Senior Lecturer, Centre for Teaching and Learning Southern Cross University and a founding member of the university’s research Centre for Higher Education Policy and Practice. Her doctoral thesis, 'Planting the seeds of change and growing the fruits of transdisciplinary educational design' explored collaborations in the use of online technologies for teaching, research and assessment, and received the 2008 Chancellor's award for Outstanding PhD thesis. Across the span of her career, Meg has co/authored over 50 internationally refereed publications, including two books on assessment.
In 2013, Meg took up the position of Senior Editor of Research in Learning Technology, the UK-based journal of the Association for Learning Technology. She is a member of the editorial panel of the Journal of University Teaching and Learning Practice, and the Australasian Journal of Educational Technology.
Meg is Course Coordinator of the Graduate Certificate in Academic Practice and unit assessor for the capstone unit The Scholarship of Academic Practice.
Meg's research aims to bring together her diverse and extensive expertise through an exploration and facilitation of knowledge exchange. With an overall aim of strengthening the university community's digital literacies, and engagement with exemplary teaching and assessment practices, Meg's research builds on her doctoral research, her teaching/mentoring activities, and ongoing engagement in the scholarship of teaching and learning.
PO Box 157
Phone: (+61 2) 6620 3064
Fax: (+61 2) 6620 3426
Journal articles (10)
'Friday is my research day': chance, time and desire in the search for the teaching-research nexus in the life of a university teacher Journal of University Teaching & Learning Practice (2012)
This paper builds on some ideas recently presented by Boyd et al. (2010). In that paper, the focus was on the ways in which experienced academic staff articulate the teaching-research nexus. By presenting six short ...
From herb garden to wiki: responding to change in naturopathic education through scholarly reflection Journal of the Scholarship of Teaching and Learning (2012)
The study of naturopathy in Australia has undergone a number of significant changes that have impacted dramatically on scholarly and academic practice. Naturopathic education has shifted from apprenticeship style with a charismatic teacher, to several ...
Activating the teaching-research nexus in smaller universities: case studies highlighting diversity of practice Journal of University Teaching & Learning Practice (2010)
The teaching-research nexus (TRN) has become an important process in the modern University, providing both identity to university scholarship and a device for the integration of academics’ work. Over the last decade many reports have ...
Designing for user engagement: the ALTC Exchange for higher education International Journal on E-Learning (2010)
The Australasian Society for Computers in Learning in Tertiary Education (ascilite) has recently completed research to inform development of the ALTC Exchange, a new online service for learning and teaching in Australia. The research investigated ...
Sharing quality resources for teaching and learning: a peer review model for the ALTC Exchange in Australia Australasian Journal of Educational Technology (2009)
The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work ...
Interaction online: above and beyond requirements of assessment Australian Journal of Educational Technology (2001)
Today's literature is filled with new paradigms for learning, specifically in relation to the increasing adoption of computer mediated techniques for interactive learning. In many cases, learning may now be enhanced through the experience of ...
Why interact online if it's not assessed? Academic Exchange Quarterly (2001)
This paper presents findings from a research project in a university social science course. It explores reasons for the emergence of informal peer-to-peer online learning interactivity. Given that the literature on assessment in higher education ...
The student assessment handbook : new directions in traditional and online assessment Centre for Teaching and Learning (2004)
"The Student Assessment Handbook looks at the effectiveness of traditional methods in the present day and provides guidelines on how these methods may be developed to suit contemporary learning outcomes and teaching practices. It is ...
Book chapters (12)
Hallmarks of excellence in online assessment Enhancing teaching and learning through assessment, experience from the project (2008)
"This book arose out of papers given at the UGC-funded First International Conference 'Enhancing Teaching and Learning through Assessment', held at the Hong Kong Polytechnic University in June, 2005"--Foreword. "The contributions ... are from ...