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PhD (Queensland University of Technology), GradDipInfoTech (Queensland University of Technology), BEdSt (University of Queensland), DipT (Brisbane College of Adv. Ed.)
Andrew Gibson is an information scientist specialising in reflexive cognition and expression. He is a Lecturer in Information Science, School of Information Systems, Queensland University of Technology (QUT), Brisbane, Australia.
Andrew’s research includes theoretical inquiry into the value of reflexive thinking for learning, as well as applied socio-technical investigations into how people express reflexivity. Much of this work has been developed within the transdisciplinary field of learning analytics. Andrew’s research outputs have included conceptualisation of a specialised mode of reasoning, Transepistemic Abduction, computational models relating reflective writing to reflection and metacognition, and open source reflective writing analytics software including the GoingOK.org project.
Andrew teaches post-graduate and undergraduate classes in data analytics, and advises postgraduate research students in the areas of learning analytics, information interaction, reflective practice, professional learning, and cognitive science.
Andrew brings diverse industry experience to his academic work. Originally a secondary school music teacher, specialising in music technology, he has also held positions in IT management , creative production management, and small technology startups.
Andrew holds a PhD in Information Science, a Bachelor degree in Educational Studies, Postgraduate diploma in Information Technology, and Diploma in Teaching.
Additional information
Further details of Andrew's industry experience can be found on his linkedIn page: www.linkedin.com/in/andrewresearch
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2017
- Details
- Lead Author, Best Full Paper Winner at Learning Analytics and Knowledge Conference, Vancouver 2017 (LAK17) for "Reflective Writing Analytics for Actionable Feedback"
- Gibson, A. & Willis, J. (2020). Ethical challenges and guiding principles in facilitating personal digital reflection. In C. Burr & L. Floridi (Eds.), Ethics of Digital Well-Being: A Multidisciplinary Perspective (pp. 151–173). Springer. https://eprints.qut.edu.au/203687
- Gibson, A., Aitken, A., Sandor, A., Buckingham Shum, S., Tsingos-Lucas, C. & Knight, S. (2017). Reflective writing analytics for actionable feedback. Proceedings of the Seventh International Learning Analytics and Knowledge Conference, 153–162. https://eprints.qut.edu.au/115374
- Gibson, A. & Bruza, P. (2021). Transepistemic abduction: reasoning across epistemic domains. Logic Journal of the IGPL, 29(4). https://eprints.qut.edu.au/157338
- Kitto, K., Shum, S. & Gibson, A. (2018). Embracing imperfection in learning analytics. LAK'18: Proceedings of the 8th International Conference on Learning Analytics and Knowledge, 451–460.
- Gibson, A. & Lang, C. (2018). The pragmatic maxim as learning analytics research method. Proceedings of the 8th International Conference on Learning Analytics and Knowledge, 461–465. https://eprints.qut.edu.au/118262
- Willis, J. & Gibson, A. (2020). The emotional work of being an assessor: A reflective writing analytics inquiry into digital self-assessment. In J. Fox, C. Alexander & T. Aspland (Eds.), Teacher Education in Globalised Times: Local Responses in Action (pp. 93–113). Springer. https://eprints.qut.edu.au/200815
- Knight, S., Gibson, A. & Shibani, A. (2020). Implementing Learning Analytics for Learning Impact: Taking Tools to Task. Internet and Higher Education, 45.
- Gibson, A. & Martinez-Maldonado, R. (2017). That dashboard looks nice, but what does it mean?: towards making meaning explicit in learning analytics design. Proceedings of the 29th Australian Computer-Human Interaction Conference (OzCHI 2017), 528–532. https://eprints.qut.edu.au/115395
- Gibson, A., Kitto, K. & Bruza, P. (2016). Towards the discovery of learner metacognition from reflective writing. Journal of Learning Analytics, 3(2), 22–36. https://eprints.qut.edu.au/99618
- Fell, L., Gibson, A., Bruza, P. & Hoyte, P. (2020). Human Information Interaction and the Cognitive Predicting Theory of Trust. CHIIR '20: Proceedings of the 2020 Conference on Human Information Interaction and Retrieval, 145–152.
- Title
- Improving Outcomes through Accessible Assessment and Inclusive Practices
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- LP180100830
- Start year
- 2019
- Keywords
- Interactive Data Visualisation: Structure and Purpose of Design
PhD, Principal Supervisor
Other supervisors: Associate Professor Jill Willis, Professor David Lovell - Identifying and Supporting Curious Learners with Learning Analytics
PhD, Principal Supervisor
Other supervisors: Professor Peter Bruza - Trust, Holistic Processing and Incompatibility in Cognition
PhD, Associate Supervisor
Other supervisors: Professor Peter Bruza - Diverse experiences of assessment for learning pedagogies: student and teacher learning
PhD, Associate Supervisor
Other supervisors: Associate Professor Jill Willis - How do carer responsibilities impact women's higher education decision-making?
PhD, Associate Supervisor
Other supervisors: Associate Professor Jill Willis, Dr Melinda Laundon