Find Andrew Gibson on
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 researching the intersection of cognition, time, and personal wellbeing. He is a Senior Lecturer in Information Science within the School of Information Systems, Faculty of Science, Queensland University of Technology (QUT). His research investigates structures and processes of cognitive systems, and involves both conceptual and computational modelling. This work includes topics such as the nature of abduction, the significance of complexity and holism in cognitive systems, experience of flow and temporal distortion and the relationship to wellbeing and learning, and cognitive reflexivity for learning. Andrew’s work is influenced by the philosophy of classical pragmatism, and has been applied extensively within the transdisciplinary field of learning analytics. Andrew also explores alternative quantum-like models of extended cognitive systems, and their potential for computational modelling and data analytics in areas of human experience.
Andrew currently supervises higher degree research students, teaches postgraduate and undergraduate data analytics, and brings a diverse industry experience to his academic work. Prior to his academic career, Andrew worked in management roles in IT, education and creative production, entrepreneurial roles in small technology startups, and as secondary school music teacher specialising in music technology.
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"
- Willis, J. & Gibson, A. (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), 469–482. 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
- 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