Dr James Goulding
Lecturer
School of Education (Education)
- Email:james.goulding@newcastle.edu.au
- Phone:(02) 4055 0729
Career Summary
Biography
Dr. James Goulding researches the social practices surrounding technology use in educational settings, with a particular focus on online information literacy and micro credentials. The ultimate goal of James’ research is to support open, honest, and democratic deliberation online.
Publications and Research
James has a publication track record in leading Australian and international journals, including Higher Education, Research and Development (2024), Teaching and Teacher Education (2022), and the Journal of the Learning Sciences (2021). As an early career researcher, James has already attracted over $231K in competitive grant funding, and produced 4 peer reviewed journal articles, 2 scholarly book chapters, and 13 peer reviewed conference papers. James also has substantial project management experience, being a Chief Investigator, and later project lead, on a large ($186K) internationally funded innovative assessment scheme, the focus of which was to make feedback more accessible to students via digital credentialling.
Teaching Excellence
James received a highly competitive teaching award, the ‘Dean’s Citation for Excellence in Tutorial Teaching with Distinction’ (Usyd) for his work on supporting collaborative web-based assessment, and has also been admitted as an Associate Fellow in the Higher Education Academy for his work developing assessment approaches to support students from non-English speaking backgrounds at the University of Sydney. Following from this, a key function of James’ current role at the University of Newcastle is to provide academic and social support to students (many first-in-family and from academically disadvantaged backgrounds) as they transition into university.
Keywords: Online Information Literacy, Micro-Credentials, Sociocultural Theory
Qualifications
- Doctor of Philosophy, University of Sydney
Keywords
- Digital Literacies
- Educational Psychology
- Sociocultural Theory
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390409 | Learning sciences | 50 |
| 390115 | Work integrated learning (incl. internships) | 25 |
| 390107 | Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) | 25 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Lecturer | University of Newcastle School of Education Australia |
Teaching
| Code | Course | Role | Duration |
|---|---|---|---|
| EDUC1038 |
Foundations of Secondary Education The University of Newcastle |
Unit Coordinator | 1/1/2023 - 31/12/2024 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (2 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2021 | Goulding J, 'Approaches to Historical Learning', Teaching Secondary History, Cambridge University Press, Melbourne (2021) | ||
| 2019 | Goulding J, 'Using Websites to Develop Historical Thinking', Historical Thinking for History Teachers A New Approach to Engaging Students and Developing Historical Consciousness, Allen & Unwin, Sydney 231-244 (2019) |
Conference (3 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2024 |
Goulding J, Spray E, 'Supporting commencing students in ITE', Macquarie University, Australia (2024)
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| 2024 |
Spray E, Goulding J, 'Leveraging Dispositions towards Learning: A Data-Driven Intervention', Deakin University, Melbourne Australia (2024)
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| 2024 |
Rendoth T, Spray E, Goulding J, Birch R, 'Innovative approaches to engagement in Initial Teacher Education', Sydney, Australia (2024)
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Journal article (4 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2024 |
Goulding J, Sharp H, Twining P, 'Awarding digital badges: research from a first-year university course', Higher Education Research & Development, 43 640-656 (2024) [C1]
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Open Research Newcastle | |||||||||
| 2021 |
Goulding J, 'Historical thinking online: An analysis of expert and non-expert readings of historical websites', JOURNAL OF THE LEARNING SCIENCES, 30 204-239 (2021) [C1]
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| 2021 |
Simpson A, Day C, Goulding J, Asha J, 'Australian teachers' perceptions of effectiveness in a performative culture', TEACHING AND TEACHER EDUCATION, 109 (2021) [C1]
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| Show 1 more journal article | |||||||||||
Thesis / Dissertation (1 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2019 | Goulding J, Historical Thinking Online, The University of Sydney (2019) |
Grants and Funding
Summary
| Number of grants | 4 |
|---|---|
| Total funding | $427,611 |
Click on a grant title below to expand the full details for that specific grant.
20251 grants / $221,080
Fair, inclusive learning dashboards: Student, educator, industry and legal perspectives. $221,080
Funding body: Australian Centre for Student Equity and Success (ACSES)
| Funding body | Australian Centre for Student Equity and Success (ACSES) |
|---|---|
| Project Team | Associate Professor Erica Southgate, Doctor Mirella Atherton, Doctor James Goulding, Doctor Tess Rendoth, Doctor Erika Spray |
| Scheme | Large Grants Research Program |
| Role | Investigator |
| Funding Start | 2025 |
| Funding Finish | 2025 |
| GNo | G2401405 |
| Type Of Funding | C1500 - Aust Competitive - Commonwealth Other |
| Category | 1500 |
| UON | Y |
20242 grants / $23,576
Eye Tracking Wearable$13,576
Wearable Eye Tracking Technology
Eye tracking is a technology that monitors and records eye movements to shed light on visual attention and behaviour and make participant visual attention and gaze patterns open to analysis. Wearable eye trackers (eye tracking glasses) provide a comfortable, convenient and naturalistic method for capturing these data.
Eye tracking glasses can be significantly and meaningfully deployed within, and add value to, many existing School of Education projects (including all current EdTech Pillar projects), as well as creating capability for innovative new projects within the School of Education more broadly.
Adding Value to Existing SoE Projects
In terms of existing EdTech Pillar projects, eye tracking glasses have the potential to be deployed to capture and analyse participant visual attention, perception and cognition in the SimCave immersive environment, simSchool AI simulated classroom, and Sim Teach live simulation experience. In each case eye tracking glasses can add value to existing projects by enabling the capture of additional data – participant attention and perception in these virtual environments – that is not currently available for analysis.
Providing New Capabilities
Eye tracking glasses can also provide capability for new projects within the School of Education that are currently beyond our scope, including:
- the capture and analysis of visual attention, perception and cognition of teachers, pre-service teachers and university staff in front of live classrooms,
- the ability to analyse how students read and comprehend educational materials,
- the analysis of student gaze patterns in lessons, and when engaging with educational material, in order to determine where they struggle or lose focus,
- capturing the visual attention of individuals participating in sports (CALL) and,
- the analysis of participant visual attention with content presented on screens (including website evaluation).
The additional capabilities provided by eye tracking glasses can also broaden the scope and potential of existing and new HDR research.
Funding body: CAPEX, University of Newcastle
| Funding body | CAPEX, University of Newcastle |
|---|---|
| Project Team | James Goulding, Erica Southgate, Emma Shaw, Andrew Lyell, Katie Waters, Robertson Burgess, Erika Spray, Tess Rendoth, Natasha Kett, Heather Sharp, Sue Ledger, Dara Tafazoli, Marina Sindija, Greg Preston. |
| Scheme | CAPEX 2024 |
| Role | Lead |
| Funding Start | 2024 |
| Funding Finish | 2024 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
2024 Pilot Research Scheme – SOUTHGATE$10,000
Funding body: College of Human and Social Futures | University of Newcastle
| Funding body | College of Human and Social Futures | University of Newcastle |
|---|---|
| Project Team | Associate Professor Erica Southgate, Professor Susan Ledger, Dr Emma Shaw, Dr Robertson Burgess, Dr Katie Waters, Dr Erika Spray, Dr Natasha Kett, Ms Tess Rendoth, Dr James Goulding, Mr Andrew Lyell |
| Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
| Role | Investigator |
| Funding Start | 2024 |
| Funding Finish | 2024 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20221 grants / $182,955
Additional Routes to Success: Digital Badges (ARTS-DB)$182,955
Funding body: NCFE
| Funding body | NCFE |
|---|---|
| Project Team | Doctor James Goulding, Professor Peter Twining, Associate Professor Heather Sharp |
| Scheme | Assessment Innovation Fund |
| Role | Lead |
| Funding Start | 2022 |
| Funding Finish | 2022 |
| GNo | G2101122 |
| Type Of Funding | C3500 – International Not-for profit |
| Category | 3500 |
| UON | Y |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2024 | PhD | Fostering Empathy And Engagement Through Experiential Learning In The Form Of Interactive Holocaust Survivor Biographies | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2022 | PhD | Engaging Young Adult Audiences: An Investigation in Museum Education from an Instructional Perspective | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2020 | PhD | The Trends in Private Early Childhood Education Providers in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Dr James Goulding
Position
Lecturer
School of Education
College of Human and Social Futures
Focus area
Education
Connect with me
