Overview
Background
Dr Stephanie MacMahon is a Lecturer in the Science of Learning and in Arts Education, teaching in both the ITE and post-graduate programs in the School of Education at The University of Queensland, and is the program coordinator for the newly established Science of Learning Field of Study. She has over 20 years’ experience as a P-12 educator and school leader, and draws on this experience to support her students in understanding how research can be used meaningfully in educational practice. Her constructivist philosophy underpinning her teaching also informs her approach to research, with two key focus areas that involve learning with and from others: human connection and learning, and knowledge mobilisation (translation) of research into practice.
Stephanie is also the Program Director of the UQ Learning Lab: a group of multi-disciplinary researchers, educators, and industry partners who collaborate to transform learning, teaching and training in diverse school and post-school contexts through the science of learning. Her research within the UQ Learning Lab aims to better understand the barriers and enablers to effective knowledge mobilisation in real-world teaching, learning and training contexts. This insight is then used to work with industry partners to develop, implement and evaluate contextually relevant, actionable, scalable and sustainable solutions to industry-identified teaching, learning and training needs.
Stephanie collaborates widely with multi-disciplinary researchers on science of learning projects using a range of methodologies.
Availability
- Dr Stephanie Macmahon is:
- Available for supervision
Fields of research
Qualifications
- Bachelor, University of Sydney
- Masters (Research) of Music Education, University of Western Australia
- Doctor of Philosophy, The University of Queensland
Research interests
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Human Connectedness and Learning
My research interests fit broadly under the heading of ‘Human Connectedness and Learning’. I use a science of learning lens - often in collaboration with multi-disciplinary researchers from across neuroscience, education and psychology - to explore how individuals across the lifespan, in diverse learning and teaching contexts, and using different modalities, connect and learn with and from one another.
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Science of Learning
Learning is a highly complex process involving the integration of biological, cognitive, emotional, social, behavioural, cultural, and environmental processes. The science of learning uses a multi-disciplinary and inter-disciplinary approach to better understand how people learn individually and collectively, what the factors are that affect learning, and how we can use this understanding to inform the design of teaching and learning experiences, practices, resources and technologies. As Lecturer in the Science of Learning I am interested in the interconnected, embodied, individual and social processes involved in learning and teaching. In particular, my current research interests are in social synchrony and connection, the development of metacognition, emotional regulation and self- and social regulatory processes, the role of emotions in learning and teaching, and the development of positive learning environments.
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Knowledge Mobilisation
Knowing about research and the principles of the science of learning is valuable, but being able to mobilise this knowledge into real-world contexts – schools, higher education, vocational education and training, workplaces, industry – is essential if this research is to have a positive impact, and if it is to address authentic needs and priorities. My research into Knowledge Mobilisation has led the development of our Partner Schools Program, an evidence-informed approach to mobilising the science of learning into school contexts. In my role as Program Director of the UQ Learning Lab, I lead diverse projects that use a similar multi-disciplinary and inter-professional collaborative Knowledge Mobilisation process to better understand learning in diverse contexts including school, higher education, health education and the resources sectors.
Research impacts
I work directly with key stakeholders in education and industry, building their capability in the science of learning, and co-constructing evidence-informed solutions to real-world learning and teaching problems and priorities. This work therefore enables real-world, timely impact on industry-identified outcomes. The impact of this partnership work can be seen in a range of learner, teacher, and organisational outcomes such as improved achievement, engagement, wellbeing, self-regulation, motivation and sense of belonging. Importantly, this work is shared through multiple academic and industry forums to enable access by practitioners and industry leaders locally, nationally and internationally, including in Australian Council for Educational Researchers (ACER) Teacher magazine, and Times Higher Education: Campus Magazine THE: Campus. The impact of my work in education has been recognised with an Australian Council for Educational Leaders (ACEL) Leadership Award in 2022.
My work in mobilising the science of learning into educational and organisational practice has led to increased interest in this multi-disciplinary approach to understanding learning, and warranted the development of the post-graduate education Field of Study in the Science of Learning in the School of Education and The University of Queensland, of which I am the Program Coordinator. It also inspired the development of the first Shorter Form Credentials in the HASS Faculty, a suite of four self-paced, stackable, credit-bearing modules titled An Introduction to the Science of Learning in Practice.
My breadth and depth of knowledge in the science of learning coupled with my research interest in effective knowledge mobilisation is recognised in the national and international invitations I have received to present and to facilitate workshops. These invitations include keynotes and presentations for the European EMBRACE Higher Education Erasmus+ Project, ACEL National Conference 2020, Resources Training Council national conference 2022, QLD Mining Industry Health and Safety Conference 2022, and Principal Conferences.
Works
Search Professor Stephanie Macmahon’s works on UQ eSpace
2024
Journal Article
‘What Good Looks Like’: Building a Shared Understanding of Quality Training and Learning in the Mining Industry
MacMahon, Stephanie J., Corbett, Brooklyn, Hassall, Maureen, Carroll, Annemaree and De Boer, Rodo (2024). ‘What Good Looks Like’: Building a Shared Understanding of Quality Training and Learning in the Mining Industry. Vocations and Learning. doi: 10.1007/s12186-024-09353-2
2024
Journal Article
Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia
Oberg, Glenys, Macmahon, Stephanie and Carroll, Annemaree (2024). Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia. The Australian Educational Researcher, 1-25. doi: 10.1007/s13384-024-00755-8
2024
Journal Article
Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies
Stahl, Garth, Oberg, Glenys, Fairbairn, Kirsten, McLay, Kate, Noble, Christy, Sale, Martin, Mandrusiak, Allison, MacMahon, Stephanie, Findlay, Wendy and Zafar, Sobia (2024). Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies. Reflective Practice, 1-22. doi: 10.1080/14623943.2024.2372882
2024
Other Outputs
Adolescent Spontaneous Task Strategy Adjustment
Chidley, Kali, Matthews, Natasha, Dux, Paul, Fox, Amaya, Carroll, Annemaree and Macmahon, Stephanie (2024). Adolescent Spontaneous Task Strategy Adjustment. The University of Queensland. (Dataset) doi: 10.48610/5a5f23a
2023
Book Chapter
Interdisciplinary and interprofessional partnerships: mobilizing the science of learning to impact real-world practice – the Australian experience
MacMahon, Stephanie and Carroll, Annemaree (2023). Interdisciplinary and interprofessional partnerships: mobilizing the science of learning to impact real-world practice – the Australian experience. International handbook on education development in the Asia-Pacific. (pp. 2569-2587) edited by Wing On Lee, Phillip Brown, A. Lin Goodwin and Andy Green. Singapore, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-19-6887-7_124
2023
Journal Article
A qualitative exploration of expert perspectives on applying the science of learning to higher education
Nugent, Annita, Carroll, Annemaree, Lodge, Jason M., Matthews, Kelly E., MacMahon, Stephanie and Sah, Pankaj (2023). A qualitative exploration of expert perspectives on applying the science of learning to higher education. Frontiers in Education, 8 1233651, 1-10. doi: 10.3389/feduc.2023.1233651
2023
Journal Article
Compassion fatigue and secondary traumatic stress in teachers: how they contribute to burnout and how they are related to trauma-awareness
Oberg, Glenys, Carroll, Annemaree and Macmahon, Stephanie (2023). Compassion fatigue and secondary traumatic stress in teachers: how they contribute to burnout and how they are related to trauma-awareness. Frontiers in Education, 8 1128618, 1-10. doi: 10.3389/feduc.2023.1128618
2022
Book Chapter
Interdisciplinary and interprofessional partnerships: mobilizing the science of learning to impact real-world practice. The Australian experience
MacMahon, Stephanie and Carroll, Annemaree (2022). Interdisciplinary and interprofessional partnerships: mobilizing the science of learning to impact real-world practice. The Australian experience. International Handbook on Education Development in Asia-Pacific. (pp. 1-19) edited by Wing On Lee, Phillip Brown, A. Lin Goodwin and Andy Green. Singapore, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-16-2327-1_124-1
2022
Other Outputs
Learning can be an emotional roller coaster: how can we help our students (and ourselves) enjoy the ride?
MacMahon, Stephanie, Osika, Alexandra and Carroll, Annemaree (2022, 07 05). Learning can be an emotional roller coaster: how can we help our students (and ourselves) enjoy the ride? THE Campus
2022
Other Outputs
Deep and meaningful learning: taking learning to the next level
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 04 05). Deep and meaningful learning: taking learning to the next level THE Campus
2022
Other Outputs
Learning challenge and difficulty: calm seas do not make skilful sailors
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 31). Learning challenge and difficulty: calm seas do not make skilful sailors THE Campus
2022
Other Outputs
Learning to learn and higher-order thinking: it’s not just what to learn but how to learn
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 30). Learning to learn and higher-order thinking: it’s not just what to learn but how to learn THE Campus
2022
Other Outputs
Interactive learning: more than teamwork makes the dream work
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 29). Interactive learning: more than teamwork makes the dream work THE Campus
2022
Other Outputs
Emotions and learning: what role do emotions play in how and why students learn?
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 18). Emotions and learning: what role do emotions play in how and why students learn? THE Campus
2022
Other Outputs
Contextual learning: linking learning to the real world
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 04). Contextual learning: linking learning to the real world THE Campus
2022
Other Outputs
Learning as becoming: what do students become as a result of their higher education experience?
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 02). Learning as becoming: what do students become as a result of their higher education experience? THE Campus
2022
Journal Article
Learning how to learn—Implementing self‐regulated learning evidence into practice in higher education: Illustrations from diverse disciplines
MacMahon, Stephanie J., Carroll, Annemaree, Osika, Alexandra and Howell, Angelique (2022). Learning how to learn—Implementing self‐regulated learning evidence into practice in higher education: Illustrations from diverse disciplines. Review of Education, 10 (1) e3339. doi: 10.1002/rev3.3339
2022
Journal Article
The impact of a preparatory science of learning intervention in secondary schools contexts in Australia
Byers, Terry, Leighton, Vicky, Leggett, Jack, Krzensk, Alex, Adamson, Rebecca, Pollock, Christopher and MacMahon, Stephanie (2022). The impact of a preparatory science of learning intervention in secondary schools contexts in Australia. Review of Education, 10 (1) e3340. doi: 10.1002/rev3.3340
2022
Journal Article
Partnering to learn: a collaborative approach to research translation for educators and researchers
MacMahon, Stephanie, Leggett, Jack and Carroll, Annemaree (2022). Partnering to learn: a collaborative approach to research translation for educators and researchers. Mind, Brain, and Education, 16 (2), 79-88. doi: 10.1111/mbe.12317
2021
Other Outputs
Research to practice – developing a Learner’s Toolkit
Sach, James, James, Tim, McLeod, Brooke, MacMachon, Stephanie, Leggett, Jack and Carroll, Annemaree (2021, 09 20). Research to practice – developing a Learner’s Toolkit Teacher
Funding
Current funding
Past funding
Supervision
Availability
- Dr Stephanie Macmahon is:
- Available for supervision
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Supervision history
Current supervision
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Doctor Philosophy
The diagnostic assessment of critical thinking to inform teaching design
Principal Advisor
Other advisors: Associate Professor Kay Colthorpe
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Doctor Philosophy
Promoting Learners Autonomy through feedback provision
Principal Advisor
Other advisors: Dr Simone Smala
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Doctor Philosophy
The Development of Meta-Cognition in Adolescence
Associate Advisor
Other advisors: Professor Annemaree Carroll, Professor Paul Dux, Dr Natasha Matthews
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Doctor Philosophy
Personalising the First Year Experience: Using co-regulation pedagogical strategies to enhance student sense of autonomy, competence and connectedness
Associate Advisor
Other advisors: Associate Professor Jason Lodge
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Doctor Philosophy
Understanding Trauma- An exploration into beginning teachers and their perceptions of preparedness in working with children living with complex trauma
Associate Advisor
Other advisors: Professor Annemaree Carroll
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Doctor Philosophy
A Mixed Method Analysis of Performance Psychology in Percussion Pedagogy within Secondary Instrumental Music Education
Associate Advisor
Other advisors: Dr Mary Broughton, Associate Professor Julie Ballantyne
Completed supervision
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2023
Doctor Philosophy
Can Teacher Spatial Practices and Cognitions be Conceptualised to Realise the Impact of the Built Environment on Teachers¿ Professional Activities?
Associate Advisor
Other advisors: Professor Annemaree Carroll
Media
Enquiries
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