Overview
Background
Dr Stephanie MacMahon is a Senior 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
2021
Other Outputs
School-research partnerships – the Coolum Retrieval Practice Project
MacMahon, Stephanie, Samson, Jeanette, Proctor, Terry, Ascott, Troy, Leggett, Jack and Carroll, Annemaree (2021, 06 02). School-research partnerships – the Coolum Retrieval Practice Project Teacher
2021
Other Outputs
The Science of Blended Learning – a research-practice partnership
MacMahon, Stephanie, Harris, Rebecca A., Gilliver, Michael, Leggett, Jack and Carroll, Annemaree (2021, 05 20). The Science of Blended Learning – a research-practice partnership Teacher
2021
Other Outputs
An evidence-based approach to improving academic reading skills
MacMahon, Stephanie, Wallas, Amanda, Harrison, Noni, Harvey, Tom, Leggett, Jack and Carroll, Annemaree (2021, 05 12). An evidence-based approach to improving academic reading skills Teacher
2021
Other Outputs
Building a bridge between research and educational practice
MacMahon, Stephanie, Leggett, Jack and Carroll, Annemaree (2021, 04 28). Building a bridge between research and educational practice Teacher
2020
Book Chapter
Developing a model for the translation of science of learning research to the classroom
MacMahon, Stephanie, Nugent, Annita and Carroll, Annemaree (2020). Developing a model for the translation of science of learning research to the classroom. Learning under the lens. (pp. 202-219) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9780429027833-14
2020
Journal Article
Reflections on the Australian Research Council–Special Research Initiative Science of Learning Research Centre – the promise of a new narrative and evidence base for education
Carroll, Annemaree, Nugent, Annita, MacMahon, Stephanie and Hattie, John (2020). Reflections on the Australian Research Council–Special Research Initiative Science of Learning Research Centre – the promise of a new narrative and evidence base for education. ACCESS Contemporary Issues in Education, 40 (1), 34-40. doi: 10.46786/ac20.6232
2020
Journal Article
Human connection and learning: understanding and reflecting on the power of the social dimension for learning
MacMahon, Stephanie (2020). Human connection and learning: understanding and reflecting on the power of the social dimension for learning. ACCESS: Contemporary Issues in Education, 40 (1), 15-23. doi: 10.46786/ac20.9176
2020
Other Outputs
Improving students' writing through feedback
Vaughan, Tanya, Arri, Robyn, Felstead, Luke, Dingle, Elisa, MacMahon, Stephanie and Leggett, Jack (2020, 08 11). Improving students' writing through feedback Teacher
2020
Journal Article
Promoting individual and group regulation through social connection: strategies for remote learning
MacMahon, Stephanie, Leggett, Jack and Carroll, Annemaree (2020). Promoting individual and group regulation through social connection: strategies for remote learning. Information and Learning Sciences, 121 (5/6), 343-353. doi: 10.1108/ils-04-2020-0101
2020
Journal Article
Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments
MacMahon, Stephanie, Carroll, Annemaree and Gillies, Robyn M. (2020). Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments. Learning Environments Research, 23 (3), 379-393. doi: 10.1007/s10984-020-09312-3
2020
Book Chapter
Building a secure learning environment through social connectedness
Cunnington, Ross, MacMahon, Stephanie, Sherwell, Chase and Gillies, Robyn (2020). Building a secure learning environment through social connectedness. Building a secure learning environment through social connectedness. (pp. 112-124) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429027833-8
2018
Other Outputs
Capturing the “vibe” in the classroom: the role of social synchrony in developing connectedness
MacMahon, Stephanie (2018). Capturing the “vibe” in the classroom: the role of social synchrony in developing connectedness. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/uql.2018.837
2018
Other Outputs
Social Synchrony Matrix for teachers
MacMahon, Stephanie (2018). Social Synchrony Matrix for teachers. The University of Queensland. (Dataset) doi: 10.14264/uql.2018.657
2018
Book
Higher education learning framework: an evidence informed model for university learning
Nugent, Annita, Lodge, Jason, Carroll, Annemaree, Bagraith, Rupert, MacMahon, Stephanie, Matthews, Kelly E. and Sah, Pankaj (2018). Higher education learning framework: an evidence informed model for university learning. Brisbane, Australia: The University of Queensland. doi: 10.14264/348c85f
2017
Other Outputs
Research to practice – classroom educators engaging with researchers
MacMahon, Stephanie, Nugent, Annita and Carroll, Annemaree (2017, 12 01). Research to practice – classroom educators engaging with researchers Teacher
2016
Other Outputs
The role of synchrony in collaborative learning
Palghat, Kelsey, Wiseman, Paul and MacMahon, Stephanie (2016, 12 08). The role of synchrony in collaborative learning 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: 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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