Being diagnosed with autism spectrum disorder as a child hasn’t hindered computer engineer Roberto Moreno from reaching his goals. ASD, a neurodevelopmental disorder, impacts how a person behaves, learns, perceives the world, and socializes with others. Moreno, an IEEE member, is a technical leader for AgenciaSur, a Chilean company that develops tools to help businesses digitize their operations. He manages six employees at the Santiago location.

Although Moreno didn’t have a mentor, he says, many people throughout his life assisted him, whether it was with schoolwork or navigating social situations. They also helped him with the mental health issues the struggles prompted.

“The people who made an impact on me,” he says, “helped me fight for the vision I had for my life so as to not fall into the depths of depression and anxiety.”

Roberto Moreno

Employer

AgenciaSur, in Santiago, Chile

Title

Technical leader

Member grade

Member

Alma mater

Universidad Andrés Bello in Santiago

He says that’s why he wants to build a support system for neurodivergent engineers and students, especially those living in South America. The term neurodivergent is used to describe people whose brains process information atypically, including those with ASD, attention-deficit/hyperactivity disorder, and dyslexia. There is a stigma surrounding such conditions in many countries, Moreno says, leading to discrimination at school, work, and professional organizations.

Moreno helps engineering students and young professionals learn how to overcome challenges so they don’t leave the profession. He participates in mentorship programs including the one on IEEE Collabratec, sharing his experiences and helping his mentees navigate challenging situations.

Facing his biggest challenges

Moreno’s success didn’t come easily. Growing up, he faced quite a few challenges including learning how to read, write, and speak English. Moreno is extremely literal and finds it hard to understand sarcasm, as is common among people with ASD.

That made learning a new language more challenging.

In Spanish, he notes, “the graphemes and phonemes differ greatly from Germanic ones.” Graphemes are individual letters or groups of letters that represent speech sounds. Phonemes are the speech sounds that make up words. The difference in graphemes and phonemes makes it difficult to quickly make the connection between words and their meaning in Germanic languages, Moreno says.

He also struggles with the “go with the flow” attitude. He prefers to follow the rules and social norms at all times.

“This caused people to treat me differently,” he says.

When Moreno didn’t know or recognize what was causing his discomfort, it would drain him emotionally, he says. But if he never tried to understand the causes, he says, he wouldn’t have achieved his goals.

“Experiencing things that are out of my comfort zone has led to a lot of personal growth,” he says. “For example, if I had been influenced by people who discriminated against me, I would not feel comfortable being interviewed by The Institute.”

Tips for staying organized and mentally healthy

Having difficulty with being organized is common in people with autism, Moreno says.

Students especially find it difficult to manage their time. Moreno suggests they use programs such as Kanban and Pomofocus to create to-do lists and track the status of their homework and other projects.

Making time for oneself—to play a video game, say, or exercise—is necessary, he says. It’s especially important for students who are easily overwhelmed by their environment, such as bright lights in a classroom, a room that’s too hot or cold, or a place with many loud noises. Setting aside time for hobbies also can help prevent meltdowns, which are common for people with ASD when their nervous system is overloaded.

Recognizing employees’ needs

It’s important for employers to understand that some neurodivergent employees can become intensely focused on activities, causing them to lose track of time and their surroundings, Moreno says. He suggests that managers split large projects into multiple tasks. So-called atomic tasks can make an assignment more manageable and less overwhelming. The method also allows employees to better manage their time.

Managers should also accommodate their employees’ needs, Moreno says.

“For example, one of my team members was having personal difficulties, and because of this he often completed his tasks late at night,” he says. “When assigning him a project, I needed to take this into consideration and estimate how long it would take him to complete it so as to not cause him more stress.”

How IEEE can support neurodivergent members

Being part of IEEE’s technical communities has been invaluable to Moreno’s professional success, he says. As an IEEE Computer Society member, he learned how to be more positive, see the humor in difficult situations, and not be as emotionally affected.

“I have learned a lot from more experienced technical professionals,” he says, “and I continue to grow as an engineer.”

There are ways IEEE can better support neurodivergent members, he says, including creating programs in collaboration with neurodivergent people. For example, he says, IEEE Women in Engineering could expand its Student-Teacher and Research Engineer/Scientist (STAR) program, which connects preuniversity girls with an engineer or scientist to encourage them to pursue a STEM career. The initiative, he says, could add a category specifically for neurodivergent students, enabling them to be mentored by a neurodivergent engineer or scientist.

Moreno suggests that IEEE streamline its proposal process for new projects, including keeping a record of what proposals were accepted or rejected and why. The feedback would help IEEE volunteers replicate successful proposals when writing their own, he says.

IEEE also could update the wording of its bylaws to prevent arbitrary interpretations. Neurodivergent people are likely to miss linguistic subtleties, sarcasm, and irony, he notes. They need regulations to be clear and direct so they can better comply with the rules and use the appropriate terms with other members. The wording in the IEEE Code of Ethics, he says, is a good example of a document that avoids arbitrary discriminatory language.

The benefits of an IEEE membership

The most important member benefit is the networking opportunities, Moreno says. “Without IEEE I would not have been able to meet and work with talented engineers and members such as Tania Quiel, Fernando Boucher, Nita Patel, and others,” he says.

Another benefit is the leadership training he received from participating in the IEEE Volunteer Leadership Training Program. The IEEE Member and Geographic Activities program provides members with resources and an overview of the organization, including its culture and mission.

“VoLT strengthened my soft skills and encouraged me to continue to work towards achieving my professional goals,” he says.

Tim Fawns is Associate Professor (Education-Focused) in the Monash Education Academy, part of Learning and Teaching within the Portfolio of the Deputy Vice Chancellor Education. His role involves contributing to the development of initiatives and resources that help educators across Monash to improve their knowledge and practice, and to be recognised for that improvement and effort. Tim’s research interests are at the intersection between digital, professional and higher education, with a particular focus on the relationship between technology and educational practice.

 

Publications

Journal articles

• Fawns, T., &  Schuwirth, L. (2023). Rethinking the value proposition of assessment at a time of rapid development in generative artificial intelligence. Medical Education. https://doi.org/10.1111/medu.15259.
• Fawns, T., Ross, J., Carbonel, H., Noteboom, J., Finnegan-Dehn, S., & Raver, M. (2023). Mapping and tracing the postdigital: Approaches and parameters of postdigital research. Postdigital Science and Education. https://doi.org/10.1007/s42438-023-00391-y.
• Markauskaite, L., Carvalho, L. & Fawns, T. (2023). The role of teachers in a sustainable university: from digital competencies to postdigital capabilities. Educational Technology Research and Development, 71, 181–198. https://doi.org/10.1007/s11423-023-10199-z.
• Fawns, T. (2023). Cued recall : Using photo-elicitation to examine the distributed processes of remembering with photographs. Memory Studies, 16(2), 264–279. https://doi.org/10.1177/1750698021107.
• Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education, 4(3), 711–728. https://doi.org/10.1007/s42438-022-00302-7.
• Fawns, T. (2022). Remembering in the wild : recontextualising and reconciling studies of media and memory. Memory, Mind & Media, 1, E11. https://doi.org/10.1017/mem.2022.5.
• Aitken, G., Fawns, T., Warran, K., & Jones, D. (2022). Making space to learn about teaching: expanding teaching horizons through postgraduate education. Advances in Health Sciences Education, 28, 327–344. https://doi.org/10.1007/s10459-022-10144-4.
• Fawns, T., & Schaepkens, S. (2022). A Matter of Trust: Online Proctored Exams and the Integration of Technologies of Assessment in Medical Education. Teaching and Learning in Medicine, 34(4), 444-453. https://doi.org/10.1080/10401334.2022.2048832.
• Fawns, T., Mulherin, T., Hounsell, D., & Aitken, G. (2021). Seamful learning and professional education. Studies in Continuing Education, 43(3), 360-376
  https://www.tandfonline.com/doi/full/10.1080/0158037X.2021.1920383
• Fawns, T., Aitken, G., Jones, D., & Gravett, K. (2021). Beyond Technology in Online Postgraduate Education. Postdigital Science and Education, 4, 557–572. https://doi.org/10.1007/s42438-021-00277-x
• Fawns, T., Aitken, G. & Jones, D. (2021). Ecological teaching evaluation vs the datafication of quality: Understanding education with, and around, data. Postdigital Science and Education, 3, 65–82.
• Gulasaryan, A., Aitken, G., Fawns, T., Jones, D., Napier, J., & Walker, K. (2021). How can inhabited institutionalism inform the analysis of medical education? Medical Education. https://doi.org/10.1111/medu.14587.
• Hennus, M. P., Nusmeier, A., van Heesch, G. G. M., Riedijk, M. A., Schoenmaker, N. J., Soeteman, M., Wildschut, E. D., Fawns, T., & Cate, O. Ten. (2021). Development of entrustable professional activities for paediatric intensive care fellows: A national modified Delphi study. PLoS ONE, 16(3 March), 1–19. https://doi.org/10.1371/journal.pone.0248565.
• Aitken, G., Smith, K., Fawns, T., Jones, D. (2020). Participatory alignment: a positive relationship between educators and students during online masters dissertation supervision. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1744129.
• Fawns, T., Jones, D., & Aitken, G. (2020). Challenging assumptions about “moving online” in response to covid-19 , and some practical advice. MedEdPublish, 9(1), 83. https://doi.org/10.15694/mep.2020.000083.1.
• Jones, D., Fawns, T., & Aitken, G. (2020). Using a theoretical framework to develop postgraduate health professions education research and practice. MedEdPublish, 9(1): 78. https://doi.org/10.15694/mep.2020.000078.1.
• Fawns, T., Aitken, G. & Jones, D. (2019). Online learning as embodied, socially meaningful experience. Postdigital Science and Education. https://doi.org/10.1007/s42438-019-00048-9.
• Fawns, T. (2019). Postdigital education in design and practice.  Postdigital Science and Education, 1: 132–145. https://doi.org/10.1007/s42438-018-0021-8
• Fawns, T. (2019). Blended memory: A framework for understanding distributed autobiographical remembering with photography. Memory Studies.https://doi.org/10.1177/1750698019829891.  
• Aitken, G., Jones, D., Fawns, T. et al. (2019). Using Bourdieu to explore graduate attributes in two online Master’s programmes. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-019-09885-6.
• Fawns, T. & O’Shea, C. (2019). Evaluative judgement of working practices: Reconfiguring assessment to support student adaptability and agency across complex settings. Italian Journal of Educational Technology. 27 (1)
• Moeller, J. J. & Fawns, T. (2018). IInsights into teaching a complex skill: Threshold concepts and troublesome knowledge in electroencephalography (EEG). Medical Teacher,40(4), 387–394. https://doi.org/10.1080/0142159X.2017.1408902.
• Fawns, T., Bayne, S., Ross, J., Nicol, S., Quayle, E., Macleod, H. & Howie, K. (2015). Socially reconstructing history: The Social History Timestream application. Continuum, 29(4), pp. 522-533. https://doi.org/10.1080/10304312.2015.1051802.
• Fawns, T. (2015). Lessons from personal photography: the digital disruption of selectivity and reflection. Techtrends59, pp. 50-55. https://doi.org/10.1007/s11528-014-0820-z.
• Fawns, T. (2014). Photography and the disruption of memory and meaning. Ubiquity 3(1-2), pp. 3-14. https://doi.org/10.1386/ubiq.3.1-2.3_1
• O’Shea, C. & Fawns, T. (2014). Group connoisseurship: creating shared understandings of quality in online collaborative assessments. Brookes eJournal of Learning and Teaching, 6(2). 
• McKenzie, K., Cossar, J., Fawns, T. & Murray, A. L. (2012). Reconciling the professional and student identities of Clinical Psychology Trainees. Advances in Health Sciences Education, 18, pp. 745-754. https://doi.org/10.1007/s10459-012-9412-x
• McKenzie, K. & Fawns, T. (2011). Social networking, identity and professionalism in clinical psychology. Clinical Psychology Forum.
• Fawns, T. McKenzie, K. (2010). Using e-portfolios to enhance students’ learning. Nursing Times, 106. 
• Fawns, T. & McKenzie, K. (2009). Facilitating online discussion, tutoring and moderating skills in clinical psychology lecturers. Clinical Psychology Forum.

Edited books

• Fawns, T., Aitken, G., Jones, D. (Eds.) (2021). Online Postgraduate Education in a Postdigital World.: Beyond Technology. Cham: Springer.
• Fawns, T.(Ed.). (2013). Memory and Meaning: Digital Differences. Oxford: Inter-Disciplinary Press.

Book chapters

• Fawns, T., & Nieminem, J. (2023). The only way is ethics: A dialogue of assessment and social good. In L. Czerniewicz & C. Cronin (Eds.), Higher Education for Good: Teaching and Learning Futures (pp. 533-553). Open Book Publishers.
• Fawns, T., Aitken, G., Maheswaran, Y., & Yasotharan, K. (2023). Expanding the Pedagogical Space: Co-design and Participation in an Online Postgraduate Course. In A. Weich & F. Macgilchrist (Eds.), Postdigital Participation in Education (pp. 125–147). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-38052-5_7
• Fawns, T., Markauskaite, L., Carvalho, L., & Goodyear, P. (2022). H2m pedagogy: Designing for hybrid learning in medical education. In E. Gil, Y. Mor, Y. Dimitriadis, & C. Köppe (Eds.), Hybrid Learning Spaces. Berlin: Springer.
• Fawns, T., Aitken, G., and Jones, D. (2021). Introduction: A Postdigital Position on Online Postgraduate Education. In T. Fawns, G. Aitken, & D. Jones (Eds.), Online Postgraduate Education in a Postdigital World: Beyond Technology (pp. xv-xxvi). Cham: Springer.
• Fawns, T., Aitken, G., and Jones, D. (2021). A Little More Conversation, A Little Less Factionalisation: Thoughts for The Postdigital Future of Online Postgraduate Education. In T. Fawns, G. Aitken, & D. Jones (Eds.), Online Postgraduate Education in a Postdigital World: Beyond Technology (pp. 217–232). Cham: Springer. https://doi.org/10.1007/978-3-030-77673-2_12.
• Fawns, T., and Sinclair, C. (2021). Towards Ecological Evaluation of Online Courses: Aiming for Thick Description. In T. Fawns, G. Aitken, & D. Jones (Eds.), Online Postgraduate Education in a Postdigital World: Beyond Technology (pp. 85–104). Cham: Springer. https://doi.org/10.1007/978-3-030-77673-2_5.
• Fawns, T., Gallagher, M., and Bayne, S. (2021d). Institutional Contexts in Supporting Quality Online Postgraduate Education: Lessons Learned from Two Initiatives at The University of Edinburgh. In T. Fawns, G. Aitken, & D. Jones (Eds.), Online Postgraduate Education in a Postdigital World: Beyond Technology (pp. 197–216). Cham: Springer. https://doi.org/10.1007/978-3-030-77673-2_11.
• Fawns, T. (2020). The photo-elicitation interview as a multimodal site for reflexivity. In Visual Methods in Psychology (Second Edition), pp. 487–501. Reavey, P. (Ed.). Routledge.
• O’Shea, C. and Fawns, T. (2014). Disruptions and Dialogues: Supporting Collaborative Connoisseurship in Digital Environments. In Advances and Innovations in University Assessment and Feedback: A Festschrift in Honour of Professor Dai Hounsell. Kreber, C., Anderson, C., Entwistle, N. & McArthur, J. (Eds.). EdinburghUniversity Press, pp. 259-273.
• Fawns, T. (2013). Blended Memory: the Changing Balance of Technologically-mediated Semantic and Episodic Memory. In Memory and Meaning: Digital Differences. Fawns (Ed.) Inter-Disciplinary Press, pp. 75-98.
• Fawns, T. (2013). Introduction: Finding Digital Memory. In Memory and Meaning: Digital Differences. Fawns (Ed.) Inter-Disciplinary Press.

eBook chapters

• Fawns, T., Macleod, H., and Quayle, E. (2012). Social and technological influences on engagement with personal memory objects: a media roles perspective. Remembering Digitally. Inter-Disciplinary Press. Available at http://www.interdisciplinarypress.net/online-store/ebooks/digital-humanities/remembering-digitally
• Fawns, T. (2012). Blended Memory: the Changing Balance of Technologically-mediated Semantic and Episodic Memory. Navigating Landscapes of Mediated Memory. Inter-Disciplinary Press. Available at: http://www.interdisciplinarypress.net/online-store/ebooks/digital-humanities/navigating-landscapes-of-mediated-memory

Conference proceedings

• Fawns, T. & O’Shea, C. (2018). Distributed Learning and Isolated Testing: Tensions in Traditional Assessment Practices. Proceedings of the 11th International Conference on Networked Learning 2018. Bajić, M., Dohn, N. B., de Laat, M., Jandrić, P. & Ryberg, T. (eds.). pp. 132-139.
• O’Shea, C. and Fawns, T. (2014).A new conceptual frame for group work: group connoisseurship. The Open and Flexible Higher Education Conference. EADTU, Krakow, Poland. 23-24 October, 2014. pp.287-304.

Filia Garivaldis is a behavioural scientist and a Senior Lecturer at the Monash Sustainable Development Institute (MSDI). Her work is focused on assisting expert educators apply behavioural insights into their education programs, to improve a range of teaching and learning outcomes, in online as well as face to face modalities.

Since joining MSDI in 2019, Filia has been leading the development of new behaviour change education programs with BehaviourWorks Australia since 2019, applying her online education expertise to create impactful and engaging opportunities for teaching and learning. Programs include one of the University’s first micro-credential programs, “Applying Behavioural Science to Create Change”, nominated multiple times for a Vice-Chancellor’s Award for Industry and Community Education Programs, a series of behaviour change skills courses, and a MOOC in collaboration with the United Nation’s SDG Academy.

The innovations in teaching and learning that she has introduced have been replicated across multiple other programs offered by MSDI, such as the Institute’s Sustainable Healthcare Micro-credential, and have led to education collaborations with other Institutes and Faculties, such as the Monash University Accident Research Centre and the Faculty of Medicine, Nursing and Health Sciences.

Filia has been involved in funded projects over the years, dedicated to advancing education in the online mode. Specifically, she lead an Inter-Faculty Transformation Project funded by the Monash Education Academy, to create Monash’s first university-wide orientation resource for all online students of the university (2019), has received a Dean’s Award for Technological Innovation in Learning and Teaching for the development of the Psychology Research Portal (2019), and shortlisted twice for a Business in Higher Education Round Table (BHERT) award for Outstanding Collaboration in Higher Education and Training, and specifically for Expanding and Improving 4th Year Psychology Education in Australia (2018 & 2019).

She has published widely in this area in leading peer-review journals and books. In 2022 she led the publication of a Special Issue on online education for the Australasian Journal of Educational Technology, with an international team of experts from the United States and the United Kingdom. Filia is also a co-editor on a joint Monash University-King’s College London textbook, titled “Tertiary Online Teaching and Learning: TOTAL Digital Education Perspectives and Resources”, published internationally by Springer–Verlag in 2020.

Books:

McKenzie, S. M., Garivaldis, F. J., & Dyer, K. (2020). Tertiary online teaching and learning: Total perspectives and resources for digital education. Singapore: Springer Nature.

Peer-review Journal Papers:

Garivaldis, F. J., McKenzie, S., Henriksen, D., & Studente, S. (2022). Special Issue Editorial: Achieving Lasting Education in the New Digital Learning World. Australasian Journal of Educational Technology, 38 (4). https://doi.org/10.14742/ajet.8331

Garivaldis, F.J., Chung, J., Braganza, L., Arulkadacham, L., Sharma, R., Reupert, A., McKenzie, S., Rose, G., Gupta, T., Aziz, Z., Mowbray, T., Ilic, D., & Mundy, M. (2022). Out of sight, but not out of mind: A case study in the collaborative development of a university-wide orientation resource for online students. Educational Technology, Research, and Development, 70 (2), 531-558. https://doi.org/10.1007/s11423-022-10090-3

Arulkadacham, L., McKenzie, S., Aziz, Z., Chung, J., Dyer, K., Hold, C., Garivaldis, F., Mundy, M. (2021). General and unique predictors of student success in online courses: A systematic review and focus group. Journal of University Teaching & Learning Practice, 18 (8). https://doi.org/10.53761/1.18.8.7

Schweinsberg, A., Mundy, M. E., Dyer, K. R., & Garivaldis, F. (2021). Psychology education and work readiness integration: A call for research in Australia. Frontiers in Psychology, 12 (Article 623353). https://doi.org/10.3389/fpsyg.2021.623353

Studente, S., Ellis, S. & Garivaldis, F. (2020). Exploring the potential of chatbots in higher education: a preliminary study. International Journal of Educational and Pedagogical Sciences 14, 9, 768 – 771.

Studente, S. & Seppala, N, & Garivaldis, F. J. (2019). Re-addressing the redundancy effect: A cognitive strategy for e-learning design, Journal of Psychological Research, 1 (2), 1-7.

Rodafinos, A., Garivaldis, F., & McKenzie, S. (2018). A fully online research portal for research students and researchers, Journal of Information Technology Education: Innovations in Practice, 17, 163-178. https://doi.org/10.28945/4097

Roddy, C., Amiet, D., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garivaldis, F., & Mundy, M. (2017). Applying best practice online learning, teaching and support to intensive online environments: An integrative review. Frontiers in Education.

McKenzie, S.P., Garivaldis, F. J., Kaissidis, A., & Mundy, M. (2016). Developing a transferable research portal – creating an on campus equivalent fully online research course component. EDULEARN16 Proceedings, pp. 877-882.

Studente, S., Garivaldis, F. & Seppala, N. (2016). Designing Multimedia Materials for Non- Native English Speaking Students: Challenging Visual-Verbal Classifications. Proceedings of the European Conference on Technology in the Classroom. Brighton

Galanakis, M., Moraitou, M., Stalikas, A., & Garivaldis, F. J. (2011). The relation of positive emotions on post-partum depression. Europe’s Journal of Psychology, 6 (1), 112-142.

Moraitou, M., Galanakis, M., Lamai, E., Garivaldis, F. J., & Kalogianni, V. (2010). Post-partum depression in Cypriot new mothers, International Journal of Caring Sciences, 3 (2), 63-70.

Galanakis, M., Moraitou, M., Garivaldis, F.J., Stalikas, A. (2009). Factorial structure and psychometric properties of the Maslach Burnout Inventory (MBI) in Greek midwives. Europe’s Journal of Psychology, 4, 52-70.

Galanakis, M., Moraitou, M., Garivaldis, F.J., Stalikas, A. (2009). Factorial structure and psychometric properties of the Maslach Burnout Inventory (MBI) in Greek midwives. Europe’s Journal of Psychology, 4, 52-70.

Garivaldis, F.J., & Moss, S.A. (2007). The effect of familiar music on the perception of other individuals. Psychomusicology, 19 (2), 13-31. *This publication received a Publication Award from Monash Research Graduate School.

Moss, S., Garivaldis, F. J. & Toukhsati, S. R. (2007). The perceived similarity of other individuals: The contaminating effects of familiarity and neuroticism. Personality and Individual Differences, 43 (2), 401-412.

Book Chapters:

Studente, S. & Garivaldis, F. (2022). A preliminary analysis of the impacts of COVID-19 on the mental wellbeing of entrepreneur students. In Yousafzai, S, Ng, W, Coogan, T, Green, H & Sheikh, S (Eds.) Exploring the Intersectionality between Disability and Entrepreneurship. Edward Elgar; Cheltenham.

Desai, B., Studente, S. & Garivaldis, F. (2022). The Impact of the COVID-19 Pandemic on Consumer Purchasing Behaviour: Implications for  Digital Marketing in the Retail Sector. In Tabari, S & Chen, W (Eds.) Global Strategic Management in the Service Industry: A Perspective of the New Era. Emerald Publishing. https://www.emerald.com/insight/publication/doi/10.1108/9781801170819  

Nestel, D., Syms, S., Garivaldis, F., & Nataraja, R. (2022). Online simulation-based education in healthcare: Moving beyond adaptation to mainstream. In S. McKenzie, L. Arulkadacham, J. Chung, & Z. Aziz (Eds.) The Future of Online Education. Nova Publishers. https://doi.org/10.52305/LERQ4827

McKenzie, S. & Garivaldis, F. (2022). The Future of Online Education: Transforming Great Challenges into Great Opportunities. In S. McKenzie, L. Arulkadacham, J. Chung, & Z. Aziz (Eds.) The Future of Online Education. Nova Publishers. https://doi.org/10.52305/LERQ4827 

Garivaldis, F. J., & Iqbal, M. (2022). Behaviour change during COVID-19. A matter of life and death? In D. Vakoch and S. Mikey (Eds.) Eco-Anxiety and Pandemic Distress Psychological Perspectives on Resilience and Interconnectedness (pp. 122-130). Oxford University

Curtis, J., Garivaldis, F. J , Tull, F., & Tear, M. (2021). ‘You are not normal!’ Understanding the influences on behaviour, Chapter 6. The Method Book. Monash University. https://doi.org/10.26180/14703789.v1Press. https://doi.org/10.1093/oso/9780197622674.001.0001

Garivaldis, F. J., Boulet, M., Yang, B., & Kneebone, S. (2021). Designing and Delivering Online Education: One Size Does Not Fit All. In S. Studente, S. Ellis, & B. Desai (Eds.) The impact of covid-19 on teaching and learning in higher education (pp. 77-94). Nova Science: New York.

Schweinsberg, A., & Garivaldis, F. (2020). “Ready or not, here i come-preparing online students for the real working world”. In S. McKenzie, F. Garivaldis, & K. Dyer (Eds.), Tertiary online teaching and learning: Total perspectives and resources for digital education. Springer Nature.

Studente, S., Ellis, S. & Garivaldis, F. (2020) The impact of chatbots to pedagogy and  student engagement: preliminary findings and lessons from a pilot. In R. Nata (Ed.) Progress in Education. Nova Science Publishers.

McKenzie, S. & Garivaldis, F. (2020). How can we Best Prepare for our Brave New Education World? Directions and Vehicles. In S. McKenzie, F. Garivaldis, & K.R. Dyer (Eds), Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. Springer, Singapore.

Garivaldis, F. J., McKenzie, S., & Mundy, M. (2020). E-learning: Development of a fully online 4th year psychology program. In D. Nestel, G. Reedy, L. McKenna, & S. Gough, Clinical Education for the Health Professions: Theory and Practice. Springer: Singapore.

Garivaldis, F. (2020). Transcending “Distance” in Distance Education. In S. McKenzie, F. Garivaldis, & K.R. Dyer (Eds), Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. Springer, Singapore.

McKenzie, S. & Garivaldis, F. (2020). Climbing Aboard the Online Research MO-PED: Fuelling Good Online Education Outcomes with Good Online Research Programs. In S. McKenzie, F. Garivaldis, & K.R. Dyer (Eds), Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. Springer, Singapore.

McKenzie, S. & Garivaldis, F. (2020). How can we Best Prepare for our Brave New Education World? Directions and Vehicles. In S. McKenzie, F. Garivaldis, & K.R. Dyer (Eds), Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. Springer, Singapore.

Rose, G., McKenzie, S., Holt, C., Garivaldis, F., & Mundy, M. (2020). Advancing Online Education Through a Community of Practice. In S. McKenzie, F. Garivaldis, & K.R. Dyer (Eds), Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. Springer, Singapore.

McKenzie, S., Azis, Z., Garivaldis, F., Mundy, M.  (2020).  An Online Research Portal – an Integrated and Transferable Fully Online Research System. In S. McKenzie, F. Garivaldis, & K.R. Dyer (Eds), Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. Springer, Singapore.

Sylvie, S., & Garivaldis, F. J. (2019). Facilitating and Motivating Students’ Verbal and Visual Creativity in Higher Education through Assessment Feedback. In R. L. Cuadra (Ed.), Understanding Creativity: Past, Present and Future Perspectives (pp. 79-111). Nova Science Publishers.

Conferences and Posters (last 5 years):

Garivaldis, F. & Bos, A. (2023). Exploring transformative learning: Drawing on the expertise and lived experiences of the transformation community. Transformations Conference. Sydney, July

Garivaldis, F. & Bedi, G. (2023). Engaging students with volatility, uncertainty, complexity and ambiguity (VUCA): Insights and consideration on teaching social and emotional competencies from an exploratory case study in Australia. Applying Education in a Complex World. Toronto, April 26-28.

Garivaldis, F. Raj, K., & Kneebone, S. (2023). Perceptions of Ethics in Behaviour Change. 5th Annual BEST Conference on Human Behaviour & Decision Making 2023, Queensland University of Technology, 2-3 February, 2023.

Studente, S., Ellis, S. & Garivaldis, F. (2021). The use of chatbot technology for improving connectedness and learning support among international students during the COVID-19 Pandemic. The 19th Academic Practice and Technology Conference (APT). London

Studente, S., Ellis, S. & Garivaldis, F. (2020). Exploring the Potential of Chatbots in Higher Education: A Preliminary Study. International Conference on Advance Learning Technologies. Amsterdam

Studente, S. & Garivaldis, F. (2019). The effect of feedback and self-regulation on facilitating and motivating student’s verbal and visual creativity in assessments. The Creativity Conference. Southern Oregon University, USA.

Garivaldis, F. J., & Plant, B. (2018, June). Developing and Evaluating Work Readiness of Students in a Fully Online Careers in Psychology Course. The Learner Conference, Athens.

Studente, S. & Garivaldis, F. (2018, May). The Role of Self-Regulation and Assessment Feedback on Creative Performance. ICANCEM 2018: 20th International Conference on Applications of Neuropsychology, Cognition, Emotion, and Motivation (Waset), Rome.

Roddy, C., Chung, J., Amiet, D., McKenzie, S., Garivaldis, F., & Mundy, M. (2017, September). Assessing student readiness for online learning. Australian Psychology Learning and Teaching Conference (AusPLAT), Ipswich.

Amiet, D., Roddy, C., Chung, J., McKenzie, S., Garivaldis, F., & Mundy, M. (2017, September). Offering Innovative Wellbeing and Support Services for Online Students: A Case Study. Australian Psychology Leaning and Teaching Conference (AusPLAT), Ipswich.

Chung, J., Roddy, C., Amiet, D., McKenzie, S., Garivaldis, F., & Mundy, M. (2017, September). An Australian Innovation: Monash University’s Fully Online Honours Equivalent Psychology Course. Australian Psychology Leaning and Teaching Conference (AusPLAT), Ipswich.

Other media publications:

Garivaldis, F. (2022). The benefits of workplace simulation. UNLEASH. Available at: https://www.unleash.ai/skills-development/the-benefits-of-workplace-simulation/ 

Garivaldis, F., & Paine, G. (2022). Simulation stimulation: The business benefits of true-to-life role playing, Monash LENS, Available at: https://lens.monash.edu/2022/08/30/1384958/simulation-stimulation-the-business-benefits-of-true-to-life-role-playing

Garivaldis, F. J. & Kneebone, S. (2021). Three things we need to get right to ensure online professional development works, The Conversation, Available at: https://theconversation.com/3-things-we-need-to-get-right-to-ensure-online-professional-development-works-164785

Garivaldis. F. (2020). COVID-19: Emotional and behavioural reactions to the unexpected, Monash LENS, Available at: https://lens.monash.edu/@politics-society/2020/03/24/1379876/covid-19-emotional-and-behavioural-reactions-to-the-unexpected

2021-2022:

Inter-Faculty Seeding Grant, “Strengthening students’ resilience in the face of uncertainty”, in collaboration with the Faculty of Education ($10,000).

2018-2019:

Monash Education Academy Inter-Faculty Transformation Grant, Building an online education student orientation site: The Monash Online Learning Hub, 2018 – $74,866