Professor Chris Walsh is the Academic Director of VU Online. As the Academic Director, he is utilising his internationally recognised experience in this executive leadership role to collaborate to achieve VU’s Strategic Plan.
Chris heads a portfolio of quality and assurance, and has accountability for:
- VU Online’s Continuous Improvement Plan, annual & 5 year reviews
- ensuring VU’s quality, governance & compliance standards are met
- the alignment of online courses to VU standard policies & procedures frameworks
- the co-conceptualisation, design, and delivery of VU Online’s postgraduate block model
- ensuring all external regulatory & compliance requirements are met
- senior level representation of VU Online externally & internally
- ensuring marketing & recruitment activities lead to excellent student & business outcomes.
Previously, Chris fostered a teaching and research environment where innovation and creativity thrived at the Cairns Institute (2017-18), James Cook University (2016-18), Torrens University (2014-16) and The Open University UK (2009-14).
Chris has been successful in obtaining research income that totals more than $25 million (AUD). This world-leading research was funded by the following:
- European Commission
- UK’s Department for International Development (DFID)
- Australian Research Council (ARC)
- United Nations Development Programme (UNDP)
- AIDS Research Foundation (amfAR)
- Australian Federation of AIDS Organisations (AFAO)
- Spencer Foundation.
Refereed journal articles
Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166. https://doi.org/10.1016/j.compedu.2021.104158
Muir, T., Bragg, L., Murphy, C., Walsh, C., & Oates, G. (2020). Dynamic approaches to online learning of numeracy for educators and families. Australian Primary Mathematics Classroom, 25(4), 25–30.
Walsh, C., Mital, A., Ratcliff, M., Yap, A., & Jamaledine, Z. (2020). A Public-Private Partnership to Transform Online Education through High Levels of Academic Student Support. Australasian Journal of Educational Technology, 36(5), 30–45.
Walsh, C and Townsin, L. (2018). Border-crossing pedagogy to disrupt LGBTIQ+ bullying and violence in schools [online]. English in Australia, Vol. 53, No. 2, pp.18-27. ISSN: 0155-2147.
Walsh, C.S., Chappell. K., and Craft, A. (2017) A co-creativity theoretical framework to foster and evaluate the presence of wise humanising creativity in virtual learning environments (VLEs). Thinking Skills and Creativity, 24, 228-241. doi:10.1016/j.tsc.2017.01.001.
Beavis, C., Walsh, C.S., Bradford, C., O’Mara, J., Apperley, T., and Gutierrez, A. (2015) ‘Turning around’ to the affordances of digital games: English curriculum and students’ lifeworlds. English in Australia. 50 (2). pp. 30-40.
Walsh, C.S. (2010) Systems-based literacy practices: Digital games research, gameplay and design. Australian Journal of Language and Literacy Education. 33 (1), pp. 24-40. ISSN: 1038-1562
Walsh, C.S. (2015) Using information and communication technologies (ICTs) to transform community-based and led HIV prevention and care for marginalised populations. Melbourne: Digital Culture & Education.
Soler, J., Walsh, C.S., Craft, A., Rix, J., and Simmons, K. (2012) Transforming practice: Critical issues in equity, diversity & education. London: Trentham Books.
Rix, J., Sheehy, K., Simmons, K., Nind, M., and Walsh, C.S. (2011) Equality, participation & Inclusion: Diverse Perspectives. London: Routledge.
Refereed book chapters
Walsh, C. and Cambell, C. (2018). Introducing Coding as a Literacy on Mobile Devices in the Early Years. In G. Oakley (ed.), Mobile Technologies in Children’s Language and Literacy: Innovative Pedagogy in Preschool and Primary Education (pp. 51-66). United Kingdom: Emerald Publishing Limited
Walsh, C.S. (2017) Anticipatory digital literacies practices for an uncertain future. In Teaching and Learning with Technology Proceedings of the 2016 Global Conference on Teaching and Learning with Technology (CTLT)
Walsh, C. S. (2016) Digital Literacies. In (Eds) M. A. Peters. Encyclopedia of Educational Philosophy and Theory (EEPAT). Springer.
Townsin, L., and Walsh, C.S. (2016) A New Border Pedagogy: Rethinking Outbound Mobility Programs in the Asian Century. In (Eds) D. Velliaris and D. Coleman-George. Handbook of Research on Study Abroad Programs and Outbound Mobility. IGI Global.
Walsh, C.S., and Kamler, B. (2013) Teacher research on literacy: Turning around to students and technology. In (Eds). K. Hall, T. Cremin, B. Comber and L. Moll. International Handbook of research in Children’s Literacy, Learning and Culture. Oxford: Wiley Blackwell, p. 499. DOI: 10.1002/9781118323342.ch36.
Walsh, C.S. and Schmoelz, A. (2015) Pre-service teachers designing digital games to make a serious difference in classrooms. International Conference of the Australian Association for Research in Education (AARE). Fremantle, Australia. November 29-December 3, 2015.
Walsh, C.S. and Townsin, L. (2015) A new border pedagogy to foster intercultural competence to meet the global challenges of the future. International Conference of the Australian Association for Research in Education (AARE). Fremantle, Australia. November 29-December 3, 2015.
Hall, S. and Walsh, C.S. (2015) Using digital technologies to activate and evaluate emotions tocreatively communicate ideas. International Conference of the Australian Association for Research in Education (AARE). Fremantle, Australia. November 29-December 3, 2015.
Beavis, C., Bradford, C., O’Mara, J., Walsh, C.S., Apperley, T., Gutierrez. A. (2014) Literacy in the digital world of the twenty first century: students, curriculum, pedagogy, games and play. Digital Games Research Association Australia (DIGRAA) Annual Conference, “What is Game Studies in Australia” Melbourne, Australia. June 10, 2014.
Walsh, C.S., Craft, A., Chappell, C., and Koulouris, P. (2014) Gameful learning design to foster cocreativity? International Conference of the Australian Association for Research in Education (AARE) and the New Zealand Association for Research in Education (NZARE). “Speaking back through Research.” Brisbane, Australia. November 30-December 4, 2014.
Appearances in the media
WIN News: Channel 9, May 2017. Coding Kids: Inquisitive young minds explored new technologies, today.
Times Educational Supplement. Sound and Vision. September 30, 2011, feature, p. 36, David Rodgers.
Life Matters: Forum: Yes, I can't read and write but it's not my fault 17 October 2008.
Chris has been successful in obtaining research income totalling more than A$25 million, including:
- Birth to Level 10 Numeracy Guide Professional Learning Modules, Videos, and Open Educational Resource (OER), DET Victoria, 2018 - $49,862
- Birth to Level 10 Numeracy Guide, DET Victoria, 2018 - $229,570
- Creative Emotional Reasoning Computational Tools Fostering Co-Creativity in Learning Processes (C2Learn), European Commission F7P, 2013-2015 - €2,300,000
- Meeting Teachers’ Co-Design Needs by Means of Integrated Learning Environments (METIS), European Commission (EU LLP KA3 Multilateral Project), 2013-2015 - €430,000
- TESS-India: Teacher Education through School-based Support in India, DfID India, 2012-2014 - £10,000,000.
- three PhD completions
- three MPhil completions.
Australian Literacy Educators’ Association (ALEA)
Areas of expertise
- Adult learning
- Online learning
- Digital technologies
- Literacy, digital literacy and multi-literacies
- Futures thinking
- Systems thinking
- International development
- Initial teacher education (ITE) and teacher professional development