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Trixie James

Masters of Learning Management (Executive Leadership); Graduate Diploma of Learning Management (Executive Leadership); Bachelor of Learning Management(with Distinction); Justice of the Peace (Qual); Certificate IV of Life Coaching; Diploma of Positive Psychology
Lecturer
School of Access Education
(07) 4150 7146
Bundaberg
Building 1 - G.49
Bundaberg Campus
About Me

As a lecturer in the STEPS enabling program, I believe it is important that students witness in me a passion and genuine love for the role I undertake. In my role, I work with adult learners who have very specific educational needs. Many have been out of the education environment for a number of years and may have had negative educational experiences which continue to haunt them as they strive to carve a new identity as a student. With this cohort of students, conventional teaching strategies are not enough. These students need to learn how to learn and require time to combat their fear, challenge their belief system and have faith in themselves as learners in order to persevere through setbacks. My role in STEPS posits me perfectly to support these students and help them to achieve their goals.My personal foray into education has enabled me to become a passionate advocate for adult education as I also began this journey as a mature age student. Since commencing study in 2003, I have completed a number of degrees as shown below and this journey is still continuing.

2006: Bachelor of Learning Management (Primary) with Distinction

2009: Graduate Diploma of Learning Management (Executive Leadership)

2011: Masters of Learning Management (Executive Leadership) with Distinction

2009: Justice of the Peace (Qualified)

2012: Certificate IV in Life Coaching

2014 - Diploma in Positive Psychology

General
Universities Studied At

Central Queensland University - Bundaberg - Bachelor of Learning Management (Primary)

CQUniversity - Graduate Diploma of Learning Management (Executive Leadership)

CQUniversity - Masters of Learning Management (Executive Leadership)

Awards

2016 - Australian Awards for University Teaching - Citations for Outstanding Contributions to Student Learning 2016. This award was recognised at a national level for excellence in motivating, inspiring and enabling students to realise their potential and gain a passion and thirst for knowledge through innovative teaching approaches.


2015 - Vice Chancellor's Award for Outstanding Contributions to Learning and Teaching - Tier Two Award. This award acknowledges Trixie James for excellence in motivating and inspiring Enabling students to realise their potential and gain a passion and thirst for knowledge through innovative teaching practices.

2014 - Vice-Chancellors Award for Good Practice in Learning and Teaching - Tier One award. This award recognises quality practices for facilitating student participation and success.
2014 - Opal Award for Internal Service (Health and Wellbeing Group)
2013 -
Student Voice Commendation for Distance Educator of the Year

Professional Memberships

Member of the National Association of Enabling Educators of Australia

The aims of NAEEA Inc. are:

(a) To advocate, encourage, promote and widen access and successful participation in groups who are under-represented in tertiary education.

(b) To undertake activities which establish a profile for Enabling Education and promote the benefits it provides to individuals, universities and society.

(c) To organise and hold a bi-annual conference.

(d) To hold forums fostering an exchange of ideas and support for collaboration and co-operation between individuals, groups and organisations engaged in Enabling Education.

Professional Interests

The creation of a teaching framework called theHigher Expectation Framework has come about through my vision to ensure that instructional design for post secondary engages an adult audience and is a fun and engaging experience that enables them to gain confidence and develop self-efficacy. The Higher Expectations Framework is a structured approach to thinking, planning and actioning, and is an innovative and engaging model that makes the class environment a safe place where students feel empowered to step out of their comfort zone and become more engaged with the content.
Upon hearing the benefits of the Flipped Model Classroom, it was decided to trial this teaching approach in a higher education cohort of students. Although the trial was successfull with positive feedback from students and facilitators, there were some very obvious gaps in regards to a framework or working definition to guide the planning and implementation of this teaching approach within an adult classroom of students. Therefore, through the process of critical evaluation, and reviewing key philosophies such as Adult Learning Principles (Knowles), 12 Brain Principles (Caine) and Self Efficacy theory (Bandura), the Higher Expectation Framework was created.

This approach to teaching can be used in any higher education environment and all educators are welcome to view and trial this approach in their own classrooms. The RCEA approach (James 2015) is the key to applying the Higher Expectation Framework into any adult learning situation. These four stages ensure that students are gaining the deepest benefits from the classroom situation. The four stages include

  • Review (and establish the foundations of concepts)
  • Connect (concepts to prior knowledge)
  • Extend (and construct deeper knowledge through peer interaction)
  • Apply (the knowledge to life situation)


For more information, go to www.higherexpectationframework.com

Research Interests
Education

Curriculum and Pedagogy - Vocational Education and Training Curriculum and Pedagogy
The creation of a teaching framework called the Higher Expectation Framework has come about through my vision to ensure that instructional design engages the adult audience and is a fun and engaging experience. The Higher Expectations Framework is a structured approach to thinking, planning and actioning, and is an innovative and engaging model that makes the class environment a safe place where students feel empowered to step out of their comfort zone and become more engaged with the content. Upon hearing the benefits of the Flipped Model Classroom, it was decided to trial this teaching approach in a higher education cohort of students. Although the trial was successfull with positive feedback from students and facilitators, there were some very obvious gaps in regards to a framework or working definition to guide the planning and implementation of this teaching approach within an adult classroom of students. Therefore, through the process of critical evaluation, and reviewing key philosophies such as Adult Learning Principles (Knowles), 12 Brain Principles (Caine) and Self Efficacy theory (Bandura), the Higher Expectation Framework was created. For more information, go to www.higherexpectationframework.com

Publications
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Teaching
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