Dr Carina Girvan
Lecturer
- Email:
- girvanc@cardiff.ac.uk
- Telephone:
- +44(0) 29 2087 6289
- Location:
- 1.15 Glamorgan, Glamorgan Building
I am a lecturer in Education and interdisciplinary researcher, with interests in technology enhanced learning, teacher professional development and programming. The main focus of my research is on the use of new technologies in education. My recent work has focused on the design and learner experience of constructionist learning activities in virtual worlds and educational robotics to engage young learners in STEM subjects.
I completed my PhD at Trinity College Dublin, in the School of Computer Science and Statistics. I am a former school teacher with experience in the UK and Ireland, where I have also been involved in teacher education and professional development. My reserach has been funded by the British Academy and European Commission and I have worked collaboratively with teachers and industry in these projects.
I am interested in supervising PhD student and establishing research collaborations in the following areas:
- Innovative design and implementation of technology to support transformative learning
- Emerging technologies in education
- Digital competency
- Constructionist pedagogy in action
- Learning to programme
2019
- Loizides, F.et al. 2019. Crowdsourcing real world feedback for human computer interaction education. In: Khan, V. J. et al. eds. Macrotask Crowdsourcing: Engaging the Crowds to Address Complex Problems.. Human–Computer Interaction Series Springer, pp. 233-252., (10.1007/978-3-030-12334-5_9)
- Girvan, C. and Savage, T. 2019. Virtual worlds: A new environment for constructionist learning. Computers in Human Behavior 99, pp. 396-414. (10.1016/j.chb.2019.03.017)
- Jaggle, G.et al. 2019. Overview and evaluation of a workshop series for fostering the interest in entrepreneurship and STEM. Presented at: 10th International Conference on Engineering Education (ICEED), Kuala Lumpur, Malaysia, 8-9 November 20182018 IEEE 10th International Conference on Engineering Education (ICEED). IEEE pp. 89., (10.1109/ICEED.2018.8626980)
2018
- Girvan, C. 2018. What is a virtual world? Definition and classification. Educational Technology Research and Development 66(5), pp. 1087-1100. (10.1007/s11423-018-9577-y)
- Gueorguiev, I.et al. 2018. Educational robotics for communication, collaboration and digital fluency. Presented at: RiE 2017: International Conference on Robotics and Education, Sofia, Bulgaria, 26-28 April 2017 Presented at Lepuschitz, W. et al. eds.Robotics in Education: Latest Results and Developments, Vol. 630. Advances in Intelligent Systems and Computing Cham: Springer pp. 113-125., (10.1007/978-3-319-62875-2_10)
2017
- Gueorguiev, I.et al. 2017. Educational robotics for communication, collaboration and digital fluency. Presented at: Robotics in Education Conference 2017, Sofia, Bulgaria, 26-27 March 2017.
2016
- Lammer, L.et al. 2016. ER4STEM Educational robotics for science, technology, engineering and mathematics. In: Merdan, M. et al. eds. Robotics in Education.. Advances in Intelligent Systems and Computing Vol. 457. Switzerland: Springer International Publishing, pp. 95-101., (10.1007/978-3-319-42975-5_9)
- Girvan, C., Conneely, C. and Tangney, B. 2016. Extending experiential learning in teacher professional development. Teaching and Teacher Education 58, pp. 129-139. (10.1016/j.tate.2016.04.009)
- Girvan, C., Wickham, C. M. and Tangney, B. 2016. Constructionism and microworlds as part of a 21st century learning activity to impact student engagement and confidence. Presented at: 4th International Constructionism Conference 2016, Bangkok, Thailand, 1-5 February 2016.
- Girvan, C. 2016. Analysing online text-based group interviews: exploring learner experience in a virtual world. [SAGE Research Methods Datasets]. SAGE. Available at: http://dx.doi.org/10.4135/9781473958821
2015
- Girvan, C. 2015. Changing teacher beliefs: moving towards constructionism. Constructivist Foundations 10(3), pp. 298-299.
- Girvan, C. 2015. Studying complexity: creativity, collaboration and learning. Constructivist Foundations 10(3), pp. 397-398.
2014
- Girvan, C. 2014. Constructionism, creativity and virtual worlds. Presented at: Constructionism and Creativity: 3rd International Constructionism Conference 2014, Vienna, Austria, 19-23 August 2014 Presented at Futschek, G. and Kynigos, C. eds.Constructionism and Creativity: Proceedings of the 3rd International Constructionism Conference. Vienna: Austrian Computer Society pp. 367-377.
2013
- Girvan, C., Tangney, B. and Savage, T. 2013. SLurtles: Supporting constructionist learning in 'Second Life'. Computers & Education 61, pp. 115-132. (10.1016/j.compedu.2012.08.005)
- Girvan, C. and Savage, T. 2013. Guidelines for conducting text based interviews in virtual worlds. In: Childs, M. and Peachey, A. eds. Understanding Learning in Virtual Worlds.. Human-Computer Interaction Series Springer, pp. 21-40.
2012
- Conneely, C., Girvan, C. and Tangney, B. 2012. An exploration into the adaption of the Bridge21 model for 21st century learning in Irish classrooms: Case Study Report for the NCCA. Project Report. [Online]. Dublin: Bridge21. Available at: http://www.bridge21.ie/wp-content/uploads/2013/01/Bridge21_Case_Study_Report_2011-12_for_NCCA_Final1.pdf
- Girvan, C. and Savage, T. 2012. Ethical considerations for educational research in a virtual world. Interactive Learning Environments 20(3), pp. 239-251. (10.1080/10494820.2011.641678)
2010
- Girvan, C. and Savage, T. 2010. Identifying an appropriate pedagogy for virtual worlds: A Communal Constructivism case study. Computers & Education 55(1), pp. 342-349. (10.1016/j.compedu.2010.01.020)
I teach across three Education programmes: BA Education, PGCE (PCET) and Masters in Educational Practice (MEP).
I am module convenor for:
- SIO241: Reflections on Teaching and Learning Experience, Theory and Practice
- SIT128/SIO251: Digital Technologies for Teaching and Learning
- SIT127/SIO233: Technology Enhanced Learning
- SIT805: Additional Learning Needs and Inclusion
- SIT810: Reducing the Impact of Poverty on Attainment and Additional Learning Needs
The main focus of my research is on the use of new technologies in education. My recent work has focused on the design and learner experience of constructionist learning activities in virtual worlds and the use of educational robotics to engage learners in STEM subjects.
I am also interested in supporting teachers and learners to develop their knowledge of programming and the step change between graphical and text languages.
I have been involved in the Bridge21 transformation programme in Ireland as a member of CRITE at Trinity College Dublin. I have written reports for the NCCA on the programme in second-level schools and continue to collaborate with colleagues at Trinity in this area. Our recent publication on teacher professional development can be accessed here.