Mr Richard McInnes
Manager, Educational Design
Teaching and Learning Innovation
Academic
| Year | Citation |
|---|---|
| 2025 | McInnes, R. (2025). A subversive leadership framework for values-led educational development. Innovations in Education and Teaching International, 15 pages. |
| 2024 | McInnes, R., Hobson, J., Johnson, K., Cramp, J., Aitchison, C., & Baldock, K. (2024). Online course quality evaluation instruments: a scoping review. Australasian Journal of Educational Technology, online(2), 1-21. Scopus4 WoS2 |
| 2023 | Nagy, S., McInnes, R., & Airey, L. (2023). GEN-AI: A TRANSFORMATIVE PARTNER IN COLLABORATIVE COURSEDEVELOPMENT. International Journal on Innovations in Online Education, 7(2), 57-73. |
| 2021 | McInnes, R., Cramp, J., & Aitchison, C. (2021). Evaluating technologies for communicating mathematical and scientific reasoning in fully online engineering courses: a technology choice framework. International Journal on Innovations in Online Education, 5(2), 73-91. |
| 2020 | McInnes, R., Aitchison, C., & Sloot, B. (2020). Building online degrees quickly: academic experiences and institutional benefits. Journal of University Teaching & Learning Practice, 17(5), 1-19. Scopus7 WoS4 |
| 2019 | McInnis, R. (2019). Developing multimedia collaboratively: Practical approaches for large-scale online curriculum development. Journal of University Teaching and Learning Practice, 16(1). Scopus7 |
| - | McInnes, R., & Airey, L. (2025). Prompting, privilege, and pedagogy. ASCILITE Publications, 297-302. |
| - | McInnes, R., Nguyen, N. N. R., Rathnappulige, S., Marek, S., Searson, D. J., & Waterland, A. (2026). Beyond guesstimating: Calculating student workload in fully online micro-credentials. Australasian Journal of Educational Technology. |
| Year | Citation |
|---|---|
| 2025 | McInnes, R. (2025). Surveillance, Tyranny, and Technocratic Colonialism: A Critical Interrogation of Gen-AI Solutionism in Higher Education Curriculum. DOI |
| 2025 | McInnes, R. (2025). Surveillance, Tyranny, and Technocratic Colonialism: A Critical Interrogation of Gen-AI Solutionism in Higher Education Curriculum. DOI |
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