Shelley’s research explores what the early years of school could and should look like in an AI augmented world. What sets humans apart from machines? How do we ensure our children are equipped with what they need? Her work focuses on learning dispositions that children and educators both require for meaningful teaching and learning in our AI saturated future. She will work with educators and children to understand how they envisage schooling with these dispositions at the fore. The co-designed possibilities uncovered will lead to recommendations for practice and policy change.

Shelley has worked as an educator in kindergarten and primary school and now as a lecturer in the School of Education at QUT. She has a well-rounded set of skills that informs an understanding of the balance between theory and practice.

Her master’s research thesis investigated children’s perspectives on creativity and the role it plays in their lives. The knowledge of this learning disposition, including its history in culture, education and theory gives a rich background about how these attributes are viewed in society and education.

Earliest digital memory

I remember loving to record radio shows with my friends using cassette tapes. I loved the collaboration, the creativity, the planning and the nerves. It felt like we were making something independently that was normally reserved for adults in our own voice. It was empowering and we always had lots of fun.