About Professor Peter Reimann

Peter is an expert in cognitive psychology and educational computing, multimedia-based and knowledge-based learning environments.

Peter's research contributions have been in the following areas: university students’ experiences of networked (online) learning and of learning through discussion; teachers’ knowledge and beliefs; technology-based professional learning, including studies of the nature of professional knowledge; educational design tools and methodologies.

Since moving to Australia in 2003, Peter has been a chief investigator (CI) on three projects funded by the Australian Research Council projects (two Discovery, one Linkage). These projects have studied university students’ experiences of learning through combinations of online and face-to-face discussion; the provision of technological support for collaborative learning and the distillation of successful experiences of technology-enhanced teaching into the form of educational design patterns. The investigation of university students' experiences is the most mature of these projects and has led to a string of papers in high-quality journals. Main findings are also being written up with Rob Ellis (the other CI) in a book for Routledge (due to appear early 2009).

Before moving to Australia, Peter was chief investigator on more than 20 major research projects (funded by the EU, ESRC, UK Government and industry). Outcomes from these projects have appeared in refereed journal articles as well as in authored and edited books. Peter's research with teachers has included work on relations between their intentions and action, and has been reported in two books: Teaching Knowledge and Intelligent Tutoring, Ablex 1991; and Teacher Thinking, Beliefs and Knowledge in Higher Education, Kluwer, 2002.

Peter has also developed an influential account of collaborative continuing professional development as the co-construction of working knowledge within a community of practice, and hase published the outcomes of a number of experimental studies testing advanced learning technologies which have been configured with this pedagogical vision in mind. He has also developed a novel conceptual framework for user-centered educational design, drawing on ideas and principles from architecture and ergonomics.

Peter has been conducting research in the area of advanced learning technologies since 1979 and has published five books, 42 articles in refereed journals and 38 book chapters. He was the founding director of the Centre for Studies in Advanced Learning Technology at Lancaster University (UK) where he was also Professor of Educational Research. Peter moved to Australia in July 2003 to become Professor of Education and co-director of the Research Centre for Computer-supported Learning and Cognition (CoCo) at the University of Sydney. In February 2008 Peter became a Carrick Senior Fellow. He was the only Australia-based educational researcher selected for RQF Panel 11 and has been an OZREADER for the past three years. Peter also I reviews grant proposals regularly for other international funding bodies, including the EU.

  • 1993-present, Editor, Instructional Science (currently ranked 4th on the ISI list of educational research journals).
  • Editorial Board member for: Distance Education; Journal of the Association for Learning Technology; Computers in Human Behavior; Artificial Intelligence in Education; Training Research Journal.
  • Founding member of the executive committee of the UK Association for Learning Technology (ALT)
  • Joint co-ordinator, Learning and Instruction with Computers SIG of the European Association for Research on Learning and Instruction (EARLI)
  • Fellow of the Chartered Institute of Personnel and Development (UK)
  • Member of the International Board of Standards in Training, Performance and Instruction (ibstpi)
  • Member of the international executive committee, Computer Supported Collaborative Learning
  • Core member of the EU Kaleidoscope Network of Excellence
  • Member of the Australian ICT in Education Committee (AICTEC)
  • Keynote presenter at 18 international conferences in past 10 years (Europe, Australia)

Selected publications

  • Zumbach, J., & Reimann, P. 'Influence of feedback on distributed problem based learning.' In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments (pp. 219-228). Dordrecht: Kluwer.
  • Zumbach, J., & Reimann, P. 'Enhancing learning from hypertext by inducing a goal orientation: comparing different approaches.' Instructional Science, 30, 243-267.
  • Rohr, M., & Reimann, P. 'Reasoning with multiple representations when acquiring the particulate model of matter.' In M. van Someren, P. Reimann, E. Boshuizen & T. de Jong (Eds.), Learning with multiple representations. Exford: Elsevier Science.
  • Reimann, P 'Novizen- und Expertenwissen' [Novice and Expert Knowledge], In F. Klix & H. Spada (Hrsg.), Wissen. Enzyklopädie für Psychologie, Themenbereich C: Theorie und Forschung, Serie II: Kognition. (S. 325   367) (Vol. Göttingen: Hogrefe.).
  • Reimann, P. Lernprozesse beim Wissenserwerb aus Beispielen. Analyse, Modellierung, Förderung [Learning processes when studying examples: analysis, cognitive modelling, and training]. Bern: Huber Verlag.
  • Reimann, P., & Schult, T. J. 'Turning examples into cases: acquiring knowledge structures for analogical problem solving.' Educational Psychologist, 31, 123-132.
  • Someren, M. v., & Reimann, P. 'Multi-objective learning with multiple representations.' In P. Reimann & H. Spada (Eds.), Learning in Humans and Machines – towards an interdisciplinary learning science. Oxford, UK: Elsevier.
  • Reimann, P. 'Detecting functional relations in a computerized discovery environment.' Learning & Instruction, 1(1), 45-65.
  • Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. 'Self-explanations: How students study and use examples in learning to solve problems.' Cognitive Science, 13, 145-182.
  • Reimann, P., & Chi, M. T. H. 'Human expertise.' In K. J. Gilhooly (Ed.), Human and machine problem solving (pp. 161-192). London: Plenum Press.