Dr Sandris Zeivots is a Research Associate and Lecturer in the School of Education, Faculty of Arts and Social Sciences. Since 2016, Sandris has been facilitating education and technology programs and developing research at the International Research Centre for Youth Futures.
Sandris’ professional background is in experiential learning. For over 15 years he has designed and facilitated experiential learning workshops in Australian and European (primarily, in Baltic, Scandinavian and South-European) contexts. While currently his teaching is situated in higher education, he has worked with government bodies, NGOs and trans-disciplinary sectors.
Sandris is passionate about learning and, in particular, how can we design and experience learning that is engaging, purposeful and meaningful. His research ranges from experiential learning, learning highs, learning spaces to research student education, and focuses on adults as well as young learners.
Sydney Facilitators Network
Can supervise: YES
:: Experiential learning
:: Learning highs
:: Research student / doctoral education
:: Learning spaces
:: Innovation and creativity
:: Phenomenology / Lived experience
:: Innovative practices in education
:: Teacher as researcher
:: Research student / doctoral education
:: Teacher education
:: Intercultural learning
Zeivots, S 2018, 'Triggers of emotional highs in experiential learning', Journal of Adventure Education and Outdoor Learning, vol. 18, no. 3, pp. 275-288.View/Download from: UTS OPUS or Publisher's site
This study is concerned with emotional highs in experiential learning and, more specifically, determining triggers that lead to emotional highs. The research aims not only to understand the invisible side of emotions, but also genuinely consider how learners make sense of their experiences. To study the triggers of emotional highs, a deliberate decision was made to approach the phenomenon as an experience. Hermeneutic phenomenology is used as an overarching methodology. The study focused on experiences of 15 adult learners who participated in 1 of 3 experiential learning courses. The 3 courses were residential, lasted 4–8 days and took place with an equal number of days indoors and outdoors. Learners were asked to make sense of their lived experience through surveys, reflection and semi-structured interviews. Eight themes of emotional high triggers emerged, including Sense of being pushed, Out-of-me experience and Escaping one's environment.
Zeivots, S & Schuck, S 2018, 'Needs and expectations of a new learning space: Research students' perspectives', Australasian Journal of Educational Technology, vol. 34, no. 6, pp. 27-40.View/Download from: UTS OPUS or Publisher's site
Much of the literature on university learning spaces focuses on the undergraduate student experience, neglecting experiences of research students in new spaces. This article is concerned with research students' needs and expectations of a learning space. It focuses on a recently opened shared activity-based learning space that was specifically built for research students. The methodological focus draws on case study methods and hermeneutic phenomenology to observe students' lived experience in the new space and how they make sense of it. Twenty-six data sets, involving interviews, surveys and feedback, were collected from research students. The findings were analysed across three themes: physical, virtual, and hybrid space; a space free of distractions; and belonging to, and interaction with, university community. The article indicates the benefits of the new space for research students and articulates the particular needs of research students in such spaces.
Zeivots, S 2017, 'Research student expectations from activity-based learning space', Annual Campus Development 2017, Sydney.
Zeivots, S 2017, 'Research student expectations from activity-based working space', Next Generation Workplace 2017, Sydney.
Zeivots, S 2017, 'Research student expectations from activity-based learning space', Research Facilities. Design and Development 2017, Sydney.
Zeivots, S 2013, 'Lived experience of positive emotional experiences in learning', Researching Emotions, Adelaide.
Zeivots, S 2013, 'Lived experience of positive emotional experiences in learning', Conference on Education and Educational Psychology, Antalya, Turkey.
Zeivots, S University of Technology Sydney 2017, Report on HDR shared activity workspace, Sydney.
Zeivots, S 2015, 'Lived experience of emotional highs in experiential learning'.