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Sessional Lecturer/Tutor

PhD in Computer Systems Engineering (RMIT-Melbourne), Graduate Certificate in Higher Education (Monash- Melbourne), Master of Engineering in Computer Systems Engineering - (RMIT- Melbourne), BSc Engineering (Mechanical ) - (University of Peradeniya- Sri Lanka)

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About Me

I have a PhD in Computer Systems Engineering obtained from RMIT University in 2004. My main research area during the PhD studies was broadly Internet Traffic Engineering; in these studies I worked more specifically on making quality of service (QoS) differentiation within the internet framework more efficient in the presence of bursty, self-similar data traffic.

I have been involved in conducting over 50 courses in higher education in the areas of Computer Science/Engineering, Information Systems and Education during the period of over 15 years in academia. These courses were conducted for diverse student cohorts in Australia, Cyprus and Sri Lanka at both undergraduate and postgraduate levels. For 16 of these courses, I prepared complete curricular and teaching-learning material.

Since completing my Graduate Certificate in Higher Education in 2006 from the Monash University, most of my research activities and publications have been in the area of teaching-learning/education in general. In my work, I look at education from a deeper and multidisciplinary perspective. More specifically, psychological and neurological characteristics of the learners are given due consideration and inclusive practices are encouraged. My current research activities align to the emerging research area of educational neuroscience. As of March 2016, international publications in this area include 1 book, 14 peer-reviewed journal papers and 3 peer-reviewed conference papers. The book was titled "Education from a Deeper and Multidisciplinary Perspective - For a Sustainable Development of the Neurodiverse Society - A Futuristic View" and was published in December 2013. These research outcomes are the results of my contemplation on general education, out of my own personal interest for over 25 years, since being a teenager; over 15 of these years, I have spent as an academic in higher education.

Background
Since completing my Graduate Certificate in Higher Education in 2006 from the Monash University, most of my research activities and publications have been in the area of teaching-learning/education in general. In my work, I look at education from a deeper and multidisciplinary perspective. More specifically, psychological and neurological characteristics of the learners are given due consideration and inclusive practices are encouraged. My current research activities align to the emerging research area of educational neuroscience. As of March 2016, international publications in this area include 1 book, 14 peer-reviewed journal papers and 3 peer-reviewed conference papers. The book was titled "Education from a Deeper and Multidisciplinary Perspective - For a Sustainable Development of the Neurodiverse Society - A Futuristic View" and was published in December 2013. These research outcomes are the results of my contemplation on general education, out of my own personal interest for over 25 years, since being a teenager; over 15 of these years, I have spent as an academic in higher education.
I have a PhD in Computer Systems Engineering obtained from RMIT University in 2004. My main research area during the PhD studies was broadly Internet Traffic Engineering; in these studies I worked more specifically on making quality of service (QoS) differentiation within the internet framework more efficient in the presence of bursty, self-similar data traffic.
I have been involved in conducting over 50 courses in higher education in the areas of Computer Science/Engineering, Information Systems and Education during the period of over 15 years in academia . These courses were conducted for diverse student cohorts in Australia, Cyprus and Sri Lanka at both undergraduate and postgraduate levels. For 16 of these courses, I prepared complete curricular and teaching-learning material.
Universities Studied At

Monash Universty (Graduate Certificate in Higher Education)

RMIT University (PhD and ME - Computer Systems Engineering)

University of Peradeniya, Sri Lanka (BSc Engineering)

Universities Worked At

Monash University, Melbourne, Australia

RMIT University, Melbourne, Australia

University of Norther Virginia (Cyprus Campus)

University of Peradeniya, Sri Lanka

Deakin University, Melbourne, Australia

Professional Experience
I have been in academic for over 15 years having involved in conducting close 50 courses in higher education in the areas of computer science/engineering, information systems, education and management. For 16 of these courses, I prepared complete curricular ad teaching-learning material.
Books

Watagodakumbura, C. (2017). “Programming the Brain: Educational Neuroscience Perspective – Pedagogical Practices and Study Skills for Enhanced Learning and Metacognition”, North Charleston, SC, USA: Createspace.

Published in: 2017

Watagodakumbura, C. (2016) (Republished incorporating reviewed suggestions). “For a Sustainable Development of the Neurodiverse Society – Education from a Deeper and Multidisciplinary Perspectives- A Futuristic View”, USA: Book Venture.

Watagodakumbura, C. (2013). “For a Sustainable Development of the Neurodiverse Society – Education from a Deeper and Multidisciplinary Perspectives- A Futuristic View”, USA: Xlibris.

Blurb of the Book:

“Have you ever conjectured deeply on the goals of education in general? What could be the ideal education an individual can receive? Will education only have a focus on an employment or career path, or will character or humanistic development that results in deeper perception of reality be part of it? Do we have a better form of education than what we have currently perceived? In this book, the author attempts to answer the above questions identifying some of the less obvious limitations of our current pedagogical and social practices. In what he terms as authentic education, the author presents a deeper and multidisciplinary approach to education in which learners are uniquely identified and characterised based on their psychological and neurological traits in order for them to be sent through individualised learning plans spanning the whole life. In an integrated approach to education and human development, individual differences are given special attention and accommodations are made for all-round humanistic development enhancing creativity and wisdom in day-to-day life operations. Better educated human beings in this way would become better decision makers or problem solvers and more empathic and content personalities. Such an authentic education system has the promise of providing solutions to some of our long-standing social problems.”

Published in: 2013
Letters to the Editor

1. C. Watagodakumbura, “Fostering creative human beings 21st century challenge”, in Daily News, Sri Lanka on 25th February, 2006. Retrieved from http://archives.dailynews.lk/2006/02/25/fea01.asp

2. C. Watagodakumbura, “Assessment fostering creativity and open minded thinking in higher education”, in Daily News, Sri Lanka on 30th May, 2006. Retrieved from http://archives.dailynews.lk/2006/05/30/fea01.asp

Invited Papers/Speaker

§ I was invited by Xlibris publisher to make a Blog entry on "Author Inspirations" of my book "For a Sustainable Development of the Neurodiverse Society – Education from a Deeper and Multidisciplinary Perspectives- A Futuristic View

http://blog.xlibris.com/author-blogs/chandana-watagodakumbura-1/

"Most importantly these neural networks continue to grow so long as you use them effectively (as initially presented by Donald Hebb), and further, they can grow throughout one’s lifespan. Human consciousness (As mainly presented by Gerald Edelman and Giulio Tononi) grows when neural networks in the hemispheric cortices develop and with that we achieve human development, so to speak. Through this higher level of consciousness, learners are believed to develop wisdom as a higher form of creativity, integrating knowledge from multiple domains."

"For decades, if not for centuries, giving the highest priority only to manage economies or financial aspects at the expense of other important areas hasn’t taken us much far, positively, in terms of collectively, sustainable social developments, and individually human development, are concerned. In the recent popular book “Capital in the Twenty-First Century” by Thomas Piketty, the French economist, highlighted the increasing negative social impacts taking place over the years due to inequality in wealth distribution, or the increasing gap between the poor and rich. Joseph Stiglitz, the Nobel laureate in economics, when visited Australia recently, highlighted a similar point in regard to the need of overcoming inequality by prompting governments to invest in human development and education."

Published in: 2015
Refereed Conferences

1) Watagodakumbura, C. (2013f) ‘Overcoming the Limitations of Current Practices in Education to Make the Way for an Authentic Learning Experience’, Proceedings of the Canada International Conference on Education (CICE-2013), Toronto, Canada, 328–334.

2) Watagodakumbura, C. (2013g) ‘Subtle But Important Pedagogical Practices Yielding Authentic Learning Experience’, Proceedings of the Clute Institute International Academic Conference 2013, Hawaii, USA, 346–351.

3) Watagodakumbura, C. (2013e) ‘Benefits of Authentic Education’, Proceedings of the Clute Institute International Academic Conference 2013, Hawaii, USA, 199–203.

Refereed Articles

1. Watagodakumbura, C. (2015d) ‘Some Useful Pedagogical Practices: Educational Neuroscience Perspective’, Journal of Studies in Education, Macrothink Institute, Nevada, USA 5(4), 191-221. Retrieved from http://www.macrothink.org/journal/index.php/jse/article/view/8521

2. Watagodakumbura, C. (2015c) ‘Reviewing the Purpose of Education and Challenges Faced in Implementing Sound Pedagogical Practices in the Presence of Emerging Evidence from Neuroscience, World Journal of Education, SCIEDU Press, Canada, 5(6), 23-36. Retrieved from http://www.sciedu.ca/journal/index.php/wje/article/view/8034

3. Watagodakumbura, C. (2015b) Reflecting on Learner Assessments and their Validity in the Presence of Emerging Evidence from Neuroscience, in the journal of Higher Education Studies, Canada Centre of Science and Education, Canada 5(3), 58-65. Retrieved from http://www.ccsenet.org/journal/index.php/hes/article/view/49327

4. Watagodakumbura, C. (2015a) ‘Identifying Sound Pedagogical Practices Based on Findings from Neuroscience’, International Journal of Education, Macrothink Institute, Nevada, USA 7(2), 146-159. Retrieved from http://www.macrothink.org/journal/index.php/ije/article/view/7318

5. Watagodakumbura, C. (2014d) ‘Improvements to Student Learning Through Multidisciplinary Perspectives Reviewed from the Dimensions of Analytical Psychology, International Journal of Education, Macrothink Institute, Nevada, USA 6(3). Retrieved from http://www.macrothink.org/journal/index.php/ije/article/view/5696

6. Watagodakumbura, C. (2014c) Benefits of Authentic Education with Multidisciplinary Perspectives from the Viewpoints of Analytical Psychology’, Advances in Social Sciences Research Journal (ASSRJ), Society for Science and Education, UK, 1(3), 175-194. Retrieved from http://scholarpublishing.org/index.php/ASSRJ/article/view/167

7. Watagodakumbura, C. (2014b) ‘Authentic Education, the Deeper and Multidisciplinary Perspective of Education, from the Viewpoint of Analytical Psychology’, in World Journal of Education, SCIEDU Press, Canada, 4(3), 19-28. Retrieved from http://www.sciedu.ca/journal/index.php/wje/article/view/4578

8. Watagodakumbura, C. (2014a) ‘The Need to Address Psychological and Neurological Characteristics of Learners in the Mainstream Education System ’, Journal of Studies in Education, Macrothink Institute, Nevada, USA 4(1). Retrieved from http://www.macrothink.org/journal/index.php/jse/article/view/4662.

9. Watagodakumbura, C. (2013a) ‘Improving from Our Current Practices in Education In the Presence of Inputs from Multiple Disciplines’, International Journal of Technology and Inclusive Education (IJTIE), Infonomics Society, UK, 2(2), 167-175. Retrieved from http://www.infonomics-society.org/IJTIE/Improving%20from%20Our%20Current%20Practices%20in%20Education%20In%20the%20Presence%20of%20Inputs%20from%20Multiple%20Disciplines.pdf.

10. Watagodakumbura, C. (2013b) ‘The Need for a Deeper Perspective of Education to Make Way for an Authentic Learning Experience’, Journal of Education and Learning, Canada Centre of Science and Education, Canada, 2(4), 31-39. Retrieved from http://www.ccsenet.org/journal/index.php/jel/article/view/30399.

11. Watagodakumbura, C. (2013c) ‘Authentic Education: Visualising Education in a Deeper Perspective’, World Journal of Education, SCIEDU Press, Canada, 3(3), 1–10. Retrieved from http://www.sciedu.ca/journal/index.php/wje/article/view/2725

12. Watagodakumbura, C. (2013d) ‘Authentic Learning Experience: Subtle But Useful Ways to Provide It in Practice’, Contemporary Issues in Education Research, Clute Institute for Academic Research, Colorado, USA, 6(3), 299–304. Retrieved from http://journals.cluteonline.com/index.php/CIER/article/view/7899.

13. Watagodakumbura, C. (2013e) ‘Benefiting from Authentic Education to a Sustainable Social Development’, Journal of International Education Research, The Clute Institute, Colorado, USA, 9(2), 171–176. Retrieved from http://journals.cluteonline.com/index.php/JIER/article/view/7722.

14. Watagodakumbura, C. (2012) ‘Improving Student Learning through Multidisciplinary Perspectives’, Journal of Teaching and Education, International Journal of Arts & Sciences, Rhode Island, USA, (5), 261–267. Retrieved from http://universitypublications.net/jte/0105/html/RHS146.xml.

EDUCATION
Other Education - Education not elsewhere classified
Educational Neuroscience
PSYCHOLOGY AND COGNITIVE SCIENCES
Other Psychology and Cognitive Sciences - Psychology and Cognitive Sciences not elsewhere classified
Human Development to Full Potential/ Self Actualisation
EDUCATION
Other Education - Education not elsewhere classified
Educational Neuroscience
PSYCHOLOGY AND COGNITIVE SCIENCES
Other Psychology and Cognitive Sciences - Psychology and Cognitive Sciences not elsewhere classified
Human Development to Full Potential/ Self-Actualisation
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