Are you interested in educational innovation, and in collaborating with others on research and development that can improve learning opportunities for everyone? Our Special Interest Groups (SIGs) are looking for interested researchers.

Neuroscience and Education SIG
Neuroscience is impacting educational research and practice and many leading educational societies in America and Europe have similar SIGs. In Australia this integration of neuroscience into the study of learning and educational practice is still in embryonic form and there is an urgent need to take this research agenda forward. Here at the University of Sydney, all Faculty of Education and Social Work undergraduates in the last 6 years have been introduced to neuroscience. This SIG was formed in 2014 and is coordinated by Dr. Minkang Kim (returns from leave in mid-September).

Learning Analytics Research Group (LARG)
Technology is offering additional data about how students interact and learn, and Learning Analytics is considered an emerging discipline with consolidated conferences and journals. This multidisciplinary field combining education, psychology, technology has the potential to substantially improve of the overall student experience. This SIG was formed in 2015 in partnership with DVC Education. It is co-directed by Dr. Kathryn Bartimote-Aufflick and Dr Abelardo Pardo, for more information see the website at http://www.itl.usyd.edu.au/analytics/solar.htm or join the mailing list.

Interdisciplinary knowledge, learning and innovation
This SIG is for anyone interested in understanding and improving translational/boundary work. It will create possibilities for practitioners and researchers who are interested in interdisciplinary and inter-professional expertise, teaching and learning, across individual and team expertise; in research, professional and learning contexts. Coordinated by A/Prof. Lina Markauskaite, for more information see the Interdisciplinary Learning Group on Yammer.

New Learning Spaces - SIG under creation, first call below.
New technologies, new working arrangements and new ways of understanding knowledge and knowing are raising complex questions about relationships between the designed environment and learning. Actionable insights are in short supply. Yet the need for guidance about how to design, manage and use innovative learning spaces is becoming more intense. At CRLI we are well placed to initiate conversations about the challenges these changes bring, and we are pleased to announce the launch of a new SIG dedicated to researching Innovative Learning Spaces. Membership of the SIG is open to all members of the CRLI who have a serious interest in new learning spaces. To find out more, please email pippa.yeoman@sydney.edu.au

CRLI links
:: CRLI website
:: CRLI on YouTube - Who are CRLI and what do we do?
:: Chat with us - We have a Twitter account - @CRLI_Usyd and Yammer group
:: For August's news, see our newsletter

Register now for Friday's Teaching@Sydney event - Overcoming the Trump effect: What to do with misconceived but highly confident learners?

DSC_2663_Jason_Lodge_sq.jpg

Confidence has been linked to better career outcomes, happiness and a greater likelihood of attracting a suitable partner. However, confidence has a dark side that is overconfidence. Overconfidence is particularly a problem in relation to commonly held misconceptions. Here one might expect that overconfidence always interferes with learning from our mistakes but this is not always the case. It seems that we are more likely to remember an error if we were initially confident we were correct, compared to errors resulting from a guess. This hypercorrection effect has been attributed to attentional enhancement as a result of a mismatch between confidence in a response and its actual correctness. In other words we learn when we are surprised.

In this seminar Dr Jason M Lodge, psychological scientist, Senior Lecturer in the Melbourne Centre for the Study of Higher Education and a Senior Research Fellow in Learning Sciences in the Australian Research Council funded Science of Learning Research Centre at the University of Melbourne, will present an overview of research on the hypercorrection effect and discuss how it might prove useful in a higher education context. Jason’s research focuses on the application of the learning sciences to higher education and the ways in which technology is influencing learning. Jason is also co-editor (with Jared Cooney Horvath and John Hattie) of From the Laboratory to the Classroom (Routledge, 2016) and Associate Editor of Australasian Journal of Educational Technology.

:: When: 26 August 2016 12.00pm – 1.00pm
:: Where: New Law School Lecture Theatre 024
:: Cost: Free
:: More information and registration at http://sydney.edu.au/education-portfolio/ei/teaching@sydney/seminar-overcoming-trump-effect-misconceived-highly-confident-learners/

Join us on August 24th for "Speculative method in digital education research", a Centre for Research on Learning and Innovation (CRLI) seminar with Dr Jen Ross, University of Edinburgh.

JenRoss(3).jpgIn this seminar, Jen Ross discusses Speculative method in digital education research – the subject of a paper she recently published in the journal Learning, Media and Technology. The question of ‘what works’ is currently dominating educational research, often to the exclusion of other kinds of inquiries and without enough recognition of its limitations. At the same time, digital education practice, policy and research over-emphasises control, efficiency and enhancement, neglecting the ‘not-yetness’ of technologies and practices which are uncertain and risky. As a result, digital education researchers require many more kinds of questions, and methods, in order to engage appropriately with the rapidly shifting terrain of digital education, to aim beyond determining ‘what works’ and to participate in ‘intelligent problem solving’ (Biesta, 2010) and ‘inventive problem-making’ (Michael, 2012).

Jen will discuss speculative methods as they are currently used in a range of social science and art and design disciplines, discuss them in terms of epistemology, temporality and audience, and argue for the relevance of these approaches to digital education. Using ‘teacherbot’ (http://www.de.ed.ac.uk/project/teacherbot-interventions-automated-teaching ) and ‘artcasting’ (http://www.de.ed.ac.uk/project/artcasting ) examples from the University of Edinburgh’s Centre for Research in Digital Education, the talk will demonstrate speculative method in action, and reflect on some of the tensions such approaches can generate, as well as their value and importance in the current educational research climate.

Dr Jen Ross is a senior lecturer, co-director of the Centre for Research in Digital Education, and Deputy Director (KE) of Research and Knowledge Exchange in the School of Education at the University of Edinburgh. Her research interests include: Online and distance learning and teaching; Cultural heritage learning and engagement; Digital cultures; Reflective practices; Online learning and identity; Higher education; Creativity and Digital futures. You can learn more about Jen at: http://jenrossity.net/blog/.

Event details
• When: 11.30am to 1.00pm on 24 August 2016. This is a brown bag event, you are welcome to bring your lunch to eat.
• Where: Room 612 Education Building A35
• This seminar will not be available online or recorded.

The CRLI Wednesday seminars (formerly CoCo and STL) run on most Wednesdays in semester and host local and international experts who present research on learning and educational innovation in an informal setting.

Join us on August 31st for a Centre for Research on Learning and Innovation (CRLI) seminar with Dr Pippa Yeoman, Lessons in reading the learning landscape.

yeoman-page.jpg

The human drive to learn is strong, but not irrepressible. The ways in which people engage in learning can be shaped by a range of factors, including developmental, social, economic and political factors. Such influences have been studied widely, but rather little is known about how physical space affects learning activity.

Space matters. The current NSW budget for school infrastructure over the next four years is set at $2.6 billion, and the University of Sydney has committed $2.5 billion to building projects on its Camperdown campus, by 2020. Whilst these figures highlight an area of significant investment in education, there is very little actionable educational research that traces the relations between learning activity and the learning environment. How does your current location support learning activity? Do you look forward to teaching in any particular space? How do you adapt your teaching and learning practices to work with and not against the spaces in which you are scheduled to teach?

Drawing on fieldwork in innovative school and university settings, Dr Pippa Yeoman will present some of the theoretical tools she uses to explore the connections between learning activity and the learning environment. Pippa’s PhD dissertation, Habits & habitats: An ethnography of learning entanglement, can found here.

Event details
• When: 11.30am to 1.00pm on 31 August 2016. This is a brown bag event, you are welcome to bring your lunch to eat.
• Where: Room 612 Education Building A35
• This seminar will not be available online or recorded.
More information here..

The CRLI Wednesday seminars (formerly CoCo and STL) run on most Wednesdays in semester and host local and international experts who present research on learning and educational innovation in an informal setting.

Join us on August 10th, when Professor Peter Goodyear and Associate Professor Lina Markauskaite present "Epistemic fluency in higher education: teaching and learning for knowledgeable action and innovation", a Centre for Research on Learning and Innovation seminar.

What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? How do people become better at these things? How can researchers gain deeper insight in these valued capacities; and how can teachers help students develop them?

Working on real-world problems usually requires the combination of different kinds of specialised and context-dependent knowledge, as well as different ways of knowing. People who are flexible and adept with respect to different ways of knowing about the world can be said to possess epistemic fluency.

Drawing upon and extending the notion of epistemic fluency, in this seminar the presenters outline key ideas they have developed while studying how university teachers teach and students learn complex professional knowledge and skills. Their account combines grounded and enacted cognition with sociomaterial perspectives of human knowing, and focuses on capacities that underpin knowledgeable action and innovative work. This seminar will discuss the critical role of grounded conceptual knowledge; the ability to embrace professional materially-grounded ways of knowing; and students’ capacities to construct their epistemic environments. These and other ideas are elaborated the presenters' recently published book, Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge (2016, Springer).

Lina Markauskaite is an associate professor at CRLI. Her primary area is concerned with understanding the nature of capabilities involved in complex inter-professional knowledge work and learning.

Peter Goodyear is an Australian Laureate Fellow at the University of Sydney in Australia and founding codirector of CRLI. Peter’s research focuses on networked learning, the nature of professionals’ ‘working knowledge’ and complexity in educational design.

Event details
• When: 11.30am to 1.00pm on 10 August 2016. This is a brown bag event, you are welcome to bring your lunch to eat.
• Where: Room 612 Education Building A35
• This seminar will not be available online or recorded.

The CRLI Wednesday seminars (formerly CoCo and STL) run on most Wednesdays in semester and host local and international experts who present research on learning and educational innovation in an informal setting.

CRLI logo jpg.jpgAre you interested in educational innovation? Engaged in research on learning? Want to collaborate with others on research and development that can improve learning opportunities for everyone? The Centre for Research on Learning and Innovation (CRLI) aims to provide a focus for the university’s research on learning and innovation. Formed from CoCo and the STL research network, we have strong roots in Education, with substantial involvement from Engineering & IT, Science, Health Sciences and Medicine.

Upcoming events this month

Work with us
Complete your PhD in a thriving new research centre! We are currently seeking two Postgraduate Fellows to join our growing team at the Centre for Research on Learning and Innovation (CRLI). The positions are part-time (0.5FTE, Level A, Step 1) for three years from commencement, working 18.75 hours a week on a range of CRLI projects, supervised by a senior member of CRLI and with opportunities to work in, and publish with, a team of experienced and early-career researchers. For more information see Postgraduate Fellows Ref 1174/0716 on the University recruitment site at http://sydney.nga.net.au/

Connect with us

Join us on Tuesday August 2nd for a CRLI Methods workshop, Online, on-campus and on country professional development. It will be an informal talk with Melinda Lewis.

Melindapic.jpg
An informal talk about the affordances and constraints of designing and developing online professional development for teaching staff, within the context of the university systems & protocols, and through the content of cultural competence.

Bring your laptop, because participation includes a 'hands-on' experience, exploring the Educational Innovation program for teachers and the National Centre for Cultural Competence online modules launched on Friday 22nd July.

  • Where: CoCo Lab (Room 237, Education Builiding A35)
  • When: Tuesday August 2nd, 12.00-1.30pm
  • Participants should bring a laptop.
  • Are you interested in educational innovation? Engaged in research on learning? Want to collaborate with others on research and development that can improve learning opportunities for everyone?

    RSVP to attend our launch on August 2nd, and find out more about our work and how you can connect with us at the Centre. At the launch, you will be able to hear some of our research leaders speak about:

    • Our current research capabilities and future research directions

    • New ways of bridging between research, policy and practice

    • Ways you can engage more closely in the centre’s work

    Learn more about:

    • Our Special Interest Groups – how you can join existing groups or start your own SIG

    • Our program of events: seminars, symposia, workshops, Research Fest, etc

    • Opportunities to join in programs of collaborative research and development

    • Opportunities to network with our collaborators in leading research centres around the world

    Please RSVP to attend at http://bit.ly/CRLIlaunch
    WHEN: 2nd August 2016, 5.00pm - 7.00pm
    WHERE: Room 351 (the Large Lecture Theatre) in the Education Building A35, followed by light refreshments in Common Room 401.
    RSVP: before Mon 25th July at http://bit.ly/CRLIlaunch - essential for catering purposes. Light refreshments will be provided.

    We are currently seeking two Postgraduate Fellows to join our growing team at the Centre for Research on Learning and Innovation (CRLI).

    • Complete your PhD in a thriving new research centre
    • Gain valuable research experience and help develop ground-breaking innovations in higher education alongside internationally-renowned colleagues
    • Part-time (0.5FTE), fixed term for 3 years, remuneration package $41K (which includes salary, leave loading and up to 17% superannuation)

    Postgraduate Fellows will need to enrol for a full-time PhD on a topic within the centre’s field of study. The positions are part-time (0.5FTE, Level A, Step 1) for three years from commencement, working 18.75 hours a week on a range of CRLI projects, supervised by a senior member of CRLI and with opportunities to work in, and publish with, a team of experienced and early-career researchers. This is a fantastic opportunity to gain a PhD and to develop your research skills and research profile as a valued member of one of Australia’s leading research centres. Together, we will move research on learning and innovation forward, and help invent the future of learning.

    For more information see Postgraduate Fellows Ref 1174/0716 on the University recruitment site at http://sydney.nga.net.au/

    Join us on August 3rd, when we restart our Centre for Research on Learning and Innovation (CRLI) Wednesday seminars for semester 2, with a presentation by Associate Professor Nina Bonderup Dohn; "Designing for transformation of situated knowledge.

    Nina-267.jpgNina will present on her and her colleagues’ current project, Designing for Situated Knowledge in a World of Change, supported by the Danish Council for Independent Research. Today's world is characterized by diversity, frequent change, and globalization, which requires people to traverse a range of different settings and to often use knowledge, learnt in one setting, in new contexts. But research in practice theory and situated learning has shown that knowledge is situated, i.e. acquires form and content from the context in which it is learnt. In this talk, Nina will focus on philosophical and design theoretical aspects of this challenge, discussing:
    :: What is involved in transforming knowledge from one context to another?
    :: Is it possible to design learning opportunities for others to support them in learning to transform knowledge across contexts?
    :: If yes, what would be design principles for such learning opportunities?

    Nina Bonderup Dohn is an Associate Professor in Humanistic Information Science at the Department of Design and Communication, University of Southern Denmark.

    Event details
    • When: 11.30am to 1.00pm on 3 August 2016. This is a brown bag event, you are welcome to bring your lunch to eat.
    • Where: Room 612 Education Building A35
    • This seminar will not be available online or recorded.
    • More information here.

    The CRLI Wednesday seminars (formerly CoCo and STL) run on most Wednesdays in semester and host local and international experts who present research on learning and educational innovation in an informal setting.

    Westpac is offering postgraduate scholarships for talented individuals. Applicants will be chosen for their potential to make a difference in the areas of Technology and Innovation, Enabling Positive social change or Strengthening Australia-Asia ties.

    Valued at up to $120,000 over 2-3 years, scholarships will be awarded annually for research or coursework studies at graduate level. Applications are open to Australian citizens and permanent residents who have completed an undergraduate degree within the last five years, or will complete in the year of application.

    For more details and how to apply see http://bicentennial.westpacgroup.com.au/scholarships/future-leaders/. Closing date for applications is 31 August 2016.

    Join us on June 15 for a Centre for Research on Learning and Innovation (CRLI) Wednesday seminar; "Enhancing workplace learning through mobile technology, with Professor Franziska Trede.

    Trede267.jpgWorkplace learning and technology-mediated learning are two key foci for university education. Unfortunately, they often remain separate discourses and practices, even though their integration could provide important opportunities to bridge education and work contexts and build students’ digital capacities; on- and offline professional identities; and technology-mediated work practices. In this 90-minute workshop, participants will learn about the two-year multi-site research project “Enhancing workplace learning through mobile technology", which has been funded by the Australian Government Office for Learning and Teaching and is being led by Charles Sturt University, in collaboration with The University of Sydney, Western Sydney University and Deakin University.

    Lead researcher Professor Franziska Trede will also outline the processes used to develop mobile resources for learning in workplace settings. Participants will trial a set of resources, share their ideas and feedback and, hopefully, develop a better understanding of the possibilities and challenges of effectively using mobile technology to enrich learning experiences on placement. This workshop will outline the theoretical foundations of the project, and draw on preliminary findings aimed at helping students, academics and workplace placement educators make better use of personal, mobile technologies to connect learning and work. It will workshop an emerging mobile technology capacity-building framework and its resources and design patterns and how they could be translated into course specific resources

    Project website ttp://www.csu.edu.au/efpi/wpltech
    Project blog https://wpltech.wordpress.com

    The CRLI Wednesday seminars (formerly CoCo and STL) run on most Wednesdays in semester and host local and international experts who present research on learning and educational innovation in an informal setting.

    Event details
    • When: 11.30am to 1.00pm on 15 June 2016. This is a brown bag event, you are welcome to bring your lunch to eat.
    • Where: Room 612 Education Building A35
    • This seminar will not be available online or recorded.
    • More information here.

    Join us on June for a Centre for Research on Learning and Innovation (CRLI) Wednesday seminar; "The Local Games Lab: Grassroots engagement with games, learning, mobile, and place, with Associate Professor Chris Holden.

    Holden.jpgBecause videogames are complex media properties, their design and use in the name of learning has been often limited to researchers and publishers of significant means. More recently however, new tools and changes to the world at large - especially the near ubiquitous adoption of smartphones - have opened up new, more accessible avenues. Games can become something much more akin to vernacular. However, hardware and software are not the only obstacles to meaningful change. It is necessary to rethink our assumptions and traditions regarding who gets to be in the driver’s seat, and develop participatory models of research, implementation, and interpretation.

    One such model is a Local Games Lab—a name for what happens when early adopters can develop experience and expertise to recruit and support diverse participation in game design and use locally. The name also refers to the dimension of place as a strong organizing principle allowing us to bring together diverse stakeholders and an area of game design that may be only ever entertained outside the commercial mainstream. By learning how to grow and sustain game development and use within individual communities, we may be able to reach more than enthusiasts and institutions, and greatly increase the capacity for many to see games as general tools for expression and purpose.

    Since 2008, I have been involved in educational game design myself at UNM and recruited other faculty, students, and community members into the mix as a way to help them achieve their own ambitions through design: The Local Games Lab ABQ. We have developed a tradition of exploration, development, and sharing though we lack the institutional or economic resources to establish and organize such a “center”. In this talk I’d like to share some the history of the Local Games Lab ABQ: our projects and their aims, but also how our local work connects us to themes that extend beyond the provincial: how games, place, and learning comes together in augmented reality, how tools like ARIS—an open-source, easy-to-use augmented reality platform—have both enabled us to create and make use of games and to contribute back to the emerging affinity spaces of those exploring game design for learning across many locales.

    Read more...

    Join us on May 11 for a Centre for Research on Learning and Innovation (CRLI) Wednesday seminar; "Conceptualizing Debates in Learning and Educational Research: Towards a Complex Systems Conceptual Framework of Learning, with Professor Michael J. Jacobson and Professor Peter Reimann.

    This seminar provides an overview of a paper, just published by Educational Psychologist, that proposes a conceptual framework of learning based on perspectives and methodologies being employed in the study of complex physical and social systems to inform educational research.

    We argue that the contexts in which learning occurs are complex systems with elements or agents at different levels—including neuronal, cognitive, intrapersonal, interpersonal, cultural—in which there are feedback interactions within and across levels of the systems so that collective properties arise (i.e., emerge) from the behaviors of the parts, often with properties that are not individually exhibited by those parts. We analyze the long running cognitive versus situative learning debate and propose that a complex systems conceptual framework of learning (CSCFL) provides a principled way to achieve a theoretical rapprochement. We conclude with a consideration of more general implications of the CSCFL for educational theory and research.

    Michael J. Jacobson, Ph.D., is a Professor and Chair of Education in the Faculty of Education and Social Work, a Honorary Associate in the School of Medical Sciences, and Co-Director of the Learning, Cognition, and Brain Research Group at the University of Sydney. Peter Reimann, Ph.D., is a Professor of Education at University of Sydney and co-director of the Centre for Research on Learning and Innovation.

    The CRLI Wednesday seminars (formerly CoCo and STL) run on most Wednesdays in semester and host local and international experts who present research on learning and educational innovation in an informal setting.

    Event details
    • When: 11.30am to 1.00pm on 11 May 2016. This is a brown bag event, you are welcome to bring your lunch to eat.
    • Where: Room 612 Education Building A35
    • This seminar will not be available online or recorded.
    • More information here.

    Join us on May 4 for a Centre for Research on Learning and Innovation (CRLI) Wednesday seminar; "Online and off-screen (inter)actions in online learning, with Janica Nordstrom.

    Evidence is mounting that, in order to understand students’ participation in online learning, research needs to expand the field of inquiry beyond the computer screen, to examine how students physical environment and ‘off-screen’ actions affect their online participation and interactions.

    In this seminar, Janica will focus on her ethnographic doctoral study of one Swedish community-language class taught in blended mode. Community-language schools are schools offering complementary language education to students in K-12 context. In a response to decline in enrolments and motivation, some schools have begun offering online, distance-learning programs. To explore how students constructed their participation in synchronous text-based computer-mediated communication, Camtasia recordings of online lessons as well as video recordings of their physical environment were employed. Focusing on both online and ‘off-screen’ actions, a multimodal interaction analysis approach allowed for simultaneous analysis of complex networks of (inter)actions and how they co-existed. Findings showed that students drew heavily on off-screen interactions and technological resources unknown to their teacher and peers, suggesting that the boundaries of the learning environment were fluid and flexible.


    The CRLI Wednesday seminars (formerly CoCo and STL) run on most Wednesdays in semester and host local and international experts who present research on learning and educational innovation in an informal setting.

    Event details
    • When: 11.30am to 1.00pm on 4 May 2016. This is a brown bag event, you are welcome to bring your lunch to eat.
    • Where: Room 612 Education Building A35
    • This seminar will not be available online or recorded.
    • More information here.

    400dpiLogo.png
    The integration of authentic work-based activities and technology-mediated learning can provide important opportunities to bridge education and work contexts and build students’ digital capacities, online professional identities and technology-mediated work practices. However, Workplace learning (WPL) and technology-mediated learning do not always intersect in practice.

    The OLT project “Enhancing workplace learning through mobile technology” is developing a set of resources to help students make the most of their WPL experience using mobile technology. As a part of this, the project team has developed a resource "The GPS for WPL" and a set of initial design patterns to help academics and workplace educators/supervisors to create learning experiences that enhance students’ capacities to use personal mobile devices productively for workplace learning.

    The project team is now seeking for feedback on how these initial resources and patterns can be improved, and invites all academics, workplace educators, learning designers and students to review these initial resources and patterns, and provide their suggestions. To give your feedback, please review one or all of the following resources and follow the prompts after clicking on “Give us Feedback” icon located at the top and bottom of each resource.


    • The GPS for WPL: An online resource for students to help them navigate the WPL landscape using mobile technology.
    • Initiating Dialogue: A pattern to help design resources or structured discussions that lead to clarifying expectations, pedagogical use and generally a shared understanding about the use of mobile technology on placement.
    • Planning Learning Experiences: A pattern to help design resources or activities to prepare students’ for their WPL experiences.
    • Networking Activities: A pattern to help design resources or activities that support live collaboration and interactions between students, academics, workplace educators or supervisors.
    • Creating Your Own ‘On-The-Go’ Activities: A pattern to help design resources that allow students to construct participatory and self-directed WPL learning activities.
    • Professional and Safe Conduct: A pattern to help design resources or activities to determine ways of developing and maintaining professional and safe conduct for students’ use of mobile technology while on placement.

    More information can be found in the information sheet (for academics, for WPE or for students). If you have any questions or would like to take part in a focus group or be interviewed, please email Dr Celina McEwen.

    Note: The resources were developed as part of a two-year research project funded by the Commonwealth Government Office for Learning and Teaching, conducted by Franziska Trede (Charles Sturt University), Peter Goodyear (The University of Sydney), Susie Macfarlane (Deakin University), Lina Markauskaite (The University of Sydney), Freny Tayebjee (Western Sydney University), Patricia Parish (Western Sydney University) and Celina McEwen (Charles Sturt University).

    Join us on April 27 for a Centre for Research on Learning and Innovation (CRLI) Wednesday seminar; "Justifying qualitative research" with Dr Fiona Hibberd.

    In psychology, those wanting to justify use of qualitative methods often cite the discipline’s uncritical adherence to an outmoded positivist philosophy of science as the source of its obsession with quantitative practices. They point to more recent philosophies including social constructionism, constructivism, poststructuralism, postmodernism, hermeneutics, phenomenology and critical realism as alternatives to positivism. Proponents of this idea argue that these alternatives better accommodate subjects’ contextual lived experiences and the meanings they give to them; the importance of inquirer–subject interactions, and the theory- and value-ladenness of facts.

    In this talk, Dr Hibberd will argue that using these philosophies to justify qualitative research is misguided; note a different source of mainstream psychology’s preoccupation with quantitative research; and provide a very different justification for qualitative research following from a realist understanding of the nature of reality. Her presentation will demonstrate this rationale unfolds from a metaphysical package about which we have no choice, a package that also exposes the myth that psychologists measure psychological attributes.

    Dr Hibberd specialises in examining the foundational questions in psychology. This involves testing the theories, concepts and presuppositions that drive psychology's research.

    The CRLI Wednesday seminars (formerly CoCo and STL) run on most Wednesdays in semester and host local and international experts who present research on learning and educational innovation in an informal setting.

    Event details
    • When: 11.30am to 1.00pm on 27 April 2016. This is a brown bag event, you are welcome to bring your lunch to eat.
    • Where: Room 612 Education Building A35
    • This seminar will not be available online or recorded.
    • More information here.

    Join us on April 20 for a Centre for Research on Learning and Innovation (CRLI) Wednesday seminar; "Failing to follow instructions: The neuroscience of goal neglect and its implications for teaching complex materials" with Gareth Roberts.

    Failing to follow instructions is a common trait of students who perform poorly in the classroom. Neuroscience research may be particularly informative in understanding this phenomenon, and consequently lead to more effective educational interventions.

    In this talk I will discuss my research stream on goal neglect, a mismatch in behaviour where people are able to verbally recall task instructions but show no attempt to perform them in behaviour. Frequently described in historical accounts of major damage to the frontal lobes, goal neglect is not due to memory, motor or perceptual problems, but rather reflects a core cognitive deficit in coordinating complex steps of behaviour. I will outline the neuroscience of how people learn rapidly from verbal instructions and how this is achieved through the coordinated activity of prefrontal and parietal cortices. In addition, I will provide an overview of research I have conducted with children, adults, and different neuroimaging methodologies. Finally, I will discuss the implications this research has on the teaching of complex material in the classroom, and how these findings can be incorporated into practice.

    Gareth is a Postdoctoral Research Fellow at the School of Psychology and CoCo. He applies modern analytical and neuroscientific approaches to investigate the transfer of abstract knowledge to novel situations and how to best influence a participant's learning strategy.

    The CRLI Wednesday seminars (formerly CoCo and STL) run on most Wednesdays in semester and host local and international experts who present research on learning and educational innovation in an informal setting.

    Event details
    • When: 11.30am to 1.00pm on 20 April 2016. This is a brown bag event, you are welcome to bring your lunch to eat.
    • Where: Room 612 Education Building A35
    • This seminar will not be available online or recorded.
    • More information here.

    LARG.jpgRegister now to attend a hands-on learning analytics workshop, Using Learning Analytics to Provide Personalised Support to Your Semester 1 Students on April 14th.

    This workshop is being held as part of an Educational Innovation Grant Project by Dr Melanie Keep, Professor Adam Bridgeman, Dr Kathryn Bartimote-Aufflick, Dr Abelardo Pardo, Dr Danny Liu, Professor Charlotte Taylor and Dr Hong-Dao Nguyen. For more information about the project or to participate, please see http://bit.ly/1PPjte5.

    Read more...

    About Us

    The Centre for Research on Learning and Innovation (CRLI) aims to provide a focus for the university’s research on learning and innovation. Formed from CoCo and the STL research network, we have strong roots in Education, with substantial involvement from Engineering & IT, Science, Health Sciences and Medicine.

    About the Blog

    Research by the University's Centre for Research on Learning and Innovation (CRLI).
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