Ryan Baker is visiting on his way to a keynote at the ASCILITE Conference in Adelaide. He will be giving a talk at 3pm on Friday 25 November at the University of Sydney, all welcome! Friday 25 November, 3pm, rooms 249 & 250, Level 2 South, Fisher Library (F03), University of Sydney. Campus map: http://sydney.edu.au/maps/campuses/?area=CAMDAR

Ryan Baker.jpeg

Modeling Complex Skill with Educational Data Mining

Abstract: In recent years, the emerging methods of educational data mining have made it possible to model performance on complex skills occurring within online education, making it possible in turn to measure learning of these skills over time. In this talk, I will discuss my lab’s work to model the development of these skills, both in structured contexts such intelligent tutoring systems, and less structured contexts such as simulations and serious games. For example, I will discuss our work to infer when students are able to successfully design controlled experiments within simulations, and when they are able to successfully navigate a complex virtual environment to gather evidence that enables them to answer causal questions about events in that virtual environment. By modeling complex student skill and inferring students’ knowledge of these skills, we make it possible to create educational and training environments that can support students in developing robust and useful competencies.

Ryan is Associate Professor of Cognitive Studies at Teachers College, Columbia University, USA. He is in Australia as a keynote speaker at the 2016 ASCILITE Conference, and we’re fortunate to be able to have him with us in Sydney while he’s visiting.

LARG.jpgThe Sydney Learning Analytics Research Group (LARG) is excited to offer a conference travel grant of $3,500 to attend the 2017 Learning Analytics & Knowledge (LAK) Conference to be held in Vancouver, BC, Canada 13-17 March.

The call for applications for this grant is now open, and the due date is Monday 16 January 2017. Applicants must have a submission (of any type) accepted for presentation at LAK 2017, and be either a current staff member or current student of the University of Sydney. Submissions for LAK are currently open - there are several deadlines, the last of which is 2 December 2016.

More information is available, including how to apply and the conditions of the grant at https://sydney.edu.au/education-portfolio/qa/analytics/pdf/wp-conference-travel-grants-2016.pdf.

Join us on November 2nd for our last seminar of 2017, the "Learning Analytics Research Group (LARG) showcase session", with presenters Jess McBroom and Associate Professor Kalina Yacef.

LARG is a joint venture of the newly established Quality and Analytics Group within the University's Education Portfolio, and CRLI. The key purposes for establishing LARG are to:
:: build capacity in learning analytics, for the bevefit of the instituion, its staff and its students
:: generate interest and expertise in learning analytics at the University, and build a new network of research colleagues
:: build a profile for The University of Sydney as a national and international leader in learning analytics.

This seminar is the first event in which the LARG will showcase two of ts recent projects.
MINING BEHAVIOURS OF STUDENTS IN AUTOGRADING SUBMISSION SYSTEM LOGS
Presenter: Jess McBroom
EDUCATIONAL DATA MINING RESEARCH AT THE UNIVERSITY OF SYDNEY
Presenter: Associate Professor Kalina Yacef

Event details
• When: 11.30am to 1.00pm on 2 Nov 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 October 19th for "Sites of Epistemic Cognition", a CRLI seminar with Dr Simon Knight, Research Fellow in Writing Analytics at the University of Technology Sydney.

Simon-Knight267.jpgSimon's PhD research investigated epistemic cognition – cognition regarding the source, justification, complexity, and stability of knowledge – in collaborative information tasks. Students worked on separate computers making use of a tool (Coagmento) that facilitated their activity, providing a chat and collaborative text editor, and tracked their activity.

In this talk, I’ll discuss developing work on conceptualising the design of that research in terms of ‘sites of epistemic cognition’: situations; activities; products; and actors. In a parallel line of work, I have been re-conceiving ‘epistemic cognition’ in light of recent moves in the philosophical literature on ‘social epistemology’. The talk will introduce this novel account, illustrating its use as a lens onto epistemic dialogue.
Event details
• When: 11.30am to 1.00pm on 19 October 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.

Register now for the 24th Oct workshop. Can data help me better understand and support learners, a University of Sydney Innovation Week workshop.

Datd.jpgThe emerging learning environments offer unprecedented opportunities to collect data about learner interactions. Can this data help instructions innovate in their teaching? Can they increase their understanding and support of the learners? The area of Learning Analytics focuses on how data can be used to improve the overall student experience. Although data is being used in other areas such as business or marketing, the uptake in educational institutions is slower than expected.
In this hands-on workshop we will explore some common techniques to analyse data about student learning and explore the process to translate it into actionable knowledge. The activities in the workshop will be divided into the following modules:
1. Connecting data to questions. Which aspects of a learning experience are suitable to be explore with the help of data? What questions can be answered based on data?
2. Connecting with learning theory. How can theory guide the design of data-intensive learning experiences?
3. Data-supported actions. What actions can be derived from the combination of data and educational theories?
4. At the end of the workshop the attendees should be capable of explaining how data can be used to guide or support personalised student support actions.

Additional instructions: attendees are required to bring their own personal computer to be used during the session.
• REGISTER at http://bit.ly/Oct24EIR
• Duration: 4 hours
• Date/Time/Location: Monday 24 October 2016, 1pm - 5pm/ Fisher Library F03 Meeting Room 249
• More information at https://sydney.edu.au/education-portfolio/ei/teaching@sydney/innovation-week-2016-can-data-help-better-understand-support-learners/

This is University of Sydney Innovation Week event, co-hosted by the Centre for Research on Learning and Innovation (CRLI) and the Faculty of Engineering and Information Technologies.

Join us on October 12th for "Insights to action: a transformative approach to business analytics", a Centre for Research on Learning and Innovation (CRLI) seminar with Craig Napier.

To enable innovation, insights, experimentation and discovery, Universities must attempt to harness the value of data in driving more informative and effective decisions. The ease with which people interact and connect with people, devices, the internet and share content is increasing every day and these new sources of information are generating new possibilities for exploration, requiring new capabilities to be developed. Given the increasing volumes of data the problem is not that the data does not exist but shifts to how to make the data available, filter through the noise, reuse and scale initiatives and to generate insights that lead to action. This is a practical session that will focus on:

:: the challenges facing analytics initiatives
:: what we can do to deliver improved insights efficiently
:: how we can share knowledge and expertise and in partnership deliver shared business outcomes that lead to action.

Craig Napier has worked in data-intensive environments for more than 15 years, domestically and internationally, and is program director of Business Intelligence at the University of Sydney where he is developing and delivering enhanced capabilities and insights in business intelligence and analytics. Prior to this, Mr Napier was director of Business Intelligence at the University of Wollongong, systems manager at the University of Wollongong's $62 million SMART Infrastructure Facility (where he was integral in the establishment of the Information and Data Discoverability Centre) and a lecturer in business analytics. Mr Napier is a member of The Data Warehouse Institute (TDWI), coordinator of the Data Warehousing, Business Intelligence & Analytics special interest group of the Australasian Association for Institutional Research and a Fellow of CPA Australia.

Event details
• When: 11.30am to 1.00pm on 12 October 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.

The Concord Consortium (https://concord.org), a nonprofit research and development organization dedicated to transforming STEM education through technology, is looking for a Research Associate specializing in STEM education, design-based research, or classroom-based research in middle and high school classrooms.

The Research Associate will work closely with senior research personnel at the Concord Consortium to coordinate field testing of technologically enhanced, NGSS-aligned curriculum and assessment materials and contribute to research on novel middle and high school curriculum units that integrate modeling, sensor-based laboratories, performance assessments, and programmable software to help students achieve a deeper understanding of core ideas in biological, physical, and Earth sciences. The Research Associate will also be involved in data collection and analysis and support evaluation of teacher preparation and classroom enactments. They’re looking for a team player who is excited to work in a stimulating, technology-rich environment to help make a difference in education. See https://concord.org/about/careers/research-associate for more details.

Senior research assistant - Curriculum measurement and evaluation framework (closes 27 Sep)

HEO Level 7, casual, $59.96/hour
2-3 days per week, hours are flexible
Working under the supervision of Dr Kathryn Bartimote-Aufflick, Head Quality and Analytics in the Deputy Vice-Chancellor (Education) Portfolio
Based within the Education Portfolio space on Level 2 of Fisher Library

The position is related to a project funded by the Deputy Vice-Chancellor (Indigenous Strategy and Services), ‘Cultural Competence: A Measurement and Evaluation Framework’. The aim of the project is to develop a framework and preferred approach for tracking the success of efforts to embed cultural competence in the University’s curriculum. The two key pieces of work are to produce a framework document, and to collect baseline data for a range of proposed measures.

Cultural competence is one of several graduate qualities outlined in the new Sydney curriculum, details of which are available in the University’s 2016-2020 Strategic Plan: http://sydney.edu.au/about-us/vision-and-values/strategy.html. The framework for evaluating the embedding of cultural competence into curriculum will need to be adaptable to other graduate qualities. Closing date: Tuesday 27 September 2016.

Job criteria:
- Take a scholarly and evidence-based approach to evaluation, with knowledge of a range of approaches, frameworks, or forms of evaluation
- Work within a particular evaluation framework to collaboratively design or select measurement tools for curriculum evaluation
- Comfortable to access research literature from a range of relevant disciplines, and to use and present this information in a variety of ways
- Experience in collecting, analysing, and reporting both quantitative and qualitative data
- Analytical writing skills:
: Ability to write in an academic style
: Write clear and accurate evaluation reports for a variety of audiences
: Write short briefing papers for managers and committees, and provide recommendations
- Confident to consult with a range of stakeholders to aide effective evaluation design
- Experience liaising with both academic staff and professional staff, and a demonstrated level of tact and discretion in dealing with stakeholders at all levels of an organisation
- Ability to manage multiple tasks, priortise effectively, meet deadlines, and produce required outcomes
- Strong problem solving skills and the ability to use initiative and exercise sound judgement with attention to detail

Contact kathryn.aufflick@sydney.edu.au or 9351 4955.
To apply: Please send an email to Brooke Fuz addressing how your experience and skills align with the criteria and duties, and attach your CV and up to three examples of your written work.

Empathic Agents to Support Understanding Science Understanding in a Virtual Learning Environment

Research has found that learner relationships (teacher and peer) involving computer-based learning are similar to the equivalent human-human learning relationships in the classroom. Intelligent Virtual Agent (IVA) research over the past decade has focused on the creation of characters that are socially capable requiring IVAs to have good verbal and non-verbal communication skills including congruent language, facial expressions and body gestures. More recently, there is strong interest in affective agents who are able to express emotions. The work on empathetic or empathic agents goes even further as the IVA seeks to demonstrate understanding of the emotional state of the human and respond in a way that is supportive. This work has been found to deliver improved interactions. Despite growing interest in affective and empathetic agents to create intelligent agents that are more believable and socially capable, their use in education is emerging. This project will involve the design, development and evaluation of the use of empathetic agents in a multi-user virtual environment to support basic self-regulated learning strategies. The project is likely to incorporate the use of data/learning analytics to inform the IVA about the human’s learning progress to provide personalised support to the learner.

The project is part of larger and ongoing ARC-funded Discovery grant "Agent-based virtual learning environments for understanding science", and it involves a collaboration between Macquarie University and the University of Sydney.

Contact Prof. Deborah Richards at deborah.richards@mq.edu.au or (02) 98509567 for more information. For more information and to see the entry criteria, go to http://www.mq.edu.au/research/phd-and-research-degrees/scholarships/scholarships-for-domestic-candidates and expand the link at "Faculty of Science and Engineering".

The 2016 MQRES full-time stipend rate is $26,288 pa (2016 rate) tax exempt for 3 years. The scholarship is intended for domestic students but international students can apply but, if successful, will need to pay their own tuition fees. Applicants would be expected to have a record of excellent academic performance, especially in the research Masters degree, and additional relevant research experience and/or peer-reviewed research activity, awards and/or prizes. Applicants will need to complete a candidature/scholarship application form and arrange for two academic referee reports to be submitted to the Higher Degree Research Office. Please quote the allocation number (2015113) on your application.

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.

    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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