Students who used school-issued laptop computers at school and home perform better in their HSC science exams than those not given the computers, recent research from the University of Sydney has shown.

"While improvements are small to medium they are statistically significant, particularly in the context of highly competitive HSC exams where a margin of a few marks can affect a student's future at university or in the job market," said Simon Crook, a PhD candidate in the physics education research group at the University of Sydney and lead author of an article recently published in the International Journal of Science Education.

While there is widespread research on the impact of using laptops on students' motivation, there is a lack of research on their influence on academic achievement, especially for science. This study capitalised on a unique natural experiment created by the staged roll-out of the campaign, the Digital Education Revolution, in which only half of Year 9 NSW students in 2008 received laptops from their schools. In late 2011, when these students sat their HSC examinations half of them had been schooled with their own laptops for more than three years, and half had not. The research looked at the results of 967 science students from 12 high schools in Sydney, in HSC biology, chemistry and physics.

A paper, "An Evaluation of the Impact of 1:1 Laptops on Student Attainment in Senior High School Sciences', has been published in the International Journal of Science Education and also been featured in The Australian (subscribers only). Authors on the article are Simon Crook (lead), STL reseacher Associate Professor Manju Sharma from the School of Physics and Dr Rachel Wilson from the Faculty of Education and Social Work.

You can view the paper here.

Several of our researchers have submitted papers to this year's international Conference on Computer Supported Collaborative Learning, CSCL. The conference will take place in Gothenburg, Sweden, from June 7th to 11th, 2015.

STL submissions include:


  • Paper: Inclusive Design for CSCL: The Case of Adult Literacy Learners. Author: Ana Pinto

  • Paper: How Collaborative Successes and Failures Become Productive: An Exploration of Emerging Understanding and Misunderstanding Turning Points in Model-based Learning with Productive Failure. Authors: Alisha Portolese, Lina Markauskaite, Polly Lai, Michael Jacobson

  • Paper: Socio-material Representation of Group Knowledge Creation. Author: Natalie Spence

  • Paper: Measuring group progress through a complex computer-supported design task: Identifying the effects of scaffolds on the processes of learning. Author: Kate Thompson

  • Symposium: A multimodal approach to the analysis of complex collaborative learning environments: Using complementary methods of analysis to synthesise new trends in scaffolding research

The above syposium is organised by Kate Thompson and Lucila Carvalho.

Synthesis research is a method utilized in the field of ecology, and involves bringing together experts in different areas to address a research question that cannot be entirely answered by a single perspective. This symposium explores the application of this model to the learning sciences, specifically to scaffolding of computer supported collaborative learning. The symposium brings together expert researchers (working on different, related perspectives of scaffolding) to discuss their analysis of processes of learning in relation to discursive psychology and gesture analysis; conversation analysis; and multimodal interaction analysis. Each presenter will analyze and discuss the same corpus of data. These streams of data analysis are then brought together in the fourth presentation, with a discussion of visualizing and synthesizing the findings, piecing together an elaborated understanding of scaffolding. The final presentation includes the whole panel and addresses some of the challenges of conducting research this way in the learning sciences.

Participants include:
  • Kate Thompson, Lucila Carvalho, The University of Sydney, CoCo Research Centre, The University of Sydney, Australia kate.thompson@sydney.edu.au, lucila.carvalho@sydney.edu.au

  • Michael A. Evans, Department of Curriculum, Instruction, and Counselor Education, North Carolina State University, michael.a.evans@ncsu.edu

  • Maryam Khosronejad, Peter Reimann, CoCo Research Centre, The University of Sydney, Australia mkho4965@uni.sydney.edu.au, peter.reimann@sydney.edu.au & Anindito Aditomo, CoCo Research Centre, The University of Sydney, Australia, and The University of Surabaya, Indonesia. aadi4954@uni.sydney.edu.au

  • Dewa Wardak, Peter Goodyear, CoCo Research Centre, The University of Sydney, Australia dwar9402@uni.sydney.edu.au, peter.goodear@sydney.edu.au

  • Yannis Dimitriadis, Universidad de Valladolid, Valladolid, Spain, yannis@tel.uva.es, Roberto Martinez-Maldonado, CoCo Research Centre, The University of Sydney, Australia roberto@it.usyd.edu.au, & Gregory Dyke, ICAR, University of Lyon/CNRS, France, gregdyke@gmail.com


Read more...

Rich Despite Scale, or Rich Because of Scale? MOOCs, SPOCs, and Residential Education

“When MOOCs "exploded" in 2012, they were all about scale: courses, instructors, and MOOC providers try to outdo each other on how many learners they were reaching. An unsurprising backlash came from the criticism that surely at such scales the learning experience would suffer. One unsurprising reaction to that backlash was the position that MOOC technology could also help better package curricular materials for local customization and reuse, that is, the SPOC model.

Both MOOCs and SPOCs have value, but lost in this discussion is a closer examination of which elements of both MOOCs and campus courses are rich because of scale, and which ones we should strive to make rich despite scale. I will give examples of both, based on both our work with doing research on MOOC data and our attempts to handle exploding demands for CS courses at Berkeley (our introductory CS course now enrolls over 1,000 students, and our upper division advanced courses routinely enroll several hundred).”

Armando Fox is a Professor of Computer Science at UC Berkeley as well as the Faculty Advisor to the UC Berkeley MOOCLab. His current research includes online education and high productivity parallel computing. His current teaching activities focus on undergraduate Software Engineering, for which he and Prof. David Patterson have writtenand is the basis of Berkeley’s first free MOOC (Massive Open Online Course). For more information see http://sydney.edu.au/engineering/it/research/news/armando-fox.shtml

  • Speaker: Professor Armando Fox, Computer Science Division, UC Berkeley MOOCLab

  • When: Tuesday 25 November 2014, 3.30-4.30pm - Note: different day and time to usual.

  • Where: The University of Sydney, School of IT Building, SIT Lecture Theatre (Room 123), Level 1

  • For more information go to the Basser seminar series site

The Basser Seminar Series held at the School of Information Technologies provides an opportunity for IT academics and representatives from industry to present and discuss their current work. The seminars offer a glimpse at the cutting-edge of IT research. For more information see http://sydney.edu.au/engineering/it/research/news/seminars.shtml

Learning is embracing social networks, finds a new Open University report examining global trends in education

Education can be dramatically enhanced by social networks, according to a report released by The Open University on Nov 13th 2014. This 'network effect’ comes from many thousands of people learning from each other, but it needs careful management to reach its full potential.

Millions of people are now studying massive open online courses (MOOCs) for free. Massive open social learning exploits the ‘network effect’ where the value of a network increases as more people use it, bringing the benefits of social networks such as Facebook and Twitter to people taking online courses, by recommending, liking and following the best content created by other learners. This encourages online learners to connect to each other, join productive discussions, share ideas and create material that other learners can use.

“Social networks have transformed entertainment from delivering books, radio and television programmes into holding a global conversation. The same is about to happen with education through social learning. By its nature, we don’t know how this conversation will evolve. For instance, on an online course with 10,000 learners, there are 50 million ways that pairs of them could connect directly.

“That is a huge opportunity, but also a challenge to manage the discussion and file sharing. Learning on that scale can’t only be controlled centrally. It has to come through social network techniques that put learners in contact with others who share their interests, reward the best contributions and allow learners to report issues.”

Mike Sharples, Professor of Educational Technology at the OU and lead author of the Innovating Pedagogy report

The Innovating Pedagogy reports are published annually by The Open University to highlight new and future trends in education. The report identifies 10 methods of teaching, learning and assessment that are gaining influence but which have not yet had a major impact on education. Other key trends covered by the report include dynamic assessment, where learners are offered personalised tests to support their learning, learning through storytelling, threshold concepts that are difficult to teach, and bricolage or creative tinkering with resources.

Read more...

Join us on 19 November 2014, for our final seminar of the year, presented Dr Sarah Howard and Associate Professor Karl Maton, titled “Pedagogies for knowledge-building: investigating subject-appropriate, cumulative teaching for twenty-first century school classrooms”.

To succeed in today’s knowledge society, young people need to quickly grasp the organising principles for building different forms of knowledge. Our interdisciplinary project explores how teachers marshall the resources of modern classrooms to apprentice students into subject-specific principles for knowledge-building in Science and History. In this presentation we'll be looking at video samples from the classroom to see how we are attempting to observe, identify and analyze knowledge building, and a few of our early findings in the project. Early results suggest implications for the role of digital resources in teaching, integration of general capabilities and cross-curricular teaching.

Read more...

Join us on November 14 when Associate Professor Daniel T Hickey presents "Open digital badges: lessons learned from the Design Principles Documentation project".

100Hickey.jpg

Digital badges offer new ways to recognise learning and accomplishment. They can contain specific claims and detailed evidence supporting those claims, and links to additional evidence. Open digital badges are interoperable, allowing earners to control where and how this information is presented and circulated. Proponents argue that these changes will allow some and force others to transcend traditional paradigms for recognising, assessing, motivating and studying learning.

Dr Hickey will present the evidence and design principles from a two-year study of the 30 badge-development projects funded in the 2012 Badges for Lifelong Learning competition. Particular attention was paid to the contextual factors that supported some badge practices while undermining others. He will also discuss his new project advancing the use of badges in major learning-management systems in higher education

  • When: 1.00pm - 2.00pm
  • Where: Education Building (A35), Room 424
  • For more information, see the event website.

All events take place in the Education Building (A35) at the University of Sydney. Registration and information is available in the Staff Common Room (401).

Program of events

Event Start End Venue
Badge pick-up and registration desk open 9.45 10.00 Common Room (401)
Opening plenary with DVC (Education) Prof Pip Pattison 10.00 10.40 351
Morning tea (catered) 10.40 11.00 Common Room (401)
Poster workshop sessions 1 and 2 11.00 12.25 323 & 325
Workshop session 1 12.30 1.15 Various level 4
Lunch (catered) 1.15 1.45 Common Room (401)
Workshop session 2 1.45 2.30 Various level 4
Closing plenary with Prof Simon Buckingham Shum 2.30 3.30 351

Posters

Poster Session 1: 11.00 - 11.40, all odd numbered posters (1, 3, 5 etc)

  • 1. A Rubric for the Selection and Creation of Videogames for Teaching and Learning Foreign Languages - Douglas Agar
  • 3. Placing focus in Malawian and UK primary schools: Is there a difference? - David Ashe, Nina Bonderup Dohn
  • 5. Technology Supported Group Ideation in the Classroom - Andrew Clayphan
  • 7. Scientific Representational Fluency: Defining, Diagnosing and Developing the use of graphs, words, equations and diagrams in science - Matthew Hill, Manjula Sharma, Helen Johnston
  • 9. Conceptualizing professional identity practices in higher education: The case of engineering students - Maryam Khosronejad
  • 11. The Value of Agent-Based Models for Learning about Nanotechnology - Polly Lai
  • 13. Designing material and digital spaces for learning - Martin Parisio
  • 15. Model-based Learning with Productive Failure and Analogical Encoding: Unpacking Learning Dynamics with Contrasting Designs - Alisha Portolese, Lina Markauskaite, Polly Lai, & Michael J. Jacobson
  • 17. Promoting Mental Health in Students - Emily Schulz
  • 19. Designing for Epistemic Agency - How student groups create knowledge and what helps them do it - Natalie Spence
  • 21. Applying SLOW to ICT-rich education - Mirian Tanti
  • 23. Improving dyslexic students’ reading abilities: the role of hypermedia multimodal texts - Piergiorgio Trevisan
  • 25. Personal hypothesis evaluation based on ubicomp sensors using pervasive displays - Farahnaz Yekeh
  • 27. A Mobile App in the 1st Year Uni-Life: A Pilot Study - Yu Zhao

Poster Session 2: 11.45 - 12 .25, all even numbered posters (2, 4, 6 etc)

    • 2. Personalisation of Learning: Students informing practice - Learning and Teaching at UNSW: Sonal Bhalla, Belinda Allen, Lyn Collins, Kristin Turnbull, John Vulic
    • 4. Shift in a University Lecturer’s Activation of Mental Resources - Shaista Bibi
    • 6. Developing Staff Capability for Teaching and Learning across Multiple Higher Education Sectors - Christina Del Medico, Ann Wilson, Iain Doherty
    • 8. Learning and Enactment in Techno-Human Ecosystems: Implications for sustainable learning and innovation of farmers in the Philippines - Gilbert Importante
    • 10. Teams making sense of disruptive technologies - Amanda (Mandy) Lacy
    • 12. The digital habitus of academic missions: Is an eNexus the missing link? - Melinda J Lewis
    • 14. Driving curriculum and technological change to support writing in the engineering disciplines - Hamed Monkaresi, Sarah K. Howard, Rafael A. Calvo, Anindito Aditomo
    • 16. Architecture of Productive Learning Networks Analysis for Design - Ana Pinto
    • 18. Student teachers’ digital competence development in teacher education: A Norwegian case study - Fredrik Mørk Røkenes
    • 20. Conceptualising a project team as a site for networked learning – an exploration of expertise and tacit knowing - Paul Sijpkes
    • 22. Towards Long Term Goals: Gamified Tangible Internet Connected Goal Buttons - Lie Ming Tang
    • 24. eLearning: Exploring the role of a social network site with learning purposes in the primary classroom - Patricia Thibaut
    • 26. Traces on the Walls and Traces in the Air (Drawings and Gestures in Educational Design Team Meetings) - Dewa Wardak
    • 28. The problem with noise, or the NOISE in the problem? - Pippa Yeoman

    Roundtables

    Please note each roundtable, unless otherwise stated, has a max of 35 people.

    Title Chairs Timeslot
    Personalised Education: Where to Start and in Which Direction Abelardo Pardo, Kalina Yacef, Tim Shaw, Kathryn Bartimote-Aufflick 12.30-1.15
    Optimising online lectures Jo Lander, Karen Scott 12.30-1.15
    MOOCs at the University of Sydney Bob Kummerfeld, Judy Kay 1.45-2.30
    Education as a complex system: Implications for educational research and policy Michael Jacobson 1.45-2.30
    Beyond the Flipped Classroom: Theory, Research, and Rubber Hits the Road Phil Poronnik, Michael Jacobson 12.30-1.15
    Educational data mining and learning analytics: Opportunities and pitfalls Lina Markauskaite, Abelardo Pardo, Peter Reimann, Kalina Yacef 1.45-2.30
    CampusFlora[at]sydney Rosanne Quinnell 12.30-1.15
    From sage on the stage to guide on the side Manjula Sharma, Helen Georgiou, Matthew Hill 1.45-2.30
    Just Ask Charlie: Using an app to support professional learning from student feedback Kate Thomson, Jen Scott Curwood, Martin Tomitsch, Graham Hendry, Andrea Lau, and Liam Moy 1.45-2.30
    Visit to the Educational Design Research Studio (EDRS). Note: 20 spaces only. Peter Goodyear, Roberto Martinez-Maldonado & Martin Parisio 12.30-1.15

    Closing plenary with Simon Buckingham Shum

    SimonBuckinghamShum.jpgThe closing plenary on the day will be on Learning Analytics: Critical Issues and presented by Simon Buckingham Shum, Professor of Learning Informatics and director of the Connected Intelligence Centre at the University of Technology, Sydney.

    Education is about to experience a data tsunami from online trace data (VLEs; MOOCs; Quantified Self) integrated with conventional educational datasets. This requires new kinds of analytics to make sense of this new resource, which in turn asks us to reflect deeply on what kinds of learning we value. We can choose to know more than ever about learners and teachers, but like any modelling technology or accounting system, analytics do not passively describe sociotechnical reality: they begin to shape it. What realities do we want analytics to perpetuate, or bring into being? Can we talk about analytics in the same breath as the deepest values that a wholistic educational experience should nurture? Could analytics become an ally for those who want to shift assessment regimes towards valuing the qualities that many now regard as critical to thriving in the ‘age of complexity’?

  • Join us on 12 November 2014, for a seminar by Dr. Angela Brew titled “Creative curriculum change through research”.

    In designing innovative new courses, decisions have to be taken about the structure and nature of the student experience, what it is intended that students should learn and how and whether their work is to be assessed. Using research-informed approaches to educational enhancement means infusing these decisions with disciplinary and pedagogical research findings and processes.

    Dr. Brew will explore how the scholarly work of academics and students can inform decisions about both the content and the processes of learning that need to be taken in designing a course.

    Using research to inform teaching in this way poses a number of challenges. Who is included in making the decisions and at what level? Sometimes curriculum decisions are taken at an institutional level. Sometimes the decision-making is at a departmental or course team level. These decisions may constrain or open up opportunities for individual lecturers and course or subject teams regarding the particular ways learning is to occur. So on what basis are decisions to be made? Whose research is to be drawn upon? What theoretical approaches are to be used to inform decisions? What are the benefits and pitfalls of including students in the research and in the design and decision-making process?

    Here is the timetable for roundtables at the Research Fest. Please note each roundtable, unless otherwise stated, has a max of 35 people including chairs due to room regulations. Sign up will be available online from Monday or in person on the day and it's first in gets the spot!

    Title Chairs Timeslot
    Personalised Education: Where to Start and in Which Direction Abelardo Pardo, Kalina Yacef, Tim Shaw, Kathryn Bartimote-Aufflick 12.30-1.15
    Optimising online lectures Jo Lander, Karen Scott 12.30-1.15
    MOOCs at the University of Sydney Bob Kummerfeld, Judy Kay 1.45-2.30
    Education as a complex system: Implications for educational research and policy Michael Jacobson 1.45-2.30
    Beyond the Flipped Classroom: Theory, Research, and Rubber Hits the Road Phil Poronnik, Michael Jacobson 12.30-1.15
    Educational data mining and learning analytics: Opportunities and pitfalls Lina Markauskaite, Abelardo Pardo, Peter Reimann, Kalina Yacef 1.45-2.30
    CampusFlora[at]sydney Rosanne Quinnell 12.30-1.15
    From sage on the stage to guide on the side Manjula Sharma, Helen Georgiou, Matthew Hill 1.45-2.30
    Just Ask Charlie: Using an app to support professional learning from student feedback Kate Thomson, Jen Scott Curwood, Martin Tomitsch, Graham Hendry, Andrea Lau, and Liam Moy 1.45-2.30
    Visit to the Educational Design Research Studio (EDRS). Note: 20 spaces only. Peter Goodyear, Roberto Martinez-Maldonado & Martin Parisio 12.30-1.15

    If you haven't registered yet, there is still time - get over to http://bit.ly/STLFest14 and sign up.

    There's one week to go to our research fest and it's looking to be a great day. If you haven't registered yet, there is still time - get over to http://bit.ly/STLFest14 before the 31st and sign up.

    SimonBuckinghamShum.jpgThe closing plenary on the day will be on Learning Analytics: Critical Issues and presented by Simon Buckingham Shum, Professor of Learning Informatics and director of the Connected Intelligence Centre at the University of Technology, Sydney.

    Education is about to experience a data tsunami from online trace data (VLEs; MOOCs; Quantified Self) integrated with conventional educational datasets. This requires new kinds of analytics to make sense of this new resource, which in turn asks us to reflect deeply on what kinds of learning we value. We can choose to know more than ever about learners and teachers, but like any modelling technology or accounting system, analytics do not passively describe sociotechnical reality: they begin to shape it. What realities do we want analytics to perpetuate, or bring into being? Can we talk about analytics in the same breath as the deepest values that a wholistic educational experience should nurture? Could analytics become an ally for those who want to shift assessment regimes towards valuing the qualities that many now regard as critical to thriving in the ‘age of complexity’?

    Here's the timetable of events.

    Event Start End Venue
    Badge pick-up and registration desk open 9.45 10.00 Common Room (401)
    Opening plenary with DVC (Education) Prof Pip Pattison 10.00 10.40 351
    Morning tea (catered) 10.40 11.00 Common Room (401)
    Poster workshop sessions 1 and 2 11.00 12.25 323 & 325
    Workshop session 1 12.30 1.15 Various level 4
    Lunch (catered) 1.15 1.45 Common Room (401)
    Workshop session 2 1.45 2.30 Various level 4
    Closing plenary with Prof Simon Buckingham Shum 2.30 3.30 351

    The International Society of the Learning Sciences (ISLS) have just announced the upload of videos related to their NAPLeS webinar video series. The first three videos with Iris Tabak and Brian Reiser talking about Scaffolding are now available online and can be accessed here: http://isls-naples.psy.lmu.de/intro/all-webinars/tabak_reiser_all/index.html

    At least 15 topics will be covered in the coming weeks. With each lecturer we recorded a 5-minutes “teaser” and a 15-minutes HD video. In addition, we offer interviews about the role of the respective topic for the broader field of the Learning Sciences. The videos are on the same topic as the various webinars but are more condensed and of high video and audio quality to support local courses or joint online courses. More material is currently being edited and will be uploaded over the coming months.

    Our various postgraduate study opportunities, including research degrees at the Masters and PhD levels and our coursework Masters in the Learning Sciences and Technology (MLS&T), at the CoCo centre are members of the NAPLES network.

    Join us on October 15 for seminar co-presented by Sid Newton and Russell Lowe titled “Hyperimmersive learning and teaching”.

    This presentation considers one of the most critical emerging technologies of our time – the hyper-immersive virtual reality video game engine. We will demonstrate the Situation Engine – an application that allows specific and adaptive practical experience to be made available to students in a hyper-immersive digital rendition of a real-world context – and discuss the implications of this and broader digital technologies to teaching and learning professional competence.

    We would like to invite you to our annual Research Fest, to be held this year on Thursday 6 November in the Education Building (A35) at the University of Sydney. Registration is now open at http://bit.ly/STLFest14. More information on the Fest can be found on the STL site.

    rf_discuss.jpgThe Research Fest is our annual event inviting the community of researchers and practitioners in the sciences and technologies of learning to come together to exchange ideas, showcase work, form new collaborations, and catch up on recent innovations in learning and knowledge technology research.

    Program details are being finalized and will, as always, depend on what our attendees are interested in demonstrating on the day so register as early as possible if you would like to showcase your work. We expect the day will go from approximately 9.45am to 4pm. The Fest will be opened by Professor Pip Pattison, DVC Education, University of Sydney, and will close with an invited lecture from Professor Simon Buckingham-Shum, Professor of Learning Informatics and Director of the Connected Intelligence Centre at UTS. It will also include poster presentations and parallel workshop, seminar and roundtable sessions, as well as opportunities to catch up over breaks and a catered lunch.

    Registration to submit posters, presentations and roundtables is open until Oct 20th and attendance only registration is open until Oct 31st although earlier registration would be much appreciated! The Fest is a free event but registration is essential for capacity and catering needs.

    We have several events coming up in the next month:

    rf_discuss.jpg

    1. Tuesday Oct 7 - Bonnie Nardi presents Heteromation: Dividing Labor between People and Machine, a jointly-sponsored talk by Human Centered Technology Cluster and the Sciences & Technologies of Learning Network. We have a few spaces left and your RSVP is essential - please go to http://bit.ly/Oct7Nardi.

    2. Wednesday Oct 15 - our regular seminar series sees Sid Newton & Russell Lowe present on Hyper-Immersive Learning and Teaching at 11am in room 230 of the Education Building. No RSVP needed, just come along.

    3. Wednesday Oct 29 - Professor John Sutton presents on Collaborative Memory and Distributed Cognitive Ecologies at 11am in room 230 of the Education Building.No RSVP needed, just come along.

    And don't forget that the 2014 Research Fest will take place on Thursday Nov 6 in the Education Building, more details to follow soon on the program and exact timing!

    The Dalai Lama states that “If you wish to make others happy, practice compassion. If you wish to be happy, practice compassion”. According to Stanford neuroscientist, Professor James Doty, we now have the science to show it. At this event Professor Doty, director of Stanford’s Center for Compassion and Altruism Research and Education (CCARE) will come together with Venerable Bhante Mahinda, spiritual director of the Australian Buddhist Mission and revered Buddhist monk. Through cross-disciplinary dialogue they will provide insight into the critical importance and “value proposition” of compassion and how 21st century science and ancient contemplative practice are learning from each other.

    • Date: Wednesday 3 September
    • Time: 6 to 7.30 pm
    • Venue: Law School Foyer, Level 2, Sydney Law School, Eastern Avenue
    • Cost: Free event, registration required. Register here.

    The discussion will be facilitated by Associate Professor Rafael Calvo, director of the University of Sydney’s Positive Computing Lab and co-presented with the Positive Computing lab in the Faculty of Engineering and Information Technologies at the University of Sydney. For more information and to register, go to the events' calendar.

    Read more...

    Carlos González and Karen Scott completed PhDs at CoCo in the topic area of conceptions of, and approaches to, teaching using elearning. Both were supervised by Prof Peter Goodyear and Dr Mary Jane Mahony; Carlos’ PhD was awarded in 2009 and Karen’s in 2013. Below is a list of their PhD student publications. They have been fortunate that there is sufficient interest in this topic area to have had papers published in high ranking journals in higher education, the learning sciences and elearning:

    • González, C. (2012). The relationship between approaches to teaching, approaches to e-teaching and perceptions of the teaching situation in relation to e-learning among higher education teachers Instructional Science, 40(6), 975-998.

    • González, C. (2011). Extending research on 'conceptions of teaching': commonalities and differences in recent investigations. Teaching in Higher Education. 16(1), 65 - 80. (ISI)

    • González, C. (2010). What do university teachers think eLearning is good for in their teaching? Studies in Higher Education, 35(1), 61-78.

    • González, C. (2009). Conceptions of, and approaches to, teaching online: A study of lecturers teaching postgraduate distance courses. Higher Education, 57(3), 299-314.

    • Scott KM. (2014). Change in university teachers’ elearning beliefs and practices: A longitudinal study. Studies in Higher Education, ahead-of-print, 1-17.

    • Scott KM. (2014). Taking over someone else's elearning design: Challenges trigger change in elearning beliefs and practices. Research in Learning Technology, 22: 23362.

    • Scott KM. (2013). Does a university teacher need to change elearning beliefs and practices when using a social networking site? A longitudinal study. British Journal of Educational Technology, 44, 4: 571-580.

    MJ-Talk-IMG_0084.jpgProfessor Michael Jacobson will be giving two sets of talks as part of a trip to South America in in August and September 2014. He will first visit the Faculty of Education at the Pontifical Catholic University of Chile to speak on his work related to learning science with virtual worlds and immersive learning environments.

    He then travels to Brazil to present a talk at a four day international seminar Modeling complex systems for public policies. This seminar is being held in Brazilia, Brazil and is sponsored by the Institute for Applied Economic Research, which is an agency that supports public policy formation and development programs in Brazil.

    Michael is a Professor and Chair of Education in the Faculty of Education and Social Work at the University of Sydney. He also is the Co-director of the Centre for Research on Computer-supported Learning and Cognition (CoCo) and Deputy Director, Institute for Innovation in Science and Mathematics Education. His research has focused on the design of learning technologies to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored learning with immersive virtual environments and agent-based modeling and visualization tools, as well as cognitive and learning issues related to understanding new scientific perspectives emerging from the study of complex systems.

    Join us on August 27 when Louise Sutherland presents “Representations in Science: insights using epistemic forms”.

    Visual and graphical representations such as graphs, tables, photographs, diagrams, models and equations are intrinsic and integral part of scientific practices. These types of representation are also an inherent part of how science is taught at schools and universities. As such, there is a growing body of research examining the role and effectiveness of the use of representations on students’ learning. Using the conceptual framework of epistemic forms this seminar will suggest a way of categorising existing research. It will discuss how this categorisation can be used to enhance our understanding of the role of representations in science teaching and will offer possible directions for future research.

    • When: 11.00am - 12.30pm (come along at 10.45am for a coffee and chat)
    • Where: Education Building (A35), Room 230

    MIT has released a report with recommendations and interesting reflections on the future of education there (blended learning, game-based, modularised, with learning communities, etc). While our context is clearly very different, I think this is worth paying attention to: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf (note: the pdf has almost 200 pages of appendix; the actual recommendations and discussion are under 30 pages)

    0 comments |

    Join us on August 13 when Dr Karen Scott presents “Using mobile devices for learning in the hospital setting: Student, physician and patient perspectives”.

    SCOTT_Karen.jpeg

    In the past five years there has been a phenomenal growth in mobile health and the use of mobile health applications (apps) by health practitioners, patients and families. At the same time, there is growing interest in the use of mobile devices for learning, communication and time management in clinical settings: mobile devices have been found to improve learning and confidence by linking web-based information with the immediacy of clinical experiences. However, junior physicians and medical students often receive mixed signals about their use of mobile devices, with some senior physicians giving directives to use mobile devices and others prohibiting use. Many are concerned about the effect of mobile device use on ethics, patient privacy and data security. Our pilot research examined physicians’ and medical students’ use of mobile devices in clinical settings, as well as their attitudes about others’ use and the attitudes of patients and carers.

    Read more...

    About Us

    Find out more about our network and research at the STL website (offsite).

    About the Blog

    Research by the University's "Learning technology and the learning sciences" network.
    More