Bill Penuel is available for some 1:1 meetings from 13-17 November
1:1 meetings with Bill Penuel
Bill Penuel, Professor of Educational Psychology & Learning Sciences at the University of Colorado Boulder, will be visiting the University of Sydney from the 13th to 17th of November 2017. He has some time available for 1:1 meetings. If you would like to schedule a time with Bill to chat about your research, or teaching or educational leadership, please contact Celina McEwan (firstname.lastname@example.org) before noon Monday 13th.
In this workshop the Instructional Design & eLearning community will work with The University of Sydney Centre for Research on Learning and Innovation team to design an (online) space for eLearning practitioners to interact with academics on the innovation of eLearning methods, practices and technologies.
(The workshop is booked out see here).
You will learn about Design Thinking by applying the principles to a problem where you are one of the ‘customers’.
You’ll be introduced to the basic concepts and tools of Design Thinking and apply these to design an online space where practitioners and researchers can jointly work on eLearning innovation. You will be thinking about issues such as:
Five University of Sydney Higher Degree Research (HDR) candidates have been awarded a top up scholarship to participate in the Sydney Research Excellence Initiative 'SREI’ 2020 project entitled "Understanding and facilitating learning in emerging knowledge co-creation spaces", within the CRLI.
Announcing a program of visiting scholars for the second half of 2017
CRLI has invited key international scholars from leading centres to collaborate on its project Understanding and Facilitating Learning in Emerging Knowledge Co-Creation Spaces, funded under the Sydney Research Excellence Initiative 'SREI’ 2020 scheme at the University of Sydney, and
In the current political climate, there is an increasing emphasis placed on the assessment of pre-service teachers’ ‘classroom readiness’...
How do we ensure such assessment is meaningful? We propose that the notion of dialogic learning offers a useful approach to provide evidence of teachers’ intellectual work as well as simultaneously supporting their learning. Dialogic learning can be summarised as the systematic use of talk to “engage, […] stimulate and extend thinking […] [and] advance learning and understanding” (Alexander 2004: 37).
The aim is to collectively develop a number of educational design patterns. These patterns provide answers to two questions:
Communication and collaboration competencies are mentioned prominently amongst the graduate attributes of the University of Sydney. They are also listed as essential skills on job descriptions worldwide. However, how to systematically develop such competencies remains largely unspecified, and how to assess them is a matter of widespread and contentious discussion.