At the nexus of learning and innovation
Dec
06
December 6, 12:30 am
Where

11.30 am - 1.00 pm 

Room 612, A35 Education Building

A micro-level perspective to learning ecologies - Student engagement and learning designs in higher education

Where

11.30 am - 1.00 pm 

Room 612, A35 Education Building

A micro-level perspective to learning ecologies - Student engagement and learning designs in higher education

A CRLI seminar with Associate Professor Crina Damsa

Wednesday 6 Dec, 11.30 am - 1.00 pm (this is a brown bag event, join us from 11.15 for a coffee and a chat)

Room 612, A35 Education Building

No registration needed, just come on the day

 

Learning in today’s higher education emerges at the crossroads between formal education settings and other contexts (e.g., professional, personal) and is characterized by curricular crossovers between scholarly knowledge, professional practices and cross-boundary learning situations. The students are constantly engaged in sustained efforts to shape and navigate learning ecologies.

 

In this seminar, I will explore the notion and discuss its enactment in relation to course settings in higher education. I will draw on empirical studies focusing on students’ engagement in complex learning activities and social interactions, and on designs for learning in undergraduate education. The presentation is intended both to inform about a perspective at micro-level of learning ecologies, but also to invite discussion on whether/how this perspective enables researchers to study the complexities of contemporary learning.

 

Damsa

Crina Damsa is Associate Professor in the Department of Teacher Education and School Research, with an appointment at the new Centre for Teaching and Learning in Higher Education.

Associate Prof Damsa’s current research focuses on student engagement and collaborative learning, wherein sociocultural and sociomaterial perspectives are used as analytical lenses to examine interaction, and the role of object and tools in shaping learning. In addition, her recent interests include design for learning, as a framework employed to explore teachers’ pedagogical design work as innovation, and learning processes viewed from an ecological perspective.