At the nexus of learning and innovation
February 15, 2:00 am

Weds 14 February 2018, 2–4pm

Room 618, Education Building A35, University of Sydney

Masterclass with Roger Säljö, with presentations by PhD candidates from CRLI


Weds 14 February 2018, 2–4pm

Room 618, Education Building A35, University of Sydney

Join us for a masterclass with Professor Roger Säljö, Director of the Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS) at the University of Gothenburg.

Roger Säljö specializes in research on learning, interaction and human development in a sociocultural perspective, where he has published extensively. Much of his work is related to issues of how people learn to use cultural tools and how we acquire competences and skills that are foundational to learning in a socially and technologically complex society.

This session will be also include 3 presentations by PhD candidates from the University of Sydney’s School of Education and Centre for Research on Learning and Innovation (CRLI):

Making Group Work Not Suck – what is epistemic facilitation? Elizabeth Black

The aim of this work is to understand the ways in which group work outcomes may be facilitated in both social and academic dimensions. A range of studies have indicated that participants in higher education groups bring cultural and other personal frames to the situation, which can impede group productivity. However, diversity in groups is important, and associated with better decisions and more commitment to outcomes. The research aims to identify a range of task design affordances such as structured interactional prompts and real-time guidance, with the goal of developing learner expertise in groupwork skills as well as domain knowledge.

The affordances and challenges for developing critical thinking in and through digital storytelling in an English for Academic Purposes context - Chun Chuen (Billy) Chan

Presenting effective arguments in academic writing is a common challenge for many English as a second language (ESL) university students. The literature shows that primary research on academic argumentation pedagogy for non-native English students is insufficient (e.g., Hirvela, 2017). My study aims to investigate how the use of multimodality represented as digital story might be able to break down some of the barriers to learning and presenting academic argumentation for ESL university students. Drawing on social semiotic multimodal theory (Kress & van Leeuwen, 2001) and activity theory (Engeström, 1987/2014), I will address two main research questions: 1) How is academic argumentation (co-)constructed through multimodality within digital storytelling?; 2) How are meanings in the digital storytelling (co-)constructed and transformed through social mediation?

Co-constructing epistemic environments in higher education - Natasha Arthars

In response to an increasingly complex world of work, learners need to enter the workforce equipped to collaboratively solve problems and create new knowledge. In order to do so, they need the ability and the agency to co-construct their epistemic environment. This study will examine cases in higher education where learners work collaboratively in groups to co-construct their epistemic environment while engaging in complex problem solving tasks.

This event is free, but registration required by 11-Feb at

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