At the nexus of learning and innovation
June 15, 4:00 pm

ONLINE ONLY via Microsoft Teams Meeting

CRLI Doctoral Colloquium Session 1/2 2020


ONLINE ONLY via Microsoft Teams Meeting

Organised by students, this event showcases work-in-progress from graduate students in the Learning Sciences.

During the one hour event, you'll have ten minutes to ask each speaker about what they've presented. 

Join us to help students develop their academic presentation skills as well as find out about their projects! 


Presenter 1: Dwayne Ripley

Title: Exploring the Role of Translational Design in Co-Design for Interdisciplinary Teaching & Learning: A Participatory Research Approach to Advance Design Practices.

Abstract: Covid-19 has highlighted the need for universities to prepare students for collaborative knowledge work to address complex and dynamic social problems in an age marked by fast-pace technological change and uncertainty. Interdisciplinary programs and units are increasingly implemented as a strategic way to address the development of collaborative knowledge work capacity in students. However, much of design work is learned intuitively through experience and remains unarticulated (McKenney, 2018). Little is actually known about the actual practice of designing for interdisciplinary teaching and learning.

A novel participatory research approach emphasising mutuality and reciprocity (Penuel, 2015) from medical space design will be used – Translational Design (Norman, 2010; Fisher, 2018). This approach positions the researcher as a participant stakeholder who integrates a learning sciences capacity to the co-design process across the co-design of various units with various practitioners. The study will use a practice theory (the socio-material thread) popularised by Shatzki (2012) to uncover and scrutinise design practices through Nicolini’s (2012) zooming in and zooming out methodological approach. The study aims to explore and uncover design practices to “describe what people actually do, and to challenge some of the assumptions hidden in normative models of how design ought to be done” (Goodyear, 2020). It addresses and moves beyond problematic metaphors for boundary work such as bridging gaps and controlling knowledge flows (wherein knowledge is viewed as static) to include consideration of translational design work as supporting capacity development and the co-construction of knowledge.

Presenter 2: Erica Ho

Title: Give students a new identity, not just a role: Exploring the use of an anonymous online role-playing environment for peer tutoring.

Abstract:Joseph Joubert, a French moralist, once said "To teach is to learn twice over" (Joubert, 1899, p.163). Teachers can offer this learning experience to students by enabling them to role play as teacher/tutor of their peers. Peer learning and peer tutoring have a long history and are now theorised (Topping, 2005). Empirical research has shown that teaching others is beneficial to both tutor and tutee (a.k.a. tutor learning effect), and the effect has been explained from the cognitive perspective (Roscoe & Chi, 2007; 2008).

This presentation will give an overview of a research project that aims to understand how self-identity (I am a tutor vs. I am one of the students) may affect student engagement and learning quality in peer tutoring. The presentation will first summarise how peer tutoring is currently conducted, and then explain why identity may affect the efficiency of peer tutoring. Next, an online environment to provide students a more efficient tutor learning experience will be suggested. Finally, research questions and the tool “Tuvatar” (a tutor/tutee role-playing app) to be used in the research experiment will be introduced.

As the COVID-19 pandemic forces schools and universities to more heavily adopt online teaching and learning, the research project introduced in this presentation will address the needs of teachers and students. In addition, enabling students to build a new identity and supporting them to create a positive image during peer tutoring will offer less academically engaged students a chance to rebuild the "self", and may motivate them to re-engage in learning.

Presenter 3: Konstantinos Sarris

Title: Literary Texts and Virtual Reality: From Deep Towards Immersive Reading.

Abstract: While reading has been studied from different fields, (e.g. cognitive sciences, psychology, sociology); and different paradigms, (e.g. cognitive, constructivist, sociocultural) (Alvermann, et. al., 2019), deep reading research is still considered to be in its infancy (Casey, 2019). Deep reading is a Higher Education (HE) English Literature (EL) discipline requirement as students are asked to read various texts so as to critically analyse them. However, many students struggle, finding deep reading, especially of older texts, difficult, due to language (Catts & Kamhi, 2017) and cultural (Emig, 2015) barriers, as well as having to read many different texts for each of their courses (Serafini, 2012). Even with the application of multimodal learning that introduces textual-audio-visual analogue and digital media (e.g. graphic novels, films) into the literary classroom, while students are able to create meanings of studied texts, many tend to move away from reading, focusing, instead, on the multimodal tools for creating meaning. This leads many to shallow reading (Kersh & Skalak, 2018), which in turn could propagate plagiarism (Hodges, 2010).

This study explores S’s return to deep reading of literary texts by introducing Virtual Reality (VR) into the classroom. As a recent technology with a widespread adoption across multiple disciplines, due to various affordances (Kavanagh, et al., 2017) it may prove a useful tool for meaning-making of literary texts. In the field of English Literature (EL), there are very few studies that have looked into the application of VR in literary settings, while most (e.g. Webb, 2012) have focused on the technology of VR within literature. This thesis proposes a holistic approach to learning literature that involves deep reading and multimodal tools like VR used together, allowing for interactive, embodied, multimodal learning to take place (i.e. immersive reading), where students can create meaning through multiple modes of learning as readers, characters, authors-designers, producers and actors at the same time, which may in turn reduce any deep reading difficulties and cultural disconnection students may face, while studying literature becomes an enjoyable experience.