Alisha Portolese

Alisha is a PhD candidate at the Centre for Research on Learning and Innovation (CRLI), and a member of the Learning, Cognitive, and Brain sciences (LCB) research group, at The University of Sydney.

Alisha's PhD project aims to improve the learning design of problem-based learning in medical education by integrated specific feedback components. This includes integrating elements from productive failure and analogical encoding theory. She recently completed her Masters in Learning Sciences and Technology at The University of Sydney and also holds an Honours Bachelor of Arts in Psychology, Neuroscience, and Behaviour from McMaster University in Canada. Alisha has diverse experience teaching and supporting the learning of adults and children in a variety of contexts.

Contact information

Office: 237 Education Blg A35

Email: [email protected]

Lab: Centre for Research on Learning and Innovation

Websites

Centre for Research on Learning and Innovation

Faculty of Education and Social Work

University of Sydney

Recent publications

Lai, P., Portolese, A., Jacobson, M. (2016). Does sequence matter? Productive failure and designing online authentic learning for process engineering. British Journal of Educational Technology, Online first. Available at http://onlinelibrary.wiley.com/doi/10.1111/bjet.12492/abstract

Portolese, A., Markauskaite, L., Lai, P., & Jacobson, M. (2016, June) Analyzing patterns of emerging understanding and misunderstanding in collaborative science learning: A method for unpacking critical turning points. 12th International Conference on Learning Sciences, Singapore: International Society of the Learning Sciences.

Portolese, A., Markauskaite, L., Lai, P., Jacobson, M. (2015). How collaborative successes and failures become productive: An exploration of emerging understanding and misunderstanding turning points in model-based learning with productive failure. 11th International Conference on Computer Supported Collaborative Learning, Gothenburg, Sweden: International Society of the Learning Sciences.

Portolese, A., Markauskaite, L., Lai, P., Jacobson, M. (2015). Model-based learning with productive failure and analogical encoding: Unpacking learning dynamics with contrasting designs. 2015 Annual Meeting of the American Educational Research Association, Washington, DC: AERA.

Portolese, A., Jacobson, M. (2015). Optimal sequencing of contrasting cases and procedural instruction in productive failure. Australian Association for Research in Education (AARE) Annual Conference, 2015, Fremantle, WA: Australian Association for Research in Education (AARE).