CRLI would like to welcome Professor Nicolas Guichon, of the Université Lumière Lyon 2 (France), who is paying a 6 month visit at the University of Sydney in Australia for the first half of 2019.

• Hannah R. Gerber - Sam Houston State University, USA
• Sandra Schamroth Abrams - St.

In the new and innovative Industry and Community Project Unit (ICPU), University of Sydney students were connected with a panel of professors, Randstad executives and labour market specialists over three months to how the workplace and workforce will change to meet the expectations of the future worker. In this blogpost, published first at www.randsta

Even though group work for learning is a well-established and extensively researched pedagogy, teachers find it still challenging to engage students in productive collaborative learning that extends over time (e.g. weeks – in the context of project-based learning) and is computer-mediated in addition to being classroom-based. I introduce three practices that have been shown to foster collaborative knowledge production and learning: first, group scripts; second, knowledge building and knowledge awareness; and third, group facilitation.

At our recent Innovation Week event on Aug 1, one highlight was Techlab's Woe to Go, how to go from nothing to an immersive VR experience in under 30 minutes.

Deputy Vice-Chancellor Education Presentation

As a highlight of our event CRLI Open Forum and SIG Day Out we will have a video presentation by the Deputy Vice-Chancellor Education, Professor Pip Pattison.

This integrated collection of perspectives on the spaces of teaching and learning uses ‘learning space’ to place educational practice in context. It considers the complex relationships involved in the design, management and use of contemporary learning spaces. It sheds light on some of the problems of connecting the characteristics of spaces to the practices and outcomes of teaching and learning. The contributions show how research into learning spaces can inform broader educational practices and how the practices of teaching, learning and design can inform research.

What does it take to be a productive member of a multidisciplinary team working on a complex problem? Increasingly, work in the 21st century begs questions like this. As an answer to this question, Lina Markauskaite and Peter Goodyear respond that one needs to have epistemic fluency to be a productive member of a multidisciplinary team working on a complex problem.