Projects

Learning and technology have been defining features of global pandemic responses.

The pandemic has brought into stark relief how engagement with evidence and science, digital and social media, and public health systems intersect, to shape views and behaviours. We’ve witnessed the central role of education and learning in terms of understanding gaps in knowledge, and how to support citizens to learn effectively, to navigate trust, truth, and knowing.

Digital technologies are intertwined with this learning. They shape our education needs, how we navigate trust on social media, understand complex data, and engage with critical and creative thinking when learning and work are conducted from home. They also offer opportunities, for understanding these learning needs, sharing knowledge, building trust in communities, and technology enhanced teaching to engage with new complex information and data. That is, who we trust and how we think about knowledge are bound up with learning and intertwined with the tools we use.

In the CiteLearn project, funded by Wikicred, we are developing a tool to support people in learning a key skill of verifiability, to support the writing and flow of credible information.

Our cutting-edge research in education leads the way in productive and ethical use of data and technology in classrooms. Drawing from the fields of learning analytics, educational data mining, and artificial intelligence in education, the core focus of the research strand is in the integration and implementation of technology to improve teaching and learning practices.

We have undertaken a number of projects around teacher data literacy and design for learning, and the idea of making learning visible. Much of this work is around how teachers (across sectors) think about the data they use in their practice, and what features of learning processes and products they would like insight into.

A long line of research has explored the ways in which technologies can be used to support people in effective deliberation, dialogue, and mapping out of arguments in order to reason more effectively together.

A body of our work has been on the design of learning environments to support learning, drawing on technology both in the design process, and to enhance the learning environments.

Learning is a fundamentally social process. We know that certain kinds of dialogue support learning. Technologies have the potential to foster this dialogue, helping people to make their reasoning explicit, engage with each other, and engage in dialogic (or many voiced) learning.

A body of work - particularly led by Dilek Cetindamar Kozanoglu - has focussed on digital transformation in organisations, and how managers and employees learn to work with digital technologies, including AI technologies.

A range of mobile apps exist to support teachers and students across disciplines, including in science education. Using the ipac framework and approaches from computer science a number of analyses have been conducted of such apps and their educational aspects including supported pedagogies.

High Possibility Classrooms (HPC) is a framework for pedagogy that supports teachers to think through their planning, the subject matter they teach, and the ways learning can be reimagined through innovative uses of technology to engage and motivate students.