Citelearn: investigating verifiability and citation through a tool design

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.

Co-designing writing analytics

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.

Data literacy for learning data

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.

Design for Learning

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.

Dialogue for Learning and the Role of Technology

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.

Learning About Data and Fairness

In a project led by Kalervo Gulson (USyd), centre members are collaborating with the Gradient Institute and ANU’s Claire Benn to co-design an ‘algorithm game’ intending to explore issues around fairness and data, using the case study of the 2020 UK Exams Algorithm Controversy.

Technologies for 21st Century Self-and-Peer-Assessment (REVIEW)

A significant body of centre research has focused on developing assessment strategies that support learning. These approaches have included: Development of the REVIEW software for self-assessment Creation of learning analytics tools, particularly focused on ‘professional reflection’ to support professional development Analysis of ‘benchmarking’ tasks and use of exemplars to support learning (you can read more about this project here ) Designing approaches to assessing 21st century competencies, and holistic assessment for university entry (see Darral’s UTS Social Impact case study ) The idea of building up student’s ‘evaluative judgement’ is common across these, and described in a bit more detail below.

Understanding and modelling student STEM subject choices

Work led by Tracey-Ann Palmer has investigated how students choose their subjects for their final years of school and how this impacts choice of science. This work has included novel approaches to modelling these choices, particularly using Best-Worst Scaling to understand subject selection.

Evaluating School-University Partnerships for Integrated STEM Learning

The Wanago evaluation examined participation by high school students in Engineering at UTS in the Facility of Engineering and IT. This evaluation was conducted in 2019 and was completed towards the end of 2020.

How might teacher design help to support sustainable innovation in higher education?

Higher education around the world is facing the significant challenge of providing excellent teaching in response to complex, shifting pressures. Institutions must adapt to changing student populations, rising societal expectations and technological advances.