Diary dates

INEI Annual Symposium

Cultivating Core Competences in a Changing Technological Society

Date: Tuesday 20 - Thursday 22 November 2018
Venue: Beijing Normal University

21st century observes societal reforms that leap forward at fullest speed in human history. It also witnesses technology revolutions that push back mankind boundaries on a daily basis. In this rapid changing era, education itself is facing various grand challenges, one of which is raised by the question of what kind of students we wish to prepare for the future, especially the core competences we are obligated to cultivate in our students in response to the quick and convenient ways of grasping knowledge, thanks to new technologies. During the INEI 2018 symposium at BNU, scholars from different countries will get together and discuss what the core competences in a changing technological society are, and as educators, in what ways we should cultivate them.

Academic Seminar: Cultivating Creative Pedagogies

Date: Tuesday 27 November
Time: 11.30am - 1pm
Light morning tea with sessions to commence at 11.45am
Venue: Kwong Lee Dow Building, Level 1, Q101-102

Please bring along headphones and laptop or device to interact with the activities.

This Forum will enable you to interact with pedagogical concepts through four rotational stations. Each station will host an activity and all four activities will run concurrently in 30-minute blocks, allowing you to choose ones most relevant to your practice. The activities will emphasise the use of digital pedagogies, collaborative tools and alternative methods for student feedback to enrich student experience, learning and teaching practice.

Please note, this is an informal learning event, and as such you do not need to commit to the full 90-minute program, or to visiting all four activity stations.

Launch of Adolescent Coping: Promoting Resilience and Well-being

Date: Tuesday 27 November
Time: 4pm - 5.30pm
Location: 234 Queensberry St, Level 5, studioFive

The Melbourne Graduate School of Education is proud to launch Professor Erica Frydenberg's latest book Adolescent Coping: Promoting Resilience and Well-Being. Please join us to celebrate this achievement.

The book will be launched by Dr Jim Watterston, Dean, Melbourne Graduate School of Education with brief commentaries by Dr Vicki McKenzie, Senior Lecturer In Educational Psychology, and Professor Lindsay Oades, Director, Centre for Positive Psychology.

Mathematics & Science Education Research Seminar

Visual attention in teacher-student interaction: Gaze-tracking research in the context of collaborative mathematical problem solving

Date: Tuesday 27 November
Time: 12pm

This session reports on a mixed-method research which has been designed to investigate the relation between teachers and students’ visual attention and teachers’ scaffolding intentions, interpersonal classroom interaction, and teacher gestures. The data consisted of multiple mobile gaze tracking recordings and stationary classroom videos from three collaborative mathematical problem-solving lessons in Finnish lower secondary schools. Data analysis involves continuous coding on gaze dwells and classroom activity and interaction. The results show that the scaffolding intentions affect the teacher’s gaze targets and the creation of dyadic eye contacts with students, and there exists a complex relation between teachers’ interpersonal behavior and the occurrence of teacher-student eye contacts.

PhD Confirmation Seminar
Creativity, Risk, and Content and Language Integrated Learning (CLIL)

Shuichiro Ohki

Date: Wednesday 28 November
Time: 1pm
Venue: 100 Leicester St, Room 219/221

Supervisors: A/Professor Russell Cross and Dr Yvette Slaughter

Learning involves certain “risks” for learners to develop new knowledge and skills (Rogoff, 1990). In this study, “risk” is conceptualised as something that manifest when learners go through the collaborative learning process with peers/teachers to move from “not-knowing” to “knowing” (i.e., a tentative sense-making process of constructing new meanings). It considers such learning as “creative”, in the sense of producing something “new” to gain new understandings/skills (Vygotsky, 1990). Through the interpretive analysis of teachers’ perspectives, this qualitative inquiry aims to investigate the sociocultural notion of risk and creativity in the context of Content and Language Integrated Learning (CLIL)—a pedagogical approach where a subject (e.g., Science) is taught through the foreign language students are learning (e.g., Japanese) (Coyle, Hood, & Marsh, 2010).

Seminar and workshop: Unlocking learning spaces

Presented by visiting PhD researcher Bodil Bojer, Royal Academy of Danish Fine Arts and architect/designer Rune Fjord, Rune Fjord Studio

Date: Wednesday 28 November
Time: 1pm - 2.30pm
Venue: 234 Queensberry Street, Carlton, Kwong Lee Dow Building, Level 4, room 420

This seminar will explore how space can become a tool for change, if it is developed and activated in collaboration with the users – both when designing new learning spaces and after the design has been implemented.  Bodil and Rune will show examples of learning space design, design processes and design experiments in libraries and schools and conduct a co-creation workshop.

PhD Completion Seminar
Students' use of, and attitude towards, Computer Algebra Systems in Year 11 Mathematical Methods

Scott Cameron

Date: Thursday 29 November
Time: 10am
Venue: 234 Queensberry St, Kwong Lee Dow Building, Level 3, Q372

Supervisors: Dr Lynda Ball and Dr Vicki Steinle

For students completing VCE mathematics, there is a need to consider how and when to use Computer Algebra Systems (CAS). This seminar will present a longitudinal study of one class of Year 11 Mathematical Methods students’ use of, and attitudes towards, CAS. Analysis of work samples, questionnaires and interviews will be used to highlight aspects of students’ use of CAS and attitudes that changed throughout the study. Further, factors that students’ perceived to influence their CAS use will be presented.

Academic procession registrations

A reminder that the MGSE Graduation Ceremony will be held on Saturday 8 December 2018  at the Royal Exhibition Building.  This ceremony will be MGSE only. If you wish to be a part of the Academic Procession please register via the University's graduation page. Registrations close on Thursday 29 November.

You will need to login with your University details and tick the ceremony you wish to attend, including the capacity in which you will be attending.

Further details about graduations can be found on the Graduation Information page

PhD Completion Seminar

Bridging Binaries: Exploring the dichotomy between learner-centred teaching and ‘teacher-centered’ instruction through student and teacher perceptions of good teaching disadvantaged schools in the Philippines

Julie Lucille Haber del Valle

Date: Tuesday 4 December
Time: 2.30pm
Venue: 100 Leicester St, Level 5, Room L515-516

Supervisors: Professor Helen Cahill and Dr Daniela Acquaro

In the face of international comparisons and global standards of ‘quality education’, the Philippines overhauled its national curriculum as part of its reform of public school education. This curriculum reform advocated for an adoption of Learner-Centered Education (LCE) as a ‘best teaching practice’ in following pedagogical reforms from Western nations. This policy however placed learner-centred teaching in binary opposition with ‘teacher-centered’ instruction, creating a simplistic dichotomy between good and bad teaching. This study seeks to explore this dichotomy in understanding what constitutes good teaching in two junior classes within secondary schools in the Philippines—one in a disadvantaged public school in a city centre and another in a much poorer rural community.

PhD Confirmation Seminar
Classroom, Instrumental and Ensemble: Ways of being-in-music-education

Jeminma Bunn

Date: Tuesday 4 December
Time: 5pm
Venue: 234 Queensberry St, Kwong Lee Dow Building, Level 5, Q509, studioFive

Supervisors: Associate Professor John Quay and Dr Ros Macmillan

As a teacher and performer, my relationship with music continues to be powerful and transformative. Yet questions concerning music education and its relationship with the contemporary educational situation remain prevalent. As a study of lived experience, my thesis seeks to look beyond

epistemic rationalisation, to explore music education through an ontological lens, thereby illuminating the complex meanings of being-a-music-teacher and being-a-music-student in classroom, instrumental and ensemble music.

PhD Completion Seminar
Investigating connections between fractional competence and algebraic reasoning in the middle school years

Cath Pearn

Date: Friday 21 December
Time: 11am
Venue: 234 Queensberry St, Kwong Lee Dow Building, Level 4, Q417

Supervisors: Dr Robyn Pierce and Dr Max Stephens

This research begins with an analysis of students’ reasoning when solving fraction tasks and investigates how students find an unknown whole, when given a known fractional part of the whole, and its equivalent quantity. The sample involved students in Year 8 together with students in Years 5 and 6, who have yet to meet formal algebraic notation. A semi-structured interview was developed which allowed the researcher to elicit and classify students’ solution strategies, and to identify students able to generalise their solutions that are independent of specific numerical quantities but focus on the general structure of fractions.

2019 Primary and Early Childhood Mathematics Education Conference

Date: Thursday 20 - Friday 21 June 2019
Time: 9am - 5pm

The Mathematical Association of Victoria (MAV) in collaboration with the Melbourne Graduate School of Education’s Mathematics Education Group (MEG) present a conference focusing on primary school mathematics education