The ultimate goal of the SLRC is to improve learning outcomes by developing tools and strategies that promote learning in formal and informal settings. Through a better understanding of the learning process, it is possible to direct the development of more effective approaches to learning. Improved and novel measurement tools will ensure the robustness of these new strategies.
Optimising feedback in interactive learning environments
Contact: Dr Mike Timms
Chief investigators:
Ross CUNNINGTON, Siek-Toon KHOO, Michael TIMMS,
Sustained attention and self-regulation in the classroom: Neural correlates and the influence of training and feedback
Contact: Associate Professor Paul Dux
Chief investigators:
Annemaree CARROLL, Paul DUX, Rob HESTER, Jason MATTINGLEY,
Role of reinforcement in learning
Contact: Professor Pankaj Sah
Chief investigators:
Timothy BREDY, Jason MATTINGLEY, Pankaj SAH,
Predicting learner confusion for enhanced feedback and self-regulation
Contact: Associate Professor Gregor Kennedy
Chief investigators:
Rob HESTER, Gregor KENNEDY, Ottmar LIPP, Lori LOCKYER, Michael TIMMS,
How students solve problems through coordinating multimodal representations, during collaborative inquiry problem-solving activities in science and mathematics?
Contact: Professor Russell Tytler
Chief investigators:
David CLARKE, Ross CUNNINGTON, Robyn GILLIES, Merrilyn GOOS, Sven SILBURN, Russell TYTLER,
Literacy, metalinguistic knowledge and dialogic teaching in Indigenous and other authentic educational contexts
Contact: Professor Sven Silburn
Chief investigators:
David CLARKE, Sven SILBURN, Collette TAYLER,
Dyadic and small group interactions in mathematics and science
Contact: Professor David Clarke
Chief investigators:
David CLARKE, Ross CUNNINGTON, Robyn GILLIES, Merrilyn GOOS, Russell TYTLER,
Learning response to instructional prototypes from worked examples to guided investigation
Contact: Professor David Clarke
Chief investigators:
David CLARKE, Ross CUNNINGTON, Robyn GILLIES, Merrilyn GOOS, Russell TYTLER,
Teacher learning, teacher knowledge, selective attention and decision-making
Contact: Professor David Clarke
Chief investigators:
David CLARKE, Ross CUNNINGTON, Robyn GILLIES, Russell TYTLER,
LEARNING – the optimal strategies, mind frames and measurement
Chief investigators:
John HATTIE, John PEGG,
Using joint attention sequencing to promote expressive language learning
Chief investigators:
Collette Tayler
The effect of adult prompts and feedback on Australian Aboriginal children’s learning and development
Chief investigators:
Collette Tayler
The role of feedback in learning
Chief investigators:
Annemaree CARROLL, John HATTIE, Rob HESTER, Gregor KENNEDY, John PEGG, Martin WESTWELL