The 16th Biennial Conference of the European Research on Learning and Instruction (EARLI) was held in Limassol, Cyprus, from 25 – 29 August 2015. The theme of the conference was “Towards a Reflective Society: Synergies between Learning, Teaching and Research”, which addressed the emphases on research-based learning and instruction, while highlighting the crucial role of the systematic investigation of learning and teaching as a mechanism, to promote innovative and creative thinking and sustain long-term societal growth.
Five OER researchers presented at the EARLI Conference:
A/P Manu Kapur, Head of the Learning Sciences Lab (LSL) of OER, gave a presentation on “Examining the ICAP Hypothesis Through Evidence from Studies on Productive Failure”. The topic of Interactive-Constructive-Active-Passive (ICAP) is a theoretical framework based on cognitive engagement in learning activities. Dr Rachel Lam presented a paper titled “Designing for Productive Failure with ICAP: How Cognitive Preparation Affects Collaborative Learning”. This paper highlighted her research on how to cognitively prepare students to learn from collaborative learning activities. She also served as a discussant for the symposium “Constructive and Interactive Learning Activities in Collaborative Learning”, which discussed the differentiation of collaborative learning activities by different kinds of interaction and dialoguing.
A/P Kerry Lee, Head of the Education Cognitive Development Lab (ECDL) of OER, gave a presentation entitled “Inhibitory Abilities and Mathematics: Performances on a Pattern and Standardized Mathematics Task” at the symposium “Math Development: The Role of Cognitive and Symbolic Number Processing Abilities and Motivation”. The study examined the relation between children’s abilities to resist distraction and their performances on a variety of math tasks.
Dr Alfredo Bautista presented a paper on “Examining the Literature on Music Teacher PD with the ‘Features of High-Quality PD’ Framework” while Dr David Huang presented a paper entitled “Investigating the Generation-first-instruction-later Method - A Proposal to study Analogical Reasoning as the Generation Task”.