Network pharmacology: From BioAssay Response Data to NetworkBin Chen
Network pharmacology, comparing protein pharmacology networks built from Ligand based approach (Similarity Ensemble Approach) with those built from BioAssay response data.
Epistemic fluency in higher education: bridging actionable knowledgeable and ...Lina Markauskaite
A summary of the key ideas in the book "Epistemic fluency in higher education".
Based on the seminar: Epistemic fluency in higher education: bridging actionable knowledgeable and knowledgeable action"
15 November 2016 16:30
Seminar Room G
Speaker: Lina Markauskaite, Associate Professor, Centre for Research on Learning and Innovation, University of Sydney
Conveners: Dr Ian Thompson and Professor Harry Daniels, OSAT
What does it take to be a productive member of a multidisciplinary team working on a complex problem? How do people get better at these things? How can researchers get deeper insight in these valued capacities; and how can teachers help students develop them? Working on real-world professional problems usually requires the combination of different kinds of specialised and context-dependent knowledge, as well as different ways of knowing. People who are flexible and adept with respect to different ways of knowing about the world can be said to possess epistemic fluency.
Drawing upon and extending the notion of epistemic fluency, in this research seminar, I will present some key ideas that we developed studying how university teachers teach and students learn complex professional knowledge and skills. Our account combines grounded and enacted cognition with sociocultural and material perspectives of human knowing and focus on capacities that underpin knowledgeable action and innovative professional work. In this seminar, I will discuss critical roles of grounded conceptual knowledge, ability to embrace professional materially-grounded ways of knowing and students’ capacities to construct their epistemic environments.
Towards semantic systems chemical biology Bin Chen
introduce a semantic framework for studying systems chemical biology / systems pharmacology, in which three major projects (Chem2Bio2RDF, Chem2Bio2OWL, SLAP (semantic link association prediction) are covered.
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
Linking Innovation in Teaching and Learning with Educational Research (in Hi...Lina Markauskaite
A brief presentation about different notions of innovation in teaching and learning. Focuses on opportunities and challenges linking practical innovation with high-quality high-impact theory-generating educational research. Builds on the work of the Centre for Research on Learning and Innovation, the University of Sydney, Australia.
Presented at the University of Oslo, Norway. 2016 09 26
Network pharmacology: From BioAssay Response Data to NetworkBin Chen
Network pharmacology, comparing protein pharmacology networks built from Ligand based approach (Similarity Ensemble Approach) with those built from BioAssay response data.
Epistemic fluency in higher education: bridging actionable knowledgeable and ...Lina Markauskaite
A summary of the key ideas in the book "Epistemic fluency in higher education".
Based on the seminar: Epistemic fluency in higher education: bridging actionable knowledgeable and knowledgeable action"
15 November 2016 16:30
Seminar Room G
Speaker: Lina Markauskaite, Associate Professor, Centre for Research on Learning and Innovation, University of Sydney
Conveners: Dr Ian Thompson and Professor Harry Daniels, OSAT
What does it take to be a productive member of a multidisciplinary team working on a complex problem? How do people get better at these things? How can researchers get deeper insight in these valued capacities; and how can teachers help students develop them? Working on real-world professional problems usually requires the combination of different kinds of specialised and context-dependent knowledge, as well as different ways of knowing. People who are flexible and adept with respect to different ways of knowing about the world can be said to possess epistemic fluency.
Drawing upon and extending the notion of epistemic fluency, in this research seminar, I will present some key ideas that we developed studying how university teachers teach and students learn complex professional knowledge and skills. Our account combines grounded and enacted cognition with sociocultural and material perspectives of human knowing and focus on capacities that underpin knowledgeable action and innovative professional work. In this seminar, I will discuss critical roles of grounded conceptual knowledge, ability to embrace professional materially-grounded ways of knowing and students’ capacities to construct their epistemic environments.
Towards semantic systems chemical biology Bin Chen
introduce a semantic framework for studying systems chemical biology / systems pharmacology, in which three major projects (Chem2Bio2RDF, Chem2Bio2OWL, SLAP (semantic link association prediction) are covered.
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
Linking Innovation in Teaching and Learning with Educational Research (in Hi...Lina Markauskaite
A brief presentation about different notions of innovation in teaching and learning. Focuses on opportunities and challenges linking practical innovation with high-quality high-impact theory-generating educational research. Builds on the work of the Centre for Research on Learning and Innovation, the University of Sydney, Australia.
Presented at the University of Oslo, Norway. 2016 09 26