Dr Stephanie was a P-12 Music and Arts teacher and Head of Faculty for 20 years prior to undertaking her PhD at The University of Queensland, graduating in 2018. Stephanie’s research interests are in human connection and learning, and the role that conscious and unconscious processes play in influencing engagement of learners (of all ages). Currently, Stephanie is the Manager of Research Translation and Engagement at the Science of Learning Research Centre. In this role, Steph develops, delivers and manages a range of partnerships and collaborations between school educators and researchers, building a dialogue around evidence-informed teaching and learning. Steph has lead the development, implementation, and evaluation of the SLRC Partner Schools Program, an evidence-informed model of research translation undertaken in collaboration with a team of educators, researchers, and education policy personnel. Steph is also a lecturer in the Science of Learning, Arts Education, and Creativity at the University of Queensland. As an educator, Steph draws on the science of learning to inform her practice in working and learning with in-service and pre-service teachers both within the University of Queensland and in schools.
Educators and researchers in partnership: how our collective effort can lead learning
Understanding learning, and how to promote, lead, and measure it are shared interests of both educators and researchers. At the Science of Learning Research Centre (SLRC) we investigate learning using a multi-disciplinary approach, drawing on education, neuroscience and psychology to contribute to a growing evidence base around human-centred learning. However, to translate this evidence into practice and to positively impact learner outcomes in diverse contexts, the SLRC have established partnerships with educators and education leaders, creating an ongoing dialogue between researchers and practitioners. These partnerships allow us to learn together and are driving an education-informed research agenda.
This session will provide some insight into how the partnerships and collaborations between educators and researchers at the SLRC are building a community of research-informed educators and education-informed researchers who share a belief in the power of learning together and co-creating ways to lead learning in others. The year 2020 has altered how we approach learning in ways we had never imagined, and whilst we didn’t plan for this, together we can learn from it. We must recognise that our collective effort – as researchers and educators – matters. Through ongoing partnerships, we can set a new agenda and lead learning in a changed world.