Epistemic Fluency and Professional Education / Professional and Practice-based Learning Bd.14 (PDF)

Lina Markauskaite is an Associate Professor in the Centre for Research on Computer Supported Learning and Cognition (CoCo), the University of Sydney. Lina has been carrying out studies in the areas technology-enhanced teaching and learning, professional knowledge and methodological innovation since the mid 90s. She has published more than 75 refereed papers and an edited book. Her most recent work spans two related areas. Her primary area is concerned with understanding the nature of capabilities involved in complex inter-professional knowledge work and learning. Her formulated theoretical accounts of professional knowing bring into a single framework insights from psychology, neuroscience, anthropology, design, linguistic, organisational studies, and science and technology studies (STS). The second research area is emerging inter-disciplinary research methods. Her recent work includes the co-edited book Methodological choice and design: Scholarship, policy and practice in social and educational research (Springer, 2010, with Peter Freebody and Jude Irwin) and a special issue eResearch for education: Applied, methodological and critical perspectives (with Peter Reimann, 2014).

Peter Goodyear is Professor of Education and Australian Laureate Fellow at the University of Sydney in Australia. He is the founding co-director of the Centre for Research on Computer Supported Learning and Cognition (CoCo) and now also leads the University's Sciences and Technologies of Learning research network, a multi-faculty network involving over 80 academic staff and PhD students. He has been carrying out research in the field of learning, technology and higher education since the early 80s. Peter's research focuses on networked learning, the nature of professionals' "working knowledge" and complexity in educational design. He has published nine books and over 100 journal articles and book chapters. His most recent books areThe Architecture of productive learning networks

“For educators of pre-service or in-service teachers, this book is even more important as it offers an alternative to conventional understandings of cognition and learning, and an array of strategies that may also be relevant to the way we teach in secondary and primary contexts. … I highly recommend this book for researchers and educators who are involved in professional education or professional learning.” (James Davis, Curriculum Perspective, Vol. 37, 2017)