Elucidating methods for benefitting from failure in educational contexts

13 March 2019

A Centre for Research on Learning and Innovation seminar.

This presentation will summarise and discuss key findings from a special issue of the journal, Thinking Skills and Creativity (volume 30, published in December 2018), guest-edited by the presenter, Professor Emmanuel Manalo (Kyoto University) and Professor Manu Kapur (ETH Zurich).

The presentation, like the journal issue, will address the question of how failure can benefit learning. Important educational implications and applications emerged from the 15 papers included in the issue. These concern how people internally and externally represent experiences of failure; what beliefs they hold about effort and ability; how much the learning environment accepts and supports failure; the cultivation of teacher and student skills in utilising failure; and patience in allowing the benefits of failure to emerge.

This seminar will be recorded. More information is available at crlionline.net/node/489.

Event details

• When: 2.00pm - 3.00pm
• Where: Room 409, Education Building A35, Manning Rd, University of Sydney
  
  Click image for interactive map.
  
  
• Cost: Free
  
  
• RSVP: Not necessary but spaces are limited and will fill quickly on the day.
  
  
• Contact: Sadhbh Warren
  T: +61 2 9351 2612
  E: sadhbh.warren@sydney.edu.au
  
  
• More info: Tea and coffee will be served afterwards in the Common Room (Rm 401).
  
  
• Speaker/ Performer: Emmanuel Manalo, is a Professor of Educational Psychology at the Graduate
  School of Education, Kyoto University in Japan. He is originally from New Zealand and obtained his PhD from Massey University. He previously held academic appointments at the University of Auckland in New Zealand and Waseda University in Tokyo, Japan. His research interests include enhancement of teaching and learning strategies; diagram use for communication, problem-solving and thinking; strategies for improving foreign/second-language education; and critical thinking.

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