Ms Alisha Portolese

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Biographical details

Alisha is a PhD candidate at the Centre for Research on Learning and Innovation (CRLI) at The University of Sydney. She completed her Masters in Learning Sciences and Technology at The University of Sydney in 2013, and previously completed an Honours Bachelor of Arts in Psychology, Neuroscience, and Behaviour from McMaster University in Canada in 2011. Alisha has diverse experience teaching and supporting the learning of adults and children in a variety of contexts.

Teaching and supervision

Current:

Lecturing & Tutoring for EDUF3029: Psychology of Learning and Teaching

Previous:

Tutoring for EDUF2006: Educational Psychology

Thesis work

Thesis title: Redesigning problem-based learning in medical education: Contrasting solutions and improving consolidation.

Supervisors: Lina MARKAUSKAITE , Michael J JACOBSON

Current projects

The purpose of Alisha's PhD research is to improve problem-based learning (PBL) in medical education. Recent research suggests that including more direct instruction in the latter phases of PBL may be both more efficient and more effective for learning. In collaboration with The University of Newcastle, Alisha is investigating how productive failure and other strategies including analogical encoding and comparing and contrasting student solutions as a form of feedback, may be used in a redesign of problem-based learning methods.

Supervisor: Professor Michael J. Jacobson

Associate Supervisors: Dr Robbert Duvivier, Associate Professor Lina Markauskaite

Awards and honours

2014-2017 Australian Postgraduate Award (APA) (Sydney)

2014-2017 University of Sydney Merit Award (Sydney)

2015 University Level Finalist, 3-Minute Thesis Competition

2008, 2009 University Senate Scholarship (McMaster)

2008 Faculty of Social Science Inquiry Award (McMaster)

2007-2010 Honour Award Level 2 (McMaster)

Selected publications

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Journals

  • Jacobson, M., Markauskaite, L., Portolese, A., Kapur, M., Lai, P., Roberts, G. (2017). Designs for learning about climate change as a complex system. Learning and Instruction, In Press/Corrected Proof. [More Information]
  • Lai, P., Portolese, A., Jacobson, M. (2017). Does sequence matter? Productive failure and designing online authentic learning for process engineering. British Journal of Educational Technology, Online first. [More Information]

Conferences

  • Portolese, A., Markauskaite, L., Lai, P., Jacobson, M. (2016). Analyzing patterns of emerging understanding and misunderstanding in collaborative science learning: A method for unpacking critical turning points. Transforming Learning, Empowering Learners: 12th International Conference of the Learning Sciences (ICLS 2016), Singapore: International Society of the Learning Sciences.
  • Portolese, A., Jacobson, M., Duvivier, R., Markauskaite, L. (2016). Redesigning problem-based learning in medical education: Contrasting solutions to improve consolidation. 12th International Conference of the Learning Sciences (ICLS 2016), Singapore: International Society of the Learning Sciences.
  • Jacobson, M., Markauskaite, L., Portolese, A., Lai, P., Kapur, M. (2016). Understanding Climate Change as a Complex System with Agent-based Models: A Study of Contrasting Learning Designs. 2016 American Educational Research Association (AERA) Annual Meeting, Washington, D.C.: AERA.
  • Portolese, A., Markauskaite, L., Lai, P., Jacobson, M. (2015). How collaborative successes and failures become productive: An exploration of emerging understanding and misunderstanding turning points in model-based learning with productive failure. 11th International Conference on Computer Supported Collaborative Learning, Gothenburg, Sweden: International Society of the Learning Sciences.
  • Portolese, A., Markauskaite, L., Lai, P., Jacobson, M. (2015). Model-based learning with productive failure and analogical encoding: Unpacking learning dynamics with contrasting designs. 2015 Annual Meeting of the American Educational Research Association, Washington, DC: AERA.
  • Portolese, A., Jacobson, M. (2015). Optimal sequencing of contrasting cases and procedural instruction in productive failure. Australian Association for Research in Education (AARE) Annual Conference, 2015, Fremantle, WA: Australian Association for Research in Education (AARE).

2017

  • Jacobson, M., Markauskaite, L., Portolese, A., Kapur, M., Lai, P., Roberts, G. (2017). Designs for learning about climate change as a complex system. Learning and Instruction, In Press/Corrected Proof. [More Information]
  • Lai, P., Portolese, A., Jacobson, M. (2017). Does sequence matter? Productive failure and designing online authentic learning for process engineering. British Journal of Educational Technology, Online first. [More Information]

2016

  • Portolese, A., Markauskaite, L., Lai, P., Jacobson, M. (2016). Analyzing patterns of emerging understanding and misunderstanding in collaborative science learning: A method for unpacking critical turning points. Transforming Learning, Empowering Learners: 12th International Conference of the Learning Sciences (ICLS 2016), Singapore: International Society of the Learning Sciences.
  • Portolese, A., Jacobson, M., Duvivier, R., Markauskaite, L. (2016). Redesigning problem-based learning in medical education: Contrasting solutions to improve consolidation. 12th International Conference of the Learning Sciences (ICLS 2016), Singapore: International Society of the Learning Sciences.
  • Jacobson, M., Markauskaite, L., Portolese, A., Lai, P., Kapur, M. (2016). Understanding Climate Change as a Complex System with Agent-based Models: A Study of Contrasting Learning Designs. 2016 American Educational Research Association (AERA) Annual Meeting, Washington, D.C.: AERA.

2015

  • Portolese, A., Markauskaite, L., Lai, P., Jacobson, M. (2015). How collaborative successes and failures become productive: An exploration of emerging understanding and misunderstanding turning points in model-based learning with productive failure. 11th International Conference on Computer Supported Collaborative Learning, Gothenburg, Sweden: International Society of the Learning Sciences.
  • Portolese, A., Markauskaite, L., Lai, P., Jacobson, M. (2015). Model-based learning with productive failure and analogical encoding: Unpacking learning dynamics with contrasting designs. 2015 Annual Meeting of the American Educational Research Association, Washington, DC: AERA.
  • Portolese, A., Jacobson, M. (2015). Optimal sequencing of contrasting cases and procedural instruction in productive failure. Australian Association for Research in Education (AARE) Annual Conference, 2015, Fremantle, WA: Australian Association for Research in Education (AARE).

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