1,720,970 research outputs found
Access and participation in Australia’s higher education policy: deconstructing Australia’s social inclusion framework
No full textThe usefulness of digital tools for web based BYOD flipped instruction: instruction: student perceptions of a polling tool; a canvas tool and an annotation tool
No full textIn a second-year undergraduate course in second language learning at a large public Australian university, students develop a sense of understanding of second language learning processes. Despite its popularity, some discerning problems have been identified, including students' lack of engagement with readings and low levels of active participation with in-class activities. To tackle these problems, the flipped classroom model was deployed which engages students in pre-class online learning in preparation for in-class active learning. This was commonly conducted through a series of very short lecture videos prior to class in conjunction with collaborative activities in-class and complimented by assessment or reflection after class. However, how students perceive technology during different times (prior, in-class and post class) and their perceptions of three technological tools within flipped instruction was a central tenant to this study. Due to rapid changes in technology, it is important to set curriculum and pedagogical objectives before chasing technological advancements in education. For this reason, this paper sets out to examine particular technological tools, by first placing the pedagogical intent first, that is flipped instruction as its motive, and then the technology. While there are continuing and countless academic debates in the field of flipped instruction, there is often less critical debate about technology due to it being seen as a progressive 'improvement'. For this reason, the paper focuses on the pedagogical motives and then how these digital tools supported these motives. Moreover, technologies used in a flipped classroom are often quite varied and while research into flipped classrooms and students' perceptions are dense and diverse, this research aims to examine how digital tools can support the development of in-class active learning that aims to promote higher order thinking skills more specifically. Three different web-based technological tools were evaluated: a collaborative canvas tool, a live polling and an annotation tool in an effort to investigate student perceptions of digital tools in a flipped classroom. Using quantitative (survey) and qualitative (focus groups) methods the findings shed light that not all digital tools are considered equal and that the usefulness of a tool pervaded how easy it was to use. The paper concludes by offering implication for flipped practice both inside and outside the classroom
Students as Partners: A critical-digital partnership model for redesigning the language curriculum
Full text linkThe global COVID-19 pandemic has caused considerable and drastic changes to teaching and learning, forcing many teachers to adopt an online pedagogical approach. This disruption has caused traditional universities to change how their curriculum is delivered and also revisit how learning occurs. While we are indeed living in challenging times, we argue that this defining moment will become the impetus for pedagogical reform wherein new methods of teaching and learning will emerge. In this paper, we bring together three broad subjects of teaching and learning scholarship: (a) learning design, (b) critical pedagogy, and (c) student partnership. We contend that together, these three fields provide room for students to become actors and agents of their own learning through student-led learning design. Using critical participatory action research (CPAR) spanning 4 years and 22 projects, this case study offers a starting point for learning designers and student partners to work together in nine different instructional design models
‘Business as usual’: critical management studies and the case of environmental sustainability education
No full textThe inclusion of sustainability and ethics teachings in management education for many seems a positive step forward for creating more environmentally just and ethically sound managers. However, the type of knowledge that is privileged and the lack of history in these courses often greenwash the underlying problems inherent with neoliberal capitalism. The current paper traces the management movement as part of the Second Industrial Revolution and the capitalisation of labour alongside recent enthusiasm for the scientific management of labour. It argues that the scientific management movement-expressed in its dominant ‘Taylorist’ form – has come to provide management education theory and practice with its ideological base resting upon scientificity and individualism. This leads to a dual contradiction and exploitation. One of nature by capital and one of human labour. The crisis of nature, is the crisis of sustainability education that has arisen since the 1970’s. The constant contradiction with labour is enduring. The expansion of capital demands the exploitation and degradation of labour and the natural environment. By historically and ideologically situating management education and sustainability education offers space to trace, track and question their epistemological underpinnings in an effort to argue current sustainability management education is a myth and does little to question the status quo. It identifies the emerging field of Critical Management Studies (CMS), with its explicit commitments to social justice and an ethic of sustainability, as being important to this development and as a new way forward. While CMS has its own theoretical limitations, which are identified within, it is positioned as a socially progressive development of the broader field of Management Studies offering a challenge to ‘business as usual’
Reflections of students and staff in a project-led partnership: contextualised experiences of students-as-partners
Full text linkFor many years, the methods of teaching and learning have remained relatively unchanged, with teachers bestowing knowledge to their students in a one-way hierarchical approach to learning. However, Student as Partners (SaP) as a concept and an ideology aims to disrupt traditional power structures of learning to offer a shared space where students become co-creators of change. This research reflects on one particular SaP project, a small-scale, project-based, institutionally resourced partnership whereby 14 students collaborated alongside 3 staff members to enhance the quality of the student experience at an Australian university. The current study aims to explore what factors mediate newly formed student-staff partnerships. Using a qualitative thematic approach, the paper draws from various online surveys to share particular contextualised experiences of student-staff partnerships. These include: learning together and navigating power dynamics, opportunities to build relationships, and balancing work and study. They became the specific strategies that mediated effective partnership. The implications of these themes highlighted that the context-dependent nature of SaP should be realised in an effort to develop institutionally appropriate practices
Using assessment submission data to provide timely and contextualised academic support
No full textWhile it is well accepted that integrating academic skills into the curricula is best practice, in reality it is not always accepted by institutions. Such integration involves both contextualisation and appropriate timing. This presents real issues for adjunct academic language and learning centres that are centralised, rather than part of a specific faculty or course. To some degree, the issues arising from this disjoint can be minimised by the use of university-wide sub-mission data indicating when students are required to submit their assessments. The overall objective of this paper was to identify how submission data could be used to contextualise and embed academic support services and improve the availability of those services during peak times. Specifically, it used a mixed methods approach to: a)investigate how assessment submission data could be employed to provide better timed and contextualised workshops; and b) how that data could be applied to predict the demand on an academic drop-in centre. The results of the study were twofold: first, that assessment submission data can be used to inform when and how contextualised academic support should be provided. Secondly, that assessment submission data can be used to inform when students require academic support services, and consequently staff those services appropriately
Against “Business as Usual”: Critical Management Studies and the case of Environmental Sustainability Curricula
No full textCo-designing an equity, diversity, and inclusion (un)conference by and for staff and students
Full text linkWe describe the critical-digital approach and co-design of a bespoke unconference on inclusion, diversity, and equity for staff and students. We offer a critical digital pedagogy framework that engages and promotes student-led equity, diversity, and inclusion in what we refer to as the fourth wave of students as partners (SaP) conferences. The SaP unconference was unique in several ways. The unconference was aimed at both staff and students and was designed and delivered in a cross-disciplinary students-as-partners project. This forum was transformative as it was supported by a critical digital partnership and pedagogical framework. Further, the unconference positioned the audience as participants on equal footing with panellists in critical dialogue and conversation. As such, the unconference offered a counter-narrative to traditional conference culture. Reinventing the academic conference space for SaP is critical to ensure conferences are authentic, contextualised instantiations of partnership
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