Education Technology Solutions #81

FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS E D U C AT I O N T E C H N O LO GY S O LU T I O N S I S S U E 8 1 D E C / J A N 1 7

SPECIAL UNIVERSITY ISSUE

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CONTENTS ISSUE 81

20

28 REGULARS

FEATURES

8 FROM THE EDITOR

28 COVER STORY

10 CYBER CHAT 12 CALENDAR OF EVENTS 68 TECH STUFF 70 PRODUCT SHOWCASES

50

In this issue’s cover story, Jason Lodge, Senior Lecturer in the Melbourne Centre for the Study of Higher Education at University of Melbourne and Shelly Kinash, Director for Advancement of Learning & Teaching at the University of Southern Queensland, look at some of the amazing new research emerging around the brain and how we learn as well as what this means for educators.

20 USING EDUCATION TECHNOLOGY TO SUPPORT STUDENTS AS CITIZEN SCHOLARS Professor James Arvanitakis, Dean of the Graduate Research School at Western Sydney University examines why Universities exist, and how education technology is playing a role in answering that question.

34 DESIGN STRATEGIES THAT WORK TO MAXIMISE E-LEARNING Elizabeth Cook, an Educational Designer at the University of Southern Queensland, looks at the keys 6 key principals that go into creating a successful e-learning experience.

54 WORK-INTEGRATED LEARNING IN SUPPORT OF DIGITAL FUTURES Work-integrated learning (WIL) is all about helping to prepare students for the world of work. Associate Professor Denise Jackson of the

4 | EDUCATION TECHNOLOGY SOLUTIONS

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School of Business and Law at Edith Cowan University looks at the ways technology can be intertwined into WIL to make these experiences more accessible for students and to create an enhanced learning experience.

72 USING EDUCATION TECHNOLOGY TO FACILITATE ONLINE PEER LEARNING Professor Jill Lawrence, Associate Dean (Students) in the Faculty of Business, Education, Law and Arts at USQ, examines the ways in which stories/narrative from actual practice strengthen peer learning for student engagement and quality learning.

16 INTERACTIVE LEARNING Associate Professor Michael Sankey, Director of Learning Transformations at the Western Sydney University, looks at the value of ePortfolios in today’s universities.

24 PLUGGED IN Professor Heidi Blair, Deputy Director of Learning Futures at Griffith University and MadelaineMarie Judd, Griffith Graduate Attributes Project Manager at Griffith University outline seven tips to engage students in graduate attributes through social media.

42

engagement within the university classroom.

42 NEXT STEP Shelly Kinash, Director of Advancement of Learning & Teaching at the University of Southern Queensland look at key commendations and recommendations for technologyenabled higher education.

46 LET’S TALK PEDAGOGY Ken Udas, Susan Brosnan and Bill Wade of the University of Southern Queensland discuss the agile approach used in technology demonstrators while offering examples of agility in action and recommendations for those wishing to influence a culture of innovation within higher education.

50 PROFESSIONAL DEVELOPMENT Who and what is ASCILITE?

58 TEACHING TOOLS Innovative curriculum and approaches to online learning – how to design for social learning.

60 GET CONNECTED How can digital technologies can be used to share student achievement?

38 OFFICE SPACE Engaging timid students: Backchannel as a tool to provide opportunities for interactivity and

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FROM THE EDITOR www.educationtechnologysolutions.com.au

EDITORIAL

EDITOR John Bigelow EMAIL john@interactivemediasolutions.com.au SUBEDITORS Helen Sist, Ged McMahon

CONTRIBUTORS

GUEST EDITOR Professor Shelley Kinash Dominique Parrish, Chie Adachi, Marcus O’Donnell, Jill Lawrence, Madelaine-Marie Judd, Heidi Blair, Christian Moro, Donna Henson, Shelley Kinash, Ken Udas, Susan Brosnan, Bill Wade, Michael Sankey, Trina Jorre de St Jorre, Denise Jackson, Elizabeth Cook, James Arvanitakis, Jason Lodge, Tess Ariotti

By Professor Shelley Kinash Guest Editorial

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DISCLAIMER

The publisher takes due care in the preparation of this magazine and takes all reasonable precautions and makes all reasonable effort to ensure the accuracy of material contained in this publication, but is not liable for any mistake, misprint or omission. The publisher does not assume any responsibility or liability for any loss or damage which may result from any inaccuracy or omission in this publication, or from the use of information contained herein. The publisher makes no warranty, express or implied with respect to any of the material contained herein.

The contents of this magazine may not be reproduced in ANY form in whole OR in part without WRITTEN permission from the publisher. Reproduction includes copying, photocopying, translation or reduced to any electronic medium or machine-readable form.

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I

t is my privilege, as Guest Editor of this

21 authors from 10 different Australian universities

special issue to identify the resounding

about vision and current practices in higher education

themes and highlight some of the

technology solutions. It is hoped that readers from

exciting digital innovations described by the

higher education will find inspiration and practical

university-based authors. This special ASCILITE Issue

ideas for their own students and institutions in these

was launched at the 2017 ASCILITE Conference

papers. School-based readers, such as principals

hosted by University of Southern Queensland. As

and teachers, might read these papers as ‘next steps’

described in this issue by the ASCILITE President,

or in other words for the digital contexts that their

Dominique Parrish, The Australasian Society for

school leavers will experience when they transition

Computers in Learning in Tertiary Education, also

to university. Making this transition and deciding

known as ASCILITE is a not-for-profit professional

whether and then which university can be a fraught

association leading and advocating for excellence in

time for many Year 12 graduates and their parents. In

the use of digital technologies in tertiary learning and

her paper, titled ‘Online information supporting future

teaching. ASCILITE seeks to promote and recognise

students to decide which university & program’, Asma

exemplary innovation, evidence-based practice and

Qureshi summarises the findings of her ground-

research into the sustainable use of educational

breaking thesis research, studying this terrain. She

technologies to progress pedagogical practice. The

concludes with recommendations to universities

occasion of the 2017 ASCILITE Conference is

regarding their online advertising campaigns.

therefore a prime opportunity to invite academics

8 | EDUCATION TECHNOLOGY SOLUTIONS

008-009_ETS81 Editor's Letter.indd 8

This Special Issue features 16 papers written by

Education Technology Solutions

A number of the papers in this special issue

across Australian universities to reflect on our vision

are intentionally broad-based. These papers are not

and practices for enhancing student learning, the

about particular education technologies or specific

overall student experience and graduate outcomes

student matters. Instead, these papers present the

through education technology solutions.

overall vision for higher education and how we

educationtechnologysolutions.com.au

21/11/17 5:45 pm

betterment.’ In his paper titled,

online or in blended modalities. At the

thus increasing their employability

‘Leading academic innovation through

ASCILITE conference, in addition to

and potentially leading to successful

technology’, Jonathan Powles clearly

listening to the presenters and asking

graduate careers. In her paper, titled

states that the pedagogy (and thus the

questions directly to them, attendees

‘Work-Integrated Learning (WIL) in

students’ learning) always comes first

will also be having ‘backchannel’

support of digital futures’, Denise

in our priorities, and the technology

conversations via Twitter. Ideas will be

Jackson takes a different stance to

therefore comes second, in support

discussed, key points highlighted and

many of the other papers in this special

of that learning. In other words,

sometimes counter-arguments raised.

issue. While many of the papers

Jonathan is suggesting that we ‘flip our

In their article, titled ‘Engaging timid

address technology in the context of

thinking’ and Chie Adachi and Marcus

students: Backchannel as a tool to

how universities enhance supports to

O’Donnell suggest that we ‘flip the

provide opportunities for interactivity

students, Denise wrote about how the

whole university.’ In their paper titled,

and engagement within the university

workforce is increasingly digital and

‘Innovative curriculum and approaches

classroom’, Christian Moro and Donna

how it is incumbent upon universities

to online learning – designing for social

Henson shared their experiences

to prepare students accordingly. One

learning’ they remind the readers that

regarding how bringing backchannels

of her insightful quotes is, ‘Whatever

‘innovation is all around us’ but that

into the university classroom increases

drives an individual and whatever

universities are not always so good

student engagement. Many of these

their career aspirations may be, they

at responding in innovative ways. In

backchannel conversations take

need to embrace automation and the

their paper, titled ‘An agile approach to

place between students, without

rapid changes in technology which

testing and demonstrating education

the academic’s intervention. Jill

permeate our work, social and family

technology’ Ken Udas, Susan Brosnan

Lawrence, in her paper ‘Using

lives. If the goal of WIL is to prepare

and Bill Wade describe how they

education technology to facilitate

students and make them career ready,

used creative, flexible strategies to

online peer learning’, urges readers

the WIL experiences must therefore

encourage, welcome and pilot higher

not to discount the educational value

expose students to at least a snapshot

education technology solutions.

of peer-to-peer interaction and shares

of the digital future.’ In their paper,

strategies and experiences for fostering

titled ‘Seven tips to engage students

and recommendations for technology-

and supporting this communication,

in graduate attributes through social

enabled higher education’, I presented

particularly online.

media’, Madelaine-Marie Judd and

In my paper, titled ‘Commendations

three lists of seven – first, what

Elizabeth Cook is an educational

Heidi Blair wrote about the need to

I think makes for great university

designer, supporting academics to

deliver and promote concepts such as

learning, then the exciting practices

optimise learning experiences for

‘graduate attributes’ using terms and

can take action through technology-

I have observed in higher education

online students. In her insightful article,

media that make sense to students.

enhanced learning and teaching. With

technology solutions and, finally,

titled ‘Design strategies that work

On a similar theme, in her paper,

his characteristic insightful leadership,

what I see as problems that have not

to maximise e-Learning’, Elizabeth

titled ‘Digital solutions for supporting

James Arvanitakis inspires readers

yet been solved. In our paper, titled

presents six practical approaches

students’ career identities’, Trina Jorre

with his paper, ‘Using education

‘Surprising research findings about

to improving online learning design.

de St Jorre described the innovative

technology to support students as

the brain and learning’, Jason Lodge

In his paper, titled ‘ePortfolios

supports that Deakin University has put

citizen scholars.’ James wrote, ‘The

and I turned a conversation into this

in today’s universities’, Michael

into place to nurture graduates’ career

Citizen Scholar encapsulates the idea

piece about Jason’s team research

Sankey shared insights into how to

success. I am a big fan of Deakin’s

that universities exist to both promote

into what studies of the brain can tell

use online portfolios as authentic

‘Me In A Minute’ campaign, which

scholarship as well as active and

us about how to advance learning.

assessment that both enables and

Trina describes in her paper. Coming

engaged citizens. That is, universities

Adrian Stagg, in his paper, ‘What Open

demonstrates learning. His paper

full circle, from the first described

need to inculcate a set of skills and

Educational Resources (OER) look

presents an informative state-of-the-

paper to the last, all of the authors in

cultural practices that educate students

like’, clearly depicts, using a number

field scan across 48 Australasian

this special issue are committed to

beyond their disciplinary knowledge.

of contextualised practical examples,

institutions. Increasingly, universities

students and graduates and to higher

This is driven by the idea that

the characteristics and advantages of

are recognising the need for students

education and its life-lifting potential.

universities must maintain a social

OER. Openness, sharing and innovation

to have continued access to their

mission that mobilises knowledge

are our emerging future, but how do

ePortfolios after graduation so that they

ideas regarding how to heighten

for the benefit of society. That is, a

we support our universities and our

can use them for lifelong learning, job

university student learning, the overall

central purpose of higher education

students to get there?

search and career navigation.

student experience, transitions or

is to improve the societies in which

Education technologies and digital

A number of the authors of this

Whether you are looking for new

graduate career outcomes, I am

we live and foster citizens who are

capabilities overall have changed

special issue focussed on how

certain that you will find inspiration

creative, innovate and have the ability

the way in which we interact with

technology and digital communications

in the papers describing education

to critique the structures around

teachers, presenters and fellow

can support university students to

technology solutions in this special

them with the purpose of community

learners whether that be on-campus,

develop professional competencies,

issue. n

educationtechnologysolutions.com.au

008-009_ETS81 Editor's Letter.indd 9

EDUCATION TECHNOLOGY SOLUTIONS | 9

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 | CYBER CHAT

Tech As A Tool For Improving STEM TESS ARIOTTI, HEAD OF CORPORATE SOCIAL RESPONSIBILITY, SAMSUNG AUSTRALIA

I

t’s just been shown

students, seven of these children lack

thinking behind their projects and

of maps, following and giving

that Australian primary

the knowledge to navigate the world

the findings. Ultimately, their work

directions, doing jigsaw puzzles and

school students can

around them.2

demonstrated how good technology

even photography can help students

can enable significant, real-world

develop skills that can lead to an

STEM investigations.

improvement in mathematics and help

develop a year’s worth

of mathematics skills in merely three weeks; thanks to a new research

So, what does this latest research tell us and where to next?

Over a three-week period, 20

Using the insights from the

prepare them for successful careers in STEM.

program based on technology-enabled

primary schools were involved in a

research and applying the methods

spatial reasoning exercises.

program that replaced mathematics

used in the program, educators

classes – for the purpose of the

are now in a better position to help

and parents need proven methods

Samsung and the University of

study – with a program of activities,

improve the outcomes of STEM

to better teach STEM to our next

Canberra revealed new insights into

enhanced by technology. Designed to

education among primary and high

generation. Looking ahead, teachers,

how we can help accelerate progress

develop spatial reasoning capabilities,

school students. However, this national

researchers and even policy makers

in addressing Australia’s burgeoning

the activities built a capacity to locate,

issue isn’t the sole responsibility of

can take this research and build better,

STEM skill problem; in both primary

orientate and visualise objects;

those working in education. We all

more focused, technology-enabled

and high school settings.

navigate paths; decode information

have a role to play. While teaching is

solutions for improved competence

graphics; and use and draw diagrams.

clearly a significant building block,

in core mathematic skills. However,

Australia’s competency in

Additionally, students in Year 7 to 11

there is a lot parents can do before

to achieve sustainability and make a

mathematics and science recently

from two high schools were involved

children even get to school, developing

broader impact, we should all consider

dropped five places on the world

in the secondary component of the

these core skills from an early age.

how we can place a stronger focus on

stage in five years1 and the impact

program which applied real world and

reaches far beyond the classroom.

inquiry-led learning – with the aid of

children’s spatial reasoning, and

Competence in mathematics has

technology – to see an increase in

therefore mathematical ability, through

been heralded as the most influential

design-thinking. Using smartphones

an array of out-of-school activities.

indicator for success in adult life.

and tablets, students collected,

These are simple, everyday tasks

Educational Research, Trends in

Unfortunately, when looking at a

logged, analysed and presented

that parents can implement at home.

International Mathematics and Science

typically-sized Australian class of 24

data to creatively demonstrate the

For instance, the use and creation

Study (TIMSS), 2016

A recent collaboration between

We’re all conscious that

10 | EDUCATION TECHNOLOGY SOLUTIONS

010-015_ETS81 Regulars.indd 10

Parents can enhance their

It’s no secret that our teachers

spatial thinking in both primary and secondary schools. n 1, 2

Australian Council for

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 | EVENTS CALENDAR

BETT Show

is an annual two-day event which

teaching at the coal-face, or are looking

and interactive exhibition seminars

24-27 January 2018

runs in March and will be held

to meet people in specific roles such

and displays (not to mention hours of

Excel London

at the Melbourne Convention &

as Foundation or SEN Coordinators,

networking functions) – meaning that

Bett is the first industry show of the

Exhibition Centre.

the event is structured to appeal to the

you gain the benefits of a bespoke

people you want to speak to.

niche program, focused on YOUR

year in the education technology

It is the sister-event of EduTECH

Perhaps most importantly, National

landscape, bringing together 850

(Australasia and Asia Pacific’s largest

leading companies, 103 exciting new

education event). It consists of one

FutureSchools is affordable… the

edtech start ups and over 34,700

central exhibition and five parallel

organisers know the education sector

attendees (131 countries represented)

conferences designed to tackle five

has limited funds, so they work with

Development points – when

from the global education community,

specific areas of the future school:

industry to subsidise registration costs,

you register, simply tick the box

that come together to celebrate, find

• Future Leadership

making this an accessible investment

indicating that you wish to apply for

inspiration and discuss the future

• Young Learning

in your learning.

CPD/PD Points, and we will post

of education, as well as the role

• Special Needs

technology and innovation plays in

• Teaching about and using emerging

enabling all educators and learners to thrive.

For more information visit www. bettshow.com

National FutureSchools Expo & Conference 21-22 March 2018

technologies • STEM, coding, robotics and the new digital curriculum.

you a Certificate of Attendance which you can present to your

very best speakers from Australia and

representative body.

around the world. You can share your

For more information visit

ideas, successes and challenges with

futureschools.com.au

FutureSchools Expo have all been

to discuss, debate and take away

designed to cater for senior leadership

implementable outcomes.

Whether you want to focus your

And of course, earn Professional

event, educators have access to the

over 4,000 attendees in similar roles

K-12 education.

like-minded education professionals.

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| INTERACTIVE LEARNING

ePortfolios

In Todayâ&#x20AC;&#x2122;s U

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s Universities

BY ASSOCIATE PROFESSOR MICHAEL SANKEY

A recent sector scan across

multiple tools were being used, usually

system (LMS), three (6 percent) were

the functionality (or otherwise) of

Australasian universities conducted

in different schools or faculties to meet

using the portfolio tool in Bright Space

these tools.

by the Australasian Council on Open,

a particular or perceived need. So,

(D2L) LMS, two were using Google,

Distance and e-Learning (ACODE)

although the institution may have had

one each were using Chalk & Wire and

how higher education is embracing

found a variable uptake of ePortfolio

a centrally supported system, others

Career Hub, and seven (15 percent)

newer forms of technology and how

tools across the university sector.

(departments and often individuals)

had no centrally supported ePortfolio.

the role of the commercial marketplace

Although many universities now have

within the university were bypassing

In nearly all cases, those institutions

is changing. This is seen in the

well-established ePortfolio systems in

this for other (non-supported) solutions.

that had no centrally supported

plethora of social media tools that can

place, and have had for many years,

This is not necessarily a problem, but it

tool were currently trialling some

now slot (although not comfortably)

others are still grappling with, or slowly

does point to the fact that the centralised

different options.

into this virtual learning environment

moving towards, a more consistent

system may not necessarily be fully

approach to providing this institutional

hitting the mark or that the functionality

identify the products used, in many

linkedin.com/in/michaelsankey/) and

service for their students and staff.

of the tool is not understood well

cases this was accompanied by

a range of efficacious self-authoring

It is fair to say that although

enough by the staff and thereby

a disclaimer, such as ‘but we are

website tools sites (such as Wordpress

the students.

trialling X’ or ‘different schools have

[https://michaelsankey.com/], Weebly

different requirements, so we can’t

[https://www.weebly.com/au], and

ePortfolio has been on the higher

Not only did the sector scan

Anecdotally, this is partly to do with

space (such as LinkedIn, https://www.

education agenda for quite a few

Of the 48 institutions, 18 (38

years now, it has not necessarily

percent) were using the Mahara open

get any agreement’. So, although the

Wix [https://www.wix.com/]) making

been adopted as quickly as some

source tool, 10 (21 percent) were

above is simply a product list, there

it possible for students and staff to

may have hoped. In fact, it was the

using Pebble Pad, six (13 percent)

are implications that can be drawn

quickly develop an online presence.

dream of many, including myself,

were using the portfolio tool in their

from this, particularly when looking

As the functionality of these newer

that national projects such as the

Blackboard learning management

at some of the tools being used and

tools improves, some are seeing

Australian ePortfolio Project (http:// www.eportfoliopractice.qut.edu. au/) and, more recently, ePortfolios

ePortfolio Systems 2017: 48 Australasian Universities

Australia (https://eportfoliosaustralia. wordpress.com/) would have had a more profound impact on the uptake

7

of this tool within the sector. In some instances it has, but this dream has not In the ACODE sector scan Australasian universities responded.

This represented all major Australian

n Pebble Pad

2

yet been fully realised. conducted in September 2017, 48

n Mahara

n Blackboard

2

18

3

n Google

and New Zealand universities and one from Fiji. The scan asked these institutions to identify which centrally supported ePortfolio tool they were using. This does not mean that this was

n Bright Space

n Other

6

n None

10

the only tool the institution was using; rather, it was the main tool they were using, thereby attracting some broader institutional support. In some instances,

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EDUCATION TECHNOLOGY SOLUTIONS | 17

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| INTERACTIVE LEARNING

the potential for them to contribute significantly to learning and teaching. Of course, this only serves to exacerbate

SlideShare

the perceived divide between different

Instagram

academic disciplines requiring different

LinkedIn

functionality and prevents an institutional consensus from being formed (if that is still desirable).

We are seeing a shift, or evolution,

Academia.edu

in the ‘first wave’ of ePortfolio systems. This is not unlike the gradual

ResearchGate

ePortfolio

implementation of the LMS or lecture capture systems, as the future of ePortfolio use in higher education is

Uni Profile

tied to the changing nature of teaching.

Etc., etc.

Change is occurring in the practices of

Twitter

instructors and programs, as well as change in the use of new technologies and change in the value of a studentowned portfolio. It is important to

The essential ePortfolio needs to connect to other repositories and key social media sites

note that change is difficult for some, The essential ePortfolio needs to

classroom methodology, where a

This applies equally to the LMS,

learner-centred pedagogy can focus

content management system (CMS)

connect to other repositories and key

I personally used a website that I

on an individual’s learning experiences

and ePortfolio, not to mention staff

social media sites.

developed in html to be (what I now

to encourage independent thought and

and student reward and recognition

call) my ePortfolio (https://eportfolio.

reflective practice, ultimately allowing

systems. But it is particularly important

ePortfolio companies moving forward?

usq.edu.au/user/sankey/home). In those

learners to apply existing knowledge

for the ePortfolio. With the rise of

It means I want to be able to integrate

days, and I am only talking 10 years

to new contexts and adapt this to

digital credentialing, blockchain certs

feeds from all these types of sites

ago, it was the only mechanism I had

new environments. However, this is

and badging, there is an increased

and to allow for my credentials to be

to represent myself professionally to a

not information that may be suitable

awareness of the portability and validity

seamless. I would like to be able to use

wider audience. Today, users want an

for public perusal as it quite often

of one’s online persona and professional

it as my backpack as well. If I were an

ePortfolio to do many more things than

contains sensitive information, such

presence that transcends or extends

institution, I would want to be able to

simply be a series of static webpages,

as reflections and private assessment

past the now obligatory, although

use my site to credential student and

and so it comes back to the definition of

items. On the other hand, ePortfolios

simplistic, LinkedIn profile.

staff learning outcomes, linkable to

what an ePortfolio is.

can facilitate “a shift towards deeper

but necessary.

Before we had such systems,

For example, on a personal level,

So, what does this mean for

my student management system and

learning that will link learner autonomy,

all roads lead to Rome (or in this case

staff professional development system.

ePortfolio as being a digital repository

graduate attributes and real-world

my ePortfolio [https://eportfolio.usq.

Why? Because that is going to make the

where evidence of an individual’s

experiences to help students transition

edu.au/user/sankey/home]). My former

ePortfolio usable by most, if not all, the

personal, educational or professional

to the workplace” (Slade & Hallam,

university allows me (as an Alumnus)

disciplines, the careers people, human

pursuits may be stored and showcased

2016). In these cases, it may be in the

to keep my ePortfolio for life if I keep up

resources, professional accrediting

(ePortfolio Hub, 2017), then theoretically

best interest of the student to make

my profile with them (keep my password

bodies and, most importantly, potential

this could be done in many ways

this information viewable to a select

up-to-date), so this has allowed me to

employees. However, at the end of the

and with many tools. However, in the

group of people – potential employees

make my ePortfolio the centre of my

day, it is the student experience that needs

university context, it may be seen to do

for example.

professional profile. So, I link to my

to be front and centre. This is the top-level

ePortfolio from all my other professional

issue for the ePortfolio community and it

If we are to take the definition of an

a bit more than this. An ePortfolio may

This is clearly a dynamic space

also be seen to support a change in the

and, given the need for some level

and social media sites – Twitter,

is directly tied to student success. For if

way many institutions are approaching

of discretion around one’s profile

SlideShare, ResearchGate and so on, but

they succeed, we succeed. n

their learning and teaching or, as Batson

and personal data, looking to the

not Facebook. There is a practical reason

(2011) calls it, a “new epistemology

future there is a need for centralised

for this; it means I do not have to keep

of learning”, which requires a level of

university systems to offer both a level

extensive profiles on all these different

admin@interactivemediasolutions.

institutional commitment to how they

of security and for them to have the

systems. I just need to keep one major

com.au

may house important and sometimes

ability to engage with a whole range of

site up-to-date and do the bare minimum

confidential data.

external, more public systems. These

on the others. But it also means I can

Sankey is the Director, Learning

An example of this is seen in the

may be software as a service (SaaS)

lead people to my full profile that gives

Transformations at the Western

way an ePortfolio can support a flipped

or self-hosted, or simply commercial.

them a fuller picture about who I am.

Sydney University.

18 | EDUCATION TECHNOLOGY SOLUTIONS

016-019_ETS81 Interactive Learning.indd 18

For a full list of references, email

Associate Professor Michael

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| FEATURE

USING EDUCATION TECHNOLOGY TO SUPPORT STUDENTS AS

CITIZEN SCHOLARS

BY JAMES ARVANITAKIS

Introduction

pressure for universities to reposition

Hornsby, 2015). A key focus has

as active and engaged citizens. That

Over the last decade, the role and

themselves in this way is increasing.

been to respond to the ongoing

is, universities need to inculcate a

purpose of higher education has

But such a request is seen to challenge

structural changes driven by global

set of skills and cultural practices

increasingly come under scrutiny.

the traditional intellectual pursuit

and technological advancements, and

that educate students beyond their

Faced with tight fiscal budgets,

of universities.

changing social, political and economic

disciplinary knowledge. This arguably

governments have often looked to

It is from these multiple

environments with the aim of future-

pushes the debate beyond the

the university sector as a space for

perspectives that universities are

proofing higher education by looking

simple transfer of skills as part of the

potential cost saving. Even as I write

now being forced to reflect on their

beyond the provision of content alone

activities and academic development

this paper, the Australian Federal

role and purpose, and ask, “Why do

and focusing on a new set of graduate

necessary to complete a degree. It

Government is attempting to tighten its

we exist?” Over the last few years,

proficiencies for the century ahead

also goes beyond the soft skills debate

financial investment in higher education

it is this question that has been

(see Figure 1).

that dominates much discussion

by almost $3 billion dollars (Bagshaw,

driving my research, teaching and

2017). While this has been rejected by

community engagement. Working

The Citizen Scholar

the Senate, the Government has made

with collaborators across the world,

The Citizen Scholar encapsulates

it clear that it will continue to look for

we have developed the concept of

the idea that universities exist to

universities must maintain a social

efficiency dividends and its attempts to

the ‘Citizen Scholar’ (Arvanitakis &

both promote scholarship as well

mission that mobilises knowledge for

(Callaghan, 2017). Rather it takes on a broader, more social focus.

This is driven by the idea that

restructure the sector will continue.

This situation is aggravated by a hostile political environment where governments are very sensitive to criticism. Historically, the intellectual freedom of universities and other civil society bodies that critique and speak on corporate and governmental power has been valued. With a traditional strength of the university community holding powerful interests to account by demanding evidence-based policy, the rise of ‘anti-intellectualism’ encased by political populism now places universities in a precarious position (Davis, 2017).

A third trend impacting the university sector is the demand to establish job-ready graduates. This has meant that university curriculum has increasingly been asked to incorporate ‘soft’ or transferable skills. In an overcrowded curriculum, combined with the demise of the Technical and Further Education (TAFE) sector, the

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Figure 1: The Citizen Scholar (sourced from Arvanitakis & Hornsby, 2015)

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the benefit of society. That is, a central purpose of higher education is to improve the societies in which we live and foster citizens who are creative, innovate and have the ability to critique the structures around them with the purpose of community betterment.

Inspiration for the Citizen Scholar is derived from Gramscian views on education and intellectuals and Freirean pedagogical aspirations.

Italian theorist, Antonio Gramsci, argued that education must be about promoting social change and challenging traditional power relations.

Unlike modern day interpretations of the term ‘intellectual’ which suggest elitism and reinforce social hierarchies, Gramsci (1971) believed that anyone could be an intellectual because we all carry, “… some form of intellectual activity…, [and] participates in a particular conception of the world, has a conscious line of moral conduct, and therefore contributes to sustain a conception of the world or to modify it, that is, to bring into being new modes of thought.” Gramsci’s position was that the process of education was not about being ethereal and disconnected, but rather was rooted in “practical life” (Gramsci, 1971).

Though the position of universities does not figure prominently in Gramsci’s work, it is implied as the institutions of education and spaces where intellectuals gather. By extending Gramsci’s analysis, the argument is that a key role for universities is the pursuit of social change because they are inherently engaged in communities

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| FEATURE

and have the potential to mobilise new sets of thinking.

Despite such noble visions,

Technology and the Citizen Scholar Education technology is an important

modern universities often reproduce

mechanism in achieving these

existing power relations, particularly

goals. Technology, when employed

in a time of neoliberalism driven

correctly, can open pathways that

by differentiated fee payments

both connect and empower students.

and decreasing public funding.

Notably, as established academics

Furthermore, the content driven,

and researchers, many of us already

discipline-specific learning

do this in our intellectual projects. We

environments do not encourage a

tend to be problem-oriented and push

pedagogy that fosters creative thinking

for change in our research. We seek

or even societal action (Friere, 1970).

to challenge existing power structures

A central purpose of higher education is to improve the societies in which we live and foster citizens who are creative, innovate and have the ability to critique the structures around them with the purpose of community betterment.

and influence how society is shaped.

establish student project teams that

and monitored by the people who

vision of a pedagogy is one that

We do not treat knowledge as uniform,

cooperate and share lessons as well

populate the space.

is rooted in the lived experience –

appreciating that context is important,

as learning materials. Students can

something that is increasingly relevant.

and we take evidence seriously in the

become culturally competent not

Political processes have been slow

Friere (Ibid) argues that we need to

knowledge generation process.

through some ‘tick the box’ approach,

to catch up to the online world. For

but by embedding learning across

example, online petitions gather

the curriculum.

hundreds of thousands of signatures,

Echoing Gramsci, Friere’s (1970)

confront inequality through motivating

The challenge is to ensure that

Beyond the social is the political.

students to question, challenge

we follow such a path in our learning

and agitate around existing power

environments. We should not let the

structures. He believed that education

dominant pedagogical model focus

the ‘new literacies’ proficiency. That

voices to be heard? For the Internet

was about addressing the needs of the

on disciplinary content transfer. Nor

is, the use of technology, design

to be a truly democratic space, our

masses and to teach them to make a

should we privilege lecture spaces

and systems thinking, as well as

democratic institutions (including

better society by addressing inequality.

in which individuals stand up at the

understanding how programming

universities) must recognise its real-

But what is additionally inspirational,

front and speak at, rather than with,

languages work should be seen as the

world presence. Genuine interactions

and reinforces the vision for the Citizen

students. Despite this, many of us still

fourth dimension of literacy – taking

online may be different in nature, but are

Scholar, is how Friere identifies that the

do. As such, we must challenge these

us well beyond reading, writing and

no less real.

way we teach needs to connect with

structures and expect more from our

arithmetic. This is fundamental in

problems surrounding us and who

learning environments. To do this, we

both ensuring employability skills,

technology at its core. This is

we teach needs to be diverse, “No

need a pedagogical stance that moves

but also understanding that much of

not technology for technology’s

pedagogy which is truly liberating can

us towards a practice that fosters

contemporary citizenship also happens

sake, however. Rather, the call is

remain distant from the oppressed by

Citizen Scholars of our students.

in an online environment.

for technology that is driven with

treating them as unfortunates and by

Though there many ways we

The second is by operationalising

Despite its many downsides, the

but where are the vehicles for these

The Citizen Scholar has education

pedagogical intent and focuses on

presenting for their emulation models

can interact with technology to

Internet as a space of democratic

developing graduate proficiencies as

from among the oppressors. The

achieve the pedagogical stance of

interaction is incredibly valuable. It

well as engaged and active citizens.

oppressed must be their own example

the Citizen Scholar, here I will focus

must be fostered and should be part

Anything less will not only fail our moral

in the struggle for their redemption”

on two. The first is to ensure that we

of any civics education program

obligation to students, but will leave

(Freire, 1970).

are pedagogically driven rather than

for its speed, its links to such a

open the question, why do universities

technology driven. Technology should

vast array of information, its uptake

exist? n

of both Gramsci (1971) and Friere

be seen as a delivery mechanism of

among young people and its capacity

(1970), we must ensure that our

our pedagogical strategy rather than

to break down social barriers and

learning environments establish a

a strategy in and of itself. If we refer

equalise interactions.

pedagogical frame that integrates a

to some of the graduate proficiencies

sense of moral and ethical purpose

highlighted in Figure 1, we can see that

is not the problem; the challenge is in

to learning; that actively integrates

‘internationalisation’ is fundamental

the approach we take to etiquette. This

Dean of the Graduate Research School

cultural pluralism in developing

in preparing the Citizen Scholar. This

includes ensuring that we provide the

at Western Sydney University. He is also

knowledge and understanding that

involves working across cultures, in

civic skills to interact meaningfully and

a lecturer in Humanities and a member

aspires to liberate the learner from

different cultural context as well as

allow for disagreement through social

of the University’s Institute for Cultural

existing power structures by fostering

cultural competence and ‘cultural

media and other forums as spaces for

and Society. He is a board member of

a desire to challenge and change the

humility’ (Nomikoudis & Starr, 2015).

engagement. Many institutions have

the Public Education Foundation, the

social system in which we live; and

The appropriate employment of

developed ‘netiquette’ guidelines, as

Chair of Diversity Arts Australia, an

If we interpret the messages

This means that the space itself

For a full list of references, email admin@interactivemediasolutions. com.au Professor James Arvanitakis is the

that connects the reality around us and

technology can allow us to ensure

well as the skill to self-police bullies

Academic Fellow at the Australian India

its many problems to the knowledge

that students connect across the

and trolls. This is social etiquette at its

Institute and a Research Fellow at the

generation process.

world and different cultures. We can

egalitarian best in that it was developed

Centre for Policy Development.

22 | EDUCATION TECHNOLOGY SOLUTIONS

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to engage students in graduate attributes through social media

BY MADELAINE-MARIE JUDD AND PROFESSOR HEIDI BLAIR

Graduate attributes (also referred to

significance. To ensure that these

all of the student associations and

Reach out to a broad range of staff

as graduate qualities or capabilities)

resources were meaningful, the

extra-curricular groups that had social

members, including:

can be explicitly linked to a graduate’s

project engaged with students through

media presence. Once you identify the

• Professional staff – this may

future employability. Graduate

facilitating focus groups.

relevant social media sites, study the

include staff from central units

type of language that is deployed when

such as careers and employment

attributes represent the qualities, skills or capabilities that universities

Outcomes of focus groups

talking to students. Some factors to

or student services. Alternatively,

articulate as necessary for graduates

In total, over 130 students participated

consider may include:

administrative staff or project

to successfully navigate the workforce

in these focus groups across

• Do the posts include images

coordinators based within

and to contribute positively to their

two campuses. The aim of these

local and global communities. A

focus groups was to elicit student

common challenge for any university is

perspectives on:

amount of space for you to get

how to meaningfully engage students

• what the attributes meant to them

your point across?

in conversations concerning graduate

• how they heard about the attributes

attributes. This is further problematised

• what support resources they would

for central units that do not have direct

find engaging and meaningful.

or flyers?

• What is the character limit or the

• Are there particular groups which students tend to comment, share or like more frequently than others?

faculties can provide insight into their students’ preferred communication channels.

• Academic staff – this may include sessionals/tutors, course convenors or program directors.

Ask your colleagues and students

contact and communication with

From the facilitation of these focus

Take these considerations into account

what social media platforms are

students. This article provides practical

groups, we discovered seven key

when developing your own social

the most effective to reach out to

tips and lessons learned from a project

strategies (appearing in no particular

media campaign for students.

students and ask for permission to

which developed a range of support

order) that would effectively engage

materials for students relating to a

students in these conversations.

university’s graduate attributes.

access any existing group pages.

2. Leverage existing and develop new networks

During the facilitation of these focus

Reach out to your existing networks

of staff sent out regular emails or

and make a concerted effort to further

Facebook posts to student cohorts.

groups, we discovered that a number

Project overview

1. Research social media platforms

Following the revision of the university

Conduct research on the types of

develop your network with staff

Students overwhelmingly indicated

graduate attributes, in November

social media platforms that are

on the ‘front line’ who have direct

that they were more likely to read or

2016 a learning and teaching unit

available. Examples may include

relationships with students. Seek their

respond to a post by a staff member

commenced a university-wide

Facebook, LinkedIn, Instagram, Twitter

advice and input regarding how to

who they knew. Further, if the staff

graduate attributes project. The aim

or Yammer (to name a few). Research

reach out to the student population.

member recommended the activity

of this project was to develop a range

the organisations or groups that

For example, what type of social

as an opportunity to assist students

of resources for students to assist

specifically target a student audience

media platforms do students use,

in their studies or impact their future

them in understanding more about

and determine the site owner. For

and does the staff member control

employability, students were more

the attributes and to highlight their

example, we conducted an audit on

any of these group conversations?

likely to engage in the activity.

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EDUCATION TECHNOLOGY SOLUTIONS | 25

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| PLUGGED IN 3. Create an engaging flyer or document As a means to recruit students for focus groups, we developed a range of engaging flyers. You do not have to be a graphic designer to complete this task; rather, identify websites that provide examples of free brochures or flyers. Ensure that the flyer that you create is consistent with the types of flyers that you have seen on the student social media platforms.

Remember to limit the amount of text on the page to ensure that students are not overloaded with too much information and adopt student language. If you know any students, have them review the flyer and provide you with feedback on how it could be improved. Finally, provide a key contact for students who may want to find out more.

4. Utilise your own professional social media pages

when engaging with them through social media platforms. When pitching

7. Do not solely rely on generic emails

Conclusion

Post on your own professional social media pages, including your

opportunities for student engagement,

A common complaint made by a

marketing campaigns and viral

LinkedIn account. This strategy

it is important to cater to a diverse

number of the focus group participants

videos, it can often be difficult for

was successfully implemented in

range of students. Leave your own

was related to generic email

universities to capture student

our project in which we utilised

assumptions at the door and seek to

campaigns. The majority of students

attention with topics such as

our personal LinkedIn accounts

understand what the motivators and

said that they either did not open the

graduate attributes. Students have

to advertise for focus groups.

value propositions are for students.

emails or, in the best-case scenario,

a range of competing demands,

just scanned this type of email.

including family life, work, studies

6. Seek student input

Students explained that they believe

and any extra or co-curricular

To better understand how we could

the bulk of information in such emails

obligations. It can thus be difficult for

5. Determine student motivators

engage additional students in these

does not apply to them. By no means

central units to engage students in

conversations, we asked, “How did

is this tip asserting to avoid utilising

conversations concerning university

During the facilitation of focus groups,

you hear about this focus group?”

all generic emails that your university

graduate attributes or their future

we asked first-year students, “What

This provided a valuable opportunity

may send, but rather to not rely on

employability. Ideally, the seven

would make you engage with graduate

for us to learn what was working

this as the sole source for marketing

tips described in this article have

attributes resources?” Overwhelmingly,

effectively in our recruitment and what

your graduate attributes initiatives.

provided readers with points to

they stated that they were interested

we could do differently in the future.

Draw upon any existing generic email

consider when engaging students in

in how it could assist them with

Predominantly, students said that

accounts as a method in a multi-

conversations relating to university

their studies. This contradicted our

they were more likely to participate in

pronged approach to engage students.

graduate attributes. n

assumption that students would

the conversations if a staff member

be interested in university graduate

or peer with whom they have direct

attributes mainly to enhance their

contact with recommended it as

employability. Second-year and final-

a valuable opportunity for them.

year students meanwhile indicated

When engaging with students, do

that they were interested in the

not forget to ask them what captured

graduate attributes as it related to their

their attention, and if they have

employability and future career.

any alternative ideas to improve

Consequently, we received an increase in student participation.

Thus, it is important to understand what the motivators are for students

26 | EDUCATION TECHNOLOGY SOLUTIONS

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communication channels or the marketing of the activity.

ONCE YOU IDENTIFY THE RELEVANT SOCIAL MEDIA SITES, STUDY THE TYPE OF LANGUAGE THAT IS DEPLOYED WHEN TALKING TO STUDENTS.

In an era of competing social

Madelaine-Marie Judd is the Griffith Graduate Attributes Project Manager at Griffith University.

Madelaine-Marie can be contacted via email madelainemariej@gmail.com Professor Heidi Blair is the Deputy Director of Learning Futures at Griffith University. Heide can be contacted via email h.blair@griffith.edu.au

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| COVER STORY

28 | EDUCATION TECHNOLOGY SOLUTIONS

028-033_ETS81 Cover Story.indd 28

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SURPRISING RESEARCH FINDINGS ABOUT THE BRAIN AND LEARNING

BY JASON LODGE AND SHELLEY KINASH

What is education technology? A basic

Lodge, a psychological scientist, and

definition is the tools we use to learn

Shelley Kinash, a learning and teaching

and teach. Using this definition, then

director. Together, they transformed the

the brain is our ultimate educational

interview into an article about the brain

tool. How far have scientists come

and learning.

in understanding our brains and how

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to enable and enhance what goes

What is Learning?

on inside our brains to maximise the

The term learning is used to mean

impact of education? Human brains

both a process (e.g. I am learning

are still, as far as we know, the most

a theory) and an outcome (e.g. for

complicated pieces of machinery in

me, your perspective was a new

the known universe. Brains can do all

learning). Learning is fundamentally

sorts of things that we have absolutely

about development and change.

no idea how to code into a computer

Learning means that we come to know

system or a set of algorithms. This

something that we did not previously

difference is going to become more

understand, to gain a skill that we were

and more important as we discover

not able to do, and/or to adapt and

more about artificial intelligence

take on personal attributes that were

and smart computing, particularly

not previously part of our make-up.

with generations of students who

University learning is about all three

have never known education without

of these types of learning. Learning is

computers. This article was derived

the work of students that is contributed

out of an interview between Jason

to by the work of academics, which

EDUCATION TECHNOLOGY SOLUTIONS | 29

21/11/17 1:38 pm

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