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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
004-007_ETS81 Contents B.indd 4
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
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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
21/11/17 5:45 pm
| 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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21/11/17 12:46 pm
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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.
At the National FutureSchools
The five conferences at the National
working in different roles within
needs, combined with more than 1,500
Just as importantly, you can tailor-
EduTECH Australia 2018 7-8 June 2018
make your own experience and learn
International Convention Centre,
what YOU want to know about – you
Sydney
Melbourne Exhibition & Convention
engagements on Principals and the
get to choose from five conferences,
EduTECH is Australasia’s largest annual
Centre
Senior Executives, prefer to talk to
with multiple streams, plus focused
education technology conference
The National FutureSchools Expo
the real implementers of technology
breakout sessions, MasterClasses
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the learning path that works best for you and covers what’s important to you. Immerse yourself in powerful ideas and inspirational speakers, while connecting with innovative educators who share your passion for transformative learning. Save the date for ISTE 2018! For more information visit https:// conference.iste.org/2018/
2018 Leading a Digital School Conference 16-18 August 2018 Twin Waters Resort, Sunshine Coast QLD Are you a digital leader in your school interested in all forms of digital leadership? We are very interested in you presenting at our 2018 Leading a Digital School Conference to share your work and achievements with the delegates. The conference will be held at the Twin Waters Resort, Sunshine Coast QLD on Thursday 16, Friday 17 and Saturday 18 August 2018. Conference Overview The conference is focused on school leaders and leading teachers striving to offer the highest quality programs in: • mentoring and coaching in a leading digital school • digital technology and literacy in a leading digital school will host a multitude of conferences
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ISTE 2018
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14 | EDUCATION TECHNOLOGY SOLUTIONS
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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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| 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
academic disciplines requiring different
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
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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020-023_ETS81 Feature 1.indd 20
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
024-027_ETS81 Plugged In.indd 26
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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