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Principles for Inclusive Teaching: practices make the difference Co-creating knowledge across the disciplinary, student and staff divides James Arvanitakis j.arvanitakis@uws.edu.au Twitter: jarvanitakis 0438454127 June 2013
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Teaching like a pirate… Or
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Bins and exams
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One: A changing environment
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Universities are where newspapers were 10 years ago…
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ABS-6291.0.55.003-LabourForceAustraliaDetailedQuarterly-EmployedPersonsByIndustrySubdivisionSex-EmployedTotal- TertiaryEducation-Persons-A2545751F.svg
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Knowledge transition Professor Student
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11 Relational Knowledge Professor Student
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12 Relational Knowledge that is mediated… Professor Student NGOS Corps Media
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Changing student cohort Students balance multiple commitments
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Changing student cohort Students balance multiple commitments Massification
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Changing student cohort Students balance multiple commitments Massification Choice (both within and across institutions)
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Changing student cohort Students balance multiple commitments Massification Choice (both within and across institutions) Internet literacy: width v. depth
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You taught my daughter… Teaching beyond the classroom…
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Massification & inclusion A social justice project
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Democratisation of knowledge Massification & inclusion
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A social justice project Democratisation of knowledge Inclusion: those who would never have been here Massification & inclusion
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A social justice project Democratisation of knowledge Inclusion: who would never be here? Diversity Massification & inclusion
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Two: How to Respond?
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Participatory education: co-designing knowledge
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Attention Span in Large Classes Attention levels decrease after 10 – 20 minutes, when activity levels are passive Gibbs (1992); Bligh (2000)
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Changing Demands on Students Changing the demands on students can have an impact on concentration levels and performance - Gibbs (1992); Bligh (2000)
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When students actively review what they’ve learned in a lecture: retention up to 40% of the information. Without prompt review of materials, retention is closer to 10% Bligh (2000) Forgetting After Lectures
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1. From Facebook to WordCloud Change FearJustice Inequity Time Me World Countries
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Skills and knowledge Culture 2. No empty vessels: promoting citizenship
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29 Active citizenship Disempowered Empowered Engaged Disengaged
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Disempowered Empowered Engaged Disengaged Insurgent citizenship Developing the citizen scholar
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3. Experiences are valid…
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4. Multiple delivery mechanism… “Offer Flexible Assessment and Delivery”
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Eg: Confronting racism… How would you explain to students that stereotypes are just that?
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http://www.youtube.com/watch? v=FS2Ch83k3xo
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Watch the following video from ABC’s Media Watch about an incident that occurred in April 2010. http://www.abc.net.au/mediawatch/transcripts/s2 870685.htm What insights does the video provide us with the way media aggravates racism?
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CONFRONTING STEREOTYPES…
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Fun time… Write down on a piece of paper your full name Then write down your cultural background: Eg: Me: ‘Greek Australian’ Write down 5 stereotypical characteristics of that cultural background – That is, what other people think of your cultural identity - both true and not true: all Australians are surfies, all Greeks own fruit shops etc… Now… circle the ones that are true for you! How many are true?
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Write about these folks…
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What is race? The idea that a specific population differs in the “frequency of one or more biological traits” (Blakey 1999: 1) – Biological: skin colour, eye colour and shape, hair and other such features But… Race can also be socially constructed: – Race was also meant to identify social traits such as personality – That is, the colour of your skin automatically tells you the type of person that you/defines who you are
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Examples you may recognise… That Asians are good at maths; Middle Easterners do not respect women (and throw their babies overboard in efforts to come to Australia); Pacific Islanders and Africans are inherently lazy; Jews are good with money; Italians and Greeks do not shower; and All Australians are racists…
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Names… Kenyan environmentalist Wangari Maathai Nobel Peace Prize Winner - 2004 Dave Jenkins - Founder of Surfaid – spent $2.6 mill on funding Noam Chomsky - Human Rights Activist
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Wesley Enoch: Aboriginal Playwrite and activist Waleed Aly - Lawyer, activist… Kylie Kwong: Chef, fair trade campaigner
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Teanau Tuiono: NZ Human Rights activist Mick Gooda: Australia’s Human Rights Commissioner
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TECHNOLOGY HELPS (BUT DOES NOT OFFER A SIMPLE SOLUTION)
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TECHNOLOGY HELPS (BUT DOES NOT OFFER A SIMPLE SOLUTION) … EVERYONE IS TALKING ‘BLENDED LEARNING’… BUT WHAT DOES IT MEAN
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From Wikipeadia “Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace.”
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From Wikipeadia “Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace.”
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“Good pedagogical practices using a variety of delivery mechanisms that allow students flexibility and confirm the validity of their experiences”
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James Arvanitakis
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4. Feedback rich environment… Peer support/PASS/Self Assessment
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4. To engage
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“A thousand year old industry on the cusp of profound change” My upcoming paper: University Review: Fail!
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Closer ties to industry… Faster response to market… Only one reference to ‘community engagement’
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How do we prepare students for jobs that do not exist yet? Why ‘Fail’?
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Three: A new (old) philosophy
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Commons of knowledge…
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From IP to Intellect
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Commons of knowledge… From IP to Intellect Share, collaborate, open source
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Four: Fear and Loathing in the Classroom
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‘Letting go’
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‘My Intellectual Property’
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‘Letting go’ ‘My Intellectual Property’ ‘Ban all devices’
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‘Letting go’ ‘My Intellectual Property’ ‘Ban all devices’ ‘Who let them in?’
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‘Letting go’ ‘My Intellectual Property’ ‘Ban all devices’ ‘Who let them in?’ Cynicism
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Five: A story of chocolate
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Solidarity connections
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THANK YOU…
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