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Principles for Inclusive Teaching: practices make the difference Co-creating knowledge across the disciplinary, student and staff divides James Arvanitakis.

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Presentation on theme: "Principles for Inclusive Teaching: practices make the difference Co-creating knowledge across the disciplinary, student and staff divides James Arvanitakis."— Presentation transcript:

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2 Principles for Inclusive Teaching: practices make the difference Co-creating knowledge across the disciplinary, student and staff divides James Arvanitakis Twitter: jarvanitakis June 2013

3 Teaching like a pirate… Or

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5 Bins and exams

6 One: A changing environment

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8 Universities are where newspapers were 10 years ago…

9 ABS LabourForceAustraliaDetailedQuarterly-EmployedPersonsByIndustrySubdivisionSex-EmployedTotal- TertiaryEducation-Persons-A F.svg

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11 Knowledge transition Professor Student

12 11 Relational Knowledge Professor Student

13 12 Relational Knowledge that is mediated… Professor Student NGOS Corps Media

14 Changing student cohort Students balance multiple commitments

15 Changing student cohort Students balance multiple commitments Massification

16 Changing student cohort Students balance multiple commitments Massification Choice (both within and across institutions)

17 Changing student cohort Students balance multiple commitments Massification Choice (both within and across institutions) Internet literacy: width v. depth

18 You taught my daughter… Teaching beyond the classroom…

19 Massification & inclusion A social justice project

20 Democratisation of knowledge Massification & inclusion

21 A social justice project Democratisation of knowledge Inclusion: those who would never have been here Massification & inclusion

22 A social justice project Democratisation of knowledge Inclusion: who would never be here? Diversity Massification & inclusion

23 Two: How to Respond?

24 Participatory education: co-designing knowledge

25 Attention Span in Large Classes Attention levels decrease after 10 – 20 minutes, when activity levels are passive Gibbs (1992); Bligh (2000)

26 Changing Demands on Students Changing the demands on students can have an impact on concentration levels and performance - Gibbs (1992); Bligh (2000)

27 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

28 1. From Facebook to WordCloud Change FearJustice Inequity Time Me World Countries

29 Skills and knowledge Culture 2. No empty vessels: promoting citizenship

30 29 Active citizenship Disempowered Empowered Engaged Disengaged

31 Disempowered Empowered Engaged Disengaged Insurgent citizenship Developing the citizen scholar

32 3. Experiences are valid…

33 4. Multiple delivery mechanism… “Offer Flexible Assessment and Delivery”

34 Eg: Confronting racism… How would you explain to students that stereotypes are just that?

35 v=FS2Ch83k3xo

36 Watch the following video from ABC’s Media Watch about an incident that occurred in April htm What insights does the video provide us with the way media aggravates racism?

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38 CONFRONTING STEREOTYPES…

39 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?

40 Write about these folks…

41 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

42 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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44 Names… Kenyan environmentalist Wangari Maathai Nobel Peace Prize Winner Dave Jenkins - Founder of Surfaid – spent $2.6 mill on funding Noam Chomsky - Human Rights Activist

45 Wesley Enoch: Aboriginal Playwrite and activist Waleed Aly - Lawyer, activist… Kylie Kwong: Chef, fair trade campaigner

46 Teanau Tuiono: NZ Human Rights activist Mick Gooda: Australia’s Human Rights Commissioner

47 TECHNOLOGY HELPS (BUT DOES NOT OFFER A SIMPLE SOLUTION)

48 TECHNOLOGY HELPS (BUT DOES NOT OFFER A SIMPLE SOLUTION) … EVERYONE IS TALKING ‘BLENDED LEARNING’… BUT WHAT DOES IT MEAN

49 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.”

50 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.”

51 “Good pedagogical practices using a variety of delivery mechanisms that allow students flexibility and confirm the validity of their experiences”

52 James Arvanitakis

53 4. Feedback rich environment… Peer support/PASS/Self Assessment

54 4. To engage

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56 “A thousand year old industry on the cusp of profound change” My upcoming paper: University Review: Fail!

57 Closer ties to industry… Faster response to market… Only one reference to ‘community engagement’

58 How do we prepare students for jobs that do not exist yet? Why ‘Fail’?

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60 Three: A new (old) philosophy

61 Commons of knowledge…

62 From IP to Intellect

63 Commons of knowledge… From IP to Intellect Share, collaborate, open source

64 Four: Fear and Loathing in the Classroom

65 ‘Letting go’

66 ‘My Intellectual Property’

67 ‘Letting go’ ‘My Intellectual Property’ ‘Ban all devices’

68 ‘Letting go’ ‘My Intellectual Property’ ‘Ban all devices’ ‘Who let them in?’

69 ‘Letting go’ ‘My Intellectual Property’ ‘Ban all devices’ ‘Who let them in?’ Cynicism

70 Five: A story of chocolate

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72 Solidarity connections

73 THANK YOU…


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