1. Crossing the Digital Divide: Supporting CALD and Incarcerated Students at USQ Geoff Parkes

2. Achieving Success and From Paper to Pixels What are the major problems confronting non-traditional learners as USQ moves to a paper-free university? What are these two projects doing to address those problems, at both pre- tertiary and degree program levels?

3. The Online University CALD and Incarcerated Students already confront significant issues before enrolling. Even enrolling is electronic… Once enrolled, they need to master  Online study environment (eg Moodle/Studydesk)  Online library resources  Online communication with lecturers/tutors/peers  Online submission of assignments/accessing results

4. Whose University? Often CALD students, especially refugees, have limited experience with computers/digital learning  Comparatively poor computing skills  Digital literacies and academic literacies are low  Little experience of data access/retrieval  Some experience of social networking/email but not as primary tool for communication  One computer at home for many users  Further problems in degree programs, often exacerbated by sense of isolation

5. Whose University? On the other hand, incarcerated students face  No access to internet  Difficulties accessing facility’s computers for personal study  Difficulties accessing library resources  No access to email lecturers with questions  QLD govt funding cuts have reduced Education Officers  No access to collaboration that is often taken for granted as part of the tertiary learning experience

6. What is being done for CALD Students? Achieving Success is an integrated project for CALD students, running across the University from pre-degree through to degree programs. First step – ICT for Refugees 6 week course, 2 hours every week, plus a laptop Teaching: Basic computing skills, Windows shortcuts, typing, Word and PowerPoint skills and using the computer to enrol

7. What is being done for CALD students? 2 nd Step - REACH Core course modules, directly related to assessment 1 hour on campus, 1 hour online Designed to improve Academic English proficiencies while at the same time allowing students to explore the online digital environment 3 rd Step – Meet Up Successful student leaders help other students to be successful with their course work Online, similar to courses, and on-campus

8. Problems Conversion from “special project” HEPPP funding to “business as usual” sustained funding – students are seen as being “expensive” Uptake by students – must be voluntary; often demand is greatest near assignments/exams, rather than sustained use to build skills Detailed critical feedback – cultural protocols often result in feedback sheets being very positive, but lacking in suggestions for how to better meet students’ needs

9. What is being done for incarcerated students? From Paper to Pixels is the preliminary project before Making the connection: Improving Access to Higher Education for Low Socio-Economic Status Students with ICT Limitations commences ($4.5 million funding) First step – Getting lecturers on-board USQ’s digital model allows for online course material to be written and updated regularly. This disadvantages students who don’t have access to the internet.

10. What is being done for incarcerated students? Second step – Getting staff on board Previously USQ had a long lead time for course materials in order for them to be printed/CDs produced. This and staffing has been reduced due to the shift to an all-online mode of delivery. Incarcerated students are left behind. Incarcerated students also need Education Officers who can be directly engaged with USQ’s Incarcerated Students’ Officer, in order to ensure materials can be delivered quickly to students

11. What is being done for incarcerated students? 3 rd step – Producing the materials Short-term “just-in-time” strategies have been funded for Semester 2 to provide materials while Making the Connection develops a stand-alone interactive digital experience for incarcerated students

12. Problems Lack of engagement by academic staff – students are considered to “pose problems”, extra material has been described as “inequitable” Sustained funding – ideally Making the Connection will solve this but in the meantime?

13. Questions for me and for you? What more would you like to know? Do you have any suggestions/similar experiences? How can we solve these problems together? Do you know of similar work being done, in Australia or overseas?