1. CRICOS No. 00213J a university for the world real R APPLYING ACADEMAGOGY: The transference of an organised heuristic teaching approach to the digital realm Dr. Marisha McAuliffe and Dr Abigail Winter Queensland University of Technology (AUSTRALIA)

2. CRICOS No. 00213J a university for the world real R INTRODUCTION  ACADEMAGOGY From Pedagogy (leading a child) through Andragogy (leading a man) and Heutagogy (leading oneself) to Academagogy – scholarly leading. Winter, McAuliffe, Hargreaves and Chadwick, 2008.  CASE STUDY Initially developed for face-to-face Engineering education, and now moved into the online space for an undergraduate Design subject.

3. CRICOS No. 00213J a university for the world real R TEACHING AND LEARNING The Oxford E-Tutorial  Oxford E-Tutorial – low student:staff ratios, students write an essay each week, and have to be prepared to discuss and defend their work via email in order to develop independent thought. Morgan 2013

4. CRICOS No. 00213J a university for the world real R TEACHING AND LEARNING The O-Tutorial  The O-Tutorial differs from the Oxford E- Tutorial because in the O-Tutorial interaction between teacher and students can occur both synchronously (via Blackboard Collaborate® and Skype®) and asynchronously (via email). In addition, the O-Tutorial model uses occasional face-to-face meetings in addition to the online.

5. CRICOS No. 00213J a university for the world real R METHODOLOGY  Reflection-on-Practice Schon, 1987, 1991.  What is it appropriate to reflect on?  What is an appropriate way of observing and reflecting on practice?  What constitutes appropriate rigour?  What does the reflective turn imply for the researcher’s stance?  From a social constructivist viewpoint.

6. CRICOS No. 00213J a university for the world real R DISCUSSION  Teaching online requires teachers to examine their teaching philosophy and practice. Academagogy allows the teacher to select the methods and techniques that will work best for the specific cohort of students before them.  Allowing students to ‘construct’ their own learning can give the student the confidence as an independent thinker, and the ability to create the connections leading to new thought processes.

7. CRICOS No. 00213J a university for the world real R CHALLENGES OF ONLINE  Isolation and disconnection from peers  New ways of engagement  Expectation of students for critical engagement  The need for students to take responsibility for their learning  Teacher as facilitator and guide rather than source of knowledge and correct answers.

8. CRICOS No. 00213J a university for the world real R CONCLUSION: Furthering the model of Academagogy

9. CRICOS No. 00213J a university for the world real R CONTACT US  Dr Marisha McAuliffe mb.mcauliffe@qut.edu.au mb.mcauliffe@qut.edu.au http://eprints.qut.edu.au/view/person/McAuliffe,_Marisha.html  Dr Abigail Winter a.winter@qut.edu.au a.winter@qut.edu.au http://eprints.qut.edu.au/view/person/Winter,_Abigail.html