Principles for Inclusive Teaching: practices make the difference
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Principles for Inclusive Teaching: practices make the difference Co-creating knowledge across the disciplinary, student and staff divides James Arvanitakis [email protected] Twitter: jarvanitakis 0438454127 June 2013
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Principles for Inclusive Teaching: practices make the difference. Co - creating knowledge across the disciplinary, student and staff divides James Arvanitakis [email protected] Twitter: jarvanitakis 0438454127 June 2013. Or. Teaching like a pirate…. Bins and exams. - PowerPoint PPT Presentation
Transcript of Principles for Inclusive Teaching: practices make the difference
Principles for Inclusive Teaching: practices make the difference
Co-creating knowledge across the disciplinary, student and staff divides
James [email protected]
Twitter: jarvanitakis0438454127
June 2013
Teaching like a pirate…
Or
Bins and exams
One: A changing environment
Universities are where newspapers were 10 years ago…
ABS-6291.0.55.003-LabourForceAustraliaDetailedQuarterly-EmployedPersonsByIndustrySubdivisionSex-EmployedTotal-TertiaryEducation-Persons-A2545751F.svg
Knowledge transition
Professor
Student Student Student Student Student
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Relational Knowledge
ProfessorStudent
Student StudentStudent
Student
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Relational Knowledge that is mediated…
ProfessorStudent
Student StudentStudent
Student
NGOSCorpsMedia
Changing student cohort
Students balance multiple commitments
Changing student cohort
Students balance multiple commitments
Massification
Changing student cohort
Students balance multiple commitments
Massification
Choice (both within and across institutions)
Changing student cohort
Students balance multiple commitments
Massification
Choice (both within and across institutions)
Internet literacy: width v. depth
You taught my daughter…
Teaching beyond the classroom…
Massification & inclusion
• A social justice project
• A social justice project
• Democratisation of knowledge
Massification & inclusion
• A social justice project
• Democratisation of knowledge
• Inclusion: those who would never have been here
Massification & inclusion
• A social justice project
• Democratisation of knowledge
• Inclusion: who would never be here?
• Diversity
Massification & inclusion
Two: How to Respond?
Participatory education: co-designing knowledge
Attention Span in Large Classes
Attention levels decrease after 10 – 20 minutes, when activity levels are passive
Gibbs (1992); Bligh (2000)
Changing Demands on Students
Changing the demands on students can have an impact on concentration levels and performance - Gibbs (1992); Bligh (2000)
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
1. From Facebook to WordCloud
Change
Fear Justice
Inequity
Time
Me
World
Countries
Skills and knowledge
Culture
2. No empty vessels: promoting citizenship
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Active citizenship
Disempowered
Empowered
EngagedDisengaged
Disempowered
Empowered
Engaged
Disengaged
Insurgent citizenship
Developing the citizen scholar
3. Experiences are valid…
4. Multiple delivery mechanism…
“Offer Flexible Assessment and Delivery”
Eg: Confronting racism…
How would you explain to students that stereotypes are just that?
http://www.youtube.com/watch?v=FS2Ch83k3xo
Watch the following video from ABC’s Media Watch about an incident that occurred in April 2010.
http://www.abc.net.au/mediawatch/transcripts/s2870685.htm
What insights does the video provide us with the way media aggravates racism?
Academic Reading
Confronting Racism
Non-Academic Reading
You tube
Lecture
Tutorial
Materials
In class exercises
Official website
CONFRONTING STEREOTYPES…
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?
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
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…
Names…
Kenyan environmentalist Wangari MaathaiNobel Peace Prize Winner - 2004
Dave Jenkins - Founder of Surfaid – spent $2.6 mill on funding
Noam Chomsky - Human Rights Activist
Wesley Enoch: Aboriginal Playwrite and activist
Waleed Aly - Lawyer, activist…
Kylie Kwong: Chef, fair trade campaigner
Teanau Tuiono: NZ Human Rights activist
Mick Gooda: Australia’s Human Rights Commissioner
TECHNOLOGY HELPS (BUT DOES NOT OFFER A SIMPLE SOLUTION)
TECHNOLOGY HELPS (BUT DOES NOT OFFER A SIMPLE SOLUTION)
… EVERYONE IS TALKING ‘BLENDED LEARNING’…
BUT WHAT DOES IT MEAN
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.”
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.”
“Good pedagogical practices using a variety of delivery mechanisms that allow students flexibility and confirm the validity of their
experiences”
“Good pedagogical practices using a variety of delivery mechanisms that allow students flexibility and confirm the validity of their
experiences”James Arvanitakis
4. Feedback rich environment…P
eer s
uppo
rt/PA
SS
/Sel
f Ass
essm
ent
4. To engage
“A thousand year old industry on the cusp of profound change”
My upcoming paper:
University Review: Fail!
Closer ties to industry…
Faster response to market…
Only one reference to ‘community engagement’
How do we prepare students for jobs that do not exist yet?
Why ‘Fail’?
Three: A new (old) philosophy
Commons of knowledge…
Commons of knowledge…
From IP to Intellect
Commons of knowledge…
From IP to Intellect
Share, collaborate, open source
Four: Fear and Loathing in the Classroom
‘Letting go’
‘Letting go’
‘My Intellectual Property’
‘Letting go’
‘My Intellectual Property’
‘Ban all devices’
‘Letting go’
‘My Intellectual Property’
‘Ban all devices’
‘Who let them in?’
‘Letting go’
‘My Intellectual Property’
‘Ban all devices’
‘Who let them in?’
Cynicism
Five: A story of chocolate
Solidarity connections
THANK YOU…
