Oceania

Forget the tech – in the new normal, let’s focus on human beings

Submitted by dene.mullen on Fri, 08/10/2021 - 09:01
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Looking at media coverage of education for the past 18 months, you’d be forgiven for thinking technology is all that matters − and that now we’ve all learned how to use dozens of platforms, all our problems will be solved.

Standfirst
The key to making learning effective, now and in the post-pandemic world, is focusing on motivation, says Grace McCarthy
Teaser
The key to making learning effective, now and in the post-pandemic world, is focusing on motivation, says Grace McCarthy

Creating a virtual research centre ecosystem using Microsoft Teams

Submitted by Eliza.Compton on Wed, 06/10/2021 - 09:05
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In the past 18 months, many people who work in offices have upskilled in virtual meeting etiquette with the occasional apologetic “Oh, you’re muted…” and become well acquainted with the benefits and pitfalls of remote working.

Standfirst
To the busy academic, it may seem like yet another system to learn. But Amy Conley Wright and Betty Luu explain how a team-working platform can aid communication long after the pandemic
Teaser
To the busy academic, it may seem like yet another system to learn. But Amy Conley Wright and Betty Luu explain how a team-working platform can aid communication long after the pandemic

There’s no room for complacency: act now to improve digital inclusion

Submitted by miranda.prynne on Wed, 29/09/2021 - 09:30
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Proficiency with technology is critical to living well in a global, networked society. Digitalisation will shape the future of work, requiring new skills and knowledge across all sectors. Technology has become essential to daily interactions needed for personal and community well-being.

Higher education plays a key role in preparing students for this digital world, whether they are school-leavers studying for their first degree or experienced professionals engaging in lifelong learning.

Standfirst
Sue Bennett outlines a call to action for academics and institutions to recognise inequalities in access to, and proficiency with, technology among students and to help extend digital inclusion to all

Teaser
Sue Bennett outlines a call to action for academics and institutions to recognise inequalities in access to, and proficiency with, technology among students and to help extend digital inclusion to all

How to ensure your mentorship programme isn’t one of the (many) bad ones

Submitted by dene.mullen on Fri, 17/09/2021 - 09:01
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Many early career researchers hear mentoring spoken of in hushed, reverential tones. It is, they’re told, something that changes people’s lives (professionally, at least).

Unfortunately, in many cases, it’s never something they experience firsthand.

Standfirst
Structured mentorship programmes offer a non-judgemental setting in which to ask those pesky questions whose answers shape careers, says Lia Paola Zambetti
Teaser
Structured mentorship programmes offer a non-judgemental setting in which to ask those pesky questions whose answers shape careers, says Lia Paola Zambetti

Stay in the frame: how to persuade students to keep cameras on in lessons

Submitted by miranda.prynne on Tue, 07/09/2021 - 09:00
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There is a lot of debate about whether students should be made to put their cameras on in a Zoom or Teams or other online class setting. In higher education, students can’t be forced to do so, which leaves most tutors exasperated at the lack of interaction and thus engagement from those who choose not to have them on. However, it is my belief that the majority of those who don’t turn them on are actually sitting on a “should I or shouldn’t I” fence, and can be persuaded to make a sensible learning decision.

Standfirst
Paul Moss shares advice on how to convince students that making themselves visible during online classes is in their own interest and will aid learning outcomes
Teaser
Paul Moss shares advice on how to convince students that making themselves visible during online classes is in their own interest and will aid learning outcomes

How challenging can my content be?

Submitted by miranda.prynne on Mon, 30/08/2021 - 09:00
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When designing a sequence of learning, there are a few things to consider before you decide how inherently complex or difficult your content can be. I wish to focus on a concept from cognitive load theory described as intrinsic load.

Standfirst
Paul Moss explores the concept of cognitive load as a way to determine how challenging your learning content should be to remain effective
Teaser
Paul Moss explores the concept of cognitive load as a way to determine how challenging your learning content should be to remain effective

Early career researchers can say no, too

Submitted by dene.mullen on Fri, 27/08/2021 - 09:00
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Saying no is a difficult academic skill − and one that shows maturity. A previous dean of mine used to ask the same question in every promotion interview to join the professorial level: “Can you name one thing to which have you said ‘no’ lately?” But academics and researchers should not wait until this point in their careers to start practising this mystical art form.

Standfirst
Coming up with a series of questions for ECRs about each ‘opportunity’ as it arises can help them decide what is worthy of their time, says Lucas Lixinski
Teaser
Coming up with a series of questions for ECRs about each ‘opportunity’ as it arises can help them decide what is worthy of their time, says Lucas Lixinski

Flexi-learning on a shoestring

Submitted by miranda.prynne on Fri, 20/08/2021 - 09:29
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Video
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Four Australian academics discuss how universities can deliver quality flexible teaching and learning on already stretched budgets
Teaser
Four Australian academics discuss how universities can deliver quality flexible teaching and learning on already stretched budgets

Making space for creativity in higher education

Submitted by miranda.prynne on Thu, 12/08/2021 - 09:00
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Invention, or the synonymous “innovation” or “creativity”, is a tremendous contributing factor in the advancement of society.

Great thinkers, musicians, scientists, writers and artists all become great because they master multiple components of knowledge and then reshape and experiment with that knowledge to solve a problem. Often, epiphanies arrive unexpectedly or through errors in design or research, but without base knowledge and a culture of experimentation, invention of note rarely occurs.

Standfirst
Paul Moss explains why and how university tutors should create opportunities for creative exploration among students within their courses
Teaser
Paul Moss explains why and how university tutors should create opportunities for creative exploration among students within their courses

THE Podcast: What’s needed to successfully scale higher education?

Submitted by miranda.prynne on Thu, 05/08/2021 - 09:30
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Podcast
Standfirst
How can universities meet the growing global demand for higher education, increasing access to a wider pool of students while maintaining the quality of their teaching and learning?
Teaser
How can universities meet the growing global demand for higher education, increasing access to a wider pool of students while maintaining the quality of their teaching and learning?