ACCESSIBILITY

INCLUSIVE

DESIGN OF TECHNOLOGY

ENHANCED LEARNING

PERSONALISED

Inclusive education can be defined as the right of every child and young person to access mainstream education regardless of their abilities racegender nationality or any other factor (Gaad 2011)

Inclusive education has become an increasingly important global policy issue

bull UN Millennium Development Goals bull UNESCO Education for All (EFA)

bull UN Convention on the Rights of Persons with Disabilities

Article 24 on Education of the Convention on the Rights of Persons with Disabilities states that States Parties recognize the right of persons with disabilities to education With a view to realizing this right without discrimination and on the basis of equal opportunity States Parties shall ensure an inclusive education system at all levels and lifelong learning (UN 2006 p 16)

Contested discoursesinclusive education

Inclusive education has become an increasingly important global policy issue

bull UN Millennium Development Goals bull UNESCO Education for All (EFA)

bull UN Convention on the Rights of Persons with Disabilities

Article 24 on Education of the Convention on the Rights of Persons with Disabilities states that States Parties recognize the right of persons with disabilities to education With a view to realizing this right without discrimination and on the basis of equal opportunity States Parties shall ensure an inclusive education system at all levels and lifelong learning (UN 2006 p 16)

Contested discoursesinclusive education

Article 24 on Education of the Convention on the Rights of Persons with Disabilities states that States Parties recognize the right of persons with disabilities to education With a view to realizing this right without discrimination and on the basis of equal opportunity States Parties shall ensure an inclusive education system at all levels and lifelong learning (UN 2006 p 16)

Contested discoursesinclusive education

Contested discoursesinclusive education

Armstrong Spandagou and Armstrong (2008) note the themes of social inclusion and education for all are policies that have been developed by first world states

Drawing on the work of Homi Bhabha (1994) they suggest that such policies are consistent with neo-liberal forms of governance and free-market forces of competition which is premised on the assimilation of difference by an over-riding imperative of technologically driven modernisation

Drawing on the work of Homi Bhabha (1994) they suggest that such policies are consistent with neo-liberal forms of governance and free-market forces of competition which is premised on the assimilation of difference by an over-riding imperative of technologically driven modernisation

Denise

Typewritten Text

A neo-liberal perspective on13managing diversity is based13on binary notions predicated 13on the view that there is 13some kind of norm (as with13da Vincis depiction of the 13virtruvian man) by which 13all bodies can be measured

Virtruvian Man

Virtruvian Woman

Virtruvian Canine

Despite the differences in the ways that inclusion is defined its effectiveness is closely related tomanaging students by minimising disruption in regular classrooms and by regulating failure within the education systems

Allan (2004) argues that while research on inclusion has resulted in a proliferation of theories (for example postmodernism post-structuralism and critical theory) there has been a failure to apply such constructs to the refashioningof pedagogical approaches to teaching and learning

The move towards standardisation of inclusion access and equity through institutional policy has reterritorialized difference leading to a focus on management of rather than engagement with difference (Allan 2004 p 420)

The Social Model of Disability evolved out of resistance to the medical model However as Beckett (2006) argues this model perpetuates a disembodied notion of disability

The Social Model perpetuated a Cartesianview of disability in attempting to separate impairment and disability Several authors argue that this model should be abandoned in favour of establishing asocial framework with which to understand the experiences of people with disabilities (Beckett 2006)

Others have argued for a bio-social theorizing (Gabel and Peters 2004) A view which recognises that it is the combination of the bio-social (Thomas 2001 cited in Gabel and Peters 2004) with social processes that lead to physical and emotional oppression (Reeve 2004)

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Virtruvian Man

Virtruvian Woman

Virtruvian Canine

Despite the differences in the ways that inclusion is defined its effectiveness is closely related tomanaging students by minimising disruption in regular classrooms and by regulating failure within the education systems

Allan (2004) argues that while research on inclusion has resulted in a proliferation of theories (for example postmodernism post-structuralism and critical theory) there has been a failure to apply such constructs to the refashioningof pedagogical approaches to teaching and learning

The move towards standardisation of inclusion access and equity through institutional policy has reterritorialized difference leading to a focus on management of rather than engagement with difference (Allan 2004 p 420)

The Social Model of Disability evolved out of resistance to the medical model However as Beckett (2006) argues this model perpetuates a disembodied notion of disability

The Social Model perpetuated a Cartesianview of disability in attempting to separate impairment and disability Several authors argue that this model should be abandoned in favour of establishing asocial framework with which to understand the experiences of people with disabilities (Beckett 2006)

Others have argued for a bio-social theorizing (Gabel and Peters 2004) A view which recognises that it is the combination of the bio-social (Thomas 2001 cited in Gabel and Peters 2004) with social processes that lead to physical and emotional oppression (Reeve 2004)

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Virtruvian Woman

Virtruvian Canine

Despite the differences in the ways that inclusion is defined its effectiveness is closely related tomanaging students by minimising disruption in regular classrooms and by regulating failure within the education systems

Allan (2004) argues that while research on inclusion has resulted in a proliferation of theories (for example postmodernism post-structuralism and critical theory) there has been a failure to apply such constructs to the refashioningof pedagogical approaches to teaching and learning

The move towards standardisation of inclusion access and equity through institutional policy has reterritorialized difference leading to a focus on management of rather than engagement with difference (Allan 2004 p 420)

The Social Model of Disability evolved out of resistance to the medical model However as Beckett (2006) argues this model perpetuates a disembodied notion of disability

The Social Model perpetuated a Cartesianview of disability in attempting to separate impairment and disability Several authors argue that this model should be abandoned in favour of establishing asocial framework with which to understand the experiences of people with disabilities (Beckett 2006)

Others have argued for a bio-social theorizing (Gabel and Peters 2004) A view which recognises that it is the combination of the bio-social (Thomas 2001 cited in Gabel and Peters 2004) with social processes that lead to physical and emotional oppression (Reeve 2004)

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Virtruvian Canine

Despite the differences in the ways that inclusion is defined its effectiveness is closely related tomanaging students by minimising disruption in regular classrooms and by regulating failure within the education systems

Allan (2004) argues that while research on inclusion has resulted in a proliferation of theories (for example postmodernism post-structuralism and critical theory) there has been a failure to apply such constructs to the refashioningof pedagogical approaches to teaching and learning

The move towards standardisation of inclusion access and equity through institutional policy has reterritorialized difference leading to a focus on management of rather than engagement with difference (Allan 2004 p 420)

The Social Model of Disability evolved out of resistance to the medical model However as Beckett (2006) argues this model perpetuates a disembodied notion of disability

The Social Model perpetuated a Cartesianview of disability in attempting to separate impairment and disability Several authors argue that this model should be abandoned in favour of establishing asocial framework with which to understand the experiences of people with disabilities (Beckett 2006)

Others have argued for a bio-social theorizing (Gabel and Peters 2004) A view which recognises that it is the combination of the bio-social (Thomas 2001 cited in Gabel and Peters 2004) with social processes that lead to physical and emotional oppression (Reeve 2004)

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Despite the differences in the ways that inclusion is defined its effectiveness is closely related tomanaging students by minimising disruption in regular classrooms and by regulating failure within the education systems

Allan (2004) argues that while research on inclusion has resulted in a proliferation of theories (for example postmodernism post-structuralism and critical theory) there has been a failure to apply such constructs to the refashioningof pedagogical approaches to teaching and learning

The move towards standardisation of inclusion access and equity through institutional policy has reterritorialized difference leading to a focus on management of rather than engagement with difference (Allan 2004 p 420)

The Social Model of Disability evolved out of resistance to the medical model However as Beckett (2006) argues this model perpetuates a disembodied notion of disability

The Social Model perpetuated a Cartesianview of disability in attempting to separate impairment and disability Several authors argue that this model should be abandoned in favour of establishing asocial framework with which to understand the experiences of people with disabilities (Beckett 2006)

Others have argued for a bio-social theorizing (Gabel and Peters 2004) A view which recognises that it is the combination of the bio-social (Thomas 2001 cited in Gabel and Peters 2004) with social processes that lead to physical and emotional oppression (Reeve 2004)

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Allan (2004) argues that while research on inclusion has resulted in a proliferation of theories (for example postmodernism post-structuralism and critical theory) there has been a failure to apply such constructs to the refashioningof pedagogical approaches to teaching and learning

The move towards standardisation of inclusion access and equity through institutional policy has reterritorialized difference leading to a focus on management of rather than engagement with difference (Allan 2004 p 420)

The Social Model of Disability evolved out of resistance to the medical model However as Beckett (2006) argues this model perpetuates a disembodied notion of disability

The Social Model perpetuated a Cartesianview of disability in attempting to separate impairment and disability Several authors argue that this model should be abandoned in favour of establishing asocial framework with which to understand the experiences of people with disabilities (Beckett 2006)

Others have argued for a bio-social theorizing (Gabel and Peters 2004) A view which recognises that it is the combination of the bio-social (Thomas 2001 cited in Gabel and Peters 2004) with social processes that lead to physical and emotional oppression (Reeve 2004)

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

The move towards standardisation of inclusion access and equity through institutional policy has reterritorialized difference leading to a focus on management of rather than engagement with difference (Allan 2004 p 420)

The Social Model of Disability evolved out of resistance to the medical model However as Beckett (2006) argues this model perpetuates a disembodied notion of disability

The Social Model perpetuated a Cartesianview of disability in attempting to separate impairment and disability Several authors argue that this model should be abandoned in favour of establishing asocial framework with which to understand the experiences of people with disabilities (Beckett 2006)

Others have argued for a bio-social theorizing (Gabel and Peters 2004) A view which recognises that it is the combination of the bio-social (Thomas 2001 cited in Gabel and Peters 2004) with social processes that lead to physical and emotional oppression (Reeve 2004)

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

The Social Model of Disability evolved out of resistance to the medical model However as Beckett (2006) argues this model perpetuates a disembodied notion of disability

The Social Model perpetuated a Cartesianview of disability in attempting to separate impairment and disability Several authors argue that this model should be abandoned in favour of establishing asocial framework with which to understand the experiences of people with disabilities (Beckett 2006)

Others have argued for a bio-social theorizing (Gabel and Peters 2004) A view which recognises that it is the combination of the bio-social (Thomas 2001 cited in Gabel and Peters 2004) with social processes that lead to physical and emotional oppression (Reeve 2004)

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

The Social Model perpetuated a Cartesianview of disability in attempting to separate impairment and disability Several authors argue that this model should be abandoned in favour of establishing asocial framework with which to understand the experiences of people with disabilities (Beckett 2006)

Others have argued for a bio-social theorizing (Gabel and Peters 2004) A view which recognises that it is the combination of the bio-social (Thomas 2001 cited in Gabel and Peters 2004) with social processes that lead to physical and emotional oppression (Reeve 2004)

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Others have argued for a bio-social theorizing (Gabel and Peters 2004) A view which recognises that it is the combination of the bio-social (Thomas 2001 cited in Gabel and Peters 2004) with social processes that lead to physical and emotional oppression (Reeve 2004)

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

This has resulted in a move away from the tragic view of disability and impairment that underpinned the medical model by (re)affirming the individuality and diversity of people with disabilities without threatening the collective power of the social model (Goggin and Newell 2003)

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

However not all individuals with disabilities identify as having a disability (Beckett 2006 Watson 2000) arguing that describing disability in this way strengthens the binary divide and reinscribes essentialist arguments (Watson 2000)

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Some people with impairments resist identification as disabled while others identify by other aspects of their experience as for example gender ethnicity social class (Shakespeare and Watson 2001)

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Wendell (1989) recognising the fluid nature of identity argues that individuals choose to emphasise sameness or difference depending onwhether or not they perceive there to be value in identifying either temporarily or in the longer term with the oppressed group to challenge the value-structure of the dominant group (p 118)

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Other individuals with impairments do not identify as disabled but rather as members of a linguistic and cultural minority (Humphrey 2000) For example people with hearing impairments that identify as members of the Deaf community or Deaf culture (Peters 2000) or those with Autism Spectrum Disorder who identify as members of a neurodiverse culture (Boundy 2008)

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

As Sinclair (1993 cited in Boundy 2008) explains Autism is a way of being It is pervasive it colors every experience every sensation perception thought emotion and encounter It is not possible to separate the person from the autism

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Over the last decade there has been increasing recognition of the potential of online communities inproviding a medium through which people with disabilities can exercise this kind of agency exploring `the intersections and interaction of disability (social oppression) and impairment (bio-social functions of [their] bodies (Thomas 2001 p 57)

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Our own research similarly revealed the ways people with disabilities can exercise choice within SL For example as indicated above Aleja uses a virtual wheelchair at times when she wants to identify as part of a disability-related community (such as GimpGirl gatherings) but rarely uses her virtual wheelchair when socialising

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

c

i v fi

A-(1

W mdash

w I

raquo

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Yet other participants in our study described SL as a place where they could escape their disability For example Unmasked Shepherd is an individual who always appears as a furry but does not disclose her disability

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Simon Walsh resists oppression through expressing his difference as (in his own words) a freak someone deemed by their appearance as socially other (personal communication August 10 2008) According to Simon freakism has a power dimension the freak can stare people into a position Simons view of individual resistance echoes Foucaults concepts of resistance and technologies of the self (Reeve 2002) whereby `the gaze is deflected by disabled people from impaired bodies to the social body which hitherto a model of innocence is now identified as the source of the disorder (Hughes 1999 p 159)

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

2 d

r~

n ii r bullI v

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Our research then has highlighted the borderless fluid nature of identity (Deleuze and Guattari 2004 1987 Deleuze 1997) and also demonstrated the importance of choice and agency of the possibility to engage in lines of flight (Deleuze and Guattari 1987 2004 10) in the ways in which they engage in resistance through virtual worlds

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

This presentation aims to problematise the categorisation of diversity and argues for a reconceptualisation which deconstructs the normalabnormal able bodieddisabled blackwhite malefemale binaries that are either sustained or challenged through pedagogical practices in teaching and learning and the ways in which we us technology to enhance learning

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

OLT funded project

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Rationale bull The Australian Governments widening participation agenda is a response to

the continuing inequalities in access to higher education andlearning outcomes and is a catalystf or reconsidering teaching and learning in thecontext of formal education (Bradley Noonan Nugent Scales ElliottJames et al 2008)

bull This reconsideration is taking place through the lens of equity considerations andhas led to evaluation of current and future practices through the experience ofthose who are from underrepresented andor disadvantaged groups withinthe education sector (Wood and Willems 2012)

bull As Australian universities respond to the Governments equity targets there is growing recognition of the challenges facing educators as they adapt theirteaching and learning strategies to address an increasingly diverse studentpopulation (Creagh Nelson Clarke (2011) especially in situations of equityoverlap (Willems 2009)

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Diversity bull The diversity of student needs and proficiency in their use of digital

technologies has been demonstrated in numerous studies (Hargittai 2010 Helsper amp Eynon 2010 Kennedy et al 2009 Sheely 2008 Vaidhyanathan 2008 Wood et al 2010) calling into question the popular rhetoric that students entering university in recent years have grown up with digital technologies and are already equipped with the digital literacy required to engage in a range of technology enhanced learning activities

bull Students who reported that they have a disability and students who reported that they are studying part-time and working are not yet engaging in these technologies at the same level as the rest of the student population These findings highlight the importance of Oblingers (2008) warning that while some digital native learners seem to show no fear of technology we should not assume that they are all technologically proficient Therefore it is of importance that TEL is responsive and adaptable to meet such diverse student needs

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

ACCESSIBILITY

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Accessibility bull Accessibility can be defined as an approach designed to ensure that

learners can access TEL anytime anyplace using any technology bull The World Wide Web Consortium (W3C) Web Accessibility initiative

(WAI) recognises the interrelationship between usability and accessibility in describing inclusive design as concerned with making technology available to and usable by all people whatever their abilities age economic situation education geographic location language etc

bull The key elements of inclusive design are said to include 1) interoperability 2) accessibility to users with disabilities and 3) customisation and localisation features for people from different countries and cultures

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Usability bull Usability has been defined as the extent to which a product can be used

by specified users to achieve specified goals with effectiveness efficiency and satisfaction in a specified context of use (ISO 9241-11) and usability evaluation is critical for the design and redevelopment of usable

website applications

bull Usability testing is proven to be a reliable efficient method of collecting user data to inform and validate user interface designs (Nielsen 1993 Nielsen amp Mack 1994 Ruben amp Chisnell 2008)

bull Usability testing within a TEL environment addresses factors such as learnability efficiency memorability errors productivity learning effects time of task completion information literacy acceptance and satisfaction

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

PERSONALISED

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Personalised Learning bull Personalised learning environments (PLEs) offer great promise in meeting this

demonstrated diversity in student learning styles digital literacy English language proficiency access to technologies and accessibility requirements

bull A PLE is defined by Siemens (2007) as a collection of tools brought together under the conceptual notion of openness interoperability and learner control Central to the PLE is recognition of the role of an individual in organising customising and shaping his or her own learning environment (Downes 2005)

bull In an LMS customisation is limited to what the teacher allows as the teacher has primary ownership about which tools are active for the course (Bateman amp Willems 2012 Weller 2009) there is little opportunity for students to customise or contribute to the development of the environment beyond their responses to what has been created by their teacher (Bateman amp Willems 2012 p 59)

bull Despite claims that LMSs are personalised learning environments it is evident that students do not have control over customisation to suit their preferred learning styles or technology needs in most LMS systems As McLoughlin and Lee (2010) argue PLEs stand in stark contrast to such institutionally controlled content-centric LMSs by providing the ability for the learner to adjust select integrate and use various software services and options based on their needs and circumstances

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Learning Analytics bull Learning analytics (mining LMS data to identify at-risk learners

improve retention and customise the LMS) providing evidence to support personalisation

bull LMSs capture vast amount of data about student interactions online and learning analytics enable the statistical evaluation of these rich data sources revealing patterns of student interactions engagement and learning progress

bull There is now an emerging body of research demonstrating the effective use of learning analytics to identify at-risk students (Haig Falkner Falkner 2013) while they are in the zone of discontent (Jeffrey et al 2009 p 31) enabling the academic to implement appropriate intervention strategies to circumvent students from dropping out

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Responsive Learning System Model

Optional Export to Flash Media

Responsive Learning

System (RLS)

Secur-e Client Platfor-m Database Servershy

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

TRANSFORMATIVE PEDAGOGY

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Pedagogical Considerations

Our research identified the potential of TEL for opening up new territories (Allan 2004 p 425) for students thereby maximising the affordances of the virtual to enable students to contend with the ethics of their encounter with the other through a process of exploration of diversity and discovery of the self

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Affordances of e-Learning

The term affordance is defined as the perceived and actual properties (Norman 1988) of an e-learning technology that determine how that technology may be used effectively in online learning

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Affordances of Web 20 bull Web 20 technologies include the use of Wikis Blogs

photo and video sharing sites podcasting collaborative bookmarking and social networking applications

bull OReilly (2005) argues that Web 20 is blurring the boundaries between people and the machine as communication and our social network is increasingly computer mediated

bull Bruns (2008) has proposed a new term Generation C to define the core capacities required of Web 20 learners the capacity to be creative collaborative critical combinatory and communicative

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Affordances of Virtual Worlds Dalgarno and Lee (2010) identify five potential learning affordances of 3D virtual learning environments These include activities that facilitate

bull the development of enhanced spatial knowledge

bull opportunities for experiential learning that are impossible or difficult to undertake in the real world

bull intrinsic motivation and enjoyment (being in the flow)

bull transfer of knowledge and skills to real situations through situated learning

bull collaboration communication and teamwork

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Table 1 Approlches to e-learning

Approaches to Learning Focus of e-learning Understanding of teaching Dominarit e-space Focus on knowledge emphasis assessment

Cluster 1 Knowledge depository Cluster 2 Development of competence

Cluster 3 Personal and pedagogic development Cluster 4 Learning with and through others

Cluster 5 Shared interactional space

Cluster 6 Space for identity work and transformation

Transmission a substantial commitment to the content or subject matter

Apprenticeship a process of socialising students into new behavioural norms and professional ways of working

Developmental planned and conducted `from the learners point of view

Multi modal reasoning students to transcend knowledge and capabilities and recognize that text disciplinary screen and bodily boundaries both exist and are illusory

Nurturing productive learning occurs when the standards for achievement are clear and accompanied by a balance of academic and emotional support

Transformation and social reform teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines

Closed and contained VLEs

Closed and contained VLEs

Open source VLE with small use of social software

Open source VLE and opentsocial software

Open source VLE and opensocial software and some use of Multishyuser virtual environments

Multi-user virtual environments open social software

Mode I (Gibbons et al 1994) Propositional knowledge that is produced within academe

Mode 2 (Gibbons et al 1994) Knowledge that is produced in and validated through the world of work Mode 1 and 2 Propositional knowledge linked with knowledge validated through the world of work Mode 3 (Barnett 2004) Knowing in and with uncertainty a sense of recognising epistemological gaps that increase uncertainty

Mode 3 and 4 (Savin-Baden 2007) Disregarded knowledge spaces in which uncertainty and gaps are recognised along with the realisation of the relative importance of gaps between different knowledge and different knowledge hierarchies

Mode 4 and 5 (Savin-Baden 2007) Holding diverse knowledges with uncertainties

Achievement of task

Development of capabilities

Construct understandingof the content

Synthesis across boundaries

Critical thought

Interrogation of frameworks and knowledges

Testing of knowledge

Cornpete n ce for the world of work

Use of capabilities across contexts

Integrate capabilities across disciplines

Reinforce effort and achievement and acknowledge individual growth

Flexible and student-led

Authentic Learning For authentic learning to occur learners must be engaged in an inventive and realistic task that provides opportunities for complex collaborative activities (Herrington Reeves amp Oliver 2010) Authentic learning has its foundations in the theories of situated cognition or situated learning (Brown Collins amp Duguid 1989) anchored instruction cognitive apprenticeship (Collins Brown amp Newman 1989) and social constructivism (Vygotsky 1978) Herrington et al (2010) suggest that a critical aspect of the situated learning model is the notion of the apprentice observing the community of practice (Lave and Wenger 1991)

Elements of Authentic Learnin

students

interview real people

Researching and developing website for NFP organisation uncertain outcomes

Role play simulation to develop professional communicati on skills uncertainty and ill-defined problems

Students undertake virtual research in SL uncertainty

Working with assessed against different international individuals they standards may not industry encounter in presenters their normal

lives research

Guides and Students deal assessed by with uncertain clinicians outcomes and

varying responses from role play partners

Students follow Varying recognised perspectives of research interviewees protocols in research conducting research mentored by researchers

Interviews with Blog Formative Peer review clients in SL formative presentation feedback Industry debriefing feedbackamp Handoverto debriefing review sessions reflection NFP with NFP feedback

reflexivity mentors in SL

Students role Formative Students see Formative Alignment play together reflection potential feedback with course and then assess via videos transfer of from peers objectives and each other skills to and teacher graduate from videos professional attributes

practice

Students Reflection Practicing Provided in Alignment collaborate to and skills they will group with course discuss debriefing apply in sessions objectives and experiences in groups professional graduate

practice attributes

Weekly Reflection Provided in tutorials in journal group

and group sessions sessions

Case Study bull Accessible Interactive Media (AIM) is an advanced Web design course focusing on the

skills required of designers to assess websites for accessibility compliance develop an accessibility policy and apply advanced techniques in accessible design

bull Students enrolled in the semester two 2009 offering of the course were given the option of undertaking their service learning project with health or disability related support groups in SL Of the 21 students enrolled 7 opted to work with SL groups including Health Support Coalition communities of people with HIVAIDS and Attention Deficit Disorder a group of leaders of the various support groups and an organisation known as Virtual Helping Hands

bull The objects of the activity were for students to develop a greater understanding of cultural diversity and to enhance their communication skills to complement the development of the technical skills they required to create accessible websites

bull The students met with their clients on a regular basis in SL and they also met with the course coordinator each week as well as with the coordinator of the Health Support Coalition (HSC) for debriefing sessions

Snapshot Se zurchl111 Build

File Edit View World Fools Help v Ab arty 29155 23 (PG) - virtual Ability 967 Phi POT 1$284 t 0

x

Gestures 1r t

_ Gentle Hercn questions on that group TheLemonlie Nightfire sorry if this has been covered

(21 561 Gentle Heron go ahead LemonPle ask bull 1 TheLerrionFie Nigh t fif e so there are 3 groups therefore three

websites to be made 121 161 Gentle Heron no actually there are seven if I count correctly p 571 Gentle Heron we had covered 4 before you arrived (2i57]lbelemonPieNP bull tot ok cool n 51 Gentle Heron all right

14 4 ccvntac Local chat Ithipiri02 Met cal ll rik FlAtbour

Local Chat Click here to chat Gestures

Activity Theory bull A subject is a person or a group

engaged in an activity bull The subject within the activity system

within SL is the group of postgraduate students

bull An object is what drives or motivates the activity

bull Thus an activity system is composed of a subject object actions and operations (Leontev 1974)

Third Generation Cultural Historical Activity Theory

Cultural-Historical Activity Theory (CHAT Engestrbm 2001) extends Activity Theory by acknowledging that learning is not solely an individual activity but a collectively shared process with significant cultural and historical dimensions (Vygotsky 1978)

amptlaquobll$~00 virtual cormuuty cient organisation

Third Generation Cultural Historical Activity Theory

30 Vt11WI WOIId Skype design tools

material amp cognitive)

sudents leachel dsaliilityg-~-virrual ~supportgreq)S

Sludent9 (pltEB leamen 10$0alchcrspot1$)loolthc1

(facilitator mentor- peer) di$3bility leader (mentor

oommurvty merrtlers (elents)

RIAes of the grQ4) projectoouleand

Llndtln lab To$

3D virtuaJ wortd (mlttterial amp cognitive)

Virtual corrrruvty incbling heallh

(~ted fOIVS and -SL

COIIWWUIities

Ois1bihty ~aOer (mentor) communbullty lt1Embers

(clients) wider SL OQInmurotty fCStdOnts)

30 virtual world Skype design tools

(material amp cognitive)

Students and virtual community Iclient organisation

l~SI ON OF ~~------~) ~ABOUR

Students (peers learners Students teacher researchers peers) teacher

Rules of the group disability group leader virtual (facilitator mentor peer) project course disability support groups disability leader (mentor)

community members (clients

RULES

Rul~ of the group proJect course and

Unden Lab ToS

3D virtual world I (material amp cognitive)

Disability group leader virtual disabil_ity support groups and

Wider SL community

)

Virtual community including health

related groups and wider SL

communities

Disability le_ader (mentor) commumty members

(clients) wider SL community (residents)

Learn html and css s~ills

Work with real dient

Add artefact to portfolio

mpfove readl amp effectiveness of services

Contribute to student undertanding of diversity

The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Elements of Authentic Learnin

students

interview real people

Researching and developing website for NFP organisation uncertain outcomes

Role play simulation to develop professional communicati on skills uncertainty and ill-defined problems

Students undertake virtual research in SL uncertainty

Working with assessed against different international individuals they standards may not industry encounter in presenters their normal

lives research

Guides and Students deal assessed by with uncertain clinicians outcomes and

varying responses from role play partners

Students follow Varying recognised perspectives of research interviewees protocols in research conducting research mentored by researchers

Interviews with Blog Formative Peer review clients in SL formative presentation feedback Industry debriefing feedbackamp Handoverto debriefing review sessions reflection NFP with NFP feedback

reflexivity mentors in SL

Students role Formative Students see Formative Alignment play together reflection potential feedback with course and then assess via videos transfer of from peers objectives and each other skills to and teacher graduate from videos professional attributes

practice

Students Reflection Practicing Provided in Alignment collaborate to and skills they will group with course discuss debriefing apply in sessions objectives and experiences in groups professional graduate

practice attributes

Weekly Reflection Provided in tutorials in journal group

and group sessions sessions

Case Study bull Accessible Interactive Media (AIM) is an advanced Web design course focusing on the

skills required of designers to assess websites for accessibility compliance develop an accessibility policy and apply advanced techniques in accessible design

bull Students enrolled in the semester two 2009 offering of the course were given the option of undertaking their service learning project with health or disability related support groups in SL Of the 21 students enrolled 7 opted to work with SL groups including Health Support Coalition communities of people with HIVAIDS and Attention Deficit Disorder a group of leaders of the various support groups and an organisation known as Virtual Helping Hands

bull The objects of the activity were for students to develop a greater understanding of cultural diversity and to enhance their communication skills to complement the development of the technical skills they required to create accessible websites

bull The students met with their clients on a regular basis in SL and they also met with the course coordinator each week as well as with the coordinator of the Health Support Coalition (HSC) for debriefing sessions

Snapshot Se zurchl111 Build

File Edit View World Fools Help v Ab arty 29155 23 (PG) - virtual Ability 967 Phi POT 1$284 t 0

x

Gestures 1r t

_ Gentle Hercn questions on that group TheLemonlie Nightfire sorry if this has been covered

(21 561 Gentle Heron go ahead LemonPle ask bull 1 TheLerrionFie Nigh t fif e so there are 3 groups therefore three

websites to be made 121 161 Gentle Heron no actually there are seven if I count correctly p 571 Gentle Heron we had covered 4 before you arrived (2i57]lbelemonPieNP bull tot ok cool n 51 Gentle Heron all right

14 4 ccvntac Local chat Ithipiri02 Met cal ll rik FlAtbour

Local Chat Click here to chat Gestures

Activity Theory bull A subject is a person or a group

engaged in an activity bull The subject within the activity system

within SL is the group of postgraduate students

bull An object is what drives or motivates the activity

bull Thus an activity system is composed of a subject object actions and operations (Leontev 1974)

Third Generation Cultural Historical Activity Theory

Cultural-Historical Activity Theory (CHAT Engestrbm 2001) extends Activity Theory by acknowledging that learning is not solely an individual activity but a collectively shared process with significant cultural and historical dimensions (Vygotsky 1978)

amptlaquobll$~00 virtual cormuuty cient organisation

Third Generation Cultural Historical Activity Theory

30 Vt11WI WOIId Skype design tools

material amp cognitive)

sudents leachel dsaliilityg-~-virrual ~supportgreq)S

Sludent9 (pltEB leamen 10$0alchcrspot1$)loolthc1

(facilitator mentor- peer) di$3bility leader (mentor

oommurvty merrtlers (elents)

RIAes of the grQ4) projectoouleand

Llndtln lab To$

3D virtuaJ wortd (mlttterial amp cognitive)

Virtual corrrruvty incbling heallh

(~ted fOIVS and -SL

COIIWWUIities

Ois1bihty ~aOer (mentor) communbullty lt1Embers

(clients) wider SL OQInmurotty fCStdOnts)

30 virtual world Skype design tools

(material amp cognitive)

Students and virtual community Iclient organisation

l~SI ON OF ~~------~) ~ABOUR

Students (peers learners Students teacher researchers peers) teacher

Rules of the group disability group leader virtual (facilitator mentor peer) project course disability support groups disability leader (mentor)

community members (clients

RULES

Rul~ of the group proJect course and

Unden Lab ToS

3D virtual world I (material amp cognitive)

Disability group leader virtual disabil_ity support groups and

Wider SL community

)

Virtual community including health

related groups and wider SL

communities

Disability le_ader (mentor) commumty members

(clients) wider SL community (residents)

Learn html and css s~ills

Work with real dient

Add artefact to portfolio

mpfove readl amp effectiveness of services

Contribute to student undertanding of diversity

The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Case Study bull Accessible Interactive Media (AIM) is an advanced Web design course focusing on the

skills required of designers to assess websites for accessibility compliance develop an accessibility policy and apply advanced techniques in accessible design

bull Students enrolled in the semester two 2009 offering of the course were given the option of undertaking their service learning project with health or disability related support groups in SL Of the 21 students enrolled 7 opted to work with SL groups including Health Support Coalition communities of people with HIVAIDS and Attention Deficit Disorder a group of leaders of the various support groups and an organisation known as Virtual Helping Hands

bull The objects of the activity were for students to develop a greater understanding of cultural diversity and to enhance their communication skills to complement the development of the technical skills they required to create accessible websites

bull The students met with their clients on a regular basis in SL and they also met with the course coordinator each week as well as with the coordinator of the Health Support Coalition (HSC) for debriefing sessions

Snapshot Se zurchl111 Build

File Edit View World Fools Help v Ab arty 29155 23 (PG) - virtual Ability 967 Phi POT 1$284 t 0

x

Gestures 1r t

_ Gentle Hercn questions on that group TheLemonlie Nightfire sorry if this has been covered

(21 561 Gentle Heron go ahead LemonPle ask bull 1 TheLerrionFie Nigh t fif e so there are 3 groups therefore three

websites to be made 121 161 Gentle Heron no actually there are seven if I count correctly p 571 Gentle Heron we had covered 4 before you arrived (2i57]lbelemonPieNP bull tot ok cool n 51 Gentle Heron all right

14 4 ccvntac Local chat Ithipiri02 Met cal ll rik FlAtbour

Local Chat Click here to chat Gestures

Activity Theory bull A subject is a person or a group

engaged in an activity bull The subject within the activity system

within SL is the group of postgraduate students

bull An object is what drives or motivates the activity

bull Thus an activity system is composed of a subject object actions and operations (Leontev 1974)

Third Generation Cultural Historical Activity Theory

Cultural-Historical Activity Theory (CHAT Engestrbm 2001) extends Activity Theory by acknowledging that learning is not solely an individual activity but a collectively shared process with significant cultural and historical dimensions (Vygotsky 1978)

amptlaquobll$~00 virtual cormuuty cient organisation

Third Generation Cultural Historical Activity Theory

30 Vt11WI WOIId Skype design tools

material amp cognitive)

sudents leachel dsaliilityg-~-virrual ~supportgreq)S

Sludent9 (pltEB leamen 10$0alchcrspot1$)loolthc1

(facilitator mentor- peer) di$3bility leader (mentor

oommurvty merrtlers (elents)

RIAes of the grQ4) projectoouleand

Llndtln lab To$

3D virtuaJ wortd (mlttterial amp cognitive)

Virtual corrrruvty incbling heallh

(~ted fOIVS and -SL

COIIWWUIities

Ois1bihty ~aOer (mentor) communbullty lt1Embers

(clients) wider SL OQInmurotty fCStdOnts)

30 virtual world Skype design tools

(material amp cognitive)

Students and virtual community Iclient organisation

l~SI ON OF ~~------~) ~ABOUR

Students (peers learners Students teacher researchers peers) teacher

Rules of the group disability group leader virtual (facilitator mentor peer) project course disability support groups disability leader (mentor)

community members (clients

RULES

Rul~ of the group proJect course and

Unden Lab ToS

3D virtual world I (material amp cognitive)

Disability group leader virtual disabil_ity support groups and

Wider SL community

)

Virtual community including health

related groups and wider SL

communities

Disability le_ader (mentor) commumty members

(clients) wider SL community (residents)

Learn html and css s~ills

Work with real dient

Add artefact to portfolio

mpfove readl amp effectiveness of services

Contribute to student undertanding of diversity

The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Snapshot Se zurchl111 Build

File Edit View World Fools Help v Ab arty 29155 23 (PG) - virtual Ability 967 Phi POT 1$284 t 0

x

Gestures 1r t

_ Gentle Hercn questions on that group TheLemonlie Nightfire sorry if this has been covered

(21 561 Gentle Heron go ahead LemonPle ask bull 1 TheLerrionFie Nigh t fif e so there are 3 groups therefore three

websites to be made 121 161 Gentle Heron no actually there are seven if I count correctly p 571 Gentle Heron we had covered 4 before you arrived (2i57]lbelemonPieNP bull tot ok cool n 51 Gentle Heron all right

14 4 ccvntac Local chat Ithipiri02 Met cal ll rik FlAtbour

Local Chat Click here to chat Gestures

Activity Theory bull A subject is a person or a group

engaged in an activity bull The subject within the activity system

within SL is the group of postgraduate students

bull An object is what drives or motivates the activity

bull Thus an activity system is composed of a subject object actions and operations (Leontev 1974)

Third Generation Cultural Historical Activity Theory

Cultural-Historical Activity Theory (CHAT Engestrbm 2001) extends Activity Theory by acknowledging that learning is not solely an individual activity but a collectively shared process with significant cultural and historical dimensions (Vygotsky 1978)

amptlaquobll$~00 virtual cormuuty cient organisation

Third Generation Cultural Historical Activity Theory

30 Vt11WI WOIId Skype design tools

material amp cognitive)

sudents leachel dsaliilityg-~-virrual ~supportgreq)S

Sludent9 (pltEB leamen 10$0alchcrspot1$)loolthc1

(facilitator mentor- peer) di$3bility leader (mentor

oommurvty merrtlers (elents)

RIAes of the grQ4) projectoouleand

Llndtln lab To$

3D virtuaJ wortd (mlttterial amp cognitive)

Virtual corrrruvty incbling heallh

(~ted fOIVS and -SL

COIIWWUIities

Ois1bihty ~aOer (mentor) communbullty lt1Embers

(clients) wider SL OQInmurotty fCStdOnts)

30 virtual world Skype design tools

(material amp cognitive)

Students and virtual community Iclient organisation

l~SI ON OF ~~------~) ~ABOUR

Students (peers learners Students teacher researchers peers) teacher

Rules of the group disability group leader virtual (facilitator mentor peer) project course disability support groups disability leader (mentor)

community members (clients

RULES

Rul~ of the group proJect course and

Unden Lab ToS

3D virtual world I (material amp cognitive)

Disability group leader virtual disabil_ity support groups and

Wider SL community

)

Virtual community including health

related groups and wider SL

communities

Disability le_ader (mentor) commumty members

(clients) wider SL community (residents)

Learn html and css s~ills

Work with real dient

Add artefact to portfolio

mpfove readl amp effectiveness of services

Contribute to student undertanding of diversity

The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Activity Theory bull A subject is a person or a group

engaged in an activity bull The subject within the activity system

within SL is the group of postgraduate students

bull An object is what drives or motivates the activity

bull Thus an activity system is composed of a subject object actions and operations (Leontev 1974)

Third Generation Cultural Historical Activity Theory

Cultural-Historical Activity Theory (CHAT Engestrbm 2001) extends Activity Theory by acknowledging that learning is not solely an individual activity but a collectively shared process with significant cultural and historical dimensions (Vygotsky 1978)

amptlaquobll$~00 virtual cormuuty cient organisation

Third Generation Cultural Historical Activity Theory

30 Vt11WI WOIId Skype design tools

material amp cognitive)

sudents leachel dsaliilityg-~-virrual ~supportgreq)S

Sludent9 (pltEB leamen 10$0alchcrspot1$)loolthc1

(facilitator mentor- peer) di$3bility leader (mentor

oommurvty merrtlers (elents)

RIAes of the grQ4) projectoouleand

Llndtln lab To$

3D virtuaJ wortd (mlttterial amp cognitive)

Virtual corrrruvty incbling heallh

(~ted fOIVS and -SL

COIIWWUIities

Ois1bihty ~aOer (mentor) communbullty lt1Embers

(clients) wider SL OQInmurotty fCStdOnts)

30 virtual world Skype design tools

(material amp cognitive)

Students and virtual community Iclient organisation

l~SI ON OF ~~------~) ~ABOUR

Students (peers learners Students teacher researchers peers) teacher

Rules of the group disability group leader virtual (facilitator mentor peer) project course disability support groups disability leader (mentor)

community members (clients

RULES

Rul~ of the group proJect course and

Unden Lab ToS

3D virtual world I (material amp cognitive)

Disability group leader virtual disabil_ity support groups and

Wider SL community

)

Virtual community including health

related groups and wider SL

communities

Disability le_ader (mentor) commumty members

(clients) wider SL community (residents)

Learn html and css s~ills

Work with real dient

Add artefact to portfolio

mpfove readl amp effectiveness of services

Contribute to student undertanding of diversity

The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Third Generation Cultural Historical Activity Theory

Cultural-Historical Activity Theory (CHAT Engestrbm 2001) extends Activity Theory by acknowledging that learning is not solely an individual activity but a collectively shared process with significant cultural and historical dimensions (Vygotsky 1978)

amptlaquobll$~00 virtual cormuuty cient organisation

Third Generation Cultural Historical Activity Theory

30 Vt11WI WOIId Skype design tools

material amp cognitive)

sudents leachel dsaliilityg-~-virrual ~supportgreq)S

Sludent9 (pltEB leamen 10$0alchcrspot1$)loolthc1

(facilitator mentor- peer) di$3bility leader (mentor

oommurvty merrtlers (elents)

RIAes of the grQ4) projectoouleand

Llndtln lab To$

3D virtuaJ wortd (mlttterial amp cognitive)

Virtual corrrruvty incbling heallh

(~ted fOIVS and -SL

COIIWWUIities

Ois1bihty ~aOer (mentor) communbullty lt1Embers

(clients) wider SL OQInmurotty fCStdOnts)

30 virtual world Skype design tools

(material amp cognitive)

Students and virtual community Iclient organisation

l~SI ON OF ~~------~) ~ABOUR

Students (peers learners Students teacher researchers peers) teacher

Rules of the group disability group leader virtual (facilitator mentor peer) project course disability support groups disability leader (mentor)

community members (clients

RULES

Rul~ of the group proJect course and

Unden Lab ToS

3D virtual world I (material amp cognitive)

Disability group leader virtual disabil_ity support groups and

Wider SL community

)

Virtual community including health

related groups and wider SL

communities

Disability le_ader (mentor) commumty members

(clients) wider SL community (residents)

Learn html and css s~ills

Work with real dient

Add artefact to portfolio

mpfove readl amp effectiveness of services

Contribute to student undertanding of diversity

The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

amptlaquobll$~00 virtual cormuuty cient organisation

Third Generation Cultural Historical Activity Theory

30 Vt11WI WOIId Skype design tools

material amp cognitive)

sudents leachel dsaliilityg-~-virrual ~supportgreq)S

Sludent9 (pltEB leamen 10$0alchcrspot1$)loolthc1

(facilitator mentor- peer) di$3bility leader (mentor

oommurvty merrtlers (elents)

RIAes of the grQ4) projectoouleand

Llndtln lab To$

3D virtuaJ wortd (mlttterial amp cognitive)

Virtual corrrruvty incbling heallh

(~ted fOIVS and -SL

COIIWWUIities

Ois1bihty ~aOer (mentor) communbullty lt1Embers

(clients) wider SL OQInmurotty fCStdOnts)

30 virtual world Skype design tools

(material amp cognitive)

Students and virtual community Iclient organisation

l~SI ON OF ~~------~) ~ABOUR

Students (peers learners Students teacher researchers peers) teacher

Rules of the group disability group leader virtual (facilitator mentor peer) project course disability support groups disability leader (mentor)

community members (clients

RULES

Rul~ of the group proJect course and

Unden Lab ToS

3D virtual world I (material amp cognitive)

Disability group leader virtual disabil_ity support groups and

Wider SL community

)

Virtual community including health

related groups and wider SL

communities

Disability le_ader (mentor) commumty members

(clients) wider SL community (residents)

Learn html and css s~ills

Work with real dient

Add artefact to portfolio

mpfove readl amp effectiveness of services

Contribute to student undertanding of diversity

The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

30 virtual world Skype design tools

(material amp cognitive)

Students and virtual community Iclient organisation

l~SI ON OF ~~------~) ~ABOUR

Students (peers learners Students teacher researchers peers) teacher

Rules of the group disability group leader virtual (facilitator mentor peer) project course disability support groups disability leader (mentor)

community members (clients

RULES

Rul~ of the group proJect course and

Unden Lab ToS

3D virtual world I (material amp cognitive)

Disability group leader virtual disabil_ity support groups and

Wider SL community

)

Virtual community including health

related groups and wider SL

communities

Disability le_ader (mentor) commumty members

(clients) wider SL community (residents)

Learn html and css s~ills

Work with real dient

Add artefact to portfolio

mpfove readl amp effectiveness of services

Contribute to student undertanding of diversity

The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

RULES

Rul~ of the group proJect course and

Unden Lab ToS

3D virtual world I (material amp cognitive)

Disability group leader virtual disabil_ity support groups and

Wider SL community

)

Virtual community including health

related groups and wider SL

communities

Disability le_ader (mentor) commumty members

(clients) wider SL community (residents)

Learn html and css s~ills

Work with real dient

Add artefact to portfolio

mpfove readl amp effectiveness of services

Contribute to student undertanding of diversity

The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

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The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

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rf a T i(

r 4

The Anangu Tertiary Education Program

Established by the University of South Australia (UniSA)-formerly the South Australian College of Advanced Education-in several Anangu communities located across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands in remote northwest South Australia thirty years ago

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

bull AnTEP is a collaborative program involving UniSA Department for Education and Child Development and the Pitjantjatjara Yankunytjatjara Education Committee

bull PYEC has operational control of education in the APY Lands and the Anangu Schools are operated by DECD

bull School based Anangu tertiary tutors are e mployed by DECD under the direction of PYEC to support AnTEP students undertaking their studies

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

The teacher training program is offered in three stages Stage 1mdashthe Advanced Certificate in Education (Anangu Education) Stage 2mdashthe Diploma in Education (Anangu Education) Stage 3mdashthe Bachelor of Teaching (Anangu Education)

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

The AnTEP program is based on principles that teaching and learning bull Should be compatible with the defence maintenance and growth of

Anangu students cultural identity bull Must be contextualised culturally appropriate and related to the

workplace bull Should be based on Anangu student perspectives expertise

interests and needs bull Proceeds from practice to theory involving Anangu students in

purposeful learning activities bull Is part of a negotiated process in the design of learning programs

assessment and evaluation activities bull Models sound primary teaching methodology which students can

adopt as teachers in their own right bull Entails the use of culturally appropriate pedagogies curriculum and

resources bull Involves the continual exploration of teaching methods and

curriculum which are successful with Anangu students

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Subjects The AnTEP students are the subjects in this activity system many of whom fulfil multiple roles as UniSA students enrolled in the AnTEP program AEWs employed to work in APY Lands schools and also as members of their own Anangu family community

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Object The object for AnTEP students as complex and multi-layered and at times contradictory with the object of the lecturertutor For example the object may be what students would like to complete for their studies which may differ from what the AnTEP lecturertutor would like them to complete what the teacher with whom they work may wish them to complete to enable them to teach a planned lesson and these objects may conflict with the priorities of their community

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Tools AnTEP students use a variety of tools depending on the course assessment task their local situation and their personal preferences For example the assessment task may well be a written report on local contact history but students may choose how to present the task using a variety of tools from pen and paper poster and pens or paint or they may choose to use ICTs such as PowerPoint to present their assignment However students are limited in their choice of tools either by the knowledge capabilities of their AnTEP lecturertutor andor by limited access to ICTs in some communities

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Tools are both material and cognitive language is a particularly important cognitive tool in the Anangu context However the language of instruction in the AnTEP program is English and this presents problems for most AnTEP students who speak English as a second third or even fourth foreign language Research has shown that children learn best in their first language (Waller 2012) particularly in the early years of school until they get stronger in their second language

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Community AnTEP students are members of an Anangu community which brings with it a range of cultural and social responsibilities that can affect their studies and create conflicts in priorities Some of the major factors influencing Anangu students include

bull Comparatively low levels of English language literacy and oral skills for most students

bull AnTEP students are undertaking a programme based on Western academic systems of teaching and learning which are not a close match with those of students experiences

bull There is no strong tradition of formal academic education in most remote communities

bull Sudents are underprepared given their limited access to secondary education with education at primary level often interrupted

There is a high incidence of ill-health amongst students and their communities

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Division of Labour bull AnTEP lecturerstutors are cultural and

academic brokers working with AnTEP students to bridge a number of divides between the western-based education program in which Anangu students are enrolled and the world of Anangu

bull The labour tasks are not always easily identified by the students who are both AnTEP students reliant on the broker role of lecturerstutors to bridge the divide and employees working in Anangu schools with associated responsibilities to the teachers who have their own expectations of the students performance and contributions to the school

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

Rules AnTEP students are subject to varying and at times contradictory rules across the various activity systems within which they operate As UniSA students they need to observe the policies and procedures of a western-based tertiary university system as AEWs they are governed by the rules of DECD and the school in which they are employed and as members of their Anangu community they have cultural and social responsibilities which may conflict with the priorities associated with their roles as students and employees

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

~I SIONOF cLAaOUR

IWics of tN ~fSi~

Stamplt~ iotNAATEP ~middot UNSA tucHN

PUtgt tutM Mon

UUSA ~c-ie stW (tudous MI FaelitlltOn ) ~ts (ltanus) PUtgt

ttrtilll tlltlaquos supp~ AITEP stWts

(policies aNi procuiltIU) Mil

Outco~es bull To tN1We students to develop

bull tN specialist skills IUe5Sa For presuting eFfective progrtu~s i AM9u sChools Folfowig

bull dirutiOW5 41d approacNs set f1J ~ C~lities bull To provid-e Aangu schools with

bull graduatu who ca brig tNir culttcra( expuieAU to bear o ruluci9 dte cotradictioiS bttwun sQoolig and ~~~ socitt~ bull To provid-e gradltates who Will~

bull pftSert a hiOre stable teacJVg ~~rn~uc~ft~e~ bull To tN1We students to reside i tNir ho~ COMMU~ While urtakig stud~ wi~ tN

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

TraditioNal languages IWiusic art and ways of btiVJ

AEWs troployed as assistants in A PY

LAnds scJools

OBJECT

r AEWs art assistants in tlt

Students in the sclwol assisting t~ tuc~trs Rules of tM sclwol

and OECD APY LAnds sc~ool

scMol teac~trs and Anangu students attending tlt ~ool

OutcoVVeS - Worllting under teac~tfs direction provide support to students schoolsprtscl-lools and parents

- Worlc in a ttaro tnvironrotnt to support ~t educational needs of Aboriginal students

- Assist tta~trs in tlt clossrooro in tM lay learning arus particularly literacy and nu -tracy

- Cororounicatt elftctivtly and dtroonstratt a co~itrotnt to and rapport with t~t Aboriginal COro~nity liaist bttwUn nOo1t and sc~ool to contribute to an irofmNed fearni~ environo1tnt for Aboriginal students

nett tM role oF AEWs varies in dtgru of responsibility depending on tl1tir ltvtl of troployrotnt (AEW 1 - s)

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

~PIA~ (_TOO~

(_ MDrAn~ (_TOOtS

~CT

1 (j~~

~------~----~- ~

- -

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

CHAT exposes contradictions in the objects of different activity systems and identified opportunities for shared I co-constructed objects across the three activity systems

bull AnTEP program bull Anangu school in which the AnTEP student is

employed bull Anangu community in which the AnTEP student lives

Osborne (2013 p 179) proposes a transformative pedagogy an expansive learning approach to shift the sense of Aboriginal identity values and cultural norms in schools from one that is distanced to one that is centred as essential knowledge for professional engagement in remote Aboriginal schools and communities

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

TRANSFORMATIVE PEDAGOGY

A -

m

i

rf a T i(

r 4

A -

m

i

rf a T i(

r 4

Research Implications There is clearly a need for further research which extends our understanding of the role of emeging technologies and inclusive design practices beyond that of simply providing increased access to TELs for students from diverse backgrounds the potential of these environments for providing learning experiences that aim to provoke debate discussion and reflection regarding diversity (Goggin amp Newell 2003 p 1) have yet to be fully explored

William Gibson (1999) once suggested that The future has already arrived Its just not evenly distributed yet

References

Allan J (2004) Deterritorializations Putting postmodernism to work on teacher education and inclusion Educational Philosophy and Theory 36(4) 417-432

Armstrong D Spandagou I amp Armstrong A C (2008) One nation globalization and inclusive education Paper presented at the AARE 2008 International Education Research Conference Brisbane

Bateman D amp Willems J (2012) Facing off Facebook and higher education In L Wankel amp C Wankel (Eds) Misbehaviour Online in Higher Education Cutting-edge Technologies in Higher Education 5 53-79 Emerald Group Publishing

Beckett A E (2006) Citizenship and vulnerability disability and issues of social and political engagement Houndmills Basingstoke Hampshire Palgrave Macmillan

Bhahba H (1994) The location of culture London and New York Routledge

Boundy K (2008) ―Are You Sure Sweetheart That You Want to Be Welllsquo An Exploration Of The Neurodiversity Movement Radical Psychology httpradicalpsychologyorgvol7-1boundyhtml

Bradley D Noonan P Nugent H amp Scales B (2008) Review of Australian higher education Final report Retrieved 19 June 2011 from wwwdeewrgovauhe_review_finalreport

Brown J S Collins A amp Duguid P (1989) Situated cognition and the culture of learning Educational Researcher 18(1) 32ndash42

Brown J S Collins A amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics Knowing learning and instruction Essays in honor of Robert Glaser 487

Bruns A (2008) Blogs Wikipedia Second Life and Beyond From Production to Produsage New York Peter Lang

Creagh T A Nelson K J amp Clarke J A (2011) Acknowledging social justice and equity through good practice for monitoring student learning engagement in FYE Paper presented at the 14th Pacific Rim First Year in Higher Education Conference Freemantle WA

Dalgarno B amp Lee M J W (2010) What are the learning affordances of 3-D virtual environments British Journal of Educational Technology 41(1) 10-32

Deleuze G (1994) Difference and Repetition (trans Paul Patton) New York Colombia University Press

Deleuze G and Guattari F (1984) Anti-Oedipus - capitalism and schizophrenia Minnesota University of Minnesota Press

William Gibson (1999) once suggested that The future has already arrived Its just not evenly distributed yet

References

Allan J (2004) Deterritorializations Putting postmodernism to work on teacher education and inclusion Educational Philosophy and Theory 36(4) 417-432

Armstrong D Spandagou I amp Armstrong A C (2008) One nation globalization and inclusive education Paper presented at the AARE 2008 International Education Research Conference Brisbane

Bateman D amp Willems J (2012) Facing off Facebook and higher education In L Wankel amp C Wankel (Eds) Misbehaviour Online in Higher Education Cutting-edge Technologies in Higher Education 5 53-79 Emerald Group Publishing

Beckett A E (2006) Citizenship and vulnerability disability and issues of social and political engagement Houndmills Basingstoke Hampshire Palgrave Macmillan

Bhahba H (1994) The location of culture London and New York Routledge

Boundy K (2008) ―Are You Sure Sweetheart That You Want to Be Welllsquo An Exploration Of The Neurodiversity Movement Radical Psychology httpradicalpsychologyorgvol7-1boundyhtml

Bradley D Noonan P Nugent H amp Scales B (2008) Review of Australian higher education Final report Retrieved 19 June 2011 from wwwdeewrgovauhe_review_finalreport

Brown J S Collins A amp Duguid P (1989) Situated cognition and the culture of learning Educational Researcher 18(1) 32ndash42

Brown J S Collins A amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics Knowing learning and instruction Essays in honor of Robert Glaser 487

Bruns A (2008) Blogs Wikipedia Second Life and Beyond From Production to Produsage New York Peter Lang

Creagh T A Nelson K J amp Clarke J A (2011) Acknowledging social justice and equity through good practice for monitoring student learning engagement in FYE Paper presented at the 14th Pacific Rim First Year in Higher Education Conference Freemantle WA

Dalgarno B amp Lee M J W (2010) What are the learning affordances of 3-D virtual environments British Journal of Educational Technology 41(1) 10-32

Deleuze G (1994) Difference and Repetition (trans Paul Patton) New York Colombia University Press

Deleuze G and Guattari F (1984) Anti-Oedipus - capitalism and schizophrenia Minnesota University of Minnesota Press

References

Allan J (2004) Deterritorializations Putting postmodernism to work on teacher education and inclusion Educational Philosophy and Theory 36(4) 417-432

Armstrong D Spandagou I amp Armstrong A C (2008) One nation globalization and inclusive education Paper presented at the AARE 2008 International Education Research Conference Brisbane

Bateman D amp Willems J (2012) Facing off Facebook and higher education In L Wankel amp C Wankel (Eds) Misbehaviour Online in Higher Education Cutting-edge Technologies in Higher Education 5 53-79 Emerald Group Publishing

Beckett A E (2006) Citizenship and vulnerability disability and issues of social and political engagement Houndmills Basingstoke Hampshire Palgrave Macmillan

Bhahba H (1994) The location of culture London and New York Routledge

Boundy K (2008) ―Are You Sure Sweetheart That You Want to Be Welllsquo An Exploration Of The Neurodiversity Movement Radical Psychology httpradicalpsychologyorgvol7-1boundyhtml

Bradley D Noonan P Nugent H amp Scales B (2008) Review of Australian higher education Final report Retrieved 19 June 2011 from wwwdeewrgovauhe_review_finalreport

Brown J S Collins A amp Duguid P (1989) Situated cognition and the culture of learning Educational Researcher 18(1) 32ndash42

Brown J S Collins A amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics Knowing learning and instruction Essays in honor of Robert Glaser 487

Bruns A (2008) Blogs Wikipedia Second Life and Beyond From Production to Produsage New York Peter Lang

Creagh T A Nelson K J amp Clarke J A (2011) Acknowledging social justice and equity through good practice for monitoring student learning engagement in FYE Paper presented at the 14th Pacific Rim First Year in Higher Education Conference Freemantle WA

Dalgarno B amp Lee M J W (2010) What are the learning affordances of 3-D virtual environments British Journal of Educational Technology 41(1) 10-32

Deleuze G (1994) Difference and Repetition (trans Paul Patton) New York Colombia University Press

Deleuze G and Guattari F (1984) Anti-Oedipus - capitalism and schizophrenia Minnesota University of Minnesota Press

Deleuze G and Guattari F (1987) A thousand plateaus capitalism and Schizophrenia London Athlone Press

Deleuze G and Guattari F (1996) What is Philosophy New York Colombia University Press

Deleuze G amp Guattari F (2004) Anti-oedipus Continuum

Downes S (2005) E-learning 20 eLearn Magazine Oct Retrieved 13 February 2013 from httpwwwelearnmagorg

Elliott A (2010) Equity pedagogy and inclusion Harnessing digital technologies to support students from low socio-economic backgrounds in higher education Community Informatics A Global d-Journal 6(3)

Engestroumlm Yrjouml (2001) Expansive Learning at Work Toward an activity theoretical reconceptualization Journal of Education and Work 14(1) 133-156

Gaad E (2011) Inclusive Education in the Middle East New York and London Routledge

Gabel S amp Peters S (2004) Presage of a paradigm shift Beyond the social model of disability toward resistance theories of disability Disability amp Society 19(6) 585-600 doi 1010800968759042000252515

Gibson W (1999) The science in science fiction NPR Talk of the Nation radio segment 30 November1999 httpwwwnprorgtemplatesstorystoryphpstoryId=1067220 [viewed 13June 2010]

Goggin G amp Newell C (2003) Digital disability The social construction of disability in the media Oxford UK Rowman and Litchfield Publishers

Haig T Falkner K amp Falkner N (2013) Visualisation of learning management system usage for detecting student behaviour patterns 15th Australasian Computing Education Conference Adelaide

Hargittai E (2010) Digital Na(t)ives Variation in internet skills and uses among members of the ldquoNet Generationrdquo Sociological Inquiry 80(1) 92-113

Hargittai E (2010) Digital Na(t)ives Variation in internet skills and uses among members of the ldquoNet Generationrdquo Sociological Inquiry 80(1) 92-113

Helsper E J amp Eynon R (2010) Digital natives Where is the evidence British Educational Research Journal 36(3) 503 - 520

Herrington J Reeves T amp Oliver R (2010) A guide to authentic e-learning New York and London Routledge

Hickey-Moody A and Wood D (2010) Ethics in Second Life Difference desire and the production of subjectivity In CWankeland S Malleck (eds) Emerging Ethical Issues of Life in Virtual Worlds Charlotte NC IAP - Information Age Publishing Inc pp 169-191

Hickey-Moody A and Wood D (2008) Virtually sustainable Deleuze amp desiring differenciation in Second Life Continuum Journal of Media amp Cultural Studies 22(6) pp 805-816 Routledge London

Hughes B (1999) The constitution of impairment modernity and the aesthetic of oppression Disability amp Society 14 155ndash172

ISO 9241-11 (1998) Ergonomic requirements for office work with visual display terminals (VDT)s ndash Part 11 Guidance on Usability International Standard

James R Bexley E Anderson M Devlin M Garnett R Marginson S amp Maxwell L (2008) A review of the participation in higher education of people from low socioeconomic backgrounds and Indigenous people Retrieved 15 June 2011 from http113192241558080vitalaccessservicesDownloadngv35491SOURCE2vi ew=true

Jeffrey L Milne J Suddaby G amp Higgins A (2009) Help or hindrance Blended learning approaches and student engagement Research report Ako Aotearoa National Centre for Tertiary Education Excellence Wellington NZ httpakoaotearoaacnzblended-approaches-learner-engagement

Kennedy G Dalgarno B Bennett S et al (2009) Educating the net generation A handbook of findings for practice and policy (pp 1-82) Victoria Melbourne

Lave J amp Wenger E (1991) Situated learning Legitimate peripheral participation Cambridge UK Cambridge University Press

Leontev AN (1978) Activity consciousness and personality Englewood Cliffs Prentice-Hall

McLoughlin C amp Lee M J W (2010) Web 20 and the trend towards self-directed learning environments Australasian Journal of Educational Technology 26(1) 28-43

Nielsen J (1993) Usability engineering Boston MA Academic Press

Nielsen J amp Mack R L (Eds) 1994 Usability inspection methods New York Wiley and Sons Inc

Norman D A (1988) The psychology of everyday things New York Basic Books

Oblinger D (2008) Growing Up with Google - What it means to education Emerging Technologies for Learning 4 (March 2008)

OReilly T (2005) What Is Web 20 Design Patterns and Business Models for the Next Generation of Software Retrieved November 16 2007 from httpwwworeillynetcompubaoreillytimnews20050930what-is-web-20html

Osborne S (2013) Learning versus education Rethinking learning in Anangu schools The Australian Journal of Indigenous Education 42(Special Issue 02) 171-181 doi doi101017jie201324

Peters S (2000) Is there a disability culture A syncretisation of three possible world views Disability amp Society 15(4) 583-601

Reeve D (2004) Psycho-emotional dimensions of disability and the social model In Implementing the Social Model of Disability Theory and Research (Colin Barnes and Geof Mercer Eds) Leeds The Disability Press pp 83-100

Rubin J amp Chisnell D 2008 Handbook of usability testing How to plan design and conduct effective tests Hoboken NJ Wiley

Savin-Baden M (2008) From cognitive capability to social reform Shifting perceptions of learning in immersive virtual worlds ALT-J Research in Learning Technology 16(3) 151 - 161

Shakespeare T amp Watson N (2001) The social model of disability an outdated ideology Research in social science and disability 2 9-28

Sheely S (2008) Latour meets the digital natives What do we really know Paper presented at the Hello Where are you in the landscape of educational technology Conference ASCILITE Melbourne

Siemens G (2007) PLEs - I acronym therefore I exist elearnspace learning networks knowledge technology community [weblog] Retrieved 13 February 2013 from httpwwwelearnspaceorgblogarchives002884html

Thomas C (2001) Feminism and disability the theoretical and political significance of the personal and the experiential in L Barton (Ed) Disability politics and the struggle for change (London David Fulton Publishers Ltd)

Transforming Australiarsquos Higher Education System (2009) Canberra Commonwealth of Australia

United Nations Millennium Development Goals Retrieved 15 June 2011 from httpwwwunorgmillenniumgoals

United Nations Educational Scientific and Cultural Organization (UNESCO) Education for All (EFA) Global Monitoring Report (2010) Retrieved 15 June 2011

from httpwwwunescoorgneweneducationthemesleading-the-international-agendaefareport

United Nations Convention on the Rights of Persons with Disabilities Status of Signatories and Parties (2011) ARES61106 Chapter IV (15)

United Nations Optional Protocol to the Convention on the Rights of Persons with Disabilities Status of Signatories and Parties (2011) DocA61611

Vygotsky L S (1978) Mind in society (M Cole V John-Steiner S Scribner amp E Souberman Eds) Cambridge MA Harvard University Press

Waller L (2012) All talk no action Australian Educator (75) 24-27

Watson L amp Pope B (2000) Equity in Australian education and training an examination of access and outcomes data across the sectors Australian Vocational Education and Training Research Association (AVETRA) Conference Canberra 23ndash 24

Weller M (2009) Using learning environments as a metaphor for educational change On the Horizon 17(3) 181-189

Wendell S (1989) Toward a Feminist Theory of Disability Hypatia 4(2) 104-124

Willems J (2009) Different spaces but same places Possibilities pitfalls and persistent practices in Second Life In RA Atkinson amp C McBeath (Eds) Same places different spaces Proceedings ASCILITE Auckland 2009 (pp 1109-1120) Auckland Auckland University Auckland University of TechnologyASCILITE

Wood D (2011) The design of inclusive curricula for multi-user virtual environments A framework for developers and educators In G Vincenti and J Bramam (eds) ICST Transactions on e-Education and e-Learning 11(7-9) 1-17

Wood D (2010) Communicating in virtual worlds through a Web 20 application Telecommunications Journal of Australia 60(2) Monash University Press 191-1916

Wood D (2009) Experiential learning in 3D virtual worlds Students making a difference to lsquorealrsquo lives in lsquovirtualrsquo places Proceedings of the 26th Annual ASCILITE Conference Same Places Different Spaces Auckland New Zealand 6th-9th December

Wood D and Willems J (2012) Responding to the widening participation agenda through improved access to and within 3D virtual learning environments In M J W Lee B Dalgarno amp H Farley (Eds) Virtual worlds in tertiary education An Australasian perspective Australasian Journal of Educational Technology 28 (Special issue 3) pp 459-479

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