Principles for Inclusive Teaching: practices make the difference Co-creating knowledge across the...

Principles for Inclusive Teaching: practices make the difference

Co-creating knowledge across the disciplinary, student and staff divides

James Arvanitakisj.arvanitakis@uws.edu.au

Twitter: jarvanitakis0438454127

June 2013

Teaching like a pirate…

Or

Bins and exams

One: A changing environment

Universities are where newspapers were 10 years ago…

ABS-6291.0.55.003-LabourForceAustraliaDetailedQuarterly-EmployedPersonsByIndustrySubdivisionSex-EmployedTotal-TertiaryEducation-Persons-A2545751F.svg

Knowledge transition

Professor

Student Student Student Student Student

11

Relational Knowledge

ProfessorStudent

StudentStudent

Student

Student

12

Relational Knowledge that is mediated…

ProfessorStudent

StudentStudent

Student

Student

NGOSCorps

Media

Changing student cohort

Students balance multiple commitments

Changing student cohort

Students balance multiple commitments

Massification

Changing student cohort

Students balance multiple commitments

Massification

Choice (both within and across institutions)

Changing student cohort

Students balance multiple commitments

Massification

Choice (both within and across institutions)

Internet literacy: width v. depth

You taught my daughter…

Teaching beyond the classroom…

Massification & inclusion

• A social justice project

• A social justice project

• Democratisation of knowledge

Massification & inclusion

• A social justice project

• Democratisation of knowledge

• Inclusion: those who would never have been here

Massification & inclusion

• A social justice project

• Democratisation of knowledge

• Inclusion: who would never be here?

• Diversity

Massification & inclusion

Two: How to Respond?

Participatory education: co-designing knowledge

Attention Span in Large Classes

Attention levels decrease after 10 – 20 minutes, when activity levels are passive

Gibbs (1992); Bligh (2000)

Changing Demands on Students

Changing the demands on students can have an impact on concentration levels and performance - Gibbs (1992); Bligh (2000)

When students actively review what they’ve learned in a lecture: retention up to 40% of the information.

Without prompt review of materials, retention is closer to 10%

Bligh (2000)

Forgetting After Lectures

1. From Facebook to WordCloud

Change

Fear Justice

Inequity

Time

Me

World

Countries

Skills and knowledge

Culture

2. No empty vessels: promoting citizenship

29

Active citizenship

Disempowered

Empowered

EngagedDisengaged

Disempowered

Empowered

Engaged

Disengaged

Insurgent citizenship

Developing the citizen scholar

3. Experiences are valid…

4. Multiple delivery mechanism…

“Offer Flexible Assessment and Delivery”

Eg: Confronting racism…

How would you explain to students that stereotypes are just that?

http://www.youtube.com/watch?v=FS2Ch83k3xo

Watch the following video from ABC’s Media Watch about an incident that occurred in April 2010.

http://www.abc.net.au/mediawatch/transcripts/s2870685.htm

What insights does the video provide us with the way media aggravates racism?

Academic Reading

Confronting Racism

Non-Academic Reading

You tube

Lecture

Tutorial

Materials

In class exercises

Official website

CONFRONTING STEREOTYPES…

Fun time…

• Write down on a piece of paper your full name

• Then write down your cultural background: Eg: Me: ‘Greek Australian’

• Write down 5 stereotypical characteristics of that cultural background– That is, what other people think of your cultural

identity - both true and not true: all Australians are surfies, all Greeks own fruit shops etc…

• Now… circle the ones that are true for you!

• How many are true?

Write about these folks…

What is race?

• The idea that a specific population differs in the “frequency of one or more biological traits” (Blakey 1999: 1) – Biological: skin colour, eye colour and

shape, hair and other such features• But… Race can also be socially constructed:

– Race was also meant to identify social traits such as personality

– That is, the colour of your skin automatically tells you the type of person that you/defines who you are

Examples you may recognise…• That Asians are good at maths;• Middle Easterners do not respect women (and

throw their babies overboard in efforts to come to Australia);

• Pacific Islanders and Africans are inherently lazy;

• Jews are good with money;• Italians and Greeks do not shower; and• All Australians are racists…

Names…

Kenyan environmentalist Wangari MaathaiNobel Peace Prize Winner - 2004

Dave Jenkins - Founder of Surfaid – spent $2.6 mill on funding

Noam Chomsky - Human Rights Activist

Wesley Enoch: Aboriginal Playwrite and activist

Waleed Aly - Lawyer, activist…

Kylie Kwong: Chef, fair trade campaigner

Teanau Tuiono: NZ Human Rights activist

Mick Gooda: Australia’s Human Rights Commissioner

TECHNOLOGY HELPS (BUT DOES NOT OFFER A SIMPLE SOLUTION)

TECHNOLOGY HELPS (BUT DOES NOT OFFER A SIMPLE SOLUTION)

… EVERYONE IS TALKING ‘BLENDED LEARNING’…

BUT WHAT DOES IT MEAN

From Wikipeadia

“Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace.”

From Wikipeadia

“Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace.”

“Good pedagogical practices using a variety of delivery mechanisms that allow students flexibility and confirm the validity of their

experiences”

“Good pedagogical practices using a variety of delivery mechanisms that allow students flexibility and confirm the validity of their

experiences”James Arvanitakis

4. Feedback rich environment…P

eer

sup

po

rt/P

AS

S/S

elf

Ass

ess

men

t

4. To engage

“A thousand year old industry on the cusp of profound change”

My upcoming paper:

University Review: Fail!

Closer ties to industry…

Faster response to market…

Only one reference to ‘community engagement’

How do we prepare students for jobs that do not exist yet?

Why ‘Fail’?

Three: A new (old) philosophy

Commons of knowledge…

Commons of knowledge…

From IP to Intellect

Commons of knowledge…

From IP to Intellect

Share, collaborate, open source

Four: Fear and Loathing in the Classroom

‘Letting go’

‘Letting go’

‘My Intellectual Property’

‘Letting go’

‘My Intellectual Property’

‘Ban all devices’

‘Letting go’

‘My Intellectual Property’

‘Ban all devices’

‘Who let them in?’

‘Letting go’

‘My Intellectual Property’

‘Ban all devices’

‘Who let them in?’

Cynicism

Five: A story of chocolate

Solidarity connections

THANK YOU…