accessibility - jcu.edu.au€¦ · • accessibility can be defined as an approach designed to...
TRANSCRIPT
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
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
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
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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
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
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
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
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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
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
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
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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
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
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
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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
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
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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
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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
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
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
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)
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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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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
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
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
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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
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
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
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Boundy K (2008) ―Are You Sure Sweetheart That You Want to Be Welllsquo An Exploration Of The Neurodiversity Movement Radical Psychology httpradicalpsychologyorgvol7-1boundyhtml
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Brown J S Collins A amp Duguid P (1989) Situated cognition and the culture of learning Educational Researcher 18(1) 32ndash42
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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
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- references
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- references
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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
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
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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)
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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
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
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
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- references
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- references
-
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
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
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
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
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
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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
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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
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
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
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
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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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
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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
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
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
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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
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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
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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
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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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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
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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
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
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
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- references
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- references
-
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
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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~
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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
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
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
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-
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
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
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
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
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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
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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
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
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
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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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
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
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
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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
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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
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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)
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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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- references
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- references
-
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
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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
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
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
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- references
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- references
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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
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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
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
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
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
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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)
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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
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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
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- references
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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
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
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
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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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
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
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
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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
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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
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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
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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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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
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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
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
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
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- references
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- references
-
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
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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
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
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
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
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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
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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
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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
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- references
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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
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
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
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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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
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
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
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)
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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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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
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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
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
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
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- inclusive-TEL
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- references
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- references
-
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
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
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
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
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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
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
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
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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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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
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
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
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- references
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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
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
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
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
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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
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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
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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)
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Peters S (2000) Is there a disability culture A syncretisation of three possible world views Disability amp Society 15(4) 583-601
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- references
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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
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
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
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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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
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
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Boundy K (2008) ―Are You Sure Sweetheart That You Want to Be Welllsquo An Exploration Of The Neurodiversity Movement Radical Psychology httpradicalpsychologyorgvol7-1boundyhtml
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Brown J S Collins A amp Duguid P (1989) Situated cognition and the culture of learning Educational Researcher 18(1) 32ndash42
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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
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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)
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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
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Weller M (2009) Using learning environments as a metaphor for educational change On the Horizon 17(3) 181-189
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- references
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-
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
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
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
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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
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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
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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
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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
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
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
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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
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
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Boundy K (2008) ―Are You Sure Sweetheart That You Want to Be Welllsquo An Exploration Of The Neurodiversity Movement Radical Psychology httpradicalpsychologyorgvol7-1boundyhtml
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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
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Weller M (2009) Using learning environments as a metaphor for educational change On the Horizon 17(3) 181-189
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- references
-
- references
-
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
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
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
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
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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
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- references
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- references
-
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
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
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
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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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
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
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- references
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- references
-
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
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
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
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
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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
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
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
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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
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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
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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
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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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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
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
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
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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
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
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
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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
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
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- references
-
- references
-
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
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
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
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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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
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
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- references
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-
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
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
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
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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
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World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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
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
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- references
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- references
-
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
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
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
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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
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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
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
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
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- references
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-
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
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
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
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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
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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
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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
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
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-
- references
-
- references
-
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
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
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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)
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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
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-
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
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
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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)
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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
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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
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from httpwwwunescoorgneweneducationthemesleading-the-international-agendaefareport
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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
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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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- references
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- references
-
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
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
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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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
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-
- references
-
- references
-
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
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
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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
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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
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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
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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)
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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]
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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
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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
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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
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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
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-
- references
-
- references
-
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
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
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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
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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)
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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
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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
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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
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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
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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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- references
-
- references
-
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
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
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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
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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
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
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- references
-
- references
-
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
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
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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
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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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
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
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-
- references
-
- references
-
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
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
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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
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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
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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
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
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-
- references
-
- references
-
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
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
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Brown J S Collins A amp Duguid P (1989) Situated cognition and the culture of learning Educational Researcher 18(1) 32ndash42
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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
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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
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- references
-
- references
-
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
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
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Boundy K (2008) ―Are You Sure Sweetheart That You Want to Be Welllsquo An Exploration Of The Neurodiversity Movement Radical Psychology httpradicalpsychologyorgvol7-1boundyhtml
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Brown J S Collins A amp Duguid P (1989) Situated cognition and the culture of learning Educational Researcher 18(1) 32ndash42
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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
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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)
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Gaad E (2011) Inclusive Education in the Middle East New York and London Routledge
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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
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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
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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
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Nielsen J amp Mack R L (Eds) 1994 Usability inspection methods New York Wiley and Sons Inc
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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
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United Nations Convention on the Rights of Persons with Disabilities Status of Signatories and Parties (2011) ARES61106 Chapter IV (15)
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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- references
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-
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
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
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- references
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- 03
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- 06
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-
- references
-
- references
-
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
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
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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
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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
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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)
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Gaad E (2011) Inclusive Education in the Middle East New York and London Routledge
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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
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Helsper E J amp Eynon R (2010) Digital natives Where is the evidence British Educational Research Journal 36(3) 503 - 520
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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
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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
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Oblinger D (2008) Growing Up with Google - What it means to education Emerging Technologies for Learning 4 (March 2008)
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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
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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
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
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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
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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)
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Gaad E (2011) Inclusive Education in the Middle East New York and London Routledge
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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
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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
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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
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
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- references
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- references
-
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
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
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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
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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
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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
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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
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- references
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- references
-
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
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
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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
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Deleuze G and Guattari F (1996) What is Philosophy New York Colombia University Press
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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
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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
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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
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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
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Nielsen J amp Mack R L (Eds) 1994 Usability inspection methods New York Wiley and Sons Inc
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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
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Vygotsky L S (1978) Mind in society (M Cole V John-Steiner S Scribner amp E Souberman Eds) Cambridge MA Harvard University Press
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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
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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
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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
World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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- references
-
- references
-
~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
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
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Boundy K (2008) ―Are You Sure Sweetheart That You Want to Be Welllsquo An Exploration Of The Neurodiversity Movement Radical Psychology httpradicalpsychologyorgvol7-1boundyhtml
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Brown J S Collins A amp Duguid P (1989) Situated cognition and the culture of learning Educational Researcher 18(1) 32ndash42
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Bruns A (2008) Blogs Wikipedia Second Life and Beyond From Production to Produsage New York Peter Lang
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Gaad E (2011) Inclusive Education in the Middle East New York and London Routledge
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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
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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
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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
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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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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
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
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- references
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- al
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-
~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
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
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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
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Helsper E J amp Eynon R (2010) Digital natives Where is the evidence British Educational Research Journal 36(3) 503 - 520
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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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- references
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- al
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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
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
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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
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Helsper E J amp Eynon R (2010) Digital natives Where is the evidence British Educational Research Journal 36(3) 503 - 520
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- references
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- references
-
TRANSFORMATIVE PEDAGOGY
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
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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)
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Gaad E (2011) Inclusive Education in the Middle East New York and London Routledge
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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
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Helsper E J amp Eynon R (2010) Digital natives Where is the evidence British Educational Research Journal 36(3) 503 - 520
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- references
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- references
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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
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Gaad E (2011) Inclusive Education in the Middle East New York and London Routledge
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Helsper E J amp Eynon R (2010) Digital natives Where is the evidence British Educational Research Journal 36(3) 503 - 520
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- references
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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
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-
- references
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- al
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- references
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-
William Gibson (1999) once suggested that The future has already arrived Its just not evenly distributed yet
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Boundy K (2008) ―Are You Sure Sweetheart That You Want to Be Welllsquo An Exploration Of The Neurodiversity Movement Radical Psychology httpradicalpsychologyorgvol7-1boundyhtml
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Bruns A (2008) Blogs Wikipedia Second Life and Beyond From Production to Produsage New York Peter Lang
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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
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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
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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
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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
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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
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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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- 08
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-
- references
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- al
-
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- references
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-
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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
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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
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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
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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
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Peters S (2000) Is there a disability culture A syncretisation of three possible world views Disability amp Society 15(4) 583-601
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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
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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
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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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- 08
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-
- references
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- al
-
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- references
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- references
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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
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Vygotsky L S (1978) Mind in society (M Cole V John-Steiner S Scribner amp E Souberman Eds) Cambridge MA Harvard University Press
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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
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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
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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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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
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World Wide Web Consortium (2008) Web Content Accessibility Guidelines 20 (WCAG 20) Retrieved 13 February 2013 from httpwwww3orgTRWCAG20
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