Oceania

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

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

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

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

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

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

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

How challenging can my content be?

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

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

Early career researchers can say no, too

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

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

Flexi-learning on a shoestring

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

Making space for creativity in higher education

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

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

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

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

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

The foundational steps needed to advance online higher education post-Covid

Submitted by sara.custer on Fri, 30/07/2021 - 12:57
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The pandemic exposed the systemic failures across the higher education sector to optimise the use of technology. And while big strides have been made to plug the gaps over the past year, it has, in most cases, very much been an emergency patch and hope scenario, with one eye firmly on a return to in-person learning, rather than a sustainable long-term reform of how the sector uses technology to advance the learner experience.

Standfirst
The will to evolve is essential followed by a technology-led approach to pedagogy, student engagement and interactivity , says Steve Davies
Teaser
The will to evolve is essential, followed by a technology-led approach to pedagogy, student engagement and interactivity , says Steve Davies

Making practice publishable: a journal article-cum-podcast

Submitted by miranda.prynne on Wed, 16/06/2021 - 09:00
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Podcast
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Helen Wolfenden from Macquarie University presents a podcast offering advice on publishing or communicating research in new formats beyond the scope of traditional academic journals
Teaser
Helen Wolfenden from Macquarie University presents a podcast offering advice on publishing or communicating research in new formats beyond the scope of traditional academic journals

Digital resources now rank alongside housing, healthcare and education

Submitted by dene.mullen on Wed, 19/05/2021 - 01:01
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A recurring theme in public commentary on the pandemic has been the idea that in dire circumstances, the world made a sudden, unexpected and not entirely unwelcome jump into the future.

Standfirst
Universities, government, business and local communities must come together and provide strategic action to tackle digital poverty effectively, says Julian Thomas
Teaser
Universities, government, business and local communities must come together and provide strategic action to tackle digital poverty effectively, says Julian Thomas