Techno-literacy and blogging within a formal higher education setting

For the last two decades, higher education institutions have been actively engaged in the use of online technologies with the aim of transforming the ways we teach and learn to improve students’ learning experiences and outcomes. However, despite significant investment in infrastructure and training and a wide-scale uptake of such technologies, the promised transformative effect on student learning is yet to be actualised outside of small pockets of innovation. In this paper, we argue that one of the factors contributing to lack of qualitative large-scale transformation is students’ lack of preparedness and experience in using online tools for academic purposes. Focusing on students’ experience of a learning activity that used blogging to promote critical thinking and reflection, we draw on data from a doctoral study to demonstrate how a techno-literacy framework can be used to analyse the nuances of students’ preparedness to put such technologies to work within a formal higher education setting. We argue that, although contemporary university students are largely operationally literate when using online learning tools, they often lack the cultural and critical skills required to use such technologies in a meaningful way to support powerful learning. We argue that, for online learning technologies to transform learning, students need to be supported to develop these higher order techno-literacies.

Peer mentoring in higher education and the development of leadership skills in mentors

Purpose - We examine the question of whether peer-mentoring programs in higher education develop leadership skills in student mentors.

Methodology/approach - The various forms of peer mentoring are discussed, as well as the benefits that these programs can bestow on mentors. We then turn to a discussion of the relationship between peer mentoring and leadership, and place particular emphasis on implicit leadership theories and the research in this area. A case study of a large peer-mentoring program at an Australian university is undertaken and the various aspects of implicit leadership theory are examined in the light of comments collected from both mentees and mentors.

Findings - Evidence of implicit leadership skills of mentors was seen in the responses of mentees. However, the explicit treatment of' leadership skills in the peer-mentoring program needs to be approached in a more deliberate manner if students are to benefit fully from the experience of mentoring.

Originality/value - While the results of this study were inconclusive, it does provide a basis for further inspection of leadership development within peer- mentoring communities.

'Low income doesn't mean stupid and destined for failure': Challenging the deficit discourse around students from low SES backgrounds in higher education

The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a problem in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. "More Students in Higher ed, But it's no more Representative." The Conversation 28: 1-4] and an absence of evidence to support deficit thinking, this deficit discourse requires re-examination. Qualitative data from 115 interviews carried out across 6 Australian universities as part of a national study reveal that, contrary to the conception of these students as a problem, students from low SES backgrounds demonstrate high levels of determination and academic skills and that they actively seek high standards in their studies. This paper critically examines deficit conceptions of these students, drawing on findings from qualitative interviews with 89 successful students from low SES backgrounds and 26 staff members recognised as exemplary in their provision of teaching and support of students from low SES backgrounds. Drawing on these findings, this paper challenges the deficit discourse and argues for a more affirmative and nuanced conception of students from low SES backgrounds.

Complexities of active learning implementation in higher education in Aceh: beliefs and cultures

 This research explores the discourses embedded in the beliefs the teacher educators hold and practices of active learning in higher education in Aceh, Indonesia

Composing, performing, and reflecting: teaching and learning in higher education

This case study adds to a growing body of literature that focuses on preparing generalist teachers in music education for the primary classroom. As part of my wider research on “Pre-service teacher attitudes and understandings of Music Education,” this paper situates itself within the Bachelor of Education (Primary) teacher education course at a university in Melbourne (Australia). Drawing on student questionnaire data, observation notes, and anecdotal feedback gathered in May 2015, I discuss student understandings and perceptions of music teaching and learning in a core unit (Primary Arts Education: Music Focused Study). This paper highlights the opportunity and challenges of music composition and performance as a group assessment task. The findings show that student confidence and competence improved through the creative music process. It can be argued that music teaching and learning in a pre-service teacher context is most effective when composition, performance, listening, and reflection are interconnected. Follow up research need to be undertaken in relation to how students use songs and group work to foster creativity in their future classrooms. Limitations of the study are acknowledged and generalizations cannot be made to other pre-service teacher courses in Australia

The World Bank and higher education reform in Ethiopia: knowledge aid and its undesirable effects

This chapter critically examines World Bank (WB) support for Ethiopia, specifically for its higher education (HE) system. It is now almost commonplace for support for developing nations from International Organizations (IOs) such as the WB to be the subject of analysis and critique. Reasons for this are not difficult to discern, particularly in relation to the WB 's activities. This is because the WB is the largest external financial source for educational expenditure in developing countries in general and in Sub-Saharan Africa (SSA) in particular (Jones 2007). In fact, the Bank provides about a quarter of all external funds for education in low-income countries (LICs) (Domenech and Mora-Ninci 2009). In twenty years (1990-2010), the WB committed a total of nearly US$42 billion for education (Molla 2013b). Poor countries with low annual per capita income are eligible for the WB 's financial aid, which includes concessional outright grants and interest-free long-term loans (World Bank 2007a).

Every day you learn something : learning for life? Neighbourhood houses, adult learning and transitions to higher education

This book comes from a research project titled ‘Lifelong Learning? Neighbourhood Houses, Adult Learning and Transitions to Higher Education’ (T Ollis, Starr, Ryan, Angwin, & Harrison, 2016). This research has examined adult learning in the context of Neighbourhood Houses in the regions of Geelong and South Western Victoria.The research was conducted in 2015 and 2016 and sought to examine the learning experiences of adult learners who participate in the education programs of Neighbourhood Houses. The focus was on second chance learners and their transition pathways to higher education such as TAFE and University. A second group of learners were identified during the research process – later life learners. These learners were engaging with Neighbourhood Houses for personal interest learning and social and community connection. This small book provides a snapshot of the stories of learners who were involved in this research. It tells the lived stories of the participants, which is important as learning and education are connected with the ongoing development of ourselves as human beings. Learning is essential to our personhood and impacts on adults in terms of their welfare, health and prosperity over a lifetime. Many of the learners’ stories outlined in this book reveal checkered histories of education. Some have experienced learning difficulties, others have experienced family trauma that prevented them from finishing secondary schooling. Some of the stories describe issues related to reskilling or retraining in later life, responding to industry changes and work in the Greater Geelong and South West regions. Others were pursuing recreation and social connection and came to the Neighbourhood Houses to learn crafts, writing, photography and computer literacy skills. In almost all accounts of learning in this book, individuals had experienced less social isolation by being connected to others in the unique social environment of Neighbourhood houses.

Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours

The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1000 students. A phased approach was used, involving nine staff in a pilot phase during which a common vision and principles were developed. In short, our approach was to mandate a move away from didactic lectures to classes that involved students interacting with content, with each other and with instructors in order to attain domain-specific learning outcomes and generic skills. After refinement, an implementation phase commenced within all first-year subjects, involving 12 staff including three from the pilot group. The staff use of active learning methods in classes increased by sixfold and sevenfold in the pilot and implementation phases, respectively. An analysis of implementation phase exam questions indicated that staff increased their use of questions addressing higher order cognitive skills by 51%. Results of a staff survey indicated that this change in practice was caused by the involvement of staff in the active learning approach. Fifty-six percent of staff respondents indicated that they had maintained constructive alignment as they introduced active learning. After the pilot, only three out of nine staff agreed that they understood what makes for an effective active learning exercise. This rose to seven out of nine staff at the completion of the implementation phase. The development of a common approach with explicit vision and principles and the evaluation and refinement of active learning were effective elements of our transformational change management strategy. Future efforts will focus on ensuring that all staff have the time, skills and pedagogical understanding required to embed constructively aligned active learning within the approach.