panel discussion: how do we enable opportunities for lifelong learning? education professor sally...
TRANSCRIPT
Panel Discussion: How do we enable opportunities
for lifelong learning?
Education
Professor Sally KiftDeputy Vice-Chancellor (Academic)
James Cook University
learn·ing /ˈlərniNG/
NounThe acquisition of knowledge or skills through experience, practice, or study, or by being taught.Knowledge acquired in this way.
Synonymsknowledge - scholarship - erudition - science - lore
learn·ing /ˈlərniNG/
How to enable learning
opportunities??
Enabling Opportunity: The Five (5) As
Awareness
Information, advice & guidance
Aspiration
Encouragement, informing/ raising expectations
Achievement
Good learning (and teaching), scaffold for success, motivating
Affordability
Uni/learning for all, financial support, open source
Access
Accessing & signposting to support & pathways
Awareness – information, advice & guidance
Aspiration – encouragement, informing/ raising expectations
Achievement – good learning (and teaching), scaffold for success, motivating
Affordability – Uni/ learning for all, financial support, open source
Access – accessing & signposting to support & pathways
JCU: The Why.
http://www.getintouni.info/2014/02/ixl-academic-excellence-program-a-hit/
Thanks to Ms Kylie Davis, JCNN Editor
21,000 students; 5,000 staff; 4 Faculties
Campuses: Townsville, Cairns, Singapore & Brisbane
Study Centres: Mackay, Mt Isa, Thursday Is, Atherton & Malanda
Student Diversity Indigenous 4.3%Low SES 20.3%Regional/Remote 24.0%First in Family ~60%International 30.4%
James Cook University
University outreach and engagement
Many and varied foci to stimulate interest in learning– EG, Outreach with current federal government funding –
School partnershipsAboriginal & Torres Strait Islander engagementPathways and enabling
Focus on engagement:Across 500,000 square kilometres 54 identified Priority Schools;
[>100 schools – Years 5/6 to Year 12 (transition points)] 8 Community Hubs[Post-school leaver & adult; school]
Scope and ScaleAcross both Projects, key “scope and scale” considerations underpin approach to design, delivery and resource allocations:
Geographic footprint – Delivery across an area spanning 500,000km2
Remoteness and isolation of priority partners
Scale of deliverables: - Number of schools & partners - Stakeholder identification and respectful relationship building
- A framework across Y5/6 to Y12; Post-school & Adult cohorts - Framework v. flexible provision to meet diverse partner needs
Delivery obligations v. short HEPPP timeframe for implementation - Design underpinned by existing research & good practice
- Action Learning approach, ongoing evaluation informing practice in real time
Scope of, and issues identified with conducting, research and evaluation - Collaborating with e.g. QLD consortium, TCI, partners- Contribution to national conversations
o 500,000 square kilometres o 54 identified Priority
Schools; [>100 schools] o 8 Community Hubs: eg
Charters Towers; Mt Isa, Thursday Is, Atherton Tablelands, Northern Peninsula Area, Cassowary Coast.
Slide courtesy of Emma Thomas, JCU
University outreach and engagement
Framework, Toolkits, Initiatives, Resources: egForums for input, advice and feedback/sharing
Activities and resources to support engagement [Human; online and face-to-face] Student ambassadors and other role models
Professional development/ capacity building for key influencers Formal partnerships and working
frameworks with 1) Schools 2) Communities Residential camps
Get Into Uni Y10 Camp: some data (2012)
Comparison of Participant Evaluations Pre- and Post- Camp% of Student participants rating “Strongly Agree” or “Agree”
I think the Camp will help me with schoolwork
The Camp was a good idea for me!
The Camp got me more motivated for school
The Camp has encouraged me to think
about University
89%
95%
98%
98%
Slide courtesy of Emma Thomas, JCU
Recent display for Earth Hour
Sea level rise demonstration
https://twitter.com/dkernohan/status/250889990828089344/photo/1
Learning &“MOOCs”
http://www.youtube.com/watch?v=eW3gMGqcZQc#t=73
Research about Our Region: The State of the Tropics
http://stateofthetropics.org
Over the past half-century the Tropics has emerged as an increasingly critical region. More than 40% of the world’s population
now lives in the tropics and this is likely to be close to 50% by 2050. The region generates
around 20% of global economic output and is home to some 80% of the world’s
biodiversity.
The State of the Tropics Report … will answer a very simple question: “Is life in the tropics getting better?” The Report will
analyse a range of environmental, social and economic indicators to answer this question. The analysis will shine a bright light on a variety of key issues and provide a foundation for policy makers,
geopolitical analysts and other stakeholders to examine in greater detail the tropics and the major issues affecting it.
Programs designed to increase opportunities, particularly for under-represented groups, to access, participate and success in university education. • Many pathways
• Diploma of Higher Education• Tertiary Access Course• TAFE qualifications• Prior work and learning
experiences • Support and help available• Financial help available
Panel Discussion: How do we enable opportunities
for lifelong learning?
Thank you.