 Hello everybody and welcome back. I've got to say that's my favourite little jingle. And it's great to see so many people coming into the sessions. You're in for an absolute treat. It's my pleasure and privilege to introduce Dr Johanna Funk from the College of Indigenous Futures, Charles Darwin-Uni, and we've been chatting beforehand about the Bower Bird, about how wonderful this international space is and how, as Jo says, nobody is faking it. And to be in such an authentic space is a privilege. Jo, you're going to be talking to us about your research into open practice and workforce capabilities. So I'm going to show up now. Hand over to you, my darling. Thank you. Okay, so as Lou just said, I'm Johanna Funk. I'm from Darwin in the top end of Australia. And I'm going to be talking a little bit about my Gojiyan fellowship that I'm just about to complete in exploring links between the cultural studies content I'm teaching here and open practice and job readiness. I acknowledge the traditional owners of the land on which I'm sitting tonight. Here in Darwin, it's Flarekia country. Darwin sits on. I want to extend my respects and acknowledge the elders past, present, and emerging on the countries here, as well as where you're sitting today. This is a cultural protocol and shifts cognitive fears and situates ourselves in relation to the knowledge, to respect the frameworks shared by us by the senior authorities also involved in this work I'll share with you today. So where I am just very quickly, this is Darwin up here. And we've got a population up here, but maybe 200,000 with the COVID, COVID input. Our CDU here is a dual sector university, blended delivery. About 30% of students are actually on campus here in Darwin. The rest are across Australia. And there's only about 20,000 of them. We also have a very significant vocational trade sector as well. The federal situation in Australia in higher education has been interesting. And some of you may be familiar with the big job ready focus, but that's actually ended up in humanity's courses being doubled in price. The sciences meet nursing and teaching, fortunately for us in our college. We've been restructuring for about five years. And we've just amalgamated with College of Education. So it's kind of like indigenous futures and education now, which is really great for those of us that work in a lot of interdisciplinary ways. I renovated this curriculum because it's also an interdisciplinary curriculum for the students who join us from across the colleges in the entire university. So I have IT students, engineering, health, midwifery, teaching, free service teachers, etc. So we worked with some senior people to renovate the curriculum after it had been running for 10 years. And with this job ready focus, I had this bugbear about how it was kind of excluding in the same kind of funding package as the humanities ideas and the way that I happened to teach in humanities. So I decided to look at that in my fellowship, which built on my PhD very briefly was a four case studies focusing on social policy projects at the Northern Institute at CDU. And those four online digital projects intersect at indigenous knowledge systems, social policy and workforce development, such as, you know, as you can see there, police and fisheries and these types of things, and biosecurity frameworks, as well as the online and open contingent of it or aspect to it. So a lot of participants actually were authoring the resources. That's a really complex thing that I'm taking forward into the practices in the unit that I'm teaching, because these come intercultural context really as a lot of us are starting to really discuss a lot more aspects of open art always monolithic in these situations. So I've got a mentee link in the chat for those of you who want to participate. I also have some questions about how people might be experiencing some of these principles in their settings. What I found from my thesis and also how I'm translating that into the fellowship was how we use language develops understanding about different concepts, how we situate learning in realistic context for students that re-centres their experience of their learning so that they feel confident going out of our classes and also transforming that provision and dynamic into a participatory authorship and exercising of people's knowledge sovereignty. So if you want to have a think about that, the mentee links in the chat again, this slide will come up again, but as well feel free to put something in a chat if you want to. So how that translates into workforce, I thought, well, when we do OEP in our work jobs and our jobs, we perform our technical and professional duties, we contribute and communicate in a lot of different ways. We are especially working remotely if we're lucky to have the kind of job that allows that. And those open practices enable us to then situate our work and review and share our work with people. And so we're encouraging students to work and understand different perspectives across colleges so that they can then relate it to other wicked problems they're going to have to solve in their lives. And finally, we can incorporate OEP with these culturally informed perspectives on what a workforce actually might be and how workforces have their own cultures. And that the learning might actually be something that extends beyond the classroom into civic responsibilities and understanding about including people in knowledge practices. So some examples are just checking my time, pardon me. This is the first one. These are the wonderful senior authorities and young lecturers we've been working with. They put together this framework that's acted as a kind of backbone for the entire unit. This is like cultural knowledge authorities literally talking about ways of being and doing in the world. And so Ian at the top left there provided this map of Wanga, which is land, and how stories and language and rules and how we do our jobs are all related to these stories and these ideas here shared by Boko Noe, Marcie, Steven, Joy, and Benjamin Boy. So these are these wonderful people that we worked with for a week before we developed the rest of the unit. We also assign assignments based on real world events and this is a little bit sensitive, but we create a space that's really safe for students to not take sides but engage in seeing multiple perspectives, engaging their critical thinking. We open up the discussion boards for them to share drafts and ideas and demystify a bunch of the western critical engaged pedagogies that some of some students aren't used to. There are a lot of students that are used to taking exams, so we share that. Oops, pardon me. We also polled students to develop some consent around how they want to spend their learning, so that developed a really nice high-flex model in the unit, so out of 500 students every semester only about 100 show up every week for online during our tiny pivot here we had in the territory of six weeks, but that also enables students to not have to feel like they have to come to class even if they are enrolled internally. Those discussion board actually sharing, you'll see that like 400 students shared a draft of their assignment. I'm just going to tell you, I drop a little thing in there that we've actually seen a huge drop in plagiarism, so I don't know what their relationship is there, I'm still doing my analysis, but we might be doing something right. We also have a press books that students have added their work to and it's also kind of motivated a lot of students to share their work for a different audience and budding writers and journalists. So with those examples in mind I went through the developmental evaluation and every semester for the fellowship I evaluated and adjusted the previous or the next one with using the principles for my PhD, the graduate attributes, as well as digital information literacies and workforce readiness criteria from multiple government and corporate research documents that I trolled through. I analyzed the unit content and processes but also had ethical clearance to use student evaluation comments which were already de-identified and work samples that mentioned their learning experience. Excuse me. These are the workforce readiness skills. Does any of that look familiar? Any of those skills? It's actually quite interesting. I think some of those skills to me look like a lot of the stuff that happens when you're collaborating and doing open practices. So once again, how do you see these principles and practices showing up in your settings and what is the most useful in your open practice? Do you think about how you use language to develop multiple different skills? I mean these these principles of engagement and cultural capability are also really held up I think by the open practices that that we're using in the classroom. Online in high flex and asynchronous ways it's actually been a really wonderful and I'm about to show you some wonderful feedback samples from just a tiny tiny bite of what students have said about connecting with other students about becoming a primary school teacher, being able to communicate on sensitive topics, being a male in my engineering profession I need to understand I have privilege. I need to be more self-open and reflective as a psychologist. In my IT career I'm going to build more respect for my team members. In a male dominated industry I need to mitigate the imbalance. I will use my privilege in the humanitarian aid field to promote more equity. So students are using this language but they're also talking about how the the learning experiences help them and this last comment is wonderful because she says she wants to emulate or she if he wants to emulate what they've experienced online. So the anonymity and simultaneous inclusivity has helped them achieve the learning outcomes and I think that was a really nice way to put it because that's that lurking is still learning new IT skills, critical thinking strategies, all that was up here. So I was really chuffed to find a few of those things. I'm going to dig a little bit deeper into into some of that data. Oh I'm ahead of time but again just to look back at the how people can manage their time and their delegation skills, gaining independence and confidence for future tasks, openness and open and safe place to work collaboratively. So we're really happy that students felt that way especially in such a huge unit with like I said over over over 500 students the three times to five times a year. So thank you very much. I don't know if I've got time but I would really love to share my zine if possible if no one has any questions but I also need to remember to spruke the second round of the fellowship with this link here. It's an amazing opportunity and this just really set me up for something to press on with after the big PhD swamp. So thank you so much again Gojian. Do consider joining or getting involved or promoting it in your setting for the students that are working through their open practice research. One more minute. Here's my zine. So this is my zine. I'm excited about. Can I share it? Do I have enough time? Oh please go on. So again I'm learning how to communicate better with my research outputs to different audiences and so I did this thing about sharing what I do with the visual thinkery workshop on Tuesday. So I did this cute little thing. So this story is like I create space. Students need space. Thank you. I can't see myself. Students need space in online learning. I give them tools to build their learning in their way and they feel they own their own learning and feel confident in their world and I was really proud of myself because I didn't use any teacher talk or any of that big theory jumbo stuff that my brain's been in as a PhD student for so long. So back to my primary school days. So thank you very much. I would love to hear what you've got to say. Do you have anything to say? People are really blown away by how thought provoking that was the results that you had there and in particular quite a few people really loving the model and really struck by that thing you said you've still got to examine it. I understand but so much less plagiarism and lots of speculation going on in the chat about why that might be. I mean what are your initial thoughts? We're not holding you to it because we know you still got to look at that data but what are you thinking? Oh I'm so excited because I you know this thing about work readiness has already given me a bit of a bugbear because of it's coming from a certain source but it's always been something that I've always always wanted to offer students in terms of a very practical outcome. I mean we're lucky excuse me we're students that like to learn and stay in school and continue to engage in that space but a lot of students have the outcome in their mind of I want to work out there and so I wanted to just try and find ways to keep linking and I've I've started working with the engineering and IT college and I've already got a few interviews of industry reps talking about their workplaces as cultural settings but they're using industry language so that's a very cool development that I'm starting to grow a bit more. That sounds so interesting and I think yeah Catherine they're wonderful Johanna and Go Gien and yeah really resonating with what you are saying I think it was Verena in the chat who was saying you know maybe we need I can't think of your exact words Verena but maybe we need to think differently now about how open educational pedagogies make a real difference to what we think in our plagiarism yeah what to of course Verena said it's so much better than me to what extent does open educational practice or pedagogy reduce plagiarism in a digital age yeah I think that would be amazing because I'm not trying to make too many correlations I mean we've obviously done a lot of different stuff in the unit but I you know I had taught it before we renovated the curriculum and it had been running for 10 years and there was a big difference in a lot of things so that's one thing but I also think you know I've also kind of cringed a little bit about the the it's so almost so conservative to try and align open practice with the job readiness agenda and these types of things that I'm like well that's actually not what I'm coming from because I'm actually saying that the open practice already does all this stuff so we don't have to create this entirely new thing about job readiness it's just adopting some of these practices and get students involved in their learning maybe they might feel more confident in their world and they join it more so the student feedback has shared a little bit of that sorry I you went quiet yeah no no I was I think Isabel quite rightly is helping me manage my many dying devices here bless her sorry as well but I think there's been echoes throughout the two days of you know let's be just really pragmatic here about you know people want jobs they want to be ready for work they want wholeness they want to be trusted don't we always as students and you know that's sort of a real new approach that that there have been so much resonance between what you've talked to us about now Joe and Christina Hendricks is saying she's working on a research project right now about students writing open case studies and they've talked a lot about learning to site and making sure they're doing it correctly rather than you know that citation is a practice that has reason Christina isn't it rather than just do it this way and just do it that way and we'll keep you on the outside right and I've had a lovely conversation just this morning I taught a very early class this morning so and it's like 12 30 here now so I'm like a little bit out of it today so pardon me more than usual but I had a lovely chat with a student today who's new to all of this and I said well it's kind of like acknowledging the traditional owners you know in that situation we're in an institution that does this academic practice and all these people did this work before us and we're just using it to bump up what we think so you you tell you know so tell me a story about that so I encourage those two because they're also from so many different backgrounds that they're not obviously going to be academics all of them so yeah me and myself it's a beautiful place to end thanks to everybody who's come along and for an amazing conversation in the chat Joe you can catch up with it later on YouTube thank you my friends so much for coming along I know you're not feeling a hundred percent but full of energy full of life and full of thought I'll just have my door shut you take care good