7D -
Tracks
Track 4
| Thursday, July 11, 2024 |
| 12:05 PM - 1:00 PM |
| Room E2 |
Speaker
Dr Susan Brooman-Jones
Australian Catholic University
12.05pm - 12.30pm Relational knowing through collective sharing: Decolonising through connecting and sharing practice
12:05 PM - 12:30 PMFinal abstract
Focus
This presentation shares the outcomes of a collaborative cross-institution knowledge exchange, formed from HERDSA 2023, founded on a common belief that knowledge isn’t owned, and that decolonising the curriculum requires us to resist dominant colonial hierarchization of knowledge.
Background/context
Universities play a central role in establishing systems of knowledge production, through institutional structures, disciplines and the development of professionals: perpetuating the colonisation of knowledge (Shahjahan et al, 2022). “Curriculum and pedagogy is deeply implicated in grounding, validating, and/or marginalizing systems of knowledge production” (Shahjahan et al, 2022, p. 74). Decolonising the curriculum is an ongoing collective responsibility (Shahjahan et al, 2022). As a collective alliance of Indigenous and non-Indigenous academics, we challenge normative paradigms of neoliberal universities, that validate a certain type of knowledge, by sharing our experiences.
Description
We discovered a common focus at HERDSA 2023 and formed a cross-institution collective alliance founded on collaborative spirit, and an openness to sharing knowledge. The collective alliance has met regularly since HERDSA 2023.
Method(s)
Founded on critical self-reflection (Proud & Morgan, 2021), we examine our experience of decolonising through collective responsibility as educators. This collaborative reflective process foregrounds the lived experiences of the participants and recognises the challenges of disrupting academic norms within our own institutions.
Evidence
The outcomes are evidenced through shared documents and recorded meetings which capture our thoughts and learnings, providing a model for resisting the colonisation of knowledge. We highlight the importance of these collaborations to support our individual and collective efforts to make positive change within existing institutional structures.
Contribution
By ‘sharing our sharing’ we demonstrate the value of the reflective, collaborative journey and encourage others to be open to sharing their own knowledge.
Engagement
We invite participants to critically reflect on what they know/believe about knowledge and actively develop connections with other institutions.
This presentation shares the outcomes of a collaborative cross-institution knowledge exchange, formed from HERDSA 2023, founded on a common belief that knowledge isn’t owned, and that decolonising the curriculum requires us to resist dominant colonial hierarchization of knowledge.
Background/context
Universities play a central role in establishing systems of knowledge production, through institutional structures, disciplines and the development of professionals: perpetuating the colonisation of knowledge (Shahjahan et al, 2022). “Curriculum and pedagogy is deeply implicated in grounding, validating, and/or marginalizing systems of knowledge production” (Shahjahan et al, 2022, p. 74). Decolonising the curriculum is an ongoing collective responsibility (Shahjahan et al, 2022). As a collective alliance of Indigenous and non-Indigenous academics, we challenge normative paradigms of neoliberal universities, that validate a certain type of knowledge, by sharing our experiences.
Description
We discovered a common focus at HERDSA 2023 and formed a cross-institution collective alliance founded on collaborative spirit, and an openness to sharing knowledge. The collective alliance has met regularly since HERDSA 2023.
Method(s)
Founded on critical self-reflection (Proud & Morgan, 2021), we examine our experience of decolonising through collective responsibility as educators. This collaborative reflective process foregrounds the lived experiences of the participants and recognises the challenges of disrupting academic norms within our own institutions.
Evidence
The outcomes are evidenced through shared documents and recorded meetings which capture our thoughts and learnings, providing a model for resisting the colonisation of knowledge. We highlight the importance of these collaborations to support our individual and collective efforts to make positive change within existing institutional structures.
Contribution
By ‘sharing our sharing’ we demonstrate the value of the reflective, collaborative journey and encourage others to be open to sharing their own knowledge.
Engagement
We invite participants to critically reflect on what they know/believe about knowledge and actively develop connections with other institutions.
Biography
Dr Susan Brooman-Jones (she/her) is a white woman, Senior Lecturer and Academic Developer at Australian Catholic University. Susan’s background is in teaching academic literacy and communication to students from non-traditional backgrounds. Susan’s recent focus has been on embedding graduate attributes in the curriculum to facilitate engagement with the university’s values and Mission. Susan’s key area of interest is facilitating inclusive teaching practices that value diversity and enable wider participation through critical self-awareness.
Dr Jessica Russ-Smith
Australian Catholic University
Co-presenter
Biography
Dr Jessica Russ-Smith (she/her) is a Wiradyuri Wambuul woman, Senior Lecturer and Academic Developer of First Peoples Curriculum at ACU, non-executive Director for the Australian Association of Social Workers (AASW), and a Social Worker. Jess’ research and curriculum development relates to Indigenous sovereignty, embodying sovereignty, decolonisation, decolonising health and education, critical Indigenous and critical Whiteness studies, Indigenous social work, ethics, activism, working with Aboriginal children and young people, Positive Behaviour Support Plans, artificial intelligence and Indigenous data and intellectual sovereignty, and experiences of Indigenous researchers. Her passion and focus is on creating decolonising and critical learning spaces for students, staff and practitioners which honour and are guided by Indigenous knowledges and support critical practice in the academy and field.
Assoc Prof Eva Heinrich
Massey University
12.35pm - 1.00pm Addressing the two distinct challenges of online proctoring with student interests in mind
12:35 PM - 1:00 PMFinal abstract
Focus
The showcase presents research outcomes aimed at guiding future research into the development and application of online proctoring systems and approaches.
Background/context
The online proctoring of exams has seen a big upturn over the years of the Covid-19 pandemic as a sudden increase in demand coincided with a maturing of artificial intelligence technology. While some authors (e.g., Swauger, 2020; Silverman et al., 2021; Lee and Fanguy, 2022; McKenna, 2022) fundamentally oppose online proctoring, others (e.g., Dawson, 2020; Coghlan et al., 2021; Selwyn et al. 2023) are open to its well-considered use.
Description
The research agenda is to contribute to the appropriate use of online proctoring in higher education, with a particular focus on data privacy and security issues related to the personal data involved in proctoring and control over the data gathered.
Method
The research forms an intentional exploration from an interpretivist perspective, following the arguments outlined by Breitkreutz (2022) and building on Wolfswinkel et al.’s (2013) arguments for applying a grounded theory approach in reviewing literature.
Thirty online proctoring systems were reviewed based on their publicly available descriptions with focus on company background, proctoring approach, privacy and security.
Evidence
The study shows the lack of transparency regarding data privacy and security linked to the proprietary nature of systems and the impact of advanced proctoring technologies on data collected.
Contribution
The research divides online proctoring into the distinct challenges of ‘proof of candidate identity’ and ‘prevention of access to not approved resources’. It shows how to address those challenges in a way honouring both student interests and assessment integrity. A call to the education sector asks for leadership instead of reliance on commercial providers.
Engagement
The presentation will challenge to audience to brainstorm ideas for taking the development and application of online proctoring systems forward into new directions.
The showcase presents research outcomes aimed at guiding future research into the development and application of online proctoring systems and approaches.
Background/context
The online proctoring of exams has seen a big upturn over the years of the Covid-19 pandemic as a sudden increase in demand coincided with a maturing of artificial intelligence technology. While some authors (e.g., Swauger, 2020; Silverman et al., 2021; Lee and Fanguy, 2022; McKenna, 2022) fundamentally oppose online proctoring, others (e.g., Dawson, 2020; Coghlan et al., 2021; Selwyn et al. 2023) are open to its well-considered use.
Description
The research agenda is to contribute to the appropriate use of online proctoring in higher education, with a particular focus on data privacy and security issues related to the personal data involved in proctoring and control over the data gathered.
Method
The research forms an intentional exploration from an interpretivist perspective, following the arguments outlined by Breitkreutz (2022) and building on Wolfswinkel et al.’s (2013) arguments for applying a grounded theory approach in reviewing literature.
Thirty online proctoring systems were reviewed based on their publicly available descriptions with focus on company background, proctoring approach, privacy and security.
Evidence
The study shows the lack of transparency regarding data privacy and security linked to the proprietary nature of systems and the impact of advanced proctoring technologies on data collected.
Contribution
The research divides online proctoring into the distinct challenges of ‘proof of candidate identity’ and ‘prevention of access to not approved resources’. It shows how to address those challenges in a way honouring both student interests and assessment integrity. A call to the education sector asks for leadership instead of reliance on commercial providers.
Engagement
The presentation will challenge to audience to brainstorm ideas for taking the development and application of online proctoring systems forward into new directions.
Biography
A/Prof Eva Heinrich is the founding Executive Editor of Advancing Scholarship and Research in Higher Education and has previously served as Lead Editor of the Australasian Journal of Educational Technology. She is a member of the HERDSA Executive where she serves on the funding and publication portfolios. Eva’s research interests include learning technologies, assessment, blended learning and academic development.
Chair
Denise Jackson
Edith Cowan University
