Education Archives - Page 9 of 10

13/09/201627/11/2016

Happy Chinese Teacher’s Day

I knew this would be a busy week – all my 4 classes have assessments due, which means an intense week of marking, uploading feedback, moderating scores and dealing with student (and my own) associated paperwork, technical difficulties, administration and all the general ballyhoo that goes with a convergence of assessments.

Happy Chinese Teacher’s Day!

So imagine my surprise when out of the blue, I get and email from an ex-student that I worked on a bridging program to get into uni. He was on campus looking for me – to give me a present – as it was Chinese Teacher’s Day (on Saturday). He finally tracked me down, scouting across campus and hauling his wrapped gift with him, until we managed to catch up two days later when I was back on campus. Today we met for coffee and he gave me his present (see below) as a thank you for being his favourite teacher.

He described the thought and time he put into looking this gift and how he remembered I love bicycles. It was a lovely surprise. We talked about what some of the symbolism in the picture might mean and we retold stories for our old class days.

I was deeply touched to have such an unexpected gift, presented with such genuine gratitude. Especially when juxtaposed against such a hectic week. This lovely interlude reminded me of the importance and valuable of education and authentic interaction. I treasure such moments and am really humbled to meet students at a certain point in their life and have the opportunity to work with them – but then see them move on and go their own way.

Having a chance to reconnect with students and hear what they are doing and what has transpired since we last met, is a part of my work that I adore. Some stories are hard, most are good, but to have a personal link and connection with each of them is truly remarkable.

Did you have one particularly good teacher?

Did you have a teacher who made a difference in your life? We remember the good ones (and the bad ones) and not many in between. Have you ever gone back to revisit a teacher after leaving school? If you have – share you experience in the comments below, I’d love to hear how it went!

18/08/201629/11/2016

PhD Lit Review – 6 Months Review

This week I saw my supervisors for a meeting as it is my PhD 6-month review. We were meeting to discuss my PhD Lit Review. I’ve not had a meeting with them for a while as we’ve all had things on – I’ve been working on my Lit Review, one had long service leave and the other has been working hard for the start of the Uni semester.

I’ve been keeping busy and trialling different productivity techniques and activities to varying degrees of success. I’ve missed not meeting my supervisors each month. I like the routine, and it gives me enough time to get some work done and work towards the next deadline.

I’ve been struggling the last month with my Lit Review as I’ve found myself summarising the issues to do with my topic and not fully critiquing the references as I’d like to be. I chatted to a few other full-time PhDer about getting their lit reviews done and it the consensus is that it is on ongoing progression that you keep coming back to. I asked my supervisor to see her original thesis she wrote in 1999, which she gave me a copy. I’m keen to see to what degree and how she critiqued her sources, synthesised content and expressed her analysis and critical thinking about the methodologies and theoretical frameworks – I know I have to work on these areas for my own lit review.

My primary supervisor suggested I look at the online RMIT Lit Review material as she thought it was helpful. However, I like the practicality and find having examples more instructive, so the UQ Reviews with examples is more my style – especially seeing as though there is extra downloadable info.

But to get me back on track – I’m going to first head to Randolph’s (2009) A Guide to Writing a Dissertation Literature Review, which is clear, informative and has some great info. I’ve extracted the following two tables from said article.

I find this first table useful to approach readings, and I like the idea of having questions to answer or a focus to draw out – it also helps hone key terms, methodologies and points for comparison that I would not otherwise necessarily have looked for – but most importantly I like the reminder, and I’ve found it invaluable in relation to looking for disruptions and gaps in some research aspects.

This second table is a useful editing and content refinement checklist. It helps keep me honest, structured and stimulated content inclusion and points that I need to clarify, include or emphasize. I think ultimately, I will incorporate ideas from all these three sources. After a week of marking course work (this week) and having a little mental break from my Lit Review, I’ll use these resources as stimulus to get stuck back into it and refocus the themes and work on increasing the level of critical analysis – which is probably a good thing as this will be my main task at least up until November.

09/07/201614/07/2016

NAIDOC Week 2016

3 – 10 July 2016 is NAIDOC Week in Australia.

NAIDOC stands for the National Aborigines and Islanders Day Observance Committee – and this week is a national celebration of Aboriginal and Torres Strait Islander history, culture and achievements. This week aims to recognise the contributions that Indigenous Australians make to our country and our society. As such, there are lots of local, regional and national events, gigs, meetings, exhibitions, public get-togethers and awards from all over Australia.

To celebrate this week, I’m following up on a NSW collaboration between Austcycyle and Cycling Australia Aboriginal Bicycle Safety Program. This program was funded by NSW Roads and Maritime Services and saw over 1,000 remote and rural 3-16 year old Aboriginal kids in 47 different locations have access to learn bike handling skills and how to safely ride bikes. This is an ongoing touring program aimed at reaching some of the more remote areas in NSW.

The participants undertake practical and interactive activities about safety gear like helmets and most interestingly, have a qualified bike mechanic that helps kids learn about bike maintenance and bike servicing. This is especially important as many of the bikes participants bring to use are hand-me downs (often third of fourth owners) and are either not working effectively, are in need of repair or have some safety defect – (mostly no brakes). Being on remote communities means that kids have limited access to repairs and bike parts. Kids who owned bikes bought them in to be repaired and assessed and then used them the practice skills and drills for better and safer riding.

There are a number of similar programs, and it seems that NSW is the national leader in actively promoting safe bicycle for aboriginal kids. Some of the other projects, such as Let’s Ride Delivery Centre in NSW run the same program, but from their centralised facility. If school truely is about learning skills for life, teaching bike riding and providing access to maintain and repair older bicycles is a productive and immediate way to empower regional aboriginal kids.

This program is great as it has a central hub that can continue to delivery the program, but the outreach projects that tours to remote communities who would otherwise not have access to such programs, is a great balance between resource management and service delivery. With little entertainment and attention provided in isolated communities, bike riding is a popular way for kids to get around, socialise and keep active. A large part of these programs is focused on safety and education about helmet wearing, as aboriginal kids are the most reluctant cycling group to use cycling safety equipment – and coupled with dangerous or defective bicycles and an often reduced access to full medical facilities, aboriginal kids have a disproportionately higher rate of accidents and injuries compared to their other cultural counterparts.

It is great to see such programs moving further out to reach more people and getting more people out and about riding bikes.

27/05/201627/05/2016

Using Bicycles to teach Systems Dynamics

I recently found an older academic paper that was published from the Uni of Illinois from 1989 reporting on an ‘innovative approach’ to teaching mechanical engineering undergrad students System Dynamics. It involved the students investigating open-ended engineering design questions in relation to bicycles for a full semester. I love how in the introduction section pointedly justifies that ‘the bicycle is not a trivial topic, as one might suppose at first glance, but it is a rather formidable subject of study’ (Klein, 1989, p 4).

Bicycles challenging engineering ‘truths’

The paper goes into detail about the learning, philosophical and pedagogical principles for using bicycles as the instruction tool and how the program, class and resources were managed and major beneficial outcomes from the program.

The students applied a number of the theoretical concepts they were learning in class to the bicycles, thus modifying bicycles to take into account engineering qualities such as ‘zero-gyroscopic’ bicycles, which are ridable and therefore refute a common held scientific misconception that it is the gyroscopic effect of a bicycles rotating wheels that keep the bicycle upright -mythbusted!

Engineering modifications

The students put the bicycles through a number of different hardware modifications (such as flyball governors, raw egg dynamics, hydraulic servomechanisms and Passive R-L-C circuits) and apply various calculations and manoeuvrer to the bikes to test an array of laws, theories and modelling dynamics. One of the most successful modifications the students applied was a rear-seated bicycles. Overall, many of the augmentations to the hardware that the students applied were evaluating outcomes of how power, stability, dynamics and functionality to see how they were effected.

So can they now answer..

Also, the engineering students were required throughout the semester to write their findings up in essays, of which included topics like:

28/04/201619/01/2017

Shut Up & Write Workshops

Being away in Cairns for the 2016 UCI World Cup was a brilliant thing to do and I had a ball, but it meant that I have not done any work on my Lit Review for a week. I made an effort to achieve some writing goals before I left, as I wanted to be sure I had some content on paper to come back to.

I have noticed that at this early stage, often my writing time was being sabotaged. Usually, occurred when I got caught up in editing whilst I was writing, or looking for a reference, or feeling like what I was writing was too close to what I had just read, so I would scrap it and start again. This means that it takes a lot of time to produce a relatively small amount of content. It is also quite frustrating. This means that although I have been working on my Lit Review, the process thus far has been cumbersome and ineffective. So, coming back to writing again after a week’s break – I want to change my writing process and experiment with some other techniques to see if I can get more out of my writing time.ccurred

I want a designated space to brainstorm, write and express ideas that did not feel so rigid and awkward. I like the using the Pomodoro technique for writing. I know a number of other Higher Distinction by Research (HDR) students who are also wrestling with the same issues. So I wanted to form some kind of ‘study group’ where we could all contribute and benefit from a new approach.

Hosting Shut Up & Write Workshops

A Shut Up & Write workshop is a great place to start. I like the idea of having company when I write that is conducive to productivity and professionalism. I looked around to join one. Griffith University Postgrad Student Association has a Breakfast Writing Workshop on Saturday mornings, but that’s my prime bike riding time.

So I decided to host my own SU & W sessions (a series of 3 consecutive Mondays) and I opened them up to other Griffith University students and staff a to attend.

WHO CAN ATTEND:

All are welcome! Any level of students – Bachelor, Honours, Postgrad, HDR, any type of student – international or domestic, academic or support staff, people who have no experience with SU&W or Pomodoro, writers who want a designated time to produce writing or others from outside of Griffith who want to give it a go.

WHEN: 9 am- 11 am Wednesdays 2^nd, 9^th and 16^th May, 2016 (Week 9, 10 & 11)

WHERE: N76_1.02/1.03 Nathan

WHAT TO BRING:

Your own writing materials (paper/pen or laptops)
3 topics that you want to produce some writing for
A big smile

NOTE

There will be a short introduction so participants know what to expect and how to use the session most effectively. Pomodoro timing will be provided.
We will complete at least 3 Pomodoro rounds (maybe 4).
This is a professional academic workshop, so adherence to punctuality, preparedness and silence during writing times is expected.
Arrive early to avoid disappointment.
See you there and let’s get writing!

20/04/201620/04/2016

Japan: Bicycles that expand children’s potential in Cambodia

by Sachie Togashiki

In my research about the positive contribution of the use of bicycles to children’s education in developing countries, I found CBB Cambodia. This is a Japanese NGO (non-governmental organisation) consisting of about 20 university students who support Cambodian children by providing bicycles. In spring and summer 2015, the CBB Cambodia devised and managed microfinance to provide Cambodian children with bicycles. A member of the organisation engaged in this project recorded her experience in the organisation’s blog.

The writer, Kumi Sakahashi, realised the influences of bicycles on Cambodian children’s dream job. This is because she encountered a Cambodian boy, Kea, who was about to drop education in his elementary school to support his parents. After CBB’s intervention, Kia did not have to leave school and went to a junior high school. It was because, in spring 2015, CBB Cambodia provided 33 people including Kea with a bicycle. This helped Kea to reduce his commuting time to the school and spend more time on housework and his study. This experience enabled Kea to raise his expectations from becoming a teacher to a doctor. Ms. Sakahashi heard this from Kea in summer 2015. She concludes the blog post by stating that the use of a bicycle enabled Kea to go further places where he saw many different people, resulting in a change of his dream job.

This blog post is significant because it shows the importance of bicycles in terms of widening children’s future possibilities. Ms. Sakahashi explains that without access to advanced education opportunities, children in Cambodia can only be a teacher or a farmer. Jobs requiring far more training such as being a doctor, require much greater opportunity. However, most children in Cambodia give up to go to a junior high school. This is because, according to a crowdfunding website that CBB Cambodia devised in 2014, although there is an elementary school per a village, there is only one junior high school per 3-4 villages, which makes it difficult for children to go. Ms. Sakahashi also argues that, however, with a bicycle, they might be able to continue their education and to aim to get their dream job because bicycles save the time. The children can save money as well as time by helping their parents work. Therefore, bicycles might play a significant role to help children get an education.

Source CBB Cambodia: Ready for Japan - Bicycles beyond borders — Source CBB Cambodia: Ready for Japan – Bicycles beyond borders

Sakahashi, K. (2015, September 4). A bicycle that expands children’s potential [Web log post].Retrieved from http://cbb-cambodia.org/a-bicycle-expands-possibilities-of-kids.

CBB Cambodia [NGO] (2014, November 28). 100 bicycles for children in Tomato who cannot go to their school. Retrieved from https://readyfor.jp/projects/cycle_beyond_the-borders.

Sachie Togashiki is our Guest Blogger, unveiling some of Japan’s bicycle culture for the fortnight from 11th April to 24th April.

16/03/201621/03/2017

Art Bikes Revealed

Sunday was the revealing of the Bicycles Create Change Summer Program Art Bike Project – and what a success it was!

It was a relaxed, colourful and highly informative session and not even the small amount of rain that came could dampen our enthusiasm. I picked the team up early and everyone was in good spirits as we headed to the Community Gardens. Then the heavens opened and a few worried looks were exchanged. Nevertheless, as always, the sun shone through intermittently and then we had a burst of beautiful blue sky, right on cue as we had our bikes in hand and were rolling out to go and set up. As we walked our ART BIKES down to Bethania Street Community Gardens, we received a few locals honking and shouting out well wishes for our presentation. We arrived in plenty of time to set up and get ready.

The proceedings

We had nine attend, which was perfect (I was aiming for between 5 and 15 for the audience) so there were enough seats. It also meant that when it rained a little at the start, there was enough room for the audience, presenters and all the bikes to fit comfortably under the pavilion. Quickly after that, the weather turned it on and we had gorgeous sunshine for the rest of our time there. After a quick welcome, the order of proceedings and topics for the Art Bikes were:

Sachie – Gender Equality

Juliet – Women’s Emancipation and changing roles

Gabriel – The importance of bicycles in Cameroon Culture

Mauricio – Corruption

Nina – Child Labour

The presenters introduced themselves, their topic/issue and their bike, then discussed how their bike was symbolic of the issue they had chosen. At the end of each bike, the audience asked questions and gave feedback – which was fantastic as there were some very interesting insights and ideas raised.

We then had a brief close and thank you. It was great to see people milling around and making the effort to go and speak to each art bike artist to discuss their own reaction, interpretations and feelings about some of the issues raised during the presentations. It was very relaxed and friendly, with lots of jovial chatting. Conversations that were more profound emerged later on. Thank you very much to the locals and friends who came on the day to participate – your good company and input were very much appreciated.

Garden Butterflies

It was also heart-warming to see people drifting off into the garden to look at what was in bloom and finding something to munch on. I was especially pleased to see how excited Gabriel was to spot cassava growing there – he was delighted to see such a familiar staple food from Africa there, what made it even more awesome was that he had not idea it grew here – GOLD!

Congrats to all!

I was very impressed by the thought, effort and research that each team member had put into their bikes. The symbolism, motifs, creativity and explanations that were demonstrated showed a depth of critical thinking and careful judgement that surpassed expectations and made for a very enjoyable and stimulating morning. The presentations themselves were witty, engaging and well structured. I was incredibly proud of our team and was thrilled to be part of such a meaningful, worthwhile and illuminating event. We plan to have each artist share their bike creation and development process in a guest post on this blog.

Congratulations to the wonderful team members who have worked so hard for so long – I am so proud of you!

28/02/201621/03/2017

Summer Project is complete

The Bicycles Create Change 8-week Summer Program for 2016 is complete!!

Hooray!! After a very intense and rewarding 8 weeks, the Bicycles Create Change Summer Program has concluded! Congratulations to Sachie, Gabriel, Juliet and Mauricio for all their hard work, dedication and collaboration. So this completes the official structured course of our innovative 8-week Pilot Internship Program – which means we all get our Saturdays back!!

This Program was unique from other internships in many ways, primarily because the core program principles and design features were tailored to specifically meet the individual needs of each of the participants who have no prior Australian workplace experience. Fundamental to this program was developing more effective intercultural communication skills and competencies through collaboratively working with an array of professionals and locals so that students have a more authentic and meaningful experience of living and working in Australia. As we wrap up and reflect on the experience, the team has come up with eight key insights that they have identified as the main skill areas that they best connected with and improved throughout the program.

We learned a lot about ourselves, vocation skills and working in teams, with each member co-creating their own experience and unveiling differing outcomes, acuity and competencies. Today we discussed the valuable learnings and provided feedback for consideration regarding the impacts and challenges personally and those that are experienced by international students navigating connection and interaction in Australian workplaces. We came up with a number of suggestions to be more responsive to the helpful and hindering factors which international students encounter during their work – either at university or in the workplace.

Connections

It was very interesting hearing what the team had to say, saw how the internship was designed to highlight the importance and necessity of connections and working with experts/mentors. We discussed the usefulness and magnitude that working alone, in pairs and/or as a team of four had for the interns. With this understanding, they had a collective realization that collaboratively working with others was more than just a skill, but was also a powerful learning process and required co-creation. This was a revelation and (a now) imperative for a number of the students.

Weekly Tasks

Each week different tasks were set for the interns, which to complete successfully, relied on them to discern, practise and then reflect on the significance of effective team organisation, ability to spontaneously interactions with strangers, relating to clients, building rapport, running meetings, networking and partnerships.

Art Bikes

We still have some outstanding tasks like our public ART BIKE PRESENTATION held on Sunday 13^th March at 10.30am at the Bethania Community Garden, Lota, Brisbane. Please come on down and join us if you are in the area! At this informal event, the team will each present their Art Bikes and discuss the social issue that it represents. We are looking forward to seeing some of the lovely people who donated the bike for this project there and it will be a great way to practice all the skills we have been working throughout the program.

Team Member Guest Blog Posts

As part of the Summer Program, each team member has also been researching 5 blog posts to be published on this blog. The content for each of these posts need to be sourced in their first-language – which means we can access information about bicycles project in other countries that we might not otherwise have access if they are not in English. These posts will be published later this year so keep an eye out for them!

For today – it is with relief and happiness that we conclude our official contact hours for this program. I am very proud of all the team members, mentors, supporters of this program and, of course the community who have helped and contributed as we progressed – Well done to all!!

26/02/201621/03/2017

Bihar- Girls Bicycle Education Scheme

Bihar – Girls Bicycle Education Scheme

Can giving free bikes get more girls to stay in school? The Bihar Girls Bicycle Education Scheme in India was sponsored by researchers, Karthik Muralidharan (University of California, San Diego) and Nishith Prakash (University of Connecticut), who investigated the effect of providing every schoolgirl aged 14 in Bihar with a bike.

The Results

The results of this bicycle program, launched in 2006, were impressive and immediate. It increased girls’ age-appropriate enrollment in secondary school by 30 percent and reduced the gender gap in age-appropriate secondary school enrollment by 40 percent (Muralidharan and Prakash, 2013). Most significant for me were two main aspects: first, it was undertaken in the poorest, most destitute state in India and second, the scale of the program, which was massive to say the least. Both these aspects make the project not only unique, but seminal, as it sets a precedence for future work to undertaken now that the location and volume have been shown not be to a hinderance in rolling out such programs.

From research to videos

To find out more about the research behind the 6 minute video Moving up a gear (below), you can read: Cycling to school: Increasing high school enrollment for girls in Bihar

Muralidharan and Prakash have since create a second follow-up video: Moving Up A Gear: Update. which provides extra information and a update.

To further explain their approaches, there is a number of papers that have been published to explain the research that provides analysis and monitoring for this scheme – as well as other documentation where the main research is more fully explained.