IECHE Fellowship Application

I am very lucky to be working at a university where I have access to conference opportunities where I can contribute in discussions about educational best practices at the higher education level.

One national example is last year, when I presented my From EAS to Collaborative Internship: Lessons and insights where bicycles create change (a pilot international student program I developed and delivered) at the English Australia state teaching conference. It won the Queensland 2018 Bright Ideas Award and EA sent me to present the same session at the national conference.

This year, I am looking further a field.

IECHE Fellowship Application. Bicycles Create Change.com. 18th Jan, 2019. — Image: IECHE

The International Exhibition and Conference in Higher Education (IECHE) is an annual international exhibition organized by the Saudi Ministry of Higher Education in Riyadh, Saudi Arabia.

This week, I applied for a IECHE Fellowship.

Up to 100 IECHE Fellowships are being awarded by the Saudi Kingdom so overseas higher education professionals to attend and join in conversations about global best practices.

What is the IECHE?

The adoption of the new by-laws in Saudi Arabia will make the 2019 conference particularly important as local universities will be managing more autonomy and facing a significant cultural shift in the process.

The Saudi Cultural Mission sees this event as being invaluable to encourage participation, enhance collaboration and build partnerships between Saudi and international higher education institutions, and to develop mutual understanding about the issues that govern and influence the quality of higher education worldwide.

Each year an international advisory panel helps select a theme for each conference, design the program, and invite international experts and scholars who are shaping higher education policy and practice throughout the world.

Apparently over 3, 300 people attend this event. Past IECHE speakers and panelists include Nobel laureates, vice-chancellors from the world’s most prestigious universities, ministers of higher education, and leading researchers from every continent.

The theme for the 2019 IECHE is Transforming Saudi universities in an era of change.

What is the IECHE Fellowship?

The fellowships are offered to international educators, researchers and policy makers in higher education and cover a costs for airfares, accommodation, meals and conference participation.

Fellowship selection is based on diversity in geographic location, gender, age and experience.

I worked hard on my application. Given that I am at the intersection of many of the selection criteria, I think I have as good a chance as anyone else in being awarded.

I am genuinely interested in attending this event and in the opportunity to experience Saudi Arabia for the first time.

It will take a fortnight for the fellowship applications to be processed.

Fingers crossed!

19/12/201820/01/2019

I won a CSSS scholarship!

Hooray! Great news!

Two months ago I applied for a Griffith Continuing Student Scholarship (CSSS) – and today I got notification that my application was successful!

Woohoo!

This means that after three years of doing my PhD part-time, as of January 1st 2019, I’m going full time for the next two years and paid a stipend to complete my research!

Awesome!!

The scholarship means that I can take a step back from teaching so much and focus solely on completing my PhD and publishing a few journal articles.

I put the CSSS application in about two months ago. I worked hard on it and did the right thing by seeking advice from a couple of academics on how to boost my chances. I made edits and changes as needed and then submitted it with fingers crossed knowing because the CSSS is quite competitive.

Getting the call

I was in a shopping center at an Apple store when I got the call. I was putting my laptop for service and sitting at the customer desk with all the other customers. My help I have just gone up the back for a couple minutes so I took the call when my phone rang. It was GGRS letting me know that my scholarship application was successful. What a great call to get!

After I hung up the phone I couldn’t help myself.

I turned around to face the store, and no one in particular, and called out excitedly to anyone who cared to hear:

“I just won a super competitive scholarship which means I’ll be paid to complete my PhD research for the next two years!”

The store erupted into unified joyous celebration of clapping and cheering and people’s congratulations.

The couple next to me was smiling broadly and the woman said:

Can I give you a hug? It sounds like a hug-worthy event.

Hells yeah, said I! It was a lovely hug and a very memorable moment.

Three years into my PhD and I know how important it is for motivation and progress to celebrate milestones and achievements.

And this is certainly one to celebrate.

So what is the CSSS?

Griffith University offers a limited number of merit-based scholarships are available to continuing HDR candidates who have successfully confirmed their candidature and are progressing well with their research. The Continuing Student Scholarship Scheme is designed to provide financial support to outstanding HDR candidates, with the purpose of accelerating progress to thesis submission.

My application entailed two steps.

I had to submit an Expression of Interest (EOI) outlining my academic basis for scholarship eligibility (i.e. qualifications, publications etc.), confirming I meet all other eligibility criteria, and provide a referee report from my current principal supervisor.
Once the EOI was assessed by the HDR Convenor, you can then submit an application.

I had discussed with Dr Christine McDonald (our much respected HDR Convenor) that I was going for this scholarship. She was fully supportive. She gave me some excellent advice on some extra bits to include in the EOI and application and went into bat for me during the moderation meeting where they ranked and argued over which applications the committee was going to award scholarships to. I have no doubt that my application success had a large part to do with her input. Thanks so much Christine!

The application was quite intense. I had to put together:

a covering letter
a Continuing Student Scholarship Scheme application form
a referee report from your current principal supervisor
an updated research outline and completion plan
an updated CV
evidence of research publications or other research outputs (achieved since original application).

The whole application took far longer than I excepted. But of course, it was well worth the effort. Not only did I get clarity around my PhD progress, but the end result was well worth the initial effort outlaid.

I am super excited about going full-time and super motivated to make the most of this opportunity.

2019, here I come!

03/12/201801/01/2019

Paulus Maringka’s Greencycle Research

Today I read Paulus Maringka’s Greencycle Masters Thesis.

Paulus undertook this research with Auckland University of Technology in 2010. I found this manuscript online and was initially drawn to read it as this bicycle-inspired community development project had a number of cross-over themes with my own current PhD research project.

This thesis was a pleasure to read. It was clearly written, on-topic and full of interesting images to help break up blocks of text.

It was great to see a new approach to many of the issues I can currently researching, like bicycle use in developing countries, local adaptations and resources, impacts of cultural needs and contexts, and how users personalise their bicycles.

Equally, reading the chapters on the technical design and development phases was also interesting as this project centres on a product creation and intervention, whereas mine does not.

Below is Maringka’s thesis’ abstract, thesis organisation and some of the key images from the thesis, which gives a solid overview of the project without having to read it in its entirety.

Download a copy of Marinkka’s (2010) Greencycle thesis here.

Greencycle Abstract

This Greencycle project applies a system approach to shift design thinking and practices away from the ongoing unsustainable use of resources towards a more sustainable framework of consumption whereby local cultures, skills, resources and technology are analyzed to inform the design and development of a human powered transportation system.

It uses a trans-disciplinary research and design approach by consulting all stakeholders; including farmers in a Third World country, industrial designers, engineers and manufacturers to provide information, understanding and insights as a basis to find solutions that have enabled this research study to produce a system called Greencycle which utilizes renewable materials and indigenous people skills to produce a bicycle that is more sustainable.

The bicycle provides more than basic transportation to go from A to B. Poor countries need and depend on this mode of transportation for a wide range of uses; thus expanding its function and uses would be of great benefit to its users.

This research study has created a series of accessories to extend a bicycle’s functionality, with the core being made from sustainable materials and local skills. For this project it would have been a simple process for the designer to come up with a concept idea(s) that was based on a personal view of what would be a suitable solution for the target user.

Instead however, the designer has used feedback from the target group participants to shape and develop the design process and to ensure the design will be acceptable for the target user to use and manufacture.

This multi-discipline approach to the design problem has revealed many opportunities that would otherwise be hidden by less detailed research and design methodology. Many academic studies stop at the point when the written thesis is complete.

This research study has included four expert interviews, eleven case studies of target users, prototype testing and field experiments with sustainable resources to gather information, understanding and insights from these stakeholders in order to propose, design and evaluate two Greencycles (using sustainable bamboo material) and a series of design accessories. This multi-discipline approach to the design problem has revealed many opportunities that would otherwise be hidden by less detailed research and design methodology. Many academic studies stop at the point when the written thesis is complete.

This research project went a step further by testing and implementing its findings on users back in its intended marketplace to ensure the design will be adopted by and be successful for people in Third World countries.

As a result of this research, there is now an opportunity to look at and create a business model that provides new income opportunities for the local people.

Feedback for the Greencycle design and its accessories has so far been very encouraging, with participants showing a significant level of enthusiasm. To take advantage of this success, a business proposition to market these sustainable products seems plausible as a first step to developing this business venture. Information posters to showcase the accessories and their functions and applications have been designed to test market demands and other important indicators for future business development and strategy.

Thesis Organisation

Chapter 1: Introduction

Introduces and scopes the areas of research and need for functional, usable and sustainable human powered machines.

Chapter 2: Literature Review

Provides critical analysis through literature review and internet ethnography to gain an understanding and knowledge of bicycle functionality and bicycle users in Third World countries. This chapter also reviews literature and provides a study background on Bicycle Ergonomics, Green Materials and Sustainability.

Chapter 3: Research Design & Research Methods

Outlines the research design and design methods approach to the design generation and development of the Greencycle and accessories.

Chapter 4: Significant Findings

Presents the significant findings and the major discoveries that formed the design criteria of the Greencycle and accessories.

Chapter 5: Design & Development Phases

Details the design phases and iterative processes in the development phases of the Greencycle and the accessories.

Chapter 6: Evaluation

Details the evaluation outcomes of an integrated approach for the concept design thinking of the Greencycle and accessories, including materials and manufacturing processes.

Chapter 6: Discussion & Conclusion

The Discussion and Conclusion provides a reflection on what has been achieved and the future of the Greencycle and the accessories.

Abstract, chapter organization & images: Paulus Maringka (2010) Greencycle .

13/10/201817/10/2018

Malala – teachers, girls, rights and education

This week I’ve been working on my PhD Ethics Application for my PhD. As I do this, there have been two international dates that have individually been very important, but collectively add gravity to my Ethics Application. This has caused me to reflect deeper than usual in light of work I’m now doing around ethics, benevolence and risk.

Two key dates

Internationally, World Teachers’ Day was held on 5 October.

Celebrated in more than 100 countries world-wide, World Teachers’ Day was established by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) in 1994 to recognise the role of teachers in society.

Last year on in Instagram for World Teachers Day, I celebrated the wonderful guidance, work and role that Dr Richard Johnson had for me in my decision to go into teaching.

Then, on 11th October, it was International Day of the Girl Child.

International Day of the Girl recognises the unique challenges that face girls globally and the enormous potential for change girls possess. So the main aims of the day are to promote girl’s empowerment and fulfilment of their human rights while also highlighting the challenges that girls all over the world face.

In the midst of these two major international commemorations and working on my Ethics Application – it is Malala Yousafzai who keeps popping into my head.

Malala – teachers, girls, rights and education

For me, Malala is the common thread the weaves these three events together and directly links them to my PhD. I can’t decide if she is an archetype, hero or champion (or all three) – but I know that she is the perfect embodiment of all the issues, pressures, challenges and dynamics my research is looking at.

My PhD explores NGOs that donate bicycles to rural African girls for greater access to secondary school. So, I read a lot about education, teachers, schooling in rural areas of developing countries, the feminisation of poverty, sociocultural barriers to girls’ education, gender equity and other local and inter/national geo-political issues.

Most people have heard of Malala.

Malala’s father was a teacher at an all-girls’ school in Pakistan. In 2008, the Taliban forcibly closed down their school. Malala publicly spoke out about the rights how girls have the right to an education – she was 11. She was shot in the face as retaliation. After being moved to the UK for her recovery and for safety, she continued to speak out for girls’ education.

She received the Nobel Peace Prize in December 2014 and was the youngest-ever Nobel laureate. She continues her advocacy and activism work. She travels to many countries to meet girls fighting poverty, wars, child marriage and gender discrimination to go to school. She has spoken at UN National Assemblies and internationally and established the Malala Fund which invests in developing country educators and activists, like her father, through Malala Fund’s Gulmakai Network.

I feel very humbled and inspired by Malala’s story, courage and persistence. She is a remarkable role model, advocate, change agent and activist. I have always been incredibly grateful for having the privilege to undertake my PhD. It is also a way

And on weeks like this one, Malala is a reminder of how important it is to continue and intensify the efforts for girls education.

And with this in mind, I head back to Ethics.

25/09/201823/11/2018

No-Nose Bicycle Saddle Research

Image: Creative Commons

You more than likely you’ve heard about the health and medical issues of bicycle seat design.

But, did you know there is a growing body of scientific research investigating the role and impact of bike seats for bicycle police?

Previous scientific studies looking at bicycle saddles include:

These studies were undertaken by the US National Institute of Occupational Health and Saftey (NIOSH), which specialises in workplace OHS research.

Recently, I’ve been reading NIOSH’s No-Nose Bicycle Saddle research, which used US bicycle police officers who are ‘occupational bicyclists’ as participants into no-nose bike seat design.

No-Nose Bicycle Saddle Research

NIOSH explains the research as such: Over the last several years, NIOSH researchers have investigated the potential health effects of prolonged bicycling in police bicycle patrol units, including the possibility that some bicycle saddles exert excessive pressure on the urogenital area of cyclists, restricting blood flow to the genitals, resulting in adverse effects on sexual function.

NIOSH worked with several police departments with bicycle patrols to conduct reproductive health research. In these studies NIOSH did more than assess a problem; it also tested a solution and published recommendations.

Several bicycle saddle manufacturers have developed saddles without protruding noses. NIOSH has investigated whether these saddles, which remove the pressure from the urogenital area, will alleviate any potential health problems.

Here’s a 2-minute video explaining the key research focus.

Findings and recommendations

The study found that: workers who ride a bicycle as part of their job may be at risk for genital numbness or more serious sexual and/or reproductive health problems from pressure in the groin (perineum) from the traditional bicycle saddle.

NIOSH has conducted studies that have demonstrated the effectiveness of no-nose bicycle saddles in reducing pressure in the groin and improving the sexual health of male bicycle patrol police officers.

While most workers in jobs that involve bicycling are men, recent evidence suggests that no-nose bicycle saddles may also benefit women.

Here is a copy of the studies recommendations: No-nose Saddles for Preventing Genital Numbness and Sexual Dysfunction from Occupational Bicycling.pdf

Image: Creative Commons PWIII

What did the participants think?

The research was also shared with the participant police departments. Below are a few articles from the International Police Mountain Bike Association Newsletter (IPMBA) Winter 2007, Spring 2009 & Spring 2011) editions of the San Antonio, Chicago and Seattle divisions that share participant’s experiences of being involved in the research project.

31/08/201805/09/2018

How many Australians participate in mountain biking?

In July, Nao Kamakura joined Bicycles Create Change as Research Assistant. Nao is investigating rates of participation in mountain biking, with a particular focus on rates of female participation. Below is Nao’s first post for BCC where she shares a few preliminary findings and thoughts.

How many Australians participate in mountain biking as a sport?

Brisbane City Council claims that “Mountain biking is one of the fastest growing recreational activities”.

But, how many people actually participate in mountain biking as a sport?

According to 2016 data from the Australian Government Australian Sports Commission, cycling is the 5th most popular sport in Australian for women (over 15 years) old and its total number of participants was 85,5231.

The total female population (for all ages) in Australia is 12.2 billion in 2016. Therefore, statistically, 7% of Australian women ride bicycles! This number includes both road cyclists and mountain bikers.

To participate in mountain bike competitions, riders need to register with Mountain Bike Australia (MTBA), which is the peak national organisation for mountain biking.

MTBA covers a number of off-road biking styles, including cross country, downhill, observed trials, cross-country marathon and cyclocross. Currently, MTBA has over 15,000 members and 175 affiliated clubs nationwide.

The number of female MTBA members in 2017 was 2,481 – and this gives provides our initial baseline for female participation and interest in the sport of mountain biking. However, these membership rates do not adequately signify actual participation rates.

Although MTBA registration offers membership in categories such as: race, non-riding, recreation, public liability, value-add, free trial, family and day licenses – it is important to keep in mind that are still a number of riders who are/have not registered with MTBA who mountain bike – and that their participation would not be represented in these rates.

Many riders are registered, but not all MTBers participate in competitions. In particular, these numbers do not include the account for many riders who enjoy mountain bike without participating in competitions.

The approach, definition and classification of mountain biking vary significantly between the individual states and territories. Such differences impact how data is analysed, where funding is allocated and how the sport is viewed (and represented) by each state’s governing body. This is an area that will be of concerted interest for the project I am working on.

Interestingly, Western Australia is the only state that has clear statistics on mountain bikers. The WA government published the WA Mountain Bike Strategy 2015-2020 to encourage more people to engage in mountain biking. The report clearly states that the number of women who mountain bike is 14,400.

However again, these results do not mean that each of those 14,400 riders engages with MTBA as a sport, but it does list that the top three reasons Western Australians ride mountain bikes is 1) for the outdoor experience, 2) for fitness, and 3) for socialising.

So initial investigations show mixed results about the rates of mountain biking registration and participation.

So far, my research has not yet confirmed the actual number of female mountain bikers in the whole of Australia – the rate is still unconfirmed.

One reason for this is that the definition of mountain biking is ambiguous.

Depending on what you read or what states/territory you are in, mountainbiking can be classified as a sport, as recreation, or as transport. This lack of consistency means that it can be difficult to compare data sets.

It is a challenge and a pleasure to be learning more about mountain biking in Australia – and I look forward to sharing more insights and findings as they arise.

I hope mountain biking is more recognised as a sport in the near future and that rates of participants will increase!

27/07/201830/07/2018

Bernard’s exploration of bicycles = Twende Social Innovation Center

A big thanks to Papa Al for passing on this inspiring story to share! NG.

There can be few better examples of where bicycles create more positive community change than through the bicycle work of Bernard Kiawia.

Bernard Kiwia started out as a bike mechanic in his home country of Tanzania.

While repairing bicycles, he began applying his skills to use pedal power to create products and tools that directly improve to the lives of people in his community.

In 2011, Bernard made a bicycle-powered cellphone charger (see below).

Since then, he has continued to invent.

Now, Bernard is called “the father of rural innovation” in Tanzania.

Bernard is now a well-respected social entrepreneur – and bikes still feature prominently in many of his new inventions.

His current work is now focused on applying his (and other people’s) mechanical and technical skills towards addressing manual labour and technology issues in his area.

Bernard's exploration of bicycles = Twende Social Innovation Center. Bicycles Create Change.com 27th July 2018. — Source: GCS: Episode 2 – Bike-Powered Cellphone Charger – Bernard Kiwia (Screenshot)

Bernard says:

What we want to show people is they have skills to make their own technology that they can afford, they can repair, they can find the spare parts that they need

With local people, their income is always small and the kind of machines you can buy in the shop are not made for these local people because they’re expensive. That’s why I’m focusing on local.

I create technologies because I realise it’s something that can help my family and the community.

Twende – Accelerating Social Innovation

Bernard established Twende, which is a community inventor’s workshop. Twende is a creative workspace for people to come and use tools, problem solve ideas and experiment with making prototypes.

In this way, Twende functions similarly to a Men’s Shed, as it is an open workspace that has tools, resources and people there to support projects.

It also runs three workshop streams

1. Creative Capacity Workshop -entry-level workshops for any level.

Affordable Flashlight (~6 hours)
Automatic Switch (~7 hours)
Solar-Powered Phone Charger (~10 hours)

2. Built It Workshops – mechanically-focused workshops which include:

Spirit Stove (~3 hours)
Bottle Opener (~2 hours)
Electronics Workshop for secondary schools
A few of the Build Its Workshops are also integrated into some schools electronics curriculum.

3. Advanced Offerings – requires some advanced skills and tools (like welding)

Drip Irrigation
Bicycle-Powered Maize Sheller

So far, over 800 local innovators have used Twende, of which most are secondary school students, small-holder farmers, women, and microentrepreneurs.

Bicycles are ubiquitous and versatile (especially as a means to produce energy-efficient power) so it is not surprising that they feature in many of Twende’s inventions.

The Twende innovation hub was established as a space to “collaborate with students and community members in Tanzania to identify their challenges and design & create their own solutions to their problems will contribute to a world with improved access to technologies that improve people’s lives, a stronger local economy, and a nation of innovators and problem-solvers.”

Hence, Twede teaches people how to create technologies that:

address their own needs.
utilize locally available materials,
are inexpensive and affordable,
are able to be repaired locally.
are designed with (not just for) communities & partners
…and they make some of their own inventions for use and sale as well

Twende is such an important grassroots social venture.

It fosters creative ingenuity, recycling, upskilling, empowers local skills, is cost-effective and addresses locally-identified issues – as well as providing a welcoming space for people to test mechanical and technical ideas that have an immediate positive impact.

And all this grew out of one man’s exploration of how a bike could make work and life better – awesome!

BBC News 1 images inlucded are still from the BBC video: Bernard Kiwia: Tanzania’s bicycle mechanic turned inventor.

01/07/201810/07/2018

The Afghani teacher who bicycles books to rural villages

Image: From Now This/The Daily Motion (video still) — Image: Global Giving

Education in rural Afghanistan

In Afghanistan, only 28% of the entire Afghan population 15 years and older is literate and poverty has risen from 36 to 39%.

In Afghanistan, many children do not go to school. Literacy and school are especially limited in the rural areas, where distance and a lack of access and resources mean that education is unrealistic for many families who live in villages where the closest school is 3 hours away.

Education is paramount to reducing poverty and increasing quality of life.

One local, Saber Hosseini is trying to rectify this.

Every weekend, Saber loads up his ‘bicycle library’ and travels to six surrounding rural villages to share his library so that the locals (who have no access to books) can learn to read and have an opportunity to read.

Saber is a schoolteacher in Bamiyan in central Afghanistan. Bamiyan is one of the poorest provinces in Afghanistan, which continues to be hamstrung by conflict, poverty and instability.

Adding to this, Afghanistan has a mountainous geography and vast tracks of barren land, which make travel to school impossible. Even if travel was possible, so many schools were destroyed and education was so severely restricted, that rural children from remote villages were forced to drop out.

The Afghani teacher who bicycles books to rural villages

Saber has been riding his bicycle library since 2016. Saber bought his first 200 books with fundraising support from his friends and local literary circles.

Saber had to travel to the Iranian border to buy most of the books as previously, most publications, literature and books were essentially forbidden.

Over the years, Saber has been supported by friends and local volunteers – as well as people overseas. Now his library has 3,500 books and Saber has since been able to open the first ever public library in Bamiyan.

Reports are that literacy rates in the area are rising as a direct result of Saber’s bicycle library.

At the start, the books were simple, but now, more advanced titles have been added as local reading rates have improved.

The library is now so accepted and popular within these communities, that adults are coming to use the library and are borrowing advanced level children’s books.

Saber uses the opportunity to talk to the locals about peace, avoiding drugs, and being more understanding of different people’s beliefs, lifestyles, culture and choices.

The following story about Saber is from the Global Citizen: One time, Saber spoke to children about guns, and used the slogan:

“Say no to guns, Say yes to books.”

The next time he returned to the same village, the children collected all of their toy guns and handed them over to Saber.

This was a heartwarming gesture, but the kids wanted to bargain: they would forfeit their guns if they could be the first village in the next round of book deliveries so that they could get the first pick.

Saber has brought joy to many communities, but there are costs to his endeavor. He has received many threats and many have opposed his caring works.

Even still, Saber continues to make room for the opportunity to learn. A library is more than just a pile of books, it is also a community of individuals willing to learn and discuss and grow

“When I hand the books out to them, I can see their excitement and joy,” Hosseini said. “It is the joy of being able to learn. I am also inspired.”

Below is a video about Saber’s bicycle library.

High Stakes: Girls’ Education in Afghanistan

Saber’s efforts are particularly important given that illiteracy is a major issue in rural Afghanistan.

A recent Joint NGO Briefing Report of Girls Education in Afghanistan entitled High Stakes: Girls’ Education in Afghanistan reports that female education has faced significant obstacles in Afghanistan, yet there have been enormous gains since 2001. Under the Taliban, the majority of girls’ schools were closed and gross enrollment fell from 32% to just 6.4%.

The report also states that:

Female students have high aspirations for their educational achievement.
Many schools do not have the infrastructure needed to provide a quality education.
Poverty was seen as the single biggest obstacle to girls’ access to education. Poverty as a major barrier to girls attending school.
Poverty is also linked to early or forced marriage, which is an additional major obstacle to girls’ education.
The number of available female teachers is insufficient to meet demand.
Availability of education is insufficient to meet demand.
Distance, along with attendance in mixed classes or interaction with male teachers, becomes increasingly problematic as girls approach adolescence, when cultural norms regulating their behaviour become more restrictive.
Decision-making around whether or not girls go to school, and for how long, is complex and extremely varied from province to province and even household to household.

The World Bank’s 2017 Poverty Status Update Report on the socioeconomic progress in Afghanistan, indicates that the last 15 years of growth in Afghanistan is now being undermined by a recent rise in insecurity.

Let’s hope Saber keeps riding his bike, sharing books and helping others – and that his commitment inspires others to do the same.

All Images: Now This/The Daily Motion (video still) unless otherwise indicated.

10/05/201821/05/2018

Bright Ideas 2018 Award Winner – English Australia (QLD)

Great news!

In March, I presented two workshops at the English Australia (QLD) PD Fest. This event is the state precursor to the national conference held later this year.

The Bicycles Create Change Internship workshop was one of 5 sessions nominated for the EA (QLD) Bright Ideas Award.

This blog formed the basis for work undertaken for this internship, and bicycles and community participation were main features for this project.

All nominees had a mystery EA selection committee representative attend their session and participant feedback is also considered.

The winner is sponsored by EA (QLD) to present at the national English Australia conference in September in Sydney with all expenses paid: full EA Conference and gala dinner registration, accommodation for 2 nights in Sydney and return flights.

I just got the news our session won the Award!

Here’s what I got:

We are delighted to announce the recipient of this year’s award:

Nina Ginsberg

from Griffith English Language Institute (GELI), Griffith University

The committee was unanimous in its decision. Nina’s paper and presentation, entitled From EAS to Collaborative Internship: Lessons and insights where bicycles create change, was highly praised by both the committee and in delegate feedback.

Hooray! What an honour! I immediately contacted my four ’emerging professionals’ (collaborators) to let them know – they were tickled pink!

(Note: I had asked that the students be listed on the program and in the title as co-presenters. But, it is a ‘teachers conference’, three of the students were not physically there on the day (they are overseas, so they presented via video) and seeing as though I was ‘the main presenter ‘- the organizers used my name only on the program. However, the students are listed in the event publication. Such a bummer we can’t all go to present as a team in Sydney. So I am going to Sydney as the team representative, but this was by no means a solo project and the award and recognition goes to everyone on our amazing team. NG)

Bicycles really do create change!

I am very proud of our team.

We have all come so far since our humble beginnings in Jan 2016. Now 1.5 years on, Gabriel is completing his Social Work course at Griffith Uni, Sachie is back home in Japan completing her final semester, Mauricio has graduated and is now working in Brisbane in IT, and Juliet is a Special Ed teacher in NZ.

The students worked so hard during this internship (and still continue to do so!). As the program designer and facilitator, I learnt just as much as they did!

Now our project is going to the national conference! Hooray!

Here’s the PD Fest Learnings Publication 2018 with all session details:

Thanks all!

Thank you to all the teachers who attended the session and saw the value in what we were doing. It was great to see such enthusiastic interest in our project.

A big thanks to English Australia (QLD), the selection committee and Pearson for this wonderful opportunity.

Workshop Session Abstract – From EAS to Collaborative Internship: Lessons and insights where Bicycles Create Change

Many international students undertake English and Academic Skills (EAS) and DEP bridging classes to get into university with the ultimate aim of getting a job in their field of study. There is a perception that English classrooms are for learning English, University tutorials are for discipline-specific content, and the workplace is for vocational skills. Internships one way where students can become more work-ready. However, a number of studies confirm that current tertiary students are lacking in generic employability skills (ACNielsen Research Services 2000; ACCI/BCA 2002), an issue that is even more challenging for international students. I was curious to explore what a career development program that specifically catered for the academic, vocational and personal needs of the international students in my DEP classes might look like. This presentation was a brief overview of the origins, activities and outcomes of this exploration: The Bicycles Create Change.com 2016 Summer Internship Program.

Program background

This Internship was a volunteer, eight-week, collaborative internship that ran from January 4th to February 27th, 2016. It required participants to fulfil 80-110 working hours. The blog Bicycles Create Change.com (which has over 118,700 hits locally and internationally) served as the professional platform for work activities as it is a low-cost, high-exposure, authentic, skills-integrated outlet to showcase work.

The program was semi-structured with space to modify and self-initiative content. Hours were achieved individually, in pairs and as a team. The team met for one full day each week to review tasks, run workshops, refine skills and discuss progress.

This program integrated key theories including, scaffolding new skills (Vygotsky 1987), the need for authentic vocational guidance, participation and engagement (Billet, 2002), promoting creative thinking and expression (Judkins, 2015) and building on foundational DEP EAS skills and competencies (GELI, n.d.).

Origins and participants

The four volunteer participants varied in ages, backgrounds and degree levels and disciplines. The 4 volunteers for this program were; Sachie (female, 23, Japanese, Philosophy undergrad), Mauricio (male, 33, Columbian, IT PG), Juliet (female, 37, Indian, Special Education PG) and Gabriel (male, 42, Cameroonian, Social Work PG). All participants had just graduated from the Griffith English Language Institute (GELI) 10-week DEP program in December. Semester 1 2016 did not commence until Feb 28^th, leaving a gap of 9 weeks before university started, which is when the internship was undertaken.

Key considerations

There were are a number of key considerations built into this program:

Strengthening self-confidence and independent learning
Experience with unique, transferable and challenging skills
Fostering creativity and valuing artistic expression
Emphasis on developing reflection, collaboration and planning skills
Integrating EAS, vocation and personal skills to a range of contexts
Promoting initiative and the ability to generate own opportunities
Increasing employability, CV and work-ready skills
Authentic interactions and connection with locals/community
Create a comprehensive evidence portfolio of work, skills and achievements
To have fun applying skills in a challenging and productive way

Program design

The focus was to build on current competencies, develop new skills, build a professional portfolio of experience (and evidence), and for participants to become more confident in initiating their own opportunities and outputs.

This program minimised the ‘daily’ supervision and ‘student’ mentality of traditional internships to instead put supported autonomy firmly into the hands of each participant, who ultimately self-managed their own workload. The program provided tailored experiences (below) that provided exposure to a collection of advanced competencies that are cumulatively not commonly experienced in other internships or classes.

The program integrated three main competency streams: EAS, Professional Skills and Individual Development. The program was scaffolded so that tasks became progressively more challenging and required greater participant self-direction to complete, as seen below:

Unique features

Participants undertook a series of challenging tasks, including:

Develop and present a professional development workshop (individually and in pairs)
Undertake an individual project that resulted in an output (ie. Crowdfunding project, publication)
Self-identify an industry leader to cold call for a 20-min introductory meeting
Complete a Coursea MOOC on an area of their choosing
Research a social issue to creatively present an individual ‘art bike’ as part of a team Public Art Bike Social Issue Presentation and Forum
Research and produce five original blog posts on how bicycles are being used to create more positive community change in their home country
Weekly meeting with an assigned independent industry expert mentor
Join an industry association and attend events
Series of community activities: vox pops; invite locals to contribute to a community storybook; solicit locals to donate bicycles; deliver their work at a local community garden to the general public as part of the Art Bike Public Forum; conduct an individual public presentation
Complete an Internship Portfolio (documentation of work and reflection journal that documents, audits and reviews tasks, opportunities and skills)
The BCC Internship Team: Public Art Bike Social Issue Presentation and Forum. Sunday 13^th March, 2016.

Takeaways

There were many lessons learnt from this project and given time constraints, only a few were touched on in the presentation. Some key takeaways were:

Provide transferable and unique opportunities to develop ‘generic employability’, critical reflection and creative problem-solving skills
Provide integrated, genuine and practical ways to apply skills
Celebrate strategies, ‘sticky points’, ‘misfires’ ‘pregnant opportunities’ and successes
Make tasks more challenging and higher profile
Participants loved having more contact with the local community
Adaptations are needed for aspects to be taken up by educational institutions
Work from the end result backwards (CV and skill development)
Have visible, productive and meaningful evidence (or body) of work
Foster ability to independently create own opportunities and networks
Honour unexpected outcomes
Change the mindset to change to experience

For more details, or to contact the participants, go to Bicycles Create Change.com (search: internship). This project was a voluntary, independent and informal project, so for ideas on how to modify or embed aspects of this program into an existing course or for any other information, please contact Nina Ginsberg.

References

ACCI/BCA (2002) Employability skills for the future, DEST, Canberra.

ACNielsen Research Services (2000) Employer satisfaction with graduate skills: research report, Evaluations and Investigations Programme Higher Education Division, Department of Education Training and Youth Affairs (DETYA).

Billett, S. (2002). Workplace pedagogic practices: Participation and learning. Australian Vocational Education Review, 9(1), 28-38.

Griffith English Language Institute (GELI): Direct Entry Program. (n.d.) Retrieved from: https://www.griffith.edu.au/international/griffith-english-language-institute.

Judkins, R. (2015). The art of creative thinking. Hachette UK.

Lyons, M. (2006). National Prosperity, Local Choice and Civic Engagement: A New Partnership between Central and Local Government for the 21st Century. London: Her Majesty’s Stationery Office.

McLennan, B., & Keating, S. (2008, June). Work-integrated learning (WIL) in Australian universities: The challenges of mainstreaming WIL. In ALTC NAGCAS National Symposium (pp. 2-14).

Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological processes, 5291, 157.

23/04/201826/04/2018

Bike rides on Astronomy Day 2018

At the start of this year, I posted on the interesting range of 2018 ‘International Day of the ..’ events. So, I was excited when I found out that the latest International Astronomy Day was on the weekend. Especially when I saw how a few cycling groups took advantage of this unique celestial event to organise some community night rides. What a wicked thing to do! Check details to suit as per where you live (i.e. Northern or Southern Hemipshere).

Image: The Astronomical League

I am a BIG fan of night rides.

On this blog, night riding is celebrated in many ways, such as:

And this weekend provided another exciting night time ride opportunity!

International Astronomy Day 2018!

Chart by Guy Ottewell

What is Astronomy Day?

Astronomy Day is a global event observed every spring and ‘fall’ (autumn).

This an annual event is intended to provide a means of interaction between the general public and various astronomy enthusiasts, groups and professionals.

The event was started in 1973 by Doug Berger (then Astronomical Association of Northern California president). His intent was to set up various telescopes in busy urban locations so that anyone could enjoy looking at the heavens.

Since then the event has since grown and is now celebrated in many ways around the world by people in science and the general public.

Originally, Astronomy Day occurred on a Saturday between mid-April and mid-May, and was scheduled so as to occur at or close to the first quarter Moon. For this year, that meant that this latest official International Astronomy Day fell on April 21, 2018.

In 2007, an autumn equivalent of Astronomy Day was added. The next Autumn Astronomy Day will be on October 13, 2018. So, put it in the calendar and organise a night ride!

What does this mean for cyclists? See what these guys did!

It means you get out on your bike with a few others and go for a killer night ride to learn and enjoy our incredible cosmos!

My favorite Astronomy Day bike event for this year was held by Bicycle Tree. They are a nonprofit community bike centre/shop in Santa Ana (Orange Country, CA).

See more of their work and good times on Instagram: @Bicycle Tree.

To celebrate Astronomy Day , the Bicycle Tree held a: Sabor de Santa Ana Community Bike Ride.

Image: The Bicycle Tree

The Bicycles Tree: Sabor de Santa Ana Community Bike Ride.

The Bicycle Tree instruction for this event were: This Saturday is Astronomy Day, so we’re going to gaze upon the universe during our ride Saturday night! Telescopes and guidance will be provided by Jeff Schroeder, a former JPL engineer and Mount San Antonio College planetarium lecturer, and current Outreach Director for the Pomona Valley Amateur Astronomers! Jeff will be bringing meteor samples as well.

We will, of course, also be getting food along the way. We’re going to TCW – Tacos Churros and Wings for stellar food!

The ride meets at the shop at 6:00 pm and we roll out at 6:30. We’ll be back at around 9:30. We do this monthly ride to get together and enjoy some of the great food that Santa Ana has to offer while cruising through this city’s streets and neighborhoods! .

We’ll be riding about 12 miles at a mild pace. We’ll end up back at the shop at around 9:30.

Bike rides on Astronomy Day 2018 @Bicycles Create Change.com 23rd April 2018 Image: The Anime Gallery

Talk about making the most out of a biking community event!!

This event is brilliant because it really does create more positive community change, in that it provides an opportunity for partipants to:

be part of a key international event/date
brings a range of community members together
riders get to learning about the universe – something new
gain some experience using specialist astronomy equipment
have fun riding bikes around your local area
get out and be active in the evening

What a great idea this kind of community ride is!

I’d love to see more of these kind of events happening.

These events provide great examples and inspiration to plan for other upcoming ‘international’ dates.

I can’t wait to see what kind of innovative bike ride you put on!

Best of luck and happy star gazing on your next ride all!

Here’s what is coming up for those in the Northern Hemisphere – have fun! Image: The Astronomical League

For more Astronomy Day info: click here for a Fact Sheet, history and more about ‘when’ and ‘where‘ about this event from The Astronomical League (what a great name!).