Introducing Nao: BCC’s Research Assistant

It is my pleasure to announce that Bicycles Create Change is breaking new ground!

I have many exciting plans for this blog and making these ideas into reality will take a concerted amount of effort, organisation, research, networking and resources.

As many of you know, it is a principle of Bicycles Create Change to collaborate with Griffith students and graduates to support and develop advanced personal, academic and professional skills.

These forays have been highly successful so far – such as:

The Bicycles Create Change Summer Internship (2016) which was an 8-week intensive program I designed and ran in conjunction with four wonderful international students – Gabriel, Sachie, Juliet and Mauricio. Not only did we have a challenging, wonderful and productive time, this program was also recognised by English Australia for its innovative approach to academic and professional skill development by being awarded the 2018 Bright Ideas Teaching Award.
Bella Turner (a Griffith Design (now) graduate) and I worked on a few projects together before she graduated and left for the UK, including the Go Ride app she and her team were working – and our collaboration to create the fun short film LEKI, which won the People’s Choice Award at the Brisbane Bicycle Short Film Festival 2018.

Introducing Nao -BCC's Research Assistant. Bicycles Create Change.com 9th July 2018 — Nao’s assignment: What is the current status of Australian female MTB participation?

Project: Australian women’s participation in mountain biking

Currently, I am working on a number of bike-related projects and initiatives.

One of these is a public lecture investigating the issues and aspects relating to Australian women’s participation in mountain biking.

This is a big research project.

To help with this project, I am delighted to introduce the newest member of the Bicycles Create Change team – Nao Kamakura.

Nao is joining us as a Research Assistant and will be responsible for the background work for this investigation.

Introducing Nao Kamakura

Below, is a little bit about Nao in her own words….

Hello Readers!

My name is Nao and I am from Japan.

I came to Brisbane to study English and study at Griffith University. I want to learn about Australian business culture. After my English studies and a semester at Griffith University, I am now a research assistant for Nina and Bicycles Create Change.

The focus of my research for Bicycles Create Change is investigating aspects of women’s participation and perceptions of mountain biking – with a particular focus on the Australian context.

I’m a Chemist and an Environmentalist.

I believe the past development of the field of Chemistry has unfortunately destroyed our Earth a lot, but further, that future chemical innovations will be able to create a better world!

Therefore, I would like to be a person who contributes to a future where Chemistry can facilitate a more sustainable world.

Here is a link to my website called Enjoy the World. This is where I sometimes write about my greatest hobby – travelling and Australian life. I will let you know now though, it is all written in Japanese!

The BCC Research Assistant role

Nao and I have worked together previously. She is a DEP graduate of my class and for the last 13 weeks, we have been working on a PhD writing course as well while she was completed a semester of Griffith Coursework. Now she is looking for a new challenge.

Nao brings a remarkable set of skills to BCC. She has a science background so has a particular analytical approach to work, which offsets my more global and creative approach to work. She is great at the detail, I work best with the big picture. She is also a thoughtful and proactive environmentalist.

As well as having excellent English skills, Nao is also incredibly well travelled. For the last 8 years, she has kept her own travel blog, which is an amazing record of all the places she has travelled, people she has met and wonderful insights she has garnered along the way.

For this BBC role, Nao ‘s has been charged with finding and collating data, reports and research about the participation, motivations and perceptions of why women either do – or do not- ride mountain bikes in Australia and then to synthesis this information.

You will be able to hear about Nao’s work as she will also be presenting her findings as part of an upcoming Bicycles Create Change Public Symposia I have planned – the details of which will be released very soon. Stay tuned!

26/06/201810/07/2018

The Art of Looping

I had a great time at Queensland College of the Arts (QCA) this week at an intensive workshop with some of Griffith’s most talented artists. Here’s an overview of what we did for our 2-day The Art of Looping Workshop – Enjoy!

@victoriawareham

Day 1

I arrived at the QCA Southbank Design Studio and met my usual partner in creative crime, Claire Tracey. I’ve not been to the studio before and was impressed with the setup. The room had workstations set up with screens and we were issued with extra equipment and tools like speakers, MP3 recorders and other technical materials we would need. We all had mobile phones and a few, like me, had their laptops as well.

There were 19 participants in total, three of whom I knew. So it was a good mixture of mostly new and some familiar faces.

After an intro from the organisers, our presenter Alex Murray-Leslie showed us some of her latest work which explores electronic footwear, lights, environs and video – very interesting!

Then we went around the group and introduced ourselves and our art practice.

We then moved to a different space and took notes as each person read aloud a section from one of the texts they had bought. The readings ranged from textbooks, academic journals, song lyrics, children’s books and people’s own musings. We did a free writing activity and then got into set up in our “looping’ groups” just before lunch.

My Looping team consisting of three other amazing artists: Xhaohui Yang, Paula Payne, Hannah Reardon-Smith and me. Paula is a terrific painter, Hannah is a flautist with the Conservatorium and Xhaohui brought a few of her amazing pieces with her and we ended up using them every day.

After lunch, we all visited fellow Looper Karen Stone’s exhibition and heard her speak about her work. My team ended up staying in the exhibition space to continue filming – and we got a number of impromptu vignettes there …like…

Then we had free time to start shooting short videos. Our team spent the rest of the afternoon trialling and erroring ideas, discussing, designing and investigating how things could work when looped.

We spent the rest of the afternoon working on little projects in pairs and as a group. It was good fun to work with other people and it was a deliberately open format, so we could self-direct and follow ideas as much or as little as we wanted.

I was pretty tired by the end of the first day. Once I got home, I did a 29 min Teacher’s Tech crash Youtube course on DaVinci Resolve 14. I have had this editing software on my computer for some time, but have not made the time yet to use it. As we were one of the groups that didn’t have a video expert, it was the ideal time to learn new skills. The crash course was just enough to hack together a few ideas – perfect!

Day 2

Most people brought ‘extras’ on the second day: costumes, makeup, props, jewellery, pieces of our own art – and I brought in Leki. We started out by going on an ‘excursion’. Those with outfits put them on, others lugged gear and props. We wandered around Southbank and heading over The Goodwill Bridge and into the Gardens on the other side shooting scenes and scenarios as we went. It was great fun.

We explored lawns, garden beds, went up trees, into drains, through car parks, down flights of stairs, sat on rocks and cause some happy mayhem along the way. All the while in colourful costumes, sprouting text and being directed by fellow Loopers – much to the curiosity of random passerbys.

On one particular sortie, Claire, Alex and I found ourselves on Level 6 of the QUT Law building, whereI rode Leki across an overpass while poor Law students undertook a Law exam next door – we were quietly respectful, but the contrast between the two groups was palpable- good luck students!

After our excursion, we all headed back to the Design Studio and spent some time collating, editing and exporting our Loops. They were raw, rough and fun.

As you would expect, each team produced totally different loops. They varied widely in concept, production and technical delivery. It was really interesting to see what others had been working on and what were we able to produce in such a short space of time.

As a final showcase, filled every screen in the Design Studio with team loops, so we could walk around and see what people had been working on. Quite a few academics also came down to see our final presentations – it looked awesome.

Take-aways of time spent Looping

I was really inspired and impressed by the work and skills of my Looper team and the other participants.
It was great working on set with Claire again – we have such great creative synergy. It reminded me that public art and performance are so engaging and fun to create, but also that it is hard work.
I really enjoyed the variety of activities: I liked the warm-up intro, reading and writing that lead to the group work – it worked well to orientate us and get the creative juices flowing.
I liked that the open format pushed me to relax into whatever was happening, to relinquish the idea that ‘I need to know what I am doing’ or always have structure – the learning was organic.
I learnt a new skill (DaVinci Resolve Software) enough to put together an experimental short clip – which I would not have done in such a way if I had not done the workshop.
It was also great to have designated adult play-time – what a joy! So precious!
My team were easy going, innovative and everyone brought something to the table – and it was lovely being in a space where there was no right or wrong ideas or actions – just ‘seeing what might happen if we do this’ or ‘Let’s try X here’ – such a rare delight!
It was also great to get about and about in Brisbane to do some live shooting. I was very proud crossing The Goodwill Bridge with my fellow Loopers and being part of this beautiful, courageous, colourfully-dressed band of creatives exploring the city streets, buildings and gardens of Brisbane.

Looper Awards of Excellence

For a finale, Claire and I awarded each of our fellow loopers (and fearless leaders) a custom-made recycled Looper Award of Excellence medal, each of which we had made out of an array of recycled materials like bike inner tubes and parts, beer caps, repurposed bits-and-bobs, jewellery pieces and other found objects (see below). Just doing our bit to get more bikes in the creative arts!!

Thank you!

A massive thank you to Beck and Sue for organising this event.

To Alex for running the workshop – we had a great time!

To my team for being right there with me – you were awesome!

To all our other fellow loopers … for being equally amazing!

I can’t wait for the next workshop!

21/06/201823/06/2018

Looping with the Chicks on Speed

Hooray! Exams are over for students – Congrats to all! As a reward for a busy week marking exam essays, I registered for a wicked 2-day creative workshop called The Art of Looping run by Alex Murray-Leslie (from Chicks on Speed – OMG!). I am super excited and can’t wait! Here is what we’ll be doing.. (no…not wrestling bike monsters like the Gif below – although it is a loop..below, below!! NG.)

Source: @electriccyclery via GIPHY

Looping with the Chicks on Speed

This workshop is a unique opportunity for a small, select group of Griffith HDR creatives. I wanted to come not only for the creative experience and to gain new skills, ideas and motivation, but also as it was a great chance to meet and work with Alex -who is a seemingly inexhaustible artistic icon and source of craftspiration.

This session especially was super popular, so I was happily surprised I was able to register as it booked out very soon after! Lucky!

For this workshop, we will be working in the Design Studios at QCA South Bank Campus. We need to bring three diverse texts we find engaging for our current practice and a mobile phone with video editing capabilities (if we have it).

The Art of Looping: Ephemeral and tangible experiences expressed through costume, performance, spoken word, sound, choreography and action!

What we will be doing – The workshop seeks to create new understandings and opportunities to encounter and exchange using mobile phones as a tool to foster interaction between participants and collective works using audiovisual looping as an artistic method.

Organised in an experimental and engaging format (we decide together at the start of the workshop) the different student groups create a theatre of making; processes of learning and unlearning, performed, documented and edited on the spot with their mobile phones.

Our stages will be the neighbourhoods surrounding the university and the final composition will be informed by chance encounters over the 2-day workshop.

Our presenter – Alexandra Murray-Leslie conducted her PhD research at Creativity and Cognition Studios, The University of Technology, Sydney. She is co-founder of Chicks on Speed, an internationally renowned art ensemble. Alex’s current practice-based research is Fashion Acoustics: wearable musical instrument design for live-art performance focussing on the development of computer-enhanced footwear for aerial dance practice and musical composition with possible health applications.

Looping with the Chicks on Speed. Bicycles Create Change.com 20th May, 2018 — Source: Alex performing at the 2017 Wear It Festival (Berlin).

Attendance – This 2-day masterclass is offered by the Griffith Centre for Creative Arts Research for Queensland College of Art & Griffith Film School Higher Degree Researchers only. Limited registrations.

Organisers – this event has been organised by Professor Susan Best, Director GCCAR and Dr Beck Davis, HDR Convenor QCA & GFS. (A big thanks to them both! NG).

I’m keen to meet some new people, learn some new tech skills and have some designated time set aside for some serious creative explorations – wooohooo!

More about Alex and Chicks on Speed

Below is a great ABC Arts segment that shows just how awesome Alex and the Chicks on Speed are.

Alex Murray-Leslie is an artist/researcher and curator, working in the areas of computational foot-wearables, digital music instrument design, Pop Music & Live-Art.

Alex recently completed her PhD in the Faculty of Engineering and IT (Creativity and Cognition Studios, UTS) and is the research fellow at Art and Design Research Incubator (Dept. of Sports Science (Penn State Uni.) and The Music Tech. Group at University Pompeu Fabre (Barcelona).

Recent projects include: Curator of the worlds first wearable technology in Fashion Film competition, Diane Pernet presents ASVOFF 9, Centre Pompidou, Paris, 2016.

Alex performs, curates, lectures & exhibits internationally, alongside writing for scientific journal and book publications.

16/06/201818/06/2018

Effect of Virtual Reality on Cycling Performance- Lab Rat

As a PhD researcher myself, I know first-hand how much work goes into a research project. So where possible, I like to help out other researchers as a participant or lab rat.

In the past, I’ve been a research participant for the Education, Psychology and Health Sciences Departments.

My most recent foray was an invitation to be a research participant for Nicole T’s School of Applied Psychology PhD research project, which is looking at how Virtual Reality impacts cycling performance – wicked!

I was interested in this project, not only because of the cycling, but also for the VR component of this project. I have previously worked with other educational VR, AR and fully immersive experiences, but never with cycling, so I was keen to see what this simulator was like.

Effect of Virtual Reality on Cycling - Lab Rat. Bicycles Create Change.com 16th May, 2018 — I’ve used fully immersive AR technologies and platforms (above – complete with cycling cap and bicycle print top of course!), but mostly for educational and entertainment purposes, not research.

Effect of Virtual Reality on Cycling Performance- Lab Rat Experience

So, this time, I went to Griffith’s Gold Coast Campus, got suited up, completed a battery of psych questionnaires before and after riding a stationary bike – and got amongst it!

Why is the research being conducted?

Nicole’s research examines the effect of the presence of the competitor in a virtual environment during a stationary cycling task. The possible performance benefits of using feedback within a virtual reality environment was the primary focus. Female participants only for this project.

After I had completed my full session, Nicole let me know more of what she was really looking for – oohhhhh! Of course, she could not let me know all the details prior, as it may have skewed my (or any other potential participants) involvement and data results. In order to maintain the project’s integrity, I’ll only give approved general info about the project here as well.

What I was asked to do

I was in the VR lab for 90 minutes, during which I did heaps, like:

Answered demographic questions, had my height and weight measured and I completed the Sports Medicine in Australia pre-exercise screening system.

Then, Nicole hooked me up to heart rate and respiratory rate monitor. She instructed me on how to use the stationary bicycle and appropriate technique – and I undertook a practice trail to become familiar with the exercise and the VR environment

Next, I jumped on the bike and had to cycle to the best of my ability to assess the intensity level (which was defined as 70 revolutions per minute while maintaining 70% heart rate reserve or until 30 minutes had elapsed.

During the cycling task, I had to continually respond verbally to a Rating of the Perceived Exertion (RPE) scale every three minutes.

I also had to complete quite a few psych questionnaires, including:

International Physical Activity Questionnaire
Long form (IPAQ-LF)
Positive and Negative Affect Schedule (PANAS)
Physical Activity Enjoyment Scale (PAES)
Exercise Thoughts Questionnaire (ETQ)
Intrinsic Motivation Inventory (IMI)
Feedback Rating, Self-control Questionnaire
GRIT inventory
Self-efficacy Questionnaire
Revisited Competitiveness Index (RCI)
Reality Judgement and Presence Questionnaire

So how was it?

I had great fun and did the best I could.

I took the project seriously and answered all questions honestly.

I laughed at myself because, even though I was in the lab, I still indicated turns with my arms each and every time I turned (I must have looked hilarious to Nicole, who was watching me on the screen in the lab next door).

At times I found myself bracing in anticipation when approaching uneven surfaces and cobble stones.

The simulation was basic but detailed enough to create an alternative environment. It had some good details in it like normal everyday urban encounters that had corresponding noises (pedestrians walking down the street and as I passed them, I heard the music they had playing, dogs barking, bird songs, etc).

The cycling part was no problem and I enjoyed using the VR simulation, which required me to ride around a fictitious city.

I giggled at some of the shops and department store names – they had been modified (branding) to have a very similar logo to some well known big brands, but the name was slightly different (McDowell’s anyone?) It totally reminded me of Coming to America!

At times, the VR was a little weird as it was based on an American context and had a few odd aspects for Australians (like cars parked on the wrong side of the road).

I was not totally sold on that particular program – but then again, it was not designed to be ‘enjoyable’, totally immersive or as a cycling training tool. I never really ‘left’ the lab I was in to ‘enter’ the simulation. But, it was for research purposes, not a fully immersive VR expereince – and so fulfilled its role.

After we were finished, Nicole was able to give me some feedback about my performance, some of which I found surprising …. sorry – no details on this, as the project is ongoing!

Overall, I was glad to have the VR experience and get some personalised biodata on my cycling performance as well as being able to support Nicole in her research.

If you get an opportunity to use a VR cycling simulator – give it a try for something different!

And best of luck to Nicole for her research!

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.

28/04/201830/04/2018

Bicycles and ANZAC DAY 2018

ANZAC Day (April 25th) is one of Australia’s most important national cultural holidays. Originally held to mark the anniversary of the first major military action fought by Australian and New Zealand men and women during the First World War, today, the commemoration honours all Australians and New Zealanders involved in armed conflict.

Last year for ANZAC Day, I posted on the Australian Cycling Corps. This post detailed the background and types of bicycles used in WW1 and more specifically the Military Roaster model – Mark IV. Having spent time in Timor Leste working on an aid and development program, I also wanted to highlight the ways bicycles are more currently being used by the Australian Army. For example in 2008, the ADF instigated the Bicycle Infantry Mounted Patrol (BIMP) in Timor Leste to improve for more efficient field patrolling.

I’ve also previously posted about the positive impact riding bicycles can have for returned veterans – a subject not often discussed, but one that is very much needed.

So for ANZAC Day 2018, I wanted to share my latest read, a book entitled The Bicycle in Wartime – An illustrated history by Jim Fitzpatrick.

Bicycles and ANZAC DAY 2018

I am not a regular consumer of military history books. But, this book caught my attention because it is an ‘illustrated history’, this meant that the detailed research was much more easy to understand and digest.

I found this illustrated content much more interesting than a straight ‘read’. being able to see the images ‘from a cyclist’s point of view’ rather than just purely reading text about the military point of view was certainly a more engaging way to interact with the content.

The images included are very interesting and they comprehensively outline the ages, stages, uses and applications of bicycles in various conflicts.

If you can get a copy of this book through your library, I would recommend having a look. It is an incredible visual record of not only a specific cultural object (bicycle), but also how bikes have been used in a highly specific context.. one which many people would not normally know or associate bicycles with.

Although this book is very informative, I also found it challenging to read. It stirred up many emotions because of the wartime context. I found myself stopping quite regularly. I needed time to think, reflect and try to reconcile my own very positive love of bicycles and riding, to that of the content. It was at times a tumultuous undertaking.

The book’s Table of Contents (below) gives an indication of the topics, conflicts and foci contained therein:

The book is full of amazing photos, like this one of WW1 Australian and Canadian Cycle troops.

Overall, the book recognises the role and importance of bicycles in armed conflicts. I have read previously about bicycles being used in wartime, but this book really took that to a new level. The book is an astounding collection of research and I was genuinely amazed to see how instrumental and important the bicycle has been in so many wars. I had no idea the full extent bicycles had in these contexts.

Here’s what others had to say about the book:

An intriguing and compelling read, complemented by a multitude of archive photographs. Most important, the book brings together the strategic side of military policy and the experiences of cyclists on the ground.

Paul Rosen, University of York

Impressive breadth and detailed coverage of the use of bicycles in war. Jim Fitzpatrick shows convincingly how often experts were totally wrong in underestimating the influence of the bicycle, even when used against highly mechanized armies. A fascinating and rewarding book to read.

David Gordon Wilson, Emeritus Professor of Engineering

In this memorable tour de force, author Jim Fitzpatrick has, for the first time, traced the history of the bicycle in wartime. His contribution is significant and will stand the test of time … the world’s military forces have long been aware of [the bicycle’s] potential. On occasion it has spelled the difference between victory and defeat: the Japanese in Malaya, the Viet Minh forces of Gen. Vo Nguyen Giap at Dien Bien Phu.

Cecil B. Currey, author of Victory at Any Cost: The Genius of Vietnam’s General Vo Nguyen Giap.

Images and quotes: Star Hill Studios

22/03/201818/04/2018

English Australia – PD Fest

English Australia (EA) is the national peak body for the English language sector of international education in Australia. On the weekend, the Queensland English Australia – PD Fest was held. This event is a precursor to the national conference coming up later this year. I always enjoy this event and have been looking forward to it. Here is what happened. Enjoy!

English Australia – PD Fest

I really enjoy going to the English Australia PD Fest each year. I love catching up with industry news, meeting other teachers in my field and seeing what others are doing in the PD sessions. I presented for the first time in 2016, but last year went as a participant and had an equally great time. So this year, it was time to present again. Turns out I ended up presenting twice and here’s how it went!

Session 1 From EAS to collaborative internship: Lessons and insights where bicycles create change

Abstract: This session presents the results and insights drawn from the 8-week collaborative internship I worked on over the Summer of 2016 with 4 DEP students: Sachie, Mauricio, Juliet and Gabriel. This session outlines the multiple theoretical perspectives that underpin the course design and explains how the project focused on providing the participants with genuine and English, academic, professional and practical workplace skills and opportunities in inventive and engaging ways.

Presenters: Sachie Togashiki is in her third year of International Liberal Arts at Soka University, Japan, majoring in Philosophy. Juliet Alfred is Special Educator at Sommerville Special School, Auckland, NZ. Mauricio Gonzalez is a Software Developer working on private contracts for the Queensland Government. Gabriel Besong was unable to present. All are graduates of GELI’s Direct Entry Program (DEP) and were participants in the 2016 Bicycles Create Change Summer Internship. Nina Ginsberg is a Language Instructor and Academic Tutor with Griffith English Language Institute (GELI).

How did it go? This session went well. I had to really condensed the session down as the afternoon sessions had less time than the morning sessions, but it was a good challenge to hit the high points of theoretical perspectives, aha moments, what worked and what didn’t work.

I spent a bit of time going through the Internship outline as this was the crux of whole venture. I explained the different components, how they work together and gave some examples of tasks and activities undertaken to show critical points of skill development, which the audience were really interested in.

It was also great because the audience got to hear directly from three out of the four participants about their experience: Sachie and Juliet had pre-recorded video (they are both overseas) and Mauricio attended in person. Congrats to all three who presented – they did a great job!

Bright Ideas Nomination: This session was one of five on the day that were nominated for a Bright Ideas Award. This means that there was representative of English Australia in the audience evaluating the presentation. Their review is coupled with the distant feedback and a summary of the session written by the presenter. The Panel then assesses each of the five sessions and announces the winner.

The prize for the Bright Ideas Award is a full expenses paid trip (all airfares, accomodation, gala dinner, registration etc) to present as the Queensland representative at the 2018 English Australia (National) Conference to be held in Sydney on 19-21 September. Bloody wicked!!

Click here to see the 2017 Bright Ideas (Queensland) Winner’s session.

Session 2: You’ll never believe what happened in class today!

Abstract: Teaching is hard, but rewarding work. Every teacher has memorable moments that has made it all worth it. This fun and positive participatory session celebrates the unique, wonderful, hilarious and often touching moments in our collective teacher experience. Join us for a few laughs and double entendres as we reminisce magical class moments!

Presenters: Just me!

How did it go? I hadn’t planned on doing this session this year. I spoke to the organisers a week before it was being held and they were still short a few sessions. I had the idea to do this session next year, but the discussion forum format was easy to organise, so I volunteered to double up. I’m glad I did.

The premise that this session was the provide designated space the teachers to sit down and share their experiences. I wanted to steer away from the usual pedagogy, theory and practical skills PD session to really acknowledge and celebrate the personal and often unknown moments that many teachers have, but are all too rarely shared.

I also wanted to recognise and honour the positive and fun side as a counterbalance all the hard work that goes into teaching, which is usually the central focus of many PDs.

The session was simple. After a quick introduction, I told a few funny stories of faux pas, pronunciation confusions, hilarious misspellings and cultural misunderstandings to get the ball rolling. We then divided up into four groups of about six people and spent the time exchanging the memorable times that it made us laugh in English class.

This session was informal, friendly and funny. It was a wonderful way to end the day. The participants who came were very generous in sharing their stories and experiences and it was lovely to hear laughter flowing easily.

Here are a few highlights from my two sessions. A massive thanks to Elliot Kirkwood Photography for providing all session photos other than my presentation slides – what a professional!

17/01/201818/02/2018

My first book review is published

Taking a quick side-step from our usual posts of all things bikey into the straighty-one-eighty world of academia, I was delighted this week to be notified that my first book review has been published!

Woohoo!

I found this book review a little nerve-racking to do, for two main reasons.

The book I reviewed was written by two leading scholars in the field, so it was comprehensive, clearly organised, informative, interesting and very well written.
It was the first time I have collaborated with my PhD supervisor Prof. Singh on a writing project.

Overall it was a very positive experience.

I enjoyed reading the book, learning some new skills (like how to use Routledge’s online proofreading software system) and having to opportunity to develop different academic writing skills and genres

Most of all, I am so grateful to Prof Singh, who invited me to work on the project with her so I could extend my academic skills, networks and exposure.

She is a wonderful role model and a very positive and inspiring PhD supervisor.

I was previously advised that while undertaking a PhD, it is important to recognise and celebrate the smaller stages of the whole research process – which this first most certainly qualifies!

So here it is!

Ginsberg, N., & Singh, P. (2018). Consultants and consultancy: the case of Education. Journal of Education Policy, 1-2. doi:10.1080/02680939.2017.1420310

Consultants and consultancy: the case of Education

In their book titled Consultants and consultancy: the case of Education, Gunter and Mills explore how the growth of a consultant class, (a faction of the middle class and comprised of knowledge actors) is working to accelerate the privatization of public education in the United Kingdom. This class faction of the new middle class is redefining what the authors call ‘knowledges, knowings, knowledgeabilities and knowers’ (p 12). The authors have considerable experience and expertise in the research area and this is put to good use in the selection of content and theoretical approaches.

The book focuses on the role and implications on the UK public education service of ‘The 4Cs’ (Consultants, Consulting, Consultation and Consultancy). Each of these 4Cs are defined in detail and refer to actors, practices, exchange relationships and power relations. In doing so, this book provides a valuable exposition of the increasing commodification of knowledge and its implications for how educational policy is being designed and enacted.

The authors are unsettled by the ubiquitous and increasing privatization of the UK education process. In recognizing that ‘the 4Cs are generated by privatization, they create and develop it, and are beneficiaries of it’ (p 95), the book seeks to warn there is ‘no alternative to the privatization of public education’ (p 93) and the ‘creeping commercialization within schooling’ (p 93) will continue, as will the ‘setting up and development of a branded and billable education’ p (129).

The central premise of the book is to raise greater awareness and critical analysis for how the 4Cs are impacting educational management and provision. To highlight this, the authors present their arguments in a clearly structured way, with the book being divided into two main parts. After defining key terms and setting the scene in the introductory chapter, the first part of the book consists of three chapters, where the role and contributions of ‘educational experts’ in the form of corporate consultants, university researchers and industry professionals, are succinctly clarified and unpacked. Part two of the book consists of five chapters. In each of the chapters empirical data generated from three large scale studies is presented with the aid of concepts derived from key sociologists of education (Bernstein and Bourdieu) to think about the processes and issues involved in the generation and management of knowledge within education policy and practice. This section describes the ways in which policies and practices of the ‘consultocracy’ are shaping educational dynamics, tactics and reform.

The book has implications for education researchers working not only in the UK, but also Australia and elsewhere that have witnessed the rise of new middle class factions of consultants. Specifically, the book explores the notion of ‘knowledge regimes’ and ‘knowledge politics’ by drawing on theoretical concepts from Bourdieu and Bernstein as thinking tools to explore the ways in which new knowledge forms produced by the consultancy class (consultocracy) are reaching into schools, classrooms and homes. From Bernstein (2000) the authors draw on the concepts of boundary, pedagogic device, pedagogic fields and recontextualisation. From Bourdieu (1992; 2000 ) the authors draw on concepts of misrecognition, logic of practice, codified knowledge as doxa of self-evident truths, habitus, capital and the illusio of the game.

A limitation of the book, however, is that the work of these theorists is not systematically used to present new insights about the marketization of public education. For example, Bernstein has written about the emergence of new middle class factions engaged in processes of symbolic control (see Robertson & Sorenson, 2017; Singh 2015; Singh, 2017). The book needed to provide more detail about the ways in which factions within the middle class positioned in the fields of symbolic control and economic production are struggling over the pedagogic device of knowledge about public education. The authors provide a deterministic account around the production of new knowledge regimes, and what is thinkable, doable within these regimes. However, as Bernstein (2000) clearly indicated the pedagogic device is a site of ongoing struggle because the stakes are high. Ultimately the pedagogic device governs modes of consciousness and conscience – what is knowable, doable, and thinkable in terms of public education.

This book constitutes one of the sites of struggle over the pedagogic device of public education. Consequently, the book and this review are actors in ongoing struggles over ideas about the re/form of public education.

References

Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity. Theory, Research, Critique. Revised Edition. 2nd ed. Lanham: Rowan & Littlefield Publishers Inc.

Bourdieu, P. 1992. The Logic of Practice. Stanford, CA: Stanford University Press.

Bourdieu, P. 2000. Pascalian Meditations. Oxford: Polity Press.

Robertson, S. L., and T. Sorenson. 2017. “Global Transformations of the State, Governance and Teachers’ Labour: Putting Bernstein’s Conceptual Grammar to Work.” European Educational Research Journal, 1, 19.

Singh, P. 2015. “Performativity and Pedagogising Knowledge: Globalising Educational Policy Formation, Dissemination and Enactment.” Journal of Education Policy 30 (3): 363–384. doi:10.1080/02680939.2014.961968.

Singh, P. 2017. “Pedagogic Governance: Theorising with/after Bernstein.” British Journal of Sociology of Education 38 (2): 144–163. doi:10.1080/01425692.2015.1081052.

07/01/201808/01/2018

Vycle – Urban Vertical Movement via Pedalpower

There are some super creative professionals out there producing innovative solutions to urban issues using bicycles as the foundation for inspiration and design.

One example I have previously posted, is the incredible and now readily available Invisible Bike Helmet, which is the brainchild of two Swedish Industrial Designers, Anna Haupt and Terese Alstin.

Another is the Vycle, which was first designed by Elena Larriba.

Vycle is touted as being a human-powered vertical transport solution to address increasing urbanisation.

What is Vycle– Urban Vertical Movement via Pedalpower?

Elena Larriba is a qualified architect (MArch) and an Imperial College and the Royal College of Art (MSc & MA) alumni.

Her work is concerned with responding to increasing urbanisation and migration.

Most densely populated urban environments and cities utilise vertical spaces. Therefore innovate methods for vertical transportation are being investigated – and harnessing the functionality of cycling is Elena’s answer!

Elena’s website explains that her design is inspired by bicycles, in that “Vycle is a system powered by continuous cyclical movement. Its benefits are twofold: firstly, it will give stakeholders a more efficient and sustainable option to ascend, and secondly, variable energy selection will be able to cater to people of varied ages and abilities, whilst creating a personalised experience”.

The two choices of moving about between building levels: elevators or stairs – and both have some serious drawbacks. Elevators require a lot of energy and encourage laziness, whereas stairs encourage physical activity, but that for some, this can be onerous or too strenuous.

In a nutshell, Elena believes “that stairs require a lot of effort for a person to go up whereas lifts are 100% powered and that this carves out an area of opportunity that sits between the two.”

Comparatively, using Vylce appears to alleviate these concerns by being compact and space efficient, easy to physically propel, as well as removing any reliance or use of precious energy and thus is incredibly environmentally sound – go bicycles!

Concept Development

The Vylce is currently only a working prototype. Further testing is required to take this product to market and comply with regulation level safety measures for implementation.

How does it work?

The Vycle team explain that this device operates by allowing “people to cycle up in an effortless and enjoyable way. The system is balanced with counterweights leaving the user body as the only weight to overcome. Using a gearing system similar to how bikes work, the user can decide how much effort they want to put to ascend or descent”.

You can see how Vcyle works in action in the video below.

Here is a possible future that Elena hopes to provide – pretty inspiring stuff!

I love the visionary and inventive ways bicycles are being utilised, modified and adapted to help provide productive and resourceful solutions to growing social, environmental and technological issues.

I can’t wait to see more ways where bicycles are being used to create a more positive future for all.

Images and video courtesy of ycle.co.uk

21/11/201705/12/2017

Helmet Law Survey Results

The results of the Bicycle Network Helmet Law Survey are in! Big ups to all those who responded to the survey online and via my blog post on September 19th. A summary of the key findings are at the end of this post. Very interesting!

A survey of almost 20,000 people has found that nearly two-thirds don’t believe you should have to wear a helmet every time you ride a bike in Australia.

It also found that if current mandatory helmet laws change to allow Australians to ride a bike without wearing a helmet, more than 30% of people would ride a bike more often.

The survey was conducted in August and September this year as part of Bicycle Network’s mandatory helmet law policy review.

Currently under the law, it is compulsory to wear a helmet whenever riding a bike in Australia, excluding the Northern Territory.

Bicycle Network CEO, Craig Richards, said the responses received from its members and the public will help the organisation evaluate its position on helmets, forming one part of a wider review which also includes a literature review and evaluation of expert opinion.

“It’s great to get such a large amount of public opinion about bike helmets. It’s something people are clearly passionate about and it’s helpful to see how Australia’s helmet laws may impact people’s decision to ride,” said Mr Richards.

“The opinion of our members and people who ride bikes is important and will help inform our policy on Australia’s mandatory helmet law. Along with academic research and information from experts, we will be able to make a fully informed decision.”

When it comes to relaxing laws, it’s not one-size-fits-all

While most people said they don’t support mandatory helmet laws, there was a divide in whether laws should be fully relaxed, or adapted in specific situations.

41% think helmets should still be mandatory in some circumstances, such as riding in ‘high risk’ situations, like racing, riding on roads or under 18 years of age.

“Understandably, there are people that feel safer wearing a helmet. But there are situations where some people have told us they would feel safe without a helmet, like riding on a trail next to the beach,” added Mr Richards.

“If we were to change our policy on Australia’s mandatory helmet laws, it may not be as simple as saying you’ll never have to wear one again.”

Bicycle Network is Australia’s largest bike riding organisation representing 50,000 members.

It’s mandatory helmet law policy review began in August this year and is expected to be completed by April 2018.

Summary of Bicycle Network’s mandatory helmet law survey

The survey was completed by 19,327 respondents
Respondents were mostly Bicycle Network members and people who ride bikes with varying regularity. 2.6% of respondents were from overseas, and 1.9% of respondents said they never ride a bike.
58.3% of respondents said there should be a change to helmet laws, while the remaining 41.7% said helmets should be mandatory all the time
40.7% believe helmets should only be mandatory when the risk is high, for example, when racing, on road or for young people
30.4% would ride more if helmets weren’t mandatory
If laws changed, almost all people who currently wear a helmet when they ride would continue to do so and the number of people who never wear a helmet when riding would only increase by 3.7%

This post was first published by Bicycle Network on 21st Nov, 2017.