Are you Kerry Bodle?
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I engage with students through the Indigenous curriculum; my pedagogical approaches to teaching, and the construction of the assessments. In essence, I used the Indigenous curriculum, my pedagogical practices and the assessments as the catalysts to bringing about change – ‘for creation and innovation by learning through culture… not just about culture’ (NSW Education and Communities, 2012, p. 4). The digital assessments were research-driven and as such designed to act as a springboard for dialogue about the deeper issues of the course that were not easily illuminated through other testing methods. Using scaffold approaches to learning in conjunction with specific pedagogy, I was able to use the assessment strategy to inspire students to self-reflect on their own experiences. This opportunity to self-reflect was provided to students so that they could make sense of their understanding of Aboriginal knowledges and ways of being in both a history and business context. The three assessment items were designed not only achieve all the learning, assessment and graduate outcomes, but also to prevent plagiarism. In the assessments, students were required to demonstrate active engagement through self-reflection about Aboriginal knowledges and then interact, explore, participate, and collaborate through an ePoster, ePortfolio and an ePresentation. The aim of the ePoster assessment was to communicate concepts associated with the course in a graphical format, including the use of words, diagrams, graphical images and elements - paralleling the way in which Aboriginal cultures use images to communicate important messages and concepts within their own culture. The ePortfolio/Reflective Journal was designed to assess students’ ability to apply core concepts of Aboriginal and Torres Strait Islander society (knowledges, traditions, and culture), and the appropriate use of protocols when engaging with Aboriginal and Torres Strait Islander peoples, their businesses and wider communities. Collated, presented and submitted online progressively during each week of the course, the ePortfolio contains a linkage of images, photographs, concept maps, graphics, audio and/or video and was supplemented with a written document which was designed to stimulate independent learning through the use of narrative inquiry, reflection and critical analysis. “I am really enjoying your class. Thank you for sharing your stories! I am researching and watching YouTube clips and finding out so much interesting information on this rich culture! I am totally loving it” (Student SEC 2015). Finally, the ePresentation required the students to choose one of the topics researched from the four (4) reflective journals submitted in the ePortfolio, and deliver a 3-5-minute video presentation recorded and presented using a smartphone, Prezi, Camtasia or video production software. Students embarked on their own exposition of digital storytelling, whereby they were given the freedom to develop their voices - expressing their own views, ideas, opinions, assumptions and preconceptions of the course and associated topics as a route to media literacy in the digital age (edutainment). The assessments were successful, in that, learning outcomes and associated feedback was not just attained at the end of the learning experience, but gathered along the way via formative and summative assessments. Workshops covered practical activities related to the seminars and assessments – students were able to watch and discuss ‘how-to’ videos, PowerPoint’s creation using voice-over functions, video production, and ePortfolio creation. I provided exemplars and rubrics as a guide for assessment preparation, e.g., the written communication criteria and how the critical reflective communication skills (journals) would be assessed in the ePortfolio and ePresentation using Bloom’s Taxonomy. Evidence: “Kerry was very passionate about this topic and was not afraid to share personal experiences and encourage students to share experiences to further enhance the learning experience. Kerry presented endless amounts of resources but did so in an effective way that us students didn't feel bombarded with work. She presented us with the information we needed to successfully engage with this course but also gave us the opportunity to delve further into the topic. Personally, I feel as though Kerry has inspired me to embrace my family history and has encouraged me to get involved with the GUMURRII centre at Griffith University. This course has been extremely valuable to my development as a student but also as an individual. I would like to thank Griffith for the opportunity to take this course, and also thank Kerry for being such an engaging and inspiring lecturer” (Student, SEC, 2016). I appreciated the real world examples in the lectures and the fact that Kerry shared parts of her personal journey. The extra resources established a strong foundation for my research. I was then able to find examples that I could relate directly to my personal and professional life. The ability to directly apply the content added to the learning experience, and my desire to share that knowledge with colleagues, friends and family - which is the purpose of this course. Thanks for a great semester Kerry! (SET, 2017). Recently, the Dean L&T invited me (and I accepted) to develop a Cultural Competency module to embed in all GBS programs via a PebblePad workbook with the help of Learning Futures which will be introduced in Trimester 2, 2017.