Analyse current international media cultures, journalism and news practices, or media communication around marginalized peoples using a critical comparative research perspective. And I will upload three comparative research methods, you will choose one of them to make this assignment.
The project elements should include:
Introductory text (500-1000 words, pdf format):
lists the poster title and author’s student identification number ONLY (no names),
introduces the comparative media project,
outlines research topic, main argument, and analysis of findings,
points to media examples or case studies,
explains that contents of the poster,
provides reference list.
Poster (I will upload the template, portrait/landscape, 500-1000 words, pdf format):
A poster is a visual communication tool that serves as a source of information; conversation starter; and a snapshot of your research.
The poster should provoke discussion about comparative G-South media research.
The poster should be informative and visually appealing.
The poster should include voices from the global South
The text should be easily read.
The poster formats :
Branding:
To keep all posters consistent with branding: use logos as provided, all headings and sub-headings in Ariel font, and all body text in Calibri font.
Text size recommendations when using template:
Main heading – Ariel, size 55
Sub-headings – Ariel, size 35
Body text – Calibri, size 32
Author name(s), Degree/Unit of study (MECO6926 International Media Practice) Calibri Bold, size 26
To test the feasibility of your preferred research topic, list the resources you found to support your project design should include:
three journal articles: …
two websites: …
one image or video: …
Reading lists (must read):
https://www.jstor.org/stable/j.ctv65sxh2
https://onlinelibrary.wiley.com/doi/abs/10.1111/co…
https://journals.sagepub.com/doi/abs/10.1177/17480…
Acknowledgements
This work is copyrighted. Apart from any use as permitted
under the Copyright Act 1968, no part may be reproduced
by any process without written permission.
©2019 Pro Vice-Chancellor (Education) Portfolio
ISBN 978-0-7334-3882-0
Editors
Catherine Ryan
Alina Petanec
Zachary Rushton
Dorota Wierzbica
Introduction
The 2019 Learning and Teaching Forum with its theme of Embracing Change: Creating
Opportunities comes at the end of a year of significant change for UNSW. 2019 has seen the
introduction on the Sydney campuses of a 3+ trimester model, the launch of fully online
postgraduate degrees on a ‘hexamester’ model of six terms a year, and the continued move to
blended learning across the whole catalogue of our courses. There has been growth and
development of the Education Focussed career path, and a wide range of opportunities to be
involved in professional development around learning and teaching. These further the 2025
Strategy’s development of the Scientia Education Experience – with its four foci of building
communities, being digital, inspired learning and feedback and dialogue. The Forum provides a
wonderful opportunity to reflect on what’s worked and what hasn’t in 2019, to learn from the ideas
and experiences of others, and to reinforce and perhaps revitalise our common desire to make the
UNSW experience the best possible learning environment for our students.
While the forum program and posters focus on the innovations and ideas of a number of our
colleagues, that innovation occurs as part of the shared endeavour of all UNSW staff who lead and
support learning, both in the classroom and outside it. This makes the Forum a celebration of the
efforts of all.
So my thanks and congratulations to all at UNSW for your passion, enthusiasm and care for students
and their learning.
Professor Alex Steel
Acting Pro Vice-Chancellor (Education)
As part of the 2019 Learning and Teaching Forum, staff were invited to develop a poster around the
theme Embracing Change: Creating Opportunities. The posters were on display at the Forum on 26
November, 2019 and are contained within this publication.
The posters provoked discussions on one of the three stream themes:
Assessment and Feedback: Developing assessment and feedback practices that support student
learning, while balancing student and institutional expectations.
Collaboration and Partnerships: Working in partnership to develop quality programs, courses and
learning experiences.
Course Design: Designing for flexibility, authenticity and expanded opportunities for student
engagement.
Criteria for Poster Presentations:
•
•
•
•
•
•
•
The poster should be designed to provoke discussion but only needs to focus on one aspect of
your teaching practice
The poster should use and follow the guidelines in the template provided
A poster is a visual communication tool and serve as: a source of information; a conversation
starter; a summary of your work; an advertisement of your work
The poster should be visually appealing
The poster should ideally include the voices of students (e.g. student feedback)
The poster should be of appropriate publication quality for inclusion in the booklet
The text should be easily read from a distance of 1.5-2 metres
Visit the forum webpage for further details about the 2019 Learning and Teaching
Forum: teaching.unsw.edu.au/forum19
Contents
Authenticity and Engagement in Online Learning
Dean Utian and Graham Hannah
Faculty of Built Environment
7
Integrated assessment to scaffold learning for students with varied English
proficiency levels
James Heath, Agnes Bodis and Laura Christie
UNSW Global
9
Shifting landscapes of International education: New conceptions of creativity as
collaboration and partnerships
Associate Professor Kim Snepvangers, Associate Professor Arianne Rourke, Education
Focussed Academics, Scientia Education Academy Fellows and Ms Gloria Myoung, Ms
Sophie Lin, Ms Hyun Jee Cho
Faculty of Art & Design
12
Integrating intercultural competence into curricula in a tailored way
Agnes Bodis
UNSW Global
15
Boundary Crossing in Japanese Language Program
Professor Chihiro Thomson, Scientia Education Academy Fellow and Ms Nagisa Fukui
School of Humanities and Languages, Faculty of Arts and Social Sciences
17
Sandbox for Education: Co-creating a career-focused learning experience with the
industry
Dr Yenni Tim
School of Information Systems and Technology Management, UNSW Business School
20
UNSW Tax Clinic – Embracing Change & Creating Opportunities
Dr Ann Kayis-Kumar, Ms Maree Magafas and Professor Michael Walpole
School of Taxation and Business Law, UNSW Business School
22
Learning Theory and the Practice of Work: Heutagogy and the design of Work
Integrated Learning
Associate Professor Leanne Piggott, Education Focussed Academic
Office of the Pro Vice-Chancellor (Education), DVC (Academic)
25
Academic Lectures: Conventional or Unconventional?
Mahnaz Armat and Adina Stan
Design & Arts Department, UNSW Global Foundation Studies
28
Equity, sustainability and excellence in undergraduate research opportunities in
Chemistry
Dr Laura McKemmish, Associate Professor Shelli McAlpine and Dr Neeraj Sharma
School of Chemistry, Faculty of Science
30
Authenticity and Engagement in Online Learning
Mr Dean Utian and Mr Graham Hannah
Faculty of Built Environment
Stream: Course Design
A common concern of teachers is how to engage students in an online environment. This poster
presents approaches taken in the design and delivery of BENV2409 Advanced Multimedia, running as a
fully online course for the first time in term 3, 2019. A key component to encourage student engagement
is the presence and authenticity of teaching staff. In BENV2409, this comes from things like showing
bloopers in a welcome video, casual, conversational type explanations in pre-recorded lessons,
responding and interacting with students in online discussions/blogs.
BENV2409 covers the subject of immersion, particularly in virtual environments and games. It discusses
game theory and user experience. The course design attempts to transfer this theory into the student
learning experience through gamification and immersive learning. Techniques include a point system for
blog posts and a leader board. Prerecorded lessons (using iSpring) are available as both interactive
presentations with audio as well as PDF slides with full speaker notes as the transcript.
Ladyshewsky’s (2013) study on instructor presence in post-graduate online courses found that it not only
influenced student satisfaction but facilitated discourse, maintained learner engagement and encouraged
a learning community. Key indicators for this include:
• encouraging, acknowledging, and reinforcing student contributions;
• setting the climate for learning;
• drawing in participants;
• prompting discussion; and
• assessing the efficacy of the process
The poster articulates the main elements of the BENV2409 course that facilitate meaningful learning
activities in an authentic and engaging environment. Accompanying the poster is a digital representation
of the course showing the activities and student engagement.
Ladyshewsky, R. (2013). Instructor presence in online courses and student satisfaction. The International Journal
for the Scholarship of Teaching and Learning, 7(1), 1-23.
Poster Author/s
Dean is both a Sessional Academic and Educational Designer in the
Built Environment. His teaching covers digital communication,
filmmaking, games and immersive environments. Dean supports the
Faculty in staff capacity building, digital uplift, development of fully
online courses, as well as best use of Moodle and other tools. He is
passionate about education and the use of current and emerging
technologies to enhance the student experience and learning
outcomes.
Graham’s relationship with UNSW includes degrees in Science
Architecture and Digital Media. He led the IT strategy and digital
services delivery for multiple faculties including Built Environment,
Law for over 25 years. He has a passion for delivering creative
projects as a manager, designer and digital artist with a specialisation
in 2D concept illustration, 3D modelling and real-time environments.
His passion for teaching began in 1990 centred around software,
digital design and presentation.
7
Integrated assessment to scaffold learning for students with
varied English proficiency levels
James Heath, Agnes Bodis and Laura Christie
UNSW Global
Stream: Assessment and Feedback
In internationalised education, a potential challenge for curriculum developers is catering to students with
varied levels of English proficiency within the same student cohort. Discipline-specific English language
support has been shown to have positive outcomes for students with lower English language proficiency
in their first years of university studies (Baik & Greig, 2009). At the same time, it is difficult to address
both disciplinary knowledge and potential language issues during the allocated contact hours. Creating
assessment tasks for such cohorts can be particularly challenging.
This poster presentation describes an approach taken to addressing these challenges in the
Communication and Academic Literacy (CAL) course embedded in the Science and Engineering
Diploma programs at UNSW Global. This course is different from a classical English language pathways
course in that it has lower contact hours, a mix of disciplines and a varied level of English language
proficiency within each class. Thus, assessment design was crucial in addressing the constraints of the
course, and scaffolding was included through staging, delivery mode and student interaction (Keppel,
Au, Ma & Chan, 2006).
The poster focuses on a suite of assessment tasks which uses blended learning delivery to scaffold
students through research (academic article selection peer-assessed via online discussion boards),
group discussion, critical reflection (via student-created videos), and group presentation. The poster
provides reflections on the efficacy of integrated assessment tasks to cultivate successful social
engagement within a discourse community. This will be done from the perspectives of the constraints of
the course. Student and teacher feedback indicate that the assessment suite provides support for
students with lower and higher levels of English proficiency, but in different ways. Additionally, students’
feedback literacy (Carless & Boud, 2018) and digital literacy are developed through peer feedback
requirements.
Baik, C., & Greig, J. (2009). Improving the academic outcomes of undergraduate ESL students: the case for
discipline-based academic skills programs. Higher Education Research & Development, 28(4), 401-416.
doi:10.1080/07294360903067005
Carless, D. & Boud, D. (2018). The development of student feedback literacy: enabling the uptake of feedback,
Assessment & Evaluation in Higher Education, 10.1080/02602938.2018.1463354
Keppell, M., Au, E., Ma, A., & Chan, C. (2006). Peer learning and learning-oriented assessment in technologyenhanced environments. Assessment & Evaluation in Higher Education, 31(4), 453-464.
doi:10.1080/02602930600679159
9
Poster Author/s
James Heath is an English language teacher and researcher at
UNSW Global. He has taught and developed curricula for a range
of English and Academic Literacy programs in Australia and Latin
America. His research has focussed on using technology to
enhance feedback on academic writing.
Agnes Bodis is an Education Professional and a PhD Candidate in
Linguistics and has worked in many different teaching contexts
both in Australia and overseas. She is involved in curriculum and
assessment development and lectures in TESOL. Her research
interests are language ideologies, teacher education, assessment
and inclusive curriculum design.
Laura Christie is an educational designer at UNSW Global with
over 15 years of teaching experience. She has worked in a wide
range of teaching and teacher training contexts both in Australia
and overseas with interests in the benefits of drama and
technology in ESL. As an early adopter of blended learning, she
has been involved in curriculum and material development with a
focus on technology-enhanced language learning.
10
Shifting landscapes of International education: New conceptions
of creativity as collaboration and partnerships
Associate Professor Kim Snepvangers, Associate Professor Arianne Rourke, Education Focussed Academics, Scientia
Education Academy Fellows and Ms Gloria Myoung, Ms Sophie Lin, Ms Hyun Jee Cho
Faculty of Art & Design
Stream: Collaboration and Partnerships
Using images as a ‘catalyst for conversation’ this poster responses to the challenges of global education through
new conceptions of creativity as collaboration and partnerships (Snepvangers et al, 2018). This poster showcases
a creative ecologies approach utilised in the Teaching International Students (TIS) project as an exemplar to show
how synergistic community-based approaches develop independent case-based knowledge in academic and
student professional learning. Rather than focusing on traditional models of individual student learning and
creativity as genius, which can end up reinforcing highly suspect, elite forms of deficit educational dependence,
this poster focuses on the TIS project. Here, digital media students work with academics as ‘Students as Partners’
in their Career Development Learning (CDL). How three students created storyboards and animations, using the
primacy of images as a narrative of collaboration informs the poster design. These students’ will reflect on how this
collaborative practice model developed into an ‘Ecology of Practice’ (Kemmis et al, 2014) including diverse forms
of co-mentoring and co-dependence in projects of partnership.
The TIS project prioritises interdependent student and practitioner case-based action research methodology. In
this creative ecosystem students and educators work iteratively to develop reciprocal relationships, making shifts
in practice visible whilst simultaneously documenting career development (Rourke & Snepvangers, 2017). Shifts in
practice are evidence by students moving from artistic outcomes to producing ‘visual learning artefacts’ that act as
catalysts for conversation in the teaching and learning environment. Underpinned by Kruger’s iceberg theoretical
model (1996; 2013) the student’s narrative animations explore themes ‘below the waterline’ to take a more holistic
view in creatively exploring teaching with International students.
nimations
12
Poster Author/s
Dr Kim Snepvangers is an Associate Professor at UNSW Faculty of Art &
Design and a Scientia Education Academy (SEA) Fellow. Kim is also a Senior
Fellow of the Higher Education Academy (SFHEA), and an award-winning
educational leader in arts-based educational leadership research, Work
Integrated Learning (WIL) and professional practice in creative ecologies. In
2018 – she won an Australian Award for University Teaching (AAUT) Citation
for ‘Outstanding Contribution to Student Learning’ and the inaugural
International Society for Education through Art (InSEA) Award for Excellence in
Research in Education through Art (AEREtA). Kim has published widely,
including co-editing two books in the award-winning, Curated Series:
Transformative Pedagogy in the Visual Domain’ published by Common Ground
Research Networks that received the 2018 Publisher’s Award of Excellence.
Dr Arianne Rourke is an Associate Professor at The University of New South
Wales, Sydney, Faculty of Art & Design, she is a Deputy Director and Fellow of
the UNSW Scientia Education Academy (SEA). Arianne is also Senior Fellow
of the Higher Education Academy (SFHEA) and has had her research
published in over 90 National and International publications and contributes her
expertise on the editorial boards of six International education journals. Her
research is in higher education pedagogy, specifically focusing on investigating
methods for improving the use of visuals in instructional design to assist in
promoting the long-term retention of learning. Recently she Co-Curated with Dr
Vaughan Rees, an 8 book series titled: ‘Transformative Pedagogy in the Visual
Domain’, published by Common Ground Research Networks that received the
2018 Publisher’s Award of Excellence.
Gloria Myoung is a Sydney-based media artist and student teacher whose
work ranges from sound design, animation, videography and visual arts. Her
work has been showcased at UNSW Art & Design’s Annual Graduate
exhibition (2018) under the artist name GLO, Scientia Education Academy
Lecture Visualising Ecologies of Practice: Teaching International Students
(2019) and can be found on various online platforms such as YouTube and
SoundCloud. Gloria is currently producing sound independently, doing selfstudy about film photography and producing animation work for UNSW
Counselling and Psychological Services.
Sophie Lin is a UNSW Art & Design graduate whose work ranges from 2D
animation to painting and illustration. Her past animations have been displayed
at the UNSW A&D’s Annual Graduate exhibition as well as at a Scientia
Education Academy Lecture. Her work is deeply inspired by her everyday
interactions with people and nature and aims to capture the abstract emotions
and interpersonal relations that occur within these spheres.
Hyun Jee Cho is a Sydney-based animator whose work ranges from drawing,
design, animation and video. Her work has been showcased at UNSW Art &
Design’s Annual Graduate exhibition (2018), Scientia Education Academy
Lecture Visualising Ecologies of Practice: Teaching International Students
(2019) and Kudos Gallery’s Dear Homeland, (2019). She is currently producing
designs and animations for UNSW Blitz Online and UNSW Counselling and
Psychological Services.
13
Integrating intercultural competence into curricula in a
tailored way
Agnes Bodis
UNSW Global
Stream: Course Design
This poster outlines a procedure for integrating intercultural competence (IC) into curricula in a way that
is tailored to the program/course outcomes and provides guidelines and examples for how this could be
implemented on the level of task and text design, and sequencing.
Global mobility has prompted an increased focus on developing global citizenship, which has become
part of the Graduate Capabilities of universities as well. A main tenet of global citizenship is a move from
a one-sided integrative model of education to an inclusive one that values students as participants. One
component of this is enhancing IC. To illustrate the significance of IC in international education, it has
also been shown that Chinese international students rate their university experience according to the
quality of their social relationships and intercultural interactions; however, there is a drop in this
experience once pathways students enter university (Teo & Arkoudis, 2019). Moreover, higher academic
achievement was found among international students with higher intercultural communicative
competence (Martin, 2016).
With the help of Deardorff’s (2006) framework of IC conceptualised as a process, the poster breaks
down the elements of IC to audit existing curricula and develop tasks to address various levels of
cognitive engagement. These tasks can then scaffold each other. The poster presents the steps used to
identify the salient elements of IC relevant to the University English Entry Course (UEEC) curriculum at
UNSW Global. It provides guiding questions to audit an existing curriculum and gives examples for
staged task design.
The poster presentation indicates areas that are applicable to the development of disciplinary course
curricula and provides insights into the areas that international students may need further linguistic
development in.
Deardorff, D. K. (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of
Internationalization. Journal of Studies in International Education, 10(3), 241-266.
doi:10.1177/1028315306287002
Martin, D. (2016). Exploring the relationship between intercultural competence and academic success among
English for academic purposes students. (MA), University of Toronto.
Teo, I., & Arkoudis, S. (2019). Transitioning from a foundation studies program to university: a study of mainland
Chinese students. Higher Education Research & Development, 38(4), 1-14. doi:10.1080/07294360.2019.1576592
Poster Author
Agnes Bodis is an Education Professional and a PhD Candidate in
Linguistics. Since 2003 and has worked in many different teaching
contexts both in Australia and overseas. She is involved in
curriculum and assessment development and lectures in TESOL.
Her research interests are language ideologies, teacher education,
assessment and inclusive curriculum design.
15
Boundary Crossing in Japanese Language Program
Professor Chihiro Thomson, Scientia Education Academy Fellow and Ms Nagisa Fukui
School of Humanities and Languages, Faculty of Arts and Social Sciences
Stream: Collaboration and Partnerships
At UNSW our Japanese language program operates in a form of layered networks of Communities of
Practice (CoP, Wenger 1998), where our students regularly interact with each other using the
language. Into our CoP, we welcome a variety of people who cross boundaries and enter our
communities. One such group of people are postgraduate students who come from Japanese partner
universities to UNSW as teacher trainees for several weeks. This poster presents these trainees’
Cross-Boundary Learning (Ishiyama 2018) experiences, which impact upon them as well as on our
own students in the Japanese program, sourcing data from the published reports written by the
trainees upon their return to their home institutions.
Cross-Boundary Learning involves learners who travel between multiple communities. The trainees
traveled from Japan to Australia, from the Japanese language to the English language environment,
from their own institution and their institutional culture to those of UNSW’s, from their teaching and
learning beliefs to our beliefs embedded in our practices, not to mention the substantive changes in
their living conditions.
Aoyama (2015) advocates that Cross-Boundary Learning entails both the vertical and horizontal
learning. In learning Japanese, for example, we accumulate lexical items and grammar structures
(vertical learning) which regularly occurs even without crossing boundaries, while the horizontal
learning is unique to Cross-Boundary Learning. Crossing boundaries and entering new communities
present the learners with novel practices which they compare, reflect and assess in relation to their
own practices in their home community. This experience often modifies their perceptions, beliefs
and identities, i.e., horizontal learning.
The teacher trainees who visited our program naturally accumulated their teaching skills (vertical
learning). They also gained new ways of viewing learning as participation, collaborative teaching
philosophy, and solid future visions of themselves being teachers (horizontal learning).
CoPs benefit from having a diverse membership ranging from novices to experts. UNSW Japanese
CoPs benefited from having the trainees who were expert speakers of Japanese, increasing the
quantity and the diversity of expert speakers. Some trainees were Chinese, Vietnamese, and
Korean students in the Japanese universities being trained to be Japanese teachers. They were
excellent role models for our UNSW students, many of who are of Asian heritage. The collaboration
and partnerships we have with these Japanese institutions in the trainee program enhance both the
quality of their teacher training program, and the learning experiences of our students.
Aoyama M. (2015) “Boundary Crossing and Activity Theory” in Kagawa, S. and Aoyama, M (Eds.) Boundary
Crossing Interactions and Learning. Shinyousha, Tokyo [in Japanese]
Ishiyama, N. (2018) Mechanisms of Cross Boundary Learning. Fukumura Publishing, Tokyo [in Japanese]
Wenger, E. (1998) Communities of Practice: Learning, meaning and identity. Cambridge, UK, Cambridge
University Press.
17
Poster Author/s
Chihiro Thomson teaches Japanese and supervises postgrads who
research into language learning and language education. Her
recent research examines her applications of Communities of
Practice into Japanese language teaching/learning and into
postgrad supervision, as well as teacher training. She is Professor
of Japanese Studies and Scientia Education Fellow.
Nagisa Fukui is a senior lecturer of the Japanese program. She is
the coordinator of the first-year Japanese course which is the
largest language course at UNSW and supervises Japanese
language teaching practicum students who are aiming to become a
language teacher. Her research interests are Japanese language
education, in particular, application of Communities of Practice into
Japanese language learning at UNSW.
18
Sandbox for Education: Co-creating a career-focused
learning experience with the industry
Dr Yenni Tim
School of Information Systems and Technology Management, UNSW Business School
Stream: Collaboration and Partnerships
Today, with technologies transforming the nature of work, the industry needs problem solvers who
can adapt to dynamic needs and emerging opportunities. It is imperative that universities implement
future-focused approaches to respond to this need, equipping our students with the up-to-date
knowledge and practical skills required to thrive in this ever-changing environment.
The Sandbox Education Program was developed to address this need – demonstrating a pathway for
Collaboration and Partnerships in which students, educators and the industry work together to cocreate an outstanding learning experience that is value-adding for the trilateral relationship.
Similar to how a software sandbox creates a segregated environment to safely experiment with new
applications, the Sandbox model brings real-world scenarios and wicked problems into the classroom
through deep industry engagement in the co-creation of curriculum and active learning sessions.
During the co-creation process, the instructor works closely with the industry partner to identify a vital
problem that is relevant to both industry’s needs and the course learning objectives. Learning is both
active and problem-driven – students are exposed to the identified problem early in the semester1 and
are guided by both the instructor and industry experts to sandbox a solution.
The learning process is further enriched by simulation modules which immerse students in realistic
real-world scenarios, and the use of collaborative technologies such as Microsoft Teams to promote
teamwork and cultivate leadership and managerial skills.
One implementation example is highlighted in this poster – a Level 3 undergraduate core course on
Networking & Cyber Security which has incorporated the Sandbox approach since 2018. To date, 264
undergraduate students have been introduced to the world of cyber security – an industry that is
undergoing staggering growth – through the course. Overall, students’ performance has received
great endorsement from our three industry partners. In 2019 T1, six students from the course were
offered employment in one of the industry partners’ (Ernst & Young) cyber security team, a
remarkable outcome that demonstrates the impact of a career-focused program.
The success of the program in promoting students’ engagement in fast-growing industries such as
cyber security has also attracted attention from external media, resulting in an interview by
NewsCorp. The interview was published in The Daily Telegraph and several other NewsCorp outlets
as a case of how students “realised there were other aspects to IT” through the Sandbox
engagement, and successfully secured a graduate position at the partner organisation months before
graduation.
Poster Author
Dr. Yenni Tim is a Lecturer and the Undergraduate Coordinator at the
School of Information Systems and Technology Management (SISTM),
UNSW Business School. Yenni conducts qualitative and action design
research in both organisational and societal contexts, and currently
specialises in the fields of cybersecurity and data analytics. In the education
space, Yenni specialises in teaching technology-centric courses and
champions an award-winning Sandbox Education Program that promotes
career-focused learning through deep industry engagement.
20
UNSW Tax Clinic – Embracing Change & Creating
Opportunities
Dr Ann Kayis-Kumar, Ms Maree Magafas and Professor Michael Walpole
School of Taxation and Business Law, UNSW Business School
Stream: Collaboration and Partnerships
UNSW Tax Clinic (TABL3033/5933) is Australia’s first (and only) tax clinic specialist Work Integrated
Learning course. Run by student volunteers under the supervision of registered tax agents, UNSW
Tax Clinic builds collaboration by connecting the professional skills learned by tax students with the
community that needs them most.
Launching the course (and UNSW Tax Clinic more broadly) involved interdisciplinary collaboration,
knowledge transfer and teamwork with many divisions across the university, and was achieved in a
remarkably short timeframe.
Specifically, the Clinic’s successful launch was due to the joint efforts and collaboration of the
following teams:
• School of Taxation & Business Law (responsible for founding the Clinic)
• Kingsford Legal Centre (guidance on clinic operations and processes)
• UNSW Legal Office (legal and regulatory compliance)
• UNSW Business School’s Work Integrated Learning Program (co-creating Australia’s first tax
clinic specialist course at UG- and PG-levels)
• Centre for Social Impact (providing the evaluation framework for the nation-wide tax clinics
program)
• Division of External Relations (preparing client-facing, student-facing and industry-facing
promotional materials).
The ongoing operation and expansion of the Clinic is also highly collaborative in nature and benefits
many segments of the community including students, vulnerable clients, financial counsellors and
community legal centres, industry partners, and government (Kayis-Kumar & Noone, 2019).
In addition to an improved learning experience (Fry, Ketteridge & Marshall, 2005), students receive
substantial recruitment benefits from this experience. Our students work for real clients while
developing their understanding of tax technical and ethical issues, developing their confidence and
professional skills, and empowering them to become critical thinkers. They have already being
noticed by Campus Recruiters, with one student being invited to attend an upcoming assessment
centre interview (despite not having PR and therefore otherwise being overlooked as ineligible)
because of the opportunities that this experience opened up for them.
Further, it is well-established that volunteer work can lead to improved life satisfaction, empathy and
wellbeing in the volunteer (United Nations Human Development Report, 2015). As such, by
encouraging a pro bono ethic in our students, UNSW Tax Clinic is ultimately seeking to build a
culture of skills-based volunteering in the wider tax profession.
22
Poster Author/s
Dr Ann Kayis-Kumar is a Senior Lecturer at the UNSW Business
School’s School of Taxation & Business Law, Co-Founder of the
UNSW Tax Clinic, and an elected Faculty representative on the
UNSW Academic Board. She teaches and researches in the fields
of international and Australian tax law and corporate strategy.
Maree Magafas is School Manager in Taxation and Business Law
at UNSW Business School. She has been providing operational
support to the establishment and management of the clinic, liaising
with community and government stakeholders and has been
involved in the strategic direction of the clinic initiative.
Michael Walpole is Head of School in Taxation and Business Law
(incorporating Atax). Michael’s research interests include tax
transfer pricing and GST/VAT and he has worked at the OECD on
several VAT topics. Michael’s PhD was on the taxation of goodwill
and he has undertaken a number of research projects on the
taxation of intangible property. He also researches aspects of tax
administration and costs of tax compliance as well as teaching and
researching the ethics of tax practice.
23
Learning Theory and the Practice of Work: Heutagogy and
the design of Work Integrated Learning
Associate Professor Leanne Piggott, Education Focussed Academic
Office of the Pro Vice-Chancellor (Education), DVC (Academic)
Stream: Course Design
Technological change continues to disrupt the workplace along with changing employment patterns. ‘Realworld skills for a rapidly evolving workplace’ is among the plethora of catch phrases within current
employability discourse on the ‘future of work’ and the call to universities to prepare graduates for the
technological change and disruption that lie ahead. Whilst discipline knowledge and skills, critical thinking,
problem-solving, communication skills, and teamwork will continue to be mandatory graduate attributes for
the future workplace, the ‘jobs of the future’ will also require flexibility and adaptability, cross-disciplinary
knowledge, creativity, entrepreneurial skills, empathy, and interpersonal skills (Edwards et al. 2016; Tytler
et al. 2109; Rumbens et al. 2019). As stated by Hajkowicz et al., ‘in tomorrow’s job market adaptability,
resilience, buoyancy and entrepreneurial capabilities are of growing importance. This is because of the
increased pace of change fuelled by technological innovation and globalisation increases the need for
workers to handle minor and major transitions. Workers will need the capability to handle a career deadend (or job loss) and create their own job in another space’. (Hajkowicz et al. 2016, p.14)
Work Integrated Learning (WIL) has been identified as an authentic means to enhance students’
preparedness for the ‘future of work’ by bridging the gap between the theory of the classroom and the
practice of work. Indeed, UNSW students called for more WIL opportunities when they gave their feedback
earlier this year on the roll out of the 2025 Strategy. In considering an effective learning theory to inform
the design of WIL courses that will provide students with the opportunity to develop ‘future of work’
capabilities, heutagogy – defined by Hase and Kenyon as the study of self-determined learning – provides
some interesting insights. Heutagogy comes from the Greek word for ‘self’ whereby the learner is ‘the
major agent in their own learning, which occurs as a result of personal experiences’ (Hase and Kenyon
2007, p.112). By putting learners in control of their own learning, argue Hase and Kenyon, students can
move ‘beyond the development of knowledge and skills, and instead [focus] on capability, that is, the ability
to integrate and effectively apply one’s knowledge and skills in novel and unanticipated situations rather
than just the familiar’ (Hase and Kenyon 2007, p. 113). By shifting from educator-centred to learnerinitiated and -driven learning, the main features of a course informed by heutagogy include: learners are
highly autonomous; learners explore and learn from self-chosen and self-directed action; and learners
engage in meta-cognition and double-loop learning (Blanschke 2012; Gregory et al. 2018).
This poster seeks to capture how heutagogy might inform the design of WIL courses as a means of
advancing our students’ capabilities for continual, self-directed learning in preparing them for the future of
work.
Blanschke, L.M. 2012, ‘Heutagogy and Lifelong Learning: A Review of Heutagogy Practice and Self-Determined
Learning’, The International Review of Research in Open and Distance Learning, Vol. 13, No.1, pp. 56-71.
Edwards, D., Perkins, K., Pearce, J., and Hong, J. 2016, Work-integrated learning in STEM in Australian
Universities, Final Report submitted to the Office of the Chief Scientist, Australian Council for Educational
Research, Camberwell, Victoria.
Gregory, S. Bannister-Tyrrell, M., Charteris, J and Nye, A. 2018, ‘Heutagogy in Post-Graduate Education:
Cognitive Advantages for Higher Degree Online Students’. in R. Erwee et al. (eds.), Postgraduate Education in
Higher Education, University Development and Administration.
Hajkowicz, S.A., Reeson, A., Rudd, L., Bratanova, A., Hodgers, L., Mason, C., Boughen, N. 2016, Tomorrow’s
Digitally Enabled Workforce: Megatrends and scenarios for jobs and employment in Australia over the coming
twenty years, CSIRO, Brisbane.
Hase, S. and Kenyon, C. 2007, ‘Heutagogy: a child of complexity theory,’ Complicity: An International Journal of
Complexity and Education, Vol. 4, No. 1, pp. 111-119.
Rumbens, D., Richardson, C., Lee C., Mizrahi, J. and Roche, C. 2019, The path to prosperity: Why the future of
work in human, Deloitte Insights, Building the Lucky Country #7, Deloitte Australia, pp.1-53.
Tytler, T., Bridgstock, R., White, P., Mather, D., McCandless, T. and Grant-Iramu, M. 2019, 100 jobs of the
Future, Ford Motor Company Report, Deakin University.
25
Poster Author
Associate Professor Leanne Piggott is the Academic Director of
WIL Central providing academic oversight and strategic leadership
to the WIL Central team. In a fractional capacity, she is also the
National Education Director of the Centre for Social Impact in the
UNSW Business School. Leanne is an award-winning educator and
Senior Fellow of the Higher Education Academy.
26
Academic Lectures: Conventional or Unconventional?
Mahnaz Armat and Adina Stan
Design & Arts Department, UNSW Global Foundation Studies
Stream: Course Design
This poster aims to illustrate a range of creative approaches to stimulate student engagement and
meaningful interaction in lectures.
Illustrations of student interaction patterns showcase how the traditional lecture context is
transformed into what may be perceived as an unconventional, perhaps even unorthodox learning
environment which is at the same time safe and supportive of active learning.
Approaches such as lecture flipping, gamification, instant quizzing, on-the-spot applications of
lecture content, and ongoing revision strategies empower students to engage as co-creators of
lecture content and enable the lecturer to act as a guide on the side.
Kensington-Miller B, Novak J, Evans T. Just do it: flipped lecture, determinants and debate. Int J Math Educ
Sci Technol. 2016;47(6):853–862.
Ryu, D. (2013). Play to learn, learn to play: Language learning through gaming culture. ReCALL, 25(02),
286–301.
Poster Author/s
Mahnaz Armat is a Leading Arts (Social Sciences) Lecturer at UNSW
Global Foundation Studies. She convenes the Management course. Her
primary focus is developing learners’ independent thinking and problemsolving skills; improving their academic integrity and raising their crosscultural awareness.
Adina Stan is the Education Manager for Design and Arts at UNSW
Global Foundation Studies. Her academic interests lie in the areas of
interdisciplinary education, role-play simulations and problem-based
learning
28
Equity, sustainability and excellence in undergraduate
research opportunities in Chemistry
Dr Laura McKemmish, Associate Professor Shelli McAlpine and Dr Neeraj Sharma
School of Chemistry, Faculty of Science
Stream: Course Design
Course-based undergraduate research opportunities can be an incredibly enriching part of the
undergraduate student experience, a real capstone course that offers unique opportunities for
students to develop key graduate attributes, scientific and technical knowledge and skills. In
Chemistry, since 2013, we have made a series of improvements in our undergraduate research
courses that open up this one-on-one teaching experience to more students in an equitable fashion
while improving the quality and efficiency with which our students are taught key research and
graduate skills. We are looking to build an undergraduate research community of practice within
UNSW to share ideas and improve our courses.
Poster Author/s
Laura’s research interests are based in the theoretical development
and applications of computational molecular spectroscopy, from
finding aliens in exoplanets to identifying unknown organic
compounds. She loves combining research, teaching and outreach
to benefit all groups.
Shelli’s research interests are based in medicinal chemistry, focusing
on designing small molecule drugs that target protein folding events
involved in cancer. She is passionate about the benefits of
undergraduate research for all students, engaging them in research
early to develop skills and enrich their understanding.
Neeraj’s research interests are based on solid state chemistry,
designing new materials and investigating their structure-property
relationships. Neeraj likes to mix research and teaching wherever he
can, combining them to effectively illustrate to students, cutting-edge
science.
30
Pro Vice-Chancellor (Education) Portfolio
Email: pvce.events@unsw.edu.au
Comparative Global South media project:
Compare news stories/journalism in two non-western case studies:
https://www.onlinenewspapers.com/index.shtml
•
Malaysian startup, Malaysiakini, https://www.malaysiakini.com/
•
The Philippine Center for Investigative Journalism (PCIJ), https://www.pcij.org/homepage
•
Rappler (Philippines), https://www.rappler.com/
•
China – Caixin Global, https://www.caixinglobal.com/
•
Bhutan, https://www.dailybhutan.com/ , http://www.bhutannewsnetwork.com/ ,
http://www.apfanews.com/
•
Myanmar, https://www.myanmarnews.net/,
https://www.aljazeera.com/where/myanmar/
•
Korea, http://newstapa.org/eng
•
Indonesia, https://www.thejakartapost.com/
Topics
•
Social media as main source of news in Asia
•
Misinformation around COVID-19
•
‘Fake news’ laws aimed at curbing independent reporting
•
News consumption cultures
India
•
Parthasarathi, V., & Athique, A. (2020). Market matters: interdependencies in the Indian
media economy. Media, Culture & Society, 42(3), 431-448.
Hybrid media systems
Assignment 2: Task
➢Analyse current international media cultures, journalism and news
practices, or media communication around marginalized peoples
using a critical comparative research perspective.
• Weight: 35% of final mark. Length: 2000 words (equivalent). Must attempt.
2
Key concept: Comparative research methods
Theory
Southernizing
Willems (2014)
De-Westernizing
Waisbord (2015)
Humanizing
Chasi & Rodny-Gumede (2016)
Research
methods
Descriptive and contextual comparative
Global South media cultures research;
describe media change in everyday life
and connect findings to broader social
change processes shaping media access
(e.g. neo-liberalization) (pp18-19).
Three strategies: 1) address questions
that are absent in the literature in the
West, 2) conduct comparative studies of
non-Western cases, and 3) analyze transborder global issues (pp187-193).
New methodologies informed by
decolonial thinking that re-centre media
research around the human realities of
racism and inequality (p.696)
Research
topics
‘The role of media in and from the
perspective of people’s everyday lives in
the Global South’ p.18
Explicit comparisons of news coverage
of media and politics across two or
more countries to explain differences
and similarities p.190
Focus on tactical media and forms of
journalism which critique the dominant
order and instead focus on advancing
marginalized people & their causes p.698
Potential
case studies
Life goes on in Iran – YouTube,
https://www.youtube.com/c/LifeGoesOn
InIran/videos
Migrant caravans, La Jornada, Mexico –
https://www.jornada.com.mx/ ; El Faro,
El Salvador – https://elfaro.net/
[Undercover] Security Footage From
Iran’s Evin Prison – Iran International
Mare, A. (2020) Popular communication
in Africa, Annals of the ICA, 44:1, 81-99,
DOI: 10.1080/23808985.2019.1623060
Moorti, S. (2018). States of exception:
Gender-based violence in the Global
South. In Feminist approaches (pp. 147157). Palgrave Macmillan, Cham.
Lesutis, G. (2018). The politics of
narrative: Methodological reflections on
analysing voices of the marginalized in
Africa. African Affairs, 117(468), 509-521.
Key concept: Contextual conditions
• Voltmer (2011) argues hybridity reshapes media systems, cultures and practices in
the G-South.
• How: ‘the coincidence of convergence and divergence of political and media
systems [in non-Western new democracies] is likely to result in new and hybrid
patterns of politics–media relationships (p226).
• Related contextual conditions :
• globalization of media markets and the globalized idea of democracy (pp231-232)
• Western media development programs resulting in a ‘puzzling diversity of institutions and
practices of public communication’ (pp232-233)
• persistent influence of locally relevant culture and history (241-243):
• See Latin American experience of symbiotic relationship between the media and a charismatic leader;
• See South African recent history of one party predominance, resulting in hegemonic public sphere, with
marginalized/delegitimated opposition.
Task: ‘A critical comparative research perspective’
➢Critical?
• Comparative media project is informed by Southernizing, De-Westernizing and/or Humanizing media theory, focused on
Global South media, and test claims in the readings.
➢Comparative?
• Uses a specific research method to compare a minimum of two macro-level units (e.g. media cultures, journalism and news
practices, or media communication around marginalized peoples or sub-elements) with respect to at least one object of
investigation relevant G-S media research.
➢Research perspective?
• Plan of action includes an appropriate analytical strategy: description/contextualization OR explanation of contextual
conditions shaping similarities and differences OR exploration of little known issues and the contexts in which they surface.
Explain “a critical comparative research perspective” in your own words.
Let’s chat about that! What are some takeaways from this that you feel
can help you structure a strong assignment?
5
Ground-work
• To test the feasibility of your preferred research topic, list the
resources you found to support your project design:
• three journal articles: …
• two websites: …
• one image or video: …
• Next step: evaluate the information they provide…
6
Exercise 1: Evaluating information
➢ Do your sources pass the CRAAP Test (QUT Library, 2021)?
➢ Check the information quality:
• Currency
• Relevance
• Authority
• Accuracy
• Purpose
➢ Confirm you have appropriate readings for your project. If not, search again.
➢ Write a citation for each resource. Add citation to project reference list.
➢ See also: Evaluating information or Evaluating a website
7
Project elements
• Introductory text (500-1000 words, pdf format):
1)
2)
3)
4)
5)
6)
lists the poster title and author’s student identification number ONLY (no names),
introduces the comparative media project,
outlines research topic, main argument, and analysis of findings,
points to media examples or case studies,
explains that contents of the poster,
provides reference list.
• Poster (USyd template, portrait/landscape, 500-1000 words, pdf format):
• A poster is a visual communication tool that serves as a source of information;
conversation starter; and a snapshot of your research.
• The poster should provoke discussion about comparative G-South media research.
• The poster should be informative and visually appealing.
• The poster should include voices from the global South
• The text should be easily read.
8
Indicative sample
Introductory text
&
Poster
See: UNSW 2019 Poster eBook
9
Poster formats – portrait or landscape
➢ Download templates
➢ Branding:
• To keep all posters consistent with branding: use logos as provided, all
headings and sub-headings in Ariel font, and all body text in Calibri font.
➢ Text size recommendations when using template:
•
•
•
•
Main heading – Ariel, size 55
Sub-headings – Ariel, size 35
Body text – Calibri, size 32
Author name(s), Degree/Unit of study Calibri Bold, size 26
10
Argument
➢ Your comparative media project should be informed by Southernizing, DeWesternizing and/or Humanizing media theory, focused on Global South media,
and test claims in the readings.
➢ Testing claims gives you a way to shape and develop your argument, and,
further, to show your mastery of comparative research method.
➢ Testing what claims?
➢ Example 1: Willems (2014) argues a focus on media cultures, not systems, provides a way of studying media
and communications from the Global South. What evidence does your research find to support or dispute her
claim?
➢ Example 2: Waisbord (2015) proposes cosmopolitanism, not area studies, can further “de-Westernize” media
studies. What evidence does your research find to support or dispute her claim?
➢ Example 3: Chasi & Rodny-Gumede (2016) define ‘smash-and-grab’ as a ‘foundational’ human practice that
empowers marginalized scholarship and scholars to grab hold of meanings and truth that matter to them, and
to recover their own dignity and worth. What evidence does your research find to support/dispute the claim?
11
Exercise 2: Argument
➢ Select one of these three listed claims
➢ Example 1: Willems (2014) argues a focus on media cultures, not systems, provides a way of
studying media and communications from the Global South. What evidence does your research
find to support or dispute her claim?
➢ Example 2: Waisbord (2015) proposes cosmopolitanism, not area studies, can further “deWesternize” media studies. What evidence does your research find to support or dispute her
claim?
➢ Example 3: Chasi & Rodny-Gumede (2016) define ‘smash-and-grab’ as a ‘foundational’ human
practice that empowers marginalized scholarship and scholars to grab hold of meanings and truth
that matter to them, and to recover their own dignity and worth. What evidence does your
research find to support/dispute the claim?
➢ In pairs or small groups, spend 10 mins considering one of these claims and
identifying a critical response
12
Exercise 3: Explaining how context matters
➢ The premise at the heart of comparative media research is
that context matters.
➢“Comparative research guides our attention to the explanatory relevance of
the contextual environment for communication outcomes. It aims to
understand how differences in the macro-level context shape communication
phenomena differentially” (Esser & Hanitzsch 2012, p.6)
➢ How do we analyse contextual conditions shaping media
systems, cultures and practices when they appear to be
constantly in flux? Does a focus on hybridity provide answers?
13
Hybrid patterns of politics-media relations
Willems (2014) argues, “The shared experience of colonialism
that could bind nations of the Global South into a common
project has, however, also been challenged by some who have
argued that the experience of colonialism differed greatly among
nations of the Global South …
“The success of emerging economies in Brazil, Russia, India,
China and South Africa (often called BRICS nations) … has
reinforced inequalities within the Global South.
“For example, Patrick Bond points to the growing “subimperialism” of the BRICS, whose “agenda of re-legitimising
neoliberalism does not just reinforce North American power” but
also replicates global imperialist power dynamics at a more local
level as these countries take “control of their hinterlands for the
sake of regional capitalist hegemony” (p10).
14
Hybrid media cultures: charisma vs survival
See: Populista: The Rise of Latin America’s 21st Century Strongman
15
Summary
• This week, you took six steps to develop your comparative G-S media project:
• 1) unpacking the phrase ‘a critical comparative research perspective’.
• 2) doing ground-work to check the feasibility of your research design.
• 3) evaluating your sources and compiling citations for the reference list.
• 4) considering the two main project elements = an introductory text & a visually rich poster.
• 5) shaping an argument through testing claims.
• 6) explaining how context matters.
• Remember, this assignment is testing your mastery of comparative research
method, and does NOT require original data collection interviews, or surveys.
16
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