Learning Design Voices -

 Learning Design Voices captures the perspecitves of learning designers post-pandemic. The book is open access and edited by South African learning designers/researchers T.Jaffer, S.C. Govender and L. Czerniewicz. 

After an introduction, the book has three sections (provocations).

The first provocation is 'what might learning design become in the post-COVID university? has five chapters. Each cover one of several themes -

1) increased visibility and value of learning designers due to the need to shift to flexible delivery models.

2) open learning design - on the margins

3) learning designer as pedagogical advisor

4) learning how to design learning through mimicry and mentoring

5) indigenous learning practices

The second focuses on compassionate learning design for unsettling times, with six chapters. The chapters focus on issues of equity, access, humanising learning, inclusivity and community.

The final provocation ' the challenge of designing experiences' has 13 chapters. Here, various examples, case studies and reflective studies are presented.

14) adapting ABC learning design

15) Using Laurillard's learning types

16) Rapid development prototype model

17) blended learning

18) elearning tools

19) knowledge-identity nexus

20) learner centred learning

21) authentic learning design

22) developing critique and argument

23) rethinking the textbook

24) digital divide and accessibility to print-based learning

25) ten principles of alternative assessment

26) reimagining authentic online assessments for large classes

27) inclusive online assessment

All in, may relevant chapters to inform the work of learning designers. 

Professor Laura Czerniewicz on digital equity and education for the greater good

 Today, two presentations by Professor Laura Czerniewicz from the Centre for Innovation in Learning and Teaching (CILT), University of Cape Town, South Africa at the University of Canterbury's Digital Education Futures Lab.

The first is on the topic of Digital inequality in Higher Education -"Problemising digital inequality"

Worked on the topic for many years but the challenge still remains.

Began by asking  ‘what does the digital divide make you think of?

Saw the book - Inequality – A NZ crisis and wondered why, compared to South Africa the issue of inequality is challenging many countries including ones perceived to be egalitarian.

Digital equality is not simple. Access to electricity is not availed to all the world’s people. Connectivity is ubiquitous in urban areas but not so in rural areas. There is a 30,000% difference between the cheapest data and the most expensive. The affordability gap and value-for-money gap is large.

Therefore, digital inequalities are inseparable from social inequalities, technology and inequality are multifaceted, intersects with postdigital datified society and is fluid and emergent.

Summarised the shift from analogue to digital, networked digital and SMART (self-monitoring, analysis and reporting technology).

In general level one digital divide is access to digital devices, then to digital skills and then level 3 whereby the ways lack of access accentuates when 1 and 2 are unavailable.

There are always aspects and challenges of use, participation, benefit, sovereignty, agency and transparency. For many, there is no choice and poor access to information on what platforms / tools they are required to engage with. The pandemic exposed many social inequalities in education and the digital divide. The risks are playing out unevenly and deepen the divides.

Summarised what can educators do to address digital inequalities, through formal/informal and/or individual/group activities. Research is one way to find out what can be done.

Introduced a toolkit to help study digital inequality.

-          For access – Resource Appropriation Theory

-          Theory of practice – Bourdieu – forms of capital

-          Cultural Historical Activity Theory (CHAT)

        Critical pedagogy and digital liberation

2) Her second presentation in the evening was more academic covering the genesis, direction, and overview of a book she is currently working on titled ' Higher Education for Good'.

Set the scene with a check in on how people have experienced the last few years. A variety of responses reinforced her view of the pandemic as ‘the same storm’ but with countries and individuals being on ‘different boats’.

Overall, many in the world have the perspective of a world being in crisis and these are leading to austerity, deepening inequalities, surveillance capitalism, rising authorianism, war, ongoing stability, and multiple challenges and uncertainty within HE.

Shared the need to be more optimistic and to use the opportunities presented. Worked through and wrote the book edited by Catherine Cronin and herself.

Five sections in the book – finding fortitude and hope; making sense of the unknown and emergent; considering alternatives; making change through teaching, assessments and learning design; and remaking HE. Chapters across various genres with critical reflections, poems, conceptual essays, visual/audio dialogue, graphics and artwork. 

While working on the book, also discussed ‘a manifesto for HE for good’ consisting of the following principles:

-          Name and analyse the troubles – need to understand the negatives so as to work toward solutions. Naming and understanding provides power and agency to address them. Check work of Achille Mbembe. Discussed how datafication and surveillance capitalism in HE is often invisible from users. Leading to datafication as a form of coloniality, whereby profit is made, natural resources are exploited, all made on a promise of progress and improvement. 

-          Challenge assumptions and resist hegemonies – reiterated the need to recentre by bringing voices and views from the margins; crossing the borders (geographical, disciplinary, status, genre)[; and challenge the dominant perspectives and views. Encouraged puriversal knowledge in practice by ensuring citations which are diverse and inclusive, otherwise we miss valuable perspectives.

-          Make claims for just, humane, and globally sustainable HE – need to claim and grow theory for good. What is public, social, common good? We need to make claims for regulatory frameworks which support for the good of all. Where does the data collected, for example by various learning platforms going? Who is gleaning the data and what is it being used for!!

-          Courage to imagine and sharing – “Imagination is about remaining human” – Ursula le Guin. We need to imagine a more egalitarian, less extractive world which is supportive of all. Recommended reading some speculative fiction – Ursula le Guin’s the left had of darkness; Tade Thompson’s Rosewater and Kim Stanley Robinson’s The ministry for the future. Also to explore the work on socio-techno-eco futures.

-     - Imagine alternative HE futures – Used Keri Facer’s black elephant (what is being ignored?); the pink swan (outlandish and invisible); and the rainbow jellyfish (everyday and potentially transformative) as a way to envisage and make positive changes here and now. Changes can occur as a ‘shock’ or in small steps leading to a ’slide’. Encouraged us to be ‘streams that become rivers’ 😊

Referenced ‘Utopia for Realists’ by Rutger Bregman on – ‘how we can build the ideal world’ and the need to be ready for change. Stressed the need for communality and coalitions as a way forward.

 A thought provoking presentation followed by interesting Q & A.

Windswept: Walking the paths of trailbrazing women/ The dawn of everything: A new history of humanity

 Two books read whilst away the last two weeks contained relevance to my work. I picked these up from the library, the day before I embarked on two weeks of R & R down in Stewart Island and in Central Otago. The weather was mixed, allowing for time to get stuck into these two very interesting reads, in between walking/botanising/bird-watching when the weather cooperated.

1) Windswept: Walking the paths of trailblazing women, published 2021 and authored by Annabel Abbs who followed the footsteps of several women to better understand their motivations as walkers. Most of the women featured, walked at a time when few women at the opportunity to undertake solo or independent travel. Therefore, most were artists or writers, who were able to be self-supporting and who undertook walking, either as daily pursuits or as longer walking journeys. Of note, is how each 'found themselves' through the physical processes of walking, used the opportunities provided during long walking expeditions to introspect and deepen their creative imagery, and established their independence at a time when women at fewer rights. The chapter titles, encapsulate the themes explored and discussed. They include searching for freedom, for self and solitude, of being and meaning, for body, space and home. Each chapter features well-known and more obscure women, as they 'walk to become' and to find themselves, freedom and meaning.

2) The dawn of everything: A new history of humanity, by David Graeber and David Wengrow and published 2021. Both the authors work in anthropology and archeology. The book provides an alternative view, backed by several decades of recent studies in anthropology and archeology, to establish, develop and substantiate their argument of how humankind's history was not a staid pathway from nomadism into agriculture/city states etc. but through much more varied (and often egalitarian) social structures and economic organisation. It provides a good overview of pre-history as it has been interpreted (albeit through a Westernised lens) and how newer indigenous perspectives (especially through American indigenous examples), force a shift and questioning of the beginnings of farming, property ownership, the formation of city states, the conception of democratic institutions and what constitutes civilisation. 

The book has an extensive (150 pages) of notes for follow up and a comprehensive index. 

AVETRA 2022 - Day one - morning

 The AVETRA conference this year moves into hybrid mode. On the first day, some conference attendees are able to meet f2f in Melbourne with others zooming into the sessions. Day two is a fully online event.

Day one starts with welcome from Steven Hodge and acknowledgement of country with Elder Tony Garvey from Wurundjeri Woi Wurrung Cultural Heritage Aboriginal Corporation. Steven continued with a tribute to Peter Noonan, an introduction to the theme of the conference. Welcomed the large range of VET connected people who are part of AVETRA.

Keynote one is with Professor Ly Tran from Deakin University who presents on ‘Connecting policy and practices: Australian strategy for international education 2021 – 2030 and the internationalisation of VET’. The presentation started with details on the Australian Strategy for international education; the offshore delivery approach through International Skills training; internationalisation of VET; and key questions going forward. International students are important in many countries economies. Shared the diversity of student cohorts of Australia, US of A, UK and Canada – across all sectors. Delivery offerings have diversified – especially with digital technologies shifting to more online and blended education; transnational education increased both in home an abroad leading to increased affordability.

Outlined the Australian approach including setting up VET micro-credentials (1.3 million$$) and supporting the delivery of critical skills in partner countries (1.4 million$$+). There is a shift of policy into practice at government level and across VET sector. Includes the sharing of good practice in developing initiatives and frameworks to design and deliver online/blended programmes; transnational education and internationalisation at home.

International  Skills Training courses approved for delivery by RTOs; learners who complete a course are awarded certificate carrying Australian government crest; priority courses in cybersecurity, engineering, transport and logistics, tourism/hospitality, retail/wholesale and health. Countries include Asian and South American countries.

Challenges include the need to contextualise content to target countries, translation required, training packages often too complex, expensive and sometimes impossible to adapt for off-shore delivery. Described the case study with Vietnam with the ‘online international students at home’ graduating with internationally recognised qualifications.

Shared the learning / model built from a ARC discovery project – interviews with 150 international students, teachers and leaders from 25 TAFEs and a ARC DECRA project – interviews with 102 VET staff. Both established better understanding of international education in VET. Implications for internationalising VET also detailed – to accommodate, be empathetic, to integrate and de-westernise the content, to connect, reciprocate and build relationships. Provided examples. Introduced her 2013 book - teaching international students in VET - as a resource. Wrapped up with key questions to consider going forward. 

 Next up a panel discussion on the topic of Equity is then convened by Linda Simon. The panel is made up of Annie Carney (emphasis on UDL), Shuyan Huo (Victoria University) and Jane Newton. Linda provided an introduction and details of WAVE. Each panelist will speak on each of these questions: Why is equity important in VET? What does it mean for teachers, researchers, leaders in VET? and what strategies are possible to address equity. Each provided good summaries and overviews with reference to their own work / recent projects, context, state and institute. In general, students from lower SES, aboriginal and disabled students have increased in numbers in VET but outcomes have not improved. 

After a short break, two sessions follow. 

First up Professor Erica Smith from Federation University on ‘researching VET in the pandemic’. Covers how the pandemic changed how and what was researched March 2020 to 2022. How the pandemic affected research and going forward. All stages of research affected and there was psychological stress for all, including researchers. Although existing projects delayed due to many logistical challenges, new opportunities for research presented. Summarised the projects completed related to the pandemic - learning to be safer project - on how people learnt about the things to do to keep safe during the pandemic. Shared projects conducted by colleagues. Literature to inform studies came up early, especially the science-based papers. Discussed challenges. Data collection went online. Impact of carrying out research within a 'specialised' context - will it generalise? and how contemporary will it be in 5 years time? Shared observations of how pandemic changed the patterns of dissemination - papers read/cited; journal review challenges; and despite being able to present/participate in more conferences but still not have much have contact with other researchers. 

Second presentation with Professor Don Zoellner from Charles Darwin University on ‘disadvantage, ontological politics and VET research: governing the groups that live on the margin’. Presented work on why we continue research on disadvantage in VET when not much seems to have changed! Surmised that the continuing perspective is of a 'wage earners welfare state'. Individual responsibility placed on obtaining employment. Marginalised the 'unable/unwilling to be employed'. Therefore, access provided but personal responsibility still on individual to participate and perform. Dividing practices are used to try to engage them, research used to try to increase outcomes and continual checking used to ensure they participate. Premise that education would 'fix' disadvantage, be able to create better choice/economic outcomes etc. 

Encouraged the use of discourse analysis to try to untangle the complexities. Introduced the concept of ontological politics and how researching the disadvantaged is 'productive' work. Good overview and a paper will be available soon on VOCEd. 

 Keynote two is with Professor Michael Brennan who presents on ‘contemporary challenges for VET research’. He presents from his perspective as chair of the Australian Productive Commission. Begun with the observation that since 1820, and despite an massive increase in human population to 7 billion, only 10% of the present world's population is living in abject poverty. Summarised how focus on skills has led to the associated increase in productivity. Example in 1901, average worker has to work 20 minutes to buy a bar or soap, but now, only 5 minutes. This applies to many consumables. Productivity growth also aligns with rise in living standards. The dividend is also that working less, provides more which also includes more downtime. In general, we can afford what was considered good value in 1980 in 70% of a working life. However, most people do not get off the thread mill due to societal pressure. 

Progress with productivity is uneven and may accelerate due to new technologies, processes etc. research helps to track the ups and downs as economies grow/decline/stagnate etc. Explained cycles of productivity growth. The future of work is about change in job tasks rather than a change in the actual occupation. Human skills of building relationships, problem solving, critical thinking etc. now more important as these are difficult to replace. Human tasks shift focus from routine tasks to more personal interactions. Greater need for social skills with high levels of adaptiveness. Higher education prepares all for the flexibility needed to continually learn as jobs continually evolve. 60% of Australian workers engage in continual professional development. Most do this to keep up with requirements of their work. Many of this PD is not provided by the VET system or by RTOs, private bespoke programmes fill this need. Micro-credentials may not be the right way to respond and investigation of other means to accredit continual learning is required. VET system does many things well as graduates obtain work and often earn more than other graduates at the outset. However, does not contribute to the continual development beyond initial qualification. Also VET tends to be occupation specific and re-skilling can be time consuming and costly. The greatest challenge is in retaining wisdom in current population. Challenge for VET to stay current and also be relevant into the future. 

 

Tech tools for education - themes going forward

 Cultof pedagogy is one blog worth checking out for teachers. In their post, 6 tech tools to try for 2022, the tools reveal some of the shifts in how educational leverages off tecnology in the US of A schools sector.

Of note are two themes, tools which enable AR and VR and an emphasis on equity. These two themes, inform how apps/platforms/tools are selected and used in schools, leading to a loop whereby more similar apps/tools are developed.

The ease of availabilty of mobile devices including tablets, allows for AR and VR to be used more extensively in formalised education. The two tools featured, frame and osmo provide a glimpse in to how VR and AR can be applied to educational support. Frame allows for meetings to be held in a more '3D' type environment and osmo extends AR to allow for interactive learning of complex concepts. Both are useful in my context and provide ideas for going forward with AR and VR. 

AVETRA 2021 - Day 2

 

The keynote for day two is Emeritus Professor Anne Jones from Victoria University/Chisholm Institute. She presents on the topic ‘A matter of equity'. Presentation focuses on females in the VET sector with particular emphasis in trades occupations. Apart from school, work place and tertiary institutions are important sites for reducing equity. There is a connection between gender inequity to work and their social and economic status. 

Began with the aspirations of the Kangan report in 1974 - to ensure VET was accessible to all, equitable in its treatment of disadvantaged groups, and accountable to the community. Looking now at 2021 - female participation in VET is at 46%, indigenous at 4% and with disability at 4%. High participation of women in HE can be seen to be one of the reasons, female participation in VET is lower. For example 15% participation in engineering degrees, compared to never exceeding 4% in the trades. 

Reported on 2017 project - Perfect for a woman - increasing the participation of women in electrical trades - with Berwyn Clayton, Naomi Pilzer and Hugh Guthrie. Used long ingerviews with apprenitices to study participation. Skilled trades work pays well, better than for many other jobs requiring university educaiton. Need to reduce bias against women in trades work and also temper the 'male' culture in trades workplaces. 

 Used an ecological framework (individual, immediate relationships, community, societal) to help understand barriers and enablers. Requires a planned an coordination across all of these to ensure there is some effect. Especially important to think through strategies that will be effective in helping entry into and 'survival' the 'man's world' and support the feminising of the workshop.Also need to draw on the feminine qualities of logical thinking, being more empathetic etc. 

Tradeswoment networks are useful. VET can do better by being accountable for changing gender segregation; organise at state level, partner with tradeswomen networks, collaborate with schools and communities, commit to long term plans, implement cultural change through policy, leadership and education and align work with primary prevention of violence against women by recognising the common underlying causes. 

Then, a panel discussion follows. Panel includes, Dr. Linda Smith, Dr. Peter Hurley, Dr. Pamela Osmond, Dr. Trudy Firth and Dr. Tom Crowley. They discuss 'what role can adult and VET play in addressing equity and diversity'. 

Followed by 3 presentations - notes only on 2 as I ready for the workshop on publishing in the AVETRA journal.

 Firstly with Dr. Kathrin Breuing from University of Konstanz with ‘age, diversity, and the mindset factor: workplace learning in light of demographic and digital change'. Covered intergenerational learning arrangements, than the possible determinants of intergenerational learning 4.0.The 2 case studies of innovative settings of intergenerational learning.

Demographic and digital change have converged and many organisations have 4 'generations' working. Need for greater collaborative, agile and cross functional work with crowd-based possibiltiies. How older and younger people work together under-researched. Dimensions of intergenerational learning arrangements explained. Intersections between genealogical, pedagogical and social/historical with learnng from each other, with each other and about each other. 

Study with 10 HR experts from companies in Southern Germany. Data collected through structured telephone interviews. Determinants of intergenerational learning included personal, corporate and enviroment. Personal determinants came up on top with generational relations and technical affiinity. Introduced the concept of 'mindset' and that this is not just attitude or way of thinking. Digital mindset supporting intergenerational relationships include openness, proactvity, positive attitude and agility. In general, younger employess tend to be identified as possessing the digital mindset. They can be the catalyst or drivers to help carry older employees on board.

Two examples presented of innovative settings supporting intergenerational learning. An 'incubator' and the use of a 'hackathon'. 

Closed with importance of ensuring intergenerational learning is supported. 

Secondly, a presentation by Dr. Elizabeth Knight from Victoria University with work with Dr. Andrea Simpson from LaTrobe University on ‘understanding systemic inequalities in VET’. Includes how systemic inequalities and the channelling of choices. VET plays a crucial role in improving employment and work opportunities for disadvantaged Australians. However, is student choice channelled into certain providers or programmes due to their disadvantage? there are higher proportions of students from equity cohorts in certain types of providers and this reveals structural inequalities in the system. Summarised several pieces of relevant literature showing the connection between the hidden curriculum and social class. 

 Drew on the work of Foucault on power, governmentality and technologies of self to undertake a reflective study. Used 3 anchors - VET health programmes (investigating completion of Aboriginal and Torres Strait Island peoples), VET programmes for women with disabilities (WAVE seminar) and female migrants (access to literacy/numeracy). 

 Introduced the need for inclusive pedagogy. Each inequality represents a different context and challenge and there is need to better understand each. Intersectional disadvantage (see Wheelahan) important process. 

Then follows a one hour workshop on ‘publishing in AVETRA’s journal - International Journal of Training Research' facilitated by co-editors, Professor Sarojni Choy from Griffith University and myself.

AVETRA AGM follows.

Ulearn2020 - Keynote #3 - Distinguished Professor Pedro Noguera on - equity, empowerment and deeper learning.

 

This morning , the third keynote from Distinguished Professor Pedro Nogeura on equity, empowerment and deeper learning.

Proposed for education to leverage off the pandemic, as an opportunity to change. The pandemic is a form of ‘disturbance’ and we should use this, as a way to relook at what schooling is about and create an educational system for the future.

Questioned the current system – does it meet the needs of the children currently? Which children are not served and have unmet academic and social needs? Do these children belong at your schools? What barriers might be getting in the way of change?

How can our school, education and child-development systems, more individually responsive to the needs of our students? Why not construct a system that meets children where they are and gives them what they need inside and outside of school, to enable their success?

Rationalised the need to change. Schools NEED to change as they are a product of history and reflect the inequalities present in society. There are deep disparities in achievement based on socio-economic status and race. Challenged the audience to find out how deeply engaged children are at their school? How are children of colour treated?

To create the schools we need, we need to shift the paradigms. Not only changes in systems but a shift in beliefs about what is possible and needed. From measuring and sorting to developing talent. From pressure and competition to encouraging collaboration. From assessment OF to FOR learning. Content teaching to cultivation of the love of learning. Parents from consumers to stakeholders.

To pursue excellence through equity, need to understand, child development, neuroscience and context. Holistic approach to provide differentiated education. Understand the plasiticity inherent in the brain, encouraging learning when learners are engaged.

Explained the concept of the effect of race on the achievement gap as not useful. This encourages racialisation, reinforcing stereotypes and preventing the development of effective solutions.

To advance equity, educators need to find the balance between technical and adaptive work. Technical work focuses on managing operations and systems, ensuring procedures are working and employees and students comply with policy. Adaptive work indicates a focus on the dynamic and complex nature of work, work that is guided by a long-term vision and an awareness that ongoing work  required to achieve goals in a constantly changing environment.

Unfortunately, technical and logistical changes dominate the conversations, for example about how to keep schools open through the pandemic.

In the current pandemic context, key adaptive questions include how to better support student mental health? How can gaps in learning, unmotivated students, frightened adults? Are teachers prepared to address the heightened awareness about racial prejudice? How will the sense of community be build? How do we better support students as they learn from home?

Five essentials ingredients for school improvement include coherent instructional guidance system; ongoing professional development for teachers; strong parent-community-school ties; a student centred learning environment; and shared leadership to drive change (Bryke et al., 2010).

Provided guidelines to help make schools ‘race neutral’ as aligned to the above five essentials.

Encouraged the need to reflection on what occurred across pandemic on ‘school opening’. Evaluate and build school community first before moving forward.

Shared the visual definitions of equality, equity and how they are perceived. Eliminating barriers is a key. Barriers include complacency, racial bias, teaching and learning as disconnected, punitive mindset, unequal access to external support and ignoring the need to compensate for the effects of inequality outside of school.

Need to shift, post pandemic, to better ways of support all learners. 

Ascilite day 2 morning

Day 2 begins with a keynote from Professor of elearning Niki Davis from the University of Canterbury. Niki presents on 'prizing' open eduction as in getting to grips with and with treasuring. We are good at doing new things and seeking new ways but we are not so good at finding out whether what we do is any good. Call to revisit the trends scenarios set up after the DEANZ conference in 2009. Shared notes are on Google doc http/tinyurl.com/ascilite2014

Four scenarios are articulation, supermarket, self determination and quality brand consortia. 

Provided example of development of a MOOC on technology diffusion and models of change in education. In conjunction with Wayne McKintosh as MOOC deployed OER. Course in 2013 as a micro MOOC alongside a normal course with OERu.

Challenge of open journals as resource for the MOOC and ease of access to journals by DEANZ and ASCILITE.

Has technology improved education for all? Digital equity gap not diminishing. New project elearning for adults with literacy and numeracy needs. Need to ensure elearning is relevant to and useful for adults with literacy needs. Re engage and motivate students in a variety of ways to suit individual needs - truck drivers with low literacy and mobile work, use mobile computing as focus. More communication and tutors feedback suited to device ownership and work context. Family communication, grand parents digital literacy. Culturally appropriate with informal and familiar environment. Numeracy in authentic situated learning. Application of games where relevant. 

Elearning needs to think about global and equity aspects. 

Ascilite awards made for innovation and excellence to University of Queensland flip classroom, Macquarie University and Auckland university for work in portfolios in health science.

Life membership to Gregor Kennedy. 

After morning tea, concurrent session begin and I chair 3 papers. First up, Jo Lander from the University of Sydney on the role of the interpersonal in online knowledge construction. Reports on investigation on asynchronous discussions potentials and challenges. Importance of building an online discussion community but student tend to not be able to reach higher level of critical thinking through learning based on asynchronous discussions. In 3 context on communicable disease, obesity and tobacco control. Used linguistic discourse (systemic function) to analyse discussions to establish interpersonal, ideation/ knowledge building and textural / mode/genre. Provided examples from the data to study how community building proceeds, instruction giving. Expectations for knowledge construction include bring in prior knowing, a synthesis  or transformation, opinion or argument etc. need for moderators to open space for other voices. Interactions between moderator and students and between students were rarely challenging, negative and / or critical. Online discussions become blends of conversation and academic, fragmented, incomplete and jointly constructed. So, academic writing not practiced and discussions do not use language of academia. Implications on social media Type relationships and disconnect to academic discourse. 

Second session with Salome Meyer from EIT with blended learning: student experiences. Blended learning of 5 Batchelor degrees through merger of 2 institutes in 2011. Evaluated student experience with BL with focus on development and delivery across skills. Study in 2012. Prior to start of BL most students who completed the survey had not experienced online learning. When BL started, majority of students expressed positive engagement with online learning. Students felt support for shift to online learning was insufficient but most other including taking responsibility for learning and flexibility. Staff capability was an issue which students picked up. Recommendation to develop comprehensive plan to support BL initiatives. 

The third session is with Penelope Rush from the University of Tasmania wide open listening: what is it really like to be a distance student? Survey undertaken to improve support services to students and raise awareness of support. Survey of 1000 plus students a 17% response rate. Themes through grounded theory included enables self determinism, flexibility, necessity, location and positive. Highest responses in flexibility with the second in necessity. Worse aspects included isolation, resources responsibility, unconsidered balance/ travel. Distance learning improvements included improvement of resources, contact, consideration, communications. Flexibility needs have to be balanced with synchronised sessions by webinars or similar.