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Universities Australia Conference 2020 – “Education Changing Lives”

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Universities Australia Conference 2020 – “Education Changing Lives”

Author: David Granzow, Director ANZ Partnerships at FutureLearn

The annual Universities Australia Conference was held in late February in Canberra at the National Convention Centre with attendees from the higher education and government sectors including senior representatives. The overarching 2020 theme of the conference was “Education Changes Lives” with a focus on how education is a transformative force across communities, nations and individuals.

The conference attracts circa 1,000 attendees annually with over 65 high profile speakers from the Minister for Education, The Hon Dan Tehan MP, through to international speakers giving their perspectives on how education is changing lives.

To kick of the conference this year, there was a fantastic keynote by Professor Justin Wolfers, an Australian born Economics and Public Policy professor from the University of Michigan.

In his keynote, he demonstrated examples of short-term and longer-term economic impacts and how that, even with the immediate issues that Australia is facing, there might be a silver lining in the longer-term economic outlook for education. Additionally, he reflected on where he saw gaps in policy and economics and how to enable better decision making in these areas by bringing more academics into politics.

As expected from the keynotes and the Minister for Education’s address to the industry based on the recent events in Australia, from bushfires through to the global outbreak of Coronavirus, there was a lot of focus on the impact of these events on the Australian education sector. Not only did these themes come through in the speeches and presentations, but during most interactions and conversations heard throughout the event.

The main short-term issue on everyone’s mind was how to address the more than 100,000 Chinese students impacted by the Coronavirus and the travel bans imposed by the Australian Government.

Most of the universities seemed to be scrambling to implement short-term strategies to provide Chinese students with study options whether deferral into semester two or online delivery options into China, to keep the students engaged until they could arrive on shore.

Regardless of the proposed solutions there seemed to be no consistency between institutions and in most cases the uptake by the impacted students were low between 10 – 25%. Overall, it demonstrated that there was no industry standard approach nor commitment from the government on funding initiatives that would support the industry impacted by these events in the short-term.

Beyond the main topics being raised, the conference covered sessions from “improving student experience” to “building partnerships post Brexit” focusing on how a free trade agreement between the UK and Australia could foster collaboration in research and innovation.

Of all the sessions, there were however a few standouts and in particular “University leadership in a changing world” with Professor Mamokgethi Phakeng, Vice Chancellor of the University of Cape Town delivered an inspiring address on her philosophy of leadership which received tremendous feedback. Also, the Chasers, Craig Reucassel keynote “On principle, pranks, passion and peer-review” where he posed questions such as “Can research be made relatable and visual?” for which he then demonstrated some comical examples of rubbish being measured in elephants.

If you would like to get a greater understanding of the Australian Higher Education industry, including its key challenges and opportunities, the Universities Australia conference is an annual event that you should attend. The conference delivers not only fantastic speakers and panel discussions but attracts the key decision makers in the industry.

Additionally, it also highlighted that there are long-term opportunities in the Australian higher education sector for those that can meet the demands of students in a global economy and be agile in response to crises as they arise. It was also a great opportunity to connect and discuss partnership opportunities across the region.

Looking forward to 2021!

Category Research insights

How to Create a Mailing List and Add Opt-Ins to Your Site

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How to Create a Mailing List and Add Opt-Ins to Your Site

Create a mailing list using mailchimp and add opt-in boxes to your site

Today in part two of our mailing list series, we’ll be discussing the steps you need to follow to create a mailing list and add an opt-in form to your site. If you didn’t catch part one of this series, be sure to check the links below before continuing.


In this series, we are discussing:

  1. Why building a mailing list should be your top priority.
  2. How to create a mailing list and add mailing list opt-in boxes to your site (this post topic).
  3. How to dramatically increase mailing list subscribers and target your dream audience.

There is a wide variety of mailing list services out there, but the one we’ll be focusing on today is MailChimp because it’s the one we use here at Designer Blogs. MailChimp is super user-friendly, allows you to send automated emails, offers killer analytics, and we highly recommend it.

Best yet, MailChimp allows you to start a mailing list completely free! You don’t have to purchase a plan until you’ve accumulated 2000+ subscribers. From that point on, you can upgrade as your list grows.

So, are you ready to start the magic of a mailing list? Here we go.


1. Create a Mailing List

Step 1: Visit Mr. Chimp

Hop on over to MailChimp and click on one of the big “Sign Up Free” buttons.

Create a mailing list with mailchimp - sign up free

Step 2: Create Your Account

Enter your email, a username, and a password and then click “Create My Account.” You will then receive a prompt to check your email to activate your account.

Create a mailing list with mailchimp - get started with your account

Step 3: Activate your MailChimp Account

Head over to your email account and open the MailChimp email. Click on the red button to get your account activated so you can start the magic.


Step 4: Fill Out Your Personal Information

You will then be directed to a screen that will ask for all of your personal information (name, address, etc.). You must enter this all in before you can continue.

Company name added here will be the name of your subscriber list (this name is visible only for you and can be edited later)

You will be asked to pick a plan. The Free one is checked by default so you can click ‘Complete’.

Mailchimp Plans - Get a Free one for new accounts

Step 5: Understand the Dashboard

At the top of the page, you’ll see a menu with several links.

Mailchimp Dashboard - Learn how to use your mailing list

Here’s a summary of each link:

  • Create: list of things you can create using your Mailchimp account
  • Campaigns: shows all of the emails you’ve sent out to your list(s).
  • Automate: allows you to create automated emails (e.g. a welcome email after someone subscribes).
  • Audience: this shows the group of people who have subscribed to your mailing list. You can have more than one audience.
  • Brand: here you can find all content connected with your brand – email templates, your files, domain settings etc.
  • Reports: this will show the stats for each of your campaigns. You can learn how many subscribers each campaign was sent to and how many opens & clicks each campaign produced.

Your Mailchimp account is now set-up and ready to use!


2. Add Opt-ins to your site

To get an opt-in form created, go to your Mailchimp Dashboard and Click the ‘Create’ button located in the top bar. From the drop-down list, pick ‘Signup Form’.

Adding Opt-in to your Mailchimp

Step 1: Pick the form type

In the new window you can choose between:

  • Embedded form – default form which can be added anywhere on your site
  • Pop-up form – a pop-up box which can appear when your visitors enter your site
  • Signup landing page – a separate page dedicated to your subscribe form
Adding Opt-in to your Mailchimp - choosing form type

If you have only one audience list added (it is created with your account), then you can click the ‘Begin’ button. With more audience lists in your account, make sure to pick the one you need from the list above the button.

In this article, we will focus on Embedded form type


Step 2: Add the opt-in box to Your Site

There are four style options for embedded form: Classic, Condensed, Horizontal, and Unstyled.

I recommend sticking with the classic form and unchecking the bottom three options, as shown below, to keep your form looking as clean as possible (you don’t want to distract people from signing up by having too much going on).

Mailchimp form set-up

Leaving the “Form width” area blank will allow the form to take on the width of the area you place the form.

Copy the HTML code it generates and then paste it into an HTML gadget/widget on your site.

Now anyone that visits your site can join your mailing list.


Step 3 (Optional): Design the Form

Need to add some extra fields to your form? When creating your embedded form, click on the ‘Signup forms’ button above the form type menu.

Mailchimp form - adding new fields  to your form

On the new page, click the ‘Select’ button next to the Form builder section.

Form builder section of Mailchimp mail list.

Here you can edit existing form fields or add new ones. It is useful if you want to collect some more details about your subscribers.

Remember that adding too many fields may discourage people from signing up.

How to use Mailchimp form builder to create a mailing list you need.

There is even an option to customize the look of your subscription form.

Styling your mailchimp form

Navigate to the different areas of the form by clicking on the corresponding links. You can then change the colors, fonts, font sizes and font colors.

Make sure the colors you choose compliment your site design!

If you’d like a custom-designed opt-in box like the one at the top of our sidebar, please contact us for a quote.


Ready for more?

With the mailing list ready it is time to grow your audience. Visit the next part of our Mailchimp series to learn how we get over 100 000 subscribers.

How to dramatically increase mailing list subscribers and target your dream audience.


And that’s it! You are now well on your way to building a flourishing mailing list. Remember, we love designing custom opt-in forms for clients, so if you want a form that is more customized than what you can create using this tutorial, give us a holler and we’d love to make it happen for you!

Word + Quiz: leave-taking

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Word + Quiz: leave-taking

: the act of departing politely

_________

The term leave-taking has appeared in two articles on NYTimes.com in the past year, including on Sept. 17 in the book review “A Translator’s Tribute to the Lifesaving Power of Words” by Emily Rapp Black:

Loss and leave-taking are major themes. These play out in Amy’s adolescence, characterized by her mother’s neglect and fear of disaster. She writes of losing her Russian tutor — a man with whom both she and Zoe fall in love — to suicide; of leaving home for the University of Tulsa, a “Wonderkid” who matriculates at age 15 and has to negotiate the less intellectual pursuits of dating and parties; and, eventually, of the psychological freedom she discovers through the work of translation, which in equal parts connects and disconnects her with the world ….

_________

How Much Do You Know About Indonesia?

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How Much Do You Know About Indonesia?

Can you find Indonesia on a map? What else do you know about this island nation with about 270 million people?

Should Plastic Bags Be Banned Everywhere?

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Should Plastic Bags Be Banned Everywhere?

Find all our Student Opinion questions here.

When you buy something in a store, do you rely on the store’s plastic bags to get your items home? Or do you bring your own reusable bag — or just skip the bag entirely? For residents of New York state, the store-provided plastic bag won’t be an option any more as of March 1.

What do you think about New York’s new law? Is something similar in effect where you live? If not, do you wish it were? Why or why not? How concerned are you about the negative environmental effects of errant bags that end up in animal habitats and landfills?

In “Get Ready, New York: The Plastic Bag Ban Is Starting,” Anne Barnard writes about the law and its intended outcomes:

New York is banning the distribution of single-use plastic bags statewide on Sunday, a move with the ambitious goal of reducing the billions of discarded bags that stream annually into landfills, rivers and oceans.

The law forbids most businesses from handing out the thin bags that are ubiquitous in supermarkets, bodegas and boutiques, making New York the third state to bar the bags after California, where a ban has already changed the way millions of people shop, and Oregon, where one took effect last month.

If successful, the transition could spur a cultural sea change as significant as the end of smoking in bars, or the shift in attitudes ushered by seatbelt laws: Once optional, buckling up is now so automatic for most people that it happens almost unconsciously.

New Yorkers currently use 23 billion plastic bags each year, state officials say, many of which end up as one of the most problematic forms of garbage. They blow across streets and become caught in trees. They harm birds and marine creatures. They clog sorting machines, making recycling them cumbersome.

The article goes on to describe successes in other places that have worked to decrease the use of plastic bags:

Measures in other countries and localities have significantly reduced plastic bag use, and a study in Washington found a 5-cent bag fee there had cut down on plastic pollution in waterways. The laws — including a de facto ban in Hawaii, where all counties forbid such bags — also aim to address climate change by reducing the planet-warming emissions from making the petroleum-based bags.

California’s ban led to a 72 percent drop in plastic bag use. Although the law passed narrowly in a referendum — and opinions on it remain divided — implementation was relatively smooth.

Not all plastic bags are subject to the ban:

There are exceptions to the bag ban: Plastic can be used for takeout food; uncooked meat or fish and other products that could contaminate items; weighed produce; and prescription drugs. Newspaper bags, garment bags and bags sold in bulk, like trash or recycling bags, are also exempt.

Paper bags are still allowed, and local governments can impose a 5-cent fee for each one a customer takes. The cities and counties that opt in to that fee will keep 2 cents per bag to spend on programs aimed at distributing reusable bags, and the remaining 3 cents will go to New York’s Environmental Protection Fund.

Customers on food stamps and public assistance will be exempt from paper-bag fees.

The article notes that the new law has some opposition:

There, of course, are skeptics of the plastic ban, especially in New York City, where most people do not drive to supermarkets and shops. A bedrock feature of life in the city is running errands on the spur of the moment, or making impulse buys while walking or using public transportation.

“This is going to be the worst thing to happen to this store,” said Sal Husain, who manages a C-Town grocery store in the Inwood section of Manhattan. “It’s OK to protect the environment, but there’s going to be a lot of problems with customers.”

…. Across the street, Fatih Demir has been selling fruits for the past 15 years from a stand pitched below a white canopy. Most of his business comes from subway riders heading to and from the A train, he said.

“Our customers keep asking, ‘What’s going to happen?’” he said. “The woman who sells next to me keeps asking, ‘What’s going to happen?’ People don’t have the time to prepare for this stuff. This is America, where people most value their time.”

However, other New Yorkers have embraced the ban:

In some ways, the transition has already begun, as eco-conscious New Yorkers have voluntarily adopted reusable bags and the stores cater to them. For some shoppers and stores, bags emblazoned with slogans and images have become a fashion statement, a method of virtue signaling and even an economic opportunity.

That transition was on display on Thursday in Manhattan. Some residents could be seen trying to untangle bundles of loaded plastic bags spinning between their fingers. Others gripped reusable totes with both hands or pushed hand carts stuffed with both plastic and reusable bags.

Sylvie Kande, 62, of Harlem, was carrying paper bags out of a Whole Foods Market in Midtown. She said the ban was a good idea.

“It’s been done already in countries all around the world, and if it’s done there, it could be done here,” Ms. Kande said. “Everybody has to make sacrifices. And I know this is much easier for the bourgeoisie than it is for the working class, and it’s going to take some time. But we have to do it. This is an important transition.”

Students, read the entire article, then tell us:

  • To what degree do you agree with Ms. Kande who stated that no longer using single-use plastic bags is an “important transition”?

  • Do you think the ban will motivate shoppers to bring their own bags to stores? Do you and your family tend to use reusable bags? What are the pros and cons of embracing this practice?

  • Some people think that the ban will be more of a hardship on working class people — such as those who walk instead of get around in cars or those who rely on public transportation? What do you think? In light of this, should the ban be selectively enforced? Why or why not?

  • The article mentions that some people like plastic bags because they reuse them at home for various purposes. Does this happen in your house? If so, how are these bags used?

  • You read about the types of single-use bags as well as purchases that are not subject to the ban. Do you think each of these exemptions is sensible? Explain. Do the exceptions reduce the ban’s effectiveness, in your opinion?

  • A related interactive notes that in New York City, plastic bags “have become part of the city’s visual landscape, the kind of everyday objects so pervasive that they seem invisible.” Look at the bag designs in the collection. Do you think plastic bags tell us something about the time and place in which they are or were used? If so, what?


Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘Should Robots Have a Face?’

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Lesson of the Day: ‘Should Robots Have a Face?’

Find all our Lessons of the Day here.

Featured Article: “Should Robots Have a Face?” by Michael Corkery

As automation comes to retail industries, companies are giving machines more humanlike features in order to make them liked, not feared.

In this lesson, you will learn about the growing presence of robots in the workplace and their impact on the human workers around them. In a Going Further activity, you will consider the future of robots in the workplace and design your own robot.

When you hear the word robot what do you imagine?

Do you envision something futuristic and otherworldly — or humanlike? Is your picture of a robot fantastical and perhaps a little frightening, or is it familiar and comforting?

Take a few moments to sketch your general image of a robot. Afterward, share it with a partner or the whole class.

Now, look through the photos and captions featured in the article. Then respond to these questions in writing or with a partner:

Read the article, then answer the following questions:

1. What was Tina Sorg’s reaction the first time she saw the robot rolling through her Giant supermarket in Harrisburg, Pa.? How did she remedy the concerns she had about its appearance?

2. What kinds of industries and workplaces are robots working in now? Why are some people concerned that automation technology will negatively affect jobs held by humans?

3. Choose one of the robots featured in the article: Describe the tasks it performs and the advantages it has over humans doing the same work?

4. Why do retailers say that robots are good for their workers? Do you find their arguments persuasive?

5. Who were the Luddites? What does Peter Hancock, a professor at the University of Central Florida, see as their relevance today?

6. What does the birthday party for the robot Marty illustrate about the coexistence of humans and robots in the workplace? Does the article make you more optimistic about the increasing role of robots in the workplace? What concerns do you have?

Choose one or more of the following activities:

1) Share your opinion.

  • What’s your reaction to the article? What did you find most interesting, surprising or provocative? Does it change your understanding of robots?

  • Which robot featured in the article would like to work with most? The least? Explain why. Did you have a favorite?

  • When you imagine the future of robots, do you get excited? Do you envision a world of benefits for humankind? Or do you fear countless professions becoming obsolete, the merging of humans and machines, or a potential robot uprising? Or are you excited about all the possibilities such a future could hold? Explain why you feel the way you do.

2) What’s your favorite robot in pop culture?

There have been many memorable depictions of robots throughout history in pop culture, literature, films and television shows — robots like WALL-E, R2-D2 and C-3PO? Which is your favorite and why? Which fictional robot would you most like to work or spend time with? Which do you find most scary?

3) Design your own robot.

Your robot can be practical or fantastical, but be creative and have fun. For your design, keep in mind both form and function:

  • Form: What will your robot look like? Will it be futuristic, weird or friendly? Will it look like an inkjet printer with a long neck with eyes like Marty? Or will it have more humanlike features? How will your robot’s appearance influence how people interact with it? What materials will it be made out of? Why?

  • Function: What is the purpose of your robot? What specific functions will it carry out? Will it do practical tasks such as unloading boxes, detecting spills and scanning shelves for out-of-stock items, like some of the robots featured in the article? Or will it provide personal assistance, companionship — or even love?

What’s Going On in This Picture? | March 2, 2020

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What’s Going On in This Picture? | March 2, 2020

Students

1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

How human rights are changing education?

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How human rights are changing education?

The concept
of human rights has evolved after a long struggle of humankind. In the two
world wars, humankind suffered barbarous acts and grave human rights
violations. After experiencing these horrible human rights violations, the
international community comes up with momentous human rights instruments. The
most important human right document is the Universal Declaration of Human
Rights of 1948. It recognized the inherent dignity, equal and inalienable
rights of the human family. The preamble of UNHDR exhorts that “every
individual and every organ of the society has to strive by teaching and
education to promote respect for these rights and freedoms”. As a member
of the international community, it is the responsibility of states, civil
society organizations and individuals to promote human rights literacy and
educate the members of the human family about their fundamental human rights.

The
universally accepted rights, which every human being is entitled to by virtue of
being human, irrespective of their background includes the right to life, right
to peace, safety and security, right to health and education, right of freedom
of expression, right to information, civil, political and other rights, etc. In
order to ensure the compliance of these human rights, it is imperative to
educate individuals about their rights. Human rights literacy will help people
to understand universally accepted human rights, value human dignity and take
responsibility for respecting, defending and promoting human rights. Therefore
the first step for the enforcement and implementation of human rights is to
ensure awareness and education of human rights, as the rights of one individual
are the duty of another human being.

It is the responsibility of state and academic institutions to incorporate the concept of human rights in the education system. Human rights should be a part of the curriculum from primary to university level education. One of the important purposes of education is to promote peace, prosperity and developing a civic sense in the individual so they will be able to make a positive contribution to human society. Therefore the education system should incorporate the values of empathy and human rights so the student would be able to appreciate the human diversity, empower themselves by asking for their rights, fulfill their duties towards other human beings and make a positive contribution for the betterment of the world, we live in. Unfortunately, in contemporary times our education system has become so obsolete and it has limited its scope to only imparting information in the minds of young people. Due to which these young minds are unable to appreciate human diversity and creating issues.

In today’s world, due to advancements in science and technology, information is available on our fingertips. Every second new data and information is uploaded on the internet and every individual who has access to an internet connection may collect information about any topic within seconds. The purpose of the education system is not only to pour information in the minds of students but to teach the students to think, critically analyze and appreciate the human values. Our educational institutions are focusing on pouring information and evaluating the performance of its pupil by the amount of information they are able to retain and reproduce in the evaluation process. Which has led to the production of human robots who take pride in the system and live in bubbles grounded on the belief that everything is right. They are unable to challenge the status quo, critically evaluate the lacunas in our system and work to fill the gap and come up with creative solutions to the challenges of our world.

It’s time to reevaluate our education system and incorporate human rights and values in our education system. There is a need for a paradigm shift from information centered to the value-centered education system. There is a need to come up with educational institutions like Atlantic International University, which has incorporated the concept of human dignity, human rights and value system in its curriculum and pedagogies. It is not only focused on human rights literacy but also on working to promote integral human capabilities to think, creativity and appreciating diverse talents. The universal declaration of human rights not only enables human beings to live with dignity but also to develop and use one’s human qualities, intelligence, talents, and conscience. Therefore the Atlantic International University is working not only to promote human rights literacy but also to develop these human qualities. It encourages its students to think, be creative and focus on self-learning to find out solutions to world challenges.

Also read: Various benefits of Online Education

If we want peace, prosperity, and compliance of
human rights enumerated in the international human rights instruments and
incorporated in the domestic legislation, then we have to make some reforms in
our education system. We have to establish institutions like Atlantic
International University that has incorporated human values, human rights and
human capabilities in its curriculum and pedagogies. Then only the students
will be able to appreciate human diversity, promote pluralism, intellectual
humility, fulfill their duties towards their fellow human beings and empower
them by asking for their rights and representation. By incorporating these
values we will be able to make our world a better place to live in.

Course Spotlight: Supporting Victims of Domestic Violence

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Course Spotlight: Supporting Victims of Domestic Violence

Domestic violence is a global health issue that can take many forms and affect anyone. Health and social care professionals play an important role in recognising and helping victims of violent and abusive relationships. Aiming to improve knowledge of gender-based violence and the forms of domestic abuse, The University of Sheffield produced the course Supporting Victims of Domestic Violence on FutureLearn.com. We spoke to Laura Giles, part of the University of Sheffield’s Digital Learning Team, to discuss tackling sensitive subjects through online learning, and why she believes this course has had such an impact of learners.

 


 

Can you tell us a bit about this course, who it’s aimed at and what it aims to achieve? 

The effects of domestic violence and abuse (DVA) lead victims to make extensive use of healthcare resources. This means professionals from across the sector; GPs, health visitors, midwives, and sexual health clinic staff are frequently the first point of contact for people suffering from abuse.

However, research conducted by Dr Parveen Ali here at The University of Sheffield reveals that many professionals do not feel comfortable talking to their patients about DVA. They might not feel adequately trained to identify victims and some don’t see supporting victims as part of their role.

Our aim with this course is to help healthcare professionals appreciate the opportunity they provide victims to disclose their abuse and help them feel confident in facilitating that opportunity.

 

What has been your experience of running this course online? 

Although we designed the course with a professional audience in mind, the course discussions have enabled us to observe the wide ranging impacts the course has had. 

We’ve heard from people who finally felt able to talk to friends and family members who they had suspected of experiencing abuse. There have been comments from victims and survivors thanking us for validating their experiences. One learner in their sixties was prompted by our section on gender to share their recent acceptance of being non-binary. We’re really proud of how open, caring and respectful the learning community on this course has been. The ability to get instant feedback from learners makes running courses on FutureLearn a really rewarding experience.

 

This course was recently voted one of Class Central’s Best Online Courses of 2019, as well as receiving considerably high feedback from learners. What factors would you say have contributed to the success of this course?

As the course was aimed at healthcare professionals, we wanted to make sure it contained lots of practical advice that people could immediately apply.

To help us put the learning into context, we interviewed a range of professionals who are all involved in supporting victims, from doctors and social workers to members of the police and independent advocates. We also made use of the course discussions to encourage learners to share their own advice. We designed a number of scenario based quizzes where learners could test out the skills that they were learning in a safe environment.

The feedback from learners about these interviews has been really positive and the results of the post course survey show that 50% of learners have already been able to apply what they have learned.

 

 

This course tackles a delicate subject that can be very emotive for learners, did this affect how you designed and built content for the course?

We were mindful that we didn’t want to be sensational or gratuitous. We knew that the course was likely to attract people who had suffered abuse and wanted to be respectful of their experiences.

There was one aspect of the course that we suspected could be controversial. Parveen’s research focuses on the gendered nature of DVA and we wanted to communicate this to learners in a way that didn’t ostracise or blame men. We designed some activities early on in the course that would help learners to reflect on the impact that gender has on our behaviour and help them to connect this to the issue of DVA.

There are two videos in particular that proved to be quite effective. Around the time we started to plan the course, a civil rights activist on Twitter asked women what they would do if all men had a 9pm curfew. This viral tweet gave us the idea of filming a man and woman (me and my colleague Tom!) leaving the pub at the same time after a night out and showing the different decisions they make to keep safe on their journey home. The video provided a ‘light bulb’ moment for a lot of learners and it was a great, non-confrontational way to introduce this topic.

But we also wanted to highlight that gender expectation is not something exclusively experienced by women. We sent an email out to all staff at the university asking if they’d ever been treated in a certain way because of their gender. We had an amazing response and managed to persuade a few people to share their stories on camera. Through their contributions, we were able to show learners how gender expectations and stereotypes affect people of all genders.

 

What have been some of your key learnings from running this course?

I think a key lesson has been that you can never be too open about flagging sensitive or controversial content. It’s important to warn learners about content that they may find distressing so that they can decide whether or not to engage with it. Similarly, if you suspect something might be controversial – say so – it can really help to neutralise any negative responses. 

And some messages, like “please be respectful and supportive” can never be repeated too often!

Category Research insights

Addressing the teacher retention crisis: key themes from the Westminster Education Forum

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Addressing the teacher retention crisis: key themes from the Westminster Education Forum

Author: Isabel Drury, Partnership Manager at FutureLearn

The Department for Education made a splash last month when it shared proposals to increase teacher starting salaries to £30,000 by September 2022, making it the biggest sustained pay increase since 2005. But will this salary increase be enough to attract new teachers into the profession, are these changes coming soon enough, and what about supporting and retaining early career teachers in their first 3-5 years in the classroom? 

These topics were the subject of lively debate at the most recent Westminster Education Forum policy conference in Whitehall, London, titled ‘Reforming Initial Teacher Training Provision in England – implementing the new core content framework, improving NQT retention, and next steps for the teacher training system.’ The forum was attended by a range of experts in Initial Teacher Training (ITT), including leaders in Initial Teacher Education (ITE) from school trusts, universities, School-Centred Initial Teacher Training (SCITT) providers, and other teacher training bodies. 

As the FutureLearn platform offers over 100 short courses and microcredentials aimed at teachers to support their professional learning and development, I attended the forum to find out what more we could do to support teachers in these challenging and critical early years in the classroom. The forum provided an opportunity to debate incoming policy changes to funded early professional development for Early Career Teachers (ECTs), with a special focus on the new core content framework for Initial Teacher Training that is due to be implemented in September this year.

Across the event, three key themes stood out to me:

 

Mentoring

As identified in the 2019 Carter review, the speakers emphasised quality mentoring as critical to teacher retention in the initial years of classroom practice. Some of the most common issues raised were matching ECTs with subject-specific mentors; the difficulties of finding mentors in small schools; as well as finding space in the timetable for mentoring. 

Offering a perspective from a SCITT in East London, Niall Dosad, Assistant Head Teacher at Colgrave Primary School, shared reflections on the practicalities of getting to grips with the Early Career Framework (ECF) and spoke of the need for clear, consistent and effective mentoring. 

Meanwhile, Dr Deborah Outhwaite, from the Derby Teaching School Alliance, urged the forum to consider how experienced teachers, who take on this pivotal mentoring role, are leaving the school system all too often. This was echoed by Shona Findlay, Head of ITE at the Harris Federation, who spoke of the need to recognise and value the work of teacher mentors (or “hidden teachers”) through offering CPD and raising the profile of mentoring.

 

Community and Partnership

Partnership between schools and universities in Initial Teacher Education (ITE) also emerged as a key factor in successful teacher training and retention. 

Rachele Morse from the University of Southampton spoke of the difficulties for student teachers in moving into their Newly Qualified Teacher (NQT) year, when workload increases significantly, and the need to establish an ongoing community of practice and community of learning. This was echoed by Maria Cunningham of the Teacher Development Trust, who spoke of the ‘cliff edge’ between the ITT and ECF as an important area of focus in teacher training.

In the Suffolk and Norfolk SCITT, Anna Richards spoke of the collaboration between local schools and the University of Suffolk to allow teacher trainees access to academic resources. The importance of building professional relationships and networks was also identified as a key part of keeping teachers in the profession.

 

Ongoing access to CPD

There was much discussion of the need for teaching practitioners to have lifelong access to research and journal articles well beyond their ITE phase.

Louise Ling of the SEND Teaching School warned of the lack of access to academic literature in schools and the need to make this available to help mitigate the particularly high attrition rates in years 3 and 4 of teaching.

Dr Clare Brooks, Director of the Centre of Teacher and Early Years Education at the UCL Institute of Education, emphasised that a curriculum for ECTs needs to be broad, balanced, and offer ongoing professional development. Many speakers also emphasised the need for subject-specific teacher training. 

Where CPD is offered in ‘Twilight’ sessions, Katrin Sredzki-Seamer, Director at the National Modern Languages SCITT, warned of the impact on teachers’ work-life balance and the need for training to be provided flexibly. 

Overall, I was struck by the absence of conversation about the potential for online teacher training and CPD across the conference. Combined with quality mentoring and lifelong CPD opportunities, an online community of practice could do much to help NQTs teaching in remote or rural areas, to learn from diverse perspectives and gain support from their professional peers.

Category Research insights