Online global collaboration: Affordances and inhibitors
Full paper
Julie Lindsay
Charles Sturt University
@julielindsay
Petrea Redmond
University of Southern Queensland
@plredmond
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 2
Room R113
Abstract
New teaching and learning approaches are emerging through the use of technology including online global collaboration. Educators involved in global collaboration forge external relationships with others beyond their immediate learning environment. They modify and adapt the curriculum to include global learning opportunities for their learners. Global collaboration provides opportunities for rich global, cognitive, social, cultural and life-changing experiences to their students. Online global collaboration broadly refers to geographically dispersed educators that use online technologies to learn with others beyond their immediate environment to support curricular objectives, intercultural understandings, critical thinking, personal, social and ICT capabilities. This paper will report some preliminary findings from an investigation into the perceptions of K-12 educators who facilitate global collaborative learning. Data were collected through semi-structured interviews that were then themed to identify the key affordances and inhibitors to online global collaboration. The paper will provide recommendations for global collaboration in teacher education.
About the authors
Julie Lindsay
Quality Learning and Teaching Leader (Online) for the Faculty of Arts and Education, Adjunct Lecturer in the School of Information Studies at Charles Sturt University.
Julie is a thought leader in online learning for both K-12 and Higher Education. She has a 30+ years career in schools including fifteen years as an educational technology leader in international schools across Asia, Africa and the Middle East. Her passion is for online global collaboration and as Founder and CEO of Flat Connections she designs and manages projects and customizes professional learning experiences for educators. More recently her work at Charles Sturt includes designing improved pedagogical approaches to online learning and teaching. She has a Master of Arts in Music (La Trobe), and a Master of Arts in Education and Human Development - Educational Technology Leadership (George Washington) and is completing a PhD at the University of Southern Queensland with a research focus of online global educators and pedagogical change. Her most recent book, ‘The Global Educator: Leveraging Technology for Collaborative Learning and Teaching’ (ISTE, 2016) shares practices, pedagogies and case studies on how to learn and collaborate online.
Petrea Redmond
Associate Professor - Educational Technology, School of Teacher Education and Early Childhood, University of Southern Queensland
Petrea Redmond is an Associate Professor of Educational Technology in the School of Teacher Education and Early Childhood at the University of Southern Queensland. Her research is situated in interrelated fields of educational technology including: blended and online learning and teaching; online collaboration; online communities of inquiry; online mentoring; gender and STEM (with a particular focus on technology); community of inquiry; Makerspaces, and the integration of technology to enhance learning and teaching in the school and higher education contexts. She has published and co- published in a number of international refereed books, journals and conference proceedings. Petrea has received 6 outstanding conference paper awards at international conferences; faculty and university awards for research and teaching, along with the 2009 Ascilite Fellow Commendation Award (Early Career). She also participates as a mentor in the Ascilite mentoring program and is a Section Editor for Australasian Journal of Educational Technology (AJET).
Key success factors to implementing an active learning platform
Concise paper
Megan Duffy
Griffith University
@MeganDuffy09
Jenny James
Griffith University
Chris Campbell
Griffith University
@chrissie
Jude Williams
Griffith University
Catch this session
Tuesday 5 December, 11am - 11.20am
Stream 3
Room L206
Abstract
This study reports on the key success factors when introducing a new lecture capture platform, Echo360 Active Learning Platform (ALP), at an Australian University. This is an interactive platform, designed to actively engage students in their courses including in lectures (online and/or face to face) through a range of interactive tools. A trial of ALP, which is known within the University as the Echo360 ALP Early Adopter Program, was conducted in Semester 2, 2016. The purpose of the Echo360 ALP Early Adopter Program was to identify the key success factors required for implementation of Echo360 ALP at the enterprise level. The study reports data on students’ experience of the interactive tools in Echo360 ALP. In total, over 1250 students, seven academics from across seven courses, Blended Learning Advisors from within each of the University’s four academic groups, and support staff participated in the Echo360 ALP Early Adopter Program. The results of the study show that students were engaged when using Echo360 ALP and with support from professional staff this program can be successfully implemented by academics. Thus, the key success factors to this implementation include the academics themselves and the support staff involved in the implementation. A further success factor was the vendor themselves.
About the authors
Megan Duffy
Megan Duffy is a Project Manager working within the Centre for Learning Futures at Griffith University. Her role is to work in collaboration with learning and teaching support staff, technical support staff, academic stakeholders and decision makers across the University, to pilot and implement educational technologies. In this position Megan coordinates and facilitates various aspects of the project, including user training, communications and support; consultation and engagement strategies; governance and approvals; and vendor relationship management. Megan has a background in learning management systems administration, implementation, change management and training, while working in various roles at organisations across the education sector.
Jenny James
Jenny James is a Blended Learning Advisor in the Griffith Business School (GBS) at Griffith University. Her role is to work in collaboration with the GBS Learning and Teaching Team and academic colleagues within GBS, to increase the uptake and usage of appropriate information and communication technologies (ICTs) in the delivery of learning and teaching to improve the student's learning experience. Prior to her current role, Jenny was an Educational Designer in the Centre for Learning Futures at Griffith University. In this position Jenny designed and developed educational learning experiences delivered via multiple modalities and provided expertise, professional training and development in the design and delivery of a variety of learning experiences both online and in-person.
Chris Campbell
Chris, works at the Centre for Learning Futures at Griffith University where she teaches into the Graduate Certificate in Higher Education. In her specific field of Digital Technologies Chris is an emerging research leader who has been involved in numerous grants and projects around digital technologies and mobile learning. Her skills in implementing and trialing new technologies are documented in over 50 publications where she has conducted research in online tools in educational settings, including LAMS, Second Life and Assistive eXtra Learning Environments as well as research in technology integration, mobile learning and augmented reality. In 2016, Chris was a Queensland-Smithsonian Fellowship holder she investigated the Smithsonian Learning Lab and implications for teachers. Chris has a keen interest in MLearning and has published various papers pertaining to TPACK and mathematics education.
Jude Williams
Dr Jude Williams is a Senior Consultant (Learning & Teaching) in Learning Futures at Griffith University. Her role is to provide leadership and consultancy to support academic staff in advancing teaching and program quality. Jude has experience as a teacher, research and administrator in secondary schools, Vocational Education and Training as well as Higher Education. Regardless of the sector, she has applied learning centred pedagogy to her work. Prior to her current role, Jude was the Assistant Director (Academic) in the Centre for Educational Development at Republic Polytechnic in Singapore. This was a unique institution in that all courses, across all disciplines, were taught using problem-based learning. It was while Jude was at the Polytechnic that she was awarded her PhD in Education. Her thesis explored the transition of academic staff from teachers in traditional classrooms to facilitators of active learning. Jude also has a Masters of Education (Curriculum Development).
Using the perceptions of online university students to improve the pedagogy and practice of distance educators: Them helping us to improve IT
Full paper
David Bolton
West Chester University
@wcuprof
Maria Northcote
Avondale College of Higher Education
Peter Kilgour
Avondale College of Higher Education
Jason Hinze
Avondale College of Higher Education
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 5
Room C204
Abstract
This paper reports on the findings of an investigation into the experiences of distance education students, including both undergraduate and postgraduate students from one higher education institution, Avondale College of Higher Education. All of the institution’s current students who were enrolled in a distance course or who had previously completed a distance component of their course were surveyed using an online questionnaire. A subgroup of this population also contributed to focus group discussions. Findings from an analysis of the combined data gathered from the online questionnaire and the focus group were used to inform the institution’s professional development (PD) program that supports lecturers to design and teach online courses. Results of the study are outlined in terms of distance students’ perceptions about the institution’s distance education program, specifically in relation to course structure, interaction and communication, presentation of materials, use of media and design consistency. The paper concludes with recommendations for addressing the weaknesses of online learning programs including both curriculum design and PD strategies.
About the authors
David Bolton
David L. Bolton, Ph.D. graduated with his master’s degree in research and statistical methodology from Andrews University in Michigan, and his Ph.D. in research and measurement from Florida State University. He has been teaching at West Chester University since 1991. The courses and workshops he has taught include evaluation and measurement, research methods, statistics, and educational technology. His primary focus of research has been the power of educational technology to engage students in the learning process. In 2016, he spend his sabbatical at Avondale College of Higher Education as a visiting scholar. He has been teaching distance education courses through West Chester University since 2011, focusing upon research and statistics.
Maria Northcote
Associate Professor Maria Northcote is the Director of the Centre for Advancement of the Scholarship of Teaching and Learning (CASTL) at Avondale College of Higher Education. She is an experienced higher education teacher, leader and researcher and is involved in undergraduate and postgraduate education, and professional development. Her current research interests include threshold concepts, online learning, assessment and mathematics education.
Peter Kilgour
Dr Peter Kilgour is a senior lecturer and Director of the Christian Education Research Centre at Avondale College of Higher Education. He has 39 years experience in the Christian education as a secondary teacher, school principal, school system director and more recently lecturer and researcher in pre-service teacher education of Avondale College of Higher Education. He has taught in five different countries and written the secondary mathematics curriculum for two of those. He holds a Doctor of Mathematics Education from Curtin University in Perth. His research interests include Christian school learning environments, innovations in tertiary learning and teaching, online education and cultural awareness in tertiary students.
Jason Hinze
Dr Jason Hinze is a lecturer and Secondary Course Convenor at Avondale College of Higher Education. For the past 20 years he has made significant contributions towards Education as a Secondary Teacher, Community Educator and Initial Teacher Educator in Australia, Cambodia, England, India and Nepal. His current research interests include wellbeing education and the power of overseas professional teaching experiences on the development of pre-service teachers.
Using threshold concepts about online teaching to support novice online teachers: Designing professional development guidelines to individually assist academic staff (“me”) and collectively guide the institution (“us”)
Full paper
Maria Northcote
Avondale College of Higher Education
Kevin Gosselin
HonorHealth Research Institute, Arizona, USA
Peter Kilgour
Avondale College of Higher Education, NSW, Australia
Catherine McLoughlin
Australian Catholic University, ACT, Australia
Chris Boddey
Avondale College of Higher Education, NSW, Australia
Catch this session
Monday 4 December, 10.30am - 11am
Stream 2
Room R113
Abstract
As online learning expands across the higher education sector, individual university lecturers are required to take on roles that incorporate responsibilities for designing and teaching online courses. Their growing capacities to fulfil these roles are sometimes supported by professional development (PD) programs within their institutions while some staff engage in staff development activities outside their home institutions. These programs and activities may take place within Communities of Practice (CoPs) while others are conducted on an individual basis. While much research has been undertaken into the field of online teaching and learning, including investigations into the most useful technological tools to incorporate into the design of online courses, the design of PD curricula to support the needs of novice teachers of online courses has not been as extensively explored. This paper reports on the outcomes of an Office for Learning and Teaching (OLT) funded project which purposely set out to identify the threshold concepts about online teaching that university lecturers develop as they engage in both the individual and communal aspects of designing and teaching online courses. The paper explains how the identification of threshold concepts about online teaching informed the development of a set of curriculum guidelines for the PD of novice online teachers. Recommendations for the design of PD for individual teachers (at the “me” level) are provided along with recommendations for the institution (at the “us” level).
About the authors
Maria Northcote
Associate Professor Maria Northcote is the Director of the Centre for Advancement of the Scholarship of Teaching and Learning (CASTL) at Avondale College of Higher Education. She is an experienced higher education teacher, leader and researcher and is involved in undergraduate and postgraduate education, and professional development. Some of her research interests include threshold concepts, educational technology, online teaching and professional learning.
Kevin Gosselin
Kevin Gosselin holds a Ph.D. degree in educational psychology from Texas Tech University in Lubbock, TX in 2009. He has held academic appointments as adjunct faculty at Texas Tech University from 2008-2010, a lecturer at The University of Texas at Austin in 2010, and as Assistant Professor of Biostatistics at The University of Texas at Tyler from 2010-2013. In 2013, he was appointed as Assistant Dean for Research and Evidence Based-Practice and Associate Professor in the College of Nursing at Texas A&M Health Science Center. He is currently the Director of Academics and Biostatistics at HonorHealth Research Institute in Scottsdale, Arizona. His research involves distance education, faculty development, research methodology and applied performance psychology.
Peter Kilgour
Dr Peter Kilgour is the Director of the Christian Education Research Centre and a Senior Lecturer in the Faculty of Education, Business and Science at Avondale College of Higher Education. His research areas include teacher education, innovative learning and teaching, assessment in work integrated learning, cultural awareness and mathematics education. He is an educator of 35 years’ experience in four different countries. As a former secondary mathematics teacher, school principal, and school system CEO, he has a passion for innovative learning and has worked to implement this in the higher education setting, in online and on-campus modes. His current teaching responsibilities include multicultural education and professional development for pre-service teachers.
Catherine McLoughlin
Catherine McLoughlin is an Associate Professor with the Faculty of Education at the Australian Catholic University, Canberra. With over 30 years of experience in higher education in Europe, South East Asia, the Middle East, and Australia, she has experience and expertise in a variety of educational settings, with diverse students and across a wide range of cultural contexts. Catherine’s research focuses on e-learning, technology enabled pedagogy in higher education, curriculum design, and global trends in education and teacher professional development. Her current research interests include the use of social networking tools to support learning, networked learning in higher education and knowledge creation processes.
Chris Boddey
Chris Boddey provides eLearning support to teaching staff across the Avondale College of Higher Education campuses and lectures at the Avondale Business School. Chris has a professional background across primary, secondary and tertiary education in both Queensland and New South Wales. Chris has been involved in supporting educational technology innovation for over thirty years and has utilised his experience in education to capitalise on business opportunities in education throughout his career. He has operated a small business in the education sector for over fifteen years and has twenty years’ experience in school governance. Chris is keenly aware of the challenges associated with the changing face of twenty-first century education in a variety of educational settings. His research interests include: professional development curriculum design and delivery, facilitating authentic blended learning environments and addressing barriers to effective ICT integration in education.
Variations in coherence and engagement in students’ experience of blended learning
Full paper
Feifei Han
The University of Sydney
Robert Ellis
The University of Sydney
Catch this session
Monday 4 December, 11.30am - 12pm
Stream 4
Room L209
Abstract
We report a study which examines variations in coherence and engagement of 344 first year engineering students’ blended learning experience. Using self-report and observational data sources, we demonstrate that student perceptions of the blended learning environment, academic learning outcomes, and actual engagement with the online learning activities are logically related at the variable level as shown by correlation analysis; and at the level of student groupings of similar learning experience and behaviors, as revealed by cluster, ANOVA, and 2 x 2 contingency analyses. Using self-report data, we found that when students perceived the learning activities in the f2f and online environments were coherent and integrated, they tended to be more engaged with the online learning and to perform relatively higher on the assessment tasks than students with negative perceptions. Using the observational data, students who were more engaged with the online learning tended to perceive that the online learning was well integrated with the f2f learning, that the online contributions were valuable for the whole learning experience, and achieved relatively higher than less engaged students. A 2 x 2 contingency table further revealed a logical relationship between the groupings of students based on the self-report and observational data: moderate and positive association was found between students with coherent perceptions and more engagement; and between students with fragmented perceptions and less engagement with the learning experience. The use of multiple data sources and methods enabled triangulation, strengthened analysis power, and offered a more comprehensive picture of students’ blended learning experience.
About the authors
Feifei Han
Feifei Han currently is an educational researcher at the University of Sydney. Her current research interests comprise of three broad themes: (1) language and literacy education; (2) teaching, learning, and educational technology in higher education, and (3) educational psychology.
Robert Ellis
Robert Ellis is an Associate Professor of Education at the University of Sydney. He has been a funded chief investigative researcher for the Australian Research Council since 2005. His current project is funded up until 2019 (with Goodyear and others). Robert’s research interests focus on the student and teaching experience of e-learning, quality and innovation in higher education and learning spaces. He is author of two books and more than eighty internationally refereed publications, mostly in journal articles. He is also a coordinating editor of the Springer Journal ‘Higher Education’, and co-editor of the new book series for Springer ‘Understanding Teaching and Learning practice’. The goal of his research and scholarship is to achieve meaningful social contributions through translational research outcomes.
Women and rural people’s participation in tertiary education through internet resources in India: A narrative inquiry
Full paper
Sandeep Kaur Sandhu
Monash University, Australia
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 5
Room C204
Abstract
India has a large formal higher education system, however, the enrolment of women and rural people in universities is not substantial. Women enrolment in tertiary education was reported only 41.5% of the total enrolment in the academic year 2010-2011 and only 7% population in rural areas have a higher education. Many socio-cultural barriers prevent people from accessing higher education in India. The integration of the Internet into the higher education sector has the potential to improve access to tertiary education in India regardless gender and area. Using personal narrative and interview data, this article explores how Internet resources can be used to enhance women and rural people’s participation in tertiary education in India.
About the authors
Sandeep Kaur Sandhu
Dr Sandeep Kuar Sandhu is a Sessional Lecturer at Monash University, Australia and a casual research assistant at RMIT University, Australia. Sandeep was awarded her PhD on the use of educational technology in higher education settings from Monash University in 2016. Dr Sandeep Sandhu has special expertise in use of ICT in higher education, mixed-method approaches in educational researches, teacher education, narrative inquiries and the Social Construction of Technology theory. Sandeep has almost eight years of multicultural experience of teaching and research in tertiary education in Australia, UK and India.
Improving transnational and industry-supported student engagement through immersive videoconferencing in a 3D virtual environment
Innovation Award (2016)
Sasha Nikolic
University of Wollongong
Mark Lee
Charles Sturt University
Christian Ritz
University of Wollongong
Farzad Safaei
University of Wollongong
Tom Goldfinch
University of Wollongong
Wanqing Li
University of Wollongong
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 5
Room C204
Abstract
The aim of this project has been to use a novel immersive video collaboration technology to enhance the learning experience of transnational students, and to facilitate student interaction and engagement with their peers and with industry representatives. The goals are twofold: firstly, to afford offshore-enrolled students (those studying at overseas satellite campuses and partner institutions) equivalent learning experiences to locally enrolled students by emulating the essence of a single university campus environment, irrespective of their physical location; and secondly, to provide relevant and authentic learning opportunities for all students through real-time involvement of professionals and other subject-matter experts.
About the authors
Sasha Nikolic
Sasha Nikolic received the B.E. (telecommunications) in 2001 and PhD in Engineering Education in 2017 from the University of Wollongong, Wollongong, Australia. He spent several years in industry and then in 2006 commenced as Laboratory Manager, involved in improving and developing the teaching laboratories and sessional teaching staff with the University of Wollongong. In 2014, he became an Associate Lecturer in engineering education and in 2016 a Lecturer. Dr Nikolic became Chair of the NSW Chapter of the IEEE Education Society in 2014. He won a university Outstanding Contribution to Teaching and Learning Award in 2011. In 2012, he was awarded a Citation for Outstanding Contributions to Student Learning as part of the Australian Awards for University Teaching. In 2016, he also received awards for his contribution to engineering education through the IEEE, AAEE and ASCILITE.
Mark Lee
Christian Ritz
Farzad Safaei
Tom Goldfinch
Wanqing Li
The Student Relationship Engagement System: Empowering teachers to collect, analyse, and act on meaningful data to engage students at scale
Innovation Award (2016)
Danny Liu
The University of Sydney
@dannydotliu
Kevin Samnick
The University of Sydney
@kevin_samnick
Ruth Weeks
The University of Sydney
@ruthwsydney
Adam Bridgeman
The University of Sydney
@adambridgeman
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 1
Room H102
Abstract
The Student Relationship Engagement System (SRES) was developed at the University of Sydney to help academics personalise engagement with large student cohorts. Academics consistently report that positive feedback from students "shows how helpful the SRES is in allowing us to give the kind of personalised attention to students that time wouldn't otherwise allow". From marking attendance, analysing grades, collecting live feedback, and providing easy ways to personalise bulk feedback to students via emails and web portals, the SRES gives academics access to data that are meaningful in their contexts and helps them to create personalised learning environments with targeted feedback and support. This unique and inherently practical application of learning analytics is currently used across 20 departments in over 120 units and reaches over 20,000 students at the University of Sydney. It has been credited with increasing student engagement, improving retention rates, and enhancing students’ learning outcomes. The SRES is also being piloted at a number of other Australian universities, and we are keen for more collaborators. In this presentation, you will use the SRES live, hear about its implementation, wider adoption, and impact, and explore how it could impact students in your contexts.
About the authors
Danny Liu
Danny is a molecular biologist by training, programmer by night, researcher and academic developer by day, and educator at heart. A national teaching award winner, he focuses on wrangling technology to improve learning and teaching by working at the confluence of educational technology, student engagement, learning analytics, and professional development and leadership.
Kevin Samnick
Kevin is an Educational Designer with a background in secondary STEM teaching, pharmaceutical research, and biology. He is an advocate for education, learning, technology, and ensuring students and teachers are our first priority in higher education.
Ruth Weeks
Ruth is an Educational Design Manager with a background in teaching English as a foreign language and academic writing. She is passionate about teaching with technology and the future of digital education.
Adam Bridgeman
Adam is Director of Educational Innovation at the University of Sydney and has received institutional and national awards for teaching and is an Australian National Teaching Fellow. He aims to invigorate and change learning and teaching culture through a focus on blended, collaborative, and interactive learning designs.
Learning analytics: What's in it for me (the teacher) and us (myself and my students)?
Lightning round
Cathy Gunn
University of Auckland
@dr_cathy_gunn
Claire Donald
University of Auckland
Jenny McDonald
University of Auckland
Catch this session
Monday 4 December, 2.30pm - 3pm
Stream 2
Room R113
Abstract
Like many emergent trends in learning technology the potential for learning analytics to benefit teaching and learning is being explored with promising results. However adoption is a slow process and the level of impact on practice is so far disappointing (O’Brien, 2016). Our research found that institutions, researchers and teachers have different perceptions and use different language to talk about learning analytics. We will briefly discuss why this lack of common discourse is a barrier to progress, and runs the risk of ending in more failed expectations such as those described in the annual Gartner Hype Cycle Reports .
In three short presentations, we will describe examples of learning analytics tools and strategies developed to promote their adoption in practice by teachers and learning designers. A guiding principle is to produce easy to use tools that teachers can use or adapt to their own practice (Datnow & Hubbard, 2016; Ferguson et al., 2016). The tools must also serve a useful purpose, e.g. by supporting common tasks or addressing common challenges, and aligning with familiar teaching and assessment cycles.
Links will be provided to the open source tools and creative commons licensed resources produced by a nationally funded learning analytics research project in New Zealand.
About the authors
Cathy Gunn
Cathy Gunn is an Associate Professor at the Centre for Learning and Research in Higher Education (CLeaR) at the University of Auckland. She has been the Head of eLearning, Deputy Director, Acting Director and Principal Researcher, and produced more than 130 scholarly publications. She is an experienced learning technology researcher and an active contributor to international networks. She is a former President and life member of Ascilite.
Claire Donald
Claire Donald is a lecturer and learning designer at the Centre for Learning and Research in Higher Education (CLeaR) at the University of Auckland. She has 25 years’ experience as a learning designer and researcher in higher education, specifically in the fields of science and engineering education, MOOCs, teacher beliefs, learning analytics and learning design.
Jenny McDonald
Jenny McDonald is an independent researcher and a Research Associate at the Centre for Learning and Research (CLeaR), University of Auckland. Jenny has particular research interests in natural language processing techniques for formative feedback and learning analytics but she is broadly interested in the applications
Computer says no? Life literacies and digital literacies for LSES non-op students in a pre-tertiary program
Lightning talks 1
Susan Hopkins
University of Southern Queensland
Catch this session
Monday 4 December, 2.30pm - 3pm
Stream 4
Room L209
Abstract
This short talk by project leader Dr Susan Hopkins will introduce the HEPPP funded Life Literacies initiative and series of optional support workshops (within the USQ tertiary preparation program for non-OP and non-traditional students) launched at Toowoomba and Ipswich campuses of the University of Southern Queensland in teaching semester 2, 2017. The HEPPP funded 2017 Life Literacies project targets students from low socioeconomic areas who may be suffering from financial hardship. The program aims to make their journey through higher education less stressful, more empowering and more relevant to everyday life through innovative educational approaches and materials centred on essential ‘life literacies.’ These innovative approaches include the use of social media (and the Life Literacies closed group Facebook page) in teaching pre-tertiary students. In particular, this short talk will focus on the Digital Literacies workshop within the Life Literacies suite of enabling education workshops to consider the particular benefits and challenges of teaching digital literacy to low socio-economic, non-traditional, non-op students as part of a tertiary preparation program.
About the authors
Susan Hopkins
Susan Hopkins is a Lecturer in the Open Access College at the University of Southern Queensland, Ipswich campus. Her research interests include sociological approaches to the education of marginalised groups including incarcerated students and LSES students as well as critical cultural studies and media representations of gender and empowerment