Developing teaching and learning (T&L) strategies and resources to support and enhance students' learning engagement in courses with Indigenous content
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2014
Authors
Steen, T.
Nicholls, R.
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Journal article
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Journal of Australian Indigenous Issues, 2014; 17(1):26-45
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Abstract
The paper explores a number of coherent teaching and learning (T&L) strategies and resources specifically developed to provide students' engagement with Indigenous Content at the University of South Australia. Using Experiential Learning Activity (ELA) as a key teaching and learning strategy, an internet survey was sent to academic staff teaching courses of Indigenous content to collect data on a range of T&L strategies and resources that they use, students' expected learning outcomes, concerns and ways of improving course delivery. The survey found that the most common ELA T&L strategies used were field trips and excursions, place-based learning and community engagement activities. High on the list of the learning outcomes for students were that the ELA gave them the 'best experience' of university study, a better understanding of Indigenous communities and perspectives; higher levels of students' learning engagement; better course feedback scores and that students see the relevancy and applications of their learning to professional practice. Whilst staff identified many positive learning outcomes of ELA, one of the biggest concerns raised was class size. ELA was considered more manageable with a small class of students (less than 30), but become unwieldy with a large class (more than 30). Another vital concern was the apparent lack of Indigenous people and elders who can share their knowledge and stories; with only a handful of Indigenous practitioners involved, the 'burnt-out' factor should be minimised and taken into consideration when planning ELA such as field trips and community engagement projects.
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Copyright 2014 Journal of Australian Indigenous Issues