Indigenous issues in role play

Your name: Amy Cleland

Field or discipline: Social Work and Social Science
Program: BA Social Work
Course: Indigenous Australians and Human Services
Year level: 3
Class size: 50
Activity type: Tutorial, 2 hours

Description: A two-hour tutorial with a role-play exercise depicting the invasion and colonisation of Australia, the displacement of Aboriginal people and communities, and examples of the effects of colonisation and removals on Indigenous health, well-being and social structure/families.

The exercises conducted by an Indigenous academic who reach the script, and a non-indigenous academic, who makes the role of government officials, colonisers etc. The students enact the role of Aboriginal people in various communities across South Australia. This sensitive topic requires accuracy in its delivery to ensure participants understand the purpose and intent of the exercise.

As the tutorials two hours, one hour from the role-play, break, and the remaining time to debrief and discuss the role-play and consider historical documents to reinforce the stories from the role-play. This structure provides valuable space and time for students to process and reflect on what they have learnt, felt, share experiences and reactions and formulate questions for academic staff.

One of the biggest challenges in the field of human and social services is collaboratively working with Indigenous people and groups and working and responding effectively with Indigenous clients. In a symbolic way, this tutorial demonstrates that it can happen and is happening in many sectors in various ways. In this context, non-Indigenous and Indigenous people remembering, learning, and the knowledge in history and past events in order to understand the present and what they may encounter with clients in the field. the overwhelming response from students, indicated during and at the end of the tutorial and following via e-mail sent to the program director, indicate that this format was effective in teaching and learning from this course and engage students in the experience and learning.

Application: This approach would suit programs that require graduates to work in collaboration with Indigenous Australians.

Student experiences in China

Your name: Sam Huang

Field or discipline: Tourism
Program: BA (Tourism Management)
Course: China Hotel and Tourism
Year level: 3
Class size: 20
Activity type: Tutorial

Description: This is a very engaging tutorial session I was involved in when teaching at Hong Kong Polytechnic University. We asked students to talk about their own travel experience in China and their perception of China as a tourism destination to the whole class. Then they need to compare the experiences of the Hong Kong students with those European exchange students. The group then has to note any interesting points raised in relation to the course content for example environment, infrastructure in China. The main benefit was that students can learn from each other's experiences. Problems were that some students had not visited China before and some may not want to share their experiences. As a teacher you need to encourage students to reflect on their post-travel experience. Resources required include an easy classroom atmosphere with round table seating arrangements.

Application: You can engage students in the concepts and principles of any discipline by starting with the student's current knowledge base and linking this to the new learning in the course.

EXAM-ple Questions at the end of Lectures

Your name: Nick Danenberg
Field or discipline: Marketing Business
Program: Marketing
Course: Advertising (in Singapore)
Year level: 3
Class size: 40
Activity type: Lecture

Description: At the end of each lecture, rather than just provide a 1 to 2 summary slides, I made the summary 5 to 10 multiple-choice questions that recount the key concepts covered in the lecture. This always sparks and maintains engagement of the students, focusing them on these key principles in preparation for the examination. It does assist with students revision for the examination and helps removes uncertainty regarding examination expectations. It also allow students to quickly determine if they understand the lecture.

Application: This simple technique of wrapping up a lecture topic could be used in any course.