# data[].attributes.headline
We need to support the "learn my way" principle and invest both in terms of spaces and pedagogy in a learning offering that truly meet how students want to learn, in person, online, hy-flex.

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We need to support the "learn my way" principle and invest both in terms of spaces and pedagogy in a learning offering that truly meet how students want to learn, in person, online, hy-flex.

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Students and staff move seamlessly between geographic sites (home, campus, industry) and the technology travels with them - easy to access, easy to use - anywhere, anytime. Instantly accessible and available.

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The creation of some unique experiences for students when on campus together combined with a state of the art LMS and quality digital resources that support students.  A mix of disciplinary and interdisciplinary experiences oncampus or in selected locations offcampus. These can be support with VR or augmented digital learning modules or tasks.

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The creation of some unique experiences for students when on campus together combined with a state of the art LMS and quality digital resources that support students.  A mix of disciplinary and interdisciplinary experiences oncampus or in selected locations offcampus. These can be support with VR or augmented digital learning modules or tasks.

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Make it personal: Not everyone learns the same way. Different pedagogies could be offered depending on the cohort and subject.

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Make it personal: Not everyone learns the same way. Different pedagogies could be offered depending on the cohort and subject.

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Interactive and online learning is seamlessly integrated into the curriculum and is a significant part of the learning experience

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Provide them with motivational factors that are aligned with their own beliefs and values and career goals.

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Provide them with motivational factors that are aligned with their own beliefs and values and career goals.

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Students can have more self-direction for their learning and personalise their journey more and be more independent in their learning. Clear outcomes at the end - but they have more direction for their learning based on their own past knowledge and experiences that they bring with them. More independence and autonomy - building lifelong skills that are also relevant to the workforce.

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Seamless movement between on- and off-campus learning; highly reliable and available wifi; adequate bandwidth and storage for images; appropriate support for student (and staff) devices, including power to re-charge and technical support.

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we need to build learning that is "in tune" with the working experience that our students will live. I believe that post pandemic we will see a world more attuned to hybrid work and thus we need to prepare our students for that

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we need to build learning that is "in tune" with the working experience that our students will live. I believe that post pandemic we will see a world more attuned to hybrid work and thus we need to prepare our students for that

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Try to make the online environments as accessible as possible as this will benefit everyone.

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large classes have a huge administraative burden as well as pedagocial challenges- teaching staff need to be supported to undertake all this, and rewarded for undertaking large classes- one uni I know about puts "best' teachers on large first year classes and then they have the next semester on their own research as reward.

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Create a bursary for students who need help accessing digital equipment (computer, internet, etc.) similar to the housing bursary that exists currently.

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Create a bursary for students who need help accessing digital equipment (computer, internet, etc.) similar to the housing bursary that exists currently.

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Provide low ses students and others as required with equipment and internet access that's on par with the "average" ANU student so that they don't have those barriers. ie. pay for quality internet connections at home or provide them with a standard laptop.

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Provide low ses students and others as required with equipment and internet access that's on par with the "average" ANU student so that they don't have those barriers. ie. pay for quality internet connections at home or provide them with a standard laptop.

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Continue to offer the hybrid solution - The newly uplifted rooms offer an in room experience from a mobile device. Generally students will always want to be a part of a class but not always possible in person (illness, poorly kids, transport failure etc)

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Continue to offer the hybrid solution - The newly uplifted rooms offer an in room experience from a mobile device. Generally students will always want to be a part of a class but not always possible in person (illness, poorly kids, transport failure etc)

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In large classes there is a high reliance on tutors, I wonder if there could be a model that supports, teaching assistants than can better help/ support both academics and students

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In large classes there is a high reliance on tutors, I wonder if there could be a model that supports, teaching assistants than can better help/ support both academics and students

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Teams of academics and professional staff working together - learning from each other, sharing skills and workload, devising holistic educational experience.

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Connected suite of tools.

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Improve/ investments in ICT infrastructure

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Create our own distinctive large class model that makes best use of efficient teaching, staffing and the LMS and on-campus experiences. 

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Create our own distinctive large class model that makes best use of efficient teaching, staffing and the LMS and on-campus experiences. 

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Adequate staffing; technical efficiencies for staff, so they can spend longer on highly valued activities, like 1-1 feedback, less on technical tasks; and other more efficient feedback, e.g. quizzes, peer feedback

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Stop assuming everyone has equal access to all aspects of technology. Digital submission of major assessment works can only be assessed fairly if all have the same access to the tools required to undertake the assessment and to submit it easily and painlessly.
For many students are in shared housing, bandwidth is an issue. Many students live within family groups and others in the household need to use the technology available. Many students have no access to technology off campus. How does ANU look to level out this situation?
Plus offshore/overseas students are often not able to access the tools ANU chooses to share information on e.g. YouTube - a great solution for people wanting to make a quick digital item, but it then cuts out many who are not allowed to view this platform.

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requires rethink of how uni operates eg flexible enrolments, microcredentials, recognition of prior learning, cross institutional partnershipsintensives and how that might impact on student lives. eg story about student doing one course elects not to move to canberra because cost, disruption etc.

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This is more about communication than technology, but the "message" that is often seen that gives the impression that good learning can "only" happen "on campus" needs to shift. For example many students with disabilities found that the flexibility of learning online was fantastic for them but the impression we get is that learning online is "second best".

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This is more about communication than technology, but the "message" that is often seen that gives the impression that good learning can "only" happen "on campus" needs to shift. For example many students with disabilities found that the flexibility of learning online was fantastic for them but the impression we get is that learning online is "second best".

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Some standard activities rely on external tools (polls, padlet, Teans, etc), requiring students to have the digital literacy and confidence of signing up for and joining other websites in new tabs outside of Wattle.
A wider toolset that seamlessly links from Wattle would help those with low digital literacy.

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Both central teams and college/local teams need to be resourced properly for learning and teaching. The central teams would take on managing/integrating/maintaining/supporting the applications. The local teams can provide tailored support, by building relationships/trust with the academics to deliver the assistance they need for their specific areas.

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Designing useful & interesting on-campus activities (like practicals or tutorials) that can be easily adapted to online learning as necessary. Similarly, using digital tools to prepare students for in-person classes (having online quizzes, videos, or guides)

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Designing useful & interesting on-campus activities (like practicals or tutorials) that can be easily adapted to online learning as necessary. Similarly, using digital tools to prepare students for in-person classes (having online quizzes, videos, or guides)

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We also need to ensure that all course materials are designed for an interactive mobile/tablet experience as students rely heavily on them. Design with embedded hyperlinks, subheadings and short cuts.

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We also need to ensure that all course materials are designed for an interactive mobile/tablet experience as students rely heavily on them. Design with embedded hyperlinks, subheadings and short cuts.

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Get better uptake on internal surveys (eg. SELT) and data collection from students so that we have a better idea of where improvements need to be made and why

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Get better uptake on internal surveys (eg. SELT) and data collection from students so that we have a better idea of where improvements need to be made and why

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Possibly a program for students who are upgrading their personal devices to donate what is no longer being used. Devices are then serviced/fixed/etc. before students are welcome to take them

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well my old request but a proper induction for academics.

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well my old request but a proper induction for academics.

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Is there still digital inequality in this day and age? In line with the VC's vision to be the number one university by 2025 in all aspects then we need to be looking at the students of the future. That's the year 9's now... how are they learning? What tools do they use? How do they want to learn? The University needs closer ties to secondary schools and to work together so that the transition with regard to learning is smooth and spurs them on to succeed.

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Is there still digital inequality in this day and age? In line with the VC's vision to be the number one university by 2025 in all aspects then we need to be looking at the students of the future. That's the year 9's now... how are they learning? What tools do they use? How do they want to learn? The University needs closer ties to secondary schools and to work together so that the transition with regard to learning is smooth and spurs them on to succeed.

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Support for students to have the right BYOD tech, e.g.: clear advice about what they will need (and popular items that may not work well); technical support for whatever they bring, both people who can help and systems that integrate well (e.g. mobile apps for timetable, Wattle etc); bulk discounts on recommended equipment

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students more able to explore different areas, reduce siloeing

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More personal/small spaces in libraries with computers etc., so that students can work in an environment almost as comfortable as their own home, with privacy etc. but with digital resources provided by the Uni

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Clarify what does work well "flexibly", e.g. it is OK to listen to these lecture recordings, vs where a student should really prioritise being there in person (or online synchronous).

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In-line with SELTs comment then we need to also spend time on analysing the open text comments which is not currently done. Students spend time and effort providing us with quality feedback in some cases and it's lost in a vacuum.

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In-line with SELTs comment then we need to also spend time on analysing the open text comments which is not currently done. Students spend time and effort providing us with quality feedback in some cases and it's lost in a vacuum.

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more emphasis on postgrad, less on undergrad?

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more emphasis on postgrad, less on undergrad?

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Better focus on digital/remote delivery – it should not be the second option and should be considered as important as in-person delivery

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Get in front of technical developments so we can offer large classes the efficiencies technology can provide

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All courses/degrees/programs should have contingency plans and online alternatives.

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All courses/degrees/programs should have contingency plans and online alternatives.

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I feel that our academics and students need more on-site or one-on-one support than documentations. But the challenge is that we don't have enough resources to support so many academics and students.

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I feel that our academics and students need more on-site or one-on-one support than documentations. But the challenge is that we don't have enough resources to support so many academics and students.

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In the same are as the previous post, there should be more collaboration and sharing of expertise between central teams and college/local teams. It is happening already but it should have a better recognition or facilitation.

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In the same are as the previous post, there should be more collaboration and sharing of expertise between central teams and college/local teams. It is happening already but it should have a better recognition or facilitation.

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Define a limit of class size or teacher:student ratio (for example, 50 or 1:50). It should requires ADE approval if the limit needs to be breached for a valid reason.

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Define a limit of class size or teacher:student ratio (for example, 50 or 1:50). It should requires ADE approval if the limit needs to be breached for a valid reason.

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A sustainable model requires to be able to have a fit for purpose approach to teaching and learning.

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A sustainable model requires to be able to have a fit for purpose approach to teaching and learning.

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Political action on wider scale- reduce inequality, make it  a priority

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The equipment in many teaching spaces is controlled by the closed box of all-powerful Crestron. While that offers some level of uniformity and stability, Covid and dual delivery have painfully highlighted how inflexible the rooms are when we need them to accommodate something new.

Examples include

room audio to be available as a mic input for the resident PC in Zoom;

a functioning "audio out" auxiliary port to get good sound to an external camera for a dual delivery event or seminar

port to add a temporary area microphone into the room

Some rooms support this better than others, and it would be great if it was normal for all rooms to have a couple of input/output ports available to temporarily add or tap into our AV infrastructure with external gear.

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Referring to the EY report: "At the touch of a screen,
you access catalogues of learning
content to consume at your own pace,
with algorithms taking you deeper
into topics of interest and artificial
intelligence matching learning activities
to current knowledge levels."

Maybe we should look beyond the strutured 6 unit course, 24 unit minor, 48 unit major and 144 unit degree model. The current model and governance make the design of curriculum very restrictive and inflexible.

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Teaching room equipment should be available as an input source for the computer, not just Crestron/projector

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Teaching room equipment should be available as an input source for the computer, not just Crestron/projector

# data[].attributes.body
Our teaching room AV is currently set up as a very projector-centric arrangement, meaning that the doc cams, whiteboards, video players, microphones, and in-room cameras are only for the benefit of in-class students.
The audio/video feeds from these devices should also be available as an input into the resident PC of the rooms, so that we can use these facilities in hybrid and dual delivery teaching too.

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the learning experience of our students is deeply connected with the teaching experience of our academics and the work professional people do to facilitate/support teaching and learning. Again flexible approaches are the most valued and allowing people (students and staff) to work, teach, learn, participate in multimodal ways. ANU needs to shift from the one size fit all mentality or it will loose both quality students and quality staff.

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the learning experience of our students is deeply connected with the teaching experience of our academics and the work professional people do to facilitate/support teaching and learning. Again flexible approaches are the most valued and allowing people (students and staff) to work, teach, learn, participate in multimodal ways. ANU needs to shift from the one size fit all mentality or it will loose both quality students and quality staff.

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Better promotion and use of interesting spaces around campus, and more student-created stuff on show

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Better promotion and use of interesting spaces around campus, and more student-created stuff on show

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We have some cool stuff on campus - Classics Museum, Asia-Pacific artefacts, student art exhibitions, science displays, etc.
We need some non-Kambri events, public exhibitions, and student portfolio pieces on display to show more life around campus, and more student-created works on show.
It doesn't always need to be a live show.. even just more interesting things to walk past in publicly available places (a cabinet in the narrow staff corridor of the department that teaches the subject doesn't invite much traffic).
Some of these can be recorded and put online too as a digital collection of interesting stuff.

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Connecting with others is an important way for students to engage.
Peer support programs can provide needed income as well as opportunities for various types of engagement. some schools have/had PAl programs and these can be conducted online and flexibly to help students, especially those from diverse groups or FiF.

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the are multiple ways in which the university can support social, informal online activities. there are various programs that can enable informal connections such as gathertown, sococo, mozilla hubs etc.

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Consider peer mentoring, PAL/PASS programs, facilitated and supported safe places and spaces.

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microcredentials, intensives,hybrid courses. Review focus on large classes, especially at first year- aim for small,intense first years that offer breadth content and channel into later years.

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microcredentials, intensives,hybrid courses. Review focus on large classes, especially at first year- aim for small,intense first years that offer breadth content and channel into later years.

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I particularly found this point in the future of learning paper interesting. Especially in light of all the disruption during Covid. "Outcomes go beyond academic attainmentand skills acquisition, covering a graduate’semployability and earning potential. Ratherthan choosing courses basedon university brands or perceived prestige,students have true clarity around thevalue a specific online or campus-basededucation provider will deliver — andpotentially, have recourse if the actualexperience fails to live up to its promise.Some universities even offer a studentcontract with guarantees around teachinginputs and learning outcomes"

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I particularly found this point in the future of learning paper interesting. Especially in light of all the disruption during Covid. "Outcomes go beyond academic attainmentand skills acquisition, covering a graduate’semployability and earning potential. Ratherthan choosing courses basedon university brands or perceived prestige,students have true clarity around thevalue a specific online or campus-basededucation provider will deliver — andpotentially, have recourse if the actualexperience fails to live up to its promise.Some universities even offer a studentcontract with guarantees around teachinginputs and learning outcomes"

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By Henry Ren

Normal text size Larger text size Very large text size

A decade from now, offices shall be used for one thing and one thing only: quality time with colleagues.

This seemingly bold prediction comes from Prithwiraj Choudhury, a Harvard Business School professor and expert on remote work.

Some people exposed to negative talk will start following dangerous exercise and eating habits. Credit:iStock

"We will probably in 10 years stop calling this 'remote work'. We'll just call it work," he said.

A long-time advocate of "work from anywhere," Choudhury has studied firms that went 100 per cent remote years before the pandemic, including software companies Gitlab and Zapier. His research showed that a hybrid workforce is more productive, more loyal and less likely to leave. With companies from Twitter o PwC now giving employees the option to work virtually forever, Choudhury said businesses that don't adapt risk higher attrition.

Choudhury spoke with Bloomberg journalists remotely from Boston last week. Following are excerpts from the conversation, lightly edited for length and clarity.
Is there anything on remote work that the media has seriously missed or gotten wrong?
Remote work is often pitched as something that employees want and employers don't. My research has showed that this is a win-win. For employees, it's great to work from anywhere because you can move to a cheaper location. You can live where you want to.

For employers, it's a win as well because you are not constrained to hiring from the local labor market - where you have an office. The other big benefit is productivity. In the U.S. Patent Office, we documented a 4.4 per cent productivity gain back in 2012, when they allowed patent examiners to work from anywhere.

The final win for employers is that work from everywhere leads to a fairer workforce, especially on the dimensions of gender and race. There's at least two decades of research showing women have lost out on career opportunities because of geography. But if the company lets you work from anywhere, you don't have to relocate.

What will be the norm of work 10 years from now?
This is a once-in-a-generation moment when people are not going to be forced to live where they don't want to. Some people will find a permanent place to live; some will move around. The digital nomad revolution is going on.

We will probably in 10 years stop calling this "remote work." We'll just call it work, and work is something you do, not where you go or where you live. My prediction is the process will unfold in every industry and every country. There will be a few leading companies that will adopt this and attract talent, and there will be laggards digging their heads in the sand and losing talent.
Some are worried that a lack of hallway conversations may hinder innovation in the era of remote work. Is that a legitimate concern?

The truth about hallway conversation is we only had it with people very close to us in the physical office. You meet and talk to the same 10 people every day. And people talk to people just like them - sales talks to sales, R&D talks to R&D, and interns talk to interns.

What we can do in the virtual world is much better. In a study I did last year with a global bank, we ran an experiment of "virtual water coolers." With a random group of people you don't know - whom you're going to meet online, it turned out that interns met senior managers they would have normally never met for an intimate conversation. It led to a dramatic improvement in performance and the chance of being hired.

The work commute could disappear for a lot of workers around the world. Credit:Justin McManus

Some managers argue that you can lose a lot when you never work face-to-face with colleagues. How would you assess resistance from managers?
I feel evidence needs to be put forward in front of them. In my model of work from anywhere, you have a lot of interactions. For 25 per cent of your time, you are co-located with the team, mentoring junior people, going out for team dinners and making memories.

The office needs to be redesigned. Instead of having cubicles and corner offices, we need to have more meeting rooms, and community kitchens where the team can cook a meal together. The 25 per cent time deepens your bonds within the team, and the virtual water cooler broadens your social network in the firm.

Still, financial giants such as Goldman Sachs Group Inc. insist on bringing workers back, saying remote work is an aberration.

We should not care about how many days or hours anyone works. Every job and task should have objective metrics, which are output based, and if an employee can perform those metrics in two days, so be it.

I don't think the work of financial analysts is any different from those in different industries which require some independent work and some collaborative work. I think it might be more of the choice of certain CEOs to stick to a certain model.

But in the fintech sector, there seems to be greater provision of flexibility. If investment banks push back on flexibility and fintech welcomes flexibility, you would imagine some of the top talents migrate in that direction.

Silicon Valley startups such as Bolt have recently decided to move to four-day workweek. Will more companies follow suit?

I have a different philosophy. We should not care about how many days or hours anyone works. Every job and task should have objective metrics, which are output based, and if an employee can perform those metrics in two days, so be it.

I am a firm believer that we should stop counting time. We should give people the flexibility to work when they want to, whichever hours they want to, whichever days they want to, and care only about their work.
Bloomberg

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In 10 years, 'remote work' will simply be 'work'

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By Henry Ren Normal text size Larger text size Very large text size A decade from now, offices shall be used for one thing and one thing only: quality time with colleagues. This seemingly bold prediction comes from Prithwiraj Choudhury, a Harvard Business School professor and expert on remote work.

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E.g. small class sizes, encourage and resource tutors to get to know their students, encourage later-year students to mentor early-year students, bring graduates back to mentor students, create lab-assistant and research-assistant jobs for students, etc

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Some things scale well with computers, e.g. an auto-graded quiz takes the same effort to set up for one student or 1000. Some things don't scale so well, e.g. if something is not quite automated and requires a couple of clicks per student, it may be entirely doable for a class of 30, but quite unreasonable for a class over 300. We could offer a fine-tuning service for large classes to find and remove unnecessary administration tasks.

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Better interaction between education support and the Access and Inclusion group (we have made some progress on setting this up, but not found the time to follow up adequately)

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Some unis have an Online Week. All teaching is done online that week, so the online contingency options are kept up-to-date and tested.

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There is constantly pressure to add to courses and to programs, crowding the curriculum and pushing towards both superficial learning and superficial teaching. Assist and reward curriculum designers equally for identifying content that can be removed as for adding new things.