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I think my workplace will be a challenge as there are already policies and processes in place, however, I hope I can create some content around either my speciality area or an area of interest that is relevant to the organisation. 

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I think my workplace will be a challenge as there are already policies and processes in place, however, I hope I can create some content around either my speciality area or an area of interest that is relevant to the organisation. 

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Use a calendar or some other form of planning tool - helps keep you accountable and on track. Can be a preventative measure to avoid last minute assessment writing. 

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Use a calendar or some other form of planning tool - helps keep you accountable and on track. Can be a preventative measure to avoid last minute assessment writing. 

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Use small chunks of time , even while you are waiting for something / someone . Sometimes our lives don't allow us to carve out huge blocks of time .

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Do some study everyday ,but have one day a week off

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In a primary classroom context both are equally important.

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In a primary classroom context both are equally important.

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Synchronous communication is important for all learning, and when students are completing Educational Research Projects (ERPs) they need the face to face content, feedback and support to research and develop their ideas, using physical elements to create their design projects. These need to be undertaken in real time, to ensure understanding of content and presentation of their chosen idea. Asynchronous is the main communication I have with my families, who email at anytime with questions and queries. It gives both parties the time to reflect then communicate in a professional manner and respond accordingly.

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It was a matter of hours for my colleagues and I to sort out education packs for 80+ students to be sent home prior to online learning, due to the pandemic. Primary school students who did not have access to devices were loaned one, and parents had to help their students with the logins and how to use the different programs. Online learning was an area that I feel took a lot more time to ensure the content was easily accessible and engaging, creating activities that students could complete and send back to us, for feedback in real time. It was difficult being face to face in the classroom to then to be on a computer for the duration of the school day, and not being able to provide students with those critical hands on learning experiences. I would really like to focus on more online tools/programs that allow for a more engaging and hands on experience for learners.

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Through online learning, having the mediums such as Zoom recordings, forums and Padlet are important for everyone to be able to share ideas and experiences throughout this course. As we are all busy and working having the recorded lessons and being able to comment at a later time (being in WA) helps me to feel part of the online community.
As far as online learning for students, last year my students missed seeing their teachers and friends face to face but were able to share parts of their daily lives with everyone, taking away some of the stress and anxiety caused by a whole new way of teaching and learning.

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Making sure you are familiar with the programs that are being used, manage your time rather than doing everything in one session. Be patient with yourself and the time it takes to grasp concepts. Be flexible with technology, as when you need to use it, it doesn't always go smoothly, have a back up.

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I believe that we need both. It's important to allow flexibility of engagement as far as when to communicate. As education institutions move to cater for international students whilst maintaining domestic clientele, timezones become a huge factor as to when students can engage with educators.
I know this from first hand experience. I started my music degree whilst living in London. I attended lectures at 11.30pm till 1.00am (9.30am Toowoomba time). I'd Zoom int the lecture so I could engage with everyone in the course on campus. I then engaged with readings and content during the days leading up to the next lecture.

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I've had to build several online platforms for my students to engage with, including building 3 weeks of curriculum in 4 days during COVID shutdown.
I discovered that organisation of content is important, even to the order that items are presented to students.
In saying that, using different materials such as videos, online activities and apps, help to retain engagement from learners, and also having a variety.
The online forum needs to cater for different learners, just as you would adapt in the physical classroom.

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Have the allocated time to be able to sit down and engage with the content. Also, make sure your computer and devices are up-to-date so that they can handle the apps and software.

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we were zoom users before anyone knew about zoom .. we use a range of white label tech and API's to have our learning tech stack talking to each other and to make it as seamless for participants to use without a million log ons (we havnt sold this issue yet) which includes a learning community app (mighty networks), zoom, trello and a LMS learn dash. we had looked at Neutopia as we like the ability for students to build their own playlist of learning and share and discuss it with others in their learning cohort. .. long term we would like something that includes some gamification and even VR as opposed to just connecting through zoom as zoom has its limitations

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we really need both and this is part of the multi-level mentoring approach we are building for rural and regional small business owners ... particularly women .. the synchronous learning is important to contextualise content but timing may not suit all of the individuals - we offer multiple ways/ times to connect .. asynchronous is when they need to apply some of the learning to their business .. test out some concepts, see how they apply some models to their scenario .. in our programs peer accountability and problem solving is a bit part of our approach .. im assuming this is synchronous communication but some of this happens informally through content share between peers.

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i think content playlists would be good for my audience .. sorting learning and content through our reading and research into easy to find places and then being able to tag that .. we do that in trello at the moment with our learners and they are active on the platform while on a zoom session.. our focus is peer to peer multi level mentoring and we need multiple ways for participants to connect and share learning and how they have contextualised and applied it

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im really interested in how to make online and virtual learning in all formats more social .. essentially remove the barrier of learning and communicating through tech .. alot of the time as trainers and facilitators we have to build a different stack of tech for students to access and sometimes it easier to have this in one place/ one log on .. there are not a lot of LMS platforms that offer that

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time block and make sure you engage in the peer learning opportunities 

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time block and make sure you engage in the peer learning opportunities 

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I believe both have their own advantages and disadvantages. I found that synchronous communication limits the flexibility of all learners. However, there is more engagement compared to asynchronous.
For asynchronous, students can work at their own pace and time.

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Ensuring that online learning is accessible to ALL students - by using different/differentiated ways of delivery teaching content to accommodate ALL learners. For e.g.
- provide a recorded lecture
- provide a pdf format of a lecture
- have captions on recorded videos, video clips
- have interactive online discussion.

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I have used Zoom quite extensively while working as a learning advisor. The whiteboard feature of Zoom was very helpful, especially when teaching subjects like maths where writing is required. I am also quite comfortable with Teams as well.  At my current job, I have seen my colleagues using Sway, which I am looking forward to learning. 

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I have used Zoom quite extensively while working as a learning advisor. The whiteboard feature of Zoom was very helpful, especially when teaching subjects like maths where writing is required. I am also quite comfortable with Teams as well.  At my current job, I have seen my colleagues using Sway, which I am looking forward to learning. 

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- Such as switching your computer screen to watch a movie, exploring social media sites (Facebook or Twitter) - I believe these types of distractions are very common and needs to be avoided when studying online

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In my context of delivery Ancient Greek online, I feel in some ways it has the same challenges as our dance teacher below. You need to be reading the language aloud, writing the language, and having a teacher there to hear and see you to correct you when you make a mistake - when it comes to language, you don't know what you don't know. Conversely, asynchronous helps students do work in their own time, and come with questions that have legitimately stumped them.

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When so much of what you are processing is online, it was a really helpful tip to be told to chat to others who aren't doing the course. Chat to your family about it, processing aloud and face-to-face with them.

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Oftentimes I present career education to students who are from linguistically diverse backgrounds and perhaps only once, so it is important the technology is user friendly as I don't have time to teach complex technologies to engage with

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Oftentimes I present career education to students who are from linguistically diverse backgrounds and perhaps only once, so it is important the technology is user friendly as I don't have time to teach complex technologies to engage with

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Tools I frequently use in online classes (and face to face in some cases) include padlet, kahoot, socrative, zoom, Teams and youtube. I recently was introduced to a fantastic program called Genially (also free). This has allowed me to create interactive material for use in lessons or revision. I have also created virtual lab classes.  My goal in use of these tools is to encourage more active learning by creating fun interactive resources to improve engagement and comprehension

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In my context of delivery of biology lessons online, both forms of communication have value. Synchronous communication via written chat messages or student live audio has the advantage in allowing the instructor to gauge the level of understanding for the topic and provide more detailed or an alternative explanation if required. This tends to benefit more than one student. Asynchronous communication in my context has also been beneficial as it offers students the flexibility to attempt problem solving and may facilitate the student to find the information themselves and become more independent learner. A disadvantage however may be that students can feel isolated and disconnected and may struggle to reach out for help.

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Sounds like a simple thing, but there can be a temptation to leave things to the last minute. This can result in students becoming overwhelmed and not performing to their full potential

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Definitely use EndNote to manage referencing and bibliography! 

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Definitely use EndNote to manage referencing and bibliography! 

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EndNote is available to all USQ students and staff.

Downloading to your home computer

Windows users - please follow these steps carefully:

Step 1 - Close ALL Microsoft Office programs before you begin the installation process - Word, Outlook, Excel, PowerPoint

Step 2 - Save the .exe file to the Desktop, or cut and paste the .exe file (from the Downloads folder) to the desktop

Step 3 - Right mouse click, and

Step 4 - Run as Administrator

Use your USQ network username and password to log-in and access the installation files for Windows or Mac.

Important: Before downloading EndNote, read the Windows (PDF 354KB) or Mac (PDF 332KB) installation instructions.

Downloading EndNote for staff and postgraduates (on-campus only)

Windows users go to ICT's self-service Software Portal (KACE) and select EndNote. Close all Microsoft Office programs before you install EndNote.

Mac users need to use the ICT MacXtra app on their computers to search for and install EndNote.

Download referencing styles

EndNote comes with over 1000 referencing or output styles.

Follow these instructions for adding output styles Harvard AGPS6 USQ Version and APA 7 to EndNote. Follow these instructions to add AGLC4 to your EndNote Styles.

*Note: In November 2019 APA 7 was released. Students need to refer to course specifications, assessment resources, examiner or supervisor to determine whether to use APA 6 or APA 7.

EndNote has released an APA 7 style template. This style is still under development and some references will be inaccurate. It is suggested researchers and HDR students continue to use the APA 6 EndNote style unless required to use APA 7.

We recommend using the style to create a basic reference, but do not rely on it. After using EndNote to develop your reference list, convert the word document to Plain Text, then use the APA reference guide or the APA Publication Manual to correct any mistakes.

Known problem with the EndNote APA 7th style:

Multiple authors: EndNote does not support APA 7th's approach to 20+ authors. If you have more than 20 authors, you will need to edit your reference to replace the authors between the 19th and the last author with ellipses (...)

For further assistance contact: endnote@usq.edu.au

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EndNote is available to all USQ students and staff. Windows users - please follow these steps carefully: Step 1 - Close ALL Microsoft Office programs before you begin the installation process - Word, Outlook, Excel, PowerPoint Step 2 - Save the .exe file to the Desktop, or cut and paste the .exe file (from the Downloads folder) to the desktop Step 3 - Right mouse click, and Step 4 - Run as Administrator Use your USQ network username and password to log-in and access the installation files for Windows or Mac.

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After reading the 'Typology of Free Web-based learning technologies' (Bower and Torrington) I surprised myself with how much I use and opportunity to reflect on my use of tools to their full potential (eg totally  forgot Zoom had a whiteboard) Thinking about your comment Jill around live/ prerecorded Zoom to keep up with 'Chat' 

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After reading the 'Typology of Free Web-based learning technologies' (Bower and Torrington) I surprised myself with how much I use and opportunity to reflect on my use of tools to their full potential (eg totally  forgot Zoom had a whiteboard) Thinking about your comment Jill around live/ prerecorded Zoom to keep up with 'Chat' 

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In my context, running a dance class in an asynchronous format would be a real challenge for the student. Without real time observed feedback and correction either online or otherwise (via video link)

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When first undertaking online studies, my immediate reaction as a 'people-person' was one of fear that the classroom environment that I was accustomed to (the group dynamic and live Q&A format with which I could engage in), was now a distant asset. I would be left with countless readings, boring modules and exams to complete. However, contrary to my concerns, the best piece of advice I received when commencing online study was to participate in those person to person engagements in an online format. Naturally this can take many forms, but the emphasis was clear that success can be influenced by membership or lack thereof to a learning community.

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1. Join and engage with membership to your online learning community.

2. Be time orientated - Try not to fall behind

3. Get some solid internet :)

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USQ Guidelines on writing a Literature Review 

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USQ Guidelines on writing a Literature Review 

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1. Conduct the literature search

Find out what has been written on your subject. Places to start are:

Bibliographies and references in key textbooks and recent journal articles. Your supervisor or tutor should tell you which are the key texts and relevant journals.

Library search

Databases - not all databases can be searched via Library Search. Consider searching subject specific databases individually to ensure you comprehensively conducting your literature review

USQ ePrints - USQ's repository of research

Google Scholar - can be useful for finding resources, such as conference papers, and research in other universities' repositories.

Many abstracting journals and electronic databases are available. Subject support is available for databases and bibliographies relevant to your field.

2. Note the bibliographical details

Write down the full bibliographical details of each book or article as soon as you find a reference to it. This will save you an enormous amount of time later on. Referencing management software, such as EndNote, can be useful to manage citation information.

3. Read the literature

Take notes as you read the literature. You are reading to find out how each piece of writing approaches the subject of your research, what it has to say about it, and (especially for research students) how it relates to your own thesis.

Questions to consider include:

Is it a general textbook or does it deal with a specific issue(s)?

Does it follow a particular school of thought?

What is its theoretical basis?

What definitions does it use?

What is its general methodological approach? What methods are used?

What kinds of data does it use to back up its argument?

What conclusions does it come to?

Other questions may be relevant. It depends on the purpose of the review.

4. Write the review

Having gathered the relevant details about the literature, you now need to write the review. The kind of review you write, and the amount of detail, will depend on the level of your studies.

A literature review synthesises many texts in one paragraph. Each paragraph (or section if it is a long thesis) of the literature review should classify and evaluate a common theme you have discovered in your research which is relevant to your thesis.

Like all academic writing, a literature review should have an introduction, body, and conclusion.

The introduction should include:

the topic of your thesis

the parameters of the topic (what it includes and excludes)

why you have selected the literature.

The body paragraphs could include relevant paragraphs on:

historical background including classic texts

current mainstream versus alternative theoretical or ideological viewpoints, including differing theoretical assumptions, differing political outlooks, and other conflicts

possible approaches to the subject (empirical, philosophical, historical, postmodernist, etc.)

definitions in use

current research studies

current discoveries about the topic

principal questions that are being asked

general conclusions that are being drawn

methodologies and methods in use.

The conclusion should include:

A summary of major agreements and disagreements in the literature

A summary of general conclusions that are being drawn

A summary of where your thesis sits in the literature.

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Find out what has been written on your subject. Places to start are: Bibliographies and references in key textbooks and recent journal articles. Your supervisor or tutor should tell you which are the key texts and relevant journals. Library search Databases - not all databases can be searched via Library Search.