Kennedy, J, Thomas, L, Percy, A, Dean, B, Delahunty, J, Harden-Thew, K & de Laat, M 2019, 'An Aboriginal way towards curriculum reconciliation', International Journal for Academic Development, vol. 24, no. 2, pp. 148-162.View/Download from: Publisher's site
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This paper introduces the context and design of an institutional educational development grants program, Jindaola, which reflects an Aboriginal way towards reconciling Indigenous and non-Indigenous Knowledges in the Australian higher education curriculum. The program is unique in two ways: it foregrounds the voice of Aboriginal local Knowledge Holders in the design and implementation of the program; and, rather than focussing on embedding predefined 'packages' of Indigenous Knowledges and pedagogies into curricula, the approach adheres to Aboriginal methods for conducting business and maintaining knowledge integrity, by taking interdisciplinary teams of academics on a journey towards what we are calling 'curriculum reconciliation'.
Percy, A & Kelder, JA 2019, 'Editorial 17.1', Journal of University Teaching and Learning Practice, vol. 17, no. 1, p. 1.
Percy, A & Kelder, JA 2019, 'Editorial: JUTLP issue 16.2', Journal of University Teaching and Learning Practice, vol. 16, no. 2.
Parrish, D & Percy, A 2018, 'JUTLP editorial issue 15.1', Journal of University Teaching and Learning Practice, vol. 15, no. 1.
Percy, A & Parrish, D 2018, 'JUTLP editorial issue 15.3', Journal of University Teaching and Learning Practice, vol. 15, no. 3.
Parrish, DR & Percy, A 2017, 'Editorial issue 14.2', Journal of University Teaching and Learning Practice, vol. 14, no. 2.
Percy, A & Parrish, D 2017, 'Jutlp editorial issue 14.3', Journal of University Teaching and Learning Practice, vol. 14, no. 3.
Percy, A & Parrish, DR 2017, 'Editorial 14.1', Journal of University Teaching and Learning Practice, vol. 14, no. 1.
Parrish, DR & Percy, A 2016, 'Jutlp issue 13.3 editorial', Journal of University Teaching and Learning Practice, vol. 13, no. 3.
Percy, A & Parrish, DR 2016, 'Editorial', Journal of University Teaching and Learning Practice, vol. 13, no. 5.
Percy, AJ 2015, 'A critical turn in higher education research: turning the critical lens on the Academic Language and Learning educator', DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION, vol. 36, no. 6, pp. 881-893.View/Download from: Publisher's site
Percy, A 2014, 'Re-integrating academic development and academic language and learning: a call to reason', HIGHER EDUCATION RESEARCH & DEVELOPMENT, vol. 33, no. 6, pp. 1194-1207.View/Download from: Publisher's site
The need to engage students studying at a distance in order to reduce isolation, foster a sense of belonging and enhance learning has received significant attention over the past few years. Conversely, very little research has focused on teachers working in this type of environment. In fact, we argue, they appear to be the forgotten dimension in 'communities' of distance learning. In this paper we identify some of the problems generated by teaching university subjects simultaneously across a network of campuses: a practice known as multi-location teaching. We examine strategies for engaging multi-location teachers as key contributors to a quality learning experience for students, and provide an analysis of how identified teaching needs and professional development are addressed within one particular teaching team by a small but powerful micro-practice called the 'Tutors' Forum'. Drawing on data collected through a survey and interviews conducted over 2006/07, we discuss the benefits and critical success factors of the Tutors' Forum in facilitating engagement and professional development for teachers working at a distance from the subject coordinator and other members of the teaching team. These factors include a specific style of leadership that fosters an inclusive, dialogic space where the patterns of interaction are characterised by reciprocity, collegiality and professional care. We discuss the implications of this practice for the further engagement of university teachers in an increasingly casualised and fragmented higher education sector. © 2009, The Open University.
Sie, RLL, Delahunty, J, Bell, K, Percy, A, Rienties, B, Cao, T & De Laat, M 2019, 'Artificial Intelligence to Enhance Learning Design in UOW Online, a Unified Approach to Fully Online Learning', Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018, pp. 761-767.View/Download from: Publisher's site
© 2018 IEEE. The current article presents a framework for the design and support of UOW Online, an entirely new unified university strategy for fully online learning. To aid teachers in the learning design process, we aim to create more awareness for teachers by determining the underlying learning design of their subject. To ensure the approach can be scaled up to cater for potentially hundreds of subjects, the manual labeling serves as input for an Artificial Intelligence (AI) algorithm that will train a model to label intended learning activities automatically. In addition to student demographics and behavior, the learning design and subject content will be used to augment an AI model that predicts future student outcomes. Future work focuses on the collection of necessary learning activities and manual encoding of these learning activities.
Percy, A, Yanamandram, V & Humphrey, S 2007, 'Using evidence and avoiding plagiarism e-learning module: Scaffolding academic integrity', ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 839-843.
This paper describes the collaborative design, implementation and evaluation of a discipline-based eLearning module (eLM). The eLM was piloted as a mandatory but ungraded assessment task in five subjects across all years of study in the Management and Marketing specialisations, four in the Bachelor of Commerce, and one in the Master of Commerce, at the University of Wollongong. The eLM was developed in the subject's eLearning space within the learning management system, Blackboard Vista and included a streamed lecture which provides a range of instruction and examples of how to use evidence, a link to the University's Harvard Referencing Guidelines and an online quiz. The evaluations indicated that the design of the module and its embedded nature, in terms of both content and location, provided students with explicit instruction on using evidence and referencing that in general most students are required to acquire through a process of osmosis. Explicit instruction and assessment allowed students to be more strategic about their selection and use of evidence and apply these newly acquired skills to other subjects of study. © 2007 Alisa Percy, Venkata Yanamandram and Sandra Humphrey.