Giedre is a Lecturer within the Faculty of Transdisciplinary Innovation. She brings her Design background and 12 years of expertise working in academic, educational and teaching in Higher Education contexts to the unique challenge of educating students for the future. Giedre brings an education perspective to transdisciplinary teams designing novel learning experiences within the transdisciplinary degrees. She believes that universities require creative, participatory and transdisciplinary approaches to curriculum design and teaching in order to develop graduates who are able to address the ill-defined, situated and inherently social problems in the complex world today. Giedre teaches into the Bachelor of Creative Intelligence and Innovation, supporting students in developing their critical thinking and research capabilities.
Giedre’s research is in the field of Higher Education. She has moved from the disciplines of Design and New Media to explore the broader systems of knowledge production in Higher Education contexts. In her research she explores the purpose and future of universities, change in higher education contexts, the nature of academic practice, academic ethics and collegiality. Currently Giedre is completing her PhD in Education at the University of Sydney.
Giedre has worked and studied across three different continents and five higher education institutions: UNSW (2008-2016), Unitec New Zealand (2006-2007), Temasek Design School, Singapore (2004-2006), Media Lab, Aalto University, Finland (2000-2004) and University of Tampere, Finland (casual teaching in 2004). At the core of her practice across these institutions, is a commitment to scholarly and participatory engagement with colleagues and students. Giedre has completed a Masters (New Media) at Media Lab, Aalto University (Finland) in 2001, and a Bachelor (Design) at Vilnius Academy of Arts (Lithuania) in 1999.
Kligyte, G, Baumber, A, van der Bijl-Brouwer, M, Dowd, C, Hazell, N, Le Hunte, A, Newton, M, Roebuck, D & Pratt, S 2019, '"Stepping in and Stepping out': Enabling Creative Third Spaces Through Transdisciplinary Partnerships', International Journal of Students as Partners, vol. 3, no. 1.View/Download from: UTS OPUS or Publisher's site
Gannon, S, Kligyte, G, McLean, J, Perrier, M, Swan, E, Vanni, I & van Rijswijk, H 2016, 'Uneven Relationalities, Collective Biography, and Sisterly Affect in Neoliberal Universities', Feminist Formations, vol. 27, no. 3, pp. 189-216.View/Download from: UTS OPUS or Publisher's site
This article deploys a collective biographical methodology as a political and epistemological intervention in order to explore the emotional and affective politics of academic work for women in neoliberal universities. The managerial practices of contemporary universities tend to elevate disembodied reason over emotion; to repress, commodify, or co-opt emotional and affective labor; to increase individualization and competition among academic workers; and to disregard the relational work that the article suggests is essential for well-being at work. The apparent marginalization of feminist and feminine ways of being, thinking, and feeling in academia is examined through close readings of three narrative vignettes, which are based on memories of the everyday academic spaces of meetings, workshops, and mentoring. These stories explore moments of the breaking of ties among women and between men and women, as well as document how feminist relationalities can bind and exclude. The article suggests that academic ties are both part of the problem and the solution to countering neoliberal policies, and that academic relationships, especially with other women, are often experienced as unrealized spaces of hope. Building on feminist scholarship about race and diversity, the article reflects on how relational practices like collective biography create both inclusions and exclusions. Nevertheless, it suggests that the methodology of collective biography might engender more sustainable and ethical ways of being in academic workplaces because it provides the resources to begin to create a new collective imaginary of academia.
Mirriahi, N, Alonzo, D, McIntyre, S, Kligyte, G & Fox, B 2015, 'Blended Learning Innovations: Leadership and Change in One Institution', International Journal of Education and Development using Information and Communication Technology, vol. 11, no. 1, pp. 4-16.View/Download from: UTS OPUS
This paper reports on the current experience of one higher education institution in Australia embarking on the path towards mainstreaming online learning opportunities by providing three complementary academic development initiatives that can inform strategies undertaken by other institutions internationally. First, an academic development program was redesigned and delivered in blended mode to provide teaching staff with the experience of learning in a blended environment to raise their awareness of effective strategies. Second, an accredited postgraduate course for teaching staff on the subject of educational design was redesigned to focus on strategies for online and blended course design and delivered fully online to raise awareness of online learning benefits. Third, a Massive Open Online Course (MOOC), entitled Learning to Teach Online (LTTO), was developed to offer professional development opportunities to teaching staff at the higher education institution, as well as to a wider international audience of educators. The threefold professional development strategies reported in this paper provide teaching staff with an opportunity to interact, mentor, and share knowledge with one another, alongside experiencing online and blended learning to effectively meet the challenge of improving the digital literacy of teaching staff and enhancing effective online and blended learning opportunities for students.
Kligyte, G & Barrie, S 2014, 'Collegiality: leading us into fantasy - the paradoxical resilience of collegiality in academic leadership', HIGHER EDUCATION RESEARCH & DEVELOPMENT, vol. 33, no. 1, pp. 157-169.View/Download from: UTS OPUS or Publisher's site
This paper reports an investigation of 'transformation narratives' emerging from early career academics' reflective writing. The pieces of writing analysed describe self-initiated teaching development activities embedded in the early career academics' practice. Using a transformative learning framework, the analysis reveals the following changes in early career academics' practice: a move from non-reflective habitual action to more conscious practice; a more sophisticated view of teaching than was previously held; increased agency where teaching practice is perceived as something that can be developed; increased confidence; and a more multifaceted conception of an academic role than their original conception. The limitations of the transformative learning approach and implications this might have for those designing and delivering these types of programs are then explored. © 2011 Taylor & Francis.
Vigentini, L, Mirriahi, N & Kligyte, G 2016, 'From reflective practitioner to active researcher: Towards a role for learning analytics in higher education scholarship' in Spector, M, Lockee, B & Childress, M (eds), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy, Springer, Cham, pp. 1-29.View/Download from: UTS OPUS
Peseta, T, Kligyte, G, McLean, J & Smith, J 2016, 'On the conduct of concern: exploring how university teachers recognise, engage in, and perform 'identity' practices within academic workgroups' in Smith, J, Rattray, J, Peseta, T & Loads, D (eds), Identity work in contemporary higher education: exploring an uneasy profession, Springer, Germany, pp. 77-90.View/Download from: UTS OPUS
Kligyte, G & McLean, J 2014, 'Using a relational approach to conceptualise a teaching development program: An unfolding story about 'becoming' an academic', International Consortium of Educational Developers, Stockholm.
Kligyte, G 2014, 'Problematizing collegiality and its usefulness for educational development', International Consortium for Educational Development (ICED), Stockholm.
Kligyte, G, Mårtensson, K & Roxå, T 2014, 'Academic collegiality – fantasy or lived experience? Implications for academic development work', International Consortium for Educational Development (ICED), Stockholm, Sweden.
DeBacco, K, Holmes, T, Kligyte, G, Narahara-Hathaway, S, Rathburn, G & Sword, H 2014, 'The vanishing university teacher and the alibi of the educational developer', International Consortium for Educational Development (ICED), Stockholm, Sweden.
Kligyte, G 2011, 'Collegiality versus managerialism - the binary that binds us', Society for Research into Higher Education (SRHE) Conference 2011, Society for Research into Higher Education Annual Research Conference, Newport, UK.
Kligyte, G 2009, 'Threshold concept: A lens for examining networked learning', ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 540-542.
This poster proposes an approach, which uses threshold concepts as a lens through which academic developers can examine their practice in order to explain why it has been so difficult to inspire academics to adopt technologies in their teaching. Networked learning is described as a "portal" that leads to a new ontological destination and, if fully understood and embraced, transforms the way learning is understood, teaching is practiced and, in fact, how a life is lived. © 2009 Giedre Kligyte.
Allen, B, Kligyte, G, Bogle, M & Pursey, R 2008, 'Communities in practice: A community dimension for the UNSW learning & teaching exchange', ASCILITE 2008 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 23-34.
An online learning and teaching exchange, integrating a range of communities of practice with a showcase of good practice, and the tools to develop sound teaching approaches - it sounds a fine venture, but what should it encompass? How will it be framed and contextualised? How will it be managed? And - most importantly - whom is it for, and how will it engage users in a meaningful way, embedded into the context of their current practice? This is not an untrodden path, there are numerous examples of exchanges, repositories and communities developed on a grander scale than the one planned for UNSW, most recently the ALTC (formerly Carrick) Exchange, designed and developed under the auspices of ascilite. The designers of the UNSW Learning & Teaching Exchange have learned from and built on these developments, with an intention to eventually complement those wider initiatives. Our Exchange will provide an environment for UNSW academics to share their learning and teaching practice and develop their academic career in a local context, aiming to integrate local activities with wider initiatives in learning and teaching research and practice nationally and internationally. This paper draws on the literature on communities of practice and the scholarship of teaching and learning, and reviews some recent online developments in higher education that informed the planning of the UNSW Learning & Teaching Exchange. © 2008 Belinda Allen, Giedre Kligyte, Mike Bogle and Rosalyn Pursey 2008 Belinda Allen, Giedre Kligyte, Mike Bogle and Rosalyn Pursey.
Kligyte, G 2013, 'A teacher's reflection book: exercises, stories, invitations', Taylor & Francis (Routledge), pp. 104-106.
Kligyte, G, 'Teaching, learning and research in higher education: a critical approach', pp. 617-618.