Kate Collier is a Senior Lecturer and Program Director of the Graduate Diploma and Certificate courses in Adult Education on the Markets campus.She began her career as a drama and theatre arts specialist but has subsequently been involved in adult education in the tertiary sector both in Australia and the UK, for the past fifteen years.
Committee member of the Australian Consortium of Experiential Education and editor of their Journal, ‘The Australian Journal of Experiential Education’. Voluntary educational consultant for Lifeline, Sydney.Consultant to many organisations including: - South Sydney Health Authority, Australian Film School, NSW Needle Users and Aids Association, the Art Gallery of NSW, State Rail, Streets Ice Cream and the Australian Defence Industry.
Examining the links between adult education theory and practice and drama in education and theatre arts. Kate is particularly interested in how this relates to the use of role-play in adult education and how it can be used safely as an effective learning strategy. She is currently developing a new model of role-play for adult education based on Jonathan Neelands’ ‘Drama Structures’.(1991). Her chief focus is on how drama form can be used to develop participants’ involvement and identification with the role-play situation and also encourage critical distance for reflective learning.Using drama as a strategy for cultural action and is researching how the work of theatre practioners such as Augusto Boal and Bertold Brecht can be used in adult educational practice.How dramatherapy theory and practice could be relevant to a better understanding of the affective aspects of learning and how these can be productively utilised in adult education.
Kate teaches a range of subjects including Adult Teaching and Learning, Interpersonal Communication including Group/Team development, Experience-based learning and Cultural Action. She also teaches drama on the Kuringai campus.
Research indicates that the dropout rate for fi rst-year students in universities is traditionally higher than for later years,1 with external or distance students posing the highest risk of withdrawal from studies of any group.2 This has been the case with the Bachelor of Taxation (BTax) in the Australian School of Taxation (Atax), Faculty of Law at the University of New South Wales (UNSW). The BTax program is offered nationally in an off-campus delivery mode and focuses on teaching taxation and commercial law as well as economics and accounting. The majority of its students are in fulltime employment, studying part-time; and generally students are in their late 20s to early 40s. A range of support measures, including student peer mentoring, has been successfully employed in Australia and elsewhere as a strategy to support fi rst-year university students in their studies.
Collier, K & McManus, J 2005, 'Bridging the gap: the use of learning partnerships to enhance workplace learning', Asia Pacific Journal of Cooperative Education, vol. 6, no. 2, pp. 7-16.View/Download from: UTS OPUS
This paper examines the use of peer learning strategies and in particular learning partnerships, in a training program. Learning partnerships in this context are learning relationships involving occasional meetings in which students support each others learning. (Sampson & Cohen, 2001, cited in Boud et al., 2001, p. 40). They attempt to stimulate, promote and engage individuals in effective problem solving, reflection and other forms of higher order thinking with their partners. Learning partnerships are traditionally employed in higher education to support student learning and usually as involves one to one interactions. However in this program, learning partnerships and allied strategies were embedded to help participants extend and apply their skills in learning how to learn. The intention was that once these skills were developed, participants would be better equipped to transfer their learning into the workplace. The research analyses the level of success of the learning strategies employed, especially the use of learning partnerships in the transfer of learning to the workplace.
Collier, K & McManus, J 2005, 'Setting up learning partnerships in vocational education and training: lessons learnt', The Journal of Vocational Education and Training, vol. 57, no. 3, pp. 251-273.View/Download from: UTS OPUS
The authors of this article were involved in designing and delivering a vocational education and training (VET) program for employees of a large Australian government agency. Learning partnerships were included as an integral part of this program and research was conducted to determine whether learning partnerships could be used effectively in workplace training. The initial research findings confirmed that, despite the differences between higher education (HE) and VET, learning partnerships could be successfully used in VET. As the program was repeated several times, the authors were provided with an opportunity to conduct developmental research on how to set up successful learning partnerships in a VET program. This article reports on what helped and hindered the integration of learning partnerships in the program. Some of the issues explored include: how to best structure learning partnerships to encourage participation; the desirable qualities of an effective learning partner; and the critical role played by the facilitator in setting up learning partnerships.
Collier, K 2015, 'Transforming reflection through a forum theatre learning approach in health education' in Vettraino, E & Linds, W (eds), Playing in a House of Mirrors: Applied Theatre as Reflective Practice, Sense Publishers, The Netherlands, pp. 35-52.View/Download from: UTS OPUS or Publisher's site
This chapter will illustrate how a modified form of Forum Theatre, Forum Learning, was employed as an educational strategy at the University of Technology Sydney (UTS) to stimulate critical, reflective learning in students who were diabetes educators, health professionals involved in educating patients who have diabetes. Forum Theatre was developed in the late 1960's by Augusto Boal (1979) initially to help poor and disenfranchised groups of people in Brazil realise there were practical options and strategies that could be employed to help change their situation. The theatre technique employed by Boal in Forum Theatre encouraged participants in groups to develop improvised scenes that depicted their personal experience of being oppressed. It then challenged them to replay and alter the outcome of these scenarios so the participants could explore other ways of dealing with and improving, their situation. Change is promoted through 'critical consciousness, exploring and rehearsing alternatives and seeking possibilities for future action' (Strawbridge, 2000, p. 11)
Hewson, A, Collier, K, Morgan, M & Newell, A 2015, 'Chapter authors holding up the mirror to their experiences of writing' in Vettraino, E & Lins, W (eds), Playing in a House of Mirrors: Applied Theatre as Reflective Practice, Sense Publishers, The Netherlands, pp. 71-72.View/Download from: Publisher's site
As I wrote, I was aware that a chapter in my professional life was closing. I felt sadness for missed opportunities, and struggled again with self-judgment. Yet, there is an opportunity to take reflection to a new level when it is shared, revisited and refined. On my latest reading of the chapter, I was drawn to the two occurrences of the word 'celebrate.' I feel grateful for this learning. Anne Hewson Writing this chapter provided me with the impetus, space and opportunity to pull together theories of reflective practice I have developed over many years but have often failed to formally record in writing. Like Anne, writing this coincided with the conclusion of my academic career and made me reflect both on the achievements of using a dramatic approach in learning and the challenges of convincing others of its benefits
This chapter explores the Delphi technique, which is 'a qualitative method for obtaining consensus among a group of experts' (Lewis-Becket al. 2010).1 It usually seeks to obtain this consensus through 'repeated iterations (usually by email) of anonymised opinions and of proposed compromise statements from the group moderator' (Bloor and Wood '2006). The problems to which the method is applied are generally complex and lacking simple definition or obvious solutions, which makes it a very useful tool in the taxation context.
Collier, K, Rokhman, A & Ayuandini, S 2012, 'The impact of workplace learning groups on ethical behavour in the Indonesian Tax Office' in Nolan Sharkey (ed), Taxation in ASEAN and China: Local institutions, regionalism, global systems and economic developmen, Routledge, New York, pp. 110-125.View/Download from: UTS OPUS
Collier, K 2010, 'Re-imagining reflection: creating a theatrical space for the imagination in productive reflection' in Bradbury, H, Frost, N, Kilminster, S & Zukas, M (eds), Beyond Reflective Practice, Routledge, London and New York, pp. 145-154.View/Download from: UTS OPUS
This chapter focuses on the creative and imaginative aspects of the reflection process within the framework ofproductive reflection. I propose that a creative approach to reflection can offer an extra dimension to 'productive reflection': an arts dimension. I will argue that redecrion can potentially be seen as a creative arts process and will present a theatrical model of reflective practice that is designed to stimulate creative reflection in professionals at both the individual and the collective level.
Collier, K 2000, 'Dramatic changes-a new action model for role-play practice' in Saunders, D & Smalley, N (eds), Simulation & Gaming Research Yearbook Vol 8: Simulations & Games for Transition & Change, Kogan Page, London, UK, pp. 47-58.
McManus, J & Collier, K 2005, 'Learning how to learn using learning partnership groups: a new approach to workplace learning', RWL4 2005 4th International Conference on Researching Work and Learning, International Conference on Researching Work and Learning, Oval UTS, Sydney, Australia, pp. 1-12.View/Download from: UTS OPUS
This paper examines the use of learning partnership groups in a ten day Australian Taxation Office (ATO) workplace training program. Learning partnerships in this context are "learning relationships involving occasional meetings in which students support each others learning." (Sampson & Cohen, 2001a, p. 40). They attempt to stimulate, promote and engage individuals in effective problem solving, reflection and other forms of higher order thinking with their partners. The ATO training program uses simulations, tutoring, coaching and case-based teaching to contextualise learning and make it more relevant to what happens in the workplace. However, another important part of the program is the development of skills in 'learning how to learn'. The embedding of learning partnership groups in the program were designed to achieve this latter aim. The researchers also anticipated that participants who understood how they learnt would become more effective learners and also be better equipped to understand how to help others learn. This supposition was based on research into peer learning and learning partnerships that has been conducted in higher education (For example, Sampson & Cohen, 2001b; and Zeegers & Martin, 2001). In the ATO training program the concept of learning partnerships was extended to a vocational context.
Collier, K 2003, 'Finding an audience for role-play: refreshing role-play through theatre arts', Reaching the parts other techniques can't, Reaching the parts other techniques can't, Napier University, Durham, UK, pp. 30-49.View/Download from: UTS OPUS
Collier, K & McManus, J 2004, 'Introducing learning partnerships into the tax office', Learning Partnerships in the Global Classroom: Proceedings of the 5th Asia Pacific Cooperative Education Conference, Learning partnerships in the global classroom, Auckland University of Technology, Auckland, New Zealand, pp. 1-8.View/Download from: UTS OPUS