The learning design implemented in this exemplar focuses on a "participatory pedagogy" approach. Students are encouraged to interact with their peers as they complete their four individually based assessable tasks. They are supported by a subject web site, reading material and a scaffold for examining the literature.

The Learning Design Sequence is illustrated as follows.

Download PDF Version

WHAT THE STUDENTS DO
The learning experience is driven by the four individually-based assessment tasks and it is expected that the learners are active participants by contributing to the online discussions. The learning tasks follow this sequence:

1. Each student is firstly required to produce an initial response paper to an assigned reading and is to incorporate online postings made about this paper in their essay.
2. The students then engage in a minor topic by searching for relevant resources about a designated topic. They are to post these in the online discussion. Each student’s work serves as input to the next task for another student. That is, someone’s minor topic becomes resources to be examined by another students for their major topic.
3. Each student produces a web site.
4. A concurrent task that occurs throughout the subject is the contribution to the glossary and bibliography.

Students are encouraged to participate in the construction of knowledge and actively pursue the negotiation of what knowledge is constructed and how this is done.

In the online setting students can choose to begin this journey in one of two ways:

• Students can either explore the four central questions that are introduced online but elaborated in print. that is: What is at stake?, What is the status quo?, What are the alternatives?, What happens when different knowledges speak to each other?, or
• Students can explore the issue presented on the web site, Wilderness, that introduces the four central questions in relation to a specific context.

Students can then explore any of the other issues in any order they choose. All issues are introduced through the four central questions (which serves as a scaffold to assist students when examining the literature). The issue of "Wilderness" is the only one that has a visual interface on the web site.

(It is intended that all issues will be introduced using a similar visual stimulus in the subject web site.)

SIGNIFICANCE OF ORDER
There was much conversation about this in the design phase of the materials about this. We wanted students to experience an actual site of contestation, for example, like the Wilderness which would be within every students’ experience as well as the issue of stereotypical concepts from a white western paradigm.

However, to really understand how it could be contested, students needed to understand the key questions that were being asked. To resolve the issue, we have provided screen prompts on the subject web stie about where we recommend the students begin. But the choice is ultimately up to the students. We have found though, that this guided approach has worked well to date.

CRITICAL ACTIVITIES
Because the understanding of different knowledge systems provides different perspectives on issues, the activities have been designed to build this understanding. It is doubtful that some tasks could be optional, however some could be explicitly more collaborative.

Comment from the Evaluation Team...

Interestingly, the evaluators concur with the designers' suggestion that some tasks could be "explicitly more collaborative". In their feedback, they commented:

"Consider making the major issue construction task a group project – to allow discussion/dialogue – “contestation” amongst students."

ACCESSIBLE RESOURCES
A range of resources have been prepared to support the learning in this unit.

Subject Web site:

The Web site provides an area for knowledges to be ‘contested’. There is:

• An introduction to first issue which uses a ‘ roll over; technique to contest the first reading of the ‘Wilderness’ image provided and to demonstrate to students that there are many different positions from which to read concepts and ideas.
• There is also an interactive glossary and bibliography that enables students to add their own terms/ definitions and reference sources, and
• Discussion forums for contesting issues with other students and the lecturer.

Print material:

Print material that outlines the theoretical issues surrounding the four-key questions being investigated throughout the unit. A special booklet was written for this unit. This is accompanied by readings.

RESOURCES IN CONTEXT
The web site provides an area for interaction amongst students and the lecturer.

The print materials elaborate the philosophical and theoretical position behind the notion of knowledge systems as a concept and is much easier to read in print. Readings are provided that are exemplars of how knowledge systems of discipline areas can be contested.

VARYING THE RESOURCE SET
The key text and web site are essential. The readings are not as important and could be replaced by other examples. Some examples however would be necessary.

SUPPORTS SUPPLIED
Key support mechanisms are:

• Web site serves as support mechanism as the instructions of the subject are provided as well as the schedule of the subject. Also provides technical tips, web site templates to produce 3rd assignment. Allows access to notices and online discussions.
• Lecturer is a key support mechanism because he/she acts as the mentor/ guide on the side, a facilitator.
• The four-key questions – which serve as the framework upon which all the discussions in the unit take place. This is a key support mechanism to help structure student thinking. Lecturers who work in the faculty have a long history of studying Indigenous epistemologies. To be a ble to get students to interact with the concept of different knowledge frameworks that operate in many contexts within the Northern Territory, the four-key questions were developed so that all knowledge systems could be valued and not one privileged before others.
• The four-key question booklet that illustrates how issues are presented framed using this framework.

Other support mechanisms include:

" Buddy type" system for Task 2 – where each student provides references to another student to help that student with their major project.

SIGNIFICANCE OF SUPPORT STRATEGIES
Students studying online and face-to-face are often quite intimidated by the change of power dynamics that this unit presents. Thus, the lecturer's role as guide and support is crucial.

By the time students reach tertiary studies they have been enculturated to accept that the teacher/lecturer will have a certain power base from his/her knowledge. In this unit this is fundamentally challenged and students take some time to get used to a different way of working so the collaborative, participatory work that is required through the reference contributions and the facilitated discussions are important.

SUPPORT STRATEGY ADAPTATION
The lecturer’s mentoring role is significant. More collaborative assessment activities may also be beneficial to encourage peer support.