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ApplicationfortheOLTTeachingAwardPhillipWongHolmesglenInstituteofTAFE

Synopsis
Phillip is an earlycareer accounting academic at Holmesglen Institute of TAFE. Three fundamental principles drive Phillips teaching and research: using sound behavioural design to harness natural motivations; focusing on building students professional identity now (rather than as jobcandidatesin waiting); and leveraging cultural diversity as a resource. These three principles underpin his initiatives, which include the use of a social media marketing approach to deliver his personal message of professionalism and inspiration. He has creatively redesigned his curriculum to incorporate Work Integrated Learning programs, ubiquitous feedback/feedforward mechanisms, gamification techniques, andinteractivevideo.Hiscurrentresearchexamineshowsoundbehaviouraldesigninassessmentcanhelp traverse the gap between learners from Confucius heritage cultures and the expectations of Western highereducation. Since moving from the accounting profession four years ago, Phillip has inspired the curiosity of both students and teaching peers alike by fusing pedagogical theory with his zeal for technology. Dedicated to thedevelopmentofadeepscholarlyapproachtohighereducationinTAFE,heseekstotransformstudents practical skills into powerful knowledge and critical wisdom. His teaching style is personable, exuberant, insightful, and always occupationally relevant, providing an inspiring and meaningful learning environment forallparticipants.

Overview
I teach taxation, financial accounting, information systems and critical thinking at the degree level at Holmesglen Institute of TAFE. Rather than solely teaching professional skills, my teaching focuses on individual students journeys that embody their chosen profession, as this enables them to achieve deep competency and ignites their higher aspirations. Through my scholarship of teaching and personal reflections on working in higher education at TAFE, I have developed three principles that focus my efforts. I believe that educators can: (1) design systems to create the natural incentives for productive behaviour and (2) build confidence in studentsprofessionalidentityby(3)leveragingtheirinherentsocialandculturalcapital. My commitment to my students is born of my dedication to my beloved accounting profession. We need a community of professionals who are steadfast to the public interest and who faithfully serve their clients needs. By attempting to embody these ideals, I hope to provide the leadership that can steer students decisionstowardsthesortofprofessionaltheyaspiretobecome,today. Allevidencecanbefoundasastructuredportfolioat http://www.tetracarbon.com/p/foroltaward.html

1. Approaches to teaching that influence, motivate and inspire students to learn


My principle of building students professional and academic identity is designed to inspire and motivate authentic learning. Students must see themselves as already being part of their profession rather than as outsiders waiting to get in. Students choose to study a degree at Holmesglen because they need the supportive pedagogy that is fundamental to TAFE culture and environment. Wheelahan, Moodie et al. (2009) find a high proportion of these students come from low SES backgrounds, are often underprepared, and many lack strong academic identities. Many enrol unsure of why they are studying their program and have little idea of what lies beyond graduation. They feel expectations to undertake formal study, but also feeladisconnectbetweentherealworldprofessionandtheircurrentacademiccircumstances. I see my role at TAFE as one where I can not only influence, but transform the lives of people who need it most. I have found that students lack of confidence is a significant barrier to their intellectual self actualisation. Because we cannot simply didactically instruct people to be confident, I employ a marketing approachusingsocialmediatodevelopstudentsownprofessionalidentity.Schedulingsoftwareallowsme to regularly update social media channels, focusing on my personal message of academic empowerment,
Phillip.wong@holmesglen.edu.au

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ApplicationfortheOLTTeachingAwardPhillipWongHolmesglenInstituteofTAFE professionalism and positive thinking. Since students primarily use Facebook, this is the primary medium used to communicate my message. I also encourage students to build their public professional persona on LinkedInand connectwith membersof myownprofessionalnetwork.Iuseengagementanalyticssoftware totrackcampaigneffectiveness,andtoadaptmymessagetokeepitontarget.Socialmediaalsofacilitates a community of graduates, enabling me to witness their success first hand and share this with current students. This interpersonal leadership is critical to demonstrate to students that they can embody the ideals of their chosen profession. You can readonesuchpublicconversationherehttp://goo.gl/Buxni(Permissiontoquotehasbeengranted). Myprincipleofgoodbehaviouraldesigninteachingdrawsontheconceptsofgamemechanicstostructure the learning process and leverage natural incentives that motivate learning. I create situations to elicit those inspirational ah ha! moments that connect theoretical ideas to functional situations and resonate in learners minds. The gamification approach incorporates active involvement, following a narrative with goals that are aligned to the learning objectives, setting clear rules, chunking tasks, and quantifying outcomes.Gamificationmaximisesuserengagementandhasproventobeaneffectivemethodtomotivate and inspire learners during the parts of the curriculum that learners have traditional found tedious or daunting. Online games: The gamification approach to good design means I can motivate students to willingly addresstheiruncomfortableweaknesses.Manystudentsgraduatewithstrongwrittenskillsbutareweaker in oral and listening communication. Providing a written assignment question does little to develop their critical listening, so I pose assignment questions in the form of a recorded client interview. Students provide formal written advice to the client based on this video. I realise this unconventional question format may be confronting, as it intentionally pushes them beyond the comfort of the written word. So I provideanoptionalonlinegamethatconfirmstheirunderstandingoftheclientscircumstances.Byscoring higher, students unlock the written scenario that is revealed paragraph by paragraph. Although the test is entirelyoptionalanditmerelyconfirmswhattheyalreadyknow,studentsfinditreassuringandcompeteto achieve 100%. This game makes the video interactive, and students are rewarded for watching closely. By the time they draft their assignment, they have developed a sound understanding of the clients circumstances and are likely to be thinking critically about issues appropriate to the clients case. You can playthegameathttp://www.thecorpgame.com.au/course/view.php?id=6 Login:<REMOVEDFROMONLINEVERSION>Password:<REMOVEDFROMONLINEVERSION> Live demonstrations: At the beginning of my lectures I provide a vivid demonstration which often involves studentparticipationrequiringintuitiveapplicationoflearningoutcomesbeforetheyaretaught. InourfirstCriticalThinkingclasswithPhillipWongusedplaydoughtoconstructahousetoexplain critical thinking. Each part of the house represented different aspects of critical thought. He got us up and involved in the construction of the house. This gave me and others in the class a great understandingofcriticalthinking,andbeingaSportsManagementstudentIliketohavealotmore handsonexplanationsasthishelpedmeextremely.(SubjectEvaluation:28May2013) Evidence:Watchtheplaydoughhouseconstructionvideoherehttp://youtu.be/duuzVUuzVE

2. Development of curricula and resources that reflect a command of the field


WIL curriculum: Building students identity as current professionals requires the development of systems, curricula and resources that reflect the experiences of the real life profession. When I began teaching Accounting Information Systems, it was clear that most students lacked relevant work experience, and many found it difficult to link course content with the skills required in the profession. Therefore, I rebuilt the curriculum as a Work Integrated Learning (WIL) program around the narrative of a startup firm providing custom accounting software. Through industry contacts I found the business case: a strawberry growerwhoneededprofessionalassistance.
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ApplicationfortheOLTTeachingAwardPhillipWongHolmesglenInstituteofTAFE The simulation involves an excursion to the strawberry farm (the only excursion in the degree) where students can talk to the business owner, see business operations, and get a sense of the special requirements of that industry. Students must develop a client orientation as a key feature of their professionalidentity,thusitiscriticalthattheWILprojectisdesignedtofeelasrealisticaspossible. To give the assignment a sense of authenticity, I created a business identity called Berry Nice Strawberries, complete with logos. I established a business webpage, and marketed the product using the same social media techniques used to convey my message of empowerment (see criterion 1). Students can optionally liketheBerryNiceStrawberriespageandkeeptrackoftheirclientsactivitiesinrealtime. I use the corporate identity to give voice to the client by scheduling posts throughout the semester. Updates are realistic, and themes match the weekly learning outcomes to encourage students to apply their learning. I also schedule updates to coincide with lecture delivery to give the impression that the client is real, and not contrived by the teacher. Instead of asking the teacher for assistance, students are encouraged to query Berry Nice directly to develop their professional communication skills. I provide the Berry Nice email address and respond in the voice of the client, again reinforcing the simulation. Indeed, even past students continue to like and interact with the Berry Nice webpage. So impressed with how realistic the project has become, the business owner has asked for permission to register the Berry Nice Strawberries brand to serve a new target market. (Please refer to the letter from Mr Emanuele Corallo, DirectorofFrescoFreshStrawberries.) The Corporate Game: Online technologies blur the line between teaching, curriculum and resources to create opportunities to educate in ways not feasible using traditional methods. I have created an experimental online course called the Corporate Game, a gamified undergraduate unit on Corporate Governance that aims to push the boundaries of what higher education might be. It is designed to create a systemwhereplayers/learnerscanchoosetosimplystudythelearningoutcomesasdeclarativecontent,or learn the content as functional knowledge by playing the game and following the unfolding narrative. Players must apply the theory they have learned that week. The idea is to create a safetofail sandpit wherethegameexperiencematchesrealprofessionaldilemmasintheworkplace. The game is played in rounds, and although it is competitive, players can choose to collaborate as teams. Beinganonlinecourse,socialmediaisintegratedto allowplayerstoteam upandnetworkjustaspeople do in the office. A player starts the game as an intern accountant, and by completing optional assessment tasks, gains points towards a promotion to the next level: intern, graduate, accountant, senior, supervisor, manager, financial controller. The goal is to discover corporate fraud in the office. The first player to discover the fraud wins the game. The player can choose to blow the whistle or conceal the fraud; howevereachplayermaymakeonlyoneaccusation. The course content emphasises ethical behaviour, but the game allows players to disregard ethical standards and take risks just as people do in the real world. The gap between what is and what ought to beisusedasadiscussionpoint.Asinreallife,thegamehasnosavepointsmeaningthatplayersareforced to make meaningful decisions when they face ethical dilemmas. Evidence of fraud is hidden within the learningmaterialsandisunlockedastheplayerprogresses.Inthissense,theentirecourseappearstogrow withtheplayersinvolvement. The Corporate Game is an evolution of checkpoint testing (see criterion 4), the efficacy of which is the subject of my research (see criterion 5). Although the Corporate Game is a workinprogress, it is open at the alpha stage of development and includes a section for educators where I share the course design and open the program to peer review. There are no plans to commercialise the program and it is free to play nowathttp://www.thecorpgame.com.au/course/view.php?id=5 Login:<REMOVEDFROMONLINEVERSION>Password:<REMOVEDFROMONLINEVERSION> Interactive video: As we move to more online education, video lecture capture seems to be a natural replacementforfacetofaceinstruction.Yetvideoresourcesareadifferentmediumtothelecture,soIuse a creative mashup of available tools to make video a more interactive and engaging experience. I edit videos to feel fast for an impatient audience, but are in fact content dense. I incorporate interactive
Phillip.wong@holmesglen.edu.au

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ApplicationfortheOLTTeachingAwardPhillipWongHolmesglenInstituteofTAFE questions that pause the video until the student enters a correct response. I use captions to highlight and critique key points, which may even disagree with my spoken statements. The captions also remind students to pause and take notes. Learning is kept mobile by filming video on different well known locations about campus so viewers can contextualise. I keep videos chunked both in terms of time and concepts.Theintentionistoinvitestudentstorewatchmultipletimessotheycanteaseoutthesubtleties. This reinforces learning and converts the process of passively watching video into something more interactive. Any claim to engagement is evidenced by users behaviour, and I am proud to produce videos thatconsistentlybeattheaverageaudienceretentionforYouTube.

3. Approaches to assessment and feedback that foster independent learning


Educationhasbeenlimitedbyatraditionalparadigmwherebystudentsareassessedandtheteacherfeeds back. Following my principle of good behavioural design, I construct systems where feedback and evaluationisubiquitoustofosterindependentrevaluationforbotheducatorandstudent. Feedforward Student to teacher: I use the one minute survey to make large lectures interactive while fosteringindependentlearning.Teachersneedtimelyandrelevantfeedbackjustasstudentsdo.Attheend of each lecture, students anonymously answer two questions: What was todays big idea? and What partisstillunclear?Thiswidelyusedtechniqueiseffective(ChizmarandOstrosky1998),andIhaveadded a small incremental improvement to allow students to give a rating from 15, indicating how well they understood the ideas. Using voice recognition software, I can efficiently transcribe all student responses, even for large lecture groups. I then aggregate the responses by theme and feed this back to students at thebeginningofthefollowinglecture.Thisallowsmetoreiteratekeyconcepts,gaugethegroupsdepthof understanding, recap any troublesome knowledge, and correct any misconceptions. This provides importantfeedbackonmyperformanceandpubliclyholdsmetoaccountwheremyexplanationisunclear. This approach assists independent learning in large groups, as individuals are looking out for their commentsandthishelpsmetopubliclyanswertheirpersonalconcernsinafacesavingway. Summative feedback Student to teacher: Evaluating independent learning should consider the outcome as shared effort between both teacher and student. A problem with standard end of semester teacher evaluation forms is that they focus solely on the teacher. Too often we are beholden to the notion of education as a commodity rather than as an experiential opportunity, and the phrasing of evaluation questions reflects this apportioned this responsibility. Clearly a students evaluation of the teacher and the course depends on factors such as their engagement and the effort they invest in their independent learning. Hence, I amend my evaluation sheets to show that both the teachers and students efforts contribute to their evaluation of the course. I then publish previous semesters results to current students, and post a commentary on what I have changed in response to their requests including any occasions whereIhavedeniedrequestswitharationaleastowhy. Students rate peers: Even in group assessment, it is possible to design systems that foster personal responsibility for independent learning. To address the freerider problem, my students are asked to rate each others performance on professionalism and effort in a group assignment (see criterion 2). This peer grade is then used to weight individual performance within the group; thus all group members do not necessarilyachieveanequalmark. My design includes several safe checks to avoid students exploiting the system. The grading algorithm ignores selfratings. Ratings are collected during the invigilated final examination, effectively making it a secret ballot to foster honest peer ratings. The algorithm ensures no student can fail solely due to poor peerratings.Atmidproject,studentssubmitashortselfreflectiononthegroupdynamic.Teachersusethis qualitative data to match against quantitative peer ratings to detect unfair collusion. To prevent retribution, the group mark and individual final grades are disclosed, but not the individual peer ratings. Students learn that this system reflects rewards in the real world. High wages and success are often achievable by simply being part of a growth industry, but likewise, high performing staff are usually rewarded regardless. The design of peer weighted grades refocuses attention on individual learning within the team, as the balance between teamwork and personal responsibility are crucial skills for professional success.
Phillip.wong@holmesglen.edu.au

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ApplicationfortheOLTTeachingAwardPhillipWongHolmesglenInstituteofTAFE Peer and selffeedback: Reflexivity is necessary to unlock effective independent learning, as the most timely, relevant, efficient and contextualised feedback a student can receive is the feedback they provide themselves. Poor examination performance is often blamed on either poor content knowledge or poor examtechnique.Studentsknowhowtolearnthecontent,butlearningexamtechniquecanbechallenging, asitisunderpinnedbytheskillofcriticalthinking.Fromthestudentsperspective,poorcontentknowledge isaknownunknown,butcriticalthinkingisanunknownunknown.Consequently,studentstendtofixate onrotetocompensateforthatwhichtheydonotknowhowtolearn. I have developed a program designed to lift exam performance which I call Formative Meta Assessment (FMA). For the students, I call it an exam crunch. This program gives students the chance to judge a former students exam paper against a rubric and provide qualitative feedback on how to improve. Students are graded on the appropriateness of the grades they award, and graded on the quality of feedback they provide. They are better able to critique their own work if they can see from the examiners perspective. FMA gives them the opportunity to practise critiquing the work of a close reference point, i.e. their peers, rather than critiquing the elevated level of peer reviewed academic work. There is as much learning in providing feedback as there is in receiving it; hence the task is made assessable to reward students. High quality feedback identifies weakness in the exam response and offers useful suggestions for improvement, by addressing both exam technique and any content issues. This process requires both content knowledge and critical evaluation skill, as good judgment cannot be made without first understanding the topic. Students thus construct their own understanding of what constitutes a quality examination answer, learn the structure of the exam, reinforce content understanding, and calibrate their expectations,allatthesametime.Beingformativeassessment,FMAprovidesvaluablefeedforwardjustin time for the final exam. We might thus think of feedback as being summative and feedforward as being formativefeedback. FMA is an approach that challenges traditional notions of the role of assessment and feedback. Underpinningthisapproacharemyprinciplesthatthroughgoodbehaviouraldesignwecan createsystems that leverage natural incentives to foster independent learning. FMA builds confidence because it focuses on the professional skills of critique, judgement and effective communication; skills that distinguish the professional from the knowledgeable technician. This confidence authenticates/validates the student identity,aswithoutevidenceofsuccess,anycampaigntobuildtheiresteemwouldsurelysoundhollow.

4. Respect and support for the development of students as individuals


I teach a high proportion of international students and new migrants who experience problems when adjusting to Western education. In order to effectively support their academic development, we need to understand and genuinely respect the individuals cultural identity. To address cross cultural problems, I believe we need pedagogy that is culturally appropriate, rather than culturally remedial. This forms the third principle of my teaching; rather than viewing this situation as a problem to overcome, I see an opportunitytousediversityasaresourcewherestudentscanlearnfromoneanother. I carefully explain that students are asked to study their host culture to meet the demands of Western academic culture and the expectations of the Australian accounting profession, but are not pressured to assimilate into it. I emphasise that this is not dominance of one culture over another, but a lesson that the bicultural professional is best placed to prosper during the coming Asian Century. Indeed, I question the sustainability of a West is best model of education, when in fact it has shown to be an idealised construct (Said1985,DohertyandSingh2005). Checkpoint testing for CHC learners: Leaners from Confucius Heritage Culture (CHC) (Asian) backgrounds often have different understandings on issues such as: what constitutes plagiarism; distinctions between collectivism, collaboration and collusion; distinctions between critique and confrontation; expectations of theteacher/studentrolepair;andonethicsandwritingstyles(Biggs1994).
Phillip.wong@holmesglen.edu.au

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ApplicationfortheOLTTeachingAwardPhillipWongHolmesglenInstituteofTAFE I have developed a system called checkpoint testing that is designed to overcome common problems facedbyCHClearners.Thesearesimpleformativetestsdeliveredonline.Thereare11checkpointtests,for 11 topics, for 11 textbook chapters, and 11 questions on the final exam. Students are allowed only one attempt,butmaydothetestatanytime.Questionsarerandomlyselectedandthereisnopasshurdle.The checkpoint tests progressively unlock the rest of the course: checkpoint test 1 must be completed in order toaccesstopic2learningmaterials. Questions are highly analytical and involve advanced English; students frequently do not score as well as theyexpect.Totalscoresareprovidedbutnotsolutions.Iinvitestudentstobookanappointmenttoreview their results and discuss any incorrect answers. This private forum allows them to reflect on their answers, andformetocorrecttheirreasoningonthespot. The key to the design is implied collaboration. Students can choose to treat the individual assessment task as a collaborative openbook exam, meaning they can take the test in groups with their textbooks at hand. This environment provides a natural incentive to discuss issues and peerlearn. Such discussion is unlikely withoutthetestimpetus. Randomisationmeansasinglestudentisexposed toasetoftenquestions,buta group of four are exposed to forty, thus magnifying learning opportunities. While many Western educators may view this as cheating, I believe the CHC learners collectivist preference is an opportunity to respect theircultureandleverageitintoproductivebehaviours. Hightrustculturesexhibithighinterdependencywithintheirpeergroup.Checkpointtestsfocusdiscussion amongst the peers they trust most and thus are an effective mechanism for creating powerful peer learning. Checkpoint testing contrasts with group assignments because students selfselect the most effectivegroupwithoutarbitraryteacherintervention. The lockstep nature of checkpoint testing discourages cramming and learning vi rote. CHC learners are prone to rote learning styles, although Biggs (1994) acknowledges that this may contribute to CHC learning success. Irrespective, the lockstep nature compels structured learning starting with basic concepts before progressing to what is on the exam. This better enables students to see the links between the content as they construct their own understanding. Although CHC learners tend to exhibit large power distance factors, they also expect teachers to take a shepherding role (Chiu 2009). The online test enables me to monitorprogressandprovideappropriateearlyencouragement. The tool also follows inclusive design principles as it is accessible to more than just the targeted cultural group (Broughan and Hunt 2012). The subtle design means students perceive it as being culturally neutral, despite the fact that it is specifically designed to address crosscultural issues for CHC learners. Thus it meets calls for culturally appropriate pedagogy (Nguyen, Terlouw et al. 2006), rather than being culturally remedial(KingstonandForland2008). By respecting cultural learning preferences, the design supports individual development without compromising the learning objectives of a Western education. It is difficult to make strong claims of efficacy of this program, and hence I am conducting research to provide the rigour necessary to demonstrateclaims(seecriteria5). Optional learning & Sharia Finance: Sound curriculum design offers flexibility for students to engage with the learning outcomes in a way that is meaningful for them as individuals. I have attempted to adapt my content to leverage the cultural background of my students, many of whom are international and bring a wealth of differences and interests to the classroom. For example, I offer an optional lecture on Islamic finance as a viable alternative to standard Western finance, and explain how the two contrasting systems can be integrated. This is a high point for many disenfranchised Muslim accounting students as this optionalclasslegitimisestheirculturalidentityandharmoniouslyincludesthemintotheprofessionandthe broader financial system. The final exam is structured such that it can be adequately answered using the theoretical concepts of standard Western finance, or alternatively by this optional Islamic finance session. Critically, by respecting different cultures I can build engagement by levering the personal interests rooted instudentsownidentitiesandstillensurethatnostudentisdisadvantaged.
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ApplicationfortheOLTTeachingAwardPhillipWongHolmesglenInstituteofTAFE Shepherd leadership: My principal of developing the student identity as a professional is based on the respect I hold for each students individual attributes and circumstances. My social media marketing campaign to promote professional identity also puts me in close contact with students as individuals; however, my interactions with students are the same as they are in the offline world: opendoor and transparent.Myuseofsocialmediaattemptstosimultaneouslyprovideleadershipandreducethestudent teacherpowerdistance.Thishelpsstudentsunderstandtheroleoftheirteacherasashepherd,ratherthan as an authority figure. Chiu (2009) suggests that online shepherd leadership is effective in helping CHC learners overcome cultural problems in expressing independent critical thinking. Bateman (2012) also supports teachers engagement with social media but highlights the importance of setting clear limits to acceptable behaviour. My approach is heavily influenced by Chiu and Bateman. You can read an example conversation here (Permission to quote hasbeengranted)

5. Scholarly activities that have influenced and enhanced learning and teaching
I believe that a peak learning experience is best provided by teaching that is underpinned by a nexus of ongoing scholarship in both discipline and education fields. To this end, I have continued my study in the discipline both formally with the CPA Professional Program and informally via close contact with the profession. I was first introduced to the scholarship of teaching through the vocational paradigm via the Certificate IV in Training and Assessment, and subsequently completed a Diploma of Training and AssessmentwithaneLearningfocus. Last year I completed a Graduate Certificate in Tertiary Teaching (GCTT), designed for higher education teachers in the Mixed Sector. Mixed Sector institutions offer a comparatively smaller proportion of higher education (520%) and are distinct from dual sector institutions (Wheelahan, Moodie et al. 2009). Mixed Sector institutions lack the welldeveloped cultures of primary scholarship and scholarly mechanisms to support early career academics (Wheelahan, Arkoudis et al. 2012). This means that although scholarly activity is undertaken in the mixed sector, it is uncoordinated, undersupported and often left to individual academicsselfdirection.Myownexperienceidentifieswiththeliterature. I chose this particular GCTT program as it was led by Leesa Wheelahan and Gavin Moodie, leading academics who have helped shaped the Sector. They are my personal academic heroes, hence I am proud to provide the OLT with a reference from such an eminent voice in this field. This GCTT is specifically designed to develop deep scholarly approaches to higher education teaching that have traditionally been absent from vocational training pedagogy. As part of the course, I developed a full research proposal to addressthepedagogicalchallengesfacedbymyaccountingstudentsatHolmesglen. As a direct result of the GCTT, I have continued my research and have recently won an external grant from the VET Development Centre (VDC). I sought the VDC program because it targets early career researchers investigating issues in the scholarly teaching of degree programs at TAFE. I am required to publish my findings in at least one academic journal and present at a conference. My research project, entitled The Pedagogical Efficacy of Collaborative eAssessments for Confucius Heritage Culture Learners, aims to rigorouslyverifythatthestudentexperiencematchesthedesignobjectivesofonlinecheckpointtesting. I have developed my own model of ongoing praxis based on Brookfields (1995) four lenses. Brookfield challenges teachers to critique themselves from a number of perspectives: through an autobiographical lens, a student lens, a peer lens, and a theoretical lens. My model of reflection is a process that aims to develop a deep scholarly approach to improve my teaching using social media as a convenient conduit to record, reflect, contain, share and curate my critical reflections on my practice. Please see the diagram in theportfolioofevidence. The process begins with discipline scholarship which guides the formal knowledge taught. I actively seek feedback from students using a variety of mechanisms such as the 1 minute survey, end of semester feedback, and student oriented social media (Facebook) (see criterion 3). Because transparency motivates
Phillip.wong@holmesglen.edu.au

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ApplicationfortheOLTTeachingAwardPhillipWongHolmesglenInstituteofTAFE genuine action, all formal feedback I receive is disclosed on Moodle, which holds me accountable from the studentperspective. Reflection is an iterative and ongoing process, so my model employs two tools to capture and deepen my scholarly approach. Twitter provides a running autobiographical commentary and a forum to interact with professional peers. The 140 character limit disciplines my writing to help me communicate clearly and succinctlytostudentswhomayhaveshortattentionspans.Ifrequentlyreviewmytweethistorytoidentify and compile themes into considered blog posts. This twittertoblog reflection process means I must provide a coherent commentary, including a rationale rooted in the literature, as it is publicly available to peer critique. This writing sandpit informs my formal research, the findings of which are presented to peersandfurtherinformmyteachingpractice. The process of ongoing inquiry to improve my teaching has already yielded a number of research outputs, which I have contributed to the teaching and learning community. Last year I presented my framework for understanding CHC learners online behaviours and shared my design for checkpoint tests at a number of conferences including ConVerge12, the Holmesglen Teaching & Learning Showcase 2012, and the inaugural Mixed Sector Symposium 2012. I have also presented on previous occasions at the Holmesglen Teaching & Learning Showcase 2010 (paperless grading and feedback techniques), and also to internal communities of practice.ThisprocessengagesallfourofBrookfieldslensesinanintegratedpraxiswhereeachperspective is thoroughly considered through multiple media. Moreover, it provides ongoing and dynamic analysis in theformofapublicconversation.Youcanjoinmeinthisonlineconversationnow. Beyond my own practice, I contribute as peer reviewer to the Achievement Matters project. This OLT funded project seeks to collaborate between the professoriate and the accounting professional bodies (Institute of Charter Accountants and CPA Australia). The project aims to establish a consensus on the standards of academic performance aligned to the newly specified academic standards statement for accounting.AsoneoftwoTAFErepresentatives,Iamcontributingtoshapethefutureoftheprofession.

References
Bateman, D. (2012). The good, the bad and the ugly: Facebook and higher education. HERDSA 2010: Refereedpapersfromthe33rdHERDSAAnnualInternationalConference,HERDSA. Biggs, J. B. (1994). "Asian learners through Western eyes: An astigmatic paradox." Australian and New ZealandJournalofVocationalEducationalResearch2(2):4063. Brookeld,S.D.(1995)."Becomingacriticallyreectiveteacher."SanFrancisco:IosseyBass. Broughan, C. and L. Hunt (2012). Chapter 11: Inclusive teaching. Universe teaching in focus: a learner centredapproach.L.HuntandD.Chalmers.CamberwellVICAustralia,ACERPress. Chiu, Y. C. J. (2009). "Facilitating Asian students' critical thinking in online discussions." British Journal of EducationalTechnology40(1):4257. Chizmar, J. F. and A. L. Ostrosky (1998). "The oneminute paper: Some empirical findings." The Journal of EconomicEducation29(1):310. Doherty, C. and P. Singh (2005). How the West is done: Simulating Western pedagogy in a curriculum for Asianinternationalstudents.InternationalizingHigherEducation:5373. Kingston, E. and H. Forland (2008). "Bridging the gap in expectations between international students and academicstaff."JournalofStudiesinInternationalEducation12(2):204221. Nguyen, P. M., C. Terlouw and A. Pilot (2006). "Culturally appropriate pedagogy: the case of group learning inaConfucianHeritageCulturecontext."InterculturalEducation17(1):119. Said,E.W.(1985)."Orientalismreconsidered."CulturalCritique(1):89107. Wheelahan, L., S. Arkoudis, G. Moodie, N. Fredman, E. Bexley, S. Billett and A. Kelly (2012). Shaken not stirred?ThedevelopmentofonetertiaryeducationsectorinAustralia,NCVER,Adelaide. Wheelahan, L., G. Moodie, S. Billett and A. Kelly (2009). "Higher Education in TAFE: Support Document." NationalCentreforVocationalEducationResearch(NCVER):49.

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