Browsing by Author "Markauskaite L"

Now showing 1 - 3 of 3
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    A community-based practice for the co-development of women academic leaders
    (Taylor and Francis Group, 2024-05-28) Bone EK; Huber E; Gribble L; Lys I; Dickson-Deane C; Campbell C; Yu P; Markauskaite L; Carvalho L; Brown C
    Academic development usually focuses on individuals, with activities bounded by institutional strategy. There is a lack of research exploring the emergence of cross-institutional communities of practice and their ability to offer opportunities for professional collaboration, particularly for underrepresented or marginalised groups. Our study highlights how, after a formal program, individuals from different institutions facilitated deeper connections, transcending hierarchical boundaries and nurturing a sense of trust. Drawing from our experiences, we examine the emergence of a collegiate group of academic women as a community of practice. Co-development through community-based relationships enable personal and professional growth outcomes including, but not limited to, promotion and esteem recognition.
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    How can we design for learning in an AI world?
    (Elsevier Ltd, 10/02/2022) Carvalho L; Martinez-Maldonado R; Tsai Y-S; Markauskaite L; De Laat M
    Fast improvements in computing power and Artificial Intelligence (AI) algorithms enable us to automate important decisions that shape our everyday lives, and drive workplace transformations. It is predicted that many people will find themselves unprepared to deal with high degrees of change and uncertainty, increasingly posed by AI in some sectors. A critical educational challenge involves figuring out how to support young generations to develop the capabilities that they will need to adapt to, and innovate in, a world with AI. This article argues that both educators and learners should be involved not only in learning but also in co-designing for learning in an AI world. Further, they together should explore the knowledge, goals and actions that could help people shape future AI scenarios, and learn to deal with high degrees of uncertainty. A key contribution of the paper is a re-conceptualization of design for learning in an AI world, which explores a problem space of educational design, and illustrates how educators and learners can work together to re-imagine education futures in an AI world. As part of this problem space, the paper discusses underpinning philosophies (the capability approach and value creation), a high-level pedagogy (with an emphasis on co-creation), pedagogical strategies (speculative pedagogies), and pedagogical tactics (AI scenarios). It then proposes a design framework (ACAD) to support educators and learners' discussions about design for learning in an AI world. This participatory design approach aims to sensitize people for what education may mean, for whom, and how learning with AI may look like, and it highlights the active engagement of educators and learners in co-designing a future they desire, to help shape learning and living in an AI world.
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    The role of teachers in a sustainable university: from digital competencies to postdigital capabilities
    (Springer Nature, 2023-02-06) Markauskaite L; Carvalho L; Fawns T
    An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transition’ and reframe how we think about university, teachers’ roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem—global developments (macro), teachers’ local practices (meso), and daily activities (micro). Through discussion of examples of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of how the digital is entwined with human practices within and across different levels of the educational ecosystem. For this, there is a need to move beyond person-centric theorisations of teacher digital competencies towards more holistic, ecological conceptualisations. It also requires going beyond functionalist views of teachers’ roles towards enabling their agentive engagement with a future-oriented, sustainable university mission.