This paper draws on the collective knowledge-building of nine women from diverse disciplines, roles, cultures, and institutions in Australasian women in leadership programme. Brought together during Covid-19 through a shared interest and purpose concerning current and future developments in digital education, we offer knowledge and insight from our perspective as women leaders in academia, on co-designing futures in a postdigital world. Drawing on a duoethnographic research design, we reflected on our experiences as academic leaders and practitioners to systematically explore people, situations, and contexts through co-construction and dialogue. Our joint exploration uncovered themes of visibility, gravitas, and relationships. We provide evidence of the role co-design plays in our own practices, in our classrooms, and how our research design was strengthened through co-design. Finally, we offer an evolving model of co-design for leadership in higher education with communities of practi
Community music forges relationships and interactions between people and the location they live. Previous research into community music and learning demonstrate that these social interactions can in turn lead to informal life-long learning. This article reports on learning perspectives of festival participants and organizers, of the HONK! Oz Street Music Festival. The data revealed that many participants noted an increase in their understanding and ability to improvise, play tunes in genres outside of their previous experience and play their instruments more freely due to the nature of mobile street music. Specifically, they talked about how the pre-festival workshops, which were an innovative feature of these festivals, helped them to meet and interact with other musicians at the festival and helped them to improve their understanding of how to play street music.
This brief explains how ADB is capitalizing on the digital shift spurred by the pandemic to strengthen its virtual communities and drive collaboration across its dispersed workforce, build capacity, and boost knowledge inclusion.
The New Farmers of America (NFA) began as a national organization for African-American farm youth in 1935 to promote agricultural leadership, character, thrift, scholarship, cooperation, and citizenship. This organization served its members for 30 years providing experience in leadership and education in the agricultural field.
The New Farmers of America (NFA) began as a national organization for African-American farm youth in 1935 to promote agricultural leadership, character, thrift, scholarship, cooperation, and citizenship. This organization served its members for 30 years providing experience in leadership and education in the agricultural field.