Let’s embrace our ‘don’t know’ minds

Let’s embrace our ‘don’t know’ minds

Buddhism has great ideologies. One of my personal favourites is the concept of ‘don’t know’ mind. Don’t know mind can be confusing at first. Why shouldn’t we know? Should we be more ignorant? Definitely not. Don’t know mind is something else entirely. It’s what Suzuki Roshi spoke of when he said “in the beginner’s mind … Continue reading Let’s embrace our ‘don’t know’ minds

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My 5 ‘non-negotiables’ of mental health

My 5 ‘non-negotiables’ of mental health

My sister and I are self-confessed workaholics. We got our first jobs fresh out of primary school (mine was as a wedding table decorator – how cool’s that?) and we both managed fast-food teams during our teenage years. Even though we’re both in our early twenties, we’ve been working for a decade, in many jobs, … Continue reading My 5 ‘non-negotiables’ of mental health

Halloween in Transylvania

Halloween in Transylvania

I always imagined that for my first time “flying solo,” I would either be gazing wondrously at the colosseum with a triple-flavoured gelato in one hand and an Italian dictionary in the other; or I would be spending all my moolah in Paris, pretending for one blissful moment that my Aussie boganess had miraculously evaporated … Continue reading Halloween in Transylvania

Visually-impaired student experience

Visually-impaired student experience

Recently I delivered a speech titled "Empathy the answer to visually-impaired students' educational experience," (where I talked about the role of the toolbelt theory). You can watch my speech below: I have received a number of questions from the speech and decided I would post them on this blog for people to read (please see below). … Continue reading Visually-impaired student experience

How NGL can inform my role as a teacher

How NGL can inform my role as a teacher

My role as “a teacher,” is a librarian at a higher education institute, where I assist academic staff with copyright, educational design and digital literacy. NGL can inform my role as a teacher by creating an equalised relationship between technology and pedagogy, and by ensuring a student centred learning design through the employment of NGL … Continue reading How NGL can inform my role as a teacher

As a learner, participation in NGL was useful to me

As a learner, participation in NGL was useful to me

I have always had a self-directed mindset to my own learning, especially in finding the methods that are most effective and motivating for me. I chose to use NGL to learn Auslan, and in doing I began to question my learning process. Overall, NGL did not help me learn Auslan. NGL might have been useful … Continue reading As a learner, participation in NGL was useful to me

As a student, participation in NGL was useful to me

As a student, participation in NGL was useful to me

From the moment I started NGL, I found it difficult to engage deeply and overtly. The structure of NGL intimidated me because it did not comply with the conventional format and familiarity of tertiary courses that I have previously undertaken. As a student, I have mostly participated in formal learning environments. Therefore, I became rather … Continue reading As a student, participation in NGL was useful to me