[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601343-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-601343-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","on-country-off-country-web-based-engagement-with-indigenous-communities","On Country - Off Country: Web Based Engagement with Indigenous Communities","","Australia’s first nation people experience profound loss due to colonisation and restrictions on cultural practises, yet many maintain deep ties to country and seek ways to share cultural knowledge. The paper examines an architecturally focused case study in indigenous community engagement, comparing learning on country versus in classrooms off country. The pre-COVID Bower Studio program relied on travel and reciprocity, while COVID-era Zoom delivery reshaped engagement, revealing both threats and unexpected off-country benefits.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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paper compare for engagement with Indigenous communities?","Question",{"text":62,"@type":63},"It contrasts on country learning with learning conducted off country in classroom settings, focusing on how engagement and outcomes differ when travel is restricted.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did COVID-19 affect the Bower Studio program?",{"text":67,"@type":63},"In-person gatherings were suspended, and teaching shifted primarily to Zoom-based video conferencing, removing opportunities for students and Indigenous community members to travel and embed together.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the paper conclude about off country learning conducted through video conferencing?",{"text":71,"@type":63},"While on country learning remains best practise, the study also identifies unexpected benefits arising from off country engagement facilitated via video 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Australia  \nAbstract  \nAustralia’s first nation people have suffered deep loss stemming from the colonisation of their lands and restrictions on cultural practises. Despite endemic disadvantage, many people maintain profound connections to traditional lands, their country, and retain a desire to share their cultural knowledge. This presents opportunities for design academics and tertiary students to establish partnerships with indigenous communities. This paper casts a reflective lens over an architecturally focused case study with a remotely located indigenous Australian community to differentiate learning outcomes that are site based on country and those conducted in classrooms off country. In the pre-COVID era, the Bower Studio program within the Melbourne School of Design at the University of Melbourne was taught with both on and off country learning opportunities. Bower Studio coordinates small groups of students travelling on country to meet community members in remote Australian communities and facilitates indigenous elders travelling to attend classes in Melbourne. While this combination was accepted as best-practise, the suspension of in-person gatherings due to COVID threatened the integrity of this program and forced significant change. Reliant upon video conferencing it would be reasonable to expect that the loss of on country experiences would significantly hamper the student/community engagement whilst simultaneously diminishing academic outcomes. This research reflects upon the project to confirm that on country learning remains best practise, however there were unexpected benefits from off country engagements facilitated through video conferencing.  \nKeywords  \nindigenous design, on country learning, video conferencing, architecture pedagogy, bower Studio  \nIntroduction  \nIn response to the Covid 19 pandemic the Australian State and Territory Governments instigated a strict ‘stay at home’ edict beginning in late March 2020 restricting travel for all but essential needs. As the health threats increased the teaching program at the University of Melbourne was suspended from the third week of semester to reconvene one-week later with video conferencing technologies used as the primary tool for interaction. The university required all content to be delivered via Zoom with academics redesigning their delivery modesand course structure. In many subjects this redesign was straightforward as online lectures were commonplace. However, studio-based subjects, such as the architecture program analysed in this research, required a significant shift in the program structure as well as delivery methods.  \nMany teachers claim video conferencing is problematic with many students losing their ‘voice’with this format. Research shows that educators find it hard to initiate, facilitate and maintain group discussions, particularly when students can ‘opt out’and minimise participation by turning off their sound and camera (Cox, 2011; Lederman, 2020; Ludwig-Hardman & Dunlap, 2003) . Reading students’ body language becomes more difficult and the informal sketches, drawings and models that form an integral product of small group face-to-face engagements are inhibited when undertaken via Zoom screen sharing. It was anticipated that these difficulties might become especially apparent when video conferencing was undertaken across cultures.  \nComplicating matters further, the introduction of travel restrictions compounded the program’s redesign by eliminating possibilities to take students to visit the partner community in remote Northern Territory. Visits to tribal lands provide opportunities for ‘on-country’ learning as differentiated from the learning in the classroom and ‘off country’. In the case study discussed here, travel restrictions removed the chance for indigenous community members to visit Melbourne as well as ","cbCaiiNBu3F4mTbb","https://ap.wps.com/l/cbCaiiNBu3F4mTbb","pdf",295289,"English","# Abstract\n# Introduction\n## COVID-19 teaching suspension and online redesign\n## Challenges of video conferencing for studio-based architecture\n## Loss of travel and on-country learning opportunities\n## Pedagogical concerns and impact on design outputs\n## Purpose and research questions","[{\"question\":\"What learning format does the paper compare for engagement with Indigenous communities?\",\"answer\":\"It contrasts on country learning with learning conducted off country in classroom settings, focusing on how engagement and outcomes differ when travel is restricted.\"},{\"question\":\"How did COVID-19 affect the Bower Studio program?\",\"answer\":\"In-person gatherings were suspended, and teaching shifted primarily to Zoom-based video conferencing, removing opportunities for students and Indigenous community members to travel and embed together.\"},{\"question\":\"What does the paper conclude about off country learning conducted through video conferencing?\",\"answer\":\"While on country learning remains best practise, the study also identifies unexpected benefits arising from off country engagement facilitated via video conferencing.\"}]","On Country - Off Country: Web Based Engagement with Indigenous Communities | PDF",1792092434,25]