This description is derived from notes taken during class, the university’s recording of the lecture and my memories of the session.

L1 opens this week’s lecture by talking about the upcoming assignments for the class. As the staff involved in this course felt that an exam does not reflect the type of learning they want to convey, the final assessment will be a reflective one. Thus, personal interests and life experiences can be included in the assignment. {Click here for analysis} “You won’t often be asked to this in the university”, L1 says. The creator of this model of assignment is then introduced and presents the marking criteria. When L1 takes over again she stresses that the students can contact the creator at any time with questions.

After searching for the right file for a moment, L1 is ready to start the actual lecture on the topic of Aboriginal housing. While outlining the structure of today’s lecture, L1 mentions that she will show more audio-visual footage than she normally does in order to give the students a sense of the diversity of Aboriginal voices. She first gives some information about ideas of housing and the Aboriginal housing situation. Then she shows two videos presenting different opinions on a particular housing project. After every video L1 gives some more information underlining the view which was presented. She also uses the situation of her grand-parents as an example for the significance of this specific project.

The next aspect L1 discusses is the government’s plan to close remote communities. As she is running out of time, she tells the students to watch the two videos presenting opinions about this topic at home and moves on to putting the issues discussed into context. To do so, she gives a detailed description of an Aboriginal campaign which led to the first land being given back to Aboriginal people. As the lecture took a few minutes longer today, L1 thanks the students for their patience before she leaves.

Back to the list of all descriptions