INF537: Reflection

As I reflect back on the INF537 journey, and in turn my journey through my masters of education (knowledge networks and digital innovation) I wonder where the time has gone.

person using black iPad
Image by NordWood Themes from Unsplash

At the beginning of this subject we were asked to engage with many varied forms of communication including twitter, padlet, flipgrid, thinkspace blogging and the more traditional discussion forum. As I engaged in these means of communication, I grappled with key aspects which had been presented throughout the course and indeed finally within this subject.

My final research piece highlights the role of digital wellbeing for our students  and the work of the PERMA model and OECD Better Life in framing wellbeing. We have been asked to broaden our own digital footprint as students within this cohort for the greater good of our peers. Throughout this time, I reflected on aspects of my own screen time and ability to switch off when a notification came through from the INF537 feed. I felt compelled by the plight of my students, whose parents often come to me worried about late night messages on devices. 

Through our guest colloquium series I posted a number of blogs; Rocket Shoes, Dr Lyn Hay, and Julie Lindsay amongst others which you can read by visiting my INF537 tag. These blogs formed a collection of thoughts which developed over the course of the subject. In the blog after Julie Lindsay’s guest colloquium we were posed the question “Why do we as educational professionals find it hard to collaborate?”

Excerpt from A Ryall, 2019 Blog Guest Colloquium Julie Lindsay

My collaboration within this subject has ebbed and flowed, at times when I have felt my load was too heavy I have pulled back from discussion with other peers. However, as I reflect on this question now I see more than my original thoughts around Twitter as a platform. As an educator, at times, I lack confidence within my ideas to share them with a wider audience. Similar to that of a teenage, I often lack clear judgement as to whether my ideas would be valued in the digital space.

My research project allowed me to explore a topic which I am passionate about, whether we are teaching our students to be ‘digital wellbeing’s?’ At times throughout the process I felt I lacked clarity with undertaking a large research project, however as I came to put my thoughts on paper and read and reread the process became clearer. While I’m still not entirely sure a path in research if for me, it allowed me to identify key areas of need within our current schooling system. Through my first subject in this course I was asked to begin blogging. I included elements in the blog about my context and what I already knew about the digital age. I also include the term ‘Digital Natives’ from Prensky (2001) which seems pertinent as I included the term again in my final report with a vastly different view.

Blog A.Ryall 2018

In the same blog, I outlined my aims for the course. It gain a clear link about how to create personalised learning journeys however what I have walked away with is far greater. I have a greater understanding of teachers and educators as digital connected citizens and the part we play in preparing students for the future. I can discuss key references in the field of digital citizenship, game based learning and digital repositories. The most important aspect gained, is a rich understanding of how digital innovation and knowledge networks are rapidly changing and for the benefit of our students we need to be lifelong learners.

I am now not sure where my learning journey is headed, by I am sure the bright path ahead will lead the way.


pathway between trees

Photo by Patrick Fore from Unsplash


Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9 (5), 1-6.

Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335.

OECD. (2019). Favourable well-being scores. OECD Economic Surveys: Australia 2018. doi:


Dr Lyn Hay Colloquium

Dr Lyn Hay presented at the second colloquium meeting of INF537. She is responsible for leading u!magine at Charles Sturt University and has been instrumental in putting in placing the universities Incubation and Innovation policy.

The main contents of Dr Lyn’s presentation was focussing on the connection and contribution of edtech startups and schools. Dr Lyn highlighted the mutual benefits of connecting with edtech startups including:

  • apps / platforms being designed to suit your schools needs;
  • it allows students and colleagues access to technology which could be mainstream within the coming years; and
  • they want educators as part of their pitch as an authentic audience.

Some useful information and links for some current trials are listed below:

Feedback Fruits

  • Plugs into your LMS 
  • Greatest impact but big disruption 
  • Mainly targeting universities at this point 
  • Workflow videos that show what it looks like from both sides (academics and students)
  • Different plugins for LMS 


  • Presenting next week
  • Block Chain Technology 
  • Controls how digital assets are managed and used



  • Inspiring Independent Readers and engage
  • Social networking attached 
  • Targeting schools but also parents 


  • NDIS funding 
  • Supports kids with ADHD 
  • 5 week program that helps train kids to develop core attention skills


The presentation was a useful insight in some of the innovative ways schools can be connecting with the entrepreneurs within our country and create real life authentic connections. Additionally it was beneficial to hear that many of the edtech startups want to get advice from schools to build their knowledge and understanding of the teaching and learning environment as well as current pedagogical issues.

INF537 – Colloquium 1

Julie Lindsay

In the first colloquium for INF537 it was a good insight into how a colloquium works. Julie discussed her work and what had led her to the position she is currently in.

QUESTION – Would your school be able to access padlet?

My school would be able to access padlet as we are BYOD from stage 2. As an educator I can see the benefits of using padlet to connect around the world and with other educators in rich discussions.

QUESTION – Why do educational professionals find it hard to collaborate?

This question was posed by the peer leaders which I thought was an interesting question. As a prominent user of twitter with many global connections I find it interesting that some educators don’t access the incredible global collaboration network. However I can see how or more so why some educators may find it hard:

  • From some stand points some educators still think they have to have all the answers – this makes collaboration hard
  • Barriers to collaboration world wide due to the timezones different cultures
  • As Julie suggested, if one doesn’t want to none are allowed to

Key Terms

Positivism – based on statistics / either right or wrong sometimes known as quantitative

Post-positivism – based more on thoughts otherwise known as qualitative