https://hdl.handle.net/2123/28144 2026-06-07T10:43:20Z https://hdl.handle.net/2123/29632 Memorisation is not rote learning: rethinking memorisation as an embodied practice for Chinese students. Xu, Jinqi Despite the many critiques of views that categorise and simplify Chinese international students’ use of memorisation as deficient or rote learning, these views persist. Using ethnographic methods to collect data over 18 months, this study identified the key practices employed by students as they negotiated their learning experiences in an Australian university. Through a practice lens, this paper disputes the oversimplification and extends existing knowledge of memorisation. It advocates memorisation as an embedded bodily activity in learning, via its deep connection to Chinese cultural and educational systems. In particular, it proposes greater theoretical nuance by suggesting (i) memorisation as entailing bundled practices; (ii) repetition in memorisation as generating new meanings, and (iii) memorisation as embodied and routinised practice. It concludes by discussing the implications of these key findings for academics seeking to understand Chinese students and support their learning experience. 2022-01-01T00:00:00Z https://hdl.handle.net/2123/28450 24 Challenges and silver linings: Our reflections on delivering experiential learning online during Covid-19 Cejnar, Leela; Valiente-Riedl, Elisabeth; Robinson, Helena; Fletcher, Jennifer As four academics from the University of Sydney, we use a collaborative autoethnographic lens to share our reflections on the extraordinary challenges, and paradoxically, some 'silver linings', which resulted from our emergency online delivery of experiential learning during the Covid-19 pandemic. Our units, delivered in collaboration with Australian and international organisations, are project-based experiences for senior undergraduate students that explore real-world, complex problems. We critically reflect on how we transformed these Industry and Community Project Units (ICPUs) for delivery online, whilst endeavouring to retain their authentic experiential nature. The transformation included adapting to a range of digital and technical challenges, physical and sensory adjustments in our student-teacher interactions, and modifying our teaching approaches for the collaborative and transdisciplinary components of the ICPUs. We share our optimism in translating what we have learned for future experiential classrooms, as we advance with greater digital competence, resilience, and an enhanced appreciation for diverse communication channels with our students, industry, and community partners. 2022-01-01T00:00:00Z