Search Results

This paper discusses some processes and outcomes of research undertaken by a research whanau at the Poutama Pounamu Education Research Centre in Tauranga. The whanau includes kaumatua/kuia, Maori teachers, Maori staff members from the New Zealand Special Education Service, as well as Maori students and a tauiwi researcher. The whanau has therefore attempted to address issues of self determination and legitimation from within a kaupapa Maori perspective as it has been developing and trialing learning resources for Maori students and their teachers and families. Show less

The CD-X Light Vehicle Automotive Series is a set of multi-media learning materials meeting the universal needs of the automotive training industry, benchmarked against international standards. The concept was originally developed in 1995, by the Queensland TAFE Automotive Department in a bid to reduce the time students needed to be on campus and away from their homes and workplaces. They were joined by the UNITEC Institute of Technology in New Zealand in the development of this project. The paper describes the background to the development of this project and traces the process that culminated in the production of this resource.

The monograph from which this chapter is taken is indexed at TD/TNC 69.564; individual chapters are indexed from TD/TNC 69.565 to TD/TNC 69.581. Show less

In the last decade in particular, the promotion, sharing and use of open educational resources (OER) have been growing exponentially. The concept of OER is understood as educational resources that are openly available for use by educators and students, without an accompanying need to pay royalties or license fees. The case studies and reflections in this book cover OER practice and policy in a diverse range of contexts, with a strong focus on events in developing countries. The contents are: Discourses in the development of OER practice and policy / Jenny Glennie, Ken Harley and Neil Butcher; Taking OER beyong the OER community: policy issues and priorities / Trudi van Wyk; Introducing the opportunities and challenges of OER: the case of the Commonwealth of Independent States and the Baltic States / Dendev Badarch, Svetlana Knyazeva and Andy Lane; Tracing the trajectory of OER in India: reflections on three initiatives / V. Bharathi Harishankar; Producing OER from scratch: the case of health sciences at the University of Ghana and the Kwame Nkrumah University of Science and Technology / Kathleen Ludewig Omollo, Adam Rahman and Chris Andrew Yebuah; Collaborative materials design, adaptation and take-up: a case study of a South African mathematics teacher education OER project / Ingrid Sapire, Yvonne Reed and Tessa Welch; OER production and adaptation through networking across Sub-Saharan Africa: learning from [Teacher Education in Sub-Saharan Africa] TESSA / Freda Wolfenden; Vignette: teacher education in Sub-Saharan Africa / Catherine Ngugi; Integrating OER into open educational practices / Grainne Conole; Finding relevant OER in higher education: a personal account / Lisbeth Levey; Design and development of OER: a student perspective / Andy Lane; Pedagogical content knowledge in higher education and open educational resources: a case study on course design / Heather Kanuka and Genevieve Gauthier; Vignette: the Virtual University for Small States of the Commonwealth (VUSSC): OER within a transnational qualifications framework / John T. Lesperance; Experiences in finding and using OER in teacher education programmes: pedagogical approach and challenges / John Arul Phillips; Vignette: OER and teaching occupational and environmental health at the post-graduate level to medical practitioners at the University of Cape Town / Jonathan E. Myers; Sharing existing teaching materials as OER: key considerations from practice / Monica Mawoyo and Neil Butcher; Experiences of develping OER-amenable policies / Sarah Hoosen and Neil Butcher; From apples to legislation: OER policy in Brazil / Carolina Rossini; Opening education in New Zealand: a snapshot of a rapidly evolving OER ecosystem / Wayne Mackintosh; Reflections on practice / Jenny Glennie, Ken Harley and Neil Butcher. Show less

Ako, Aro and Whanaungatanga is a professional development programme for teachers of Maori adult learners in foundation education. Ako, Aro and Whanaungatanga has been designed around the key concepts of Ako (teaching and learning), Aro (reflective practice) and Whanaungatanga (relationships) and uses a practical, strengths-based approach to cover a range of strategies and techniques to enhance learner engagement where implementation had occurred. This resource was developed as part of the He Taunga Waka programme delivered in 2016. It was developed primarily as a refresher for educators who had attended He Taunga Waka face-to-face workshops. However, all educators, who understand the importance of providing a responsive teaching and learning environment for all learners, will also find this resource useful.

Excerpts from publication and publisher's website. Show less

This report shows the findings of a review of the educational research and development systems in New Zealand undertaken by the Centre for Educational Research and Innovation (CERI) in 2001. The report highlights the political, economic and social changes within New Zealand from the 1980s through to 2000. It reveals that the educational and tertiary reforms of the 1990s were dramatic; one significant development was that all universities are required to undertake research as well as teaching. Another example is that certain primary schools are offering the school curriculum in the Maori language. The contents of the report are: Introduction; A national policy and agenda for educational research and development; Organisation and funding of educational research and development systems; The impact of educational research and development on practice and its input to policy making; Interaction between producers of research, practitioners and policy makers; Knowledge management in the learning society; What could be done better in the existing educational research and development system; Glossary of acronyms and appendices.

A related CERI report on educational research and development policy in New Zealand is indexed at TD/TNC 78.93. Show less

A review of the research literature has shown that there are few studies on refugees as learners in New Zealand contexts. It also showed that there are concerns about the quality of provision for them. This study analyses the learning needs of adult refugee learners with low-level language and literacy skills. The project identified educational strategies for teaching these learners and a teaching resource has been developed. The study focused specifically on adult refugee learners with low-level language and literacy skills currently enrolled in educational programs with English Language Partners. It looked at how prior experiences and current contexts affect the educational participation and learning of these learners. The challenges teachers face in achieving impact with their learners primarily come from two main sources: (1) the social and pedagogical background of the learners; and (2) the nature of the content being taught. In both these respects, [English for Speakers of Other Languages] ESOL literacy courses for refugees present considerable challenges for the tutors involved. This study has provided some insights into the nature and extent of refugees’ learning needs as well as some elucidation of strategies to achieve impact on their language and literacy skills with a longer aim of achieving successful settlement in New Zealand.

Excerpts from publisher’s website. Show less

Getting assessment right is critical in supporting students' learning and ensuring their retention and success. Online teaching and assessment in some form is now a mandatory component of the workload of many teachers in tertiary education, and one that is only likely to increase in size and significance. Tertiary teachers are increasingly expected to assess students using online tasks and tools and frequently adapt these from traditional methods. This project aimed to provide a practical resource to support tertiary teachers to develop varied and appropriate online assessment practices that are valid, reliable and transparent.

Guided by a review of the literature, the team identified key elements of effective online assessment practice, and of support for tertiary teachers to develop the requisite technological and pedagogical skills. The resulting resource comprises two components: (1) the current guide, 'Getting it right: guidelines for online assessment'; and (2) the Online Assessment Tool Selector (OATS), an interactive online tool for teachers to identify online tools appropriate to their own contexts. Tertiary teachers planning to introduce online assessment may dip into the guidelines, or use the OATS, at any point in their planning or design for assessment. While all four sections and appendix of the guidelines are connected, each section can also stand alone. Similarly, teachers may usefully complete the OATS without reference to the guidelines. One way to use the guidelines and OATS together is to begin by completing the OATS in order to identify which online tools may be appropriate to a particular assessment context, and to then find out more about those tools by reading the relevant sections of the guidelines.

Edited excerpts from publication and publisher's website. Show less

This report gives an overview of the literature published between 2004 and 2013 relating to government and sector-level tertiary e-learning initiatives in New Zealand, Australia, Canada, the United Kingdom, and the United States. Presented in the form of an annotated bibliography, the report reviews 201 pieces of literature. The objectives are to: assist government agencies, tertiary sector peak bodies, and organisational leaders in their planning and implementation of tertiary e-learning initiatives; extract important findings; and determine the major strengths and weaknesses of the literature in order to identify the most important areas for new research or further development. The literature selected for the bibliography has been grouped into categories: New Zealand government and sector-level tertiary e-learning initiatives; Australian government and sector-level tertiary e-learning initiatives; Canadian government and sector-level tertiary e-learning initiatives; United Kingdom government and sector-level tertiary e-learning initiatives; United States government and sector-level tertiary e-learning initiatives; Open Educational Resources; and Massive Open Online Courses [MOOCs].

The outcomes of government tertiary e-learning initiatives were mixed, with some of them meeting their goals, while others did not. When supporting tertiary e-learning initiatives, the most common motivation of government was to widen learner access and increase their participation, support lifelong learning or improve economic growth. The outcomes of sector-level tertiary e-learning initiatives were also mixed. For example, some of their goals have been clearly met, especially materials development and dissemination and initial student enrolments in MOOCs. However, despite large investments, there have also been some large-scale failures. These failures were attributed to a number of factors including: lack of adequate support or incentives for existing learners; lack of understanding of distance education and e-learning; overemphasis on content; isolation from the members’ core business and mainstream activities; failure to attract sufficient revenue; and an assumption that e-learning would replace traditional delivery.

Edited excerpts from publication. Show less

Adult refugees with limited education are a distinctive learner group with substantial and distinctive educational, social, and psychological needs. Working with these learners is a highly specialised activity, requiring high levels of educational skill and commitment. With a paucity of original research available about this group of learners, this study provides a systematic documentation of their distinctive needs as well as effective educational strategies for use with these learners. The study involved interviews with 36 adult refugees, two program coordinators, five course teachers, and six bilingual tutors from a community-based program in New Zealand. The challenge of working with these learners arises due not only to their experiences as refugees, but also as learners with minimal or no educational experience. Their progress depends on a skilful development of 'learning to learn', acquiring basic literacy skills, personal confidence and transfer of these skills to everyday life outside the classroom.

Published abstract. Show less

This annotated bibliography reviews 225 papers on Tertiary Education Organisations' (TEOs') technology-supported physical learning spaces produced between 2005 and 2016 in New Zealand, Australia, Canada, the United Kingdom, and the United States. The key findings of this report are: (1) teachers and students need to be closely involved in the planning, design, and implementation of technology-supported physical learning spaces; (2) the use of student devices enables informal spaces to support formal learning - these devices should interoperate with relevant TEO systems; (3) exemplars of technology-supported physical learning spaces are the Student-Centred Active Learning Environment with Upside-down Pedagogies (SCALE-UP) and Technology Enabled Active Learning (TEAL) initiatives at North Carolina State University and Massachusetts Institute of Technology respectively; (4) the major barriers to successful use of technology-supported physical learning spaces are a lack of teacher and student capability, insufficient training and support for teachers and students, and inappropriate pedagogical approaches from teachers; and (5) the major benefits of creating technology-supported physical learning spaces are more frequent and higher quality teacher-student and student-student interactions, increased student usage of, and satisfaction with, the learning space, and authentic learning experiences.

Edited excerpt from publisher's website. Show less