The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
Distance and Flexible Learning includes flexible learning and support, blended learning, and technology-assisted learning such as e-learning and m-learning.
This Australian project developed an advanced immersive learning environment for engineering students to deepen and enhance their knowledge and understanding of the design, operations and risk management of complex process systems. The environment provides virtual access on the desktop to major industrial operations that serve also for improved industrial operator training.
This project was successful in influencing student retention in distance education, both for first time and returning students, through purposeful interventions such as pre-enrolment counselling, firmer late-enrolment procedures, and the further activities of academic support personnel.
This project developed a process to embed augmented reality targets into course materials and trialled the materials developed with a group of learners to see whether or not having access to the images improved their learning experience and helped them engage with the material.
This resource is a practical guide for tertiary institutions establishing a student peer-mentoring project. It focuses on the peer mentoring of at-distance students but is also relevant to on-campus student mentoring, and offers particular guidance in the mentoring of Māori students.
Explores how colleges and universities are embracing innovation and using emerging technologies to enhance learning in a climate of economic pressure, changing social circumstances and rapid technological change.
From the UK, a publication designed for those in further and higher education who aim to enhance the student learning experience through apt and imaginative uses of technology. It outlines key aspects of designing learning in a technology-rich context and is structured to address the needs of experienced practitioners as well as those new to technology-based learning and teaching.
This project aimed to better understand the critical success factors and pedagogy for effective use of e-learning with Māori learners, and to train educators on the effective use of e-learning for Māori learners.
This report contributes to the ITPNZ project entitled Critical Success Factors for Effective Use of eLearning with Māori Learners. The project has been designed to provide information on critical success factors for Māori eLearners and to disseminate findings to educators within the tertiary education sector.
In October 2010, the AUT University commissioned a literature review of learning management systems (LMS) as one part of a broader project reviewing LMS at AUT. Includes a brief history of e-learning in NZ, environmental scan, critical reflections on LMS, and future considerations for LMS.
This report explores what digital information literacy is and how it could be most effectively applied in tertiary education., and identifies methods to develop adults’ digital skills and capabilities, and to understand how these contribute to lifelong learning.
This report presents the outcome of an experimental design to investigate the impact of persuasive and affective SMS text messages on students’ self-regulated learning strategies while attending an introductory information systems course, with a focus on supporting Māori and Pacific learners.
This literature review is intended to address and support the use of technology in teaching and learning by identifying new and emerging pedagogies; determining what constitutes effective use of technology in teaching and learning.
A free professional development resource to help teachers from any discipline, whether experienced in online teaching or not, gain a working understanding of successful online teaching pedagogies that they can apply in their own unique teaching situations.
This article examines the emergence of technology-enabled active learning environments and the reasons for their appearance. It explores three case studies and considers how effective they are in enhancing teaching and learning outcomes.
This report examines emerging technologies for their potential impact on and use in teaching, learning, and creative enquiry within higher education in Australia and New Zealand over a five-year time period.
A synthesis of the research literature in the field of Web 2.0 in higher education, and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use.
Effective Assessment in a Digital Age is aimed at those in higher and further education who design assessment and feedback for their learners. The guide draws on recent JISC reports and case studies from different contexts and modes of learning to explore the relationship between technology-enhanced assessment and feedback practices and meaningful, well-supported learning experiences.
This Ministry of Education report describes a project undertaken to explore what digital information literacy is and how individuals can obtain it. Digital information literacy takes dedicated time, intensive support and the opportunity to experiment with a range of information and communication technologies.
Faculty Focus is a free e-newsletter featuring innovative strategies, best practices and fresh perspectives on what works, and what doesn’t, when it comes to teaching, learning, and leading in tertiary education. Also includes some more in-depth reports.
NCAT is an independent non-profit US organization dedicated to the effective use of information technology and course redesign to improve student learning outcomes and reduce the cost of higher education. Website includes many resources about course redesign using technology.
This Ministry of Education report describes a project that supplemented workplace learning with online numeracy activities. It found that simple online tasks that trainees completed in their own time helped them to improve their numeracy skills.
Best practice recommendations for the use of technology to help students engage with their feedback have been identified from the research. The recommendations should be considered within the context of an institution where e-learning is characterised as a mainstream feature of the student experience.
Open Educational Resources (OERs) are resources licensed in a way such that they can be re-used, re-purposed, re-mixed and re-distributed. This infokit from JISC and the UK Higher Education Academy has resources and issues to consider.
A literature review commissioned by the Ministry of Education to examine the use of e-Learning particularly in the context of te reo Māori and kaupapa Māori education. Not specific to the tertiary sector.
The Economics Network of the UK's Higher Education Academy provides publications and resources to support university teachers of economics. Resources include a Handbook for Economics Lecturers, case studies, teaching resources, journals, and more.
The Australian Digital Education Research Network (DERN) is a network of researchers interested in research about education and the use of digital technologies to improve teaching and learning. It focuses mainly on Australian research although not exclusively. DERN is looking for research evidence about good educational and learning practices.
The New Zealand Educational Theses Database contains 9000 Doctoral, Masters and Diploma theses in education topics about New Zealand and by New Zealanders at a wide range of overseas tertiary institutions.
Any contemporary look at e-learning must consider those applications that have the potential to transform teaching and learning beyond the class-centric confines of the Virtual Learning Environment (VLE). This e-primer contextualises e-learning tools that are not usually a part of a VLE suite, and considers their application to formal education.
The New Technologies, New Pedagogies project investigated and created new teaching and learning strategies using mobile technologies. Outputs include an e-book New technologies, new pedagogies - Mobile learning in higher education, and a website with pedagogies and resources for the use of mobile technologies in higher education.
This ebook collection is for anyone interested in the use of mobile technology for various distance learning applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field, as well as the most recent initiatives in mobile learning research.
Communication is at the very centre of education, so it’s not surprising that educators have rapidly adopted recent developments in ICT to improve the reach and effectiveness of their teaching. In this e-primer, you will discover both the promise of formal online discourse for education, and good practice.
Physclips is a multimedia introduction to mechanics and areas of electricity and magnetism suitable for use by teachers, while students may use the whole package for self instruction or for reference. The level is approximately that of introductory university or advanced high school (For some primary school resources,
This Australian web resource aims to make effective technology-facilitated teaching ideas reusable and sharable. The learning activities in this database have been supplied by teachers who are keen to see them used freely by others.
To be able to engage and achieve in learning, students need to be fully aware of what e-learning is, and is not. The series of eight Learning in the 21st Century videos feature NZ tertiary students and tutors talking about their views and experiences of e-learning.
The aim of this European project is to develop a set of measures for the use of e-portfolios in different contexts in order to strengthen the self-esteem of young learners to avoid the issue of them dropping out of the formal education system. Includes useful introductions to ePortfolios in different settings (schools, higher education, vocational counselling) and a good set of tutorials.
Essays by practitioners and scholars active in the complex, diverse, and rapidly evolving field of distance education blend scholarship and research. This new edition includes four new chapters on current issues such as connectivism and social software innovations.
An independent UK inquiry into the strategic and policy implications for higher education of the experience and expectations of learners in the light of their increasing use of the Web 2.0 or Social Web technologies that enable communication, collaboration, participation and sharing.
Is online education as effective as face-to-face learning at the college level? This US government report analyzed 51 factors that seem to influence learning efficacy and concluded that what appears to make online learning more effective is not what many academics have believed.
This UK resource covers the main drivers, purposes, processes, perspectives and issues around ePortfolios, and showcasing their project activity. It includes 'Effective Practice with e-Portfolios' a guide to current good practice in the use of ePortfolios as a support to learning and as an aid to progression to the next stage of education or to employment.
The Australian Flexible Learning Framework (Framework) is the e-learning strategy for the vocational education and training (VET) sector. Their ePortfolios site includes useful resources, news, events and a blog.
This Australian project researched ePortfolios in education, employment and community. Outputs include a report providing an overview and analysis of the national and international ePortfolio contexts, types of ePortfolios used in Australian higher education, issues relating to ePortfolio implementation, and guidance about future opportunities for ePortfolio development.
UK think-tank Demos argues that while British universities are under threat, technology is providing a means for a moment of rebirth for universities, with online tools and open access offering the means for their survival. Through their institutional capital, universities can use technology to offer more flexible provision and open more equal routes to higher education and learning.
An initiative to help faculty and doctoral students develop effective online teaching practices within the context of Library and Information Science (LIS) education. WISE Pedagogy seeks to provide LIS instructors with resources and information on successful strategies and guide them through the process of developing their own sound pedagogical practices.
An Australian project involving an investigation into students' and teachers' use of new technologies. Outputs include a Handbook of Findings for Practice and Policy, a Toolkit of Resources for Educators, and case studies in which emerging technologies were implemented in learning settings across the three participating universities.
This UK site aims to provide all the information you need when using digital media in your teaching, for example information on uploading images/video to websites like Flickr or YouTube, optimizing large images, creating image archives, basic audio editing, etc
The purpose of this annotated bibliography is to present a detailed summary of literature which will be used to underpin and support an investigation into the ways tertiary academic staff in New Zealand are prepared for eLearning.
This report is part of an ongoing research project that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, or creative expression within higher education around the world. It identifies 'Key Trends', 'Critical Challenges' and 'Technologies to Watch'
Provides an overview of the current generation of MUVEs, a snapshot of educational activities currently in Second Life, a discussion of the major learning theories, consideration of the design of learning activities and an exploration of what techniques might be used to control the development of online resources.
The centre provides discipline based support for learning and teaching in the built environment subject communities of Architecture, Landscape, Urban Planning, Housing and Transport, Construction and Real Estate. Activity/ecouragement areas include: Teaching effectiveness, educational practices, innovative teaching, staff development and discipline based research.
The UK Centre for Legal Education (UKCLE) promotes the development of learning and teaching in legal education at both the academic and vocational stages. Activities include: events, professional development seminars, newsletters and publications, a resource bank, support for research and development in legal education and support for academic networks in law.
The Centre's primary aim is to enhance the student learning experience in ICS environments. It does this by providing subject-based support to both ICS individuals and departments to promote quality learning and teaching by stimulating the sharing of good practice and innovation.
The Centre supports teaching and learning in history, archaeology, and classical studies. The centre promotes high quality learning and teaching by providing subject-based support for sharing innovations and good practices.
This series provides concise information on emerging learning technologies and related practices. Each brief focuses on a single technology or practice and describes: what it is, how it works, where it is going, why it matters to teaching and learning.