Engineering and Related Technologies
Results for Engineering and Related Technologies
Six New Zealand tertiary institutions are engaged in a collaborative network of practice around learners and mobile devices, examining the ways in mobility, social media and new approaches to learning and teaching are changing the landscape of education. The project will generate a range of practical strategies for students, teachers and leaders to utilise the affordances of mobile devices for pedagogical transformation and empowering learners.
This project will track the success of engineering students who attended a flipped classroom in their first year of study and compare their progress to individuals who undertook an equivalent class in a traditional setting.
In this project we will adapt the successful LEARNZ Geohazard virtual fieldtrip (VFT) from the compulsory education sector to suit university field sciences. General criticisms of virtual learning include lack of community, slow feedback, and less motivated students. LEARNZ VFT’s are aligned with Universal Design for Learning (UDL) principles, to specifically address these criticisms.
This project aims to explore the factors that are associated with apprentices and industry trainees at levels 3 and 4 not completing their qualification.
This project aims to enhance tertiary STEM students’ generic thinking skills through the regular use of puzzles, paradoxes and sophisms (PPS) as a pedagogical strategy.
This highly collaborative project builds on successful work we funded in 2008, ITO Workplace Assessment Structures, led by the Industry Training Federation. The project reviews the principles identified in the earlier study and explores how these principles have been put into practice through a series of case studies at the partnering ITOs.
This project focused on testing a new collaborative approach to mentoring between an employer, Downer NZ, and two ITO's: Connexis and Primary ITO
Knowing Practice is a study of practice-based learning across different occupations. In the trades, practice-based learning is usually called “apprenticeship”. In information technology industries, it’s known as “cadetship”. In the later stages of formal learning in medicine, social work, and teaching, it’s “practicum” or vocational “immersion”.
Our aim is to understand the way in which practice-based learning operates across three different occupational fields: