This research explored the potential of Web 2.0 tools to enhance learner outcomes in trades education. It sought to integrate these tools into the curriculum in order to improve student retention, success, and independence.
This research involved a collaboration project between Product Design students in Ireland and New Zealand, facilitated by Web 2.0 social tools. In particular, it focuses on the use of Twitter as a popular microblogging facility, to permit collaboration across time zones between the students. Other social web tools used in the collaboration were Ning, YouTube, and Vox.
This project examined the ICT skills desired in hospitality graduates. It sought to use this information to inform practice at one New Zealand hospitality training provider, in order that their graduates could develop these skills and have a competitive advantage in their post-study employment prospects.
This project examines shifts to update computing qualifications in light of the changing demands of employers and students. It explores how this process was undertaken by the National Advisory Committee on Computing Qualifications and by tertiary organisations.
This project examined the use of games in the tertiary classroom as a tool intended to enhance learning. This game, the Shades of Grey game, was used in a Management Accounting classroom to assist with the teaching of ethical concepts, and incorporated new web and mobile technologies into the delivery of the learning device.
This paper explores the potential for variation in assessment of industry-based learning. It examines the factors contributing to this variation, and looks to find ways in which it could be alleviated, to allow more consistent and fair assessment approaches.
This project is concerned with access to tertiary study through the provision of academic skills courses. It evaluates two academic skills courses at one New Zealand tertiary organisation to see how they attempt to prepare students to pursue their chosen subsequent course of study.
This research examines the impact of smartphones and mobile web 2.0 on teaching and learning in higher education. In particular, it looks at the ways in which these technological affordances might facilitate social constructivist learning environments in a variety of learning contexts.