This research project led by Otago Polytechnic’s Caroline McCaw, introduces 4 strategies for incorporating Te Ao Māori and Māori design principles into the teaching programmes of tertiary design educators.
This report identifies effective methods for teaching large classes supported by limited hours of small group, face-to-face teaching. The report and adaptive good practice template will be of interest teachers of large classes.
The overarching theme from this participatory action research project is the need to enable students and staff to utilise technology for learning. The research informed the development of guidelines to assist vocational education institutions to introduce net tablets into trades-based learning spaces.
This handbook and accompanying videos help busy academic staff to incorporate work-integrated learning in a way that promotes social transformation through the development of graduates as engaged and active citizens.
This research analysed the use of social media in polytechnic courses. The results informed the development of a wiki which will assist educational organisations interested in developing open education practices using popular social media.
The full report from a pilot study carried out between 2008 and 2010 by Veronica O’Toole, Alison Ogier-Price and Andrew Hucks into the emotions experienced by tertiary educators in their teaching contexts.
This report presents a range of practices currently being utilised to support learners in Independent Learning Centres (ILCs) across New Zealand. It focuses largely on centres that support ESOL learners.