<p>In this project, two methods for extending front-office students' understanding of real-world hospitality practice are undertaken. Firstly, the skill, knowledge and dispositional aspects of students who are learning reception duties are expanded by using video to collect the students' formative learning activities and encourage their reflective learning. Secondly, situated-learning alternatives to field trips to hospitality venues, currently unavailable in Christchurch due to the Canterbury earthquakes of 2011, will be found. Both of the above will be framed by contemporary learning theories.</p>
This paper reports on research undertaken based on socio-cultural perspectives and developed within an activity theory (Engestrom, 2001) framework. The ongoing projects involve the collection of workplace-based evidence of skill and knowledge acquisition by bakery apprentices. Mobile phones are used to collect photographic, video, audio and text evidence. This multi-media evidence was initially archived on photo and video storing and sharing websites. The advance of social networking websites afforded opportunities to migrate evidence to social networking sites structured as e-portfolios.
The effect of the earthquake of February 22nd 2011 has required Christchurch educational organisations to cope with the consequences of a natural disaster. The impact of forced change on the organisation, programme design and the accompanying effect on students are investigated in this project. From this study, a set of recommendations/guidelines, based on sustainable strategies, are derived to assist New Zealand educational organisations to be better prepared to be adaptive to changes, including those which arise from unforeseen circumstances.
This project explores the effects of the 2011 Christchurch earthquake on a tertiary learning community. By understanding and describing the decisions and activities of the response, recovery, and rehabilitation stages, vital lessons can be discovered, learned and shared; enabling positive contributions to future disaster prevention, mitigation, and preparedness in New Zealand tertiary education organisations. The project will specifically explore the most appropriate and optimal role(s) for education providers in disaster situations, determine effective ways to minimise disruption to programme delivery and student learning, and provide recommendations for anticipating and managing change following disruption, to ensure continuity of good teaching practice.
This project brings together two aspects of learning technologies, mobile learning and ebooks, which are forecasted to become mainstream within the next two years. Net Tablets (exampled by the ipad and android tablets) will be used to engage students in constructing interactive etextbooks/eworkbooks. Content, in the form of text, audio, photos, sketches/drawings and photos will be either student generated or student annotations of tutor material. The purpose of this project is to evaluate the constructivist learning approach, through participatory action research methods involving students and tutors, leading to guidelines for effective use of interactive etextbooks/eworkbooks on net tablets.
This project investigates scaffolding for supporting the learning of equation solving. It used software to carry out part of the task, while students were able to concentrate on decision making techniques and problem solving strategies.
Dowrick, B., Chan, S., Garing, P., & Gallagher, S.
This project is aimed at enabling trade tutors to improve their teaching delivery and share best practice concepts and ideas with their peers. Many trade tutors are content experts and have great ideas for teaching their students skills and numeracy related to their trade. Sharing of these teaching strategies in the tertiary sector has been poor (Laurillard 2002). This project will explore the use of Interactive White Boards (IWB) as a tool to capture the lesson structure of particularly skilled tutors and repackage it as a refined, coherent teaching resource that may be shared with other tutors to enhance students learning.
This project seeks to prepare guidelines which will form the foundation for further study into how apprentices learn a trade. Both pre-trade learning and workplace learning environments are studied through an analysis of authentic video and voice records of apprentices' trade/craft learning activities. The objective of this project will be to develop guidelines on how to use videos to collect and learn about trades skills and knowledge acquisition. The guidelines may then be used by tutors, learners and researchers to better understand and improve the learning of trade skills, knowledge and attitudes
This project focuses on utilisation, effectiveness and support in tertiary level Independent Learning Centres (ILCs) (Including Self-Access Centres (SACs) and Language Learning Centres (LLCs) throughout New Zealand; facilities and practices for advising learners, exploitation of resources, use of Facilitators/Tutorial Assistants, and the development of support structures. Current issues facing Centres will be investigated and guidelines describing good practice for SACs will be developed.
This project will field test a draft set of posters/electronic learning objects with messages that tutors employ in their courses to underpin core concepts of teaching and learning. It will determine how the posters are perceived by student teachers, and used by their tutors in their courses. Their feedback will be used to produce a final set of posters.