This project studied the effects on undergraduate students of 3 self-assessment tasks that were part of their coursework. It discusses the results and makes recommendations about the place of self-assessment in tertiary education.
This project aimed to understand the knowledge gaps between the work administrative professionals undertake in their workplace and the requirements of the National Diploma in Business Administration Level 5 (NDBA L5), how these gaps are filled now and how they might be filled in the future.
Brown, Mark; Arnold, Alan; Ronald, Gregor & White, Derek
Selecting a new Learning Management System (LMS) is a strategic decision. The LMS is a
key part of your institutional culture, and shapes not only the student experience but also the
future direction of your institution.
The central question explored is: how do you successfully implement a new LMS within a large
Health informatics is an applied hybrid discipline of health and life sciences, computer
science and business. Teaching this subject to undergraduate students, presents the
challenge of learning without the assistance of internship or work experience that enable
placing the learning in context. We used the university’s learning management software as a
form of social medium to stimulate discussions in preparation for 2 assignments, while
creating an environment in which scaffolding could occur for both students and teachers.
We found that the online discussions were valued by the students and added value to their learning, because they could use their social presence in a format familiar to them, and also use a process of
collaborative knowledge creation about health informatics.
Multi-campus delivery creates important challenges around the issue of equivalence. This
paper describes a number of lessons learnt from the design and delivery of a food
technology programme across three campuses – Auckland, Palmerston North and
Singapore – and the way digital technologies are being implemented to promote an
exceptional and distinctive learning experience for all students. The increasing use of
blended learning has posed many challenges for academic staff and the paper outlines some
of the difficulties involved in multi-campus and multi-mode course delivery. It concludes with 10 recommendations for those planning to utilise new digital technology to deliver equivalent learning experiences irrespective of campus or location.
This research explores the R2D2 model for online learning activities – a cycle of Read,
Reflect, Display and Do. Its application to an English for Academic Study programme,
provided a framework for the development of a constructivist environment which supports
collaborative and active learning experiences in a blended space.
Is there an ‘ideal’ approach to strategic planning for a rapidly changing area such as technology
in education? Are there principles or heuristics that define useful process and help to avoid
pitfalls? Do lessons from the past inform actions in the future? Where does my institution aim
to be with elearning 5 years from now, and is it making the right moves to get there?
This project reviews elearning goals and implementation strategies from different parts of
the world. Researchers from Hong Kong, North America and New Zealand will present
regional perspectives drawn from experience across different organisations.
The focus is on how strategies are developed and implemented, what outcomes are expected or have been achieved, and what principles of good practice can be derived.
This concise paper presents an account of recent experience designing blended-delivery pre-service teacher education in drama and dance. The challenges of space and the role of the teacher in arts pedagogy are examined and reconceptualised in order to develop learning experiences that have greater equivalence across delivery modes. The question of “can we create drama and dance together without ever being in the same room?” is explored.
Online learning and teaching is rapidly increasing worldwide, including in New Zealand’s schools, tertiary organisations and training companies. Extensive professional and organisational development is urgently needed to enable high quality education and training. We have evidence that our courses in best practices in online teaching and learning are impacting schools and tertiary education, including nurse education. This paper highlights aspects of our courses that appear to result in improvements in online and blended learning.
This paper reports on the provision and evaluation of continuing professional development workshops to teach educators how to use Web 2.0 applications and services in their teaching. It describes the design research approach taken to developing the workshops and presents research results that led to re-designing the workshops, which are now delivered as semi-structured, project-based workshops. The paper concludes by discussing whether the project-based approach to teaching the workshops results in higher levels of implementation. Introducing the university promotion process into the workshops is considered as a way of increasing the incentive for participants to put what they have learned into practice.