Results for Supporting Learners
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 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 focuses on testing a new collaborative approach to mentoring between an employer, Downer NZ, andtwo ITO's: Connexis and Primary ITO
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.
Evaluating the effectiveness of support interventions for dyslexic learners in multiple learning environments
This project explores what interventions work best to assist adults with dyslexia in multiple environments including the home, classroom, and workplace.
This collaborative project is designed to develop ways of better supporting Māori PhD students through success in their studies to effective commencement of their careers.
This project identified 10 effective strategies that teachers can use within a blended learning environment to enhance learner engagement and achievement.
The aim of this project is to develop and implement a framework for feedback as a process in which learners are involved, for use in clinical settings in a frequent, informal and efficient way.
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: