Session Details
Keynote
Building educational capability in networks of professional learning: Standards, recognition, accreditation
Dr Stanley Frielick, Director, Ako Aotearoa
The debate around qualifications and professional standards for tertiary teaching in NZ is ongoing since the late 1990s. The recent Productivity Commission inquiry into new models of tertiary education had a firm recommendation on the issue:
14.7 Providers should develop and adopt frameworks of standards for tertiary teaching, suitable for New Zealand’s tertiary education system, for assessing and rewarding the capability and performance of tertiary teachers.
This was backed up by the Government response announced last month - We will support Ako Aotearoa and providers as they work to develop their own standards to assess and reward teachers’ capability, including by clarifying government’s role in this area. We know having clear standards is an issue of interest to many TEOs and to Ako Aotearoa, and that there is work already underway across the sector.
A clear articulation of professional standards will promote quality and educational capability across the sector. There are challenges though in resources, scale, and overcoming the inertia in the system (a key finding of the Productivity Commission).
This presentation discusses ways in which Ako Aotearoa will address these challenges—through developing networks of professional learning that build educational capability for learner success.
Bio
Stanley is Director of Ako Aotearoa (NZ Centre for Tertiary Teaching Excellence). Prior to taking up this role in late 2016 he worked at AUT as Director of Learning and Teaching and Associate Dean in the Faculty of Health and Environmental Sciences. Previous experience in NZ includes Director of e-Learning at NorthTec and lecturing at the University of Auckland.
He is a Principal Fellow of the UK Higher Academy (HEA) and recently trained as on of the first group of NZ/Australia HEA Accreditors. As a member of the HEA Australasia Strategic Advisory Board he is helping to lead the development of professional standards for tertiary teaching in NZ.
LinkedIn: linkedin.com/in/stanley-frielick- 2a18684
Twitter: @sfrielick
The mission of Ako Aotearoa is to ensure the best possible outcomes for all students in NZ tertiary institutions. We support this aim by working with teachers and institutions to improve learning and teaching practices, through project co-funding, a wide range of professional learning and development workshops, and focusing on the importance of the student voice in tertiary curriculum, policy and governance processes.
Presentations
Academic integrity and referencing: Whose job is it anyway?
Jennifer Campion & Dawn Marsh
(Recording unavailable)
The use of originality checking software, such as Turnitin (iParadigms, 2010), has afforded academic institutions opportunities to more consistently identify instances of plagiarism, so as to ensure students acquire the ethical and scholarly practices expected of graduates and professionals. This session details a collaborative intervention by Student Learning and Subject Librarians to support a cohort of students who lacked sufficient experience to summarise and paraphrase effectively and reference accurately.
Significant issues that surfaced were that students could not recall having been taught the academic literacies they were expected to demonstrate and there were barriers to accessing discipline-specific support resources from the first year. Learning advisors and subject librarians gained insights into the impact of siloed teaching practices on their work with students which led to an ongoing commitment to co-creating new and more accessible writing resources to prevent the recurrence of these issues.
This presentation will outline the process, challenges and future directions of this partnership in action
Bios
Jennifer is a law subject librarian a the University of Waikato Library. She is involved in the teaching of an online component of the first year Legal method paper.
Dawn Marsh is a doctoral candidate in Te Kura Toi Tangata Faculty of Education at the University of Waikato, where she is also a senior tutor/ learning advisor in Student Learning, Centre for Tertiary Teaching & Learning.
Academic reading as an online social experience: Getting students to read!
Dr Noeline Wright
A persistent issue in tertiary contexts is the extent to which students engage with reading academic texts. During an initial teacher education programme for those wishing to enter into secondary teaching, I created an online shared reading task. The process for setting it up is explained, as well as the underpinnings for structuring it. Student feedback about the value of this task is outlined, using students’ own voices to do so, as a precursor to suggesting potential uses in other contexts.
Bio
I am a teacher educator and educational researcher. My research and teaching interests centre on digital technologies for learning purposes, secondary schools as modern learning environments, pedagogy
Adding to the toolkit: Using video to enhance coaching and mentoring practice
Jenny Ferrier-Kerr
For this initiative we sought funding for technical expertise and equipment to develop a video teaching resource to support teaching and learning in two postgraduate coaching and mentoring papers that are taught using a blended format. A key feature of both these papers are the opportunities created for students to employ a theory to practice approach to develop their understanding and practice of coaching/mentoring (c/m) for their educational leadership work. Students' ability to engage in purposeful coaching conversations and to master the art of questioning is critical to the robust development of their c/m practice hence in each paper we frequently use video examples to support students’ learning in respect of these elements, specifically for the analysis and improvement of their c/m practice. Being able to employ a resource that has been specifically aligned with c/m in the NZ context and that pays greater attention to cultural diversity than our current material does, will enhance and enrich students' learning experiences.
Bio
Jenny is a Senior Lecturer in Te Whiringa School of Educational Leadership and Policy, Faculty of Education at the University of Waikato. She teaches in undergraduate and educational leadership programmes (specifically coaching and mentoring). Jenny is a member of the editorial boards for the International Journal of Evidence Based Coaching and Mentoring, and the SAGE Handbook of Coaching. In 2015 and 2017 she was a convener of the Transforming Together Coaching and Mentoring Conference at the University of Waikato. Since 2012 she has been the facilitator of an inter-university partnership with the University of Central Oklahoma and initiated a number of teaching and research collaborations.
Recent publications on the topics of developing professional relationships in the teaching practicum; preparing to move into the teaching profession; teachers’ experiences of professional change; and teachers’ professional development illustrate Jenny’s commitment to teacher education and the teaching profession. Other publications include relational connectedness in an inter-university partnership, and navigating transition and change through mentoring. She recently completed a small project with eight practicing teachers’ about the influence of professional change on their practice. This resulted in the publication of their work in the special edition of a professional journal co-edited by Jenny. Her current research includes her PhD on the topic of tertiary educators’ experiences of being mentored for teaching pedagogy, and a project in which she and her colleagues have explored the influence of a collaborative school cluster on student learning and teacher’s professional practice.
A Learning Technology Ecosystem – a View from the University of British Columbia
Derek White
The University of British Columbia uses the metaphor of ecosystem to encapsulate the relationship between learning technologies and the people who support and use these technologies. An ecosystem is self-organizing, dynamic, constantly changing and evolving. This presentation will provide an overview of UBC’s approach to managing the Learning Technology Ecosystem in support of teaching and learning. The presentation will include a description of the core technologies; how innovation is supported; processes employed to integrate new learning tools (including evaluating pedagogic value and student privacy); support structures; the framework for decision making around ecosystem management and development; and a view of current projects and collaborations.
Bio
Derek White is the Senior Manager, Learning Applications, Integrations and Analytics, Centre for Teaching, Learning and Technology at University of British Columbia, Vancouver, Canada. He was formerly team leader of the Waikato Centre for eLearning (2007-2011) at the University of Waikato. He is currently resident here on the Hamilton campus, working at distance for UBC.
An Open Question: Beyond a resource and technology based understanding of Open Educational Practices
Leo Havemann & Dawn Marsh
It has been argued that both Open Educational Resources (OER) and Open Educational Practices (OEP) have the potential to enhance teaching and learning quality, and widen access to education (Andrade et al., 2011). However, although the ‘open’ in OER is now closely associated with the technology-enabled distribution of content, primarily through open licensing, the precise ‘openness’ of OEP is more elusive. While inclusive of opening content, OEP embraces a wider range of activities, including sharing practices, engaging in innovative and collaborative pedagogies, and working ‘in the open’ (Cronin, 2017; Havemann, 2016; Masterman, 2016; Nascimbeni & Burgos, 2016). In this workshop we invite participants to engage with the definition of the term ‘open’ holistically by participating in a group-based mapping exercise that involves locating exemplars of educational activity on an openness continuum, across multiple dimensions. This is intended to inform the construction of a framework of openness in learning, teaching and research.
Bio
Leo Havemann is a Learning Technologist at Birkbeck, University of London, where he provides pedagogic and technical support for technology-enhanced learning (TEL). He has recently accepted an Economic and Social Research Council postgraduate scholarship to complete his doctorate at the Open University’s Institute for Educational Technology on the meaning of Open Educational Practices (OEP) to participants engaged in communities of open practice (CoOPs) in higher education.
Dawn Marsh is a doctoral candidate in Te Kura Toi Tangata Faculty of Education at the University of Waikato, where she is also a senior tutor/ learning advisor in Student Learning, Centre for Tertiary Teaching & Learning.
Automated yet interactive: a new approach to teaching critical thinking online
Stephanie Gibbons & Justine Kingsbury
We have recently started offering an online version of PHIL103 (Critical Reasoning) in the T semester. The size of the class, the NET-only format and the condensed timeframe all pose challenges to effective teaching. Here we discuss a new version of the paper which uses automated yet interactive features available through Moodle to maintain student engagement and facilitate the learning of critical thinking skills. Lecture material is delivered in the ‘Lesson’ format. Students are asked questions about the material as they move through the slides, with feedback for incorrect answers and the opportunity to review certain material. We have used the ‘interactive with multiple tries’ option in the quiz format to set up gradated exercises, where incorrect answers are given feedback and the student may try again. This careful scaffolding builds up a skill-set that enables the student to complete the final more complex tasks independently.
Bio
Stephanie is a teaching fellow in Philosophy, and teaches logic and other introductory philosophy.
Justine is a senior lecturer in Philosophy, and teaches critical thinking, philosophy of science, philosophy of mind and aesthetics.
Collaborative Learning Online
Samuel Beyer
National Library Services to Schools runs a range of online courses to strengthen the knowledge and skills of school library staff and teachers about school libraries, reading engagement, digital literacy and inquiry-based learning.
Explore our approach to developing and delivering these online courses, which focuses on:
- Ensuring quality standards, instructional design, and values are applied
- A collaborative, iterative development process
- Offering facilitated online learning experiences
- Employing constructivist learning, active participation, collaborative problem solving, and reflective practice for all course participants
We will share our experiences and discuss how our approach can be applicable to your online learning context.
Bio
Samuel Beyer is Senior Specialist Online Learning at the National Library of New Zealand
Critical success factors when implementing open source software in a New Zealand High School
Malcolm Roberts
The main critical success factors for the implementation of open source software in a New Zealand High School - Malcolm Roberts
Current literature suggests that there is a gap between the learning styles of the students in high schools and the pedagogy being used currently in High Schools. This case study research examines a new school that has recently been developed to close the gap by changing the pedagogy, building architecture and the use open source ICTs to support the learning process. The research methodology used was initially using case study methodology which morphed into ground theory methodology. The main research question is “What are the critical success factors for the implementation of a 21st Century Senior High School in New Zealand which utilises open source software for learning and teaching?” The critical success factors for the implementation of a 21st Century Senior High School in New Zealand which utilises open source software will be examined. Some brief highlights from the PhD thesis case study will be discussed including teachers model, pedagogy used and the integration of software into teaching practice.
Bio
Malcolm is the programme coordinator for the Graduate Diploma of Information Technology in Education at Wintec. He is interested in researching the improvement in the implementation of ICT into all levels of education particularly the use of open source software.
CYBER-CHEATING: paper mills, custom writing houses and designing Assessment to prevent their use
Stephen Bright
With the advent of the Internet the possibilities for students being able to access 'ready-to-submit' materials has gone far beyond the basics of Google search and using 'cut and paste'. This presentation will provide an overview of some examples of this new academic 'industry' and also discuss student education and assessment design which can effectively eliminate the possibility of students using these options.
Bio
Stephen Bright is an elearning designer in Te Puna Ako ~ Centre for Tertiary Teaching and Learning at the University of Waikato. He has a particular interest in eportfolios and their effective use in tertiary education.
Developing laboratory sessions for the 100-level Concepts in Physics paper
Marcus Wilson
We present our work this year on developing laboratory classes for the new Concepts in Physics paper. We are following an established approach that is proven to work - the Integrated Science Learning Environment (ISLE). Students design and run their own experiments (with guidance) to observe and probe physical phenomena, including developing and testing their own hypotheses. This mirrors what real scientists actually do in practice where real problems do not come neatly packaged with lists of instructions. We have drawn heavily from existing freely available sources developed at Rutgers University but have modified them to be suitable in the Waikato context - in particular constructing exciting but instructive tasks for students who have not studied physics before. This work has been funded by a Teaching Development Grant 2017.
Bio
Marcus Wilson is in the School of Engineering at the University of Waikato and teaches across physics and engineering. He has a particular interest in ensuring teaching practices in physics are informed by research.
Development of a database of text sources in diverse disciplines
Lucy Campbell & Maria Tarau
This presentation overviews the ideas behind the collection of texts, the process of organising and creating Moodle sites for colleagues here and in China, and will touch on some feedback surrounding how helpful the resources have so far proved to be for colleagues in Shanghai.
Bio
Lucy Campbell is a Senior Tutor in The Centre for Tertiary Teaching & Learning where she contributes to the design and development of face-to-face and on-line instructional materials, resources and pedagogical approaches to In-sessional English language development. Her interests include writing, academic literacy and curriculum design for Non-English Speaking background students in tertiary education.
Maria Tarau is a Romanian-born academic with a passion for languages and seven years of experience in various areas of language acquisition and teaching. She has recently obtained her MA in Applied Linguistics at the University of Waikato, where she has worked both in the university's language centre as an ESL/IELTS teacher and in the Applied Linguistics department as a tutor and research assistant. She is currently completing her PhD at the University of Auckland, Faculty of Education and Social Work. Her thesis explores the complexities of identity in national language policy and planning for minorities in Romania.
E hara taku toa i te toa takitahi engari he hoa takitini
My success is not that of the individual, but that of the many
Anne-Louise Robertson
As educators we have a significant impact on young people’s lives everyday and that means making decisions over the long term. This is not usually done in isolation but as a team. But how does your team work together to support each other and your students? We know that making connections and building relationships with colleagues and students raises achievement.This short presentation explores some of the key ingredients that makes those connections successful.
Bio
Anne works with digital technology leaders, teachers and principals within New Zealand schools supporting them with a range of issues related to digital technology and decision-making. She enables teachers to make strategic decisions about utilising technology to work collaboratively and place students at the centre of their learning and which is responsive to the needs and culture of the school community.
Anne has 29 years experience as a teacher and leader in secondary schools in the UK and New Zealand. She developed future-focussed, blended learning programmes for languages which enabled learners to create their own pathways for learning. Anne led a team which developed a professional learning programme to shift thinking and support teachers as they coped with the changes that digital technologies and future focused, learner centred curricula have brought to teaching and learning practice.
Ethical and cultural considerations in action research: Assessing the use of ePortfolios in work-integrated learning
Kyle Smith & Dilani Gedera
Traditional pen-and-paper portfolio assessments were replaced with ePortfolios in the work-integrated learning context of a graduate-level clinical psychology practicum course at a university in New Zealand. An action research project was initiated in order to assess the approach, development, implementation, methods, and outcomes of the ePortfolio initiative. The main objective of the action research project was to examine students’ experiences of using ePortfolios to assess whether ePortfolios enhanced teaching and student learning. The qualitative data collection methods used in this study included a survey, interviews, and document analysis, which were analysed using NVivo using a thematic analysis approach. The use of this approach in research engenders ethical and cultural considerations. This presentation will highlight the efforts taken to mitigate these risks and provide evidence that, in spite of these potential challenges, the potential benefits of this action research outweighed the potential risks.
Bio
Kyle J. H. Smith is a Clinical Psychologist and Senior Clinical Tutor at the University of Waikato, where she teaches, conducts research, and has a small private practice. Specialising in the assessment and treatment of anxiety, her areas of focus include perinatal mental health, cognitive-behavioural therapy, and supervision.
Dilani Gedera (PhD) is an eLearning Designer at the University of Waikato. She provides eLearning support and training on all aspects of teaching and learning for staff. She has a PhD in eLearning from the University of Waikato, and has worked as a lecturer in New Zealand, Sri-Lanka and Malaysia for 14 years. Her research focuses on educational technologies and the ways they can enhance learner engagement in blended and fully online learning environments.
Getting started with online learning: A collection of resources for students
Dianne Forbes / Katherine Brown
With increasing opportunities and encouragement to study online, or to blend online and on campus classes, there is a need to articulate the expectations and to guide students explicitly. We cannot simply expect that students will know how to learn online, or that new initiatives like flipped and blended learning will come naturally to students who may have been socialized to learn in traditional classrooms. This presentation demonstrates a blog/vodcast series (in draft form) designed to guide students faced with online learning for the first time. Topics include: time and self management; what to do in the first days/weeks of semester; how to use library resources; and effective online communication. Feedback is sought on common difficulties faced by students, to add to and enhance the collection of resources.
Bio
Dr Dianne Forbes is a Senior Lecturer in Te Hononga School of Curriculum and Pedagogy in Te Kura Toi Tangata Faculty of Education (Waikato), and a long-term enthusiast of online and innovative pedagogies and student perspectives.
Katherine Brown is an eLearning coordinator at the Centre for Tertiary Teaching and Learning (Waikato) with experience in developing web-based self-access products designed to help students to learn.
Getting students to engage with readings
Dan Weijers
Ever wondered how many of your students attempt or complete their readings? Ever worried that when students do attempt the readings that they fail to remember or even understand the important points? If we are to implement a flipped approach to our teaching, then we need our students to be able to read complex texts independently. I will discuss a strategy that I use in my philosophy classes to train students into becoming independent readers, and encourage them to complete all of the reading set for the class.
Bio
Dan is a lecturer in the philosophy programme with over 10 years of tertiary teaching experience. His research focuses on happiness and applied ethics, and uses a variety of methodological approaches. Dan is the Faculty of Arts and Social Sciences 2017 Teaching Excellence Award winner.
MOOC development with FutureLearn
Dave Nichols & Ian Witten
(No recording available)
Following a brief summary of the 4-year history of MOOCs at the University of Waikato, we discuss our experiences in migrating the content of three existing online courses in data mining to FutureLearn. We briefly survey the FutureLearn teaching philosophy and course platform, which structures courses into “weeks”, and describe the components that make up each week: videos, articles, quizzes, discussions, and tests. We discuss what running (“facilitating”) a course involves, what it’s like to interact with FutureLearn as an organization, and end by summarising some lessons learned.
Bio
David Nichols is a senior lecturer in the Department of Computer Science, with interests in user experience and human-information interaction.
Ian Witten is a Professor of Computer Science at Waikato and a long-term sceptic of educational technology.
Online digital video resources for laboratory tasks
Martina Pietsch Brown
The project is a collaboration between 3 tutors from the School of Science, covering the subjects of chemistry, biology and environmental science. As tutors we are all involved in teaching first year papers where the students learn practical skills as well as theory which means that students have to attend labs as well as lectures. To perform the experiments in the labs successfully the students need to be familiar with certain essential techniques that will be required across the disciplines and throughout their studies.
Our video project aims to teach these techniques through short educational video clips that can be accessed before lab time, during the experiment and again later for revision. The production of the videos involved revision of existing videos, consultation with students, identifying key features of each technique, filming, editing (by a media specialist) and more revision.
Bio
Senior Tutor in Chemistry, School of Science at the University of Waikato since 2014, before that I was a Teaching Assistant at University of Victoria , Victoria, British Columbia, Canada.
Online safety: Privacy Games
Sean Goltz
(No recording available)
This session highlights the need for young people to be aware of, and engaged with, their legal rights and obligations, and presents “Privacy Games” (www.privacygame.com), an online game that uses intuitive, image based online scenarios to teach adolescents about privacy and online safety.
Bio
Dr. Sean Goltz is a lecturer at Te Piringa – Faculty of Law, University of Waikato. Sean wrote his PhD dissertation on the regulation of virtual and intangible harm and his conclusion is that the most efficient regulatory instrument, when it comes to preventing virtual harms to children, is education.
Preparing students for their internships as part of work-integrated learning
Elaine Khoo, Alvin Yeo, Arezou Zalipour, Dilani Gedera
Our presentation highlights the findings from a developmental evaluation of a new professional masters programme. As the programme is newly established, the programme developers are keen to evaluate the extent the courses offered have been effective in preparing students for the internship experience and developing the necessary technical and non-technical core competencies to be successful in the workplace environment. The project has 2 phases:
- Phase 1 scoped student’s views on their coursework and preparation for the internship,
- Phase 2 is a response to the key findings from phase 1 which resulted in the development and evaluation of a course designed to equip students with key non-technical competencies to be work-ready.
We provide an overview of the findings from the two phases and highlight lessons learned in terms of programme/ course refinement to enhance student learning outcomes and promote more successful internship experiences, and, the value of cross-faculty collaboration in researching the process. The findings can inform other institutions, practitioners and students on important strategies to ensure a more robust internship preparation and experience.
Bio
Elaine is senior research fellow at WMIER, Faculty of Education with interests in ICTs and digital pedagogies, online learning communities, participatory learning cultures and collaborative research contexts.
Alvin is the industry-student liaison and internship coordinator of the Auckland ICT Graduate School at the Faculty of Computing and Mathematical Sciences, University of Waikato. His research interests include Work Integrated Learning, interdisciplinary Research and ICT for development.
Dilani Gedera (PhD) is an eLearning Designer and teaching developer with a research background in educational technologies and the ways they can enhance learner engagement in blended and fully online learning environments. Dilani has been involved in curriculum design projects where she was actively engaged in developing face-to-face and online courses at graduate and postgraduate levels. Dilani has worked with a variety of digital tools and media in making interactive video-based modules for both tertiary teachers and students. Her research interests include: learning design, instructional design, flipped teaching, ePortfolios, Activity Theory, and Technological Pedagogical Content Knowledge (TPACK).
Arezou Zalipour (PhD) has a strong research and teaching background in Screen and Media Studies, Audience Reception Studies, and video production and transmedia. In her current role at the Centre for Tertiary Teaching and Learning, she actively incorporates her theoretical understanding and practical experience of screen and media into the design of tertiary teaching and learning development across her work and research.
Seeing is believing! Sharing screens and remoting in during research consults
Anne Ferrier-Watson
This session shows how we use Zoom video conferencing to assist staff and students with their research queries. Whether someone is in T block or Thailand, sharing screens helps us easily respond to queries. Sharing screens facilitates learning both for both parties. Recipients can allow us to remotely control their mouse and keyboard, which lets us demonstrate a tool or sort out an issue so that users can get on with their work. It’s as fast as a phone call, and much more effective! Hear staff and student feedback about how Zoom has helped them.
Bio
Anne Ferrier-Watson is a subject librarian at the University of Waikato
Using management students as markers in engineering project papers
Jonathan Scott & Elaine Khoo
This presentation reports on the value of a new assessment strategy in a final year project-based engineering paper. This assessment strategy is aimed to enhance students learning more efficient and effective self-management skills as part of developing and completing their individual project-based work in the paper. The strategy requires students to regularly report their project’s progress and receive feedback from a manager/tutor (with Management background). As the manager does not have any detailed technical understanding, students need to communicate their technical concepts akin to how they would do so when working on real-life work projects involving interactions with potential clients from diverse backgrounds. The study makes more explicit the ways project-based work can be supported by enhancing students’ non-technical skills alongside their technical project work. The findings will be useful to inform further refinements to the teaching, learning and assessment in the paper to enhance students’ developing technical and non-technical skills useful in navigating their professional careers.
Bio
Jonathan Scott is Professor of Electronics in the School of Engineering. He has spent 10 years desperately trying to teach a notoriously-hard and inscrutable subject to students arriving with widely-varying degrees of preparation.
Elaine Khoo is senior research fellow at WMIER, Faculty of Education with interests in ICTs and digital pedagogies, online learning communities, participatory learning cultures and collaborative research contexts.
Yes We Khan: Adapting Khan Academy's Pedagogy for Online Papers
Ruth Walker
Khan Academy teaches maths using playlists of videos and exercises. The videos are short, explaining one concept at a time, use a black background and voice-over to minimise distraction, and an informal, personal style that avoids being a ‘presentation’ or lecture. I have adopted this style to create most of the content for my T semester NET ethics paper using an iPad Pro and Doodlecast Pro. Students generally prefer not to read. In short papers it is an inefficient method for teaching core concepts. Instead, five playlists provide the same material. Readings are used only for specific assessment tasks. I will demonstrate how the new approach works and discuss advantages and disadvantages for lecturers and students. The video content is also integral to a new form of flexibility I’m trialling: the provision of a fast-track for students who wish to complete the paper early.
Bio
I am a senior lecturer in Philosophy and have taught a second year ethics paper fully online since 1999.
Workshops
Linking theory and practice for effective student-centred teaching
Cath Fraser & Ruth Boal
Ako Aotearoa Workshop
This interactive and skills-based workshop will assist practitioners in linking teaching and learning theory to their practice. The workshop outlines some of the key principles and theories about adult learning to add to and expand your understanding and practice. We also look at how these ideas can be applied with examples and case studies – and by sharing your own favourite activities. This workshop is based on a resource, Goalposts, that participants will receive and review in the workshop, and immediately be able to utilise. In addition, we will showcase a new sister resource, ePosts, still in review, but designed to assist staff new to technology to incorporate eLearning in their own classrooms. Both resources are intended for use as staff professional development or during induction of new tertiary teaching staff.
Bios
Ruth Boal is Academic Advisor: Technology Enabled and Enhanced Learning at Toi Ohomai Institute of Technology in the Bay of Plenty. She has been working in the tertiary education sector for almost 20 years, both in Scotland and New Zealand, in a range of teaching, management and professional development roles.
Cath Fraser is a Research Leader at Toi Ohomai, and part time educational consultant. Cath is a keen advocate of the 21st Century educational concepts of active learning and student-centred delivery, and enjoys working with staff to extend their repertoire of activities and approaches to address a range of learning styles, needs and preferences.
Creating Interactive Video Content for your Teaching
Dilani Gedera & Arezou Zalipour
This workshop will focus on contemporary methods of creating interactive video content for teaching and related purposes. Whilst the usefulness of video as an eLearning format is well established, the complex process of making audio-visual materials can often be a barrier to its use for tertiary teachers. In this workshop we showcase the range of tools which can be used for producing video content quickly and easily. We will also look at the ways some video-making tools can be pedagogically utilised in assessment and feedback. This is a hands-on workshop where participants will create their own videos using some of the video-making tools we discuss.
Bio
Dilani Gedera (PhD) is an eLearning Designer and teaching developer with a research background in educational technologies and the ways they can enhance learner engagement in blended and fully online learning environments. Dilani has been involved in curriculum design projects where she was actively engaged in developing face-to-face and online courses at graduate and postgraduate levels. Dilani has worked with a variety of digital tools and media in making interactive video-based modules for both tertiary teachers and students. Her research interests include: learning design, instructional design, flipped teaching, ePortfolios, Activity Theory, and Technological Pedagogical Content Knowledge (TPACK).
Arezou Zalipour (PhD) has a strong research and teaching background in Screen and Media Studies, Audience Reception Studies, and video production and transmedia. In her current role at the Centre for Tertiary Teaching and Learning, she actively incorporates her theoretical understanding and practical experience of screen and media into the design of tertiary teaching and learning development across her work and research.
Culturally appropriate temporal and physical spaces for learning
Tania Oxenham (Wintec)
As a senior academic learning advisor, my position allows me to teach in varying spaces and places. This includes embedding in targeted classrooms, being lead tutor on a module or course, Zoom, Email ... the list goes on. I would like to lead a discussion /do a hands on activity looking at the various physical and temporal spaces people are using during their teaching that 'stand out' as culturally engaging and responsive. This discussion will centre around six key questions: 1) name and describe the space 2) describe it's cultural usefulness 3) describe it's limitations 4) provide 1-2 examples of teaching in this space 5) provide evidence supporting it's cultural responsiveness [this can either be a reference list or articles] and 6) reflect on how this as impacted on your own teaching practice. Some of you may target the same space (e.g. marae) so collaborating is essential. I will kick this off by providing an example then we will spread out those ideas across the desks for sharing, joining, participating in. By joining this discussion / activity, you agree to making our discussions and supplementary information available for sharing with ATLAANZ members and possibly for publishing. Look forward to seeing you here.
Bio
I am a SASM (Senior Academic Staff Member) working in the Māori & Pasifika Student Support Centre - Te Kete Kōnae - at Wintec. I work with students from Introduction (L2) through to Post-graduate levels. I am an advocate for blended learning practices and spaces.
Digital Tools for Student Voice
Leigh Hynes and Jan-Marie Kellow
This workshop will give you experience with some digital tools to allow student voice to be heard. You will increase your capability in using these tools for a number of pedagogically sound practices, like establishing relationships, formative assessment, promoting student agency and personalising learning.
NOTE: Participants in this workshop should bring their own digital devices - laptops, Chromebooks, tablets, iPads and/or phones.
Bio
Leigh Hynes and Jan Marie Kellow are both Digital Fluency Facilitators working for the IPL, University of Waikato, in our schools. They use and demonstrate a variety of digital tools for purposeful support and enhancement of learning. They make use of their respective secondary and primary school backgrounds and promote use of digital technologies in tertiary contexts.
Interactive video with Enhanced Video Annotation
Kerry Leaf (ETV)
World leading e-learning technology comes to eTV. EVA, our Enhanced Video Annotation service, is ready to help teachers and students turn any video into an interactive video.
With 17 different types of interactions, EVA makes videos come alive with added content such as labels, text, tables, links and images. Enrich any eTV video with response-enabled tools including single, multiple and cloze text questions, drag and drop, true/false and hotspots. Even better, is that all questioning results in analytics and reporting options on each EVA. Join us today to find out how to further engage your students and enhance teaching and learning!
Bio
Kerry Leaf, eTV Manager Learning Resources, has been with eTV since 2014 after teaching a range of levels at a Mayfield Primary School in Otara. She graduated with a Bachelor of Education (Teaching) in 2011 and holds a Postgraduate Diploma in Education with distinction in Early Career Teaching. Her journey through education led her to eTV through her passion for Education and life-long learning, as well as for the growing use of information technology to enhance and provide relevant and authentic learning experiences for the Rangatahi o Aotearoa.
Panels
Building skills for the future - A Work Integrated Learning panel
Facilitator - Tracy Bowell
Panelists - Dr Karsten Zegwaard, Gina Robertson, Dr Stephen Bowden & Dr Alvin Yeo
A recent development in tertiary education is the inclusion of Work-Integrated Learning (WIL) as one of the core components of the tertiary education learning experience. WIL is increasingly seen as an important part of developing work-ready graduates. WIL experiences range from work placements (internships, practicums, etc), community projects, through to industry-focused projects or competitions conducted on campus. How can we incorporate WIL in various aspects of teaching and learning throughout the curriculum? How do we connect learners to life after university and at the same time connect industry, business and the community into learning? The panel discussion will examine the opportunities for tertiary learners and teachers, including examples of current practice and share ideas of what future practices may look like.
Bios
Karsten Zegwaard
Karsten is the director of the Cooperative Education Unit that facilitates the work placement programme for Science and Engineering and last year placed 350 students in relevant work placements. Karsten is also the Editor-in-Chief of the Asia-Pacific Journal of Cooperative Education (to be renamed in 2018 to the International Journal of Work-Integrated Learning), deputy chair of the NZ Association for Cooperative Education, vice-chair (Oceania) of the World Association for Cooperative Education (WACE) International Research Committee, and board member of the WACE.
Alvin Yeo
Alvin is the industry-student liaison and internship coordinator of the Auckland ICT Graduate School at the Faculty of Computing and Mathematical Sciences, University of Waikato. His research interests include Work Integrated Learning, interdisciplinary Research and ICT for development.
Gina Robertson
Gina is a highly experienced and dynamic career and business relationship manager, with an extensive background working for leading organisations and a demonstrated ability to deliver high quality, cost-effective career services and programmes. Skilled at enhancing the learning and training experience, with a proven ability to convert relationships into enrolments, while ensuring a focus on career engagement.
As a Career Manager, I have been instrumental in supporting the University of Waikato Strategy 2018-2020 which highlights our commitment to ‘Prepare graduates for careers and leadership in a global marketplace’. This aligns with the increasing emphasis on transferable skills and employability for graduates.
The work of Career Development Services complements and supports Faculty initiatives to provide students with opportunities that help prepare them for the job market and create links with employers and industry.
Stephen Bowden
Stephen is the Academic Director of Work-Integrated Learning for the Waikato Management School. That role involves overseeing our internship program that has around 400 students involved annually as well as driving a strategy to enhance our WIL offering. Prior to taking up this role in 2017 Stephen taught, researched and consulted in business strategy for many years, working extensively with a wide array of leading organisations. A huge part of Stephen’s teaching role has centred around team-based assignments on real-time company issues often utilising judging panels made up of managers from the business world.
Connecting students to learning - A student Engagement panel
Facilitator - Marcia Johnson
Panelists - Joe Ulatowski, Dassia Watkins, Dan Weijers, Mike Duke
This interactive panel will discuss the nature of student engagement and detail some interventions that the panellists have tried. Audience participation is welcomed as we explore whether disengagement is a modern malaise or a perennial problem.
Bios and descriptions
Joe Ulatowski
According to PayScale's Workforce-Skills Preparedness Report, 44% of managers believed new university graduates were most lacking in writing proficiency. Academic disciplines provide students with the opportunity to improve their writing skills by exercising the student's ability to address complex abstract thoughts in a clear, comprehensive, and compelling essay. Ecree offers a smart automated assessment platform that both increases student engagement with their writing and improves their final essay submission through systematic and instructive comments on drafts of their work. Joe will share his experience with using Ecree in a 200-level Philosophy paper and how using the assessment tool may help close the gap between the skills that recent graduates have and the expectations of their future employers.
Joe is Lecturer in the Philosophy Programme and Director of the Experimental Philosophy Research Group at the University of Waikato. His areas of research interest in the scholarship of teaching and learning include metacognition and scaffolded learning. Joe has published in these areas and is currently finishing a co-authored monograph tentatively entitled The Socratic Classroom.
Dassia Watkins
Kia Ora Koutou, Ko toku ingoa Dassia Watkins. I have spent 14 years preparing school leavers, adult students, and international students, for tertiary study. In this time, a central development in education has been the impact of technological change on learners and learning. Do we, as educators, “engage with the way learners engage” with their personal technology or do we ban mobile phones from class because they are a distraction? In teaching tertiary skills to learners, I have found the use of mobile phones as a tool for teaching (particularly revision) very exciting and engaging for learners. I know this from their own feedback and requests for more of this type of learning. In my quick segment, you will experience participation in a fun Kahoot quiz and I will briefly show you how to write your own quiz questions. So, please bring your smart phone! See you there.
Dan Weijers
I will briefly discuss what I take to be some potential causes and solutions to student disengagement at the University of Waikato. As educators responsible to our students, our employers, and taxpayers, we are facing pressures from multiple directions. We face pressure to increase pass rates and flexible learning options, while ensuring students achieve learning outcomes and become work-ready. Perhaps due to having too many options and no conscious priorities, combined with an ever increasing array of distractions, students are not making time to take study seriously. And, for the most part, we are enabling them to do that. A regular part of our jobs has become chasing students up because they don't come to class, they miss deadlines, or they haven't even taken the time to look at the paper outline. I think that a university-wide initiative to structure our courses more effectively, have higher expectations of students, and educate students about "how to do university" could reinvigorate the student body and improve outcomes for students, the university, and taxpayers.
Dan is a lecturer in the philosophy programme with over 10 years of tertiary teaching experience. His research focuses on happiness and applied ethics, and uses a variety of methodological approaches. Dan is the Faculty of Arts and Social Sciences 2017 Teaching Excellence Award winner.
Mike Duke
Mike Duke is the Dr John Gallagher Chair of Engineering. He is an advocate of Project Based Learning and implements it on all his papers to teach creativity, engineering design, new technologies, team work and project management. Mike implements ‘Resource Constrained’ Project Based Learning (PBL), that mimics the real world working environment, by providing a project control framework. This allows students to achieve meaningful outcomes whilst being constrained by realistic goals and resources.
Professional recognition of tertiary teaching - A connected teacher panel
Facilitator - Stanley Frielick
Panelists - Te Taka Keegan, Alison Campbell, Albert Kuruvila, Jaye McIsaac
What is the role of recognition - qualifications and awards - in developing the profession of teaching in tertiary settings? Do academics feel part of a community of (teaching) practice? How do / can teachers continually develop their practice? This panel will explore the connections between teaching, professionalism and recognition.
Bios
Stanley Frielick
Stanley is Director of Ako Aotearoa (NZ Centre for Tertiary Teaching Excellence). Prior to taking up this role in late 2016 he worked at AUT as Director of Learning and Teaching and Associate Dean in the Faculty of Health and Environmental Sciences. Previous experience in NZ includes Director of e-Learning at NorthTec and lecturing at the University of Auckland.
He is a Principal Fellow of the UK Higher Academy (HEA) and recently trained as on of the first group of NZ/Australia HEA Accreditors. As a member of the HEA Australasia Strategic Advisory Board he is helping to lead the development of professional standards for tertiary teaching in NZ.
Te Taka Keegan
Te Taka (Waikato-Maniapoto, Ngāti Porou, Ngāti Whakaue) lectures in Computer Science and has research interests that involve the use of te reo Māori in technology. While he is aware of the importance of his research, he enjoys his teaching immensely. This is one of the factors that led him to receive the Prime Minister’s Supreme Award for Tertiary Teaching Excellence in 2017. Te Taka has revitalised the Māori language through technology in his teaching and research.
Jaye McIsaac
Jaye is a learning & teaching advisor at Auckland University of Technology (AUT) and has worked in tertiary and higher education in Aotearoa and the UK. She is a Senior Fellow of the Higher Education Academy (HEA). Jaye contributes to the AUT Ako Aronui programme and she coordinates the HEA institutional accreditation. She is fascinated in all aspects of learning and teaching with interests in learning design and curriculum development.
Alison Campbell
Alison combines her teaching in biology and science with her role as Associate Dean (Teaching & Learning) in FSEN. She's a member of the Ako Aotearoa Academy and regularly blogs on education and science (including her pet gripe, pseudoscience in its many forms). Her formal publications are around science education.
Albert Kuruvila
Albert is a lecturer in the social work programme and also the social work programme convenor at the University of Waikato, Tauranga campus. Albert's teaching areas involve multicultural social work practice, community development, mental health and social work theories and methods. Albert uses his social work practice experience in his teaching and is the winner of 2016 Nola Campbell Memorial eLearning Excellence Award.
Closing Address
Critical reflection #transforming teaching practice
Jenny Ferrier-Kerr
Four key beliefs about teaching are intertwined and bound together through critical reflection in and on my teaching practice - teaching is leading learning; professional relationships are vital; in-depth content knowledge is imperative; knowledge and understanding of higher education teaching pedagogy is essential. Being intentional about critical reflection ensures my beliefs are more than espoused, they are dynamic and purposeful and lived in my teaching pedagogy. As Brookfield (1995) reminds, to be an excellent teacher I must continually hone my "authentic voice" and have a "pedagogic rectitude" that brings "value and dignity" (pp. 46-47) to my teaching.
For me, a core aspect of being a critically reflective teacher is to garner an increased awareness about my teaching from different vantage points. To do this I engage in inquiry about my teaching - the doing of teaching and being a teacher. Each inquiry ‘looks’ different depending on the purpose and focus. For instance, I regularly consider the ethical implications and consequences of my teaching practice (Larrivee, 2000); I revisit my teaching beliefs and values; and I examine my assumptions in relation to students, teaching content and strategies. An approach I have found most effective for reflection is Brookfield’s (1995) four lenses of autobiography, students’ eyes, colleagues’ eyes, and the literature. These four lenses have enabled me to engage in robust critical reflection that improves and enhances my teaching practice.
Bio
Jenny is a Senior Lecturer in Te Whiringa School of Educational Leadership and Policy, Faculty of Education at the University of Waikato. She teaches in undergraduate and educational leadership programmes (specifically coaching and mentoring). Jenny is a member of the editorial boards for the International Journal of Evidence Based Coaching and Mentoring, and the SAGE Handbook of Coaching. In 2015 and 2017 she was a convener of the Transforming Together Coaching and Mentoring Conference at the University of Waikato. Since 2012 she has been the facilitator of an inter-university partnership with the University of Central Oklahoma and initiated a number of teaching and research collaborations.
Recent publications on the topics of developing professional relationships in the teaching practicum; preparing to move into the teaching profession; teachers’ experiences of professional change; and teachers’ professional development illustrate Jenny’s commitment to teacher education and the teaching profession. Other publications include relational connectedness in an inter-university partnership, and navigating transition and change through mentoring. She recently completed a small project with eight practicing teachers’ about the influence of professional change on their practice. This resulted in the publication of their work in the special edition of a professional journal co-edited by Jenny. Her current research includes her PhD on the topic of tertiary educators’ experiences of being mentored for teaching pedagogy, and a project in which she and her colleagues have explored the influence of a collaborative school cluster on student learning and teacher’s professional practice.