title: Co-construction of knowledge in tertiary online settings: an ecology of resources perspective

authors: Westberry, Nicola Catherine

subjects: knowledge co-construction

abstract: Tertiary education has seen a shift toward pedagogies that make use of social interaction. As part of the shift, teachers have considered re-framing their role in the teaching process, and giving more attention to ways in which knowledge construction amongst students can be supported. While many online technologies are well positioned to support interactivity between students, the use of these tools does not necessarily ensure that the social interaction is of a type that guarantees learning will take place. This paper employs an "ecology of resources" perspective (Luckin 10.1016/j.compedu.2007.09.018, 2008) to explore the experiences of teachers and selected students from three tertiary-level contexts as they engaged with interactive learning tasks mediated by asynchronous online technologies. The data presented in the study were generated primarily from accounts and semi-structured interviews, and presented teachers' beliefs about how the learners could operate as knowledge resources for each other, while they themselves were somewhat 'epistemically distant'. In contrast, the data suggest that the experiences of students and tutors were vastly different. The students represented themselves and others as inadequate resources, perceiving that the expertise to construct knowledge was not present in the student group. These observations highlight the importance of building resource-rich learning environments, enabling access to expert performances through blended settings, and nurturing a perception of capability between students.

text: Co-construction of knowledge in tertiary online settings: an ecology of resources perspective Tertiary education has seen a shift toward pedagogies that make use of social interaction. As part of the shift, teachers have considered re-framing their role in the teaching process, and giving more attention to ways in which knowledge construction amongst students can be supported. While many online technologies are well positioned to support interactivity between students, the use of these tools does not necessarily ensure that the social interaction is of a type that guarantees learning will take place. This paper employs an "ecology of resources" perspective (Luckin 10.1016/j.compedu.2007.09.018, 2008) to explore the experiences of teachers and selected students from three tertiary-level contexts as they engaged with interactive learning tasks mediated by asynchronous online technologies. The data presented in the study were generated primarily from accounts and semi-structured interviews, and presented teachers' beliefs about how the learners could operate as knowledge resources for each other, while they themselves were somewhat 'epistemically distant'. In contrast, the data suggest that the experiences of students and tutors were vastly different. The students represented themselves and others as inadequate resources, perceiving that the expertise to construct knowledge was not present in the student group. These observations highlight the importance of building resource-rich learning environments, enabling access to expert performances through blended settings, and nurturing a perception of capability between students.

year: 2013

title: Book review: Deborah H. Green: The Aroma of Righteousness: Scent and Seduction in Rabbinic Life and Literature.

authors: Simms, Norman

subjects: book review

abstract: This article reviews the book: "The Aroma of Righteousness: Scent and Seduction in Rabbinic Life and Literature", by Deborah H. Green.

text: Book review: Deborah H. Green: The Aroma of Righteousness: Scent and Seduction in Rabbinic Life and Literature. This article reviews the book: "The Aroma of Righteousness: Scent and Seduction in Rabbinic Life and Literature", by Deborah H. Green.

year: 2013

title: Reduplication in Maori

authors: Keegan, Peter J.

subjects: Te reo Māori

abstract: This thesis is a study of reduplication in Māori. The aim of the thesis is to make a thorough study of both the formal and semantic properties of reduplication in Māori. This is done by reviewing the relevant literature on reduplication, and collating reduplication data. Most data are from textual sources. Some data have been provided by native-speaker informants. 
The first chapter looks at previous attempts to describe reduplication in Māori. It begins with some definitions of the term reduplication. This is followed by a review of the attempts made by previous authors to describe reduplication in Māori. Aspects of reduplication not covered by those attempts are noted.
The second chapter looks at reduplication in Māori within a Generative framework. The units of reduplication in Māori are given in prosodic terms. This is followed by an overview of Marantz (1982), and a critique of two very recent attempts to account for reduplication in Māori within Optimality Theory. Aspects of Māori reduplication that poses difficulties for Optimality Theory are noted.
The third chapter describes the semantics of reduplication in Māori. An illustration is given of some of the common meanings of reduplication attested across languages. The various meanings of reduplication in Māori are described. Also, the semantics of reduplication in Māori are compared to the semantics of reduplication in Malayo-Polynesian (Austronesian) languages within the framework suggested by Kiyomi (1995).
The fourth chapter comments on descriptive aspects of reduplication in Māori not covered by the previous three chapters.
The fifth chapter provides statistics on the reduplication data collated in the appendices. Reduplication data are divided according to the number of mora in the stem (or base) of origin. Statistics are given on the occurrence of various patterns of reduplication in Māori.

text: Reduplication in Maori This thesis is a study of reduplication in Māori. The aim of the thesis is to make a thorough study of both the formal and semantic properties of reduplication in Māori. This is done by reviewing the relevant literature on reduplication, and collating reduplication data. Most data are from textual sources. Some data have been provided by native-speaker informants. 
The first chapter looks at previous attempts to describe reduplication in Māori. It begins with some definitions of the term reduplication. This is followed by a review of the attempts made by previous authors to describe reduplication in Māori. Aspects of reduplication not covered by those attempts are noted.
The second chapter looks at reduplication in Māori within a Generative framework. The units of reduplication in Māori are given in prosodic terms. This is followed by an overview of Marantz (1982), and a critique of two very recent attempts to account for reduplication in Māori within Optimality Theory. Aspects of Māori reduplication that poses difficulties for Optimality Theory are noted.
The third chapter describes the semantics of reduplication in Māori. An illustration is given of some of the common meanings of reduplication attested across languages. The various meanings of reduplication in Māori are described. Also, the semantics of reduplication in Māori are compared to the semantics of reduplication in Malayo-Polynesian (Austronesian) languages within the framework suggested by Kiyomi (1995).
The fourth chapter comments on descriptive aspects of reduplication in Māori not covered by the previous three chapters.
The fifth chapter provides statistics on the reduplication data collated in the appendices. Reduplication data are divided according to the number of mora in the stem (or base) of origin. Statistics are given on the occurrence of various patterns of reduplication in Māori.

year: 1996