title: Designing Effective Interfaces for Older Users

authors: Hawthorn, Dan

subjects: UI

abstract: The thesis examines the factors that need to be considered in order to undertake successful design of user interfaces for older users. The literature on aging is surveyed for age related changes that are of relevance to interface design. The findings from the literature review are extended and placed in a human context using observational studies of older people and their supporters as these older people attempted to learn about and use computers. These findings are then applied in three case studies of interface design and product development for older users. These case studies are reported and examined in depth. For each case study results are presented on the acceptance of the final product by older people. These results show that, for each case study, the interfaces used led to products that the older people evaluating them rated as unusually suitable to their needs as older users. The relationship between the case studies and the overall research aims is then examined in a discussion of the research methodology. In the case studies there is an evolving approach used in developing the interface designs. This approach includes intensive contribution by older people to the shaping of the interface design. This approach is analyzed and is presented as an approach to designing user interfaces for older people. It was found that a number of non-standard techniques were useful in order to maximize the benefit from the involvement of the older contributors and to ensure their ethical treatment. These techniques and the rationale behind them are described. Finally the interface design approach that emerged has strong links to the approach used by the UTOPIA team based at the university of Dundee. The extent to which the thesis provides support for the UTOPIA approach is discussed.

text: Designing Effective Interfaces for Older Users The thesis examines the factors that need to be considered in order to undertake successful design of user interfaces for older users. The literature on aging is surveyed for age related changes that are of relevance to interface design. The findings from the literature review are extended and placed in a human context using observational studies of older people and their supporters as these older people attempted to learn about and use computers. These findings are then applied in three case studies of interface design and product development for older users. These case studies are reported and examined in depth. For each case study results are presented on the acceptance of the final product by older people. These results show that, for each case study, the interfaces used led to products that the older people evaluating them rated as unusually suitable to their needs as older users. The relationship between the case studies and the overall research aims is then examined in a discussion of the research methodology. In the case studies there is an evolving approach used in developing the interface designs. This approach includes intensive contribution by older people to the shaping of the interface design. This approach is analyzed and is presented as an approach to designing user interfaces for older people. It was found that a number of non-standard techniques were useful in order to maximize the benefit from the involvement of the older contributors and to ensure their ethical treatment. These techniques and the rationale behind them are described. Finally the interface design approach that emerged has strong links to the approach used by the UTOPIA team based at the university of Dundee. The extent to which the thesis provides support for the UTOPIA approach is discussed.

year: 2006

title: How school culture affects teachers’ classroom implementation of learning from professional development

authors: McChesney, Katrina

subjects: Teacher professional learning

abstract: A core element of almost all educational improvement efforts is an intention to improve teacher practice in order to enhance student- and system-level outcomes. To this end, a range of strategies are deployed to facilitate teacher professional learning and development, with great investments of time, financial, and human resources. However, the environments in which teachers learn and their impact on teachers’ implementation of new learning remain underexamined. By considering how the psychosocial learning environments present in schools affect the teacher development process, there is scope to enhance the impacts of professional development. This study explored how aspects of school climate and culture (that is, the learning environments that teachers experience) affect teachers’ classroom implementation of their professional learning. Qualitative data were gathered from 36 teachers in New Zealand through focus groups and analysed via reflexive thematic analysis following a latent inductive approach. Five areas of school climate and culture were identified that, according to the teachers, affected their implementation of new professional learning. These areas were: leadership engagement/actions; the change environment; relationships; beliefs and attitudes related to TPLD; and all being on the same page. Understanding the roles these five areas play provides insights into how school leaders and policymakers can seek to shape the learning environments that surround teachers’ daily classroom practice in order to facilitate learning and improvement for all.

text: How school culture affects teachers’ classroom implementation of learning from professional development A core element of almost all educational improvement efforts is an intention to improve teacher practice in order to enhance student- and system-level outcomes. To this end, a range of strategies are deployed to facilitate teacher professional learning and development, with great investments of time, financial, and human resources. However, the environments in which teachers learn and their impact on teachers’ implementation of new learning remain underexamined. By considering how the psychosocial learning environments present in schools affect the teacher development process, there is scope to enhance the impacts of professional development. This study explored how aspects of school climate and culture (that is, the learning environments that teachers experience) affect teachers’ classroom implementation of their professional learning. Qualitative data were gathered from 36 teachers in New Zealand through focus groups and analysed via reflexive thematic analysis following a latent inductive approach. Five areas of school climate and culture were identified that, according to the teachers, affected their implementation of new professional learning. These areas were: leadership engagement/actions; the change environment; relationships; beliefs and attitudes related to TPLD; and all being on the same page. Understanding the roles these five areas play provides insights into how school leaders and policymakers can seek to shape the learning environments that surround teachers’ daily classroom practice in order to facilitate learning and improvement for all.

year: 2023

title: Kai hea te mana o te reo Māori?

authors: Temara, Pou

subjects: Waiata

abstract: Kai roto i tēnei waiata a Te Matua Tangata e kī ana, he mātauranga ake te ruru rāua ko te heihei i te tangata. E taea ana e te ruru rāua ko te heihei te wehewehe i ngā hāora o te pō, i te mea ko te pō te wā rērere o te ruru, ko te pō te wā e tangi ai tōna reo. He mea hanga te ruru mō te pō. Ko tā te heihei he nehu atu i te pō, he whakaō, he karanga i te awatea ki te ao. Kua eke mai te tuarā nui o awatea, kua oho te ao, kua hoki te ruru ki tōna puta, kua ketuketu ko te heihei. Ka pō, kua hoki ko te heihei ki tōna taumatua, kua oho ko te ruru.

text: Kai hea te mana o te reo Māori? Kai roto i tēnei waiata a Te Matua Tangata e kī ana, he mātauranga ake te ruru rāua ko te heihei i te tangata. E taea ana e te ruru rāua ko te heihei te wehewehe i ngā hāora o te pō, i te mea ko te pō te wā rērere o te ruru, ko te pō te wā e tangi ai tōna reo. He mea hanga te ruru mō te pō. Ko tā te heihei he nehu atu i te pō, he whakaō, he karanga i te awatea ki te ao. Kua eke mai te tuarā nui o awatea, kua oho te ao, kua hoki te ruru ki tōna puta, kua ketuketu ko te heihei. Ka pō, kua hoki ko te heihei ki tōna taumatua, kua oho ko te ruru.

year: 2011