title: Beyond lecture capture: Student-generated podcasts in teacher education.

authors: Forbes, Dianne Leslie

subjects: online

abstract: Podcasting in higher education most often takes the form of lecture capture or "coursecasting" as instructors record and disseminate lectures (King & Gura, 2007, p. 181). Studies published within the past five years continue to prioritise podcasting of lectures for the student audience, and to test the effectiveness of such podcasts via traditional pencil and paper assessments covering the material delivered via podcast (Hodges, Stackpole-Hodges, & Cox, 2008). A premise of this article is that in order to enhance learning outcomes via podcasting, it is necessary to move beyond coursecasting, toward podcasting with and by students, and to value key competencies and dispositions as learning outcomes. This article reports on a pilot study undertaken with teacher education students in an online ICT class, where students investigated podcasting and created reflective podcasts. The pilot study aimed to engage students actively in generating podcasts, incorporating a wider view of assessment and learning outcomes. Student-generated podcasts were self-assessed, and shared online in order to invite formative feedback from peers. A range of positive outcomes are reported, whereby students learned about and through podcasting, engaging in reflection, problem solving and interactive formative assessment.

text: Beyond lecture capture: Student-generated podcasts in teacher education. Podcasting in higher education most often takes the form of lecture capture or "coursecasting" as instructors record and disseminate lectures (King & Gura, 2007, p. 181). Studies published within the past five years continue to prioritise podcasting of lectures for the student audience, and to test the effectiveness of such podcasts via traditional pencil and paper assessments covering the material delivered via podcast (Hodges, Stackpole-Hodges, & Cox, 2008). A premise of this article is that in order to enhance learning outcomes via podcasting, it is necessary to move beyond coursecasting, toward podcasting with and by students, and to value key competencies and dispositions as learning outcomes. This article reports on a pilot study undertaken with teacher education students in an online ICT class, where students investigated podcasting and created reflective podcasts. The pilot study aimed to engage students actively in generating podcasts, incorporating a wider view of assessment and learning outcomes. Student-generated podcasts were self-assessed, and shared online in order to invite formative feedback from peers. A range of positive outcomes are reported, whereby students learned about and through podcasting, engaging in reflection, problem solving and interactive formative assessment.

year: 2011

title: Feminism and education in post-war New Zealand: a sociological analysis

authors: Middleton, Sue

abstract: For the purposes of this thesis, feminism has been viewed as both a set of social theories which identify, describe and account for the contradictions experienced by women in their everyday lives and the social movement which has developed and employed these theories to assist in generating political strategies aimed at redressing social inequalities and injustices recognised as based, wholly or in part, on gender. Since the late 1960s, many New Zealand educators have been influenced by feminism. Although feminist social scientists have given some attention to the origins of post-war feminism, there has been little attention given by scholars to describing and explaining how individual women came to adopt a feminist analysis of the social world. This thesis is a sociological analysis of the lives of twelve feminist educators, born in New Zealand in the years immediately following World War Two. The method used in this is life-history analysis, which focusses on ‘biography, history and social structure.’ It is argued that these New Zealand women, who attended school in the post-war years, and who have, as adults, become both educators and feminists, experienced in their lives contradictions and a sense of ‘marginality’, which generated in them visions of both the desirability and the possibility of change in their own lives and in the lives of women in general. During their schooling, they experienced contradictions between their upbringing to be professionally-autonomous ‘intellectuals’ and the expectations of them as women to be subordinately ‘feminine.’ They also experienced contradictory expectations with respect to their sexual morality: while the dominant ideology of family and school emphasised pre-marital virginity, the permissive anarchy of the ‘sexual revolution’ stressed freedom of sexual expression. These women believed that education could provide a vision of the desirability and the possibility of change in their own lives and in those of their students. As feminist educators within institutions, these women experienced a ‘double marginality’: as women, they were marginal in attaining senior positions within professional hierarchies and as feminists they were members of a small and dissenting minority.

text: Feminism and education in post-war New Zealand: a sociological analysis For the purposes of this thesis, feminism has been viewed as both a set of social theories which identify, describe and account for the contradictions experienced by women in their everyday lives and the social movement which has developed and employed these theories to assist in generating political strategies aimed at redressing social inequalities and injustices recognised as based, wholly or in part, on gender. Since the late 1960s, many New Zealand educators have been influenced by feminism. Although feminist social scientists have given some attention to the origins of post-war feminism, there has been little attention given by scholars to describing and explaining how individual women came to adopt a feminist analysis of the social world. This thesis is a sociological analysis of the lives of twelve feminist educators, born in New Zealand in the years immediately following World War Two. The method used in this is life-history analysis, which focusses on ‘biography, history and social structure.’ It is argued that these New Zealand women, who attended school in the post-war years, and who have, as adults, become both educators and feminists, experienced in their lives contradictions and a sense of ‘marginality’, which generated in them visions of both the desirability and the possibility of change in their own lives and in the lives of women in general. During their schooling, they experienced contradictions between their upbringing to be professionally-autonomous ‘intellectuals’ and the expectations of them as women to be subordinately ‘feminine.’ They also experienced contradictory expectations with respect to their sexual morality: while the dominant ideology of family and school emphasised pre-marital virginity, the permissive anarchy of the ‘sexual revolution’ stressed freedom of sexual expression. These women believed that education could provide a vision of the desirability and the possibility of change in their own lives and in those of their students. As feminist educators within institutions, these women experienced a ‘double marginality’: as women, they were marginal in attaining senior positions within professional hierarchies and as feminists they were members of a small and dissenting minority.

year: 1985

title: The Marist missionaries' first encounters with inhabitants of the Pacific

authors: William, Jennings

subjects: missionaries

abstract: Missionaries of the French-based Society of Mary (Marists) arrived in the Pacific in the late 1830s. Reports by European travellers and missionaries had told the first Marists to expect Pacific peoples who were either cannibals or noble savages. Their encounter with recently-converted Mangarevans in the Gambier Islands led them to believe that idyllic Christian societies could be created in the South Pacific. This belief influenced the first Marists' descriptions of Pacific peoples, notably New Zealand Maori. The Marists consequently emphasised the noble savage trope and downplayed cannibalism. They also displayed a relatively tolerant attitude towards indigenous practices.

text: The Marist missionaries' first encounters with inhabitants of the Pacific Missionaries of the French-based Society of Mary (Marists) arrived in the Pacific in the late 1830s. Reports by European travellers and missionaries had told the first Marists to expect Pacific peoples who were either cannibals or noble savages. Their encounter with recently-converted Mangarevans in the Gambier Islands led them to believe that idyllic Christian societies could be created in the South Pacific. This belief influenced the first Marists' descriptions of Pacific peoples, notably New Zealand Maori. The Marists consequently emphasised the noble savage trope and downplayed cannibalism. They also displayed a relatively tolerant attitude towards indigenous practices.

year: 2013