title: Pedagogical tools in an online teacher education programme: A sense of belonging and social presence

authors: Archard, Sara

subjects: Social presence

abstract: This thesis presents the findings from a study that explores in what ways the pedagogical tools in an online teacher education programme can facilitate a sense of belonging and social presence. In particular it explores the individual contribution of pedagogical online tools in relation to this.

The research data was gathered using a mixed methodology. Qualitative data was gathered from questionnaires sent to six participants of the online teacher education programme that were then analysed to identify common themes, patterns and difference in participants perspectives.  Quantitative data was collected by analysing the contributions of each of the six participants in specific computer mediated communication forums using Garrison and Anderson’s (2004) social presence and indicators framework across two papers of this online programme.

There are two key findings evident in the data of this study. The first is that pedagogical online tools can facilitate a sense of belonging and afford social presence in an online community of learners. However, each tool has different affordances. The effectiveness of their use depends on the way they are supported and used by the lecturer. Secondly, each participant had a different perspective on the affordances of each individual tool in their usefulness for fostering a sense of belonging and social presence. This was of particular interest as it indicates that one tool can afford a diversity of factors that may have a particular resonance with individual participants. The findings highlight the importance of lecturers needing to take into account the different affordances of online tools and the different ways that students might use them. 

Therefore, this study is in a position to inform the development of this and other online teacher education programmes

text: Pedagogical tools in an online teacher education programme: A sense of belonging and social presence This thesis presents the findings from a study that explores in what ways the pedagogical tools in an online teacher education programme can facilitate a sense of belonging and social presence. In particular it explores the individual contribution of pedagogical online tools in relation to this.

The research data was gathered using a mixed methodology. Qualitative data was gathered from questionnaires sent to six participants of the online teacher education programme that were then analysed to identify common themes, patterns and difference in participants perspectives.  Quantitative data was collected by analysing the contributions of each of the six participants in specific computer mediated communication forums using Garrison and Anderson’s (2004) social presence and indicators framework across two papers of this online programme.

There are two key findings evident in the data of this study. The first is that pedagogical online tools can facilitate a sense of belonging and afford social presence in an online community of learners. However, each tool has different affordances. The effectiveness of their use depends on the way they are supported and used by the lecturer. Secondly, each participant had a different perspective on the affordances of each individual tool in their usefulness for fostering a sense of belonging and social presence. This was of particular interest as it indicates that one tool can afford a diversity of factors that may have a particular resonance with individual participants. The findings highlight the importance of lecturers needing to take into account the different affordances of online tools and the different ways that students might use them. 

Therefore, this study is in a position to inform the development of this and other online teacher education programmes

year: 2012

title: A report on child safety and dog attacks

authors: Bennett, Ursula

subjects: child safety

abstract: The research investigated the issues involving dog attacks on children, specifically by dogs known to the child. The report identifies the circumstances and conditions which may result in an attack by a family dog. This report provides research-based recommendations to reduce the incidence and severity of dog attacks on children.
To accomplish this objective a qualitative approach was applied, including examination of both New Zealand and overseas research on this issue.

text: A report on child safety and dog attacks The research investigated the issues involving dog attacks on children, specifically by dogs known to the child. The report identifies the circumstances and conditions which may result in an attack by a family dog. This report provides research-based recommendations to reduce the incidence and severity of dog attacks on children.
To accomplish this objective a qualitative approach was applied, including examination of both New Zealand and overseas research on this issue.

year: 2000

title: How Pākehā in not-for-profit organisations implement Te Tiriti o Waitangi

authors: Newcombe, Nicolina Isabel

subjects: Decolonisation

abstract: The aims of this research are to understand what is happening in not-for-profit organisations in relation to our obligation to honour Te Tiriti o Waitangi, and to describe some strategies Pākehā can use to implement Te Tiriti o Waitangi in our work in the not-for-profit sector.  

The history of, and current circumstances affecting, the not-for-profit sector have formed a disabling context, diverting energy away from deepening relationships with local hapū (subtribe). Compounding this situation, the core texts about Te Tiriti and not-for-profit organisations are inconsistent and mainly focus on the first steps of the journey: Treaty education and self assessment.  

After writing about my own experiences with Te Tiriti and working in the not-for-profit sector and comparing my stories with the stories of other Pākehā, I recorded and transcribed conversations with six anonymous Pākehā not-for-profit workers and analysed our commonalities. All participants and their organisations wanted to enact best practice, although 
this aspiration was challenged by many factors, including: a spectrum of understandings about Te Tiriti which often led to piecemeal attempts at power sharing; concerns about the effectiveness of self-assessment by Pākehā about our own Treaty work because of inevitable and inbuilt biases; experience of minimisation or exclusion for speaking up about Te Tiriti at work; box ticking Treaty policies; Māori employees being treated differently to other staff; and confusion between cultural expression and genuine power sharing.  

Protective factors that came through in interviews included: cultural practices that were woven through organisations in a way that was beneficial and welcoming to Māori; relationships with kaumātua (elders); appropriate and emotionally engaging Treaty education; Māori governance members, Māori led research in the community, and Māori involvement in all projects; te reo (Māori language) being a commonly used language in the work place; acknowledgment of our own privilege as Pākehā; and engagement in continuous dialogue about racism. 

Reflections on these issues led to recommendations for how to move forward with implementing Te Tiriti in not-for-profit organisations. These recommendations hinge on a set of actions underpinned by a set of values. Three change management strategies are also described to assist organisations with this transformation. 

This research is intended to be a building block towards empowering Pākehā allies to identify practices, policies, and power structures that could be developed to transform our organisations, and embody our obligations to Te Tiriti, leading to more effective outcomes for all New Zealanders.

text: How Pākehā in not-for-profit organisations implement Te Tiriti o Waitangi The aims of this research are to understand what is happening in not-for-profit organisations in relation to our obligation to honour Te Tiriti o Waitangi, and to describe some strategies Pākehā can use to implement Te Tiriti o Waitangi in our work in the not-for-profit sector.  

The history of, and current circumstances affecting, the not-for-profit sector have formed a disabling context, diverting energy away from deepening relationships with local hapū (subtribe). Compounding this situation, the core texts about Te Tiriti and not-for-profit organisations are inconsistent and mainly focus on the first steps of the journey: Treaty education and self assessment.  

After writing about my own experiences with Te Tiriti and working in the not-for-profit sector and comparing my stories with the stories of other Pākehā, I recorded and transcribed conversations with six anonymous Pākehā not-for-profit workers and analysed our commonalities. All participants and their organisations wanted to enact best practice, although 
this aspiration was challenged by many factors, including: a spectrum of understandings about Te Tiriti which often led to piecemeal attempts at power sharing; concerns about the effectiveness of self-assessment by Pākehā about our own Treaty work because of inevitable and inbuilt biases; experience of minimisation or exclusion for speaking up about Te Tiriti at work; box ticking Treaty policies; Māori employees being treated differently to other staff; and confusion between cultural expression and genuine power sharing.  

Protective factors that came through in interviews included: cultural practices that were woven through organisations in a way that was beneficial and welcoming to Māori; relationships with kaumātua (elders); appropriate and emotionally engaging Treaty education; Māori governance members, Māori led research in the community, and Māori involvement in all projects; te reo (Māori language) being a commonly used language in the work place; acknowledgment of our own privilege as Pākehā; and engagement in continuous dialogue about racism. 

Reflections on these issues led to recommendations for how to move forward with implementing Te Tiriti in not-for-profit organisations. These recommendations hinge on a set of actions underpinned by a set of values. Three change management strategies are also described to assist organisations with this transformation. 

This research is intended to be a building block towards empowering Pākehā allies to identify practices, policies, and power structures that could be developed to transform our organisations, and embody our obligations to Te Tiriti, leading to more effective outcomes for all New Zealanders.

year: 2019