title: Using Twitter to enhance reflective practice on work  placements

authors: Paku, Levinia K.

abstract: Reflective practice is an essential engineering skill for life-long learning. However, most engineering students regard reflective practice as an onerous chore and do not find any value in doing it.  Previous research for trainee teachers on practicum showed that microblogging (e.g Twitter) is a helpful tool for encouraging reflective practice.  Tweets are kept short to 140 characters forcing students to be concise.  Because large amounts of text are not required, it is easy for students to blog about their  experiences and give and receive feedback.   Twitter can be accessed by SMS from mobile phones as well as through the internet.  A cohort of 12 volunteers were obtained from third to fourth year mechanical, materials process and biochemical engineering students.  These students created private Twitter accounts using pseudonyms and were given training in using Twitter.  Participants were instructed not to reveal information that was commercially sensitive.  Students were encouraged to tweet once a day on the following: What are you doing? What are you learning? What would you like to learn? What equipment/software are you using? Are you having any difficulties? And what are you enjoying? Tweets were visible to all involved in the project and the researchers and participants were able to give feedback, support, and prompting questions.  Tweets were analysed for common themes, how well students were supporting each other, and how much integration between placement and university knowledge appeared to be occurring.  Participants were interviewed after their placements to ascertain their views on Twitter and reflective practice.  Findings show that students used Twitter regularly. They shared information,gave each other support and commented on what they were doing from day to day.  The work placement coordinators could see what the students were doing and give support and feedback

text: Using Twitter to enhance reflective practice on work  placements Reflective practice is an essential engineering skill for life-long learning. However, most engineering students regard reflective practice as an onerous chore and do not find any value in doing it.  Previous research for trainee teachers on practicum showed that microblogging (e.g Twitter) is a helpful tool for encouraging reflective practice.  Tweets are kept short to 140 characters forcing students to be concise.  Because large amounts of text are not required, it is easy for students to blog about their  experiences and give and receive feedback.   Twitter can be accessed by SMS from mobile phones as well as through the internet.  A cohort of 12 volunteers were obtained from third to fourth year mechanical, materials process and biochemical engineering students.  These students created private Twitter accounts using pseudonyms and were given training in using Twitter.  Participants were instructed not to reveal information that was commercially sensitive.  Students were encouraged to tweet once a day on the following: What are you doing? What are you learning? What would you like to learn? What equipment/software are you using? Are you having any difficulties? And what are you enjoying? Tweets were visible to all involved in the project and the researchers and participants were able to give feedback, support, and prompting questions.  Tweets were analysed for common themes, how well students were supporting each other, and how much integration between placement and university knowledge appeared to be occurring.  Participants were interviewed after their placements to ascertain their views on Twitter and reflective practice.  Findings show that students used Twitter regularly. They shared information,gave each other support and commented on what they were doing from day to day.  The work placement coordinators could see what the students were doing and give support and feedback

year: 2011

title: Contract cheating and academic integrity in higher education: what can universities, governments and quality assurance agencies do to understand, prevent and respond to the challenge?

authors: Williamson, Myra Elsie Jane Bell

abstract: Powerpoint presentation (48 slides) which supported my paper presentation at the 6th Annual International Conference organised and hosted by the Kuwait International Law School in 2019. Conference was held in Doha City, Kuwait from 1-2 May 2019. Theme of the conference was: "Contemporary Legal Developments: Issues and Challenges" My paper was presented in the 2nd Session with the session theme: "Tools for Activating Legal Education and Quality Assurance".

text: Contract cheating and academic integrity in higher education: what can universities, governments and quality assurance agencies do to understand, prevent and respond to the challenge? Powerpoint presentation (48 slides) which supported my paper presentation at the 6th Annual International Conference organised and hosted by the Kuwait International Law School in 2019. Conference was held in Doha City, Kuwait from 1-2 May 2019. Theme of the conference was: "Contemporary Legal Developments: Issues and Challenges" My paper was presented in the 2nd Session with the session theme: "Tools for Activating Legal Education and Quality Assurance".

year: 2019

title: He tirohanga ki ngā iwi o Hauraki

authors: Ngāpō, Korohere

subjects: Kōrero nehe

abstract: Ahakoa kua kīia nei tekau mā rua ngā iwi o Hauraki i ēnei rangi, kua mōhiotia whānuitia e ngā tūnohunohu me ngā tohunga whakapapa o te kāinga e toru ngā tino nohonga tūturu ake o ngā iwi o Hauraki i mua i te tae putuputu mai o te iwi Pākehā. Ka mutu, he whakarāpopoto noa iho tēnei tuhinga ki ngā tūrangawaewae me ngā tapuwae o ngā iwi ki roto i ngā whaitua o Te Tara o Te Ika-a-Māui-tikitiki-a-Taranga. Ehara i te mea kua ruku hōhonu ake ahau ki ngā āhuatanga katoa o ngā whakapapa o Hauraki engari he paku makamaka tirotiro noa iho nā te rarahi, nā te whānui rawa o tēnei kaupapa. Mehemea ka tōminamina te tangata kia mōhio ai ki ngā hītori o Hauraki mokori anō tana whana atu ki ngā wāhi tapu, ki ngā kōrero tuku iho a ngā mātanga whakapapa.

Mehemea e tōminamina ana te tangata kia mōhio ai ko wai mā ngā tūpuna o Hauraki i ngā wā o mua, me hoki whakamuri ki ngā iwi tuatahi tae noa mai ki ngā iwi 12 e noho atu ana ki ngā ripa tauārai o Hauraki ā mohoa nei.

text: He tirohanga ki ngā iwi o Hauraki Ahakoa kua kīia nei tekau mā rua ngā iwi o Hauraki i ēnei rangi, kua mōhiotia whānuitia e ngā tūnohunohu me ngā tohunga whakapapa o te kāinga e toru ngā tino nohonga tūturu ake o ngā iwi o Hauraki i mua i te tae putuputu mai o te iwi Pākehā. Ka mutu, he whakarāpopoto noa iho tēnei tuhinga ki ngā tūrangawaewae me ngā tapuwae o ngā iwi ki roto i ngā whaitua o Te Tara o Te Ika-a-Māui-tikitiki-a-Taranga. Ehara i te mea kua ruku hōhonu ake ahau ki ngā āhuatanga katoa o ngā whakapapa o Hauraki engari he paku makamaka tirotiro noa iho nā te rarahi, nā te whānui rawa o tēnei kaupapa. Mehemea ka tōminamina te tangata kia mōhio ai ki ngā hītori o Hauraki mokori anō tana whana atu ki ngā wāhi tapu, ki ngā kōrero tuku iho a ngā mātanga whakapapa.

Mehemea e tōminamina ana te tangata kia mōhio ai ko wai mā ngā tūpuna o Hauraki i ngā wā o mua, me hoki whakamuri ki ngā iwi tuatahi tae noa mai ki ngā iwi 12 e noho atu ana ki ngā ripa tauārai o Hauraki ā mohoa nei.

year: 2016