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

authors: Forbes, Dianne Leslie

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: 2015

title: Selective attention in dairy cattle

authors: Blackmore, Tania Louise

subjects: Social Sciences

abstract: In a replication of Reynolds (1961), two cows learned to discriminate between compound stimuli in a forced choice procedure where pushing through a one-way gate marked with a red cross (S+) gave access to food. Pushing through a one-way gate marked with a yellow triangle (S−) gave no access to food. To investigate whether shape or colour was controlling behaviour, probe tests varied either the shape or the colour of the stimuli (e.g., a red vs. a yellow cross, and a red cross vs. a red triangle). Results suggested control by colour rather than shape, as the gate marked with the red stimulus was chosen more than the gate marked with the yellow stimulus regardless of stimulus shape, and when two shapes of the same colour (either red or yellow) were presented, cows chose both equally. Further probe tests with painted red, white, and yellow stimuli showed that the cows had learned to avoid yellow rather than to approach red, suggesting discriminative behaviour was controlled by the colour of the negative stimulus and not by either aspect of the positive stimulus. It is not clear why the negative stimulus was more salient, but it may reflect a tendency for cows to learn to avoid farm handling practices which involve mainly negative stimuli.

text: Selective attention in dairy cattle In a replication of Reynolds (1961), two cows learned to discriminate between compound stimuli in a forced choice procedure where pushing through a one-way gate marked with a red cross (S+) gave access to food. Pushing through a one-way gate marked with a yellow triangle (S−) gave no access to food. To investigate whether shape or colour was controlling behaviour, probe tests varied either the shape or the colour of the stimuli (e.g., a red vs. a yellow cross, and a red cross vs. a red triangle). Results suggested control by colour rather than shape, as the gate marked with the red stimulus was chosen more than the gate marked with the yellow stimulus regardless of stimulus shape, and when two shapes of the same colour (either red or yellow) were presented, cows chose both equally. Further probe tests with painted red, white, and yellow stimuli showed that the cows had learned to avoid yellow rather than to approach red, suggesting discriminative behaviour was controlled by the colour of the negative stimulus and not by either aspect of the positive stimulus. It is not clear why the negative stimulus was more salient, but it may reflect a tendency for cows to learn to avoid farm handling practices which involve mainly negative stimuli.

year: 2016

title: Te Kahautu Maxwell on Te Kooti and Ringatu (Interviewed by Tama Muru)

authors: Maxwell, Te Kahautu

abstract: In October 1869 musket fire erupted at Te Porere about sixty kilometres north of here, in the shadow of Mount Tongariro in the last major battle of the New Zealand wars. 

Armed constabulary and Maori fighters, clashed with the forces of the prophet Te Kooti Arikinui Te Turiki who had built an earth redoubt at Te Porere.  It was overwhelmed during the battle, but Te Kooti and his surviving followers escaped. 

Today the site is a tourist attraction but what also endured is the Ringatu Church, founded by Te Kooti. In 2018 it celebrated its 150th anniversary. 

Ringatu mixes the Bible with Maori custom and, like Matariki, follows annual cycles such as Te Huamata in June for planting and Te Pure, the harvest, each November. 

We spoke to Professor Te Kahautu Maxwell , a minister in the Ringatu Church and a senior academic in Maori and Indigenous Studies at the University of Waikato.

text: Te Kahautu Maxwell on Te Kooti and Ringatu (Interviewed by Tama Muru) In October 1869 musket fire erupted at Te Porere about sixty kilometres north of here, in the shadow of Mount Tongariro in the last major battle of the New Zealand wars. 

Armed constabulary and Maori fighters, clashed with the forces of the prophet Te Kooti Arikinui Te Turiki who had built an earth redoubt at Te Porere.  It was overwhelmed during the battle, but Te Kooti and his surviving followers escaped. 

Today the site is a tourist attraction but what also endured is the Ringatu Church, founded by Te Kooti. In 2018 it celebrated its 150th anniversary. 

Ringatu mixes the Bible with Maori custom and, like Matariki, follows annual cycles such as Te Huamata in June for planting and Te Pure, the harvest, each November. 

We spoke to Professor Te Kahautu Maxwell , a minister in the Ringatu Church and a senior academic in Maori and Indigenous Studies at the University of Waikato.

year: 2025