title: Te Whare o Te Kahikatoa: He Kura nui, he Kura roa, he Kura Parawhakawai

authors: Rangihau, Ngatai

subjects: Kahikatoa

abstract: “Te Whare o te Kahikatoa,
Te Iho o te Maire,
Te Pōkaitāniwhaniwha o te Kohu”
(TKPOT, 2010-2016).¹

Ka hoki nei kia Te Maunga rāua ko Hinepukohurangi, ki te taetanga mai hoki o Mataatua waka², ko ngā kura o tawhito, kura wānanga, kura parawhakawai o te iwi o Tūhoe ngā tino whare whakapakari pōkaitāniwhaniwha mō roto i te whare o te kahikatoa. Īnā te rahi o ngā toataumatarau i puta ngā ihu, ka tū rātau hai toa rangatira ārahi i te iwi. Ki te kore ēneki kura o te nehenehe kāre he oranga, kāre e eke te iwi ngā whakairinga tūmanako e wawatatia ana e rātau.
 
Waihoki, ko te kaupapa e rangahau ana i tēnei tuhinga he whakapono, he whakapae, kai konei tonu tēnei hua o te wānanga. He kura hai whakapakari rangatira mō āpōpō. Ahakoa tēnei ao hurihuri koinei tonu tētahi huarahi nā te Māori, nā Tūhoe hai whakaohooho mā ngā uri whakaheke, e mau pū ai a Ngāi Tūhoe ki ōna kura tapu o nehe.

text: Te Whare o Te Kahikatoa: He Kura nui, he Kura roa, he Kura Parawhakawai “Te Whare o te Kahikatoa,
Te Iho o te Maire,
Te Pōkaitāniwhaniwha o te Kohu”
(TKPOT, 2010-2016).¹

Ka hoki nei kia Te Maunga rāua ko Hinepukohurangi, ki te taetanga mai hoki o Mataatua waka², ko ngā kura o tawhito, kura wānanga, kura parawhakawai o te iwi o Tūhoe ngā tino whare whakapakari pōkaitāniwhaniwha mō roto i te whare o te kahikatoa. Īnā te rahi o ngā toataumatarau i puta ngā ihu, ka tū rātau hai toa rangatira ārahi i te iwi. Ki te kore ēneki kura o te nehenehe kāre he oranga, kāre e eke te iwi ngā whakairinga tūmanako e wawatatia ana e rātau.
 
Waihoki, ko te kaupapa e rangahau ana i tēnei tuhinga he whakapono, he whakapae, kai konei tonu tēnei hua o te wānanga. He kura hai whakapakari rangatira mō āpōpō. Ahakoa tēnei ao hurihuri koinei tonu tētahi huarahi nā te Māori, nā Tūhoe hai whakaohooho mā ngā uri whakaheke, e mau pū ai a Ngāi Tūhoe ki ōna kura tapu o nehe.

year: 2017

title: Nga Wahi Ipurangi - Digital Places

authors: Reilly, Alan Howard

subjects: mLearning

abstract: The Waipa district, unbeknown to many New Zealanders, is home to some of the country’s most significant historical sites and stories.  As a Learning Experiences Outside the Classroom (LEOTC) educator, one of my roles is facilitating the understanding of these places and stories with school students.  
Currently, historical sites of national significance in this area are geographically hard to recognise, and have little or no physical interpretation. The ability of students to learn at these sites relies heavily on the educator’s oratory abilities.  Recent development in mobile technology can now provide access to interpretive internet-based content anytime, anywhere and this research investigates potential for mobile technology to be used as a tool to provide meaningful learning experiences that connect students to our unique history in the environment that these events actually took place in.
This research compares different mobile learning methods’ effectiveness in increasing student understanding and retention of social history content. A mobile learning (mLearning) programme was created for the purpose of this research, with the internet-hosted content divided equally between 3 mobile learning methods and one presenter-based method. 
Three groups consisting of Yr 5-6, Yr 7-8 and Yr 9-10 school students participated in the programme. Students completed multi-choice tests before, immediately after and 4 months following the trial programme. The multi choice results were used to compare improvement in student understanding and retention. Focus group interviews were conducted immediately and 4 months after the trial and were used to explore students metacognitive reflections of the learning methods used. 
The results of the study suggest that the mobile audio method was the most effective at increasing student understanding of the learning content and also had the highest level of content retention.  Results also suggest that environmental and technological distraction may have negatively influenced the effectiveness of the two visual mobile learning methods. Distraction may account for the differences between the learning methods effectiveness suggested by the multi-choice testing. Focus group interviews indicate the importance of mobile learning in an authentic context.
Discussion around the reduction, and where possible, elimination of the identified distractions; appropriateness and feasibility of new programme development including: game/trail based mLearning; the importance of authentic contexts for Māori students; student involvement in design; student-centred methods; connection to the classroom; and the relevance of social media are explored.
This research provides a clear direction for future programme development, aligning with the Ministry of Education’s LEOTC review priorities that emphasise raising student achievement for priority students; improving student engagement; and innovative, future focused learning.

text: Nga Wahi Ipurangi - Digital Places The Waipa district, unbeknown to many New Zealanders, is home to some of the country’s most significant historical sites and stories.  As a Learning Experiences Outside the Classroom (LEOTC) educator, one of my roles is facilitating the understanding of these places and stories with school students.  
Currently, historical sites of national significance in this area are geographically hard to recognise, and have little or no physical interpretation. The ability of students to learn at these sites relies heavily on the educator’s oratory abilities.  Recent development in mobile technology can now provide access to interpretive internet-based content anytime, anywhere and this research investigates potential for mobile technology to be used as a tool to provide meaningful learning experiences that connect students to our unique history in the environment that these events actually took place in.
This research compares different mobile learning methods’ effectiveness in increasing student understanding and retention of social history content. A mobile learning (mLearning) programme was created for the purpose of this research, with the internet-hosted content divided equally between 3 mobile learning methods and one presenter-based method. 
Three groups consisting of Yr 5-6, Yr 7-8 and Yr 9-10 school students participated in the programme. Students completed multi-choice tests before, immediately after and 4 months following the trial programme. The multi choice results were used to compare improvement in student understanding and retention. Focus group interviews were conducted immediately and 4 months after the trial and were used to explore students metacognitive reflections of the learning methods used. 
The results of the study suggest that the mobile audio method was the most effective at increasing student understanding of the learning content and also had the highest level of content retention.  Results also suggest that environmental and technological distraction may have negatively influenced the effectiveness of the two visual mobile learning methods. Distraction may account for the differences between the learning methods effectiveness suggested by the multi-choice testing. Focus group interviews indicate the importance of mobile learning in an authentic context.
Discussion around the reduction, and where possible, elimination of the identified distractions; appropriateness and feasibility of new programme development including: game/trail based mLearning; the importance of authentic contexts for Māori students; student involvement in design; student-centred methods; connection to the classroom; and the relevance of social media are explored.
This research provides a clear direction for future programme development, aligning with the Ministry of Education’s LEOTC review priorities that emphasise raising student achievement for priority students; improving student engagement; and innovative, future focused learning.

year: 2013

title: Analyzing library collections with starfield visualizations

authors: Sánchez, J. Alfredo

subjects: Collections

abstract: This paper presents a qualitative and formative study of the uses of a starfield-based visualization interface for analysis of library collections. The evaluation process has produced feedback that suggests ways to significantly improve starfield interfaces and the interaction process to improve their learnability and usability. The study also gave us clear indication of additional potential uses of starfield visualizations that can be exploited by further functionality and interface development.
 We report on resulting implications for the design and use of starfield visualizations that will impact their graphical interface features, their use for managing data quality and their potential for various forms of visual data mining. Although the current implementation and analysis focuses on the collection of a physical library, the most important contributions of our work will be in digital libraries, in which volume, complexity and dynamism of collections are increasing dramatically and tools are needed for visualization and analysis.

text: Analyzing library collections with starfield visualizations This paper presents a qualitative and formative study of the uses of a starfield-based visualization interface for analysis of library collections. The evaluation process has produced feedback that suggests ways to significantly improve starfield interfaces and the interaction process to improve their learnability and usability. The study also gave us clear indication of additional potential uses of starfield visualizations that can be exploited by further functionality and interface development.
 We report on resulting implications for the design and use of starfield visualizations that will impact their graphical interface features, their use for managing data quality and their potential for various forms of visual data mining. Although the current implementation and analysis focuses on the collection of a physical library, the most important contributions of our work will be in digital libraries, in which volume, complexity and dynamism of collections are increasing dramatically and tools are needed for visualization and analysis.

year: 2004-01-01