title: Supporting documents for "Structurally controlled fluid-rock interaction during development of the giant Mount Isa copper deposit"

authors: Andrew, Benjamin Steven

abstract: Supporting documents for article "Structurally controlled fluid-rock interaction during development of the giant Mount Isa copper deposit"

text: Supporting documents for "Structurally controlled fluid-rock interaction during development of the giant Mount Isa copper deposit" Supporting documents for article "Structurally controlled fluid-rock interaction during development of the giant Mount Isa copper deposit"

year: 2018

title: Online collaborative learning in tertiary ICT education to enhance students' learning in Malaysia

authors: Mohamad Said, Mohd Nihra Haruzuan Bin

subjects: Online learning environments

abstract: This study investigated the nature of students’, and student group, interactions through the incorporation of an online collaborative learning (OCL) initiative, with its aim to enhance students’ learning in a Malaysian tertiary classroom. In order to contribute to knowledge and understanding about the nature and quality of OCL, the learning processes and outcomes were drawn predominantly from Harasim’s model, with inclusion of a socio-cultural framework aimed at enhancing learning outcomes for undergraduate science and ICT education students. Harasim’s model of OCL that was used in the intervention includes steps to setting up the stage and a system for Idea Generating (IG), modeling and guiding the OCL discussions for Idea Organizing (IO), and evaluating and reflecting the OCL discussions for Intellectual Convergence (IC). The interactions in OCL were analysed through four dimensions: participative, interactive, social, and cognitive in support of the students’ cognitive, social and emotional development.
The OCL intervention in this study was conducted through an ICT education course in a Malaysian university that required OCL discussions for 13 weeks: the first four weeks were intra-group work discussions (Task 1), followed by four/five weeks of inter-group work discussions (Task 2), and the remaining four weeks were for the final intra-group work discussions (Task 3). The OCL intervention was aimed at facilitating interdisciplinary collaboration and interaction between students from Chemistry, Physics and Mathematics majors through the university’s Learning Management System (Moodle), which provided the shared space for the OCL discourse and tools for collaboration. A total of nine groups of four to six students (N=46) were involved in this study. In order to evaluate the OCL intervention using a holistic view, an interpretive approach that included the collection of quantitative and qualitative data was adopted to frame the collection and analysis of the data. Quantitative data were obtained from online questionnaires, together with online data based on the frequency of students’ posts in participative, interactive, social, and cognitive dimensions. Qualitative data were gathered via interviews with students (group and post-course interviews) and lecturers, and online transcripts that included online postings and students’ online journal entries. These data were collected and analysed in order to triangulate the findings and to help the researcher assess the extent to which the intervention was successful in enhancing students’ learning.
The findings from the study revealed the nature of students’ interactions in OCL correspond with particular socio-cultural views that students’ interactions are characterised based on the participative, interactive, social and cognitive dimensions in support of the students’ cognitive, social and emotional development. From a socio-cultural perspective, the outcomes that arose from the study included:
•	The socio-cultural learning constructs have been useful as a framework for the analysis of the OCL intervention based on the participative, interactive, social and cognitive dimensions.
•	The affordances of the OCL group work helped the students’ in their group work.
•	The constraints of OCL influence the communication methods, and interaction styles used by students in achieving task goals through group work in the OCL intervention.
The findings also show students’ interactions and student group interactions were an important part of the learning process. The implementation of OCL intervention into the course can lead to the facilitation of the student group learning process as well as supporting their cognitive, social and emotional development, and potential constraints from the technology (e.g. Internet connection) or the lack of social and verbal cues (e.g. facial expression) can lead to different working methods of communication for achieving task goals and different styles of interactions. Overall, the findings of the study indicate the value of OCL in a tertiary classroom to enhance learning.

text: Online collaborative learning in tertiary ICT education to enhance students' learning in Malaysia This study investigated the nature of students’, and student group, interactions through the incorporation of an online collaborative learning (OCL) initiative, with its aim to enhance students’ learning in a Malaysian tertiary classroom. In order to contribute to knowledge and understanding about the nature and quality of OCL, the learning processes and outcomes were drawn predominantly from Harasim’s model, with inclusion of a socio-cultural framework aimed at enhancing learning outcomes for undergraduate science and ICT education students. Harasim’s model of OCL that was used in the intervention includes steps to setting up the stage and a system for Idea Generating (IG), modeling and guiding the OCL discussions for Idea Organizing (IO), and evaluating and reflecting the OCL discussions for Intellectual Convergence (IC). The interactions in OCL were analysed through four dimensions: participative, interactive, social, and cognitive in support of the students’ cognitive, social and emotional development.
The OCL intervention in this study was conducted through an ICT education course in a Malaysian university that required OCL discussions for 13 weeks: the first four weeks were intra-group work discussions (Task 1), followed by four/five weeks of inter-group work discussions (Task 2), and the remaining four weeks were for the final intra-group work discussions (Task 3). The OCL intervention was aimed at facilitating interdisciplinary collaboration and interaction between students from Chemistry, Physics and Mathematics majors through the university’s Learning Management System (Moodle), which provided the shared space for the OCL discourse and tools for collaboration. A total of nine groups of four to six students (N=46) were involved in this study. In order to evaluate the OCL intervention using a holistic view, an interpretive approach that included the collection of quantitative and qualitative data was adopted to frame the collection and analysis of the data. Quantitative data were obtained from online questionnaires, together with online data based on the frequency of students’ posts in participative, interactive, social, and cognitive dimensions. Qualitative data were gathered via interviews with students (group and post-course interviews) and lecturers, and online transcripts that included online postings and students’ online journal entries. These data were collected and analysed in order to triangulate the findings and to help the researcher assess the extent to which the intervention was successful in enhancing students’ learning.
The findings from the study revealed the nature of students’ interactions in OCL correspond with particular socio-cultural views that students’ interactions are characterised based on the participative, interactive, social and cognitive dimensions in support of the students’ cognitive, social and emotional development. From a socio-cultural perspective, the outcomes that arose from the study included:
•	The socio-cultural learning constructs have been useful as a framework for the analysis of the OCL intervention based on the participative, interactive, social and cognitive dimensions.
•	The affordances of the OCL group work helped the students’ in their group work.
•	The constraints of OCL influence the communication methods, and interaction styles used by students in achieving task goals through group work in the OCL intervention.
The findings also show students’ interactions and student group interactions were an important part of the learning process. The implementation of OCL intervention into the course can lead to the facilitation of the student group learning process as well as supporting their cognitive, social and emotional development, and potential constraints from the technology (e.g. Internet connection) or the lack of social and verbal cues (e.g. facial expression) can lead to different working methods of communication for achieving task goals and different styles of interactions. Overall, the findings of the study indicate the value of OCL in a tertiary classroom to enhance learning.

year: 2013

title: Proposing a Kaupapa Tuku Iho informed Māori model for practice to enhance cultural competence and foster kaimahi flourishing within health and social service providers

authors: Winiata, Rangimarie

subjects: Kaupapa Tuku Iho

abstract: Kaupapa Tuku Iho are Māori values that have been used across various social institutions to inform culturally competent practices with those accessing services. This thesis set out to promote the use Kaupapa Tuku Iho to not only enhance cultural competence and culturally appropriate services, but to take a step further and explore factors that foster the flourishing of kaimahi (workers) who deliver those services. There is research that suggests kaimahi in health and social services are overworked, burdened by stressed and approaching a state of compassion fatigue. This is detrimental for those both delivering and accessing services. This study will explore factors that foster kaimahi flourishing and enable kaimahi to practice Kaupapa Tuku Iho, along with factors that stand as barriers to achieving flourishing and culturally competent practice.
Furthermore, I have developed Ngā Kākano, which is a values-based model informed by Kaupapa Tuku Iho that aims to foster kaimahi flourishing and achieve culturally competent practice within health and social service providers. Ngā Kākano has been aligned to various psychological disciplines, including Community Psychology, Industrial-Organisational Psychology and Indigenous Psychology.
Data concerning the exploration of barriers and enablers kaimahi experienced was collected using a Kaupapa Māori research approach consisting of focus group structures combined with Wānanga as a Kaupapa Māori research methodology. The data was analysed using processes of thematic analysis, where themes were identified and presented in association with the relevant stages of Ngā Kākano.
	The findings of this study saw the organisation stood as a prominent barrier to kaimahi practising Kaupapa Tuku Iho and achieving flourishing. This reflected a need for the organisation to make improvements to support kaimahi in all necessary forms that enable them to achieve flourishing as reflected in positive states of being. It became apparent that most kaimahi were able to achieve flourishing through the practice of Kaupapa Tuku Iho between, amongst and across all kaimahi throughout the organisation irrespective of direct support from the organisation.

text: Proposing a Kaupapa Tuku Iho informed Māori model for practice to enhance cultural competence and foster kaimahi flourishing within health and social service providers Kaupapa Tuku Iho are Māori values that have been used across various social institutions to inform culturally competent practices with those accessing services. This thesis set out to promote the use Kaupapa Tuku Iho to not only enhance cultural competence and culturally appropriate services, but to take a step further and explore factors that foster the flourishing of kaimahi (workers) who deliver those services. There is research that suggests kaimahi in health and social services are overworked, burdened by stressed and approaching a state of compassion fatigue. This is detrimental for those both delivering and accessing services. This study will explore factors that foster kaimahi flourishing and enable kaimahi to practice Kaupapa Tuku Iho, along with factors that stand as barriers to achieving flourishing and culturally competent practice.
Furthermore, I have developed Ngā Kākano, which is a values-based model informed by Kaupapa Tuku Iho that aims to foster kaimahi flourishing and achieve culturally competent practice within health and social service providers. Ngā Kākano has been aligned to various psychological disciplines, including Community Psychology, Industrial-Organisational Psychology and Indigenous Psychology.
Data concerning the exploration of barriers and enablers kaimahi experienced was collected using a Kaupapa Māori research approach consisting of focus group structures combined with Wānanga as a Kaupapa Māori research methodology. The data was analysed using processes of thematic analysis, where themes were identified and presented in association with the relevant stages of Ngā Kākano.
	The findings of this study saw the organisation stood as a prominent barrier to kaimahi practising Kaupapa Tuku Iho and achieving flourishing. This reflected a need for the organisation to make improvements to support kaimahi in all necessary forms that enable them to achieve flourishing as reflected in positive states of being. It became apparent that most kaimahi were able to achieve flourishing through the practice of Kaupapa Tuku Iho between, amongst and across all kaimahi throughout the organisation irrespective of direct support from the organisation.

year: 2022