title: Microsatellite markers for the endemic New Zealand long-tailed bat (Chalinolobus tuberculatus)

authors: Dekrout, Andrea

subjects: Chalinolobus gouldii

abstract: The New Zealand long-tailed bat (Chalinolobus tuberculatus) is an endangered species which is now absent from many habitats where they were previously observed. However, population genetics studies have been hampered by the lack of reliable genetic markers. We have developed 13 microsatellite markers, and at least eight of these are suitable for population studies. Nine of these markers also cross-react with the closely related Australian species C. gouldii. These markers may prove of general utility in the genus Chalinolobus.

text: Microsatellite markers for the endemic New Zealand long-tailed bat (Chalinolobus tuberculatus) The New Zealand long-tailed bat (Chalinolobus tuberculatus) is an endangered species which is now absent from many habitats where they were previously observed. However, population genetics studies have been hampered by the lack of reliable genetic markers. We have developed 13 microsatellite markers, and at least eight of these are suitable for population studies. Nine of these markers also cross-react with the closely related Australian species C. gouldii. These markers may prove of general utility in the genus Chalinolobus.

year: 2009

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: Māori, census 2018 and data sovereignty

authors: Kukutai, Tahu

abstract: This webinar explores the issues with the 2018 Census data collection and examines what the implications could be for communities and funding.  See below to read some relevant articles prior to the webinar.

Our presenters also discuss iwi data sovereignty and data bias and the reasons why we should all pay more attention to the quality of the data we provide, use and collect.

text: Māori, census 2018 and data sovereignty This webinar explores the issues with the 2018 Census data collection and examines what the implications could be for communities and funding.  See below to read some relevant articles prior to the webinar.

Our presenters also discuss iwi data sovereignty and data bias and the reasons why we should all pay more attention to the quality of the data we provide, use and collect.

year: 2019