title: Legacies of learning: Negotiating guidelines for online discussion

authors: Forbes, Dianne Leslie

subjects: Asynchronous Online Discussion

abstract: This study involves students in constructing a community resource or legacy for future learners to use. In this instance, the resource takes the form of a set of guidelines for Asynchronous Online Discussion (AOD). Working within Moodle, teacher education students negotiated and revised sets of AOD guidelines for use in their own class, and to provide as a legacy for a future class. Data were generated over two semesters by consecutive cohorts of students. The findings highlight some key expectations that students set for peers when learning through AOD, such as a preference for accurate and responsive postings. It is also apparent that students appreciate and value the opportunity to negotiate guidelines. In terms of digital smarts, this study promotes effective use of AOD as an accessible means of engaging students in dialogue and deep learning. It is smart to negotiate guidelines for AOD with students so that expectations are clear, student perspectives are respected and opportunities to contribute to others’ learning are provided.

text: Legacies of learning: Negotiating guidelines for online discussion This study involves students in constructing a community resource or legacy for future learners to use. In this instance, the resource takes the form of a set of guidelines for Asynchronous Online Discussion (AOD). Working within Moodle, teacher education students negotiated and revised sets of AOD guidelines for use in their own class, and to provide as a legacy for a future class. Data were generated over two semesters by consecutive cohorts of students. The findings highlight some key expectations that students set for peers when learning through AOD, such as a preference for accurate and responsive postings. It is also apparent that students appreciate and value the opportunity to negotiate guidelines. In terms of digital smarts, this study promotes effective use of AOD as an accessible means of engaging students in dialogue and deep learning. It is smart to negotiate guidelines for AOD with students so that expectations are clear, student perspectives are respected and opportunities to contribute to others’ learning are provided.

year: 2015

title: Reducing Undesirable Powder Deposition

authors: Walmsley, Timothy Gordon

subjects: powder deposition

abstract: This paper describe how to reduce powder deposition.

text: Reducing Undesirable Powder Deposition This paper describe how to reduce powder deposition.

year: 2010-08-17

title: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda.

authors: Bishop, Russell

subjects: educational outcomes

abstract: Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

text: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda. Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

year: 2000