title: Assessment for learning and fostering student agency and autonomy in technology

authors: Moreland, Judy

subjects: assessment for learning

abstract: In this paper we focus on how assessment for learning (AFL) practices can provide opportunities for students to develop identities as capable and independent learners who are aware of and able to employ a variation of and/or something similar to the accountability systems for knowledge generation and legitimation that are used by technologists. Sadler (1989) argued that the indispensible conditions for improvement are that students move from being consumers to active participants in their own learning and assessment. Carr (2001) adds that learner agency of this kind involves students being ready, willing and able to monitor and progress their own learning. As autonomous and agentic learners, students are attuned to opportunities to learn, to making deeper sense of their own learning and knowing when and how to take strategic action to progress their learning. They have ‘a nose for quality’ and the inclination and means to pursue this (Claxton, 1995). Using examples derived from a three-year research project undertaken with 12 teachers in New Zealand Year 1-8 schools we illustrate how teachers fostered student learning and learning autonomy through patterns of participation that construed learning as a social practice and collective responsibility. We detail the ways the teachers sought to ensure students had access to a range of opportunities for feedback and supported student affiliation with technology. We conclude that the ‘spirit’ of AfL (Marshall & Drummond, 2006) is evoked when teachers have a pedagogical mindset that foregrounds the sharing of responsibility with students as the norm, and when they provide students with opportunities, and the means, to exercise responsibility for their learning and learning progress.

text: Assessment for learning and fostering student agency and autonomy in technology In this paper we focus on how assessment for learning (AFL) practices can provide opportunities for students to develop identities as capable and independent learners who are aware of and able to employ a variation of and/or something similar to the accountability systems for knowledge generation and legitimation that are used by technologists. Sadler (1989) argued that the indispensible conditions for improvement are that students move from being consumers to active participants in their own learning and assessment. Carr (2001) adds that learner agency of this kind involves students being ready, willing and able to monitor and progress their own learning. As autonomous and agentic learners, students are attuned to opportunities to learn, to making deeper sense of their own learning and knowing when and how to take strategic action to progress their learning. They have ‘a nose for quality’ and the inclination and means to pursue this (Claxton, 1995). Using examples derived from a three-year research project undertaken with 12 teachers in New Zealand Year 1-8 schools we illustrate how teachers fostered student learning and learning autonomy through patterns of participation that construed learning as a social practice and collective responsibility. We detail the ways the teachers sought to ensure students had access to a range of opportunities for feedback and supported student affiliation with technology. We conclude that the ‘spirit’ of AfL (Marshall & Drummond, 2006) is evoked when teachers have a pedagogical mindset that foregrounds the sharing of responsibility with students as the norm, and when they provide students with opportunities, and the means, to exercise responsibility for their learning and learning progress.

year: 2013

title: Theme parks and a structural equation model of determinants of visitor satisfaction — Janfusan Fancyworld, Taiwan

authors: Ryan, Chris

subjects: Taiwan

abstract: The main thesis of this paper is that satisfaction derived from a theme park visit may be of two types — generic — which relates to general ‘push’ needs such as those for relaxation, and site specific — which relate to destination attraction features and ‘pull’ determinants. It is argued that it is the latter that are the more important in determining total satisfaction, which, however, is a composite of both sets of needs and additionally modified by moderating variables of a hygiene nature. This thesis is examined in the context of a theme park, Janfusan Fancyworld, in Taiwan. The main sources of satisfaction appear to be those associated with the atmosphere of the park, the existence of thrill rides, degrees of crowding experienced, having places to rest and a perceived reasonable entry price.

text: Theme parks and a structural equation model of determinants of visitor satisfaction — Janfusan Fancyworld, Taiwan The main thesis of this paper is that satisfaction derived from a theme park visit may be of two types — generic — which relates to general ‘push’ needs such as those for relaxation, and site specific — which relate to destination attraction features and ‘pull’ determinants. It is argued that it is the latter that are the more important in determining total satisfaction, which, however, is a composite of both sets of needs and additionally modified by moderating variables of a hygiene nature. This thesis is examined in the context of a theme park, Janfusan Fancyworld, in Taiwan. The main sources of satisfaction appear to be those associated with the atmosphere of the park, the existence of thrill rides, degrees of crowding experienced, having places to rest and a perceived reasonable entry price.

year: 2010-07

title: Ngā tohu o te taiao: Observing signs of the natural world to identify seastar over-abundance as a detriment to shellfish survival in Ōhiwa Harbour, Aotearoa New Zealand

authors: Paul-Burke, Kura

subjects: Tohu

abstract: Māori understandings and experiences of the natural world encompass not only what is known but how it is known, and the intergenerational connectedness of that knowledge with the environments from which it is derived. Ngā tohu o te taiao (hereafter ‘tohu’), or the cultural and environmental signs and indicators of the natural world, are widely used by kaitiaki or local practitioners to identify trends or changes in the state or health of marine taonga (culturally important) species and their associated environments (Paul-Burke, 2017). Māori worldviews position humans within nature and focus on ways in which cultural understandings and intergenerational connections between people and their bio-physical contexts assist in the retention and protection of biodiversity and ecologically sustainable ecosystems (Lyver et al., 2016). Tohu are a fundamental expression of kaitiakitanga or active guardianship and are based on the primal instinct of survival and recognising that in order to survive one must pay attention to the natural signs and signals thoughtfully, so as to manage our mahinga kai (food harvesting area) and ourselves into the future (Paul-Burke et al., 2020). This article considers the example of the over-abundant eleven-armed seastar (pātangaroa, Coscinasterias muricata; hereafter ‘seastar’) predating on culturally and ecologically important shellfish populations in a traditional mahinga kai of Ōhiwa Harbour in the Bay of Plenty region of Aotearoa/New Zealand. The over-abundance of seastars was considered a contemporary tohu of a degrading harbour. It was deemed imperative by iwi (tribe) members that a trial using quantitative methods to investigate predation pressure of seastars on the green-lipped mussel (kuku or kūtai, Perna canaliculus) population be conducted in the harbour. Between September 2018 and February 2019 field trials were undertaken that prioritised mātauranga Māori (Māori knowledge) alongside marine science to assist with a better understanding of the degrading harbour. It was hoped that the research would help and promote recovery, in particular but not limited to, the once abundant but now severely reduced mussel reefs in the soft-mud-bottomed harbour.

text: Ngā tohu o te taiao: Observing signs of the natural world to identify seastar over-abundance as a detriment to shellfish survival in Ōhiwa Harbour, Aotearoa New Zealand Māori understandings and experiences of the natural world encompass not only what is known but how it is known, and the intergenerational connectedness of that knowledge with the environments from which it is derived. Ngā tohu o te taiao (hereafter ‘tohu’), or the cultural and environmental signs and indicators of the natural world, are widely used by kaitiaki or local practitioners to identify trends or changes in the state or health of marine taonga (culturally important) species and their associated environments (Paul-Burke, 2017). Māori worldviews position humans within nature and focus on ways in which cultural understandings and intergenerational connections between people and their bio-physical contexts assist in the retention and protection of biodiversity and ecologically sustainable ecosystems (Lyver et al., 2016). Tohu are a fundamental expression of kaitiakitanga or active guardianship and are based on the primal instinct of survival and recognising that in order to survive one must pay attention to the natural signs and signals thoughtfully, so as to manage our mahinga kai (food harvesting area) and ourselves into the future (Paul-Burke et al., 2020). This article considers the example of the over-abundant eleven-armed seastar (pātangaroa, Coscinasterias muricata; hereafter ‘seastar’) predating on culturally and ecologically important shellfish populations in a traditional mahinga kai of Ōhiwa Harbour in the Bay of Plenty region of Aotearoa/New Zealand. The over-abundance of seastars was considered a contemporary tohu of a degrading harbour. It was deemed imperative by iwi (tribe) members that a trial using quantitative methods to investigate predation pressure of seastars on the green-lipped mussel (kuku or kūtai, Perna canaliculus) population be conducted in the harbour. Between September 2018 and February 2019 field trials were undertaken that prioritised mātauranga Māori (Māori knowledge) alongside marine science to assist with a better understanding of the degrading harbour. It was hoped that the research would help and promote recovery, in particular but not limited to, the once abundant but now severely reduced mussel reefs in the soft-mud-bottomed harbour.

year: 2022-03-28