title: Sustaining competing professional identities: Measuring action learning 'outcomes' in an educational context.

authors: Cockburn-Wootten, Cheryl

subjects: sustainability

abstract: This paper builds on an initial investigation of the process of action learning in a university Management School in New Zealand, where the focus is on sustainability and innovation. Students are encouraged to engage with entrepreneurial practice and develop critical thinking skills. In this study, we recognise the impact of the organisational context both on our own professional practice as teaching staff and on learning outcomes for staff and students.
The emergent nature of action learning outcomes makes the measurement of their effectiveness problematic. Research questions cannot be determined at the outset but are generated in consultation with the research participants. Despite aiming to be collaborative, our focus groups and interviews made explicit the tensions existing in the professional identities of staff. Their expert knowledge as researchers and teachers was challenged by an action learning approach. Consequently, this paper is an example of ongoing critical reflective practice.
We conclude that measuring the effectiveness of action learning outcomes is context-dependent and consider the implications for the teaching of critical management studies. The process of action learning must be considered a key outcome. Individual reflection on professional identity and practice may be as important as the organisational learning and explicit knowledge gained.

text: Sustaining competing professional identities: Measuring action learning 'outcomes' in an educational context. This paper builds on an initial investigation of the process of action learning in a university Management School in New Zealand, where the focus is on sustainability and innovation. Students are encouraged to engage with entrepreneurial practice and develop critical thinking skills. In this study, we recognise the impact of the organisational context both on our own professional practice as teaching staff and on learning outcomes for staff and students.
The emergent nature of action learning outcomes makes the measurement of their effectiveness problematic. Research questions cannot be determined at the outset but are generated in consultation with the research participants. Despite aiming to be collaborative, our focus groups and interviews made explicit the tensions existing in the professional identities of staff. Their expert knowledge as researchers and teachers was challenged by an action learning approach. Consequently, this paper is an example of ongoing critical reflective practice.
We conclude that measuring the effectiveness of action learning outcomes is context-dependent and consider the implications for the teaching of critical management studies. The process of action learning must be considered a key outcome. Individual reflection on professional identity and practice may be as important as the organisational learning and explicit knowledge gained.

year: 2006

title: MLearning in a New Zealand secondary school: A case study

authors: Wright, Noeline

subjects: MLearning

abstract: Four classroom teachers (geography, food technology, ESOL, Japanese) experimented with a range of mobile devices (digital cameras, proprietary hardware/software, phones and mp3 players) during 2010. In conjunction both with a telecommunications provider and the Ministry of Education, this research sought to understand the following: how teachers use various mobile technologies for learning, what issues arise that impede this, what benefits emerge if any, and what students’ experiences are of using these devices as part of their subject learning. Interviews and classroom observations were the key data collection methods over a month. Twenty-nine students were interviewed across three classes and three of the four classroom teachers were interviewed, plus the IT Director in the school. These data were analysed thematically for patterns of experience. 
Findings included: the importance of the pedagogical background knowledge of the IT Director in supporting the learning; the improved engagement and participation of students in their learning when mobile devices were used; the desire of students to use these tools regularly in their classrooms to support their learning; the crucial value of the experience of the trial teachers in experimenting with new tools. This last finding suggests that teachers of more than 10 years’ practice are likely to be most comfortable with coping with the potential destabilising effects of introducing unfamiliar/untried tools to a classroom setting.

text: MLearning in a New Zealand secondary school: A case study Four classroom teachers (geography, food technology, ESOL, Japanese) experimented with a range of mobile devices (digital cameras, proprietary hardware/software, phones and mp3 players) during 2010. In conjunction both with a telecommunications provider and the Ministry of Education, this research sought to understand the following: how teachers use various mobile technologies for learning, what issues arise that impede this, what benefits emerge if any, and what students’ experiences are of using these devices as part of their subject learning. Interviews and classroom observations were the key data collection methods over a month. Twenty-nine students were interviewed across three classes and three of the four classroom teachers were interviewed, plus the IT Director in the school. These data were analysed thematically for patterns of experience. 
Findings included: the importance of the pedagogical background knowledge of the IT Director in supporting the learning; the improved engagement and participation of students in their learning when mobile devices were used; the desire of students to use these tools regularly in their classrooms to support their learning; the crucial value of the experience of the trial teachers in experimenting with new tools. This last finding suggests that teachers of more than 10 years’ practice are likely to be most comfortable with coping with the potential destabilising effects of introducing unfamiliar/untried tools to a classroom setting.

year: 2011

title: Tito Waiata-Tito Pūoro: extending the Kīngitanga music tradition.

authors: Rollo, Te Manaaroha Pirihira

subjects: Kīngitanga

abstract: Since 1858, music has always been an integral part of the Kīngitanga movement in New Zealand. As this music tradition evolves with the introduction of new musical idioms, genres and digital technology, so too do the practices of composing new works. 

The objective of this research was to construct a model for combining waiata, taonga pūoro and New Zealand electroacoustic music, in order to create new works that enhance the Kīngitanga music tradition.  Developing a model for composing and integrating these idioms within a Māori context presented problems, as traditional Māori music conflict with contemporary Western forms. 

To generate a framework and practical model for composing hybrid music, an examination of selected New Zealand works was first carried out through: a) the collection of 50 traditional and contemporary waiata relating to the Kīngitanga b) the collection of 10 New Zealand taonga pūoro works and c) a collection of 10 New Zealand electroacoustic music. An analysis of the music and compositional processes of each idiom implementing the ‘de-construct in order to re-construct’ approach to understand how they work musically and compositionally was accomplished. 

To demonstrate the outcome of my models, six original compositions were presented exploring different aspects of musical composition. These models focused on sound architecture and explored a) communicative relationships between composer, performer, and audience b) Holistic Co-hear-ence, implementing the horizontal and vertical layering model, and c) technical approaches using digital technology. To comply with Māori principles of composition and performance, each model and new work demonstrated Kaupapa Māori , Wairua  and Te Mana - Te Ihi - Te Wehi - Te Tapu . 

The findings and original contributions of this research provide a model that combines two musical traditions and three music idioms, and in turn, may guide contemporary composers in creating new works that extend the Kīngitanga music tradition.

text: Tito Waiata-Tito Pūoro: extending the Kīngitanga music tradition. Since 1858, music has always been an integral part of the Kīngitanga movement in New Zealand. As this music tradition evolves with the introduction of new musical idioms, genres and digital technology, so too do the practices of composing new works. 

The objective of this research was to construct a model for combining waiata, taonga pūoro and New Zealand electroacoustic music, in order to create new works that enhance the Kīngitanga music tradition.  Developing a model for composing and integrating these idioms within a Māori context presented problems, as traditional Māori music conflict with contemporary Western forms. 

To generate a framework and practical model for composing hybrid music, an examination of selected New Zealand works was first carried out through: a) the collection of 50 traditional and contemporary waiata relating to the Kīngitanga b) the collection of 10 New Zealand taonga pūoro works and c) a collection of 10 New Zealand electroacoustic music. An analysis of the music and compositional processes of each idiom implementing the ‘de-construct in order to re-construct’ approach to understand how they work musically and compositionally was accomplished. 

To demonstrate the outcome of my models, six original compositions were presented exploring different aspects of musical composition. These models focused on sound architecture and explored a) communicative relationships between composer, performer, and audience b) Holistic Co-hear-ence, implementing the horizontal and vertical layering model, and c) technical approaches using digital technology. To comply with Māori principles of composition and performance, each model and new work demonstrated Kaupapa Māori , Wairua  and Te Mana - Te Ihi - Te Wehi - Te Tapu . 

The findings and original contributions of this research provide a model that combines two musical traditions and three music idioms, and in turn, may guide contemporary composers in creating new works that extend the Kīngitanga music tradition.

year: 2014