title: In the mi[d]st of policy enactment: Leading innovative learning environments (ILEs) in New Zealand schools [Editorial]

authors: Morrison, Michele

abstract: Fundamental innovation in education systems is problematic, disruptive and challenging. It requires those who are steeped in existing systems and ways of being to rethink and reimagine their professional understanding and practice. The intended outcome of a changed system is presumably more effective learning opportunities and better outcomes for students. However, the very nature of systemic change creates uncertainty in that there is not yet evidence that the ‘new system’ will necessarily be ‘better’ than the original. These and other challenges are reflected in a number of the articles in this special issue. To paraphrase the sentiments in some of the articles, the current model of schooling is no longer fit for purpose. It is predicated on neoliberal thinking, accepts the utility of a transmission model, and is arguably aimed at preparing young individuals for the marketplace. Despite the rapid changes occurring in this post-school marketplace, many western education systems are not keeping pace with, or necessarily acknowledging, the nature of these changes.

text: In the mi[d]st of policy enactment: Leading innovative learning environments (ILEs) in New Zealand schools [Editorial] Fundamental innovation in education systems is problematic, disruptive and challenging. It requires those who are steeped in existing systems and ways of being to rethink and reimagine their professional understanding and practice. The intended outcome of a changed system is presumably more effective learning opportunities and better outcomes for students. However, the very nature of systemic change creates uncertainty in that there is not yet evidence that the ‘new system’ will necessarily be ‘better’ than the original. These and other challenges are reflected in a number of the articles in this special issue. To paraphrase the sentiments in some of the articles, the current model of schooling is no longer fit for purpose. It is predicated on neoliberal thinking, accepts the utility of a transmission model, and is arguably aimed at preparing young individuals for the marketplace. Despite the rapid changes occurring in this post-school marketplace, many western education systems are not keeping pace with, or necessarily acknowledging, the nature of these changes.

year: 2017

title: I want my IoT – end-user developers and the Internet of Things

authors: García Ferrari, Tomás

subjects: End-User Development (EUD)

abstract: The rise of the Internet of Things (IoT) has enabled seamless data capturing, processing, and analysis from the physical world and remote control of interconnected devices. However, due to complex development processes, its potential remains largely untapped by non-expert users. This thesis investigates technical, conceptual, and practical barriers that limit non-expert end-user developers from creating bespoke IoT projects. 

Based on the premise that simplifying IoT development and providing targeted support can democratise access, this research explores strategies to help end users create and manage IoT projects integrated into their daily lives. To address this, the thesis explores four research areas: the barriers end-user developers encounter when creating custom IoT solutions, the effectiveness of ideation tools in supporting their development process, the challenges involved in assembling and programming IoT systems, and the strategies that enhance effective troubleshooting. 

A review of the literature reveals that, while substantial research has focused on the technical dimensions of IoT, relatively little attention has been given to making these technologies accessible to non-experts. To bridge this gap, the thesis employs a mixed-methods approach, including surveys, a longitudinal case study, and three user studies to explore the experiences of non-expert users with IoT technologies. The findings highlight that the lack of intuitive tools and resources is a significant barrier to user engagement and project completion. 

The results underscore the importance of user-centred design in developing IoT support tools and demonstrate that non-experts can effectively create and manage IoT projects with appropriate guidance and resources. However, challenges remain, such as enhancing troubleshooting support and developing intuitive interfaces. 

This thesis argues that the future of IoT lies in designing accessible tools and systems for a broader audience, with significant implications for inclusivity and ease of use. Future research should focus on refining these tools, understanding the cognitive processes of end-user development, and exploring new methods for integrating IoT into everyday life. This work contributes to developing a more inclusive IoT ecosystem accessible to all users, regardless of their technical expertise.

text: I want my IoT – end-user developers and the Internet of Things The rise of the Internet of Things (IoT) has enabled seamless data capturing, processing, and analysis from the physical world and remote control of interconnected devices. However, due to complex development processes, its potential remains largely untapped by non-expert users. This thesis investigates technical, conceptual, and practical barriers that limit non-expert end-user developers from creating bespoke IoT projects. 

Based on the premise that simplifying IoT development and providing targeted support can democratise access, this research explores strategies to help end users create and manage IoT projects integrated into their daily lives. To address this, the thesis explores four research areas: the barriers end-user developers encounter when creating custom IoT solutions, the effectiveness of ideation tools in supporting their development process, the challenges involved in assembling and programming IoT systems, and the strategies that enhance effective troubleshooting. 

A review of the literature reveals that, while substantial research has focused on the technical dimensions of IoT, relatively little attention has been given to making these technologies accessible to non-experts. To bridge this gap, the thesis employs a mixed-methods approach, including surveys, a longitudinal case study, and three user studies to explore the experiences of non-expert users with IoT technologies. The findings highlight that the lack of intuitive tools and resources is a significant barrier to user engagement and project completion. 

The results underscore the importance of user-centred design in developing IoT support tools and demonstrate that non-experts can effectively create and manage IoT projects with appropriate guidance and resources. However, challenges remain, such as enhancing troubleshooting support and developing intuitive interfaces. 

This thesis argues that the future of IoT lies in designing accessible tools and systems for a broader audience, with significant implications for inclusivity and ease of use. Future research should focus on refining these tools, understanding the cognitive processes of end-user development, and exploring new methods for integrating IoT into everyday life. This work contributes to developing a more inclusive IoT ecosystem accessible to all users, regardless of their technical expertise.

year: 2024

title: Maori participation in higher education: Tainui graduates from the University of Waikato, 1992 to 1997

authors: Tiakiwai, Sarah-Jane

abstract: This thesis is an examination of what factors contribute to the success of Maori who participate in higher education. The thesis is informed by the experiences of nine Tainui tribal members who received scholarships from the Tainui Maori Trust Board and who graduated from the University of Waikato between 1992 and 1997. 

The thesis addresses two questions: what factors contributed to the success of Tainui graduates at the University of Waikato? What effect did programmes, policies and initiatives offered by the University of Waikato and the Tainui Maori Trust Board have on the academic success of Tainui graduates at the University of Waikato? 

There are three main components to the thesis: a brief history of the University of Waikato and an examination of three documents (University of Waikato Charter 1991; Paetawhiti, the strategic plan 1993; Academic Audit Unit report 1997) and how they pertain to Maori; a history of the Tainui Maori Trust Board and an examination of the Tainui Education Strategy (1986, 1991), its review (1993) and scholarship programmes; and a study and analysis of the experiences of nine Tainui graduates from the University of Waikato. 

Argued from an eclectic theoretical and methodological position, drawing from indigenous and western theories and research practices that emphasise a kaupapa Maori and tribal approach, the thesis identifies multiple factors that have contributed to the success of the Tainui graduates. These factors include family and parental support, mentoring, the role of finances, institutional support, and identity. 

The thesis finds through examination of the documents, that the policies, initiatives and programmes of the Tainui Maori Trust Board and the University of Waikato have ambiguous and at times conflicting aims and objectives in regard to Maori participation and graduation from higher education. The thesis also finds that the experiences of the graduates reveal that neither the Tainui Maori Trust Board nor policies relating to Maori at the University of Waikato played significant roles in the success of the Tainui graduates. Rather, the thesis finds that the success of the graduates is largely borne by their own efforts, which reflect western notions of success, but which also reinforce their identity as Maori, and as Tainui tribal members. 

The thesis suggests that both the Tainui Maori Trust Board and the University of Waikato review their relationships with their tribal and Maori members (respectively), and recommendations are made to help develop a greater awareness of the contribution that both organisations can make to the success of Maori university students.

text: Maori participation in higher education: Tainui graduates from the University of Waikato, 1992 to 1997 This thesis is an examination of what factors contribute to the success of Maori who participate in higher education. The thesis is informed by the experiences of nine Tainui tribal members who received scholarships from the Tainui Maori Trust Board and who graduated from the University of Waikato between 1992 and 1997. 

The thesis addresses two questions: what factors contributed to the success of Tainui graduates at the University of Waikato? What effect did programmes, policies and initiatives offered by the University of Waikato and the Tainui Maori Trust Board have on the academic success of Tainui graduates at the University of Waikato? 

There are three main components to the thesis: a brief history of the University of Waikato and an examination of three documents (University of Waikato Charter 1991; Paetawhiti, the strategic plan 1993; Academic Audit Unit report 1997) and how they pertain to Maori; a history of the Tainui Maori Trust Board and an examination of the Tainui Education Strategy (1986, 1991), its review (1993) and scholarship programmes; and a study and analysis of the experiences of nine Tainui graduates from the University of Waikato. 

Argued from an eclectic theoretical and methodological position, drawing from indigenous and western theories and research practices that emphasise a kaupapa Maori and tribal approach, the thesis identifies multiple factors that have contributed to the success of the Tainui graduates. These factors include family and parental support, mentoring, the role of finances, institutional support, and identity. 

The thesis finds through examination of the documents, that the policies, initiatives and programmes of the Tainui Maori Trust Board and the University of Waikato have ambiguous and at times conflicting aims and objectives in regard to Maori participation and graduation from higher education. The thesis also finds that the experiences of the graduates reveal that neither the Tainui Maori Trust Board nor policies relating to Maori at the University of Waikato played significant roles in the success of the Tainui graduates. Rather, the thesis finds that the success of the graduates is largely borne by their own efforts, which reflect western notions of success, but which also reinforce their identity as Maori, and as Tainui tribal members. 

The thesis suggests that both the Tainui Maori Trust Board and the University of Waikato review their relationships with their tribal and Maori members (respectively), and recommendations are made to help develop a greater awareness of the contribution that both organisations can make to the success of Maori university students.

year: 2001