title: Reading Lists Systems' pedagogical features: a comparative analysis

authors: Kumara, P. P. N. V.

subjects: computer science

abstract: Reading Lists Systems are a pedagogical tool used in tertiary education to streamline the creation and management of course reading lists and make copyright compliance easier. This paper explores the design of current Reading Lists systems and how their features support the pedagogical needs of academics and students in tertiary education. A feature review combined with a comparative analysis approach was employed in our study. We analysed and compared Reading Lists systems and their features, implemented through Digital Libraries, that provide pedagogical support for academic teaching. As one of our outcomes, we identify the need to assist teachers to effectively use these tools in their daily practice.

text: Reading Lists Systems' pedagogical features: a comparative analysis Reading Lists Systems are a pedagogical tool used in tertiary education to streamline the creation and management of course reading lists and make copyright compliance easier. This paper explores the design of current Reading Lists systems and how their features support the pedagogical needs of academics and students in tertiary education. A feature review combined with a comparative analysis approach was employed in our study. We analysed and compared Reading Lists systems and their features, implemented through Digital Libraries, that provide pedagogical support for academic teaching. As one of our outcomes, we identify the need to assist teachers to effectively use these tools in their daily practice.

year: 2023-06

title: Developing Pre-service Teacher Education in Environmental Education for Sustainability in Papua New Guinea

authors: Openg, Asaku Simiong

subjects: Environmental Education for Sustainability, Goals of environmental Education, Education about environment, education in environment, education for environment, Traditional education system, Characteristics of Environmental education for sustainability, History of environmental education for sustainability, environmental education for sustainability in teacher education, Action Competent, Environmental issues in Papua New Guinea, Biological environment issues, Physical environment issues, developmental issues, social issues, Key concepts of environmental education for sustainability, sustainable development, connectedness, Interdependent, diversity, Knowledge, experience, critical thinking, reflection, action, commitment, intervention,

abstract: Government policies in Papua New Guinea (PNG) identify the need for environmental education for sustainability (EEfS) to respond to environmental and sustainability issues faced within the country. However, little has been achieved to develop EEfS in pre-service teacher education. This doctoral study developed an intervention to address this problem in one PNG teachers college. The intervention design was underpinned by a theoretical framework comprising conceptual knowledge and pedagogical ideas from the EEfS literature, conceptions of teacher education and the local traditional knowledge of PNG, and a survey of pre-service teacher students and document analysis. The intervention was delivered to 300 year one pre-service teachers. 

An evaluation of the intervention used pre and post intervention questionnaires, student reflective journals and student work of 81 pre-service teacher participants. The analysis involved simple statistical and thematic analysis, using themes that both were informed by the literature and emerged from the data.

Student perceptions indicate that knowledge, skills and attitudes for EEfS were developed during the intervention. After the intervention, the students identified land problems and biodiversity depletion especially that of endangered species, as important issues for PNG, but their views on poverty as an issue were more complex. The data further suggests that the pre-service teachers were motivated and confident to teach EEfS, using learning approaches that were modelled in the intervention. 

While, it is unclear if the pre-service teachers will take personal action to contribute to future sustainability, it appears that the implementation of the intervention has had some impact on the pre-service teachers’ awareness, interest, and confidence to deliver EEfS in their future classrooms. The study also indicated that further development of an EEfS course in pre-service teacher education in PNG may require changes to current teacher education practice.

text: Developing Pre-service Teacher Education in Environmental Education for Sustainability in Papua New Guinea Government policies in Papua New Guinea (PNG) identify the need for environmental education for sustainability (EEfS) to respond to environmental and sustainability issues faced within the country. However, little has been achieved to develop EEfS in pre-service teacher education. This doctoral study developed an intervention to address this problem in one PNG teachers college. The intervention design was underpinned by a theoretical framework comprising conceptual knowledge and pedagogical ideas from the EEfS literature, conceptions of teacher education and the local traditional knowledge of PNG, and a survey of pre-service teacher students and document analysis. The intervention was delivered to 300 year one pre-service teachers. 

An evaluation of the intervention used pre and post intervention questionnaires, student reflective journals and student work of 81 pre-service teacher participants. The analysis involved simple statistical and thematic analysis, using themes that both were informed by the literature and emerged from the data.

Student perceptions indicate that knowledge, skills and attitudes for EEfS were developed during the intervention. After the intervention, the students identified land problems and biodiversity depletion especially that of endangered species, as important issues for PNG, but their views on poverty as an issue were more complex. The data further suggests that the pre-service teachers were motivated and confident to teach EEfS, using learning approaches that were modelled in the intervention. 

While, it is unclear if the pre-service teachers will take personal action to contribute to future sustainability, it appears that the implementation of the intervention has had some impact on the pre-service teachers’ awareness, interest, and confidence to deliver EEfS in their future classrooms. The study also indicated that further development of an EEfS course in pre-service teacher education in PNG may require changes to current teacher education practice.

year: 2012

title: Water Quality Modelling of Te Waihora/Lake Ellesmere

authors: Hamilton, David P.

abstract: As a component of work to contribute towards the management of water quality of Te Waihora/Lake Ellesmere, the University of Waikato was subcontracted by University of Otago to apply a coupled hydrodynamic-water quality model to the lake. The primary funder for this work was Environment Canterbury (ECAN), Whakaora Te Waihora and the Central Government Freshwater Cleanup Fund. The main modelling tool used in the study to simulate the dynamics of Te Waihora/Lake Ellesmere was the one‐dimensional (1‐D) hydrodynamic-water quality model DYRESM-CAEDYM. The model was used to reproduce observed water column data for a mid-lake station over the period 2011 to 2015. Once a satisfactory level of reproduction of these data had been achieved, an assessment was carried out with the model to examine the impact of various management scenarios on lake water quality. These scenarios involved: (i) projected changes to external nutrient loads to the lake that could be associated with future land management in the catchment and (ii) different lake water level management regimes based around opening of the barrier separating the lake from the ocean. The scenarios are intended here to be a catalyst for further hui and consultations that may adapt and refine additional scenarios, some of which may involve testing of multiple management options. The quantitative output from the model provides a component of the input required to inform strategies for lake management, alongside historical and expert knowledge, as well as analysis of measured data.

text: Water Quality Modelling of Te Waihora/Lake Ellesmere As a component of work to contribute towards the management of water quality of Te Waihora/Lake Ellesmere, the University of Waikato was subcontracted by University of Otago to apply a coupled hydrodynamic-water quality model to the lake. The primary funder for this work was Environment Canterbury (ECAN), Whakaora Te Waihora and the Central Government Freshwater Cleanup Fund. The main modelling tool used in the study to simulate the dynamics of Te Waihora/Lake Ellesmere was the one‐dimensional (1‐D) hydrodynamic-water quality model DYRESM-CAEDYM. The model was used to reproduce observed water column data for a mid-lake station over the period 2011 to 2015. Once a satisfactory level of reproduction of these data had been achieved, an assessment was carried out with the model to examine the impact of various management scenarios on lake water quality. These scenarios involved: (i) projected changes to external nutrient loads to the lake that could be associated with future land management in the catchment and (ii) different lake water level management regimes based around opening of the barrier separating the lake from the ocean. The scenarios are intended here to be a catalyst for further hui and consultations that may adapt and refine additional scenarios, some of which may involve testing of multiple management options. The quantitative output from the model provides a component of the input required to inform strategies for lake management, alongside historical and expert knowledge, as well as analysis of measured data.

year: 2017