title: Science in the New Zealand Curriculum e-in-science

authors: Buntting, Catherine Michelle

subjects: education

abstract: This milestone report explores some innovative possibilities for e-in-science practice to enhance teacher capability and increase student engagement and achievement. In particular, this report gives insights into how e-learning might be harnessed to help create a future-oriented science education programme. 
“Innovative” practices are considered to be those that integrate (or could integrate) digital technologies in science education in ways that are not yet commonplace. “Future-oriented education” refers to the type of education that students in the “knowledge age” are going to need. While it is not yet clear exactly what this type of education might look like, it is clear that it will be different from the current system. 
One framework used to differentiate between these kinds of education is the evolution of education from Education 1.0 to Education 2.0 and 3.0 (Keats & Schmidt, 2007). Education 1.0, like Web 1.0, is considered to be largely a one-way process. Students “get” knowledge from their teachers or other information sources. Education 2.0, as defined by Keats and Schmidt, happens when Web 2.0 technologies are used to enhance traditional approaches to education. New interactive media, such as blogs, social bookmarking, etc. are used, but the process of education itself does not differ significantly from Education 1.0. Education 3.0, by contrast, is characterised by rich, cross-institutional, cross-cultural educational opportunities. The learners themselves play a key role as creators of knowledge artefacts, and distinctions between artefacts, people and processes become blurred, as do distinctions of space and time. Across these three “generations”, the teacher’s role changes from one of knowledge source (Education 1.0) to guide and knowledge source (Education 2.0) to orchestrator of collaborative knowledge creation (Education 3.0). The nature of the learner’s participation in the learning also changes from being largely passive to becoming increasingly active: the learner co-creates resources and opportunities and has a strong sense of ownership of his or her own education. In addition, the participation by communities outside the traditional education system increases. 
Building from this framework, we offer our own “framework for future-oriented science education” (see Figure 1). In this framework, we present two continua: one reflects the nature of student participation (from minimal to transformative) and the other reflects the nature of community participation (also from minimal to transformative). Both continua stretch from minimal to transformative participation. Minimal participation reflects little or no input by the student/community into the direction of the learning—what is learned, how it is learned and how what is learned will be assessed. Transformative participation, in contrast, represents education where the student or community drives the direction of the learning, including making decisions about content, learning approaches and assessment.

text: Science in the New Zealand Curriculum e-in-science This milestone report explores some innovative possibilities for e-in-science practice to enhance teacher capability and increase student engagement and achievement. In particular, this report gives insights into how e-learning might be harnessed to help create a future-oriented science education programme. 
“Innovative” practices are considered to be those that integrate (or could integrate) digital technologies in science education in ways that are not yet commonplace. “Future-oriented education” refers to the type of education that students in the “knowledge age” are going to need. While it is not yet clear exactly what this type of education might look like, it is clear that it will be different from the current system. 
One framework used to differentiate between these kinds of education is the evolution of education from Education 1.0 to Education 2.0 and 3.0 (Keats & Schmidt, 2007). Education 1.0, like Web 1.0, is considered to be largely a one-way process. Students “get” knowledge from their teachers or other information sources. Education 2.0, as defined by Keats and Schmidt, happens when Web 2.0 technologies are used to enhance traditional approaches to education. New interactive media, such as blogs, social bookmarking, etc. are used, but the process of education itself does not differ significantly from Education 1.0. Education 3.0, by contrast, is characterised by rich, cross-institutional, cross-cultural educational opportunities. The learners themselves play a key role as creators of knowledge artefacts, and distinctions between artefacts, people and processes become blurred, as do distinctions of space and time. Across these three “generations”, the teacher’s role changes from one of knowledge source (Education 1.0) to guide and knowledge source (Education 2.0) to orchestrator of collaborative knowledge creation (Education 3.0). The nature of the learner’s participation in the learning also changes from being largely passive to becoming increasingly active: the learner co-creates resources and opportunities and has a strong sense of ownership of his or her own education. In addition, the participation by communities outside the traditional education system increases. 
Building from this framework, we offer our own “framework for future-oriented science education” (see Figure 1). In this framework, we present two continua: one reflects the nature of student participation (from minimal to transformative) and the other reflects the nature of community participation (also from minimal to transformative). Both continua stretch from minimal to transformative participation. Minimal participation reflects little or no input by the student/community into the direction of the learning—what is learned, how it is learned and how what is learned will be assessed. Transformative participation, in contrast, represents education where the student or community drives the direction of the learning, including making decisions about content, learning approaches and assessment.

year: 2012

title: Health Literacy: A Hermeneutic Study of New Zealand Baby Boomers

authors: Davey, Janet

subjects: Health literacy

abstract: Health literacy has traditionally been conceptualised as individual skills in a health context. Although there is growing consensus that health literacy is a multidimensional construct, interacting with socio-cultural contextual influences, such aspects are under-researched. In particular, there is limited research regarding the interrelationships between individuals’ and primary healthcare professionals’ (PHCPs) health literacy beliefs and experiences. Despite the predicted impact of the ageing population on healthcare costs and services, little empirical research has been conducted in New Zealand (NZ) on the health-related behaviour of the influential baby boomer cohort. The purpose of this thesis is to explore the phenomenon of health literacy among NZ baby boomers and PHCPs.  

Using hermeneutics as both the theoretical lens and the research method, this research draws on in-depth interviews to understand the participants’ constructions of health literacy and how their constructions influence healthcare goals and service encounters. The research takes a broad perspective of health literacy to answer the overarching research question, How are the roles and practices of health literacy perceived/constructed and performed in primary healthcare?

This thesis makes an original contribution to knowledge as the first empirical investigation of health literacy of NZ baby boomers (46 participants) and NZ primary healthcare professionals (11 participants). Specifically, this research contributes to health literacy knowledge in a geographic area (NZ) and among individuals within a generational cohort not defined by health condition or health risk. 

NZ baby boomers construct health literacy as a highly contextualised social practice linked to [a]symmetries in health-related information, power, autonomy, and patient-practitioner roles. These participants stress the importance of an individual’s personal health context, capabilities, relational processes, and networks in health literacy. Interpreting these baby boomers’ health literacy behaviours leads to five categories of description - seeker, decider, networker, sensemaker, and manager, which are appropriately framed within two horizons of self and interactivity, providing conceptual space within which individuals move and adapt their health literacy roles, responsibilities, and behaviours. 

In the PHCPs’ experiences regarding baby boomers’ health literacy there are underlying power and information imbalances, conflicting authority concerns, and [de-]professionalisation issues. Using categories of description, the PHCPs’ health literacy behaviours are described as – knowledge broker, ethical agent, and enabler. Iteratively drawing on pre-understandings, these meanings are theorised in a collective notion of managed empowerment that implies a negotiated balance between PHCP expert control and professional expertise, and patient-consumer autonomy and expertise. 

This study extends the understanding of health literacy by presenting an empirically-based conceptual framework, depicting health literacy operating across multiple levels, relationships, and networks, variably influenced by contextual factors of the postmodern health context; the communication and information revolution; and neo-liberalism and consumerism. The thesis contributes to health literacy knowledge by illustrating the fundamental role of relational processes in co-producing individuals’ health literacy and in subsequently reaching individuals’ health goals. Primary healthcare service providers, policy makers, and health promotion advocates can benefit from this study as it reveals particular health literacy roles and behaviours likely to be influential in encouraging individuals’ authentic involvement in their healthcare.

text: Health Literacy: A Hermeneutic Study of New Zealand Baby Boomers Health literacy has traditionally been conceptualised as individual skills in a health context. Although there is growing consensus that health literacy is a multidimensional construct, interacting with socio-cultural contextual influences, such aspects are under-researched. In particular, there is limited research regarding the interrelationships between individuals’ and primary healthcare professionals’ (PHCPs) health literacy beliefs and experiences. Despite the predicted impact of the ageing population on healthcare costs and services, little empirical research has been conducted in New Zealand (NZ) on the health-related behaviour of the influential baby boomer cohort. The purpose of this thesis is to explore the phenomenon of health literacy among NZ baby boomers and PHCPs.  

Using hermeneutics as both the theoretical lens and the research method, this research draws on in-depth interviews to understand the participants’ constructions of health literacy and how their constructions influence healthcare goals and service encounters. The research takes a broad perspective of health literacy to answer the overarching research question, How are the roles and practices of health literacy perceived/constructed and performed in primary healthcare?

This thesis makes an original contribution to knowledge as the first empirical investigation of health literacy of NZ baby boomers (46 participants) and NZ primary healthcare professionals (11 participants). Specifically, this research contributes to health literacy knowledge in a geographic area (NZ) and among individuals within a generational cohort not defined by health condition or health risk. 

NZ baby boomers construct health literacy as a highly contextualised social practice linked to [a]symmetries in health-related information, power, autonomy, and patient-practitioner roles. These participants stress the importance of an individual’s personal health context, capabilities, relational processes, and networks in health literacy. Interpreting these baby boomers’ health literacy behaviours leads to five categories of description - seeker, decider, networker, sensemaker, and manager, which are appropriately framed within two horizons of self and interactivity, providing conceptual space within which individuals move and adapt their health literacy roles, responsibilities, and behaviours. 

In the PHCPs’ experiences regarding baby boomers’ health literacy there are underlying power and information imbalances, conflicting authority concerns, and [de-]professionalisation issues. Using categories of description, the PHCPs’ health literacy behaviours are described as – knowledge broker, ethical agent, and enabler. Iteratively drawing on pre-understandings, these meanings are theorised in a collective notion of managed empowerment that implies a negotiated balance between PHCP expert control and professional expertise, and patient-consumer autonomy and expertise. 

This study extends the understanding of health literacy by presenting an empirically-based conceptual framework, depicting health literacy operating across multiple levels, relationships, and networks, variably influenced by contextual factors of the postmodern health context; the communication and information revolution; and neo-liberalism and consumerism. The thesis contributes to health literacy knowledge by illustrating the fundamental role of relational processes in co-producing individuals’ health literacy and in subsequently reaching individuals’ health goals. Primary healthcare service providers, policy makers, and health promotion advocates can benefit from this study as it reveals particular health literacy roles and behaviours likely to be influential in encouraging individuals’ authentic involvement in their healthcare.

year: 2015

title: PIWeCS: enhancing human/machine agency in an interactive composition system

authors: Whalley, Ian

abstract: This paper focuses on the infrastructure and aesthetic approach used in PIWeCS: a Public Space Interactive Web-based Composition System. The concern was to increase the sense of dialogue between human and machine agency in an interactive work by adapting Paine's (2002) notion of a conversational model of interaction as a ‘complex system’. The machine implementation of PIWeCS is achieved through integrating intelligent agent programming with MAX/MSP. Human input is through a web infrastructure. The conversation is initiated and continued by participants through arrangements and composition based on short performed samples of traditional New Zealand Maori instruments. The system allows the extension of a composition through the electroacoustic manipulation of the source material.

text: PIWeCS: enhancing human/machine agency in an interactive composition system This paper focuses on the infrastructure and aesthetic approach used in PIWeCS: a Public Space Interactive Web-based Composition System. The concern was to increase the sense of dialogue between human and machine agency in an interactive work by adapting Paine's (2002) notion of a conversational model of interaction as a ‘complex system’. The machine implementation of PIWeCS is achieved through integrating intelligent agent programming with MAX/MSP. Human input is through a web infrastructure. The conversation is initiated and continued by participants through arrangements and composition based on short performed samples of traditional New Zealand Maori instruments. The system allows the extension of a composition through the electroacoustic manipulation of the source material.

year: 2004