title: Online social networking and its impact on  New Zealand educators’ professional learning

authors: Melhuish, Karen Anne Vickery

subjects: social network sites

abstract: The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the imminent development of the Network for Learning in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning. This study explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user-generated mode of professional learning might extend professional practices in school. The study considers the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning. 

This interpretive study positions the findings within activity theory in order to characterise the actions of educators in the social network and to draw out tensions and opportunities for development.  A literature review offers an overview of the field of online social networking in the context of educators' professional learning and outlines the challenges for integrating such informal, user-driven learning into meaningful student-focused professional development. A survey of members of the VLN Groups social network was conducted followed by interviews with four participants of the network.  Findings highlight how the typical usage patterns of participants within the social network site reflect a growing familiarity with online ways of working, as well as opportunities to exploit this mode of professional learning more effectively.  

This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to what 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study concludes by outlining recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.

text: Online social networking and its impact on  New Zealand educators’ professional learning The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the imminent development of the Network for Learning in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning. This study explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user-generated mode of professional learning might extend professional practices in school. The study considers the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning. 

This interpretive study positions the findings within activity theory in order to characterise the actions of educators in the social network and to draw out tensions and opportunities for development.  A literature review offers an overview of the field of online social networking in the context of educators' professional learning and outlines the challenges for integrating such informal, user-driven learning into meaningful student-focused professional development. A survey of members of the VLN Groups social network was conducted followed by interviews with four participants of the network.  Findings highlight how the typical usage patterns of participants within the social network site reflect a growing familiarity with online ways of working, as well as opportunities to exploit this mode of professional learning more effectively.  

This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to what 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study concludes by outlining recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.

year: 2013

title: Dithiolate and diselenolate complexes [Pt₂(μ-ECH₂CH CHCH₂E)(PPh₃)₄]²⁺(E = S, Se): Synthesis, characterisation and mass spectrometric formation of the dichalcogenide species [Pt₂(μ-E₂)(PPh₃)₄]²⁺

authors: Devoy, Sarah M.

subjects: Platinum complexes

abstract: The reactions of [Pt₂(μ-E)₂(PPh₃)₄] (E = S, Se) with cis-1,4-dichlorobut-2-ene (cis-ClCH2CH=CHCH₂Cl) gives the dichalcogenolate complexes [Pt₂(μ-ECH₂CH=CHCH₂E)(PPh₃)₄]²⁺; an X-ray structure determination on the thiolate complex was carried out. The complexes give the expected dications in ESI mass spectra recorded at very low cone voltages, but at moderate cone voltages undergo facile fragmentation via a retro-Diels-Alder reaction and loss of 1,3-butadiene, giving the dichalcogenide species [Pt₂(μ-E₂)(PPh₃)₄]²⁺. Analogous species containing bidentate phosphine or arsine ligands have been previously generated electrochemically, and studied theoretically.

text: Dithiolate and diselenolate complexes [Pt₂(μ-ECH₂CH CHCH₂E)(PPh₃)₄]²⁺(E = S, Se): Synthesis, characterisation and mass spectrometric formation of the dichalcogenide species [Pt₂(μ-E₂)(PPh₃)₄]²⁺ The reactions of [Pt₂(μ-E)₂(PPh₃)₄] (E = S, Se) with cis-1,4-dichlorobut-2-ene (cis-ClCH2CH=CHCH₂Cl) gives the dichalcogenolate complexes [Pt₂(μ-ECH₂CH=CHCH₂E)(PPh₃)₄]²⁺; an X-ray structure determination on the thiolate complex was carried out. The complexes give the expected dications in ESI mass spectra recorded at very low cone voltages, but at moderate cone voltages undergo facile fragmentation via a retro-Diels-Alder reaction and loss of 1,3-butadiene, giving the dichalcogenide species [Pt₂(μ-E₂)(PPh₃)₄]²⁺. Analogous species containing bidentate phosphine or arsine ligands have been previously generated electrochemically, and studied theoretically.

year: 2009

title: Cultural identity and academic achievement among Māori undergraduate university students

authors: Bennett, Simon T.

subjects: Maori

abstract: Cultural identity and academic achievement were investigated among a nonrandom
sample of 72 undergraduate Māori university students studying at Massey
University. Student problems were examined to identify the types of difficulties
most prevalent among this population. The degree to which cultural identity
moderates the relationship between student problems and academic achievement
was then examined. Major findings were that (a) there is a consistent negative
relationship between student problems and academic achievement; and (b) cultural
identity moderates the effect of student problems on academic achievement, in that:
a high degree of problems were associated with decreases in grade point average
among respondents with low cultural identity; while among respondents with high
cultural identity, high levels of student problems had little negative effect on grade
point average. Despite the study having limitations, the findings have important
implications for Māori students, deliverers of tertiary education, tertiary education
providers, and those involved in the development and implementation of tertiary
education policy.

text: Cultural identity and academic achievement among Māori undergraduate university students Cultural identity and academic achievement were investigated among a nonrandom
sample of 72 undergraduate Māori university students studying at Massey
University. Student problems were examined to identify the types of difficulties
most prevalent among this population. The degree to which cultural identity
moderates the relationship between student problems and academic achievement
was then examined. Major findings were that (a) there is a consistent negative
relationship between student problems and academic achievement; and (b) cultural
identity moderates the effect of student problems on academic achievement, in that:
a high degree of problems were associated with decreases in grade point average
among respondents with low cultural identity; while among respondents with high
cultural identity, high levels of student problems had little negative effect on grade
point average. Despite the study having limitations, the findings have important
implications for Māori students, deliverers of tertiary education, tertiary education
providers, and those involved in the development and implementation of tertiary
education policy.

year: 2003