title: Scientists talking to students through videos

authors: Chen, Junjun

subjects: classroom research

abstract: The benefits of connecting school students with scientists are well documented. This paper reports how New Zealand teachers brought scientists into the classrooms through the use of videos of New Zealand scientists talking about themselves and their research. Two researchers observed lessons in 9 different classrooms in which 23 educational videos were shown to students from years 2 to 11 (aged 6–17 years). Seven groups of primary students and 4 groups of secondary students participated in interviews after classroom observations. Eight additional secondary teachers participated in 7 focus group discussions; 4 additional primary teachers participated in 1 focus group discussion. Data were analysed thematically using an inductive approach. This analysis uncovered 4 major functions for the use of videos of scientists talking about their work: bringing scientists into the classroom, scientists talking about science with local relevance, scientists explaining concepts using a multitude of modes and scientists as authentic alternative authorities within the classroom. Taken together, the findings demonstrate that the use of video clips of scientists talking about their work can be an effective and efficient way of engaging students in learning about science and scientists.

text: Scientists talking to students through videos The benefits of connecting school students with scientists are well documented. This paper reports how New Zealand teachers brought scientists into the classrooms through the use of videos of New Zealand scientists talking about themselves and their research. Two researchers observed lessons in 9 different classrooms in which 23 educational videos were shown to students from years 2 to 11 (aged 6–17 years). Seven groups of primary students and 4 groups of secondary students participated in interviews after classroom observations. Eight additional secondary teachers participated in 7 focus group discussions; 4 additional primary teachers participated in 1 focus group discussion. Data were analysed thematically using an inductive approach. This analysis uncovered 4 major functions for the use of videos of scientists talking about their work: bringing scientists into the classroom, scientists talking about science with local relevance, scientists explaining concepts using a multitude of modes and scientists as authentic alternative authorities within the classroom. Taken together, the findings demonstrate that the use of video clips of scientists talking about their work can be an effective and efficient way of engaging students in learning about science and scientists.

year: 2013

title: Envisioning new virtual spaces for performance and theatre artists

authors: Srinivasan, Saikrishna

abstract: Since 2020 working from home has, for many, become the norm since the outbreak of the COVID-19. Furthermore, with large public gatherings either prohibited, limited, or subject to social distancing measures live theatre performed in front of a live audience have been deeply affected. This project experiments with executing performances from home to enable theatre actors to continue to practice and connect with audiences. A series of experiments were conducted to test the possibility of having performers or actors conducting performance from their personal spaces and integrating their work using virtual reality in a combined space for an audience to engage with. This research aims to examine Virtual Reality as an assistive technology in contexts such as theatre performance and use of digital environmental design for actors and performers. The nature of this research project was to determine various scenarios in which a virtual 3D environment can enable, assist and/or enhance a theatre performance for both audience and the actors. For this project a 3D virtual theatre setup was designed, experienced and evaluated by participants drawn from theatre practitioners in the context of focus groups. This article reports on the design and practitioners’ responses and how it resulted in an informed VR solution for theatre performance.

text: Envisioning new virtual spaces for performance and theatre artists Since 2020 working from home has, for many, become the norm since the outbreak of the COVID-19. Furthermore, with large public gatherings either prohibited, limited, or subject to social distancing measures live theatre performed in front of a live audience have been deeply affected. This project experiments with executing performances from home to enable theatre actors to continue to practice and connect with audiences. A series of experiments were conducted to test the possibility of having performers or actors conducting performance from their personal spaces and integrating their work using virtual reality in a combined space for an audience to engage with. This research aims to examine Virtual Reality as an assistive technology in contexts such as theatre performance and use of digital environmental design for actors and performers. The nature of this research project was to determine various scenarios in which a virtual 3D environment can enable, assist and/or enhance a theatre performance for both audience and the actors. For this project a 3D virtual theatre setup was designed, experienced and evaluated by participants drawn from theatre practitioners in the context of focus groups. This article reports on the design and practitioners’ responses and how it resulted in an informed VR solution for theatre performance.

year: 2022-01-01

title: One hundred years of Sylvia Ashton-Warner: An introduction.

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned.

text: One hundred years of Sylvia Ashton-Warner: An introduction. A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned.

year: 2008