title: From confounded to common ground: misunderstandings between tertiary teachers and students ‎in online discussions

authors: Forbes, Dianne Leslie

abstract: Drawing on findings from two studies, this article focuses on the expectations of students and teachers in higher education, when learning via asynchronous online discussions. In particular, this synthesis highlights a divergence of expectations. The first study investigated how students and teachers experienced asynchronous online discussion within initial teacher education at undergraduate level. The second study examined factors that affect learner engagement within asynchronous online discussions at a postgraduate level. A synthesis of key findings proposes that learning and teaching in higher education can be enhanced by awareness of how participants experience the situation. Common misunderstandings between students and teachers in online classes revolve around presence, formative/summative dimensions, language, and literature. Highlighting misunderstandings enables possibilities for negotiation, change, and improvement. While discussing the common ground for negotiation, this article suggests pedagogical strategies for effective communication and enhancement of online learning in higher education.

text: From confounded to common ground: misunderstandings between tertiary teachers and students ‎in online discussions Drawing on findings from two studies, this article focuses on the expectations of students and teachers in higher education, when learning via asynchronous online discussions. In particular, this synthesis highlights a divergence of expectations. The first study investigated how students and teachers experienced asynchronous online discussion within initial teacher education at undergraduate level. The second study examined factors that affect learner engagement within asynchronous online discussions at a postgraduate level. A synthesis of key findings proposes that learning and teaching in higher education can be enhanced by awareness of how participants experience the situation. Common misunderstandings between students and teachers in online classes revolve around presence, formative/summative dimensions, language, and literature. Highlighting misunderstandings enables possibilities for negotiation, change, and improvement. While discussing the common ground for negotiation, this article suggests pedagogical strategies for effective communication and enhancement of online learning in higher education.

year: 2019

title: Resilience by design: Improving hospital functionality following earthquake

authors: Boston, Megan

abstract: Earthquakes can cause extensive damage to the built environment and can led to injury of people in the affected area. It is critical that hospitals continue to remain functional following an earthquake in order to provide necessary treatment of the injured and ongoing treatment of those already in the hospital. However, current design codes aim for life safety goals and do not guarantee that buildings will remain operational following a major earthquake. This poster examines the operability and functionality of a hospital following a major earthquake by extending the performance-based earthquake design framework to a resilience-based design framework that considers the operability and functionality of hospital systems in addition to the performance of the building. Structural and non-structural damage is linked to specific hospital services through a fault tree analysis to estimate operability of individual hospital services and the overall functionality of the hospital as a whole. Hospital functionality can be plotted as a resilience curve to visualize the restoration of hospital services over time.

text: Resilience by design: Improving hospital functionality following earthquake Earthquakes can cause extensive damage to the built environment and can led to injury of people in the affected area. It is critical that hospitals continue to remain functional following an earthquake in order to provide necessary treatment of the injured and ongoing treatment of those already in the hospital. However, current design codes aim for life safety goals and do not guarantee that buildings will remain operational following a major earthquake. This poster examines the operability and functionality of a hospital following a major earthquake by extending the performance-based earthquake design framework to a resilience-based design framework that considers the operability and functionality of hospital systems in addition to the performance of the building. Structural and non-structural damage is linked to specific hospital services through a fault tree analysis to estimate operability of individual hospital services and the overall functionality of the hospital as a whole. Hospital functionality can be plotted as a resilience curve to visualize the restoration of hospital services over time.

year: 2018

title: He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study

authors: Dunn, Katie Merepaea

subjects: Māori Deaf

abstract: Indigenous peoples consider their connection to whenua (land), whakapapa (genealogy), te reo (language) and tikanga (cultural values) to be an integral part of their worldview (Mead, 2003 & Barlow, 1991).

The identity struggle for indigenous minorities living within a colonised environment has been well documented (Bishop, 1995; Smith G, 1997; Smith L, 1999, & Walker, 2004). The controversies over land, customs, culture and language are major issues to understanding and maintaining one’s own cultural identity and, when considering the Deaf indigenous minorities, the task seems colossal.

When a Māori individual belongs to the hearing majority, the ability to find a place to stand, a connection to one’s turangawaewae (standing place), whakapapa, and marae (village) can be a personal struggle; however, this can often be overcome through a shared experience, through communication at a whānau (family), hapū (sub tribe) and iwi (tribe) level.  However, when the individual is part of a double minority such as the Māori Deaf community, the ability to engage and establish a relationship to enhance their connection to their turangawaewae, can become difficult due to the need to communicate in three different languages: English, Māori and Sign Language.  These language issues can create barriers for the Deaf, Māori and hearing communities at a whānau, hapū and iwi level.

This thesis examines a series of workshops created to advance the indigenous connections and understanding within the Māori Deaf community and Te Ao Māori (Māori worldview). It explores how the integration of the Deaf and hearing, indigenous Māori language and New Zealand Sign Language along with practical workshops can assist the aspirations of Māori Deaf within the advancement of Te Ao Māori and Te Reo Māori.  Within this thesis I will undertake a series of interviews with participants who are at the forefront of the Māori Deaf community. A suggestion of moving forward to address the needs of the Māori Deaf community within the desire to connect to their Māori language and customs is also offered within this thesis.

text: He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study Indigenous peoples consider their connection to whenua (land), whakapapa (genealogy), te reo (language) and tikanga (cultural values) to be an integral part of their worldview (Mead, 2003 & Barlow, 1991).

The identity struggle for indigenous minorities living within a colonised environment has been well documented (Bishop, 1995; Smith G, 1997; Smith L, 1999, & Walker, 2004). The controversies over land, customs, culture and language are major issues to understanding and maintaining one’s own cultural identity and, when considering the Deaf indigenous minorities, the task seems colossal.

When a Māori individual belongs to the hearing majority, the ability to find a place to stand, a connection to one’s turangawaewae (standing place), whakapapa, and marae (village) can be a personal struggle; however, this can often be overcome through a shared experience, through communication at a whānau (family), hapū (sub tribe) and iwi (tribe) level.  However, when the individual is part of a double minority such as the Māori Deaf community, the ability to engage and establish a relationship to enhance their connection to their turangawaewae, can become difficult due to the need to communicate in three different languages: English, Māori and Sign Language.  These language issues can create barriers for the Deaf, Māori and hearing communities at a whānau, hapū and iwi level.

This thesis examines a series of workshops created to advance the indigenous connections and understanding within the Māori Deaf community and Te Ao Māori (Māori worldview). It explores how the integration of the Deaf and hearing, indigenous Māori language and New Zealand Sign Language along with practical workshops can assist the aspirations of Māori Deaf within the advancement of Te Ao Māori and Te Reo Māori.  Within this thesis I will undertake a series of interviews with participants who are at the forefront of the Māori Deaf community. A suggestion of moving forward to address the needs of the Māori Deaf community within the desire to connect to their Māori language and customs is also offered within this thesis.

year: 2012