title: Requirements on dance-driven 3-D camera interaction: A collaboration between dance, Graphic Design and Computer Science

authors: Jung, Doris

subjects: computer science

abstract: In this paper we describe our initial ideas towards research investigating dance-driven 3-D-camera interaction as a tool for creating holistic pieces of art for an enriched performance experience.
In the first part, we focus on the technical analysis of requirements on a set of input parameters for the dance input.
In the second part we explore requirements stemming from the creative themes envisaged.
In the discussion we synergize these requirements towards the requirements on a first prototype of the dance-driven 3-D-camera interaction.

text: Requirements on dance-driven 3-D camera interaction: A collaboration between dance, Graphic Design and Computer Science In this paper we describe our initial ideas towards research investigating dance-driven 3-D-camera interaction as a tool for creating holistic pieces of art for an enriched performance experience.
In the first part, we focus on the technical analysis of requirements on a set of input parameters for the dance input.
In the second part we explore requirements stemming from the creative themes envisaged.
In the discussion we synergize these requirements towards the requirements on a first prototype of the dance-driven 3-D-camera interaction.

year: 2011

title: The EOTC milieu as a setting for teaching and learning experiences for five-year-old students in Technology Education

authors: Milne, Louise

subjects: Technology Education

abstract: Technology Education has been a compulsory subject in the New Zealand primary school curriculum since 1999. Expert knowledge and practice in technology is important in the development of students’ technological knowledge. Whilst this may be acquired within the classroom, this study argues for, and investigates the viewpoint, that its achievement can be enhanced through education outside the classroom (EOTC).
Within New Zealand school culture there is general agreement that education outside the classroom is inherently good and impacts positively on student learning. However, there is a paucity of literature available on theorising or practice in integrating EOTC and curriculum-based teaching and learning in technology education.  This study focuses on five-year-old students undertaking a technology unit that incorporated an experience outside the classroom of technological practice, which was designed to inform students’ classroom practice.
This research comprised a qualitative, case-study approach. Two classes of five year old students participated in a technology unit during which they visited a chocolate factory and investigated how to make chocolates for a Mothers’ Day gift. This context, and the nature and age-group of the participants, drew on an examination of literature from three distinct domains: Technology Education, EOTC and the nature and characteristics of five-year-old students. The literature provided principles that underpinned a planning framework that was co-constructed between myself and the two teachers of the new entrant classes. Over a six month period, data was gathered during three phases of the study: (i) preparation in the technology unit for the visit outside the classroom, (ii) the visit to the chocolate factory and subsequent development of the chocolate gift in the classroom; and (iii) exploring enduring understandings resulting from the visit within the context of the unit. Data was gathered through a series of interviews with students and their teachers, observations and analysis of student work.  
The findings indicated that an EOTC visit integrated into a technology unit can enhance student learning by making links between the classroom and the real world, providing memorable experiences which students can transfer to new and varied contexts. These experiences were shown to develop context-specific language, understanding of technological process and equipment, and some understanding of material properties. These gains were shown to be most likely when supported by pre-visit scaffolding and post-visit reinforcement.  A finding of additional significance was the key role that the parent-helpers played during the unit, visit and in student learning, and the importance of having a shared understanding of the teaching and learning goals of the technology project.  
Whilst the study confirms young students’ abilities to transfer technological understandings from one context to another, it also highlights the parameters of five-year-old student knowledge in technology education, brought about by their lack of practical experience and their limited knowledge of materials and material properties. This has implications for the level of support and guidance which is offered by the classroom teacher, and the time provided for students to informally experiment and become familiar with the properties of a range of different materials.

text: The EOTC milieu as a setting for teaching and learning experiences for five-year-old students in Technology Education Technology Education has been a compulsory subject in the New Zealand primary school curriculum since 1999. Expert knowledge and practice in technology is important in the development of students’ technological knowledge. Whilst this may be acquired within the classroom, this study argues for, and investigates the viewpoint, that its achievement can be enhanced through education outside the classroom (EOTC).
Within New Zealand school culture there is general agreement that education outside the classroom is inherently good and impacts positively on student learning. However, there is a paucity of literature available on theorising or practice in integrating EOTC and curriculum-based teaching and learning in technology education.  This study focuses on five-year-old students undertaking a technology unit that incorporated an experience outside the classroom of technological practice, which was designed to inform students’ classroom practice.
This research comprised a qualitative, case-study approach. Two classes of five year old students participated in a technology unit during which they visited a chocolate factory and investigated how to make chocolates for a Mothers’ Day gift. This context, and the nature and age-group of the participants, drew on an examination of literature from three distinct domains: Technology Education, EOTC and the nature and characteristics of five-year-old students. The literature provided principles that underpinned a planning framework that was co-constructed between myself and the two teachers of the new entrant classes. Over a six month period, data was gathered during three phases of the study: (i) preparation in the technology unit for the visit outside the classroom, (ii) the visit to the chocolate factory and subsequent development of the chocolate gift in the classroom; and (iii) exploring enduring understandings resulting from the visit within the context of the unit. Data was gathered through a series of interviews with students and their teachers, observations and analysis of student work.  
The findings indicated that an EOTC visit integrated into a technology unit can enhance student learning by making links between the classroom and the real world, providing memorable experiences which students can transfer to new and varied contexts. These experiences were shown to develop context-specific language, understanding of technological process and equipment, and some understanding of material properties. These gains were shown to be most likely when supported by pre-visit scaffolding and post-visit reinforcement.  A finding of additional significance was the key role that the parent-helpers played during the unit, visit and in student learning, and the importance of having a shared understanding of the teaching and learning goals of the technology project.  
Whilst the study confirms young students’ abilities to transfer technological understandings from one context to another, it also highlights the parameters of five-year-old student knowledge in technology education, brought about by their lack of practical experience and their limited knowledge of materials and material properties. This has implications for the level of support and guidance which is offered by the classroom teacher, and the time provided for students to informally experiment and become familiar with the properties of a range of different materials.

year: 2015

title: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying

authors: Kururangi, Aorere Helen Mary

subjects: collaborative drawing and storying

abstract: Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

text: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

year: 2008