title: Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development

authors: Khoo, Elaine G.L.

subjects: online teaching

abstract: This paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.

text: Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development This paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.

year: 2011

title: Legacies of learning: Negotiating guidelines for online discussion

authors: Forbes, Dianne Leslie

subjects: Asynchronous Online Discussion

abstract: This study involves students in constructing a community resource or legacy for future learners to use. In this instance, the resource takes the form of a set of guidelines for Asynchronous Online Discussion (AOD). Working within Moodle, teacher education students negotiated and revised sets of AOD guidelines for use in their own class, and to provide as a legacy for a future class. Data were generated over two semesters by consecutive cohorts of students. The findings highlight some key expectations that students set for peers when learning through AOD, such as a preference for accurate and responsive postings. It is also apparent that students appreciate and value the opportunity to negotiate guidelines. In terms of digital smarts, this study promotes effective use of AOD as an accessible means of engaging students in dialogue and deep learning. It is smart to negotiate guidelines for AOD with students so that expectations are clear, student perspectives are respected and opportunities to contribute to others’ learning are provided.

text: Legacies of learning: Negotiating guidelines for online discussion This study involves students in constructing a community resource or legacy for future learners to use. In this instance, the resource takes the form of a set of guidelines for Asynchronous Online Discussion (AOD). Working within Moodle, teacher education students negotiated and revised sets of AOD guidelines for use in their own class, and to provide as a legacy for a future class. Data were generated over two semesters by consecutive cohorts of students. The findings highlight some key expectations that students set for peers when learning through AOD, such as a preference for accurate and responsive postings. It is also apparent that students appreciate and value the opportunity to negotiate guidelines. In terms of digital smarts, this study promotes effective use of AOD as an accessible means of engaging students in dialogue and deep learning. It is smart to negotiate guidelines for AOD with students so that expectations are clear, student perspectives are respected and opportunities to contribute to others’ learning are provided.

year: 2015

title: Researching the Process of Auahi Kore for Marae

authors: Masters-Awatere, Bridgette

abstract: • The current report is piece of a qualitative research exploring issues relating the development of Marae Auahi Kore. Such aspects as; factors that aid or impede the process, resources available or required by marae, and people's perceptions of the Auahi Kore brand were explored.

• Interviews were conducted with people from a variety of backgrounds. Research participants included: Marae Trustees, Public Health Workers, Runanga Staff as well as Kaumatua and Kuia. These people were identified as key informants for the current project. A total of 25 people were interviewed during March and April using an open interview schedule.

• Exploration into the Smokefree policies of marae was not pursued within the current project as this was not the focus nor the intent of the research. Project constraints such as time and budget meant there was a limit to what could be undertaken for the current piece of research.

text: Researching the Process of Auahi Kore for Marae • The current report is piece of a qualitative research exploring issues relating the development of Marae Auahi Kore. Such aspects as; factors that aid or impede the process, resources available or required by marae, and people's perceptions of the Auahi Kore brand were explored.

• Interviews were conducted with people from a variety of backgrounds. Research participants included: Marae Trustees, Public Health Workers, Runanga Staff as well as Kaumatua and Kuia. These people were identified as key informants for the current project. A total of 25 people were interviewed during March and April using an open interview schedule.

• Exploration into the Smokefree policies of marae was not pursued within the current project as this was not the focus nor the intent of the research. Project constraints such as time and budget meant there was a limit to what could be undertaken for the current piece of research.

year: 2000