title: Use of mobile apps for teaching and research - implications for digital literacy

authors: Hinze, Annika

subjects: computer science

abstract: This paper reports on the results of an online survey about mobile application (app) use for academic purposes, i.e. teaching and research, by Higher Degree Research (HDR) students and academic staff at one of the eight New Zealand universities. Two thirds of the 138 respondents reported they used apps for academic purposes. In teaching, apps were reported to be used as a means to push information to students. In research, apps appeared to be used to self-organise, collaborate with colleagues, store information, and to stay current with research. This paper presents the survey results and discusses implications for personal information management in education context and opportunities for university library services.

text: Use of mobile apps for teaching and research - implications for digital literacy This paper reports on the results of an online survey about mobile application (app) use for academic purposes, i.e. teaching and research, by Higher Degree Research (HDR) students and academic staff at one of the eight New Zealand universities. Two thirds of the 138 respondents reported they used apps for academic purposes. In teaching, apps were reported to be used as a means to push information to students. In research, apps appeared to be used to self-organise, collaborate with colleagues, store information, and to stay current with research. This paper presents the survey results and discusses implications for personal information management in education context and opportunities for university library services.

year: 2017

title: Current singularities at Quasi-separatrix layers and three-dimensional magnetic nulls

authors: Craig, Ian J.D.

subjects: Science & Technology

abstract: The open problem of how singular current structures form in line-tied, three-dimensional magnetic fields is addressed. A Lagrangian magneto-frictional relaxation method is employed to model the field evolution toward the final near-singular state. Our starting point is an exact force-free solution of the governing magnetohydrodynamic equations that is sufficiently general to allow for topological features like magnetic nulls to be inside or outside the computational domain, depending on a simple set of parameters. Quasi-separatrix layers (QSLs) are present in these structures and, together with the magnetic nulls, they significantly influence the accumulation of current. It is shown that perturbations affecting the lateral boundaries of the configuration lead not only to collapse around the magnetic null but also to significant QSL currents. Our results show that once a magnetic null is present, the developing currents are always attracted to that specific location and show a much stronger scaling with resolution than the currents that form along the QSL. In particular, the null-point scalings can be consistent with models of "fast" reconnection. The QSL currents also appear to be unbounded but give rise to weaker singularities, independent of the perturbation amplitude.

text: Current singularities at Quasi-separatrix layers and three-dimensional magnetic nulls The open problem of how singular current structures form in line-tied, three-dimensional magnetic fields is addressed. A Lagrangian magneto-frictional relaxation method is employed to model the field evolution toward the final near-singular state. Our starting point is an exact force-free solution of the governing magnetohydrodynamic equations that is sufficiently general to allow for topological features like magnetic nulls to be inside or outside the computational domain, depending on a simple set of parameters. Quasi-separatrix layers (QSLs) are present in these structures and, together with the magnetic nulls, they significantly influence the accumulation of current. It is shown that perturbations affecting the lateral boundaries of the configuration lead not only to collapse around the magnetic null but also to significant QSL currents. Our results show that once a magnetic null is present, the developing currents are always attracted to that specific location and show a much stronger scaling with resolution than the currents that form along the QSL. In particular, the null-point scalings can be consistent with models of "fast" reconnection. The QSL currents also appear to be unbounded but give rise to weaker singularities, independent of the perturbation amplitude.

year: 2014-11-10

title: Student voice and agency for Indigenous Maori students in higher education transitions

authors: Amundsen, Diana Leigh

subjects: Social Sciences

abstract: This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

text: Student voice and agency for Indigenous Maori students in higher education transitions This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

year: 2019