By Puti Nuku, Pare Rohe-Belmont & Adrienne Moyle
MoE Web Access ClassificationsMoE Classification MoE Classification MoE Classification MoE Classification1 2 3 4No Access is where Web-Supported is Web-Enhanced is Web-Based isno part of the where a paper or where a paper or where a paper orpaper or course is course provides course expects course requiresaccessible online. students access to students to access students to access limited online online materials the accompanying materials and and resources. online materials resources. and resources. Access is optional, Access is expected, Access is required, as online as online as online participation is participation is participation is likely to be a minor likely to make a required. component of major contribution study. to study.
Pilot aims• Collaboration between campuses – students forums, chat• Co-teaching - development and delivery - video conferencing, MS Lync• Access a wider range of digital resources – YouTube, private VHS collections, primary research• Student creation of assessment artefacts eg video of own performances - strong performance component in Te Puoro paper
• Ease of assessment submission for some struggling with literacy – video performances, oral presentations• Enrich student learning experience, improve engagement• Convenience and flexibility• Take the learning to the community• Improve 21st century skills• Reduce the digital divide• Attract more students
Benefits - interview• The ability to continue with studies on the bus, at home with sick children or away at whānau hui• The fact that the tablets literally replaced the need for a laptop and camera• The ability to keep up with the tutor, instantly find information online and answer any questions
Pre Tablets Post Tablets80% of paper delivered via lectures 50% of paper delivered via lecturesTutor demonstrated use of Students also searched internet to instruments watch professionals play same instrumentsStudents loaned CDs of waiata from library “We recorded other people singing and performing the waiata on our tablets, or downloaded videos from Youtube to get the correct actions” Tutor felt redundant, students tookTutor felt in control, students control of their own learning relied on tutor
Mobile fits with Maori pedagogy• Te Uranga Waka and Te Whatukura already collaborate well – mobile technology allowed more of it.• Collaborative mobile learning aligns well with Maori pedagogical concepts such as ako, kanohi ki te kanohi, and holistic learning• It’s fun!
• Co-designed and delivered by experienced Maori teachers• Immersive environment – living, working marae• Learner-centred, personalised mobile devices
What next?Infrastructure• Tablets for all students - increase accessibility to mobile tech for students who may not be able to afford them• Regulations around fees, equipment, insurance• Bring Your Own devices• Internet speed• Wireless stability
What next? Students• Reflection, curation, collection of performances, documentation of learning journey, co-construction of knowledge, portfolios – Google sites• Collaboration – Facebook page well utilised by students – take some learning to Facebook? MS Lync for students in the pipeline• Continue to improve engagement, retention and academic results
What next? Teachers• Continue on journey – exploring blended, Maori, mobile, collaborative, constructivist, student-centred learning and teaching• Teaching portfolios – Google sites• Community of practice, co-teaching and research opportunities• Efficiencies for teachers – reduce time spent in content transfer and repetition• Increased EFTS• Continuing language and cultural revitalisation