Increasing student success through effective literacy and numeracy support
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Abstract: "The success of students is of central concern for tertiary institutions globally and in New Zealand. When learners are unable to meet the literacy and numeracy demands of their programmes, they struggle to achieve the learning outcomes necessary to graduate, and tend not to reach full potential in their community. To improve the quality of teaching and learning at Unitec NZ, staff is beginning to employ an integrated approach to teaching courses, thereby assisting students with literacy and numeracy challenges. Professional development is essential to engage staff in the process of refocussing and revisioning the experience offered to learners. The Centre for Teaching and Learning Innovation (CTLI) is working closely with staff to design and provide contextualised workshops in direct response to needs identified by each school for their specific learners. This paper describes one such initiative for Automotive Engineering staff, where a range of literacy and numeracy related tools were showcased in two collaborative and interactive workshops. Eleven literacy and numeracy support tools, sourced from a variety of places, were chosen to exemplify best practice. The presenters will give an overview of the workshops and the thinking/theory behind them (including the iterative cycle of evaluation and improvement of the workshops in response to participant feedback). A demonstration of key workstations with the associated handouts / interactive tasks will be available for trial by conference participants who will also be asked to evaluate each tool/workstation in a feedback form." Please cite as: Please cite as: Owen, H, & Schwenger, B. (2008). Student Success; Increasing student success through effective literacy and numeracy support. Paper presented at the EIT Teaching and Learning Conference, 2008, Hawke's Bay, New Zealand.
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Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.
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"At Unitec NZ practitioners have been involved in adapting existing programmes, and developing new ones, which integrate and exploit Information Communication Technology Enhanced Learning and Teaching (ICTELT). Although practitioners are frequently experienced course designers, they often focus on the technology as opposed to effective pedagogy and practice, and are sometimes overwhelmed by factors such as time pressure and ICT skills requirements.
The ICTELT process model, conceptual design framework, mindmap and self-diagnostic tools were therefore developed to guide practitioners through the design, implementation, and evaluation process. The resulting scaffolded approach is appropriate for small teams or individuals working with limited resources, as well as those working within highly-resourced environments. The structure of the ICTELT model is flexible enough for practitioners to blend approaches of their choice, while also encouraging the alignment of pedagogical perspectives and practice. Furthermore, an iterative approach is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time.
This paper has three main aims. The first is to ground the subject in current literature. Secondly, the ICTELT model and suite of tools will be described. Reference will finally be made to a case study conducted at Unitec NZ, along with associated implications."
ePortfolios and unfamiliar spaces: Exploring the unknown, together
This was a presentation given at ASCILITE 2009 (Auckland). Please cite as: Owen, H. (2009, December 6-9). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers. Paper presented at the Same places, different spaces - ASCILITE 2009.
Abstract: "When decisions are made to implement initiatives using e-portfolios, anxiety is sometimes expressed because of the challenge of exploring ‘new spaces’. This can occur, for example, when academic practitioners are required to re-address learning, teaching and assessment practices, and upskill in ICT.
This paper has three main aims. The first is to ground the subject in current literature. Reference will then be made to two research studies conducted at Dubai Men's College where the use of e-portfolios was proposed and in one case implemented. The barriers identified around e-portfolios are described, along with an overview of current attitudes expressed at Unitec NZ during small-scale trials. To date, a comparative research study has not been conducted, but the collation of findings offers a rich picture of potential challenges for academic practitioners around adopting e-portfolios. Finally, the paper draws the threads together to recommend ways of avoiding some of these possible pitfalls."
Access the full paper at: Owen, H. (2009). ePortfolios and unfamiliar spaces: Exploring the potential, the challenges and the barriers [Electronic Version]. Same places, different spaces - ASCILITE 2009 from http://www.ascilite.org.au/conferences/auckland09/procs/owen.pdf.
Web 2.0 ePortfolios that work for both students and educators: Strategies and...
*NB: currently there is about 2 minutes of dead space at the beginning of the presentation. I hope to edit this out later.
To access the accompanying handout: http://www.scribd.com/full/20963840?access_key=key-tjhoooneoyc6p12igkx
Abstract:
The VET ePortfolio Roadmap was released in June 2009 to provide guidelines, specifications, and strategies for implementing ePortfolio initiatives. The Roadmap was published, in part, as a response to the increasing interest in the potential of ePortfolios to improve the Recognition of Prior Learning process, and expedite work-based learning, apprenticeships, and traineeships. Previous research studies into learners' use of ePortfolios endorse this response, suggesting that their levels of engagement, creativity, and feelings of empowerment are enhanced, thereby increasing retention and success. It all sounds extremely promising...but what does it actually 'look' like for students and educators? How are learners, practitioners and other stakeholders actually engaging with ePortfolios?
In this paper I have three main aims. The first is to provide some background by referring to an early initiative that was implemented between 2003 and 2006 with Foundation students at Dubai Men's College (DMC) where the students created a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. The ePortfolios, however, were not interactive, were rather 'static', and the final artifact was primarily produced for assessment rather than self-reflection and development. Since this and similar early initiatives, the introduction of Web 2.0 social software elements to ePortfolios has helped realise additional benefits, including improved reflective practice, augmentation of the quality of final artifacts, and a heightened awareness of purpose and audience. As such, the second aim is to explore recent work with Web 2.0 ePortfolios with students and faculty at Unitec NZ (a multi-sector education institution in NZ), and some of the associated findings and implications. Finally, I will draw the threads together to discuss a number of key strategies and recommendations for the effective implementation of Web 2.0 ePortfolio initiatives, including targeted Professional Development for staff, and scaffolding and guidance to assist the students with self-reflection, collection and selection of evidence of achievements, while also fostering their personalised and creative life-long learning journeys.
Please cite as: Owen, H. (2009, October 16). Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations. Paper presented at the VET E-portfolios Showcase 09 - learning for life.
Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Pr...
This was a paper presented at the eFest meets Teaching & Learning conference, UCOL 2009.
To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l
Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners.
Please cite as: Owen, H., & Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North.
Thoughts around Creativity in Education and the Potential of ICT Enhanced Lea...
The document is about Unitec New Zealand, Te Whare Wananga o Wairaka. Unitec's mission is to inspire people to discover and apply their intellectual and creative potential and contribute responsibly to their societies and cultures. The document contains images and sticky notes asking participants to write one sentence about learning/teaching, the role of ICT, and a reaction to ICT enhanced learning in 2-3 words.
Supporting Academic Development To Enhance The Student Experience
Please cite as: Owen, H., & Schwenger, B. (2009 (6-9 July)). Supporting academic development to enhance the student experience. Paper presented at the The Student Experience: HERDSA 2009.
Abstract: "Students' learning experiences and study success can be significantly enhanced through a combined approach that embeds Literacy, Language and Numeracy skills enhancement explicitly into discipline content. An essential aspect of this approach is the provision of academic professional development that is engaging and helps staff review their methodology in a supported and sustainable manner.
This paper describes stage one of a pilot research study and ongoing initiative between one of the vocational disciplines (Automotive Engineering, which is part of the Unitec Applied Technology Institute) and the Academic Development Unit at Unitec New Zealand. At this stage, using a 'tradeshow approach', fifteen Literacy, Language and Numeracy related tools and strategies, as well as mini-demonstration teaching sessions, have been chosen as a way to introduce and discuss effective practice in collaborative and contextualised professional development sessions.
The findings from a pilot study around the tradeshow approach, including the iterative cycle of evaluation and improvement in response to participant feedback, are shared. The study has helped identify and evaluate how this new capability building approach has assisted with supporting and motivating discipline specialists in their initiatives to embed and add value to students’ learning experiences and study success.
Describing a number of key strategies and tools, this paper will discuss the results of the study as well as lessons learned and associated implications."
The Learning Technologies Team at CTLI, Unitec NZ
A short presentation that introduces The Learning Technologies Team at CTLI, Unitec NZ. The focus is creativity and pedagogy...
Learners Reshaping Learning Landscapes Owen
Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia.
Abstract:
The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach.
The full paper is available from: http://www.scribd.com/doc/8459339/Owen
Using online tools to provide relevant, authentic and timely assessment
This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/
Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."
Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.
Where do I Start? Integration of ICTELT into blended curricula
Abstract:"The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable.
This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches.
The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift.
The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ.
The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted."
Associated site: http://efest2008collaboratingbydesign.pbwiki.com/
Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.
Overview of the Ict Enhanced Writing Study (DMC)
This is a presentation that I am giving to the School of Language Studies at Unitec New Zealand detailing the ICT enhanced writing proficiency study I conducted at Dubai Men's College, UAE.
Blended Learning At Unitec Owen
Presentation given at Unitec, New Zealand.
Please cite as: Owen, H. (2008). Promoting Blended Approaches to Teaching and Learning at Unitec: A Proposal. Auckland: Unitec New Zealand.
In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durha...
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.
Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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- 1. Increasing student success through effective literacy & numeracy support Hazel Owen and Bettina Schwenger Centre for Teaching and Learning Innovation Unitec NZ
- 3. CRSP Student “Success” Learning in real-world contexts Transferable skills Investigational work Problem solving Small group work Analysis and interpretation tasks
- 4. “ Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.” (UNESCO, 2003, p. 5) Definition of literacy
- 5. Discipline expert Literacy expert Students (Smith, 2008)
- 6. Status of literature Literary canon Society & culture Family Political policies Wealth Vocational skills Literacy Freedom/ creativity Access to books Teacher training Education Pedagogy Dynamic variables affecting literacy Reading culture Opportunities to read
- 7. Literacy & numeracy skills How many students experiencing issues with literacy & numeracy skills do you think are participating in tertiary education? a)15.5% b) 30% c) 46% d) 73% (Culligan, Sligo, Arnold, Noble, 2005)
- 15. Review quizzes
- 17. Hot Potatoes
- 18. Hot Potatoes (cont.)
- 20. Keesing-Styles, L. (2008). Automotive Tradeshows - Literacy and Numeracy in Vocational Education. The VET(31), 7. Feedback
- 21. Keesing-Styles, L. (2008). Automotive Tradeshows - Literacy and Numeracy in Vocational Education. The VET(31), 7. Linda Keesing-Styles Feedback (cont.) This is a superb model for staff professional development, no matter what the topic. Here, a whole department is engaged in reflecting on and improving their teaching and their students’ learning.
- 25. Thank you for listening Any questions and feedback please email: [email_address] [email_address]
Editor's Notes
- ‘ Literacy is at the very heart of a culture of quality and equality, for when people gain the power to decode their world, they gain the power to effect changes to it’ (Shaikha Mouza Bint Nasser, 2007). Increased literacy and global awareness are now seen as the key to unlocking human potential with literacy, language and numeracy (LLN) competencies described as foundation or key competencies. They provide the base for the learning of more specialised or generic competencies needed in a home, social, work or educational context, such as helping family members with their learning, analysing and synthesizing information, overseeing the operation of sensitive machinery or working effectively in a team (Tertiary Education Commission, 2008a).