3. MoE Web Access Classifications
MoE Classification MoE Classification MoE Classification MoE Classification
1 2 3 4
No Access is where Web-Supported is Web-Enhanced is Web-Based is
no part of the where a paper or where a paper or where a paper or
paper or course is course provides course expects course requires
accessible 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.
9. 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
10. • 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
19. 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
28. Pre Tablets Post Tablets
80% of paper delivered via lectures 50% of paper delivered via lectures
Tutor demonstrated use of Students also searched internet to
instruments watch professionals play same
instruments
Students 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 took
Tutor felt in control, students control of their own learning
relied on tutor
29.
30. 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!
31. • Co-designed and delivered by experienced
Maori teachers
• Immersive environment – living, working
marae
• Learner-centred, personalised mobile
devices
32. 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
33. 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
34. 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
