Conference Papers

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7616

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    Putting whanaungatanga at the heart of students’ online learning experiences.
    (ASCILITE, 2022-11-18) Brown, C; Hartnett, M; Rātima, M; Forbes, D; Datt, A; Gedera, D; Wilson, S; Arthars, N; Wardak, D; Yeoman, P; Kalman, E; Liu, DYT
    This paper explores the role of relationships in students’ experiences of online learning during the COVID-19 pandemic in Aotearoa| New Zealand. Students’ voices are foregrounded through narratives and the analysis of four discrete stories of these specific circumstances. Using a conceptual framing of whanaungatanga, a Māori view of the process of establishing and maintaining relationships, we move beyond who is involved in the relationship to explore how relationships are developed and what counts from the students’ perspectives. Sharing, an ethic of care, a sense of belonging, collaboration, scaffolding of learning, and feedback acknowledging students’ efforts were all considered important aspects of relationships between students and faculty which were enacted online. The importance of broader institutional relationships, such as those with the library and student support services, were also foregrounded.
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    Improved extension practices for sheep and beef farmers
    (New Zealand Grassland Association Occasional Publication, 14/04/2016) Gray, DI; Sewell, AM; Hartnett, M; Wood, BA; Kemp, PD; Blair, HT; Kenyon, PR; Morris, ST
    Innovation is critical for maintaining New Zealand’s competitive advantage in agriculture and central to this is farmer learning and practice change. Despite the importance of farmer learning, limited research has been undertaken in New Zealand. In this study, an extension programme was developed based upon educational theory and research and then evaluated over a 3 years to identify the factors that were important for farmer learning and practice change. This paper provides a brief overview of findings of a 3 year interdisciplinary study conducted at Massey University with 23 farmers that investigated the critical factors that support farmers’ learning. The five critical success factors and the seven educational principles identified from this study provide guidelines for how science should interact with farmers to foster effective innovation. These findings are also applicable to other extension approaches such discussion groups, monitor farms and sustainable farming fund initiatives where farmers work with scientists and/or rural professionals.