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Author: search.filters.author.Hartnett MK

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    How and why are digital badges being used in higher education in New Zealand?
    (Australasian Society for Computers in Learning in Tertiary Education, 2021-07-29) Hartnett MK
    Digital technologies, as mediators and facilitators of learning, are altering tertiary education; how and when it occurs, what it entails, who has access, and how capabilities and skills are acknowledged. Digital badges are one such technological tool. Created to acknowledge competency, skill or achievement they have been adopted for a variety of purposes including to motivate learners, recognise achievement and accredit learning. Internationally, the use of digital badges is growing; however, much of the existing literature addresses the potential of digital badges while there is a relative paucity of empirical research, particularly in the Australasian region. This research explored the use of digital badges within New Zealand’s public higher education sector. Using a mixed methods approach (national survey of staff followed by interviews), results revealed over half of the institutions were using badges or planned to in the future. Identified benefits included displaying achievement, motivating learners and evidencing learning. Challenges were also noted, including faculty members’ lack of knowledge about badges, inconsistent use and lack of formal regulation of badges. The findings suggest that badge use is at the early adoption stage and provide valuable insights from which to develop future practice.
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    Measuring farmers’ self-efficacy for managing perennial summer forages
    (Austraasia Pacific extension network, 10/10/2017) Drysdale D; Hartnett MK; Sewell A; Gray D; Kemp P; Wood B
    Farmers’ self-efficacy beliefs impact on their learning and decision-making processes, and as such provide vital information to agricultural extension providers. Self-efficacy is measured as an individual’s perception of what they ‘can do’, rather than what they ‘actually do’, providing an indication of their present efficacy to carry out a specific future task. This paper reports on the design, development and pilot study of a tool to provide quantitative measures of farmers’ self-efficacy when considering the introduction or management for perennial summer forages. Preliminary results indicate that this tool provides a robust means of measuring changes in self-efficacy beliefs within this specific domain of managing perennial summer forages. Understanding farmers’ efficacy beliefs may guide the design of more effective agricultural extension activities to better assist farmers in their learning and decision-making when adopting innovative agricultural practices.
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    Differences in the digital home lives of young people in New Zealand
    (Wiley, 20/02/2017) Hartnett MK
    Digital technology is changing every aspect of life from how we communicate to the way we learn. International trends would suggest that digital access is becoming increasingly widespread in developed countries. But general trends may hide the fact that some households still do not have access to the internet for a variety of reasons. Differences in digital access and use, particularly along socio-economic lines, may be less visible but are still present. This paper reports on a two-phase study that explores home digital access and use of young people (16–17–years-old) from a range of socio-economic backgrounds across New Zealand. Phase one sought to establish what home access is available, while the second phase explores what kinds of digital technologies are used and for what purpose among a subset of young people. Results indicate that differences in digital access do exist among young people from different socio-economic backgrounds. These differences include the number of digital devices in the home, the types of devices available, and whether the device(s) are shared or individually owned. These findings are particularly important in light of the finding that these young people perceived that digital access and use at school is inadequate and lagging behind everyday use. This suggests that there is still a considerable way to go to ensure equal digital opportunities for all.
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    Editorial: Open Access–Our golden route in academic publishing in an increasingly open world
    (FLANZ, 2015) Fields A; Davis N; Hartnett MK
    Open access (OA) publishing — that is, the immediate, online, free availability of research outputs without many of the restrictions imposed by traditional copyright agreements — is changing the landscape of scholarly publications. The Journal of Open, Flexible and Distance Learning (JOFDL) is well positioned in the changing world of publishing with its focus on making high-quality research in the Asia–Pacific region readily available to all. The recent inclusion of JOFDL in the Directory of Open Access Journals highlights this commitment to accessibility. With that in mind, the three articles in this issue of JOFDL explore the experiences of learners in three separate and distinct educational contexts in Aotearoa New Zealand. Two of the articles are situated in the schooling sector, where research on students learning at a distance is urgently needed to inform the development of more equitable practice worldwide. The third paper explores student engagement at the tertiary level, continuing the theme from the 2014 DEANZ conference relating to the ‘e’ in engagement. Using the article by Jeurissen as a focus, the editorial highlights the role of open, flexible, and distance learning revitalising te reo Māori, the New Zealand indigenous language. The philosophy and methods of open access publishing are also discussed.