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    Digital badges - What is the state of play within the New Zealand Higher Education sector?
    (ASCILTE - Australasian Society for Computers in Learning in Tertiary Education, 2018-01-01) Hartnett M; Campbell M; Willems J; Adachi C; Blake D; Doherty I; Krishnan S; Macfarlane S; Ngo L; O’Donnell M; Palmer S; Riddell L; Story I; Suri H; Tai J
    The importance and influence of digital technologies as a mediator and facilitator of learning is fundamentally changing education; what it encompasses, what counts as learning, who has access, where and when it occurs, and the ways in which skills, knowledge and capabilities are recognised. One technological innovation that has emerged within the last few years is digital badges. Developed to act as indicators of accomplishment, skill, or interest, they are being used in a variety of contexts for purposes such as to motivate, capture achievement, or credential learning. Digital badging is a technology that has the potential to change how we engage learners, deliver content and acknowledge learning. Internationally, digital badge use is growing particularly in Higher Education. However, to-date, it is difficult to determine how many institutions are using digital badges and for what purposes. This is particularly true within the New Zealand Higher Education context where little research is currently available. The focus of this study was to identify the ‘current state of play’ of digital badge use (i.e. which tertiary institutions are using badges, and the perceived benefits and drawbacks associated with their use) within the public New Zealand Higher Education sector.
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    The Losses of Leadership? Masks, Mirrors and Meaning when Leading in Higher Education
    (Journal of Higher Education Policy And Leadership Studies, 2024-09-30) Quinton J; Brabazon T
    Leadership – as a noun, trope, imperative, directive and proxy - is used repetitively in higher education. It is an empty signifier. While noting this lack of definitional clarity, leadership roles in universities remain competitive and coveted. Titles, salaries and profile follow. Within universities, the attributes of successful leaders are rarely studied. Instead, Goffmanesque frontstages are assembled that construct a seamless story of promotion and achievement. This positional power subverts accountability, transparency and scrutiny. These frontstages mask, minimize and decentre failures, inconsistencies and detours that deflect from a crisp narrative of success. There are also losses in and from leadership. This theoretical article deploys distinctive and provocative literature from outside of the United States, United Kingdom, and Canada. Activating the leadership research from Aotearoa / New Zealand, the Philippines, China, Iran, and Saudi Arabia, this article investigates the consequences of marginalizing academic success in teaching and research as a requirement for leadership roles and positions. This article shows that communication skills are more significant in creating organizational success than neoliberal-framed financial ‘management.’ With little attention to followership or failures, what is lost from leadership?
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    Designing learning object repositories : a thesis presented in partial fulfilment of the requirements for the degree of Master of Information Science in Information Sciences at Massey University
    (Massey University, 2006) Gan, Yang Yang
    Learning object repositories are expanding rapidly into the role of independent educational systems that not only are a supplement to a traditional way of learning, but also allow users to search, exchange and re-use learning objects. The intention of this innovative technology is to have such repositories to collect a database of learning objects catalogued by the learning content management system. However, for users to perform an efficient search, these learning objects would need to use metadata standards or specifications to describe their properties. For learning objects stored within the repositories, metadata standards are often used to descibe them so users of the respositories are able to find the accurate resources they required, hence metadata standards are important elements of any learning object repository. In this paper, a courseware example is used to demonstrate how to define a set of characteristics that we want to describe for our courseware, and attempt to map the data schema in the database with the available metadata standards. The outcome is to identify a set of metadata elements that would fully describe our learning objects stored within the learning object repository, and these metadata elements will also assist instructors to create adaptable courseware that can be reused by different instructors. Metadata standard is known as a critical element for the management of learning objects, not only will it increase the accuracy of the search results, it will also provide more relevant and descriptive information about the learning objects to the searchers.
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    The impact of cyber learning on moral development : an exploration of tertiary education in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University
    (Massey University, 2002) De Silva, Sureetha
    Cyber learning is learning that takes place making use of cyberspace technology or computer technology. This encompasses any type of learning that occurs while connected to cyberspace, including the Internet, e-mail, virtual reality, computer assisted learning, or computer-mediated learning, electronic learning or telelearning. This research study is an exploration of views and ideas of tertiary level educators on the impact of cyber learning on moral development. Lawrence Kohlberg's (1981) moral development theory has been used as a framework to establish whether there are any factors that make cyber learning a challenge to moral development in tertiary level students. Kohlberg's moral development theory explains the cognitive development process of moral reasoning and decision making in an individual. The research method used to gather data was in-depth face-to-face interviews. The participants were tertiary level educators from Palmerston North in New Zealand. The themes that emanated from the data analysis were categorized as negative and positive impact of cyber learning. Related to these categories the following propositions emerged from the research study. They were: cyber learning has resulted in the birth of 'Cyber Identity'; 'Cyber Choice' in cyber learning overrules moral reasoning; cyber learning encourages alienation from human interaction into 'Cyber Isolation'; cyber learning has resulted in 'Cyber Freedom'; cyber learning introduces students into 'Cyber Illusion' in virtual reality; cyber learning is a gateway to new dimensions of learning; a paradigm shift in learning could permeate tertiary education as a result of cyber learning; and, in order to enable tertiary students to face the challenges of cyber learning successfully it is important to equip them with tools of moral reasoning and decision-making skills. Participants polled in this study believed that New Zealand tertiary education system is impoverished in moral development and as a result New Zealand students are more vulnerable to the impact of cyber learning. The findings highlighted the importance of a moral reasoning framework in tertiary education in order to prepare tertiary students to meet the challenges of cyber learning.