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Item 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 MKDigital 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.Item The impact of ChatGPT on teaching and learning in higher education: Challenges, opportunities, and future scope(IGI Global, 2024-04-01) Li M; Khosrow-Pour MDBAThe integration of OpenAI's ChatGPT is reshaping higher education by transforming teaching and learning dynamics. This article delves into ChatGPT's impact, exploring opportunities, challenges, and future potential. ChatGPT's deployment in higher education offers interactive and adaptive classrooms, enabling personalized learning experiences. Educators use ChatGPT to enhance engagement, critical thinking, and tailor content, fostering innovative teaching. However, integrating ChatGPT also introduces challenges, including plagiarism detection concerns due to AI-generated assignments and potential impacts on writing skills and independent thinking. Addressing misinformation risks from AI content requires responsible usage guidelines. Looking forward, ChatGPT holds promise in higher education, as AI-enhanced collaborative classrooms redefine teaching. The symbiosis of ChatGPT with human instructors enhances effectiveness, providing real-time insights and boosting student engagement.Item Children’s rights and their evidence as a force for inclusion in uncertain times(Frontiers Media S.A., 2023-11-03) Bourke R; Norwich BAlthough education is a basic child’s right, and in many countries is protected through legislation, children with disabilities or support needs are not always afforded their right to experience an education at their local school alongside their peers. There is even less evidence that their ‘voices’ are sought or heard when decisions are made for them. This silencing of children in education results in their views being invisible in practice. When making decisions about children’s education and opportunities, an evidence-based model could feasibly address this, if the child’s right to have a say was afforded the same weighting as that of the input from practitioners, and research findings. Evidence-based practice in education typically relies on three forms of evidence: (i) systematic research that has been published or disseminated, (ii) specific practitioner knowledge and experience of children and their needs, and (iii) the children’s and their family’s experience of their own lived lives and capabilities. Combined, these forms of evidence can illuminate the decisions made for an individual child, and forge the pathway for interventions, actions, and solutions that are most likely to ‘work’ for the child, their culture, and their context, all things considered. However, there remains a tension when weighing up the relative status of these forms of evidence, where ‘research’ or ‘expert opinion’ is given more credence than the child’s capabilities: that is, less weighting is given to an individual child’s expression of their circumstance, their context, their ethnicity, and the opportunities afforded to them. The recent global pandemic became a catalyst for listening to children about their learning and education, in part because the ‘shut down periods’ meant classrooms and schools were closed for periods of time. Children had views on what this meant for them and their learning, and for the first time, practitioners did not really know what was in the best interest of the child. A case study is presented to foreground their views and goals for learning during this time. This means that while practitioners’ expertise be afforded a place in decision-making around inclusion or educational options for the child, the child’s own experiences must be included if evidence-based practice is realised. Placed against rights-based practice, it becomes even more critical to give every child their ‘voice’, and to act on their views, as the children are the key informant for their own solutions, and of their own interpretation and expression of the ‘problem’.Item Fisher, Neyman-Pearson or NHST? A tutorial for teaching data testing(Frontiers Media SA, 2016-11-11) Perezgonzalez JD; Roberts, LDItem Children's informal learning at home during COVID-19 lockdown(NZCER, 2021-08-24) Bourke R; O'Neill J; McDowall S; Dacre M; Mincher N; Narayanan V; Overbye S; Tuifagalele RThe national COVID-19 lockdown during school Term 1 2020 provided a unique context to investigate children’s experiences of informal, everyday learning in their household bubble. In Terms 3 and 4, 178 children in Years 4–8 from 10 primary schools agreed to participate in a group art-making activity and an individual interview about their experiences. The research adopted a strengths-based approach on the basis that most children are capable actors in their social worlds. This report documents children’s accounts of the multiple ways in which they negotiated the novel experience of forced confinement over a period of several weeks with family and whānau. The report is rich with children’s own accounts of their everyday living and learning during lockdown. To foreground children’s descriptions and explanations of their lockdown experience in this way is an acknowledgement of their right to express their views on matters of interest to them in their lives, and to have those views listened to, and acted on, by adults. Similarly, the approach reflects a growing educational research interest in student voice: enabling children to articulate their experiences so that adults can use this knowledge to better respond to and support children’s learning aspirations and needs. This research report does not speak for all children or all children’s experiences. Nevertheless, it does provide valuable insights about the phenomenon of children’s informal and everyday learning during lockdown, gained from a group of children for whom it was a mostly positive experience, and through which they learned much about themselves as persons and as members of a family and whānau. Several months after the event, children in this study were able and willing to recall their experiences of learning during lockdown. They could identify social, cultural, and historical dimensions of their learning at home. Some children were able to recount rich, detailed stories about their lockdown experience and the ways in which they organised their days and activities. For some others, their days were largely shaped for them by family and whānau members, but even so, the children were able to explain what they enjoyed, or did not, and why. Variations in children’s learning across the group highlighted the complexity of learning that each child experienced, and the importance of having social relations, environments, and contexts that encourage and support their learning. Children demonstrated an understanding and appreciation of the value of this learning.Item Teaching New Zealand histories : a policy watershed or a watershed policy? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Anthropology, Massey University, Manawatū, New Zealand(Massey University, 2022) Wernicki, WieslawThis is a study of the Sixth Labour Government's policy mandating the teaching of New Zealand histories in all schools and kura by 2022, for all levels of the compulsory curriculum (school years 1-10). This research explores the origins of the policy and asks the question why a policy approach was taken, rather than other approaches available to the Government, or the Ministry of Education, to achieve the policy outcomes. Looking at this through the theoretical frameworks of policy anthropology and applying the non-linear thinking of an assemblage methodology, I explore my own perceptions of this policy. I track the way this policy evolved through the documentation, the public consultation on the curriculum changes, and eventual release of the new curriculum and supporting resources. I argue that various human and non-human actors and influences, which I term components, were arranged in such ways that they created an environment, or zeitgeist, which manifested the policy. In taking this approach I sought to avoid accepting explanations that linear chains of causality led to the policy’s development. Instead, I sought to perceive the components in the environment as actors in a drama choreographed not by discreet forces, but by their own movements causing their interactions, proximities, and intensities to shape the environment from which the policy emerged. This research does not focus on humans and non-human actors but more on the interactions of forces which were generated as they negotiated the paths and shaped the environment in which they themselves exist.Item The meaning of significance in data testing(Frontiers Media SA, 2016-11-11) Perezgonzalez, JD; Roberts, LD
