Abstract: This paper exploreseffective strategies in web-enhanced and online teaching and learnin... more Abstract: This paper exploreseffective strategies in web-enhanced and online teaching and learning in 2010 adopted by the University of Canterbury degree programme to prepare teachers for primary schools in our bi-cultural nation of Aotearoa New Zealand at a time of austerity worldwide. ...
Share-copy and redistribute the material in any medium or format Adapt-remix, transform, and ... more Share-copy and redistribute the material in any medium or format Adapt-remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Attribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use NonCommercial-You may not use the material for commercial purposes. ShareAlike-If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
IFIP Advances in Information and Communication Technology, 2017
With the New Zealand Ministry of Educations' emphasis upon e-Learning in educational settings, an... more With the New Zealand Ministry of Educations' emphasis upon e-Learning in educational settings, and the correlating increase in approaches to learning with digital technologies in New Zealand primary schools, primary school-aged students in New Zealand are increasingly using digital devices in school settings and at a progressively earlier age. As availability of digital devices outside of school also increases and the boundaries between usages blur, there is an imperative to prepare primary them to use digital devices safely and responsibly across multiple contexts, and for multiple purposes. Implementing a school-wide, cross-sector, multi-stakeholder approach has been proposed as the most effective way to prepare young people in this area. However, little is known about how such an approach is actualized in primary school settings, and the benefits and challenges associated with its adoption. Drawing upon ecological systems theory, this interpretive case study will examine how one New Zealand primary school addresses digital safety and responsible use within the school ecosystems community, how they engage with individuals, groups or organizations situated within other ecosystem communities, and the drivers, enablers, barriers and tensions they experience within these endeavours.
A university set on a beautiful spacious landscape had little need for e-learning until it was st... more A university set on a beautiful spacious landscape had little need for e-learning until it was stimulated by crises to become more innovative. This case study research provides a rich picture of rapid adoption of social media and e-learning as the ‘tide’ of e-learning rose in waves, both rising and falling as changing needs were addressed over five years (2010-2015). The overarching research question was: How has the University changed with e-learning in the wake of seismic activities? The co-evolution of digital technologies and education in this ‘late adopter’ (Rogers, 2003) university is linked with organisational development. Social media does support communication of organisational responses to crises, including increased adoption of e-learning. This paper shows there is a place for social media alongside e-learning tools and that their combined use also fosters resilience for students and academic staff (Dabner, 2012; Mackey, Gilmore, Dabner, Breeze & Buckley (2012). This case...
The motivation to adopt innovative communication and e-learning practices in education settings c... more The motivation to adopt innovative communication and e-learning practices in education settings can be stimulated by events such as natural disasters. Education institutions in the Pacific Rim cannot avoid the likelihood of natural disasters that could close one or more buildings on a campus and impact their ability to continue current educational practices. For one university, the impetus to innovate was a series of seismic events. This paper presents findings from studies that identified resilient practices within this ‘late adopter’ university in New Zealand. The findings indicate that the combined use of social media and e-learning to support teaching, learning, communication and related organisational practices fosters resilience for students, staff and organisations in times of crises. Recommendations are presented that have relevance to all educational organisations which could be impacted by similar events.
IFIP Advances in Information and Communication Technology, 2017
The New Zealand Ministry of Education promotes the use of digital technologies in schools to supp... more The New Zealand Ministry of Education promotes the use of digital technologies in schools to support future-focused learning and to achieve the vision for New Zealand young people, as stated in the national school curriculum document, to become confident, connected, actively involved, lifelong learners. This vision statement, extended in meaning since its inception in 2007 to further encompass the development of digital citizens, has influenced the strategic direction for educational developments in New Zealand and is supported by a range of Ministry of Education initiatives. However, a number of challenges have arisen that impact the ability for New Zealand educators to fully implement this vision in schools. This short paper presents a review of literature that illustrates the vision for young citizens in New Zealand, and describes some current challenges faced by New Zealand educators as they aim to realize this vision in complex digitally enhanced environments.
This research stream has been inaugurated in a short period of time with enormous support from a ... more This research stream has been inaugurated in a short period of time with enormous support from a wide range of people who we would like to thank, while also indicating some of the processes that assure the quality of these proceedings. As incoming President of the Distance Education Association of New Zealand at the April 2010 conference Niki Davis recognized an opportunity to expand our community support by collaborating with other bodies, including CORE Education. With DEANZ Vice President Derek Wenmoth, also Director of eLearning CORE Education Ltd., we negotiated with CORE Education's Dr. Vince Ham, Director of Research, and Sherry Crisp, Events coordinator, just in time to fit within the design of Ulearn 2010. The call and reviewing processes were based on those for NZARE and SITE, during which all submissions had at least two peer reviews. Some were rejected. As director Niki Davis collaborated with CORE Education, who engineered a special online section for submissions. A reviewing panel was convened between the University and CORE, and its procedures have been coordinated by Nicki Dabner and Sonja Bailey. Jilaine Johnson edited the extended abstracts that were accepted. Additional support for editing and publishing these proceedings was provided by the University of Canterbury School of Literacies and Arts in Education and the Blue Room, with special thanks to Louise Clark and Kim Daniels for increasing the quality of these outputs. Computers in New Zealand Schools (CINZS) edited by Professor Wing Lai and Dr. Keryn Pratt: "Computers in New Zealand Schools was first published in 1989. It is a journal/magazine aimed at practitioners interested in the use of computers and other forms of information and communication technologies in schools. The journal publishes articles from practitioners and researchers on any aspect on the use of ICT in New Zealand schools, including its use in early childhood, primary and secondary sectors. The articles are a mix of peer-reviewed, informational and opinion based articles, and include reports of research, software and book reviews, with an emphasis on practical applications."
This paper describes how one teacher education programme integrates multiple strategies to ensure... more This paper describes how one teacher education programme integrates multiple strategies to ensure graduating teachers are prepared to lead e-learning in New Zealand classrooms. Contrary to recent criticism, initial teacher education (ITE) provides strong leadership in the innovative use of e-learning and digital technologies, and emphasises the digital capabilities, knowledge and confidence students need to succeed in their teacher preparation and beyond. This paper reports on the coherent range of strategies employed by one university that model good practice in blended online learning including: a social networking strategy to develop core digital skills; peer mentoring; the use of e-portfolios and Web 2.0 tools; as well as the integration of advanced elearning pedagogies for course work. Evidence from several projects supports the claim that initial teacher education is developing essential e-learning leadership for future teachers and providing valuable professional leadership to the wider education sector.
Online learning and teaching is rapidly increasing in many countries, including high schools in t... more Online learning and teaching is rapidly increasing in many countries, including high schools in the USA and teacher education worldwide. Online and blended approaches to professional and organizational development are, therefore, becoming essential to enable effective and equitable education. Authentic project-based learning to support the evolution of best practices in online and blended learning in the professional contexts of the students is the current practice shared in this paper. Through a description of our postgraduate course, its pedagogy and student artifacts, its impacts are illustrated in K-12 schools and teacher education within and beyond New Zealand. Authentic online formative assessment is at the core of the pedagogy described. Blended and online learning and teaching benefits student learning and achievement and is a rapidly growing practice in all sectors of education worldwide (
Blended learning can provide academic resilience in times of natural disaster, civil emergency, a... more Blended learning can provide academic resilience in times of natural disaster, civil emergency, and crisis. While blended pedagogies are widely used in tertiary settings, very little has been written about the role of blended learning in times of crisis, or the pedagogical challenges of rapid course redesign to mitigate disruptive circumstances. This case study describes the immediate post-earthquake challenges of redesigning courses using different blends of face-to-face and online activities to meet the needs of on-campus, regional campus, and distance pre-service teacher education students. The research question asked, "What can be learned from the experiences of academic staff directly involved in the adaptation and redesign of blended courses in a time of disaster?" This descriptive case study employed quick-response research strategies to gather time-sensitive data while it was fresh in the minds of the participants. This article discusses key findings and concludes with recommendations to assist program and course leaders to prepare in advance for resilient blended learning in times of natural disaster, crisis, and emergency.
Blended learning plays an important role in many tertiary institutions but little has been writte... more Blended learning plays an important role in many tertiary institutions but little has been written about the implementation of blended learning in times of adversity, natural disaster or crisis. This paper describes how, in the wake of the 22 February Canterbury earthquake, five teacher educators responded to crisis-driven changing demands and changing directions. Our narratives describe how blended learning provided students in initial teacher education programmes with some certainty and continuity during a time of civil emergency. The professional learning generated from our experiences provides valuable insights for designing and preparing for blended learning in times of crisis, as well as developing resilient blended learning programmes for the future.
Abstract: This paper exploreseffective strategies in web-enhanced and online teaching and learnin... more Abstract: This paper exploreseffective strategies in web-enhanced and online teaching and learning in 2010 adopted by the University of Canterbury degree programme to prepare teachers for primary schools in our bi-cultural nation of Aotearoa New Zealand at a time of austerity worldwide. ...
Share-copy and redistribute the material in any medium or format Adapt-remix, transform, and ... more Share-copy and redistribute the material in any medium or format Adapt-remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Attribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use NonCommercial-You may not use the material for commercial purposes. ShareAlike-If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
IFIP Advances in Information and Communication Technology, 2017
With the New Zealand Ministry of Educations' emphasis upon e-Learning in educational settings, an... more With the New Zealand Ministry of Educations' emphasis upon e-Learning in educational settings, and the correlating increase in approaches to learning with digital technologies in New Zealand primary schools, primary school-aged students in New Zealand are increasingly using digital devices in school settings and at a progressively earlier age. As availability of digital devices outside of school also increases and the boundaries between usages blur, there is an imperative to prepare primary them to use digital devices safely and responsibly across multiple contexts, and for multiple purposes. Implementing a school-wide, cross-sector, multi-stakeholder approach has been proposed as the most effective way to prepare young people in this area. However, little is known about how such an approach is actualized in primary school settings, and the benefits and challenges associated with its adoption. Drawing upon ecological systems theory, this interpretive case study will examine how one New Zealand primary school addresses digital safety and responsible use within the school ecosystems community, how they engage with individuals, groups or organizations situated within other ecosystem communities, and the drivers, enablers, barriers and tensions they experience within these endeavours.
A university set on a beautiful spacious landscape had little need for e-learning until it was st... more A university set on a beautiful spacious landscape had little need for e-learning until it was stimulated by crises to become more innovative. This case study research provides a rich picture of rapid adoption of social media and e-learning as the ‘tide’ of e-learning rose in waves, both rising and falling as changing needs were addressed over five years (2010-2015). The overarching research question was: How has the University changed with e-learning in the wake of seismic activities? The co-evolution of digital technologies and education in this ‘late adopter’ (Rogers, 2003) university is linked with organisational development. Social media does support communication of organisational responses to crises, including increased adoption of e-learning. This paper shows there is a place for social media alongside e-learning tools and that their combined use also fosters resilience for students and academic staff (Dabner, 2012; Mackey, Gilmore, Dabner, Breeze & Buckley (2012). This case...
The motivation to adopt innovative communication and e-learning practices in education settings c... more The motivation to adopt innovative communication and e-learning practices in education settings can be stimulated by events such as natural disasters. Education institutions in the Pacific Rim cannot avoid the likelihood of natural disasters that could close one or more buildings on a campus and impact their ability to continue current educational practices. For one university, the impetus to innovate was a series of seismic events. This paper presents findings from studies that identified resilient practices within this ‘late adopter’ university in New Zealand. The findings indicate that the combined use of social media and e-learning to support teaching, learning, communication and related organisational practices fosters resilience for students, staff and organisations in times of crises. Recommendations are presented that have relevance to all educational organisations which could be impacted by similar events.
IFIP Advances in Information and Communication Technology, 2017
The New Zealand Ministry of Education promotes the use of digital technologies in schools to supp... more The New Zealand Ministry of Education promotes the use of digital technologies in schools to support future-focused learning and to achieve the vision for New Zealand young people, as stated in the national school curriculum document, to become confident, connected, actively involved, lifelong learners. This vision statement, extended in meaning since its inception in 2007 to further encompass the development of digital citizens, has influenced the strategic direction for educational developments in New Zealand and is supported by a range of Ministry of Education initiatives. However, a number of challenges have arisen that impact the ability for New Zealand educators to fully implement this vision in schools. This short paper presents a review of literature that illustrates the vision for young citizens in New Zealand, and describes some current challenges faced by New Zealand educators as they aim to realize this vision in complex digitally enhanced environments.
This research stream has been inaugurated in a short period of time with enormous support from a ... more This research stream has been inaugurated in a short period of time with enormous support from a wide range of people who we would like to thank, while also indicating some of the processes that assure the quality of these proceedings. As incoming President of the Distance Education Association of New Zealand at the April 2010 conference Niki Davis recognized an opportunity to expand our community support by collaborating with other bodies, including CORE Education. With DEANZ Vice President Derek Wenmoth, also Director of eLearning CORE Education Ltd., we negotiated with CORE Education's Dr. Vince Ham, Director of Research, and Sherry Crisp, Events coordinator, just in time to fit within the design of Ulearn 2010. The call and reviewing processes were based on those for NZARE and SITE, during which all submissions had at least two peer reviews. Some were rejected. As director Niki Davis collaborated with CORE Education, who engineered a special online section for submissions. A reviewing panel was convened between the University and CORE, and its procedures have been coordinated by Nicki Dabner and Sonja Bailey. Jilaine Johnson edited the extended abstracts that were accepted. Additional support for editing and publishing these proceedings was provided by the University of Canterbury School of Literacies and Arts in Education and the Blue Room, with special thanks to Louise Clark and Kim Daniels for increasing the quality of these outputs. Computers in New Zealand Schools (CINZS) edited by Professor Wing Lai and Dr. Keryn Pratt: "Computers in New Zealand Schools was first published in 1989. It is a journal/magazine aimed at practitioners interested in the use of computers and other forms of information and communication technologies in schools. The journal publishes articles from practitioners and researchers on any aspect on the use of ICT in New Zealand schools, including its use in early childhood, primary and secondary sectors. The articles are a mix of peer-reviewed, informational and opinion based articles, and include reports of research, software and book reviews, with an emphasis on practical applications."
This paper describes how one teacher education programme integrates multiple strategies to ensure... more This paper describes how one teacher education programme integrates multiple strategies to ensure graduating teachers are prepared to lead e-learning in New Zealand classrooms. Contrary to recent criticism, initial teacher education (ITE) provides strong leadership in the innovative use of e-learning and digital technologies, and emphasises the digital capabilities, knowledge and confidence students need to succeed in their teacher preparation and beyond. This paper reports on the coherent range of strategies employed by one university that model good practice in blended online learning including: a social networking strategy to develop core digital skills; peer mentoring; the use of e-portfolios and Web 2.0 tools; as well as the integration of advanced elearning pedagogies for course work. Evidence from several projects supports the claim that initial teacher education is developing essential e-learning leadership for future teachers and providing valuable professional leadership to the wider education sector.
Online learning and teaching is rapidly increasing in many countries, including high schools in t... more Online learning and teaching is rapidly increasing in many countries, including high schools in the USA and teacher education worldwide. Online and blended approaches to professional and organizational development are, therefore, becoming essential to enable effective and equitable education. Authentic project-based learning to support the evolution of best practices in online and blended learning in the professional contexts of the students is the current practice shared in this paper. Through a description of our postgraduate course, its pedagogy and student artifacts, its impacts are illustrated in K-12 schools and teacher education within and beyond New Zealand. Authentic online formative assessment is at the core of the pedagogy described. Blended and online learning and teaching benefits student learning and achievement and is a rapidly growing practice in all sectors of education worldwide (
Blended learning can provide academic resilience in times of natural disaster, civil emergency, a... more Blended learning can provide academic resilience in times of natural disaster, civil emergency, and crisis. While blended pedagogies are widely used in tertiary settings, very little has been written about the role of blended learning in times of crisis, or the pedagogical challenges of rapid course redesign to mitigate disruptive circumstances. This case study describes the immediate post-earthquake challenges of redesigning courses using different blends of face-to-face and online activities to meet the needs of on-campus, regional campus, and distance pre-service teacher education students. The research question asked, "What can be learned from the experiences of academic staff directly involved in the adaptation and redesign of blended courses in a time of disaster?" This descriptive case study employed quick-response research strategies to gather time-sensitive data while it was fresh in the minds of the participants. This article discusses key findings and concludes with recommendations to assist program and course leaders to prepare in advance for resilient blended learning in times of natural disaster, crisis, and emergency.
Blended learning plays an important role in many tertiary institutions but little has been writte... more Blended learning plays an important role in many tertiary institutions but little has been written about the implementation of blended learning in times of adversity, natural disaster or crisis. This paper describes how, in the wake of the 22 February Canterbury earthquake, five teacher educators responded to crisis-driven changing demands and changing directions. Our narratives describe how blended learning provided students in initial teacher education programmes with some certainty and continuity during a time of civil emergency. The professional learning generated from our experiences provides valuable insights for designing and preparing for blended learning in times of crisis, as well as developing resilient blended learning programmes for the future.
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