2256 research outputs found
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Practices of partnerships in early childhood education. Teachers, agency professionals, parents and whanau voices
No full textPoster
Transformational change in delivery at Open Polytechnic, New Zealand
No full textAs long ago as 1992, Greville Rumble was writing about the “competitive vulnerabilities”
of single-mode distance teaching institutions [universities]. In the intervening years the challenges
he described have only intensified, especially so as advancing information and communication
technologies have enabled increasing numbers of campus-based tertiary institutions to enter
distance learning, usually targeting the part-time adult learner market that was formerly the
preserve of single-mode distance learning providers.
There are also wider and larger pressures at play. Disruptive digital technologies, globalisation of
education, constrained government funding, shifting student expectations, and changes in demand
for future skills, are all driving the need both to re-examine fundamental aspects of the ODFL
(open, distance and flexible learning) model (as indeed they are for tertiary education more
generally), and to re-consider the core ODFL principle of “learner-centricity” and what it might
mean within this changing context.
The Open Polytechnic of New Zealand has recently undertaken a major programme of digital and
organisational transformation to meet the changing needs of its distinctive learner constituency,
and to enhance the organisation’s flexibility in responding to changing external factors. This
institutional reengineering that disaggregates functions and unbundles processes and services,
holds potential for both improved performance and enhanced partnering opportunities within a
network of provision
Enhancing the readiness to practice of newly qualified social workers in Aotearoa New Zealand. Report on phase one: The social work curriculum
No full textReport
Ako wānanga: An examination of ako pedagogies within a Māori wānanga that support learners
No full textPart of Masters in Māori and Indigenous Leadership
Mapping and visualizing the social work curriculum
No full textThis is a methodological article describing how a national social work education research project constructed a taxonomy of educational terms and used database and data visualization software to map the social work curriculum in New Zealand. Mapping the curriculum is difficult enough in the context of a single educational program, however, representing and exploring curriculum topics across the 14 different educational institutions participating in this study presented formidable difficulties. This article explores the approach to curriculum mapping used by the research team and discusses the technologies and information science principles used to classify, map, and visualize curriculum content. It will explain how the researchers constructed a taxonomy of over 600 educational terms, describe how the taxonomy was used to index 402 curriculum documents in a relational database, and illustrate the creation of curriculum visualizations using the Tableau™ data visualization software. The way in which findings from this part of the study will inform subsequent phases of the research will be discussed. The strengths and limitations of the methodology will be noted and opportunities to use the assets created by the project for future endeavors identified
