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Waka Huia Kōrero: Development of an online professional development resource to support successful navigation of Te Tiriti o Waitangi relationships, partnerships, and contexts
Get PDFIn 2023, kaimahi based at Te Tumu Herenga (Libraries and Learning Services) at Waipapa Taumata Rau (The University of Auckland) created Te Waka Huia Kōrero (a self-directed Canvas course). The aim of the course was to build capabilities which strengthened kaimahi knowledge of Te Tiriti o Waitangi, and te reo me ōna tikanga (Māori language and practices). Te Waka Huia Kōrero aims to allow kamahi to navigate their own self-paced journey of understanding through three scaffolded stages of learning: mōhio (cognisance), mārama (understanding), and mātauranga (knowledge). The Canvas course contains a variety of videos, readings, and audio files and serves as a kete of resources and learning opportunities which are philosophically grounded in a Te Ao Māori context and which is dynamic, scaffolded and interconnected. The course has been developed to specifically support the Whakamana Kaimahi Capability Framework developed by Te Tiriti o Waitangi Rōpū within Te Tumu Herenga. This framework aims to build capabilities that support kaimahi roles, and to help them better understand and successfully navigate Te Tiriti relationships, partnerships and contexts. This paper will outline the development of the Te Waka Huia Kōrero course including the collection and curation of resources, the scaffolding of content for specific learner needs and levels of understanding, the learning design process and pedagogical considerations when working in an online context. The paper will also provide information on how the course has been practically implemented to support the existing professional development planning currently undertaken by Libraries and Learning Services staff at the university
Early Findings from ITHAKA\u27s Work in Generative Artificial Intelligence (GenAI)
Get PDFStarting in mid-2023, ITHAKA began investing in and engaging directly with generative artificial intelligence (AI) in three broad areas: a collaborative research project led by Ithaka S+R; a generative AI research tool on the JSTOR platform; and a proof-of-concept for GenAI-enabled processing of library special collections. These technologies are so crucial to our futures that working directly with them to learn about their impact, both positive and negative, is extremely important. This presentation will share early findings that illustrate the impact and potential of generative AI- powered research based on what JSTOR users are expecting from the tool, how their behavior is changing, and implications for changes in the nature of their work. In addition, we’ll share what we’ve learned from the proof-of-concept work we are doing to address the “backlog” problem that most academic libraries are struggling with in the triage and processing of library special/distinctive/archival collections. The findings will be contextualized with the cross-institutional learning and landscape-level research being conducted by Ithaka S+R. By pairing data on user behavior with insights from faculty and campus leaders, the session will share early signals about how this technology-enabled evolution is taking shape
Whaowhia te kete mātauranga - Fill the basket with knowledge: Open access in Australia and Aotearoa New Zealand in 2024
Get PDFOpen Access Australasia reported on the state of OA across the ANZ region in 2022, tracing initiatives across 4 broad research sectors. Universities showed the greatest OA practice and were found to be using repositories, preprints and other avenues more than journals as pathways to open research. Data from the Curtin Open Knowledge Initiative (COKI) showed multiple avenues were used simultaneously in fact, indicating significant bibliodiversity. Here we present updates to the report for the university sector, showing the state of play at the end of 2024. Data suggests that the growth in OA in the last 2 years has come at the expense of repository content which seems to be in decline, echoing observations from elsewhere. Conclusions about diamond journal growth in the region for the same period are much harder to draw with current analysis tools. We conclude with recommendations to arrest the trend away from bibliodiversity by advocating for national infrastructure and funding for local and regional initiatives, as well as drawing on the existing and emerging communities of practice across the region to continue advocacy
Amplifying Underrepresented Voices: Advancing Citation Justice in Scholarly Communication
Get PDFVoices of scholars are raised and amplified through the academic currency of citations. However, not all voices are heard and shared equally. Citation justice is an increasingly recognized issue within academic circles, focusing on the under-citation of women and people of color. This systemic bias, evident across many disciplines, impacts career progression, grant acquisition, and ultimately diversity among decision-makers. Citation practices are pivotal in shaping academic discourse, research, and education. Despite the significant influence of these practices, there is currently no comprehensive method to assess citation biases based on the demographics of authors. Efforts to measure diversity through computational analysis exist but are limited in scope. The academic publishing landscape is responding with initiatives such as Citation Diversity Statements and demographic surveys of authors, which aim to address greater inclusivity. Grassroots movements and databases that spotlight underrepresented scholars, alongside campaigns like Cite Black Women, are vital in advancing citation justice. Libraries have a proactive role in educating and addressing citation biases through workshops, consultations, and the development of research guides. By integrating principles of citation justice into educational activities surrounding comprehensive searching, research impact, and publishing, libraries can actively contribute to a more equitable scholarly communication framework. This presentation explores the concept of citation justice, reviews current initiatives aimed at reforming citation practices, and proposes strategies for libraries to address these disparities in scholarly communication
Using Stimulated Recall and Reflection on Action with Music Studio Teachers in Higher Education
Get PDFThis article focuses on the issue of reflection for music studio teachers in higher education. Although stimulated recall and reflection on action are well-developed research fields in classroom education settings, the application of these methods to studio teaching is rare, a form of pedagogy which is heavily influenced by the master–apprentice tradition, with many teachers engaging in this practice without any formal training. The article presents the findings associated with three different studio pedagogues reflecting on video recordings of their lessons via cooperative analysis. Each of the three pedagogues took part in a live session with the researchers where their practice and methods were considered and discussed in significant detail, applying the principles of stimulated recall and shared reflections. Findings reveal that in addition to the need for inexperienced teachers to be courageous in reviewing their own work, stimulated recall and reflection on action offer benefits for teachers by assisting them in identifying areas of their practice to revise and re-examine. The findings therefore propose that the process of stimulated recall may be a useful component of professional development for teachers in the higher education sector
Student Group Work in Widely Interdisciplinary Teams
Get PDFGroup work is often used in university courses. This article examines group work in a widely interdisciplinary holography course that combines both art and science, for students from the arts, humanities, social sciences, and sciences. In these interdisciplinary teams, how much specialization of labor (dividing work according to students’ pre-existing abilities or personal interests) is acceptable? We present student survey responses regarding their attitudes toward interdisciplinary group work, and their practices in dividing the work, to determine how much specialization of labor is taking place within the interdisciplinary teams. The surveys indicate a mix of approaches among groups concerning the division of labor based on prior skills. In the presence of specialization of labor, students learned from their partners and displayed a positive attitude toward working with someone from a different discipline. We believe that the intriguing nature of the holography projects helped many students avoid dividing the work according to their prior skills, and helped them see the value of working in a widely interdisciplinary team
Conceptualizing a Teaching Motivation Model for Faculty
Get PDFThis paper presents a Teaching Motivation Model that conceptualizes motivation for faculty teaching. The model was informed by the self-determination theory, the self-control strength model, and the review of the literature on college teaching. The Teaching Motivation Model presents a more comprehensive account of faculty teaching motivation and group factors affecting faculty teaching motivation into three groups: environmental, individual, and institutional-level factors. Ongoing interactions between these mutually interrelated and influential groups of factors may either support or inhibit faculty engagement in a particular method of teaching. The model posits self-control strength, which plays a central role in faculty engagement in an intended form of teaching. Implications for research and practice are included
I-65 Over White River: First UHPC Repair in Indiana
Get PDFThe I-65 over White River Bridge Preventive Maintenance project is the first INDOT project of its kind to use Ultra-High Performance Concrete (UHPC) to repair a damaged steel girder. The downtown Indianapolis bridge sees 72,000 VPD, and the UHPC repair allowed the girder to be repaired under live load at a fraction of the cost of a girder segment replacement. This session will highlight the design and construction of the UHPC encasement and lessons learned from construction
Completing the Crossing - Status of I-69 ORX Section 2
Get PDFThe presentation as part of 2025 Purdue Road School is an overview of the status of I-69 ORX Section 2. The discussion includes the Ohio River Crossing project\u27s history, overview, and the proposed next steps and procurement process. Challenges and solutions, risk and mitigation, request for information questions and summary, and target dates are discussed
Rising Expectation for Pavement Foundation
Get PDFThis session is essential for anyone involved in transportation engineering and roadway construction. Attendees will discover the latest advancements in subgrade treatment, long lasting pavement design, and construction techniques (including QC/QA) that are driving higher standards in pavement foundations. Learn how INDOT professionals are adapting to meet these increasing demands, ensuring longevity and reliability in modern infrastructure