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Entrepreneurship in academia
Get PDFThis session is for Design Factory Representatives (or close associations with DF's).
A collaborative discussion from anyone that is interested in the topic Entrepreneurship in Academia. The discussion will leverage off the previous talk from Dani McFeran but also to discuss new thoughts and ideas
Diverse learners, inclusive teaching: A learner-story-based approach with ESOL beginners for multi-literacy development
Get PDFFor literacy development at lower levels, finding the right teaching materials can be a challenge due to learners’ diverse cultural, educational, and personal backgrounds. In this presentation, I report on a learner-story-based approach to multi-literacy development that I used with four groups of ESOL beginners. All were domestic students, both migrants and former refugees, some of whom had received little or no formal education. The approach involves ‘speaking and writing out’ learners’ stories, which then become reading material and the basis for further writing. It follows five key phases: 1) start with a real life situation related to one or most learners; 2) talk with learners and co-construct a story about it; 3) draft up the story as well as creating quick follow-up exercises; 4) learners read the story and do the exercises, individually and collaboratively, silently and verbally; and 5) finally learners follow the pattern and write up their own stories.
Using a reflective practice approach, I have developed this over four cycles with a hundred students or so, and found it effective, desirable and feasible; learner feedback has been encouraging and highly positive. Two interesting implications arise: First, this approach could be readily applied to other contexts – primary, secondary, or tertiary – with ESOL learners of diverse backgrounds; Second, some student stories could be publishable, internally or externally, to be shared as reading resources
Literacy and Numeracy Assessment (LNAT) tool reading progress for targeted Wintec learners in 2019
Get PDFThe main aim of this report is to track reading gains achieved by targeted 2019 students at Waikato Institute of Technology (Wintec). Tracking is required by the Wintec LN Policy (Revised, 2018) to ensure we meet Tertiary Education Commission (TEC) funding requirements. We generated a composite data set, applying the multi-year testing requirement referred to by the Tertiary Education Commission (TEC, 2012, 2017a, b) as the sequence concept. To compare initial and progress reading assessment scores, we manually set up a multivariate layout. We report on learners’ step-based progress to exemption levels for reading. Of the targeted reading cohort (N=557), 40.4% of learners (n=225) progressed to exemption level (step 4 or higher). We used cross-tabulations to report on reading progress by ethnicity, school/centre of study at the institute and enrolment type. To establish whether learners achieved statistically significant gain in reading, we used a matched-pairs t-test to compare initial and progress scale scores for the full cohort. To complete the picture, we replicated TEC’s (2012) algorithm for calculating gain to illustrate that these results under-reported learners’ reading progress.
Our findings showed that the full cohort achieved reading levels at or above the Tertiary Education Commission’s (TEC’s) targets (TEC, 2015). We replicated past reports (Greyling, 2017; Greyling & Ahmad, 2019) showing that the TEC’s LNAT algorithm under-reported progress. Instead, we argued, cross-tabulations of initial and progress step scores provided a far more positive account of students’ reading progress. Our findings also showed that Pasifika learners performed at levels significantly below those of other ethnicities. Waikato Trades Academy (WTA) and Māori and Pasifika Trades Training (MPTT) students performed at lower levels than other groups yet achieved significant progress. We concluded that current LN practices continued to yield consistent and positive results. Outcomes could be improved by pursuing a more joined-up system of teaching, learning and support as suggested in the report on the 2018 cohort’s progress (Greyling & Ahmad, 2019). Specific attention has to be paid to
• Pasifika ways of being, doing and learning to improve outcomes for them following a collaborative approach with stakeholders responsible for teaching, learning and support.
• Waikato Trades Academy (WTA) and Māori and Pasifika Trades Training (MPTT) who have performed at levels slightly below other enrolment types, specifically to improve the proportions of learners who achieve exemption-level scores
Language and communication: A vital component of health for people with refugee backgrounds.
No full textAim: This article reports on a collaborative project that explored transdisciplinary understandings of the implications of learning English for the health and well-being of people who have come as refugees to Aotearoa New Zealand.
Background: It is important to understand learners’ backgrounds and wider social worlds to best offer them opportunities for learning the English language, which is in most cases a significant factor in health literacy and in being able to access health care.
Methodology: Secondary analysis was used to analyse the health implications of an emergent data set from a primary research study with learners who were refugees. Sixty adults of refugee backgrounds participated in the primary research. Ages of participants ranged from 18 to 64 years, and the participants were predominantly female.
Findings: The key themes developed from the secondary analysis were: complexity of life experience, challenges to living and learning, family responsibilities, challenges to “peace of mind” and mental health, and personal agency. Eliciting narratives about who people are, where they are from, and how migration affects them at all levels of daily life, and therefore their health and well-being, is integral to culturally safe practice with people with refugee backgrounds.
Conclusions: The health of new New Zealanders is a social equity issue that nurses and other health and social-care professionals need to be concerned with, especially in creating culturally safe conditions for people with refugee backgrounds to engage well with health services
Enhancing Active Learning in Challenging World: Simple Strategies
Get PDFTo mould people into good citizens, education is very important. It plays an essential role in the wealth of a nation. Teachers have a vital role in ensuring a high-quality society. In a teacher’s role, one of the biggest challenges is to prepare an effective lesson plan so that
learners are actively involved in the class. Active learning includes engaging learners with course material through discussions, role-play, project-based studies, problem solving, etc.
During the global COVID-19 pandemic, we were obliged to switch from physical classrooms to online learning environments. However, maintaining active learning strategies in an online environment was challenging. In this article, we share our experience of adapting active
learning strategies to suit virtual classrooms.
Reviews showed that even though there is no substantial difference in assessment performance, students prefer to complete activities face-to-face rather than online (Kemp & Grieve, 2014). Their study also indicated that students’ written feedback showed a strong preference for class face-to-face discussions, as they felt actively engaged, and received instantaneous feedback, compared to online discussions.
In-class learning is a better way of facilitating two-way interaction than online learning as sometimes content is delivered using pre-recorded videos instead of in the presence of a tutor.
This mean that in online learning, there is often only one-way interaction. This study is an attempt to discuss various active learning strategies that can be used to improve student performance. Although, the innovation in technology-enhanced the virtual classrooms in many
respects but still the transition from face-to-face to online classroom was still challenging.
However, online delivery is the only available learning mode in some exceptional situations like the 2020 Covid-19 pandemic. In any classroom, there is a diverse group of students as they are invariably from different age groups, different cultures and every student has a
different background, which means every student has a unique perspective.
According to our observation with online class delivery experiences, mature learners (age group above 18 years) are able to adapt to new environments quickly, and they can easily cope with such challenges. During online classes, we have noticed that their higher focus on
studies helped them to succeed in distance papers even with reduced tutor interaction and they have excellent time management skills.
There are various active learning strategies we can use to make our teaching and learning process more effective. We create opportunities for our learners to become engaged, empowered and inspired by following student-centred learning processes. Active learning will
encourage learners to interact more deeply with course content. It is a two-way process, with students sharing their knowledge and thoughts instead of just listening to the tutor. There are various approaches and strategies to get learners engaged during online sessions
The mercury moment: Sneaky Feelings [music CD]
No full textThe album has 12 compositions, of which I wrote three. I performed on all the tracks, however
COVID-19 As an equalizer for filmmakers
Get PDFWorldwide lockdowns brought film productions to a grinding halt. For many, this meant time to focus on their own creative projects, and without the resources they could normally access, filmmakers were creative in the construction of new works. Lockdown opened new possibilities for collaboration and experimentation and with studios closed, COVID-19 became an equalizer of resources. Filmmakers utilized technology on hand, relationships were nurtured through digital connections, momentum became internally rather than financially motivated, and many creative people who were usually time-poor found themselves with an abundance of the resource of time
Kie Estas Via Voco: The Janitors of Lunacy, Performance
Get PDF“Where is your voice?/Did you lose it?/Is it mute?/Or confused? //Where is your voice?/Is it a strangers?/Unusual?/Unfamiliar?//Where is your voice?”
Kie Estas Via Voĉo is an experimental soundscape performance art work written in Esperanto, exploring the role the voice has in defining the body, and the chaos that ensues when the voice is subverted or destroyed.
https://youtu.be/9T_WoHoGsfE?t=141
"She Said, She Said - The influence of feminine 'voices' on John Lennon's music" Ed. Kai Arne Hansen, Eirik Askerøi, Freya Jarman
No full textAbstract:
John Lennon’s songs show the recurrent influence of feminine voices, and this can be shown by musicological comparisons of Lennon compositions with earlier songs sung by women, which he was familiar with. Some of these resemblances have already been pointed out; others are discussed here for the first time. These influences derive almost entirely from one period (1960-1963) and are mostly US R&B/pop recordings, predominantly of the girl group genre. The chapter will focus on how these tracks influenced Lennon’s songwriting (he wrote in partnership with Paul McCartney, but it is possible to establish the balance of their contributions by reference to secondary literature, eg Miles 1997, Sheff and Golson 1982, MacDonald 2005).
Book Summary:
Popular Musicology and Identity paves new paths for studying popular music’s entwinement with gender, sexuality, ethnicity, class, locality, and a range of other factors. The book consists of original essays in honour of Stan Hawkins, whose work has been a major influence on the musicological study of gender and identity since the early 1990s. In the new millennium, musicological approaches have proliferated and evolved alongside major shifts in the music industry and popular culture. Reflecting this plurality, the book reaches into a range of musical contexts, eras, and idioms to critically investigate the discursive structures that govern the processes through which music is mobilised as a focal point for negotiating and assessing identity. With contributions from leading scholars in the field, Popular Musicology and Identity accounts for the state of popular musicology at the onset of the 2020s while also offering a platform for the further advancement of the critical study of popular music and identity. This collection of essays thus provides an up-to-date resource for scholars across fields such as popular music studies, musicology, gender studies, and media studies