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SQL and PL-SQL: Analysing teaching methods
No full textKnowledge on Database systems is essential in qualifications related to Information Technology, Information Systems, Computer Science, and Software Engineering. It is an expectation from the industry that graduates with these qualifications are competent with working on database systems. For learners to be proficient in the concepts of database systems, a good understanding of SQL and PL-SQL is core. However, many learners perceive it to be difficult to grasp even the basic concepts, especially in a flipped classroom model. In this paper we reflect on the challenges faced in teaching and learning SQL and PL-SQL and we present the factors that contribute to these learning difficulties. We review the literature of teaching methods that can be applied to overcome these perceptions and difficulties. The focus is to enable learners to gain the necessary knowledge and skill to create scripts in a professional manner. We aim to describe a teaching approach to improve student engagement and completion rates while providing a holistic learning experience
Imaginary communication: A garden of earthly delights
No full text"A Garden of Earthly Delights".
This is an "immersive, experiential and sensory exhibition combining works of art and collection items drawn from the Hocken Collections, the University of Otago Library’s Special Collections, the Embellishment Collection and the Frances Hodgkins Fellowship Trust Collection, together with objects from other University of Otago research collections in Archaeology, Botany, Geology, the Health Sciences Library and the W. D. Trotter Anatomy Museum. Designed to encourage an imaginative exploration of the relationships between the objects ‘A Garden of Earthly Delights’ celebrates 150 years of teaching, research, exploration, collecting and curiosity at the University of Otago, New Zealand’s first university."
This exhibition featured music from the album 'Imaginary Communication
Winds of time (Rere Ao): DMPA
No full textDr. Mesmer’s Multimedia Ensemble is a live performance group who specialise in creating transcendental experiences for the eyes and ears. Utilising a broad array of sonic textures, which are paired with real-time visual elements, the ensemble presents an experience unlike anything else. Everything is created live as you watch and listen, each performance is unique and never to be repeated. We excel in real-time creation with an audio-visual approach that really exists in the colour of sound. This is caught in the magic of the moment where, inspired by space and time, fleeting ideas can create new compositions based around musical fragments and field recordings, paired with live visual art (with projection mapping). The ensemble includes Dr. Jeremy Mayall (keyboard/electronics), Kent Macpherson (guitar/electronics), Paul
Bradley (live projection art), and Horomona Horo (taonga puoro - traditional Maori musical instruments).
World Premiere - approx 60mins
Multimedia Performanc
Strata (Paewhenua): DMPA
No full textDr. Mesmer’s Multimedia Ensemble is a live performance group who specialise in creating transcendental experiences for the eyes and ears. Utilising a broad array of sonic textures, which are paired with real-time visual elements, the ensemble presents an experience unlike anything else. Everything is created live as you watch and listen, each performance is unique and never to be repeated. We excel in real-time creation with an audio-visual approach that really exists in the colour of sound. This is caught in the magic of the moment where, inspired by space and time, fleeting ideas can create new compositions based around musical fragments and field recordings, paired with live visual art (with projection mapping). The ensemble includes Dr. Jeremy Mayall (keyboard/electronics), Kent Macpherson (guitar/electronics), Paul
Bradley (live projection art), and Horomona Horo (taonga puoro - traditional Maori musical instruments).
World Premiere - approx 60mins
Multimedia Performanc
Residential air quality improvement using UV lights
Get PDFMany New Zealand homes suffer from poor indoor air quality (IAQ). Cold, damp and mould-ridden homes can cause serious respiratory health problems. Poor IAQ can arise due to poor insulation and ventilation, and compounded when residents cannot afford heating. The main aim of this paper is to describe the process and results of modifying an existing dehumidifier to include ultraviolet germicidal UV lights. The modified device was designed to improve thermal comfort by removing moisture and perform UV filtration of the air to address mould and bacteria growth. To achieve these we combined the properties of a dehumidifier with germicidal lights (UV). The device was designed with the purpose of reducing humidity, increasing room temperature and purifying the air. Testing has shown that the modified dehumidifier with UV lights works as planned, with petri dishes showing a reduction in mould growth in most samples taken. Humidity was reduced where the device was used, and approximately 2L of water was removed in a 24-hour period. The temperature was increased where the device was used. The results show that the device reduced mould growth and increased room temperature
Incorporating effective teaching pedagogies to improve learning and teaching approaches globally
Get PDFCONTEXT
From secondary to tertiary level, educational development relies comprehensively on teaching elements and strategies, it is about learning to think and act in ways that will apply safety measures to the future wellbeing of our students. Learner centered teaching not only includes authentic and modernised teaching, but it includes a mix of planning, continual management, and measure changes of learning (Harper, Chen, & Yen, 2004). This paper presents range of efficient teaching pedagogies with a reflection element, which are also supported with adult learning theories to standardise and prove their effectiveness globally.
PURPOSE
To apply and measure the effectiveness of innovative learning and teaching pedagogies by analysing student performances in Wintec, New Zealand. In addition to that, to attain qualitative and standardised teaching and learning approaches.
APPROACH
Illustrating the most significant theme of innovation in learning and teaching. The paper has taken the approach describing and applying five major teaching pedagogies such as flipped classroom, inquiry-based learning, active learning, differentiated learning and reflective teaching. For justification, it also comprises of Adult Learning Theories (ALT) such as social and situated learning, social constructivism and behaviourist theory. These ALTs are sourced from the book, University Teaching in Focus by L. Hunt & D. Chalmers, 2012.
RESULTS
The preliminary analysis revealed that overall student participation has risen with positive feedback and acceptance of the modernised learning and teaching environment. All courses utilised and established these innovative teaching pedagogies with range of learner centered activities described in the research paper. These innovative pedagogies resulted in effective learnings with improved summative grades and increased student participation in formative assessments. Overall, the authors of this research found benefits of students leading the sessions, becoming problem solvers and developing employability skills.
CONCLUSIONS
Overall, the analysis of the results showed that learner centered teaching is accomplished from the approach of applying innovative teaching pedagogies. The use of these pedagogies aligned efficiently with the development of student adoption to become competent in the new teaching environment. Also, the students’ feedback demonstrated positive outlook towards adapting this shift to modernised teaching
WORKSHOP: Stop lecturing about active learning: integrating good teaching practices into AAEE conference sessions
Get PDFAlthough the research favouring active learning strategies over traditional instruction is compelling, many conference presentations nevertheless take a very didactic approach. Indeed, much of the research presented at AAEE Conferences describes different modifications we have made to students’ traditional learning experiences to make them more engaging and effective.
Inspired by the session of the same name held at this year’s American Society for Engineering Education (ASEE) Conference, in this workshop we will explore different strategies for implementing active learning approaches in our conference presentations. Additionally, we will workshop suggestions for alternative presentation formats for future AAEE conferences.
OVERVIEW OF WORKSHOP
In this workshop, we will brainstorm, share, and discuss different techniques for making our AAEE presentations more engaging and audience-focused. These will then be compiled and subsequently shared with the AAEE community.
ACTIVITIES
In both plenary and small-group discussions, participants will have opportunities to brainstorm, share, and build on different ideas for making conference presentations more interactive and engaging. Discussion will also focus on how different contextual issues can inform which strategies are most effective in different situations.
TARGET AUDIENCE
Any researcher considering presenting at AAEE or other conferences in the future.
OUTCOMES
Participants will be more familiar with a greater repertoire of skills and strategies for making their conference presentations more engaging. Conversely, AAEE will develop a clearer understanding of delegates’ preferences regarding presentation formats
We will rock you (Musical Director/Keyboardist)
No full textMusical Director and 1st Keyboardist for Clarence Street Theatre's season of We Will Rock You, 4-19 October 2019. The cast featured performers from across NZ and Australia
“Whenever I go somewhere I have to take my daughters” - An enquiry into the progress and the strategies used for L2 Literacy Acquisition by former refugee adults in New Zealand.
Get PDFAbstract
There is increasing acknowledgment of the paucity of second language acquisition research involving adults and adolescents with little or no prior education. Practitioner-researchers seem well-placed to bridge the gap between research and practice and to posit evidence-based suggestions about suitable pedagogy. This 2-year study investigated progress in second language learning between two groups of adult learners from refugee backgrounds, those with 0-2 years of prior education and those with 8+ years. A national online assessment tool, recently developed by the New Zealand government, yielded the quantitative data. The study further enquired through interviews and observations about the strategies those without prior formal education were using to learn the new language and to move towards basic L2 literacy.
Results show that those with more prior education in their L1 progressed slightly faster than the group with little or no prior education. However, both groups showed their progress was marked by both advances and some regressions, perhaps due to ill-health or other constraints beyond the classroom. Classroom observations showed that strategies they used by learners were a surprising blend of methods used for hundreds of years in language learning, balanced with their own adaptation to modern information technologies. One of the more significant results is that the use of the first language to support second language learning seems to be essential for these adults to provide a platform of support, or in Vygotsky's terms to extend 'the zone of proximal development.' Interviews revealed that in all cases, learners’ overarching goal is to communicate in their new language to gain independence and dignity in their country of resettlement.
The research concludes with some tentative suggestions for practitioners. An awareness of the socio- cultural and educational backgrounds of learners and a recognition of their self-managing status, may potentially lead to new levels of authentic dialogue and negotiation of a curriculum that becomes a ‘real world’ fit for both learners and teachers
Super stars: The music of Andrew Lloyd Webber and Friends
No full textSuper Stars - The Music of Andrew Lloyd Webber & Friends, Directed by Kyle Chuen, Musical Director Victoria Trenwith, Choreographer Leona Lenore Robinson, Repetiteui David Hall.
Orchestration for 'Bring Him Home' - David Sidwel