CfLAT - Centre for Learning and Teaching

Permanent link for this collection

This collection contains research from the Centre for Learning and Teaching (CfLAT).


Recent Submissions

Now showing 1 - 5 of 63
  • Item
    Putting Whanaungatanga at the Heart of Students’ Online Learning Experiences
    (Australasian Society for Computers in Learning in Tertiary Education, ) Brown, Cheryl; Hartnett, Maggie; Ratima, Matiu; Forbes, Dianne; Datt, Ashwini; Gedera, Dilani
    This paper explores the role of relationships in students’ experiences of online learning during the COVID-19 pandemic in Aotearoa| New Zealand. Students’ voices are foregrounded through narratives and the analysis of four discrete stories of these specific circumstances. Using a conceptual framing of whanaungatanga, a M?ori view of the process of establishing and maintaining relationships, we move beyond who is involved in the relationship to explore how relationships are developed and what counts from the students’ perspectives. Sharing, an ethic of care, a sense of belonging, collaboration, scaffolding of learning, and feedback acknowledging students’ efforts were all considered important aspects of relationships between students and faculty which were enacted online. The importance of broader institutional relationships, such as those with the library and student support services, were also foregrounded.
  • Item
    It Takes a Village: Community of Practice to Transition an LMS During Covid-19
    (Tuwhera, Auckland University of Technology (AUT) Library, 2023-02-17) Stretton, Todd; Chanane, Nawal; Lees, Amanda B
    Many educational institutes have been challenged with the rapid response to developing appropriate “new norms” in the wake of the COVID-19 pandemic. This was complicated further at Auckland University of Technology (AUT) with the announced sundowning of the Learning Management System (LMS- Blackboard) in late 2020. With the forced transition to Canvas during a pandemic, AUT Learning Transformation LAB (altLAB) worked directly with academic and administrative staff to establish a collaborative approach to implementing Canvas tailored for each Faculty. The Faculty of Health and Environmental Sciences (FHES) established a Community of Practice (CoP) with staff from altLAB, “Canvas Champions”, Faculty Academic Advisors, and project Change Manager gaining direct relationships towards both the project management team and academics. CoP employs three key characteristics: (1) Joint Enterprise (shared domain of interest); (2) Mutual Engagement (engagement in joint activities and relationship building), and (3) Shared Repertoire (sharing of resources for practice) (Lave & Wenger, 1991; Nicolini et al., 2016; Wenger-Trayner et al., 2015). Joint Enterprise was readily established by inviting key members to a join a weekly “FHES Canvas Catch Up” with a shared aim of integrating well-designed curriculum and assessment into Canvas courses. Members of the group actively engaged in joint activities that both informed staff of the Canvas project, while opportunistically responding to the pandemic to “refresh” courses with pedagogically informed curriculum, assessment, and delivery of the Canvas builds. “How To” guides and Course Start Checklists were developed when gaps of learning were identified in the Canvas roll out, which were supported and reinforced by regular Q&A drop-in sessions and email-outs facilitated by the Canvas Champions. All 1837 AUT courses were transitioned for delivery in Canvas from Semester One, 2022. A standard template was developed and utilised to provide consistency across the university, with minor modifications to meet the needs of the individual faculties. As of October 2022, 97% of students (n=1898 responses) were accessing Canvas on a weekly basis with 66% daily; and 86% of students ‘satisfied’ (of which 36% were ‘extremely satisfied’). 83% of students perceived that they had a mostly consistent experience between courses. While student engagement and satisfaction were paramount and realised during the shift to Canvas (especially in disrupted times); the project was met with some challenges. For example, in response to COVID-19, the planned 18-month project was delayed resulting in a 15-month roll-out. Academics prioritise the transition to online delivery of teaching and learning over communications of the LMS implementation and training opportunities. This presentation will highlight some key learnings in the context of an LMS transition, with recommendations for future projects that may employ a Community of Practice for pedagogically informed curriculum and assessment design.
  • Item
    Transferring and Adapting Xr Design Principles Across the Pacific
    (The Scholarship of Technology Enhanced Learning (SoTEL), 2022-02-02) Aguayo, C
  • Item
    XR Technologies and Experience-Based Learning: A New Tech for Education?
    (The Scholarship of Technology Enhanced Learning (SoTEL), 2022-02-11)
  • Item
    Somaesthetics and the Non-digital in Mixed Reality XR Education Design
    (The Scholarship of Technology Enhanced Learning (SoTEL), 2022-02-10) Smith, J; Aguayo, C
Items in these collections are protected by the Copyright Act 1994 (New Zealand). These works may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use:
  • Any use you make of these works must be for research or private study purposes only, and you may not make them available to any other person.
  • Authors control the copyright of their works. You will recognise the author’s right to be identified as the author of the work, and due acknowledgement will be made to the author where appropriate.
  • You will obtain the author’s permission before publishing any material from the work.