Ako Aotearoa

What makes it work?

This report documents the redevelopment of a Bachelor of Visual Arts and Design (BVAD) course into a project-based learning programme and identifes the factors that ‘make project-based learning work’ in the context of arts and design education.

The findings may be of use for other education organisations who are considering developing project-based curriculum, particularly in the field of arts and design.

Download the report:

Project-Based Learning in Visual Arts and Design: What Makes it Work? (PDF, 3Mb)

Background:

A project completed in 2014, undertaken by Eastern Institute of Technology, to redevelop a traditional arts and design degree into a 21st century project-based learning programme. 

Report prepared by Suzette Major and Elly Govers. 

Co-funded by the Ako Aotearoa Regional Hub Project Fund (RHPF)

This report details a pilot study to provide public relations students with an authentic learning experience of working with a real-world client.

Download the report:

Public relations in action: Social issues, experiential learning and reflection (PDF, 300Kb)

Background:

A project, completed in 2013, to provide students with an authentic learning experience of working with a real-world client, collaborating with others in an agency, developing client relationships and to build their own networks with industry professionals within the field of public relations.

A collaboration of University of Waikato and Waikato Institute of Technology.

Report prepared by Michèle Schoenberger-Orgad and Trudy Harris.

Co-funded by the Ako Aotearoa Good Practice Publication Grants scheme (GPPG)

This report presents findings from a year-long project assessing the effectiveness of integrating puzzles, paradoxes, and sophisms (PPS) into the curriculum to improve critical thinking skills among science, technology, engineering and mathematics (STEM) students at the tertiary level.

An accompanying resource offers a curated collection of puzzles, paradoxes, and sophisms tailored to foster critical thinking.

Resource download:

Report | Enhancing generic thinking skills of tertiary STEM students through puzzle-based learning (PDF, 900Kb)

Selected puzzles, paradoxes and sophisms for Tertiary STEM students (PDF, 600Kb)

Background:

A one-year project, completed in 2017, to evaluate the impact of the regular use of puzzles, paradoxes and sophisms (PPS) as a pedagogical strategy for enhancing generic thinking skills of tertiary STEM students.

A collaboration of Auckland University of Technology and University of Auckland.

Report prepared by Sergiy Klymchuk, Mike Thomas, Sergei Gulyaev and Tanya Evans.

Co-funded by the Ako Aotearoa Regional Hub Project Fund (RHPF)

This report investigates the provision for talented students. It covers how ‘talented’ students were defined, how talented students were identified, opportunities for talented students that supported their learning, and issues for talented students.

Download the report:

What about our Talented Students? An Exploratory Study (PDF, 800Kb)

Background:

A project completed in 2010, undertaken by The University of Auckland, to investigate the current provision for talented students across four faculties, within one tertiary institution in Aotearoa-New Zealand.

Report prepared by Christine Davies, Sandy Farquhar, Catherine Rawlinson, Heather O’Neill, Paul Heyward and Anne Sinclair.

Co-funded by the Ako Aotearoa Regional Hub Project Fund (RHPF)

This report describes context-based learning (CBL) and the learner benefits associated with the practice, including capability building, increased creativity and skills of critical analysis as a professional.

The process of CBL involves students being provided with a scenario, and undertaking a student-led process of hypothesising, which ultimately results in the development of the students’ own learning needs.

Download the report:

Seeing the bigger picture through context-based learning (PDF, 200Kb)

Background:

A project, completed in 2010 at Whitireia Community Polytechnic, to investigate the benefits of a context-based learning approach.

Report produced by Wendy Trimmer, Kay Laracy and Michele Love-Gray.

Co-funded by the Ako Aotearoa Good Practice Publication Grants scheme (GPPG)

This report documents an investigation to test the validity of new design crit types to improve learner outcomes.

Traditionally the design crit is a key part of design and architectural education. It involves students publicly presenting their design projects in front of critics, usually from academia and design practice.

Download the report:

Redesigning the Design Crit (PDF, 500Kb)

Background:

A project completed in 2011, undertaken by Victoria University of Wellington, to validate the use of the experimental crits as viable alternatives to the Traditional Crit in the context of architectural and design education.

Report prepared by Christine McCarthy.

Co-funded by the Ako Aotearoa Regional Hub Project Fund (RHPF)