Ako Aotearoa

This resource contains guidelines for the use of Interactive White Boards (IWB) as a tool to capture lesson structures. 

For anyone wishing to develop a resource using the Interactive White Board – the use-oriented document provides clear and encouraging directions, using everyday language.

Resource download:

Developing an Electronic Teaching Resource: Using an Interactive White Board (PDF, 700Kb)

Background:

A project, completed in 2012, to explore the use of Interactive White Boards (IWB) as a tool to capture the lesson structure of particularly skilled tutors and repackage it as a refined, coherent teaching resource that may be shared with other tutors to enhance students learning. The project was undertaken by Christchurch Polytechnic Institute of Technology with the assistance of Synapsys NZ Ltd.

Research report prepared by Barry Dowrick.

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

Teaching large first-year classes after a major earthquake

This report details the sudden curriculum and assessment overhaul that was needed to continue course implementation after the Canterbury earthquake.

Using two large, first-year introductory courses as case studies the report discusses the reasoning and justifications behind the changes, and draws conclusions based on student feedback and assessments.

Download the report:

Curriculum Restructuring Overnight: Teaching Large First-Year Classes after a Major Earthquake (PDF, 360Kb)

Background:

A project completed in 2015, undertaken by University of Canterbury, to develop a good practice publication describing the sudden curriculum and assessment overhaul that was needed to continue course implementation after a devastating magnitude 6.2 earthquake struck Christchurch.

Research report prepared by Daniela Liggett, Kate Pedley and Erik Brogt.

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

This report explores ways university instructors can embed information literacy (IL) into their pedagogy and curricula to enhance student learning.

Download the report:

Conversation and Change: Integrating Information Literacy to Support Learning in the New Zealand Tertiary Context (PDF, 4Mb)

Background:

A doctoral thesis completed in 2013, undertaken by Dr Angela Feekery, Massey University.

It examines how students can develop their academic ‘voice’ as well as developing a longitudinal programme to improve students’ information literacy (IL) and pre-writing skills.

Co-funded by the Ako Aotearoa National Project Fund (NPF)

This report presents the findings of an investigation into use of case studies about local small and medium sized entities as a tool in the teaching and learning of accounting.

It considers both student and teacher experiences of using case studies to inform future case-study development and ongoing evaluation.  

The supporting resources include a course outline and student workbook for the University of Canterbury paper, Accounting and Taxation: An Introduction, which were developed as part of the project.

Resource download:

Report | Optimising complex case studies as teaching tools in accounting and law education (PDF, 1.5Mb)

Course outline | Accounting and Taxation: An Introduction (PDF, 350Kb)

Student workbook | Accounting and Taxation: An Introduction (PDF, 4Mb)

Background:

A two-year project, completed in 2019 at the University of Canterbury to investigate and develop complex teaching case studies used in law and accounting.

Research report prepared by Dr Julia Wu and Dr Erik Brogt.

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

Simulation is a teaching and learning strategy that is increasingly used in nursing education to prepare students for the clinical workplace.

This report and accompanying guidelines resource provide best-practice guidelines in using simulation as an effective teaching method for undergraduate nursing students.

Resource download:

Clinical Simulation in Nursing: A Literature Review and Guidelines for Practice (PDF, 2Mb)

Report | Collaboration in Clinical Simulation: Leading the Way (PDF, 1.5Mb)

Background:

An 18-month project, completed in 2013, to increase and support the collaboration of nurse educators involved in clinical simulation enabling them to join together and share ideas, news and resources and to also link together in a more cohesive and integrated way.

A collaboration of Christchurch Polytechnic Institute of Technology, Nelson Marlborough Institute of Technology, Universal College of Learning, Eastern Institute of Technology and Auckland University of Technology.

Research report prepared by Karen Edgecombe.

Guide prepared by Karen Edgecombe, Philippa Seaton, Karen Monahan, Salome Meyer, Susie LePage and Gwen Erlam. 

Co-funded by the Ako Aotearoa National Project Fund (NPF)

A school-university partnership

The report contains recommendations for effective strategies that facilitate the co-construction of an initial teacher education (ITE) curriculum in a school-university partnership.

Download the report:

Strategies for co-constructing an initial teacher education curriculum: A school-university partnership (PDF, 800Kb)

Background:

A project completed in 2015, undertaken by Massey University, that investigated strategies to support the successful co-construction of an ITE curriculum. It aimed to make links between theories underpinning effective pedagogies taught at the university, with the day-to day practice of teaching and learning in three Normal Schools in the Manawatū.

Research report prepared by Alison Sewell, Tracey-Lynne Cody and Kama Weir. 

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

This report documents a pilot study to explore and challenge ideas and assumptions about music teaching and learning processes through inter-contextual student workshops.

The idea to place an early childhood student with a university music student to work alongside each other in a centre to see how and if one could influence the other.

This project showed the advantage of a cross-disciplinary framework within a collaborative teaching and learning environment. The development of a cross-sector (i.e. private training enterprise and university collaboration) initiative was viewed as productive.

Download the report:

Changing places: Exploring different conceptions of early childhood teacher preparation in music education (PDF, 400Kb)

Background:

A project, completed in 2011, that sought to challenge pedagogical practice through introducing child-centred musical activities that presented new teaching and learning opportunities for the teacher and the child. A collaboration of New Zealand Tertiary College and University of Auckland.

Research report prepared by Chris Naughton and David Lines.

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

This report describes how allocating one day a week – Catch-Up Monday – to self-directed study and catch-up work enhanced learner outcome at the Samala Robinson Academy (SRA).

Students can use Catch-up Monday to work at their own pace on assignments. Catch-up Mondays also provides an oppourtunity for learners to catch up on any work missed so they remain up to date with their assignments. Tutors also found this day helpful as it provided extra time for marking, lesson plans, administrative duties and professional development.

Download the report:

Catch-up Mondays: Changing Timetables to Support Learners (PDF, 1Mb)

Background:

This report was completed in 2008, by Marjolein Wesseling.

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