152 results for Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi, Conference item

  • An overview of the practice of IT governance

    Asgarkhani, M. (2013)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Investment on Information Technology (IT) solutions in most organizations accounts for the largest component of capital expenditure. Even though there are at times conflicting views on value and return regarding investment on IT, in general, there is consensus amongst strategists, planning advisors and many researchers that Investment in IT can bring significant value to business. Value is added through improved productivity, increased efficiency, profitability, better communication, more effective decision making and customer satisfaction. However, in order to maximize benefits and value gained from investment on IT, it is universally acknowledged that IT must be fully aligned with overall business strategies and direction. As capital investment on IT continues to grow, IT managers and strategists are expected to develop and put in practice effective decision making models (frameworks) that improve decision-making processes for the use of IT in organizations and optimize the investment on ICT solutions. More specifically, there is an expectation that organizations not only maximize the benefits of adopting IT solutions but also avoid the many pitfalls that are associated with rapid introduction of technological change. Different organizations depending on size, complexity of solutions required and processes used for financial management may use different techniques for managing strategic investment on IT solutions. Corporate IT governance encompasses the necessary organisational structures and processes to ensure the alignment of IT and business occurs whilst at the same time minimising any associated risks. Decision making processes for strategic use of IT within organizations are often referred to as IT Governance (or Corporate IT Governance). This research through examining and analysing recent studies aims to identify key factors for effective IT governance. The many benefits of IT governance are discussed along with suggestions for why implementation of governance systems can fail. The study examines IT governance as a tool for best practice in decision making on strategic use of IT. The study is concerned with phase I of a project intended to identify key components and success factors. It establishes that the practice of IT governance, depending on complexity of IT solutions, size of organization and organization’s stage of maturity in using IT varies significantly within various organizations. It can range from informal approaches to sophisticated formal frameworks. It is confirmed that there is no one standard framework for IT Governance that suits all organizations. Ownership and direction prove to be amongst essential elements to successful implementation of governance practices. Clearly defined roles and responsibilities tied with clear communication and continual senior management involvement were highlighted as significant success factors.

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  • Corporate ICT governance: A tool for ICT best practice

    Askgarkhani, M. (2013)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Today, investment on Information and Communication Technology (ICT) solution in most organizations is the largest component of capital expenditure. As capital investment on ICTs continues to grow, ICT managers and strategists are expected to develop and put in practice effective decision making models (frameworks) that improve decision-making processes for the use of ICTs in organizations and optimize the investment on ICT solutions. To be exact, there is an expectation that organizations not only maximize the benefits of adopting ICT solutions but alos avoid the many pitfalls that are associated with rapid introduction of technological change. Different organizations depending on size, complexity of solutions required and processes used for financial management and budgeting may use different techniques for managing strategic investment on ICT solutions. Decision making processes for strategic use of ICTs within organizations are often referred to as ICT Goverance (or Corporate ICT Governance). This paper examines ICT governance - as a tool for best practice in decision making about ICT Governance. Discussions in this paper represent phase 1 of a project which was initiated to investigate trends in strategic decision making about ICT strategies. Phase 1 is concerned mainly with review of literature and a number of case studies. It establishes that the practice of ICT goverance, depending on complexity of ICT solutions, organizations size and organizations stage of maturity varies significantly - from informal approaches to sophisticated formal frameworks.

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  • The City in a Different Light: rethinking the political through education by means of performance by people with intellectual disabilities

    McCaffrey, M. (2013)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    After the fatal earthquake of February 22nd 2011 Different Light Theatre company started meeting again on March 13th. Although the theatre space in which we held weekly classes, workshops and rehearsals was, like a lot of buildings, closed at that time, we were able to meet at the International Buddhist Centre on Riccarton Road. At the time a large part of the motivation for meeting so soon after the quake was in a way an attempt at ‘normalization’ in an extraordinary situation. We felt that the performers needed the routine of the classes or rehearsals to continue, amidst the disruption caused by the quake damage and aftershocks.

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  • Exploring the application of agile principles to tertiary computing education

    Proctor, M.; Atkins, C.; Mann, S.; Smith, L.; Smith, H.; Trounson, R.; Sutton, K.; Benson, N.; Dyke, S.; McCarthy, C.; Otto, M.; Nicoll, C. (2014)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This paper defines a proposed set of Agile Principles for Tertiary Computing Education as developed through an Agile Education workshop held during the annual Computing South Island Educators’ (CSIE) forum. The purpose of the workshop was to explore innovative and ‘Agile’ approaches that have been used within our South Island institutions to consider whether the principles of Agile development could be usefully applied or adapted to tertiary computing education. Each case study was analysed to determine alignment with Agile principles and emerging themes in the application of these principles to tertiary computing education were identified and discussed. This led to the development of a proposed set of Agile principles for tertiary computing education to support the development of computing courses, course components and programmes. Meaningful learning has emerged as a key factor for further exploration

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  • The game’s the thing: Levelling up from novice status

    McCarthy, D P.; Oliver, R. (2014)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Quality computer engineering education is integral to the recruitment, retention, and employment of quality software engineers, as part of enabling a greater uptake of Science, Technology, Engineering and Mathematics (STEM) careers. The introductory programing course DICT440 uses Build Your Own Blocks (BYOB) and the team creation of a game, Theseus and the Minotaur, to teach introductory programing principles and skills. This paper argues that creativity is essential to innovation. Digital Games are being increasingly used in education and training internationally, as well as specifically in computer education. Aotearoa-New Zealand ITPs need to position themselves positively to leverage the creativity and motivation of software engineering students who are experienced gamers by developing games as part of teaching and learning software engineering. Computer game development courses can be developed collaboratively in a multi-disciplinary team, using appropriate learning theory, across ITPs in second and third year degree courses, in conjunction with regional game companies, alongside core business applications.

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  • Student mistakes in an introductory programming course: Sample problems

    Sarkar, A.; Lopez, M.; Lance, M.; Oliver, R.; Xu, L. (2013)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Learning to program is a challenging task for novice learners. This study aimed to investigate students’ concepts as they were being formed. To capture these, we chose to focus on students who made some mistakes in basic concepts. Our study sought to capture students’ conceptions at a very early stage in their study: five weeks into an introductory programming course. We invited students who did not pass an early mastery test at their first attempt to participate in a diagnostic and remedial session. In this session, the teaching team carried out one-on-one interviews with students to diagnose any misconceptions the students exhibited and devise individual remedial learning. The teaching team documented these interviews and these formed the basis of our phenomenographic analysis. Our main finding was that the lack of success in the test was attributable more to application of process than to conceptual misunderstandings. We also found that the technique of inviting students who do not succeed in a test to participate in a in-depth diagnostic interview and one-on-one remedial instruction was useful, even though no major misconceptions or alternative conceptions were identified.

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  • Computer gaming and the positive effects on mental health

    McCarthy, C. M.; McBrearty, B. (2014)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    In 1970 a popular New Zealand student capping show was entitled “1 in 5” based on the then common expression “1 in 5 of us is mad”. In 2011 the New Zealand Mental Health reported exactly the same mental health statistics; 41 years on nothing had changed. However, other changes had taken place during that time – the advent of and continued development of the computer game. This poster paper explores the direct correlation between computer gaming and mental health and, in particular, the positive effects of computer gaming on mental health.

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  • Analysis of prerequisites: Methodology and a case study

    Lopez, M.; Lopez, D.; McCarthy, C.; Oliver, R. (2013)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    It is well known that it is dangerous to infer causation from correlation. However, the mantra that correlation does not imply causation can lead to some researchers believing that formal inference is never possible from a correlational study. This paper presents a theoretical framework, a conceptual framework and a methodology for establishing formal inference from the analysis of prerequisites in an educational context. This is important in education because some prior knowledge is often required for success in any topic or course. The method is illustrated with a case study that investigates the effectiveness of a level four certificate as preparation for further study. The case study identified the unique contribution to subsequent performance made by individual courses in the certificate. It also identified the specific courses in subsequent study which were most affected by the certificate courses. We conclude that the approach can indeed enable formal inference from a correlational study.

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  • Students’ perceptions of work quality in a cooperative learning environment

    Lopez, M.; Lopez, D. (2013)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This study investigates students’ perceptions of their own work and that of others, and how these change as students work cooperatively in small groups in an active learning environment. We incorporated formal feedback into a learning cycle in which students researched topics and presented their findings to peers in small groups. We then used custom computer software to capture this feedback and students’ perceptions of the work and record these in a database. We then analysed these data to investigate students’ perception of the quality of the work, its usefulness, and the extent to which they trusted the accuracy of its findings. We found that student self-assessment and peer assessment were similar and both were relatively lenient compared to a tutor assessment. However, students with higher achievement were more severe in their self-assessment than those at lower achievement levels. We also found that perceptions did not change as the course progressed. This last finding was surprising and suggests that the students were not reflecting on the feedback they received and then acting on it to modify their approach to future research.

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  • Staff and student perceptions of NZQA level expectations

    Lopez, M.; Lopez, D. (2013)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    In this cross-sectional study, we surveyed 89 students from four courses to elicit their expectations of the nature of the skills and knowledge, and the degree of self-management and collaboration, which was required for their courses. We compared their responses to the expectations set out in the New Zealand Qualifications Framework. We also sampled a small number (6) of lecturers and compared their expectations to those of students and the framework. We found significant differences between student and framework expectations, with student expectations noticeably lower than the framework. Moreover, student expectations remained at a low level, even in higher level courses, and the gap was wider at the higher levels. We also found significant differences between student and lecturer expectations. Lecturer expectations were broadly between those of students and the framework, which suggests that lecturer expectations are a compromise between both of these. Any misalignment of expectations poses a challenge for educators. We suggest practical measures for aligning these expectations.

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  • Relationships between logic depiction, UML diagramming and programming

    Sarkar, A.; Lance, M.; Lopez, M.; Oliver, R. (2012)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Beginning programmers are often taught to design algorithms in pseudo code, a structured form of English, before implementing the algorithms in code. This approach is often advocated because it is seen as enabling programmers, and especially novice programmers, to reason about program logic without the distraction of the specific syntax of a programming language, and because it can be used as a basis for program documentation. Similar arguments are often given for the use of UML diagrams. In recent semesters, we have trialled the programming language Scratch as an alternative to structured English for pseudo code. This paper uses assessment data to investigate the relationship between pseudo code (both structured English and Scratch programs), UML, and programming ability. We found a consistent and strong relationship between programming and UML diagramming skills, but a relatively weak relationship between programming and either form of pseudo code. These findings lead us to question the value of teaching pseudo code and our motives for teaching it.

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  • Evaluating the distraction of ICT devices in the classroom

    Goundar, S.; Clear, A.; Lopez, M. (2012)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Information Communication Technology (ICT) devices such as laptops, smartphones, and tablets, have become the standard stationery of today's tertiary students. Many years ago, the standard stationery required was a writing notepad and ball point pen, and a brain. These were all that was needed (along with some attention) to take in and store what was being taught by the teacher. Ubiquitous ICT technology has changed all that and the “stationery” requirements of today's tertiary scholars are far more cognitively penetrating; they are demanding of one's attention and highly pervasive in the learning environment. With tertiary institutions, teachers and students still in existence, the question that needs to be addressed is: how does the availability of such ubiquitous technology impact on students’ learning, our teaching and the future of tertiary institutions? Formal systematic research on the distraction of ICT devices in tertiary education classrooms in New Zealand is relatively limited; therefore, this research intends to explore the issue. This paper will show that they have dramatically changed the ecology of education from "learner-plus-learning-material" into "learner-plus-learning-material-plus-technology-plus-distraction".

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  • The Christchurch quake: Social networking as student support in disaster recovery

    McCarthy, D.; McCarthy, C. (2011)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Following the “Greendale Fault” Earthquake of 7.1 on 4 September, 2010 in Christchurch, New Zealand, students at the local Institute of Technology and Polytechnic (ITP) were significantly disrupted in their second semester. Occurring at 4.35am on the Saturday morning after only two weeks of courses, the ITP found itself cordoned off and part of an inner city curfew as older less well maintained buildings were reduced to rubble around it. Aftershocks continued but relatively little damage was sustained to the ITP’s buildings. Students and staff were unable to attend study or work, and the situation was rapidly changing from day to day. However, students were affected differently depending on their location at the time of the quake, their access to communication technologies such as cell phones, the Internet, and their personal circumstances. Then the entire situation repeated itself with the 6.3 “Lyttelton Fault” aftershock at 12.51pm on 22 February, 2011 disrupting Semester One on only the second day of the semester. This paper blends two qualitative methods, actor network theory (ANT) and narrative research to show the degree to which computing students accessed an online course to tell their stories, participate in social networking, and relied upon the School of Computing Moodle Student Info site in the recovery period immediately after the first disaster, and comparing this process over the “Greendale Fault” and the “Lyttelton Fault” events.

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  • Self and peer-assessment: a learner perspective

    Lopez, D.; Lopez, M.; Fourie, W.; Clarkson, D.; Marais, K. (2011)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Self and peer assessment aid learning and build capabilities that support lifelong learning. However, although both involve learner participation and are often discussed together, they are very different in some respects. This study contrasts learners’ experiences of peer assessment with that of self-assessment. It used a non-experimental post-test only design in which students enrolled in courses with both self-assessment and peerassessment components completed a questionnaire on their experiences. Survey questions were formed into four scales: value, learning, contrasting peer with self and concerns. Additional questions captured basic demographics and conceptions of learning. Participants believed that they learned more from peer assessment than from self-assessment. However, some felt it was not right for other students to mark their work and some felt uncomfortable with the responsibility of marking other’s work. Learners endorsed the notion that peer-assessment has a greater learning value than self-assessment and that they should be more involved in assessing other students. However, they also had concerns about the wider use of self and peer assessment and a minority was strongly opposed to their use.

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  • The fate of computing in research performance evaluations: ERA vs PBRF

    Clear, A.; Clear, T. (2011)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    The prevailing ‘audit culture’ in national governments has seen a global proliferation of research performance evaluation schemes. Most recently the Excellence in Research for Australia (ERA) results have been published. The results from this bibliometrically based ranking exercise provide an interesting comparison with the earlier results from New Zealand’s Performance Based Research Fund (PBRF) exercise. With a focus on the computing disciplines this paper sets these developments in the global context; compares the outcomes under each scheme; the extent to which the prevailing publication cultures have been supported or undermined; the scope for such schemes to render whole sub-disciplines invisible and the potential impacts for the computing disciplines from such exercises.

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  • ICT4D: working with communities for ICT enabled change

    Young, A.; Clear, T.; McCarthy, C.; Muller, L. (2010)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

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  • Computing student views on sustainability: a snapshot

    Lopez, D.; Lopez, M. (2010)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    UNESCO launched the Decade of Education for Sustainable Development for 2005-2014 with the aim of integrating Education doe Sustainable Development (ESD) into all aspects of education and learning. The motivation for this study was to inform our decisions on embedding ESD into our teaching. Incoming computing students (n=116) were surveyed to capture their viewd on sustaunability before they engaged in formal learning and these views were compared to those of computing students at another institution. The study explored views on the relevance of sustainability to their study, sustainability [riorities and knowledge, possible actions they could take, their capacity to take these actions and make a difference, and how they would deal with a challenging scenario. Students were pro-ecological but did not believe they had the capability to make a difference. Significant variation was found in attitudes and cvalues across the various ethnicities in our sample, suggesting that careful consideration should be given to this aspect. This study adds to the emerging body of knowledge around sustainability perceptions and values of incoming students and informs curriculum for the embedding of ESD into education and learning.

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  • Computing education for sustainability: Madrid and beyond

    Young, A.; Mann, S.; Smith, L.; Muller, L. (2009)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This paper presents a synopsis of the report published in Inroads, December 2008, on work started by an international working group at the Innovation and Technology in Computer Science Education conference in Madrid in July 2008 and the continuation of that work in the ensuing year. The report presented a policy on Computing Education for Sustainability for adoption by SIGCSE. The original paper presented “results from a survey of Computing Educators who attended ITiCSE 2008 where such a policy statement was mooted” (Mann et al, 2008). It also sets out an action plan to integrate Education for Sustainability into computing education curriculum. This paper draws heavily on the content of the Working Group report 2008.

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  • Do computing students have a different approach to studying?

    Lopez, M.; Clarkson, D.; Fourie, W.; Lopez, D.; Marais, K. (2009)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Courses in ICT qualifications have a lower pass rate than other qualifications. We postulate that this might be a result of different pedagogy and that such difference might be reflected in student conceptions of learning. We surveyed students (n=218) from two degree programmes (Nursing and Computing) and one sub-degree programme with a questionnaire based on the ASSIST instrument to identify differences in conceptions of learning, preferences for types of learning, and approaches to studying. We report on the differences we found between the fields of study and consider the implications for teaching.

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  • Recognising excellence in student projects

    Lopez, D.; Lopez, M. (2009)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    We would like to propose the establishment of an annual publication of student projects. This publication would be reviewed by a panel drown from NACCQ and published in association with the annual conference. Submissions would be invited from all tertiary institutions in New Zealand and would take the form of a two page paper, in a design science format that provides a concise summary of the project. The review will be designed to enforce a minimum standard but resubmissions will be invited from those who do not initially meet the standard.

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