14 results for Conference item, Open Polytechnic Repository, 2010

  • Literacy in early childhood education.

    Hamer, J. (2010)

    Conference item
    Open Polytechnic

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  • Social enterprise dynamics - NZ context.

    Awan, N. (2010)

    Conference item
    Open Polytechnic

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  • Transforming minds for ethical leadership.

    Sahrawat, K. (2010)

    Conference item
    Open Polytechnic

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  • Building GLAMour: convergent practice in New Zealand public memory institutions.

    Wellington, S. (2010)

    Conference item
    Open Polytechnic

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  • Records management to complement organisational developments.

    Cossham, A. F. (2010)

    Conference item
    Open Polytechnic

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  • Understanding archives: What people (don't) know and how archivists can learn from this.

    Welland, S. (2010)

    Conference item
    Open Polytechnic

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  • 21st century psychological research - the international wellbeing study.

    Jarden, A. (2010)

    Conference item
    Open Polytechnic

    Looks in depth at peoples´┐Ż wellbeing from around the world, particularly psychological aspects that contribute to wellbeing, and how wellbeing changes over time.

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  • Building positive psychology research projects.

    Jarden, A. (2010)

    Conference item
    Open Polytechnic

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  • How to understand and build wellbeing in organizations: Insights from positive psychology.

    Jarden, A. (2010)

    Conference item
    Open Polytechnic

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  • Blended learning : the BEST we can do?

    Nichols, M. (2010)

    Conference item
    Open Polytechnic

    Blended learning' seems the latest term claimed by e-learning advocates. While it is clear that complementing face-to-face education with e-learning (which is how many understand the term 'blended') can result in benefits to learners, there are also significant challenges - and there is a danger that becoming 'blended' might be perceived as some sort of ultimate objective. This presentation considers the role 'blended learning' has had at Laidlaw College (formerly the Bible College of New Zealand), and suggests that becoming 'blended' was an institutionally useful yet pedagogically incomplete objective. Making real improvements to learning in formal education relies not on blending communication media or adding online discussion to on-campus meetings, but on adopting specific pedagogical approaches that do not necessarily require 'blended' media. Two specific frameworks for formal education are highlighted, both of which provide a context for 'blending'.

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  • Older workers and technology: Learning opportunity or learning barrier.

    Bourke, J.; Bourke, D. (2010)

    Conference item
    Open Polytechnic

    Older workers are often stereotyped as reluctant learners, and particularly unable to adapt to new technology. Yet both research and empirical evidence suggest that this stereotyping is not valid. Older workers have already adapted to significant societal and workplace changes during their lives. They now must deal with the crisis associated with age-based cohorting often by either withdrawing from opportunity or losing confidence in their own abilities. If age is used as the limiting factor then older workers will be denied training in technology. Consequently, older workers will be denied positions where technology skills are important. Such discrimination adds to the problem of digital divide. It also distracts the debate from the real issues surrounding the securing and developing of a competent workforce. Workplace education and training is about developing workforce skills. It recognizes that managers cannot expect optimal performance in a changing world unless investment is made in developing workers hand-in-hand with investment in technologies. The limiting factors in developing workers are attitude and aptitude, not age. Demographic studies signal increased longevity, with resulting stress on affordability of pensions. The response is to increase the pension eligibility age. The workforce will be obliged to accommodate older workers as they seek to secure a living. Therefore, as producers and consumers, older workers can only remain valuable economic contributors if managers remove the age barrier to technology training. There is a huge opportunity for managers to harness the change assimilation experience of older workers if attitude and aptitude are employed as the deciding factors for training and advancement. This paper uses a personal narrative approach, based on the experiences of the authors in New Zealand, to demonstrate how attitude and aptitude have driven their skills development in the uses of technology. The authors, now older workers, have taken office evolution from manual typewriters to high-speed laptops in their stride, and are looking forward to the day when voice activation actually works. They have enjoyed management practices in diverse workplaces that encouraged development, have responded accordingly, and claim modestly that both they and their employers benefited. Over four decades their managers almost invariably employed a partnership approach, seeking to meld individual staff skills, with no apparent concern for age. The authors believe that if managers succumb to an aged-based stereotype and deny older workers opportunity to develop technology skills, then they will increase economic risk all workers, their employing organisations and society generally.

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  • Should critical literacy be a part of early childhood education in New Zealand?

    Hamer, J. (2010)

    Conference item
    Open Polytechnic

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  • Skills development.

    Seelig, C. (2010)

    Conference item
    Open Polytechnic

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  • Training the whole people of God through extension education and online learning

    Nichols, M. (2010)

    Conference item
    Open Polytechnic

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