324 results for Conference item, 2008

  • Developing and introducing courses on testing and quality assurance

    Joyce, D.; Young, A. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This paper reviews the processes involved in developing level 6 and 7 courses on testing and quality assurance. These processes include having the initial idea, conducting market research, deciding to proceed, forming a development team, gathering data, deciding levels and prerequisites, identifying resources, obtaining approvals, and marketing to students. The paper also reflects on the learnings gained from the experience of delivering the level 6 course for the first time.

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  • Attracting students to computing: The collaborative development of an innovative marketing tool

    Young, A. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Over the past few years students enrolling in computing courses or choosing computing as a major have been declining. (McCallum, 2006, Chabrow, 2004) Review of the literature tells us that one of the reasons for this decline is the “image of computing” as a viable career option. To help eliminate this myth a project was established under the Accelerating Auckland Task Force TEC funding to create a DVD for high school students to show how exciting a career in computing can be. Six Auckland tertiary institutions collaborated to design and produce a DVD outlining eight different careers in the field of computing. This paper outlines the background to the declining enrolments, the collaboration of the six tertiary providers and the production and development of the DVD. Free copies of the DVD will be available at the presentation.

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  • DDSWG: direct digital synthesis waveform generator

    Bright. M. J.; Li, Y. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This paper discusses the development of a direct digital synthesis waveform generator as a forty week project, contributing to over thirty percent of a BEngTech student’s final year grades. The waveform generator uses a numerically controlled oscillator to digitally synthesize standard and arbitrary waveforms up to a frequency of 5MHz, with adjustable output voltage ranging from 5mV(p-p) to 10V(p-p) and DC offset between 5VDC. The 32-bit phase accumulator and the 8-bit phase to amplitude converter were implemented within programmable logic Xilinx’s Spartan-IIE FPGA. With the success of implementing the digital section of the DDS waveform generator and the design flexibility of VHDL and FPGAs, four DDS waveform generators have been synthesized within the FPGA, each with independent wave shape, frequency, and phase control.

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  • To what extent are Maori studying ICT? The policy implementation gap?

    McCarthy, C. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Maori are studying ICT at a disproportionate rate. Maori make up 15% of the New Zealand population yet Maori school leavers are trailing the success tables and despite the advent of the Wananga, Maori tertiary students (aged 18 to 24) are declining (Social Report, 2007). Recent government reports are also identifying Maori as having a low level of involvement in ICT (NZ Government Executive, 2000). With the approval of CPIT’s Kaiarahi, this paper examines the current literature on this issue. It also examines the responsibilities under the Treaty of Waitangi, gives a brief overview and analysis of the government policies and strategies involved, and looks at how these responsibilities, policies and strategies are working in practice. Finally this paper suggests the need for in-depth collaborative applied research – both at a local and a national level.

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  • Facilitating learning by using case studies

    MacGregor, A.; Nesbit, T. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    A number of issues can result in institutions seeking alternatives to industry based capstone projects in the final semester or year of three year qualifications in information and communications technology (ICT), whether they be three year degree programmes or diploma programmes such as the level 7 Diploma in Information and Communications Technology (DipICT – Level 7), formerly called the National Diploma in Business Computing (NDBC). One issue documented has been large numbers of international students as documented by a number of writers including Chard and Wempe (2004), Baker and Nesbit (2006). The issue giving rise to this paper is where a small institution has built links with industry based clients through the offering of DipICT Level 7 projects, but due to a decline in student numbers has ceased the offering of the DipICT Level 7 programme. There was however a desire to maintain the relationships that had been built with the industry based clients. The aim of this paper is to investigate the pitfalls and promise of using client case studies in a simulated work environment to fulfil learning outcome requirements in DipICT Level 6 courses so that these relationships can be maintained with industry based clients. The framework used is small classes, full work days, multiple courses being taught at the same time and multiple clients. The framework used is described. A trial implementation is reported on, and feedback analysed from client, student, tutor and administrative views. Given this feedback, modifications to the process are suggested. The paper then discusses whether there is promise for investigating using these methods in a larger situation.

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  • Rationalising Student Numbers in Degree and Diploma Courses: The CPIT Experience

    McCarthy, C.; Nesbit, T. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Christchurch Polytechnic Institute of Technology (CPIT) delivers both its three year BICT degree and the two year level 6 DipICT programme in parallel with sufficient student numbers to justify the two separate programmes. Both qualifications even go so far as to have three areas of specialisation or streams – network administration, programming and multimedia. However, from time to time, there have been subject areas in one or both of the two programmes specialisation areas that have been low enough to make it difficult to justify to CPIT administrators running some of these courses. The fact that these subject areas were required by industry became increasingly difficult to satisfy the administrators’ requirements to meet budgetary constraints. The Programme Leaders of the two programmes of study examined ways and means to provide students with a range of course and specialisation choices that also satisfied industry’s need for graduates and the administrators’ budgetary compliance requirements. This paper looks at the various proposals created by the two Programme Leaders over the past two years.

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  • Literature review on online assessment authentication

    McCarthy, C. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    While it is acknowledged that much more has been written on this subject than can be reviewed here, every effort has been made to search for and review those works that were deemed by the author and others to have the closest relationship to the issues of online assessment and authentication of such online assessment when developing online courses and programmes of study at CPIT.

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  • The revision of a database course - The process and the result

    Nesbit, T.; Kennedy, D. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Practical database skills such as a working knowledge of SQL, data analysis and database design are recognised as important and useful skills. However a traditional database course that is assessed using a theory-based exam, a research assignment, and two practical assignments still allows many students to pass who subsequently show that they have minimal practical skills. This paper describes the redesign of a database course in the Bachelor of Information and Communication Technologies (BICT) at Christchurch Polytechnic Institute of Technology (CPIT) that emphasises practical skills and assessments that require students to demonstrate that they have gained these skills. The processes used were a literature review that covered what other writers have identified as being important skills, a review of student comments regarding the application of the content of the course to their capstone projects and a review of the database needs of other second and third year courses in the degree. The result of this process saw the introduction of a revised course where there was little change to the content that was covered, but a change in emphasis to ensure that students who pass the course had at least mastered the basic skills of SQL and had greater exposure to the design and implementation of relational databases.

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  • ACEing the delivery of technical content online

    Lyons, M.; Nesbit, T. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    There are many issues involved when it comes to the online delivery of technical content, particularly content that involves information and communications technology (ICT). McCarthy and Ross (2005) described and analysed an eLearning initiative where the students enrolled in a programme of study were brought together for block courses from geographically dispersed locations. One of the reasons for doing this was to enable some of the higher end technical content to be delivered in a more efficient manner as some of this content required student to have access to multiple operating environments that might not have been possible in their home situation. The use of virtual machine technology for delivering such aspects has been described, analysed and explored by Watson and Correia (2004) and others and has provided a sound solution for situations like this. Martin and Nesbit (2007) have explore the notion of context when it comes to eLearning and the importance of recognising the different aspects of context with these including the differing comprehension levels, preferred learning styles and cognitive abilities of the students enrolled. This notion of context can also be extended to the operating environment of the students. This particularly applies where the operating systems and versions of applications that these online students have at their disposal may be different from each other and from the resources. The purpose of this paper is to describe and analyse how VMware ACE (Assured Computing Environment) was used to create DVD-based virtual machines for the delivery of both an operating systems and a multimedia applications course from the Diploma in Information and Communications Technology (DipICT), and in particular how this is able to deal with issues surrounding different versions of operating systems and applications, as well as some software licensing issues. The conclusions of the paper highlight the advantages of using products such as VMware ACE and some of the potential pitfalls that exist. The findings should be of interest to institutions who are contemplating the delivery of similar types of online courses where it is important that students have access to the same versions of operating systems and applications.

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  • Techlabs virtually four years on

    Correia, E.; Watson, R. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Techlabs is a network the authors implemented some years ago in order to provide a rich learning environment through the use of virtualisation. They outlined the background to and reasons for employing virtualisation in a paper to the conference of the National Advisory Committee on Computing Qualifications (NACCQ) in 2004. In this paper they now describe some of the changes they have introduced during the past four years, in the context of recent developments and the widespread adoption, both in industry and the academic sector, of virtualisation of one form or another.

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  • The RepRap Project—Open Source meets 3D printing

    Arnott, Reece (2008-08-01)

    Conference item
    University of Otago

    Abstract: The RepRap Project is an open source hardware and software project headed by Adrian Bowyer of the University of Bath with the goal of producing a low cost ‘rapid prototyper’ or 3D printer i.e. a machine that can produce 3D objects (including parts for itself) that is useful and available to all. One of the projects first major milestones has now been passed: a fully functional reprap has been built using parts printed by another one. This talk is about the history of the project, my involvement in it, what is currently being worked on, and the ideas and plans for future development.

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  • Indigenous Legal Traditions: Looking at ways to reconcile aboriginal law and common law. A practical and principled approach.

    Warbrick, Paerau (2008-03-05)

    Conference item
    University of Otago

    It is rather late in the day to say that customary law and aboriginal law does not form part of the common law system in the twenty-first century. The adoption by the United Nations of the Declaration of Indigenous Rights last year, and barely a fortnight ago the apology by Australia to the lost generations of Aboriginal children, are examples of the tide flowing towards recognition of more and more indigenous rights. With this sort of development in the political and social arena, the common law cannot insulate itself from this change. The first task in reconciling Aboriginal law and the common law is to identify aboriginal law. This will involve reverting to historical and contemporary written and oral sources, as well as an understanding of the original aboriginal words themselves. The task will also inevitably involve labeling of indigenous customary practices or social phenomena as in fact law for purely twenty-first century purposes. When one is faced with any competing, conflicting or even consistency between aboriginal law and the common law, we must look to the various principles, interests and values that such laws are based upon. This is to enable a proper weighing of those principles. Certain principles will ascend others depending upon the facts and circumstances. The process of weighing will ultimately involve value judgments on the part of the examiner.

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  • What is Māori Studies?

    Reilly, Michael PJ (2008)

    Conference item
    University of Otago

    This lecture was presented on 17 March 2008 by Professor Michael Reilly as part of the Humanities Open Lecture for candidates applying for the Chair position in Māori Studies at the University of Otago, Dunedin, New Zealand.

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  • Enacting Tiriti-based practice in early childhood education in Aotearoa

    Ritchie, Jenny (2008-12-14)

    Conference item
    Unitec

    The early childhood curriculum, Te Whāriki, suggests that educators consider the following reflective question: “In what ways do the environment and programme reflect the values embodied in Te Tiriti o Waitangi, and what impact does this have on adults and children?” (Ministry of Education, 1996, p. 56). Since Te Tiriti has become part of such early childhood education discourse in Aotearoa, teachers and teacher educators have engaged in consideration as to what this means in terms of their practice (Cubey, 1992; Rau & Ritchie, 2003,2006; Ritchie, 2002, 2007; Working Party on Cultural Issues. Rōpū Hanga Tikanga, 1990). This paper will utilise some data from a recent Teaching and Learning Research Initiative study, Te Puawaitanga (Ritchie and Rau, in press), to illustrate some possibilities for Tiriti-based enactment that honours the relationships between educators and whānau/families as central to the learning process and educational programme. Teachers in this view accept responsibility for generating programmes that reflect their commitment to Tiriti-based practice, involving tamariki and whānau of their centres as co-constructors in a process in realisation of the vision of Ka Hikitia – Managing for Success: Māori Education Strategy, 2008-2012, for Early childhood services to “promote and reinforce Māori cultural distinctiveness in the context of their teaching and learning environments” (Ministry of Education, 2008, p. 31).

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  • Pacific islands diaspora media: Sustaining island identities away from home

    Papoutsaki, Evangelia; Strickland, Naomi (2008-01-01)

    Conference item
    Unitec

    This paper is based on a pilot project that has a first objective to identify Pacific Islands Diaspora media in New Zealand and define the role they play in Pacific Island communities in regards to addressing their communication needs. The second objective is to formulate a methodology that will inform an extensive research project. Despite an extensive and newly emerging literature on diaspora communities and ethnic media as distinct research fields, there is limited evidence of research on pacific diasporas and the increasing presence of pacific diasporic media across the Asia Pacific ream countries. The research seeks to identify the different forms and content of diasporic media available to South Pacific Islands diasporic communities in New Zealand, the information needs of these communities, the role of these media in sustaining their island identities and the extent to which these media promote integration in the host country, socio-cultural separation from their new environment, and/or creation of new hybrid cultures/identities. New information technologies, such internet, are also taken into consideration as they provide with new sources of information and contact with home and the wider diasporic communities around the world. This will provide an in depth analysis of the content offered by diasporic media and the extent to which it meets the needs of pacific diasporic communities in the wider Asia Pacific region The paper provides an overview of the south Pacific Islands Diaspora communities and their media. It focuses on communities living in New Zealand, a country with the highest concentration of Pacific Islands diasporic communities. It presents the conceptual and methodological framework and outlines the main methods designed to collect data ( focus groups with selected island communities to define their information needs and media use, a media survey to identify the goals and the content offered and in-depth interviews with journalists and community leaders).

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  • It takes two: Sharing language skills and cultural insights with EAL students preparing for work placements

    Malthus, Caroline; Lu, Hongyan (2008)

    Conference item
    Unitec

    This paper reports on collaboration between a Learning Development lecturer and a Nursing lecturer working with English as an additional language (EAL) nursing students. We set up voluntary sessions, with the aim of helping the students to develop communication skills for clinical practice. These sessions were jointly facilitated with input based on our different perspectives - sociolinguistic information via authentic nursing dialogues from Caroline and hands-on nursing topics from Hongyan. Our on-going needs analysis and evaluation process established that despite the brevity of the sessions, students felt they had developed greater awareness of the demands of clinical practice, greater facility in using the language of nursing and, most importantly, confidence to express themselves effectively. This experience of collaboration informed us about each other's disciplines and gave us opportunities to closely observe student interactions. We are currently working on a related research project.

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  • Attracting students to computing: The collaborative development of an innovative marketing tool

    Young, A. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Over the past few years students enrolling in computing courses or choosing computing as a major have been declining. (McCallum, 2006, Chabrow, 2004) Review of the literature tells us that one of the reasons for this decline is the “image of computing” as a viable career option. To help eliminate this myth a project was established under the Accelerating Auckland Task Force TEC funding to create a DVD for high school students to show how exciting a career in computing can be. Six Auckland tertiary institutions collaborated to design and produce a DVD outlining eight different careers in the field of computing. This paper outlines the background to the declining enrolments, the collaboration of the six tertiary providers and the production and development of the DVD. Free copies of the DVD will be available at the presentation.

    View record details
  • Developing and introducing courses on testing and quality assurance

    Joyce, D.; Young, A. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This paper reviews the processes involved in developing level 6 and 7 courses on testing and quality assurance. These processes include having the initial idea, conducting market research, deciding to proceed, forming a development team, gathering data, deciding levels and prerequisites, identifying resources, obtaining approvals, and marketing to students. The paper also reflects on the learnings gained from the experience of delivering the level 6 course for the first time.

    View record details
  • DDSWG: direct digital synthesis waveform generator

    Bright. M. J.; Li, Y. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This paper discusses the development of a direct digital synthesis waveform generator as a forty week project, contributing to over thirty percent of a BEngTech student’s final year grades. The waveform generator uses a numerically controlled oscillator to digitally synthesize standard and arbitrary waveforms up to a frequency of 5MHz, with adjustable output voltage ranging from 5mV(p-p) to 10V(p-p) and DC offset between 5VDC. The 32-bit phase accumulator and the 8-bit phase to amplitude converter were implemented within programmable logic Xilinx’s Spartan-IIE FPGA. With the success of implementing the digital section of the DDS waveform generator and the design flexibility of VHDL and FPGAs, four DDS waveform generators have been synthesized within the FPGA, each with independent wave shape, frequency, and phase control.

    View record details
  • To what extent are Maori studying ICT? The policy implementation gap?

    McCarthy, C. (2008)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Maori are studying ICT at a disproportionate rate. Maori make up 15% of the New Zealand population yet Maori school leavers are trailing the success tables and despite the advent of the Wananga, Maori tertiary students (aged 18 to 24) are declining (Social Report, 2007). Recent government reports are also identifying Maori as having a low level of involvement in ICT (NZ Government Executive, 2000). With the approval of CPIT’s Kaiarahi, this paper examines the current literature on this issue. It also examines the responsibilities under the Treaty of Waitangi, gives a brief overview and analysis of the government policies and strategies involved, and looks at how these responsibilities, policies and strategies are working in practice. Finally this paper suggests the need for in-depth collaborative applied research – both at a local and a national level.

    View record details