6,235 results for Conference item

  • 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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  • 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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  • Estimation of Cronbach’s alpha for sparse datasets

    Lopez, M. (2007)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Cronbach’s alpha is widely used to evaluate the internal consistency of a psychometric instrument. Its popularity is largely based on a straightforward interpretation in terms of correlations, its ease of calculation and the guidance it gives to building a single dimensional scale. The standard calculation of alpha, however, requires a complete dataset and can give misleading results with sparse datasets. An alternative method of calculating an equivalent to Cronbach’s alpha is proposed that retains the essence of alpha and can be readily calculated for sparse datasets. A theoretical basis is given and the method is evaluated and validated against generated datasets.

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  • The use of a commercial ERP system: Teaching business systems computing students

    Comins, N.; Young, A. (2007)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This paper describes the use of a commercial Enterprise Resource Planning (ERP) system in an undergraduate degree course. It will describe the process of deciding on which system to use, the implementation of several different ERP systems and the integration of the system into the curriculum of the course. The paper will also discuss the different pedagogical uses of the system, the different ways in which such a system can be implemented and the advantages and disadvantages of the different systems that were implemented. The paper will conclude with lecturer and student feedback on the process and application of employing such a large system into the course to enhance the teaching and learning of a business information system to computing students..

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  • A standards-based approach to federated identity

    Lopez, M.; Mann, S.; Peppiatt, J.; Sewell, A.; Stott, C. (2006)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Federated Identity allows users to access multiple services at different organisations with the same credentials. In this paper, we summarise key work currently being carried out on Federated Identity. We evaluate several existing and suggested schemes and propose a new standards-based platform-neutral design pattern that uses current mature technologies and is suitable for the implementation of federated identity in a business-tobusiness context. The design pattern is verified with a practical implementation at two polytechnics.

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  • An exploratory study into the impact of NACCQ research

    Clear, T.; Young, A. (2006)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This paper reports the findings of a preliminary investigation into the impact of research within the New Zealand National Advisory Committee on Computing Qualifications (NACCQ) sector. Using a strategy based predominantly upon keyword search of academic reference databases, the study found that NACCQ projects and publications are beginning to be cited in diverse outlets, and are now making a contribution to the international literature in the computing disciplines. The study and its findings are briefly reviewed and the outlets in which NACCQ research has been cited are tabulated. This paper establishes the first profile of international citations for NACCQ research and provides a replicable baseline for subsequent studies into the impact of research originating in the sector.

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  • The Carich Affair: Picking up the "pieces" (students) and moving on

    McCarthy, C.; Roberton, G.; Jull, C.; Potgieter, C. (2004)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    In recent years Private Training Enterprises (PTEs) started teaching diploma programmes at levels 5 and 6 in full competition with Institutes of Technology and Polytechnics (ITP). ITPs became increasingly concerned about the ability of PTE students to pathway into higher level ITP programmes, so as to continue with their studies. The National Advisory Committee on Computing Qualifications (NACCQ) had done considerable work to map the unit standards contained in the national diplomas to their qualifications and this exercise drew into question the perceived value of the PTE levels 5 and 6 diplomas from the perspective of ITPs (Ross & Roberton, 2003). In the event, these concerns became less relevant when a major player in the PTE domain collapsed. In October 2003 Carich were forced to close business down and suddenly the future of their students, including a major cohort from the international market, was in serious jeopardy. The New Zealand government requested higher education institutions to rescue students, recognizing the negative impact that the collapse of Carich would have on students. They also coordinated the re-assignment of students to institutions who volunteered to help. This paper is written as an opinion piece to explain how Wintec and CPIT handled the situation, which occurred at an extremely busy time of the year for ITPs. It discusses the associated problems, the benefits that accrued as a result of the successful rescue operation, and lessons learned from the experience.

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  • E-learning: Current trends, practices and issues for future consideration

    Asgarkhani, M. (2002)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    As public interest in the Internet continues to grow, there is an increasing pressure on educators to incorporate Internet resources into traditional classroom programs in new and creative ways. Some institutions have introduced Web-assisted options as a supplement to face-to-face communication between students and educators/trainers, whilst others offer Web-based learning with the Internet as the sole medium for delivery. To date, there has been some debate with regards to the perceived effectiveness of these Web-assisted options (from the point of view of both teaching staff and students). This paper presents the results of a preliminary study of the students’ attitudes towards webassisted learning (within the Christchurch Polytechnic Institute of Technology - CPIT).

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  • Computer modelling and simulation as a learning tool - A preliminary study of network simulation products

    Asgarkhani, M. (2002)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Today, computer simulation plays a significant role in the process of decisionmaking and planning. Furthermore, it can act as an effective tool for learning, teaching and training. Educating and training learners in the field of communications and Web enabling technologies can be a costly exercise – as theory often needs to be supported by handson practice in workshops or labs. In this case, computer simulation products can often prove to be an alternative cost-effective solution. This paper introduces a methodology for evaluating such products and discusses the results of a preliminary study of a number of options that are currently available within the marketplace.

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  • Explore, discover, share, discuss: A student centred approach to learning

    Lopez, D.; Lopez, M.; Simpson, M. (2012)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This paper presents a teaching approach that fosters high engagement, builds student capabilities, and encourages productive use of both contact time and non-contact time. The approach has been used at levels 5, 6 and 7 in a computing degree taught at a large metropolitan polytechnic in New Zealand. The teaching approach was developed as a Design Science Research project. A problem definition sets out the issues motivating the approach and the objectives to be met. The design and development over a two year period is then presented and the approach is evaluated from student, lecturer and theoretical perspectives. The teaching approach brings together a number of ideas from a constructivist agenda: starting from what a learner already knows, creating an active role for the learner, promoting reflection, learning from peers, and the clarity of thought promoted by presentation of findings. It also serves to foster soft skills, such as the ability to communicate clearly and to work effectively with co-workers, both of which are highly valued in an organisational context. Students were initially reluctant to engage with the teaching approach; their expectation was that the lecturer would present them with an organized list of facts. However students quickly adapted to the approach and by the third week were fully engaged in active learning in all sessions. Their feedback suggests they ultimately valued the approach.

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  • "Have-nets and have-nots" - what determines internet access in New Zealand

    Smythe, M. (2000)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Internet access and social issues: Various commentators overseas have speculated that access to the Internet is a dynamic force for social good, improving communication, education, employment, medical care, and political participation. This has come about due largely to the opportunities the Internet and other technologies seemingly represent to empower individuals. In addition there is an increasing amount of information becoming available only on the Internet. Consequently, issues of access to Information Technology and the Internet are becoming of increasing concern to policy-makers both in NZ and overseas, where terms such as “digital divide” and “information haves and have-nots” are appearing regularly in various media. At a recent Unesco conference is was stated that “Unesco could use its mandate of promoting access to information ...to define a universal right of access to the Internet with which member states would have to comply”(Pullar-Strecker, 1998).

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  • Techniques for aligning IT education with industry demand

    Asgarkhani, M.; Clear, A. (2014)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    Organizations rely increasingly on Information Technology (IT) solutions for day to day operations and as such IT solutions play a significant role in efficiency, effectiveness and innovation of processes in design, development and delivery of products and services. IT is a business enabler and has revolutionized the ways in which various sectors of the industry operate. Various reports and published research suggest that worldwide, IT skills are in short supply and high demand. Universities and other tertiary institutions play a key role in developing skilled IT workforce to meet these skills shortages. The use of most IT solution platforms is global. If language and cultural issues (that can potentially impact nature of design) we put aside, skills related to solution development processes and technology deployment are mostly common worldwide. IT is now a global industry. Therefore it is critical to align skills development strategies adopted within educational programs (offered by educational institutions) with realistic and relevant needs for the global market. Tertiary educational institutions make use of a variety of techniques and frameworks for aligning their programs with IT skills needs. Based on review of cases and previous research, this paper presents an overview of techniques deployed by tertiary educational institutions to ensure relevance and currency of their programs for developing skilled IT workforce.

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  • Web-assisted learning: A review of planning and theory

    Clear, A.; Asgarkhani, M. (2011)

    Conference item
    Christchurch Polytechnic Institute of Technology, Te Wānanga Ōtautahi

    This paper elaborates on the outcome of the phase I of a research project (planning and theory of e-learning) that looks at theory of benefits and value of e-learning, planning to achieve perceived benefits and values. Phase II will compare the reality of the outcomes after implementation of e-Learning solutions versus planned outcomes. The paper covers some of the key issues web-assisted or e-learning through discussing the various stages (technologies) of e-learning solutions, potential benefits; the state of the e-learning industry; the barriers to introducing e-learning and building a model to assess strategic value of e-learning through web technologies. It concentrates on literature review, planning and theory mostly related to early 2000 when the e-learning phenomenon really emerged.

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