Education Conference Papers
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Item Systematising architectural precedent analysis for improved integration of sustainable practices in Design Studio 3 outcomes: A high-density mixed-use development in Auckland, semester 1, 2022(2023-04) Shamout, Sameh; Khan, Iman; CIbilich, Scarlett; McPherson, Peter; Unitec, Te Pūkenga[This] discusses a project undertaken by students to create a safe, attractive, and vibrant mixed use urban environment in Auckland with a strong focus on sustainability and high-quality living. The students were tasked with designing a high-density mixed-use development in Auckland, and their work was evaluated based on five main learning outcomes. The chapter describes how the students employed a systematic architectural precedent analysis in a group work atmosphere to achieve the desired learning outcomes and enhance the integration of sustainability in their studio output. The precedent analysis involved examining successful projects that had similar design requirements, and extracting key elements that could be applied to their own project. The systematic approach to precedent analysis helped the students to identify and evaluate successful sustainable design strategies, and incorporate them into their own design. This resulted in a more holistic and integrated approach to sustainable design,Item Cooperative education: A successful PBL experience at Unitec, School of Computing(2023) Shakiba, Masoud; Unitec, Te PūkengaProject-Based Learning (PBL) is a teaching and learning approach that provides students with skills to enhance their employability. In PBL, students can build their own project groups and work on real industry problems. They have an opportunity to engage, collaborate and communicate with stakeholders to identify and clarify a problem, propose a technical solution, analyse, design, implement and evaluate a project. Students apply the subject-related theoretical/methodological principles that they have learned throughout their programme of study into a practical project. This strengthens their learning as they get hands-on experience on the entire System Development Life Cycle. This presentation will focus on the implementation and coordination of the capstone project at the Unitec- Te Pūkenga, School of Computing, Electrical and Applied Technology. The Bachelor of Computing Systems students in their final year of study work on a capstone project, delivering five milestones: pre-project arrangement, proposal, implementation, technical documentation, presentation, and demonstration. Throughout the semester, students attend a series of workshops to recap what they have learned in their previous courses and enhance their technical and soft skills. All projects have individual and group components. The stakeholders' Satisfaction Index is used for assessing individual group members' contributions. Industry and academic collaboration, working on real-world problems, workshops, mentorships, and simulation of the workplace environment have contributed to students' performance, employability, and overall satisfaction. The institutional course survey results showed improvement in overall students' satisfaction from 4.5 in semester 1, 2021, to 9.1 in semester 1, 2023 out of 10. Through this presentation, I will share my experience of how industry and academia can collaborate to help close the STEM skills shortage gap. I will promote the use of the capstone project as an authentic teaching and learning method and encourage the industry to engage more in this practice.Item Future nursing workforce: Is it time for planned anti-ageism education as part of preparation for practice?(2023-09) Health, Samantha; Foster, P.; Crawford, R.; Groube, J.; Page, M.; Taylor, P.; Hudson, Sue; Abd Aziz, N.; Grogan, A.; Solomon, B.; Adesina, C.; Kabbar, Eltahir; Soper, F.; Phillips, Jillian; Graham, K.; Eleno, M.; Crone, P.; Mall, Robina; Johnson, Shoba; Munro, V.; Rogalin-Henderson, M.; Topp, M.; Unitec, Te Pūkenga; University of Waikato; University of Auckland; Western Institute of Technology at Taranaki, Te Pūkenga; Ara Institute of Canterbury, Te Pūkenga; Manukau Institute of Technology, Te Pūkenga; Toi Ohomai, Te Pūkenga; Otago Polytechnic, Te Pūkenga; Eastern Institute of Technology, Te Pūkenga; Southern Institute of Technology (Invercargill, N.Z.), Te PūkengaThe study reported on in this poster is part of larger work programme to re-imagine preparation of the future nursing workforce. The ‘Better Later Life (2019-2034)’1 strategy sets out key action areas for addressing a response to New Zealand’s ageing population. It recognises the importance of promoting healthy ageing and improving access to services as fundamental to achieving ‘Better Later Life’. A key factor underpinning this action is the involvement of healthcare professionals. Nurses are uniquely situated at the forefront of healthcare to support physical and mental health and to positively impact quality of life through service coordination. Yet, as research has shown, discriminatory attitudes are prevalent. When translated into service delivery, such attitudes can be barriers to the effective organisation of care packages, contributing to the overall cost of healthcare. There is a substantial role for nurse educators to play in the development of the future nursing workforce where negative perceptioItem UDL in vocational education in Aotearoa New Zealand(2023-09-13) Iguin, Rosario; Unitec, Te PūkengaOUTLINE: Te Pūkenga Unitec - Te Noho Kotahitanga Background: TEC (Tertiary Education Commission) - Disability Action Plans Whaikaha ministry (Ministry of Disabled People) Unitec seizes the opportunity Unitec Disabiity Strategy, students as partners "Nothing about us without us" Disability Strategy, 2022-2024 Unitec Disability Action Plan UDL and inclusive teaching 2021-2022, 2023 Challenges and goalsItem Teacher capability development at Unitec: A case study(Unitec ePress, Te Pūkenga - New Zealand Institute of Skills and Technology, 2023-07-24) Chitalia, Abha; Ayling, Diana; Unitec, Te PūkengaThis paper explores the Teacher Capability Development (TCD) project at Unitec, which aims to improve kaiako (teacher) professional development and ākonga (student) outcomes through a competencybased approach, applied practice, and the use of digital credentials (badges). The project was evaluated using the Kirkpatrick model, assessing participants’ reactions, learning and behaviour, and organisational performance impact. Initially resistant, participants eventually embraced the project, demonstrating its success in addressing their concerns. Participants’ learning was evident in their badge submissions, demonstrating their skills applied in teaching. The project’s adaptability was highlighted during the Covid-19 pandemic, when the online environment facilitated the use of technology tools. Badges as digital credentials provided a tangible way to recognise achievements. The evaluation extended to the project’s impact on behaviour and organisational performance. Organisational evaluations revealed increased adoption of course changes due to TCD professional development, fostering continuous improvement. Ākonga reported high net promoter scores, indicating improved satisfaction and outcomes. Implications of the TCD project include designing competency-based projects, integrating applied practice for continuous improvement, leveraging technology for development, and recognising achievements through digital credentials. The findings emphasise the importance of investing in ongoing teacher development to enhance ākonga success.