Education Conference Papers

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    GEN_AI + Architecture :(Human-GEN_AI partnership) & PART 2. GEN_AI Decoding the Image (Text > Image)
    (2024-04-12) Shamout, Sameh; Pretty, Annabel; Unitec, Te Pūkenga
    ALTERNATIVE SHORT TILE Student as Designer AI as Assistant ABSTRACT [PART 1] GEN_AI + Architecture :(Human-GEN_AI partnership) Art Generator can be used by architects as a tool for generating and exploring new design concepts and ideas.. Method: By inputting: 1 Existing architectural images (precedents, existing imagery) 2-Design elements 3 Data (explaining by words) Then AI Art Generator's algorithms can generate a variety of abstract and imaginative images based on the inputted data.. PART 2 GEN_AI Decoding the Image (Text > Image) "Every architectural proposition is a kind of speculative fiction before it becomes a built fact, just as every written fiction relies on a setting, the construction of a coherent milieu in which a story can take place. Where an architectural edifice requires an adequate structural system for the maintenance of stability, a reader’s suspension of disbelief is likewise supported by a structurally coherent set of narrative cues. Belief, or plausibility, has a specific gravity of its own". -- Frichot, Hélène, and Stead, Naomi, eds. Writing architectures: Ficto-Critical approaches. (London: Bloomsbury Publishing, 2020. p11)
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    Exploring AI integration in the Architecture Design Studio 3: Vertical Village project in semester 2 of 2023: Interactive learning tools
    (2024-02-22) Shamout, Sameh; Yu, Z.; Dadashi, A.; Pretty, Annabel; Unitec, Te Pūkenga
    ALTERNATIVE SHORT TITLE How does AI shape the landscape of architecture? ABSTRACT We will delve into the exciting initiatives undertaken at Unitec over the past year, highlighting our integration of AI as a dynamic learning tool. The incorporation of AI at Unitec aimed to offer students a fresh perspective, using it as a valuable resource to generate and explore innovative design concepts. This integration not only holds the potential to equip architects with cutting-edge skills but also empowers them with a robust toolset for developing unconventional designs aligned with sustainability goals.
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    Teacher educators as researchers: Crossing boundaries, developing bi-cultural habits of mind
    (2024-02-09) Heta-Lensen, Y.; Wrightson, Helen; Probine, S.; Perry, J.; Burke, R.; Alderson, J.; McAlevey, J.; Unitec, Te Pūkenga
    Recent research by Smith and Assunção-Flores (2021) argued that specialised professional development for teacher–educators rarely occurs. Therefore, teacher–educators’ professional knowledge is mainly acquired through experience. This presentation reports on our experiences and the knowledge we are acquiring working as a cross-cultural research team in diverse early childhood education settings. In the words of Karen Barad (2003), ‘We are not outside observers of the world. Nor are we simply located at particular places in the world; rather, we are part of the world in its ongoing intra-activity’ (p. 29). Similarly, as teacher–educators we remain located within the context of early childhood education. Not only are we researching within the bicultural context of the early childhood education curriculum Te Whāriki He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum (Ministry of Education New Zealand, 2017), we are maintaining professional relationships with teams of teachers who are allies in initial teacher education preparation and potentially fostering wider community relationships between centres and whānau. As early childhood education teachers, it is our experience that we draw on to understand the complexities of the research terrain. This qualitative study employs an interpretivist paradigm underpinned by bioecological and sociocultural theories, including Kaupapa Māori theory. These theories recognise that knowledge is constructed and is influenced by a complex web of contextual influences including relationships and interactions, cultural values, and beliefs and history. The methodological framework for this study included narrative inquiry to seek the stories of early childhood teachers and communities and their experiences with inquiry-based work with children. Narrative inquiry was selected for its potential to support understanding of how peoples’ experiences are shaped by and within the social, cultural, familial, linguistic and institutional narratives surrounding them (Clandinin & Connelly, 2014). To gather data, various methods including observations, interviews and focus groups have been employed in centres. During the analysis of the data, a team of seven early childhood education teacher educators-as-researchers met to wānanga, reflect on, discuss and interpret their observations of the data gathered. Leavy (2015) argued that the process of storying and re-storying can ‘reveal multidimensional meanings and present an authentic and compelling rendering of the data’ (p. 46). In this project, storying and re-storying occurs through the wānanga process. As teacher–educators, we have found that this research is engaging us more deeply in the Māori concepts contained within Te Whāriki as we work to rethink our initial assumptions and interpretations of our observations. The bicultural context of Te Whāriki is creating opportunities to develop bicultural habits of mind within our research team, which we are interested in exploring further.
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    The effect of online learning task design on the trajectory of learner autonomy: A case study in a New Zealand context
    (2023-07) Zhong, Qunyan (Maggie); Unitec, Te Pūkenga
    Educators seem to agree that the ultimate goal of teaching is to foster learner autonomy and help students become life-long, independent learners. Whilst considerable research studies have been conducted to identify conditions for fostering autonomous learning, a review of the literature indicates that the effect of learning task design on the development of learner autonomy is under-researched, and therefore, there is a clear need for a study of this nature. The present study attempted to fill the gap in the literature, aiming to explore if a learner’s independent learning in online environments evolved and developed as a result of online learning task design. To this end, the case study research approach was employed. By focusing on a single case, the primary objective of the current study was to provide an in-depth understanding of the construct, learner autonomy, rather than extrapolate findings to other populations and contexts. It was hoped that the richness and depth of data this study generated would advance our knowledge of the phenomenon under investigation and lead to “a full and thorough knowledge of the particular” (Stake, 2000, p.3). To detect the developments, two in-depth, open-ended interviews were conducted on different timescales over a period of 20 weeks. By comparing the two sets of data collected, the qualitative analysis reveals changes in their autonomous learning. Instead of using limited online materials, they became a critical, competent user of multiple online sources. Additionally, the learning tasks fostered an interdependent and social dimension in their autonomous learning. By the end of this research study, they were also found to be more capable of regulating their self-directed study. The results yielded by the study suggested that the notion of learner autonomy is fluid and dynamic. They also provided empirical evidence to support the argument that autonomous learning is by no means guideless and teacher-less learning, suggesting that apart from psychological factors of individuals, environmental factors, such as guidance from the teacher and learning task design, play a critical role in the formation of different dimensions of learner autonomy. The presentation concludes with pedagogical implications for classroom practice.
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    Repository for the nuclear medicine educators
    (2023-06-24) Vyas, Madhusudan; Unitec, Te Pūkenga
    Common challenges with an educators for contents preparation Objective of the project Aim of the current presentation Educators repository Time line for the respository To which categories can I submit resources in the educators' repository? Is there any specific guideline for each categories to assure quality of the resources submitted to repository? Highlight the each listed categories prerequisite standards? What is the workflow for the repository of resources? What are the initial challenges with the repository of resources? Does copyright declaration is mandatory for repository of resources? Does repository of resources is only accessible for SNMMI members? Conclusion