Date Published: Various
The report identified and described how:
- Information and communication technologies, software simulations and digital training packages are currently used within the industry training sector in New Zealand.
- Information and communication technologies, software simulations and digital training packages are currently used within the vocational sector globally.
- The industry training sector can be informed of, and implement efficiently, the most appropriate blend of e-Learning activities for their individual organisation.
Author(s): John Clayton & Richard Elliott and Leah Wood & Doug Pouwhare
Date Published: October 2007Released on Education Counts: 16 November 2009
Author(s): L. Ward, B. Weston and T. Bowker
Date Published: March 2007
The report provides a framework of the diverse e-Learner profiles found throughout the tertiary sector, taking into account:
- Learning orientations (learning styles).
- Readiness for e-Learning, and;
- Experience of and attitudes to e-Learning.
Author(s): Lynn M Jeffrey, Clare Atkins, Axel Laurs, Samuel Mann
Date Published: October 2006Released on Education Counts: 16 November 2009
E-Learning Maturity Model (Version Two) - New Zealand Tertiary Institution e-Learning Capability: Informing and Guiding e-Learning Architectural Change and Development
This research report commissioned by the Ministry and undertaken by Victoria University of Wellington and e-Learnz Inc is a follow up to the one above. It builds on the first report above by taking the ideas of process capability maturity and using them as a foundation for a form of benchmarking. This is explicitly intended to improve the quality of e-Learning for the benefit of students, staff and institutions.
This further iteration of the model is based on software process maturity models that have been found effective in supporting the transfer of good practice between projects (Herbsleb et al. 1994; Lawlis et al. 1995) and in answering the questions (SECAT 1998):
- Is the organisation successful at learning from past mistakes?
- Is it clear that the organisation is spending limited resources effectively?
- Does everyone agree which problems within the organisation are the highest priorities?
- Does the organisation have a clear picture of how it will improve its processes?
Author(s): Dr. Stephen Marshall
Date Published: July 2006Released on Education Counts: 16 November 2009
Creating digital age learners through school ICT projects: What can the Tech Angels project teach us?This article surveys recent work on school ICT projects. It looks at the ideas that are informing this work and surveys some of the strategies being used in the drive to turn schools into “ICT-rich learning environments”. In order to illustrate how these ideas play out in “real-world” situations, the article also profiles one New Zealand school-based ICT initiative as a case study—the Tech Angels project at Wellington Girls’ College, focussing in particular on how this school’s experiences can help other schools considering setting up similar programmes.
Author(s): Rachel Bolstad and Jane Gilbert, New Zealand Council for Educational Research
Date Published: 2006
Both areas (policy and accessibility) included Australia, Canada, the UK, EU states, federal and state policy in the USA, and the more developed Asian nations. It also considered trans-national organisations as part of the context of policy formation e.g. the Commonwealth of Learning and UNESCO.
Author(s): Dr Bill Anderson (Project Director), Dr Mark Brown, Fiona Murray, Dr Mary Simpson, Mandia Mentis
Date Published: September 2006Released on Education Counts: 16 November 2009
Approaches and implications of e-learning adoption on academic staff efficacy and working practice: a comparative studyThis report was commissioned by the Ministry and undertaken by the Universal College of Learning in collaboration with Otago Polytechnic. It examined the multiplicity of staff development (SD) being offered in the polytechnic, university and college of education sectors. It used case study research methodology. It not only examined the current status of SD for e-learning across the tertiary sector, but also other factors impacting on staff experiences with e-learning.
Author(s): Bronwyn Hegarty, Merrolee Penman, Cheryl Brown, Beverley Gower, Oriel Kelly, Dawn Coburn, Grant Sherson and Gordon Suddaby
Date Published: September 2005Released on Education Counts: 16 November 2009
An investigation into factors that influence New Zealand Polytechnic/Institute of Technology tutors' uptake of e-learning, with particular reference to early and later adopters and resistersThis report was commissioned by the Ministry and undertaken by the Waikato Institute of Technology. It investigated the factors that lead New Zealand polytechnic and institutes of technology tutors to adopt or resist the incorporation of e-learning approaches into their teaching practices. It utilised case studies, focus group interviews, and national surveys in order to establish these factors and included consideration of perspectives from both tutors and organisational management. In terms of the tutors it focused on four main groups: early adopters, later adopters, intending adopters, and resisters.
Author(s): David Mitchell, John Clayton, Beverley Gower, Hugh Barr, Stephen Bright
Date Published: August 2005Released on Education Counts: 16 November 2009
Measuring the worth of eLearner Support Systems: Developing a possible benchmarking method for evaluation effectivenessThis report was commissioned by the Ministry and undertaken by the Aotearoa Tertiary Students’ Association. It tested a survey-based method for assessing learner perceptions of the effectiveness of e-Learning support systems.
The report also surveyed the beliefs of e-Learning professional staff (tutors and support personnel) about the effectiveness of those systems. The findings of the two surveys were tested for any correlation between the learners’ judgments and staff assessments.
Author(s): Jane Renwick & Stephen Owen
Date Published: May 2005Released on Education Counts: 16 November 2009
Determination of New Zealand Tertiary Institution e-Learning Capability: An Application of an e-Learning Maturity Model (eMM)This research report was commissioned by the Ministry and undertaken by Victoria University of Wellington and e-Learnz Inc. It outlines the key findings from a detailed e-Learning capability determination exercise with a number of New Zealand Tertiary Education Organisations. It assessed their strategic and operational capability for delivering and maintaining e-Learning in an educationally and organisationally effective manner.
This page contains the executive summary. For the full report and Versions 2.1, 2.2. and 2.3 please visit the website.
Author(s): Dr Stephen Marshall
Date Published: March 2005Released on Education Counts: 16 November 2009
Kaupapa Ara Whakawhiti Mātauranga (KAWM) encompassed a number of school improvement initiatives and aimed to:
• improve student achievement;
• improve school performance;
• strengthen school and community relationships;
• upgrade school ICT infrastructure; and
• improve teachers' professional capability through ICT.
Author(s): Pauline Waiti
Date Published: 2005
Category: Māori & English Medium
Date Published: Various
The Role and Potential of ICT in Early Childhood Education: A Review of New Zealand and International LiteratureThis review synthesises recent literature about ICT use in early childhood education (ECE). It looks at the role and potential of ICT to support teaching and learning, professional development, sector capability, administration, infrastructure, and information management and communication.
Author(s): Rachel Bolstad, New Zealand Council for Educational Research.
Date Published: November 2004
An Evaluation of Arts Professional Development Online in Support of the Arts in the New Zealand CurriculumArts Professional Development Online' commenced nationally during 2001 to support the implementation of 'Arts in the New Zealand Curriculum', targeted specifically at rural and isolated schools. This report details the outcome of an evaluation of this professional development that was carried out late 2002.
Author(s): Rosemary Hipkins with Ed Strafford, Roberta Tiatia and Fiona Beals
Date Published: June 2003
Since 1999, the Ministry of Education has provided funding for clusters of schools to develop three year ICT professional development programmes for their teachers. 23 clusters were initially approved in 1999. This evaluation of the initial clusters between 1999 and 2001 focused on:
- assessing the ingredients for successful cluster models of ICT teacher professional development;
- the effects of the professional development on classroom teaching and student learning;
- wider school effects of the professional development such as planning and administration.
Author(s): Vince Ham, with Alison Gilmore, Annelise Kachelhoffer, Donna Morrow, Peter Moeau and Derek Wenmoth
Date Published: 2002
Author(s): Vince Ham and Derek Wenmoth
Date Published: 2002
Author(s): John Codd, Mark Brown, John Clark, Jan McPherson, Helen O'Neill, John O'Neill, Hine Waitere-Ang and Nick Zepke
Date Published: 2002
Author(s): Jacqui Kerslake
Date Published: October 2001
A Review of the Literature on Computer-Assisted Learning, Particularly Integrated Learning Systems, and Outcomes with Respect to Literacy and NumeracyThis report reviews the literature on computer-assisted learning, particularly its effects on learning outcomes. The evidence regarding the use of computer-assisted learning in literacy and numeracy is assessed, as well as the use of integrated learning systems. The report then looks at evidence from research studies on the value of computer-assisted learning including SuccessMaker. Pre-conditions for effective computer-assisted learning are also examined.
Author(s): Judy M Parr, Irene Fung
Date Published: November 2000
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