Tuesday, August 23, 2011

Cpit output 2011 - day 2

Due to meeting commitments, unable to get to the morning sessions, which were mainly from the School of Design and Broadcasting. There was also a book launch from a project involving students who had come to NZ as refugees. The book published their stories.

Attended the afternoon sessions as I was scheduled to present in the last session. So, first up, Daphne Robson and Dave Kennedy ' enhanced peer instruction on tablet pcs (another presentaion on setup)". A good interactive session, using the tablet PCs to provide examples of how they use tablets to help students learn maths. Students learn in pairs, so improved peer learning occurred as a consequence of the need to share the tablets! Advantages as from student feedback included viewing, discussing and receiving feedback about answers, easier or faster to learn or suited learning style, more interactive (info from poster presentation), fun, interesting and enjoyable.

Next up, Diane McCarthy on 'getting into actor network theory research' provided an overview of the  concepts of actor network (Latour) theory and it's application  to educational research. Actants like technology allow actors (humans) to interact, communicate, solve problems etc. often through 'networks'. All of these are fluid and are not bounded by distance, size, hierarchy etc. and cannot really be studied separately.

Amitrajit Sarkar presented on relationship between text action conceptions of programming: A phenomenographic and quantitative perspective - with researchers also from Finland, Turkey and Auckland. Discussed whether students have to understand syntax and compilers before they can write procedures. Need to try to understand how students learn how to programme as high attrition and non-completion rate with computing students. Learning about a hierarchy in how students learn programme may assist. Phenomenology can be a qualitative way to understand how people learn - focusing on phenomenon of relationship between actor and object. Student approaches indicate understandings as based on  text, action or models. however, the study has found there is perhaps not a hierarchy, so students do not necessarily have to learn syntax before understanding action and models.

My presentation on the final findings of the first year apprentices project was well recieved with good feedback on relevant conferences to disseminate the information. Important for the findings to go out to employer groups, industry forums, ITO conferences and trade journals, rather than as scholarly writing in research journals. Something to work on : )