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NZ e-Learning pedagogy: What does a New Zealand student in 2014 look like?

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Started by Nathaniel Louwrens 27 Aug 2014 1:37pm () Replies (7)

There have been some conversations in Enabling e-Learning recently that have brought up the topic of teaching practices and what is required in the 21st century. There are, understandably a range of opinions on this.

Over the next few weeks it might be interesting to have a discussion focusing on a New Zealand e-Learning pedagogy. These will focus on:

  1. What does a New Zealand student in 2014 look like?

  2. What does a New Zealand teacher in 2014 and beyond need to look like?

  3. Can we develop an e-Learning pedagogy or a list of teaching practices that are specific to teaching in New Zealand’s multi-cultural, ever-changing society in 2014 and beyond?

 


In this first discussion the focus is on the student.

Many of us know what the research/experts say, so… From your own observations:

  • What does a New Zealand student in 2014 look like?

  • What do they want from school?

  • What do they actually need from school?

If you can, include examples/stories from your experiences.


Here’s a short video clip to start your thinking:

 

  • Are New Zealand students the same? Different? In what ways?

There are also a range of resources about pedagogy and future-focused learning available on the Enabling e-Learning website.

Replies

  • LEAST (View all users posts) 31 Aug 2014 3:53pm ()

    Megan i am in agreement that the parent, student relationship brings challenges to self monitoring and the ability to collaborate with others in learning tasks. Especially in those tasks which require organistion of resources or planning.

    I am supporting a class of year 6-8 students that I have introduced a self monitored, independantly paced taskboard to. Continued monitoring of task completion is advisable however the ability of students to learn alongside their peers at varied times has encouraged peer collaboration quickly. The students have identified the champions among them and gravitate toward those figures for support when i am conferencing with a group or individual. I have found that like most learning tasks this also requires further differentiation for some to manage effectively.

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