College Coursework
Primary Health Care Curriculum: A Case of Practical Work at a TVET College View Digital Media
Paper Presentation in a Themed Session Safura Meeran
With the advent of COVID-19 and trying to survive to prevent the spread of this disease, the Primary Health Care sector has come into the spotlight. Primary Health Care (PHC) is a programme offered by the Technical Vocational Education and Training (TVET) sector. Currently, many graduates still struggle to find occupation in PHC. This prompted the researchers to explore students' experiences in the vocational subjects of Primary Health Care at a TVET college in order to understand why there were limited employment in the field of PHC for graduates at this college. A The study uses Sen’s (1980, 1999) Critical Capabilities Approach (CCA) which focuses on working opportunities, skills, and intervention. The case study research design was used in this study, which was based on the qualitative approach. 30 students in their third- and fourth-year level were purposively sampled. To capture the participants' experiences on the relevance of vocational subjects at a TVET college, semi-structured, and focus group interviews were conducted. Findings indicate that programme is more academically inclined rather than being vocational, students need for practical work was ignored and there was a lack of resources to cater for vocational activities. The implication for this study is to highlight the plight of the PHC students in order to improve the offerings of the programme. Future research endeavours include exploring the actual practical experience students derive from the PHC programme.
Making (Miniature) Real: Allowing Tertiary Students of Diverse Cultural Backgrounds to Make a Physical Model Assignment as a Form of Learning and Accomplishment View Digital Media
Paper Presentation in a Themed Session Julian James Rennie
The year 2023 was post-COVID-19, but it was when educators were having to consider the impact of Artificial Intelligence (AI) within the tertiary education system. Set in New Zealand (NZ), and within an Architectural Technology course of first year Interior Designers that contained a cohort of Chinese, French, Indonesian, Iranian, Italian, Korean, Māori, New Zealand European (Pakeha), and Tongan students. This paper sets out a new assignment which abandoned the previous essay writing task. Learning methods within the burgeoning current AI world revolution should continue to encourage individual authorship, offering fair formative and summative outcomes based on real-world learning. This paper sets out a new assignment related to the construction of a scale model of a partial Bathroom Interior, complete with scale-modelled timber framing. Each student was allowed to design (and construct) their bathroom interior, whilst the framed-up back face of the 3D model was the assessed component. Light-timber framing is the NZ standard construction type. This hands-on method seemed to transform the assignment for all participants from a chore to an enjoyment. During the period of model making, each student could, (if they chose to), bring in their partially completed model for verbal feedback before the final hand-in. For the tutor, these models provided rich material for each student’s formative and summative assessments. This paper unpacks this hands-on learning method, referencing known pedagogy texts to ground this as a valid way of providing an experiential way of real-world learning for Interior Design students of diverse backgrounds.
Exploring Challenges in Engineering Estimation Problem Solving in an Open-ended Learning Environment
Paper Presentation in a Themed Session Ulfa Haneef Khwaja
In engineering practice, estimation plays a crucial role, leading to the development of the Modelling Based Estimation Learning Environment (MEttLE). MEttLE is a technology-enhanced open-ended learning platform designed to assist undergraduate learners in tackling intricate engineering estimation problems. It incorporates various scaffolding features such as simulators, hints, an information center, expert guidance, question prompts, and problem mapping to aid learners throughout the modeling and estimation process. However, the complexity inherent in ill-structured problems, such as estimation, combined with the openness of the OELE's design, presents numerous challenges for novice undergraduate learners interacting with the TEL environment. This study delves into understanding the specific challenges encountered by learners when solving estimation problems within the MEttLE environment. Through analysis of students' screen recordings and stimulated recall interviews, we uncovered various challenges associated with the estimation process and the OELE design. Estimation-related challenges revolve around fundamental tasks such as hypothesis formation, discerning relationships between critical parameters, and contextualizing models, all integral to successful problem-solving in estimation tasks. Similarly, challenges related to the OELE include interpreting data provided by its features, understanding the central focus of the simulator, and promoting reflective thinking throughout the problem-solving process. Collaboration is a common practice in engineering problem-solving and is valued in addressing ill-structured problems. It enables learners to find effective problem solutions while working in OELEs. Given the challenges learners face in mastering estimation complexities and the demands posed by the OELE, investigating the role of collaboration in estimation problem-solving within OELEs is crucial.
Interdisciplinary Interdialogues in the Research Training of Psychology Initiatives: Legal Psychology, Community Social Psychology and Neurosciences for Undergraduate Research Training
Paper Presentation in a Themed Session Daniel Bonilla Montenegro, Jorge Moreno, Luisa Fernanda Pardo Parra
This paper presents a localized experience in the field of formative research from the efforts of different workshops in the field of psychology; accordingly, the relevance of research workshops in the development of research and training skills in different lines of action such as neurosciences, legal psychology and community social psychology is presented. Likewise, work strategies are presented by both workshops that have had adequate effects in the development of competencies and skills. On the other hand, the effort to link the research methodologies of the mentioned fields in order to build meeting points and facilitate the relationship between disciplinary subjects and research in psychology is presented. To this end, some efforts developed by the participants and the team of professors on the possible links in theory, research and practice are presented based on ludic and creative elements related to the use of social networks and other platforms such as the development of podcasts in the framework of the Neun and Atarraya seedbed. Finally, a series of discussions and conclusions are made about the disciplinary work from different perspectives and contributing to undergraduate training and prioritizing formative research.
