nzca.org

Name:                      Sandy Barnett

Organisation:          Manukau Institute of Technology

E-mail Address:      sandy.barnett@manukau.ac.nz

Communities of practice are important vehicles for knowledge management, knowledge sharing and knowledge creation (Nonaka, 1994; Polanyi, 1957). Because communities of practice are such a powerful tool for collective learning, and the virtual environment for such communities has many advantages in overcoming the limitations of time and space, the factors motivating initial participation in virtual communities of practice and online sharing and creation, using social media are an important area of study.

For a community to grow and flourish there must  active participation of members in various activities such as  posting questions on online community boards, engaging in live chats, participating in synchronous online and video conferencing discussion sessions, and providing asynchronous answers and feedback in discussion threads (Ardichvili, Page, & Wentling, 2003; Hayes & Walsham, 2000). Also members should be visiting the VCOP Web site, using online search tools or posting questions when they search for advice or information(Cross, Bogatti, & Parker, 2001).

This study reviews the literature on why members join such communities and the conditions that encourage participation.

Name:                    Rose Chapman

E-mail Address:     RChapman@northtec.ac.nz

While most larger well-established tertiary institutions have reliable, robust and consistent
standards and protocols for assessment writing, this is not so often the case for institutions whose staff lack the necessary experience and resources in the field of assessment writing to meet stringent external moderation standards. Regardless of prescription content, common issues and problems exist that can be addressed by applying commonsense communication strategies to the process of assessment design.

This interactive workshop is aimed at those tutors and education professionals who might benefit from identifying and discussing key assessment design issues; guidelines and strategies for effective assessment design will be suggested, with opportunity for further discussion and development.

Issues to be discussed include:

• Language and structure of assessment material
  
• Matching assessment content to prescription outcomes
  
• Determining performance standards and assessment criteria
  
• Weightings
  
• Moderation
  

Guidelines and strategies will be suggested for:

• Developing a matrix or assessment grid
  
• Assessment material design protocols
  
• Appropriate language and layout for assessment tasks
  
• Writing assessment rubrics / assessment criteria
  
• Preparing material for pre- and post-moderation
  

Name:                    Jill Clark; Leta Roache

Organisation:        Whitireia New Zealand

E-mail Address:     Jill.Clark@whitireia.ac.nz; Leta.Roache@whitireia.ac.nz

Gen Y, those born between 1979 and 1995, make up 22% of the New Zealand population and are the fastest growing segment of the workforce. Many are currently in our tertiary classrooms. Gen Y is the first generation to grow up in a world dominated by technology and defined by ‘connexity’, the importance of being connected through mobile technology and social networks. Their communication styles have been forged through Facebook and Twitter; they prefer to communicate with 140 characters or less, they have little patience with long winded memos and reports and they are used to instant everything. These characteristics mean that they enter tertiary communication courses with different learning styles and needs and different expectations of teaching and learning that challenge traditional methods of teaching communication.

This paper will outline the communication characteristics of Gen Y and propose strategies to engage them in communication studies that will prepare them for a work environment that will, in the next ten years, include five diverse generations.

[Gen Y; communication; education]

Name:                     Josephine Ellis

Organisation:         AUT University
 
Address:                School of Communication Studies,
                               AUT University
                               Private Bag 92006                                                 
                               Wellesley Mail Centre, 
                               Auckland.

E-mail Address:      Josephine.ellis@aut.ac.nz


The teaching – research nexus is a puzzle with no clear solution; the increased demand for research outputs from those whose hours of the week are largely driven by classroom demands has placed escalating pressure on many teachers. How to find space in that week for research is an issue that is only going to grow as all organisations delivering degree programmes will in the coming years be expected to have larger numbers of “research active” staff. If the teaching and research can be linked more closely, this could have the double benefit of maximising effort and enhancing motivation of those whose primary commitment may be to teaching.

 My own research journey has been driven by questions arising pragmatically from a specific classroom challenge in Writing and Applied Communication classes: how to engage students more effectively using technology as a genuinely effective tool, not as a superficial “down with the Luddites” add-on. The journey spans time and space, across the centuries from Brueghel to the blogosphere, via Berlin (all will be explained).  The presentation will map how my own classroom experience has driven enquiry leading to empirical research studies which have resulted in five published journal articles plus assorted conference presentations. The analysis of this map will be used as a means of reflection on how others might develop a line of teaching-driven research enquiry in a way that will meet more of the organisational demands, but perhaps more importantly will benefit us by way of personal and professional development, and the students who are our raison d’être. 

Name:                     Josephine Ellis

Organisation:         AUT University
 
Address:                School of Communication Studies,
                               AUT University
                               Private Bag 92006                                                 
                               Wellesley Mail Centre, 
                               Auckland.

E-mail Address:      Josephine.ellis@aut.ac.nz

Peer feedback as an adjunct to teacher feedback is a long-standing staple of writing classes, traditionally done by either oral feedback or pen-on-paper. The arrival of on-line educational environments such as Blackboard® or Moodle® offered teachers a range of bright shiny toys to add sparkle to their classroom strategies. In the early days of these platforms making available discussion boards, wikis, blogs and other on-line temptations, it seemed that one’s pedagogy must be seen to be up-to-speed technologically or risk the perception of chisel-on-rock status.

This paper reports on a study which attempts to measure the quantitative and qualitative differences between peer feedback given in parallel writing classes using an on-line Blackboard®  closed blog , and a face-to-face on-paper environment. The feedback responses were coded using a modified Faigley & Witte taxonomy (1981), incorporating the hedging/mitigation elements from Ferris, Pezone, Tate and Tinti (1997). Quantity and type of responses differed significantly in many ways such as surface proof-reading type feedback and macro-structure comments, however the most striking differences were in the levels of affirmation and mitigation attached to the revision comments, plus the style and register adopted in the two different environments.

Attention must thus be paid to interpersonal issues raised by the on-line feedback process, perhaps due to the overlap of classroom technologies with social communication media such as Facebook . It is important to remember that context is a powerful influence on all aspects of the communication process; the on-line environment may shift students into a different communication mode with possible positive or negative influences. Teachers must select supportive technologies with heightened awareness of their influence beyond a mere substitution of the blogosphere for the ballpoint.

Name:                     Lara Giles

Organisation:         Eastern Institute of Technology
 
Address:                 Gloucester Street, Taradale, Hawke’s Bay

E-mail Address:      lgiles@eit.ac.nz

Metaliteracy is the convergence of a range of literacy areas such as information literacy, digital literacy, and ICT literacy.  It can be defined as the ability to determine, access, evaluate, incorporate, use, understand, produce, collaborate and share information.  In an environment of rapid technological change, metaliteracy is an essential 21st Century lifelong learning skill, allowing learners to become more self-directed.  This presentation will explore the background to the development of this concept and the progression of teaching strategies.  The Digital Information Fluency model will be discussed and the role of metaliteracy in meeting the educational delivery needs for greater flexibility in, and accessibility to, tertiary courses.  A collaborative approach to developing metaliteracy skills will be considered including the role of librarians

Name:                     Saarah Gul (Bachelor of Applied Communication Student)

Organisation:         Manukau Institute of Technology

Address:                 Gate 13
                                North Campus                                
                                Alexander Crescent,
                                Otara
                                Manukau City

An investigation of the relationship between Facebook usage and face to face social interaction amongst young people aged 13-21 years old in New Zealand
The impact of social media on teenagers is of topical interest in the popular media and in everyday conversation. While some data exists internationally, very few studies have been conducted in New Zealand in this area.

This study examines Facebook, one of the most popular social network sites among young adults in the world, and investigates whether there is a relationship between face to face social interactions amongst teenagers in New Zealand and the growing usage of Facebook as a means of social communication.  It also examines whether Facebook use affects attitudes and behaviours that influence life as a young person in New Zealand. 

Data was gathered from a web survey of teenagers in New Zealand and analysed with a focus on establishing whether a relationship exists between usage of Facebook as a means of social interaction and face to face communication in young people amongst their network of friends and acquaintances. This research identified issues relating to the way the use of Facebook by the youth of New Zealand, are impacting on face to face communication.

Facebook use initiates attitudes and behaviours that influence public life as a young person in New Zealand in both a negative and positive way recognising these effects will increase opportunities for understanding and solutions.  This research endeavours to address issues that are important to teenagers.

[Facebook, Influences, Socialisation, Communication, Youth/ Young people.]

Name:                     Jacqui Hartley-Smith

Organisation:         Eastern Institute of Technology
 
Address:                 Gloucester Street, Taradale, Hawke’s Bay

E-mail Address:     jacquih@eit.ac.nz

English historian and historical philosopher Arnold Joseph Toynbee is quoted as saying “It is a paradoxical but profoundly true and important principle of life that the most likely way to reach a goal is to be aiming not at that goal itself but at some more ambitious goal beyond it”.

Therefore, if the goal for a tertiary provider is qualification completion; would the goal beyond also be for participants to be employable at the end of their study?   

In the case of Smart Start, a programme run by EIT Hawke’s Bay in conjunction with the Ministry of Social Development (MSD), a third goal would be for participants to not only be ‘employable’, but achieve paid employment on completion of their study.

Let the landslide of convergence begin!  Putting all the parts together – WINZ beneficiaries, EIT Hawke’s Bay and local industry – is a complicated jigsaw puzzle! 

This presentation looks at the practical application of evidence based assessment with a particularly challenging client group (WINZ beneficiaries), who may enrol on a Level 1 National Certificate in Employment Skills with an acquired dependency on receiving a benefit.  Following pilot programme results, Smart Start has been further developed and expanded to incorporate a higher proportion of evidence collection opportunities to meet unit standard outcomes.   Although successful from an educational completion viewpoint, MSD have requested participants be encouraged to actively pursue paid work as a part of their study.  It is an on-going project to incorporate naturally occurring evidence to meet assessment criteria and increase participant confidence and employability. 

Participants in our third cohort are mentored to provide examples of evidence, along NZQA guidelines, from their unpaid work placements or simulated classroom situations.  Final evaluation will prove or disprove whether a change of teaching and learning criteria has improved participant employability.

Name:                     Dr. Kane Hopkins

Organisation:         Massey University
 
Address:                 Wellington

E-mail Address:     k.hopkins@massey.ac.nz 

Facebook is everywhere. The social networking site has pervaded into many areas of our
lives. Organisations have been forced to quickly adapt to this medium as a means of
communicating with their publics. In doing so, many organisations have jumped on the

Facebook bandwagon without having a clear strategic plan, specialist knowledge or resources to properly manage their page. Many communications departments created a page simply because they felt they had to, and there is evidence to show that public relations professionals need to be better informed on how to properly use this tool (Di Staso, McCorkindale & Wright, 2011).

It has been suggested that social networking sites, such as Facebook, would cause public relations practitioners to reassess how they manage and maintain relationships with their stakeholders (Christ, 2005). Organisations are using Facebook for a number of communication activities, such as product launches, media relations, branding, and even customer service. So, how’s that working out for them?

A content analysis was carried out on the Facebook pages of 16 New Zealand organisations to capture how they have been using this communication channel. Using Grunig and Hunt’s (1984) models of public relations as a framework, this paper will examine how the convergence of different communication activities is working for the organisations and their audiences.

Christ, P. (2005). Internet technologies and trends transforming public relations. Journal of
Website Promotion, 1(4), 3-14.

Di Staso, M., McCorkindale, T., & Wright, D. (2011). How public relations executives
perceive and measure the impact of social media in their organizations. Public Relations Review, 37(3), 325-328. 

Grunig, J. E., & Hunt, T. (1984). Managing public relations. New York: Reinhart and
Winston.

Name:                      Rosser Johnson

Organisation:           AUT University

Address:                  Private Bag
                                92006
                                Auckland

Email Address:       rjohnson@aut.ac.nz

Since the late 1990s, television light entertainment schedules have increasingly featured programming that focuses on food, cooking and associated ‘lifestyle choices’. Such programming typically rates highly with audiences and is very attractive to networks and producers (if only because its formulaic nature ensures production costs are relatively low).

In this context, it is possible to understand the appeal of food television using cosmopolitanism as an analytical framework. This is especially clear when the programmes are understood as a mechanism for audiences to learn about exciting, exotic and often mysterious ingredients, dishes and cooking styles. Here, food television can mediate an increasingly international world and provide viewers with a framework to integrate the ‘new’ and the ‘international’ into their everyday lives.

In New Zealand, a locally-produced food television programme – Tegel World Kitchen – explicitly mobilises a cosmopolitan aesthetic to promote its presenter, recipes and the sponsor’s product(s). The programme features a chef / presenter who travels to a new location every week and ‘learns about the culture’ through its cuisine before demonstrating her own versions of dishes ‘inspired’ by the food she has eaten. Needless to say, every week the major focus is on a chicken dish (Tegel is the main local chicken brand) and the sponsor is positioned as the agent through which such culinary cosmopolitanism develops.

This paper will outline the marketing and televisual underpinnings of such programming, with a particular focus on the aspects of cosmopolitanism deployed throughout. Specifically drawing on the Tegel World Kitchen case study, it will show how the viewer is constructed in response to a local / international tension that is mediated through and solved by the (commercial) messages within the programme.

Name:                     Manisha Jyoti (Bachelor of Applied Communication Student)

Organisation:         Manukau Institute of Technology

Address:                Gate 13
                               North Campus                                
                               Alexander Crescent,
                               Otara
                               Manukau City

The perceptions of homosexuality and homosexuals among different Christian believers have been the focus of attention recently in the wake of gay marriages being accepted by some Churches and not others. While some Churches communicate the message, whether explicit or implicit, that homosexuality is sinful and wrong, other Churches appear more tolerant. The study explores the perception of different churches and the reason for their views on homosexuality. It also aims to investigate the interpretations of homosexuality among different Christian churches. It will focus on what the New International Version (NIV) Bible states about homosexuality and how this is then interpreted by the United Church of Christ and the Pentecostal Church.  Textual analysis will be used and interpretations of the NIV will be explored.   Interviews will also be conducted with Church leaders. This study will give insights into the reasons why some churches accept homosexual behaviour and other churches are against it. 

Name:                     Susan O’Rourke

Organisation:         AUT University
 
Address:                 School of Communication Studies, AUT University,
                               City Campus, Private Bag 92006,
                               AUCKLAND 1142

E-mail Address:     jacquih@eit.ac.nz

Between 2006 – 2010, AUT was involved in a curriculum re-development exercise with the Colleges of Applied Science in the Sultanate of Oman whereby AUT’s Bachelor of Communication Studies(BCS) became an Omani Bachelor of Applied Science(BAppSci). Journalism is one of the majors in both qualifications and not surprisingly, it is an area where a significant amount of contextualisation to Omani society, changes to language, and sensitivity to cultural and social mores was required. Journalism staff, who were involved with the project, were in a unique position to comment on the process of developing teaching material for a very different culture, society and religion as they were the most exposed through newspapers to how that society presented itself and which concerns were publicly “discussable”.  All expressed doubt about the wisdom of teaching Western style journalism in Oman as the conditions of freedom of speech, democracy and critical analysis of society seemed to be absent, at least at the time (2006 – 2009) papers were being rewritten. In 2011 the Arab Spring, however, seemed to offer the possibility of change, especially to the young writers of muscatdaily.com. While journalism in other newspapers such as Times of Oman and Oman observer seemed little changed by the uprising, some young writers were presenting a very different parallel universe based on social networking and electronic media. 

Name:                 Nippy Paea (Bachelor of Applied Communication Student)

Organisation:     Manukau Institute of Technology

Address:             Gate 13
                            North Campus                                
                            Alexander Crescent,
                            Otara
                            Manukau City

The convergence of all the Auckland local body councils into the Super city has brought the challenges in engagement with Maori (Iwi) to the forefront. At the same time this has impacted on how tertiary institutes engage with Maori.

One such institution sitting in the heart of South Auckland has the following demographic: it is populated by 158 different ethnicities and has the highest Maori student population in Auckland; currently there are approximately 2400 Maori studying at this institute and approximately 158 staff members that identify as Maori; the institute is located in the Tainui Iwi catchment.   

Legislative practices make consultation and engagement with Iwi obligatory. The commonly held perception within this Institute is that the best possible practice for consultation and engagement is in place.  This study investigates this consultation and engagement process at this institution.  It aims to establish whether the existing practice of stakeholder engagement is effective in building sustainable relationships against the backdrop of the theoretical position offered by Bruce (2010) encompassing responsibility, dependency, influences, representation, proximity and policy and strategic intent for both Iwi and the Institute.

Name:                   Debbie Page, Elna Fourie
 
Organisation:       School of Media Arts; Wintec.

Address:                Private Bag
                              3036
                              Waikato Mail Centre
                              Hamilton
                              3240

Email Address:      debbie.page@wintec.ac.nz     elna.fourie@wintec.ac.nz

In the past, students in the classroom were taught using whiteboards and overhead slides.  With the pressure of responding to flexible delivery, as well as keep abreast with the convergence of communication technologies, students are now expected to be conversant with 21st century teaching tools.

As tutors of a first year communication module in Media Arts, we are increasingly concerned with students' competence with technology as it applies to their studies.  They seem to be either, very competent and knowledgeable, with well-developed skills in all areas of media technology (e.g. not just with computers, but with mobile phones and other devices), or they have few technological skills and even less interest in learning them.

While we are aware that students must use online teaching and learning platforms of MyTec and Moodle, there is an assumption that they will have the necessary skills to be able to do this when they start their studies. They also need a willingness to learn new skills (e.g. creating websites), generate content in an online platform, and be comfortable with new technologies.

The aim of our current research is to discover what technological skills students have when they start at the Waikato Institute of Technology (Wintec).  We would like to know what they have learned at school with regard to computer hardware and software, and what expectations they have regarding their use of technology at Wintec.

We think this research is worthwhile because it will identify the gaps that students and staff of Wintec need to be aware of that could be addressed in order for students to make an easy transition to study.

Name:                    Gail Pittaway

Organisation:        School of Media Arts; Wintec.

Address:                Private Bag
                               3036
                               Waikato Mail Centre
                               Hamilton
                               3240

Email Address:      gail.pittaway@wintec.ac.nz 
 
Food writing and food based media events have expanded enormously in the last five years. For decades The Edmonds Cook Book was regularly in the top 10 list of books sold each month in NZ, along with the Bible or the latest book about mountains, rugby or hunting. Now, most frequently in the Sunday Star Times’ /Booksellers’ top ten poll, the Bible has been replaced by celebrity cook books and the Edmonds Cook Book is regularly bumped off the list. Food writers are writing their autobiographies, or exotic  travel books; books based on their television series and, interestingly, a new breed of writer is exploring the food writing of a previous generation, such as in “Julie and Julia” (the book and film). What’s more, this century, television abounds with celebrity chefs spitting, chomping, or mincing their way through issues of quality and presentation. There is a whole Sky channel devoted to food. Watching Master Chef is the new spectator sport, the programme having dethroned Coronation Street from its prime place on New Zealand television.

Food writing, presenting and publishing is a fashionable business, and probably more lucrative than running a real restaurant. For every celebrity chef there is an entourage of writers, designers and producers supporting their act.

This paper will consider food writing as symptomatic of the convergence of genre, technology and culture that is a feature of this century, in particular with reference to audience theory and the political economy approach to the media.

Name:                     Nuddy Pillay

Organisation:         Manukau Institute of Technology
 
Address:                 Gate 13
                               North Campus                                
                               Alexander Crescent,
                               Otara
                               Manukau City

E-mail Address:     nuddy.pillay@manukau.ac.nz

Tertiary institutions in New Zealand are increasingly focusing on student retention and success since this is the basis on which they receive funding (see Tertiary Education Commission Report on Educational Achievement Indicators, 2010).  However, as Fraser (2001) observes, giving exclusive attention to student achievement in judging student performance can result in devaluing the human qualities that make education a worthwhile experience for students.  

Researching the learning environments that students and lecturers find themselves in is a meaningful enterprise in that it brings the human interaction which happens in learning spaces to the forefront, and in some ways shifts the focus away from student achievement per se.  Tertiary institutions in New Zealand are shifting from a heavily face to face delivery model to using a combination of web-supported and face to face learning environments in delivering courses and programmes of study.    

Some institutions are doing this as a part of the overall strategic planning process; however, researching the perceptions of students on the impact of this change in delivery has generally not been a significant part of this process.  The perceptions of these stakeholders, who are at the chalk face - metaphorically speaking - cannot be ignored.  This study explores the perceptions of students on the impact of the blended learning environment on their learning. It reports on student views based on their responses to an adapted Web Based Learning Environment Instrument  (WEBLEI) administered at three tertiary institutions in New Zealand.

Name:                     Hamish Robertson (1,2) 
                                Postgraduate Student and Research Officer
 
                                Dr. Tuly Rosenfeld (1)
                                MBBS, FRACP, Conjoint Associate Professor 
                                Dr. Joanne Travaglia (1),                                 
                                PhD, Senior Lecturer

Organisation:          (1) Faculty of Medicine, University of NSW,                                
                                 (2) Neuroscience Research Australia
 
Address:                  Hamish Robertson, Ageing Research Centre,
                                Neuroscience Research Australia
                                Barker Street
                                Randwick NSW 2031
                                AUSTRALIA


E-mail Address:      h.robertson@neura.edu.au

Two important characteristics of contemporary societies are population ageing and increasing socio-cultural diversity. Both of these have major implications for communications theory and practice. Past communications theory has often supported ideas of cultural homogeneity and the nation state. However in a globalising world these traditional assumptions are both increasingly dated and a source of potential problems in communication encounters in critical areas such as health and emergency services. In addition, most developed countries’ populations are ageing at a significant rate. Population ageing is associated with a variety of neurodegenerative diseases and conditions, many of which have major implications for communications practice including chronic pain, cognitive decline, Alzheimer’s Disease and stroke-related impairments.

In this paper we draw on our experiences in clinical medicine, health care services, ageing research and diversity management in the health sector to illustrate the implications of these two characteristics for future communications theory and practice. Health care and associated emergency services are key fields for better understanding and addressing how population diversity, population ageing and age-related diseases and disorders such as dementia will interact in communicative encounters. 

Population ageing in Australia will not peak until the middle of this century. In addition, linguistic and cultural diversity are closely associated with the ageing of immigrant communities, especially the early post-war immigrants who are now aged in their 70’s and 80’s. A consequence of these factors is that opportunities for major communication errors in key areas such as health care are growing rapidly.  Combine these scenarios with factors such as disability and dementia and it is clear that communication theory and practice are in for a period where ageing and diversity will need to be a major focus for work in the field. 

Name:                     Arjan van der Boon

Organisation:         Manukau Institute of Technology
 
Address:                 Gate 13
                               North Campus                                
                               Alexander Crescent,
                               Otara
                               Manukau City

E-mail Address:     arjan.vanderboon@manukau.ac.nz 

The project compares online tutorials for distance learning students with independent self-
directed work accompanied by live in-class tutorials and live phone calls. The study evaluates and assesses differences, advantages and disadvantages of each learning environment, to provide insights into optimising the learning environment for distance students.

 The objective of the research is to assess through student feedback and evaluation whether online tutorials
noticeably assist students with learning, and help them achieve better results.

The research found that students who are used to in-class learning and international students participate much more happily and effectively in distance courses, if interaction with the lecturer is made available – either through live in-class or online tutorials.

Name:                   Una Wildon

Organisation:        Manukau Institute of Technology

Address:                Gate 13
                               North Campus                                
                               Alexander Crescent,
                               Otara
                               Manukau City   

The teaching of writing to students from diverse linguistic backgrounds in a tertiary context poses some challenges. Three challenges will be addressed in this presentation.  The first challenge is assessing students’ work. The teacher faces a conflict between the urge to simply proofread and edit students’ work – this is less time consuming and ensures better pass rates- and the desire that students learn to write better as a result of the teacher providing adequate constructive feedback – this is often perceived of as more time consuming and not necessarily guaranteeing better pass rates.

 The second challenge is dealing with the frustration of giving feedback time and time again on the same errors students make.  The third challenge is confronting the commonly held perception of students that the end product they crafted and the grade they obtained for it are far more important than the process of learning and the feedback they received during the writing process. This presentation outlines a teaching approach used to address these challenges.  Samples of students’ writing will be presented and examples of teacher feedback will be discussed. The objective of this exercise will be to illustrate how by converging teaching and assessment, the outcome of most students becoming independent learners who apply the knowledge they gained from the writing assessments they completed, was achieved.