2017 Learning Enhancement Grant Recipients

Congratulations to the following project teams who have been awarded a grant in the 2017 round. The projects will be undertaken in 2018.


Enhancing Multiple Choice Tests with Industry Standard Psychometric Analysis

This project will develop a prototype software that allows administrators of MCQ tests an opportunity to identify items that violate psychometric test industry norms for good item characteristics (i.e. too hard, too easy, negative discrimination).

Project team: Gavin Brown (lead) and Paul Denny

Preparing students for success in MATHS 108

MATHS 108 is a requirement for many programmes and majors at the University and all students enrolled in the course are required to complete an online diagnostic quiz. This project will build interactive resources to be embedded in the quiz which promote mastery of skills prior to the course.

Project team: Padraic Bartlett (lead), Garry Nathan and Julie De Saedeleer

Scanning the Past

The project will grow the University’s expertise in the 3D scanning and viewing of physical objects to enrich the educational experience. In this case study, virtual representations of ancient Egyptian artefacts will be used in classes in Anthropology, Classics and Ancient History.

Project team: Jennifer Hellum (lead), Rebecca Phillipps, Joshua Emmitt and Louise Furey

Virtual Reality for Marine Science Teaching and Schools Outreach

The nature of Virtual Reality provides new possibilities for outreach and for enriching teaching and learning experiences. Experiencing the Leigh Discovery Centre is vital in this discipline to recruiting students into undergraduate programmes.

Project team: John Montgomery (lead), Rochelle Constantine, Lucy van Oosterom, Brendon Dunphy, Tony Hickey, Tim Haggitt and Claire Sinnema, in partnership with James Frankham (NZ Geographic / NZ VR Project)

Developing a word-based ethnic preference Implicit Association Test (IAT) for use in teaching and research

This project will investigate and develop the classroom use of the Implicit Association Test (IAT), a tool used to assess implicit bias. Participants are asked to rapidly sort written stimuli and attributes into groups. The focus of this IAT is understanding implicit biases in ethnic preferences regarding Māori and NZ Europeans, in line with University goals and priorities in relation to the Treaty of Waitangi and equity.

Project team: Donna Cormack and Ricci Harris (leads), Elana Curtis, Rhys Jones, Cameron Lacey and James Stanley (Otago)

Classroom Strategy Game: Māori-Pākehā relationships before the Treaty

This prototype board game has gone through initial game-testing and has signalled promise in terms of pedagogical approach and its potential as a classroom-based learning activity. In this case study, participants reconceptualise colonisation and transfer this learning into their studies, and potentially into their future teaching roles. Specific feedback recommended te reo Māori and English language versions of the game be developed and this project will allow small-scale production and further development.

Project team: Ruth Lemon (lead) and Alison Jones (content expert)

Promoting Teaching Excellence and Global Citizenship within the Context of Aotearoa

This project is is focused on academic and professional staff development within Māori and Pacific cultural spaces, recognising that building students’ cultural connections to the University must also stem from staff commitment to such objectives.

Project team: David Mayeda (lead), Hinekura Lisa Smith and Catherine Dunphy

WhaiTake : anchoring Māori values and purpose in Humanities and the Arts in a rapidly changing teaching environment

This project involves students in the development of classroom practices which anchor specific Māori values such as manaakitanga, whanaungatanga and mana. The goal here is to give these concepts practical meaning and effect.

Project team: Aroha Harris (lead), Ngarino Elils and Hirini Kaa