Celebrating 30 years of distance teaching at the University of Otago
About the symposiums
2016 is the University of Otago’s 30th anniversary of distance teaching. To celebrate this special occasion, the University is hosting four symposiums for its staff, students, and the public. In these symposiums, there will be a keynote address, paper presentations, workshops, posters, and panel discussions, focusing on distance pedagogies, technologies, and learner support. Speakers and presenters are New Zealand and overseas researchers, practitioners, and administrators. An exhibition of Otago’s distance teaching and learning will be held concurrently in the same venues.
Dunedin campus – November 3-4, 2016
Christchurch campus – November 7, 2016
Wellington campus- November 9, 2016
Auckland Student Centre – November 11, 2016
Call for abstracts
If you are interested in presenting at one or more of these symposiums, an abstract of your presentation of up to 500 words should be emailed to Fiona Stuart (email@example.com) by May 16. In your submission please indicate the type of submission (paper or poster), whether it is a full paper (up to 5,000 words, due August 15, 2016) or a verbal presentation, and whether you would like your paper peer-reviewed. All full papers will be published in a quality assured eBook and a print-based book.
Workshops will provide professional development opportunities for people involved in distance learning. If you would like to convene a workshop on one of our key themes; distance pedagogy, technologies, learning support, please contact the programme and organising chair, Professor Kwok-Wing Lai (firstname.lastname@example.org) or Dr Sarah Stein (email@example.com), Director, Distance Learning.
Our next FLANZ Conversation is scheduled for Wednesday 15 June at 12.30 pm (NZST) with Dianne Forbes from the University of Waikato. Dianne was a keynote speaker at our recent DEANZ16 conference.
Dianne will briefly share some stories from 15 years as a teacher educator and researcher inspired by The University of Waikato’s Bachelor of Teaching, Mixed Media Presentation (MMP). She will talk about challenges and highlights for students and communities, and share reflections on how teaching online has enabled her to work flexibly around family, research, administration and service responsibilities. Then the meeting will be open to participants to ask questions and share their own stories of blended learning. You are invited to email Dianne questions in advance firstname.lastname@example.org
Register, and join in.
To join in the conversation fill in this form by midday Friday 10 June, expressing your wish to participate in the FLANZ Conversation with Dianne Forbes. You will then be sent the Zoom online meeting address, plus instructions about joining a Zoom meeting.
The 2016 scenario guide to effective tertiary education in New Zealand project provides a system-wide view of what tertiary education might look like in New Zealand in 2016. Funded by Ako Aotearoa and led by DEANZ. From this project, a web-resource has been developed that describes a series of four possible scenarios for the tertiary education sector in the future.
Led by the Distance Education Association of New Zealand (DEANZ), this Collaborative Project has created the first future-focussed sector-wide set of scenarios about what effective tertiary education might look like in Aotearoa-New Zealand in 2016.
To develop these scenarios the project team interviewed 16 leaders in tertiary education using the JISC scenario building strategies, and gathered input from the broader tertiary education sector.
This work was presented at the New Zealand Tertiary Education Summits in November 2011 and April 2012 and also reviewed by the Tertiary eLearning Reference Group. The prototype web-resource was released at the DEANZ 2012 conference.
This web-resource has been designed to assist tertiary education managers and leaders to plan future organisational and programme development.
The web-resource aims to facilitate ongoing conversations about the scenarios and emerging practice.