Browsing by Author "Priestley R"

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    Engaging new Antarctic learners and ambassadors through flexible learning, open education and immersive video lectures
    (Cambridge University Press, 2019-12-11) Priestley R; Dohaney J; Atkins C; Salmon R; Robinson K
    In April 2017, Victoria University of Wellington launched ICE101X - Antarctica: From Geology to Human History - on the global edX platform. This Massive Open Online Course, or MOOC, attracted 5735 learners from around the world, who engaged with content about Antarctic science, history, geology, and culture, primarily through video lectures filmed in Antarctica. Analysis of feedback from learners in three iterations of the course, offered between 2015 and 2017 and culminating in ICE101X, revealed that learners enjoyed the immersive Antarctic field lectures and learning through a diverse set of disciplinary lenses, had some preconceptions about Antarctica that were challenged by the course content, and completed the course with a new sense of interest in and protection of Antarctica.
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    Recognising and valuing Māori innovation in the high-tech sector: a capacity approach
    (Taylor and Francis Group on behalf of the Royal Society of New Zealand, 2019-10-06) Ruckstuhl K; Haar J; Hudson M; Amoamo M; Waiti J; Ruwhiu D; Daellenbach U; Priestley R
    This paper explores what it takes to develop a common language and shared sense of purpose between Māori and the high-tech science sector. Robotics and automation, 3-D printing, sensors, and digital technologies are shaping New Zealand’s economy in fundamental ways. If, as envisioned under New Zealand’s Vision Mātauranga policy, Māori contribution to economic growth through distinctive Indigenous innovation is to be recognised and valued, then how this happens in these frontier science domains requires investigation. Findings are presented from the first phase of a longitudinal study of one National Science Challenge: Science for Technological Innovation (SfTI)–Kia Kotahi Mai, Te Ao Pūtaiao me te Ao Hangarau. Collecting a variety of data from science, business and Māori participants, the findings suggest that while there is enabling macro policy, organisational and science team human and relational capacities require recalibrating. The authors outline a model of how this can be done through a focus on mātauranga (knowledge), tikanga (practice) and kaupapa (focus areas) and how SfTI is reshaping its organisational practice to align to this model. The research also identifies the important role of the science intermediary as crucial to this alignment within teams.
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    The impact of individualised funding on the wellbeing of mothers raising an autistic child in Aotearoa New Zealand
    (Aotearoa New Zealand Association of Social Workers, 24/09/2022) Priestley R; Yeung P; Cooper L
    INTRODUCTION: How best to support the wellbeing of mothers raising autistic children is an emerging issue of importance due to the growth in autism diagnoses. While the move to individualised funding has been seen to promote autonomy for disabled people and their family to make decisions about services to meet their needs, it has also received criticisms, leading to inequitable processes and outcomes. The purpose of this research was to explore how individualised funding has impacted on mothers raising autistic children and their wellbeing. METHODS: A qualitative approach, combining semi-structured interviews and the theoretical underpinning of social constructionism, was used to interview seven mothers in 2020 to discuss their experiences of raising an autistic children and how individualised funding has impacted on them. Thematic analysis was used to analyse the data collected. FINDINGS: Key findings indicated that caring for an autistic child has an ongoing negative impact on mothers’ overall wellbeing and the individualised funding did not seem to ease the stresses of caring. CONCLUSION: Mothers raising an autistic child in Aotearoa New Zealand face complex funding systems, which are difficult to navigate. Individualisation of disability funding frameworks continues to create barriers and negatively impact the wellbeing of mothers. Wellbeing requires the funding support to see the family as a unit of care instead of the individualisation of a child’s needs. Results of this study urge practitioners and policymakers to support parents raising an autistic child in a more flexible and holistic way to meet the unique circumstances of a family.