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**Kia ora, and welcome to the Living Curriculum wiki.**

 * You are invited to contribute to this wiki. Just click the edit button and feel free to add links, photos, etc.**


 * The purpose of the wiki is to collaboratively explore the concepts, principles and terminology that drives the Living Curriculum strategy. Each of the __ GREEN __ headings below is drawn from the 'Evidence Template for The Tick' for the Living Curriculum.**

**Living Curriculum **
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The Living Curriculum is not a new idea, and the New Zealand Ministry of Education regards the national curriculum for schools as a Living Curriculum. See here for the links: []

There are lots of perspectives on the Living Curriculum. This short blog post by Pete Reilly asks some thought provoking questions. Click here to view: []

If you have not already taken a look at How People Learn, we suggest you do. I particularly recommend Chapter 2. How Novices Differ from Experts. Check out the whole book here. []

David Squires, has written on the Balanced Curriculum, and many of his ideas are complimentary to the Living Curriculum. You can find out more about his book here. []

L. Dee Fink has designed a method for creating courses to ensure a Living Curriculum. You can read more about his approach here. []

Complex Conversations:
**Te Noho Kotahitanga:**


 * Curiosity and inquiry in education **

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Stimulation/engagement in education
"Broadly speaking, powerful, personalised teaching and learning happen within the school culture, which is framed and supported by structures, and is ably led. Culture, structure and leadership are the navigational tools for creating powerful, personalised teaching and learning." [|See the video]

Practice-focused conversations
Relevant links on the Teaching & Learning Community at Unitec Ning: Unitec and Practice Based Learning

PBL has been around a while and there is a whole website and organisation devoted to it. [] You will find resources and support materials for teachers and learners. In New Zealand, the New Zealand Association of Cooperative Education ([|NZACE]) fosters practice based learning in tertiary education. The website has links to the Asia Pacific Journal of Cooperative Education. There you will find articles of where practice based learning is integrated into a range of disciplines.

In 2009 Unitec staff participated in a large research study on Work Integrated Learning in New Zealand. http://akoaotearoa.ac.nz/community/cooperative-education-work-integrated-learning/resources/links/recent-research-work-integr

Unitec staff have undertaken a project to look at the benefits of practice based learning and portfolio assessment. You can watch the video here. @http://www.dailymotion.com/video/xd26u8_assessment-of-industry-based-learni_lifestyle

Educating students "for work, in work, through work”
Relevant links on the Teaching & Learning Community at Unitec Ning: Knowledge does not eliminate skill. This blog posting examines the application of knowledge in practical situations As we commence the Living Curriculum it is a good time to consider what students really need for a career...

Socially constructed conversations
Minds on Fire: John Seely Brown []

Self efficacy in education
Perceived self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. Such beliefs produce these diverse effects through four major processes. They include cognitive, motivational, affective and selection processes.

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Working Toward Student Self-Direction and Personal Efficacy as Educational Goals an article;
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A powerpoint exploring self efficiacy in community colleges. [|daley.ccc.edu/.../Self%20Efficacy%20for%20Education-Retention%20Day.pdf]

Collaboration in education
The collaborative classroom might look very different from the traditional classroom space.

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 * Resourceful learners **

Relevant links to our Teaching & Learning Community at Unitec Ning: Fostering independent learners

For an educator to promote autonomy within his or her students requires an understanding of initiative, resourcefulness, and persistence and methods of development. It is suggested that promoting autonomous learning (i.e., the exhibition of initiative, resourcefulness, and persistence) will develop learner autonomy because of the valued outcomes that will follow, i.e., autonomy will not only enhance students’ formal educational experience, but will provide them with the psychological undergirding essential for lifelong learning. The purpose of this thesis is twofold: to clarify the conative factors associated with autonomous learning and to suggest ways in which an educator can promote the development of autonomy within students.

** [|http://www.uiowa.edu/~grpproc/crisp/crisp.5.19.htm] **

Resilient learners
//Resilience// //Resilience refers to the ability to overcome adversity and obstacles. Resilient learners are able// //to persist with problems and have a higher tolerance for not knowing.// //The greatest inhibitor to learning is the fear that we will be exposed as inadequate. Rather than// //risking exposure many people give up, switch off, feign illness, dumb themselves down and try// //to become as invisible as possible.// //Learning is an emotional experience. We can no longer afford to see “ welfare” and “curriculum”// //as separate entities. We need to integrate what we know about supporting students emotionally// //with how we help them to learn.// //Furthermore, learning is not just an emotional experience for students- it is a risky undertaking.// //What is at stake, is their acceptance by their peers. The power of conformity and the strength of// //the desire to fit in ( at almost any cost) during childhood and adolescence means that many// //young people choose peer acceptance over educational success. Therefore, schools need to// //create a peer culture that has a positive attitude towards learning.//
 * From Surviving to Thriving- Creating Resilient Learners**
 * Andrew Fuller**

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Relevant links to our Teaching & Learning Community at Unitec Ning: Six Technology Implementation Principles Do you want your students to be better online researchers? Transforming higher education through technology enhanced learning The Amazing Web2.0 Projects Book Enhancing teaching and learning with information and communication technology Here are 8 significant developments in social media to watch out for Worried about web2.0?? Blended learning from a teacher's perspective

**Research informed teaching **
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Discipline based education
Queen's University exploration of discipline based education []

Interdisciplinary education
Interdisciplinary Education for a Complex world. This is the book []

Literacies for life-long learning
Relevant links from the Teaching & Learning Community at Unitec Ning Academic Literacies: Five steps for integrating new teaching and learning strategies  Academic Literacies: Strategies to strengthen reading comprehension  Scaffolding through translation: The barriers of academic language

 TEC stress in their statement of intent that Improve literacy language and numeracy skills outcomes from level one to three study". (TEC. p. 17**)**

Literacy and Numeracy for Adults is a key organisation in developing resources and support for literacy education. []

The Literacy and Numeracy for Adults Assessment Tool is an online adaptive tool designed to provide robust and reliable information on the reading, writing and numeracy skills of adults. The assessment tool will inform the development of learning interventions that strengthen literacy and numeracy skills. The assessment tool will also allow learners to track their progress over time and enable educators and organisations to report on the progress made by groups or cohorts of learners. In summary the tool will provide: To find out more check out the link below.
 * reading, writing and numeracy assessments linked to the learning progressions
 * thousands of assessment questions, using New Zealand adult contexts
 * adaptive (where the computer alters the difficulty of questions in response to the learner’s answer) and non-adaptive assessments (online and printed)
 * reporting for learners, educators, organisations and the TEC
 * a reliable infrastructure built and tested to IT industry standards.

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The Ministry of Education commissioned Massey University researchers to conduct further analysis of the 1996 International Adult Literacy Survey (IALS) data to determine whether certain demographic factors predict or are associated with low levels of literacy. This research provides a greater understanding of New Zealanders affected by literacy problems.

The Summary Report "Reading Between the Lines" can be accessed from the link below. <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">**[]**

Embedded assessment

 * What is "embedded assessment"?**

"Embedded assessment" is an assessment process that involves using the regular work that students produce in their classes as the material that is assessed or evaluated. The student work may be a final research paper, a set of questions "embedded" in a final exam, a lab project, or anything that the professor would regularly use to evaluate the students in the class. One of the advantages of this type of assessment is that the students do not know that their efforts are being used for assessment and therefore do not have any additional pressure or effort required of them. The work they produce is more indicative of their normal work rather than being something produced just for assessment purposes. So, for example, one might assess the general education competencies of students when they reach the junior or senior year and are in the major by selecting specific assignments in specific courses and sending them to a team of faculty to evaluate. []

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">A teacher at St Johns University writes about embedded assessment and what it means for teachers. []

==**<span style="background-color: #ffffff; color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt; vertical-align: baseline;">Active and responsive interaction with industry, professional and community groups shapes content, curricula and delivery modes **==

Relevant links to our Teaching & Learning Community at Unitec Ning: Evaluating learning and teaching Peer observation of teaching is a great way to get feedback and keep our teaching practice 'active and responsive' Designing your own student evaluation. Because students are key stakeholders whose needs we must respond to as teachers.