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Reconceptualising Learning and Teaching for the 21st Century Learner - CAME a case study

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David Clarke
Nick Marsden
Vickel Narayan
Lecturer, Curriculum Leader, CAME
Academic Advisor (Literacies)
Academic Advisor (eLearning and Learning Technologies)
Faculty of Transport and Built Environment
Te Puna Ako : Centre for Teaching and Learning Innovation
Te Puna Ako : Centre for Teaching and Learning Innovation
Unitec New Zealand
Unitec New Zealand
Unitec New Zealand

Workshop Outline

9 - 9:40
Introduction (David + Nick + Vickel)
I'll make you into a Camera Man
  • The design
    • Programme
You will be match fit!
  • Why Blog
  • Data from action research
9.40 - 10:20
CAME in action (David)
  • What learning and teaching in CAME looks like
  • Examples of staff/student work
10:00 - 10:20
Discussion UCOL staff:
  • Issues and barriers
  • Similarities between your course and CAME
  • What support is needed and what would be the best way to provide this?
10:20 - 10:40
10:40 - 11:40
Pedagogy and Technology (Vickel + Nick)
I am only going to say this once!

  • Pedagogical underpinning
    • Social constructivist
    • Authentic learning
  • Framework/Model
  • Use of technology
    • Google (YouTube/Picasa/Google Docs/Blogger)
    • Moodle
    • Flip Camera
    • Netbooks/laptop (Wifi/Camera)
  • Pedagogy - Graduation
11:40 - 12:20
Resources, Discussion, Assessment and Management
  • Can this approach be adapted to suit your course?
  • What issues and barriers do you envisage will hinder your progress?
  • What will help you overcome these issues and barriers?
  • What support and development is needed?
12:20 - 1:15
1:15 - 3:30
CAME for UCOL (Adapting the CAME for your course)

This time in the session will be used to give the attendees space to brainstorm ideas on how the CAME approach
could be adapted for their own course(s).


Using the framework (PAH - 3 Phase scaffold model and the planning sheet), design a learning activity for your course.

  • Outline your teaching philosophy - How do you teach?
    • How is it different (if it is) when compared with the CAME approach?
  • Explain your role and the learners role in the activity designed.
  • What tools and technologies will be used and why.
    • outline the purpose
  • Outline the assessment for this activity.
    • What opportunities are there for
      • (i) feedback
      • (ii)conversation with student(s)
      • (iii) and when may these opportunities arise?
  • Present back to the attendees
    • Constructive peer feedback is encouraged
    • Discussion/Questions/Answers

Feedback from the attendees