18/01/2013 A pedagogical understanding of wnanga as a model of - PDF document

18/01/2013 A pedagogical understanding of wānanga as a model of learning withinWintec: How wānanga is used as a model of learning under Wintec’s Blended Learning Strategy. CONTENT  Description of Research Project W Ā NANGA  Blended Learning Strategy Definition & Models of Learning O MUA, O NĀIANEI , A NGĀ RĀ WHAKAHEKE … YESTERDAY, TODAY AND TOMORROW …. Framework Nā Tania Oxenham, Wintec  Historical Context  Wānanga Today  Māori Pedagogy  Example of Wānanga in Today’s Context RESEARCH PROJECT BLENDED LEARNING DEFINITION…  Purpose: To inform staff of Wānanga in historical and contemporary Blending traditional strategies with evolving technologies in a way that contexts towards understanding how it can be used under the Blended promotes and develops transferrable skills and knowledges Learning Strategy – Models of Learning These blended approaches can aid: These blended approaches can aid:  Process: Kaupapa Māori Research (KMR) process Effective communication Cost and time optimisation  Led by Oracles / Expert Interviewees (kaumātua) Working collaboratively and Travel / distance issues  Method: Secondary sources were primary while Oracles / Expert flexibly Increased resources Information seeking Economy of space Interviews served to contextualise wānanga for today Reflective practice and self Increased enrolments  Interview 2 was carried out as a wānanga – modelled responsibility Organisational reach (locally, globally) Deeper value and sharing of  Data: From Secondary sources & transcribed Interviews / Wānanga diversity  Findings: Presented in a PowerPoint  From Secondary Sources & Oracles / Expert Interviews MODELS OF LEARNING FRAMEWORK WHAT IS WĀNANGA? FIXED & FLEXI SPACE, PLACE, TIME (SPT) Workshops and Tutorials E Learning & M Learning Lecture Fixed Space & Time Fixed & Flexi SPT Fixed & Flexi SPT PowerPoint Moodle Lecture Capture Video Mobile phones PowerPoint Specialist Technologies Internet Video Web 2.0 Wānanga Work-based Learning Project & Inquiry-based Learning Fixed & Flexi SPT Flexi SPT Flexi SPT Video, Online, Moodle Moodle Classroom, Mobile phone s Internet Marae, Web 2.0 Technologies Self-directed 1

18/01/2013 HISTORICAL WĀNANGA HISTORICAL WĀNANGA (ORACLE 1, INTERVIEW 27 JULY 2012) Tīmatanga o te Ao Te Ao Tūroa  A space, place or time of learning  E rua ngā momo wānanga: He iwi anō me ōna tohunga Beginning of Time Present Day and teaching (practice): 2 types of wānanga: me tōna whare wānanga Kotahi te kī Mahamaha ngā kōrero  Ko te tīmatanga o te ao One thing is spoken A lot is spoken me ana whakahaere  Most wānanga were iwi - 1st Wānanga: from Kotahi te whakaaro Mahamaha ngā centric and had their own beginning times Thought is activated whakaaro experts and their own  Ko te ao tūroa There are lots of thoughts 2nd Wānanga of today reasons for running a Ka mōhio ki te tīmatanga Kaua e haere ki te ao wānanga o te ao , ka mōhio hoki ki tūroa rapurapu noa – kei Smith, P. S. (1913). The lore of the whare- wānanga. Written He oranga kei roto  However, it was not down by H.T. Whatahoro from the teachings of Te Mātorohanga te ao tūroa te raru tonu and Nepia Pohuhu, priests of the Whare- wānanga of the East unheard of for groups to Thought begins to develop, still You can’t just go to this i ngā mea e rua Coast, New Zealand. New Plymouth, NZ: Dominion Museum. connected to it’s begining wānanga without being break away and run their There is life emanating connected to the other own (e.g whānau, hapū) from both ... He wana, he tika, he Nā te tangata kei te pono whati In this wānanga learning is Here, man will either do it right excited, it travels right and true and true or he will bend it wrong … EXAMPLES OF WHARE WĀNANGA HISTORICAL WĀNANGA  A place, space or time of learning …he whare nō ngā taitamariki e  “In some cases the whare wānanga and teaching: whakaarotia ana e ngā iwi nōna was but a name and a system; no aua tamariki, e tika ana, e kakama special house bore the name, and  That benefited the ana ngā mahara, e ū ana hoki ngā the knowledge pertaining to it might space place whakaaro ki te mea I whakaua atu be taught in the open air or in any individual and the ai ki te ako. house set apart for the purpose” wider community (p.374). time Smith, P. S. (1913). The lore of the whare- wānanga. Written down by H.T. Whatahoro from the teachings of Te Mātorohanga  Learning was not limited to a  Where specialised arts and Nepia Pohuhu, priests of the Whare- wānanga of the East timeframe, it could go on all night Coast, New Zealand. New Plymouth, NZ: Dominion Museum. and knowledges were without rest ... learnt and taught Best, E. (1934). The Māori as he was: A brief account of Māori life as it was in Pre-European days. 2nd ed. Wellington, NZ: Dominion Museum. EXAMPLES OF WHARE WĀNANGA HISTORICAL WĀNANGA (LEARNING HOUSES) (ORACLE 2, INTERVIEW 23 AUG 2012)  I ngā wā o mua:  I ngā wā o mua:  Some old whare wānanga rebuilt e.g. Ra-wheoro at Uawa (Takitimu) In times past: In times past: space place  Ka whiriwhiri te tohunga, te  Nā te tohunga, te hapū, i āta hapū, te rangatira ko wai ngā tītiro, i āta whakaaro mō te tauira tamaiti me tona ara pai Miringa te Kakara - Tainui Whare Wānanga Erected approx. 1865 at request of Chieftainess Ngāharakeke; burnt down in 1983. However, original wānanga are cited as time  I t was the tohunga, hapū,  Tohunga and hapū would place dating as far back as far as 1682, 1788, 1887 (renovations). rangatira who chose only those students into the disciplinary areas students who were bright and able according to their observed and to retain information felt natural and learnt aptitudes and abilities Best, E. (1934). The Māori as he was: A brief account of Māori life as it was in Pre-European days. 2nd ed. Wellington, NZ: Dominion Museum. 2

18/01/2013 CULTURAL LOCATEDNESS ATTENDEES (ORACLE 2, INTERVIEW 23 AUG 2012)  I ngēnei rā:  I ngēnei rā:  Those chosen by their iwi or hapū In times past: These days: (from ages 4 - 10 approx.)  Pēnei ki … Miringa te Kakara … he  Kua puare ngā tatau ki ngā tō pito  Those that showed that they were rīpeka te āhua o te whare. E whā ngā katoa o te ao ... Hainamana mai, gifted kuaha; he mea mai te rāwhiti , mai te Pākehā mai, Māori mai.  Those that could retain or tonga, te hauauru, taitokerau. Mena nō remember knowledge through te tonga koe, me kuhu koe ki te whare  The doors of ‘wānanga’ are open to all recitation wānanga mā te kuaha o te tonga. peoples of the world ... Chinese, Pākehā, Māori  Those that showed aptitude  Like ... Miringa te Kakara ... Whose towards specialised areas shape was like a cross. It had four doors  Both sexes (separate schools) facing east, west, north, south. You would enter the door according to whether you were from the north, south, etc. WHY WERE WĀNANGA IMPORTANT? WHAT WAS TAUGHT?  To aid in the retention of traditional knowledge passed down  To equip the whānau, hapū, iwi with practical skills Kauwae Kauwae Runga Raro  To uphold the mana of the whānau, hapū, iwi  To provide skills and labour for the economy (Things Celestial) (Things Terrestial)  To ensure survivability of the whānau, hapū, iwi, culture & practices  To encourage enlightenment, creativity, potentiality, new Smith, P. S. (1913). The lore of the whare- wānanga. Written down by H.T. Whatahoro from the teachings of Te Mātorohanga and Nepia Pohuhu, priests of the Whare - wānanga knowledge of the East Coast, New Zealand. New Plymouth, NZ: Dominion Museum. WHAT WAS TAUGHT? WĀNANGA TODAY @ WINTEC  Astrology  Stone Masonary  Covered in this section:  Cosmology  Carving  Underpinning values and practices  Biology (land and sea)  Carpentry  Wintec’s use of Wānanga  Genealogy  Music  Essentials and negotiables  Medicine  Monotheism / Polytheism (co-existing beliefs)  Māori Pedagogy  Midwifery  Tool making  Tattooing  Weaving  Marine Technology  The Arcane (mysterious, secret)  Navigation  Herbology 3