Academic work & resources: 

IMPORTANT NOTICE-Licences: All the academic work on this site is share and share alike. You must acknowledge/credit the author when using his work. Under no circumstances may the work or any part thereof be used for commercial purposes. You are not allowed to publish this work or any part of it in any form! The work is registered under a Creative Commons Attribution - Non Commercial  -Share alike 4.0 International Licence

Author: William N. Van Zyl 

 

PEER TO PEER COLLABORATION, OPENNESS, NEOLIBERALISM & PEER LEARNING 

Credit background image: ©Taken from Kooroshication's account via Flickr https://www.flickr.com/photos/kooroshication 

Openness and Student Centered Learning (SCL): An Exploration of Peer Learning (PL) and prosumer innovation in the knowledge economy.         

 

Essay by W N Van Zyl (2014)   


Imagine yourself behind a conveyor belt with an air powered tool in your hand assembling vehicles for Toyota in a factory in Japan. I am sure that after several years working for the company, you would appreciate if your employer would ask you, “How could we improve this assembly line?”, and “What are your ideas around changing the way we assemble here?”, and “I want you to collaborate with the other workers and come up with some innovative ideas to improve or change the way we do things here?”. These are just the type of questions the world out there is asking the worldwide community (internet users)....

Download the file below to read more. 

Image: "Workers on the first moving assembly line put together magnetos and flywheels for 1913 Ford autos".  Highland Park, Michigan. Credit: Commons Wikimedia. Uploaded form: https://upload.wikimedia.org/wikipedia/commons/2/29/Ford_assembly_line_-_1913.jpg

 

 

Education and Development: Alternatives to Neoliberalism, a new paradigm, exploring Radical Openness and the role of the Commons and the P2P Foundation as an alternative discourse to ‘creative’ and ‘innovative’ modernization.

 By William Van Zyl (2014) 

Abstract:                                                                  

 The theory about “modernisation” and the concept of “development education” has moved over the past decades from Neoliberalism to a future digital paradigm. With the advent of logarithmic development in the digital environment over the past 20 to 30 years the concept and emerging theories about development education requires a more robust assessment and exploration. The definition and the very nature of modernization, as well as the possibilities of modernisation theory, in relation to the knowledge economy will be discussed by drawing on the concepts of the four elements by David Suzuki (Environmentalist). Market fundamentalism is probably one of the biggest impediments of modernisation and social reform. For many years, during the past decades, this thinking was introduced and used to bring about cultural, social, economic and political change in many developing countries with the focus on markets and market reform. Neoliberalism is now seen by many as an effort to promote personal and corporate gain in the industrial world as we know it today. Collaboration, the freedom to contextualise, and ‘free’ and ‘open’ education have moved to the forefront to promote change. It has been argued by some that Neoliberalism is promoting self-interest, expanding individual property rights, promoting rigorous market exchange, and building global free trade. This view has been rigorously debated and contested by many different leaders, researchers, academia, and students as resources and education have become more open and the threat to the biosphere is identified.

 

This essay will explore the new paradigm of Openness and Digital Futures and the possible role it could play in Future Global Education Development and Modernization of the economies around the globe. This Commons, the Creative Commons (intellectual property rights) and the P2P Foundation (Peer-to-Peer) is a force to be reckoned with and the possibilities of this discourse, as an alternative discourse to neoliberalism has already impacted development in a profound way. It is this digital framework of collaboration (P2P), and the work of the Commons as tools for modernisation, and the knowledge economy that will be discussed. The possible creative and innovative actions to promote global development education and modernization, harnessing the digital revolution of the knowledge economy, and the development of global citizenship will be explored as a practical and new paradigm.

To read more download the file below.

 

 

PEER-TO-PEER (P2P), PEER ASSISTED LEARNING (PAL), AND PEER LEARNING (PL)

Credit background image: Martin Grandjean.Graph representing the metadata of thousands of archive documents, documenting the social network of hundreds of League of Nations personals. Published in: Grandjean, Martin (2014). "La connaissance est un réseau". Les Cahiers du Numérique 10 (3): 37-54. About: http://www.martingrandjean.ch/archive-reseau-visualisation-donnes-sciences-humaines/

 

Introduction: 

Greenwood & Delquadri (1995) argues that the most effective peer assisted learning methods are those that systematically train students in their teaching roles and then monitors the ongoing accuracy and effectiveness in their implementation. Unfortunately the time constraints on assistance, training, and monitoring of student’s performance and their effective collaboration and learning, are sometimes lacking. Hence, in the next table is more comprehensive summary of the disadvantages of PAL (Topping, K., & Ehly, S., 1998). To read more download the pdf file below...

 

  

CREATIVITY-GIFTED & TALENTED

Credit background image: Taken from flickt.com. Created by Libby Levi for opensource.com. https://www.flickr.com/photos/opensourceway/4639590640 

 

ESSAY: The Creativity Debate: Talent or Practice – What Matters More? Are schools killing creativity, and what can I do to as a high school teacher in New Zealand to enhance creativity in my own practice as a Design and Visual Communication teacher?

By William Van Zyl

"Every day millions upon millions of children and students attend schools and educational centers all over the world. They go to school with expectations to learn something new, to get a new experience and most of all to express and celebrate their own uniqueness. What are their teachers thinking about their creativity? On the creativity continuum, there are two extremes “he or she is born creative, gifted and talented” on the one end, and on the other end is “he or she has been exposed and trained by very smart parents and teachers...” Download the pdf file to read more!  

Gifted and talented students grinding acorns with a stone. Credit image: Uploaded by Joshua Tree National Park (flickr.com) on July 2,2015 

How to make acorn flour... it is reported to have a 'gingerbread flavour' 

 

DESIGN BRIEF: SUSTAINABLE AZTEC TURTLE HOUSE DESIGN (DESIGN AND VISUAL COMMUNICATION, FOR15 & 16-YEAR-OLD STUDENTS )

Turtle artwork. Credit: Sam Levine 2006 (uploaded form flickr.com)

 "Sustainable Aztec Turtle House Design Brief". Architectural brief for Design and Visual Communication students. Specifically for secondary school students (15 years of age):  * This paper is linked to 'ESSAY:The Creativity Debate...' academic  paper shown just above this paper and contains practical resources that are available to teachers. 


By William Van Zyl (2016)

 

Video Tutorial: This is a tutorial created by W van Zyl to illustrate a possible solution to the Aztec Sustainable Turtle Home design brief. It provides students and teachers with some of the basics principles and ideas to solve the brief. It contains freehand sketches and illustrations which inform sustainable architectural principles, biomimetics, Aztec culture, and more. This tutorial endeavours to start students off within a collaborative and peer learning environment (group work).

Summary taken from the YouTube channel of William for this design brief-Sustainable Turtle House design brief-within an AZTEC context (design and Visual Communication):

Published on May 9, 2016

Design and Visual Communication tutorial. Architectural design brief for 15-year-old secondary school students. The tutorial explores a possible solution to a sustainable turtle house brief (Aztec context). Students to work together collaboratively in their groups.
Situation: "You are a turtle living in South America (Mexico City today), around the 1500's (Aztec civilisation). You are a member of a turtle family and every day you swim with your family at the lake. The Aztec city is called Tenochtitlan and it is built on stilts in the lake Texcoco". 

Brief: " Design a Sustainable Aztec Turtle House for the turtle family of 4. The turtle home should accommodate you and your family. Consider sustainable architectural concepts (e.g. passive solar principles, etc.), biomimetics (ask nature how), and Aztec culture. Think like a turtle, but design like a human". 
*This design brief links to an academic paper: ESSAY: The Creativity Debate: Talent or Practice – What Matters More?
Are schools killing creativity..." & Design brief: "Sustainable Aztec Turtle House Design Brief with a possible solution." 
Resources available at:
http://williamvanzyl.com/ (academic work)
https://wvanzylacademic.atavist.com/

Tutorial contains freehand sketches to illustrate a possible solution to the design brief, and to start students off. Credit: W van Zyl

 

BIOGRAPHICAL CASE STUDY: ASSESSING THE LIFE OF BILL GATES AS A CREATIVE, GIFTED AND TALENTED PERSON    

By William Van Zyl (2016) 

This case study assesses, analyses, and discusses the successful life of the entrepreneur Bill Gates (Founder of Microsoft software) as an intelligent, gifted and talented person. The work of Simonton (2000), Sternberg (2006), Renzulli (1986) Csikszentmihalyi (1999a), on talented and gifted persons, shows that Bill Gates fits into three of the four categories outlined by Riley et al. (2004) Ministry of Education (New Zealand), namely...  Read more-download the pdf file below.

Bill & Melinda Gates (June 2009). Credit: https://en.wikipedia.org/wiki/Bill_Gates   

 

MORE OF THE SAME RESOURCES ON THIS PAGE WHICH INCLUDES ADDITIONAL IMAGES, VIDEO CLIPS, LINKS, ETC., CAN BE VIEWED AT WVANZYLACADEMIC.ATAVIST.COM     


 

 

TECHNOLOGY EDUCATION

Credit background image: pixabay.com (free images). 

POSITION PAPER:LEARNING AND CURRICULUM IN TECHNOLOGY EDUCATION.

By W van Zyl 

INTRODUCTION:

 In this position paper, I will look at some of the important issues regarding the theorising of knowledge, concepts of knowledge, knowledge differentiation and the New Zealand Technology Curriculum. I will explore some ideas related to situated cognition and the construction of knowledge. I will then move on and focus on some issues related to the generality of learning and the context -dependency of learning.  In the fourth place, we will look at curriculum theory in relation to developing Technology Curricula. Lastly, we will explore the implications for Technology education in New Zealand based on different global Technology Curricula perspectives. I will use my own experience as a Technology teacher (Design and Visual Communication-secondary school) to evaluate and critique curriculum matters as I interpret them. 

 

 

Position paper: 'Issues in Technology Education'

By William Van Zyl

In this position paper, I will look at some of the important issues and research regarding school and teacher development, implementation of Technology Education, and the assessment of Technology Education. I will use my own experience as a Technology teacher (Design and Visual Communication) to interpret, evaluate, and critique the research and issues in a New Zealand education context.   

 

 

ENVIRONMENTAL EDUCATION & EDUCATION FOR SUSTAINABILITY 

Credit background image: pixabay.com. No attribution.

 

ESSAY: CURRENT TRENDS AND ISSUES IN ENVIRONMENTAL EDUCATION (EE) AND EDUCATION FOR SUSTAINABILITY (EFS)

By William Van Zyl

In this essay, I will begin by giving a brief overview of EE and EFS over the past 30 years. This essay will then focus on the recent trends in the world regarding EE (Environmental Education) and EfS (Education for Sustainability) and the role of education in this process. Towards the end, I will look at some of the trends in the New Zealand education system and reflect on the “bigger picture” of EE and EfS globally.... To read more download the file below.   


 

REPORT: LEAKY HOMES IN NEW ZEALAND AND THE ISSUES RELATED TO ILLNESS AND DISEASE CAUSED BY FUNGI GROWTH (FROM AN ENVIRONMENTAL EDUCATION, EDUCATION FOR THE ENVIRONMENT, AND SUSTAINABLE ARCHITECTURE PERSPECTIVE). 

By Wiliam Van Zyl

Introduction: This report is about the issues of excess damp in buildings (water vapour) and its relationship with illness and diseases caused by mould and fungi growth in New Zealand homes. I will look at the health issues which water vapour causes on the interior of dwellings (“Leaky homes”).  The focus will then move briefly to the waterproofing of earth buildings and natural sustainable building materials. The newly completed “Living Room”(sustainable classroom) from Hukanui primary school in Hamilton (New Zealand) will be used as an example of good building practice and good choice of sustainable building materials. In the report, I will also touch very briefly on the building code for earth buildings in NZ, regarding waterproofing and moisture content in the walls. Environmental action will be taken to make builders, council staff, architects, schools and the community in general aware of the health dangers of mould and fungi. With this action, I will also make them aware of good choices regarding quality sustainable building material, economic, political and social considerations regarding the “leaky home” issue and the solution to it. Possible lessons and approaches for teachers regarding environmental matters....Download the file below to read more.           

 

SUSTAINABLE ARCHITECTURE: DESIGN AND VISUAL COMMUNICATION

Credit background: Marti Bodek. Be'er Ganim Synagogue early sketches. File:Bodek Architects Synagogue  sketches. Wikipedia. Created: 21 March 2015. https://en.wikipedia.org/wiki/Moti_Bodek#/media/File:Bodek_Architects_Synagogue_sketches.jpg

DESIGN BRIEF: UNIQUE SUSTAINABLE BACH (NCEA LEVEL 3, NEW ZEALAND)

SITUATION:

 You are privileged to design and build your own unique bach.  You are in a situation where you have the freedom to choose any location in the world. The only restrictions you are facing are the specifications given (room sizes). To design your own unique bach is the challenge you are facing.  Use this freedom to investigate, to do research, and to discuss the many possibilities with your friends in class or others. Remember to document these conversations (short form).

BRIEF:  

 Design your own unique bach located anywhere in the world.  *Ensure you illustrate, document and explain all the different stages of your design.

KEYWORDS:

Unique, bach, sustainability, biomimetics design era, artistic; scientific; economic; engineering, ideation; exhibition, display, generate design ideas, ideation

Credit cover image: 

Credit image on cover page: UNIQUE BACH: Image uploaded by tpsdave

DAVID MARK  •  AGE 64  •  MARYVILLE, TENNESSEE/UNITED STATES  •  MEMBER NOV. 4, 2012 

 https://pixabay.com/en/glass-house-windows-architecture-76934/

DESIGN BRIEF: UNIQUE SUSTAINABLE BACH (NCEA LEVEL 3, NEW ZEALAND)-Download (PDF)