aluesbeliefs peop right ands riabout what isabout whple have apng and what is mosttat is most important in lifent in lifeanimportaimpo in lif ,ch control their behaviourily/moral/traditional values

ition of value noun (IMPORTANCE) from the Cambridge Advanceder’s Dictionary)

les or standards of be-ent of what is important ze their parents’ rules and

val-uenoun

7. something (as acally valuable or destead of human va

- Merriam-Webster

value un

7. the social principles, goaccepted by an individual, class

Webster's New World College Dictionary CopyrCleveland, Ohio. Used by arrangement with Joandards of be-

is important rents’ rules and

valuesaccepted by p

the beliefs people have about wwrong and what is most impo

and wrong and what is most important in life, which control their behaviourfamily/moral/traditional valuesaluesfamily/moral/traditional vaamily/moral/tra

C b idightightE) f hs rii(D fi i i f l (IMPORTANCEabout what isb t h t iD fi i i f l (Iabout whb t habout whaabout whaabout whabout whaa

•2 (values)fof behaviobmportaimim

rents’ rulpaxford Dictiona- Ox-uettal-vaananananaa

7. something (as a principle or qualityintrinsically valuable or desirable <soughtrial values instead of human values — W. HJones>

- Merriam-Webster

valuenoun

7. the social principlesheld or accepted by an indiv

ll rld College Dictionary l-uel ueio. Used by arrangemel-uel-uevaluesthe beliefs people have about what is rights standardsstandards ooand wrong and what is mostndandaimportant ardsards of ofin lifef hf h, which controh t ih t i imimmportmportonf wf w impi(Definition of value noun (IMPORTANCE) from the Cambridge Ad d L ’ Di ti )h ih i

inciples or standardsone’s judgement of what isin life:they internalize their

and values

val uenoun

7. something (as avala principlelue lue

or quality)intrinsically valuable or desirable <sought matenounnoun -rial values instead of human values — W. H.M iM i

unJones>

- Merriam-Webster

value noun

7. the social principles7. th7. th se sociale socialheld or accepted by an individual, class, society, etc.

d bdWebster's New World College Dictionary C llaccepted by paccepted by pInc., Cleveland, Ohio. Used by arrangemevaluevalue

valuesDictionarDictionar

the beliefs people have about what is rightand wrong and what is most important invaluvalu ch control theiruesues behaviourfamily/moral/traditional values

finition of value noun (IMPORTANCE) from the Cambridge ss oror standardsstandardse e e s peop e ave a o w a s goror standardsstandardsstandardsardsa sanced Learnss oror stanstanand wrong and whaand wrong and wha oroor o stanastanan

ent ofent oofofofoff wf wf wf w swhat iswhat is oowhat iswhat iswhat is what isne’s judgement of what is(Definition of value noun(Definition of value noun

lifze thze thzezezeze heir parentheir parenth ih ih ih id valuesze thze thimpompoimmmmmpompoimpimpimpim

noun

7. something (as as rules as rules aprinciplendnd or q7. s7. sintrinsically valuable or desirable <sought matellllval-ueval-ue -rial values instead of human values —callycallyval ueval ueJones>nounnoun

- Merriam-Webvvr7 thi7 thi

vvvalue ment of whment of whhey inhey in

7. the social principlesintrinintrinrial varial va gnounous cnounouoalues instealues instenouounouo tandardsnnble or desirabble or desirabnnnnad of human vaad of human vannnn

held or accepted by an individual, class, society, etc.a va es s ea o aa va ues stead o

Jones>Jones>valuevalue Webster's New World College Dictionary Copyright © 2010 by Wiley Publishing,M i W b tM i W b t

nounnounInc., Cleveland, Ohio. Used by arrangement with John Wiley & Sons, Inc. Merriam Websterm Webster

AKORANGAs what is most

l their be

p KattaaAKple havhav

t is mt is me

wrong and what in l thamily/moral/traditional va

aaaAssaa

aa

EEssaaaaaaKORabout whabout wh

impoimpo

amily/moral/trara

D fi i i f l (IIabout whb t hhhabout whabout whabout whabout whORout wout wmoramo

f lf lout wout wout wout wout wout w rerdnt in lif

hing rinvaluable

in lAimiNGririnn

iiii-- GAin lifin lif

THE PERIODICAL ABOUT LEARNING AND TEACHING FROM THE HIGHER EDUCATION DEVELOPMENT CENTREISSUE 6: October 2010

ssefs people h

nd wrong and whan life hi h

ly/moral/traditio

Definition of value noun (IMPAdvanced Learner’s Dictionar

values — W. H.

da

:they internalize th

lthe beliefs people have about what is right and wrong and what is most importanin life, which control their behaviourfamily/moral/traditional values

(Definition of value noun (IMPORTANCE) from the Cambridge d Learner’s Dictionary)

e:thte:t - nouni ti tes) s principles or sta

; one’s judgement of wtant in life ze their rules and values

y ue 7 the social principles go standards

d or accepted by an individual, class, soci

Webster's New World College Dictionary Copyright © 2010 by Wileby arrangement with John Wile

valuesbeliefs people have about what is r

d wrong and what is most importin life, which control their behaviofamily/moral/traditional valuesvalue - noun

hing (as a principle or quality)able or desirable <sought mate-

es instead of human values — W. H.

ebster

l standual, class, society, etc.

© 2010 by Wiley Publiith J h Wil & S I

vues — W. Hvlueluevllue

people have about what iand wrong and what is most impoin life, which control their behavfamily/moral/traditional valuesoals oroals or standardsstandard

n of value noun (IMPORTANCE) from the Cua , c ass, soca , c ass, so

Advanced Learner’s Dictionary)i h b val

7. someintrinsiwhat is rh t irial valuwhat is rwhat is rmpormpor

Merriamehavioehavio- Merriam-

cept

Webster s New World Collegeland, Ohio. Used b

valueaccepted bylttvaluet- noun

•2 (values) sed bsed b principlesDictionary Copyright ©ry arrangement with JohJo

onary Coonary Co lriritteh Jh Jcmm sohohngemgem pwiwipy ary arrrrarra inningement with Jnpy pwpaa rit

Coonh Jmengemrray ar wi ohan nt with Jwa or WiWi standards

yey & Sons, Inc. ey & Sons, Inc.

f behaviour; one’s judgement of whi htimportant in lifebout what is rightbout what is righ

o t importantimportant :they internalize theirparents’ rules and valuesmost most important important

the bthe b

wwJJJJlue principncipvaluelnnlriria uncinciuprprv pepvan iprincipr pri

oun; on; on

7. the social principlehey internalizernaliii lnnalalcntnt izizny iy i ernernpr iteteiy internalyp rnp nt alinty i ern izy ternalrn ore their their standardheld or accepted by an individual, class, society, etc.es and valueses and values valuevaluedual,

Webster's New World College Dictionary Copyright © 2010 by Wiley Publishing, ciplecipleWebster's N lit )lit )land, Ohio. Used by arrangement with John Wiley & Sons, Inc. y ,ciplecipleInc., Clevel or quality) or quality)

athe beliefs people have about what is right JoJJJJi lland wrong and w- Merriam-Webste- Merriam-Websteiplesiple- Merri- MerrilMMeMM siippipdMdMan i, goals, oroam-Websteam-Websteam-Websteam-Webste standarstandar

i di id l li di id l l mpthe beliefsthe beliefsdsdsin lifevalvaln lifen inn vallvandivid

, which control their ue ue , whi haand wroand wrobeh ddbehand wroand wroeb rorohaa dand wnd wro wafamily/moral/traditional valuesnounnounctionary Copyright © 2010 by Wiley Publishingctionary Copyright © 2010 by Wiley Publinounnounnounnounrrangement with John Wiley & Sons Incrrangement with Joh

(Definition of value noun (IMPORTANCE) from the Cambridge 7. the social 7. the social principlesprinciplesun (IMPORTANCE) from, goals, or , goals, or ssee /m/moals, oroals, oroals, orals, or sssAdvanced Learner’s Dictionary)held or accepted byheld or accepted byaccepted byp byptptptpt

valula•2 (valu

p hpppof ronronbehavg and whag and whhananbngngbnn andnd hhand and bggbehaanng nd ha haand g

impor, which con which con/moral/tr/moral/trrents rules/moral/traditioral/traditi

n of value noun (IMPn of value nou

val-ue(Definitioefinitio,,

AdvancedcedlAAal-uefinefinvanvanval-uedvn -a edda A

tioced

efinvann tio

d

iiment wtment wtmememememmmm t wt wwwnnnn wwwwmenmenmm t wt wntnt ww

7. something (as at valuesege’s judgement of we’s judgement of wt valuesvaluesvaluesljudgement oemen i i lh ehaha eha nciplehat is nciat isat is ehhahat is or qualinoun noun intrinsically valuat valuesvaluesrinsically valn lifen lifet t vavavavaifif :they intern:they internal values insteadntnt lifelifenttntt they internthey intern

llntnntnJones>the the d vad vathethethe

- Merriam-Websterand wrongand wrong

2010 by Wiley Publishingceptceptwith John Wiley & Sons, Inc.

luvallvaluthe beliefs people have ad h t i td h t i t impoimpoand wrong and what is mbehavb hhat is mi lifd dd dhich conthich con

andardandardandardndard which control tdnal valuesnal valuesdsdsdsdsfamily/moral/traditionalcici

value noun (IMPORTAWiley PublishingWiley Publishingr s Dictionary)r s Dictionary)il bli hiiil bli hii r’WileiSoSoSS

lueable <valueuevaldesirr

manlrrvvaanan ualalvmm evuman valuen valuerv uan valumman value — W— W

•2 (values) principles Weciples WWprinciple W orb tt standards' N W ld C ll D' N W ld C ll D

value valuellvaluevaluedaandard --of haviourvalvaliourbehaviovvoaviouralalruaauivvivvvehaviovvobeha valavvv ; one’s judgement of what is lueslues; one’s j Inc., ClevelanInc., Clevelan•2 (valu2 (valund, Ohio. Usnd, Ohio. Usnd, Ohio. Usd, Ohio. Us

ortant in lifethe beliefs peopth b li fdardsdards :they internalize theirle have about what is rle have about what isof of behavioubehaviounalizee eali irthalize the

parents’ rules and vthe beliefs he beliefy, etc.y, etc.

Oxford Dictionaryand

famililfamifammilfamil

ething (as aAdvanced Learnedvanced L

lle princr’s Dictionar

dtt caanoopriddpp ct arionDicr s D ct

dly valuable or deesescall or r standardstandarmgement of what isgement of what isgege

oals, or nounnoun; o; ostandardsne’s judgement ne’s judgement nnnnnnytant in lifetant in lifent in lifent in lifent in lifent in life i:they :theyiy y yypp:th:th:: heheheheeyeyyypp::ttt y yy:th: heheeyyt

nary Copyright © 2010 by Wiley Publishing,held or accepted by held or accepted byed by arrangement with John Wiley & Sons, Inc. - Oxford Dictionary- Oxford Dictionaryyyyy

valuesAdvancedAdvann aluescedceduAdvAdvvalueanva anAdv cedan

value g (g

ally valuavalualggvvallylly uvalvalally valuaallyay

gy v ually valally valualy nouble or ble orvvddvvvvun

2 (values) lesalueprinciplof human vanciplesuman valueman valueman value•2 ( l )

nnnnuu laaaaaaaaec s))

n pprinci((

principlevaavaaannnua )(

or standardsheldheldW. H.W Advaheldheldeei i li i lstandar

f behaviour; one’s judgement of what is valuesvaluesement of wha2 (values) 2 (valu plepleprincipncipllr icccnnnirllllrrpppp at ish thhfflltf hh valvvalviib hb h vvvviib hb hs ju vvm j dlueslues; ’ jmportant in lifeebster

t ddof o behabehlifimporid dd dd d :they internalize their rtant in lifertant in life:tharents’ rules and values oals, or oals, or standstandimporimpordardsdardsdardsdards

t ’Oxford Dictionary

, ,, aluele havd h tt

peoppvavvaluespeoplpeopplpllsslladdueue uhhvvaluvalu evva addplslsl

tdue

hvalu

dnoun

7 the socialwhich controwhich controral/traditionaal/traditiona rinciplesl their behaviouanciplesl values

- Oxford Dictionaryyheirheir behaviobehaviod Dictionaryceeiee laalnnaaaannearyaryvivivivirrcd Dd Dbb soosyynforforirrirr pctioctiohhhhctictipl tl tal val vrOO

hehe iDiDieeeeDDillxxeeee arpa ptiipl

anaaneeeie aryviviaresd Dbed

luefordirir ctiohahctil t

al vaOhehe oyooyalxeiei DieeDi arvvtio

l , goals, or urandandM andna standardsd wrong and whd wrong and wh

held or accepted by an individual, class, society, etc.ral/traditional valuesral/traditional valin lifein life hi hhi h

Merriam WebsterMerriam Webster

alalWebster's New World College Dictionary Copyright ©ner’s Dictionary)ner’s Dictionary) family/moral/traditfamily/moral/traditInc Cleveland Ohio Used by arrangement with John Wiley & Sons Incllra

as a right right principle2010 by Wiley Publiil & S

eie- OxinciplPuPu- - eublubl

OxOxcWiWinbyby py Py Pp© 2© 2r0101 iileilei00 eblOxp© pyp2010 by Wiley PubliPu

- ubliOx

Wiby W01 y P© 2h

0 ile blOx

y2 or quality) in lin lishing, shing,xford Dictionaryna

aluable or desirable <sought matein lifen life,,famil /mfamil /m

ith John Wiley & Sons, Inc. th John Wiley & Sons, Inc. -tead of human values — W. H. familyfamil

veb

tiioaoooimfvvftt(

CllACCeORTORTuePOR

cMPcet

(IMetetty,

nouty,et

ne /moraetcetctamilyyiety eiety ey ee

(IM(IMeeyyee, ,

un un y,y,yyyyyy utc.tc.

MPOMPOtc.tc.tctcietiet

nnetetietiet eRi

e ni

unne(IMey/ee

ORTy, un y,yyy t

MPOtc.MPc.tcciet

noetetnetiet

ORuny,

ANCE) froANCE) fro

)ey Publishingy Publish )ardssons Incons Incney Publishingu nererey Publishing, ey Publishy Publishhndardsndardsndardsndards

y g,gyy g,yons Incons Inco I co I cns IncI cI c l-plp valnciiprire noun (IMPORTAAllOR

Dictivavaionary)n (IMPOn (IMPO AAaaaaryryvvvvnanavvvvonon l-l-pps Ds DrDictDict alalaa))ititivvps l-pp D n (IMPORTAaaaryvvonaDicts D l-ltivvallaa)l-s D

ofhhhhhhfhh ha ioardssbehdarincipleincipleiiiit iiincipleinciplei ciplecncippt it iii iiiiii plelcct cipcipiintttt ppi iplennehaviourett haviout i viii oviourt haviout ii viout av oui isshaaiiiinnnnhhbddttttbttb pponcnca lelerplpluiiiciciviie ppottttbtt nnannaniinn

dttt

snc piiit it it i leplicii pttt n ; one’s judee; or qualior qualinounnounnoun

i t t i lif7. somenalize theirzp ppppi t

qqable or desirable <soughable or desirable <sough7 some7 some7 some7 somenalize theirli th inalize theirli th inalize theirhp intrinsid of human values — Wd of human values — Wintrinsiintrinsiintrinsiintrinsinalize their nalize theirnalize their

- Oxford Dictionarypdd

uman valualal prinprinan valu

bster. . aluesalueses — W. H— W. es — W. HW. ll——aaes es es es ssHHHHu— W— WWWeeW. W. er— m WW. W.Mes es riam— W— WWebHHm WW.

7. the social standastandaople have aboople have ab nsinsridprrd

out what is rightidsdww rrigigatat hthtnsswhawha is is parar

outoutrddt wt w iiidsds

ww gpaprrw igat

swhas

is arout

drddt wdd

htdsw

dsi g

rt valuvl ndardsuesuesstan

ed by an individual, class, society, etc.people have about whpeople have about wrdlass society etcetcd what is mostd what is mostrrrrorororrrrr standarstandarstandarl i t tl il i t tl i important important the beliefs the beliefsthe beliefs the beliefsdsdsdsds

c th b li f l hth b li f l hhhWebster's New World College Dictionary Copyright © 2010 by Wiley Publishing,

gg pp© 2010 b Wil P bli hich control their ch control their ururruuououooviovioivvavvaabehabehbb ryarontiocDiDollege and wrong and what iand wrong and what ied by arrangement with John Wiley & Sons, Inc. in lifein life which control theirwhich control theirg, g, traditional valuestraditional values© 2010 by Wiley Publishing© 2010 by Wiley Publishing© 2010 by Wiley Publishing2010 by Wiley Publishingh Wil & S Ih Wil & S IWil & S

and wrong and whand wrong and whhi h t l th ihi h t l th ihi h t l th ihi h t l th i

esssvalvalesssslllvaansanhaviohe beliefs e beliefs

2 (2 (hhehe oee s s ((

efef22oieiehe eef2

s (

ie

m the Cambrin lifein lif himmfefefefe, wh, wh, wh, wh

al-uely/parar/moouefamilmiluamilameel-milalamilleemmlmmmmauuuua upap-eeee-al ueuemmmmmm paruu pareeeunDefiDefAdAd

mething (leslessom standstandng (as a g (alle t priddprddiddppdanandly val aleseslesscallll ororor standstandstandstan rdncdcddn dardardarararaararrddddrrrraaaaarddddrdrdarararararinsically valuablecally valuable or dey valuable or ues instead of hume i tead of hgement of what isgement of what isgement of what ist of whaalues instead of ment of what is ment of what is eegeeevv mmment of what is ment of what isment of what is ment of what isgege

eee:the:thee:th:t:t

riam-WebsterpvalvalllaavvppppvvppvvaaaerbsteWpp

bs

dwhahpp

hp

hhin lhhviouv ouvv on lihhraditiortanrtanh conh conh conh conraditiodi iditidi i(Definit

(AdvancPPyyun (IMPun (IMPun (IMPun (IMP

ncc2010 by Wilor accaccucccciicccccccc11 b10 ccWilaccacceptepy Puy Pepteptepep ted byed byblishingblishinged byed byed byed by

n valuv

viourW HW HoHHruHHiWWWWoW HHWW ; one’s judgement of whWebster's New World CollegeWebster's New World Collegith John Wiley & Sons, Inc. ith John Wiley & Sons, Inc. ateate veh

important in lifevaluesvaluesllaa ssuuvvvvaluesaluespo tamportanmmp Inc., Clevel Clevelat is rightat is right luesluesInc., ClevelInc., Clevelvalvalssssss IIllIIIIvaluesvaluesinIInt in lifebsterealuesalueseellaa ssuueeer m W M riam Webm WM

at is rightrat is righriiii rrrrrrii gat s hti ueseuest :they internand, Ohio. Used band, Ohio. Used b

d dd drules and valuesl hhttth b li fb li fuuciplesciplesplesgg

ttb libb lithhlleeggcc sspp

hhii eegppnnts

gpareh s’ rar t

gre , goals, or, goals, or

llttttffffvaluvalullals orr stanstanuesueseestant

- Oxford Dictionaryttpp

t

2 3

Welcome from the editorial team...

The theme of this edition of Akoranga is ‘Values in Higher Educa-tion’. As Akoranga is a periodical devoted to learning and teach-ing we are, of course, most interested in questions such as ‘what values underpin teaching and learning in higher education?’ It is then difficult to avoid the particular issue of ‘how values are addressed in higher education’ and to be more specific ‘is it a legitimate role for university teachers to support student development of particular values?’

We are, of course, in the contested territory of affective learn-ing: values, attitudes, dispositions and behaviours (contestation, perhaps making this such an interesting theme to explore). We provide no trouble-free definition of teacher, teaching and values. We offer no benchmark against which the term ‘legitimate role’ can be measured. We earnestly hope that this periodical will pro-vide no answers, and in saying that we must be aware that we, the editorial team, are expressing elements of our own teaching and learning value-set (for although we would disappointed if this periodical did not support learning by its readers, we emphasise here an essentially anti-foundational1 pedagogy).

So where to start? Why not turn to the central pages to discover how a selection of Otago’s teachers responded to the question “Should teachers try to influence students’ values?” After that you could jump either to John Harraway’s exploration of ‘value-free’ teaching (page 4), or to Joy Rudland’s description of the Faculty of Medicine’s attempts to embed values-based outcomes in their programme (page 3), arguably opposite ends of the teaching-values spectrum. Then perhaps you will be in the mood for some discipline-specific challenges. Robert Burns (page 6) describes how the Music Department helps its students to learn the profes-sional skills and attitudes that are necessary for survival in the con-temporary music industry. Helen Nicholson (page 12) and Leehe Vardi (page 13) provide complementary (teacher and student) views on the development of medical students’ attitudes towards cadaveric dissection, death and bereavement. Mark McGuire and Swee-Kin Loke (page10) add an eLearning and design perspective to ask us to consider how the design of educational processes, and structures, constrain teaching and learning and impose built-in value-sets. Finish with Rob Aitken’s narrative (page 15) on how our Business School is addressing calls for it to produce gradu-ates who will practise business ethically after they graduate. Then, please turn back to the central pages and ponder the diversity of university teachers’ views on this contested aspect of higher education.

Confused? Let’s hope so. (But please do send comments to us via hedc.akoranga@otago.ac.nz)

Kerry Shephard, Ayelet Cohen, Swee Kin Loke and Candi Young

1Dewey (1910) argued that thoughtful deliberation begins with a situation where learners have to “endure suspense and to undergo the trouble of searching…to sustain and protract [a] state of doubt’’ (p. 16). Dewey, J. (1910). How we think. Boston: Heath.

We welcome submissions to Akoranga from staff and students at Otago. The theme of our next issue is Assessment. Please contact us if you would like to contribute. We also welcome your views, feedback, or letters on any of the items featured. Drop us an e-mail at: hedc.akoranga@otago.ac.nz

Affective outcomes in the medical undergraduate course – an emotive topic Joy Rudland, Director of the Faculty of Medicine’s Faculty Education Unit

Can, and should, university statistics-teaching be neutral or ‘value-free’? John A. Harraway, Mathematics & Statistics

Teaching and learning values in popular musical performance contexts Robert Burns, Music

Should teachers try to influence students’ values? Members of HEDC invited university teachers from se-lected departments in all four divisions to comment on this question. Here are the responses.

Not neutral: virtual learning environments and embedded pedagogy Mark McGuire, Design & Swee-Kin Loke, HEDC

Attitudes and anatomy Helen Nicholson, Dean, Otago School of Medical Sciences

Dissecting learning values in documentary making Leehe Vardi, 5th year medical student, Dunedin School of Medicine

Doing the right thing Rob Aitken, Marketing, Chair of the School of Business’s Undergraduate Advisory Group

3

4-5

6-7

8-9

10-11

12-13

13-14

15

Akoranga is produced by the Higher Education Development Centre (HEDC) at the University of Otago for all University staff.

Printing: Southern Colour Print.

This periodical is printed on recycled paper.

Copyright: We welcome reprinting if permission is sought.

We would like to acknowledge and thank all contributors to this newsletter.

2 3

Joy Rudland, Director of Medicine’s Faculty Education Unit, offers personal views on af-fective outcomes (values, attitudes and be-haviours) in medical education, and stresses that they are not necessarily the views of the wider faculty!

“Science rests on reason and experiment, and can meet an opponent with calmness; but a belief is always sensitive”. This quote by Froude emphasises the complex nature of medicine, including elements of both art and science. However, there is a pas-sionate debate raging in the undergradu-ate years of Otago’s medical programme regarding the balance of the cognitive bio-medical science elements and the affective components of the course. In the medical programme many of the undergraduate outcomes include all the components of Bloom’s taxonomy (cognitive, affective and psychomotor learning domains).

Consider the context of the film on hu-man dissection featured elsewhere in this publication: through dissection the stu-dents learn not only the anatomy of the human body (cognitive outcomes) but they also learn about their own responses to the dignity or indignity of death, about the sacrifice of those who donate and pos-sible empathy with those who have lost their loved ones (affective, values-based outcomes). On the way they learn a range of manipulative (psychomotor) skills. The cognitive, psychomotor and affective com-ponents are important and all components will be experienced simultaneously in many, if not most, of the interactions medical stu-dents have with patients.

The affective components can be loosely defined as those elements that define professionalism. They relate to issues like the patient-doctor relationship, including attributes like empathy and compassion

of the outcomes associated with profes-sionalism have been introduced into the earlier years of the course. While this early introduction of professional development is a global trend, as is the early introduction of practical clinical skills, it reduces the time available to the more traditional biomedi-cal science components. Whilst the con-cept of vertically integrating some of the biomedical science into the later stages of the course was anticipated, this has yet to be realised, and understandably can leave exponents of the importance of biomedi-cal science a little frustrated.

If staff perceive tensions between the value of certain outcomes, or perhaps, more im-portantly, the amount of time dedicated to them in the curriculum, the students will only amplify this tension. The healthy de-bate regarding the balance of biomedical knowledge and the more affective attrib-utes of professionalism will continue, and we hope that the developing Outcomes Database will continue to provide a fo-cus for this academic discourse. The least and the most we can hope for is that staff from each camp maintain their respect and dignity for/with each other as they evolve the landscape of the undergraduate pro-gramme.

The Faculty of Medicine’s developing Undergradu-ate Curriculum Outcomes Database is available via https://outcomes.facmed.otago.ac.nz/

Affective outcomes in the medical undergraduate course – an emotive topicJoy Rudland, Director of the Faculty of Medicine’s Faculty Education Unit

and also issues of cultural competency and ethical behaviour. The issue of balance has been discussed globally over the last dec-ade and continues unabated. It is not that one domain is more important than the other, but rather the emphasis that an un-dergraduate medical course should place on these aspects and when, and how, they should be introduced, taught and learnt.

The undergraduate medical programme is attempting to define the core student outcomes through an Outcomes Data-base. Six broad programme Domain areas have been devised:

• Clinical and communication skills

• Underpinning biomedical science

• Ethical, professional and legal issues

• Research skills and information literacy

• Hauora Maori

• Population health

Many of these Domain areas include cogni-tive, psychomotor and affective outcomes with the associated defined level of learn-ing in the distinct phases of the under-graduate curriculum. Within the affective domain of learning, students are expected, for example, to

• use empathetic reflection

• demonstrate qualities such as integrity, respect, compassion, responsibility, cour-tesy and sensitivity

• demonstrate respect for person and a commitment to work with patients to op-timise their health and wellbeing

• adapt communication according to dif-fering patient knowledge and expectations and differing doctor-patient relationships.

In recent curriculum developments, many

4 5

Statistics is now taught throughout our school curriculum and in many university disciplines: at the introductory level, the advanced un-dergraduate level and the postgraduate level. There is amazing diversity in the backgrounds of students who do study statistics at univer-sity and in their reasons for doing so. Many come to see the benefits of statistics as a discipline after they commence research. For others, statistics is an element of their first year programme, taken out of necessity to meet programme requirements. Some come to university to study statistics as a discipline in its own right. This diversity presents chal-lenges to the lecturer whatever the level of teaching, although the greatest challenge usu-ally arises at first year.

To be successful, the teacher must develop courses that motivate students to learn. I believe this motivation comes when stu-dents see data and examples in the con-text of their own disciplines, and lives. The examples should deal with “authentic” data sets, perhaps generated from current disci-plinary research, rather than small artificial data sets developed to illustrate technique. Teachers need a variety of examples for different classes. For example, business stu-dents may not be interested in the use of infrared thermography to identify swine flu at Auckland airport, or whether there are side effects from the use of a cholesterol-lowering drug, as health sciences students might. They are more likely to be inter-ested in the different profiles of visitors to New Zealand from Australia, Japan and Germany, or the way house prices have changed on the North Shore, Auckland, over the last eight years, including the re-cent property crash.

Some of the examples I use in lectures deal with controversial issues, and the context of these studies motivates students’ inter-est. Sometimes the data is confidential or

restricted for ethical reasons, and in these cases I do need to construct equivalent anonymous data sets. Much of my teach-ing material comes from research-based collaborations that I have with colleagues from around the university and beyond.

The famous statistician John Tukey said, “The best thing about being a statistician is that you get to play in everyone’s back-yard.” I concur with this, but in addition it is often the case that university-level re-search benefits from collaborative interac-tions with statisticians. I also find it person-ally motivating to work with colleagues in other parts of the university.

Dr John Williams from the Department of Marketing provides my first case study useful for teaching statistical principles for anyone working in social sciences research. I thank John for allowing me to give my stu-dents access to his data from a major sur-vey of Dunedin residents about attitudes to the Dunedin Stadium. The data from 2248 respondents is freely accessible. I discuss the formulation of an appropriate survey question to be asked, describe question-naire design, describe the development of a non-biased sampling procedure, discuss data collection and talk about the implica-tions of response rate and non-response follow up. Initial analyses, using cross tabu-lations and proportion estimation, identify attitudes of city residents to the use of public funds to construct a stadium costing 198 million dollars. These ideas are particu-larly relevant in first year statistics, but at second year it is possible to introduce the ideas of stratified sampling and multinomial regressions that take all aspects of the data into account, including sex, age, household income, education and ratepayer status among other factors.

The original study was controversial, arous-

ing strong opinions and extensive media coverage. It was highly relevant locally and consequently a motivational learning example for students that I enjoy talking about. When I first used the study, I was very careful to remain neutral on the issue, deliberately not taking sides as I discussed the results and their validity. I believe in such situations it is important for the sta-tistics teacher to remain neutral and to focus on the data. It seems inevitable that detailed examination of a data-set like this will contribute to a student’s development of a personal stance on the issue. But my focus is to ensure that students address the issues from the data (which of course the students are able to do using techniques covered in lectures).

I was surprised to learn afterwards that some students thought I was anti-stadium, pointing out that I remarked at one stage in the College of Education Auditorium that the stadium was “being built over the back fence”. I was, of course, making only a geographical reference. This caused me to reflect on what I had said, or what had caused students to feel that their teaching was somehow biased on a socially impor-tant issue. Remaining neutral is difficult, and this was just a stadium!

I also teach life sciences students and again seek relevant research to motivate student learning. This second example is based on the Dunedin Multidisciplinary Study and represents analysis carried out by Dr Nigel Dickson from the Department of Preven-tive and Social Medicine. For ethical rea-sons, the data presented to the students were simulated to produce the same re-sults as those obtained from the actual data that Nigel analysed.

The question addressed is whether child-hood circumcision reduces the risk of ac-

Can, and should, university statistics-teaching be neutral or ‘value-free’?John A. Harraway, Mathematics & Statistics

5

4 5

quiring genital herpes. Students are able to analyse the data for themselves. At first year level the data are summarized by cross tabulation, and this shows an increased risk of acquiring herpes if not circumcised. But information is also recorded on numbers of sexual partners young men report to have had by age 26. When allowance has been made for the number of sexual partners (which in statistical terminology is called a confounder) there remains no evidence of a link between circumcision and herpes.

This study is only an observational study, which can always be subject to confound-ing problems, an important point to make in discussion during lectures. This idea leads on to the need for designed clinical trials, such as those in Africa, which investigate whether circumcision is protective against HIV. These designed experiments are free of the confounding problems associated with observational data. These are impor-tant statistical concepts and they are best taught in situations where students are motivated to learn them. Motivation here is achieved by using examples that are rel-evant to students’ lives as well as to their studies, and in this case important social is-sues are addressed, on which I again do my best to remain neutral. (As an aside, I have frequently been asked after lectures about the meaning of circumcision. In this case I refer the student to the dictionary).

My third example involves my own work with colleagues in the Departments of Marketing and Human Nutrition. The re-search, funded by the Alcohol Advisory Council of New Zealand (ALAC), investi-gates the profiles of New Zealand women of child bearing age who would consume alcohol when pregnant. In class, we discuss the collection of data to reflect the profile of the New Zealand population, using web assisted telephone interviewing. A typical data set for 1254 respondents is presented for students to analyze. The data is rand-omized for confidentiality reasons (and also because the actual data belongs to ALAC).

Factors investigated in this study are eth-nicity, age of respondent (between 16 and 40 years), education background, social features, smoking and whether the mother has been a prior consumer of alcohol. At first year level it is possible to explore the data and arrive at some important conclu-sions about practice in New Zealand soci-ety, thus identifying the segments of our so-ciety that may be at risk of participating in alcohol consumption during pregnancy. At higher levels more sophisticated modeling procedures are used to analyse the data.

Some rather controversial ideas develop but the data must be allowed to speak. As the person teaching statistics, I do my best to remain completely neutral, leaving students to arrive at their own conclusions about the social and moral issues that may arise.

I stress in these three examples how hard I try to remain neutral in relation to the issues that I know contribute a motivation-al context to learning about statistics. Of course, I do not remain neutral on statis-tics issues, and students will be in no doubt about my approaches to data analysis. But whether I like it or not, it is a challenge for the statistics lecturer to remain neutral in highly controversial issues such as HIV Aids, genital herpes, circumcision, sexual moral-ity, alcohol consumption during pregnancy and the design of clinical trials, and I cannot discount the possibility that students will perceive that I do have personal values and attitudes about them. If statisticians dealt only with numbers, disconnected from their real world values, we would not need to be concerned with such things…but statistics is not like that, and neither can learning be.

I have described three examples currently used in my classes. Videos discussing the first two of these examples have been developed by colleagues in the Higher Education Development Centre, and can be viewed at www.maths.otago.ac.nz/video/statistics, where Dr John Williams and Dr Nigel Dickson can be observed discussing their case studies. There are sixteen other video presenta-tions that I have not discussed here, but which are used in lectures as well. They cover issues such as iron deficiency in New Zealand infants, cockle biomass in Papanui Inlet, takahe breeding pro-grammes, adjustment to living at high altitude and factors influencing youth motor accidents in New Zealand, among others. These videos have been made available for use in New Zealand schools as a way of enriching the teaching of statistics in schools. I am always on the lookout for new case studies to enrich the teaching of statistics at all levels. The school curriculum in mathematics is changing at all levels in our schools to now include large statistics components, and this, along with use of appropriate statistical software, will in the near future impact on the university.

“But whether I like it or not, it is challenging for the statistics lecturer to remain neutral in highly controversial issues...”

5

(This photo was taken in Dunedin on January31, 2009 by Leigh Blackall - cc Attribution 2.0 Generic)

6 7

“Traditional direct instruction appears to be out of place in helping students develop professional values and ethics.”

6 7

The Music Department at Otago has been teaching the contemporary music perfor-mance degree since 2000. While pop, jazz and rock degrees have become commonplace in tertiary institutions in the northern hemi-sphere, the institution of such a programme was a departure for Otago at the time, given its reputation for classical performance teach-ing in the southern hemisphere. The notion of being a professional musician in the popular music genre outside Auckland or Wellington is, however, likely to prompt the question “but what do you really do for a living?” Dunedin has a small but industrious group of musi-cians, who are often music teachers and who work very hard to keep local music thriving, although in order to generate national and international professional status, I often find myself encouraging my own students to move overseas. Indeed, the Music Department now has many former students, living in the UK and Australia, who are establishing them-selves as performers and as music business operatives. But what does it take to do what established professional musicians do?

To become professionals within the music industry, music performance graduates are not merely expected to perform at a high level, given that technical mastery is taken for granted by record producers. There are other professional skills and attitudes that are necessary for survival in an indus-try once renowned for being operated by unskilled or dishonest management.1 It is this aspect of professionalism, and the ethi-cal behaviour surrounding it, that is at the core of what we teach in contemporary music performance. Career longevity in the professional world relies on peak per-formance at all times (as one professional told me in my early years, “you are only as good as your last recording session”).

On the other hand, the old adage “it’s not what you know but whom you know” still has currency, and carries with it all of the human resource issues that the saying im-plies. With this in mind, the Music Depart-ment has included what I call “lifemanship” in performance and music industry papers. It remains difficult for the passionate per-former to achieve success without knowl-edge of the music industry, and Robert Wolff laments how numerous competent players and singers continue to ignore this fact of life.2

Following the initiatives of Brunel Universi-ty and Thames Valley University, the Otago Music Department has offered papers in music industry studies since 2001, with the aim of making students aware of the com-plexities of freelance musical life and the possibility that success can be promoted through industry-specific social and ethi-cal behaviour.3 The learning outcomes in-clude the abilities to distinguish between different aspects of the music industry as a professional musician, to appraise differ-ent methods of promotion and distribution and to demonstrate an advanced under-standing of the employment area of their choice, within the context of a musical ca-reer. These outcomes are couched within several of the Otago graduate attributes, such as critical thinking, ethics, global per-spective, self–motivation and workplace–related skills. To succeed in these papers, students need to negotiate the tensions between viewing music as a service indus-try (primarily serving social activities) as well as a product industry (in which they are expected to market their own tangible outputs).

But how do we teach such professional views and attitudes? Traditional direct instruction appears to be out of place in helping students develop professional val-ues and ethics. Reid at al. recommend the integration of practitioners’ experiences as a way to increase the relevance of pre-pro-fessional curriculum, and this approach is important to us.4 It is in problematic profes-sional situations (e.g. in stressful situations when the arts and financial issues meet), described by an experienced performer and actively explored by learners, where a values-based curriculum gains relevance. Tackling these professional dilemmas in ac-tive class discussions, performance staff of-ten use personal and anecdotal evidence to offer students guidance on self–manage-ment and on the ethical management of others in the music business.

Such a move does imply the presence of teaching staff with a high level of experi-ential knowledge: the contemporary mu-sic performance teaching team consists of active professional musicians with national and international experience. Being active professionally in an ever-changing industry (e.g. navigating the recent digital revolution that has levelled the playing field of song-making) forces us to exhibit the dispositions of lifelong learning and to demonstrate dai-ly the ethical behaviours related to com-munication, teamwork, self–promotion, and people-handling that are paramount in bands, orchestras, and recording studios. And it is only by including these skills and attitudes as part of a performance teaching programme that we develop work-ready graduates who are valued by the profes-sional community of musicians.

Teaching and learning values in popular musical performance contextsRobert Burns, Music

1 I say ‘once’ because it could be argued that many contemporary industries are poorly managed, and not many occupations offer a position for life (so much for the ‘get a proper job’ argument put forward by my parents many years ago).

2 Wolff, R. (2004). How to make it in the new music business: lessons, tips and inspiration from music’s biggest and best. New York: Billboard Books.

3 MUSI 185 Music Industry provides the student with an outsider view of the various personnel roles and business mechanisms of the industry; MUSI 285/385 Music Profession is constructed around an insider view that assumes that the student is creating an employment niche for him/herself.

4 Reid, A., Dahlgren, L. O., Petocz, P., & Dahlgren, M. A. (2008). Identity and engagement for professional formation, Studies in Higher Education, 33(6), 729–742.

8 9

“It is inappropriate for teachers to push their own personal values (e.g. political or religious beliefs) onto their stu-dents. That assumes that there are ‘correct’ or ‘superior’ values in these areas, which is often doubtful. And even if it were the case, why would teachers’ values necessarily be superior to the students’? But it is appropriate for teachers to convey the content of consensus views (e.g. that torture is immoral), and to encourage students to think about values (e.g. by exposing them to different values, and asking thought-provoking questions). It is also appropri-ate for teachers to model certain values (e.g. respect for the environment, respect for diversity) in their own lives.”

teachers Should

influencestudents’ values?

try to

8 9

“Of course. That’s the foundation of a higher education, and university lecturers will do this whether or not they want to, and even when they are not conscious of it. Furthermore, we should not just be concerned about values around knowledge, learning or the discipline; values are the defining concept of how we are in the world as we make constant choices for better or worse. Despite the fact that universities do stand for a set of values, explicit value-conversations are rare, and because values are not innate and can be learned, this could be seen as both paradoxical (in an institution focused on learning) and as a serious omission from contemporary academic life.”

“I think that teachers cannot help but influence students’ values with their teaching style.

Mentoring relationships inherently reveal how much a teacher respects and values their material and stu-dents. Receptive students will be influenced by these values. Teachers should therefore think about how to influence students’ values in a positive way.

I guess ‘positive’ relates to agreed upon values amongst teachers/departments, similar to socially accept-able norms of behaviour, like showing students the same respect one would like to be shown. Another might be showing a passion or enthusiasm for one’s work. Even so, I realise that positive values are somewhat subjective. But these could be debated and agreed upon and instilled in teachers by the likes of heads of departments or course conveners. Teachers need to be aware that through their teaching behaviour they are passing along more than information, but a way of interaction, and their style can either inspire others to achieve worthy goals or not.”

“Of course! Isn’t that the point of higher education? Getting students to think critically (our ulti-mate goal) surely challenges and thus affects their values. Of course, there is a world of difference between ‘influence’ and ‘indoctrinate’, but if we have no effect we might as well go home.”

“I view my role as helping students recognise and reflect on the values they hold which are relevant to the issues I address in my disciplinary area. What are the values, what is their foundation, and, on reflec-tion, do those values provide a secure basis for future action? I don’t push particular values, I do encour-age critical appraisal and questioning.But of course I operate within a set of values that affect how I select, frame and explore issues, so there will always be some level of implicit transmission of values in my teaching. But the students should still apply the thinking tools to those anyway, not blindly adopt those values because I’m such an iconic person..... ;)”

“I don’t think teachers should influence students’ values, but I feel quite strongly that they should influence stu-dents to develop and be able to articulate values.”

8 9

“Teaching is about inspiring students (of all ages) so, yes, if you can inspire someone then you will influence them.... but you always have to remember that students have minds of their own and not be upset if they don’t see things the way you do.”

8

“How else will students become competent disciplinary practitioners or members of professional groups? These bod-ies are defined by values, as well as by skills and knowledge and experience. Perhaps we should be asking ‘which values’ and ‘how should teachers set about influencing them?’ ”

“It is unavoidable! John Dewey urged teachers to view education as a mor-al enterprise, and this imperative is still alive and well in the 21st century. Our values are rarely explicitly stated to our students, rather they are em-bedded in our teaching practice (Fitz-maurice, 2008). Even in higher edu-cation, teaching must be responsible as well as effective.

Fitzmaurice, M. (2008). Voices from within: teaching in higher education as a moral practice. Teaching in Higher Education, 13(3), 341-352.”

“There is no doubt that teachers do influence students’ values, and in certain situations we should be encouraging this. The values that I am referring to here are those that are integral to what it means to have a higher education, and include notions such as aca-demic freedom and respect for knowledge.

Within a particular course, e.g. genetic engineering or sustainability, teachers will also have a particular point of view. In these situations, it is important that teachers are able to bracket their own beliefs and present them, as such, in an open and contestable way. They should not be expected to present ‘both sides of the argument’ – this is unrealistic and unfair.

If an issue is raised and it is not relevant to a particular paper, I think that, as University teachers, we should encourage students to be reflective and to explore their reasons for adopting their particular position. We should not try to influence them per se.

I am still exploring my thoughts on this issue, but I would like to thank the folk at HEDC for providing a forum to start these discussions. “

“Tertiary education is a privilege, as are ethical positions. University graduates are likely to combine this privilege with both influence and choice in their working and social lives. Students should be encouraged to develop their values and link them with their education, and to see themselves as educated citizens with responsibilities towards the world, which would also strengthen higher education as a public good. I think University teachers should try to influence values in this sense.”

“Firstly, if students are, as we hope, learning at university how to think critically, then lecturers should voice their opinions and pit their arguments against students in order to stimulate thought. However, this has the following provisos: they should make it very clear that the ideas or values they are transmitting are their own, and that there is no obligation on the part of the student to share those values. The lecturer must assure the student, and also ensure, that the student in no way suffers either formally, if purveying different (or unconventional) ideas in assignments, or informally, by getting off-side with the lecturer.

I am however, more ambivalent about this question as it relates to teacher education. On the one hand, we want teachers to be representative of the range of cultures, classes etc. that comprise New Zealand. With this comes a diversity of values that we are obliged to respect. On the other hand, we are enculturating people into an edu-cational community that holds some values dear and others at arm’s length! How would we cope with student teachers who hold racist, sexist, classist or other intolerant values? Can we ‘let them loose’ on classes of children? If we say ‘no’ to this question, we must ask ourselves whether it is even possible to influence the values of others. We see too many signs of people adamantly rationalising unconventional values, or worse - those values becoming entrenched.

And what are values anyway?

We mostly acknowledge as teacher educators, that we cannot alter dispositions. So we deliberately use selection processes to choose those who possess the dispositions we value in teachers. Similarly we may use those same processes to screen out those candidates who hold values we see as unsympathetic to children. Which is prefer-able: selecting only those who hold the same values we hold, or trying to influence or change their values once they are in our programmes, or permitting all/any values to permeate New Zealand classrooms?”

9

“Absolutely! University is designed to enrich a student’s knowledge base, challenge their perceptions (and values) and teach them how to become critical thinkers. In addition, they are taught by teachers who are at uni-versity because they are passionate about their subject(s). How can you not influence a student’s values when you are passionate about the topic that you are teaching?”

10 11

Commenting on the effect that architectur-al design has on the end users, Sir Winston Churchill once observed that “[w]e shape our buildings, thereafter they shape us” (Shapiro, Benjamin, & Hunt, 1995, p. 157). The design of a building reflects the philosophies, inter-ests and priorities of the architect and the cli-ent, as well as the cultural and societal norms that are dominant at the time. The activities of those who use and inhabit a finished build-ing are enabled and constrained by the physi-cal results of design decisions that reflect a set of underlying ideas, beliefs and practices.

A school that is composed of a number of classrooms of a given size, separated by solid walls, predetermines the size of class groups and their physical relationship to one another and to the external environ-ment. The relative placement of administra-tive offices, and the provision of space for a library, assembly hall and other specialized functions, signal what kind of activities are meant to happen where, and with whom. The architectural language, selection of materials and the type and placement of furniture and equipment all provide fur-ther direction about what students are expected to do, and the nature of the rela-tionships that they are encouraged to form with other students, and with teachers and administrative staff. These relationships, and the activities they support, are clearly com-municated in built form. The first lesson is contained within, and expressed through, the design of the building and its various interior spaces and furnishings.

Although a Virtual Learning Environment (VLE) or online Course Management Sys-tem (CMS) is less constrained by the mate-rial limitations that we associate with physi-cal schools and universities, this does not mean that these electronic environments are necessarily more open, more flexible, or more learner-centred. As in the physical

world, the designers, owners and manag-ers of spaces for online learning embed their assumptions, philosophies and familiar practices into their digital constructions. A shift from a physical to a digital site does not necessarily mean that a shift has been made in the teaching and learning philoso-phy of educational institutions and those who work in them. We can leave the bricks behind when we build online, but we take our established institutional values, cultural assumptions and teaching practices with us.

The authors of a report on the early ex-perience of five universities in the UK that implemented online learning environments highlighted several common issues. They commented on the tension that developed between the academic staff, who wanted the flexibility to modify the system to suit their teaching practices, and the technical staff, who wanted to ensure that the sys-tem (Blackboard, in most cases) remained stable. They note that as the institution’s reliance on the online system increases, its reputation becomes intertwined with the system’s dependability and performance, which takes priority over flexibility and experimentation (Ingraham et al., 2002). When a learning management package is adapted campus wide, the teaching staff must adjust to a system that has to be stable, predictable and risk-averse. Almost by necessity, the VLE becomes institutional-centred rather than student-centred.

The UK study also points out that another serious risk in adapting a third-party VLE is that “it may tend to limit academics to its inherent pedagogical model, rather than empowering them to create models that suit their own demands” (Ingraham et al., 2002, p. 35). Drawing on John Daniel’s dis-cussion of the distinction between the US models of pedagogy and those that are more commonly followed in the UK (Dan-

iel, 1998), the authors explain the problem as follows:

The traditional North American model is one in which a tutor presents a body of information to a group of students for their consideration, while the tradition in the UK is actually one in which a student presents information to a tu-tor for their mutual consideration. The former model relies heavily on information propaga-tion and testing for its acquisition; the latter is underpinned by reflective discursive interaction in which assessment is embedded. The former is easily supported by computers and existing learning environments, but computer support for the latter is currently less well developed (Ingraham et al., 2002).

Digital technologies, being insentient, have often been thought to be devoid of values. For example, CMSs such as Blackboard may be construed as ‘shells’ in which the teach-er is able to interact with students in his or her preferred ways. However, by assuming that these environments are completely neutral, we are denying that educational technologies could embody what Lisa Lane (2009) describes as a “built-in pedagogy”. Lane notes that, although a system might have many advanced features buried deep in the interface, instructors who are not very familiar with online teaching tools are content to use the default settings and op-tions, which typically assume a traditional, instructive pedagogy based on presenta-tion and assessment. She observes that instructors are encouraged to simply up-load their resources into the pre-existing content categories, rather than find ways of incorporating their individual pedagogi-cal style into the online environment.

Online learning environments, like other screen-based multimedia experiences, make extensive use of visual and linguistic metaphors. These help us to make sense of new settings and experiences by leveraging what we are already familiar with from past

Not neutral: virtual learning environments and embedded pedagogyMark McGuire, Design, & Swee-Kin Loke, HEDC

10 11

experience. However, as Ingram, Ou and Owen (2007) point out, metaphors rely on a broad sense of identity and experience that can differ from one culture to another. For example, visual icons that a designer as-sumes are more or less universal may have different meanings for people from differ-ent cultures, or no particular meaning at all, rendering them useless as onscreen aids to navigation or the completion of specific tasks. Furthermore, although metaphors can enable quick and easy interaction in electronic environments, they can also con-strain the user by suggesting that what is possible is bound by what is already famil-iar. VLEs may contain tools and technolo-gies that allow participants to engage with one another, and with learning resources, in exciting new ways that can enhance the experience of the teacher as well as the learner. However, by using metaphors that suggest objects, places and practices from a physical context, a VLE promises an experience that cannot be effectively de-livered online, and misses an opportunity to provide something substantially different that exploits the affordances of the me-dium. For example, why is the focal point of Blackboard’s “Virtual Classroom” still the whiteboard? Why do all of Blackboard’s “Tests” assume known and uncontestable answers?

Educators who consciously employ tools and techniques that support their teaching style are critical of the widespread adap-tion of particular technologies that seem to work against their own pedagogical ob-jectives. One teacher, commenting on the current craze for interactive whiteboards in the classroom, suggests that although they are “a tangible representation of in-novation that can be shown off to supervi-sors and parents,” they “do little more than reinforce a teacher-centric model of learn-ing” (Ferriter, 2010). Although some teach-ers might consider interactive whiteboards to be nothing more than very expensive overhead projectors, others might find that they suit their teaching practice, at least for some of what they do. The problem is that by investing in one costly technology and rolling it out across an institution, options to provide other technologies that support different teaching and learning styles may be limited.

David Hung (2002) describes an inclusive, pragmatic approach that does not privilege one pedagogical style over all others. He argues that different models of learning, including behaviourism, cognitivism, con-structivism and social constructivism, are not mutually exclusive, and he supports a balanced approach in which a distinction

is made between learning paradigms and instructional approaches. He believes that teachers should be able to choose from a mix of technologies that suit their peda-gogical goals. These could range from indi-vidual practice and feedback applications to environments that support the social construction of knowledge.

All technologies are value-laden, and virtual learning environments, like other educa-tional tools, are embedded with particular pedagogical ideas and assumptions. If edu-cators seek to transform their pedagogy, they should question whether technologies that promise new ways of teaching and learning are hampered by metaphors that limit what is possible and perpetuate old teaching practices. They should also be sus-picious of any technological solution that limits a teacher’s flexibility, either because the money or time required excludes other alternatives, or because the institution may be compelled to focus on its stability and reliability at the expense of experimenta-tion and change. A wide range of technolo-gies and support should be available within an institution so that teachers have the freedom to assemble the tools that they need to support the diverse range of work that they do. Above all, teachers should be able to choose technologies that support their own instructional approaches and that resonate with their own teaching phi-losophies.

Daniel, J.S. (1998). Mega-Universities and Knowl-edge Media: Technology Strategies for Higher Edu-cation. London: Kogan Page.

Ferriter, B. (2010). Why I Hate Interactive Whiteboards. Teacher Magazine. Retrieved Sep 6, 2010, from http://www.edweek.org/tm/ar-ticles/2010/01/27/tln_ferr iter_whiteboards.h tm l ? t kn=YRYDEKzUr t yma J l P3EpgmV7/EJJnOlU2JGFS&print=1

Hung, D. (2002). Theories of Learning and Com-puter-Mediated Instructional Technologies. Educa-tional Media International, 38(4), 281-287.

Ingraham, B., Watson, B., McDowell, L., Brockett, A., & Fitzpatrick, S. (2002). Evaluating and Imple-menting Learning Environments: A United King-dom Experience. Educational Technology Review, 10(2), 28-51.

Ingram, A., Ou, C. M., & Owen, J. (2007). Cross-Cultural Issues in Online Education. Journal of the Research Centre for Educational Technology, 3(1), 23-43.

Lane, L. (2009). Insidious Pedagogy: How Course Management Systems Affect Teaching. First Mon-day, 14(10).

Shapiro, A. S., Benjamin, W. F., & Hunt, J. J. (1995). Curriculum and Schooling: A Practitioner’s Guide. Palm Springs, CA: Etc Publications.

“Digital technologies, being insentient, have often been thought to be devoid of values.”

12 13

Body donation would not be the obvious topic for a programme that achieved the high-est ratings for a TV3 documentary in 2009, and one would have to ask who in their right mind would contemplate making such a programme? Certainly when Paul Trotman, a practising doctor and film maker, called in to ask if the Department of Anatomy & Structural Biology would be interested in making the documentary, he did not ex-pect the answer to be yes! Paul’s request was timely; the Department had instigated an annual thanksgiving service a few years before as a way of remembering the do-nors and their friends and families, and this had highlighted how little was understood about the process. Furthermore, discus-sions with funeral directors had alerted us that the lack of information was making the grieving process difficult for some families. So our initial motivation in producing the documentary was to provide an accurate explanation to the public of what happens when someone leaves their body to medi-cal science. This would also be a resource that could be provided to potential donors so that they and their families could make an informed decision whether to donate their bodies. However, during the process of making the film, it soon became clear that we were also developing a useful edu-cational resource. As a reviewer of the film for the Journal of Anatomy commented:

It is my fervent hope that this film can be ex-ported to other countries but, at the very least, all deans of medical schools and medical edu-cationalists should be sat down to view it in or-der to appreciate how important anatomy is to health care studies and practice, beyond just the factual basis of the discipline.

Donated to Science follows 2 donors and their families from before their death through their time in the dissecting room. It also follows a group of medical students during the 2 years that they spent learning

were by the students, their compassion and respect.

For many students, entering the dissec-tion room was the first time that they had come face to face with death. For some this was a difficult emotional experience, and for those students taking part in the film, at least, it resulted in them contemplating what death meant to them. Exposure to cadaveric material over a 2 year period did help students come to terms with death and feel more confident about being able to face this when they progressed to the later years of their training.

As might be expected there were a va-riety of responses to how students per-ceived the cadavers. These ranged from the body being a learning tool, “just a body”, someone’s loved one to a surrogate pa-tient. Interestingly some students’ percep-tions of the body changed over the 2 year period,but all of them valued the opportu-nity to learn using human tissue.

One of the most significant findings that came to light was the importance to the students of hearing that they had the do-nors’ permission to undertake dissection. Indeed, following screening of the docu-mentary, several doctors, who had been qualified for many years, expressed how they had struggled with anatomy because they did not understand that they had the donors’ permission. Towards the end of the filming process, we showed the students the interviews with the donors that we had filmed prior to their death. Under-standing the unselfish generosity of the donors and their families, and realising that the students were carrying out the donors’ wishes, played a significant role in helping students come to terms with what could be considered a macabre activity.

We were aware that entering the dis-

Attitudes and anatomyHelen Nicholson, Dean, Otago School of Medical Sciences

anatomy. We were surprised by, and grate-ful for, the willingness of donors, families and students to take part in this project, which was carried out with permission from the Inspector of Anatomy, under the Human Tissues Act, and with approval of the Uni-versity’s Human Ethics Committee. Of the many students who volunteered, we chose around 20 who reflected the breadth of students’ views, and semi-structured inter-views with these students were filmed at various stages during the 2 year period.

Attitudes and values are an important do-main of learning in the health professional courses. The Department of Anatomy & Structural Biology has a long history, insti-gated by Prof. Gareth Jones, of trying to provide an ethical framework for the use of cadavers, and to prepare our students for working in the dissecting room. The Human Tissues Act states that anatomi-cal examination must be conducted in an orderly and decent manner, and the De-partment hopes to foster the appropriate professional behaviours and attitudes in the students during their time in the dis-secting room. Students receive a lecture outlining how the cadavers are obtained and their responsibilities in working with these very special gifts, and, of course, staff are expected to model appropriate at-titudes and behaviour. The preparation in-cludes a whakawatea, “clearing of the way” ceremony, which is held at the beginning of each academic year to facilitate our Maori and Pacific Island students working in the dissecting room.

So what did the film show us? Most im-portantly, it highlighted the quality of our students – something we perhaps don’t always value. We received only positive feedback from the public after the show-ing of the documentary, and this feedback invariably mentioned how impressed they

12 13

secting room and working with cadaveric material is not an easy process for some students. What we discovered during the filming, and after showing the documentary to the whole class, was how many students found the process challenging. However, they often did not express their difficulty to others or staff because they thought all their peers were coping. This has led us to change our curriculum slightly. Students will still receive a lecture about body donation prior to going into the dissection room, but will now be shown the documentary after their first exposure to the cadavers. This will be followed by a small group session, where students will be encouraged to talk about their reactions and be provided with details of where help can be sought.

For many years, the debate has raged re-

garding the best way for students to learn anatomy. Should they be involved actively in cadaveric dissection, is access to cadav-eric prosections sufficient, or do they need to be exposed to human bodies at all? This film does not answer these questions, but it does highlight how the appropriate use of human cadavers can contribute to the professional development of our health professional students.

So what next? The success of Donated to Science has meant that TV3 are interested in a sequel. So, with funding from the Fac-ulty of Medicine and New Zealand on Air, we are following the same group of stu-dents during the final 3 years of the medi-cal programme, to explore how exposure to clinical practice affects their attitudes and values.

The film ‘Donated to Science’ was directed by Paul Trotman and co-produced by Paul and Helen. It was funded by TV3 and New Zealand on Air. It exists as a 45 minute TV documentary and a full length feature film. The documentary was first shown in November 2009 and was one of 3 documentaries short-listed for the Qantas Televi-sion awards. The full length film was premiered at the 2010 NZ International Science Festival. The medical library has a copy of the film and it is also on sale at UBS and Marbecks. The research that underpins these developments is currently being prepared for publication.

“Thanks to theory I know, thanks to practice I feel. Theory enriches the intellect; practice col-ours feelings, trains the will”.

Janusz Korczak

The anatomy of the human body is beauti-ful, inspirational and almost perfect; wheth-er you believe in evolution or creation, I am sure we can agree that we are all in-telligent, well-made and complex physical entities with astonishing emotional capacity and social skills! Well, some of us, at least.

But of course, you shouldn’t be surprised to hear this from a medical student. I am one of the students who had the honour to be part of the documentary Donated to Science, which was broadcast on TV3 late last year. It is a documentary about the anatomy of life, and of teaching, learn-ing and humanity in medical education. The film followed our group during the second and third years of our medical training, years in which the knowledge of human anatomy is taught and learned by dissec-tion of donated human cadavers. The story is told through the donors, prior to their demise, the anatomy lecturers and us, the students.

I am sure you can appreciate that it would be easier to distance myself from the expe-rience and tell you how the documentary was made, however I chose the winding road – to share with you the effect it had,

and still has, on me.

Dissection of human cadavers has been part of medical education and training for many years, but remains controversial. Ad-vocates for abandoning dissections argue that dissection of cadavers is expensive, time consuming and emotionally disturbing for some students . Nonetheless, the value of dissection cannot be viewed narrowly in business terms because it has proved its value by withstanding the ultimate test of time. It was, and hopefully will remain, the most direct, tangible and hands-on form of learning with which we, as medical stu-dents, are confronted during early training. It equips us with skills and knowledge that enable us to cope with and overcome fu-ture challenges. It enables us to become more than familiar and comfortable with the human body, fulfil our role and benefit patients.

Dissection, I believe, introduces us to ill-ness and death, and, by so doing, it opens our minds and souls to the concept of our own mortality and the limits of our role as doctors in healing and saving patients’ lives. The way in which we learn from it is the first step in our life-long process of acquir-ing and integrating practical skills, as well as emotional and cognitive abilities, which will make us competent doctors.

This long prologue intended to shed some light on to the concept of dissection, and the importance of this unique opportunity given to us thanks to the generosity of the

donors and their families. This is the con-text in which the documentary was made.

For 2 whole years the filming crew docu-mented our every breath, word and ac-tion during anatomy and dissection ses-sions. The filming was complemented by interviews which gave us the opportunity to reflect on what we did, how we did it and how we felt about it. Only now, more than a year after shooting is over, can I fully appreciate the difficulties and the benefits associated with taking part in this process. It was mentally challenging to maintain a professional manner suitable to, and expected from, a medical student, while sometimes all I really wanted was to be left alone to think, to cry - to simply feel. However, have no doubt that maintaining a respectful and dignified approach toward our cadavers posed no difficulty or burden. It was the very least we could do to show our gratitude to the people who gifted us knowledge. The respect and privilege we felt is hard to express in words, and thus it was paramount to demonstrate it in our actions and attitude.

Dissection is a personal, emotional and mentally challenging experience rarely dis-cussed in our families and communities, or between medical students. Therefore sharing this private individual experience in the documentary was frightening, but also exciting. Our interviews took place inter-mittently during the 2 years, and aimed to explore our emotions, actions and experi-ences with dissection and to uncover our

Dissecting learning values in documentary making Leehe Vardi, 5th year medical student, Dunedin School of Medicine

14 15

individual source of fire - that thing that makes us do what we do. The process gave us an opportunity to reflect on our reac-tions, as well as on our personal progress in terms of emotional endurance, knowledge and aspirations.

Medical students are a varied group, but on the whole we are a competitive, high-achieving, focused bunch who appreciate structure and order, and like to remain in control of our emotions, actually as well as visibly. This is a generalisation, of course, but it may help you develop some appreciation of how the filming of my every move, fa-cial twitch and word made me vulnerable, overly aware and cautious. Me, with triple emotional guards to maintain: those of a medical student, of a mature student, who feels out of place more often than not, and, most significant of all, those of an im-migrant being scrutinised within and by a culture not originally my own.

In my view, dissection involves an intimate relationship between a cadaver and a few individuals. It starts with a cautious, superfi-cial exchange of knowledge and introduc-tion, and progresses into a deep, enriching, almost dependent relationship. The camera was there for all of this. However, as un-easy and intrusive as I may make it sound, I gained a lot from it. I learned some things about myself. I opened myself to you, the audience, in a way I could never have im-agined, and I have redefined my personal challenges and inner strength.

If you have seen the documentary already (or are planning to see it now that you have gained some insight into one personal story behind it), I hope you will notice the process of change in each of the students. I believe these beautifully documented moments are the ultimate demonstration of the important role of dissection in our personal and professional development toward becoming medical practitioners. As the quote from Korczak says so simply and beautifully, “Theory enriches the intellect; practice colours feelings, trains the will.”

As the process drew to a close, I began to feel proud to be part of the project. The documentary captured my passion, as well as my appreciation and gratitude to the donors and their families, and it is able to touch audiences from all walks of life. Moreover, thanks to this unique documen-tary, the altruism of people who donate their bodies to science will be forever re-membered and publicly acknowledged.

Dissection,I believe,

introduces us to illness& death,

and, by so doing,

minds&soulsit opens our

to the conceptof our ownmortality

and the limits of our role as

doctors inhealing and saving

patients’ lives.

“

”

14 15

Doing the right thingRob Aitken, Marketing

Maybe one good thing that can come out of the recent (and continuing) financial melt-down is a conscience call for Business Schools to examine what they teach and see what they do, if anything, about addressing the ethical values that underpin business practice. Ethics and values are inseparable, but who is to say which are right and which are wrong. Well, it seems pretty clear to me that busi-ness practice that falsifies accounts, exag-gerates returns, underestimates risk and eschews responsibility is wrong. Neither is it condoned by the majority in society, so there is the normative ethical position - don’t do it!

What about practices that are perfectly le-gal, but which result in exploitation, or lead to environmental degradation or waste, or are just part of the inexorable cycle of pro-duction and planned obsolescence? How are undergraduates expected to respond to business imperatives that lead to com-panies like Cadbury or GlaxoSmithKline al-legedly failing to honour their brand prom-ises, and compounding their public shame by failing to ’fess up to their ‘mistakes’? Was the direct and sharp decline in sales the reason for subsequent retractions, or a genuine realisation that companies should behave with integrity? Did BP really skimp on safety measures in the Gulf and know that a ‘leak’ (a leak seems a strangely inef-fective and trifling word for the flood of oil that gushed into the ocean) was not only predictable but imminent? How stringent were the US authorities in enforcing man-datory standards of compliance?

How rigorous will New Zealand be in protecting its marine environments in the increasingly likely event of an escalation of drilling around our pristine coasts? And, anyway, just how pure is 100% pure in ad-vertising terms? For many people, answers to these and similar questions may well be

clear and straight forward, but how do we approach them as teachers?

Last year, on the day before graduating, a group of MBA students at Harvard took an oath to behave ethically in their future careers (and, presumably, in their lives out-side of work!) These graduates did not perceive what they saw around them as typical business behaviour and wanted to make a difference. Advocates saw this as a business version of a doctor’s Hippocratic oath or a lawyer’s pledge to uphold the principles of the United States constitution. It was, for the signatories, a commitment to a professional code of conduct based on honesty, trust and integrity that would make a small, but perfectly formed, step towards encouraging long-term systemic change to business practice. Business pro-fessor Rakesh Khurana commented that Harvard’s original aim, when it founded the MBA programme one hundred years ago, was to produce better managers and a better society. In his book, From Higher Aims to Hired Hands, Professor Khurana laments the loss of lofty ideals and reproves the move towards untrammelled profits and untroubled conscience. While it might be said to be an indictment of society in gen-eral, and business graduates in particular, that they have to swear not to lie, cheat or steal, at least it is a step in the right direc-tion, and clearly not a path trodden by the likes of Bernie Madoff or Jeff Skilling.

Here in the School of Business we don’t have an oath of allegiance to a particular code of ethical conduct, but we do have a newly burnished (but not yet adopted) B.Com graduate profile that makes it clear that an awareness of, and a famili-arity with, ethical issues related to busi-ness practice is fundamental to what we teach and what we stand for. Our under-graduate core is sprinkled (in some cases

strewn) with ethical issues and concerns that range from applications of the Fair Trading and Customer Guarantees Acts, through Socially Responsible Investing, past Whistle Blowing legislation, to tangling with the power relations in No Logo and the deleterious effects on consumers, and so-ciety, of excessive doses of materialism and the untreated symptoms of affluenza.

We are also concerned to understand the different ways in which Maori do business, and to understand the underpinning belief systems that privilege intergenerational wealth creation and distribution, and which promote alternative approaches to owner-ship.

What we want from such involvement and awareness is for students to question their own values and beliefs as they encounter and engage with those of others. Having an informed opinion is what we expect of a critical thinker and one who is able to cast a critical eye over the business prac-tices that they experience. So, what advice would I expect our graduates to give com-panies like Firestone, Merck or Dominoes Pizza, all of whom have been embroiled in one consumer controversy or another?

It would be to follow the golden rule.

Rob currently chairs the School of Business’s Undergraduate Advisory Group

to the concept

AKORANGAAKKORANGA

ISSUE 6: October 2010THE PERIODICAL ABOUT LEARNING AND TEACHING FROM THE HIGHER EDUCATION DEVELOPMENT CENTRE