RTC system

I had someone post a image of some quotes that I added to a discussion group in 2011. I was using an online moderation system, mypotfolio to put together my RTC information. This worked for me at the time, I had a school that was ICT savvy, then I moved schools. It quickly came aparent that the school that I had moved to was not ICT savvy and that there was issues within certain structures. My first appraisal I did online.But this did not work out the best solution. There was no way for my appraiser to take a photo copy of what I did, I had to print off evidence. Then I started thinking, I need to do this by printing off evidence, who is my audience. The principal and the head of faculty. I moved to a paper based system.

Now I see this post and the quotes, and I start thinking, I need to move back to a computer based system. It worked for me, I could add in evidence when I wanted. I didn't have to print it off and add it to the every increasing papers in my office. I have a photocopier that I can scan to, I have dropbox and google drive accounts. What I need is a system that I can add items to, provide a bot of commentary to and tag.

So tonight I start to look at developing my own system!!!

Registered Teacher Criteria

Professional relationships and professional values

• Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.
• Criteria 2: Demonstrate commitment to promoting the well-being of ākonga.
• Criteria 3: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand.
• Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.
• Criteria 5: Show leadership that contributes to effective teaching and learning.

Professional knowledge in practice

• Criteria 6: Conceptualise, plan, and implement an appropriate learning programme.
• Criteria 7: Promote a collaborative, inclusive, and supportive learning environment.
• Criteria 8: Demonstrate in practice their knowledge and understanding of how ākonga learn.
• Criteria 9: Respond effectively to the diverse and cultural experiences and the varied strengths, interests, and needs of individuals and groups of ākonga.
• Criteria 10: Work effectively within the bicultural context of Aotearoa NZ.
• Criteria 11: Analyse and appropriately use assessment and information, which has been gathered formally and informally.
• Criteria 12: Use critical inquiry and problem-solving effectively in their professional practice.

modern learning environment

This week we are having some staff professional development on modern learning environments. Earlier this year core education hosted a day at wigram where they showed a floorprint of a modern learning environment as well as a variety of furniture that would make up one. The classroom environment is changing, gone are the days that a silent classroom is working well, they are actually probably on their cellphones texting each other.
Where is the front end of the curriculum, and participating with others, students will most likely not work in isolation at university or work, so why do we make them work in isolation at school. Why do we have classrooms that are rows and columns individually set-up. Is this to allow control?

This week I look forward to the speaker and what ideas he will bring.

http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/PrimarySecondary/PropertyToolbox/StateSchools/SchoolPropertyStrategy201121.pdf

Core education ran a modern learning environment even earlier in the year, as well as provided some excellent speakers. http://events.core-ed.org/modern-learning-environme, Stephen Heppell provided for me
a great look at how different ideas can be incorporated into designs. As well as the need for students to be involved in the design phases. Classrooms are used by both teachers and students, yet they seem to be designed by teachers. Should students not have a say in where they will spend there time. Furniture is also something that needs to be looked at. I have been testing a Hokki Stool which is being used more and more by my students, rather than the chairs they normally sit on. Another idea that was introduced to me at the expo was the idea of whiteboard tables. throughout my classes we draw up ideas, work through problems, when we had the CRT screens I used to use a whiteboard marker on them to draw an idea or example on the glass. I am little to scared to do it on the LED monitors now in class. We have a number of whiteboards in the school that are too small for the environment that they were set up in. This has allowed me to get the caretaker to cut one down and attach it to a table. I will hopefully add an image later on how I am using it.

But back to Stephen Heppell, such ideas still have me thinking about what a classroom could look like in the future, and I hope that I will never have to work in a computer lab again. It is a lab, it is not a classroom. I would like to see how other schools are delivering digital technologies in 21st century classroom environments.

Reflection Term 1

Wow, its been a busy term so far. New standards that I am trying to get familiar with, a new sport and Professional Development.

This year NCEA level 3 standards have been released and these mostly look at complex techniques in media, programming and information. I have two level 3 classes, one doing programming and the other focusing on media. These are two very diverse classes.

The programming class is busy working on Raspberry Pi development, How can Raspberry Pi's be used in education. There were a number of ideas that the students could choose. The interesting fact was that the students went for the supposedly easy projects. 

Minecraft

Digital Signage

MAME box

One thing that I am thinking about this class is that they are struggling with the lack of formal structure. As they are working on their projects, there is no formal lesson. It is more a facilitation role assisting students when they get stuck on their development. This is something the students have probably never hit before, or since primary school. I think the part I struggle with is that there is no exemplar or what they have to create, or develop. While this has been developed from the original technology Achievement Standard that had a lot of the technology process in it, it is now just brief development. So what does a new brief look like?

I am moving them through to python programming next term with an introduction to the computer science research required for 3.44 and 3.14. These are going to be bit research projects, I am looking for a scaffold to assist them with this and help me to assist them. I do feel sorry for them as this is the third year that they have had to be the first to do these new aligned standards. 

The other level 3 class have been working on photoshop techniques and content management systems. This has required them to install and setup three content management systems and evaluate their ease of use and features. Silverstripe, wordpress and joomla. As these are new technologies to students they have struggled to understand why they are developing and using these. I think I needed to give better context to this. Though it has been interesting that one student is using his installation to help with his Young Enterprise work. They needed a website and he has started developing a prototype through his account.

Level 2 has been busy with the information strand, we started off the year working on Microsoft Access, this was to give students an understanding of what a field, row, table and query were. Using this understanding they understood what was required when we started mysql. However getting use to the commands to INSERT, SELECT, UPDATE, DROP, ALTER has been difficult. next year I think I will get them to create a simple FAQ on how to use particular commands to do different things. mySQL has been a wonderful unit to teach. The students get an understanding of how databases work, especially when we link it to a webpage. Though I struggle to understand why it is worth 6 credits. I see this as being one of the simpler NCEA strand. The assessment context this year came from a student, I felt that the 700+ enteries of a survey last year was far too much. This year we are looking at a trading card database of pokemon generation one cards and a record by a flatmate on what cards he has and what he is missing. These will be displayed through a webpage interface to allow for the flatmate to be anywhere and have access to their collection.

We will move onto programming next, the students will learn python programming. Will be interesting to see if python is available on the chromebook. I will encourage students to develop on their own devices, all work will be available on moodle. I plan to make more use of moodle this year for this particular course. 

Level One Digital Technologies has just started its first assessment. Digital Information, already a number of students have asked if they can leave the course. Its too boring. Though as I say to them, we need to do this first and then it is done, and we can move onto other parts. The next part being webdesign, I am thinking of wether to use the codeavengers work, or carry on with the yoobee course. However I can see a mixture of the two going on.

I need to start thinking of the year 10 course and what is going to be needed in the future. Is it setting students up for a positive ncea course, or are students being turned off to the course.

I need to be able to develop a survey or feedback to get students to have their say on how the courses have gone so far. This would help the reflective nature of this. 

presenting - informing the community

With the changes around the new Zealand curriculum and the development of the digital technologies strands at ncea level 1, 2 and 3. We have a specific programming and computer science strand. With ncea level 2 and 3 looking at python as a preferred language.
The university of otago and the university of Canterbury have been helping provide resources. With the introduction of an online marking program called pycode as a moodle plugin to help students develop there understanding of python. How can the python community help us?

EOTC - online PD Modules

New online modules can help educators to further their professional learning development for EOTC.

Special online self-paced learning modules (SPLM) have been developed to help people further their professional learning development (PLD) for Education Outside the Classroom (EOTC).

The modules can be completed at the time and pace that suits each individual, free of charge.
Education Outdoors New Zealand (EONZ), in partnership with the Ministry of Education, has created 10 learning modules to develop and support the understanding and implementation of the EOTC Guidelines: Bringing the Curriculum Alive (Ministry of Education, 2009).

The modules are designed to lead participants through the EOTC Guidelines, providing examples and opportunities for self-review and planning.

They are suitable for all teachers and leaders of EOTC, sport and EOTC coordinators, school leaders, providers, and Board of Trustee members.

Creating authentic learning experiences
The EOTC Guidelines: Bringing the Curriculum Alive is a foundation document, acknowledged as accepted best practice for schools and other educational organisations.

The EOTC Guidelines clarify schools’ legal responsibilities and provide guidance on the delivery of EOTC to meet safety and learning outcomes.

EOTC provides learners with authentic learning experiences, which bring learning alive. EOTC can enrich teaching and learning across the curriculum.

Learning beyond the classroom can develop a learner's sense of identity and connect them to the community, land and environment.

EOTC provides opportunities for learners to become lifelong learners and enhances the ability of all learners to realise their potential.

EOTC provides opportunities to develop positive relationships between teachers and learners – a key to engagement in learning and education.

When staff are confident and competent, EOTC opportunities are more likely to be positive, high quality, safe experiences for learners.

For more information http://www.edgazette.govt.nz/Articles/Article.aspx?ArticleId=8719

One thing that I have found out when enrolling in the course is that the modules have yet to be finalised. 

I have found an pdf that was sent out to all schools that informed schools that the modules would be available from November...

The Ministry of Education is also creating online, self-paced learning modules to build understanding and use of the EOTC Guidelines. These modules will be available from November 2012.

Considering a number of teachers would use the time over the holidays to work through the modules and do some PD I thought would have been the perfect time.

reflections of moodle

I was asked on a group I belong to:
Subject: Are you using moodle?
 I am looking at our student learning platform and wondered if you could let me know....

1. Do you use Moodle?

2. if yes - who hosts it and is it well used?

3. if no - do you use another learning platform? If so which one?

I am really interested in what people are doing out there? I like Moodle and have many of my courses written in Moodle. However it costs and my school is looking at the cost. I can see this being an area where they will make some savings! Am looking for alternatives or a cheap way of hosting it.

Many thanks to you all.

my response

The school I am at uses moodle through the watchdog moodle in schools www.moodleinschools.org.nz implementation. We are beginning our Learning Management System journey as this is the first real year we have used it. Last year was implementation and constant interruptions.

We have started a PD journey introducing staff to how and why they would want to use it, as with earthquakes, who knows when, and if there will be anymore, plus the three day snow day doesn't help, we need to continue students learning as exams don't move.

How do I use it, all students projects and assessments and other evidence of assessment are handed in on it, that way I have a final copy of the students work, the work is graded online and results are feedback with any issues mentioned in the feedback to feedforward. Students are able to login at home and access their results, as we did not have a student portal running. However it doesn't transfer the results into the Student Management System.

I had the students hand in a PDF of their final external assessment in case it goes missing in the post and am requested to provide another copy. 

I also have students do pre and post testing for my juniors through moodle using a number of quiz functions, this provides me details of students learning and am able to incorporate this into my teaching program.

Photos of my whiteboard are put up after lessons so students can refer to them at later stages, especially needed when students missed taking notes or where away, has been useful for the mysql top 6 commands needed. 

We also have a moodle install with python being able to run to test students programs against test data to make sure that there programs are robust, this enables them to have a competitive environment which has raised students understanding of programming. I teach at a boys school. As well as getting them used to other competition environments.

Being able to drag and drop resources from my folders directly into my courses now has made the process so much easier.

My year 13 class this year was driven out of the multiple levels of students, the units were made available so students could work at there own pace, in some cases this enabled the competent students to complete all work half way through term 3, while others worked at a slower pace and aimed towards University Entrance. 

I have all my resources created available to use next year in one easy place.

Students tell me what works and what doesn't and I make changes to my teaching and resources based upon these feedback.

It has become a phrase in our school, "It's on *********", with BYOD now becoming more and more part of the environment we are now allowing students to access the school file storage network, so where are they going to access the resources from in the future?  

We have a number of textbooks for other departments made available under their electronic licenses and will make particular use of these next year in mathematics and science, chemistry and physics.

Moodle is our portal for students to go off to other areas, Single Sign On is used so logging into moodle authenticates other services, see www.iam.school.nz for a number of these.

We use Google Apps, etv.org.nz, myportfolio as well to support students learning.

Why are we not hosting it ourselves, time, expertise and cost. We don't have to have our own server, we don't have the technical expertise, or time to even manage it all. If something goes wrong I can pick up a phone and ring and someone else gets to fix it. Backups are done and checked, we get acces to the moodle updates and security fixes as part of our contact, and don't have to pay extra for it. 

Downsides, we don't get to add our own plugins that we find, these need to be security checked.

I would love to get a turn it in or alternative up and running as this will help students, they are going to hit these at tertiary level and getting students to authenticate that the work they are handing in is there own helps students with the values and key competencies of the New Zealand Curriculum.

review

Year 11

Information
This is a course which students integrate data from two application, word and excel. It requires students to gain knowledge in both. This is a simple start to the year and develops the students basic skills into something that they understand. Students need to look at design of the document. A number of students struggle to realise the potential of what this unit offers them, and a number stuck to the common wordart and centre. It is something that is difficult to break. I need to focus on style sheets for this, as this prepares them for level 2.
I developed the external this year and used the exam slot for students to write up there report, however I need to focus on operating systems sooner, so they can develop all four sections. I look forward to the results coming back and will reflect on how the students do next year.

Media
Image editing and HTML and CSS. this is a course that I need to develop a bit more. I want to get students taking more of there own photos so they can develop there work, rather than using google images. Students enjoying developing websites and getting them linking to each other. However, I need to work on developing and extending the students that know how to do this already. Small movie making could also be a factor as we develop next year, things like mashups could add different factors and small movie could provide a different element for students.

Programming
Scratch programming, this is an interesting course that is working well, it provides four units of work, looking at students input, output, if statements and loops. Though a couple of students did not like the scratch environment and would have rather developed there solution in python. This raises the question of since we do scratch at year 9 to develop gaming, should we use it in a programming content or do we move to another environment,.

Overall the course suits the students, it is interesting and develops students understanding of digital technologies, however some students this was a course that bored them, these are the students that have interacted with computers for years and developed websites and programmed computers using a variety of different environments.

Year 12
The year 12 courses were developed around the students who were in the classes at he beginning of the year, now due to timetable issues a couple of students were moved and these students felt disengaged with the class as it was not the one that they wanted to do. Now talking to one of these students at the end of the year, he was annoyed when this happened, however he now has an interest in web design as we covered it more with notepad++ and codes rather than using a WYSIWYG.
The courses this year were supposed to be around 18-22 credits, however due to the fact the courses were first time courses as well as getting my head around the teaching of what was required and intepreting the new standards  and the students learning needs these were reduced. I realise that this has an effect, and i will look at the courses around these next year for workload and what is required and will modify as needed, but the students were informed along the way that we would not be completing the full course.

Digital Media
This programme looked at aspects of digital media, included Database with Microsoft Word/Publisher integration. Digital Media looked at a variety of aspects including Flash and web design incorporating HTML5 and CSS3.
This programe needed to have jQuery aspects built into it as well.
The students, some found the work an easy build up from what they did last year, however, students that did not do the course last year struggled to build up the level of skills required as well as missing the prior knowledge. Incorporating flash into the course also caused some issues as they did not understand why they were doing it. Needed to build more SLO around this to show the students it was around building knowledge of digital media. I felt this class was too social. I think having access to a webserver off school would have assisted the students int he development of there site as it would have given a real world experience rather than the contrived nature of developing it in class. I did not have the server setup as I normally did at my last school and this hindered some of the development path that I normally do.

Programming

The programme looked at two aspects, information and programming. Missing from this course was the computer science strand again, this is something that I need to come to grips with. The information built a lot of skills around linux, putty and mysql and php, this was a huge amount of information that the students had to understand and those that did not take notes of the first day struggled to develop there understanding and knowledge of mySQL. There was also a lot of confusion on the list server about what was required for the standard which added to my confusion, also doing two different lots of databases at the same time between the two classes caused issues between the two classes, one did access, the other mysql. Integrating the data from the mysql caused issues when introducing php through html. Although the students were taught html last year there was a sense of lostness within the unit. The assessment was way way way to big, 700 survey responses and the students working to get the information in, there was no way that they could verify their data. Each student had different numbers, trying to keep track of what survey they were up to and how were tehy going to display the result.
The second part of the course was the python programming, this was interesting as the build up last year was scratch, student had to work with the IDLE interface and get used to working to develop there own knowledge. The development work that I had put into the course and how to work on assessments I did not use, due to the fact it was for python 2.7 and not for python 3 that they were using and the university of otago book, It wasn't worth getting them confused. The assessment for them this time was simple enough, however it was difficult to work out how a student could get Merit.

Year 13
This is the last year that this course will run, a number of students were enrolled in the course without prior knowledge and reflecting on this there needed to be two courses running in the class, a level 2 course and a level 3 course, however with students passing level 2 they were not interested in obtaining level 2 credits. Should a student be able to do level 3 credits if they have not done level 2 credits and cannot show competence in using the program to the ability required? I am hoping that with the reflections of change that I have done this year with the practical computing course will help fix this issue. having a combined level 2 and 3 course where the students are working there level, if the pass level 2 then they have the opportunity to step up to complete the level 3 credits. Back to the course, students were offered to do databases, spreadsheet and word processing and they select the order for this, All the lessons had been broken up and placed into moodle for the students to work through and the next lessons would open up once the student had handed in the exercises. This worked well for a number of the students, however others found this a barrier as they did not want to do all the work before being offered the assessment, they wanted to do one part, skip another. These students struggled to get into the course and instead developed behaviours that were not suited for learning. I had to find other ways the get these students through the assessment which was offering them an alternative assessment which the other members of the class were annoyed at as the alternative assessment had an interesting aspect to it. The next assessment was databases, some students in the class had issues with the same aspects as the spreadsheet unit. However pairing them up seemed to work, though the students work pace reduced as more social aspects came into play, trying to get the students to work on a friday afternoon period 5 when they had period 6 study turned out to be a nightmare, and then there was the tuesday straight after lunch food rush and wednesday morning sleep in. The timetable kept hitting me at all angles. This class I felt disengaged with.

I think one of the biggest things that I struggle with in my job is that I can't modify my classroom. It is stuck in a design that does not benefit me as a teacher. I can't do the group development and peer work that I wish to. Yes, i can assign seats, but there is not space to spread out a students work and develop the technological knowledge and practice that is required of the students.

I want students to develop an understanding of other operating systems next year.
I also want to make a focus of the externals next year.

te reo ict vocab

Audio file
kōnae whakarongo

Backspace
hoki whakamuri

backup
pūrua

CD / DVD player
pūrere kōpaepae

Compact disc (CD)
kōpaepae pūoru

Computer
rorohiko

Computer room
whare rorohiko

Computer screen
pouaka whakaata

computing
whiriwhiri rorohiko

Copy
whakaahua

Cursor
kaitiri

Database
pātengi raraunga

Database
putunga hōtuku

Default
tohu aunoa

Digital Camera
kāmera

Digital media collection
rokiroki

Directory folder
rārangi kōpaki

Double click
pārua

Download
tuku

email
karere rorohiko

exit
whakamutu

field
whakaatuaranga

file
kōnae

finder
pūmanawa kimi

floppy disk (is this one outdated now?)
kōpae pīngore

flow chart
mahere ripo

footer
hiku

format
whakatakoto

hard copy/printout
tānga

hard disk drive
kōpae matua

hardware
pūrere rorohiko

header
pane

icon
ata

internet web page
whārangi ipurangi

keyboard
papa pātuhi

logoff
wehe

mainframe
rorohiko matua

memory
mahara

menu
rārangi mahi

merge
tāhono

micro-computer
rorohiko iti

microphone
uruoro

monitor
pane

mouse
kiore

mp3 player
taru paoho

network
hononga

podcast
kōnae ipurangi

port
kōhao tūhono

print preview
tiro tānga

printer
pūreretā

program /
raupapa tono

quit – ctrl + q
waiho

save
pupuri

scan
mātai

screen
mata

scroll
hurinoa

select
tīpako

shut down
whakaweto

single click
pāwhiritahi

software
pūmanawa

speakers
tukuoro

spellchecker
pū manawa pūngakupu

spreadsheet
ripanga

start up
whakaoho

tool bar
pae paraha

undo
whakakore

username login
ingoa rorohiko

video file
kōnae whakaata

video game
tākaro ataata

virus
ngārara

world wide web
tukutuku-ao-whānui

te reo phrases

TO SALUTE/CELEBRATE

Tau kē!
How awesome!

Ko koe a runga!
You are simply the best!

Kei reira koe!
You got it!

Kei whea mai nei!
Well done!

Kīkino kē nei!
Wicked! Fantastic!

Koia kei a Kevin!
Kevin rocks!

Taputapu kē!
Fabulous! Fantastic!

Ka wani hoki!
Spine tingling! Great!

TO AGREE

E mea ana koe!
You bet!

Koinā te hāngai!
Right on! That’s the one!

Koia pū!
Absolutely! That’s it! Bang on!

Koia koia!
That’s right! Yeah I’ll say!

TO ENCOURAGE

Me tū mārō!
Be staunch!

Karawhiua!
Give it heaps!

Mō te hemo tonu atu!
Go hardout, till the death!

TO INSPIRE

Kua puta te ihi, te wehi, me te wana!
Awe inspiring! Magical!

Kua takoto te mānuka.
The challenge has been laid.

TO EXPRESS SURPRISE

Kōtore whererei Absolutely shocked, surprised out of your skin
Tūmeke katoa! Stunned! So shocked!

TO EXPRESS CLARITY

Kua hiki te kohu
I understand now. (The fog has lifted)

Kua taka te kapa
The penny has dropped.

TO EXPRESS DISDAIN

Kei te pērā tonu
Same old story

Kia parea ki rāhaki
Put aside, get rid of

Mea rawa ake
Nek minute, consequently

OTHER EXCLAMATIONS

Kātahi nā te tino mate
That's the real problem

Kia tūtakarerewa!
Be alert, be on guard

Tuahina mai
C'mon, out with it, no holds barred, be straight up!

What did you do in school today?

I just saw another teacher post what they did in school today, http://teachernz.com/2012/10/26/what-did-you-do-in-school-today/ So I thought I would do the same.

Arrived at school and put some of my gear away,

Sat in staff briefing and listened to what is coming up as well as some information about what is happening during NCEA exams.

Period One, prepared to do some marking and update Learning Management System, got ready for period 2, today I was going to take an extension lesson for year 11 Digital Technologies so they could finish their external reports, also listening to a podcast around the #MSDWTF, got sidetracked trying to test the school network on a student account with the new windows 7 image. Managed to find a security hole where I had a the images username and password.

Got an email to take relief period 2,

Period 2, went to take relief and get setup to watch the clickview video, however the speaker wire had been cut, rang for new cable from technician. Spent rest of the period in workshop making sure the students were operating in a safe manner.

Had to send year 11 students that came for extension period back to class as I had a relief.

Interval, went for a cup of coffee and the social club raffle draw.

Period 3, Year 9 Digital Media class working on portfolio work, had year 11 students turn up to do the extension work. Also finished year 11 marking of assessments, posted results up on Learning Management System.

Period 4, Year 11 Digital technologies, had students complete their external work, and print and also submit a PDF of their assessment to the learning management system. Had students test there program for errors, show students how to test there work before handing it in. Resit on Tuesday,

Lunchtime, went out to watch senior house touch and take photos with new lens, 75-300mm :)

Period 5, Year 13 students trying to catch up on there work they have had all year to complete, as it is the year 13 last period one a friday they became silly.

Period 6. Year 12 Programming students trying to complete there python project, some good results, though they need to realise if it is not working, check there indentation. Some year 11 students back to try and complete work, also had another class sharing the classroom to complete work on computer.

Had Detention after school, this is for students who don't complete there homework during the week. An hour long session, number of students only had 10-20mins work to complete.

I feel like I have had a pretty good day, though getting the relief and detention caused a bit of a headache for me to manage my workload. Need to get junior reports completed.

Professional reading - Swimming out of our depth

Swimming out of our depth? Leading learning in 21st century schools

With new technologies being introduced to schools, there is the need for s shift in education to help our students become the best that they could be.

This paper reports preliminary findings from NZCER research designed to explore the following questions:

• How difficult is it for teachers acculturated in 20th century ways of thinking about education and its purpose, to "shift their paradigm"?
• Do today’s teachers have the dispositions and competencies they are being required to develop in their students—given that their schooling was not designed to develop these?
• What kinds of learning environments would teachers need to develop these competencies and dispositions?

http://www.nzcer.org.nz/system/files/Swimming%20out%20of%20our%20depth%20final.pdf

So much is starting to come out at present around the introduction of BYOD in schools, changes in school environments. How does a school with 100 years of tradition and traditional teaching practices develop into what is needed for today's students.

Also there is another one to read and understand, this one is around BYOD, does it have benefits with students learning?
Does digital immersion improve students digital literacy - http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=291