Preserve birds in their natural NZ habitat and save their “Wild Musick”.

The Wild Musick framework has been created to support the Ministry of Business, Innovation and Employment (Tourism) NZ, Department of Conservation, Ministry of Conservation, and Ministry of Youth Development. It works to encourage the youth, and families in saving birds and conserving the biodiversity of New Zealand avian population. The solution offers the following direct use cases : 1. Ministry of Business, Innovation and Employment (Tourism) a. Creation of new walking trails along areas of high bird density. b. Promoting bird watching and bird sounding trips. c. Aligning the tourism season with bird migration and seasonal population variation of birds. d. Promoting bird watching as a sport. e. Family trips encouraged to record bird sounds and feeding them to the Wild Musick web service. 2. Ministry of Conservation (Bio Conservation) a. Pest population has an inverse relationship to the bird population in a geographic area. The Wild Musick framework can assist in decreasing the pest population in an area supporting other programs working in conjunction with saving birds. b. Saving the avian population leads to the maintenance of the ecological balance in the Aotearoa region. c. Identification of unusual birds migration in specific areas. d. Identification of bird songs from bird calls and identifying the breeding season and perhaps preventing human intervention during the season. e. Identifying bird’s behaviour based on their songs/calls. f. Identify the population density of the endangered birds species. 3. Ministry of Youth Development a. Identify the bird sounds in the wild on youth trips. b. Respond to a bird call for help, if we can isolate the bird sound c. Gamify the application and ask the youth (children as well as youth) when they go wit

Social media security: New Zealand perspective

Internet use and harnessing big data introduces new challenges related to privacy, security, data management, accessibility, governance, and other legal and information security issues such as hacking and cyber-warfare.This session discuss these issues in detail alongside a discussion and framework on social media risk management. Understand common social media risks and privacy issues. Understand social media risks management framework. Understand social media risks mitigation strategies. Understand the different type of social media data and the privacy issues surrounding it. Familiarize with techniques and strategies to secure social media accounts

Social Media Security for the New Age Business (NZ Specific)

The presentation was answering four fundamental questions that relate to most businesses in NZ : How to secure our social media platforms? What are social media risks? What can we sue or be sued for? What are privacy and ethical issues surrounding social media use? The presentation was made to a research oriented audience and industry professionals who came for the NZ TechWeek at Hamilton on 25 May 2018

Comprehensive learning incorporating Ako – a tertiary education approach at Wintec

This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled ‘Comprehensive Learning (CL)’, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon students’ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach

Comprehensive learning incorporating Ako: A tertiary education approach at Wintec

This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled ‘Comprehensive Learning (CL)’, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon students’ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach

Comprehensive learning incorporating Ako: A tertiary education approach at Wintec

This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled ‘Comprehensive Learning (CL)’, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon students’ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach

GDPR employee awareness

The poster was created to make the viewer aware of the Employee awareness needs in the wake of GDPR and impact on NZ businesses

Cognitive education framework for cyber security: A collaborative community approach aligning to tenets of Ako

Cognitive education is based on the studies of the mind and brain focusing on acquiring, developing and applying cognitive processes to realize qualified learning. It hinges on experience of the learner, and the tutor, about the specific subject being learnt, knowledge of the academic environmental restrictions, provision of peer and tutor support and the inherent drive of the tertiary learner to acquire and assimilate knowledge based on his or her specific needs. These tenets of effective learning align perfectly with the principles of Ako, a Māori concept implying simultaneous learning and teaching. Cognitive education is a recognized blended, inter-disciplinary approach to education and the present research picks upon its core principles while developing a methodology for teaching Cyber Security to tertiary level students. The methodology also aims at enhancing authentic learning through promoting the use of open-ended enquiry, thinking skills and metacognition in adopting a personalized, scenario based approach to learn. The present approach relates to the tenets of Ako, and in specific on tuakana teina, mahi-tahi and Whakawhanaungatanga. The objective in cyber security education is to impart students with life skills in combating cyber hygiene concerns, learning defensive and offensive techniques to combat internal and external threats to cyber environments, and appreciating risk emanating from increased exposure to cyber assets. The research bases its recommendations on the analysis of 18 months of student and peer feedback and review of results of students at graduate and post graduate level at Wintec. The initial observations in the research help identify voids in “affects” factor of student learning, while proposing group-work and continuance of personalized scenario based learning as a recommended approach. It also adopts the use of social platforms to assess/engage millennial students and recommending work integrated learning and inquiry based learning concepts in teaching cyber security concepts

Evaluation of IT Service Desk: A Case Study

Organisations rely heavily on Information Technology Services Management (ITSM) to provide efficient and quality services to all stakeholders. This research is an exploratory study conducted of the service desk operations model. The research explores simple metrics and a weighted requirement matrix for evaluating and selecting ITSM systems. Several data gathering tools which include brainstorming, interviewing, participantobservation and collaborative feedback document have been employed in this research for collecting requirements from stakeholders to ensure viability and robustness of the research. Prominent challenges to sound implementation of a suitable service desk suite have been identified and tabulated. The identified challenges, coupled with feedback from stakeholders enabled the researchers to arrive at a scaled section framework for selecting an ITSM system. A comparison of eleven state of the art service desk systems has also been completed as part of the research. This research also proposes a novel service desk process with specific emphasis on the roles played by various stakeholders in provision of an efficient service desk operation