Browsing All Posts filed under »NZ Computing«

Green in top ten predictions

February 16, 2008

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This week Computerworld is reporting on “Gartner’s top ten picks for 2008 and beyond“. This is the international list (first is a growth in Apple, second is the growth in internet centric devices, third is the integration of elements of open source into commercial software, etc).  More than half the list can be considered to […]

ElectroCity: “natural bias” not very natural at all

September 9, 2007

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Last week TreeHugger said great things about a New Zealand site last week: “Electrocity: Teaching Kids to Manage Energy, Human Needs Responsibly Through Gaming” Genesis Energy, an energy supplier and retailer in New Zealand has come up with a terrific way of helping kids develop a strong basis on which to develop future knowledge about […]

Sustaining Dunedin’s Heritage

August 16, 2007

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We’re just starting a major project to visualise every Dunedin building, ever. We’re aiming for a 3D immersive environment for any given date (perhaps with a timeline slider). In addition to the general coolness and education value, we’re hoping that it can be used as a modelling tool, say if some wants a new development […]

Beginning a dialogue to generate a vision

August 6, 2007

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The “every graduate” approach means that sustainable practice is recognised as a core capability which must be developed within the context of each discipline. A premise of the CfS Agenda is that we work with disciplines to articulate appropriate responses, coming at problems from both incremental and transformative directions. The first four items on the […]

Agenda encourages and empowers computing education for sustainability

July 16, 2007

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Following up on the NACCQ policy statement on computing education for sustainability, here is the agenda for achieving this vision. We hope that it is empowering and engaging. It is deliberately both top down and bottom up. It is deliberately both incremental and transformative. It is deliberately aimed at the champions and the “ordinary lecturer”. […]