Relational learning in practice
A range of teaching practices to support relationship-rich learning.
There are several key questions that are helpful as we consider how we create the learning environments and experiences which will build and sustain these relationships. For example, how do different teaching approaches enable students to build connection with their discipline, with their teachers, with their peers, with place and with their evolving sense of themselves? How do the choices we make as educators contribute to the sense of belonging and meaning needed for student success?
How might staff support relational learning in their practice?
Create opportunities for cohort building within or across programmes.
Encourage collaborative practices that maximise students’ opportunities to engage with and learn from their peers.
Develop learning environments where students and staff are relationally and actively engaged.
Where practical, support place-based learning with environments and communities and establish links with work contexts.
Locate learning ‘in time’.
Māori staff may practice Indigenous pedagogies such as kaupapa Māori pedagogies.
Pacific staff may practice Indigenous pedagogies that centre Pacific values and knowledge systems, such as ako (which means both to learn and to teach) as a process that involves learning and reflecting,1 where both the learner and teacher benefit from the sharing of knowledge.2
Provide opportunities for learners and teachers to dialogue about the learning experience.
Make use of quality blended learning designs that embrace connectivity and participation.
Relational learning in practice
CASE STUDY – Engaging students in creative exploration of German language and culture.
CASE STUDY – Explore how Dr Miriam James-Scotter is challenging traditional mindsets and practices within nursing education.
CASE STUDY – A Law course redesign emphasises student-centric learning, enriched with tutorials and quizzes.
CASE STUDY – Dr Gabriela Baron integrates various pedagogies, including relational, indigenous, TEL, and assessment-for-learning methodologies in DESIGN 233: Design and the Natural Environment.
CASE STUDY – Sparking student-driven learning: How Perusall transformed reading and discussions in an Asian Studies course.
CASE STUDY – Architecture students will be offered a truly engaging and immersive learning experience through the use of VR technology.
CASE STUDY – Jayden Houghton aims to make human connections with his students and encourages them to reflect on their values and their Law School experience.
CASE STUDY – The Faculty of Engineering has developed novel physical tools for teaching the properties of structural steel.
CASE STUDY – Helping develop students’ abilities to collaborate in teams comprised of people with different backgrounds and skills.
CASE STUDY – In Mechanical Engineering, students apply 3D printing technology to real-world industrial applications.
Page updated 22/02/2023 (minor edit)
- Morrison, Sandra L., and Timote M. Vaioleti. “Ako–A traditional learning concept for Maori and Pacific youth, and its relationship to lifelong learning.” Bildung und Erziehung 64, no. 4 (2011): 395-408. ↩
- Tomoana, Ria, and Whitireia New Zealand. “Sharing successful teaching and learning strategies for Māori, Pacific, and Youth learners.” Whitireia, New Zealand: An Ako Aotearoa Publication (2012). ↩