Monika Kern

Monika Kern

She/Her. Learning Specialist Sector Capability for Te Pū Tiaki Mana Taonga, Association of Educators beyond the Classroom.

Location Te Tai Tokerau, Aotearoa New Zealand


  • Yes, there still is much inequity regarding access to digital devices and the internet - even more apparent in times of crisis.

  • Just like you said last week, there's so much commonality across different areas of teaching, and sometimes we need to be reminded that we need to transfer things like engagement across to a different platform.

  • Yes, this is my understanding, too. I am not familiar with the law in Spain, but there is this article on Wikipedia:

  • Kia ora, glad you have joined us!

  • Kia ora and welcome!

  • Kia ora, welcome!

  • Kia ora Iris, glad to have you in the course!

  • Tena koe Ora, lovely to have you!

  • Kia ora Bertha, welcome, we're glad you have joined us!

  • Thanks for joining us, Jan, hopefully you get a chance to put your learning into practice in future!

  • @cinziachiriatti Welcome, Cinzia!

  • With online images at our fingertips, it's so tempting to just use them, isn't it? And it becomes even more complex when we are using footage of artefacts that have been loaned to our institution.
    When I explain the concept of copyright to children, I often compare it to an open lunchbox on a desk: Just because it's there, I still can't just help myself, I...

  • Kia ora, Kat, welcome!

  • That sounds interesting - it reminds me a bit of Second Life in the early 2000s! If anyone has tried this approach - please respond to this thread.

  • It sounds like teaching in your context has very similar issues to teaching school-age children in the culture and heritage space! Like you when you mention not knowing if they use the software you're teaching, one of the biggest frustrations I find is the not knowing if I have made a difference. Currently we're working on further online courses which will...

  • Keeping in mind that many of the ideas in the article are aimed at school children, is there anything listed that you could trial in your context?

  • Connectivity can be a real issue here in New Zealand, too, especially in the rural areas. During the COVID-19 lockdowns, many teachers reported how difficult they found it to engage their students that had limited access while schools were closed.
    You make a very good point about making content available to download: Many of our culture and heritage...

  • Kia ora Sol, welcome, glad you have joined us!

  • Hopefully you get a chance to try this out.

  • I agree, Jan, that regular interaction between learners and a culture and heritage site would be fabulous.
    We would love the hear from organisations that have tried this approach: What are the opportunities of this approach? What barriers have you found?

  • That looks really interesting, I want to explore this more: Is this a repository all teachers utilise, or do you self-select to use it?

  • That's so true, all while saving time, money, the environment; however, I hope we / our students will still travel to places in future that have caught our imagination as some things can't be experienced the same virtually?

  • Different interfaces can make it easier or harder to navigate: I wonder if children's experience would be similar to your experience or different?
    I agree with you on the sound for Toi Tāmaki - it's really powerful, isn't it?

  • Kia ora Joanna, welcome to the course!

  • Kia ora Chris, welcome, we're glad you have joined us!

  • @EstherN Kia ora Esther, welcome!

  • @OmarALMamari Kia ora and welcome!

  • Kia ora Eleanor, great to have you on board!

  • Kia ora and welcome!

  • You make a very good point here: In our sector, we often focus on our local school classes. However, when we put the technology in place, we can connect globally which can help broaden horizons and support the learning in classrooms across the world. And hopefully you (and your students) can come and visit New Zealand some time!

  • Kia ora Sabah, glad you have joined us!

  • Welcome, Jan, glad that you have joined us!

  • What a great point "disability has never held anyone back. It is in fact the barriers created by people and society what hold people with disabilities back". What can we do to reduce the barriers?
    Modern technology can help in many instances, I can straight away think of closed captions on videos (which doesn't just help people with hearing loss / deaf...

  • Inclusivity and accessibility is a big topic for the educators I work with in the culture and heritage sector in Aotearoa New Zealand. There are many institutions in our country still working on becoming more inclusive. When working with school-aged children, I feel this becomes more noticeable, as our visiting school classes tend to have a wide range of...

  • I would like to add to your first point: Museums seriously need to think about going to the communities they have marginalised, but on their terms rather than on the museum's terms. When museum staff start 'crossing the bridge', they will begin to get a better appreciation for how challenging it is to come to an intimidating museum. That will hopefully bring a...

  • I agree, museums need to be integrated into the community, and they can be a vital part of what makes a Learning City .

  • I strongly agree. It is often so much 'easier' to just 'get on with the job' - but this is no longer enough. It can no longer be our job to tell these stories from our point of view. Yes, co-curation is messy, takes time and effort - but the end result will be worth it.

  • I found it interesting to observe my teenagers when they visited Te Papa Tongarewa in Wellington, New Zealand, a few years back. They had never been there before, and due to the rural location where they grew up, they had only been to museums at the odd occasion. Both boys came and went, explored different exhibitions together, then moved to the next, making...

  • I agree with you, and I want to add to the 'rather than being the teacher': A more inclusive view of teaching moves away from the sage on the stage and the transmitter of knowledge to one who might facilitate the learning, learn alongside and from their students (a concept we here in New Zealand refer to as 'ako', reciprocal learning). Museums would do well to...

  • The museum I worked at until recently is actively trying to take a bi-cultural approach to their exhibitions. However, many labels and descriptions are still predominantly in English as to cater for the international visitors we hope to have return once the COVID restrictions end.
    We have often discussed catering for visitors with different needs such as deaf...

  • While Aotearoa New Zealand prides itself on many of its accomplishments incl. Women's Suffrage in 1893, exclusion remains an important issue. The modern nation is founded on a treaty with our indigenous Māori people which has been implemented in a way that they have been excluded from land ownership, they have suffered economically, in health, education etc....

  • I agree with you, Angela, and I wonder how some of the small, volunteer-run organisations can 'up their game' when even some of the big organisations struggle to be inclusive?

  • You make a very good point. I would like to add that often it is not just the cost of admission that proves a barrier, it can be the cost of transport (and accommodation in some instances) or even the luxury of having free time to travel to and visit a museum. One option to overcome this could be to provide more virtual or online options - though that of...