Dr Craig Hansen PhD

Dr Craig Hansen PhD

Auckland, Auckland, New Zealand
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Summit Institute

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UARD qualifications are in partnership, and accredited in the UK and USA. Currently…

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Contributions

Activity

Experience

  • Summit Institute

    New Zealand

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    New Zealand, Indonesia, Nepal

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    Indonesia

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    University of Auckland - living in Jakarta

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    Jakarta

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    Global

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    The 3 Bears

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    Greater Jakarta Area, Indonesia

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    318 E Broadway Ave Bismarck North Dakota 58501

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    Indonesia

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    Global

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    Auckland, New Zealand

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    Auckland, New Zealand

Education

  • The University of Auckland Graphic

    Auckland University

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    Activities and Societies: https://www.academia.edu/44677200/An_Empirically_Grounded_Curriculum_Development_Framework_for_3D_Animation_and_Modelling_Programmes

    Creating a framework of education for the creative industries

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    Activities and Societies: Life Church

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Licenses & Certifications

Volunteer Experience

  • The International Emergency Management Society (TIEMS) North America Graphic

    Regional Director

    The International Emergency Management Society (TIEMS) North America

    - Present 2 years 3 months

    Disaster and Humanitarian Relief

    New Zealand, Australia and Oceania. TIEMS is dedicated to developing and bringing the benefits of modern emergency management tools, techniques and good industry practises to society for a safer world. https://www.tiems.info/

  • Mummys in need Graphic

    Board Member

    Mummys in need

    - Present 2 years 4 months

    Children

  • Google Graphic

    Google Education Group New Zealand

    Google

    - Present 3 years 7 months

    Education

  • Co-Leader

    Google Educator Group West Jakarta

    - 6 years

    Education

    A challenging role, sharing resources and training with passionate educators who enjoy learning as much as teaching

  • Manurewa Local Area Community Committee Co-ordinator

    Manukau City Council

    - 3 years

    Arts and Culture

    Working with great local people to see safe, fun events for the community. We celebrated art, education, achievement, culture and our local history.

  • Executive

    New Zealand Support & Education Trust

    - 4 years 7 months

    Social Services

    Establishing trust deed, gaining Govt. contracts for social services delivery, monitoring governance and delivery.

  • Ministry of Education of New Zealand Graphic

    Establishment Board Chairman

    Ministry of Education of New Zealand

    - 2 years 3 months

    Children

    Established a new school in Manukau City, hired the leadership team, supported policy development and launched enrolments on time and budget.

  • Business Development Manager - Volunteer

    Rumah Kasih Karunia - House of Grace

    - 4 years 8 months

    Economic Empowerment

    www.rumahkk.org
    TRANSFORM THE LIVES OF SEXUALLY EXPLOITED YOUNG WOMEN THROUGH RESTORATION AND REINTEGRATION
    Through our liaison with the International Criminal Investigative Training Assistance Program (ICITAP), Bandungwangi Society Foundation, Indonesia's HELP App, AIM Cambodia, Mentari USA, A21, Society of Women Engineers and other organisations we advocate for the rescue of sexually exploited and the provision of programmes that will restore & reintegrate the survivors back into…

    www.rumahkk.org
    TRANSFORM THE LIVES OF SEXUALLY EXPLOITED YOUNG WOMEN THROUGH RESTORATION AND REINTEGRATION
    Through our liaison with the International Criminal Investigative Training Assistance Program (ICITAP), Bandungwangi Society Foundation, Indonesia's HELP App, AIM Cambodia, Mentari USA, A21, Society of Women Engineers and other organisations we advocate for the rescue of sexually exploited and the provision of programmes that will restore & reintegrate the survivors back into community.
    The largest part of what we do is the House of Grace - this is a safe house in Jakarta where women 17-24 years of age receive:
    counselling
    health care
    job training
    employment opportunities
    This secure place of residence is the home to women rescued within Indonesia and those that are repatriated from other countries around the world.

Publications

  • Assessment for Learning a summary of concepts, tactics and strategies

    Summit Institute

    Assessment for Learning (AfL) offers a multifaceted approach to fostering effective learning environments through various strategies and tactics. Embedded strategies like continuous feedback and reflection create dynamic classrooms, encouraging active student engagement. Techniques such as using portfolios for future learning goals and collaborative methods like Think-Pair-Share promote deep understanding, peer learning, and critical thinking skills. Mini whiteboard checks and exemplars aid in…

    Assessment for Learning (AfL) offers a multifaceted approach to fostering effective learning environments through various strategies and tactics. Embedded strategies like continuous feedback and reflection create dynamic classrooms, encouraging active student engagement. Techniques such as using portfolios for future learning goals and collaborative methods like Think-Pair-Share promote deep understanding, peer learning, and critical thinking skills. Mini whiteboard checks and exemplars aid in immediate assessment, guiding instruction and clarifying expectations. Differentiated questioning maintains student engagement and supports diverse learning styles, enhancing the overall learning experience. Strategic feedback implementation, sharing learning goals, and emphasising clear assessment guidelines are imperative for a successful AfL framework.

    See publication

  • Promoting Positive Behaviour Change; reviewing World Vision's faith-based approach to reducing gender-based violence in Vanuatu

    Summit Institute

    The research delves into an in-depth exploration of family violence issues in Vanuatu, emphasising a faith-based approach to addressing and reducing domestic conflicts. It details key strategies, programme methodologies, and essential findings, shedding light on an important initiative to tackle gender-based violence and promote behavioural change within local communities. Central to this approach are two primary interventions: the Counselling Skills Approach and the Men's Behavior Change (MBC)…

    The research delves into an in-depth exploration of family violence issues in Vanuatu, emphasising a faith-based approach to addressing and reducing domestic conflicts. It details key strategies, programme methodologies, and essential findings, shedding light on an important initiative to tackle gender-based violence and promote behavioural change within local communities. Central to this approach are two primary interventions: the Counselling Skills Approach and the Men's Behavior Change (MBC) programme, both tailored to address the complex challenges associated with violence and gender norms prevalent in the region. Ultimately, this article underscores the necessity of multifaceted intervention strategies in addressing domestic violence, emphasising the efficacy of tailored faith-based initiatives and behavioural change programmes. It emphasises the importance of sustained community engagement, adaptive strategies, and ongoing evaluation to ensure continued success in combating gender-based violence. Furthermore, the article underscores the critical need for ongoing refinement and expansion of these programmes to enhance their effectiveness and ensure sustainable, long-term impact.

    See publication

  • The Impact of Open Educational Resources (OER) on Teaching in Nepal's Grade 1 to 10

    UARD Applied Research Papers

    The need for additional educational resources with greater accessibility to support the textbook-based curriculum is the need of the time. Open Educational Resources (OER) are increasingly playing a crucial part in bridging the accessibility gap. This study aimed to find the OER awareness and understanding level of teachers of Nepal teaching Grades 1 to 10 and the impact of OER in their teaching practices. This document is a summary of the findings and does not contain all the data listed in…

    The need for additional educational resources with greater accessibility to support the textbook-based curriculum is the need of the time. Open Educational Resources (OER) are increasingly playing a crucial part in bridging the accessibility gap. This study aimed to find the OER awareness and understanding level of teachers of Nepal teaching Grades 1 to 10 and the impact of OER in their teaching practices. This document is a summary of the findings and does not contain all the data listed in the content tables for the purposes of review and discussion by scholars in online forums. As such, the main table of contents is accurate, though additional content tables note the page numbers from the full, original document.
    A mixed method was adopted to collect data from teachers. A questionnaire and one-on-one interviews were conducted with teachers. Findings showed OER helped teachers to improve the existing lessons or create new ones by making them more interactive and engaging. It encouraged participation, collaboration, and teamwork and promoted creativity and critical thinking skills. The study findings stated that most of the teachers of Nepal were aware of OER while some were already using it without being aware of the term. They had also been using it as supplemental material to enrich their lessons. It was observed that classroom participation, engagement, and collaboration improved with the use of OERs in the lessons.
    Despite the advantages, the participants faced some challenges like increased screen time, identifying the authenticity of materials, technical barriers and networking issues. These need to be addressed to further the effective adoption of OER.
    Teachers in Nepal felt the use of OER has had a positive impact on their teaching and helped enhance their teaching-learning practices.

    See publication

  • Emergency Response Preparedness; fourteen strategies to increase fire safety in critical infrastructure sectors

    UARD Applied Research Papers

    This document contains the summary tables focused on the challenges and suggested solutions for emergency response preparedness related to fire safety in critical infrastructure sectors. Additionally, the conclusions, areas for future research and bibliography are provided for reference and inclusion is future literature reviews. The full paper (available on the authors’ project pages) contains a brief comparison of emergency fire and disaster preparedness systems in the United States of…

    This document contains the summary tables focused on the challenges and suggested solutions for emergency response preparedness related to fire safety in critical infrastructure sectors. Additionally, the conclusions, areas for future research and bibliography are provided for reference and inclusion is future literature reviews. The full paper (available on the authors’ project pages) contains a brief comparison of emergency fire and disaster preparedness systems in the United States of America with other geographic regions. The outcome reveals the superiority of the US Command System over individually operated critical infrastructure sectors systems in other regions. The main advantage in the US system lies in its ability to bring together all resources, manpower, equipment, and information to be distributed or shared from the center of command. The US system has also moved towards uniform equipment and procedures so that an assisting fire unit can operate outside its own district. Covid-19 has disrupted training and strategic planning in the Middle East, such as the UAE. The dissertation makes some recommendations which if applied, can vastly improve fire departments, especially those tasked to protect the oil and gas terminals.

    See publication

  • Overcoming Oline Engagement Challenges; Effective strategies for Nepal's Grade 1-10 educators

    UARD Applied Research Papers

    Educational institutions have thrived in the online environment by adopting various strategies and creative use of tools that have helped foster interactive learning that can enrich the experience of online learners and lead to more significant learning. Nepal has yet to configure ways to retell victorious stories of student success in an online environment. The authors have reviewed a sample of published literature focused on online student engagement and propose a number of strategies for…

    Educational institutions have thrived in the online environment by adopting various strategies and creative use of tools that have helped foster interactive learning that can enrich the experience of online learners and lead to more significant learning. Nepal has yet to configure ways to retell victorious stories of student success in an online environment. The authors have reviewed a sample of published literature focused on online student engagement and propose a number of strategies for educators in Nepal to explore.

    See publication

  • Implications of Play Integration for Early Childhood Education in Nepal

    UARD Applied Research Papers

    Early childhood is a crucial period of human life that problem-solving lays the foundation for the future of a child growing as an individual in a variety of ways (Children’s Bureau, 2018). Early Childhood Education (ECE) programs and strategies integrated toward children in their formative years (birth to the age of eight) are widely considered both a crucial and vulnerable part of a person's life (Lewis, 2019). Play-based learning is a type of early childhood education based on child-led and…

    Early childhood is a crucial period of human life that problem-solving lays the foundation for the future of a child growing as an individual in a variety of ways (Children’s Bureau, 2018). Early Childhood Education (ECE) programs and strategies integrated toward children in their formative years (birth to the age of eight) are widely considered both a crucial and vulnerable part of a person's life (Lewis, 2019). Play-based learning is a type of early childhood education based on child-led and open-ended activity (Vogel, 2017). According to Pyle & Bigelow (2015), the integration of play introduces students to problem-solving experiences and enriches connections in addition to supporting experiential learning. The following is a summary of implications after an independent review of operational practices, curriculum review, and stakeholder activities in Nepal’s ECE sector related to play budgets, training and learning environments.

    See publication

  • Meeting the Needs of Nepal's Gen Z in the Classroom: a Review of Effective Strategies

    UARD Applied Research Papers

    The unique social position of Generation Z and their individual and collective experiences and characteristics may pose a challenge to educators worldwide. Understanding the characteristics or behaviors of this cohort and how to support them through their educational journey, particularly through high school, are critical to the effectiveness of teaching and learning, and their collaboration with other previous generations.
    52 % of the population in Nepal is between the ages of 7 and 24…

    The unique social position of Generation Z and their individual and collective experiences and characteristics may pose a challenge to educators worldwide. Understanding the characteristics or behaviors of this cohort and how to support them through their educational journey, particularly through high school, are critical to the effectiveness of teaching and learning, and their collaboration with other previous generations.
    52 % of the population in Nepal is between the ages of 7 and 24, falling into the Gen Z demographic, and, like their counterparts around the globe, Nepal’s Gen Z was born into a world dominated by technology, the internet, and social media.
    The purpose of the study is to understand the characteristics of Nepal’s Gen Z and suggest strategies drawn from the literature that educators working in a high school context could use to support the learning styles of this generation. The research is grouped into two main parts:
    Understanding the characteristics of Gen Z and the learning implications of this generation. Providing instructional strategies for Gen Z to support their characteristics. These two sections will be brought together to examine the study’s key findings and make recommendations for future research.

    See publication

  • The Capability Development Framework; Capability and Culture Identification, Mapping & Development

    UARD Applied Research Papers

    From an organizational perspective, people & culture departments are seeking a return on investment (ROI) for their training budget. According to Forbes (2021), the number of culture-focused job advertisements has increased by 105%, signifying the importance of training to increase cultural competency and people development, globally. The Capability Development Framework provides a way to build capability and culture within individuals and teams that supports a sustainable, resilient…

    From an organizational perspective, people & culture departments are seeking a return on investment (ROI) for their training budget. According to Forbes (2021), the number of culture-focused job advertisements has increased by 105%, signifying the importance of training to increase cultural competency and people development, globally. The Capability Development Framework provides a way to build capability and culture within individuals and teams that supports a sustainable, resilient, high-performing culture.

    Other authors
    See publication

  • An Optimal Approach to Teaching and Learning from the Empirical Framework for the Development and Review of Programmes of Learning in 3D Animation & Modelling

    Academia Letters

    See publication

  • Alternative Education; is someone crazy about your young people?

    ACADEMIA Letters

    When young people find an adult who is crazy about them, willing to commit time, energy, resources, and positive input towards them over the long term, the disengaged become
    reinvigorated about learning, the disconnected find relationships that matter and the positive
    life outcomes blossom where once there was isolation and anger (Larson & Brendtro, 1999).
    The more schools, and more importantly educational leaders, focus on the four pillars of the
    Tipu Whare alternative education…

    When young people find an adult who is crazy about them, willing to commit time, energy, resources, and positive input towards them over the long term, the disengaged become
    reinvigorated about learning, the disconnected find relationships that matter and the positive
    life outcomes blossom where once there was isolation and anger (Larson & Brendtro, 1999).
    The more schools, and more importantly educational leaders, focus on the four pillars of the
    Tipu Whare alternative education program, the disengaged young people there will be trying
    to find their way in society.

    See publication

  • Personalised Learning; an answer to some of the educator’s COVID19 frustrations

    Academia Letters

    See publication

  • The Impact of Guest Lecturers in Creative Industries Programmes of Learning

    University of Applied Research & Development

    See publication

  • An Empirically Grounded Curriculum Development Framework for 3D Animation & Modelling Programmes

    The University of Auckland

    A curriculum development framework for 3D animation and modeling programs was created through feedback from industry professionals and graduates, focusing on essential learning aspects for industry success.

    Key Takeaways

    Feedback from graduates and industry supervisors in 3D animation led to the identification of key learning aspects for successful entry into the profession.
    The framework is organized around three main themes: Approach to Teaching & Learning, Technical…

    A curriculum development framework for 3D animation and modeling programs was created through feedback from industry professionals and graduates, focusing on essential learning aspects for industry success.

    Key Takeaways

    Feedback from graduates and industry supervisors in 3D animation led to the identification of key learning aspects for successful entry into the profession.
    The framework is organized around three main themes: Approach to Teaching & Learning, Technical Understanding, Knowledge & Skills, and Career Preparation.
    It emphasizes collaboration between institutions, industry, students, and graduates to enhance graduate preparation and success in the creative industries.
    The framework aligns with andragogy principles, supporting adult learners' needs in creative and commercial settings.
    Focused on preparing graduates for industry work, it addresses student safety, reputation protection, and industry-specific education needs.

    See publication

  • Creating Perfect SEO

    Social Accounts

    https://www.facebook.com/rapidtraction/
    https://rapidtraction.tumblr.com/
    https://www.linkedin.com/company/13591647/
    https://www.instagram.com/rapidtraction/
    https://www.youtube.com/channel/UCLKQlNkQ3j0UnucwFZLCjCg
    https://www.rapidtraction.com/new-zealand-seo

    See publication

Courses

  • Accounting

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  • Dissertation

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  • Foundations of Virtual Instruction

    www.uci.edu

  • Game Theory II: Advanced Applications

    www.stanford.edu

  • Google Certified Educator - Calendar

    www.google.com/edu

  • Google Certified Educator - Chrome

    www.google.com/edu

  • Google Certified Educator - Drive

    www.google.com/edu

  • Google Certified Educator - Gmail

    www.google.com/edu

  • Google Certified Educator - Sites

    www.google.com/edu

  • Human Resource Management

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  • K-12 Blended & Online Learning

    www.usg.edu/

  • Learning How to Learn: Powerful mental tools to help you master tough subjects

    www.ucsd.edu

  • Marketing Management

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  • Organisational Leadership

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  • Personal Branding on Social Media

    Linkedin

  • Teaching Character and Creating Positive Classrooms

    http://www.relay.edu/

Projects

  • Google Educator Group West Jakarta

    - Present

    GEGs are an independent community-run initiative to which Google is the primary partner and inspiration. GEGs are for any educator who is passionate about meeting the needs of their students through technology solutions and collaborating with other educators who feel the same way.
    GEG’s provide a space where like-minded educators interested in open technology & improving learning can come together to discuss Google tools and the latest technologies, and get inspirational new ideas about…

    GEGs are an independent community-run initiative to which Google is the primary partner and inspiration. GEGs are for any educator who is passionate about meeting the needs of their students through technology solutions and collaborating with other educators who feel the same way.
    GEG’s provide a space where like-minded educators interested in open technology & improving learning can come together to discuss Google tools and the latest technologies, and get inspirational new ideas about using technology to excite their students and increase their own efficiency as teachers. With GEG’s, educators can find like-minded individuals and build relationships which will help them gain the necessary skills to use Google technology, allowing them to deliver the best possible education for their students.

    Other creators
    See project

  • Exponentially Increase Your Site Speed, Improve Your Google Ranking

    - Present

    If your site does not pass the Google speed test (gg.gg/rankspeed) with "good" or better, your ranking will be affected, yo'll move to a page beyond #1, less customers will see you and your sales will crater.
    Click the link above to book a free coaching call and learn how we can boost your client engagement through fast loading, attractive pages and drive leads & sales.

    See project

  • Launch of Global University in Indonesia

    Global University offers enrolment to people in Indonesia with heavily reduced tuition fees an the ability to earn a Bachelor, Master or Doctorate degree. Students can enrol directly with Global USA, and stay in Indonesia with quality study materials and study group support in local areas. Our team is working to see as many people as possible benefit from this unique opportunity.

    Other creators
    See project

  • Launch of the 3Di Schools Programme

    Developing cutting edge educational digital media content for students grade 1 - 12, identifying - contracting - leading a 9-nation development team across industries, creating marketing materials and supporting marketing staff to gain sales, aligning delivery mechanisms for quality execution.

    See project

Honors & Awards

  • Outstanding Contribution in Education Award Finalist 2021

    GESS

    https://www.gessawards.com/gess-education-awards-2021-finalists

  • Rule Breaker Award Nomination - Please VOTE & raise awareness

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    Nominated for our work in India and Indonesia, supporting teachers and students to learn cutting edge digital media skills, removing barriers to learning. Please take a moment to VOTE >>>
    https://rba2017.skild.com/skild2/rba2017/viewEntryDetail.action?pid=105159

  • Google Certified Educator

    Google

    This is the Level 2 certification, the highest Educator qualification awarded by Google for completing a 3 hour exam on all aspects of Google Apps in Education.

  • Microsoft Innovative Educator Expert

    Microsoft

    A 3-year programme of ICT and 21st Century learning professional development and leadership.

  • Computational Thinking for Educators certified

    Google

    Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including the humanities, math, and science. Students who learn CT across the curriculum can begin to see a relationship between academic subjects, as well as between life inside and outside of the classroom.

    This course provides an…

    Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including the humanities, math, and science. Students who learn CT across the curriculum can begin to see a relationship between academic subjects, as well as between life inside and outside of the classroom.

    This course provides an opportunity to experience some of the elements of CT, including:

    Decomposition: Breaking down data, processes, or problems into smaller, manageable parts
    Pattern Recognition: Observing patterns, trends, and regularities in data
    Abstraction: Identifying the general principles that generate these patterns
    Algorithm Design: Developing the step by step instructions for solving this and similar problems

Organizations

  • New Zealand Association for Training and Development (NZATD)

    Member

    - Present

  • The Academy of Interactive Arts and Sciences

    Member

    - Present

  • Creative Digital Content Association

    Secretary

    - Present

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