Deliberate practice in apprentice learning

‘Learning by doing it’ has been one of the most frequent ways of knowing coded from ‘learning a trade’ project interview transcripts. The literature is helpful with respect to practice-based learning, in particular, the literature on expertise, deliberate practice, the 10,000 hours rule and motor skills learning in sports.

Deliberate practice implies ‘knowing how to learn’. To be proficient at practising a motor skill means continual appreciation of what the body does, commitment to a regime of structured practice, diligence to work through repetitive practice, and reflective cycles to ensure each iteration of motor activity leads to small and sometimes significant improvements. Optimum deliberate practice also requires the learner to know when to seek assistance when required, work out whether to accept recommendations from coaches etc. along with know how to implement suggested improvement and also be attuned to ‘messages’ / feedback from tools, machinery, materials, ingredients etc. (i.e. socio-materiality).

The result is reflected in changes to learners’ muscular/skeletal and neuro-physical structures, leading to the merging of physical and cognitive motor skills learning. In essence, practice becomes embodied and merged into tacit knowledge frameworks.

To accomplish deliberate practice, the task to be learnt needs to be well-defined. Task performance feedback needs to follow performance and there is then opportunity to repetitiously practice the skill. In the ‘learning a trade’ data, the opportunities to engage in workplace tasks and to repeat tasks until learnt are readily identified. However, feedback is rarely mentioned. In some cases, feedback is only availed if the apprentice makes mistakes, so there is the outcomes from learning through making errors.

Motor skill learning in sports contributions several concepts. One is the need to support physical skill learning with mental imagery and the other is the use of analogy, instead of overloading the learner with copious verbal instructions. Therefore, motor skill learning through deliberate practice includes not only the need to practice in a reflective way but to also hone mental imagery and mental associative skills. ‘Learning by watching’ provides some of the models for mental imagery and coaching with the feedback triggers for on-going improvement of performance. The individual learner still has to be cognisant of all the various sensory inputs, advice from others and attuned to messages both from within themselves (the mental imagery etc. ) and surrounding their work tasks (the socio-materiality aspect). Guidelines for learners will need to include ways for them to become more metacognitive about how they approach the learning of practical trade skills.

Guided learning - coaching

Interim frequency analysis of the data from the ‘learning a trade’ project with apprentices reveal ‘being coached’ to be as high on the ‘ways of learning’ as ‘learning by watching’. Therefore, a need to do a summary of what ‘guided learning’ means in a workplace-based context. One comprehensive and relevant resource is chapter 5 (guided learning at work) from Stephen Billett’s 2001 book ‘Learning in the workplace: Strategies for effective practice’. Barbara Rogoff’s work, focused more on children learning, is also useful. Rogoff's  key reference is her book 'Apprenticeship in Thinking' which I have recently purchased second hand from Amazon and am working through. Both Rogoff’s and Billett’s work are informed by socio-cultural frameworks, premising that learning involves individuals and guides (trainers, mentors, supervisors, shift leaders, senior apprentices, peers etc.). Learning is also based on balancing the tensions between individual learning needs / trajectories and workplace organisational objectives (i.e. production). Guided learning goes through the steps of modelling, coaching, scaffolding and fading.

The newer socio-material approaches to understanding learning includes the socio-cultural frameworks and the many other factors that impact on/ influence learning – spatial, material, mechanical etc. I will be adding the socio-material influences into the project literature review but so much of socio-material learning is tacit. Apprentices, many struggling to articulate how they learn their trade, have alluded to socio-material influences although we have a few good examples.

Two categories of guided learning are proposed to be direct (as per coaching / mentoring) and indirect (learning by watching – i.e. Nielsen’s circumspection). If we re-analyse the ‘learning by watching’ and re-classify as either direct or indirect, we come up with half as learning by watching while being coached and half with learning by circumspection. So guidelines for both approaches need to be provided for apprentices and trainers/coaches.

For apprentices to learn and develop deeper understanding of work tasks, including some of the tacit and socio-material elements, strategies to use include questioning dialogues, diagrams and models and analogies. There is project data on apprentices 'learning by enquiry' and using sketches and plans. However, these strategies tend to be work or task driven, rather than something that every apprentice does in a particular trade. A more rigorous and deeper study will need to be made of each individual trade to sift out the salient learning approaches for each trade to identify 'signature pedagogies'

Cpit staff PD day - going forward together

All staff convene for a one day professional development event at the Wigram event centre. The day opens with a mihi and karakia from Hana O'Regan. Joe Bennett MCs the occasion and begins with a warm up keynote. Then Stephen Collins representing the CPIT council provided a short welcome and acknowledgement of CPIT's staff commitment over the course of the last few years. CE Kay Giles then provided overview of CPIT's efforts over the last few days and the need to go forward together. Reiterated need to move from teacher and content focus to student and learning focus. Individual learning plans, student led through virtual and asynchronous flexible delivery.

To set the scene, a keynote for Dominic Thurbon from chief creative officer from change labs. In times of change, we must identify and challenge our assumptions. Put forward 3 assumptions to challenge and provided examples / case studies (mainly from U S of A) of how those challenges were met. Assumptions included: what if knowledge was not valued? What is sitting down killed education? What if students took responsibility for their own outcomes?
Then a call for all to contribute to innovation through individual transformation and action.

All staff were then organised into groups to discuss how to best go forward. Each group convener then had to collate items discussed and put up on Yammer. Dom and Kay provided short summary of their group walk about while staff groups were discussing.

After lunch, video presentation from Mark Solomon. Call to raise the aspirations and qualifications of Maori and Pacifica. By 2050, over 50% of the NZ population will be Maori, Pacifica or Asian. Responsibility rests with our generation to play a part. Used the earthquakes as an example of how the community can pull together and the importance of keeping the sense of community.

The Loons contributed to the next session, with a series of displays (juggling and hoops) and practice and build up to a mass group activity session. The activity featured an action song - the 'hi ho hi ho, its off to work we go' song from the cartoon Snow White and the Seven Dwarfs - and  a passing the parcel sequence. The scaffolding towards the final massed performance will be an interesting 'case study' for reflection in our teacher education courses :)

CPIT excellence awards were then presented by John Mote, CPIT Council member. Excellence in teaching practitioner awards were presented to Tracey Coulhart, Linda Mcketrick, Andrew Massie and John Morgan. Awards for emerging excellence in management award to Jann Lay and Michael Edmonds. Rising star awards for administrative staff went to Sam Hegarty and Mandy Jones. Sustainability awards to Heather Teage, the payroll team and the international admissions team. Excellence in management award went to Karen Te Puke.

Kay provided the summation presentation, thanking the Council and planning committee. In all, a good opportunity for bringing together the whole of CPIT and a bit of a reward for the many trials and tribulations over the last two plus years courtesy of the Christchurch earthquakes. The event reiterates that the institute as a whole is in good heart. All staff are keen to make a contribution, so it is important to provide conduits for crowd sourcing and to support innovative ideas that will make a difference. As Kay put it, we are a small institution but have been put into a unique position to contribute to the major NZ history making role of rebuilding our city. Therefore, Going Forward Together, is a apt slogan. CPIT's major challenge now is to continue on the work begun on Friday, to collate the many good ideas put forward by staff, to prioritise and action the ones that will make a difference to students (and staff) and to maintain momentum of continual improvement in trying times.

Google glasses - first reviews

Early this year, Google put out a call for early adopters, open only topeople residing in the US of A. These users are now just receiving their google glasses andthe blogosphere and tech websites have started to post reviews and firstimpressions. For instance, engadget features a day by day user's experience along with one from techcrunch, seroundtable, Tim O'Reilley, and one on youtube.

Comprehensive post on endgadget reviewing features and usage.

myscienceacademy features a cnet report featuring pros and cons and endgadget featured the New York Times app, optimised to run on Glasses.

Detractors also abound with examples from the UKs Telegraph and mashable. Mainly revolving around issues of privacy and how having technology so easily accessible might change the way we think.

Educational use provided on emergingtech include learning new languages, creating presentations, quick websearching, building portfolio, and the technology leading to news courses, skills and careers.

From our work on point of view classes, the advantages of google glasses is their continuous connectivity and ability to access the web. A disadvantage is the high cost – 6-7  times the cost of POV glasses we are currentlyworking with.

So, will await the launch of Google glasses to the general public, although it might be 2015 before we are able to purchase in NZ. 

The boat that guy built - TV series with examples of trades / craft work

A couple of months ago, I happened on the first episode of the programme, ' The boat that Guy built' on Choice TV. It was on a very warm January Sunday (or Saturday) evening  while also recovering from a very hot day’s tramping. Otherwise, it’s usually the time I walk the dog or water the garden. I have only had access to Choice TV since putting in a Freeview box (end of November) to access digital TV channels (entire South Island goes digital end of this week). Channel surfing over the Christmas break found some interesting programmes on Choice TV, so this has been the channel to check out whenever I do sit in front of the TV with ipad on to read books or check out favourite websites and blogs.

The 2011 series was produced by BBC TV and all 6 episodes can be downloaded through the BBC site. The series revolves around the restoration of a ‘long’ canal boat in the UK by a personable presenter, Guy Martin and his friend (a carpenter), Mark Davies (aka Mave). Through the series, various notable inventions and industries from the Britain’s industrial age are introduced. The general plot is for Guy to make various necessities to get his boat going. This requires Guy to consult and learn from various craft and trades experts. Observations are made of a range of craft / trade skills usually not accessible to lay people. 

In episode one, Guy makes a tea cup (actually a wedgewoodmug) and a kettle (a pot) to make tea, a requirement for any type of work activity. Guy learns how to shape a mug on a pottery wheel and mould figures to put on to the side of his mug. He also helps to make a blast furnace to smelt iron ore to cast the pot. In each of these activities, he is ‘taught’ by experts and there are good examples of how experts ‘show’ novices their ease with the tools and materials of their craft.

Since then, I have managed to miss every episode L. Sunday evenings are just too good to ‘waste’ sitting in front of the TV. However, all not lost as all the episodes archived on the BBC site. My only challenge was to find the time to view some of them.  The opportunity arose yesterday, the first really wet weekend in about 4 months!  I watched (intermittently while minding some baking and cooking) episodes 3 (a good night’s sleep) and 4 (beans on toast).  Both suitably interesting, with episode three visiting a mattress manufacturer. One of the workers shows how to put on the layers of a mattress which required not only dexterity but attuning to the range of materials used.

Took me most of the time 'viewing' episode 3 to work out the best place in the kitchen to set up the ipad. So that I could view the programme while also chopping, stirring and keeping watch on pots on the stove and baking in the oven. Sound was also an issue so will need to see if I can get my son to work out how to hook the ipad up to a mini speaker system. Otherwise, might need to stick to catching up on podcasts (on ipod touch and earphones) when in the kitchen.

There is a follow up series in 2012 of sorts called ‘how Britain worked’. It might run on Choice TV in the future so will keep an eye out for it.The series is a good change from the run of 'reality TV' dished out on NZ public TV. The range consisting mainly of people aspiring to become chefs or people trying to lose weight or talent shows. Showing a range of real occupations,even though we only get a very small glimpse,provides the general public with a sense of the craftmanship inherent in various trades and the time and effort required to learn trade skills.

Learning through observation

Just completed a ‘first pass’ through the interview data from my latest project: Learning a trade: becoming a trade person through apprenticeship. This involved a ‘frequency analysis’ through the transcripts, to identify how apprentices responded to the question, how did you go about learning your trade?  A list of ‘ways of learning’ was taken from the ‘vocational pedagogy’ report by Lucas, B., Spencer, E. & Claxton, G. (2012). Apprentices’ responses were then coded to the various ‘ways of learning’. Firstly, to find out how apprentices perceived they learnt and also to find out if specific trades had any ‘ways of learning’ that were more specific to their trade.

The finding, that every apprentice mentioned that they learnt by observation, is not unexpected. However, almost none of our tutor / teacher training hones in on teaching students how to learn by observation. Another theme that has arisen through the interviews is that apprentices generally did not display much meta-cognition about how they went about learning trade skills. They just ‘get on and do it’ and all learn the skills required to become productive and competent trades people.

My take is that the assumption is made that we are all able to learn by observation as this is something we have been doing since we were born. We learn many life motor skills by observing our parent, siblings, peers and later, teachers. I will need to get back into Rogoff’s work on ‘apprenticeshipin thinking’ to unpack the work in this area – of how children (especially in non-Western cultures) learn family culture / skills.

Meanwhile, will revisit the work on sports and skill acquisitionon ‘learning through observation’ and do a more thorough literature search on the topic. Will need to then synthesis some of the sports psychology work on ‘learning by watching / observation’ with the literature on expertise / deliberate practice to build up some sense of where to go next.

ITF 2013 vocational education research forum DAY 2

Day two begins with a welcome from Dr. Peter Coolbear from Ako Aotearoa. Peter also thanked sponsors; provided housekeeping type announcements; provided at advertorial for a workshop exploring the integrations between education and workplace learning (August 15^th in Wellington – Whare Whaka) and summarised yesterdays presentations. His take is that there is a pragmatic focus to the application of voc. Ed. Research that will make a difference; still a critical mass of people to be formed; research takes inputs of time and effort but has to lead to outputs which benefits learners.

An ‘expert panel’ of Dr. Karen Vaughan, Dr. Nicky Murray and myself’ review the 10 years the forum has been running. Nicky begins with overview of how the research forum began and the ITO perspective. Karen provides the NZCER (NZ council for ed. Research) viewpoint and I follow up with the ITP perspective on vocational education research, it’s importance and the need to make research accessible to vocational practitioners.

Following the panel, a plenary session on ‘moving on up –what young people earn after their tertiary education with Paul Mahoney, Zaneta Park and Roger Smyth from the Ministry of Education. Presented by Zanetta and Paul. The study undertaken to provide students with more informed choice about what and where to study; help providers understand and improve students’ outcomes; help understand dynamics of the tertiary education and the labour market – for policy making and accountability; and a National govt. priority.

Dataset comes through collation of a range of data from education institutions, inland revenue dept., ministry of social development (for student loans), migration data. Several studies undertaken from this dataset, on post docs destination, comparison between women and men earnings; etc. 

Report presented looks into graduate destinations of young people who had completed tertiary programmes. Results published by qualification level in field of study. Employment outcomes as in median, lower and upper quartile incomes. As expected, higher qualifications gain higher earnings. In level 4 certificates, education, architecture/building, management commerce, natural and physical science slightly higher, evening out as the 5 year mark comes up.  Comparisons of earnings after five years also need to be compared with annual rise in earnings. Summarised in a more accessible form on the Careers NZ website – compare study options.

Future work includes maintaining and keeping updated, thecareers NZ website; exploring destinations earnings by gender and ethinicity; looking at outcomes of those who do not access tertiary ed.; explore feasibility of publishing datasets for individual proviers – to help individuals work out WHERE to study; look into what factors predict income post study; destination of persons with qualifications at level 4; and completion of industry training qualifications.

After morning tea, concurrent sessions begin. First up, I attend the session with Dr. Marion Sanders from Bethlehem Tertiary Institute (BTI) on ‘maximising learning dialogue in professional field-based experiences’ an Ako Aotearo funded project.  Provided an overview of BTI offering degrees in education (school teachers), social work and health. Based on literature – mentors and supervisors need specific training; lack of researched programmes for mentor development; an importance of discussions/dialogue; inability to share professional knowledge; foundational importance of relationship; and avenues to develop mentoring skills.

Explored if careful selection of tasks expected of student over course of field-based learning assisted. Would development of professional learning relationship and learning dialogue assist?  Project with early child hood (16) and counseling students  (11) involving 3 institutes. 4 phases – pre-intervention (questionnaire and repertory grid); intervention; post intervention (questionnaire, focus group, interview) and post intervention resource development and dissemination.

4 intervention strategies used – partnership map, belief inventory, professional article and critical incident discussion.  . Interventions assisted by providing structure, purpose, springboard for to open communication; helped unpack responses and reactions, developed shared understands, built trust and maximise learning dialogues.

Findings – professional learning relationships are the foundation for maximizing professional learning dialogue. We cannot assume mentors and students have the necessary skills to engage and work together. Tasks provided increased learning dialogue. However not the use of specific tasks but the use of A task that made the difference. – Intentionality –

Challenges in field-based mentor sessions was time and physical space restrictions, the degree of agency of students and need for institutions to expect accountability to know exactly what happens during placement. Bonuses for the research team was that the team learnt lots about working across institution; managed the challenge of the Chch. Earthquake’ effects; mentor neophyte researchers; and a contribution made to professional field based studies.

Then Keith Tyler-Smith (Learning at work) and Kris Bennett (Otago Polytechnic) on ‘degree-level work-based learning: a new paradigm invocational education’. WBL well established in UK for over 2 decades. More than 90 UK universities deliver WBL at or above degree level.

WBL is a three way partnership between employee, employer and Provider/ institution. Learning undertaken at work, through work and for work. Curriculum and assessment designed through negotiation with learner, learner’s employer and academic advisor. Best suited to experienced people who hold positions of responsibility; facing a particular challenge at work that involves new learning; are highly motivated, capable of self-management and keen for new learning, skills and knowledge; have employer support and interests; have demonstrated ability to undertake degree level learning.

Presentation of an action research project funded by Ako Aotearoa. Batchelor of Applied Management via APL (assessment of prior learning) through workplace learning. Needed to find out impact of WBL on learners (needs and aspirations); employing organisations; academic staff (practice and challenges); institution (practices and processes).

Participatory action research through phone interviews with learners, facilitators, admin staff, academic mentors, quality assurance, assessors etc. output focused mainly on institutional systems but a follow up grant now to investigate the experiences of the learners.

The WBL process: APL process to determine credit award and balance of learning requirements – measured against graduate profile (GP) criteria. Negotiate learning agreement that determines how balance of learning is met, timeframe and how it will be assessed in terms of GP. Implementation of learning agreement through project work in the workplace, regular contact with academic advisor and completion of negotiated ‘assessments’.

Review of WBL learning include the foundation of WBL as being robust and holistic. Learners are guided through a process of deep critical reflection. Curriculum designed and developed through a negotiated learning agreement, reflecting needs of learner, employer and academic requirements. Learning agreement clarifies learning goals and learning activities. Learner implements learning agreement through project work. Work undertaken according to resources, timelines and learning outcomes stipulated by agreement. Mentoring enables student to recognize strengths; develop existing and new abilities. Assessment points at review of learning assessment; learning agreement approved by sub-committee of academic board and completed through three hour presentation.

Report details the 15 principles / guidelines developed from thematic analysis.

After lunch, another plenary session on ‘the future of business management training in the NZ SME sector’ with Diana Sharma with Dr. Ken Simpton, Ngaire Molyneux from Unitec. Research question was ‘ what model of ITO-ITP cooperation best enhance the generic management capability of NZ SMEs? SMEs employ less than 20 employees make up 40% of NZ economy output and 31% of employment. However, SMEs are declining slightly in numbers with more having closed that starting up and this is across all sectors. Primary causes of SME failure include inadequate capital and lack of appropriate management skills. 75% of failures could be avoided if proper help available and accepted. Productivity in SMEs improve when principal starts works ON the business and not IN the business.

Project seeks to find out what industry need/wants/demands and assess potential for ITO-ITP collaborations (but also needs to include PTEs). 133 surveys – ITOs, Industry, ITPs and PTEs.

SME attitude towards vocational and generic management training finds high focus on voc. Ed. But much lower in generic management training – also reflected in results from ITOs, ITPs and PTEs.

SME needs improvements in forward planning, financial communications, communications and IT, staff management and customer management skills.

Reasons for SME lack of participation in management training – time, cost of releasing staff, value of money, relevance to business, lack of funding or incentives to participate. Qualifications are not a driver. At the moment, ITO, ITP and PTEs do not need the management training needs of SMEs – with relations between SMEs and ITOs/ITPs/ PTEs only 55% effective.

Barriers to ITO/provider collaboration include – lack of role clarity, funding and costing model, patch protection and competition, history of mistrust, lack of capability awareness.

Research progressing and formal report will be produced.

Final keynote with Professor Paul Dalziel from AERU at Lincoln University on ‘skills education in the twenty-first century’ – education and employment linkages (EEL). Provided background of EEL running between 2007 to 2012 – with Karen Vaughan (schools), Jane Higgins (regional), Hazel Philips (Maori) and Paul Dalziel (economics). In each area, explored the international context (lit. review), understand what is (mapping) and why ((interviews, survey, focus groups) it is happening, how can it be different(case studies) and integration of assessment (2 pilots of best practice, assessing pilot site and integrated results of the 4 research streams).

Example of the employer led channels –from school community / family and whanau and employers with PTEs, ITPs, wananga, universities and gap year. How is information on school to work, pathways and options communicated to individual.

From the NZ 2006 census – no. of residents in each occupational category by skill level – indicates level 4 at the ‘heart’ of the NZ economy. Labour market skills created by – individuals discovering their individual abilities + educational investment (human capital) + employment opportunities via trusted qualifications + matching strengths! If things connect, then skills occur. = discover, discipline and display.

Educational system needs to change to cope with learner diversity. Example of 15% being the long tail of struggling students in primary school (presently 60,000 a year!). And Stuart Middleton’s work on NEETs and the need to reengage students.

Recent developments indicate some movement: NZ school curriculum is being broadened; links between schools and work established (Gateway); tertiary / trade academies established; vocational pathways established – a shared project from ITF/ITO and MOE. Careers offices in schools/ITPs needs extra effort in particular to network with their communities – to help young people make linkages to possible vocational pathways ie provide career education – not career advice.

A worthwhile conference with many relevant presentations.