Monday, May 25, 2015

Onenote - resources for getting started

After Travis Smith's presentation, we field a few staff keen to get started on onenote as a learning tool. The current onenote has improved in terms of usability and its main advantage is the ability to use it on various devices.

I have archived here some guides / resources to using onenote:

A good way for our tutors to learn about how to use onenote and its possibilities is to actually use it for their own work first. So, first up, a guide to using onenote for beginners vis PC world and another one via lifehack on using onenote in a work.

Then some 'non-conventional' ways to use onenote via com and 

The best way to deploy onenote in an educational setting is to leverage off notebook creator. Unfortunately, we need to await the installation of Office 365 on to our network before we can use notebook creator. The official guide to notebook creator is offered via office support.

A youtube video offers good step by step guide (10 minutes). Pros and Cons and discussed by I hope to start a pilot with one or our engineering tutors to find out possibilities and test usability next semester. This will then feed into any work we do with other tutors when Office 365 is installed sometime next year.

Monday, May 18, 2015

Preparing for a digital university - report and new learning management system alternatives

This came up a couple of weeks ago and I have been dipping into the report off and on to glean items relevant to my various projects.

2015 edited by Siemens, G., Gasevic, D. and Dawson, S.

Publication supported by the the Bill and Melinda Gates Foundation

Overviews the history and state of distance education, blended learning, online learning, credentialing and assessment (with discussion on badges), massive open online courses (MOOCs) and a final, wrap up chapter, on future technology infrastructures for learning.

Background to the report is provided on Siemen's blog along with a reply to critique from Stephen Downes. There is also review and overview of the above discussion here from Geoff Cain.

As usual, there is no definitive way to approach the review, but as brought up by Downes, there are some omissions in the chapters on distance learning / blended learning which should have been part of the report. However, the report does provide some updates on alternatives to learning management systems, worth further exploration.

The last chapter – indicates some movement towards assisting learners to form their own personal learning environments. Tools / apps / platforms profiled include:

prosolo – has a support framework towards assisting learners to become self-directed – self direction and competency.

Others include KnewtonSmartSparrow

OLI - Domain of one’s own/reclaim, open learning initiative
LoudCloud - provides measured control, ownership between learner and institution, integration as loosely coupled or enterprise level and structure as decentralised or centralised

TEx - from the University of Texas to bring competency based education into the mix

Unizin  and Apereo

Research projects exploring the PLE landscape include Athabasca University's The Landing, federated wiki, gRSShopper, Learning and perfomance support system (LPSS) with  Canadian example, and Known - an open source social publishing site.

So there is movement across various countries at PLEs. something to keep an eye on.

Thursday, May 07, 2015

Travis Smith - Microsoft specialist - notes of presentation

Notes from presentation with Travis Smith - microsoft specialist -education - held morning of 7th May 2015 at CPIT.

Mark Marshall CPIT ICT manager and Ann Taylor from Microsoft introduced Travis.

Mixed audience of schools and tertiary educators, administrators and IT.

A focus on using technology to achieve good learning outcomes for learners.

Went through 'high impact gradualism' - why education moves so slowly in the adoption of technology and things to prioritise to maximise impact of TEL.

Issuing hardware has not changed pedagogy - still content focused rather than learning focused. Deploying technology should lead to 'better' learning not replicate learning activities already common.

Need to have evidenced informed strategy, shift to collaboration platform, choice of device is actually critical, be deliberate in developing skills you think you are developing in students ( 21st collaborative learning design - 21CLD) and used data (learning analytics) better (see new line school use of customer relationship management CRM).

Need for institutions to align innovation to strategy and prioritise TEL that works (as per research informed) in the context. What are we trying to improve by using technology??

Need to establish pedagogical framework - and innovative teaching and learning is more likely to occur when there is a shared understanding of what it looks like ....

BYOD is NOT an approach to learning or pedagogy ... it's just how kids get device. Difficulty for pedagogy to be fully utilised if devices are to varied. Learning so often messy, multimodal and subject specific.

Used notetaking as an example - Mueller, P.A. & Oppenheimer D.M. (2014) the pen is mightier than the keyboard: advantages of longhand over laptop note taking. Psychological Science.

Choice of notetaking method and device, has impact on learning factual or conceptual facets.

Used OneNote as an example of annotating diagram to take notes. including embedding audio notes. and tracking of 'making thinking visible' through maths problem. Also uses onenote as his presentation tool. - see possibilities of onenote

Mangen, 2008, Mangen & Velaym 2010, Oviatt, 2006 - annotation on digital texts leads to depth of processing, reflection on meaning, ability to integrate and critique knowledge.

version one learning implies the cogitative process and version 2 is the 'final version' encapsulating concepts.   2 is high fidelity, version 1 is low fidelity. Onenote provides capability to bring both together.

The design of educational interfaces - Sharon Oviatt - thinking tools require stylus.

Paper is not going away, just getting smarter - how do we use to help learning?? embed animation? making concepts visual assist with supporting abstract thinking. = using fluid math app

Provided example of Adobe's latest application to make editing of images intuitive and 'instant'. see creative cloud

Monash University intervention by asking lecturers to include 40%  ppt slide which require annotation. Use ctrl P to bring pen into ppt. Add / sketch in - on the fly, allowing for better narrative of how thinking occurs. Provide the version 1 not just the version 2 as a completed ppt slide.

Need to remember, digital collaborative problem solving is a specialised skill. Collaborative problem-solving over distance using real world tools a developing field. Use white board feature on Lync.

Future possibilities being build with surface table, allowing sharing of artefacts across distance or augmented reality through hololens.

Preparation for working in a digital environment requiring collaboration at a distance now a 'must have' skill. Demonstrated real time authoring / collaboration on word online.

Discussed capabilities of office 365 for education. Provides access to 5 iterations of the software for students. Provided example of how to set up onenote to share folder with students. office 365 has a onenote class notebook creator. Demonstrated how to set up a 'course' onenote folder, allowing teacher to see all students' work. Teacher can provide feedback and students will see latest version of their work - with feedback.  opens possibility of using onenote as a form of LMS.

Finished with demo of office mix. (see my first attempt - from learning a trade project)

two other presentations from Travis - on collaboration and onenote for schools.

Monday, May 04, 2015

Motor skills learning – key factors

Another more recent article by Wulf:
Wulf, G., Shea, C., & Lewthwaite, R. (2010). Motor skilllearning and performance: A review of influential factors. Medical Education, 44, 75-84.

This is a shorter article than the one on last weeks’ blog. The article discusses motor skills learning as contextualized to the learning of medical / surgery skills. Observational practice, focus of attention, feedback and self-controlled practice are all summarized.

A very useful article providing the salient findings from the large volume of work on motor skills learning. As much research on motor skills learning in based on laboratory studies, this article, providing examples / applications warrants study. The article from last week’s blog provides greater detail and much more in-depth discussion for those who are interested in pursuing the topic further.

To summarise:

Observational practice, especially if combined with physical practice, is an important component of mimetic practice. Observational practice not only important as a visual introduction to the motor movements, but also of the goals of movement, the subtle and coordinative actions that are part of complex task completion.  Observation provides time for the learner to undertake some reflection on the tasks, before actual trial / performance.

Recommends the use of dyad practice – i.e. practice in pairs as it generates opportunities for both to observe and to practice while observed. So learner not only tries motor action, but has someone to provide timely feedback on performance.

Focus of attentions should be ‘external’ on the goal / task rather than ‘internal’ on placement, movement itself. So, for baking example, when piping out cream rosettes, focus on producing the rosettes to requirements (size, shape, each rosette the same, etc.) rather than amount of pressure exerted from hand holding the piping bag.

Positive feedback much more effective than negative. So learners’ goals become focused on good practice rather than trying to correct ‘mistakes’.

Self-controlled practice refers to learners setting their own goals, rather than trying to meet instructor-set goals. Learner choice as to how to practice and what to practice, leads to better attainment of motor skills in the long term. 

Tuesday, April 28, 2015

'Simple' vs 'complex' skills - need to be aware and able to categorise

A continuation on the question posed in the blog on importance of practice.

Neuropsychology paper reviewing learning of complex skills indicates the need to approach learning of complex and simple skills differently. Learning simple skills profits from an ‘increase in load’ whereas the learning of complex skills requires ‘reduction in load’.
Wulf, G., & Shea, C. H. (2002). Principles derived fromthe study of simple skills do not generalize to complex skill learning. Psychonomic Bulletin Review, 9(2), 185-211.
Almost 200 references! Most from lab based studies and around sports science.

Therefore, always important to sort out the ‘wheat from the chaff’ and ensure neuroscience and psychology findings are well substantiated before applying to practice.
Identification and classification of the range of skills relevant to each trade / occupation a starting point. Competency based standards provide a baseline to start from but need to remember many ‘tacit’ and difficult to explain aspects of practice may not have standards. A case of, if unable to describe, then also difficult to assess. So ‘ignore’ or subsume as unstated requirement, into another competency standard.

After skills identified and classified as ‘simple’ or ‘complex’, undertake to evaluate if undue pressure is placed during the learning of complex skills. One scenario I have some insight into is the preparation of junior chefs for the rigours of ‘a la carte’ cooking, especially in ‘fine dining’ restaurants. aka called line cooking in American parlance. TV reality programmes provide examples of how excessive pressure placed on ‘contestants’ lead to ‘filmable’ moments. Cooking ‘on the line’ (i.e. during a la carte service to satisfy the ‘pass’) requires the bringing together of a wide range of fine motor skills and application of many tacit refinements and understanding of kitchen ‘science’. See here for another viewpoint. Tasks and skills include (how much (or little) to season, how long to cook/steam/bake, what consistency required of a sauce, what plating arrangement works etc.). All undertaken while undergoing a barrage of orders from the head chef requiring the prioritization of a range of tasks, remembering which order has to go when, which is in preparation and any special requirements for orders.  

In many restaurants, learning how to work on the line is achieved through ‘learning by doing’. So, junior cooks work the line with the least complex requirements. Often starting with ‘cold kitchen’ where the food is precooked and the skill requirement is in the assembly of various items into salads or simple entrees. If a junior chef performs at the required level in the ‘cold kitchen’, promotion shifts the complexities up a notch. The junior chef may ‘second’ a more experience line cook, doing the base plating so the senior cook is able to place cooked items onto the prepared plate. Both ‘cold kitchen’ and base plating prepare the junior cook for the exacting specifications for ‘plating’ dishes to rigorous standards of neatness, symmetry etc. Importantly, they learn the dispositions required for implementing dishes to exacting standards. Craftsmanship approaches including attention to detail, judgement skills required to notice and correct deviations, persistence and on-going intrinsic motivation to ‘be the best.

Cooks have high ‘burn out’ rates with many young chefs leaving the industry after a decade or so of high pressure work. see this article for a case study - how chefs cope by becoming 'addicted' to the adrenaline of high pace work. No doubt there is some ‘buzz’ generated from the high pace work as cooks enter the ‘zone’ and are in ‘flow’. However for some, the long, unsocial hours and relatively poor pay, leads to eventual disengagement. Anecdotal evidence from young people aspiring to be chefs also indicate many left the industry because they were pushed into cooking roles too soon. Their preparation may have been incomplete during their initial training. Eventually, the pressures to perform continually and consistently at high levels caused some to decide the occupation as being too difficult.

Therefore, important to identify what is 'simple' and what is 'complex' in any occupation and also be aware of the other factors impinging on job performance. As with cheffing, it is not just knowing how to cook, but to be able to cook in a certain way within a specialised work culture. Expectations of 'craftsmanship' may be something to aspire to in all trades, but sometimes, craftsmanship - as with some of the examples in cooking, may become a generator of high stress and eventual burn out.

Monday, April 20, 2015

Remaking apprenticeships - report by Lucas & Spencer (2015)

A new report from Lucas and Spencer - funded by City and Guilds Alliance for Vocational Education with an overview video available on the reports official website.

Although long – a very pertinent and cogent update on apprenticeship. Where it has been, where it now is and how to improve into the future.

The report brings together work accomplished in the previous few years and incorporates work reported in other publications including the 'vocational pedagogy' report summarised last year

A shorter summary is available but the longer report is worth the time to read through as it details, succinctly, all the various aspects impinging on apprenticeship.

The report provides a 'one stop shop' with regards to updating the historical evolution of apprenticeships into the current times (albeit with a UK perspective); discusses the various theories and practices and pedagogy of apprenticeship and offers recommendations on how to proceed.

Of importance is the distilling of the many outcomes of apprenticeship into SIX - routine expertise, resourcefulness, craftsmanship, functional literacies, business like attitudes and wider skills for growth. The recommendations are generalisable across to many apprenticeship systems but are most pertinent to the UK context.

15 pages of references bringing together the pertinent literature on apprenticeship learning.

Friday, April 17, 2015

CPIT staff day - 17th April 2015 -

Annual CPIT staff day is held on campus this year in the gym of the new Whareroa building. The day opens with a mihi /  welcome (in Maoris) from Hemi Hoskins. Hana o'Regan leads us in the CPIT waiata. MC Hilary Muir introduces herself and starts the day off. The main purpose of the day is to come to a shared understanding of the 'new' CPIT strategic plan. Gavin Blake from Fever Picture will be undertaking Live Scribing to record what is happening through the day.

Jenn Bestwick, chair of CPIT council, officially welcomes everyone. and sets scene for the day and the 'One CPIT' focus. Introduced the structure for the day as a series of TEDex presentations.

First sessions, on the topic of market relevance. Secondly, theme of graduate outcomes with a series of presentations from present and graduated students. the third theme is around 'alternative' delivery, not necessarily all to do with technology but to do what we now do well, differently. Key focuses of developing and supporting 'modern learning environments' and a way forward into the future.

On market relevance, the first speaker is  Kaila Colbin from Ministry of Awesome 'on staying relevant in an expotentially shifting market'. Provided example of Moore's law as an example of expotential growth of computing power. Presently, we are able to access info. on smart phone / ablets which is greater than information available during Bill Clinton's time as USA president. Computing accelerates developments in all fields of human endeavour - including new fields of nanotechnology, biotechnology, etc. Unfortunately, our brains are not quite wired for the expotential growth of content. Consumer expectations have risen based on potentialities but linear business growth is unable to keep up with predictions of Moore's law. Technologies are onverging with artificial intelligence, robiotics, medicine, neuroscience, energy, nano tech, bio tech and computing - some science fiction of last decade now normal. Used 3D printing as example of how quickly tech. may move and the synergies possible by bringing 3D tech with other disciplines e.g. medical. What does it mean for our students? Are we preparing students for the future? 47% to 81% of jobs now may not exist in 2050. Presently, in transition period, so learning for flexibility important. What are implications? HIgh priority skills include problem solving, creativity, adaptability, future thinking, Need to reimagine Why we now do things as we do.

Next up, Paul Wright on 'customer service'. Used experiences at Harcourts to provide examples of a consolidated approach towards providing customer service. Whole organisation is focused on meeting customer service needs including IT, staff capability etc.  customer service includes treating staff as customers as well - used example of how staff have a phone - birthday message - on their birthday. Mobile agent set up to support all staff to be productive and responsive to customer needs. Staff are recognised though a range of staff awards to incentivise staff with customer service given top priority. Admin staff are included as they are crucial to the customer service process.  Importance of treating complaints seriously. Most important strategy - beating all 'modern' means - is a thank you card! Introduced the inspire foundation and asked for submissions to encourage growth of youth talent.

Beth Knowles from CPIT international speaks on market relevance in a global community. Provided statistics on CPIT international students. top 5 countries for international students are China, India, Japan, South Korea and Thailand but we have 1330 students from 50 countries providing over 600 EFTs. Spoke of thnite reciprocal advantages oref internationalisation.  Not only international students attaining education but for NZ students to also learn how to work with others within global economy. International students high in Food & Hosp. Business (almost 30%) and engineeiting / architecture and humanities (19%).
Need to have student mobility - inbound / outbound exchanges, staff exchanges, study abrou, ad programmes with partner institutes, double degree opportunities and multi country / multi partner institutions like GESA.

Next up Deon Swiggs presents on new perspectives on market relevance as informed by current context in Christchurch. Rebuild Christchurch has objectives to engage, connect and empower the people to contribute to the rebuild. Informed by Simon Sinek's Golden circle connecting why, how and what and to enable people to do what they do well. Provided various example deployed to connect with, consult and work with the community. Tagline - be brave and do things differently. provided example of the 'covered' series as a way to inform people on progress. to ensure organisational progress, leadership is important - thinking to do things differently.

Mike Fields, HOD of Trades, introduces Nick Matthews- carpentry tutor, to present on aspect of his work with iTab and market relevance. Started with overview of how he moved into teaching after career in army and apprenticeship in carpentry. Focused on industry demand and the changing environment with relevance to provision of carpentry training. EFTS increase from 214 to  297 plus campus re-developments provide opportunities to rethink how things are done.  Provided info. on carpentry pathways from pre-trade courses to apprenticeship. During pre-trade - work experience of 200 hours required - tracked with work diary, tutor visits and move into apprenticeship. Need to keep industry informed about pathways. Currently, supporting 320 apprentices ( 2 1/2 times more than inn 2011). Detailed industry partnerships, especially new ones with steel frame industry industry. Maori and Pasifika trades training an important asoect to assist greater diversity in industry.

Short morning tea followed by a slide show on successful 'graduate outcomes' across all departments with accompaniment from a jazz trio - recently completed their programme.
Then a presentation from Scarlett Cvitanovich who completed Broadcasting degree in 2010 and now working as chief reporter for South Island for Newstalk ZB. Colllates news each morning (5am start) for broadcast. Very varied, hectic at times but sometimes, need to be creative when not much SI news! Affirmed degree prepared her well, esp. internship. and present work. Had to come up quickly as she started at ZB a month before Canterbury earthquakes in Sept. and then Pike River mine accident on the West Coast. Ready her for the really big story of Chch. earthquake! which accelerated her career development. importance of internship to 'get foot into the door'. Attitude and passion just as important as skills. Also important to keep up with technology as even in 4 years, broadcasting tech. has increased pace. Speed increases pressure to become timely.

Next, Mat Goodman who completed the degree in sustainability and education. presented via written testimonial read by MC and video - as he was busy working for a company filming a documentary across NZ.  He was able to extend his passion for photography and follow his interest in studying keas' use of tools. A video example of his work also provided showing his work, set in the inspiring SI landscape with wonderful footage of a kea getting into a stoat trap.

Followed by Jason Tiatia, now a tutor and also a coach for Rugby 7s. Jason speaks on hi journey for the Diploma in Tertiary Learning and Teaching (DTLT) and his 'last chapter' returning after a career in professional sports, to teach. HIs teaching founded on 'the one who does the work, does the learning', 'in order to lead you must serve'. Summarised his learning and development as a teacher.

Student presentations consist of panel to provide their experiences and destinations. Include Henri Nelis - medical imaging, Josh Klazinga - computing, Rochelle Perriero - nursing and Simon Wilke - Hospitality.

Then a performance from recent NASDA graduates with 3 artistes giving excerpts from the play 'last 5 program'. Formed theatre company 'Kindle' as part of
final project on programme. Put together proposal and applied for funding through Ministry of Awesome to produce the musical / play. Wonderful singing :0

After light  lunch, another performance from Jazz school students accompanies slide show showing allied staff at their work stations.

Presentation on 'dynamic learning and environments' with Michael Davies -  via Skype from the USA. Overview of what is possible and future. 'The future is here its just not evenly distributed yet'. Proposed presentation to be forward looking, opinionated and iconoclastic! Smart phones, pervasive connectivity, cloud etc. disrupting many industries. Customers are enpowered - affects work . Proposes effect on transportation and retail with next wave with education and health. Nature of work and learning is changing, we need to keep pace. with smart phone, access to data, information, knowledge etc. so what happens with education? In transportation, example used is uber - peer to peer put to work to meet customised needs. implications for work are less conventional full time routine knowledge work, part- time portfolios careers, more meaning. Continuous innovation provides compelling, user-forsed solutions requiring continuous deployment, collaboration and nimbleness. shift in higher ed with need to raise their capability, meet challenges which will come through student pressure and thinking through how to do what currently offered differently.  therefore, important to obtain means to track (learning analytics) what students do to learn. Made the point that digital mmigrants made the shift! so will continue to keep up. Need to work out HOW digital can contribute to each learning context as 'all on liine' does not work for all. Need to commit to continual change!

Next up, an example from CPIT. Mike Field introduces panel including Steve Tomsett  (flip classroom), Ian Williamson (online assessment)  and Sandy Chamnerlain (online resources). Each presented on their approaches - how, why, pros and cons and WHY NOT. Steve ascribes to a 1% a day rule - to make a change a small step at a time to improve teaching (learning for students). need for similar approach with students, how to help them learn 1% at a time. Ian introduces how he uses online assessment (peerwise) to help students complete their own self-directed learning. Selected peerwise as it put the onus of learning on to students. however, less feedback to tutor on student performance- so use 'confidence' assessments with students. adds the questions to confidence based assessments with can we do more> can we do better? Sandy presented on how she used video to improve learning of painting and decorating. Used Simek's golden circle to emphasis the need of students to have the WHY before omethey learn how. Used video to assist skills learning by providing exemplars and revisiosn questions to check knowledge learning.

Hana O'Regan and Hemi Hoskins presented on pilot run since beginning of the year. An immersion, residential 1 month programme, run at marae over January on Te Reo. Map multiple pathways for individuals at different levels to assist them to meet their learning goals - all in a short compressed time. Started from each individual's needs, developed the learning outcomes and then approach enrolments! So many courses but a programme for 80 students. Provided example of using powhiri to help students, all at different levels, begin with what they had and build on these to move to a higher level of Te Reo. ALso included were students who just wanted to learn powhiri protocols, plan / develop, facilitate etc. So one activity customised to a range of learning outcomes (4 courses, 78 students, one event). Not able to 'plan' but have resources available to support a range of learning.. Balance of responsive but also flexible.

Then a session on technology enhanced learning with Adam Hollingworth, Cathy Peck, Murray Scott and Elizabeth Schmidt.  Adam - provided 4 suggestions - Add not replace - teaching, think of the learners' experience, improve the before and after learning experience and future proof your work.  Elizabeth uses blended learning for bioscience section with midwifery students. What the students DO is important. Cathy presents staff development resource for all staff and students - - on trial at CPIT for a year. Murray introduced MOOCs, possibilities and direction. Murray provided his experiences using MOOCs for his own personal development.

Russell Graham uses some Russell aerobics to revive us :)

Kay Gilles - CE - presents staff awards. Rising Star award to - out of 8 nominations -3 award - Sela Feltolu, Amber Johnson and George Tylee. Sustainabiliy award with 7 nominations with the winner as Robyn Ellen from early learning centre. Excellence in management 13 nominees with Cathy Andrew winning this year. CPIT excellence awards in teaching in the first 2 years goes to Maz Black and Jane Parker.  Innovative teaching practice awards go to Lindsey Alton and Silvia Santos. Sustained excellence in teaching goes to Cheryl Stokes, Julia Wu. and Daphne Manderson.

Session to feedback on the day followed.  Various management provide their overviews in short minute sessions.  Drinks session follows to close the day.