While in Beijing, I had a few days to have a look around, so did the usual tourist sights (Tienanmen square (huge), Forbidden City (austere) and the Badaling section of the Great Wall (impressive). Also caught up with old friends. Both my friends had studied at the University of Canterbury in the early 1980s. One has worked in China for over 20 years and the other for 15 years, so they have witnessed massive changes not only in the urban landscape, but in Chinese society as it has moved from a strict socialists regime towards a 'freer' market-led economy. Both used chaffeur driven cars as the traffic is so horrendous, a capable driver is important for getting around!!
I had a look around for Android tablets, but they were sparse. Visited the two main computer malls in Beijing, one in the city, the Best Buy mall and the other a group of malls clustered around the University suburbs of North West Beijing. Huge number of phones with iPhones and iPads along with HTC android phones galore, but a paucity of Android tablets. There were a few older model Archos and some Samsung Galaxys, but no sign of much else. Phones predominate and watching young Chinese texting on the subway was an interesting diversion. Due to the crowded nature of the subway, one could not help but lurk as various people tapped out their messages. Most phones relied on predictive text, choosing the correct character once a pinyin (English form) of a word was inputted. There were a few phones with character recognition, so the character was sketched and then the predictive text took over. Still slower to text in Chinese then English though.
Phone use was pervasive, from every young person to the itinerant vegetable seller on the street side. From what I gathered from the students at the conference, data plans and phones are cheap although the students still had to be careful with phone call use due to their small budgets. Food, transport and clothing all very cheap as compared to NZ. Much of the city of 20 million (5 time population of NZ!!) live in apartment blocks although I did see a few housing developments with low rise houses, but they will only be for the very rich. Traffic is consists of lots of cars and bikes / mopeds etc. and the subway is very busy, even at 'off peak'. However, there are lots of little parks around and people are kind and helpful, especially to the young and elderly. I saw lots of examples of young people helping others. It is a good sign of a caring society and much needed when so many people are packed into limited space. Will be good to be able to visit China again for a longer time to have a look beyond Beijing. Only a fleeting impression this time around but I am impressed by the Chinese peoples' focus and determination to progress and many are aware of the challenges economic progress bring.
Monday, May 30, 2011
INAP 4th conference - day 2
Day two opens with keynote from Professor Zhiqun Zhao on 'school enterprise cooperation in China's VET' a topic of world interest and relevance to the NZ context. He provided a brief introduction, followed by the China experience, including ways to promote the process and advantages and disadvantages / problems and discussion. Many methods used to integrate work with VET education, mostly in the form of internships (up to a year) and work placements.
After morning tea, I attended a series of papers in the 'open session' - papers that do not quite fit into the four main themes!
First up, Ursel Hauschildt and Helen Brown 'costs. benefits and quality in TVET: method, results and contexts of implementing a self-evaluation tool for companies in Germany & South Africa. Uses an online tool, adapted from German context to try to quantify benefits of training to individual organisations. Calculations show that costs of training exceeds benefits in the first and second years and in the third year,there is a return on investment.
Then, Professor Alan Brown & Professor Jenny Bimrose from the University of Warwick on 'developmental tasks, vocational development and career adaptability. Life development stages set time of young adulthood as getting into a career.However VET policies tend to assume that choices are set early in life. Current social/economic conditions, require more flexibility as careers are no longer for life. Career adaptability 5 Cs include control, curiosity, confidence, concern and commitment (Savickas et al, 2009). Longitudinal study undertaken to track people as they progress through careers in European countries. Findings include importance of challenging work for ALL, varying patterns of engagement with learning activities, personal autonomy and meaning of career, discussions with others about possible lines of career development, formal learning often valued and identification with occupation and /or organisation or skill set recontextualisation, proactive in shaping career and learning pathways but often support to become reflective, anxieties common, help individuals develop their own career stories/sense of direction, career options and choices limited by context and opportunities structures key. Important factors for career adaptive are proactive personality, good interaction with others and engaging in challenging activities.
Third, a presentation from Professor Moriki Terada from University of Nagoya, on an ' international comparative study on the formation of high school students' vocational views and the challenges of vocational and career education. Study done across 6 countries with 10th grade students. Career choice research still based on dated and mainly psychological studies (Spranger, 1920s and Super, 1970) but young people have changed e.g. in Japan, there are many youth with low vocational aspirations (Free-ter - part-time workers or NEET - not in employment, education or training). Therefore important to do an update. Questionnaire on vocational views derived from Shimizu and Shulenberg's inventory (1990) and Schein's career anchors (1978). Finding that most students,including vocational students (excluding Japan and Indonesia) tend to choose an academic track after graduation but at least 1/4 of vocational students have not made a decision with regards to career choice. Choices include 'self realisation', religion/mission, economy life signifying, society contribution and leader/wealthy class.
The two projects above, adding concepts to the final report my project on 'perspective of first year apprentices'.
Last on for the morning, Helmuth Zelloth from European Union VET research organisation (ETF) on 'a trend towards apprenticeship in EU neighboring countries?' Reported on a 3 year project (ILP) that has just started on workplace learning. Focus on raising awareness and policy sensitivity for WBL in 30 EU countries and to develop methodologies and tools for WBL. Project being reported studying many countries on the fringes of EU using case studies on formal/informal apprenticeships including Eastern /SE Europe, Mediterranean and Central Asian countries. Themes characterising apprentices in these countries include weak education/business cooperation, VET systems mainly small/medium sized VET systems or school based, external/internal challenges in reforming VET, academic drift in education and society and low attractiveness and relevance of VET. Challenges include school-based VET has structural limits in preparing sound human capital, growing bottleneck of public funding of VET coupled with high population growth and stipulated 'knowledge economy' requires new forms of learning (situated/contextualised, integrating work and learning). preliminary mapping indicates some countries have well established systems (Turkey, Ukraine, Croatia, Albania, Morocco, Jordan), long established but small (Egypt, Israel), some piloting and a few with none.
After lunch, attended four papers in the 'multiple roles of universities, schools and their teaching and training staff - there have already been a dozen papers presented in this stream!
First up, Associate Professor Bonnie Watt-Malcolm from University of Alberta, on 'reforming VET pre-service teacher ed: the gifted amateur, the seasoned profesional, and the skilled tradesperson. reports on a 3 year study for improving Career & Technical Education (CTE) teacher education. These teachers have a trade skill and then become teachers. surveyed teachers and found the 3 categories, gifted amateur - minimal work experience and education but interest in VET subject, seasoned prof - non-credentialed training and related work experience and skilled tradesperson. need to customised pre-service BEd to help students become CTE teachers. Skilled tradespersons can come into BEd are provided with a 1 year credit towards the 4 year degree.
Secondly, Volker Bank and Thomas Retzman Chemnitz University of Technology on 'training needs analysis in economics teaching. On the sustainabilityof the test of economics literacy (TEL). Project to develop a tool for self-assessment of further training needs for teachers, in this case for economic and financial literacy, which is part of /embedded inGerman VET system. Uses a adapted TEL originally developed by Soper for an English context. independent variables also used in analysis, these include gender,topic of degree, experience, age, etc. findings indicate there is some need for further training as range of results is wide. However the TEL itself needs refining to provide for more useful results.
The Jianrong Zhang and Luna Huang from Tongji University in Shanghai on 'master education of vocational instructors'. provided ann overview of VET education, rationale for higher ed for VET teachers and the M Ed for VET. In China, very few VET teachers have competence in a technical competence or have had pre-service training. Usually VET teachers have a Batchelor or Masters and then obtain a VET teaching teachers. now developing a M Ed for people with at least an B Eng so that there is some technical competency to be supported by further pedogogical understanding (dual competence).
Last paper from Yasuhiko Ushida on 'industrial arts for career plan in junior japanese education has had an emphasis on preparing students for university, yet since 1980 many university graduates find it very difficult to obtain employment and many have to complete vocational education or even higher education. This project used the 'industrial arts' curriculum at junior high school to introduce students to the concept of thinking about a future career while still at school.
The conference then re-convened with an hour or so of chairs/reporters from each workshop, reporting on highlights.Conclusions and INAP membership details plus information on next conference (in South Africa), closed the conference.
A varied and interesting conference.
On Day 3, delegates had the opportunity to visit Chang Ping Vocational School, North of Beijing, on the way to an excursion to the Badaling section of the Great Wall. I joined everyone for an interesting and informative visit to the vocational school and then made my own way back to the city to catch flight to Singapore in the early evening.
After morning tea, I attended a series of papers in the 'open session' - papers that do not quite fit into the four main themes!
First up, Ursel Hauschildt and Helen Brown 'costs. benefits and quality in TVET: method, results and contexts of implementing a self-evaluation tool for companies in Germany & South Africa. Uses an online tool, adapted from German context to try to quantify benefits of training to individual organisations. Calculations show that costs of training exceeds benefits in the first and second years and in the third year,there is a return on investment.
Then, Professor Alan Brown & Professor Jenny Bimrose from the University of Warwick on 'developmental tasks, vocational development and career adaptability. Life development stages set time of young adulthood as getting into a career.However VET policies tend to assume that choices are set early in life. Current social/economic conditions, require more flexibility as careers are no longer for life. Career adaptability 5 Cs include control, curiosity, confidence, concern and commitment (Savickas et al, 2009). Longitudinal study undertaken to track people as they progress through careers in European countries. Findings include importance of challenging work for ALL, varying patterns of engagement with learning activities, personal autonomy and meaning of career, discussions with others about possible lines of career development, formal learning often valued and identification with occupation and /or organisation or skill set recontextualisation, proactive in shaping career and learning pathways but often support to become reflective, anxieties common, help individuals develop their own career stories/sense of direction, career options and choices limited by context and opportunities structures key. Important factors for career adaptive are proactive personality, good interaction with others and engaging in challenging activities.
Third, a presentation from Professor Moriki Terada from University of Nagoya, on an ' international comparative study on the formation of high school students' vocational views and the challenges of vocational and career education. Study done across 6 countries with 10th grade students. Career choice research still based on dated and mainly psychological studies (Spranger, 1920s and Super, 1970) but young people have changed e.g. in Japan, there are many youth with low vocational aspirations (Free-ter - part-time workers or NEET - not in employment, education or training). Therefore important to do an update. Questionnaire on vocational views derived from Shimizu and Shulenberg's inventory (1990) and Schein's career anchors (1978). Finding that most students,including vocational students (excluding Japan and Indonesia) tend to choose an academic track after graduation but at least 1/4 of vocational students have not made a decision with regards to career choice. Choices include 'self realisation', religion/mission, economy life signifying, society contribution and leader/wealthy class.
The two projects above, adding concepts to the final report my project on 'perspective of first year apprentices'.
Last on for the morning, Helmuth Zelloth from European Union VET research organisation (ETF) on 'a trend towards apprenticeship in EU neighboring countries?' Reported on a 3 year project (ILP) that has just started on workplace learning. Focus on raising awareness and policy sensitivity for WBL in 30 EU countries and to develop methodologies and tools for WBL. Project being reported studying many countries on the fringes of EU using case studies on formal/informal apprenticeships including Eastern /SE Europe, Mediterranean and Central Asian countries. Themes characterising apprentices in these countries include weak education/business cooperation, VET systems mainly small/medium sized VET systems or school based, external/internal challenges in reforming VET, academic drift in education and society and low attractiveness and relevance of VET. Challenges include school-based VET has structural limits in preparing sound human capital, growing bottleneck of public funding of VET coupled with high population growth and stipulated 'knowledge economy' requires new forms of learning (situated/contextualised, integrating work and learning). preliminary mapping indicates some countries have well established systems (Turkey, Ukraine, Croatia, Albania, Morocco, Jordan), long established but small (Egypt, Israel), some piloting and a few with none.
After lunch, attended four papers in the 'multiple roles of universities, schools and their teaching and training staff - there have already been a dozen papers presented in this stream!
First up, Associate Professor Bonnie Watt-Malcolm from University of Alberta, on 'reforming VET pre-service teacher ed: the gifted amateur, the seasoned profesional, and the skilled tradesperson. reports on a 3 year study for improving Career & Technical Education (CTE) teacher education. These teachers have a trade skill and then become teachers. surveyed teachers and found the 3 categories, gifted amateur - minimal work experience and education but interest in VET subject, seasoned prof - non-credentialed training and related work experience and skilled tradesperson. need to customised pre-service BEd to help students become CTE teachers. Skilled tradespersons can come into BEd are provided with a 1 year credit towards the 4 year degree.
Secondly, Volker Bank and Thomas Retzman Chemnitz University of Technology on 'training needs analysis in economics teaching. On the sustainabilityof the test of economics literacy (TEL). Project to develop a tool for self-assessment of further training needs for teachers, in this case for economic and financial literacy, which is part of /embedded inGerman VET system. Uses a adapted TEL originally developed by Soper for an English context. independent variables also used in analysis, these include gender,topic of degree, experience, age, etc. findings indicate there is some need for further training as range of results is wide. However the TEL itself needs refining to provide for more useful results.
The Jianrong Zhang and Luna Huang from Tongji University in Shanghai on 'master education of vocational instructors'. provided ann overview of VET education, rationale for higher ed for VET teachers and the M Ed for VET. In China, very few VET teachers have competence in a technical competence or have had pre-service training. Usually VET teachers have a Batchelor or Masters and then obtain a VET teaching teachers. now developing a M Ed for people with at least an B Eng so that there is some technical competency to be supported by further pedogogical understanding (dual competence).
Last paper from Yasuhiko Ushida on 'industrial arts for career plan in junior japanese education has had an emphasis on preparing students for university, yet since 1980 many university graduates find it very difficult to obtain employment and many have to complete vocational education or even higher education. This project used the 'industrial arts' curriculum at junior high school to introduce students to the concept of thinking about a future career while still at school.
The conference then re-convened with an hour or so of chairs/reporters from each workshop, reporting on highlights.Conclusions and INAP membership details plus information on next conference (in South Africa), closed the conference.
A varied and interesting conference.
On Day 3, delegates had the opportunity to visit Chang Ping Vocational School, North of Beijing, on the way to an excursion to the Badaling section of the Great Wall. I joined everyone for an interesting and informative visit to the vocational school and then made my own way back to the city to catch flight to Singapore in the early evening.
INAP -Iinternational Network on Innovative Apprenticeship 4th Conference - Day 1
Notes taken at the INAP conference running 26th and 27th of May in Beijing.
Conference opens formally with a welcome in Mandarin (with translation in English) from the Director of VET division of the Ministry of Education, Professor Jiping Wang. His speech focused on the importance of VET in supporting China's strategic goals towards better economic progress for Chinese people. A major challenge has been to work through a method to integrate VET with workplace based training and learning, a process that is still progressing. Modern apprenticeship proposed as a solution, combining the base of traditional Chinese approaches to craft apprenticeship and best of the systems used by other countries.
Then official welcome from Jiayong Li Dean of the Faculty of Education from Beijing Normal University, one of the conference organizers.Followed by welcome from Professor Jianfeng Cai, director of the Foreign Language Teaching and Research Press. All reiterating points made by Professor Wang on need to further research in VET to inform develop appropriate VET in China.
First presentation from Professor Weiping Shi of the Chinese Society of Vocational and Technical Education, from The Institute of voc and adult education, East China Normal University, to set the scene.
Covered the 3 strategic national priorities and how VET may assist. A challenge is still the reluctance of parents to allow students to select a voc ed.pathway. therefore need to match labour market needs with aspirations of individuals. need to make voc ed more multi-functional including strengthening lit/num skills that leads to further opportunities for voc ed students beyond voc. occupations. integrating lit/num to life and work skills needs to be undertaken to make voc ed relevant. much still needs to be done to integrate voc ed with industry skill needs including partnerships with between voc ed institutions and industry/organisations. Another challenge is to provide development of the 'informal' workplace learning.
Professor Felix Rauer of the International Network of Innovative Apprenticeship then completed the formal welcomes with an opening speech, firstly by thanking organisers and then providing a brief summary of the evolution of INAP through 3 previous conferences in Europe and then this one in Beijing. Then introduced the 4 areas / themes of the conference and connected them to themes from previous conferences. Continued to discuss issues of poor reputation on voc Ed. often further acerbated by qualification frameworks which put Voc Ed below academic qualifications. Proposed a need to research more thoroughly the work process skills/knowledge in order to understand more clearly components of professional and technical work.
After morning tea, first keynote by Professor Philipp Gonon from the University of Zurich, on 'Apprenticeship as a model for the international architecture of TVET'. overviews apprenticeship as a concept, models. element of a successful VET system (e.g. Swiss) and recommendations. Defines apprenticeship in terms of modes ( type of learning, way of education, traditional vs modern) variations (dual, trial) and conceptual (sites, interactions, interest groups). Compared approaches / systems in German (occupation, industry skill based, input orientated and holistic ) French (technical approach, school based, input orientation and access / junction) and UK (qualifications competency based, learner / output orientated and flexible).
After lunch, I attended the sessions on 'learning and development theories and models, one of 4 streams.
First up, Christof Nagele and Patrizia Hasler from the Swiss federal institute for VET- learning at the workplace: optimal learning environments. Work process forms product, work develops not only skills but also many other occupational identity formation indicators. Workplace learning also encompasses both individual and social elements. All handicraft, manual work is first of all: cognitive work. optimum workplace learning for individual (motivation, persistence), social (team support etc.) job design, trainers (expert in domain) and curriculum. used mindmaps constructed by apprentices to try to understand cognitive conceptions and to see if various factors affect apprentices learning. Important to optimum wb learning is trust in the trainer, mere executing of task not learning, demanding tasks with variability and scope for action.
Then Jeroen Onstenk from Inholland University of Applied Sciences, on 'enhancing situated learning: apprenticeship in learning departments. provided a brief overview of the Dutch apprenticeship system and a move into multi-versions of apprenticeship - new apprenticeships, simulations,work learning period (traineeship), adultapprenticeships, learning departments (nursing, care, administration), in-school learning company (catering, restaurant, administration) and out of school learning company. This project evaluated the effectiveness of apprentices, often in different courses, within a single dept. of organisation. Apprenticeships have a coach/teacher from school, the workplace and often students from several levels. The entire department is by apprentices.
Third up, Yanying Gu on ' how to convert individual skill operator to integrated task solver: Teaching research on action-orientated learning for secondary voc.ed. school students studying basics of computer ed. Reports on a shift from being presented with learning, teacher showing how to fix and students replicating towards one in which understanding of important concepts can be transferred. Therefore from just able to replicate to being able to self-directed in planning, developing and creating. Recommends to teach 'course not 'textbook', design learning tasks carefully and select appropriate teaching methods. Uses action process teaching working systematically through informing, planning, deciding, realizing, controlling and evaluation based on 'action-orientated' learning.
After afternoon tea, Tongji Li from Tongji University in Shanghai, and Remy Rikers on 'the role of deliberate practice in Chinese vocational teaching. Defines 'deliberate practice' as not just work or play it must be designed for consciously improving performance. Outlined the background behind research on deliberate practice for instance work of Ericsson (1993) on acquisition of expertise. Found in a small study that some of the premises of 'deliberate' practice', as described in western coontext, also useful in the Chinese context. When designing delibrate practice, ensure also task difficulty falls in the zone of proximal development, not repeating on the previous level. task requires conscious effort, concentration and self regulation. May have low entertainment, no immediate reward and needs high motivation for perseverance. Feedback and adjustment in time plus high requirement in physical and mental resources.
Then my presentation 'learning practical workplace-based judgement through using cognitive apprenticeships and voc.ed. identity formation models. - bringing together work with welding students on how modeling and feedback assists students to learn the nuances of welding in peer support groups.
Last up for the day, Professor Erica Smith, Arlene Walker and Ros Brennan Kemmis on 'importance of the psychological contract for effective learning in apprenticeship. A psychological contract between employer and employee concerning mutual expectations and obligations. survey of apprentices, employers, govt. bodies etc.indicates both apprentices and employers agreed on expectations and that most obligations were met. Training obligations generally better met than employment conditions/obligations. hard promises (specific time for training, range of training methods) and soft promises (opportunity to apply what is learnt, exposure to different experiences) less well met. Older apprentices felt their expectations were met was lower than for younger apprentices.
Conference opens formally with a welcome in Mandarin (with translation in English) from the Director of VET division of the Ministry of Education, Professor Jiping Wang. His speech focused on the importance of VET in supporting China's strategic goals towards better economic progress for Chinese people. A major challenge has been to work through a method to integrate VET with workplace based training and learning, a process that is still progressing. Modern apprenticeship proposed as a solution, combining the base of traditional Chinese approaches to craft apprenticeship and best of the systems used by other countries.
Then official welcome from Jiayong Li Dean of the Faculty of Education from Beijing Normal University, one of the conference organizers.Followed by welcome from Professor Jianfeng Cai, director of the Foreign Language Teaching and Research Press. All reiterating points made by Professor Wang on need to further research in VET to inform develop appropriate VET in China.
First presentation from Professor Weiping Shi of the Chinese Society of Vocational and Technical Education, from The Institute of voc and adult education, East China Normal University, to set the scene.
Covered the 3 strategic national priorities and how VET may assist. A challenge is still the reluctance of parents to allow students to select a voc ed.pathway. therefore need to match labour market needs with aspirations of individuals. need to make voc ed more multi-functional including strengthening lit/num skills that leads to further opportunities for voc ed students beyond voc. occupations. integrating lit/num to life and work skills needs to be undertaken to make voc ed relevant. much still needs to be done to integrate voc ed with industry skill needs including partnerships with between voc ed institutions and industry/organisations. Another challenge is to provide development of the 'informal' workplace learning.
Professor Felix Rauer of the International Network of Innovative Apprenticeship then completed the formal welcomes with an opening speech, firstly by thanking organisers and then providing a brief summary of the evolution of INAP through 3 previous conferences in Europe and then this one in Beijing. Then introduced the 4 areas / themes of the conference and connected them to themes from previous conferences. Continued to discuss issues of poor reputation on voc Ed. often further acerbated by qualification frameworks which put Voc Ed below academic qualifications. Proposed a need to research more thoroughly the work process skills/knowledge in order to understand more clearly components of professional and technical work.
After morning tea, first keynote by Professor Philipp Gonon from the University of Zurich, on 'Apprenticeship as a model for the international architecture of TVET'. overviews apprenticeship as a concept, models. element of a successful VET system (e.g. Swiss) and recommendations. Defines apprenticeship in terms of modes ( type of learning, way of education, traditional vs modern) variations (dual, trial) and conceptual (sites, interactions, interest groups). Compared approaches / systems in German (occupation, industry skill based, input orientated and holistic ) French (technical approach, school based, input orientation and access / junction) and UK (qualifications competency based, learner / output orientated and flexible).
After lunch, I attended the sessions on 'learning and development theories and models, one of 4 streams.
First up, Christof Nagele and Patrizia Hasler from the Swiss federal institute for VET- learning at the workplace: optimal learning environments. Work process forms product, work develops not only skills but also many other occupational identity formation indicators. Workplace learning also encompasses both individual and social elements. All handicraft, manual work is first of all: cognitive work. optimum workplace learning for individual (motivation, persistence), social (team support etc.) job design, trainers (expert in domain) and curriculum. used mindmaps constructed by apprentices to try to understand cognitive conceptions and to see if various factors affect apprentices learning. Important to optimum wb learning is trust in the trainer, mere executing of task not learning, demanding tasks with variability and scope for action.
Then Jeroen Onstenk from Inholland University of Applied Sciences, on 'enhancing situated learning: apprenticeship in learning departments. provided a brief overview of the Dutch apprenticeship system and a move into multi-versions of apprenticeship - new apprenticeships, simulations,work learning period (traineeship), adultapprenticeships, learning departments (nursing, care, administration), in-school learning company (catering, restaurant, administration) and out of school learning company. This project evaluated the effectiveness of apprentices, often in different courses, within a single dept. of organisation. Apprenticeships have a coach/teacher from school, the workplace and often students from several levels. The entire department is by apprentices.
Third up, Yanying Gu on ' how to convert individual skill operator to integrated task solver: Teaching research on action-orientated learning for secondary voc.ed. school students studying basics of computer ed. Reports on a shift from being presented with learning, teacher showing how to fix and students replicating towards one in which understanding of important concepts can be transferred. Therefore from just able to replicate to being able to self-directed in planning, developing and creating. Recommends to teach 'course not 'textbook', design learning tasks carefully and select appropriate teaching methods. Uses action process teaching working systematically through informing, planning, deciding, realizing, controlling and evaluation based on 'action-orientated' learning.
After afternoon tea, Tongji Li from Tongji University in Shanghai, and Remy Rikers on 'the role of deliberate practice in Chinese vocational teaching. Defines 'deliberate practice' as not just work or play it must be designed for consciously improving performance. Outlined the background behind research on deliberate practice for instance work of Ericsson (1993) on acquisition of expertise. Found in a small study that some of the premises of 'deliberate' practice', as described in western coontext, also useful in the Chinese context. When designing delibrate practice, ensure also task difficulty falls in the zone of proximal development, not repeating on the previous level. task requires conscious effort, concentration and self regulation. May have low entertainment, no immediate reward and needs high motivation for perseverance. Feedback and adjustment in time plus high requirement in physical and mental resources.
Then my presentation 'learning practical workplace-based judgement through using cognitive apprenticeships and voc.ed. identity formation models. - bringing together work with welding students on how modeling and feedback assists students to learn the nuances of welding in peer support groups.
Last up for the day, Professor Erica Smith, Arlene Walker and Ros Brennan Kemmis on 'importance of the psychological contract for effective learning in apprenticeship. A psychological contract between employer and employee concerning mutual expectations and obligations. survey of apprentices, employers, govt. bodies etc.indicates both apprentices and employers agreed on expectations and that most obligations were met. Training obligations generally better met than employment conditions/obligations. hard promises (specific time for training, range of training methods) and soft promises (opportunity to apply what is learnt, exposure to different experiences) less well met. Older apprentices felt their expectations were met was lower than for younger apprentices.
Thoughts on Beijing/China and looking for Android tablets (again) in Singapore
Was in Beijing to attend and present at the International Network on Innovative Apprenticeships (INAP). It was the fourth conference with a theme of 'assuring acquisition of expertise: Apprenticeship in the modern economy. The event was hosted by Beijing Normal University who were excellent hosts.
My first time to the motherland, so lots to see and learn, including that the Great Fire Wall blocks access to blogger :( so my posts on the 2 days of the conference will need to await the next day or so when I am able to gain access to wifi to transfer my notes from my ipad to blogger.
Meanwhile, now in Singapore for a week to run workshops on constructive alignment for the IAL which start tomorrow. I return to NZ on Saturday, so only this afternoon to have a good look around for Android tablets for the interactive etextbook project. Visited the Funan IT mall as it is the most convenient and found several shops now have an area set aside to showcase tablets. The newspapers also offering plans for the Motorola Xoom and the Samsung Galaxy. The iPad still dominates the market. Prices still high with Dell streak for S$788, Samsung Galaxy S$798 and Acer Iconia Tab A500 for S$799. At the lower end of the scale go to the Huawei S7 at S$488, Archos 10 S$599, Creative Ziio 10 at S$399, Viewsonic 10s SS$599. Most promising of the lot seems to the Asus eee Pad at S$699.
Lots of choice and all run Android with the Viewsonic also available with Windows. Purchasing and having the tablets posted across to NZ may be a hassle but will sort things out once we know the project $$ are approved.
My first time to the motherland, so lots to see and learn, including that the Great Fire Wall blocks access to blogger :( so my posts on the 2 days of the conference will need to await the next day or so when I am able to gain access to wifi to transfer my notes from my ipad to blogger.
Meanwhile, now in Singapore for a week to run workshops on constructive alignment for the IAL which start tomorrow. I return to NZ on Saturday, so only this afternoon to have a good look around for Android tablets for the interactive etextbook project. Visited the Funan IT mall as it is the most convenient and found several shops now have an area set aside to showcase tablets. The newspapers also offering plans for the Motorola Xoom and the Samsung Galaxy. The iPad still dominates the market. Prices still high with Dell streak for S$788, Samsung Galaxy S$798 and Acer Iconia Tab A500 for S$799. At the lower end of the scale go to the Huawei S7 at S$488, Archos 10 S$599, Creative Ziio 10 at S$399, Viewsonic 10s SS$599. Most promising of the lot seems to the Asus eee Pad at S$699.
Lots of choice and all run Android with the Viewsonic also available with Windows. Purchasing and having the tablets posted across to NZ may be a hassle but will sort things out once we know the project $$ are approved.
Tuesday, May 17, 2011
Projects for next semester and beyond
Slight hiatus in blogging over the last week or so as busy getting several research proposals off to various external grant agencies.
Funding for two through Ako Aotearoa Southern Hub, now confirmed for next semester. One with Flip Leijten to extend on work we started last year with the 'using videos to study workshop or workplace based trades learning'. Flip will now carry out an investigation into aspects of peer-learning across workshops in joinery, painting and decorating, electrical and welding/structural steel. It will be interesting to find out how workshop organisation, sometimes based around workshop conventions from each trade, impacts on how students interact with each other.
The second is with Martin Jenkins, manager of the Centre for Educational Development. We will be investigating the 'impact of forced change' brought about by the February 22nd earthquake on our institution, the tutors and the students. The findings should be interesting - as a study of change agents and what happens when change is non- negotiable. The staff and students at CPIT have been very resilient but there are signs of stress and strain as the realities of living in a city that has to rebuilt large swathes of the central city and several suburbs, sets in.
I have also put in an expression of interest in this year's Teaching and Learning Research Initiative, to build research capability with trades tutors (across 7 polytechnics) using a 'learning by doing research' approach. The topic we intend to investigate is 'authentic assessments', in particular to explore how to better recognise and celebrate the many multiliteracies in trades learning. We will know by end of June if this project progresses to the next stage beyond the expression of interest.
The last project has gone to the CPIT Foundation to fund hardware in the form of Android OS tablets towards an interactive etextbook project. I hope to work with Peter Sauer from automotive and Katrina Fisher who teaches barista, on this project. Taken that the last Horizon Report indicated mlearning to go mainstream next year and ebooks in the next two years, it is apt that this project covers both bases :) Both Peter and Katrina are capable tutors who have worked extensively with multi-media to support their teaching, so it will be interesting to learn from them, and their students, as the project progresses.
So looking forward to next semester. My large 'first year apprentices' project will be completed by July, so three projects - mentoring Flip, the 'forced change' project and working on the interactive textbooks will take up my research time. I will enjoy the variety and the privilege of working with a great group of people. More importantly, all the topics will add to enhancing student learning in some form or other.
Funding for two through Ako Aotearoa Southern Hub, now confirmed for next semester. One with Flip Leijten to extend on work we started last year with the 'using videos to study workshop or workplace based trades learning'. Flip will now carry out an investigation into aspects of peer-learning across workshops in joinery, painting and decorating, electrical and welding/structural steel. It will be interesting to find out how workshop organisation, sometimes based around workshop conventions from each trade, impacts on how students interact with each other.
The second is with Martin Jenkins, manager of the Centre for Educational Development. We will be investigating the 'impact of forced change' brought about by the February 22nd earthquake on our institution, the tutors and the students. The findings should be interesting - as a study of change agents and what happens when change is non- negotiable. The staff and students at CPIT have been very resilient but there are signs of stress and strain as the realities of living in a city that has to rebuilt large swathes of the central city and several suburbs, sets in.
I have also put in an expression of interest in this year's Teaching and Learning Research Initiative, to build research capability with trades tutors (across 7 polytechnics) using a 'learning by doing research' approach. The topic we intend to investigate is 'authentic assessments', in particular to explore how to better recognise and celebrate the many multiliteracies in trades learning. We will know by end of June if this project progresses to the next stage beyond the expression of interest.
The last project has gone to the CPIT Foundation to fund hardware in the form of Android OS tablets towards an interactive etextbook project. I hope to work with Peter Sauer from automotive and Katrina Fisher who teaches barista, on this project. Taken that the last Horizon Report indicated mlearning to go mainstream next year and ebooks in the next two years, it is apt that this project covers both bases :) Both Peter and Katrina are capable tutors who have worked extensively with multi-media to support their teaching, so it will be interesting to learn from them, and their students, as the project progresses.
So looking forward to next semester. My large 'first year apprentices' project will be completed by July, so three projects - mentoring Flip, the 'forced change' project and working on the interactive textbooks will take up my research time. I will enjoy the variety and the privilege of working with a great group of people. More importantly, all the topics will add to enhancing student learning in some form or other.
Friday, May 06, 2011
Ako Aotearoa colloquium - day 2
Another busy day with 10 more presentations. First up, a TLRI project on 'mathematics undergraduate teaching: perspectives and interactions' with Barbara Kensington-Miller from the University of Auckland. Explored lecturer, student and lecturer interactions/environments components. On the lecturer component, Schoenfeld's ROG -resources, orientations and goals, used to investigate university mathematics teaching. For student perspectives, the mathematical identities of students is studied. In the lecturing component, investigates the implicit and explicit social and socio-mathematical norms. Use of questions in lectures to engage students in processing concepts. timing of questions important with placement around middle of lecture optimum.
Second presentation from Ngaroma Williams from Te Pari Puna Ora O Ateoaroa and Mary-Liz Broadley from the Open Polytechnic on building kaupapa Maori in early childhood education. The main objective is to develop a model/framework to provide kaupapa Moari. Project used online surveys (survey monkey) and focus group sessions and face to face and telephone interviews. Main themes now identified. Move to try to describe the interface/space between the mainstream and Maori and moving from biculturalism to a concept of bicultural development using 'paddling the same waka' resources. Resources developed include a Maori maramataka (Maori theoretical framework calendar), sets of teachers, graduate teachers pamplets and lecturer guidelines and resources plus poster to outline iwi names, powhiri protocols etc. and a ECE Waiata booklet.
Then a project CPIT also involved in on graduate attributes, presented by Associate Professor Rachel Spronken-Smith and Dr. Carol Bond from the University of Otago. Project just started in March and first stage is to complete synthesis of literature and to define graduate attributes pertinent to NZ context. Provided an overview of background of adoption of graduate attributes in Europe, eventually in US of A and Australia moving on into current changes to NQF targeted review of qualifications.
After morning tea, Gordon Suddaby from Massey University presents on 'help or hindrance: a blended approach to learner engagement'. Main purpose of this project is to develop a toolbox for teachers to use for developing pedagogically sound/robust blended learning environments. Toolbox made up of needs assessment, design and development tools, and evaluation tools. Developed from teachers' perspectives with input from students feedback. Some testing of these tools now undertaken to ensure they will meet objectives of project.
Then,'the impact of tertiary education strategies on success of Pacific learners from Dr. John Horrocks and Aleki Siloa from Wellington Institute of Technology. Main objective is to find out if government strategy documents have been used to support the participation and success of Pacific learners. 16 f 29 tertiary education institutes have agreed to provide strategy documents and these supplemented with data from TEC and MOE. Key staff responsible for support strategies will also be interviewed.
Another elearning focused project next with Dr. Stephen Marshall from Victoria University on 'understanding and supporting organisational change with elearning and higher ed.Project focused on understanding organisational change. Used the elearning maturity model (eMM) to provide a framework for studying adoption and maturity of elearning. background on change from Clayton Christensen - see what's next. Sustaining change is the challenge and technology may not have changed the fundamental objectives of teaching and learning- or has it? Change may occur in institutions if there is a state of acknowledged crisis, small, conspicously out of step or autocratic leadership. Mechanisms that result in change include coercive isomorphisms (TEC investment plan, PBRF), mimitic isomorphism (Learning management system, powerpoint) and normative isomorphism (professional culture creating change - student centred learning).
After lunch, the last presentations take place.
Starting with 'unlocking the impact of tertiary teachers' perceptions of student evaluations' with Dr. Sarah Stein from the University of Otago. Used statistical analysis including frequencies, chi squares and cross tabulations, ANOVA, factor analysis, cluster analysis and regression to study data from various student evaluations. Example from findings on a question on whether negative student evaluations on changes in teaching approach or adoption of innovation considered by staff to constrain their moves to take up new approaches. Found in a university context that staff who have taught between 11 - 15 years were constrained. Perhaps mid-career academics in cycle of promotion?
Followed by my presentation on ' first year apprentices' experiences of the workplace' where findings are collated into themes of matching vocational imagination of apprentices, supporting the belonging to a workplace process and providing ongoing incentives towards completion of apprenticeship.
Next up, 'tertiary teaching tracks: holistic teaching and learning practices of Pacific PTEs' with Lindsay Huthnance from the NZ Institute of Sport. Uses a blend of western and pacific models exampled by the Kakalu approach. Focus groups (fono) used to gather data. Explores teaching/learning/pastoral care practices, weaving of Pacific cultures into teaching and learning. Findings included foundation learners enrolled NOT to complete academic qualification however future employment a strong goal, importance off catering to learning styles of students, students to be responsible for their own learning, on-going support, provide encouragement and inspiration to succeed and need to manage competing time demands.
Last up,an interesting collaboration between a wananga, iwi, PTE and ITPs 'Waiariki agricultural collaboration: Nga ringa raupo o pikiao'. Presented by Stephen Carr from Taratahi on building Maori participation and success in tertiary vocational agriculture. A need to build capability with young Maori to work on iwi trusts farms. Programme to be developed as a collaborative iwi led, provider supported akonga centric model, affirming Maori ways of knowing, traditions and values with effective teaching and learning environments and approaches.
Wrap up by Dr. Kirsty Weir to close up another busy but productive colloquium. Kirsty introduced the Ako Aotearoa impact evaluation model that will need to be undertaken by each National project after completion. Impact - who is the target audience? How are they best reached? Write to communicate key messages, generate excitement and capture interest, not just report research. Write to stimulate CHANGE. Re-look at dissemination plan to ensure correct targeting occurs including scoping of communication strategy. Build synergy between projects to launch similar themes/contexts. Presentation of reports to be improved. The impact evaluation framework used to explore sustained impact on learners, project teams, organisations and broader sector involving interviews/conversations at 6 months, 1 year and 2 years after completion. To review project outputs, changesto teaching and learning practice, benefits to learners and wider project team.
Second presentation from Ngaroma Williams from Te Pari Puna Ora O Ateoaroa and Mary-Liz Broadley from the Open Polytechnic on building kaupapa Maori in early childhood education. The main objective is to develop a model/framework to provide kaupapa Moari. Project used online surveys (survey monkey) and focus group sessions and face to face and telephone interviews. Main themes now identified. Move to try to describe the interface/space between the mainstream and Maori and moving from biculturalism to a concept of bicultural development using 'paddling the same waka' resources. Resources developed include a Maori maramataka (Maori theoretical framework calendar), sets of teachers, graduate teachers pamplets and lecturer guidelines and resources plus poster to outline iwi names, powhiri protocols etc. and a ECE Waiata booklet.
Then a project CPIT also involved in on graduate attributes, presented by Associate Professor Rachel Spronken-Smith and Dr. Carol Bond from the University of Otago. Project just started in March and first stage is to complete synthesis of literature and to define graduate attributes pertinent to NZ context. Provided an overview of background of adoption of graduate attributes in Europe, eventually in US of A and Australia moving on into current changes to NQF targeted review of qualifications.
After morning tea, Gordon Suddaby from Massey University presents on 'help or hindrance: a blended approach to learner engagement'. Main purpose of this project is to develop a toolbox for teachers to use for developing pedagogically sound/robust blended learning environments. Toolbox made up of needs assessment, design and development tools, and evaluation tools. Developed from teachers' perspectives with input from students feedback. Some testing of these tools now undertaken to ensure they will meet objectives of project.
Then,'the impact of tertiary education strategies on success of Pacific learners from Dr. John Horrocks and Aleki Siloa from Wellington Institute of Technology. Main objective is to find out if government strategy documents have been used to support the participation and success of Pacific learners. 16 f 29 tertiary education institutes have agreed to provide strategy documents and these supplemented with data from TEC and MOE. Key staff responsible for support strategies will also be interviewed.
Another elearning focused project next with Dr. Stephen Marshall from Victoria University on 'understanding and supporting organisational change with elearning and higher ed.Project focused on understanding organisational change. Used the elearning maturity model (eMM) to provide a framework for studying adoption and maturity of elearning. background on change from Clayton Christensen - see what's next. Sustaining change is the challenge and technology may not have changed the fundamental objectives of teaching and learning- or has it? Change may occur in institutions if there is a state of acknowledged crisis, small, conspicously out of step or autocratic leadership. Mechanisms that result in change include coercive isomorphisms (TEC investment plan, PBRF), mimitic isomorphism (Learning management system, powerpoint) and normative isomorphism (professional culture creating change - student centred learning).
After lunch, the last presentations take place.
Starting with 'unlocking the impact of tertiary teachers' perceptions of student evaluations' with Dr. Sarah Stein from the University of Otago. Used statistical analysis including frequencies, chi squares and cross tabulations, ANOVA, factor analysis, cluster analysis and regression to study data from various student evaluations. Example from findings on a question on whether negative student evaluations on changes in teaching approach or adoption of innovation considered by staff to constrain their moves to take up new approaches. Found in a university context that staff who have taught between 11 - 15 years were constrained. Perhaps mid-career academics in cycle of promotion?
Followed by my presentation on ' first year apprentices' experiences of the workplace' where findings are collated into themes of matching vocational imagination of apprentices, supporting the belonging to a workplace process and providing ongoing incentives towards completion of apprenticeship.
Next up, 'tertiary teaching tracks: holistic teaching and learning practices of Pacific PTEs' with Lindsay Huthnance from the NZ Institute of Sport. Uses a blend of western and pacific models exampled by the Kakalu approach. Focus groups (fono) used to gather data. Explores teaching/learning/pastoral care practices, weaving of Pacific cultures into teaching and learning. Findings included foundation learners enrolled NOT to complete academic qualification however future employment a strong goal, importance off catering to learning styles of students, students to be responsible for their own learning, on-going support, provide encouragement and inspiration to succeed and need to manage competing time demands.
Last up,an interesting collaboration between a wananga, iwi, PTE and ITPs 'Waiariki agricultural collaboration: Nga ringa raupo o pikiao'. Presented by Stephen Carr from Taratahi on building Maori participation and success in tertiary vocational agriculture. A need to build capability with young Maori to work on iwi trusts farms. Programme to be developed as a collaborative iwi led, provider supported akonga centric model, affirming Maori ways of knowing, traditions and values with effective teaching and learning environments and approaches.
Wrap up by Dr. Kirsty Weir to close up another busy but productive colloquium. Kirsty introduced the Ako Aotearoa impact evaluation model that will need to be undertaken by each National project after completion. Impact - who is the target audience? How are they best reached? Write to communicate key messages, generate excitement and capture interest, not just report research. Write to stimulate CHANGE. Re-look at dissemination plan to ensure correct targeting occurs including scoping of communication strategy. Build synergy between projects to launch similar themes/contexts. Presentation of reports to be improved. The impact evaluation framework used to explore sustained impact on learners, project teams, organisations and broader sector involving interviews/conversations at 6 months, 1 year and 2 years after completion. To review project outputs, changesto teaching and learning practice, benefits to learners and wider project team.
Ako Aotearoa research in progress colloquium - day 1
The annual Ako Aotearoa research collaquium ran for two days on 4th and 5th May. Last year, I learned much about different approaches /research methods, so looking forward to more of the same this year.
Symposium opened with mini whakatua from Ngahiwi Apanui, Ako Aotearoa's Kaihautu whakawhanake Maori. Followed with brief welcome from Dr. Kirsty Weir, Research manager.
A full day of presentations follow. My presentation not until late tomorrow so I can sit back, listen, record and reflect.
First up, Dr.Erik Brogt, from the University of Canterbury- on transforming tertiary science education. Using the Carl Wieman science education initiative and adapt to the NZ context (biology and geology). Uses evidence (preferably quantitative) to support changes in teaching / learning to increase student engagement. Pertinent issue - observations of student engagement identify 'weak' points in the lecture for instance, providing examples and linking learning outcomes seem to increase engagement. interventions include using clickers, in-class exercises and academic development for staff.
Next, success and relational agency in academia: the experience of early career academics with Dr. Kathryn Sutherland from Victoria University. Data collection about completed with analysis from June os report on background. look at what motivates early career academics to undertake research and and variations between organisational and personal aspirations. multi-method approach using interviews, questionnaires and focus groups. Found at early stage there is a BIG gap between external/internal institutional and personal expectations. previous research indicates important factors to be institutional support/resources, prior experience and personal characteristics. leading to better induction, 'academics are learners too. resource on ako aotearoa website.
Patrick Hiki from Kahui Tautoko and started this presentation with Jenny Connor from the Industry Training Federation and Nicky Murray from MITO on 'Maori learners in workplace setting". In NZ almost 10% of workforce = 190,000 people in 35,000 enterprises involved in industry training. 30,000 identify as Maori but very little known about Maori learners in the workplace. ITOs involved include ETITO, BCITO and MITO although more Maoris in seefood, social services, forestry and food manufacturing. need to find out how Maori workers learn in the workplace, what works and barriers to success. Using a Kaupapa Maori research approach, focus on talking with and not about Maori learners and a mixed methods approach.
After morning tea, 4 presentations. Starting with Robyn Baker, Director of NZ Council of Educational Research with an overview of the teaching and learning research initiative (TLRI). So far 20 tertiary projects funded between 2002-2010. 14 have been published.
Then, Dr. Elaine Khoo from University of Waikato on "exploring elearning practices across disciplines in a university environment". 2 year TLRI project with 4 case studies in year 1 and 8 in year 2 across 7 disciplines - earth/ocean science, screen/media studies, history,education, engineering and management. Looked into how lecturers use potential of ICT to support tertiary and lecturers and students. findings include effectiveness of ICT, expands and transforms student notions of subject, develops student professional identity, bridge students conceptual, visual and spatial thinking between virtual and real world and not all students emjoy using technology.
Third up, Matui Ratima from University of Waikato on " factors affecting the development proficiency in te roe Maori for adult learners". Matiu is an Ako Aotearoa PhD scholarship recipient. Used interviews based on ethnographical/ partially auto to try to make sense of the two worlds that exist for Maori speakers in NZ. Emerging points include importance of passion, common strategies used and aspects thought to be essential to successful language acquisition seem to be absent from some proficient participants.
Last on before lunch, "pasifika learners and success in tertiary ed." from Dr.Cherie Chu from Victoria University. process of carrying the project, just as important as formal outcomes of the project. A just commenced National project beginning work to investigate exemplars of success to understand institutional level supports that will enhance pacifika learners outcomes. From learners' perspectives, the internal and external motivational factors that contribute to development and success. institutions include Victoria, Otago, MIT, CPIT & Pacific training institute (Wellington). Based on the Kakala framework, a metaphor to carry out the research. An inclusive approach using appreciative inquiry.
After lunch, three varied topics. First up, Dr Elana Curtis from the University of Auckland on 'success for all: improving Maori student success in health professional degree-level programmes. An example of using Kaupapa research methodology and update from last year on progress made. Study on the non-lecture aspects of health programmes to find out how to best support Maori students - clinical, non-clinical and MAPAs. Maori and Pacific Admission scheme (MAPAS) offers academic, pastoral support and academic representation. Use critical incident technique to find out factors that support or hinder success - trigger, action and outcome. Categorise interview data on critical incidents as helpful or unhelpful (usually 2/3 helpful).
Next, 'maximising learning dialogue opportunities in professional field-based experiences with Dr. Andrew Smith, Dr. Marion Sanders, Suzanne Barlow from the Bethlehem Tertiary Institute. Focused on professional preparation programmes for early childhood education and counselling. A collaborative study with Bethlehem, NZ Tertiary College and Wintec. 27 students and their associated teacher/supervisor took part. Found, among usual items, mismatch between what supervisors say and what students perceive happens and between institutions' goal and actual practicum experience. A desire between both students and supervisors to have a relationship but finding common time to meet was difficult. interventions include partnership map, belief inventory, critical incident (most valued) and research article (least valued) to share at each meeting.
Then, 'storybook dads programme evaluation' with Charles Pearce and Jan Bain from the Dunedin Methodist Mission. A worthwhile and interesting project. Actual storybook dads project has been running for some years (a trojan horse project) is to evaluate it's effectiveness in order to evidence the benefits already collected through anecdotes. Data gathered through analyzing progress made by dads when they record first DVD to later one. So far, seems to have a 1 level increase in literacy level after only 20 hours intervention. this research to find out how program has impacted through interviews with prisoners, families and staff.
After afternoon tea, a couple of presentations and wrap up for the day. Firstly, Angela Feekery, an Ako Aotearoa PhD scholar from Massey University on 'integrating information literacy and discovering voice'. A participatory action research (PAR) project working on 'planning' as discipline to improve information literacy. Succinctly overviewed challenges faced by students on how to sift through and critically review information. Much achieved in first 18 months but more to complete including writing up case studies gleaned from data collected through studying student assignments, focus groups, interviews with lecturers etc. this semester working with 4 courses with some changes to two of the courses worked on from last year. information landscape by Craig Cherie used to help students work out priorities with regards to how to evaluate information. Use Microsoft one note to collate research artifacts into a portfolio.
Last one for today, Associate Professor Mavis Haigh from the University of Auckland on 'making authentic and trustworthy practice-based judgements of graduating student teachers. A TLRI project between University of Auckland and 4 Auckland primary schools. The project aims to identify, develop and test models of practicum-related assessment processes and strategies used by the 4 schools; then test models of the criteria used when judging student teachers' achievement = ready to teach. The project is 1/2 way through and has captured professional conversations between university liaison lecturers, school-based adjunct lecturers and associate teachers. Data analysis now commenced. Uses Lens model within Social Judgement Theory (Hammond, Rohbaugh, Mumpower & Adelman, 1977) to give direction for research on judgement through careful identification and analysis of the context of judgement and the cues that underly the decisions. focus groups, interviews, recordings of professional conversations and meetings and document gathering all form data to put through the lens.
Symposium opened with mini whakatua from Ngahiwi Apanui, Ako Aotearoa's Kaihautu whakawhanake Maori. Followed with brief welcome from Dr. Kirsty Weir, Research manager.
A full day of presentations follow. My presentation not until late tomorrow so I can sit back, listen, record and reflect.
First up, Dr.Erik Brogt, from the University of Canterbury- on transforming tertiary science education. Using the Carl Wieman science education initiative and adapt to the NZ context (biology and geology). Uses evidence (preferably quantitative) to support changes in teaching / learning to increase student engagement. Pertinent issue - observations of student engagement identify 'weak' points in the lecture for instance, providing examples and linking learning outcomes seem to increase engagement. interventions include using clickers, in-class exercises and academic development for staff.
Next, success and relational agency in academia: the experience of early career academics with Dr. Kathryn Sutherland from Victoria University. Data collection about completed with analysis from June os report on background. look at what motivates early career academics to undertake research and and variations between organisational and personal aspirations. multi-method approach using interviews, questionnaires and focus groups. Found at early stage there is a BIG gap between external/internal institutional and personal expectations. previous research indicates important factors to be institutional support/resources, prior experience and personal characteristics. leading to better induction, 'academics are learners too. resource on ako aotearoa website.
Patrick Hiki from Kahui Tautoko and started this presentation with Jenny Connor from the Industry Training Federation and Nicky Murray from MITO on 'Maori learners in workplace setting". In NZ almost 10% of workforce = 190,000 people in 35,000 enterprises involved in industry training. 30,000 identify as Maori but very little known about Maori learners in the workplace. ITOs involved include ETITO, BCITO and MITO although more Maoris in seefood, social services, forestry and food manufacturing. need to find out how Maori workers learn in the workplace, what works and barriers to success. Using a Kaupapa Maori research approach, focus on talking with and not about Maori learners and a mixed methods approach.
After morning tea, 4 presentations. Starting with Robyn Baker, Director of NZ Council of Educational Research with an overview of the teaching and learning research initiative (TLRI). So far 20 tertiary projects funded between 2002-2010. 14 have been published.
Then, Dr. Elaine Khoo from University of Waikato on "exploring elearning practices across disciplines in a university environment". 2 year TLRI project with 4 case studies in year 1 and 8 in year 2 across 7 disciplines - earth/ocean science, screen/media studies, history,education, engineering and management. Looked into how lecturers use potential of ICT to support tertiary and lecturers and students. findings include effectiveness of ICT, expands and transforms student notions of subject, develops student professional identity, bridge students conceptual, visual and spatial thinking between virtual and real world and not all students emjoy using technology.
Third up, Matui Ratima from University of Waikato on " factors affecting the development proficiency in te roe Maori for adult learners". Matiu is an Ako Aotearoa PhD scholarship recipient. Used interviews based on ethnographical/ partially auto to try to make sense of the two worlds that exist for Maori speakers in NZ. Emerging points include importance of passion, common strategies used and aspects thought to be essential to successful language acquisition seem to be absent from some proficient participants.
Last on before lunch, "pasifika learners and success in tertiary ed." from Dr.Cherie Chu from Victoria University. process of carrying the project, just as important as formal outcomes of the project. A just commenced National project beginning work to investigate exemplars of success to understand institutional level supports that will enhance pacifika learners outcomes. From learners' perspectives, the internal and external motivational factors that contribute to development and success. institutions include Victoria, Otago, MIT, CPIT & Pacific training institute (Wellington). Based on the Kakala framework, a metaphor to carry out the research. An inclusive approach using appreciative inquiry.
After lunch, three varied topics. First up, Dr Elana Curtis from the University of Auckland on 'success for all: improving Maori student success in health professional degree-level programmes. An example of using Kaupapa research methodology and update from last year on progress made. Study on the non-lecture aspects of health programmes to find out how to best support Maori students - clinical, non-clinical and MAPAs. Maori and Pacific Admission scheme (MAPAS) offers academic, pastoral support and academic representation. Use critical incident technique to find out factors that support or hinder success - trigger, action and outcome. Categorise interview data on critical incidents as helpful or unhelpful (usually 2/3 helpful).
Next, 'maximising learning dialogue opportunities in professional field-based experiences with Dr. Andrew Smith, Dr. Marion Sanders, Suzanne Barlow from the Bethlehem Tertiary Institute. Focused on professional preparation programmes for early childhood education and counselling. A collaborative study with Bethlehem, NZ Tertiary College and Wintec. 27 students and their associated teacher/supervisor took part. Found, among usual items, mismatch between what supervisors say and what students perceive happens and between institutions' goal and actual practicum experience. A desire between both students and supervisors to have a relationship but finding common time to meet was difficult. interventions include partnership map, belief inventory, critical incident (most valued) and research article (least valued) to share at each meeting.
Then, 'storybook dads programme evaluation' with Charles Pearce and Jan Bain from the Dunedin Methodist Mission. A worthwhile and interesting project. Actual storybook dads project has been running for some years (a trojan horse project) is to evaluate it's effectiveness in order to evidence the benefits already collected through anecdotes. Data gathered through analyzing progress made by dads when they record first DVD to later one. So far, seems to have a 1 level increase in literacy level after only 20 hours intervention. this research to find out how program has impacted through interviews with prisoners, families and staff.
After afternoon tea, a couple of presentations and wrap up for the day. Firstly, Angela Feekery, an Ako Aotearoa PhD scholar from Massey University on 'integrating information literacy and discovering voice'. A participatory action research (PAR) project working on 'planning' as discipline to improve information literacy. Succinctly overviewed challenges faced by students on how to sift through and critically review information. Much achieved in first 18 months but more to complete including writing up case studies gleaned from data collected through studying student assignments, focus groups, interviews with lecturers etc. this semester working with 4 courses with some changes to two of the courses worked on from last year. information landscape by Craig Cherie used to help students work out priorities with regards to how to evaluate information. Use Microsoft one note to collate research artifacts into a portfolio.
Last one for today, Associate Professor Mavis Haigh from the University of Auckland on 'making authentic and trustworthy practice-based judgements of graduating student teachers. A TLRI project between University of Auckland and 4 Auckland primary schools. The project aims to identify, develop and test models of practicum-related assessment processes and strategies used by the 4 schools; then test models of the criteria used when judging student teachers' achievement = ready to teach. The project is 1/2 way through and has captured professional conversations between university liaison lecturers, school-based adjunct lecturers and associate teachers. Data analysis now commenced. Uses Lens model within Social Judgement Theory (Hammond, Rohbaugh, Mumpower & Adelman, 1977) to give direction for research on judgement through careful identification and analysis of the context of judgement and the cues that underly the decisions. focus groups, interviews, recordings of professional conversations and meetings and document gathering all form data to put through the lens.
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