Friday, October 02, 2015

National tertiary learning and teaching conference- day 3

Updated with links

Day 3 begins with a keynote from Professor Geoffrey Scott from the University of West Australia on 'developing and assessing graduates who are work ready plus'. Provided background and rationale for importance of topic. Good leaders are good teachers. Discussed importance of assessments in the landscape and how assessments tell us focus of programme. Less assessments done well should be the objective. Need to align learning design, support and infrastructure and delivery lead to impact on learning as a quality and standards framework for learning and teaching. Start with what to focus on to lead to impact and identity what needs to be done. Defined learning outcomes and how to best validate them. Professional capability framework includes personal, interpersonal, cognitive ( capability), role specific and generic competence. Competency provides for work readiness and capabilities add the work ready plus. Need to listen, link, leverage and lead to bring about results. Work ready plus also includes sustainability literate, change implementation savvy, creative and inventive not just regurgitative, clear on what one stands on tacit assumptions exampled by continued growth, consumption, ICT and globalisation. Types of assessments include integrated capabilities, critical evaluation, ability to work to a brief, problem diagnosis, formation and solving - via multiple modes, studio, experimental modes, portfolios etc. covered implementation challenges with students, staff and suggestions on how to circumvent. Need a 'one stop shop' bringing together multiple websites, role specific self teaching guides on how to lead change and capacity building workshops for leaders. 

After mornings tea, a series of 3 presentations before conference closes with a short panel discussion and a poroporoaki.

Nick Carter from Waiariki takes us through his work on 'guided risk taking- teaching theory to very practical learners'. Course design for engaging students through challenging students to move beyond the things they are comfortable with. Applies concepts of whanaungatanga, kiatiakitanga and  maanakitanga. Planning and design for learning to include learning of skills that can be used across many contexts. Uses scaffolding, experiential learning,  strategies that lead to positive outcome, authenticity, transparency and dialogue in assessment, evaluation and reflecting and debriefing . 

Then a session with Richard Wilson from Unitec on 'feeding forward for reflective learning in vocational education'. Presented case study of his own teaching in finding out how to better use feedback to improve learning in the Bachelor of Applied Technology - level 6 repair and transportation and level 5 marine construction. Assessment based on portfolio 80% and logbook 20%. Poor directions and no formative feedback meant students struggled. Solution to use case study to study specific set of circumstances and real situations experienced in the marine industry. Logbook was removed. Portfolio consisted of 4 cases selected from 12 scenarios studied. Formative feedback and feed forward provided through google docs two weeks before summative submission for each case. Student success and retention improved. 

Last presentation with Aaron Steele and Graeme Read from UCOL on 'levelling up: lecturers' perspectives'.  What are strategies that work at various levels of learning and why teaching strategies may be different. Implications on class room management and autonomy. Contact time is higher with students at certificate level with higher expectations for pastoral care and support to complete assessments. Teaching intensity higher at certificate level but content complexity increases with level. Certificate programmes sometime require all learning to occur during class time but higher level courses includes self directed learning. 

All in, a good selection of presentations. The polytechnic sector seems to be well committed to active learning which is learning and student centred. Always good to learn of the challenges faced by other institutions and processes used to address, move forward and focus on enhancing student learning. 

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