Monday, December 19, 2016
Wednesday, December 14, 2016
Good to see progress in the various projects. Almost all projects have had some contact with our educational development team, with two projects being off-shoots or continuation of the tablet projects begun 3 years ago.
Monday, December 12, 2016
A short (40+pages) report with following (out of 10 proposed) of relevance to eassessment project.
- Learning through social media
- productive failure (i.e. learning thorough experience and from making mistakes)
- teachback (learning by teaching others)
- Learning from the crowd
- Learning through video games
- Formative analytics (developing analytics to help students improve)
The 2015 report is more traditional, advocating
- crossover learning (formal connected to informal),
- learning through argumentation,
- harnessing incidental learning
- context-based learning
- embodied learning
The 2014 report covered pedagogies now taken for granted e.g.
- massive open social learning
- learning design informed by analytics
- flipped classroom
- learning to learn
- dynamic assessments
- learning through storytelling
- threshold concepts
The older two reports advocate similar recommendations to the annual US of A Horizon reports. Trawling through the innovative pedagogy reports provide a good historical record of how pedagogy has shifted over the last 5 to 6 years.
We will need to mesh some of the above with the work on vocational education pedagogy. There are good synergies across the above and the work of Lucas, Claxton and Spencer. Summaries of the three pieces of work on this blog:
- remaking apprenticeships and
- practical guide to craftsmanship.
Plus also work from recent 'Learning a trade' project - learning as becoming by learning to do, think, feel and be within the NZ context of biculturalism for example with Maori trades training.
Each of the sub-projects in the eassessment project will integrate at least one if not more of the 'innovative pedagogies' and apply the recommendations from the various international and NZ vocational pedagogy studies.
Tuesday, December 06, 2016
This platform was launched in April 2016 and currently in preview ( ie.beta ) mode.Microsort classroom requires access by students to Office 365 and allows teachers to to manage classes and assignment. It is different from OneNote and more akin to an LMS.
Friday, November 25, 2016
Thursday, November 24, 2016
Monday, November 07, 2016
Here is a 2015 report from the NZ and Australian Chartered Accountants perspective as prepared by the NZ Institute of Economics Research (NZIER).
Notes taken while browsing the report :
Monday, October 31, 2016
As an adjunct to Day ONE and Day TWO notes taken during the conference, here are brief overviews of relevant concurrent presentations I missed out on attending below.
What is the value of Youth Guarantee Fees Free? with Adelaide Reid from The collaborative. Summarised surveys and interviews with Youth Gaurantee 2015 participants. A longitudinal study from 2016 - 2018 to find out outcomes from attending YG programmes at community colleges, YMCA and Unitec. At start, YG's perspective was to obtain employment post programme, qualifications were less important. What worked and didnt work were summarised. Will be interesting to see how this project progresses as the study continues.
Work integrated learning in STEM: employers' perspectives presented by Georgina Atkinson from the NCVER. An Australian perspective - full report.
Exploring student perception of learning in a work-integrated learning environment presented by Chantal Pillay from Le Cordon Bleu. Background on programme and structure of WIL.Findings feed back into curriculum planning.
Pacific Learner success in workplace setting: supporting effective intervention with Caroline Harris from Service IQ, Iani Nemani from Competenz and Joel Rewa-Morgan from Career Force with interim findings / emerging results from an Ako Aotearoa National funding project.
Mike Styles from Primary ITO and Dr. Lesley Petersen From Petersen Consulting present on on-going work to support adults with dyslexia in training and workplace environments. Primary ITO link to case study. With report on Ako Aotearoa hub funded project.
Tuesday, October 25, 2016
As a consolation, caught up with the mlearn newsletter to see how the mlearning community is progressing. The newsletter had several good overviews on mlearning. Summary of a two below:
1) Professor John Traxler (8 minutes) presents on challenges going intothe future of mlearning. Need to move into sustainable mlearning. Discussed the requirement to move into a BYO environment and the importance of providing students with skills to critically evaluate the information they will need to continually access when they leave the gated community of education. Still reluctance amongst educators, maybe in the formal, pre-tertiary sector to free students from the closed school learning management system. Etiquette in how to work with mobile phones within an educational contexts.
2) Marcus Specht, Welten Institute (16 minutes) video
Also recent article in NZ Stuff on availability of hardware for virtual reality etc. for how well NZ is set up for implementation of educational VR.
Thursday, October 20, 2016
Monday, October 10, 2016
Here are some notes taken while watching the programme:
Overall, provides a good overview of 'state of play' and the variety of options available. Would recommend to all parents with children currently in secondary education as parents do play an important role in their childrens' career choices.
Monday, October 03, 2016
The draft is 400 plus pages long and a call for submissions is on the draft due by end of November. The final publication is scheduled for February 2017.
Brief summary / overview of pertinent points, as per my own perspective / circumstances below:
Monday, September 26, 2016
Details are summarised in powerpoint by David Earle and Tertiary Education Commission - TEC - summary sheet.
Youth Gaurantees is set up to provide free tertiary education to students 16 - 19 who are in danger of becoming NEETs (not in employment, education or training). As such, the funding has mainly been targeted at students who have dis-engaged from the formal school system. Programmes tend to revolve around providing learning to ensure literacy and numeracy foundations are established, often within situated learning environments - i.e. pre-trade / vocational pathway programmes.
The media snippet on TV1 news, sparking the blogging, was confused Youth Guarantees with apprenticeship :( leading to a mishmash of outcomes being reported which did not make much sense.
Stuart Middleton's latest blog covers some of the misconceptions and challenges related to helping young people find their feet in an educational systems still very much premised on preparing school leavers to move into further academic study.
This morning, more fuel added to the debate with an analysis of the types of NCEA (National Certificate of Educational Achievement) Level 2 subjects completed by students' ethnicities. The summary makes for important reading. Basically, academic subjects have low numbers of Maori and Pacifika students and when these students do undertake study in physics, chemistry etc. they are less likely to achieve. Completion of the 'vocational' subjects - hospitality etc. tends to be higher in the lower decile schools and with higher proportions of Maori and Pacifika students.
Quote from article:
Monday, September 19, 2016
In the Hagel article, discussion is had on the following:
Firstly, is STEM (science, technology, engineering and maths) the future. An important factor, especially in the NZ context. Hagel argues that focus on just one disciplinary aspect, leads to a rather unbalanced provision into the future. In the NZ context, there has been a big push for STEM with increased tertiary funding and support through Careers advise for STEM programmes. Schools are also encouraged through various initiatives, to encourage students into selecting STEM subjects and continuing into the advanced courses. In some universities, the decline in students studying humanities subject has let to restructuring - see recent article on Otago University.
Some aspects of the NZ economy could be enhanced through better STEM input. With an economy based around agriculture (including horticulture and forestry) and tourism, the tyranny of distance has recently been obviated through the rise of 'tech' companies, producing software solutions for a range of industries. For example Xero is often trotted out as an exemplar. Also, media stories on large number of small 'start-ups' and 'incubators' working on mobile apps, video games (rocketwertz), sports visualisation etc. NZ is also a world leader when it comes to integration of technology with farming / horticulture / forestry practice.
However, as argued by Hagel, there is need for individuals to find, attain and sustain passion in what they set out to do. Not all individuals will have the attributes to be successful at STEM.
Also counters the perspective that technology will lead to jobs disappearing. Some jobs will never (?) be taken by computers / robots. Hagel's examples include craftspeople and artists, customizers (as in people who meet bespoke needs of consumers), curators, coaches, counsellors, compelling experience hosts, community hosts and moderators, captivating performers. The common theme with these jobs - creativity. Something educational systems have always struggled with assisting to develop.
The article then goes on to explain how people make a living. Suggests costs of living will decline due to technology and a move from 'ownership' to access. e.g. instead of owning a car, hire when required. Also that we should all consider and attain the attitudes to be entrepreneurs rather than employees.
All in , a worthwhile read, bringing some balance to the hype of technology advances and the other side of the coin with regards to the pessimistic outlook of the impact of technology on work. My take is that humans have survived due to their ability to adapt, innovate and re-invent themselves. There will be collateral damage along the way - such is life :( but like Hagel, I am an optimist. The future of work should not be feared but should be seen as another opportunity, to make use of technology to make the world a better place into the future.
Monday, September 12, 2016
Summary - op ed from Gavin Moody on 'what Australia can learn from England's plans for vocational education
The report Gavin refers to is the proposal for Degree apprenticeships put up by the Higher Education Funding Council for England. In summary, there will be TWO routes post school - the college based academic and the employment based pathway to 'degree apprenticeships'. The report proposed 15 routes (industry sectors / discipline areas). Other recommendations are to reject 'market qualifications' and competency-based training'. Additionally, public funds should not be allocated to for-profit providers. A levy on employers would fund apprenticeship.
The above draws from two recent reports in the UK. One on post-16 skills published in July this year and the other called the 2012 'Richard's review' - full report available at this link.
There has been much debate and review in the of post-school alternatives by the UK government of late. Mainly, to try to engage their large number of NEETs and to ramp up skills to meet the demands of the post- industrial age. A major challenge has been (and still is) the stratification of the class system and a general attitude of non-academic / non-university qualifications as being inferior.
The Richard's review sets the scene by "redefining apprenticeships, focusing with greater rigour on the outcome of an apprenticeship, and using recognised industry standards to form the basis of every apprenticeship". A goal of 3 million apprentices has been set for 2020. Employers are to feature with the Institute of Apprenticeships set up to regulate apprenticeship quality, encourage better gender, minority participation across all trades, and a UK-wide levy for employers to pay out more than 3 million pound annually.
The post-skills report intention is to have all students move into either an academic or technical option post-16. Students should be able to move between these two routes seamlessly as well.
Monday, September 05, 2016
NZ has a history of distance education at the school level due to it's small population and geographical spread. The NZ correspondence school - te aho o te kura pounamu has a history going back almost a century of providing distance education to students living in remote country farms.
Generally positive reaction was provided by Derek Wenmouth from CORE ED and Dr. Steve Maharey, vice chancellor at Massey University. Both cautioned for the need to be circumspect. COOL should not just be about shifting to a different mode of learning. 21st century learning is to ensure students gain knowledge and skills to allow them to participate and contribute to the society they live in.
Critiques abound, with opinion pieces from education journalist, overviews from opposition parties and a summary from the Science education sector. Overall, good to see actual discussion on the topic.
In tertiary and vocational education, elearning has been percolating for two decades. There are some excellent examples of good practice in the NZ ITP (polytechnics or community colleges / further education) sector, but they are small when the scale of things is considered. The MAIN observation from my point of view, as an observer over the last 20 years and a contributor to the cause, is the following. NOT all vocational / applied learning is suitable for conversion to on-line learning. To work well, both students and teachers require digital literacy / fluency and learning to learn skills before on-line learning is embarked on. Careful selection of the types of learning that will work well for on-line learning is a key. Then, its a matter of 'listen to the learners', building confidence and capability with teachers and continual monitoring and support. Only then, will outcomes from on-line learning match the ones we currently meet with f2f delivery.