Dr. Joe Te Rito – Kaihautu Matauranga Maori provides the
Welcome, followed by Helen Lomax – Ako Akotearoa Director and Jennifer Leahy,
Sector Services Manager for the South Island.
The event MC is Melany Tainui from the University of
Canterbury. I assist by doing a ‘wrap up’ activity after every two
presentations.
The first two presentations are Nationally funded projects:
First up, Hutia te
Punga (pull up the anchor stone) – presented by Dr. Porsha London, PiripiPrendergast and Dr. Eruera Tarena from Te Rununga o Ngai Tahu – Tokona raki.
This is a collaborative project between Ako Aotearoa, Ngai Tahu and three South
Island tertiary education providers (BCITO, Otago Polytechnic and Telford). The
project is developing, through an action research approach, a co-constructed
professional development programme for staff to build culture competency
capability. Both Piripi and Eruera provided background and rationale for the
project. In particular, the larger objective, to work on the socio-political
constraints towards supporting the development of Maori youth. Maori are a young population and contribute
significantly to the workers of the future. One solution is to undertake
responsibility for shifting the larger system (structures, systems and
mindsets) through targeted development to transform the industry and
educational leaders to take cognisance of the importance of supporting the
potentialities for Maori. Piripi provided details of the background for the
development of the professional development sessions. Focus is on the ‘self’ to
challenge mindsets. Porsho detailed challenges especially in a sector
undergoing continual change. This leads to high turnover of staff and shift in
mindset takes time. However, building of relationships between learners and
staff was found to be one of the key factors to support Maori learners.
Resources to support the ‘levers of change’ require contextualisation to
settings – as per the project – industry training, classroom learning and
residence-based trades training. Shared framework (poutama) –ekea te taumata
tiketike’ for self-evaluation and moving forward with development of cultural
competency.
Second project, an update on the Youth guarantees pathwaysand profiles project lead by Doug Reid from Community Colleges NZ. Doug
provided an overview and updated on progress on date. Longitudinal project to
try to find out if the Youth Guarantee fees free scheme is having a longer term
effect on cohort of students from 2015. Educational partners included YMCA,
Unitec and Community Colleges NZ with research expertise from ‘the
collaborative’ on youth research. Final report just out now. Findings indicate
young people experience multiple transitions; these transitions are not linear;
complex and difficult to plan or predict; identity development important; and
skills – not qualifications – are the most important. The main themes were a
desire for self-development; control of their own transitions; belonging and
alignment to their contexts; importance of networks and support; and direction
and stability (i.e. in personal life) to help guide transitions. Summarised a
range of implications for policy, revolving around the need for flexibility in
supporting and funding due to ‘messy’ and sometimes difficult transitions of
youth. Summary report now available.
The first wrap up was on identifying the items presented
which are relevant to their own context.
Dr. Tracy Rogers from the University of Otago presents on
progress on the project – teaching and learning circles – a framework for enhancing
teaching culture and practice. Overviews the application of peer observation of
teaching project and ways forward beyond the project. Objective to enhance
teaching and learning culture and provide a supportive, sociable environment
for teachers to talk about their craft. Teaching and Learning (circles) of 3 –
4 teachers did observations of each others teaching and discussed / reflected
on feedback. Positive effects occurred as the TLCs provided the opportunity to
engage in collegial conversations, reflect on teaching, gain non-evaluative
feedback, and in turn enhance their teaching. TLCs continue and supported with
the appointment of a TLC coordinator. Trailing with an on-line programme.
Undertaking comparative study with Victoria University – who use a different
model.
Followed by Professor Lynne Taylor and Professor UrsulaCheer from the University of Canterbury with their work on ‘the making oflawyers’: a longitudinal study. Study across all the universities in NZ
offering law degree. Good to catch up with this study as the students move
through their study. Fifth year data collected 2018 with some from law
graduates as some students would have completed in 2017. 2018 findings similar
to the other years. Class attendance drop, half of cohort through only 20% of
teachers knew them, self-study time low and majority indicated preference for
individual written assessments. Social interactions higher than study
interactions with peers, majority reported positive academic outcomes ,
psychological wellbeing continued to be lower than for general community, For
final year students – generally rated themselves highly in terms of
work-related skills and attributes, only minority reported being prepared to
join workforce, majority di not have employment arranged after law school, and
over a third did not have employment arranged or were confident about finding a
job. 49 graduates – 90% completed or intending to complete legal professionals
course, 58% saw themselves as working in law, 69% employed (47% in law firm),
68% employed used their law degree in their work. A last survey will be
undertaken this year. Outcomes have included review of degree and course
learning outcomes; implementation of well-being plans; changes in assessment
practice; staff development to support changes; and introduction of a first
year mentoring scheme. Plans into the future include revision of the second and
third year programmes and to also introduce a capstone course. Capstone course
to apply knowledge and attain work skills to provide confidence for graduates.
Reflection #2 focused on analysis and application.
After lunch, we have a joint university (Canterbury) and
community (Skillwise) project with John Grant and Dr. Maria Perez-y-Perezupdating on their “work active’ project to support ‘forgotten’ learners intheir journey to work. The project worked with adult learners with intellectual
disability to develop a programme (including an internship) and a
teaching/learning toolkit to improve learning outcomes and employability prospects.
Small cohort of 6 learners who all engaged well with the various activities. Details
of the learning programme was overviewed. Learners were co-constructors of the
tools developed. Draft teaching and learning guidelines completed. The project
intends to keep in touch with the participants’ journeys as they continue in or
into work. Maria summarised the research approach (participatory action
research) and the data collection methods (focus groups with participants,
employers and skillwise staff; student learning diaries; workplace and class
observations; class presentations). Shared some of the findings including
efficacy of both the ‘classroom’ and internship aspects of the programme.
Dr. Timothy Stahl and and Dr. Heather Purdie from University of Canterbury then
presents on the BYOD to field class: Integrating digital and community mappingin the field-based coursework. Work on progress reported. Also used an
interactive activity to demonstrate the approach with Samsung tablets provided
to participants. Summarised rationale for WHY BYOD now. Firstly leveraging off
increased capability for digital mapping in most digital devices with increased
acknowledgment of ‘novelty’ of devices. Also, shared a video and case study of
student field trips. Main objective to ensure the technology must make sense
and be aligned to the learning outcome. Important to ensure technology works at
the initial workshop; field trip has to have clear objectives; and follow
through post processing also supported. Used the app ArcCollector. Explained
the BYOD teaching framework being developed to support the concepts being
developed.
Reflection 3 was on evaluation and creating solutions.
Short afternoon tea is followed by the final presentations.
Associate Professor Erik Brogt from the University of
Canterbury presents on – professional engineering cohorts. An update on the
project. Summarised overview of Engineering programme at UC. In general, after
Y1, the students are usually the same cohort through the next 3 years. Project
studied ways to ensure cohorts were technically well trained, cooperative, and
inclusive. Y1 mentoring programme set up to ensure foundations for the next 3
years coordinated and structured (i.e to consciously build a effective cohort).
Support for ‘non-traditional’ engineering students targeted. Presently working
on Y2 and 3 to assist with community building, enhance belongingness, and
cooperative behaviours. Activities used to build respect for diversity; work on
and agree to a code of practice for the entire cohort; reorientation at semester
2 Y1 to reinforce key skills and behaviours. Staff were mobilised to model
complementary approaches. Shared plans going forward into the future.
Then, Stuart Terry from Otago Polytechnic and Dr. Jenny Mcdonald
from Quantext update on their work with student perceptions of studentevaluations: enabling student voice and meaningful engagement. University of
Otago are also included. Summarised rationale for project. Surveyed over 4000
students in 2nd year of degree. 21% polytechnic and 27% university
response. 95% had participated in evaluations. Online mode was preferred but
uni students had higher preference for paper. Students perceived it was
important to complete evaluations with most completing 5 -6 of an expected 6 –
7 a yearn – which they felt was about the right number. Reasons for
non-completion were predominated by time constraints. Students still wanted
evaluations at the end of each course. Discussion on the purposes of students
evaluations ensued.
Last reflection and wrap-up to have participants identity
ONE change and provide reasons.
The colloquium closed with poroporoaki – official farewelling.All in, good to see projects progressing through and adding to a building corpus of work supported by Ako Aotearoa.
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