Talking Teaching - Day 1 morning

In Auckland for the next few days for the annual Ako Aotearoa Academy symposium. Yesterday was an academy members only day, followed by two days of the Talking Teaching Conference 2019.

Academy day

The main objective was to move the strategic vision of the Academy forward. Initial document created by executive has been workshopped last year and this year, time to refine and complete. Also, an update on the year and changes occurring along with up and coming future changes through our relationship with Ako Aotearoa.

Day 1

Day one opens with a powhiri and the plenary address by AssociateProfessor Faumuina Fa’afetai Sopoaga from University of Otago – winner of the Prime Minister’s prize for teaching excellence last year. Spoke on the theme ‘our past shapes the journey into the future’. Began with a song, learnt in her childhood, followed by welcome in Samoan, Maori and other languages. Used her personal history to weave the theme into the challenges of today and the future. Articulated the collectivist Pacific culture and how these have influenced her. Used an example from her early days in NZ, to illustrate the challenges of adjustment into new culture expectations. These influenced her approach to helping medical students learn cultural inclusiveness through immersion into cultures they are unfamiliar with. Encouraged conference participants to ‘step up’ their efforts to help learners connect with and attain empathy with other cultures.

After morning tea, there are 6 streams. I stick mostly with the ‘technology’ stream as I am facilitating a workshop after lunch.

First up, Dr. Lydia Kiroff and Taija Puolitaival from Unitec, on ‘digital natives and digital technologies in construction education’. Presented the initial results from a action research to support students to transition from simple online apps to full professional apps. Defined digital natives (Prensky, 2001) with extensions on this to account for Gen Y and Z, and digital technologies. Overviewed the evolution of construction digital technologies from manual drafting to 3D / VR building objects. For purposes of study, Level 5 construction communication (emphasis on online/freeware) and Level 7 BIM (desktop apps for CAD/BIM) courses were selected. Pre and post diagnostic questionnaires were used, along with lecturer diary, assessment results and formal course evaluations.

Findings indicate younger students use more apps more often. Desktop apps familiar to all. Installation of online apps tended to be easier for younger students. Older students more confident with desktop apps but hesitant with experimenting. Initial thoughts on how to help students become familiar with app interface and encourage experimenting with the different functions. Perhaps through online tutorials and encouragement of daily use through exposure across all courses.

Then Kim Watson from Toi Ohomai, on ‘gamification of quality management’. An encouragement for the introduction / integration of gaming into tertiary learning. Shared his experiences in ‘gamification of a lesson’ and then opened up the session to a discussion. Encouraged the development of the approach and the game does not need to be digital, but a form of simulation of a process. Through ‘doing’ the process, concepts and deeper learning occurred.

Move across to a workshop / discussion led by James Patterson from Toi Ohomai and Adrian Woodhouse from Otago Polytechnic on the ‘review of vocational education’ ROVE – affecting all polytechnics as they will all become one entity come 1^st of April next year.  The session's theme is 'more questions than answers'. James reflected on experiences from the formation of Toi Ohomai which was a merger between Wairiki (Rotorua) and Bay of Plenty Polytechnic. Stressed the importance of building good relationships between all partners. Adrian provided some background and challenged participants to 'construct the future' rather than allow ROVE to be done to them. Look to supporting learners through their work life, from novice to expert (Level 10 qualification). 

Opened up the conversation to the session to share opportunities perhaps provided by ROVE. Discussion revolved around the need to share practice from ITOs, be more formal about collaboration across the new entity, PTEs, employers, regional governments etc. There are experiences within the ITP sector of shared qualifications - exampled by the Bachelor in Engineering Technology and the NZ Certificates in Engineering - whereby innovations are shared and improved through collaborative efforts. Discussion then revolved around ways to record student learning so that learning becomes more transportable across NZ. Important to be cognisant of who will have the power - for instance the Work Developments Councils (WDC) whose role as standards setting bodies seems to also include the moderation and development of assessments.Important to value teaching and to put teaching and learning at the centre, not just as a service to industry. Definition of 'assessment' is important. Need to not take our eyes off the main goal, to be positive changeagents and supporters for learning.Important to keep in touch with the various working groups and to take the opportunity to provide feedback / submissions when they are invited.