Review of 2020

 

What a year! Due to the pandemic, all plans laid out at the beginning of the year, changed . It has been a year of being agile and responsive.

The beginning of the year began well, I picked up several programme development projects to support and work progressed well. At the end of January, a foretaste of what was to become the main themes of the year, was our institution’s work towards supporting international students who were unable to return to NZ for their studies. We reviewed external access protocols and set up a moodle help site for teachers, working towards supporting their students via distance.

Then by the end of February and into March, we worked on a ‘shifting to distance’ learning plan. Little would we know that this would become ‘The Plan’ from the end of March when NZ went into Level 4 lockdown and all educational institutes closed. In all, we were closed for the rest of the first semester, with courses returning in July. Some of our practice-based courses returned end of May but to strict guidelines on the size of practical classes.

Across the time, the Ara Whakapiki Ako (AWA) team, worked conscientiously to support our teachers as they moved their f2f teaching online. We ran workshops on ‘online teaching’ and upskilling with the digital tools required (zoom, moodle, Panopto etc.). It was such a busy time that the time flew by and before we knew it, we were back on campus!

The second semester has also been busy, with a catch up on programme development work, which had to be put on hold in the first semester.

In August, I signed a contract with Springer to write a book on ‘digitally-enabling ‘learning by doing’ for vocational education’. This book summarises many of the models/frameworks used by AWA to support our teachers as they shifted from mostly f2f practice-based teaching and learning in workshops, studios, labs etc. onto online distance delivery. The book is now almost complete and will be published early next year.

There have been no f2f conferences this year, but I have been able to ‘attend’ several online – including CRADLE and Ulearn and to present virtually at the NZ VET research forum and a keynote for the VDCconference. Also, a presentation last week, to the Vietnam World Bank who are funding a project to set up elearning within the Vietnamese TVET system.

A book chapter, written last year, also published. My research recognised with an Ara – excellence in research award – which is a nice ‘icing on the cake’. In November, I began co-editorship of the International Journalof Training Research (IJTR) with Professor Sarojni Choy from GriffithUniversity. I have been associate editor for some years so this new task will be a real step up! The journal, affiliated to the Australian VET research association (AVETRA), has increased in profile since being published through Taylor and Francis.

So, although a different sort of year, work and research progressed 😊

Visible learning a way to end exams

 Here is a good overview of the current focus on re-thinking the ways education 'measure' learning. The short blog also includes the video by Toby Morris 'on the plat' summarising the challenges for those with lower social capital to attain equity within the current educational system.

The above, reiterates the overall them of this year' s Ulearn coference - see the notes on the first keynote setting the tone of - success for all and how 'measurement' of success needs to be shifted. 

For over a decade, I have advocated removal of 'summative assessments' from our course descriptors, as a way to move emphasis to formative assessments. Due to the current NZ Qualification Authority guidelines, it is not possible to remove summative assessments as such. So we are still 'teaching to the assessment' in many courses, as student success relies to 'passing the course'. Regardless of where the learner starts on their learning, they still have to meet 'standards'.

When I was teaching, about 1/2 the class would 'pass' the assessment, given slight 'steering' to establish a contextualisation of what they already knew, to the topic to be 'taught' and assessed. These students, just needed a few deliberate practice sessions, to polish skills, review theory and had the 'right' dispositions to do well. For the 'other' 1/2, it would take much effort on their part, to step up and my job was to help them, often, to just get to the start point (i.e. to scrape through). Yet, if they were willing to put in the effort, they would succeed in work. So, in the long run, it is the formative and the attainment of individualised learning goals which are more important, than 'passing the exam'. Many, in the 'other' 1/2, gave up along the line, as they saw the 'exam' as too difficult :(  Yes, they were making some progress through formative assessments. Many, feared 'failure' as that had been their experience, throughout school. Yet, formative assessments were looked forward to, as the feedback, provided the guide to improving, little by little, their confidence and skill. As confidence increased, so did their attitudes to learning. Always a win-win, as far as I was concerned. 

Therefore, my long 'crusade' to remove summative assessments. They are next to meaningless for many learners, measuring performance within a very narrow bandwidth. A means to stratify people into the 'cans and the cannots' when society needs everyone to contribute towards solving the 'wicked' challenges of humanity. So, more work still on promoting a better understanding of the role of assessments, in a world which is not 'black/white', where there are no 'right/wrong' answers and where 'out of the box' thinking may be the only way to ensure our planet is still livable for my grandson's generation.

Model thinkers - resource with infographics of many approaches to thinking/critical reasoning

 Via LinkedIn this morning, a link to a good resource on 'model thinkers'.

The resource provides infographics on a large number of 'mental models' as guides to be 'smarter, faster'.

The infographics are categorised into themes: 

Learn and achieve, collaborate and lead, make better decisions, deliver value, live well, industry knowledge. Each is further broken down into sub-themes, for example for industry knowledge into - creative, design, education and training, engineering, military, sales, science, technology, project management, finance, economics, entrepreneurship.

Some of the infographics are only accessible for members only but most of the 'mainstream' models are available for all.

Models include ADKAR change model, deliberate practice, hero's journey, prisoner's dilemma, SCARF, 5 whys etc.

Therefore a good 'one-stop' shop if you are keen to try other approaches to nutting out problems and challenges. 

Each model (when accessible) provides a brief overview explaining the origins and precepts of the model; a list of 'actionable takeaways'; and a 'toolkit' or worksheet/template to assist the carry through of the 'actions'.

Overall, useful for moving out of the rut and providing resources of 'pick and mix' problem solving.

Learning / Instructional design - how to tips

 Here is a link to 13 ways to become an instructional or learning designer. 

Instructional design  has behavourist roots and was not delimited to online learning but across all delivery modes and educaitonal sectors.

There has been much discussion as to the differences between instructional and learning design. There is some support for the view that instructional design takes on the teacher perspective, whereas learning design places focus on the learner and the process of learning. As always, things are abit grey. Context is important (i.e. where is the learning taking place) but also philosophies and objectives of learning. Workplace learning for example, has generally been organisationally rather than worker-led - and is therefore more matched to the precepts of instructional design.

Given the focus in NZ and Te Pukenga on 'the learner at the centre' then 'learning design' is much more appropriate. There must be a focus on what is to be learnt, how this can be supported and who has the responsibility for deciding when, how and what is learnt. 

As learning design has arisen via the formalised education sector, practice-based and vocational education and learning are as usual, not well understood or researched. So, again, an opportunity for further work in this area is called for :) 

Hybrid learning from a pedagogical perspective aka demonstration of myviewboard - webinar

 A webinar hosted on linkedin - Presented by Jim Sill a learning consultant and hosted by Michael Zhang from ViewSonic. Consisted of a demonstration of an online whiteboard platform called myviewboard.

"The webinar used the working definition for hybrid learning as being synchronous learning that teaches both in-person and online learners simultaneously. It is part of blended learning but a specific example of how EdTech is used in education.

Teachers are facing the challenge of teaching simultaneously between virtual and physical classrooms, requiring them to spend additional time to learn different tools. However, the tools they use at home are often not transferable to when they return to the physical classroom. This back and forth creates inefficiencies and friction, especially during the preparation and presentation of lessons, hindering student progression"

The webinar was a short 30 minutes. Michael commenced with introducing Jim and the topic. Jim provided a demonstration of the platform – my viewboard classroom. Lessons need to be planned to utilise the capabilities of the platform. 

Demo account available via the the pricing page  -free access available up to June 2021 to support teachers working through the challenges of Covid-19. 

Jim went through the ‘landing page’ and concentrated on showing how myviewboard classroom works when there is a f2f class and also students coming in from home. The classroom is based on a whiteboard. Students enter through a link/QR code. Went through how to set up the board for a lesson and the toolbar functions. In essence, a smartboard accessible online. Screen captures of the board are a feature along with ability to record the entire session. Integrated to search features, so able to bring in googled item, drag in youtube videos etc. Similar to OB3 in ease of bringing in content. Students are able to contribute as well.

Demonstrated with an example lesson – on climate change.

Begins by bringing a worksheet on to the board. Then enables student access so students can add to the worksheet. Then brought up whiteboard to provide the ‘lecture’ part of the session. Student definitions on global warming’ sought using ‘post it note’ feature. Then introduced group work using the huddle feature which provides a whiteboard for each group to collect their conversations and contributions.

The technology is useful for visual teaching in maths, science, engineering, architecture etc. Interactivity seems to be user friendly to access. Replicates many of the usual text-based learning activities used in school classrooms. Good for structured lessons and supports collaborative learning using familiar 'school-based' learning activties. Worth a look at.

The linkedin event was somewhat puzzling as there was no link established. I went in 10 minutes before the presentation and there were several posts requesting a link to the webinar. However, at the appointed time, the webinar started up in the meeting link. Perhaps a little blurb, stating how and where the webinar would be presented would have been helpful to ensure people who signed up were not putting time into looking around for a link to the event.

 

Statement of National Education and Learning priorities (NELP) and Tertiary Education Strategy (TES) for New Zealand 2020

 The NZ Government's objectives for education in NZ have now be finalised and the summary documents can be found at this link.

Bothe the National Education and Learning Priorities (NELP) which set out the strategy for the compulsory education/ school sector and the Tertiery Education Strategy are aligned to 5 objectives:

- Learners at the centre

- Barrier free access

- Quality teaching and leadership

- Future of learning and work

- World class inclusive public education

NZVET research forum - Panel discussion on Reform of Vocational Education (RoVE) / Professor Stephen Billett on VET status and esteem / conference closing

 

A panel discussion follows a short afternoon tea break.

The panel discusses the ‘implementation of reforms of vocational education’ and is moderated by Dave Guerin (who writes Tertiary Insight which reports on NZ specific education). The panel members include David Strong (Director, Reform of VE, TEC); Gillian Dudgeon (DCE, Delivery Directorate, TEC); Shaun Twaddle (National Manager, Regional Skills Leadership Group (RSLGs), MBIE); and Merran Davis (DCE, Transformation and Transition, Te Pukenga).

Gillian began with the background and what is now occurring. How to bring together the good parts of our system and bring them together to make learning better for learners.

David updated on progress. Now in phase 2 after setting up Te Pukenga in phase 1. Phase 2 is about transitioning all the separate parts of Te Pukenga into one. Summarised what has happened so far. Education and Training Act 2020 came into effect. Set up of Te Pukenga, Te Taumata Aronui. Two pilot Centres of Vocational Excellence (Coves) set up. Interim regional skills leadership groups established along with six Workforce development councils (WDCs). The 11 ITOs have put in their transitional plans as TITO. The Minister has provided guidance on the direction for the Unified funding system (UFS).

Set out plans into 2021. By June, Te Pukenga HQ operational and co-design of high level operating model completed.  WDCs established. Four TITO ready to transition. All RSLGs established and functioning. Operational design of UFS tested. NZQA consultation for redesigning the vocational qualification system begun.

Shaun updated on the RSLGs. How they are constituted and being developed and convened. These are long term developments.

Merran explained that Te Pukenga is not just a big polytechnic but a new organisation to bring all the components of vocational education together. Updated progress on Te Pukenga establishment. By 2023 the new networked organisation will be established. The scale provides the opportunity to operate in a different way. Summarised present and future work streams to sort out the complexities of the large organisation. There is a move from a competitive to a collaborative model.

Q & A followed.

Following on is the last keynote, with Professor StephenBillett. He presents on ‘enhancing the status of vocational education and the occupations it serves’. Both occupations and vocational education standing must be enhanced. Summarised the challenges of VET low standing, influences on people’s decision making, current high aspirations which VET seems to not meet. It is an international challenge. Therefore, young people not attracted to VET. Key global agencies are responding. In many countries VET used to move into higher education, even though outcomes from HE means lower demand by employers!

Consequences is that VET is now seen to bit be equivalent to higher qualifications. Occupations status must be addressed if VET is to have better status. Difficult for educators as there is need to encourage aspirations. Consequences of low standing include low commitment / interest from government, educational institutions, communities, enterprises and by young people and their parents.

Summarised two projects – perspectives of and suggestions by Queensland students, parents and teachers and evaluation of initiatives across other countries.

In the first, interviews and focus groups completed with parents, schools, VET students and teachers. Followed by survey and then workshops and engagement with communities to evaluate findings from interviews and survey. Findings indicate school students’ post-school pathways shaped by parents, teachers and peers and through indirect suggestions (web/media). VET students more influenced by their teachers. Their families had better knowledge of VET possibilities. Undecided students drawn to universities. VET specific occupational focus are barriers for undecided.

Teachers and parents under-estimate their influence and over-estimate influence of guidance officers on decision making. Job characteristics and personal preferences important but ranked differently by students and adults. In general, parents had narrow vide of VET. Guidance officers misunderstand their roles and student have limited access to career advise. Students want personalised materials but difficult when guidance officers support large numbers of students. Engagement with parents and local employers difficult for schools to organise.

Recommends positioning of VET as a viable post-school options through public education process; actions by schools to promote, inform and advise impartially about post-school pathways; VET institutions offering attractive environments; concerted effort and leadership by government and industry sectors to promote VET occupations.

In the second project, examples from Denmark (raise entry requirements and improve educational facilities and institutions, Uk (use ambassadors), Netherlands (promote high status vet); Germany ( universities of applied sciences) Switzerland (improve standing by reports on VET connection to work), Finland (applied universities, Norway (VET teachers have Masters) isreal (technological education for VET), Spain (engagement with stakeholders).

In all, it is important to promote the contributions of VET to social and economic objectives of nations. There is a need for impartial advise, the use of brokers may be helpful.

Josh Williams and Anne Alkema provide reflections.

The forum closes with a poroporaki.

Global Apprenticeship Network (GAN) NZ launch and a Networking function featuring Constellation brands wine tasting closes the evening. Josh Williams, country coordinator for GAN coordinates a range of presentations from various GAN representatives. Laurent Freixe, GAN Global Chair, welcomed NZ as GAN's 16th member. He stressed the need to support apprenticeships as a means to connect young people to industries, especially given the present challenges posed on many countries by the pandemic. Nazrene Mannie reiterated the importance of the role of apprenticehsip in meeting the challenges of the future of work. Josh summarised the purposes and objectives of GAN. Rationalised why GAN is now relevant in NZ. Shared inital work and focuses. In NZ, gender, equity and achievement, employer advisory services and degree and graduate apprenticeships. Encourage joining GAN via www.gan-newzealand.org 

3 supporters (Garry, Gary and Annet) of GAN talked about how GAN would work for their organisation and the synergies possible. 

A comprehensive range of presentations. Good keynotes and pertinent panel discussion on the NZ Reform of Vocational Education (RoVE). 

NZVET research forum - post lunch keynote and my presentation - - supporting practice-based learning with digital technologies

Booth presentations take place in the exhibition hall over lunch.

The post lunch keynote is with Dame Karen Poutasi, who speaks on her reflections on health and education in the face of a global pandemic. Offering three reflections.

The sound from this recorded presentation was difficult. So my notes are brief.

Dame Karen spoke on three items. 1) Health and education are fundamentally important. 2) The drivers of research are evidence. 3) Massive disruption provides us with major opportunities. Overviewed her background in health and education and how these two are intertwined.

Health and education contribute to peoples’ well-being and to economic sustainability. Education levels impact on health outcomes. Better well-being contributes to sustained engagement with education. Both contribute to the public good. Education is especially important to help people attain better opportunities. Stressed the importance of VET in playing a role.

I then present in the breakout session on ‘supporting practice-based learning with digital technologies’. In short, an overview of a book I am working on, to be published early next year. Basically outlining how to support practice-based learning (mimesis, mimetic learning) by matching the pedagogies (rich learning, modelling, guided learning and making learning/thinking visible) with technology relevant to the learners and their context. Introduced the push-connect the dots/learning-pull model as one way to design/plan online practice-based learning. Encouraged shifting to project/ problem or inquiry based learning structure to help learners make sense of the learning and to apply to authentic, real-world practice.

NZVET research forum - Pre-lunch break-out streams

After a short morning tea, the breakout sessions begin (5 streams).

The session is moderated by Nyk Huntington.

I attend the session with Professor of Economics -  Gail Pacheco from Auckland University of Technology (AUT) on ‘the expression and experience and transcendence of low-skill in Aotearoa NZ’. Reported on a MBIE Endeavour programme running 2019 to 2024 with 12 researchers from AUT, University of Waikato, Portland State University and the OECD. Includes advisory groups and practioners. General aim to provide empirical base to improve outcomes for low-skill NZers. Substantial fraction of NZ’s adult working-age population have low literacy and numeracy and this leads to poor outcomes across the board. This reports on the first goal of conceptualising and defining literacy/numeracy. Later years will see what impacts interventions have. Collected PIAAC data and the integrated data infrastructure (IDI) – education and training, income, benefits and social services, population, health, justice, housing and people and communities data. Qualitative study with Maori and Pasifika communities.

So far completed: literature review, portrait of the low L/N adult NZ population, returns on L/N skills and reading components, reading engagement and literacy proficiency. Share the ongoing studies across years 2 and 3 to attain a wider picture- across education, labour market, health, justice etc. and in years 4 -5 to complete analysis and provide projections with beginning of dissemination of the body of work.

Then a session with ‘An empirical portrait of adults living with low numeracy and literacy skills in NZ with Lisa Meehan, also from AUT. Presented the ‘scene setting’ piece of the above study using the PIAAC and IDI data. Overviewed PIAAC. In NZ 6.000+ adults surveyed in 2014/15. Worldwide 250,000 across 39 countries. Another round of data due in 2023. Detailed the limitation of PIAAC including emphasis on L/N and the 5 level scale for adults’ literacy and numeracy. This research focused on adults at Level 1 who are able to read and understand basic texts and complete simple mathematical tasks. 12% at or below level 1 literacy and 19% at or below level 1 numeracy. Distribution of L1s much higher with Maori and Pacific peoples and higher in older work force. Characteristics of adults with low L/N include lower years of education and lower health outcomes; less likely to be employed; have lower wage and more likely to have been on benefit; more likely to have been impacted on by crime and justice department engagement. More information to unpack other relationships on the project website workresearch.aut.ac.nz/low-skills

Followed on by Christopher Erwin (AUT) on ‘the labour market returns to L/N skills in NZ. Sought to find out how does work experience affect wages? Years of school and degree affect wages? There are many unobservable factors that affect both wages and schooling; years of school may only reflect underlying cognitive skills; Many rely on estimates from early-career workers in the U.S. but NZ has high levels of skilled immigration and this may provide different findings. PIAAC may be one way to do comparative studies as it depends not just on years at school but actual measures of L/N and problem solving. Used the similar methodology to Hanushek et al. (2015) which found returns of L/N to be similar – higher L/N higher wages. Returns appear to be lower in countries with higher union density, employment protections and larger public sectors. Increases occur into 40s and then decline. Explained quantitative methodology. Classified workers as early working age (16-34), prime (24-54) and exit (55 – 65). Shared findings. High correlation between years of schooling and L/N/problem solving. Concludes NZ similar to many countries (especially Australia) for returns on schooling to wage.

Then shifted across to another stream

In the second round of breakout sessions I attend the session on ‘understanding NZers perceptions and awareness of VET’ with Sean Hennity, Senior Insights Advisor and Nic Quill (TEC). The study was to inform a relevant and compelling marketing campaign. Objectives were to determing perceptions towards VET; understand current decision making journey; understand influences; and apply these learnings to campaign strategy. Interviewed learners, parents, teachers and employers across NZ. A range of learners, influences (parents teachers) and employers participated in the middle of this year. Multi-layered approach required to change VET perceptions as there are cultural narratives, social contexts and individual traits involved. Unpacked each layer. Culturally, VET long seen as inferior option to university and this perceptions persist today. However, cultural shifts driving a perceptions shift. These include  the re-evaluation of education systems, changing industry, new notions of work and success, the cost of education, other ways to be successful (i.e. self made) and the drive towards super-inclusivity. Negative perceptions tend to be stronger in older people and less so with younger. Therefore need to increase relevancy of aligning cultural narratives and alleviate stigma. Introduces the idea of ‘passion’ as a key to driving people to seek further learning. 98% of learners have a sense of what they want to do for their career in the future and are driven by intrinsic motivations. However there are barriers including fear of failure, commitment, boredom, shame, not getting support, debt, etc. Top barriers to vocational education were financial (costs, return, affordability etc.). To circumvent, look at amplifying positives – fulfilment, financial reassurance, provide support and maximise the conditions for success. At the core is the pursuit of happiness and security. Learners currently have limited knowledge around providers, courses and pathways!! Key channels for information were career advisors, school (careers days) and teachers. While there was awareness, there was a gap in understanding VET options, especially apprenticeships.  Perception of VET is not for higher achievers falling away and there is general belief VET offers good experiences and outcomes. Parents want the best path to a happy and secure future with minimal financial consequences. Parents aware of negative perceptions of VET. In general, there is default to university. Pacific parents have heard far more about university than about VET. There is a general low awareness and consideration of post-school options. Shared implications which inform the coming marketing strategy. Shared findings from teachers. Their knowledge of VET depends on school culture; they take a holistic view of students’ needs and may not be familiar with VET; and are time poor to look up information. Need to help teachers understand how VET appeals to students and their parents. Proposed the approaches to reach audience and surmount challenges. For cultural – create a positive cultural narrative and alleviate stigma. For individual – emphasis VET links to work and reassure about aupport and financial assistance. For influencers – showcase VET providers better, emphasise future security, increase knowledge and awareness, show VET pays.

NZ Vocational Education and Training (NZVET) Research Forum - opening and opening keynotes (Nazrene Mannie (Global Apprenticeship Network) and Professor Leesa Wheelahan (qualifications - why they matter)

This year, the forum moves online and is held in a ‘virtual forum’ with an auditorium, various breakout rooms and several networking events. It will be interesting to attend and experience the various activities. Entry to the virtual conference venue is through the lobby which has links to the auditorium (for keynotes etc). the exhibition hall, breakout lounges and a networking lounge.

The schedule is busy and runs from this morning into the early evening.

The forum opens with powhiri on zoom with Dr. Joe Te Rito and Alexia Tuhi from Ako Aotearoa. Helen Lomax, Ako Aoteoroa welcomes everyone. Followed by Garry Fissenden, the CEO of Skills Organisation. Josh Williams goes through ‘housekeeping’ and introduces the keynote.

The opening keynote is from Nazrene Mannie who is the Executive Director of the Global Apprenticeship Network – which NZ has just joined. Nazreen summarised the challenges of the present and one of its consequences – increased collaboration across many sectors. Vocational Education always challenged with regards to credibility etc. but practitioners are passionate and one solution. Presented on how GAN may contribute – to empower people and businesses by promoting and advocating for the uptake of work-based learning, including apprenticeships, as a way to address the mismatch between the skills people have and the skills employers want. Need to bring the many parts of VET to work together. Provided an overview GAN – what they do, their approach and their partners. GAN established in 2013 to help address chronic youth unemployment through apprenticeships as a pathway into the labour market. They leverage off the International Organisation of Employers, International Labour Organisation, the OECD and Business in OECD (BIAC); build and share knowledge; and facilitate the dialogue across the GAN network – including businesses and government. Work based learning is accelerating and seen to one solution for many decision makers to enable learning. However, education is out of step due to educator/employer disconnect; entry level of students being not ready; cost of education increasing; and professional development also expensive. These are needed due to skill gaps, shortages, obsolescence and the challenges of over/under skilling. Shared the impact of Covid-19 on VET as many students have had to leave school due to lack of access to remote schooling. VET may still take place, especially in the workplace. Employers are struggling and this will lead to downturn in apprenticeship opportunities. However, business downturn is spiky – with some very busy and others (i.e. tourism etc.) impacted on severely. Future of work is here – need to operate in a fully digital environment; develop cognitive skills to be able to redesign and innovate; strengthen social and emotional skills; and build adaptability and resilience skills to thrive in fast evolving business situations. Opportunities are open for innovations in VET to deal with climatic disruption, migration and demographic shifts, digital disruption and the promises of entrepreneurship. Innovation requires the drawing together of organisational practices, ecosystem of stakeholders, the products/services offered and the teaching and learning processes. These ensure innovation draws on talent and leads to higher productivity and retention of talent. There is importance in ensuring an enabling environment is created to allow for meaningful social dialogue and inclusiveness, application of sound labour market data, equitable funding, clear roles and responsibilities and a robust regulatory framework.

 Nazrene provides a high-level presentation - I think NZ is well ahead on work-based learning integration - maybe not so good on CAPL, yet - but most HE and ITP programmes have WIL integrated. We need to consider higher level apprenticeships; how digital fluency is embedded into all programmes at all levels; use workplace learning more effectively; provide greater opportunities to all students for entrepreneurship ‘training’.

Then a keynote is with Professor Lessa Wheelahan (University
of Toronto) who presents on ‘Why VET qualifications still matter and what they
can and cannot do’. Began with acknowledgement of NZ leadership across the
pandemic and the various others who have contributed to the work being
presented. Shared papers and resource which provide background and base of this
presentation. Through the presentation reviewed ‘what governments want’; the
current ‘human capital theory’ orthodoxy; shared the problems and policy responses
to this; understand the connections hetween qualifications and the labour market;
current models of skill development and how vocations and vocational streams
contribute; what qualifications are, can’t do and what they can do.

Most governments want more qualifications and high-skilled workforce through aligning educational outcomes with national goals, maximise RPL and promote access, equity and social inclusion. Human capital theory posits that more education equals more skills, higher productivity and increased GDP. However, we still have skills mismatches; weak occupational and educational pathways; and weak links between credentials and jobs. Policy responses to this include lining qualification more tightly to jobs and employers’ requirements and the application of generic or employability skills or graduate attributes. However, graduates do not all go into employment in the qualification they have completed. Australia 2009 – VET graduates not quite 30%. I think similar in NZ – especially for university – PIAAC etc. indicate many people consider themselves over-qualified for the work they do or are working in occupations quite different from their original tertiary study. Tieing jobs even more tightly limits opportunities for many (and probably especially for challenged communities). Generic skills are often difficult to transfer – e.g. problem solving in childcare centre compared to putting out a fire on an oilrig. Solutions include iInstitutionalisation and accreditation of all learning – micro-credentials, stackable credits, badges, e-passports, co-curricular records etc. However, these tie things down even more tightly!! Therefore, skills not qualifications matter!!

Provided summary of how employers use qualifications in the labour market for regulated (e.g. nursing, sparkies, teachers, social workers etc.) and unregulated occupations (most other jobs) – qualifications used as proxy for broader characteristics; match between qualifications and jobs weak; diffused pathways etc. Current models are that skills training equals attainment of jobs – but important to not just concentrate on competency but to be focused on the ‘whole’ person. What is missing is better understanding of workplaces and how skills are used at work, whether people are encouraged to learn and the issues of succession planning.

Covered the links between vocational education and occupations. Vocations include knowledge skills and attributes for a field of practice, Vocational streams are the structure of linked occupations which allow for vertical and horizontal progression. Thereby allowing greater flexibility for workers.

Qualifications cannot fix skills shortages, skills gaps, meet insufficient demand and unable to bridge the deeply segregated sectors of post-secondary education. If we build occupational ladders – educational ladders will follow. Qualifications matter as they provide access and progression in the labour market, ensure students can study at higher levels and support social justice, inclusion and citizenship.

Learning theories timeline - resource

 Here is a good resource summarising the many theories of learning that have evolved. The tmeline concept is useful, as some of the older theories have 'dropped off' and many of the newer ones require critical evaluation with regards to their relevance to teaching and learning context.

The resource also allows for timelines on specific groups of theories e.g. behaviourism, cognivitism, constructivism etc. These themed timelines again provide some of the historical/social evolution of each learning theory group. Helping people unfamiliar with the pletora of theories, to understand better, how each theory came about and has since evolved. References are also provided in each theory group, allowing for deeper search and critical analysis of the theories.

In the 'all theories' timeline, each group of theories is colour coded, allowing for comparisons to be more easily made between theories which were proposed at similar times. As with much of this sort of work, there are few contributions from non-Western cultures and this has always been a gap in the educational psychology literature. There is also a bias towards formalised learning, although the more modern theories allude to learning outside of school/higher education. Assumption is also made that vocational / practice-based learning can be explained through the current range of theories. Therefore, as always, it is important to ensure relevant theories of learning and teaching are well understood and matched to the circumstances / contexts of learners and teachers.

Ara Institute of Canterbury - research week #3 presentations

Last round of presentations for this year’s research week/s at Ara Institute of Cantebury.

Today’s session held at the Manawa campus by the Christchurch health precinct.

Notes taken during presentations below.

Sampath Gunawardana Hewa Malge  (Hospitality) presents on ‘territorial behaviours and other customer’s experiences: Evidence from NZ cafes. Introduced the concept of ‘boundary marking behaviours’ in the context of how people see their use of space in NZ cafes. Territories may be primary, secondary or public. Some people use public territories like cafes as primary (personal) space and this may diminish the experience of other customers, who are unable to get into the café. There is a gap in exploring commercial third spaces. In general, studies carried out in US of A context, not in NZ. Shared research aims and methods (mixed). Rationalised the need for study, to assist business practices, inform innovative use of space by businesses and add to the knowledge of topic.

Dr. Mazharuddin Syed Ahmeh (Engineering and Architecture Studies) shares his work on ‘BIM education in NZ’. Provided the background on the development of the Graduate Diploma and how this have been adapted by other universities and polytechnics in NZ. Content and technology are being disrupted, these impact on how educational programmes are structured. For BIM, there has been significant disruption on construction documentation from ‘secret’ plans to becoming collaborative digital objects available to all. BIM is also not only construction embedded but includes much more, including layers on social/history, sustainability etc. BIM is only one of the disruptive technologies on construction/engineering contributed to by digital technologies including AI, drones, internet of things etc. Programme development was informed by literature review, stakeholder consultation, job outcomes and data mining created the main topics. Education also has to shift to ‘classroom 5.0 with more co-construction, collaborative, inquiry/problem based learning. Shared the work that has gone into aligning teaching and learning to the possibilities. Explained the methodology for present study on BIM education in NZ. Shared the proposed ontological framework for BIM education and now this is applied to teaching and learning.

Dr. Anna Richardson (Nursing) shares her work on ‘Nurses’ descriptions and practices of family engagement in intensive care settings: an international, multisite, qualitative descriptive study’. Used her academic study leave to visit Universities in the UK and the U S of A to work on ‘family nursing’. At the University of Minnesota and Mankato, she viewed their ‘family centred’ four year curriculum which then resulted in an invitation to be part of the international project. Shared her learning from this research. There is interest in the NZ approaches particularly the family/whanau centred nursing (Meihana model and cultural safety practices). Need to include this into the reworked Bachelor in Nursing programme. Provided examples from her study, of the empathy and family inclusion ICU nurses and support staff exhibit in their work.

Dr. Dorle Pauli (Creative) discusses her work onMichael Reed’s ‘medals of dishonour’. Provided a summary of the work of Michael Reed, who was a lecturer at Ara for over 30 years and a print maker/artist. Shared examples of Michael’s work and provided the stories, inspiration and interpretations of these pieces of work. Much of Michael’s work has a social justice framework. Michael’s work evolved from the realist to much more representative – with increasing depth, widening internationality and technical craftsmanship across the years across various print and then mixed media. Explained the rationale, evolution and creative approaches in the ‘transgressions/medals for dishonour’ series and how the stories underpinning these are reflected in his most recent pieces of work. Exampled by ‘Dart’ which is a A4 sized copper piece folded into a dart, with the imprint of article 1 of the charter for human rights (in Maori).

 

Ara Institute of Canterbury - research week #2 presentations

 This week, the presentations are held at Manawa Campus – at the Christchurch Health Precinct.

Staff presentations today include:

 Dr. Peta Taylor and Heather Josland present on their work on ‘the case for appointing Parkinson’s nurse specialist’.  Work arose from student work, which identified a gap in Parkinson’s care. An article was written and submitted. Now updated for another publication. In the new work, Parkinson’s nurse and clinical director of Parkinson’s NZ interviewed. Defined Parkinson symptoms and medications required to help ease symptoms. NO cure, so specialist nursing required to ensure medication needs are assessed and adjusted frequently. Significant gap in NZ as there are only 25 Parkinson’s nurses for over 6000 patients. There is a shortage of neurologists and there is no formal education for Parkinson’s nurses. Therefore, important to provide inter-professional specialist education – GPs, specialist, nurses, dieticians, physios etc. Recommended to establish a formal, nationally recognised education programme, in partnership with Ministry of Health/ District Health Boards. Prevention much more cost effective to prevent falls etc. which lead to higher costs.

Heather Josland and Dr. Kaye Milligan, share work on ‘inter-professional education – understanding roles and teamwork’. This project started in 2012 and continues as a collaborations between Ara, University of Otago and Christchurch Hospital. Several offshoots now including the simulation projects presented last week by Julie Whitington-Bowen. Told the story of how the topic of inter-professional education came about through an experience encountered whilst in a session back on the wards. Data collected (4 -5 years) on simulation learning sessions where 3^rd year student nurses and 5^th year medical students work together. Both sets of students had different perspectives. Pre-conceived ideas were prevalent on each of side! Therefore, effective teamwork needs clear role understanding and awareness of own role and that of others. Collaboration requires both groups to work together.

Libby Gawith then presents on her project ‘enhancing wellbeing and building resilience with ‘Foundation’ learners. Introduced the NZ2896 level 3 programme, student wellbeing initiatives and academic resilience. Programme is open entry, designed for learners who wish to pursue a chosen career pathway, many have negative school experiences, prepares students for science programmes – nursing, vet nursing, sports and nutrition, engineering etc. 30% Maori learners, detailed support for Maori and Pacific students. Defined wellbeing – a psychological state, complex, about flourishing and related to relationships. Summarised some perspectives on understanding wellbeing for Maori and connections between various frameworks and the Ara framework – Te ara Houra. Detailed a few studies on wellbeing and classroom learning. Academic resilience refers to how learners have or develop strategies and mindsets to cope with the stresses of study – academic deadlines, time management, balancing workload and getting lower than expected marks! Often learners do not continue due to external factors and detailed reasons Maori learners leave Ara programmes. Presented on her proposed study to better understanding wellbeing and academic resilience of foundation students at Ara.

Dr. Kesava Kovanur Sampath on ‘I know but don’t know – how osteopaths utilise the bio-psycho-social model in clinical practice’. Project going for 18 months. Used personal narrative to introduce the work of the osteopath. Introduced the concept of the biopsychosocial (BPS) relations of pain. There are myths about how back pain is caused (i.e. tissue damage, back is vulnerable to injury and needs protection and directing treatment to specific tissues will result in symptom resolution). How can BPS be implemented to help manage muscoskeletal pain. 4 quantitative and 4 qualitative studies. A major theme from osteopaths was – they knew about the model but did not know how to apply it to clinical practice! There are barriers to the application of BPS as clients and osteopaths have certain perceptions and expectations of osteopathic treatment. Important for osteopaths to listen to their patient’s story an important aspect of practice.

There is a repeat in last week’s panel session on – Research culture – what is it and how doe we get there? Tomorrow.

On Thursday, another series of staff presentations which I will summarise when  they have been completed.

World Economic Forum - latest report on the Future of Work

 Through LinkedIn, is the link to the latest report on the Future of Work by the World Economic Forum.

This report provides an overview, now shifted by the effects of this year's pandemic and its flow on challenges. 

The key findings are sobering reading. They include:

- Agreement that the pace of technology adoption is unabated and accelerating in some areas (adoption of cloud, big data and e-commerce with forays into encrytion, non-humanoid robots and AI)

- Automation, along with the effects of Covid-19 are creating a 'double-disruption' causing companies to consider and implement reductio of workforce, increase use of contractors and expand the technoloy side of their businesses/organisation.

- Job destruction has accelerated with the creation of 'new' jobs slowint :(

- Skill gaps in high demand skills like critical thinking and analysis, problem solving, skills in self-management, resilience, flexibility etc.

- For a large majority of the online white-collar workforce, the future has arrived! due to shift to remote work.

- Inequality forecasted to rise :(

- Online learning and training increasing but looks different for those who are unemployed. 

- window of opportunity to upskill is narrowing, as companise pressured to survive in the fast changing society.

- Call for public sector to provide stronger support for re and up-skilling, especially for at risk of displaced workers.

An associated report - 6 skills cannot be replicated by AI - supports the assertions in the main report.

These are;

- ability to undertake non-verbal communication (i.e. read body language) and ability to show deep empathy with 'customers.

- Ability to undertake 'growth management' and to employ 'mind management' - i.e. to deal with the stresses and strains fo the current and future challenges.

- Ability to perform 'collective intelligence management (i.e work with a team) and realise new ideas in an organisation (plus 'convince' the higher ups to listen!)

All above are important inter-relational skills, learnt through experience. 

Some sobering reading but a good summary of the disruptive impact Covid-19 has on an already complex. shifting and fragile world.

CRADLE 2020 - keynote #2 with Professor Monika Nerland

The afternoon sessions were on moderation with focus on voices of sessional academics and support for disabled assessees. Rapid orals were then presented and these covered a range of topics. I did not take notes on these when too quickly.

The closing sessions begin with a keynote from ProfessorMonika Nerland who is Professor of Education at the University of Oslo. She speaks on ‘Reconfiguring relations between higher education and work: Knowledge practices and learning in the (post)digital era’.

The presentation concentrates on how knowledge practices have changed in the workplace and in turn, this impacts on how the processes are recognised as complex work. Examples from professional learning used to explain the various perspectives. Began with an overview of HE and digitalisation. Much attention now focused on digital platforms for learning and communication. Within work, specialised digitalisation processes are now advancing rapidly. There is therefore an extension and complexity of the possible learning spaces which are distributed across activities and resources. Less attention to the digitisation and its effects on work. Yet, as work shifts, work tasks also shift and these require attention and study.

Discussed the concepts of expert communities and how they are characterised by distinct knowledge practices. Professional expertise tends to be recognised by fellow-experts. May rest on different forms of knowledge and ways of knowing that are applicable in different work contexts. Ways of developing, enacting and recognising expertise is embedded in the distinct forms within specialised communities. The actors and networks at play are variable and specific to occupational specialities.

Epistemic practises is the knowledge which is generated and shared in a given field of practice. Includes the socially and interactionally accomplished ways that  the group communicate, justify, assess and legitimise knowledge. They play a crucial role in making knowledge ‘actionable’ and are required to help assemble, translate and represent practice.

In the post digital area has increased epistemic complexity. There is more abstraction in how knowledge is visualised to allow for computation thinking and automation.  This makes it difficult to access these knowledge domains.

Challenges to professional expertise includes the working with advanced technologies and representations as demanding’ increased need for systems understanding; extended responsibilitie for mastering knowledge; and the need to also establish and manage social relations both internally and externally of organisations.

Provided examples from an ongoing project (CORPUS) to study the changing requirements in public services due to the consequences of digitisation in general and specialised occupations. For example, a study of the introduction of ‘smart care tech’ into the health sector’. How is this new process/system developed and how does it evolve as it forms their new professional roles and responsibilities and a new approach to work. Requires system understanding to bring in the many ‘actors’. Listed a few research challenges – access to observing and participating in knowledge practice as a learner; develop specialised expertise; and navigating complex information environments and constructing productive spaces for learning.

So what is the role of HE in supporting the new demands on learning. Need to enrol students in evolving professional knowledge culture – to providing access to and participation in epistemic practices help to make the profession’s ‘machinery’ of knowledge construction more transparent. With learning an ongoing process of becoming rather that predicated on one end point.

Provided case studies in legal, teacher and software engineering education through design of inquiry tasks to help learning identified epistemic practices (learning outcomes) with professional knowledge sources and the ‘transformative’ means for getting there (i.e. signature pedagogies).

Another way is to attend to students’ navigation and ways of constructing spaces for learning – i.e. moving between educational and professional environments. Also a need to keep pace with an evolving field by developing productive relations between sets of epistemic practice in education ad work and to reconfigure educational arrangements, roles and responsibilities to move beyond the education-work divide.

Conclude with a call to move beyond the education – work dichotomy and to understand that professionalism is not a given. It needs to be continually worked on.

The conference closes with the launch of the book ‘ReimaginingUniversity Assessment in a Digital World’ by Emeritus Professor Beverley Oliver (Deakin). See brief notes on book here. 

CRADLE 2020 - Day two 'morning' presentations

 

Day two begins with presentations on assessment in a post digital world. The presenters are Associate Professor Phillip Dawson, Associate Professor Rola Ajjawi and Professor Margaret Bearman (researchers from CRADLE at Deakin). The discussant is Professor Michael Henderson from Monash University.

The symposium began with Michael acknowledgement of Country. Each of the presenters shared their work – which are chapters in the book – reimagining university assessment in a digital world.

Rola begins by presenting on ‘assessment as portrayal and the strategic negotiation of persona’. Began with the impact on digital technology on work – permeates everything, blurring professional and private life, careers becoming more fluid and greater portrayal of digital identities. Assessments are for certification, guide learning, help with employability and learning how to make evaluative judgements. Completing the qualification recognised with award and transcript but does that portray who the graduate is?? Proposed assessment-as-portrayal to enable students to portray their achievements in public ways, communicate directly with others. Examples include the use of graduate learning outcomes through portfolios/credentials etc. Another pathway may be through persona studies used by celebrities. Persona can be considered as a strategic identity (Marshall & Henderson, 2016). Five dimensions of persona include the public, mediatised, performative, collective and intentional value and reputation. Reimagining assessments using persona studies involves introduction of a subjective dimension to assessment practices, a rethink of how we judge the quality of portrayal for future work; and encouragement of student agency. Concluded with some important questions on how portrayal may work.

Margaret covered the topic ‘assessment for an AI-mediated world’. What does AI do well? – identify patterns more accurately than humans, faster and at scale. However, this is a myth. Automated essay grading is available but restricted to appropriate topics and tasks. The systems are bounded by the quality of the original data set! If a machine is able to grade a task, then it can do the task. Therefore assessments need to be centred around unique human capabilities – evaluative judgements, deployment of meta-intelligence (i.e. knowing about how you know). Assessments that promote EJ is not just about identifying but the ability to construct their own sense about quality withing a unique practice environment. Assessments can promote EJ through cycles of self, peer and educator assessments. Assessment should develop personal epistemology. Deliberately call attention to the EJ process. Use example rubrics to form powerful epistemic artefacts. Ask learners to question the role of rubrics (Bearman & Ajjiwi, 2019). Assessment tasks should prompt students to answer questions on – what qualities make this a good piece of work? If I were to set the criteria for success, what will it look like? How do we know we have achieved?

Phillip presented on ‘surveillance and the weaponization of academic integrity’. At the moment, Higher ed (HE) assessment has a surveillance culture, this may be OK but we should fear the weaponization of surveillance on academic integrity’. Drones, webcams and other tools collect data on student learning. Argued that presently, a surveillance culture pervades society and this is seen as acceptable by many ‘for our own good’. Surveillance culture’s effect on assessments include the creation of a culture of distrust; frames students as being in need of monitoring; students and their data become a product; academic integrity becomes a game of submitting to or subverting surveillance; and there eventuates an acceptance of the surveillance. There needs to be a balance between surveillance and academic integrity. Assessment security may be adversarial, punitive and evidence based but academic integrity is positive, educative and supportive.

 

Session one DAY 2: Learning through and for work is with Associate Professor Gloria Dall’Alba from the University of Queensland. She presents on ‘toward a pedagogy of responsive attunement in educating for the professions’.

Rhea Liang introduces the session.

Placed the presentation in the current context, where ‘fake news’ is of concern. Society relies on truthfulness. When fake news disrupts the standard discourse, it causes frustration and disillusionment. Proposes responsive attunement as a means to ensure professional are able to evaluate information in a studied and evidence based approach. Therefore, it is important to ensure our ‘way of being-in-the-world’ (Heidegger, 1962) is anchored in the ability to evaluate and respond to information. Advocated for ‘the capacity to care’ (Noddings, 2005) as a mark of personhood. Need to listen to the multiplicity of perspectives, and to be able to assess their importance. Learning incorporated what we know and do (epistemological) but also how we are learning to be (ontological). Being attuned allows professionals to work through complexities and ethical dimensions. Responsive attunement is responding on the basis of tuning in to others and things, with reflexivity. Responding includes sensate, motile, emotional – i.e multimodally. Education needs to begin the process so professionals are prepared for the challenges posed at work. Implications summarised as – highlighting tuning in and responding, focus on programme goals, reward in assessment, address embodied learning, have well-integrated program and ensure epistemological and ontological dimensions addressed.

Then a session with Dr. Emma Scholz from Charles Sturt University on ‘Professional identity development : Implications for sustainable assessments’. Presents on work with Franziska Trede.

Emphasis on professional identity development in the workplace and the bringing in of Bloom’s taxonomy to assist the process. Presented the concept of locating professional identity in a practice theory framework – in the context of first year of practice for new graduate veterinarians. Research focus needs to be grounded in ‘individuals in their social practice’. Detailed sequential analysis process to thematically analyse interviews and field notes. Themes than taken back to the data to construct key stories. These underwent dialogic analysis to provide for the narratives. Theme on practice capability, the learning professional, striving to become a capable practitioner, and mobilising criticality within capability, shared with interview vignettes. A screen shot of a key story presented. Proposed implications for practice.

Ara Institute of Canterbury - Research week presentations #1

 

Today is the first of a series of lunch time presentations from Ara Institute of Canterbury Ltd. Researchers as part of the yearly ‘research week’ series.

Notes are for presentations by:

Alice Busbridge (applied science/ engagement team at Ara) on running demands of provincial women’s rugby union matches in NZ. Shared collaborative work completed with staff from University of Canterbury and from Ara (including James Jowsey and Dr. Peter Olsen). Provided overview and rationale for the study (very under-researched!!) and increase in recognition for womens’ rugby. NZ womens’ rugby only attained professional status in 2018. GPS units were strapped to players to find out how much running involved during training and when games played. Sports science important to inform improvements for the team. The GPS measures speed(including maximum speed) and distance (including high intensity running) Not much data on women but models available from mens’ rugby. Data collected from 7 games. Explained the various roles players take on as this affects the variations in data. In general, forwards run shorter total distance than backs. However, outside backs, run the least distance. Half backs have highest intensity running. Implications include the development of position-specific conditioning programmes; inform coaching and deeper look at half back and outside back contributions to the game.

Julie Bowen-Withington (Health Practice/Nursing) presents ‘emerging discourses shaping simulations as an educational platform in undergraduate nursing education’.  Has worked for over 15 years with the application of simulations at Ara. Why do we do what we do in simulation? Who tells us what to and how to do the things we do? What is intentional and what is not and how are these effective or ineffective? High fidelity simulation with medical mannikins used to help students through skills learning, role plays, etc. Used Crotty’s (1998) framework to underpin research methodology. Discussed contribution of the work of Foucault to inform the analysis. Data collected through focus groups/interviews with nurse academics, students and the simulation resources representative and images. Discourses identified on nursing/medical; simulation pedagogy; replacement of clinical hours; and realism. Shared examples on simulation pedagogy – with simulation being ubiquitous in healthcare education and ‘state of the art’ teaching. Discussed the ‘power relationships’ through adoption of high fidelity simulations as a form of ‘technology enhanced learning’ as it does not provide learners any choice. Clinical hours often replaced by simulation and this substitution has not be investigated – especially when simulation hours often only 50% of the original clinical hours. Realism and the authentic experience with a real patient also a challenge. Giving the plastic, a personality helps. Covered implications for practice. Some acceptance from students as less intimidating to start with. However, replacing clinical hours with simulations still requires study as each has its place.

 Only attended two as CRADLE also on today!!

There is a panel discussion tomorrow on the topic ‘research culture – what is it and how do we ge there? The session is moderated by research manager Dr. Michael Shone with the panel consisting of Dr. Serdar Durydev (engineering), Dr. Marg Hughes (nursing), Dr. Lorna Davies (midwifery), Dr. Allen Hill (outdoor education) and Dr. Tony McCaffrey (Nasda).  

Student project presentations run on Thursday and the next series of presentations run next week.

CRADLE conference 2020 - Session presentations

 

Today’s sessions for CRADLE conference 2020.

Most of the sessions have two presentations. I attend the following:

Then the first session themed ‘learning in a digital world 1’ is with Dr. Adam Brown and Emily Wade from Deakin. They present on ‘Serendipity, imperfection and vulnerability: Harnessing live video for ‘authentic’ teacher performance.

Adam began with providing the theoretical background and approaches.

Proposed the undertaking of ‘the meddlers in the middle’ as the role of the educator as opposed to ‘stage on the sage’ or ‘guide on the side’. Meddlers in the middle reposition the teacher and student as co-directors and co-editors of their social world.

Need to be ‘authentic’ and that authenticity is an effect, not an essence in the context of self-presentation as being performative.

Emily introduced collaborative autoethnography and how digital platforms like Periscope may be used to enable collaborative work. Explained how this was used for their own teaching context and shared reflections on the process.

Very much an academic look into their teaching and a critical reflection into how video impacts on, supports and extends their teaching practice.

 

Session 2: Learning in a digital world 2.

This session chaired by Simon Knight.

On ‘Development of educational tools that enable large-scale ethical empirical research on evaluative judgement' with Dr. Hassan Khosravi from the University of Queensland. Presented on work carried out with others – George Gyamfi, Dr. Barbara Hanna and Dr. Jason Lodge.

Presented on evaluative judgement (EJ), educational tools, conceptual models and examples.

EJ is the capability to make decisions about the quality of work of oneself and others. This skill helps students use feedback effectively, develop expertise in the view and attain autonomy.

 EF revolves around rubrics, self assessment exemplars, feedback, reflection and peer assessment – mostly theoretical.

Educational tools include peer grading and evaluation systems. Most build without the aim of supporting research and they do not allow data harvesting to be undertaken or the set up of controlled experiments. Draws on work of Associate Professor Paul Denny (University of Auckland) on PeerWise and with Professor Neil Heffernan on the ASSISTments ecosystems.

This presentation on the conceptual framework of RIPPLE. Conceptual model described to help promote both EJ and to undertake research on it. System developed for adaptive learning, learnersourcing and peer grading and feedback with EJ strategies of rubrics, self and peer assessment and exemplars. Connected to metrics, experiment design and ethical guidelines and a data repository.

Provides details of the RIPPLE platform.

Shared one study – Can students create high-quality resources? Walked through the process of students creating and evaluating each other’s questions.

The shared a case study and reflections. In general, students’ EJ improved through iterations. Students tended to provide higher ratings when compared to instructors. Found that the rubric criteria may not suit the ‘assessment’ and re-tested new rubric. 

Shared plans for new investigations and encouraged other researchers to make contact to use the tool.

Followed on with George Gyamfi, also from UQ on ‘The effect of rubrics on evaluative judgement: A randomised controlled trial'. As per above presentation, George’s work is completed with Dr. Barbara Hanna and Dr. Hassan Khosravi.

Defined EJ as per previous presentation. Shared work on rubrics (Reddy & Andrade, 2010 and several others) and how these may be used to enhance student learning. These studies tend to be mostly theoretical and does not bring in the perspectives of students.

Overviewed the research methodology and how RiPPLE was used for the study. Participants were undergraduate students (n= 354) learning database principles. The study involved having a control group which completed peer assessments without a rubric and the treatment group which completed peer assessments with a rubric.

Findings indicate rubrics can be a way of influencing how students attend to quality and can impact students’ judgement in assessing the quality of learning resources. However, construct of the rubric is the key! Even without rubrics, learners are able to make judgements but rubrics provided better clarity.

Session three: Assessment of learning 1 :

Session chaired by Zi Yan.

Dr. Sin Wang Chong from the Queen’s University Belfast presented on ‘Student feedback literacy as an ecological construct’. A conceptual look at feedback literacy covering feedback orientation to feedback literacy, feedback literacy in and beyond the classroom and a reconceptualization of the concept. Presentation based on paper published earlier this year.

Shared study on feedback orientation (London & Smither’s 2002) – utility, accountability, social awareness and feedback efficacy. Also Kremmel & Harding (2020) on language literacy – using a spider chart to provide each learners’ literacy. Then Sutton (2012) in conceptualisation of feedback literacy as epistemology (knowing), Ontological (being) and practical (acting). Carless and Boud (2018) appreciate, make judgments, manage affect and take action on feedback. Most recent Carless and Winstone (2020) looking into both teacher and learner feedback literacy.

Feedback literacy is not only a product (Hattie & Timperley, 2007) but also a process (Interpersonal and intrapersonal (Carless & Boud, 2018).

Chong reconceptualised using a ecological perspective (2020 paper) to include the context within which feedback is undertaken (interpersonal, textual, instructional, sociocultural) and the learner’s beliefs, goals, experiences and abilities. Therefore the engagement dimension (as proposed by Carless and Boud – understand feedback, manage affect, make judgment and take action) has added to it the context and individual dimensions(

Introduced the ecological systems theory (EST) as nested or networked EST with micro, meso, exo, macro and chrono systems. Used example from a paper in preparation – process of scholarly peer-review – to explain the framework. Proposed actor-network theory as a means to understand better the inter-connections/inter-relationships of ESTs.

Concluded with implications including how the framework may be applied towards better understanding the contextual and individual contributions to understanding feedback literacy.

The next session is with Dr. Akilu Tadesse from the University of Bergen on ‘Scaffolding feedback in complex dynamic system context: Effect of online interactive learning environments’. Presents on work undertaken with Professors Pai Davidsen and Erling Moxnes. 

 Presented on the 'problem', covered the notion of scaffolding feedback, application of this study and findimgs.

People, even experts, have difficulties in understanding and communicating their understanding of complex dynamic systems. Also difficult to measure improvements in this domain when CDS are difficult to understand.

The study looks into how to enhance students learning of CDS by developing educaitonal feedback to scaffold feedback that supports students learning.

Shared the notion of scaffolding feedback as a continual spiral of building knowledge. Gaps of knowledge are 'filled either by students' own efforts are through support from 'external agents'. 

Used this scaffolding feedback notion to integrate into a personalised and adaptive online learning environment. Learner is presented with a CDS and supported to progress through a sequence of learning activities to attain CDS. 

Shared a 'case study' to help explain the concept of how the platform works. Then presented the research questions - to find out if scaffolding feedback would reduce the gap between existing high and low performing students. Averaged results across 5 tasks. In general, the gap did close as tasks (increasing in complexity) were worked through. 

Overall, a good range of presentations showing the ways digital technologies may be useful in supporting assessments of learning. 

 

 

 

 

 

CRADLE conference 2020 - Welcome and Keynote #1 - Associate Alyssa Wise on learning analytics

 Attending the sessions for the CRADLE (Centre for assessment and digital learning) conference today and tomorrow. There is a two hour difference in time (NZ is 2 hours ahead) so It will be a late finish today 😊

The conference begins with a welcome from Professors Liz Johnson and David Boud, Deakin University. First CRADLE conference (over 900 participants!!) but the fifth year CRADLE has been running. Professor Boud provided background and rationale for the conference. Professor Johnson provided formal welcome to country and to the conference.

The first keynote (introduced by Phil Dawson) is with Associate Professor (of educational technology and learning science) Alyssa Wise from New York University on ‘The data intensive university in a post-digital world: New directions in teaching and learning.

https://steinhardt.nyu.edu/people/alyssa-wise

Defined learning analytics (LA) as the use of data science methods to generate insights into teaching and learning that lead to direct, impactful action. Important to use LA purposefully to inform how learning is designed, developed, supported, taught etc. Argued that data informed decisions are more important than ever given how online, blended, hybrid etc have moved to mainstream overnight, no longer digital vs traditional.

Shared recent survey across large number of universities. Unfortunately, pre-covid online better experienced than post-covid ‘remote learning’. However, experiences did improve (slightly) over time. Clear structure for learning important but needs to be balanced with flexibility. In general, videos of ‘lectures’ positive but online lectures themselves had mixed reviews, along with online discussions. Important to provide ‘active engagement’ for students.

How can learning analytics help? Begins with instructors design with intention to engage learners, who generate data, provide analytics, read as human insights and feed back into instructors design.

Data can be catergorised as activities, artifacts and associations. It is not only the data, but how is it analysed and applied? Sense making from analytics need to be supported with pedagogical response.

Provided a series of examples. Are my students preparing? When are my students preparing? Are my students engaging? Collected data on activity and used this to inform the  ongoing development of activities to increase engagement. Qualitative data also important – for instance to find out ‘who are my students engaging with? Where is the student spending the most time (asynchronously)? What does the student engage with – content related or non-content related discussion posts?

For instructors, important to find out how they are going. In general, professor responses which are to all levels of queries, providing coahing and supporting and social presence cues have greater engagement with professors who only respond to ‘top level queries which are straight forward.

Another example of how to find students who are struggling using diagnostic assessment with LA used to build a better model of how to identify and support students. However, relationship support (i.e. caring tutor) still most effective!

Interrupted by phone call!! So did not get to follow the last 5 minutes and the Q & A.

Educational Design Research - Journal

 The International Journal fo Design-based Research in Education  is a relatively new journal with volume 4 being published through this year.

There is much interest interest in the inter-disciplinary cross pollination from 'design-based' disciplines, across into many (and mostly humanities) other areas. For example, one of the programmes I have been appointed as 'degree monitor' is Otago Polytechnic's Bachelor of Culinary Arts which uses the 'design thinking' framework to underpin all it's learning objectives.

Therefore, this journal provides a good scholarly archive for the application of 'design principles on design thinking' into the field of educational research. 

Ulearn2020 - Keynote #4 - Professor Peter O'Connor - achievement doesn't matter

Professor Peter O’Connor is the final keynote for the Ulearn 2020 conference. He speaks on "Achievement doesn’t matter – education is to preserve democracy and build communities"

Began with a demonstration of how creativity may be expressed. Proposed that the present creativity   stifles and kills creativity. Cited Sir Ken Robinsons call for a shift in education to nurture creativity but not one single educational system has adopted his call. Also called for a re-definition of success. Success is not how much you take but how much you give – as derived from his story about his dad, who died early, but gave much. Success people find ways to share what they have gained.

The true criteria of success - how we do as a nation, and as a planet. It is not passing exams but of education as a national treasure (as per John Dewey). Democracy is under threat with the resurgence of neo-nationalistic politics drawing people. Dewey believed democracy was “made by our hands” and the importance of the arts in ‘training the imagination”. There is a need to imagine the future, before we can move towards it.

Richness is not material, but richness in appreciating and participating in music, poetry, dance – something his father helped nurture and support. The neo-liberal directive to prepare learners for the future is fraught when education should be about imagining the future.

Shared story of his mentor, Dorothy Hignetts? She did not ask if children were taught drama in NZ schools but whether children understood what mattered to them and that they mattered to others. It is not that they matter because they achieved but that they mattered for who they are.

Used an example with his work with Selina Tusitala Marsh onher book ‘mophead’. How the book was used to assist students to learn about concepts of culture through dramatizing the book. The students extended their learning to encompass their understandings of racism and how the activity had helped them unpack their biases.

If we are to reimagine schooling and education, it is important to return to the core purposes. The Arts are important as it nurtures the imagination. Loosing the Arts through the curriculum is a great tragedy. The real danger is the lost of ways to nurture the imagination.

All four keynotes have revolved around the themes of change and how this can be enacted. The call is to use the current circumstances as a catalyst to change the ways education /school is structured and organised, including the need to become more equitable, look after the learners (and teachers) and to redefine ‘success’.

Ulearn2020 - Keynote #3 - Distinguished Professor Pedro Noguera on - equity, empowerment and deeper learning.

 

This morning , the third keynote from Distinguished Professor Pedro Nogeura on equity, empowerment and deeper learning.

Proposed for education to leverage off the pandemic, as an opportunity to change. The pandemic is a form of ‘disturbance’ and we should use this, as a way to relook at what schooling is about and create an educational system for the future.

Questioned the current system – does it meet the needs of the children currently? Which children are not served and have unmet academic and social needs? Do these children belong at your schools? What barriers might be getting in the way of change?

How can our school, education and child-development systems, more individually responsive to the needs of our students? Why not construct a system that meets children where they are and gives them what they need inside and outside of school, to enable their success?

Rationalised the need to change. Schools NEED to change as they are a product of history and reflect the inequalities present in society. There are deep disparities in achievement based on socio-economic status and race. Challenged the audience to find out how deeply engaged children are at their school? How are children of colour treated?

To create the schools we need, we need to shift the paradigms. Not only changes in systems but a shift in beliefs about what is possible and needed. From measuring and sorting to developing talent. From pressure and competition to encouraging collaboration. From assessment OF to FOR learning. Content teaching to cultivation of the love of learning. Parents from consumers to stakeholders.

To pursue excellence through equity, need to understand, child development, neuroscience and context. Holistic approach to provide differentiated education. Understand the plasiticity inherent in the brain, encouraging learning when learners are engaged.

Explained the concept of the effect of race on the achievement gap as not useful. This encourages racialisation, reinforcing stereotypes and preventing the development of effective solutions.

To advance equity, educators need to find the balance between technical and adaptive work. Technical work focuses on managing operations and systems, ensuring procedures are working and employees and students comply with policy. Adaptive work indicates a focus on the dynamic and complex nature of work, work that is guided by a long-term vision and an awareness that ongoing work  required to achieve goals in a constantly changing environment.

Unfortunately, technical and logistical changes dominate the conversations, for example about how to keep schools open through the pandemic.

In the current pandemic context, key adaptive questions include how to better support student mental health? How can gaps in learning, unmotivated students, frightened adults? Are teachers prepared to address the heightened awareness about racial prejudice? How will the sense of community be build? How do we better support students as they learn from home?

Five essentials ingredients for school improvement include coherent instructional guidance system; ongoing professional development for teachers; strong parent-community-school ties; a student centred learning environment; and shared leadership to drive change (Bryke et al., 2010).

Provided guidelines to help make schools ‘race neutral’ as aligned to the above five essentials.

Encouraged the need to reflection on what occurred across pandemic on ‘school opening’. Evaluate and build school community first before moving forward.

Shared the visual definitions of equality, equity and how they are perceived. Eliminating barriers is a key. Barriers include complacency, racial bias, teaching and learning as disconnected, punitive mindset, unequal access to external support and ignoring the need to compensate for the effects of inequality outside of school.

Need to shift, post pandemic, to better ways of support all learners. 

Ulearn 2020 - keynote #2 - Dr. Lucy Hone - what do we need to learn for lifelong success?

 

Dr. Lucy Hone  on 'What do we need to learn for lifelong success? Lessons from life science and living'.

Began with an overview and rationale for how she has become enmeshed into exploring the question ‘what does it mean to live a flourishing life?’. Resilience became a focus when she moved from the UK to the US of A  where the studies on resilience first began. Today’s presentation is on strategies usable in the classroom to help build resilience with students. Her PhD based on research undertaken after the Christchurch earthquakes to help schools, teachers and students cope with the stresses of natural disaster. Her personal story also included her daughter’s death in a car accident. She drew on her training on resilience so see a way through. Resilience can be learnt and is important to ‘flourishing life’ and coping with tough times.

Shared youth mental health report (2019) which has been done in 2001, 2007, 2012. Maori and Pacifica have higher incidences of mental unwellness and attempted suicide – 30% plus when compared to others at just over 20%. Perhaps due to the ‘mollycoddying’ of children, who have not had to deal with challenges – the ‘fragile thoroughbred’. NZ tertiary students’ survey review over 50% of students have anxiety about their studies, worry about getting a job, have financial stress and feel sad.

Covered ‘how can teachers help students learn to be – to succeed in ways that matter to them?’. We are not doing a good job on drawing out what actually matters to our young people. Shared recent research – Kia re Rangatira - ‘to stand like the chief I was born to be’: Living succeeding and thriving in education (Webber, 2018-2022). It’s a teacher’s role to recognise the mana students bring with them. Recommended drawing on Gardner’s multipleintelligences and to use appreciative inquiry (Cooperrider) to bring ‘well-being’ into school practices and strategies. Appreciative inquiry provides a pathway forward, building upon strengths, imagine what could be, and take small steps towards the goal. Detailed the processes of appreciative inquiry – appreciate, inquire, and act (Klein, 2005).

Five principles underpinning principles of appreciative inquiry – constructionist, simultaneity, poetic, anticipatory and positive were explained. Used the ‘how can we have mana increasing discussions with our students’ as the context to example each of the principles. These generally encourage valuing of strengths and the positives. Accentuating these help provide optimistic direction and help young people nurture positive emotions. Summarised the principles as – words make words, questions create change, focus on strengths, foster hope and value positive emotions. Challenged the audience to begin the journey with addressing one item at their school and with their students.