A decade on from the Canterbury earthquake sequence - What we have learnt

 The week, marks 10 years since the first Canterbury earthquake (Sept. 4th 2010) woke us up with sustained shaking and noise. The local paper remembers the event with a 7 part series of videos.

I blogged on this first event with some sense of optimism as although damage was widespread, there was no lose of lives. However, worse was to come, with the Sept. event triggering the deadly February earthquake sequence :(  This led to significant infrastructural and land damage across Christchurch city. The institute lost access to out city campus for all of the first semester.

Martin Jenkins (then the manager of the Centre for Educational Development) and I were invited by Ako Aotearoa to study the effects of the earthquake on teaching and learning. Our report concentrated on the learning design aspects and how some programmes retained the innovations made during the lost of campus access and others, returned to the 'tried and true'. 

This year, as the pandemic began to affect life in NZ, Ako Aotearoa launched their series of Ako talks with videos of two Christchurch 'earthquake' projects. The above project and another completed by our Nursing department were featured. The learnings from these projects, inform some of the strategies in coping and dealing with the present situation.

Of note is 'being prepared'. One outcome of the Canterbury earthquakes was not only our institute's but the population's ability to cope with sudden challenges to established 'ways of doing'. The word resilience is used regularly but it is more than that. It is also a mindset about not taking for granted various amenities (water, power, electricity) and the knowing that the community is there to support everyone. These intangibles, help people cope and not be wound up in the negatives. Being kind is not just something promoted by the NZ prime minister and government, but practiced on a day by day basis by Cantabrians. 

However, although the Canterbury region and Ara may have been more prepared to cope with the challenges of the pandemic. There are always many things still to be addressed. One is, as summarised in last weeks #8 kick off workshop with student perspectives, the need to continually ensure the institute has information on students' device ownership and prepareness for shifting to distance learning. Every cohort of learners require preparation this semester and into the coming year. The institute needs to also be cognisant of the digital equity divide. Many students do not own laptops or have access to PCs at home. Moving to distance learning needs to acknowledge this and learning design for distance learning must include options of mblend. This is the blended learning using mobile devices and requires careful development, sourcing of relevant resources/tools/apps which are 'vanilla' and will run on the range of mobile devices owned by students.

Kick off series #9 - Flexible learning - engaging learners

This session - on engaging learners with flexible learning approaches - ran from 3 – 4 pm. Alan Hoskin began the session with reference to the work undertaken by lecturers to shift to distance learning using the SAM-R model to unpack how they went about with the conversion.

I then provided a brief overview of the concept of flexible learning – as flexiblility of qualification structure, with learning and assessments negotiated/ co-constructed with learners and the need for tools to support the approach.

Dr. Jeremy Ainsworth overviewed the ‘executive diploma’ a Level 5 business programme. Here, students undertake a recognition of prior learning process before entry. They then complete outstanding learning outcomes through ‘normal’ blended learning to complete the qualification. Jeremy presented on the learning design required along with challenges and advantages for learners.

Roger Blyendaal from the carpentry team supporting managed apprenticeship then summarised their 16 year journey into supporting apprentices. They now have a mobile app for students to upload evidence of their learning; use onenote classroom notebook to complete the ‘bookwork’ section of their learning; use fortnightly f2f sessions (on zoom during lockdown) to support students’ ‘theory’ learning’; and use the 4 yearly visits to ensure workplaces, employers, apprentices are on track with supporting apprentices towards completing their qualification. Roger provided good examples of how flexible learning worked for his students including how they could align their work to the various 'steps and modules' in the once a month day release sessions. 

I then used the two examples as exemplars of flexible learning.Allowing students to assess what they already knew or were already doing at work; facilitating and supporting the co-construction of a curriculum and assessment/s to help evidence the learning; to lead eventually into completing learning outcomes or qualifications.

 

Kick off sessions #8 - Students' and student advisors' perspectives

 

I assist with the facilitation of two sessions today at the Ara Institute of Canterbury Kick-off series of professional development workshops.

Firstly, session #8 with Marion Hale revisiting students perspectives on ‘distance learning’ and then session #9 with Alan Hoskin to introduce the concept of flexible learning - see later blog.

#8 ran from noon to 1 pm. We began with reiterating the importance of the student voice as it is part of Ara strategic focus to have the learner at the heart of learning.

3 vignettes from the session we ran in May were replayed. These were recorded statements from students on how their courses went. In the main, the students appreciated the pastoral support provided from their lecturers and the wider Ara team. They were happy with the many ways lecturers restructured their courses, the use of zoom to run synchronous sessions and access to zoom recordings and resources via Moodle. Challenges were individualised to the contexts of students. Finding resources for learning was difficult for trades student; students with young family found it very difficult to carve out time and space for their own study over the lockdown; most found there was too much communication from Ara coming their way – a balance would have been good.

Statements from student advisors were then played. Our student advisor team support students with outside of course pastoral care. Their perspectives were enlightening with respect to two important items. The first is the issue of digital equity. Many students did not own a laptop or have access to a PC. Mobile phones were not sufficient for distance learning structured around using a laptop or PC. Access to WiFi/mobile data was also difficult for some students. The other issue was the implication of withdrawal/deferment. Lecturers advised some students to defer or withdrawal last semester and these now impact on students’ eligibility for student allowance and entry back into programmes. These implication need to be better understood.

We then went through the common themes and discussed how Ara has responded and what needs to be still done to address the themes.

The themes indicate the need to be prepared by ensuring learners and Ara knew the types of digital devices learners had with them to access learning. Lecturers need to introduce the tools likely to be used if distance learning is required. Resources (videos, online quizzes, learning activities etc.) require preparation or finding before distance learning needs to be started up. 

Therefore prepareness are keys to ensuring the next time around (hopefully not!) the online learning experience is less stressful and more enriching for all. 

Adult learning Australia webinar – Professor Stephen Billet on lifelong learning

Second webinar today organised by Adult Learning Australia (ALA) as part of Adult learning week.

Professor Stephen Billett shared findings from his latest project.

Provided an overview of the project which was to try to understand how working age Australians learning progresses and be better supported.

Involved collecting retrospective accounts of participants life histories, monitoring their learning longitudinally and surveying.

Also on the team are Professor Henning Salling Olesen(Denmark) and Professor Laurent Filliettaz (Switzerland) With Professor Sarojni Choy, Dr. RaySmith, Leah Le, Dominka Ohana, Dr. Debbie Bargaille and Dr. Darryl Dymock.

3 phases. 1 – collected histories through 2 interviews. Used both qualitative and quantative analysis. 200 participants.

Phase 2 had to be adjusted to allow for effects of Covid 19 . Map 30 participants’ work-life changes and learning through progressive analyses of their current work and learning

Phase 3 consolidating findings.

Phase 1 findings reported here. Stephen shared stories of two participants, including experiences of a refugee re-establishing in a new country and moving through a series of work as it became available; and an adult with learning disability.

Transitions through working life are important as learning is required to negotiate them. Most accounts of development across the lifespan emphasise stages along with various social and societal factors. Therefore include stages of life, changes in employment status, changes in occupations, changes in location, changes in physical and psychological health/well-being and changes in personal circumstances or lifestyle.

Personal/lifestyle, occupational and employment status are the most frequently mentioned in the sample.

Kinds of learning include language and literacy, cultural practices, the world of work, work/life engagement and occupational skills.

Conceptualised these as initiating factors through changes imposed. The types of learning and development and eventual outcomes of the learning.

Summarised implications for lifelong learning. Personal agency are important. Learning is mimetic. Discovery learning is not sufficient, access to guidance to access socially-generated knowledge, effortful engagement and external support required. In general, learning is goal-directed  but may not be singularly focused, long-term strategic or coherent. Therefore, individuals’ ‘education’ across working life is personally shaped. There is need to account for the continuities of transition.

Mediating factors include educational provision and community of the person.

Summarised main points. Lifelong learning needs to be broad, to meet the diverse needs of learners as each has different circumstances and goals through the life course.

Q & A session followed.

Kick off presentation #6 - Arun Pradhan on learning

Sue McBain, team lead for the educational development team introduced Arun Pradhan.

Used a feedback mechanism – thumbs up and thumbs down to provide feedback on the presentation. Used menti.com to present an interactive session.

Began with rate the importance of – to find out what topic is on top.

Introduced a reality check with regards to change. Covid being one challenge of many.

Trends include continued impact of digital and pervasive data; rise of personalised customer experience, refocus on human connection and underlying needs, rise of agility and drive to innovate, reinvent & disrupt,  FAST.

Proposed the overriding questions as ‘how do we survive the robot apocalypse’!

Moved on to discussion the educators’ dilemma. What are the most important skills moving forward. Robots are better are info recall and recording, algorithms / calculations, rule based problem solving, rote/repetitive tasks, physically demanding work.

Humans better had learning to learn and unlearn, empathy, problem solving and critical thinking, collaboration and communication and digital fluency/data intelligence.

Used T shaped skills as the visual – broad soft and cross-functional expertise and deep expertise. Siloed expert has deep expertise and superficial generalist have (or need to have) the broad soft skills. However, T-shaped people have both.

Compared careers in the past (front loading and then predictable career) and now/future (optional front loading and then continuous learning to have adaptive work.

Suggested education as modular solutions, credentialing and industry partnerships, micro-learning in the workflow, position to ‘value add’, flexible and adaptive curriculum and focus on learning how to learn.

Discussed briefly the many myths about learning and introduced alternative – classic, millennial/right=brained/existentialist/ gangnam style learners – which again are myths. Debunked learning styles and the need to be more critical about how learning is understood.

Encouraged the need to understand how to help learning by unlocking blocks to behaviour. Attributes and dispositions are a key rather than skills and knowledge.

Proposed knowledge as being facts and info and mental approaches (assumptions, generalisations and concepts). Interleaved study across several topics and spaced study (study, test, test, test) more effective.

Recommends the minimisation of cognitive load (less content) augment facts and info, used spaced retrieval if facts and info require memorisation and use concepts and mental models (infographics, stories, metaphors).

Therefore, learn less facts but learn more mental models. Important to construct a ‘latticework of mental models’ (Charles Munger) or an expanded cognitive toolkit.  Provided a list of mental models including pareto principle, sunk cost, opportunity costs, ockams razor, A/B testing, return on failure, confirmation bias, scientific method, deliberate practice, Feynman technique, habit forming, EAST nurdge, inversion, circle of competence etc.

Skills development based on deliberate practice (Ericsson) the way to go. Not just 10,000 hours of doing but the ability to act on feedback and to constantly improve. 

Mindset and motivation requires helping learners finding out -what is in it for me  and the need to foster a growth mindset (Dweck).

Environments to support continuous learning also required.

Promoted the application of design thinking for learning design – starting with empathy, define, ideate, prototype, test and refine.

Shared how blended experiences can be designed through engaging the learner, priming with information, applying, connecting, reflecting and embedding. Advocated blended whould be about asynchronous vs synchronous, collaborative vs independent and formal vs experiential.

Good overview of the state of the play on learning from a corporate point of view with a synthesis of many of the current concepts on learning brought together and applied to the challenges of the future of learning. 

Why we make things and why it matters: The education of a craftsman - book overview

 Ebook from local library published 2013

In the vein of Michael Crawford’s ‘Shop class as soul craft’ - see previous blog for summary, Peter Korn uses his life’s journey and experiences to reminisce on becoming and being a craftsman. The book is relatively short. Life experiences are interleaved with his joy and passion when designing and building furniture. See NY Times article for book overview via interview of Korn.

Korn’s parents (father a  lawyer and mother an academic) are surprised at his choice of vocation. He basically falls into woodworking via helping out a carpenter and eventually working on various building projects across the 1960s. The making of a cradle for the christening of one of his friends provides the shift from carpenter to joiner. He documents the many years, trying to make a viable living as a craftsman. Occasionally, he has to seek financial support from his father, who did not understand his son’s interest in manual work.

Korn’s experiences with cancer in mid-life precipitated his decisions to keep going at something he enjoyed and found great satisfaction from. He eventually opens a furniture/woodworking school, the Centre forFurniture Craftsmanship, in Rockport, Maine. Wrote several seminal books onwoodworking.

Video on his work https://www.youtube.com/watch?v=zweMkuQc3pU provides insight into his philosophy on life, his journey as a wood craftsman and his passion for the craft. The video also shows his immaculately organised workshop.His work encompasses both the design and  the making of fine furniture.

He writes eloquently about the sociomateriality of woodwork, the need to be attuned to the tools, machinery and materials of his work. In short, a worthwhile read about how working with our hands, provides us with much satisfaction, perhaps difficult to achieve with other forms of work. However, my thoughts are that all work requiring expertise is satisfying. The need to put major effort into attaining expertise, requires persistence and preseverance. Without these, experthood is never full realised. Only when expertise becomes embodied, will continued episodes of 'flow' be engaged with. The intrinsic motivation to reach flow, then leads to a loop of work and aspirations in which flow is encountered regularly. Whilst one is struggling to attain experthood, flow may not be triggered as learning and honing new skills is hard work. It is only on getting to expertise that the routine of work, whether it is manual or cognitive (e.g. problem solving, scholarly/ fiction writing) becomes a joy!

Ara Kick off session #4 - Hutia te Punga: Lifting up the anchor - helping integrate culturally responsive teaching

 

Hutia te Punga: Lifting up the anchor a recently completed project to integrate culturally responsive teaching and learning into tertiary institutions to help support Maori learners.

The sessions was presented by Piripi Prendergast from Tokona Te Raki: MaoriFutures Collective.

Heperi Harris opened the session with a karakia and introductions.

Piripi recounted his biography and how he came into this area of research. Drew on the report - 'A journey of many paths' 

Also reported in the local media (The Press) today.

Presentation on work funded by Ako Aotearoa.

Shared a graph which projects the types of work – post covid 19 at the beginning of this year – with the growth in work being for the highly skilled and less growth in the lower skilled jobs. The pathways report indicate many young Maori being channelled into lower level tertiary training, many not completing and therefore falling into the low skilled job categories.

The Hutia te Punga studied apprentices and trainees in carpentry and farming. Two items to carry forward. Firstly, was the Maori success rate was lower than for others. Secondly, the strong ethics of care from the participants – tutors, trainees and supporters.

There was much willingness by the training providers to engage with Maoritanga. Cultural responsiveness was being practiced tacitly.

Shared the resources produced as part of the project. The video of how culturally responsiveness was integrated into a whole institution context. Reviewed the many ways culturally responsiveness was practiced as derived from the video.

Discussed one aspect that helped students to become part of the group. Banter/humour was seen to be useful but requires careful use. Sarcasm and humour with racist/derogatory undertones are not welcome.

Communities of practice by bringing apprentices together every few weeks to share a meal and work through their ‘book work’ was one factor that helped apprentices complete their qualification. Forming cohorts of Maori apprentices a useful process.

Finished with the demographic challenge, older pakeha population and growing numbers of younger people who are Maori and Pacifica. Need for older non-Maori to build relationships to help the younger demographic step up.

Ara Kick-off session #3 - Maui te Tairua: Mentoring programme for learners

 

Maui te tairua: mentoring programme with Hemi Hoskins (HOD for Humanities) and Humarie Chick.

Lynette Winter introduced the session and provided brief overview of the origin of the programme.

Hemi then introduced the background for the programme. Humarie provided details of the programme, targeting Maori who were struggling (data from Ara students’ analytics) in various programmes of study. 92 students of which 74 were profiled. A range of challenges appeared including individual family/whanau dynamics, financial issues, mental health challenges, the ‘withdrawal’ from course process and overall Ara processes for enrolment, application for funding, delivery methods and information on support services.

Hemi then presented on the overall concept of the mentoring programme There was a need for Maori to have a role model. Therefore, drawing on Maori culture identifies the stories around Maui as one way to bring connection between learners and their culture. Shared TedEd video by MatthewWinkler on ‘what makes a hero’. The ‘hero’ is prevalent across all cultures in their stories.

Used the narrative from the ‘what makes a hero’ concept (John Campbell) and contextualised it to Maori learners’ challenges. The cycle of - call to adventure, meeting the mentor, entering the unknown, trials and failures, the rebirth, revelation, redemption and the return. Used these to help learners understand the cycle of life and how they may navigate their own journey. Connected this to the Maori well-being model – te whare tapa wha – spiritual, physical, mental and community well-being.

Shared the programme, based on the hero cycle, of activities to engage learners and support them through their studies at Ara. 7 sessions including guest speakers and workshop to help students work through the various challenges. The final session confers tuakana (mentor) status on students participating, so they then become the supporters of the next cohort.

An inspiring initiative. The programme has just started in July and will be reviewed/evaluated in December.

Q & A followed.

Reimagining university assessment in a digital world - book overview

 Browsed through this ebook from the Ara library over the last week or so. Bearman, M. Dawson, P. Ajjawi, R. Tai. J. & Boud. D. (2020). Re-imagining university assessment in a digital world. Springer. 10.1007/978-3-030-41956-1

The eidtors are based at the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University,  Melbourne, Australia. 

Notes are brief as I have access to this book through Ara library and able to look up content when required :) 

After an introductory chapter by the editors, there are 19 chapters sectioned into 3 parts. The introductory chapter provides a brief rational and overviews of the chapters. 

A second introduction with New directions for assessment in a digital world by M. Bearment, D. Boud and R; Ajjawi. Here, the chapter uses a ‘programmatic portfolio’ to example how technology can shift assessment beyond the usual. Included is a call to include co-construction of assessments into HE; assessments should be one avenue to help provide graduates with the digital skills required in the workforce; and the inclusion of social media profiles and digital profiles of students into assessments so that they are useful beyond under graduate studies.

Part 2 – The changing role of assessment in the digital world

Digitally mediated assessment in HE: ethical and social impacts M. Bearment, P. Dawson and J. Tai.

This chapter sets out the many social, ethical and pedagogical implications of conducting assessments in the digital world. The themes covered include ethical issues, feedback, AI and influences of digital practices and portrayals.

Cognitive off-loading and assessment with P. Dawson introduces the concept of cognitive offloading into notes, calculaors, spell checkers etc. and their effect on the underpinning expectations of assessments. Some ideas on how to incorporate cognitive offloading are suggested including issues of transparency, programmatic assessment, evaluative judgement and authentic assessment.

Preparing university assessment for a world with AI: Tasks for human intelligence with M; Bearman and R. Luckin. Overviews the uses of AI in assessment. Idenitifies the things humans do well – personal epistemology and evaluative judgement as key. Uses critical appraisal assessment as a means to focus on human aspects. 

Repositioning assessment-as portrayal: What can we learning from celebrity and persona studies? With R. Ajjawi, D. Boud and D. Marshall,. Introduces the interesting concept of applying authentic industry or discipline norms to assessments in the form of persona studies.

Towards technology enhanced dialogic feedback by E. Pitt and N. Winstone. Updates on the aspect of technology-enhanced feedback via video, audio and screencast. Uses Carless’s old vs new paradigm to unpack the advantages and pitfalls.

Catering for diversity in the digital age: reconsidering equity in assessment practices by L. R. Harris and J. Dargusch. An overview of the challenges of digital equity with regards to assessments. 

Assessments as and of digital practice: building productive digital literacies by M. O’Donnell. Argues for the use of assessments not only as a means to judge learners’ work but also to scaffold, develop and assess the digital skills integrated into the assessment.

Part 3 the role of big data in re-imaging assessment

Augmenting assessment with learning analytics by S. Knight. Introduces learning analytics and how this can transform the way assessments are developed and implemented and assessment practices. Suggesions are provided to improve how LA may be instrumental in supporting better assessment processes.

Are assessment practices well aligned over time? A big data exploration with J. Rogaten, D. Clow, C. Edwards, M. Gaved and B. Rienties. Uses big data to look at 20 years of assessments across 2 studies to find out if student assessments/grades were well aligned with the qualifications. Recommendations are derived to improve the longitudinal alignment of grading trajectories by ensuing consistemt grading policies are followed.

The bi-directional effect between data and assessments in the digital age by A. Pardo and P. Reimann. Digital tech affects assessments and feedback. Data collected important to be translated to yield actions and design aspects to further positive effects on student experiences.

Standards for developing assessments of learning using process data by S. Milligan. Provides background on shift from just testing knowledge to incorporation of ‘soft’ skills and competencies important to graduate attainment of graduate outcomes.

Part 4 practical exemplars

Re-imaging peer assessment in self-paced online learning environments with L. Corrin and A. Bakharia. Example of self-paced online learning environment which is flexible, customisable and scalble peer assessment and feedback.

The future of self and peer assessment: are technology or people in the key? By J. Tai and C. Adachi. Theoretical frameworks provided along with how digital could provide for better pedagogical goals and best practice self and peers assessment. 

Using technology to enable a shift from marks to outcomes-based assessments by A. Cain, L, Tubino and S. Krishnan. Introduces the web application ‘Doubtfire’ to allow for a task-orientated portfolio-based approach to assessment to scaffold and evidence different standards of achievement. 

Challenges with designing online assessment to support student task understanding with T. Apps, K. Beckmand and S. Bennett. Cases study of open-ended online assessment.

 Re-iimagining assessment through play: a case study of metarubric With Y. J. Kim and L. Rosenheck. Uses MetaRubric, a playful assessment design tool which creates rubrics for teachers and students and allows them to learn about assessments.

Sharing achievement through digital credentials: are universities ready for the transparency afforded by a digital world? With T. J. de St Jorre. Discusses the topic and the advantages/disadvantages of digital credentials.

Part 5 conclusion

Concluding comments: reimagining university assessment in a digital world by P. Dawson and M. Bearman, draws the book to a close, reiterating the need to not just replace current assessment practices with a layer of digital support, but to actually examine the actual purposes of assessments and to envisage how digital technologies may be useful in transforming assessment practices.

 

 

 

 

Ara Institute of Canterbury - kick-off series PD #2 - embedding context successfully

 

The second of Ara Institute of Canterbury’s ‘kick-off’ series was presented this afternoon. The session follows on well, from the keynote from Wednesday with Melanie Taite-Pitama.

In today’s session, Heperi Harris focuses on “Whakatoikia te Matauranga -embedding kaupapa and matauranga maori into delivery – and how to make it meaningful”.

Heperi set the context, shared his experiences and used these to underpin his presentation.

Began with the context of education as a site of ‘struggle’. Then summarised the value of Maori succeeding as Maori; and the challenge of integrating the framework of Maori achievement.

Provided an historical overview of the struggle to attain equal status of Te Reo Maori to English in Aotearoa New Zealand. Improving the outcomes for Maori also leads to better outcomes across all of NZ society. Outlines the many challenges including unconscious bias which deeply influences teachers and leads to decisions being made based on stereotypes; low expectations of Maori; and then many challenges faced by Maori in a mono-cultural world – including personal, social, cultural and academic.

Treaty obligations and government funding/strategy requirements are only part of the need to achieve equity for all.

There is a need to support Maori as demographics indicate increase in Maori youth and an aging population of other NZers. Ara has high Maori participation in comparison to their %age of population in Canterbury. Completion rates are still lower.

What does success for Maori learners look like? High expectations, culturally responsive teaching (CRT), whanau (family/other supporters) engagement support Maori succeeding as Maori.

Stressed the importance of relationship building and enhancing students' sense of belonging - not only in physical spaces but also a sense of being part of the 'knowledge/curriculum' being presented and learnt. That Maori contribute and not always the 'done to' is an important concept to be integrated into all learning at Ara. 

 

Ara Institute of Canterbury - Kick-off series PD - Launch presentations

 

Ara – kick off series – term 3 professional development – Teaching and Learning framework and the Framework for Maori achievement

Today, begins the Kick-off series of term 3 professional development for all Ara of Institute of Canterbury colleagues. The series runs most Wednesday and Friday afternoons from today until the end of September.

The original plan was to launch the series with some kai (afternoon tea) and a chance for colleagues to catch up after last term’s disruptions. However, NZ’s return to Level 3 for Auckland and Level 2 for the rest of the country from noon today, due to the emergence of community covid-19 cases, has meant the entire event (without the social event and afternoon tea) was shifted online to zoom.

The main purpose of today’s session is to launch both the Ara Teaching and Learning Framework and the Framework for Maori Achievement.

Hemi Hoskins, of Department of Humanities begins the proceedings with welcome in Maori. His take home message, a framework is important but it is the people who make it become active.

Then Tony Gray, Chief Executive, welcomes all participants including non-Ara participants. He shares Ara’s Strategic Vision as it links to both our Teaching and Learning framework and the framework for Maori Achievement.

Keynote follows from Melanie Taite-Pitama, Ara Board Deputy Chair and the principal of the Tuahiwi School just North of Christchurch. Used her biography to explain how she came to what she does now and her interest and current leadership in Maori education participation and outcomes. She advocated for the need to engage Maori through their language and culture. Personalisation of learning is important to ensure learners bring their experiences and have those celebrated at school. Advocated for the importance of honouring the treaty – participation, partnership and protection. Encouraged the integration of Maori epistemology and language into all disciplines. Detailed the re-design a school for Maori students. Not just to tweak but to build a new system, by Maori for Maori. Shared decolonisation skills for non-Maori kiwis. Then the principles of partnership between Maori and non-Maori, not just as stakeholders but as actual partners. Shared a video on the future of work to illustrate the challenges are for all of us, not just Maori. Education not working now for Maori and there is a need to change how it is enacted so all are able to contribute into the future. There is a need to recognise the many skills Maori bring – innovation, entrepreneurship, strong relationship skills. Challenged all to not just allow things to remain the same, to contribute towards ensuring all learners are able to meet their potential.

Heperi Harris introduces Maryann Geddes, Ara Board Member and NZIST Council Member who provides an overview of the wider picture. Reiterated the message from Melanie. Summarised the requirement by the Minister Education, Chris Hipkins, tasking the NZIST to honour the Treaty and ensure equity for Maori in VET. It is not only Maori who have to play a role but everyone has to put into action, frameworks and strategies to integrate biculturalism.

The presentation of the Framework for Māori Achievement is then made by Te Marino Lenihan, Kaiārahi. Participation, protection and partnership leads to prospertity. Introduced the Framework and how Ara needs to work towards actively incorporating the ideals of the Framework into all their processes. Need for all to work on CQ (cultural IQ) and to engage with the principles enshrined in the Framework. Detailed the other workshops - embedding cultural content successfully, Maui te Tauira- mentoring programme and Hutia te Punga: lifting the anchor on Friday and next week. Finished with the playing of a waiatia (song) composed by students from Te Puna Wanaka (Ara Maori language). 

A good session. Many thought provoking concepts and an inspiring call for action. 

Link to youtube video of the presentation.

Alternatives to Blooms taxonomy

Bloom's taxonomy was developed in the 1950s and is still widely used today to assist with the writing of learning outcomes.

Over the years, there have been many critiques of the taxonomy but it has stood the test of time mainly due to its ease of use and understanding amongst educators and instructional designers.

Several alternatives are proposed in this blog including Fink's and another by Sugrue - based on 'learning science'.

Another alternative is offered by Wilson who calls it - the second principle with the revised taxonomy available via this link.

All tend to priviledge school and higher education sectors and traditional f2f teaching. Maybe it is time to think about a taxonomy more appropriate for vocatonal education and which fits better with blended and distance learning approaches.

Lightboards @ Ara #2

Two years ago, I blogged about the lightboard, installed at our Sullivan Avenue campus where our traditional trades training are based. 

This year, some modifications to now allow the lightboard to be 'synched' to the institute's 'video lecture capture' platform Panopto. This makes it easier to edit the lightboard video and to link it into Moodle.

As part of work on another book focused on TEL and its role in VET, especially to support 'distance learning' I did a search to see if there has been more work being done on looking at the efficacy of the lightboard for teaching and learning.

Two articles come up. 

1) Lubrick, M., Zhou, G., & Zhang, J. (2019). Is the future bright? The potential of lightboard videos for student achievement and engagement in learning. EURASIA Journal of Mathematics, Science and Technology Education, 15(8), em 1735. accessed via this link.

2) Rogers, Peter D. and Botnaru, Diana T. (2019) "Shedding Light on Student Learning Through the Use of Lightboard Videos," International Journal for the Scholarship of Teaching and Learning: Vol. 13: No. 3, Article 6. Available at: https://doi.org/10.20429/ijsotl.2019.130306

Both are positive on the contribution of lightboards to student learning. I have had misgivings about lightboards promoting the 'sage on the stage' teaching and learning model. However, used in a planned way, lightboards provide an ideal way to engage students with complex ideas. Disciplines like engineering, many trades, maths, sciences etc. have a visual language through the use of equations, formulae and drawing, Using the lightboard allows 'thinking to be made visible' while the teacher works through difficult and long calculations or explains difficult to grasp concepts using 'chalk and talk'.

As with all technologies, it is not what technology is used, but HOW the learning is extended, augmented, reinforced AFTER learners view the resource. So the lightboard helps produce an authentic resource for later deconstruction and discussion. It is the connection during and after the teacher expounds on the 'lightboard' captured visual, which is the key to ensuring learners are helped to grasp the principles being articulated. Students respond best to resources customised to their learning context and a lightboard provides the opportunity to replicate 'chalk and talk' without the chalk.