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.