2021 review

Well, the year turned out more settled than envisaged as Aotearoa continued to work within the constrains presented by Covid-19. Borders remained closed and for much of the year, things progressed as per normal. However, the arrival of the Delta strain in August saw a brief return (in Christchurch) to level 4 before moving quickly down to Level 3 and then 2. Auckland has borne the brunt of the incursion, having been in ‘lockdown’ since August and a slow movement back to a ‘reduced’ Level 3 at the end of November and ‘release’ into the wider country from mid-December.

On the work front, Te Pūkenga released consultation documents for their ‘service concepts’ (July) and then their operational model(October). My institute has been proactive with submissions and hope these add to the consultative process as Te Pūkenga’s bedding-in progresses. The main item which will affect my work in the future, is the consolidation of all of Te Pūkenga’s capability development into a ‘single hub’. I interpret this to mean that the management of capability development will be centralised but local units will carry out the work.

Not as much programme development work this year, given the move towards unified/master programme approach adopted by Te Pūkenga. The beginning of the year saw support for 4 degree programmes in the Creative Industries Department. Ongoing support of the Diploma in Agricultural Management (L5) continues.

On the research front, the majority of my energies have been put into editing the book “Innovations in Aotearoa New Zealand Vocational Education and Training (VET)” now renamed to “Reshaping Vocational Education and Training in Aotearoa New Zealand” and scheduled for publication by Springer next year. In addition to managing the project with Dr. Nicolas (Nyk) Huntington, I have also co-authored the first and last chapters in the volume and lead authored the ‘project-based learning’ chapter.

A book chapter was submitted in October towards the Handbook of Asia-Pacific Adult Learning. The chapter discusses recognition of current competency (RPL) in the Aotearoa NZ context.

Co-editorship with Profession Sarojni Choy on the International Journal of Training Research has also provided much learning. We are starting to come to grips with the process and the rather clunky journal editing platform, appointed 4 new associate editors, worked with AVETRA to update the journal’s scope, and also reviewed/refreshed the list of scholars who make up the editorial board.

Work has also begun in my now larger team due to small restructure of ‘capability’. My team of learning designers/educator developers, resource advisors and learning technology advisors now combined with adult education section and the corporate capability development unit to provide a more consolidated approach for academic and organisational capability. The new capability section is now part of the People and Capability Division and aligns better with the proposed Te Pūkenga organisation structure. This team will need some major professional development, going forward, to ensure we are able to keep ahead of the game and provide leadership and guidance to our teaching departments as Te Pūkenga moves towards provision of more flexible, open, and distributed/networked learning approaches.

All in, a busy but productive year 😊 I am looking forward to a couple of weeks post-Xmas, walking, biking, and botanising in Southland. 

Educational metaverse

 This Times higher education opinion piece calls for better awareness and capability building to ensure education is ready for the coming of the metaverse, made mainstream by the recent announce by Face book as the next evolution in social connection. 

In education, the call to leverage off the affordances of technological (digital) innovations have always existed. This time around, the bar is set much higher, to connect current learning management systems etc. to the possibilities availed by augmented/virtual/mixed reality. The ease of connection between our current social media lives and the metaverse already exists. Already, mobile phones provide the tool to engage with the ubiquitous enviroments centred around work, school and home. 

In education, the key is to connecting meaningful and relevant 'universes' to learning. Currently, there is already blurring of the lines between peoples' work, study and leisure lives. The connections across the metaverse will only make the boundaries between the different segments of peoples' lives, more porous. The decision needs to be made, especially with privacy, how individuals are able to make boundaries between the various aspects of their lives. Some people will choose to maintain osmatic transfer and sharing between experiences which bridge work, home and study; others may decide to have a thick barrier. As work/study interwine due to continual 'upskilling' to stay ahead of the employment market; individuals need, more than ever, the digital competencies to understand the implications of entering and engaging with the metaverse. Educators need to also explore the possibilities with a critical lens, to ensure the metaverse is but a portal into various activities individuals engage with, not the 'only' means of contact or engagement with learning. There is never a 'one size fits all'.

Australian Council of Deans of Education Vocational Education Group - ACDEVEG - 7th conference

Presenting and attending at the ACDEVEG  - a subgroup of the Australian Council of Deans in Education - for the first time. Due to COVID, online presentations have provided more opportunities to attend various VET research events.

The convenor, Professor Erica Smith, invited me to present at this conference.The theme is 'people, place and time: developing the adaptive VET teacher'. Andrew Shaw convenes the conference and provides welcome and usual update and housekeeping.

A short conference running across an afternoon (early evening in Aotearoa NZ).

Professor Smith welcomed participants,thanked the planning committee and conference conveners  and the VDC for sponsoring the conference and provided an overview of the ACEDVEG activities across the year. 

Five 30 minute presentations follow:

1) Sheila Hume and Tabitha Griffin from the NCVER present on 'the online delivery of VET in Australia during the Covid-19 pandemic'. Provided brief overview of the project (3 stages including survey of RTOs with over 1000 respondents conducted feb and march 2021; interviews also conducted - findings of these to be published next year) and summary.Covered the extent and magnitude of the shift online by training organisationa, and the challenges, opportunities, impacts of quality and future intentions of the experiences of shifting online. 

There was an increase in online only +23.9%), blended and combined online/workplace based. Reduction in workplace based only, internal only and combined internal and workplace-based. Shift online was varied across the country - high shift in the ACT followed by Queensland and NSW. Compared public and fee for service programmes, types of training packages and subject results. Delivery pre-pandemic 49.3% were 100% f2f; 43.9% blended and 6.8% totally online.3/4 of RTOS shifted some content online - parts 34.3%, all f2f - 17.9%, all f2f and assessments 15.7%. Top 2 barriers were unsuitability of subject matter for online deliver 47.5% or online delivery not suitable for students (44.4%). One year later, 35.5% change back to pre-pandemic. Future intentions include high 61.8 intentions to utilise more blended learning. 

2) Professor Smith and Darryl South (Charles Sturt University and Megan Short (University of Tasmania) summarise 'the findings of an ACDEVEG survey on VET teachers' work during Covid in 2020. Provided a range of references on the topic. Some literature now appearning but none from Australia as yet. Generally tended to be in HR/medical training, systems/organisation level. So important to understand the VET teacher experience. The study looked into how their work changed in 2020 and what did they learn from the experience and how might practice change in the future. Participants (mostly over 40 and female across a good range of industries) were VET teacher education students at 3 uiversitities (Charles Sturt, Federation, University of Tasmania). 80 responses on 53 questions. Data showed significant shift to online with many respondents affected for either 3 - 6 months or 6 - 12 months. Students' digital equity was a challenge. LMS used with extensive use of webcams (92%). In general, 40% no experience and somewhat confident they could do it. Students were generally positive.Teachers view of online delivery and eassessments was positive (less so for assessments). Positive responses revolved around own mastery of new approaches, an opportunity to concentrate on and reflect on teaching practice. negative responses centred around well-being challenges and moderate responses were around how the transition had been better than expected.

3) I present on 'supporting learning by doing when access to authentic learning becomes disrupted' Main points being how practice-based or 'learning by doing' occur through mimesis and the importance of feedback from more knowing others and from the sociomaterial. Then introducing the push-connect the dots-pull model to plan online sessions for practice-based learning along with examples. Main challenges and some solutions offered. 

4) Andrew Shaw, Head of Education Standards, TAFE NSW on ' unpacking vocational competency and currency to support quality VET teaching'. Summarised aspects of project. Literature review, online survey (490+), focus groups (25 groups), benchmarking at 8 TAFEs and One TAFE implementation. Posed that quality teaching is a key to quality VET. Defined in Australia as 'trainers and assessors are skilled VET practitioners with current industry skills and knowledge'. Presentation focuses on the aspect of vocational currency. Shared results of benchmarking (8 TAFES across 7 states). In all, vocational competency of teachers mapped at unit level. Generally 2 activities a year to ensure currency. Recorded using paper rather than digital and often part of annual review. Discussed myths and misunderstandings on the challenges, barriers and their solutions. Offered a framework to provide for a more expansive, holistic and practical definition of 'vocational competency' and industry currency. Activities should be broad, based on industry guidelines. Provided a range of examples and the sharing of these through the development of guides. more information from TAFE NSW podcast site.

5) Katerina Lawler from the Department of Education, Skills and Employment on 'VET workforce quality strategy'. Began with some background and context. Summarised the strategy, data from consultations with stakeholders ( survey and workshops then feedback on drafts with 156 sumissions) and provided overview of way forward. Quality reforms to revise the standards for teaching organisations, build capability and develop VET workforce quality strategy. Includes capability frameworks and professional standards, profesisonal development, induction support, qualifications and entry pathways and maintaining industry currency. Provided details. 

Keynote speech is with Dr. Joy Papier, Director of post-school studies, University of the Western Cape, Cape Town. 'Taking their rightful place in South Africa: towards the development of professional TVET teachers. Began with introduction to the South African TVET context. Presented on TVET education and educators as being on the margins and the journey from ad hoc capacity building and poorly recognised certifcates to formal, nationally recognised qualificaitons and professionalisation of vocational education. Provided an historical summary of the evolution of technical colleges and their journey towards providing more equitable access to training for all, not just those privileged by race. In early 1990s, new further education and training Act 1998 restructured the 152 colleges into 50 multi-campus and diversified institutions. Curriculum etc. overhulled along with the restructure. Summarised challenges for vocational education teachers - most have industry expertise but little preparation for teaching. Existing teacher education for school children not as relevant. Development of specific programmes for VET teachers challenging due to smaller number of TVET teachers, lack of career pathway, perceptions of VET as inferior, uneven appointment of qualified teachers, lack of coherent system and the VET teacher education being outside of the mainstream university based teacher education. Since 2012, a national standard and enhancement of VET teachers status undertaken. College lecturers of the future should have obtained a first degree and be conversant in subject matter, pedagogy. Recognised the 'dual' nature of being industry expert and expert educator identities.    Stressed the importance of both and proposed some ways to support the development of vocational teachers. Encouraged checking out the Journal of Vocational, Adult and Continuing Education and Training (JOVACET).

Q & A session followed. 

Resource informing eportfolios - PEARL - Publications on ePortfolio: Archive of the Research Landscape

 The Association of American Colleges and Universities (AACV)  supports a resource on research in eportfolios - PEARL - Publications on ePortfolio: Archive of the Research Landscape. 

The site collates articles published on eportfolios and categorises them into - descriptive, technological, empirical/affective, empirical/outcomes and empirical/assessment and evaluation. These bring up articles tagged to each category. There is also an advanced search capability allowing for year of publicationl author and journal search. 

The site also has a good overview of the scholarship of teaching and learning 

All in a great resource.

AVETRA 'October VET' Federation University session

 The VET researchers at Federation University, offer a series of short presentations around the theme of 'The 'beyond COVID' OctoberVET'. The session is MCed by Annette Foley. This is the 14th session of OctoberVet from the university. 

The programme begins with an introduction and welcome from Professor Andy Smith, deputy vice-chancellor academic. Provided context, especially the current challenges posed by Covid especially the shift to online learning. VET will have to pay a significant role in the recovery as well and it is important to work towards the future. 

The programme's keynote is with Gary Workman, executive direction of Apprentice Employment Network. He presents on the topic 'Apprenticeships: what would it take?' Provided a summary of the state of apprenticeship in Victoria over the last two years and employer perspectives. AEN supports 6000 apprentices and works with 10,000 employers through a group apprenticeship training arrangement. Last 18 months has seen young people affected due to the long duration of Victoria's 'lockdown'. All apprenticeship have been affected but greatest across hairdressing, hospitality, childcare, automotive with Melbourne more deeply affected than regional areas. Vaccinations have also provided another stream of challenges. Now working on ensuring all apprentices are back to speed and able to continue / or move to another employer to continue their training. At the moment, apprentice numbers have increased due to the 50% wage subsidy offered to employers. Shared the project carried out to understand empployer needs. In general, employers considering more flexible arrangements rather than be locked in to a long period of time with most apprenticeship. Agility needed by employers as they cope with continual change (including to government subsidies) and challenge. Key findings revolved around financial levers, support models for employers, coolaborative pre-employment training models, use of the work/learning combination to suit industry needs and the implications of procurement and contracting from government funded projects. 

Researchers' presentations include:

'The curious case of jobs and training in retail and hospitality' with Professor Erica Smith, Associate Professor Darryn Snell (from RMIT) and Richard Robinson (University of Queensland) in conjuction with Skills IQ and funded by the National Careers Institute. Employ 20% of Australians, has low prestige but during Covid, increased understanding of their role. Reports on the preliminary phase on 'careers available' and evaluate how it is portrayed as post-school pathways and VET. Used census, Longitudinal surveys of Australian Youth (LSAY) and NCVER VET data. LSAY data reveals only 3 - 5% of youth working in retail/hospitality expected to be working in these jobs at 30!. However, large numbers of young people work in these industries (50% of 19 year old workers). Hospitality has 200,000 plus enrolments but retail only 50,000 plus enrolled into VET qualifications. Therefore, large numbers of people in retail/hospitality were being trained. 5% in retail and 31% in hospitality. 

Then, Anthony Pearce with 'teacher-student relationships in alternative secondary education'. In Australia, the alternative secondary school sector is situated in VET. Students complete the Victorian Certificate of Applied Learing (VCAL). Shared story as a new teacher and a difficult student to provide rationale for his presentative. Interviews of VCAL students to tease out their perspectives on the importance of, value  and educaiton environment on the teacher-student relationship. Small study with 9 students who wrote one positive and one negative experience and followed up with informal interview. Key themes revealed students to be reflective, they attributed their opinions to particular environments, mainstream education seen to be negative, ways teachers responded often impacted on student outcomes; negative experiences revolved around perceived unfair treatment. Therefore, students can be at greatest risk when they are engaging with teachers, alternative education identified as the place students have more fulfilling relationships with teachers. 

A summary of "VET student employment outcomes during Covid-19' is presented by Peter Fieger. Analysed data from the NCVER student outcome survey - basically a graduate destination survey including indications of satisfaction with training/education. Impact of Covid was added to the last survey administered in mid- 2020 and completed by amost 1/2 million 'students'. Explained quantitative research process. As result of Covid, students who did not complete, tended to have decrease in hours whereas completers less affected. Larger decreases for people in creative arts and food/hospitality and younger people (no surprises). Similar patterns for people who lost their work but also high in 65+. Comparision of 2019 and 2020 data on training package labour market outcomes tell a similar story - younger workers more affected with regards to job outcomes.

Honorary Professor Barry Golding and Associate Professor Annette Foley present their work on 'and now women's sheds': broadening the scope of thecommunity-based shed field internationally'. Introduced the field, with the concept of 'men's sheds' opening to include women, children, First Nations people, war veterans, people with dementia etc. and traditional sheds moving beyond older, white, rutal, conservative anglophone men. Small numbers of women's sheds starting up but only small numbers when compared to men's sheds (e.g. NZ 121 mens to 3 womens). The original book. now extended and includes more case studies for woment's sheds. Shared 2 case studies, one at Yeoval and another the Central Coast Community Shed (Ulverstone, Tasmania). Concluded with the intangible benefits for participants and the contibution of women's sheds. 

An interesting range of topics :) 

A decade post PhD

 When I was about to complete the assessments towards finishing my apprenticeship almost 50 years ago, the Singaporean pastry chef who had patiently trained me, reminded me that 良藥苦口 - Liángyào kǔkǒu – Good medicine tastes bitter.

Just over 10 years ago, I submitted my PhD thesis and his proverb came up one morning as I cycled to work, reminding me that completing the PhD, as with completing my trade apprenticeship, was but the start of more work requiring perseverance and more learning.

 As summarised in a blog 10years ago, the attributes attained during apprenticeship, served me well in completing the thesis. It was not so much the skills gained through apprenticeship but the knowledge that persistence, deliberate practice, and recognition of the need to be organised, precise and dedicated, which are important. Hence, the dispositional traits of craftsmanship transfer into scholarship.

Much has been written about the Asian education system and how it promotes rote learning, conformity and dampens creativity. I for one, rebelled against the continual need during exams, to regurgitate information copied from the chalk board. In hindsight, leaving school post GCE O levels, set me up for attaining an interesting trade; then teaching and eventually becoming a scholar. All the learning, not so much of ‘knowledge’ or content, but of my capabilities to persevere and step up when required, set me up for the rigours of completing a PhD as a Griffith University ‘part-time’ student.

I have always described the process and completion of a PhD as an apprenticeship in becoming a researcher. In particular to learn and hone the skills to undertake empathetic and pertinent study of a specialised topic, and then to disseminate the findings through scholarly and academic writing.

My PhD supervisor, Professor Stephen Billett, travelled a similar path and was and still supportive of my journey from interested/motivated student, to a colleague researching VET. Through the decade post-PhD, he has always provided ongoing support as a sounding board for ideas and been a ‘critical friend’. Entry into the VET research community has been greatly eased by his collegiality and ongoing support.

Since completion of the PhD, there have been also, the completion of several projects funded through Ako Aotearoa; the publication of numerous journal articles, two monographs and an edited book (in press). I co-edit the AVETRA supported International Journal for Training Research and am on the editorial board for the Journal of Vocational Education and Training.

The decade has been productive from a scholarly point of view. My plans are to continue learning and writing, perhaps for another decade. The Aotearoa NZ VET sector is entering an interesting phase as most VET provision is consolidated under Te Pūkenga. This aspect will create many challenges and opportunities for scholarly work.

IVEITA (International Vocational Education and Industry Training Association) symposium 2021

Listened to a couple of the presentations in the IVEITA symposium organised by Shaanxi Polytechnic Institute (PRC) and Te Whare Wānanga o Awanuiārangi (Aotearoa New Zealand) this evening.

The event is MCed by Dr. John Clayton from Te Whare Wānanga o Awanuiārangi. The symposium opens with welcome from Professor Liu Yongliang, President of Shaanxi Polytechnic Institute with Professor Chen Zhimin, Chair of the Belt and Road International Educational Exchange and Vice President of Fudan University and Karl Wixon who is Kaitohu Matua Māori for Education  NZ.

The first keynote is with Mr. Craig Robertson, CEO of Skills for Victoria, Australia and former chair of the World Federation of Colleges and Polytechnics. He speaks on 'the challenges ahead for TVET and ways for collaboration'. Began with an overview of his role in the Victoria Skills Authority which was set up in July this year. Summarised VSA objectives. Although Covid-19 has been disruptive, Industry 4.0 will be even more challenging, AI, robotics, IoTs, blockchain, big data synthesise between each other, accelerating change. Argued that automation is not necessarily bad. However, some industries will be impacted by displacement. There will be an increase in jobs created leading to net increase, but different types of work. Skills transition is critical with greater need for critical thinking and adaptive learning, higher soial evaluation, judgment and decision making, and requirement for computer literacy and digital/ICT skills. Skill needs will be specific to jobs and country contexts. TVET needs to emphasise social and emotional, cognitive/metacognitive skills, basic digital skills and skills for 'green jobs'. Contended that deeper and broader knowledge underpins the ability to be adaptable. Knowledge informed practice is the new human capability for the 21st century. Collaboration across sectors/industries a key the future.

The Dr. Benjamin Tak-Yuen Chan, Dean of the Li Ka Shing School of Profession and Continuing Education at Hong Kong Metropolitan University presents on 'the total learning experience: a unifying educational philosophy for VET colleges'. Started with overview of the University and its operational context, and range of programmes offered across health, education and hospitality. 'Totoal learning experience (TLE)' differentiates the university's programmes from other providers. It helps to compensate for the limited campus space and campus life, adding value to their fees and their learning. Overviewed the systems and frameworks underpinning TLE. Includes the programme and co-/extra curriculum and student services and support. Provided examples of student societies, lecture series with guest lecturers on contemporary issues, emotional and well-being workshops, replacement of overseas study with virtual travelling (monthly trips), virtual cultural tours, student hosted fairs, externally funded projects available to students, virtual exchanges, language and cultural workshops, activities with student counsellors, native English speakers etc. Helps students to achieve '3 I-initative' - internatinalisation in place, intercultural awareness and inclusiveness. Shared the positive impacts and measurable outcomes. 

APAC TVET forum - China-NZ Higher vocational education summit - DAY 2

 Today the session is MCed by Will Tregidga from NMIT and  begins with opening addressed from Dr. Leon Fourie - CE for Toi Ohomai and Chair of the International working group Te Pūkenga and Li Yunmei, Vice President of Tianjin Light Industry Vocational Technical College. Leon introduced Te Pūkenga and its draft international education strategy for 2023-2028. Went thorugh the rationale for the formation of Te Pūkenga and introduced the location of the 16 ITPs and the 11 ITOs now merging into Te Pūkenga. Key areas of provision are in engineering (11%), society and culture (12%), architecutre and building (11%), management and commerce (17%), health (16%). Goals for the new International education strategy include preparing global learners, adding social, cultural and economic to NZ, employers, internationally preferred by partnerhsips and to give expression to Te Tiriti excellence framework. Te Pūkenga able to leverage off size and scale, recognised as future focused leader in work-based skills education and training both in flexible delivery and sustainable practice; act as one with unified systems, practices and behaviours to create highly functional network, developing flexible mixed delivery model, greater mobility for learners, new targeted products and servers and greater diversity of experiences for domestic and international learners. Outlined the way forward for moving forward with regards to collaboration agreements; positive outcomes and contact points.Current agreements continue with new agreements will also be pursued. Sino-NZ model programme continues.)ff-shore campuses continue and increased. Transition wil take 1 - 5 years. 

Li Yunmei conveyed thanks to NZ and Te Pūkenga and reiterated support for collaboration and cooperation. Shared the way forward for Tianjin with internationalisation and cooperation (10 models) - their evolution and progress. Detailed many examples to provide for authentic VET learning across many technical/specialist jobs. 

Thematic sessions follow:

Meeting Employer needs

Warwick Quinn, Te Pūkenga's DCE for employer journeys. Summarised the apprenticeship model for workplace learning with its many advantages. Overviewed the NZ experience with apprenticeships. At one time the post-school destination of choice but now seem to be of lower status. However, the vocational pathway is just as complex/challenging etc. leading to sustainable careers. In NZ, BERL research shows people completing trades qualification and people completing a bachelor/above reach parity when they reach their early 40s. Employers, communities and learners aim for the right skills, place, time and numbers. All three need to play their part - Te Pūkenga to support strong VET system, employers to contribute, apprentices to learn. Important that employers is part of the teaching team as well and support required for them to provide effective training and learning - to help novices become experts. Macro level industry (set qualifications and national requirements) inform the meso level at the employer/business level leading to effective learning for apprentices (micro level).  

Han Zhen, Vice President for Rizhao Polytechnic (Shandong) shared their employer-orientated approach for joint development of college and enterprise. Provided an overview of the polytechnic (10 teaching departments across disciplines similar to polytechs in NZ) and their achievements in curriculum development, research, online learning etc. Provided examples of how the insitute and industry provide learning opportunities across many industries. Each works slightly differently in how consultation and cooperation is effected to fit in with the industry context, employer needs and logistics of the insitutional programme.

Workbased learning

Kaarin Gaukrodger, Director of Workbased Learning, Te Pūkenga. Shared how WIL in NZ works. Began with the qualifications on the NZ Qualifications framework. Used Connexis examples. WIL either on-job, but also may be campus based and/or online. Programmes developed with employers and technical experts. Connexis assessors work as contractors or are in-house. National field team (customer service account managers) are multi-industry and support and guide learners with enrolments, learner goal setting and have check-ins with learners every 12 weeks. Large organisations have key account manages so there is consistency nationally. Detailed support for international learners - from the Pacific and skilled migrants (usually come in a cohort to complete 'equivalency' training). Provided examples of career and qualification progressions for civil, water, energy and telco. Shared initiatives to increase student knowledge of infrastructure career opporunities including Gateway programmes with schools, Girls with Hi-Vis/Ultimit ambassador to increase female participation

Zheng Yi, Vice President of Jiangsu Agri-animal husbandry vocational college. Began with overview of the college and the discipline areas it provides VET in. Detailed the many organisatins the college works with and the process for collaboration and cooperation. Described various programmes and ways WIL organised. Also the many ways learning support including online especially due to pandemic.

A virtual vineyard experience with Belinda Jackson (Marketing) and Marcus Wright (wine maker) from Lawson's Dry Hill Vineyard in Marlborough, provides an example of how WIL is enacted  in NZ. Q & A anchors the presentation with discussion on quality systems and their connection to training requirements. 

APAC TVET forum - 2021 China - NZ Higher vocational education summit - DAY 1

 This afternoon, the first session of the China-NZ higher VET summit begins. I hop in and out of sessions to fit the presentations in with other work commitments. Realtime translations of presentations are availble to all participants.

Notes taken below:

Peter Richardson from Skills Consulting Group begins amd MCs the session.

The session opens with welcome from Lisa Futschek, General Manager International for Education NZ and Xu Yongji, Deputy Director General, Department of International Cooperation and Exchanges, Ministry of Education China. Lisa summarised objectives of the conference as a means to share learning on Aotearoa NZ's RoVE (review of vocational educaiton) and the increased status and prominance of TVET in China. Lisa overviewed briefly some of the presentations today and tomorrow. 

Xu Yong Li reiterated Lisa's welcome and the objectives/goals of the summit. Summarised the evolution of the cooperation between China and Aotearoa on TVET policy/systems and for continuance of the initiative, leading to benefits for both countries.

Then opening addresses are made by Tony O'Brien, Director SINO-NZ programme at Wintec and Xing Guanglu, Vice President at Qingdao Technical College. Tony provided details on the NZ-China programme which has been going for 7 years. Acknowledged the key China and NZ partners who have been involved and for their work and fellowship. Summarised the achievements which now provide the base for further work. Many exchanges have occurred with many teachers and educatiional leaders participating in workshops, seminars and professional development. NZ and China share common challenges of an aging workforce, and swift changes in types of occupations, work and organisations. NZs contribution is as a contributing partner with an innovative culture. Argued that there is a need to ensure future learners are able to use both their brains and their hands. The duality of mind and 'learning by doing' will provide sustainable skills /expertise going into an uncertain future. Summmarised the aspirations of RoVE. Presentations from Te Pukenga provide detail on the future of VET in Aotearoa. 

Xing Guanglu began with a welcome and the Chinese perspective on the collaborative project. Overviewed the Chinese version of how the project was set up and progress to date since April 2013 when it was discussed and the official MOU in 2014. 2 colleges (Qingdao and Tiantsin) and Wintec began the programme. Each year, a summit has been convened to share learnings and renew relationships. Detailed various projects with teachers, educational leaders, student exchanges etc. including opportunities for Chinese students to attend courses in NZ which include work integrated learning to assist them to attain greater awareness of international workplace culture. 

Thematic session follows on meeting learner needs:

- Tania Winslade, Deputy Chief Executive - Learner Journey at Te Pūkenga and Debby Preston Learning Innovation Manager. Shorter but similar presentation to one provided at the NZ VET research forum. Tania began with a karakia to wish all well going forward. Shared how Te Pūkenga is working towards ensuring learner wellbeing and success. Te Pūkenga is shifting to a collaborative organisational pathway to leverage off the size of Te Pūkenga. Tania shared the findings through Te Rito on perspectives from learners. For learners to achieve sense of purpose, get a good job, provide for whanau, complete post-graduate study, obtain apprenticeship, grow confidence, give back to community and return to work or study. Debbie shared insights into learners (both local and international) as this feeds into informing the construct of 'a world-class' TVET. Provided  background and detail on the personas developed of learners and staff - to help provide guidance going forward. Used th persona for international learners as an example. Tania then went through how learners will be supported through the draft operating model. Outlined some of the 'gaps' in the current network and how Te Pūkenga plans to address these. Closed with a karakia.

Q&A with Tania - reiterated that learners wanted support beyond just the teaching/content/ skills learning. 

- Chen Hairong, Vice President at Jinhua Polytechnic. Began with introduction of the polytechnic and the disciplines students learn at the college. Summarised the cooperation projects with Wintec and the programmes jointly offered. Detailed how these programmes are managed and learner outcomes, advantages and approaches. Summarised the application of learning/learner centred pedagogy to increase learning efficacy. Outlined the many ways teaching and learning shared across the two institutions using digital technologies and including exchange visits. Detailed example of programme structure and outcomes including aspects of entrepreneurship in technical courses. Practice based scaffoled learning through project-based learning adopted to engage students. Detailed outcomes for students. Expressed keeness to share the model with other instituions across China and to extend the reach of the dual international/Chinese programmes of learning. 

Digital and remote learning

- Shelley Wilson, Executive Dean Wintec began with welcome. Presented on how Wintec designs digital/remote learning to help learners attain technical content and work readiness skills but also ensuring the learning is accessible and engaging. Traditional distance learning content focused and therefore there is a need to shift to a focus on learning and the learner. Graduates need to not be only technically able but also communicate, work in a team, present well, have confidence, be able to think critically. Students need flexible and engaging (authentic, motivating, interesting, relevant) learning but also have work/family commitments. Delivery needs to be learner centred, authentic and inquiry-based. a holistic approach also includes pastoral care and support through the course. Blended learning includes block courses and industry placements. Discussed challenges and the solutions including the formation of community, communication, collaboration, creativity and critical thinking, 

- Li Bin, President for Changsha Social Work College. Shared the practice and online space at Chansha used since 2010. Traced the ways the platform is used to support teaching and learning. Included are MOOC supported by a 'micro' knowledge library. A 'smart campus' provides the environment for distance learning - this has an online learning space, provides resources to 'reform teachers, teaching materials and methods' and helps process solutions. The courses are able to draw on professional database (2 national, 1 provicial) for resources, MOOC used for professional development and network to share practice. Stressed importance of professional development for teachers.Across the pandemic, all courses could continue due to available infrastructure and capability. Proposed future developments with 5G capabilities including 5G holograms, live streaming and VR/AR to support on the job training. This year Chansha selected as naitonal vocational education demonstration virtual simulation centre. All students offered common foundation course on information literacy, have opportunities to participate in national competitions. Extrinsic motivation for students include credit banks, earning of coins and redeeming these for learning products. 

The day closes with session wrap-up and networking session. Some obvious synergies between the two systems and much to learn from each other. 

APAC TVET - DAY 1

 The APAC TVET (5th and 12th November) along with the China-NZ Summit (9th and 10th November) started today. 

Here are notes from Day One.

Peter Richardson from Te Pūkenga MCs the event. The event opens with mihi whakatua (traditional Māori welcome) with Karl Wixon from Education NZ. He also provided a brief overview and positive support of the reform of vocational education (RoVE) to the international audience. Introduced and acknowledged Minister Chris Hipkins role in leading the RoVE 

Hon. Chris Hipkins, NZ Minister for Education provides the opening address. He welcomed all the participants and thanked speakers and guests for their participation. Shared the story of RoVE with the reasons for undertaking the process. Important to ensure TVET continues to provide NZers with the knowledge/skills to support the NZ economy. Over 600 million NZ$ a year committed to TVET. RoVE seeks to address the serious shortages of specialists skills due to swift and continual shifts in technology and international marks. Flexibility for learners important as learners move between modes of learning (online, f2f, workbased, institution) as their career path develops. Detailed the current 'state of play' with the setting up of six Work Development Councils (WDCs) and their role; the 16 Regional Skills Leadership groups (RSLGs) and where they fit and the advise they provide; the Māori advisory group (Te Taumata Aronui) to ensure Tiriti o Waitangi are honoured; Centres of Vocational Excellence (CoVEs - two set up so far - ConCove and Food & Fibre CoVE). Funding model being revamped to allow for the various modes of delivery (online, f2f, workbased). Qualifications design is being simplified by the NZ Qualifications Authority - allowing WDCs to be agile in developing contemporary qualifications. The most significant is the creation of Te Pūkenga at the beginning of last year bringing the 16 polytechnics (ITPs) and 11 industry training organisations (ITOs) together. Goal for Te Pūkenga becomes a partner across the Asia Pacific region for TVET provision. The future of work pushes the need for the reform to deliver TVET which is responsive and equitable.

The first keynote is with Dr. Grant Klinkum, CE of NZ Qualifications Authority. He speaks on the topic - pillars of a transformational VET system. Reiterated the goals of RoVe - elevate end-user voice; increase learner mobility; and uphold and enhance Crown-Māori partnership. The presentation looks into the  institutional actors (Te Pūkenga, WDCs, RSLGs, and CoVEs) cultural settings (competitive to collaborative), funding arrangements (blunt to more nuanced) with main focus on the following:

- review of NZ Qualifications framework - to include end-user (employer, iwi, professional organisations etc.) voice; include transferable skills; reflect the status of VET; and recognise mātauranga Māori. Currently NZ qualifications framework is hierachical, proposed a shift to a horizontal/semi-circle diagram to reduce it. Mātauranga Māori must be considered through qualification including assessment processes.

- qualification arrangements  

Currently too complex with too many education products; qualifications not inclusive of te ao Māori; multiple programmes and curricula making transferability difficult. Unit standards tend to be narrow and task-focused and complex regulatory environment with multiple approval/accreditation requirements. Need to develop qualifications which develop 'the whole person' and allow for greater mobility. Shared how the industry, WDCs, qualifications, skills standards, micro-credentials, national curriculum, programmes, work together to provide support for providers and the outcomes for learners. 

- qualification assurance

presented on next step up in regulatory arrangements with an invitation to all members to collaborate and share their progress in this area. 

Breakout sessions commence.

1) Amber Paterson, Learning and Teaching Specialist from Otago Polytechnic presents on the learning capability framework which has transferable skills. Across each year of a 3 year degree, 2 - 3 of these will be covered or focused on so that eventually, all the skills are accounted for. Allows for institutional and external evidence to be collected as evidence. Provided an example form the nursing programme which integrated sustainable development goals, microcredentials and learner capabilities. Students work through a community development project. Does not have to be nursing based and can be paid or unpaid. A general aim of the project is to help support change. Capabilities include thinking critically, solving problems, perform community service, practice ethically and participates in behaviour change. Examples of projects presented both in NZ and overseas along with how these are evidenced as 'edubits' or microcredentials which stack towards a qualification as a community development practitioner. Assessment is through a customised 'eportfolio'. This edubit is also aligned to the competencies required for registration by the Nursing Council. The edubit is also transferable to other programmes if students decide to change career pathways. Feedback from the students have been positive. The concept to be now 'rolled' out to other programmes e.g. occupational therapy.

2) Stuart Martin - Learning Design Manager for Skills Consulting Group, NZ on ' altenative qualifictaions. Microcredentials - competencies, skills and learning outcomes derived from assessment based, non degree activities and aligned to specific, timely needs in the workforce. Digital badges are one way to accredit microcredentials. Portable as they are stored on 'blockchain' type sites and have increased in number, type and range. Discussed the advantages and challenges of icrocredentialing. Large global corporations (IBM, Amazon, Microsoft etc.) develop microcredentialing systems to assist with capability development. Shared NZQA defintion of microcredentials. NZ one of few countries to include microcredentials into their qualifications framework. Shared progress across other countries on the emergence and incorporation of microcredentials into their frameworks. 

Following on, a panel discussion from the World Skills Champions Trust with Lee Hee Dong (Korea), Pearl So (Hong Kong), Nick Johnston (Australia), with Anna Prokopenya (Russia) (Moderator)  and MC Jim So. The panel are alumni from World Skills competitions and are great role models of TVET careers.Each introduced themselves, how they chose their profession, leverage off their experiences at World Skills and what they are up to now. Diverse occupations (exhibition designer, pastry cook, CNC milling engineer, cabinet maker). All passionate about their craft and lifelong learners. The Trust supports champions to share their learning and mentor/encourage others into TVET careers and provides a network to share practice. Discussion also revolved around status of VET compared to HE; parental and societal expectations; and shifts in young peoples' perspectives on self-actualisation through occupational identity. 

Ben Burrowes (based in Singapore) from Education NZ introduces the closing keynote for the day with Marc Gomes, Senior VP for the Adecco Group (a Human resources company) based in Switzerland. The theme is the 'future of work and the upskilling of the global workforce'. Discussed the new normal brought about by the pandemic (hybrid working, shorter and flexible work week, burnout, leaders need to reconnect to disconnect, and the great evaluation (rather than the great resignation). 

Skills intelligence is key to proactively match talent demand. Anticipation of skill needs is important going forward as attainment of skills requires time. The greatest and most precious asset is human, not mechanical/robotic or digital. Still difficult to replace the inherent versatility and creativity of a human. Therefore, important to nurture and continually develop all workers. For workers, lifelong learning is required to fight against expotential skills obsolecence. Skills to continue learning is a key for all VET and HE programmes. 

Ben closed the day with a reminder on the second day of this conference next Friday and next Tuesday and Wednesday. Closed with a karakia. 

APODE presentation - reimagining flexible learning to build resilience post covid-19

 Presentation by Dr. Som Naidu on Reimagining Flexible Learning to Build Resilience in Education Systems Post COVID-19.

Sarah Stein from the Open Polytechnic oc NZ (TOPNZ) welcomes participants and moderates the session.

Dr. Naidu begins with a welcome and respect to the original people (welcome to country). 

Summarised the key takeaways from Covid-10 - impacts indiscriminate, best resourced institutions affected just as much as lesser resourced, least affected have more open, flexible and distance, and has shown how unprepared and ill-equipped education sector has been for the disruption!

Encouraged all to learn from their experiences so that we can move forward, with better ways to engage learners through reengineering activities and models to ensure they are more resilient.

Comtemporary Australian Universities are unprepared. Still 'bricks n mortar' institutions which are faculty centred rather than flexible, agile and learning centric. Vector consulting report and Cisco/Optus report concur that digitalisation of learning (Australian universities and TAFEs) is slow and patchy despite the need to change. Educational leaders agree that the future of educaiton requires re-think but perhaps the teaching workforce not supported to build the relevant capabilities :(

Recommended the need to set up value principles to inform the design of flexible learning - equity, diversity, equality need to have precedence, all learning can be flexible, there is no one size fits all, therefore need for different approaches. Flexibility build in through learning experience design, learner-content engagement, learner-teacher engagement, learner-learner engagement, learner engagement with learning environment, learning engagement with assessment activities, feedback and with the larger iinstitution.

Strategy needs to move from responding (robust platform) to reflecting, reimagining.and rebound (evaluative processes). Suggested looking qt 'space agnostic design' and unbundling the 'credit' programme.

Think through the key considerations - what will the institution look like and how will it be different from now? What are the key functions, role and responsibilities and appointment of academic staff. What professional development required? What kinds of policy frameworks support the new approach?? See resource from UNESCO 2020 and article by Peters et al (2020). 

Therefore, how prepared are we?? 

Provided and discussed example - Open University of Australia collates courses from other universities. Shifting to this model may work for some. For most institutes, technology-enhanced learning sits on the periphery, most willing to experiement with flexible/open etc. but NOT at the detriment of their normal programmes!

Interesting Q & A with some discussion on Te Pūkenga, its aspirations and suggestion for us to be proactive and to represent the realities/pedagogical challenges etc.

Good presentation with clear line of narrative and challenge to the sector, to up our game, and to use the learning from the challenges to make things better.

Asia-Pacific Online and Distance Learning (APODE) presentation - distance education in the new normal

Through my membership with the Flexible Learning Association of NZ (FLANZ), I am able to access the presentations for this week's Asia-Pacific Online and Distance Learning (APODE) 2021. Presentations run all week but I am only able to attend a couple. Hopefully, recorded sessions will be available on the FLANZ website.

Here are notes are from a panel discussion with Dr. Aras Buzkurt and Dr. Ramesh Sharma on 'distance education for a new normal: Implications for a post COVID world. 

Dr. Sharma began with welcome and thanks to the other associations aligned with APODE and for their support. Introduced the role and objectives of APODE. 

Reiterated how the pandemic has spotlighted distance education and the importance of leveraging off this. Introduced Dr. Buzhurt and himself. 

Dr. Sharma began with overview of the pandemic and how it has affected education across the world. Made the connection to the possibilities availed - see The Fourth Education Revolution (Sir Anthony Sheldon) - with the 4th revolution based around AI. 

Sumised there were 3 waves of pandemic pedagogy - f2f to screen - screen - mask to mask education. Provided an example from India whereby the school used loudspeakers to broadcast learning to students living in several apartment blocks as the students did not have internet. Suggested 'it is better to fail originally than not to innovate at all'. Normal is very much based on context. The pandemic provides the impetus to question existing pedagogies. Building to last is now not viable, it should be build to adapt. Need to humanise pandemic pedagogy, especially in countries which have digital equity challenges. Transactional distance can be bridged using a range of methodologies. Affective proximity always important in teaching/learning. An intellectual renaissance required to work through and seek solutions which will work across many contexts.

Reminded the audience to look at Asian Journal of Distance Education.  

Dr. Bozhurt then presented a series of reflections - sometimes it takes a natural diaster to reveal a social disaster (Jim Wallis). Shared the shift of paradigms BC (before covid) and AC (after covid) leading to a new and next normal- with normal being a relational / subject to interpretation term. Responses from education (teaching and learning) are also not predictable or set. Emergency remote education (ERE) summarised as 'not normal' due to the need to respond rapidly. Trying to use substitution approach has not been successful in may cases. However, we could have created a global /online village for all learners! New learning ecosystems - transformations, digital ecosystems and digital 'twins' are now available. For both teachers and students, digital burnout and fatigue have made the experience more difficult. Issues of surveillance, ethics and data privacy have been highlighted. The digital divide began visible and obvious, leading to social divide and inequities in access to education. Called for more opennes and open education. 

Called for the need to support parents as teachers and the building of relationships between families, teachers and school. Including support for the mental anxieties triggered across the pandemic. Pedagogy of care and trauma-informed teaching and learning anchors human-centred pandemic pedagogogy. Support communities need to be financial, emotional and pedagogical. 

Contented that Higher Education especially has had their approaches revealed (not all for the good). Proposed a shift towards a hybrid/blended modality in education with openess, flexibility and different entry points to address inequalities. Now is the time to renew, recalibrate and reposition. People first, content second, technology third (Dennen, 2020). Teaching and learning are primarily about human beings, for human beings and by human beings. Finished with 'what will learners remember from this time' - students will remember not the content, but who cared about their learning'. In the educational kingdom, context is king, content is queen, quality is the crown and care and empathy are the kingdom itself. 

Good summary. 

 

AVETRA OctoberVET - Applied research presentations from Holmsglen TAFE

 

Andrew Williamson, Executive Director at Holmsglen (Melbourne) welcomed the participants and began with a welcome to country. Dr. Henry Pook, director for the centre of applied research and innovation at Holmsglen and MC for the session, covered ‘housekeeping’ and instructions. Then provided an overview of the centre and its vision, direction, and objectives.

Hopped in and out of most of the presentations until mid afternoon NZ time.

Two groups of presentations today.

Firstly, summaries and updates on current projects:

Dr Louise Shaw: Evidence-based methods for preventing and overcoming falls with expert reasoning. Summarised the problem of falls in hospitals, introduced the research partners (hospitals, universities and TAFE) for the 3-year project and overviewed the research method /interventions and findings. Of interest is the development of evidence-based patient self-management programme and the development of a Virtual community of practice to support implementation and behaviour change. A good example of the importance of ‘change management’ in changing practice.

Warren Guest: Presented a contextual view of the design and negotiation of VET Training packages: through an examination of how the process is influenced by industry, government, and VET institutions, and for what purposes and intentions. Provided the context of training packages and the rationale for the study. The process is complex, involving many stakeholders – both private and public. Who, why and how is the consultation conducted was summarised but little study has been undertaken into the process. Therefore how do the industrial parties withing VE design the intended curriculum of apprenticeship training? Whose knowledge is prioritised? What knowledge is considered important? What purposes would that knowledge serve? Use case study of food processing (apprentice bakers) training package. Interviewed 8 ‘designers’ from TAC, IRC, SSO and AISC) and reviewed the 29 public submissions. Found that each sector/sub-cultures (for example, artisanal bakers, large corporate bakers, TAFE representations) had clear ideas but felt they were not  sufficiently represented. Apprentices were not involved. Seemed to be an over emphasis on assessments (177 mentions) but fewer instances of skills (28), knowledge (8) or performance (5). Industry represents broad subcultures with divergent and discursive goals. Curriculum knowledge inclusions are influenced by material/financial and cultural (craft sills) interests of the industrial parties. Apprentice expectations rarely considered. Assessment inclusion used by industry for accountability and quality assurance.

Robyn Neeson: Entrepreneurship learning through a collaborative approach to student practical placement. Presented on findings from a collaborative project with the Institute of Public Accountants. Summarised the research process – interview of 44 students who participated in a 10 week internship on expectations, experience and perceived benefits; survey of 74 SMEs who had participated in student programme/internship about reasons or participating and perceived personal and business benefits; and survey of 80 plus IPA members on issues for not participating.

Found both students and SMEs benefited – students felt they attained additional skills and better understanding of the work; host businesses appreciated the new knowledge brought in by students and the extra time freed up for them to do other tasks.

Lisa Clements and Connie Castellan: The impact of Covid-19 and lessons learned from the perspective of Centre Directors in Early Childhood Education Centres. Covered the details of the method and journey and shared the progress onwards. Data gathered through a survey and followed up with interview of centres who opened and did not across the pandemic. Remote early childhood programmes explored. Little research carried out and little consultation made when policies were put in place which affected early childhood centres. Sector largely ‘invisible’ and ‘voiceless’ with poor pay and conditions.

Dr Mary Hughes and Julie Wright: Learning reconfigured for the 'new normal': Challenges and opportunities for HE and VET programs in a mixed sector institute. Shared a small scale single case study to explore the adaptation made to f2f delivery courses. What online instructional approaches were taken by teaching staff to replace f2f? what were the factors that positively influenced student participation and engagement and what hindered these. Participants included 6 students, a lecturer and a trainer. Change of pedagogy to digital technology including those considered ‘hands-on’ subjects. Students noticed increased workload. The students found access to effective and reliable internet and digital devices (not just mobile phone), personal wellbeing and connections to others and home/housing/family responsibilities. Teachers also notices increased workload and time required to learn how to use platforms like Panopto. However, once conversant, found the tool to be useful. Students also had to adjust to the change in delivery, including learning how to use zoom, discussion forums and view videos.

 

Then a look into the future possibilities for VET research.

Professor Debra Kiegaldie -Clinical chair for the health workforce and simulation: The future of applied research in health and community services: Where are we headed? Shared examples of projects. Began defining applied research as setting out to solving specific practical problems including a new design or product. Drivers of applied research include collaboration (seeing other universities and TAFEs as partners and not competition), capability, and investment (especially in people). Important to have leadership and research goals.

Building 4.0 Cooperative Research Centre (CRC): is a research partnership for 7 years involving Holmesglen, industry, and university research partners, to work on the development of new technologies that aim to modernise the building construction sector. The group presents two current projects.

Dr Ross Digby: Application of AR/VR and simulated technologies in civil construction training programmes. Proposed government (funding, role), market (entry to training, barriers and status) and the VET sector (role of teacher/trainer/facilitator. Knowledge transfer or learning facilitation, learning environment, affordances of technology) as shapers of the contemporary educational landscape. How is VR /MR selected – is it to improve learning outcomes; meet diverse learner needs; authentic learning. Presented two examples  of VR/MR habitat and scenario – VR interactive safety module using Maker Immersion and MR training video for a tunnel boring machine. Detailed simulation examples of the ThoroughTec simulator to teach operation of a ‘Long Driller’. Suggested a blend of simulation and various iterations of VR/MR to meet learning needs.

Dr Henry Pook: Technology, workforce change and industrial relations in the building construction industry. Rationale for the project being high costs, poor productivity, complex production systems, diverse workforce with work undertaken in challenging environments. Various commissions, government inquiries, industry taskforce etc. show the need to increase understanding of what drives industry to help improve it. Requires planned, collaborative approach to improve the future of work for the industry. Detailed the research process and how to apply this 'new knowledge' to technology integrations. education and training, and regulatory change.

Digital ethics taskforce

 One of the items introduced during the eportfolio forum last week (see notes on this blog) was the work on the Digital Task Force convened by the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL).  The resource created was publised in 2020 to provide guidance to students, professionals at work, educators, administrators etc. with working on eportfolios.

The guidelines cover support, the promotion of awareness, practice, respect of author rights and re-use permissions, access to technology, privacy, content storage, cross platform compatibility, accessibility and consent for data storage. 

These are summarised in this link. A fieldguide to portfolios is also an good overarching resource on eportfolios. 

Eportfolio forum 2021 - DAY 2

 Another busy day at the eportfolio forum.

The day begins with a welcome back from Allison Miller. Began with welcome to country and went through various housekeeping items. All slides will be on slideshare

Indepth workshops begin. I attend the session with Dr. Kevin Kelly from San Francisco State University on 'applying universal design of learning (UDL) and learning equity principles to eportfolio projects'. Began with definitions of equity and UDL. Introduced the learning equity framework and UDL and how to apply them to eportfolios. The strategies introduced are not prescriptive but adoption of an equity-mindset. 4 parts - assessment (usig backward design); engagement to be ready to use eportfolios; content needed to suceed; and instructions to give to students so they are successful with eportfolios. Worksheets provided at each part to help make decision as to how to (re)design equitable eportfolio assignments - access, connection and belonging. Went through each of the worksheets and provided examples. Responsed collected on chat. Good examples and discussion ensued. Slides and workshops from this link.

See book for deeper dive - advanced online teaching - creating equity-based digital learning. Also see Carless and Winstone book - technology-enabled learning 

Then a series of digital interative poster and 20x20 (20 slides over 20 minutes) presentations.

First up, I attend another sesison with  Dr. Kevin Kelly from San Francisco State University & Kristina Hoeppner from Catalyst on 'eportfolios through the lenses of diversity, equity, inclusion, belonging and decolonisation (DEBID)'. Reviewed the principles derived by the taskforce - digital ethics - in 2020-2021 and shared the current taskforce objectives. Important to ensure all learners are welcomed to maximise the affordances of eportfolios. Defined DEIBD (see summary here) and shared strategies to support each. A good initiative, especially for eportfolios as there is little information to support them. Slides on this link.

Alan Hoskin, Pam Grant and myself (Ara Institute of Canterbury) then present our interative poster session on 'analysing user recommendations to inform the selection of eportfolio tools'. The project arose out of our realisation that portfolios were being used all over the institution for all sorts of assessments, but many of the rich pegaogical advantages of formative /collaborative learning were being missed. Our project establlished the diverse approaches used, due to the range of levels of learning and discipline contexts. We now have a series of pilots run and from these and the survey/focus group meetings with teachers, we have developed a draft 'eportfolio selection tool' as a means to help anchor 'eportfolio' discussions to improve how they are used. Poster available from this link. 

The next session is a 'facilitated conversation' with Panos Vlachopoulos, Arda Texcan and Gai Ramesh from Macquarie University on 'the journey of implementing the right digital platform for a student-centred, pedagogy-driven and employability focused lifelong learning'. Conversation menti - which collated questins and answers and contributions from the 6 presenters, ran through the reasons, drivers for the adoption of eportfolio tools by institutions; the support required to bring in a portfolio tool; key considerations for implementation (of Portfolium - student/learner driven rather than assessment driven - part of Canvas LMS); criteria for selection of the eportfolio tool; what were lessons learnt? 

The forum ends with closing keynote with Serge Ravet, Innovation Director from ADPIOS  who speaks on 'From eportfolio to open badges and ... back to eportfolio'. Began the presentation on setting the scene and the evolution of eportfolios, open badges, open badge passport, Bologna open recognition declaration, exploring informal recognition and the creation of the open recognition alliance. The focus for eportfolios was how to make learning visible; for open badges how to make informal learning visible; and open recognition is on how to to make informal recognition visible. Reviewed the journey from 2001 to present. Compared portfolio - archives, traces, past, story-telling with identity - projections, plans, futures, potential. Patchworks and 'digital threads of social fabric' used as metaphors for portfolios. Recognition is in the middle of the learning citizen/learning community and learning society/learning organisation. Argued that portfolios are a good idea but never really 'took off'. -- ' too many portfolios do not convey the authentic voice of the learner; they are more like the ventriloquist's puppets, an illusion of independent life'.! There is evidence of high-impact eportfolio practices (see book ). Open badges (pixels of holographic identity) seen as one way to 'validate' eportfolios. could be co-constructed, resilient, trustworthy, distributed, connected etc. True value of badges is based on trust between the issuer and receiver of the badge, creating 'networks of trust'. So are open badges a nice add-on or a means to reinvent eportfolios? Proposed recognition as a form of knowledge and therfore possible as a way to accredit portfolios and badges. Recognition si symetry between recogniser and regonised and has referees, practitioners, communities of practice, analogic. Whereas certification is asymmetrical between certifier and certified, based on frameworks, assessors, awarding bodys and analytical. Therefore, 'the remedy for lack of recognition is not just 'more recognition' but to empower individuals to recognise. In essence, moving from formal recognition of informal learning to informal recogntion of formal learning. eportfolios could be the 'wallets' and open badges the (non fungible) 'currency of the recognition economy. These add to our social capital. A good presentation provoking thinking on the role, worth, relevance and utility of portfolios. 

Allison Miller closed the forum with information on the 2022 forum to be held at the Univerity of Melbourne via mixed mode (f2f and online). Post forum, the team site will archive the presentations etc. 

Good to touchbase with the eportfolio community. Forum went well apart from small tech challenges presented by the microsoft Teams environment. The presentations I went to were all useful and provided much fruit for thought. 

Eportfolio forum 2021 - DAY ONE

 

Attending and presenting at the eportfolio forum today and tomorrow, hosted this year using Microsoft Teams, by the University of New South Wales.

The conference begins with welcome and housekeeping from conference convenor, Allison Miller. Professor Patsie Polly welcomes delegates to country and UNSW. 

The Professor Louise Lutze- Mann director of education UNSW introduces the speaker for the opening address - Professor Rorden Wilkinson who is UNSW pro-vice chancellor for education and student experience.He sets up the context for the conference, espeically given the experiences of the last year with the move to online learning due to the pandemic. Took a positive perspective on how we need to learn and evaluate the opportunities availed. Provided information on UNSW evaluation of the role of portfolio. 

The Opening keynote is with Dr. Bill Wisser, director of the Teaching and Learning Lab at the Harvard Graduate School of Education. He presented on 'regrounding portfolios in the science of learning and practice of pedagogy'. Began with two stories. The first on the fear of the unknown and the second how perspective is governed by our known context. Important to remember, learners bring these with them into our classrooms. They are not 'jugs to be filled' but teachers need to connect with what they bring with them amd extend their horizons beyond what they normally or already know. Revised cognitive theory of learning (input, sensory register, working memory, long term memory, attention, encoding retrieval, chunking etc.). Connected these to expertise and how experts process their information. Novices use algorithms but experts use heuristics. Portfolios have a role as it allows learning to be processed/organised and then re-collated and shared (to teach is to learn). Need to shift from modeling coaching and scaffolding to also articulation. reflection and elaboration. Moving from being able to do to being able to share/teach. Important to not just allow for the performative aspect of learner but also to capture the learning journey. Assessments should be not only of learning but FOR learning. 

After a 'ice-breaking session (using Bingo) and morning tea, the  'Intensive' workshops begin and I select the workshop with Megan Haskins from University of Denver & Kristina Hoeppner from Catalyst who facilitates a conversation on 'digital ethics and portfolios: what next?' Provided details on a task force looking into digital ethics and progress to date. Shared resource on the complexities of eportfolio ethics. Then breakout rooms formed to discuss how ethics used currently; how these used; what barriers have been encoutered; and additional resources may be of benefit. Good discussion in our group around privacy, IP, ownership of eportfolios, resources/guidelines to support the many small but important aspects of adminstrating eportfolios, and providing a robust eportfolio platform for learning. A short 'timeout' followed for participants to reflect on issues and come up with any questions. Q & A followed. 

Then a series of short sessions. I attend the session with Aslihan McCarthy (La Trobe) and Kate Mitchell (University of Melbourne) (presenter) on 'constructing a symphonic self in a post-pandemic world: the case for eportfolios'.Usually eportfolio are seen to be tools for accredition, assessment and educational outcomes. The focus in this presentation is on well-being(emotional) and resilience. Defined the symphonic self as how individuals form coherent aligment across their various selfs - network self, identity/s etc. Important to help students develop capacity to tackle both global and personal challenges and view and value their life narrative both within and outside of work - plus the boundaries between the personal, professional and civic. The symphonic self can be incorporated into eportfolios as they are a 'living portal' (Nguyen, 2013). The eportfolio needs to be a process, not product; be flexible for agency and creativity; reflection should be at the core; structures should scaffold, be integrative and inclusive and be ongoing and iterative. At a practical level, pedagogy of the portfolio is central (including digital ethics); curriculum includs integration and implementation beyond the degree and provision of an infrastructure to support the portfolio. 

Next session with Dr. Jennifer Masters and Jacqui Patten from PebblePad with presentation on 'connecting with the profession: Using PebblePad to map learning activities against professional standards'. Introduced the PebblePad function to 'map my learning'. Professional standards are used as framework for professional qualifications and ongoing Professional development. Progressive learning experiences contribute to the attainment of these standards. Course development often hinge on these standards through the alignment of explicit learning activities. Students need to understand how to collect, collate and show the evidence of meeting standards. Shared an example and demonstrated how this works in PebblePad using capability blocks. Important if using to have the standards visible. 

Last session for the day for me is with Shari Bowker & Dr. Christine Slade from University of Queensland with 'assessment and feedback using eportfolios: shifting to a new paradigm of practice'. Reviewed the challenges associated with feedback, proposed a new paradigm for feedback with focus on student feedback literacy. Then applied these to eportfolio design and support the development of feedback literacy through eportfolio compilation. Usually, feedback provided part way through course and then another occasion just before final summative assessment. Often feedback given and nothing else happens, or a sandwich model for nice feedback on both sides of stronger feedback!. Feedback should be a spiral to support ongoing learning. Summarised research on feedback including constraints imposed by large class numbers, lack of time, students' reliance on teachers (rather than other forms of feedback). Their study wanted to shift students to become active participants in feedback. Feedback literacy includes the interelated aspects of making judgments through appreciating feedback and managing affect and taking action once judgement is made (Carless and Boud, 2018). Educators have to support by helping students appreciate feedback, practice making judgments, support sutdents to manage affect and enable them to take action. Eportfolio can support these by working through longitudinal feedback on journals, support evaluation and defining of self-evalutation, have reflective prompts and design multi-stage or iterative sequences of tasks to help students action feedback. Action plans may be useful as well. Check their previous workshop for more detail. 

Using microsoft teams as the platform for the forum seemed to work well. Just a couple of glitches with presenters on Apple Macs who are unable to see their presentation when they share screen. Also they are unable to see the chat. 

AVETRA OctoberVET - presentations from the May issue of Research Today

This afternoon, a series of presentations from articles published in the May 2021 issue of the Research Today magazine.  The session is hosted by Andrew Williamson from Holmsglen and editor of Research Today. The magazine publishes practitioner and beginning researcher articles, along with pieces from experienced VET researchers. 

Notes taken below:

Dr. Joe Pagnoccolo (also from Holmsglen) on "The role of interpersonal attributes in the apprentice experience". 

 Introduced the qualitative study to explore how final year apprentices coped with their apprenticeship. Completion of apprentices still low, hovering around 50 plus %. The study explored how 'soft skills' contributed towards apprentices' resilience and contributed to completion. Soft skills include interpersonal and people-related generic skills. Applied concepts of emotional intelligence to anchor the study. Summarised the research method. Collated apprentices' stories, behaviours and training experiences. Shared the interpretation of the data,implications and limitations of the study. Argued for the need to support apprentices in appreciating the importance of 'soft skills' - not often made visible in vocational qualifications.

Professor Erica Smith: VET teachers’ accounts of difficult teaching situations and how learning theories explain them. 

 Reiterated the complexity of VET teaching contexts and how learning theories often do not align with VET. In general, VET teachers have little chance to connect with the raft of learning theories available. Used teachers' 'critical incidents' as a means to deconstruct the teaching situation and how to apply teaching theories to try to work through the challenges. The range across 15 VET students was very wide and diverse. Introduced the Holistic approache to technology enhanced learning diagram as a source of some theories. Provided examples of some matches between teaching challenges and learning theories that could be applied. Offered these examples to the audience :) 

Professor Thomas Deissinger & Oksana Melnyk (University of Konstanz): Partnership and cooperation in vocational teacher education as a focus of Erasmus + capacity building in the EU. 

Thomas ummarised the progress of a project which started in 2020. Began with an overview of the context and the cooperative VET project to increase the employability of VET graduates - through the dual system. Includes 6 organisations across Astria, Germany, Italy and the Ukraine. The project's objective are to improve partnerships between universities delivering VET teacher education, the vocational schools and other stakeholders. Oksana provided details on the Ukraine section of the project which involves the Ministry of education and Science, and 5 Universities offering VET teacher education. Shared the first resultf from a national survey. Found students did not have the skills to apply pedagogical practices and there was low work readiness post graduation. The second phase is to open up communication with vocaitonal schools and work cooperative to improve the programmes offered through the universities. More information on the project's site. 

Simon Bruce: Consequential Learning: Learning with real impact.

Began with setting up the context of his work - in leadership and organisational development with a focus on shifting and influencing attitudes and behaviours, developing and enhancing 'soft skills' and developing and reinforcing leadership skills. His observations and reflections include: learning experiences need to provide more than content; These need to allow participants to share their experiences and expertise, question themselves and others, challenge preconceptions, reflect on possible bias and prejudgements and open to perspectives, opinions and views of others. Important to interperse content, context, conversation with opportunities to discuss the consequences. Provided examples and how to operationalise. His research collated through an International specialised skills institute fellowship (ISSI) (2018-2019)- summary here.

Linno Rhodes: Reading Between the Lines – adult literacy education and neuroscience.

Presenting on learnings attained through an ISSI fellowship completed in 2017. Summarised the neuroscience of learning - how the brain deals with danger and the need to keep safe. Overviewed the triune brain - neo cortex, mammalian brain and the reptile brain. Applied to how learning takes place in the VET context, especially the need to create a safe but also stimulating space for learning. 

Lindee Conway & KarenDymke (Melbourne Polytechnic): From Done to or Done for, to Doing with – from ‘PD’ to Professional Learning.

Began with background on Melbourne Polytechnic- a 'dual enrolment' institute - i.e., VET and HE. Referred to the Best evidence synthesis on Teacher PD completed by Auckland Universitty for the NZ Ministry of Education. Summarised the shift from PD which was 'workshopped' to a partnership/collaborative/co-constructed 'impact cycle' - an ongoing journey with instructional coaching and communities of practice. Knight's impact cycle involve the identifing, learning and improving. 

Noticeable shift into empowering teachers. Action research undertaken to see what and why - i.e.. why and how is the impact cycle and instructional coaching working. Discussed the challenge to identify 'what is being researched' and honed in on the 'impact cycle'. Instructional coaches are journalling their experiences to collect data. Shared some data. Look forward to reporting later.

Good connection between the presentations. Each provides a perspective into the complex world of teaching and learning. Having the sessions online this year has made it much more accessible for me as Oct VET is Australian based.