Micro-credentials - a critique

 There has been much hype about microcredentials. For example the NZ Qualifications Authority (NZQA) has worked at recognising these. 

This paper  provides a critique of the emergence and adoption of micro-credentials in higher education. Many of the points made are also pertinent to VET and further education (FE).

The paper is available for download and should be compulsory reading for people who work in curriculum development, programme design etc. In particular, the application of micro-credentials to further 'vocationalise' HE is important to understand. 

AVETRA Day 5

 I have taken brief notes today as the panels discuss various items. 

On the last and fifth day, the keynote consists of a series of interviews with Leslie Lobie (NSW education), Associate Professor Michael Dockery, Chris Hall (president of students union) , all members of the TAFE Directors Australia, discussing ‘where VET fits’. Each speaks on the topic supplemented with work of the Korea Unesco's Soo-Hyang Choi.  Craig Robertson convenes the session and takes on the role of interviewer.

Soo-Hyang Choi begins by setting the scene. Posits that economies with large percentage of SMEs (Australia/NZ) face different challenges which can be more daunting than for countries with large corporations. Shared the survey with data gathered from many countries. Shared challenges including reluctance of education to move into digital, preferring to stay with the tried and true. Inequities widening in many countries. Where does TVET then fit in? Agility and flexibility of learners a key. Microcredentials seems to be important. Individualised/personalised learning even more important. Lifelong learning pathways a key, with boundaries between school and post school requiring blurring. High level skills important. Higher end of TVET and HE require integrations. Lower end of TVET needs to move beyond foundational skills. 

Associate Professor Mike Dockery continues. Strong agenda to move learners into STEM courses. Skills shortages, and future jobs require STEM skills push this goal. Women under-presented and require more support. However, there seems to not be evidence of there being a skill shortage. Women who graduate from STEM still struggle and generally do not do as well beyond qualification. STEM skills are not growing. What is growing is health, personals services etc. which are where women do well. STEM narrative tends to concentrate on HE but STEM intensive occupations are predominant in trades/VET. Better recognition of these important as many of these technician level skills continue to be in high demand (e.g. in the mines sector). Degree completion at TAFE still emergent. These students tend to a mix of usual HE or VET demographic. Predicts pathways from VET/TAFE to HE will increase. Shared study on career advice. 20 years of data from the longitudinal survey indicates higher SES students tend to obtain HE information but lower SES students tend to be less likely to be directed to HE. Over time this divide has increased and lower SES students are getting less opportunities to try out careers, visit workplaces etc. Supports the importance of VET. HE is not the be all and end all. The future of work requires more 'services' - social media, health etc. 

Chris Hall provides context. The student union has tended to be university focused but over the last few years, higher VET sector / TAFE engagement increased. Discussed funding cuts across both sectors and impact on students. Advocated for fair funding for both sectors, regardless of discipline area. Important to provide students with wider choice and clear information about their options and pathways. HE sector has the student community and stronger culture of support. However, VET is not as effective in this. However VET as authentic learning which HE can learn from. Important for students to do what they aspire towards, regardless of whether in VET, TAFE or HE. 

Leslie Lobie contended that there are tensions between providing education that is wide and deep; general and specialised; and to also prepare learners for the future. Core and enduring knowledge and skills are important to provide the platform for lifelong learning. Literacy and numeracy augmented with creative, critical, computational, ethical thinking etc. teaching and curriculum are also important to provide faciliation and direction. VET is in a terrific position due to its authentic and strong connections to industry requirements. VET needs to also include higher cognition to application. Theory and practice need to go together. Quality of teaching is also important as VET teachers not only need to keep up with industry trends but also the pedagogy. Discussed review of the Australian Qualifications Framework, especially with respect to VET. The AQF requires refreshing to meet future challenges. Shift from a hierachical structure to a more fluid model. Shared descriptors around knowledge and skills that allow for bands so that K and S are not delimited to 'levels'. Students should be able to move in and out of sectors. Microcredentials are included as a option. VET should not only provide learning for those at the beginning of a career but for ongoing personal and professional development.

A panel then convenes to discuss and this includes Craig Robertson as convenor, Professor Sally Kitt (President of Australian teaching fellows), Megan Lily (Head of Australian Industry group), Andrew Williamson (Executive Director for international education at Holmsglen), and Paul Whitelaw (Head of Hotel School at Southern Cross University.

Each panellist provides perspectives on the previous keynote panel contributions on 'role of VET' and where it can go. An interesting conversation revolving around the challenges not only for Australian VET but for all other systems as well. 

Presentations follow and notes below from the first one.

Dr. John Pardy from Monash University on ‘the barely discernible track: vocational education as post-school option. Running through the 'track' between school - TAFE- University. There is a track that goes from school to university and then to TVET. Summarised why this may be so. VET is almost invisble to school leavers, especially those from higher SES. People move into VET either because they are not able to get into HE or come back after HE for specialised training to attain employment or to upskill while at work. HE changed from elite to mass system. TVET moved from craft-based to higher technical. Discussed two policies which have contributed to the legacy of how VET is percieved. Australian Tec College and Trade training centres in school. Used neo-institutional theory to unpack the implications historically and comparatively. Introduced literature underpinning this concept. Important to address the challenge whereby students are interested in the type of learning and qualification offered by VET but not in attending TAFE. Detailed the study of studying the two policies through perpectives from teachers, managers of technical colleges. Technical colleges channel students in the last few years of school into apprenticeship into or HE. Similar concept for the Trades training centres. These help extend secondary schooling and meet learner needs. Challlenges faced in having suitable teachers who had industry experience and would be teacher registered.

The conference closes with a plenary session with Steven Hodge, Linda Simon, Keiko Yasukawa, Phil Loveder and Craig Robertson.

AVETRA 2021 Day 4

 Today's theme is on VET research.

Day 4 begins with a keynote by Dr. Antonio Ranieri from the European Centre for the Development of Vocational Training who speaks on ‘trends in VET policy and research: A European perspective'. Shared details of the new policy framework for education and training in Europe to help ensure a prosperous, sustainable and social Europe. Policies include new EU skills agenda, and recommendations for VET. All evolutionary processes to ensure that there is stability and recovery beyond the pandemic. Economic activity and employment have been affected. Many job losses especially for temporary employees and those with lower educational attainment. 

Challenges include the wider range of target groups requiring VET; complex insitutional and governance arrangements; highly diverse content and modes of learning; and coordinated policy and measures to enhance attractiveness. Important as those with lower education do not often see the need to have participate in lifelong learning opportunities. 

Shared the skills intelligence compass to help cope with changing labour markets. The compass includes ensuring various studies coordinate. Include skills index, skills forecass, skills policies, VET skills and skills foresight etc. with megatrends, long-term skills demands and supply trends, skills needs in jobs, skills systems performance, skills utilisation, skills (mis)match and sectoral/regional skills analysis. Need to therefore leverage off the actionable skills intelligence smarter.

Summarised finding on firms which offer comprehensive training and learning opportunities have better outcomes. Introduced current study on how digitisation affects skills needs and learning within workplaces. Important also to study the incidence and drivers for informal learning as these comtribute. 

A panel then discusses 'research themes and priorities in education and VET'.. The panel includes Phil Loveder (NCVER), Josh Williams (NZ - Skills Consulting Group), Radhika Gorur (Deakin University), Joy Deleo (NCVER) and Damian Oliver (National Skills Commision). Discussed mainly the high level policy/strategies along with labour markes, skills and the impact of the pandemic.

Three presentations follow.

First one with Dr. Llandis Barratt-Pugh from ECU on ‘legitimising autoethnography: constructing the practice of reflective practitioner inquiry'. Presented definition and 3 types of autoethnography and the pros and cons of the methodology. Same person as researcher, subject and analyst. Ask the question - What do you know and how do you know it? Provided some examples. Can be individual or multiple researchers and draw on past experiences or look into planned future experiences. Often critiques as a pseudoscience. Conflicts with research norms - solo source, memory dependent, lacks validitity. 

Proposed a process to ensure better acceptance of autographically based research. Completed through gathrering experiences with students using autoethnograhy. Locate the question, prepare self for making tacit explicit, jog memory, use alternative lenses to expane, draw on diverse data sources to triangaulate, draw key themes, review and interview, consolidate and record. Framework includes making memory more explicit, provokde memory, stimulate, validate memory and making the process transparent. Worked though techniques and tools to achieve these processes. 

Number two is a presentation by Professor Erica Smith from Federation University on ‘research by VET teachers: empirical evidence’. Overviewed a large body of research undertaken by VET practitioners. 77 students in the Associate Degree of VET (Federation University). What are VET teachers teaching? How successful are they? How do their studies align with traditional research. Provided background on how this has occurred. TAFE students in Victoria only able to go up pay scale if they comple level 6 qualificaiton. Research is a requirement.

The course uses Boyer framework - discovery, integration, application and teaching across 3 modules for students to work through and complete a small applied project. Most doing projects/studies on elearrning/online learning. Then on school-based VET, CBT, electrical, english as additional language, automotive etc. In general, results were good with most completed to credit or distinction level. 

Shared issues and proposed solutions. 

The third presentation is with Dr. Joe Pagnoccolo from Holmsglen with Santina Bertone from Central Queensland University with ‘the training experiences of Australian apprentices’. A traditional presentation of study. Began with context - including completion rates for apprentices being low. Interpersonal factors have been common challenges. The study aimed to find out how apprentices' interrelationships and soft skills affected their apprentice experience. Summarised literature review on issues completing training including workplace based issues and personal/contextual factors; Interpersonal skills concepts of emotional intelligence and social-emotional learning; people-related generic skills include non-technical skills and transferable skillls.

Summarised methodology, participants and analysis. Reported results - apprentices narratives, behaviours and training experiences.  Discussed findings, detailed implications, limitations and summarised recommendations.

A workshop on using VOCEDplus  is next and a session with a quiz and AVETRA awards closes the day.

AVETRA 2021 - Day 3

 The theme for day 3 is practice and pedagogy.

The keynote is from Dr. Sai Loo from the University College London. Sai presents on ‘VET/Occupational teachers’ knowledge, practice and pedagogy.

The presentation draws on work now recorded in the book 2018 – teachers and teaching in vocational professional education, published by Routledge. The presentation focuses on the projects’ further education (FE) participants. Provided a summary of the range and breadth of FE provision in the UK. 

Sai begins with an overview of the English context and the work of Brian Simon (1981) on ‘occupational education’. 

The presentation covers definitions of teachers’ knowledge, practices, and pedagogy. Discussed the concept of ‘teaching know-how, various learning theories and typologies of teacher knowledge. Defined teacher know-how and how this begins with the dual professional approach. Acquisition and application of knowledge is founded on the work of Bernstein (1996), Eraut (2004) and Winch (2014). Bernstein classified knowledge as horizontal and vertical discourses. 

Horizontal refers to forms of knowledge which is everyday and commonsense. Vertical is explicit, coherent, systematic, hierarchical. He characterises vocational education through ‘crafts’, where mastery of tacit achievement is the goal rather than a consequence of explicit pedagogy (e.g. as with apprenticeship). Therefore, crafts could be ‘tacit horizontal knowledge structures’. 

Moved to the concepts of ‘teaching knowledge’. Used Shulman’s typology of the 7 types of general pedagogical knowledge as a framework. Also introduced concepts from Polanyi’s (1966) work, Collins (2010) on tacit knowledge and Nonaka and Takeuchi’s (1995) study. There is also a volume of work on teachers’ ‘practical knowledge’. Connected these to processes including relationship between occupational practice and knowledge acquisition (Eraut/ Winch); application of teaching and vocational/occupational knowledge (Bernstein) and the process of recontextualization involving vertical knowledge (Bernstein). 

In additional to the above, there are other ways to describe and understand learning through practice. Examples include Kemmis and Green (2013) concept of practice architecture; Evans (2016) on ‘knowledgable practice’; Kahneman (2012) on decision making involving fast or slow forms.

All the above applied to his theoretical framework on VET/Occupational pedagogy of teachers and explained this framework.

Then discussed 'acquistion' of teaching knowledge through examples from his project - 2 participants, one teaching aviation services and the other gas services. Deconstructed the knowledge required to teach these including specific discipline knowledge, knowledge to support pedagogical understanding, application of these various knowledge streams to practice and the importance of contextualisation of knowledge towards individual practice. Work knowledge is also important. This includes the institutional knowledge wrapped around VET and specialised occupational practices. All of these flow into 'occupational pedagogic knowledge (OPK) or occupational teachers' capacitites (OTC)

All in a comprehensive and clear explanation of 'teacher pedagogical knowledge, its origins and frameworks. 

A panel discussion follows including Dr. Keiko Yasukawa, Dr. John Pardy, Associate Professor Melinda Waters and myself. We work through three questions - (1) your interest and experience in researching VET pedagogy and practice (2) how Dr Loo's findings and arguments resonate (or not) with your own or others' research/ observations and what you found particularly interesting? (3) what can we take away from Dr Loo's research for our own research and practice? An interesting discussion ensued :) 

Then there are 3 streamed presentations followed by 2 in sequence. . 

Associate Professor Melinda Waters from William Angliss presents ‘lessons from international approaches to 21st century skills development’. I attend the beginning of this before moving across to prepare for my presentation. Melinda begins with setting up the context for the future of work - routine tasks over taken by digital technology, automation, virtualisation. Workers required to take on more complex roles requiring higher social and intellectual skills, trainining products focus too much on specific technical skills, call for 21st century skills

I then present ‘supporting the contributions from the sociomatierial in learning occupational practice’ with a ‘informed by covid-19’slant. Call for the need to recognise practice-based learning and to concentrate on supporting practice-based learning recoomendations. This includes providing opportunities to engage with pedagogically rich learning activities, having practice modelled to them, allowing thinking to be made visible, and guided learning / relational learning. 

Then a presentation on ‘Action research in project management curricula: refining authentic problem-base learning(PBL) in blended and online contexts', with Lee Buckley, Senior Learning facilitator from Torrens University. Began with some background and context, then challenges and reported on 2 action research cycles and future possibilities for study.

Introduced the subject learning outcomes, student demographic - mostly international students between age of 19 to 24. Students unused to constructivist learning approaches and struggled with the pedagogical approach. Detailed introduction of PBL in 2019. Used f2f project 'building a tower' as a learning activity. When shifted totally to distance, engagement became very challenging. 

Emulated the tower project online using 3d modelling software. Implementation plan evaluated in first action cycle. Checked constructive alignment befoe second cycle. Worked through SAM-R - substitution, augmentation, modification and redefinition to shift the learning activities to meet learning ouctomes. 

AVETRA 2021 - Day 2

 

The keynote for day two is Emeritus Professor Anne Jones from Victoria University/Chisholm Institute. She presents on the topic ‘A matter of equity'. Presentation focuses on females in the VET sector with particular emphasis in trades occupations. Apart from school, work place and tertiary institutions are important sites for reducing equity. There is a connection between gender inequity to work and their social and economic status. 

Began with the aspirations of the Kangan report in 1974 - to ensure VET was accessible to all, equitable in its treatment of disadvantaged groups, and accountable to the community. Looking now at 2021 - female participation in VET is at 46%, indigenous at 4% and with disability at 4%. High participation of women in HE can be seen to be one of the reasons, female participation in VET is lower. For example 15% participation in engineering degrees, compared to never exceeding 4% in the trades. 

Reported on 2017 project - Perfect for a woman - increasing the participation of women in electrical trades - with Berwyn Clayton, Naomi Pilzer and Hugh Guthrie. Used long ingerviews with apprenitices to study participation. Skilled trades work pays well, better than for many other jobs requiring university educaiton. Need to reduce bias against women in trades work and also temper the 'male' culture in trades workplaces. 

 Used an ecological framework (individual, immediate relationships, community, societal) to help understand barriers and enablers. Requires a planned an coordination across all of these to ensure there is some effect. Especially important to think through strategies that will be effective in helping entry into and 'survival' the 'man's world' and support the feminising of the workshop.Also need to draw on the feminine qualities of logical thinking, being more empathetic etc. 

Tradeswoment networks are useful. VET can do better by being accountable for changing gender segregation; organise at state level, partner with tradeswomen networks, collaborate with schools and communities, commit to long term plans, implement cultural change through policy, leadership and education and align work with primary prevention of violence against women by recognising the common underlying causes. 

Then, a panel discussion follows. Panel includes, Dr. Linda Smith, Dr. Peter Hurley, Dr. Pamela Osmond, Dr. Trudy Firth and Dr. Tom Crowley. They discuss 'what role can adult and VET play in addressing equity and diversity'. 

Followed by 3 presentations - notes only on 2 as I ready for the workshop on publishing in the AVETRA journal.

 Firstly with Dr. Kathrin Breuing from University of Konstanz with ‘age, diversity, and the mindset factor: workplace learning in light of demographic and digital change'. Covered intergenerational learning arrangements, than the possible determinants of intergenerational learning 4.0.The 2 case studies of innovative settings of intergenerational learning.

Demographic and digital change have converged and many organisations have 4 'generations' working. Need for greater collaborative, agile and cross functional work with crowd-based possibiltiies. How older and younger people work together under-researched. Dimensions of intergenerational learning arrangements explained. Intersections between genealogical, pedagogical and social/historical with learnng from each other, with each other and about each other. 

Study with 10 HR experts from companies in Southern Germany. Data collected through structured telephone interviews. Determinants of intergenerational learning included personal, corporate and enviroment. Personal determinants came up on top with generational relations and technical affiinity. Introduced the concept of 'mindset' and that this is not just attitude or way of thinking. Digital mindset supporting intergenerational relationships include openness, proactvity, positive attitude and agility. In general, younger employess tend to be identified as possessing the digital mindset. They can be the catalyst or drivers to help carry older employees on board.

Two examples presented of innovative settings supporting intergenerational learning. An 'incubator' and the use of a 'hackathon'. 

Closed with importance of ensuring intergenerational learning is supported. 

Secondly, a presentation by Dr. Elizabeth Knight from Victoria University with work with Dr. Andrea Simpson from LaTrobe University on ‘understanding systemic inequalities in VET’. Includes how systemic inequalities and the channelling of choices. VET plays a crucial role in improving employment and work opportunities for disadvantaged Australians. However, is student choice channelled into certain providers or programmes due to their disadvantage? there are higher proportions of students from equity cohorts in certain types of providers and this reveals structural inequalities in the system. Summarised several pieces of relevant literature showing the connection between the hidden curriculum and social class. 

 Drew on the work of Foucault on power, governmentality and technologies of self to undertake a reflective study. Used 3 anchors - VET health programmes (investigating completion of Aboriginal and Torres Strait Island peoples), VET programmes for women with disabilities (WAVE seminar) and female migrants (access to literacy/numeracy). 

 Introduced the need for inclusive pedagogy. Each inequality represents a different context and challenge and there is need to better understand each. Intersectional disadvantage (see Wheelahan) important process. 

Then follows a one hour workshop on ‘publishing in AVETRA’s journal - International Journal of Training Research' facilitated by co-editors, Professor Sarojni Choy from Griffith University and myself.

AVETRA AGM follows.

AVETRA 2021 conference - online

The online conference for the Australian Vocational Education and Training Research Association (AVETRA) runs afternoons (Australian Eastern time) all of this week. NZ is 2 hours behind, so most

The first keynote is with Professor Ewart Keep who speaks on ‘VET 2030 – what roads shall we take’. Caveat of the presentation being mainly from UK perspective. Explored some of the big challenges facing VET. Aims to pose more questions than provide answers.

Work is based on project carried out through Cardiff University with Singapore SkillsFuture and also with his own work at SCOPE at Oxford.  Warned that generalisation is difficult as impact of economic change and technology varies massively by sector, occupation and company size. Gap between leading and trailing companies getting larger and different countries follow divergent paths.

Future is very uncertain, as globalisation is under debate and full impact of Covid still not known.

Employment and labour market – where is UK going? Skill biased tech change weakening, demand for some forms of skill falling, proportion of graduate jobs has stalled, training times are down, high performance work adoption has fallen, work intensification risen and analysis in UK shows since 1997, training hours provided by employers has fallen 70%.

About ¼ of UK employees are on short/fixed term, zero hours or gig work contracts. 1 in 8 self-employed. This has impacted youth transitions (see Precarious pathways project (Institute of Employment, UK). Without an actual employer, who trains the workers?

With covid, some sectors hit harder, large job losses loom and young people will be particularly hard hit. Office workers 9-5, 5 day week model no longer applicable. Work from home continues, with downsized offices. Large companies already have lower staff numbers for core HQ functions and project/contracts the norm.

Digital change – no one narrative. Between country differences will be large. Creation of new digitally-centred jobs and associated skills. Need for digital skills in jobs are not primarily digital. Wider changes in work and jobs – Payton & Knight, 2018 Australian study suggest workers now spend 2 hours less a week on physical/routine tasks when compared to 15 years ago.

2 useful studies of impact of digitisation on jobs – BiBB (Germany) study 16 occupations and Singapore – 23 sectoral job transformation maps.

Broader forecast of skills need indicate the usual need for non-technical /’soft’/human relationship/team collaboration requirements. Introduced Shadbolt review of computer science degrees (2016). Shadbolt dilemma – fundamental principles and learning models to enable students to learn and adapt vs specific skills in the latest software systems. Shadbolt paradox – employers want skills best gained though WIL but do not offer such experience to students.

Training in the workplace – Edtech is coming – firms delivery integrated software to cover pre-hire assessment, recruitment and selection, talent matching, workforce planning, career pathways, succession planning, performance management, training and mentoring, assessing and awarding micro-credentials (see Degreed, Workday, Fuel, Gloat, Talent Guard, Microsoft ect.)

Integrated bundles of data and management software, offer low cost offer of personalised training, unprecedented data and coherent talent management overview for company. Possible future of awarding body, company and training all in one. Tension between jobs vs occupations. Traditional certification process often expensive. Rise of micro-credentials.

VET and HE – what social status and space is left for not HE VET once you go beyond training for the skilled trades? In the UK, clear signs HE marketplace is over-extended. Many institutions unstable (financially); 25% of graduates, 10 years after graduating are earning under 20,000 pounds. Student loan system described as ‘a giant Ponzi scheme’. Instead of ‘vocational’ being associate with institution or level, perhaps 0- academic/general preparation for intellectual development and generic employability skills (and labour market entry) and vocational preparation for intellectual development and more specific occupational skill sets and labour market destinations.

Meta challenges in a disputatious age – a skills revolution but little change and what is education for in an age of change? Increased % of workforce with degree – 11% in 1979 compared to 44% now, but not much has changed in productivity, income inequality increased, low paid, insecure work grew, inequalities between parts of UK increasing.

So what is learning? A better educated populace will be a more tolerant, open minded and rational populace. However, populism and populist beliefs have surged; culture walls prevalent; and in a congested labour market, a finite supply of good jobs.

What should VET aspire to and how should it deliver it?

An international panel then discusses implications from their country’s perspective. The panel includes Associate Professor StevenHodge, Professor Emerita Berwyn Clayton, Dr. Renee Tan (Singapore), Professor Robin Shreeve, Professor Michele Simons and Professor Emeritus. StuartMiddleton (NZ). The panel unpacks the various items presented by Professor Keep and then discuss implications on the future of VET.

Then a series of presentations begin.

First up – Dr Peta Skujins, Director of Australian Apprenticeships and Traineeships Information Service (AATISZ) and Dr. Mark Dean Research and Data officer (AATIS) on ‘don’t think of a robot! Improving parents’ knowledge of the future of work to positively influence young peoples’ attitudes towards apprenticeships. Introduced each other and also AATIS -role, funding and the study, 2019 to 2020. Summarised the research background, methodology, early findings and implications for further research and policy. Takes on the perspective that Industy 4.0 requires new skills for work transformed by digital technologies with a revival in manufacturing industries and broadening rance of related services. Trade and apprentice-based careers are critical, yet status of VET still low. Shared the 2013 Oxford study and critiqued some findings - studied whole occupation rather than tasks, US 9% jobs automatable, but across 32 countries 14% of jobs. Robots are not coming! Technology affects all work, not only middle level, manufacturing jobs. Parents are key in career choice. Career choices still rooted in present and young people have limited awareness about impacts of automation on work. 

Online survey used for parents. Supplemented with in-depth interviews and focus groups with parents. Findings - impact of media on parents' perceptions and attitudes, understanding of technological change, parent's perception of their childrens' understanding - younger children have lower/less understanding and lack of linkages in education between tech use and its application to careers/work; limited future-oriented careers education in schools, rapid change of technology and work related; . Need to enahnce careers information about VET pathways. Further research on better targeting VET careers information to provide guidance on the positive impact of tech on trades and apprenticeships.

The ‘CBT: What is to be done?’ with Ms Rhonda Fuzzard, Manager of student support at the Canberra Institute of Technology and Dr. Martha Kinsman, visiting fellow at the Australian National University. What is the problem and case study of VET community services qualification. There is a need to seek a new paradigm for CBT. The capabilities approach is proposed. CBT aim is to help learners be 'job ready'. Reviewed training packages in the Australian context. However, they are a 'one size fits all' concept and do not distiguish between workplace and institutional leanring. Privileges employers and apprentices over future orientation of most other learners. Tends to be fragmented, disaggregated and paper work heavy.

Summarised the work of Sen on capability - as a fuzzy term. Implications for curriculum design have not been fully explored. Modified to focus on occupatinals streams and related vocational capabitlites. Vocation is a domain of practice performed by humans at work. Emphasis on occupaitional streams rather than individual work tasks. dimissive of separate attention to foundatoin skillls as these are included in occupational contexts, This is a challenge for some types of work. 

Capabilities approach depends on strong 'social partner willingness' for each industry at a national level which slows things down when consultation takes place. A relational curriculum framework recognises holistic outcomes and enables students to achieve learning outcomes that help thei successfuly navigate the future.

Case study compares subject and competency based currila and applies these to the development of a new curriculum based on capabilities for community services Certificate IV. Provided background and context. Summarised rationale for change. Compared the restricted scope with newer more extensive curricula. Applied threshold concepts as one way to identify focus for new programme. Defined threshold concepts. Used grounded theory to identify the threshold concepts. Found 4 possible - community services work, client0centred approach, evidence based approach, power and control. Provided an exampe from the 'evidence based practice' TC. Detailed challenges - including that experienced teachers with a strong capability for college-based curriculum development are able, when supported to create change. However, this is endangered with new generation of CBT-trained teachers, unfamiliar with other ways to design learning. 

Last presentation of the day ‘ Emergency? what emergency? The slow response of Australian VET curriculum to the pandemic’ with ProfessorErica Smith. One way to deal with the pandemic, was to write about it. Looked into the formal curriculum response to covid-19 across 3 disciplines - aged care, security and VET teachers. Reviewed briefly the general covid literature. Most of the educational research was around the social issues but now a switch to online learning challenges etc. Summarised the curriculum development process in Australia VE - complex and time consuming! Revised two curriculum theories - Walker 1971 the dynamic/interactive platform and Print 1993 on hidden curriculum. Ran through details of the 3 qualifications. The addition of an elective to the ageing and disabiilty specialisation occurred in Septemebr - after most of the covid-related illnesses and deaths occured :( Security officers were souce of significant community spread. However the security qualifications did not include infection control. Online training module  for health workers was suggested but not suitable for security workforce. Again, additions to curriculum too late as second wave in Victoria was already underway. VET teachers' work shifted to the need to teach online but Cert IV qualification did not include core unit on e-learning or eassessments. Online learning for VET was generally discouraged due to its practice-based nature and few people were trained to teach online. The slowness of response means the VET sector not able to meet national emergencies. Swift identification of training gaps not possible. Privatisation of VET and long running governace and funding structures meant TAFE could not be mobilised for public good. Consideration must be given to re-buildig and to permanent changes in the economy and society, not just for immediate crisis. Governance matters require review and action to improve responsiveness. Critiqued the flawed curriculum platform and there is no national vision for VET curriculum. The hidden curriculum needs to be acknowledged and for aged care workers and security officers, undervalued and hidden, requires the valuing of their roles. 

A workshop - researcher development intensive - runs after the presentations. 

FLANZ - DAY 2 afternoon

 

After lunch, I present ‘a model for supporting flexible practice-based learning'. Basically a summary of the concepts and discussions for the forthcoming book ‘digitally-enabling ‘learning by doing’ for vocational education’. Practice-based learning can be difficult to deliver fully online. However, by focusing on the main purposes of practice-based learning and ensuring these were supported is recommended. Important to support access to ‘rich’ pedagogical experiences/authentic learning using a range of strategies (not all digital); modelling of practice; helping to make ‘thinking visible’; and guiding learning. A framework – the push-connect the learning-pull approach may be useful to help decide on what to provide to learners (push); how to bring participation from learners (pull); and the importance of learning sessions to consolidate learning (connect the learning).

Following is M. Armstrong Wilcocks presenting on ”flexible learning for gifted learners: gifted online”. Summarised the needs of gifted learners (6 – 13 years old). NZ Centre for gifted education is a not for profit who empower extraordinary minds. There are systems support but not only school support is required by outside of school as well. Gifted online is used to provide flexible learning – with gifted lens. In general, provides resources for specialist curriculum, specialist pedagogy advise to allow for personalisation of learning and to help them develop autonomy and self-direction. Shared the specialist curriculum which consist of content strands (conceptual, talent and personal development) and process strands (research, communication and complex thinking). Summarised various programmes available to support students. 

The last session is ‘the great debate’ around the theme ‘learners do not achieve their full potential under flexible learning conditions’. Each debater had 3 minutes to make their point with a one minute wrap up from each team. Good points from each side :) 

Overall, an interesting range of presentations and conversations across the two days. The opportunity to network with a small group of kindred spirits much appreciated. There were a few small technical glitches as the conference used zoom rather than a dedicated conference platform. However, these disruptions were minimal and did not detract from the presentations. My thanks to the tech team and colleagues at the University of Canterbury (UC) satellite for their support and collegiality. 

 

FLANZ - day 2 morning

 

Begins with the keynote with Professor Gilly Salmon.

She presents on ‘Four new innovative futures for learning’. We may not be able to predict the future, but disruptions (as per Covid) have allowed for introspection and to think deeper on what flexible pathways may be.

In the UK, after a year of the pandemic, people have started to focus on the important things. Post covid have reinforced the things that ‘work’. Blended learning that embraces the best of both – allows for greater diversity, inclusion, community building, flexibility, widening access – push mundane elements to digital and blended for interaction which is responsive to learners’ beeds.

Modernising pedagogy by having fewer lectures, small groups, authentic / ditch exams, more rounded and effective online  etc.

Where may flexible education will go next – revert, adapt, evolve, transform. The conference mainly chose ‘evolve’. Proceeded to discuss the landscape of ODFL – Current/contemporary approaches  to innovative and new possibilities. Present – well established preferred pedagogies and technologies and responding o challenges and possibilities TO harnessing new technological opportunities for learning and future proofing by investing in innovation.

Evolution requires shifting towards leveraging off affordances from current and new digital technologies. This shift requires clear look at the pedagogy and how this may become different to prepare learners for the future.

Identification of the ‘drivers’ is important, to ensure that these align with what can be. Pick one thing to do to help ‘drive’ towards that future.

Encouraged mobile learning due to large reach of mobile devices. INTENTIONAL mobile pedagogy suggested. Provided details on a study on how health placement logjam through e-placements was enacted. Key was equivalency and if designed well, outcomes were actually better. Disciplines included occupational therapy, dietetics, diagnostic radiography, chiropractic and physiotheraphy.

Outreach – before pandemic, over ½ of UK teachers/support staff who did not think digitally supported learning was well-developed. During the pandemic, the main call for support (70%) was to help build a sense of community in the digital learning environment! For students, HE learning was much changed in the physical environment but the digital environment was seen to be effective.

Immersive learning (second life etc.) has improved in their usability. Useful for learning skills, complexities, responding to emergencies, focus on specific learning. VR, virtual field trips/tours.Humanoid robots helpful for teaching fundamental principles of programming. Engagement is high due to interactivity. All contribute to authentic learning.

Potentialities of AI – check Clark, D. (2020). AI forlearning. Kogan Page. Long way to go but used now for ‘agile responses, accessibility, student friendly admin, smart materials, smart tutoring. Also future for wearables providing  biometrics, smart textiles in  healthcare, smart textiles, fitness trackers etc.

Proposed ‘education 4.0’ – check Salmon (2019) ‘May thefourth be with you’ – an article discussing potentialities to meet the challenges for Industry 4.0 and the future of work.

After morning tea there are 3 presentations:

D. Himasha. P. S. Gunasekaral working with Professor Cheryl Brown and Dr. Stuart Wise on ‘creativity in practice – Instagram as a divergent thinking tool in creative education. Began with a short video showcasing a portfolio collated to show the development of a range of fashion items, some from ideation and sketching to concept transfer. Social networks have increased, especially amongst youth in developing countries. How can this be leveraged for learning. Introduced Instagram launched in 2010 allowing for visual/textual practices to be shared; has hashtag usages; posting, friending, geotagging and liking; along with associated Instagram for learning. ‘learning by doing’ is a concept in design education. However, creative education where influenced by culture and social contexts becomes divergent. Used digital ethnography to study how Instagram can be used to support learning. Although only 14 participants (5 students, 2 teachers and 7 designers), there were 700 posts. Themes related to divergent thinking were extracted. These themes include self-revealing/inner feeling; peer evaluation; critism and collaboration. Found teaching helped with creative divergent thinking. Summarised some limitations and references.

Supporting Natalia Kurikova from the ‘Digital Learning Environment’ section at Ara Institute of Canterbury Ltd. with her presentation ‘when teaching online is not an emergency – strategies of private language tutors. Began with background on how she came to online teaching and learning. Also covered the context of private language instruction and how many did not have the capabilities to provide online tuition. Learners often choose online due to its flexibility. Study sought to find out how educators transition to online learning; how online tutors navigate the complexities; and data from actual online classrooms is scarce. Focused on opening and closing of online sessions. Relooked at data post-pandemic to see how this coloured data analysis. Used lesson recordings and in-depth semi structured interviews.

Summarised finding and re-couched as strategies to make the most of synchronous sessions. There were: avoid over-reliance on webcam video; utilise it to establish rapport and when activity requires it; reduce fatigue and cognitive load, turn off when not needed. Use classroom time strategically – many used ‘flipped’ processes although did not name it; highlight perceived usefulness and value’ promote reflection, self -assessment, evaluation of goals and progress.  A range of resources (not all digital) used and these have to be accounted for when thinking about ‘distance’. Establishing a shared learning space is important. Use positive ‘learning activities’ to bring about engagement and this leads to co-creation of learning outcomes and how this could be achieved.

Larian Nkomo and Ben Daniel from the University of Otago with ‘lecture recordings offer students flexible and adaptive learning opportunities’. Lecture recordings now common in HE. This study investigates student perspectives on how they use lecture recordings and how they value the learning from these. On top would be flexibility for students, especially for part-time students. Collected data was quantitatively (descriptive statistics) and qualitatively (thematic and sentiment analysis - use of natural language processing (NLP) to analyse text and automate extraction or classification of sentiment). Provided summary of findings. Students felt recordings were useful especially as supplements to review material and to have another run at taking notes from the recording, missed during the lecture itself.

FLANZ - Day 1 afternoon

 

After lunch, the FLANZ awards are announced.

The second keynote is with Derek Wenmoth who presents on the topic ‘future focused flexible education’.

Started with a review of how flexible learning has evolved. To begin, f2f and correspondence education were quite separate. However, equity requires a sharp relook to allow for access to all. Teaching and instruction for both f2f and correspondence delivery based on teaching and delivery. Disruptions began occurring in the 1990s as the www emerged. LMS started to be developed. Online and elearning began in the mid-90s. Told the story of how, in the mid-90s, country secondary schools could network to offer shared teaching for subjects with small number of students. This reversed students going to boarding school and the effects on the town which was able to retain its secondary school. The next disruption was the increase in ownership of mobile devices. Mlearning allowed for home/school/www to merge and the increase of blended learning through flipped classroom and virtual online schools. What then happens now? There is shift of the ownership of learner – eventuating in personalised/adaptive learning which is about knowledge building communities and boundary-less organisations – allowing networked/connected learning. Proposed ubiquity, connectedness and agency as the main themes. Ubiquity relates to anytime, anyplace, anywhere with the shift to cloud access through wifi and on mobile devices. There is now a merging between the formal/informal and the physical/virtual. Connectedness refers to having a sense of being a part of something that is bigger than ones self; the capacity to benefit from connectivity for personal, social, work etc. the importance of social networks, learning how to communicate across many medii, connectivisism etc. Agency is having choices and the ability to act; informed enabled empowered learners; and shifting ownership of learning. See Washor, E;, & Mosakowski, C. (2013).

Check Hanna (2002) – evolution of programme design – product orientation and standardisation to customisation and student need orientation.

Challenged the audience to see beyond the future developments (AI, chat bots, neural transfers, adaptive learning, mobile learning, AR/VR, ) and to see how these must be deployed to try to meet the real challenges of the future (over population, food/water supply, global emissions, climate change, religious intolerance, cultural assimilation, unemployment, nano-technology etc.)

Then a series of presentations.

Firstly, Dr. Gloria Gomez with ‘OB3 media-rich documents with embedded discussions: lifting learning performance and engagement through interactive design.’ Ara has several programmes using OB3 and has found it especially appropriate for co- and social-constructivist pedagogy. Shared a study using interaction design study to gain entry into the study of novel educational practice. Summarised the 6 principles of the bridging design prototype approach and the concepts used in understanding the data gathered. Rationalised the need for OB3. Then provided an overview of how OB3 works. OB3 interface allows for - no need for technologist in preparation of OB docx, students engage in synchronise discussions with teacher within the document and students engage in authoring curriculum.  User interface is familiar with cut/paste and drag/drop. Discussions can inserted anywhere into the document in the form of text, images, videos, audio recordings. Used case study from 10 years of use by Otago/Sydney Master of Ophthalmic basic science course. Video of how OB3 works provided background. When compared to Creative Classroom Framework (CCR) and the NMC Horizon report – OB3 helps students move towards become co-constructers of learning and leads to deeper learning and critical reflection.

Then Andi Sudjana Putra and Alan Soong from National University of Singapore with ‘operationalising an online ‘design your own module’ using the community of inquiry framework. Introduced the programme Design your own module (DYOM) with students as partners (SaP) and Community of Inquiry (COI). DYOM allows student to explore learning beyond their own discipline, using self-directed approaches through MOOCs or to engage with NUS teachers/admin staff or industry leaders. Objects of DYOM to provide flexibility in planning their studies without disrupting their normal structured disciplinary studies. Also to encourage students to broaden their knowledge and encourage lifelong learning. Provided examples of a wide range of topics. Summarised the study on better understanding and evaluation of DYOM. SaP framework includes aspects of co-learning, co-design and co-developing anchored by 5 principles – foster inclusive partnership, nurture power-sharing, accept partnership as a process of uncertain outcomes, engage in ethical partnerships and cooperation. CoI includes social, cognitive and teaching presence but also by supporting discourse, setting climate and supporting collaboration. Provided details of the context of the DYOM. Use https://padlet.com/andisputra/3a659ijac65xsytr to see example.

Alan shared the findings from students survey post-DYOM. There was increased student engagement and motivation; increased understanding of the experiences of others; and enhanced student-student partnership. Students attain ownership of their learning.

After afternoon tea I attend sessions by Professor Cheryl Brown from University of Canterbury on ’Open textbooks: What’s stopping us and why we need them’ with work by Zhanni Luo and Maansa Bajaj Prakash. Defined text books as a manual of instruction in any science or branch of study. OER covers any type of educational material. Open textbooks can therefore be defined more widely. Cost of text books have increased and students are likely to seek alternative resources to access textbooks when cost is a factor. Adapted a survey used at Otago University – Stein, S., Hart, S., et al (2017). Student views on the cost of textbooks. Used a snowball crowdsourcing approach and gathered over a 1000 participants. Over 80% were required to purchase a physical textbook, with 18% required digital materials. More costs for science and engineering students. The majority did not buy the textbooks! So what are they using? 56% did not use textbooks and relied on resources provided by lecturers. Very few actually used filesharing, borrowed from friends etc. Many did not use the library either!! Reasons were inconvenient time, inability to highlight/annotate, limited loan time, unawareness of library services and unavailability due to limited number of copies. 70% did not know about OER. Without textbooks, students were worried they may be missing out and some had to make substantial sacrifices to be able to purchase. Those with textbooks were frustrated when the textbook as not used or were not relevant. Some solutions – cut cost by using OER and not prescribing, capture alternative sources, clearly communicate what content is relevant in textbook, reflect on why, share resources in class, use OTs and adapt for context, don’t directly link textbook to assessments, get students to generate quiz Q & As. Recommend range of textbooks, peer rate resources, and start small to build content, collaborate with colleagues and invite students to contribute.

And Dr. Lynnette. Brice from the Open Polytechnic with ‘closing the distance with an open smile’. – the impact of emotion in ODFL experience. ODFL is largely mediated through technology but emotion is a human response. Defined ODFL in the context of emotional associations. Therefore, open and flexible = remove barriers but distance = the opposite. Shares case studies from ODFL learners and how their emotional state/s affect their learning. Summarised some understandings of the power of emotions in learning. Then summarised Maori knowledge of emotions in an educational setting – summarised as he kare a roto – the ripples within. Emphasised the need for the ‘smile’ in all of the strategies and processes the institution, support and teachers project to learners.

FLANZ - Flexible learning Association NZ - conference - DAY one morning

Attending and presenting at the Flexible Learning Association NZ (FLANZ) conference today and tomorrow. The organisers have structured the conference around a hub and satellite model. The main activities are held in Wellington with all presentations etc. delivered online. Satellite venues include Auckland, Palmerston North and Christchurch. 

As per usual will update when I am back in office with links etc

After the mihi whakatua with Whanau Smith from AUT, the first keynote is presented by Professor Asha Kanwar from the Commonwealth of Learning in Canada, on ‘flexible futures for education in a post-Covid world’.

Began with defining ‘commonweath’ then covered issues during Covid-19. Almost all Commonwealth countries were affected. There were challenges with ICT infrastructure, digital equities and lack of capability for teachers. In some countries many students did not have access to wifi and many had to use mobile phones which meant high costs of connection and patchy connections. Teacher capabilities were especially challenging in sub-Sahara Africa. Inequalities were increased. For example, in many countries, it would be girls who do not return to school post pandemic due to the need to support their families.

Silver lining include the mass shift to online learning. Many students rated high quality of online learning. Commonwealth of Learning ran a series of MOOCs to help build teacher capability. Also developed a ‘video content bank’ for STEM subjects that can be used off-line. Open Education Resources (OER) supported to provide shared resources for all to access. International partnership increased. For example Coursera offered to support ‘workforce  recovery programme’ to help with teacher capability building.

Defined open learning as open to people, places, methods, and ideas. Goal to democratise learning to all, allowing for entry to learning to all. Requires open admission, multiple channels, open curriculum, open access, open participation and resourcing. Flexible learning is synchronous not being the only option, duration of learning hours insigficant (outcome more important), options to mix workplace and institutional and recognises prior and current ‘competencies.

Futures of learning include preferable, probable and possible.

Preferable includes universal primary completion for all by 2042; universal lower secondary by 2059; and upper secondary by 2088. Inclusion of people with disabilities and all genders also a challenge.

Probable is based on current trends. Ict and online learning further increased. More personalised teaching to provide intelligent tutors for all learners; collaborative learning, adaptive group formation and expert facilitation. Chatbots already deployed but have also served to highlight the need for human connections. Assessments now innovated through badges/micro-credentials, RPL etc.

Possible futures include the need to deal with global challenges – i.e. climate change etc. Education may contribute to increase of emissions!!

Way forward proposed.

Technology – the future is flexible. Totally online does not always work. Appropriate technologies required to develop flexible learning opportunities; multiple pathways and continued innovation. Building capacity of policy makers, developing capacity of teachers and preparing learners to find and use OER are keys. Rise of online learning support lifelong learning. Alternative assessment approaches required. New ecosystems required for learning support, not only for academic but also for mental health and other non-academic challenges. Inequalities must be addressed to support persons with disabilities, women and disadvantaged groups and people in remote areas.

Transformative approach required to empower change, include environmental conservation and global citizen, and accomplishment. Used Prenskys definitions of achievement (individual) and accomplishment (a shared, collaborative effort).

After morning tea, there are three streams of presentations – two for papers and one for posters.

Begins with the presentation by Associate Professor J. Cohen from LCI Melbourne and Dr. Alice Brown, Professor Jill Lawrence, and Associate Professor Petrea Redmond from University of South Queensland and Dr. Stephanie Foote from the John N Gardner Institute of Excellence in Undergraduate Education at South Carolina – An online engagement framework to support pivoting to online teaching during a crisis. Covered online student lit. review. Novice online educators do not have formal ed. On how to teach online; pandemic highlighted the challenges associated with instructor centred instruction; guiding influence of the online teacher is critical to engagement; strong teacher presence provides online students with a sense of belonging; broader use of technology has impacted teaching – less ‘sage on the stage’. Summarised ways to define and understand student engagement. More engaged students have better learning experiences and have better outcomes.

Introduced the framework – Online engagement framework –for noviceonline educators ‘pivoting’ to online learning. Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson.],R. (2018). An online engagement framework for higher education. Online learning, The framework has 5 elements which are interlinked. Social , emotional, cognitive, and collaborative engagement with behavioural engagement. Online engagement must be ongoing and regular activities and behaviours that can involve the learner. Social engagement includes building community, creating sense of belonging, developing purposeful relationships with others and establishing trust and rapport. Cognitive engagement indicated by thinking critically, activating metacognition, integrating ideas, justifying decisions, developing deep discipline understanding and distributing expertise. Behavioural engagement charaterised by developing academic skills, identifying opportunities and challenges, develop multidisplinary skills, develop agency and supporting and encouraging colleagues. Collaborative engagement refers to learning with peers, relating to faculty, connecting to institutional opportunities, establishing trust and developing professional networks. Emotional engagement includes managing expectations, articulating assumptions, recognising motivations and committing to learning.

How to apply the framework was then detailed through a study to evaluate the efficacy of the framework to inform and enhance educators’ online pedagogical expertise. Findings used to refine the framework. Summarised the method – a process of professional development and then ongoing case study as framework applied to participants’ online teaching practice. Shared briefly some early findings – framework positively supported planning, application, facilitation, evaluation etc. to online learning.

Second presentation with work by Dr. Mark Nichols and Dr. Neeru Choudhary Open Polytechnic NZ on ‘elements of transformation in vocational online and distance education’. Presentation overviewed a study, across a range of learning levels and disciplines, to improve transformative learning. Gap in literature exploring transformative outcomes in sub-degree, undergraduate and vocational online and distance education. VET tends to promote graduate performance rather than perspective transformation. Detailed the study based on the learning activity survey (LAS) across 4 phases. First part based on Mezirow’s original 10 stages of perspective transformation. Reported on the study with learners to see if students perceived their learning experiences as transformative. Indications that transformative learning has occurred. For some, it is related to their course /discipline learning content; others indicated the role of the lecturer was important; Student support and peer supporters also named as origins of transformative learning; assignment was also identified that ‘reflective learning’ contributed towards transformative learning. There seems to be a connection between disciplines (i.e psychology and arts topics). Discussed implications and future research direction. Proposed current VET seems to contribute to transformative learning and the importance of making these visible through the graduate profile outcomes.

Then, with JP. Egan and Pauline Cooper-Ioelu, Emma Sadera and Gulay Dalgic from the University of Auckland with ‘Wiki means ‘quick’: lessons learnt from a rapidly deployed academic continuity toolkit. Began with background on how ‘learning and teaching units’ restructured and the launch of new unit. Explained that the Covid shift was not about online learning but remote learning due to the lessened opportunities to plan for proper conversion. Summarised the creation of the ‘academic continuity toolkit’ used to support lecturers to pivot across. Leveraged off experiences attained through 2009 H1N1 pandemic in Canada which helped inform the pivot this time around. Detailed platform requirements; workshop outlines; practice guides; lessons learnt; created programme-level continuity plans that map against the NZ 4 lockdown levels; Showed the toolkit (created on a wiki). See here for link to generic Auckland University Remote learning resources.

 

LMS - more alternatives

 This is a follow up from last week's post on LMS  - alternatives and new. Te Pukenga launched the second round of gathering feedback mid-last week. This time around, feedback is sought on 'service concepts' providing aspirational direction. These include 'adaptive skills framework + lifelong learner record'; 'my teacher, my way'; Matauranga innovation hubs'; 'Te Pukenga rovers' referring to local teams who reach out to the less visible learners in the community; "every step of the way'; 'digital cooperatives'; and 'a good place to work' to support employers to hire and support diverse learners.

All the above point to the need for flexible, adaptable, learning support. Adaptative learning, learning analytics, a robust and consolidated student management system, lifelong eportfolios etc.

Out present LMS only go a very short way towards addressing the above needs!

Some guides to alternatives to LMS include:

- this guide from Educause (2010, so now dated) which suggests the augmentation of current LMS with social bookmarking/social networking sites, timeline tools, and media options avaialble on the cloud.

- this article (2014) suggesting the need to balance management and learning when deploying LMS.

So there looks like there needs to be quite a bit of work in matching the aspirations of Te Pukenga, with what is perhaps now available. The large scale of Te Pukenga and nationally coverage (i.e no 'states'  and other complications) will help in the development of a 'LMS' that will afford the flexibility, personalisation and collaboration envisaged. Heartening to know that Te Pukenga is aspirational and not just resorting to conventional means to increase access and equity for all VET learners.

Learning Management Systems - alternatives and 'new'

 The importance of  deploying the 'right' learning management system (LMS) to support digitally-supported learning has never been more important as many countries slip in and out of 'lockdown' and schools have to find ways to maintain contact and engage with learners.

In NZ, we are in an enviable position of 'normal' life as there have been few community cases. With vaccinations now being rolled out, the 'travel bubble' to be opened with Australia on April 19th, and quarantine for all travellers coming into NZ (apart from the Aussies after 19/4), it is hopeful that NZ will not have to return to stringent 'lock-down'.

However, the impetus for 'online'/  'blended' learning will not disappear. There has been many articles over the last year, extolling various LMSs. However, each has pros and cons and there will never be a 'one size fits all' LMS due to the diversity in learning needs across education. An example is this blog which lists 8 considerations for selecting an LMS - including learner/user experience; selecting the right features to match the type of learning to be undertaken; ensuring there is integration with existing systems; available customer support from the vendor; pricing; timeframe for implementation; scalabiliyt, reliability and security; and planning a 'product roadmap'.

At the moment, my institution uses Moodle. There are also some programmes using OB3 which provides for a more seamless way to provide for co-constructed learning between learners and teachers.

We have looked at Canvas which is more modern and mobile capable. Also the Open Polytechnic LMS iQualify. Decisions on which one we will end up using in the near future will be made by Te Pukenga as all the polytechnics being to merge into the larger entity.

Two alternatives are interesting as well. Showhow and Aula. 

- Showhow is promoted as a immersive LMS providing ease of integration between mobile and AR/VR. It is therefore worthwhile having a deeper look into Showhow due to the potential to better support practie-based learning using the immersive platform. 

- Aula is the UK version of Canvas. It was developed for UK Higher Education to provide for a better user experience and integration with mobile.

As always, important to balance learning needs and perhaps with the economies of scale possible with the formation of Te Pukenga, it will be possible to curate a small range of LMS, each aligned to specific learning needs, rather than just bank on one monolithic LMS.