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.