OPSITARA - local ITPs' research conference

 This local conference is an opportunity for researchers across three polytechnics (ITPs) to present their work. The conference name refers to Otago Polytechnic (OP), Southern Institute of Technology (SIT) and Ara Institute of Canterbury (Ara).

Due to the wide range of degree programmes across discipline areas provisioned across NZ ITPs, the conference offerings are eclectic.

I was unable to attend many sessions, especially yesterday when I travelled down to Timaru to facilitate workshops for our Southern campus colleagues. However, managed to drop in briefly to one of the sessions in the pedagogy/education (PE) section.

Yesterday’s sessions were:

-         Robyn Hill and Warren Smith (with Jeff Hoffman) from SIT presented on their experiences, perspectives and evaluative processes for an online-based Master of Applied Management.

-          James Harrison from Capable NZ (OP) summarised some of the frameworks emerging from his PhD on developmental practices of vocational and professional roles. His contention that learning is difficult to quantify. Foundational learning across skills, knowledge and attributes builds up over time and not necessarily constrained by occupational role markers but by the aspiration of individuals.

-          John Mumford from SIT the presented on Artificial intelligence (AI) and algorithmic biases: developing critical thinking for post-graduate information technology students. He unpacked the ways critical thinking / evaluative thinking etc. could be defined, as relevant to the IT industry.

 

Today’s sessions include:

-          Glenys Ker from Capable NZ then presents work undertaken with Glenys Forsyth and Jo Kirkwood on facilitating learning success in professional practice qualifications – the critical role of the mentor. Provided background on the programme which draws on professional practitioners’ work-based learning. A self-designed and self-managed by learners. Summarised epistemological and pedagogical foundations. Evaluation of perspectives of learners – impact on professional self and personal self and the value of the reflective process as a professional practice tool. Match between learners and mentors critical’ relationship a key; mentors’ interest crucial; ongoing and constructive strengths-based learning; availability across evenings and weekends; resilience – don’t give up; stay the distance. Covered mentor’s roles and mentoring. Stressed the importance of ‘fit’ between learners and mentors. 

-          Martin Andrew, Sam Mann & Jo Kirkwood from OP presenting on nurturing Doctorate of Professional practice – voices of three academic mentors. The presentation covered the challenges, considered the distinctiveness of the doctoral journey, unpacked the premises of self-determination theory, and identified a range of tensions in the degree and the mentoring required to circumvent these. Provided overview of the qualification – 360 credits, approved in 2017 with first enrolments in 2018, 2 learners completed and 45 currently enrolled. There are 35 academic mentors. Outlined the process – not quite the same of usual PhD but does require thesis to be produced. Thesis focused on workplace project/professional practice – often action-based/auto=ethnographical research. Proposed OP PhD a third generation qualification and summarised unpinning learning theories framing the programme – experiential, transformational, Cop, criticality, reflective practice – with alignment to bicultural, sustainability, mentors’ fit and support, and criticality. Also importance in selection of external peer reader and appropriate examiners.

-          Kam Cheng and Sundeep Daggubati (Ara) then outline their work on ‘Mapping the Southbase Competency Framework to credit requirements in the New Zealand Diploma in Construction Management’. Provided details of a proposed project to explore the ‘subject matter expert’, learner and industry perspective on the RPL process. Discussed and described the project’s process.

In

-        Leslie Gill from OP on emotional intelligence inteaching and learning. recommended her book - exploring practical perspectives on emotional intelligence as a good reference. The undertook a brief overview of varoius chapters i the book starting with the history of emotional development. Second chapter is on insights into self awareness followed by chapters on the power of resilience, handling rejection, and the journey through grief and loss. Then summarised key points from chapters on expressions of empathy, spiritual well-being, and emotion management.

       Ana Terry from OP with ‘joining the dots – visual literacy in higher education. Importance of visualisation in representing complex ideas - i.e. flow chart of larger picture and how certain concepts interrelate. argued for the importance of the visual and its efficacy. However, how these are used can be a challenge. Both learners and teachers need to have visual literacy made 'visible' to us within a certain context. However, often assumed both learners and teachers have the skills.Visual literacy includes 'reading', 'writing', attaining meaning, navigation, thinking etc. Provided example from motor engineering of how learners build visual and critical thinking skills through drawing motor parts and explaining how they work. Discussed the process of visual being integrated with oral and how these contribute to learning. Shared proposed research activity going into the future. 

      Liz Ditzel with Leoni Schmidt, Michael Greaves, Amndy Kilsby and Amber Paterson (OP) on ‘what learning capabilities contribute to graduate’s work readiness?’ This is an Ako Aotearoa National Project.

      What are employers looking for in a graduate? and how can OP meet these needs. Summarised the Learner Capability Framework. Provided overview of the research project and findings. Surveys/interviews of employers/industry, and alumni conducted in 2019 to establish a learner capability framework. 2020 focused on implementation - mapping and consultation with Māori, and with employers/students etc. Currently implementation by mapping to programmes at OP. Translations of framework into Māori worked through. Top capabilities were verbal communication, effective interpersonal behaviour and working in teams. Achieved validation of the framework for implementation into the ITP and Aotearoa context. Reflected on 'what could be done differently'. 

-         Amber Paterson (OP) followed through with ‘integrating learning capabilities (transferable skills) and EduBits (microcredentials) into Year 3 Bachelor of Nursing. Developed one microcredential to help students track and meet their goals for sustainable practice - a third year community-based project. This provides a raft of learning capabilities to be completed. Summarised several student projects - usually around working with communities on health/well-being projects. 

     A good range of presentations, some of completed and externally funded projects and others more emergent. Presentations when well and session chairs were effective in facilitating the presentations and the accompanying Q & A.

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