Hybrid learning aka as mixed mode

 As Aotearoa New Zealand navigates through the very stormy sea of the Covid-19 pandemic, omicron has arrived and cases are increasing rapidly across the last few weeks. My institute has beed planning ahead for the onslaugth with plans for 'mixed mode' learning being initiated this week as student and staff cases are diagnosed.

Hybrid learning is the term often used and Derek Wenmoth has produced a guide for the schools sector. He proposes hybrid learning as the seamless delivery of learning, across both school (f2f) and virtual (online) spaces. The degree of learning in each 'space' varies as to the discipline and circumstances.

At my institute, we use blended/hybrid learning in a similar way, but to avoid confusion, have used the term 'mixed mode' to differentiate the current approach. That is, to support learners who are unable to attend f2f sessions if they have to self-isolate at home for a couple of weeks. It is tricky to balance the needs of f2f learners when a small number of learners are unable to attend physically, but require access to learning. Shifting everyone online is one solution but with a large segment of our programmes, hands-on practice-based learning is difficult to be continually offered online. Therefore, there needs to be a way to bring learners into the training workshop/studio/salon/kitchen, whilst they are stuck at home. 

Now the country has shifted to 'red phase 3' self-isolation is only required for very close contact. That is people living together in the same household. With this provision, there will be less need for learners to 'self-isolate'. However, cases will rise and affect many more people. Learners with mild symptoms will likely still need to be provided with access to learning, so mixed mode might be with us for a while (sigh). This week will be a watershed time as we see how the case numbers move and what effects these have on learner attendance. We may yet have to shift many programmes to fully online rather than try to rely on mixed mode. 

Tech tools for education - themes going forward

 Cultof pedagogy is one blog worth checking out for teachers. In their post, 6 tech tools to try for 2022, the tools reveal some of the shifts in how educational leverages off tecnology in the US of A schools sector.

Of note are two themes, tools which enable AR and VR and an emphasis on equity. These two themes, inform how apps/platforms/tools are selected and used in schools, leading to a loop whereby more similar apps/tools are developed.

The ease of availabilty of mobile devices including tablets, allows for AR and VR to be used more extensively in formalised education. The two tools featured, frame and osmo provide a glimpse in to how VR and AR can be applied to educational support. Frame allows for meetings to be held in a more '3D' type environment and osmo extends AR to allow for interactive learning of complex concepts. Both are useful in my context and provide ideas for going forward with AR and VR. 

Supporting researchers

 On returning to work this year in January, I found out that as part of my work team's move into the 'people and capability' section, that there will be better structured and resourced support for our institute's researchers. I take on the role of facilitating this support for half of my time as an educational developer. This role is for one year and will be reviewed at the end of year. In part to take into account the final move into Te Pūkenga, the institute made up of all the existing polytechnics and industry training organisation, which officially begins in 2023. 

I did a brief search to find existing material. All the sites are university based. These include University of Oxford (UK); and University of Bristol (UK); Massey University (Aotearoa-NZ); and Lincoln University (Aotearoa).

In general, the support includes access to various resources including library, research approval, ethics etc. Developmental support for researchers is usually offered in the way of workshops, seminars. Networking features along with mentoring and learning groups. All standard approaches for supporting academic development. 

I have just sent out a survey to our researchers to work out a baseline for interest in various research support initiatives including writing workshops, retreats and networks; assistance with various research processses; and workshops and resources for using digital research tools/platforms. From the survey, I will develop a 'programme' for this semester and after evaluation, a programme for the second semester.

 

Reimagining decolonisation - book overview

 As the Māori whakatauki ‘ahakoa he iti he pounamu’ implies, this book - Reimagining decolonisation, is ‘although small, a treasure’. I downloaded this book on to my ipad late last year (just over NZ$5) and read it a couple of times over the summer. The book covers important concepts and uses accessible language, stories and metaphors, to explain the impact, implications, and challenges of ‘decolonisation’. It is important for all kiwis to read as the country wrestles with the many consequences of over a century of colonisation and lip service to Te Tiriti o Waitangi – the treaty signed between Māori tribes and the British crown.

Decades of Māori assertion for ‘honouring the treaty’ is very slowly making its way through the social fabric of Aotearoa. As an immigrant I have always been grateful for ‘biculturalism’ as it means kiwis are (in the main) cognisant of the need to have empathy for a range of cultures beyond their own.

However, ‘decolonisation’ is a long journey, and Aotearoa is very much at the beginnings of the journey to redress past injustices; provision equitable access and public service to all; and to forge actual lasting, respectful, and meaningful partnership between the tangata whenua  (original inhabitants of Aotearoa) and those who have come later.

Imagining decolonisation (just over 100 pages) provides an accessible introduction to the Aotearoa context. The seven authors, (Bianca Elkinton, Moana Jackson, Rebecca Kiddle Ocean Ripeka Mercier, Mike Ross, JennieSmeaton and Amanda Thomas) are mostly based in the Wellington area, a few related and members of the local iwi and most with affliations to Victoria University. There are five chapters, with an introduction and a collection of notes.

The introduction by B. Elkington & J. Smeaton sets the scene using stories of the authors past, growing up around Titahi Bay /Porirua - a seaside suburb North of Wellington. 

M. Ross writes the first chapter ‘the throat of Parata’, using Māori narratives as a way to introduce the concepts of decolonisation. It introduces the Māori approach to presentation, by way of stories and analogies, rather then through direct prose.

In the second chapter, O. R. Mercier undertakes a discussion on ‘what is decolonisation’. This chapter sets out the many lenses through which decolonisation can be viewed. These 'lenses' have often been constructed by non-indigenous writers, researchers and thinkers. There is a need to listen more closely and honour the indigenous voice, as they bring a different way to look at the world. Not only through the largely westernised rationalistic approaches, but through more holistic and ecologically grounded ways which are not divisive but collegial and collectivist. 

R.Kiddle follows with a chapter on ‘colonisation sucks for everyone’ providing the argument for why an understanding of decolonisation is so important to Kiwis, if the country is to move forward as a unified nation with emphasis on empathy and equity. It is important to understand the various viewpoints of many, but in the end, to work together to bring social cohesion which is also equitable for all.

A. Thomas’s chapter ‘Pākēha and doing the work of decolonisation’ unpacks the ways everyone should apply to their lives, to ensure ‘decolonisation’ is not a word which is just bandied around, but actually becomes the foundation for future and current aspirations and goals. Everyone must play a part.

M. Jackson then closes the book with ‘where to next?’ decolonisation and the stories of the land’ by setting up the challenge to all, to be activist and not just spectators. To contribute and not be ‘done to’.

The notes are worth a follow up, especially the journal article by Tuck and Wang (2021) which deconstructs ‘decolonisation’ within the North American context.