OPSITAra - Day One

 At the local research forum ) OPSITAra, held this year at Invercargill and hosted by Southern Institute of Technology (SIT). The forum is an opportunity for researchers from Otago Polytechnic, Ara Institute of Canterbury and SIT to share research findings and to network across the three institutes. As we are all now Te Pūkenga, we also have participation from researchers across Aotearoa with researchers travelling from the North Island and the North of the South Island to also present.

The conference opens with Mihi Whakatau (welcome) hosted by Reniera Dallas, Daryl Haggerty, and Drs. Sally Bodkin Allen and James Savage. Dr. Megan Potiki, Executive Director Te Pūkenga Rohe 4 (which includes OP, SIT and Ara) provided an overview of her story and the mission required going forward to work with iwi. 

There is then a series of research Community of Practice (CoPs). Each meeting to discuss the possibilities for collegial and cooperative work and to network across the three institutions in the rohe.

After lunch, I attend the session with presentations on Teaching and Learning. There are two other streams (one pre-recorded) with presentations of research on construction/infrastructure and health well-being.

First up in the teaching and learning sessions, Dr. William Jenkins from UCOL talks about 'the impact of 2 COVID-19 lockdowns on NZ tertiary education students studying at a regional polytechnic. Reviewed the pandemic and the NZ response. Shared some NZ-based studies on the topic. Mixed responses from studies conducted at NZ universities and 2 ITP-context studies. In general, lock-down was stressful but all studies small and difficult to generalise. His study looked at the effects of the 2nd lockdown compared to the first. What was the difference between those who were more stressed and those less so. Survey at the end of 2021 with 68 analysed. In general students handled the second lockdown better. Divided data into 3 groups, 1/3 negative experiences, 1/3 neutral and 1/3 positive. In general, does with family had a more positive experience. 

He is followed on by Rachel van Gorp from Otago Polytechnic presenting on 'lecturing for neurodiversity: a guide to inclusive teaching'. Presented on the findings from her Master in Professional Practice where she interviewed 13 students and used these data to form practice recommendations. Neurodivergent brain functions differently. Challenges include difficulties understanding a following instructions, staying focused maintaining social interactions and high sensory overload. Important to build relationship with learners and make visible teachers' awareness and understanding of neurodiversity. Teaching methods need to be flexible and adaptable - use simple language and avoid jargon, check colours on visual resources, remember it is the first time learner is coming across the topic (even if you have taught it many times). Be aware of the need for breaks. Use support and resources. Ensure environment is inclusive. Connection between teacher and learner is critical. Teacher need to have access to resources and know how to use them. Be neurodiverse centred. Keep current with evidence-based practice on the topic. Draw on institutional support. For teachers, give learners extra time, provide visual aids, break complex tasks down, over one on one tutor support. 

Helen Mataiti and Amy Benian with Rach MacNamara from Otago Polytechnic are next on 'learning for all: designing learning in our work-based context'. Introduced the principles of Universal Design of Learning (UDL). Began with the socio-cultural history of the UDL framework and how it can be translated into our Aotearoa NZ tertiary and vocational education context. UDL backed up by neuroscience research to ensure there is good design of representation (recognition networks, - visual, aural etc. what we learn), action and expression (strategic networks - how we learn) and engagement (affective networks - why we learn). Used a qualitative, storying and empowerment method to find out how UDL help to reduce barriers to learning and that it is not a reinvention of 'learning styles'. Provided examples as to how to apply the UDL principles. 

The last session in this collection is with Rachel Byars with Greta Bauer, also from OP who presents on 'creating a sense of community and wellbeing through events'. Outlined the project carried out by Greta with the OP Student Association. OPSA events were impacted by Covid. The aim was to find out how students felt about student events and their impact on wellbeing. Summarised importance of these events, wellbeing and how each intersects with the other (lit. review). Survey of all students and then interviews with 6 event organisers and students as target groups. In general, survey revealed the importance of events to socialise with friends, entertainment, take a break, improve wellbeing, gain knowledge and for individual and community rewards. Overall, events are important to students, helping to build a sense of belonging, community and wellbeing. Important to create an events representative on the OPSA executive committee,  increased coordination within OP schools and survey each year to gauge student perpectives on events.

I attend the Research CoP on the Scholarship of teaching and learning, convened by Sonja Swale (SIT) and Claire Goode (OP). 

Short 'lightning talks' then occur across teaching and learning, construction, and health and well-being themes. 7 presentations, each 7 minutes long! Topics covered include 'reimaging Bourdieu'; assessment practice, psychological safety, personal experiences on teaching practice; how to communicate the unknown. and big ideas with students. Presenters from SIT, OP, Nelson-Marlborough Polytechnic - Selena Coburn, Fiona McLaren, Mark Wilson, Andrea Jones, Wendy Olsen, Maria Grace and Tim Lynch. 

The evening ends with a networking event, allowing everyone to few posters and creative exhibits. There are also several presentations from researchers in the creative industries.