Educause Horizon report 2024

This year's EDUCAUSE horizon report on teaching and learning DUCAUSE horizon report on teaching and learning is now out. 

The report follows the structure of the previous reports. Trends are derived through a series of scans which encompass social, technological, economic, environmental and political trends. In this edition, AI is added as a honorary trend.

Key technologies revolve around AI, the need to support equitable and inclusive learning, practice data privacy and security, the targeting of misinformation and supporting mental health. In this, there is a move towards viewing technology as both enabler and supporter along with ensuring the importance of ethics, equity and inclusiveness.

The scenarios presented are representative of the North American higher education contexts and not all of these are easily generalisable into other national frameworks or experiences. However, the horizon report is always useful in providing information on what may happen next. The report provides updates on the affordances availed by technology and it is up to educational institutes to consider their own challenges and to interpret the report's findings and recommendations towards their own localised contexts. 

Food and Fibre COVE - new approach to learner pathways

The Food and Fibre CoVE(Centre for Vocational Education Excellence) and the Workforce Development Council - Muka Tangata -   have developed a new skills framework for their sector. Both Muka Tangata and the CoVE supports industries across agriculture, horticulture, seafood and Veterinary services. 

The project's website also provides links to the framwork, the research report (prepared by Kathryn Koopmanschap and Dr. Nicky Murray), and the recommendation paper. 

The framework is informed by an analysis to various international frameworks and alignment with the Aotearoa NZ context. The work arose from the need to recognise the skills many people bring into the industry so that they can fast track through the industry-specific qualifications. 

The framework components include core transferable skills, core technical skills, industry-specific skills and bodies of knowledge. 

All in, a step in the right direction to help provision qualifications that are industry-led, easily understood by industry and learners, flexible, transferable and with the ability to bridge both formal and informal learning. 

Resources for AI - course for higher education and assessment ideas

Two good resources to support the integration of AI into learning and teaching.

Firstly, a resource for higher education, hosted by Tilburg University (the Netherlands). The course introduces Gen AI and LLMs, discusses the opportunities and covers limitations and ethics, helps educators evaluate the influence of Gen AI on course design, evaluate the impact of Gen AI on assessments and encourages modification where necessary and identifies various ways educators and students can use AI in a responsible manner.

Participants are advised that the course will take around 2 hours and is user friendly. There are short video clips to explain some concepts, an overview statement at the end of each module, and a self-check quiz.

The second resource is from the UK it is a slide deck, which offers assessment ideas for an AI enabled world. Various ideas are offered with background and suggestions for how they may be incorporated in to higher education. The 'cards' are opportunities for further discussion amongst colleagues with encouragement to customise the cards for use by individual faculties to mirror disciplinary influences and frameworks.

He Ruku Hohonu - supporting Mōari apprentice carpenters

Unable to attend the synchronous presentation of He Ruku Hohonu, held at the end of March. Instead, the efficient organisers provided access to a recording. The presentation is well worth watching as it provides a good example of rangahau (Maaori research approaches) and contributes much to a better understanding of how to meet the needs of all learners.

This project is a partnership between ConCove Tūhura and Te Kōrari Rangahau, Tui Bradbrook, Susan Luke and Jamie Ihimaera Smiler and has been funded by the ConCove Project Fund. The report can be found here along with the literature review. 

The recording of a presentation is archived on YouTube. 

The research draws on the small corpus of work undertaken in the last 2 decades - many funded through either Ako Aotearoa or through the ex-industry training organisations (ITOs). For construction-related industries research funding has been provided through the BCITO.

The research is important. Statistics are worrying for Maaori - in 2018, 2,455 began apprenticeships. By 2022, there were 584 successful completions, 601 were still engaged but 1296 had left the industry.

The literature review looked through 65 articles published in the last 15years and categorised them into 3 groups - whakamana (39), whakakaha (18) and whakaihihi (8). 15 of the most relevant were summarised and the 65 articles synthesised with 9 kaupapa (themes) identified. Of note is the need for sector capability with capacity constraints and that current interventions which are not specifically designed to support Maaori, perform poorly for Maaori.

Interview data was gathered from students, teachers, iwi, whanau (family) and kaiwhakawhihi mahi (assessors).

Kaupapa Maaori theory analysis underpinned analyst. Tino rangatiratanga (self determination), Taonga tuku iho (cultural aspirations, ako Maaori (culturally preferred pedagogies), Kis piki ake (socioeconomic mediation), Whaanau (extended family support) and Kaupapa (collective philosophy). 

Findings for each theme from each group of interviewees were shared.

Recommendations included: celebrating aakonga success; clarifying pathways for continuing education; strengthening kanohi ke te kanohi (f2f( delivery; integrating marae infrastructure into support and delivery; communicating better with whanau; establishing peer support infrastructure; establishing a clear timeline for tracking progression; increasing access to academic learning support; and providing comprehensive mentoring and wrap-around support.

Going forward, the challenge is how these recommendations and findings can be enacted.