TAFEtalks: GenAI in TAFE teaching and learning - notes from webinar

 Attended the session hosted by TAFE Directors Australia (TDA). as organised by their GENAI group.

 The session overview is: 

Experts from CQUniversity in Queensland, TAFE NSW and South Metropolitan TAFE, WA will discuss the role of GenAI in learning and teaching, the development of holistic GenAI Action Plans, ethical considerations and governance, the distinction between learning and performance and more.

Presenters include - Dr. Shweta Singh (Director, VET teaching and learning, Central Queensland University); Dr, Suneeti Rakhari (Director Education Quality, TAFE NSW);  Jacqui Creasy (Digital Product Manager, Commercial and Credential Education, TAFE NSW); Ferg Roper (Principal lecturer, Learning and Development, South Metropolitan TAFE); Tony Maguire (Regional Director, ANS D2L) - sponsor.

Notes from the session:

Jenny Dodd welcomes attendees and begins with a welcome to country, instructions for the meeting, and overview of the sessions. Also thanks sponsors :) Then introduced all the the presenter, in order of their presentations and as listed above. 

Dr, Singh begins with overview of technological readiness and infrastructure requirements including access to digital tools and internet, technology adoption, capacity building for teachers/trainers and trainees. Poll indicates many participants' institutions as not being ready (as expected!!). Proposed the use of Gen AI as search engine, buddy, co-designer or personal tutor. Gen AI may assist the process of helping learners think and understand information effectively. The value chain approach to integrating Gen AI shared - support, sustainability, scalability, relevance, responsiveness and results (the 3 Rs and 3 Ss value chain approach). However, important also to be aware of ethical implications - integrity, regulation, privacy concerns, accessibility and commercialisation. Important to work through the macro (policy makers etc), meso (institution and stakeholders) and micro (educators). 

Dr. Suneeti and Jacqui present on 'the future of now - crafting an institutional AI policy and action plan in a dynamic educational landscape. Overviewed TAFE NSW - a large network including 400k learners and 13k staff. shared the AI governance process - develop knowledge and skills, policy and guidelines guide responsible and ethical use, appropriate staff members ot support reflection. Steps to create Gen AI educational policy include purpose, stakeholders, legal etc obligations, AI capability development, awareness of responsible use and communication. Action plan has key principles - ethical engagement, transparency, risk assessment and mitigation, data privacy and collaboration and interdisclinary approach to ensure goals reached - learner experience, learning resources, course design, educator developmenet, academic integrity, monitoring and review and corporate monitoring and AI governance.

Shared various resources and communication used to support the action plan.Included the rationale for how these were designed. Also shared examples of innovation in classrooms and the emphasis on exploring AI tools being integrated into teaching and learning through an ethical and responsible lens.

Ferg shares 'learning still matters in an age of AI'. Stressed the importance of understanding how Gen AI can support learning. Learners need to do the work and learn as it is not always feasible to depend on AI all the time. Knowledge builds on knowledge, experts have assimilated elements that have been learnt over time and effort. Using AI may not allow learners the space/time to undertake the actual learning. There are no short cuts for 'doing the learning'. 

Tony provides a consolidation of the various speakers' contributions. Acknowledged that we are the beginning of a long journey to understand and leverage AI to support learning and teaching. Important to have the governance/policies etc. in place to provide direction. Technology and AI and teaching/learning should all be interwoven across so that each supports the other. 

Q & A followed across a range of issues, with presenters responding as required. 

A good opportunity to see and hear what is happening in Australia and how they are working through the challenges posed by the advent of Gen Ai and how they are integrating it into their VET curriculum.

The coming wave - book overview

Ebook from the local library - The coming wave by Mustafa Suleyman, published 2023. The book has had a host of good reviews from the technology industry and as such, provides a perspective into how the people who develop AI and other future technologies, understand the world. Its a percursor to the up coming book by Yuval Noah Harari - Nexus - which, from the marketing blurb, has a similar argument. See Nexus book chapter sample on Guardian.com - which warns on not summoning a power that we are not able to control. 

As with many offerings from the tech industry, there are youtube videos summarising the book's premises.

The main argument is that AI and biological synthesis, will rapidly change the world that we currently know. Many are not ready for the consequences and many do not understand the fundamental science, underpinning these technologies. 

Of importance is the need for 'containment' through better knowing how these technologies work. We are not able to hold things back, but need to ensure that there are sufficient guardrails and national/international policies, to not so much control, but to rein in the rapid developments currently happening. 

A good book to evaluate what is now happening and the background for the development of AI and biological synthesis. The book is written in approachable language and draws on current developments and examples. 

Handbook of the fundamentals of modern vocational education - book overview

This is a large -over 1000 pages - (and expensive) book, Handbook of the Fundamentals of Modern Vocational Education: Shaping the World of Work, consolidating the life work of Professor Felix Rauner who was the head of the German Vocational Training Research Group based at the University of Bremen for many years. 

The book was written in German and translated into English, using AI. It has over 50 chapters, organised into 6 sections and a last 'outlook' section with a chapter on the future of vocational education.

The sections provide background/overviews of the German vocational education system followed by several chapters, drawing from extensive work undertaken over several decades, on the pedagogy and curriculum design principles as applied to the German VET context.

The German 'dual system' of vocational education, with learners spending time in the workplace and school/college has many chapters detailing its past, present and future iterations, along with suggestions for a way forward into the future. 

VET research including the study of 'work process knowledge' is covered in several chapters in section six. 

The book is required reading for VET researchers interested in the VET systems across German-speaking European countries. However, as prefaced the the last chapter, there is a need for reform of the system to meet the needs of the future of work. Thus, all countries face the challenge of ensuring there is investment and support for skills-based training but one in which there is flexibility for shifting occupations agilely, given the rapid changes being foisted on all societies, as technology 'progresses' and challenges the way work is being defined. 

Skills anticipation systems and their role in informing National qualifications competencies in vocational education

Notes taken at the webinar hosted by NCVER on 'skills anticipation' and presented by Phil Loveder, the Executive Manager for Inform and Engage.

As customary, began with an acknowledgement of country. The present provides an overview of research into new qualifications and competencies - part of the Bridging Innovation and Learning in TVET with UNESCO. see www.unevoc.org/bilt/The+BILT+Approach for information on the wider project.

Reiterated VET's role and the need to respond - as it is closest to the labour market, playing a key role in provision of skilled labour and the need to respond to current and future economic challenges.

Changing economy drives NQCs - accelerating digital technologies, new demands in sustainability environmental protection and increased processes with migration.

BILT framework focuses on Identification, Integration, and Implementation. Also on Macro (governances), meso (advocacy - stakeholders) and micro (delivery, innovative solutions etc.) levels. (the 3 Is and 3Ms). 

Identification involves understanding labour supply and demand - for current and future skills in the labour market, has to occur across all the 3Ms. Range of approaches may be used to understand skills from prospective studies to shareholder consultation and analysis of skills and carerrs information. Skills anticipation and labour market information 'observatories'. It is a strategic and systematic process.

Important to provide insights into skills need, form the basis for new qualifications, inform updates of licencing, identify extent of new occupations and to provide policymakers and industry with evidence to assure training solutions.

Skill anticipation systems involve data collection, analysis, forecasting, recommendations and then monitoring and updating.

Examples of skill anticipation systems include skills observatories, skills and employment data modelling, stakeholder engagement and employer surveys, job vacancy analysis, leveraging jobs and careers databases etc. Skill observatories across Europe (LMIS), Australia )LMIP / LMI), Brazil (SENAI), USA (O-Net).

A range of modelling and forecasting approaches used to make sense of all the various streams of data. Shared example at macro/meso/micro level data-sources from Australia. 

Example of projects include cross-sectoral projects focusing on new competencies (e.g. cybersecurity, supply chains, digital skills). Job and careers databases are useful to provide information on emerging skills needs. Consultations with employers and business membership organisations (EMBOs) important. 'Early detection' systems through monitoring of VET and occupational related trends and indicators (e.g. Germany) which help identify changes in technologies, ways of working, social trends.

Summarised the many challenges including data quality, availability, consistency, effects from unexpected 'shocks' (e.g. pandemic), better at assessing current rather than future, and challenges in translating analysis into policy and practice.

Detailed the need for integration of 4 approaches - cross cutting (e.g. Singapore Skills framework), sectoral (Basque TKNIKA), occupational (Finlnd and other European countries) and additional modular (Netherlands, Finland).

Implementation includes establishing frame conditions and buy-in by establishing confidence in NQCs by industry, learners and the community. Practitioners also require support to implement (toolboxes, processes etc.). Acceptance and assurance and clear indications of structural support are also important. 

Final thoughts include ensuring VET is 'future ready and this requires continual evaluation of labour market data. Organising and dissemination of information and data to assist training and curriculum renewal is essential. Supportive environment for NQC requires resourcing and support. 

Q & A followed.

Good summary of the process for establishing a data-based process for working out key competencies going forward.  

Reform of Vocational Education (RoVE) - proposal for change

After some delay, the proposals for reversing or changing many of the intentions and outcomes of RoVE have been released for consultation.  The consultation time is short but perspectives and viewpoints are sought on three items.

1) redesigning of the polytechnic (ITP) network to replace the recently established mega institute, Te Pūkenga.

2) two options for industry-led standards-setting and industry training

3) changes in vocational education funding from 2026.

The proposal's rationale and details are found in the 'regulatory impact statement'.

The options for the ITPs include allowing former ITPs who have had a stable financial record, to continue as stand-alone, autonomous institutions and all others to be brought under a federation umbrella with the Open Polytechnic providing a range of systems and resources that smaller polytechnics would struggle to provision. There are therefore advantages for the handful of former ITPs to basically return to their previous iterations. Market competitive forces will become part of the life again for these polytechnics. For others in the federation, the advantages are shared expertise and resources. Open Polytechnic was no doubt selected due to its national reach but it has had little experience with campus-based, hands-on programmes and the danger is that many of the programmes at small polytechnics will become distance learning (with some tutorials perhaps held in regional centres). Given that learners select f2f learning for good reason, foisting distance learning on regional learners is not an equitable solution.

The standards-setting function of Work Development Councils (WDCs) will likely be maintained and several have been doing a good job of 'filling the gaps' by developing qualifications for niche industries which are important sectors of the economy. Industry Training Organisations (ITOs) will perhaps be merged into WDCs (or not) meaning that workbased training is again separately supported. One of the advantages (which did not take place as yet) was to bring both campus and workbased learner support into one entity. It looks like this will now not take place.

Funding is really a key to maintaining a national network of VET provision. Commentators including most recently by ex-Otago Polytechnic CE, Phil Ker and ex-MP and Minister of Education, Steve Maharey, both call for the assurance that the funding system review, will lead to the sustainability of the ITP sector, 

Overall, the proposal is pragmatic, given the scope of work that has to be undertaken. However, there seems to be little advantage, from the learner's point of view (so far) despite lots of funding used to firstly form Te Pūkenga and now, to disestablish it and in many senses, return to the status quo. Option 3 for funding reform will need to be well thought through, otherwise, we return to the state pre-RoVE of a financially unsustainable vocational education system. 

Attitudes towards Muslims in New Zealand - presentation by Dr. Usman Afsali

Below are notes taken at a presentation late last week on the attitudes of Kiwis on Muslims. I usually keep these as 'notes to self' rather than posting them. However, over the weekend, I read this news report on the government's response to the Terror Attack (March 15th 2019 - where 51 Muslims were killed in the mosque in Christchurch, NZ) Royal Commission recommendations. 8 of the 44 recommendations would be 'dropped' and all the rest would be re-assigned to various other agencies. The meeting itself was short and to a small audience, with the invitation to the meeting delivered at short notice. In all, poor public relations and although, the moves were pragmatic, the lack of regard for all the people affected is not what is expected of a country, working towards being inclusive (sigh). 

Notes below:

Attended a presentation by Dr. Usman Afzal from the University of Canterbury. Presented on findings from longitudinal study on attitudes in NZ to non-mainstream groups. In the presentation, the focus was on New Zealanders' perceptions and attitudes toward Muslims.   

The NZAVS - NZ attitudes and values survey - has been going for 15 years and is planned to go on for 20. A postal questionnaire to 48,000 participants selected from the electoral rolls. The survey has 'content blocks', some changing after 3 -4 years. Covers a range of social issues including environmental, political, immigration, life satisfaction, self-esteem, perceived discrimination, patriotism, nationalism etc. etc.

Articles usually published open access, provide evidence base for advice to government and considered to be a well-regarded research.

Provided the rationale for including studying the attitude toward Muslims by NZers, especially after the 2019 Mosque shootings. In NZ, nationalism has not risen over the last decade but there is a substantial prejudice against Muslims. 

In NZ, the is ethnic and nationality diversity amongst Muslims. 25% are born in NZ with Muslims coming from across the world. Projected increase in Muslims to become the main religious group by 2070. 

Therefore important that democracies educate people to have greater acceptance of diversity. 

Muslims in NZ, hold stronger religious dogma beliefs when compared to other religions. From other surveys, if the majority are more accepting, there can be a change in acceptance of minority religions. However, in NZ, the reverse seems to take place :( True Nzers defined as being Pakeha/Maori, able to speak English, has NZ citizenship and following NZ laws and policies. Pakeha.Maori and English speakers still did not consider Muslims to be considered as full NZers.

After the mosque shootings, the warmth towards Muslims increased and this effect has been maintained. 

Discussed the considerations of the Muslim sample in the NZAVS (n=70). An increase in the sample size will help so a 'new' study has begun - the Muslim Diversity Study (MDS) (n=3000 across 6 NZ sites but presently only 500 collected). Survey began last year and will run for 3 years. Focus on finding out about wellbeing, resilience, diversity, perceived discrimination and similarities or differences between Muslims on these with other religions. Detailed the various initiatives undertaken to connect with the Muslim communities across NZ to obtain their participation. Building trusts of the Muslim community to outside institutions is important to encourage participation (which is now eroded even more by the events summarised in the first paragraph).. 

Post Te Pūkenga disestablishment

The consultation process and document for VET reform to replace Te Pūkenga and the accompanying structure of the previous Reform of Vocational Education (RoVE) was released today. The consultation period is six weeks.

The recommendations are to enact the current government's objective to replace the large VET entity (Te Pūkenga with a system that restores greater input from regional and industry towards the governance of Institutes of Technology and Polytechnics (ITPs), create options for the Work Development Councils (WDCs) and Industry Training Organisations (ITOs). As noted and recommended by many other commentators (for example from Roger Smyth and with Phil Ker (ex. CE of Otago Polytechnic) and the Tertiary Education Union), funding mechanisms will need to be reformed and this will be undertaken for the 2026 round.

In essence, the proposal is to provide a mix of granting autonomy to the ITPs who have performed well (i.e. Ara, Southern Institute of Technology) and for the smaller regional ITPs to be clustered and supported by Open Polytechnic under a 'federation arrangement'. WDCs look like they will continue, but perhaps in a different form, there are currently 6 but the proposal sees them going up to possibly 8! and the ITOs being re-organised into similar industry groupings to the WDCs.

There is therefore a return to much of the system pre-RoVE, so I am not sure if there are many gains after 5 years of disruption and the spending of lots of taxpayer funds (sigh). Of note is that the competitive market driven model does not seem to have laid to rest. The proposed model will see the larger ITPs at least, focused on retaining and increasing their student numbers to maintain their viability. For the regional ITPs, there is a risk that there will be fewer choices with regards to delivery modes as these may become, 'study centres' for distance learning rather than campuses offering a range of full-time/hands on learning. It will be important to keep an eye on the tone of the consultation as it will indicate the direction the final structure and system will take. 

From a personal note, there will be little change for my institution if we retain a high autonomous status. Innovations required to meet the challenges to shift pedagogy and outcomes due to the increased adoption of AI across industries will require resourcing. Finding that resource will be a major challenge.