Informal learning in vocational education - book overview

 This book, Informal learning in VET: Illuminating an elusive concept, edited by Professor Matthias Pilz and published by Springer, is a consolidation of the seminal papers from the 4th national G.R.E.A.T. conference on Informal learning in VET in September 2022. 

The opening chapter by A, Fuller sets the scene - Context, characteristics and capacity: The 3 Cs for understanding and improving workplace learning. The chapter is a good collation of the work undertaken across the last three decades on understanding some of the mechanisms underlying workplace learning. The themes that impact on workplace learning are summarised as: context - as even in the same discipline, the breadth and extent of affordances for learning are dependent on organisational size, location and emphasis; characteristics - whether the social organisation within the workplace is expansive or restrictive; and capacity - of the trainers and teachers.

The papers are organised into four parts.

Part One - Conceptual approaches and informal learning at the system level

- Informal learning and VET: The view of the classics in vocational pedagogy (Dewey, Kerschensteiner and Spranger) by P. Gonon. From the German speaking countries, the influences of three theorists are reviewed and critiqued.

- In search of informal learning, with a focus on Australian VET by R. Harris. Summarises the many ways informal learning has been studied - for example as it is largely 'invisible' the proposal of models and frameworks, or the find out the influence of factors which affect individuals, organisational practices and the relationships between individuals and their workplaces. In general, informal learning is largely viewed positively. Summarised Australian and personal studies for common threads - national standards do not account for informal learning, owrners/managers of small businesses play an important role, apprentices often contribute to informal learning through their presence, and work and learning go together.

- Bridging formal and nonformal learning closer together: A reflection on crossovers in curriculum, pedagogy, assessment and learning environments by M, Souto Otero, Uses the perspectives of academics, pragmatists and integrationist to understand informal learning. Recommends several ways to bring formal and informal learning closer together - curricular cross-fertilisation - through embedding, enhancement and waivint; pedagogical cross-fertilisation; assessment cross-fertilisation; and co-habitation between learning environments.

- Informal learning of vulnerable people in vocational training - F. Marhyenda-Fluixā, 

Part two - Informal learning in the formal education system with 4 chapters

Part three - informal learning in the formal sector/environment with 5 chapters

Part four - assessment, measurement and validation of informal learning with 3 chapters. Two chapters from the Germanic system/perspective and a chapter comparing how informal learning is or can be recognised from several countries (Malaysia, Turkey, Germany, Europe)

The closing chapter is by K. King on 'informal learning and serendipity in the author's research journey, with special reference to VET.

The opening chapter and part one and part four chapters provide good coverage of the possibilities and challenges with regard to informal learning. 

Writing for a non-academic audience - how to teach vocational education

 I chanced on a book review of my book published in 2020, 'Identity, pedagogy and technology-enhanced: Supporting the processes of becoming a tradesperson'

The author provided good overview of the book and relevant feedback. That the book was academic in nature and difficult to access if one was a practitioner. This reminded me of an blog written in 2015 (yikes, almost 2 decades ago) on the reasons why I wrote journal articles. In the blog, there was a reminder to write for the audience and the importance of writing to inform practitioners!

My original plans were always to follow up the 2020 book with a practitioners' guide. However, other events, the pandemic (leading to the book - digitally enabling learning by doing), the reform of vocational education in Aotearoa (co-editing reshaping vocational education), and then the emergence of AI (book in peer review) meant my energies became diverted to other projects.

Therefore, it is important to keep the need to write for a non-academic audience, as a priority on my list of things to do. Firstly to find a publisher and secondly, to investigate the best format that will appeal to the readers. 

The Potential of Micro-credentials in Vocational Education - notes from webinar

 Attended a webinar organised by ConCOVE on microcredentials.

Notes taken below:

Welcome extended from George Makapatama (Deputy director of ConCOVE) who opened the session introducing the work of ConCOVE and the role of research. Eve Price was the ConCOVE project leader.

Otter.ai used to take notes as the meeting progressed. 

Stuart Martin (George Angus Consulting) presented the study, carried out last year. 

Began with a story of a friend who wanted to get into work but had a young family, His discovery of microcredentials provided a way for him to increase his confidence and to move into work he had an interest in.

Ran through the definition of credentials - what are micro, digital or digital badge. Microcredentials are registered on the NZ Qualifications framework, digital credentials are offered by various corporations and and digital badges usually like a certificate of completion after completing a short course of study. 

Then summarised the potential of microcredentials for not only learners and workers but for employers, government, industry etc. Literature search undertaken on the international use of microcredentials. There are multiple definitions and various countries use microcredentials in different ways.

In 2022, 9000 people completed microcredentials in NZ, although the number dropped to 7,000 in 2023 - possible post COVID effect. See NZQA report on the NZ approach to microcredentials.

One important item to address is to have some distinct difference between skill standards and microcredentials. Microcredentials themselves can be similar or the same as a skill standard but there may be more than one skill standard in a microcredential. Stacking ensures relevance of microcredentials, so that relevant microcredentials can be stacked towards a larger qualification, including a degree (examples in Singapore and Australia - Deakin University Master in Leadership). rules for stacking in NZ found in this NZQA document.

Note, microcredentials not presently funded through usual educational funding sources. This makes it difficult for ITPs for example to offer microcredentials due to the funding regime.

Invitation from participants to share their perspectives on microcredentials. 

Q & A followed. 

A good review of microcredentials in the NZ context. Good range of participants and a good variety of questions. 

Gen AI and education: Digital pedagogies, teaching innovation and learning design - springer brief - book overview

This book  by Professor B. Mairēad Pratschke, arrived late last week, just in time for a wet weekend. It is a Springer brief of just over 100 pages, making it a quick but worthwhile read.

The book has 7 chapters. 

Chapter 1 covers the historical evolution of AI in education, a good overview of Gen AI (GAI is used in the book) and a summary of the tenets of digital pedagogy (including connectivism, social constructivism). The chapter closes with the call and rationale for all educators to attain GAI competencies and that its introduction into learning must be teacher-led, not as directives from above.

The second chapter undertakes the unpacking of the implications of GAI on the learning ecosystem. The term AI ecosystem is used to describe how GAI is integrated into teaching platforms and tools, the implications for undertaking this type of innovation, and provides some indications of how AI will impact on education as a whole. We are already able to customise AI bots but in the very near future, embodied AI and the opportunity to not just integrate GAI but to create new forms of education.

In the third chapter, the concept of human-computer hybrid is explored. In doing so, humans (and AI) draw on each other's strengths, leading to true synergy between biological/human and digital/machine/AI. The developments already available are summarised - including ways Gen AI is trained, the role of prompt engineering, Khan academy's experiments with personalised learning using AI, Poe and Hugging Face as the options to create your own bot, expert systems and examples in deploying Retrieval-Augmented Generation (RAG). A refresh of TPACK is proposed to become TPAIK, whereby 'knowledge' is shifted to be 'intelligence'. This leads to thinking about the relationships between technology/ntelligence/knowledge and how these are part of the learning design. Who creates intelligence/knowledge and what is the role of technology in the co-relationship?

In chapter 4, learning design to bring about the connections between educational theory, and digital pedagogy and practice is proposed. The concept of Generativism is proposed to bring GAI into the design, delivery and assessment of learning. The ABC learning design framework (with the learning activities of acquisition, collaboration, discussion, investigation, practice and production from Laurrilard's work) with GAI added, is provided as an example of how GAI contributes to each of the learning activities.

Chapter 5 undertakes an exploration and discussion of the impact of GAI specifically on personalised and peer learning. Intelligent tutoring systems, adaptive learning platforms, integrated assistants and tutors, standalone assistants and tutor, along with aspects of social learning, the implications of affective computing, social AI, intelligent communities and collaborative learning (see Sharple's work) are all introduced, discussed and evaluated. Each has a role, the importance is in selection and emphasis and of the roles of AI supporter and learner. Who has autonomy and what is the role of the educator when personalised learning environments become the norm.

The next chapter focuses on assessing learning. Congruent to the findings from our own AI projects, the emphasis in the AI age, is to place importance on the process of learning, rather than the outputs of learning. The ABC framework is again used, to provide guidance as to how assessments change due to AI and how AI can be used to support the assessment process.

In the last chapter, 'embedding AI', the many themes and threads across the book are brought together. Actions for educators and administrators are provided to help move education into the GIA age. 

In sum, a good book providing a summary of what has occurred thus far with good advice on the way forward. The book is short and therefore not too daunting for the practitioner/teacher/academic leader/head of school etc. to read through. There are good discussion anchors throughout the book and these will be useful as the difficult conversations with on GAI's role in education begin to take place in earnest. 

AI forum NZ report on impact of AI in NZ

The AI Forum in New Zealand has published the results of a survey conducted earlier in 2024.

The report published in the first week of September, is an initial snapshot of AI adoption and use across NZ industries. The survey was completed by 155 organisations with 232 valide responses. 67% reported using AI, with Gen AI the most common type of AI being used. 50% of the respondents reported financial benefits with 96% citing increased efficiency. There was minimal replacement (8%) of employees by AI. 

The most prevalent use of AI was in administration and marketing. Over half of the respondents agreed that AI would create new career opportunities. Although a small survey, some indication of adoption and utilisation is collated, providing an overview of the industries presently using AI in New Zealand. 

AI leading schools - NZ Association for Research in Education event

 NZARE hosted a panel discussion on the challenges posed to educational leadership with the advent and rise of AI. 

The panel includes Associate Professor Kathryn MacCallum (University of Canterbury), Carolyn Stuart (Weaving Futures, Leadership Lab) and Tim Gander (Postgraduate Director of AcademyEX). The discussion is moderated by Miranda Makin and Stephen McConnchie. 

Notes taken:

Miranda Makin began with a welcome and karakia. Stephen introduced the topic and panellist. Each panellist then focused on one question leaders should be asking about AI in education.

Kathryn asked how do leaders balance the potential and challenge of AI.

Tim focused on the protection of data, and the ethics of AI.

Carolyn offered the need for safety rails to ensure AI is used safely.

Breakout session - to introduce and come up to the questions that are on top

Panellist then presented on how to ensure AI is inclusive of diverse learners, and cultural perspectives. What are the examples of good practice?

Kathryn shared the challenges inherent in bringing a form of technology that has been based on Westernised perspectives and ensure that it is used ethically with respect to indigenous knowledge.

Tim iterated that AI has been trained on eurocentric frameworks which drowns out other ways of thinking. Micro understanding of how Māori see and use AI (at marae, whanau level) is important. 

Carolyn added the concept that AI output should always be used as a first draft or prototype. Not an end product. 

Kathryn agreed that looking at what comes through AI must be critically evaluated. AI is not only culturally shaky but also constructs generalisations based on cultural biases. The AI products are often gendered/racist etc. as it draws from the unfiltered information digitally archived, which is now always PC. 

Carolyn stressed that senior leaders in education, must be involved in the decisions made about AI, not left to the IT department in the school! AI is different, it is not just a digital tool but has implications across educative processes. Tim agreed that we need to be careful what data is entered into AI tools. ChatGPT4o not only captures discussions, but also the context the conversation occurs in. Used the NSW trial as an example of how many unforeseen items will come up and the need to understand how AI comes about. 

Kathryn asked how indigenous knowledge is protected but it is difficult to do that when we do not what happens to the data once it goes into an AI tool. Clear directions on responsible use and policies 

Breakout occurred to discuss what the panellist have offered. 

The next question for panellist revolved around how AI changes the skills we value and should be developing in the future. Tim stressed the importance of making sure we stay true to ourselves. Not let Ai take over our voice but to maintain our humanity and voice. Also to maintain our individually so that there is a diversity of views, not just the generalised viewpoint which comes from AI.

Carolyn agreed that it is important to work out when and what to use AI with. Kathryn encouraged leaders to support kaiako and ākonga as the challenges for AI come about. There is a need to engage in the important aspects of education, not just skills but to also learn how to be curious, adaptable, creative. Important to understand the fundamentals of AI works, how is it trained, how does it work, etc.

Panellist finished with one piece of advise with regard to AI.

Carolyn advised to get going now and work out what AI means to you and your school NOW, don't delay. Kathryn encouraged everyone to play with AI tools, so that we are able to work out what it can do. Don;t leave it to others. Tim reiterated the need to stay human when we use AI. We should embrace our human qualities. 

Resources provided include the following: 

AI Blueprint for Aotearoa

AI in Education 2023 | He Rourou

An introduction to the role of AI... | THE EDUCATION HUB
Generative AI | Ministry of Education
AI and Education | Prime Minister's Chief Science Advisor (pmcsa.ac.nz)
Crafting Successful Prompts | Grow Waitaha

Karakia closed the session.

Overall, interesting to see what is happening in schools. In most, teachers are using it to prepare resources etc. but not using it with learners - especially at the primary school level. 

Personalise learning in the trades - AI coach in workshop learning

The work of Asplund, Kilbrink and team from Karlstad University in Sweden has been contributing much needed micro analysis of how people learn a trade. This 2022 paper, teaching and learning how to handle tools and machines in vocational education workshop sessions, follows on from another 2022 paper on 'introducing the object of learning in interaction:vocational teaching and learning in a plumbing workshop session'. 

Both delve into the differences between VET and other tertiary studies, whereby the focus in VET is on tools/machines and learning often requires not only 'hands-on' repetitive deliberate practice, but also one on one (preferably) learning conversations between learner and teacher/mentor/workplace trainer.

As such, there is potential for the use of AI in personalised learning in situ. Whereas most of the work on personalised learning involves PC or mobile phones. Learners may undertake 'programmed learning' whereby the learner is taken through practice-based learning through text, multimodal or simulated learning or revise their learning through various personalised learning quizzes.

In VET learning undertaken in authentic workshops whereby learners are completing full-time 'pre-trade' programmes or apprentices are learning new skills during block courses. There will usually be a ratio of 16-20 learners to one tutor/trainer. Individualised sessions are often 'hit and miss' and many learners have to rely on their own learning instincts, to carry them through practice sessions.

The advent of AI provides for new opportunities. ChatGPT4o allows for context-aware f2f AI interaction and runs on mobile devices. When we tested it with ESOL learners, the AI picked up on the accent of the learners and greeted the learner in their native language. Therefore, with appropriate further training, the AI should be able to provide individualised coaching or 'study buddy' support to learners, who are not tethered to a PC. 

There are also wearable AI options as exampled in this Guardian article which reports on the AI Pin. A quick search reveal several similar options, including an AI pendant which 'keeps you company' 

Using such a device, would provide just in time feedback and support, when a learner needs assistance. Otherwise, and very often, the teachable/learning moment passes and the opportunity is lost. Something to consider for a future project :)