Aotearoa AI Tertiary Network (ATAIN) - Student Perceptions of AI: Reshaping Pedagogical Approaches in NZ

 In this session of ATAIN we have a presentation from Dr. Francesca Benocci and Stella McIntosh from He Herenga Waka / Victoria University Wellington.

Their topic is 'Student Perceptions of AI: Reshaping Pedagogical Approaches in NZ'  Poll of participants indicate that AI provides both opportunities and challenges with AI.

Began with the challenges posed by AI - raising critical concerns around equity and learning and students are increasing using AI - not always to the betterment of their learning. Therefore important to find out how students use AI to move beyond reactive responses towards thoughtful engagement with AI.

Used anonymous survey and based on a Australian survey across 8 universities. Used Menti,com to run through some of the items in the survey. Questions cover perceptions on AI, its usefulness and harm.

Sample of just under 600 students. Mixed results with 83.4% were sceptical, 80.2% were worried, 49,8% optimistic and 51.6% excited. These are all lower than those from the Australian survey.

68% experienced stress and 63.8% felt shame :( 

Students used AI to 'make things faster', Helps me when I am stuck, makes things easier, reduces my stress. 

Shared things that discourage their use. 

Students report using AI to edit and improve writing, brainstorm ideas, summarise materials, step-step by teaching, finding information, code/formula check, generate written answers, transcribe lectures and complete assessments. 

Only small numbers of students use AI to help with part or all of the assessment. 

Discussion on one challenge/question and one opportunity or possibility. 

A quick wrap-up closed the session. In summary, students will use AI anyway, it is important to provide guidance as at the moment, it is very hit and miss. 

NZ Vocational Education Research Forum - Day 2

Another busy day at the conference :)

Greg Durkin, Director of the Building and Construction Industry Training Organisation (BCITO) opens the day. Greg began with an appropriate whakatuaki (Māori proverb). He summarised the contribution of VET to supporting and progressing the Aotearoa NZ economy and the need for parity of esteem and recognition of qualification levels for all disciplines. 

The day's first keynote is with Honourable Erica Stanford, Minister of Education. Detailed the work being undertaken to review the education system to increase equity, parity of outcomes, and lifting the standards of school-based education. Teachers are being provided with development to enact structured literacy and numeracy. By the time students complete their schooling, their literacy and numeracy will support their further educational journey along with their lifelong learning. National qualifications also need reform and require review as well. There is a lack of consistency and a lowering of the bar of the entry into tertiary education. Therefore, standards in literacy and numeracy require focus to ensure all NZers are set up for future success. Vocational and educational pathways need to be on par. A National qualification needs to have industry-led and educational that have parity. 

Encouraged the need for industry to be engaged to ensure that the curriculum has the knowledge and skills required to young people as they leave school. The Industry Skills Boards (ISBs) will need to play a key role in connecting the different workflows. Curriculum reform to a knowledge-based and industry-led will be a key. Equal value is assigned to these so that it increases the parity between vocational and academic. 

Then the second keynote is with Craig Robertson, CEO of the Victorian Skills Authority. He presented on 'The vocational renaissance (with some international reflections)'. Began with a overview of the VET landscape in Victoria / Australia and the history of the TAFE sector's ups and downs along with the ways VET is structured (stand-alone / independent, federation model and centralised). Then discussed the similarities and differences between Australia and Aotearoa NZ. 

VET in both countries inherited from the UK and still follows this model still. Reiterated the importance of policies, government roles on how education systems affect the country's economic and social aspirations. Used fireworks as an example of a linear process and digitisation which is much more flexible in the way the data can be reconfigured to create many variations, Summarised industry 4.0, examples and its impact on VET. The historical impact on jobs shows that males with lower education have had relative wage decline. Society has had a narrow, one-dimensional view of human talent and privileged cogntiive/white collar work. The cost is that there when AI arrives, we are unprepared for its competition. Work is more than cognitive. Summarised the changing nature of work with the rise of the new technician. Division of labour from the late 1990s is now shifting with there being less managerial and intermediate/coordinating jobs. Small businesses do not fit the larger organisational companies. The new worker needs to have a broad occupationally oriented skills, coupled with a sound understanding of the relevant theoretical principles. Check Lewis (2025)  innovation, tehnician and VET in JVET. 

Introduced the work of Jobs and Skills Australia's report of the impact of AI on work. Compared the % workforce potentially exposed to automation and those to augmentation by AI. AI will have most impact on cognitive work but less so on VET type work. VET workers will rise to the fore as a choice for sustainable careers. Shared a report from Vietnam of the effect of technology as an example, Critical thinking, written/verbal communication, numeracy, complex problem solving, etc are much higher in necessary than basic digital skills. AI is set to increase GDP due to its potential to augment human capabilities. It is important to think beyond a linear approach to training. Need to think about new skills with many 'programming/writing' jobs compared to physical labour. Focus needs to be put on science and thinking skills (i.e. the critical technical skills - VET). 

Summarised how various countries deal with the above. England has continued reviewed qualifications  - e.g. O, A, T, V levels in an attempt to cater to the large range of students leaving school. NZ moving from unit standards to skills standard. VET in schools moving to skills standards and equal volume of learning. focus on competence, provide flexibility and assessment and portability of learning. Australia moving into purpose-driven qualifications - type 1 competency to occupation; type 2 - competency to industry; type 3 - application of skills and knowledge driven by learning outcomes. Implementation of this concept has been a challenge thus far. Recommended to read Mark Carney's book 'and economist's to guide everything that matters'. 

 Sessions continue. 

First up, Greg Durkin and Phoebe Gill (Scarlatti) present on a ConCOVE supported project  'The $750 million question: who really pays for apprenticeships? Began by introduction of the rationale for the project. In the construction/infrastructure context, industry, government and taxpayers want a highly training workforce, better quality housing and buildings and who is doing the investing in training. Asked 'do you think employers spend more on wages or time spent on support? How much time does an employer spend on support per apprentices per month? What extra costs employers cover for their apprentices? 

The survey undertaken with 317 BCITO employers, industry specific pates online and modelling and extrapolation. Five categories of employer contribution - annual wages and block course fees; wages during block course; development support; time for pastoral care and engaging with provider. Interpretation complicated as there are many ways to define support, employers may not actively measure this, some could happen without formal training, no ROI, benefits and the study is selective pool of employers.

On average $28,000 per apprentice (range from 10000 to 70000). The vast majority is time put into pastoral care and provider engagement. These include one-on-one check-ins, career guidance, buddy system etc. Around 17 hours a month across supervisors, peers and apprentices. A bit of time saving if there are multiple apprentices. Time mostly in meetings with training advisors, reviewing workbooks, and completing evidence. Average of 10.5 hours from employers/supervisor and apprentices with BCITO. $$ support mostly for consumables, tool allowances, transport, meals/drinks and counselling services. Therefore, estimation of $100 per apprentices per month - which excludes consumables and tool allowances. 2/3 accessed subsidies to support block courses (fees and apprentice wages). Common to pay annual and block course fees, some split the costs, in general it was an all or nothing approach though. 90% paid apprentices for attending block course.

Most of the $$ is in the form of time ($637 million) but these are engaged employers and there will be wider variants across the construction industry. For BCITO/earnlearn apprentices (22,000apprentices) $659 million and Connexis/earnlearn (3,600) $104 million. What the employer gets back is more productive workers, return of 3x to 10x on the $$ /time put in. Well trained employees are crucial to a successful business and they can only import them, steal them or create them through apprenticeship. 

Then Dr. Mark Bradford, Claire Le Grice and Fiona Melrose from Skills Group/ Institute on ' ideas that RIPPL: a system level practical approach for disseminating research and innovation. Change is challenging, so how can people thrive through change? Fiona began with an introduction. The team work at Skills Group which exists within a wider sector context of reform, consolidation and disruption. RIPPL is a system level reproach that connects research, teaching and professional learning. Research belongs to everyone in the organisation. Uses a community of practice framework to bring together teams and to help socially construct solutions. The process needs to be psychologically safe so that people feel safe to experiment without fear of judgement, learning and creativity accelerate (Edmondson, 2019). 

Mark overviewed the background and ways RIPPL was developed. Used ZEME as a case study of the application to increase creativity and innovation. Ran 34 workshops and generated 90 pieces of work to disseminate what was learnt. 

Fiona continued with examples on how research can be empowering for many people. Research can be undertaken by everyone. Claire continued with details of the process. Especially how to engage people in the process - trust is important - opt-in freely, keep it playful, experiment with joy, honour the clock. 

Plenary from Dr. Michael Johnston from the NZ Initiative on 'vocational subjects for senior secondary school: What will it take to get it right? ' from his work on 'trade routes: charting new pathways from secondary school to industry training. Shared data of activity for 16-19 year olds and 20-24 years. In general, at 16 - 19 60.1% still at school, 10.9 in degree and 10% involved in workplace learning, dip study, certificates 1 -4 and workplace based training 11.3% are NEETs. By 20-24 most have left school, 23 % in university 55.7% in employment, 10% in via and 13% still as NEETs!

Schools primarily geared to teaching the NZ curriculum which morphs into a track to university at around year 10. We do not want to have a sieving mechanism earlier (as per countries in Europe/Asia). There is no equivalent of university entrance for VET. Limited basis for young people to make informed decisions (pathways and earning potential important). Culture seeing VET as a second rate option. A step in the right direction starting with the current change to the school curriculum. The NZ Certificate and Advanced Certificate of Education will replace NCEA in 2029 and 2030. Assessment for vocational subjects is likely to be through industry skills standards (replacing unit standards). Each subject can be split in two to total to 40 credits. These will either provide the NZCE with 40 credits in vocational learning or be used to provide students with an opportunity to try out a few industries.

Skill standards tend to have a workplace-based assessment, This may be difficult for schools to organise. Advantages of skill standards have potential to escape the stigma attached to unit standards (atomised, disintegrated); common requirements in skill standards as they need to be conducted in the workplace; 'indicate content' could facilitate curriculum development; and partially completed vocational subjects can be ported into tertiary institutions. 

Challenges of skills standards include common requirement to be conducted in the workplace, intention to report on 100-point scale with overall grades for each subject; and higher grades at the subject level will be needed to establish parity of esteem. Therefore, there will be higher grades for subjects (rather than standards); criteria for skill standards should represent as many levels of performance as assessors can reliability discriminate; graduate profiles for level 1 and 2 qualifications could be a good place to start; and purpose-built standards may be more coherent than using existing ones. Contextual considerations include that work-integrated learning opportunities will be essential; students should often be expected to transition during the school year; dual enrolments should be commonplace; VET must become business-as-usual for schools; and ISBs must be in it for the long haul. Schools need a better integrated system as currently they are independent entities and this has let to too many variations. 

After lunch, a session with Dee Earle, Principal research analyst from the Ministry of Education on 'from school to skilled work: monitoring the impact of Gateway and Trades academies'. This is based on a recent report. Gateway started 2001 and trade academies in 2010. Summarised the objectives of each. in 2024, 15,455 in 380 participated in Gateway and 11515 students in 24 trades academies across 402 schools. Both increase student retention, raise NCEA level 2 achievement and support transition into further education and employment. 17% of students participated in both.

Followed 2014 cohort - 16 then and 24 in 2023; and 2018 cohort who are 20 in 2023. Included students that took part and did not complete and students who did both.

Limitations were summarised - what it does and what it does not. Evaluated if they completed school/tertiary qualification, ever been an apprentice and in employment.

Findings are: similar outcomes for Gateway and Trades academies; most stayed in education at 17 and achieved level 2 or higher by 18; men likely to enrol in apprenticeships but low for women; men in employment, positive benefits, Covid 19 resilience identified, and trade academy effectiveness maintained even when numbers participating increased in 2019.

Both programmes improved outcomes for participants. Pathways into VET stronger for men, smaller effect for Māori and Pacific and little to no effects for women. Employment outcomes revealed strong effects for men and than women. Smaller effects for Māori and Pacific. Q & A followed.

A panel convenes to discuss the 'future of VET research'. 

On the panel are Arthur Graves and Katherine Hall with Josh Williams as moderator. Katherine shared a vision for centre of excellence Summarised the challenges laid out for VET, completions, funding, qualifications and skills. Large number of workers needed to support infrastructure but training plays an important way. Whether the changes to VET / school curriculum is able to deliver the skilled/trained workers required. There is already research out there and we need to draw on these to inform the way forward. 

Arthur shared the food and fibre centre CoVE story - there is value in applied research. F & F had beginnings through collaboration - government agencies, providers, industry. The CoVE was positioned to be industry-led, government funded and learner focused. The value proposition was to invest in transforming of the talent pool and growth of the food and fibre sector. 

Summarised some of the projects undertaken. Discussed the challenges of implementation. Funding in research has been funded through CoVEs, Ako Aotearoa which are external to where the challenges occur. Collaboration is still required to apply research towards solutions. 

What does CoVE mean? Katherine shared the vision of how to reimagine the centre of excellence. Innovation Lab (design) informs education (future proofing) and resources (to benefit industry). Also can be used to support advocacy plus feed back into think tank (research) to continue the process. 

Arthur discussed the need for an interface between school/tertiary education/industry rather than to think about the process as transition. Making progression and going on a journey are not transitions. They are inter-related and should be a progression. A structured interface (from 16 - 19) needs to be better organised. Dual enrolments are possible through legislation etc. but leadership is required. Dual enrolment needs to be explicit and be a standard rather than an option. 

Katherine was asked to select 3 ConCOVE projects. Difficult but degree apprenticeships, Tui Tuia, and the 'bystander series' were the ones that she selected.

What can we do as a sector that can be done to support future VET research? Use the opportunities for the secondary/tertiary system change. Slido pol followed to collect perspectives on the forum and to gauge appetite for another forum next year. 

NZ VET research forum - Day One AFTERNOON

The conference after lunch convenes for plenary address with Madeline Newman from AI Forum NZ on 'designing tomorrow: human futures in an AI world'. Introduced the AI forum, its goals and people, shared some of their work including working groups, summit, hackathons, key reports and white papers etc. Summarised the work of the AI blueprint for Aotearoa and the AI and architecture engineering and construction, AI in education. AI revolutionalise learning through personlising educational paths, efficient training and feedback and expanded global access. Also AI powered VR.

AI and creative industries summit brings global conversations to Aotearoa. Creatives partner with technology, with boosts in productivity. Human creativity along with emotional resonance important. AI can democratise creative work and raises the bar for professionals. Using robots as an example, 52 studies published since 2017 covering over 2500 individuals found that robots have a no effect on wages. Routine cognitive or physical tasks have diminished but those requiring creativity have increased. Highest ROI is where humans work in partnership with AI. Ai in Action report has latest stats on AI use and adoption, If AI frees up time, what do you do with it? 

AI governance - responsible use of AI just refreshed. Upskilling requires understanding how to use AI safely. Therefore, key items to do include: AI literacy, digital and AI access for all, responsible use - understand the risks and use AI safely, and ensure human centred design. Introduced advances in robotics and the implications on society and work. Uncertainties include the legal, cultural and public acceptance and readiness. Q & A followed. 

Then Dr. Dmitry Zavialov from the Skills group and Dr. Roman Mitch, on 'Aura farming: cultivating irreplaceable human leadership in the age of AI'. How can we bring across our strengths without replacing our humaness. Skills that can be replicated by AI means that we need to enhance who we are and what we are about. Educators need to create environments that help them increase the attitudinal aspects of humans so that these can be focused on. Resilience, working in teams, working across cultures etc. are examples. Roman shared example of how to teach technology when it is moving faster than we can keep up with it. The principle of what makes us essentially human, Shared work applying these principles. How artists use AI provide examples of how we can go forward. Therefore, programming can be thought of a an art form. 

Three plenary sessions follow.

First up with Emily Fabling Deputy Chief Executive at  NZQA on - Right touch, right size regulation: quality assurance with purpose. NZQA is about supporting learners to succeed and industry to be represented. Overvies of NZ education; what does right touch right size mean, NZQA framework and examples. Over 400 tertiary providers, 92% are PTEs. Universities have 44% of learners, Te Pūkenga 29%, Wananga 9% and PTEs 18% - 57% VET. Changes being made include: quality assurance across all (apart from universities), maintain framework, maintain international comarabiliy and effective liaison with overseas bodies to recognise overseas qualifications in NZ and to achieve overseas recognition of NZ qualifications. NZQA registers PTEs, approves programmes, qualifications, micro-credentials and standards, quality assuring provision of education and training, reviewing and updating NZQF and liasiing with overseas recognition bodies. Rules, norms and sanctions shapes lives of NZers and NZQA does the same for education businesses organisations, learners and communities. regulation can impose costs, limit freedoms, stifle innovation but these need to be considered.

Considered the importance of quality as poor quality affects all. Shared the recently reviewed NZQA regulatory framework principles - impact-led, anticipatory and adaptable. Regulations should support delivery and not be a barrier to collaboration or innovation. The evaluative quality assurance framework is now 16 years old. Based around entry controls and external evaluation and review. Additional activities have been added. However, VET has to been move more quickly and the EQAF needs to be reworked. Productivity Commission report in 2017 recommended NZQA should ensure all providers meet acceptable standards; risk-based monitoring of providers; and ensure providers have their own processes to assess and improve performance for their learners. 

Summarised the new integrated quality assurance framework (iQAF).  Diagram of the framework provides details, A good overview of the more collaborative approach. Quality assurance with a purpose shared - aviation and pilot training (case of recent regulatory intervention of provider); construction (statutory conditions imposed on two providers); and Pacific qualifications framework (endorse and to allow these to be referenced against NZQF).

I then present on 'Gen AI and trades/craft work: implications and effects. The overall theme is that AI in the context of trades/craft work is different in the way it will be used, and the interactions are less text dominant. There is a need to understand how AI changes the nature of trades work, as it will be used to augment both physical and cognitive work. 

The NZVET research forum awarded me for having presented at all of the forums thus far!!

Final plenary for the day is with Katherine Hall from ConCOVE Tūhura on 'reflections on a five-year experiment: the ConCoVE legacy. Encouraged to look at Sir Paul Callaghans presentation in 2007 on future for NZ. We do not seem to have got through many of the recommendations :(

Katherine summarised the genesis of ConCOVE and it's vision and mission. It sought to challenge the current ways things were done and to seek to shift it towards greater equity and inclusion. A systems change view was adopted, meant the need to find out what was occurring and to apply it to improving. Many projects were commissioned but they were all part of the greater objective of shining the light on what has happened, what could be and how to get these in place. Summarised some of the findings and how these had been used, reworked, or reimagined. 'the system is perfectly designed to get the results it gets', Shared recent stakeholder survey supporting the work undertaken and the ways ConCoVE has supported the construction/infrastructure industries. Effectiveness of ConCOVE supported. Call for the participants to keep the work visible, embed the work into delivery, preserve the kaupapa (work/knowledge). At a system level we need stronger advocacy, faster qualification design and delivery mechanisms, business skills.disrupt the narrative, challenge the system , take the evidence and apply it. 

The day ends with a networking event, taking everyone well into the evening. 

NZVET Research forum - Day 1 MORNING

 The Vocational Education and Training (VET) Research Forum has been reinstated and runs today and tomorrow at Te Papa (the national museum) in Wellington.

The Forum is opened with karakia and mihi from Building and Construction ITO (BCITO). 

Josh Williams (who MCed the event) welcomed the conference participants and ran through housekeeping and health-safety along with a ice-breaking session and a introduction to the conference, its purposes and the journey following, including that the system has always centred around people. 

Jane Kennelly, Director of People, marketing and stakeholder management at the Skills Group undertook the formal welcome and introduced the Minister. She celebrates the coming back of the forum after five years and summarises the many advantage afforded by undertaking research and its application to practice.

The first keynote is with the Honourable Penny Simmons, Minister of Vocational Education. Presented a positive approach to the future of VET in NZ. Reiterated the importance of strong pathways from school, both into VET and higher education. Supported that partnerships across the many players in the system and that these need to be well-connected. Regional challenges for youth unemployment needs to be focused on, apprenticeship completions need to be increased (from under 50%) and also strong alignment with industry important, Centralisation does not meet regional and industry needs. Therefore, the shift away from it will ensure better future progress. Reiterated the changes being undertaken to reinstitute polytechnics, and establish Industry Standards Boards (ISBs). This puts decision making back to the regions. Industry driven, locally led and regionally informed. $20 million in 2026 and 2027 to ensure that access to VET continues, especially in regions with high NEETs. Research needs to be relevant, application and informed by industry. Time for Q & A. Research funding possible through the new 'PBRF' (perhaps 9 million) and through ISBs (being worked through). Financial stability across the sector key to moving VET forward. 

Following on is a keynote with Katryn Rowan (Executive Director) for the Global Apprenticeship Network (GAN). Strengthening connections between youth and employer - Tomorrow's future-ready workforce. Summarised the vision and mission of GAN - to champion quality apprenticeships as a key driver for workforce development, social mobility and economic growth. Has been advancing apprenticeships for 10 years with 10 networks around the world along with key corporate members and partnerships with ILO, OECD, IOE etc. Presented on the rationale for GAN - too many young people leave school without clear paths, persistent bias towards university, employers struggle to find skilled talent and apprenticeships help increase inclusion, social justice and growth. NZ snapshot as someone coming in from the outside. NZ ranks 3rd in OECD in field of study mismatch. 30% of school leavers go to university. 60% lack a structured post-school pathways. Performance focused on course completions more than career outcomes. Upcoming NZ 'industry-led' secondary subject is a positive move. Then overviewed the international global challenge. 13% of youth employment (x 3.5 of adults); 261 million NEETs; 75% of employers report difficulty filling roles; 63% say skill gaps are a major barrier to growth; and 39% of skills will change by 2030. 

Shared that the consensus of the way forward to be the benefits to individuals and companies of work-based learning, clearer pathways and VET. ROI of apprenticeships proven across many case studies. Partnerships are important. Private sector/ businesses crucial. They see emerging skills first; provide real-world 'classrooms'; and bring structure and innovation. Advocated for a 'skills-first' focus, not just on qualifications. Shared the GAN corporate champions for apprentices (CCA) who are companies committed to supporting quality apprenticeships. Shared case studies from L'Oreal, Nestlē and Tassaroli S. A. in Mendoza. Key items include shared curriculum and involvement of key /crucial stakeholders for skills design and forecasting, shared training assets, flexible and targeted WBL, career guidance and early exposure to choices, SME engagement, data and governance. Vision, collaboration and results help provide direction going forward. 

After morning tea, a series of sessions organised into two streams.

Dr. Gemma Piercy from University of Waikato on 'where to next for lifelong learning in Aotearoa NZ'. Asked what has happened to the term and practice of lifelong learning? Is the policy focus on front-end education investment a barrier to lifelong learning? Lifelong learning - orientation to learn over the lifetime, acknowledging portfolio careers requiring continued learning.

NZers have increased completion of qualifications, with small sector of population with no qualifications (2023 - 12%). Lifelong learning became important through 1990s with 1/3 of workforce with no qualifications. Industry training increased. Tertiary sector - student loans, skills training tied to completions etc. Do we still depend on the market model - as this may no longer be fit for purpose. 2000's pivot towards 'front-end' loading with state support for short qualifications. 2010's tightened eligibility/ incentives. E.g. no student allowances/ loans to older NZers, late-life transitions harder to fund. 

Lifelong learning still needed due to rapid tech change, second/third chance need rising, capacity gaps in current policy levers, literacy issues identified amongst school age students before Covid, increase in precarious work and portfolios careers remain. What is the right mix between 'front-end' and balanced systems. There is a need to design policy for continuous upskilling and transition. Proposed restoration of genuine lifelong access. 

Then Camilla Karenhana from Ringa Ora on their project ' Tirohia ki tua - the impact of Māori in the service sector. Told the story of growing up through various economic changes and how this connects with the work being undertaken. In the community services sector, important to understand the impacts economic consequences on communities and individuals. Deficit view needs to be flipped. The ecosystem of how they work is through building relationships. Historical issues of mistrust need to be worked through before progress can be made. Relationships need to be genuine, build on trusts and not just on outcomes. Wānanga take place which are to listen, be open, identify what can be done, and be about them. Tuia was to connect Māori across industries. 

Went through the resource  (Tuia 2025) developed and how this can be utilised. 

Lunch followed to recharge after a busy morning :) Good to be back with kindred spirits. 

CoPilot with M365 (premium - with access to researcher and analyst agents

I have had a few weeks to get to know the premium subscriber version of Microsoft Copilot or Copilot M365. This version costs an extra NZ$500 + a year and not available to everyone within the institution.

Fellowmind, provides an overview along with pros and cons of the system. Microsoft Insider Track  provides 10 tips to improve productivity using Copilot - generally to use it as a personal assistant to plan one's day, review the week's work, brainstorm, etc.

This youtube provides a more generalised introduction along with examples. The video provides a  good overview of the key functions in CoPilot - Chat, generate images, use it like google and question the information and change the information into bar chart, Code, upload documents and summarise/ask questions based on the document (extract certain items e.g. financial information).  Covers:

- Create - posters, select a created poster as a template. 

- Using Copilot in Word, PowerPoint and Excel. 

- Use and leverage existing agent examples with researcher and analyst (includes data visualisation).

- Creating custom AI agent to configure your own agent - able to achieve all the above. 13 minutes in.

This youtube summarises the uses of CoPilot for teachers.  Covers:

- Using apps - outlook, word, excel etc. 

- Search bar, Chat and how to use this for supporting teaching work.

- Copilot prompt gallery / and prompt agent. Use /to refer to files or put up files to refer to. 

- Demonstrated how to convert a ppt into a blog post!

- Copilot has memory - which can be updated. Use settings / personalisation to adjust copilot memory. 

- Use pages that can be an interactive 'page' - i.e. onenote page with AI overlayed

- Agents - the included ones (researcher/analysts), prompt coach etc. and ability to create your own agents. 

- Create connects to usual microsoft apps -word etc. that allow creation of a range of resources. Plus using CoPliot in 'normal' word, excel or other apps. demonstration on how Copilot integrates into these.

Of note for all users, is the ability to create agents - see this youtube for creating agents for education based around CoPilot chat (published April 2025). Versions for educational institutions also include 'Teach' which has 'agents' to support the drafting of lesson plans, and the development of marking rubrics and flash cards to support learning or teaching. This video summarises these tools. 

For the paid premium version, the addition of the researcher and analyst agents are game changers. Future Savvy  provides an overview and good examples of prompts and user cases. The researcher agent responses can be verbose, so careful prompting is required to attain relevant results. The agent provides a 'chain of thought' which makes the ways in which the AI has come up with the response visible. This is useful to be able to see sources as depending on the context, the AI will draw from what is already in your OneDrive, other work files and also the web (if the option is selected). Asking researcher agent to only refer to peer reviewed sources is still hit and miss and for collation of in-house reports etc. researcher agent does save time as it collates the many sources of information, some of which have been forgotten! 

Overall, CoPilot has improved markedly this year and is a viable alternative to other AI platforms. The key as always is to use it circumspectly, not expect miracles, and to be targeted in how it is used. As CoPilot draws from the localised resources, authenticity is tighter. Putting time into learning how to use it well will pay dividends. 

Degree apprenticeships - ConCOVE presentation

 This webinar presents the findings from a ConCOVE Tūhura project which undertook an evaluation of degree apprenticeship initiatives in Aotearoa.

The full report provides details. 

The presentation is facilitated by Eve Price with Brenden Mischewski, Keryn Davis from Architectural Designers NZ, and Tau Tua'i from Stevenson Tua'i Architectural Consultants. 

Eve introduced the work, to bring together workplace learning and degree qualifications. 

Brendon summarised the work undertaken over the last two years. He provided an overview of how degree apprenticeship is structured. Learners are employees first, completing a qualification. This helps real-world work readiness occur without incurring the costs of completing full time study. For many, who are working in the industry, attaining a degree becomes more difficult as they work longer. Taking 3 years out work or committing to many years of part-time study, is challenging when people have families and other commitments. Therefore, it is a job that leads to a degree, rather than a degree to get into a job.

Keryn confirmed there was a large number of members were interested in the approach. There was a need to expand the talent pool and to increase the diversity across the profession. Degree apprenticeship provides opportunities for many who have not traditionally been in the industry.

Tau provided a 'learner' perspective. He thought it drew on the inherent creativity in the Pacific community and the press of their communities to be in work and contribute to the family. 

Aotearoa context requires a rethink of how degree apprenticeships are structured and supported as small and medium businesses predominate across the economy. There are few large organisations with dedicated HR or People and culture divisions. Therefore it is important to extend the increase in VET and degree qualification attainment with ensuring there are opportunities for different ways to complete qualifications.

Keryn identified a key advantage to be 'at the get go' to support codesign of the qualification so that the apprenticeship would work for employers, employees and other stakeholders. 

As an employer, Tau reiterated that authentic learning is a key advantage. Most pick up and can be productive within a few weeks. Learning by doing means they are able to apply off-job learning to the work at hand. There is also a better match between learner aspirations and the company they complete their apprenticeship in. 

Brendon detailed how to best support SMEs and help them start small. Shared apprenticeship model is something that requires exploration to provide the wider roles that are common through the industry. Employers assistant to understand what they can bring in and be involved in co-designing the way an apprenticeships can be enacted. Degree apprenticeship help grow productivity and extend innovation in the industry.

Tau has supported school and tertiary learners in work experience and these have helped his company's approach to adopt degree apprenticeship. Both Keryn and Tau reiterated that employers often learn from their new entrants and also the learning that degree apprentices bring back from off-job learning. There is now a community of practice that can support new SMEs coming into the degree apprenticeship. Younger people bring the current  technologies back into the workplace.

Brendon detailed how good support for apprenticeship can look like. Introduced the various resources available to support employers and apprentices including study skills, pastoral care and the strategies to set aside study time. To earn, learn and strive, all must work together to make things work.

Keryn explained that in the pilot, relationships with providers are important. There is untapped potential to broker opportunities and work with the professional competencies to ensure that they work across different ways to complete a degree qualification. Collaborative relationships between employers and providers are a key. A 'pre-apprenticeship' programme may be useful to help learners try out the type of work required and expectations. Employers can then draw on the foundational skills and build on these through the apprenticeship. 

 Brendon summarised the various challenges and strategies that can be undertaken to work through them. However, if the motivation is there, these can be surmounted.

Q & A followed. 

Had to move to another meeting but degree apprenticeships should be a choice across many more professionals and disciplines. 

AI browsers - changing the nature of 'web browsing' with many security issues to be resolved

 Generative AI is now connected to browsers and they change the nature of how we receive information.

The currents ones include Perplexity Comet; ChatGPT Atlas (app for Macs only): and a recent microsoft enhancement of Copilot Mode in the Edge browser.

What AI browser agents do, is to enable automated task executions. So the AI browser does not only find links, but also undertakes selection, actioning of tasks, and follow throughs. For example, the AI browser will be prompted to find a restaurant within a given parameter. It can also be prompted to make a booking and email the confirmation back. 

The above has significant implications for teaching and learning. The ability to have the AI embedded in a browser, opens up resources available. For learning, AI browsers can 'mine' a website to not only summarise the content, but to also pose 'revision' questions on the content. For teaching, there will be the ability to aggregate assignments for analysis of whether learners have understood the concepts being assessed and to recommend remedial resources to learners (individually). For example, Think Academy provides an overview of how Perplexity Comet can be deployed at school to support learners and teachers. 

Tom's guide discusses the reasons for using Perplexity's Comet instead of Chrome. - prefacing the blog with the phrase 'a smarter way to browse'. There has been some push-back with regard to Perplexity Comet, especially the way it has been marketed to students.  Ethical principles have not been followed and this is always going to be a challenge when the 'public good' goals of education, meet the profit driven tech company. xda-developers recommends NOT to use AI browsers due to their security risks. This is because to execute tasks, AI browsers will have access to your passwords etc. and launch these onto the web!! Hence, like all technology tools, it is important to understand what they do, how they work and to learn how to use them properly. 

Therefore, for AI browsers, it is now a 'watch this space' scenario, as people come to grips with possibilities and challenges. There are many advantages but also many things to be wary about. Until the security issues are addressed, it will be prudent to be very careful when using AI browsers. 

Tertiary Education Union (TEU) AI conference

 The TEU- Te Hautu Kahurangi -  convened a conference on AI, with panels discussing a range of topics related to AI, Union support, and teaching and learning. Due to other work commitments, I am only able to attend two of the sessions and be part of the panel on Mana Mātauranga (power of knowledge). 

There are sessions on Mana mahi - keeping decent work at the centre as AI reshapes tertiary education; Mana Taurite - exploring how AI can support equity and inclusion across tertiary education and Mana Taiao - ensuring AI in tertiary education aligns with climate action and environmental justice.

Notes taken from the sessions I was able to get to are below:

Seesion on Mana mahi - keeping decent work at the centre as AI reshapes tertiary education.

Dr Hansi Gunasinghe (Southern Institute of Technology). - Ai transforming education from administration to research. How can we balance innovation with dignity of work? Need to discuss the understanding of Gen AI and the human role. Went through principles of Gen AI - what it is, main types, applications. Shared the examples, opportunities and risks with Gen AI. AI can support teaching - tools help create lesson plans, quizzes, tutorials, and accessibility resources. Automation should support educators, not replace them. Shared research underway with students in China studying how to design a mobile application prototype using FIGMA. AI was used to create marking criteria with human evaluation from tutors. Automated evaluation undertaken using ChatGPT, Gemini, Copilot and compare these with human evaluations. Conclusions will derive time used, accuracy and the process. the next step is to integrate FIGMA prototype extraction tool and video creation. Ai is fast, scaloble, data drive. Humans are empathetic, ethical and contextual. A balance defines the dignity of work. Ran through current institutional policies on AI use for students, the policies for staff are still under development. Therefore, AI must be a support not as a 'supervisor'; ensure human oversight and co-design with educators and learners. Adopt transparent, open and ethical systems. Dignity in work means that humans lead. This needs to preserve profesisonal judgement and relational teaching. include Ai literacy and conultation in policy. Respect Te Ao Māori principles and protect workload fairness and AI should strengthen, not weaken, our human values. 

Dr. Leon Salter (University of Auckland) - AI working group at UoA - summarised UoA approach, with his personal viewpoints. VC's forum and new action plan shows the university to be techno - optimistic. The action plan was prepared by ' the AI education advisory group' which did not consult with staff, unions and chaired by the Director of Learning and Teaching. The document mentions risks and guiding principles at the start but never mentioned again in the rest of the 10 pages! In general, to exhort staff to integrate AI into teaching and learning. Offers 'carrots' to encourage AI integration with underlying disparaging of reluctant staff as 'dino-professors'. A AI working group formed which is open to all TEU members to  provide critical feedback on the university's direction and be a support group. Summarised work of Dan McQuillan on 'resisting AI - an anti-fascist approach to AI'. Shared the findings from a TEU survey of university staff to find out about their perspectives on university policy and communications on AI and usage of AI in workplace. Overall sentiment of discontent - generally dissatisfaction with leaderships communication and policy. Open to sharing perspectives from others running similar groups, and keen to connect. 

Session on Mana Tiriti.- navigating the relationship between AI, Te Tiriti o Waitangi, and the future of tertiary education

On the panel are Brendon Shaw from Papatoeotoe North School, Dr. Kevin Shedlock from Victoria University Wellington, Olivier Jutel (University of Otago) and Warwick Tie (Massey University).

Brendon presented on 'He whānaungatanga Tīmatanga: AI and Te Tiriti o Waitangi in our schools'. He teaches at a primary school but is also a PhD studenta at University of Waikato. Went through the ways principles of Te Tiriti are enacted in schools with respect to AI. With Partnerships - Māori need to be involved in the co-design of the AI lifecycle from data to deployment. True partnership means Māori are present in the creation of AI systems, not just assessing outputs. Māori-led initiatives like Te Hiku Media exemplify bicultural AI governance. Participation means removing the barriers to access the technology. Work needs to be undertaken on the digital divide and equitable solutions. The CoVID pandemic showed how Māori are on the wrong side of both the digital divide and equity and these need to be addressed. Protection includes being cognisant of safe guarding Taonga and identity, as expects of data sovereignty need to be culturally relevant. Data still biased and created images based on these.

Kevin's topic was 'navigating the relationship between AI, Te Tiriti o Waitangi, and the future of tertiary education. Covered Te Tiriti when creating digital AI artifacts; indigenous Māori knowledge that resides in these; and the digital artifact. Ai in tertiary education can be envisaged as being a conduit where both indigenous and western research paradigms are able to reside in search of new knowledge within the Tiriti. This is challenge as there are not enough people on the ground to support the indigenous side. Challenges also include digital inequalities, unequal access to heritage, power imbalances in defining narratives, data ownership and digital ethics, lack of adequate infrastructure and environment pressures and sustainable issues. So what is good vs bad Māori data?? Difficult questions requiring deep understanding and immersion, not just to tick the box. Indigenous Māori knowledge in artifacts needs to go beyond the surface. There are no protocols for where Māori knowledge resides and therefore its expression in data is different, its needs to have the correct framing, be build on relationships and thrive through engagement, not as a piece of digital artifact. Check with work of Shedlock,R. and Hudson, P (2022) - use of Mātauranga clearly organised Advocates for reciprocal and respectful AI. Requires good understanding of the problem; trusted relationships and mutual agreement to reach consent. 

Oliver  - we are not able to build Mātuaranga Māori onto the existing western techno-centric AI model. Spoke on 'AGI and the PE of AI'. Ran briefly through the ideological history of AI - George Boole, Marvin Minsky and ELIZA as the foundation of the western technocratic understanding and roots of AI. Shifted to the current day, with perspectives on AI from Musk, Altman. Book by David Noble 'The religion of Technology recommended. Connects religion and AI marketing. Detailed how AI is overblown with not much making sense with regard to AI possibilities for making money. AI must not be thought of in 'god-like' terms but challenged to make contributions to the wider society. 

Session on Mana Mātauranga - harnessing AI to strengthen teaching, learning and research, and uphold public tertiary education.

With me on this panel are Dr. Shahper Richter (University of Auckland), Dr. Warwick Tie (Massey University) and Traci Meek-Reid (Southern Institute of Technology) who facilitates the session.

I begin the session with an overview of the AI@Ara projects. Summarising their overall objectives, pedagogical underpinnings and implications on the work of tertiary educators. Details of these the two main projects are now published in the book - AI in vocational education and training; and the Ako Aotearoa report on 'AI to support foundation/bridging learners'. It is important to undertake good learning design so that AI does not replace the 'learning activities' required for learning and teachers role is well defined. 

Warwick presents on "upping our game" - shared the themes from his course on AI. AI's relation to language through speech acts, discursive formations and the discursive. Ai in the discursive can be envisaged as AI as the 'public unconscious' and suffers no anxiety! AI does not use language, but redefines how we understand, teach and use it. Ai is a player in the linguistic landscape. In his course, how can we do more with words (upping our game).  Therefore to view AI as static (postivism); AI in movement (dialectics); Ai as a discursive construct (discourse analysis). Showed matrix on how each of these affected by AI across various social categories. Discussed the assignment - asked students to use the Gen AI to write a 1000 word essay on what needs to be asked and then analyse what the bot has provided (1500 words). Is the AI approaching from the positivist, dialectical or discursive approach?? AI agents can only deal with what it can see, but not it cannot. It can discuss the doughnut but not the hole in the middle :) 

Shahper continues with discussion on Warwick's assessment approach. The session moves into a discussion on AI in teaching and learning and the various ways assessments can be shifted to include AI or be used to learn the limitations of AI. The conversation moved to what AI to use and when it can be used. Assessment standards are not much higher as the assumption will be that students have access to AI and will use them. Digital equity discussed as the challenges are different across the sectors. 

Dr Julie Douglas TEU Te Tumu Whakarae (National Co-President - Tiriti) facilitates the last session for each of the facilitators through the day, summarises the sessions they have chaired. 

All in, good discussion, with many perspectives from across education sectors, on the opportunities, challenges, implications and promises of AI in education. The advantage of the discussions is the focus on being critical educators, leading the integration of AI into education. We must actively contribute to the policies and conversations around AI, providing a voice for educators and learners. 

The conference closed with the reading of the TEU karakia.

Overview of using various AIs - Professor Ethan Mollick

With so many AI choices out there, it is difficult to select one which will effectively support the task at hand. Professor Ethan Mollick who was a very early adopter of Gen AI in the higher education sector, provides an overview of AI as they stand near the end of 2025. 

The blog compares Gemini, Claude and ChatGPT and their uses in an academic context. The various categories of chat, agent and wizard models are compared. Inputs of text, voice and images along with outcome in images, video, code and documents are also discussed and evaluated.

As always, there is not one Gen AI platform which will 'do it all' or do all well. Therefore, it is still important to match the objective / end goal, with the Gen AI. As Gen AI develops rapidly, it is also important to keep up with the play. For example, we have been encouraged to use CoPilot at my institute. To start with, CoPilot did not really compete well with the other mainstays - ChatGPT, Claude and Gemini. However, CoPilot has improved markedly and is now integrated into the many Microsoft tools we use daily. The M365 version of CoPilot provides ability to create agents and also a range of agents which are useful for common everyday tasks. Paying extra includes the research and analyst agents. These two agents are extremely useful not only for research but for general tasks requiring inquiry, comparisons and deeper evaluation. Therefore, it is important to keep up with the play!! 

Aotearoa Tertiary AI network ATAIN - presentation from Dr. Simon McCallum

 Notes taken from presentation from Dr. Simon McCallum, Victorial University Wellington on 'Adapting to AI'.

The presentation is part of a fortnightly series organised through ATAIN which is a SIG of Flexible Learning Association of  NZ (FLANZ).

Simon began with an introduction. He has been teaching game development since 2004 but has also taught AI since 1991. Noted that Gen Ai is everywhere and we use it unintentionally, unconsciously, but also using it consciously and strategically. Productivity benefits depends on training of the AI. Ai agents work together to automate generic tasks.

Across industries, adoption is mixed, some fast, some very slow. The risks include programmers with AI automating other industries and the use of 'software / automation on demand'. 

Revised the two lane approach to assessments. Students are using AI - At UVW 66% admit using it.

Covered the following:

 AI literacy - Core / domain specific - compulsory for all students and staff, understand if and when to use AI and avoid the risk of thoughtless AI use.

Assessments need to move to testing understanding and learning rather then outputs. Test meta cognition, use oral assessments.

All non-invigilated (lane 2) work should be considered as group work, using group work assessment techniques - assess process, influence, delta, learning journey. 

Assessments can embrace AI assistance. AI selects questions, create bespoke questions, suggest oral assessment questions. Human markers determine the grade. Provided details of the process from his context. Use AI to generate questions from student submission for them to complete, to check understanding they have presented in their essay!

Increase the quantity of group/team work so students can create human connections and increase their experiences with working with others. Invrease the amount of work that is groupwork but not the groupmark.

Proposed that NZ universities fund a NZ based server to assure AI sovereignty. A more equitable approach as all students will have access to high quality models instead of having to pay for the upgraded models. 

Also the creation of a position to report to Te Hiwa (leadership group to organise and manage AI across the entire university - teaching, learning, research and professional. 

Summarised agentic AI. Moves AI from being a chatbot to actually being able to 'do things'. AI will sort out a plan, and work through it to meet the prompt objective. Swarm coding can be activated, to check the outputs from each agent. Therefore, AI is not a search engine. It is better to have the AI question us to work out what we want done! 'help me do ----' 

Summarised project on how AI is used in NZ secondary schools. Mixed across schools on strategy, current use, professional / student use and community involvement. Schools welcome clearer policies and guidelines. Challenges are similar to Universities, assessments, professional development, etc.

Shifted to a summary of the extrinsic and intrinsic purposes of learning. If the motivation is just to pass the exam, then AI is an impediment. However, if there is a less constricted 'assessment' e.g. develop a game, AI accelerated capability and leads to extended learning. 

Therefore important to engage learnings to focus on intrinsic motivation, self-reflection and etc. and to hold them to account for what they want to  learn. Teacher as NPC . Encouraged learner negotiated assessments and rubrics, giving them agency. For example, have learners establish the range of marks assigned to various aspects of an assessment. This encourages meta cognition for students to structure their learning, their strengths/ weaknesses etc. 

How do we measure metacognition - confidence is good when it is accurate, under / over-confidence is a problem and AI makes this worse. Important to operationalise and elicit accurate statements from learners.

Invitation to use the group's Discord to continue the conversation and share ideas. 

AI-generated assessments for vocational education and training - webinar

 Here are notes from the webinar on the ConCove Tūhura project AI-generated assessments for VET, 

The report provides the literature scan and details of the process undertaken to identify appropriate AI to undertake the task, and the processes to ensure that the AI- generated assessments would meet moderation requirements (quality assurance) for use for assessing VET standards. 

The work was undertaken by Stuart Martin from George Angus Consulting and Karl Hartley from Epic Learning. Both present in the webinar which begins with an introduction by Katherine Hall (CE for ConCoVE Tūhura) and by Eve Price (project manager at ConCoVE).

In Katherine's introduction, the rationale for the project was shared along with some of the journey taken by the project to break new ground.

Eve Price provided the background of the project. Most projects focus on integrating AI into ako or the prevention of AI for assessment. This project wanted to help support the time consuming 'back room' processes including resource and assessment development.

Karl ran through the approaches to the product. The evaluation/review processes could not really keep up with the speed at which assessments can be developed when it is supported by AI. 

Stuart shared reflections on how the process evolved and the various processes put in place, were reflected on and were then reintroduced into the AI-generation project. Explained how various quality pointers were met to ensure the efficacy of the process.

Eve detailed the need to be specific with what needed to be achieved - assessment, feedback, etc. Selection the correct AI is also important. Prompts are detailed in the project report. Important to evaluate at each step.

The bigger picture with micro-credentials, skills standards and AI-generated assessments all add innovations to the VET ecosystem. Understanding the policies and processes used by WDCs and NZQA need to always be part of the process, so that various quality points are met.

Stuart summarised some of the challenges and how the project worked through these. 

Karl talked on the importance of people in the process when AI is generating the assessments. Firstly, important to understand some of the mechanics of AI - what is under the hood. Secondly, quality assurance must be focused on the concepts, not so much the grammar/spelling etc. Thirdly, need to make sure assessment purpose is clear. 

Next, academic integrity and ethics were discussed. Important to ensure that there is understanding the impact of AI on privacy and data sovereignty (including indigenous perspectives). Important to train the AI to understand tieh Aotearoa context. Claude AI was selected due to its stance on human rights, ethics etc. 

Findings included: assessments did not meet moderation but improved the opportunities for inclusiveness and personalisation of learning. Failing moderation added to the learnings from the project. The items involved too many questions, answers being at too long and at too high a level. 

Eve reiterated the need to 'define what good looks like' to the AI, so that human objectives/ perspectives are taken into account. Important to ensure principles of ethics etc are maintained as it is important to 'keep humans at the centre'.

Karl's learning include AI drawing in novel content through its hallucination. The AI included assessor approaches into its assessment and this caused him to consider the learner information that should be included to provide direction. The U S of A standardised approaches to writing assessments, seemed to permeate the assessments produced by AI. This had to be superseded through careful prompting.

Flexibility to allow for personalisation to industry (example safety unit standard customised to a range of work roles/ disciplines); and learners (for ESOL, neurodiverse learners etc.). 

 Q & A followed 

The webinar was recorded. 

Discussions revolved around practicalities, challenges and solutions.

All in, good sharing that adds to everyone's learning about the roles of AI to support teaching and learning, integration of practice/practical and cultural contexts, the need to be aware of the fish hooks' in using AI, how quickly AI is developing to meet user needs, and the need to continually learn to ensure that the understanding of AI / ethics etc. form the foundation for working with AI. 

AI forum productivity report for New Zealand

This report - AI in Action: Exploring the impact of AI on NZ's productivity, is produced by the AI Forum NZ in partnership with Victoria University Wellington and PR powered by heft.

It is the third biannual report and collates an overview of the impact AI is having on productivity across NZ. Since the first report in 2023, there has been growth in the use of AI with accompanying effects on work, the workforce and contributions to the economy. 

The 3 page executive summary provides the main points. Key findings are then extended and discusses followed on by case studies.

In the businesses surveyed, 91% reported productivity gains, 50% view AI contributes to cost savings with 77% saying that there have been actual cost savings. However, less than 25% had savings over $50,000. Therefore consistent productivity gains.

Workforce impacts include increased job losses which reflect the country being in recession; 55% reported that new roles have been created; cost of setting up AI have reduced, strategic policy investments have been attained; operationally, AI cost less. 

AI's introduction requires the building of trust across the workforce with AI literacy being a key and the need to ensure that there is inclusive engagement for all.

Overall, data that reports on growing adoption, settling in of organisations into understanding how AI can be leveraged to increase efficiencies, and acceptance of AI as inevitable part of current and future business activity. 

Teachers using AI

A couple of reflections from the observations made recently.

Last week, I presented at a teachers' professional development day. The group taught in secondary schools. My session reiterated the importance of AI literacies and the focus on using AI to support, rather than replace learning. It seems that AI literacies, both of teachers and their students, is very much up to each school. In general, it has been ad hoc, with early adopter teachers testing the technology and others avoiding it in their teaching. However, they all agreed that all of their students were using AI!! 

Therefore, important to rethink the role of tertiary education in introducing AI to students. It looks that it is still a requirement to introduce AI to all students entering tertiary education, given the hit and miss nature of it's use at school. That way, we help our learners all have a formal introduction to AI, in the context of their programmes. 

The teachers I presented to used AI for their work. As per this Singapore Straits Times article time is not saved but re-allocated, it does not reduce workload but redefines it. Therefore, as with students, it is important to work out how AI can help with the administrative and planning aspects of teaching (of which there are many). As always, there is a balance between using AI to support, rather than replace teaching. This Guardian article  details student complains when they perceive that AI is being used to replace teachers. After all, students pay not only for the content of learning, but also the socio-constructivist aspects that support and enhance learning.

So in all endeavours with AI, it is important to sift out the salient objectives, listen to the perspectives of users, be open to trying new ways of doing things, and to always be 'in-charge' as humans need to be the ones who not only make decision to adopt AI but also the ones who evaluate and judge the degree with which AI is deployed. 

Assignments in the AI era

 In light of this article from Radio NZ, whereby some universities in Aotearoa are no longer checking assessments using AI tracking platforms, a summary of ways to think about assessments in the AI age is of importance. There has been much discussion on how assessments in higher education need to be evaluated and re-thought, given the infiltration of AI into our work and study. This article in Times Higher Education, distills many of the main discussion points in academia on how AI affects academic writing.

The work undertaken at my institute is focused around holistic / programme wide assessment design, rather than on individual courses. The term 'programmatic assessments' is sometimes used to describe this approach

Some of the other strategies we have used, are summarised in this blog - NavigateAI (Dr. Ryan Baltrip)  In summary, to place greater weighting on recording the evidence of learning, rather than the product of learning. Therefore, portfolios and similar assessments are more useful than one off invigilated exams, or assignments. 

In Aotearoa, Otago Polytechnic's Bruno Balducci, have introduced the concept of AI safe design, a framework for the design of assessments which take into account the influences of AI. These are useful as a way to help educators work through the many pitfalls involved in redesigning assessments that will be authentic and relevant, but will not tempt learners into using AI to complete them.

The other concept we have used to help our teachers work out how to structure assessments in an AI age is the 'two lanes' assessment structure.  Here, lane 1 assessments are used to as assessments OF learning - or summative, higher stakes assessments. Lane two are the assessments FOR learning, taking on formative approaches to inform learners as they progress to the course.

Therefore, it is important to not just assume that current assessments will be appropriate but to undertake a stock take to understand the purposes of each assessment, and to put in place relevant assessments that will meet the purposes of each assessment i.e. evidence that the learner has met learning outcomes.  

Guide to using AI - school context

 Here is a useful guide for AI (in schools / US of A context). 

The guide begins with a section on how to use and why to use the guide.

The second section focuses on ethical issues - ensuring this is at the very front of any consideration for the use /integration of AI into teaching and learning. 

Discussions on the impact on students', risk and benefits and teacher perspectives follow.

The guide towards determining AI policies is then introduced and discussed. The 'how to create an AI policy' section is useful, drawing on key principles and providing suggestions. The checklist for developing AI policies (page 18) sets out the many parameters that need to be thought through as AI is introduced into the school curriculum.

A series of case studies and discussion pieces follow, documenting the struggles, challenges and pragmatic approaches adopted along with detailing various strategies and approaches. Discussions revolve around why, how, when and implications for introducing and using AI in schools. Strategies for assessments in the AI age are summarised (pages 30 -31) including the need to design engaging assessments, using paper based materials, having in-class assignments and assessments, adding oral assessments, emphasising the learning process, helping students understand the implications of using AI, clearly spelling out what is and what is not acceptable when using AI, and more frequent low stakes assignments.

A range of curated resources are provided for follow up and reference.

All in, a realistic documentation of how AI impacts on day to day school systems and environments. The pros and cons are drawn from case studies. The teacher voice comes through well and their perspectives and experiences are valued. Principles derived are relevant across educational sectors. 

Horizon Report - 2025

The 2025 Horizon report on Teaching and Learning was published earlier this year. 

As with previous reports, the horizon scan included summarisations of the social, technological, economic, enviromental and political trends which impinge on the the future of education.

The topics covered included :

AI tools for T & L; 'faculty' development for Gen AI; AI governance; cybersecurity; evolving teaching practice; and critical digital literacy. Therefore, this report is 'AI' dominated with the call for 'critical digital literacy' as a requirement for all, to ensure that AI utilisation and integration is grounded in ethical principles.

The case studies provided are mostly North American but there are a few case studies from Oz as well.

The report closed with discussion on the scenarios for growth (AI and VR shift education into the virtual but equitable access is still a challenge), constraint (caused by government regulation to draw on learning analytics for decision making but limits access to many), collapse (unregulated AI leads to collapse of truth) and transformation ( emphasis on workforce readiness at the expense of liberal arts education), although a mostly positive/optimistic stance is maintained. 

Enacting assessment reform in a time of AI - Tertiary and Standards Quality Agency (Australia)

 The Australian Tertiary and Standards Quality Agency (TESQA) has published a report to provide guidance on assessment reform in the age of AI. 

The main approaches are:

- taking a programme wide approach to assessment reform i.e. across the entire degree programme

- assuring learning in every "unit/subject"- i.e. across a course

- implementing a combination of the above - by ensuring assessment mapping is constructively aligned between learning outcomes and assessments. 

The strengths and challenges of each of the above are presented and discussed. 

How people use ChatGPT - report from Open AI, Duke University and Harvard University

A report on how people use ChatGPT provides for interesting reading. The authors are from OpenAI (the company that owns ChatGPT), Duke University and Harvard University. The report was published in mid-September 2025 and draws on data of usage between May 2024 to June 2025.

Section 5.2 has a table that details the topics people use ChatGPT for - writing, practical guidance, technical help, multimedia, seeking information, self-expression and others.

Section 5.4 summarises work activities undertaken using ChatGPT. These were mapped to the American O*NET. Almost 1/2 were to get information, interpret the information from others, and documenting/recording information. 

Of interest is that users who are in highly paid professional and technical occupations (and also more educated) are more likely to use ChatGPT for work. Therefore, there is a pre-requisite level of literacy required to get the most out of ChatGPT. 

AI teaching assistants

 As we embark on the next phase of our AI project, building Gen AI agents to support our learners, a look at what is out there is important. This site by Educators Technology (published June 2025) has a lists of top AI teaching assistants. 

The site provides a definition of AI teaching assistant as a tool to help with lesson planning, grading, content creation, student feedback, and classroom management. Routine work including real-time support to learners, instruction through automation, personalisation of content and conversational interactions with learners can also be supported.

24 teaching assistants, some of which are able to do many of the items listed above, and some more specialised ones are listed. Their functions are summarised. Many require payment. Some tech companies are leveraging technology with the inclusion of AI into established models, others are new and many perhaps more suited to the school sector (and the U S of A) rather than higher or vocational education. Most have no links, so a search is required to find them. 

The discussion on AI teaching assistants needs to always consider their efficacy and whether they will replace human teachers. A June interview by Business Insider with Sal Khan, founder of Khan Academy; A radio NZ overview from late last year; and an August post from Education Week (US of A context), all indicate that teacher relationships and presence are crucial to good teaching. What AI TAs can do, is provide 24/7 support on FAQs, along with providing a place for students to undertake practice or continued learning. 

Therefore, using AI TA's needs to be carefully thought through. They should not replace teachers, but support teaching and learning. Identifying the components of the AI TAs role is a crucial step in making sure that learning objectives are met. Interconnecting the AI TAs role to that of the teacher, and making this visible to learners, is also important. Therefore, one aspect of AI literacy is to be able to understand how, when and why AI is used and what is the role of humans when AI takes on various roles.                                                                        

AI and the future of education - UNESCO report

This UNESCO report on AI and the future of education consists of a collection of short articles from a range of academics. The report has 8 sections, following a introductory chapter on ' reclaiming education's public purpose through dialogue'. This chapter sets the scene and focus of the report, bringing in the humanistic emphasis required to meet the challenges and disruptions caused by the rapid arrival and uptake of AI. Chapter summaries are also presented. The full text is available on the website with hard copies available on request from UNESCO.

Following on, the sections are:

- AI futures in education - Philosophical provocations - has 3 chapters. As the section title implies, these discuss the implications of AI on education.

The first chapter by B. Akomolafe stressed the need to go beyond using AI as a tool but as something that will shift both the ontological and the epistemological foundations of education. 

- Debating the powers and perils of AI - with 3 chapters.

Both chapters - the first by A. Horn and the second by E.M. Bender, focus on the importance of teachers work and the need to ensure that there is investment in teacher education / professional development and to support their work with adequate and clear policies to guide their practice. 

- AI pedagogies, assessment and emerging educational futures - 5 relevant chapters.

All the chapter in this section, are useful for reading for all educators. A. Birhane begins with laying out the limits and and inherent dangers underlying the integration of AI into education. 

C.Aerts and followed on by P. Prinsloo write on AI's promise for adaptive and personalised education. There are many advantages but also inherent challenges which all educators need to be wary of.

Then M. Perkins and J. Roe  and the following chapter by B. Cope, M. Kalantzis and A. K. Saini address the issues of Gen AI and assessments. 

- Revaluing and recentring human teachers - with 2 chapters. 

In this section, the discussions from the previous sections are reinforced. There is great importance in ensuring teachers attain AI literacies to guide their work in an informed approach. 

- Ethics and governance imperatives for AI futures in education - 2 chapters.

As always with AI ethics must be front and centre to inform evaluation, implementation and practice.

- Confronting coded inequalities in education has 5 chapters discussing this issue.

The chapters in this section, argue for the need to be wary and to ensure that AI does not need to furthering the divide between the haves and haves not. The role of education in ameliorating the current private/capitalists AI push is presented. AI can assist with increasing inclusivity but it needs to be used in a planned and informed manner.

- Reimagining AI in educational policy: Evidence and geopolitical realities with 2 chapters.

Two think pieces, one from G. Siemens and the other from I. Toumi, both respected researchers and leaders in the educational technology field. Both warn of the moves by nations to harness AI for political and economic power and the importance of educators, education policy makers etc. in ensuring that AI is equitably availed and used for the common good of humanity. Some sobering thoughts in these two chapters :( 

The report closes with a brief conclusion. 

The report provides a 'state of the play' and collates the perspectives and thoughts of many of the thinkers in education, especially those who research in the educational technology space. Some of the chapters are speculative but the discussions are required for educators to dwell deeply into the consequences of engaging or not engaging with AI. In all, a worthwhile read.

As a accompaniment, here is a blog post by Carlo Iacono, on 'Inside the University 2030? a 'design fiction' piece describing how AI, as a partner for learners, makes many far-reaching changes to how teaching and learning occurs in the universities of very near future.

How things play out, remains to be seen but the pace of change is rapid, and keeping up with potential and possibilities for AI to support learning (rather than to replace it) remains a pragmatic way forward. 

Using AI to streamline constructive alignment and design portfolio-ready tasks

 Notes from a webinar organised by Eportfolio Australia on the topic of using AI to streamline constructive alignment and design portfolio-ready tasks.

The workshop is facilitated by Marty Sison who is a learning designer at Charles Darwin University.

The workshop outcomes are to use Gen AI to draft learning objectives from learning outcomes and content - then learning activities and following on with portfolio-ready tasks.

Steps to engage learners are to create learning objectives, then ensure there are learning checkpoints and follow through with learning portfolios. 

Used a padlet activity to define learning design terms. Then shared how padlet can be used to check if students are meeting the learning objectives by putting their ratings into each week's learning objectives. 

When AI is used, unit learning outcomes and content topics + prompt = learning objectives. Prompts were stored in a spread sheet, which was also formatted to collate the various responses and tables created by CoPilot. Advocated for using spreadsheets as it puts everything in one place. 

Demonstrated how unit outcomes and content can be generated using Copilot running on ChatGPT5.0 including evaluating the AI responses backwards. Then learning objectives for each week can be generated. 

Discussed learning checkpoints for active learning. Important to have assessment, feedback, external, internal feedback and help learners understand these. Should have authentic relating questions and/or concept reflection questions. 

Demonstrated how the connected learning checkpoints and activities can be created using CoPilot. Questions and answers were provided.

The spreadsheet created can then be used in turn to create experiences that can be represented through a portfolio. The learning portfolio helps to make learning visible. It can capture both the knowledge attained and the paths taken, turning multiple ways of representing growth into persuasive evidence.

Learning portfolios can be used as a collection of evidence, triangulated to learning objectives and be am authentic narrative of learning /growth and a persuasive showcase.

Therefore, the learning outcomes + content topics + learning objectives + learning checkpoints + prompt = portfolio tasks to evidence learning.

Demonstrated how the previous items along with relevant prompt helps to generate a range of portfolio assessments. 

For advise on prompt engineering, generally by grounded in your work. Always ask AI to evaluate and rationalise its decisions so that you can track things back. Control the output so that what is generated meets your needs and you do not have to reformate the AI response (e.g. table, column/row contents etc.) . Keep a record of the prompts so that you can recycle them. 

Interesting presentation. Will need to have a good play with our own content to see how the workflow can be adapted to our needs. 

futures barometer - Aotearoa NZ

The Aotearoa Futures Barometer was introduced by Dr. Eruera Prendergast-Tarena, Kaiwhakatere of Tokona Te Raki at the Ako Aotearoa Southern Forum in August. It uses a methodology from the Copenhagen Institute of Futures Studies  and surveyed 1000 New Zealanders along with 270 youth and 270 Māori responders. 

The themes include NZers' perspectives on the future, including their outlook, and expectations. The study also reported on participants' identity as New Zealanders, and their future aspirations. It provides a snapshot of on how a small group of Kiwis, perceive what the future holds for them and their optimism (or pessimism) on what the future holds. Economic, societal attitudes are polled along with how social media influences ways in which various sectors of society react to current and future trends and political shifts.

A good resource and it will be important to extend this across to a wider number of participants to be a better gauge of how NZers' thinking. 

Australian Government report - Our Gen AI transition: implications for work and skills

 Job Skills Australia have published a report on the implications of Gen AI on work and skills. 

The report collates data on the adoption of Gen AI across industries. Importantly, it recommends several important ways forward for the country, including the need to ensure that tertiary educators are provided with professional development to integrate Gen AI into their curriculum as they are the vanguard for the preparation of the workforce to work ethically and critically with Gen AI. 

There is no comprehensive Aotearoa equivalent although the government has set up some of its intentions in a ministerial document from the Ministry of Business, Innovation and Enterprise.

Of note that New Zealand performs poorly on AI-preparedness indices relative to small economy comparators and is the only OECD country without an AI Strategy, negatively impacting global perceptions of New Zealand as a location for digital innovation and AI investment;

An opinion piece from RNZ indicates that perhaps New Zealand's advantage lies not in chasing abstract, easily automated work, but in deepening its strengths in sectors AI cannot yet touch - food production, care and infrastructure.

All in, AI and the implications on work and in turn skills development and vocational education curriculum, requires careful consideration. However, there is a need for some urgency, given how quickly the technology is developing, to ensure all citizens are prepared for and able to work critically with AI, in whatever form its evolves to. Without doing so, we are ill-equipped to push back, when AI is imposed on occupations, whereby the management may only think about the bottom line. 

Ako Aotearoa Southern forum

 Presenting and participating in the Ako Aotearoa Southern Forum today, held at the University of Canterbury Student Union building.

The mihi whakatau brings delegates into the meeting space.

A welcome is then presented by Tai Samaeli, ACE Aotearoa who MCs the event.

Then an official welcome is from Cheryl de Rey Tumu Whakarae Vice Chancellor of the University of Canterbury. Connected the theme of the forum - cultivating thought leadership and excellence in teaching - with the founding premises of the University of Canterbury. To provision education for the region and nation. Education has the influence and power to transform, individuals, whanua, communities and societies. Challenged the need for the many changes being imposed on the current education system. However, change is a fundamental part of education. Especially if changes improve access, and contribute to the greater good of society. Reflected on current developments and reminded us that change and difficulties have always been part of human history. Now, education is much more accessible at all levels. It might feel that the world is in turmoil but this uncertainiy has always existed. Universities are part of the fabric of change. Shared the three Rs of education. Resilience, responsiveness and relevance as being fundamental to higher education. Business as usual no longer sufficient as change accelerates, Change can be a source of optimism and hope. Graduates, to be usefully contributing need to understand the context, to have critical thinking and to be able to communicate complex concepts. 

The first keynote is from Dr. Eruera Prendergast-Tarena, Kaiwhakatere, Tokona Te Raki on 'Beyond 2040'. Following on from Professor Del Rey's presentation, Erurera recommended the need to think like a tūpuna - in a time of great uncertainty to remember the future and re-engaging with hope and possibility. Shared the story of his Ngai Tahu ancestor who survived the Kaiapo massacre, and instituted land claims even in times of great deprivation and disadvantage. It was seven generations later, before the claim came into fruition. Introduced Tokona Te Raki as a social innovation lab to address the complex social problems we are being challenged. At present, many focus on the present, but it is important to look into the future. Introduced the Aotearoa futures barometer - 60% see no other country but concerned about the future and where the country is heading. In developed countries, many (30% thereabouts) feel that their children will have a better life (opposite in the global South). Top concerns in NZ include lost of trust in government and religious institions but education and NGOs still high (60% upwards). Polarisation is seem to be driven by rise of social media. Amongst youth (73%) and Māori see Te Tiriti as important. Shared a 2022 report from Treasury that delivered the warning that the next generation may not be better off than the current generation, Three forces converging in 2040 - climate reality, demographic shifts (older population, strain of superannuation, 40% of labour market entrants will ne Māori, Pasifika or Asian), and technology (elimination of entire categories of work, transform education, employment, human purpose etc. ). Recommended 2019 book on NZ and the future of work. Summarised the implications for education. The old playbook will not work - systems are inherently human and we need to work out a way forward. We need collaboration, partnership, investment and imagination. 

2040 selected as it is the bicentenary of Te Tiriti. It may provide an opportunity to open a window for transformation - for example, communities came together post-quake in Christchurch - and the city has been shifted from being more English than England, to being a city in Aotearoa. The future will that wait, will we be ready?  Shared imaging Aotearoa 2040 - to make a better country for our mokopuna- from control/fragmented to stewardship. Everyone needs to pitch in - young people and Pacifica workers reaching their potential, skilled migrants welcomed and supported, the diapora given reasons to return, knowledge transfer across cultures and generations, and everyone contributing to shared prosperity. Education remains trusted and is a vehicle to contribute towards the transformation. Therefore, to shift to shared futures from rear to hope, division to unity, isolation to cohesion, short term thinking to long term, reactive to proactive, superficial to transformative, and hyper individulism to collective responsibility. Challenged the audience as education leaders to model partnerships in our instituions, prepare tauira for collaborative futures, create spaces for difficult conversations, and champion long-term thinking. Staring with Te Tiriti as our guide, building our shared story, bridging differences and embedding inter- generational stewardship. We have the opportunity to weave the future together. 

After morning tea, I provide an update and details of the 'using Gen AI to support foundation/bridging ākonga' (full report now published), funded by Ako Aotearoa. I summarised the rationale for the project, the project team, the caveats (AI is not benign and must be used carefully so that it does not replace learning but supports learning), findings, recommendations and future projects. 

A discussion session on 'sector collaboration in tertiary education' followed. We discussed collaboration across our organisations and what teaching excellence is.

Then Tākuta Phil Borrell, (University of Canterbury) who was awarded the 2004 Te Whatu Kairangi Kaupapap Māori Award, speaks on Ngākau pono - the importance of authencity in teaching practice. From all the previous speakers, critical thinking was a common theme. Through narratives, went through his main themes informing the importance of being an authentic educator. Good teachers inspire and model possibilities. Importance of bringing practice and theory, usually by bringing experiences into teaching. Allowing your ākonga to know more about you help them empathise and find connections. Used Claire Good's keys to teaching excellence to provide characteristics. Extended and presented examples of being an authentic teacher. We should have fun in teaching using humour and honesty. Share stories and use it as a pedagogical tool. Teachers need to want their ākonga to succeed. 

After lunch, Graeme Smith presents his mahi/work on 'designing intelligence: building tools for the education we need next'. Drew on the presentations in the morning. Partnerships, change, long term thinking, fun, narrative warfare, value/s, possibilities, making better long term decisions, weaving, transformation, systems, humaness ---. Shared experiences building customised AI agents. Encouraged those who are AI-reluctant to use tools that are designed to achieve specific purposes. What needs to be done to build the AI infrastructure - we need to be involved in designing, otherwise it will be done to us. Emerging patterns include braided funding partnerships, values-led, and memory organisations. We need to stop managing delivery and start designing intelligence. Our role is not to preserve the system but to evolve it. Need to build - by adopting and adapting existing tools, think in braided partnerships and imbue values. 

A panel discussion follows with Tai Samaeli chairing and panel members including Josie Ogden Schroeder - CEO of the Kind Foundation, Dr. Cheryl Doig - Kai Ttiro Wāheke / futurist, Dr.Mahmah Timoteo - Māona Vā, and Sandra Fernandes Videira Gordon - Te Wānanga o Aotearoa. 

Introductions follow the panel discussing a few questions.

First question is around how we prepare learners for the future, for jobs and technology that do not now exist. Agility in thinking, doing. Prediction is linear but anticipation envisages many scenarios, some may be implausible, but there is a need to think through these. Creativity, curiosity, communication and critical thinking (4 Cs centre to access digital resources for those who do not have the opportunities). Help learners to build community. Questions then opened up. Where is the future for kids who now face disadvantage. We educators are the ones who need to take up the baton. It only takes one carer to bring a change. Relationships between teachers and students are important. Connection to community also effective. 

A celebration of Ako Aotearoa is led by Jennifer Leahy summarised the many endeavours and initiatives undertaken since 2007, when Ako Aotearoa was set up. The Southern Region has been productive across all spheres :) support the many sectors and objectives of tertiary education 

Followed by the close of the forum.