tag:blogger.com,1999:blog-105895172024-03-16T14:10:20.270+13:00learning elearningLearning about elearning, m-learning, eportfolios, learning design and curriculum development. Also wanders across into research, including workplace learning, apprenticeships and apprentice learning, trades tutors and vocational identity formation. Plus meanderings into philosophy and neuroscience as I learn about how we learn.
Usual disclaimers apply. This blog records my personal learning journey, experiences and thoughts and may not always be similar to the opinions of my employer.selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.comBlogger1211125tag:blogger.com,1999:blog-10589517.post-49105723726794273302024-03-14T08:40:00.001+13:002024-03-14T08:40:13.712+13:00Alternatives to ChatGPT<p> A list of free and paid alternatives to ChatGPT can be found <a href="https://writesonic.com/blog/chatgpt-alternatives">at Writesonic's site</a> which compares each alternative to its own Chatsonic. </p><p>Another list is found at <a href="https://clickup.com/blog/chatgpt-alternatives/">Clickup</a> which also compares the alternatives with both ChatGPT and its own project - Clickup.</p><p>More neutral recommendations from<a href="https://www.analyticsvidhya.com/blog/2023/10/chatgpt-alternatives/"> analyticsvidhya </a>blog, <a href="https://www.pcworld.com/article/2086819/chatgpt-alternatives.html">PC world</a> and an older one (2023) from <a href="https://www.techradar.com/features/chatgpt-alternatives">TechRadar for free to try alternatives</a>.</p><p>Each has advantages and disadvantages and some have been adopted by certain industries as 'standards' or 'go to' platforms. Not all provide the ability to 'build your own chatbot' so it will be interesting to see how many are still about next year and of those that survive, how many provide additional features. </p><p><br /></p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-80023733052721163882024-03-11T07:00:00.002+13:002024-03-11T07:00:34.204+13:00Learning Design Voices - <p><a href=" https://edtechbooks.org/ldvoices"> Learning Design Voices </a>captures the perspecitves of learning designers post-pandemic. The book is open access and edited by South African learning designers/researchers T.Jaffer, S.C. Govender and L. Czerniewicz. </p><p>After an introduction, the book has three sections (provocations).</p><p>The first provocation is 'what might learning design become in the post-COVID university? has five chapters. Each cover one of several themes -</p><p>1) increased visibility and value of learning designers due to the need to shift to flexible delivery models.</p><p>2) open learning design - on the margins</p><p>3) learning designer as pedagogical advisor</p><p>4) learning how to design learning through mimicry and mentoring</p><p>5) indigenous learning practices</p><p>The second focuses on compassionate learning design for unsettling times, with six chapters. The chapters focus on issues of equity, access, humanising learning, inclusivity and community.</p><p>The final provocation ' the challenge of designing experiences' has 13 chapters. Here, various examples, case studies and reflective studies are presented.</p><p>14) adapting ABC learning design</p><p>15) Using Laurillard's learning types</p><p>16) Rapid development prototype model</p><p>17) blended learning</p><p>18) elearning tools</p><p>19) knowledge-identity nexus</p><p>20) learner centred learning</p><p>21) authentic learning design</p><p>22) developing critique and argument</p><p>23) rethinking the textbook</p><p>24) digital divide and accessibility to print-based learning</p><p>25) ten principles of alternative assessment</p><p>26) reimagining authentic online assessments for large classes</p><p>27) inclusive online assessment</p><p>All in, may relevant chapters to inform the work of learning designers. </p><p><br /></p><p><br /></p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-81408532525699529992024-03-04T08:00:00.000+13:002024-03-04T08:00:11.100+13:00Practical pedagogy<p> Book published in 2019 by Routledge. Mike Sharple's draws on the <a href="https://www.open.ac.uk/blogs/innovating/">innovative pedagogy series published yearly by the Open University since 2012.</a></p><p><a href="https://www.routledge.com/Practical-Pedagogy-40-New-Ways-to-Teach-and-Learn/Sharples/p/book/9781138599819">The book 'Practical pedagogy'</a> works through the various pedagogies sorted into 6 categories. </p><p>- Personalisation includes adaptive teaching, spaced learning, personal inquiry, stealth assessments and translanguage.</p><p>- Connectivity introduces crossover learning, seamless learning, incidental learning, learning from gaming, geo-learning, learning through social media, and navigating knowledge.</p><p>-Reflection summarises 'explore first' teachback, learning through argumentation, computational thinking, learning from animations, learning to learn. assessment for learning and formative analytics.</p><p>- Extension has threshold concepts, learning through storytelling, learning through wonder, learning in remote science labs, context-based learning, event-based learning, and learning for the future.</p><p>- Embodiment includes embodied learning, immersive learning, maker culture, bricolage, and design thinking.</p><p>- Scale refers to massive open social learning, crowd learning, citizen inquiry, rhizomatic learning, reputation management, open pedagogy, humanistic knowledge-building and communities. Some <a href="https://oeb.global/oeb-insights/to-improve-education-focus-on-pedagogy-not-technology/">discussion of the contents of the book found here.</a></p><p>The last chapter discusses 'pedagogies in practice'.</p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-2248844553678082282024-02-29T06:42:00.001+13:002024-02-29T06:42:45.509+13:00Modes of learning - Mark Nichols<p> An early morning webinar with Dr. Mark Nichols hosted by the<a href="https://www.col.org/"> Commonwealth of Learning. </a> on the <a href="https://www.col.org/news/col-chair-webinar-modes-of-teaching-and-learning-opportunities-for-deliberate-design/">topic of 'modes of learning'. </a> </p><p>Began with what is 'teaching'? Pedagogy is the dance between pedagogy and the dynamic operating decisions of the university' - teaching is the activity that gives a subject its voice, that brings the subject alive for the learner to form a relationship with. Not all teaching has to have an identifiable teacher. </p><p>How about learning 'learning is 'a smudge between a self that knows to be self that knows more' to learn, then is to be personally smudged from one state of knowing into another ... as knowers we are forever incomplete: there is always more to know.</p><p>Introduced the project. Work with Dr. Seelig to try to look at what constituted learning, especially what is open, flexible and distance learning. For Te Pūkenga there are three modes, on-the-job, f2f, and distance delivery. What do these mean, how can they be combined, are these actually singular in themselves?</p><p>There is no such thing as an on-the-job delivery mode, turns out to be fluid. Similar to distance delivery, there are many modes as well. There is great potential in missing the modes. </p><p>Important to consider how to meet learner needs, increase accessibility.</p><p>Q & A followed</p><p>Defining modes helps to enable common dialogue and scalable innovation. Asserts for example that peer relationships across learners are not necessarily a requirement for effective learning. Being able to define the modes help with decision-making, shared practice and strategic planning. A shared programme may not all be offered in a fixed mode but be flexible to allow for learner needs, circumstances and objectives. Defining modes enables education by design. </p><p>Overviewed the asynchronous (most to least) OFDL distance, work-based, study centre, negotiate) and synchronous (most to least) live classroom, virtual class, flexible, local group, road show, supervised self-paced. Details in https://tinyurl.com/teachingmodes</p><p>Provided two examples, one in business to show the ways the modes can be mixed to provide flexibility for learners. Learning activity - what learners do, teaching activity - what do teachers do, resources - what academic support, subject representation, courseware, timetable - asynchrous/synchronous and assessment - enduring assessments tasks and also pre-determined, must be decided on to design the learning. </p><p>The work on modes of learning was undertaken to inform Te Pūkenga as it brought together diverse delivery modes. However, with the disestablishment of Te Pūkenga, this work has not been taken further. </p><p>The work is helpful though to try to place some rigor into how delivery modes are difined. Encouraged the use of these modes of learning and to help with further investigation to refined the modes, identify exemplars and explore the planning dynamics (costs, operating considerations). Challenged us to reflect on - education is always designed 'how deliberate is it?</p><p><br /></p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-92015024789083495192024-02-26T07:31:00.001+13:002024-02-27T06:39:33.260+13:00Leaders and Legends Online learning - Professor Mike Sharples<p> Dr. Mark Nichols' podcast on Leaders and Legends of Online Learning<a href="https://onlinelearninglegends.com/podcast/093-emeritus-professor-mike-sharples/"> this week is with Professor Emeritus Mike Sharples. </a></p><p>Began with an overview of his career, how it started with a degree in computer science and worked towards his PhD on cognition, computers and creative writing. He has always worked with AI and Gen AI for over 50 years. </p><p>He compared the 'sudden awareness' of AI to how the internet developed. Much work undertaken over many decades before user relevance and other parts supporting the concept, took it into the mainstream. As with the www, important to think through implications and have guardrails with AI as there are many ways it can be utilised for good and also for bad.</p><p>Discussed his involvement across the 2000s with mobile learning as a means to provide more personal and individualised learning. </p><p>Then provided an overview of how the UK version of MOOC - f<a href="https://www.futurelearn.com/">uturelearn </a>- was set up to bring in good practice and pedagogy based on understanding of neuroscience into the design of futurelearn. A successful learning platform, distinctively difference from other MOOCs which are based mainly on lectures. In contrast, futurelearn stresses social learning opportunities along with the usual online learning platform mechanics.</p><p>Then introduced his most recent books including <a href="https://www.routledge.com/Story-Machines-How-Computers-Have-Become-Creative-Writers/Sharples-Perez-y-Perez/p/book/9780367751975">Story Machines</a>: How computers have become creative writers.</p><p>Discussed the importance of social constructivist learning. Personalised learning is one piece but not the only one. There is still a need for learners to interact with their peers, teachers etc. to springboard and synthesise, discuss and defend their stance, weight up and evaluate their conceptual understanding. AI should not be only a technological tool but needs to be led by pedagogy. Encouraged the need to ensure the use of technology is more human centred. </p><p>Summarised the important components of a new online system. Pedagogy is essential. Concepts include the need to have spaced learning, ensure learning is a social process, feedback is provided at the right time,and the need to build learner efficacy. AI-enhanced collaborative learning must be the goal.</p><p>Proposed the most important research is to find out how to best leverage technology to encourage and support social learning, rather than just go down the personalised learning route. New methods of assessment also need to be considered to allow for social learning and to focus on assessments for learning. Some ideas include peer assessments, the opportunity for learners to express their judgment, and evaluative and critical thinking. </p><p>Now he is retired, his research interest centres around the future of technology-enhanced education. He is able to concentrate on research without the distractions of the other aspects of an academic career. Recommended to follow the work of colleagues at the University of Sussex and<a href="https://repository.eduhk.hk/en/persons/chee-kit%E5%91%82%E8%B3%9C%E6%9D%B0-looi"> Looi Chee Kit</a> (Nanyang Technological University and The Educational University of Hong Kong) who has had success introducing many principles of learning sciences at the primary school level. </p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-45660855372682982882024-02-19T07:38:00.001+13:002024-02-19T07:38:21.332+13:00Unpicking Te Pūkenga - commentary on what is happening and what may work <p><a href="https://rogersmyth.com/about/"> Roger Smyth </a> has had a long association with Aotearoa NZ tertiary education and <a href="https://rogersmyth.com/blog/">his occasional blogs </a> provide viewpoints from his background as a policy analyst. He draws from both his experiences, scholarly work and his networks, to provide commentary on contemporary issues affecting tertiary education.</p><p>His latest blog, discusses a <a href="https://rogersmyth.com/unpicking-te-pukenga/">'where to next' with regards to Te Pūkenga</a>' as the process of its disestablishment begins. He summarises the reasons for the formation of Te Pūkenga, as a solution to the challenging financial position almost all of the country's polytechnics faced before merger. Discussion is had on the many facets of the reform of vocational education (RoVE) and the problems with combining the two arms of VET, the polytechnics with the industry training organisations (ITO).</p><p>He then discusses a few options for the creation of a network of regional polytechnics, how to try to bring some synergy between the objectives of polytechnics and the work-based support provided by ITOs, what do do with the funding system, and how to ensure employer and industry representations on skill needs is carried through to the standards setting function, currently held by Work Development Councils (WDCs).</p><p>It will be interesting to see how prescient some of his suggestions are, given that to date, little information has been available on what the post-Te Pūkenga landscape might look like going into the future. </p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-89565046857934445622024-02-08T06:39:00.002+13:002024-02-08T06:39:23.345+13:00Sociomaterial design: Bounding technologies in practice - book overview<p><a href=" https://link.springer.com/book/10.1007/978-3-319-12607-4">The book </a>- Sociomaterial-Design edited by P. Bjorn and C. Osterlund was published in 2014 by Springer. </p><p>There are 9 chapters, including the first chapter which introduces the concepts of sociomateriality and design.</p><p>The precepts of sociomateriality are argued to be useful in better understanding complex interactions. Design is brought in as to how processes are developed, and planned, initially impact on how people and things interrelate and interact. Therefore there are connections and commonalities between the two. How sociomateriality is affected by design and in turn feeds back on the efficacy of design, is a basis for better understanding intricate human associations, reactions and responses. </p><p>5 chapters follow the introduction, reporting on a project (the emergency department in a hospital) and using it as a way to further illustrate the principles of how sociomateriality impinges on work. The last three chapters bring the various threads together with a chapter specifically on 'boundaries' and how actions affect these, how the findings can be applied to contexts beyond the healthcare sector and the overall implications on the discipline.</p><p>The concepts are now even more relevant as humans and machines' interactions and even the intertwining of the two into 'enhanced' entities become reality. </p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-8359450771156671122024-02-05T07:02:00.000+13:002024-02-05T07:02:18.684+13:00AI tools for instructional designers<p> The number of Gen AI supported apps/tools available is increasing rapidly. <a href="https://theelearningcoach.com/reviews/ai-tools-for-instructional-designers/">Here is a list from the eLearning Coach</a> of recommendations for instructional designers. Many of these are also useful for teachers and learners.</p><p>The tools are organised into categories of animation, audio enhancement or improvement, audio text-to-speech tools, chatbot builders, classroom instruction, content search and generation, course creation, image editing, meeting apps (record, transcribe, summarise etc.), presentations, productivity, scholarly research, translation, video, and writing. </p><p>In all, a good collation, showing the versatility of Gen AI incorporation into many tools that already existed but now 'enhanced'. </p><p><br /><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-37963134472723659882024-01-29T07:29:00.002+13:002024-01-29T07:29:46.276+13:00ILO reports - Towards lifelong learning and skills for the future of work: global lessons from innovative apprenticeships AND promoting apprenticeships to meet the needs of the digital and knowledge economy<p> Two recent reports from the <a href="https://www.ilo.org/global/lang--en/index.htm">International Labour Organisation (ILO)</a> of relevance to future skills, digital skills and the role of apprenticeships.</p><p>Firstly, A report titled <a href="https://www.ilo.org/wcmsp5/groups/public/---ed_emp/---ifp_skills/documents/publication/wcms_872242.pdf">'Towards lifelong learning and skills for the future of work: Global lessons from innovative apprenticeships</a>"published in 2022 and authored/edited by <span style="font-family: "Times New Roman", serif; font-size: 12pt;"><span style="color: #70ad47;">M</span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">cCoshan, A, and Markowitsch, J. with several chapters based on a collection of reports written by other authors. Most of the discussions centre around 'formal' apprenticeships. The first 4 chapters cover future skills needs including digital and green economy. There are two chapters on increasing apprenticeship participation. Then two chapters on emerging approaches to increase work-based learning including strengthening work-based learning in VET institutions and adapting apprenticeships to support the reskilling and upskilling of adults. a couple of chapters discuss how to make apprenticeship systems more flexible, inclusive and digital. The report closes with policy messages for the future of apprenticeships.</span></p><p>Secondly, with relevance to digital skills is the report on "<a href="https://www.ilo.org/wcmsp5/groups/public/---ed_emp/---ifp_skills/documents/publication/wcms_861711.pdf">Promoting apprenticeships to meet the skills needs of the digital and knowledge economy"</a> authored by Perryman, S. and published in 2022. The report is part of the <a href="https://www.ilo.org/skills/projects/adult/lang--en/index.htm">ILO Apprenticeship Development for Lifelong Learning and Training (ADULT</a>) project.</p><p>The report overviews the effects of the digital and knowledge economy on jobs - including aspects of labour market polarisation and types of future work (platform-based, hybridisation of work and skills, pandemic effects, importance of targeted education and training); summarises the skills needs of digital and knowledge economies; discusses how apprenticeships may meet some of the challenges; provides some recommendations to meet strategic and policy, curriculum, accreditation, inclusion and funding/delivery challenges; and closes with a case study. </p><p>Overall, both reports summarise some of the key future skills needs and postulates how apprenticeships may be modified to meet the oncoming and rapid changes in work. Mostly macro discussion with some ideas for implementation at the micro level. </p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-16339032933448289122024-01-22T07:05:00.001+13:002024-01-22T07:05:37.694+13:00Digital Skills Framework - for Aotearoa NZ - a discussion paper<p><a href="https://ako.ac.nz/knowledge-centre/digital-skills-framework/"> A discussion paper commissioned by Ako Aotearoa and written by Dr. Anne Alkema</a> provides a timely piece of work from which our 'AI in foundation studies' project can draw from. Digital skills are prerequisites to being able to make use of AI tools/apps as presently, all are reliant on text input - although users could dictate the prompts into speech to text if the relevant plugins were enabled. </p><p>The paper discusses the various definitions of digital literacy and skills and overviews several examples from overseas (UK, Australia, Canada, Ireland, EU, US of A) to inform the development of an Aotearoa NZ version. </p><p>Recommends 4 options - align with the <a href="https://ako.ac.nz/knowledge-centre/learning-progressions-for-adult-literacy/">current adult learning progressions </a>(which is what we currently have at Ara); develop an essential skills framework; develop a standalone digital skills framework; and work with potential partners.</p><p><br /></p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-40609251153369345352024-01-15T07:01:00.003+13:002024-01-15T07:01:54.899+13:00AI in learning: Designing for the future - book overview<p><a href=" https://link.springer.com/book/10.1007/978-3-031-09687-7">Open access book</a>, published 2023 by Springer on AI in Learning with Hannele Niemi, Roy, D, Pea, and Yu Lu as editors with authors mainly from China, Finland and the US of A.</p><p>The book takes an overarching viewpoint on the application of AI into educational contexts. The book sections indicate the types of ways, AI can be deployed to improve learning and support teaching. Most chapters are useful in informing the ways AI can be implemented across various sectors and levels of educations. As the studies were conducted across 3 countries, social and cultural perspectives are also considered as what is considered to be acceptable in one country (i.e. AI surveillance), may not be in another. </p><p>Sections include AI in expanding learning and well-being through life; AI in games and simulation; AI technologies for education and intelligent tutoring systems; and AI and challenges in new learning environments.</p><p>As such, the broader perspective, beyond just Gen AI, is described, explored, and evaluated. Of note is that chapters not only introduce the advantages of AI but also critique AI systems (including surveillance technologies) and argue for the importance of ensuring the voice of teachers and learners are included when AI technologies are implemented into education. worth a browse through the relevant chapters to learn more about the larger educational issues impacted on by AI and how application of digital technologies using AI can be of use to support learning and teaching. </p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-58565115420611066252024-01-08T08:20:00.002+13:002024-01-08T08:20:26.538+13:00Plans for 2024<p> Back at work today, after an exciting trip down to the Sub-Antarctic Islands, followed by a camping trip into the Canterbury high country. We await the next steps and details on how the disestablishment of the recommendations from RoVE pan out.</p><p>From the usual business as usual perspectives, it looks like we will be back to being a singular institute with campuses across Canterbury and the West Coast. I assume that the usual work of supporting departments and learning design will continue to ensure the institute fulfils its many functions and obligations to students, NZQA and government.</p><p>The six AI in VET projects will need to be written up by all the researchers involved and I need to finalise the chapters I author by the end of March. The process of editing everything before we submit the manuscript to the publishers at the end of April will keep me busy for the first quarter of 2024.</p><p>Additionally, there is the work to begin the four projects on AI in foundational VET, funded by Ako Aotearoa. Semester one will see each of the projects introduce AI to their students and to evaluate the tools/apps or platforms most appropriate to the programmes' contexts.</p><p>In all, semester one will roll by quite quickly with so much to accomplish in a short timeframe!! Alongside will be the following through of whatever process is pronounced with regards to the disestablishment of Te Pūkenga. I will miss the collegial interactions with colleagues from throughout the VET system but the relationships have now been kindled. It will be important to prioritise the nurturing of these despite the move back to individual institutional silos.</p><p>Therefore, I am looking forward to an interesting year. Let's see what happens and what can be done to ameliorate some of the disadvantages of disestablishment and to capitalise on the collaborations and networks formed through the last two years.</p><p><br /></p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-81690679672485022482023-12-18T06:37:00.000+13:002023-12-18T06:37:01.548+13:002023 review<p>This year has been a bit of a roller coaster. There have been several highs and a few lows with the movement between each providing some exhilarating or challenging emotions.</p><p>Across the year, Te Pūkenga moved along towards establishing its organisational structure. The upper levels of management were to be in place by April 2024. However, we have had a change in government and the new centre-right coalition government has implemented, within their 100 day plan, to disestablishment of Te Pūkenga. There have been little detail as to what will replace the current situation. Hopefully, there will be more information in the new year. Meanwhile, Te Pūkenga has halted all work on the organisational structure and awaits instructions from the Minister.</p><p>On a brighter note, I launched a series of projects to better understand how we can integrate AI into vocational education courses / programmes. These projects began in June and we are now in the process of data analysis. The main output will be a book, to be published by Springer mid-2024.</p><p>The above projects involve courses, students and teachers at levels 4 to 7 - certificate to bachelor degree. We drew on the research allocation of teachers teaching on degrees, to carry out the participatory action research studies. In October, I recieved an invitation from Ako Aotearoa to put in an expression of interest, for research project which cover AI, foundation and Māori learners with equity focus. We will now have funding to bring in foundation and career/study skills courses from levels 1 to 4 into the project. We hope to identify ways AI can be usefully deployed to support learners, attaining foundational academic study skills. Then, the findings may be used to develop 'bespoke' AI tools or apps to localise, customise and indigenise AI support. All something to look forward to in 2024.</p><p>My work team has been considerably stretched as several of our colleagues have moved to other organisations due to the uncertainties with Te Pūkenga structuring. For the moment, we are in a 'holding area' until the main organisational structures are put in place. Now, we may likely revert to the management lines existing pre-Te Pūkenga. Last week, our ex-CE, who was appointed rohe four (area or sector) director for Te Pūkenga, reverted back to his role as our institute CE. This provides an indication of the move back into individualised institutions. </p><p>Bringing 25 organisations into one large entity is no mean feat. Yet, the incoming government has decided not to progress the formation of one large VET organisation. A large organisation brings some economies of scale, especially with IT, information systems, student and learning mangement systems etc. along with more holistic approaches with regards to curriculum and learning development. As an example, AI holds great possibilities for supporting personalised learning environment. Developing these systems is resource hungry. With the disestablishment of Te Pūkenga, we will perhaps have lost the opportunity as devolving back into individual institutes will not provide the economies of scale, collaborative / shared workflows, leveraging off the expertise of many, and the large student pool to test and refine the system. </p><p>So let's see what 2024 brings and regroup, restrategise to meet the requirements of the new VET world in Aotearoa NZ. </p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-44593896766307951052023-12-11T07:59:00.002+13:002023-12-11T07:59:18.246+13:00International Handbook on Education Development in the Asia-Pacific<p> The final version of this book - <a href="https://link.springer.com/referencework/10.1007/978-981-16-2327-1">International Handbook on Education Development in Asia-Pacific</a> - is now complete. The book is edited by W.O. Lee, P. Brown, A.Lin Goodwin and A. Green. As a 'living book' papers have been uploaded over the course of a year and there have already been high access and citations.</p><p>The book has 13 sections with 127 chapters covering many topics in the education development sphere. Worth dipping in and out of for specific contemporary references.</p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-408341875957318172023-12-01T15:00:00.000+13:002023-12-01T15:00:32.021+13:00OPSITAra - Day 2<p> Day two dawns fine but cloudy, after a drizzly day yesterday.</p><p>The conference begins with presentations across three streams. I attend and present within the teaching and learning 2 stream. </p><p>First up, Bruno Balducci from Otago Polytechnic presents on 'meeting the challenges of AI and assessment security'. Aims to develop strategies for assuring the integrity of assessments. Control measures include preventing AI misuse through well-designed tasks. Used a pragmatic research design to find out what aspects were more vulnerable to AI. Research questions included - could AI be used to 'cheat' in selected assessments now and into the future. If so, in what ways? What are the common features. Semi-structured interviews with tutors (25), reviewing assessments (30+), checking AI use by students and running trials with ChatGPT to see what could be achieved. Identified strategies of specificity, practicality, process, personalisation and information flow to design and manage assessment tasks. Provided examples and discussed pros and cons. Good summary of how good assessment design is usefully deployed to ensure assessments are personalised, authentic and locally contextualised.</p><p>Then, Rehan Masood with Maria Grace, James Flanders and David Finnie also from Otago Polytechnic, on 'Are we prepared for assessing AI content?'. Presented an overview of AI including the differences between discriminative and generative AI. Summarised the ways in which AI could be used in education. In assessments, there is a need to move away from stop-test approach towards meaningful learning activities. Summarised the ways teachers can use prompts for AI content creation. Study investigated how to us AI to generate content for assessments (in a construction courses context). Summative, formative assessments and rubrics generated. Missing from AI is contextual understanding, creative innovation, common sense/intuition and ethical considerations. Therefore, assessing these is one way forward. When creating questions using Gen AI, prompt literacy important. Recommended framework to improve assessment and assessment submission design.</p><p>I then present interim findings from our AI@Ara project. Provide summary of the project including what each of the 6 sub-projects did to integrate AI into their learning activities as framed by <a href="https://www.tandfonline.com/doi/full/10.1080/23735082.2023.2261131">Sharples, 2023</a> concepts of social Gen AI for education. Then, preliminary findings reported which include interim framework for embedding AI literacies and recommendations.</p><p>Lastly, presentation from Lesley Brooks with Michael Greaves, Megan Kitching and Leoni Schmitd (Otago Polytechnic) on 'alternative modalities of postgraduate research assesssment'. Questioned why there are limitations to written thesis. Māori and Pacific learners have strong oral cultures, learners with disabilities disadvantaged and professional practice uses a range of methodologies that do lend themselves to thesis format. Investigated alternatives, their issues and risks and to find and offer solutions wherever possible. Interviews with 29 stakeholders. Caveats included modality being grounded in existing research; documentation, timeline with gateways to manage risks, institutional supports and awareness of the equivalence across the different modalities. Delphi technique then launched into with survey to 49 stakeholders. A key concept was the definition of assessibility - including availability of suitable assessors, ability to assess to the criteria, ability of programme to support the process and approach - Schmidt, L., Greaves, M. Brook, L. abd Kitching, M. (2022). Modalities of assessment matrix workflow. </p><p>Recorded teaching and learning presentations follow morning tea. There were 10 recorded presentations across a range of disciplines. </p><p>After lunch, a series of short presentations in the communities and institutions stream. There are presentations on local food growers, cyber security, prompt engineering and ChatGPT, performance-based research funding on accounting academics, and virtual exchange programme in environmental management. Presenters are from SIT, OP, and Wintec)</p><p>Then attend the last group of Teaching and Learning 3 presentations. </p><p>Beginning with Ana Terry from Otago Polytechnic presenting 'the big picture: visual literacy in teaching and learning'. Defined visual literacy in teaching and learning as ability to design robust visually-led tasks and assessments, using visual thinking tools and methods, visual design principles to clearly communicate, select and /or create relevant graphics, and ethical, social and cultural issues in using and sharing visual media. Visual content often an 'add-on' and often not used to support the text, just as an aesthetic. Shared findings of a survey to find out how ITP teachers understand visual literacy and to use the findings to improve visual literacy professional development for teachers. Teachers generally confident with basic creation of graphics etc. but less so when integrating into the teaching objectives - support other literacies and discussing ethical and cultural issues. Indicates a text based biased to teaching and learning. As people progress through education, visuals reduce becoming dominated by text. In vocational education and training, graphics are more acceptable. Especially useful for diverse learners, to provide better representation across various media, rather than just text. Proposed the formation of a Visual Literacy community of practice to continue work in this area.</p><p>Followed by James Mackay and Helen Jeffrey with Hana Cadzow, Ema Tokolai & Rita Robinson reporting on progress of degree apprenticeships with 'the tale of two degree-apprenticeships: embedding work integrated learning degrees'. Two degree apprentices - one in Bachelor of Engineering Technology on Infrastructure Asset management (now in its fourth year) and Bachelor in Occupational Therapy (OT) (first delivery in semester 2 2024). Each shared the challenges. Both had skill labour shortages, and with OT there was a high demand for Māori occupational therapists. Generally, effective school and community liaison important, marketing and employer relationship development, collaborative programme development, developing institutional readiness and ongoing evaluation. Also, addressing local, regional and national skills shortages, institution has capability, clear employer demand, career progression pathway and the institution must have competitive advantage. Differences in each criteria between each degree apprenticeship. see guidelines - Gorb, E. (2022). Guiding principles for Degree apprenticeship - Manchester Metropolitan University. </p><p>Last up, Danny Friburg with Amy Benians and Kath Danaher presented on 'Communities in the mist: Exploring CoP model for professional development. Reports on phase 3 on -neurodiversity CoP outcomes, established in 2022 with teachers working in the context. Defined CoPs (see Wenger & Snyder, 2000 and Alison Viskovic's 2005 work). Study to understand the value of CoPs to individual PD; what are the percieved benefits and how to better support CoPs. Check Kennedy, 200f on increasing capacity for professional autonomy from transmissive (training, award bearining, cascade), to transitional, standard based, coaching, CoP) and transformative (action research and transformative). Surmised that 6 year threshold signals a shift from transmissive to more transitional teaching approaches. 98 participants in pre-survey and 96 in post-survey. Shared findings. In general, teachers saw value in partcipating in the CoP. Awareness, knowledge increased including ability to find solutions , develop community and profesisonal networks and contribute to equity across the institution and meeting institutional values. Correlation between years of teaching and confidence in teaching neudivergent ākonga in post-survey but not in pre-survey. </p><p>Video played of Jamie Smile - who is the recently appointed Ragahau and Research Director for Te Pūkenga. </p><p>Various conference awards close the conference. </p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-37673288350336462742023-11-30T16:21:00.001+13:002023-11-30T16:21:21.999+13:00OPSITAra - Day One<p> At the local research forum )<a href="https://itpresearch.ac.nz/home/opsitara2023/"> OPSITAra</a>, held this year at Invercargill and hosted by Southern Institute of Technology (SIT). The forum is an opportunity for researchers from Otago Polytechnic, Ara Institute of Canterbury and SIT to share research findings and to network across the three institutes. As we are all now Te Pūkenga, we also have participation from researchers across Aotearoa with researchers travelling from the North Island and the North of the South Island to also present.</p><p>The conference opens with Mihi Whakatau (welcome) hosted by Reniera Dallas, Daryl Haggerty, and Drs. Sally Bodkin Allen and James Savage. <a href="https://ngaitahu.iwi.nz/our_stories/megan-potiki-takes-leadership-role-at-te-pukenga/">Dr. Megan Potiki</a>, Executive Director Te Pūkenga Rohe 4 (which includes OP, SIT and Ara) provided an overview of her story and the mission required going forward to work with iwi. </p><p>There is then a series of research Community of Practice (CoPs). Each meeting to discuss the possibilities for collegial and cooperative work and to network across the three institutions in the rohe.</p><p>After lunch, I attend the session with presentations on Teaching and Learning. There are two other streams (one pre-recorded) with presentations of research on construction/infrastructure and health well-being.</p><p>First up in the teaching and learning sessions, Dr. William Jenkins from UCOL talks about 'the impact of 2 COVID-19 lockdowns on NZ tertiary education students studying at a regional polytechnic. Reviewed the pandemic and the NZ response. Shared some NZ-based studies on the topic. Mixed responses from studies conducted at NZ universities and 2 ITP-context studies. In general, lock-down was stressful but all studies small and difficult to generalise. His study looked at the effects of the 2nd lockdown compared to the first. What was the difference between those who were more stressed and those less so. Survey at the end of 2021 with 68 analysed. In general students handled the second lockdown better. Divided data into 3 groups, 1/3 negative experiences, 1/3 neutral and 1/3 positive. In general, does with family had a more positive experience. </p><p>He is followed on by Rachel van Gorp from Otago Polytechnic presenting on 'lecturing for neurodiversity: a guide to inclusive teaching'. Presented on the findings from her Master in Professional Practice where she interviewed 13 students and used these data to form practice recommendations. Neurodivergent brain functions differently. Challenges include difficulties understanding a following instructions, staying focused maintaining social interactions and high sensory overload. Important to build relationship with learners and make visible teachers' awareness and understanding of neurodiversity. Teaching methods need to be flexible and adaptable - use simple language and avoid jargon, check colours on visual resources, remember it is the first time learner is coming across the topic (even if you have taught it many times). Be aware of the need for breaks. Use support and resources. Ensure environment is inclusive. Connection between teacher and learner is critical. Teacher need to have access to resources and know how to use them. Be neurodiverse centred. Keep current with evidence-based practice on the topic. Draw on institutional support. For teachers, give learners extra time, provide visual aids, break complex tasks down, over one on one tutor support. </p><p>Helen Mataiti and Amy Benian with Rach MacNamara from Otago Polytechnic are next on 'learning for all: designing learning in our work-based context'. Introduced the principles of Universal Design of Learning (UDL). Began with the socio-cultural history of the UDL framework and how it can be translated into our Aotearoa NZ tertiary and vocational education context. UDL backed up by neuroscience research to ensure there is good design of representation (recognition networks, - visual, aural etc. what we learn), action and expression (strategic networks - how we learn) and engagement (affective networks - why we learn). Used a qualitative, storying and empowerment method to find out how UDL help to reduce barriers to learning and that it is not a reinvention of 'learning styles'. Provided examples as to how to apply the UDL principles. </p><p>The last session in this collection is with Rachel Byars with Greta Bauer, also from OP who presents on 'creating a sense of community and wellbeing through events'. Outlined the project carried out by Greta with the OP Student Association. OPSA events were impacted by Covid. The aim was to find out how students felt about student events and their impact on wellbeing. Summarised importance of these events, wellbeing and how each intersects with the other (lit. review). Survey of all students and then interviews with 6 event organisers and students as target groups. In general, survey revealed the importance of events to socialise with friends, entertainment, take a break, improve wellbeing, gain knowledge and for individual and community rewards. Overall, events are important to students, helping to build a sense of belonging, community and wellbeing. Important to create an events representative on the OPSA executive committee, increased coordination within OP schools and survey each year to gauge student perpectives on events.</p><p>I attend the Research CoP on the Scholarship of teaching and learning, convened by Sonja Swale (SIT) and Claire Goode (OP). </p><p>Short 'lightning talks' then occur across teaching and learning, construction, and health and well-being themes. 7 presentations, each 7 minutes long! Topics covered include 'reimaging Bourdieu'; assessment practice, psychological safety, personal experiences on teaching practice; how to communicate the unknown. and big ideas with students. Presenters from SIT, OP, Nelson-Marlborough Polytechnic - Selena Coburn, Fiona McLaren, Mark Wilson, Andrea Jones, Wendy Olsen, Maria Grace and Tim Lynch. </p><p>The evening ends with a networking event, allowing everyone to few posters and creative exhibits. There are also several presentations from researchers in the creative industries.</p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-89313699127389725232023-11-27T07:22:00.001+13:002023-11-27T07:22:19.207+13:00ASCILITE - Bringing Australasian Technology and Practice Trends into Focus - 2022-2023 Contextualising Horizon report<p><a href="https://ascilite.org/wp-content/uploads/ContextualisingHorizonReport2023.pdf"> ASCILITE publication </a>- provides a contemporary reporting of the digital technology and practices across Australasia. </p><p>Porter, D. B., Campbell, C., Logan-Fleming, D., & Jones, H. (Eds.). (2023). Bringing
Australasian Technology and Practice Trends Into Focus: The 2022–2023 Contextualising Horizon
Report. ASCILITE. </p><p>The practices are thematic organised into: hybrid and flexible learning; AI literacy; mental health and well-being; the evolution of mobile learning; and integration of indigenous knowledges.</p><p>STEEP (social, technological, economic, environmental and political) trends affecting how technology is availed and practices resources and supported, are discussed.</p><p>Social trends, post-pandemic, mean there are new ways of working, both within industry and academia. However, the pandemic also revealed the many challenges of digital equity and inclusivity, which have not been solved. The main technological influence presently, is Gen AI which requires workforce capability to be built. Advances in augmented and virtual reality, also require capability to be resources. The current rise in the cost of living, the reshaping of the higher education workforce, and a move towards skills-based hiring, all affect economics. Environmental concerns include the design of physical spaces to provide for more flexible work, learning and teaching, initiatives to support diversity, equity and inclusion, and the need to maintain and meet future sustainable development goals, are all important. Political forces include current and possible/impending global disruption, changes in government funding models, and the inclusion of first people's.</p><p>Of note in the exemplars for the hybrid/flexible learning theme is the <a href="https://link.springer.com/chapter/10.1007/978-3-031-12168-5_18">Ara midwifery programme's networked-distributed model.</a></p><p>All in, a good update on where the sector is at with digital technology approaches towards tertiary education. </p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-18896874303257573802023-11-20T08:56:00.001+13:002023-11-20T08:56:07.970+13:00ASCILITE - transforming assessment site<p>This year's ASCILITE (Australasian Society for Computers in Learning in Tertiary Education) <a href="https://2023conference.ascilite.org/">conference is </a>being held in Christchurch in early December. Some of my colleagues will attend.</p><p>ASCILITE itself maintains good resources to informvarious pedagogical and technology enhanced learning endeavours. </p><p>Of note is their <a href=" https://transformingassessment.com/">site on assessments</a> on 'transforming assessments'., which also a<a href="https://transformingassessment.com/events.php">rchives webinars on</a> the topic and has <a href="https://transformingassessment.com/events_past.php">a collation of past events as well</a>. </p><p>Of interest, is one on '<a href="https://transformingassessment.com/events_6_september_2023.php">guiding the use of Gen AI for assessment</a>' head in September. </p><p><br /></p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-45860162989749865512023-11-13T07:21:00.006+13:002023-11-13T07:21:58.747+13:00Agency by Design - Derek Wenmouth <p> This book - <a href="https://aurora-institute.org/resource/agency-by-design-an-educators-playbook/">Agency by Design: An Educator's Playbook</a> -by Derek Wenmouth with Marsha Jones, George Edwards and Annette Thompson, provides strategies to help provide learners with the skills to be self-directed learners. The book is free to download.</p><p>The book is pitched at the school context but many of the ideas and resources, are relevant across all education sectors. The book begins with a 'how to use the playbook' section, including an overview of the framework proposed to help activate agency in learners.</p><p>Then it moves to the implementation section which has 7 suggested conditions that can be created by teachers to increase learner agency and the characteristics (rubrics) observed in students which signal their learners' agency.</p><p>In a world of rapid and continual change, schools need to prepare their students, for a VUCA world. Learning the fundamentals are important (i.e. reading, writing and arithmetic). Beyond that, the real role of education, is to provide students with the confidence in their own abilities and to encourage and support the attitudinal qualities -resilience/ grit, curiosity, multimodal communication, flexibility and agility in learning and continual learning etc.</p><p>In all, a good summary, with practical examples for teachers, of not only encouraging, but building self-efficacy, leadership and continual adaptability in learners. </p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-81989748506861026602023-11-06T07:04:00.005+13:002023-11-06T07:04:51.224+13:00AI in education - two sides to the coin<p> There is a large corpus of literature on AI and its contributions or its deleterious effects on education. Most report on the school or higher education context. The number of articles commenting on AI in education has increased markedly across 2023, much of which being the reactions towards the advent of Gen AI. </p><p>The article by <a href="https://osf.io/preprints/edarxiv/372vr/">Hamilton, William and Hattie (2023) </a> -the future of AI in education: 13 things we can do to minimise the damage - paints a dystopian picture, positing that school education especially, needs to do a major rethink as to its purposes and roles given the ways AI could replace the need for human thinking. There is also the need to evaluate how AI/human synthesis will work, and what needs to be done to prepare the children today, for the future where synergistic relationships between non-human and human intelligences, are the norm.</p><p>This o<a href="https://corp.oup.com/feature/ai-in-education-where-we-are-and-what-happens-next/">p ed by Oxford University Pres</a>s - AI in education, where we are and what happens next - takes on a more pragmatic view. Firstly doing an overview of where things are now with regards to the global picture, Ai's impact on teachers, possible impacts on learning, the challenges of the digital divide and AI, and outlines recommendations for going forward. These include: supporting, not substituting teachers, seeking the highest quality resources to back AI, empowering teachers to use technology in the classroom, equipping students with the skills to be able to complement the affordances of AI, with a priority on ensuring there is good understanding of how AI can or cannot contribute to learning. A pragmatic viewpoint.</p><p>Therefore, going forward, there is a need to ensure Gen AI literacy becomes part of academic / digital literacies. Only then can educators and learners understand and use AI rather than have AI foisted on us by the powerful corporations developing the tools/apps that make Gen AI accessible. </p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-67021191801395386692023-11-03T12:33:00.004+13:002023-11-04T07:33:00.672+13:00Neurodiversity - chunking is a simple hack: great for academic skill acquisition - with Dora Roimata Lngsbury - Ara / Te Pūkenga<p> Notes from a lunchtime session with Dora Roimata Langsbury, Kaiako Ako - academic learning support. She presented this paper at the recent <a href="https://www.op.ac.nz/about/events/neuroability-symposium-2023/">Neuroability symposium conference in Dunedin.</a> </p><p>Focused on supporting written assessments in this iteration of her presentation. Began by sharing her background - where she was diagnosed with dyslexia when she first started at Teachers College to train as a primary school teacher. Introduced the 8 steps for writing an assessment and then went through each one with strategies at each to support neurodiversity.</p><p>Summarised some of the concepts from the book '<a href="https://www.amazon.com/Studying-Dyslexia-Pocket-Study-Skills/dp/0230390560">Studying with Dyslexia' by Janet Goodwin </a>- 2012. Then shared student perspectives to support these<u> concepts</u>.</p><p>Then went through the importance of <u>time management </u>for all students. Need to be clear so students create a doable timetable that includes sufficient study time. Working backwards from assessment targets is also helpful.</p><p>Ensure students <u>understand the question</u>, Sometimes learners need help to deconstruct the instructions and to understand the connections between the assessment and the marking rubric. All a lot of text and helping learners break down the larger task into smaller chunks helps learners focus and not be overwhelmed.</p><p>Then help students <u>create a writing plan</u>. Help them keep one main idea per paragraph with the structure of topic sentence, supporting ideas, example and then a linking sentence to the next paragraph. </p><p>The next step is to help them <u>bring about a research plan </u>to help them gather the literature and select which parts are relevant.</p><p>Then introduced the need to help students <u>attain notetaking/ paraphrasing skills</u>. Students need to understand the role of each sentence, use words from questions to create sentence starters and use keywords from sources to complete the first draft of sentences. This helps build paragraphs and the whole assignment, one sentence at a time.</p><p>Reference/cite as you go or <u>APA as you go</u> by using an APA reference guide. There is a need to scaffold learners towards understanding how to use the guide as a way to ensure APA referencing is accurate.</p><p><u>Editing can be undertaken in 3 steps </u>- sentence level, paragraph level and then proofreading and formatting. At sentence level, separate each with white space so that it is easier to 'switch and trim'. Paragraph editing is to check flow and linking and to map these to the marking guide. The proof 'clean' read makes easier to see the small errors. </p><p>Shared the impact on students of using the above framework and also how the 'tuakana teina' or 'older brother/sister with younger brother/sister' peer learning which is framed with attaining the 8 steps have improved engagement, learning and outcomes for learners. </p><p>Q & A followed from an interested audience.</p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-49557674337691548072023-10-31T14:07:00.000+13:002023-10-31T14:07:42.524+13:00Whāki webinar Oketopa23 Āhau approach to Māori Data Sovereignty - Notes <p>Notes taken at webinar offered through the University of Waikato on the topic of Māori data sovereignty for whanau (family) data. </p><p>The host Paul Brown, University of Waikato welcomed everyone. Introduced <a href="https://www.kmh.nz/speaker/kaye-maree-dunn/">Kaye Maree Dunn </a>as the guest. The webinar discussed issues related to <a href="https://www.temanararaunga.maori.nz/nga-rauemi">Māori data sovereignty </a>through korero (a conversation) between Paul and Kaye. </p><p>Kaye shared her experiences as a Māori moving into the role of commerce, digital environments, business organisations etc. which often have little recognition of indigenous perspectives.</p><p>Paul posed the first question as to the types of businesses Kaye has worked with. She shared <a href="http://www.ahau.io">the organisation she represents</a> and information on the objectives and background of this organisation. Also shared her whakapapa (life history) and how her parents had to move away from their ancestral place and to grow up far away from her ancestral home. Her better understanding of colonisation and its historical context and the political context things have to work in at the University of Victoria. Had a varied range of work across many government agencies, the training ground for learning and networking across the civil service. </p><p>Summarised the entrepreneurship role with its strong connections to digital technologies. Currently, leverages off the alternatives to standard organisations, to bring better outcomes for Māori. What is the role of bitcoin / indigecoin, block chain, cryto currencies, (<a href="https://www.tvnz.co.nz/shows/wtf-is-crypto">see this tvnz show for Kaye's presentation</a>) time banks, alternatives to banks etc. Banks at present, do not represent indigenous interests and alternatives are required. Hypothesis of what will currency look like if it is linked to doing good things - voluntary work, looking after family, etc. </p><p>Settled on using whakapapa (genealogy) as a basis for economical operation. Use the information in the <a href="http://www.ahau.io">developing site</a> to see how it works and what has been envisaged and it's enactment.</p><p>Interesting concepts and how digital alternatives should be considered as alternatives to the status quo. </p><p>Paul provided clarification as to data sovereignty. In Mātauranga Māori, whakapapa and mana are important in that the data should be traceable as to its origins and balances must be in place so that power relationships between corporations and users are ameliorated. </p><p>Kaye spoke of how whakapapa is a useful way to understand how data is treated. Over time concerns include safety / ownership of the information, and what happens to this - who modifies it, updates etc. Provided many examples of how Mātauranga is affected and needs study when indigenous customs and expectations have to move into a world where processes and technologies are developed without consideration of the multiple perspectives of all people. Call to be conscious of these practices and how to translate them into practical applications which work for the people the technology is to support. </p><p>Good overview of a different worldview on a modern technology and how it is interpreted using important customs (tikanga), and how culture and the technology it informs, can shift given sufficient information, consultation and reciprocal discussion. </p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-63714366042513995302023-10-30T07:43:00.002+13:002023-10-30T07:43:25.828+13:00Work and Learning in Difficult Times<p>Open access book published by Sense Publishers (now Brill) in 2015 titled '<a href="https://brill.com/display/title/37855?language=en">Work and Learning in Difficult times. </a></p><p>The book is volume 4 in a series on research on the education and learning of adults, in turn affiliated to The European Society for Research on the Education of Adults (ESREA)</p><p>The book is edited by S. Bohlinger, U. Haake, C. H. Jorgensen and H. Toiviainen.</p><p>The introductory chapter by the editors is followed by 15 chapters and a closing concluding chapter by the editors.</p><p>Chapters are organised into 3 sections covering the micro, meso and macro levels of working and learning.</p><p>The Micro level has 5 chapters beginning with H. Toiviainen on 'Configurations of learning in global work'. The chapter reports on a study of how a multinational engineering company, embarked and changing the ways its many global units worked. The study focused on how new networked ways of work practices development and evolved. CHAT (cultural historical activity theory) is used to unpack the complicated relationships, tasks and objectives of the diverse and distributed workforce. Learning for work was found to be undertaken 'under control', through meaningful work and through participation. </p><p>Chapter 3 by S. Kondrup covers 'worker and learner identity: developing an analytical framework'. Uses Archer's critical realist approach and ideas on personal identity with the influences of natural, practical and social concepts, to understand how worker and learning identities develop. Proposes learner identity as being made up of life (historical) experiences, immediate experiences from specific work situations, and objectified (cultural) knowledge.</p><p>Then M. Gessler and A-C Hinrichs with a chapter on 'key predictors of learning transfer in continuing vocational training'. Undertakes a thorough examination of the origins, pros and cons of 'transfer of learning'. Proposes a model based on synthesis of the current understandings in the field.</p><p>The next chapter is ' Knowledge development in internships: a case study of students' access to tacit and explicit knowledge in blended learning' by S. Dau. Unpacks the foundational understanding of tacit and explicit knowledge and proposes how blended learning provisions opportunities for attaining both.</p><p>The last chapter in the section is by G. Sparrhoff on 'leaderships in times of globalisation and uncertainty'. Summarises understandings of leadership and proposes principles required to lead in a global world.</p><p>The next section has 5 chapters.</p><p>T. Back covers 'police students values of competence related to professional career' based in Sweden.</p><p>Another one in a similar context to the previous chapter with 'police leadership practice in times of uncertainty and organisational turmoil' by O. Linberg, O. Rantatalo and U. Haake.</p><p>Then a chapter by K. Kallio on 'Dilemmas in automation engineers' daily work and changing form of learning'. Studies the changing nature of work and learning for automation engineers using CHAT. Outlines the many challenges and requirements to change and adapt across all aspects of engineering including administrative (i.e. accounting) services. </p><p>R. Ronnqvist, A. Wallo, P. Nilsson and B. Davidson contribute to the chapter 'employee resourcing in elderly care: attracting, recruiting and retaining the right competence'</p><p>Followed by another chapter by A. Fejes and P. Andersson in a similar context ' recognition of prior learning within elderly care work'</p><p>The last section also has 5 chapters.</p><p>Beginning with C. H. Jorgensen on 'challenges for work-based learning in VET in the Nordic Countries'</p><p>Then 'Vocational education and school to work transitions in Norway by T. Nyen, A. Skaholt and A.H. Tonder</p><p>C. Quesada-Pallares, A. Ciraso-Cali, P.Pineda-Herero and A Janer-Hildalgo write on 'training for innovation in Spain: Analysis of its effectiveness from the perspective of transfer of training'.</p><p>Another Spanish context chapter with R. M Hernanxes Carrera and E. Lucio-Villegas with 'VET from the perspective of employer associations in Spain.</p><p>The last chapter is by S. Bohlinger on 'governing VET in Europe'. Bases discussion on Germany but the chapter undertakes an outline of European VET policy to find out how these impact on VET. </p><p>The conclusion 'contested field of working and learning' by the editors, closes the book.</p><p>All in, a good book to consult for key principles in a range of workplace learning concepts. Most of the chapters, utilise authentic studies to build a contemporary evidence base, albeit within a mainly European context, to inform our continued understanding of work and learning. </p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-18906228566097704212023-10-24T07:02:00.003+13:002023-10-24T07:02:48.559+13:00Rethinking Workplace Learning and Development - link to book<p><a href="https://www.elgaronline.com/monobook/book/9781802203776/9781802203776.xml"> This book </a>published by Elgar Press and written by two well known American researchers on workplace learning - <a href="https://styluspub.presswarehouse.com/browse/author/08aa9e19-8cfb-48e1-9d03-d326ed1b336d/Karen-E-Watkins?page=1">Professor Karen Watkins</a> and <a href="https://www.tc.columbia.edu/faculty/vjm5/">Professor Victoria Marsick</a> has the introductory chapter available as pdf. The short chapter provides an overview of the book and each of the chapters. The book's focus is on how the world is now more complex and the need for organisational learning and development to keep up with the times, and to continually prepare the workforce for the present and future challenges.</p><p>The book provides a summary of the American perspective on workplace learning, which is founded in Human Resources Management (HRM) as compared to the European / Australian workplace learning scholarship with its more humanistic slant.</p><p><br /></p><p><br /></p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0tag:blogger.com,1999:blog-10589517.post-71780394249644700872023-10-18T15:41:00.001+13:002023-10-18T15:42:31.258+13:00C0nCOVE / Tūhura hui - notes taken during the day<p> Attended the <a href="https://concove.ac.nz/">Construction and Infrastructure Centre of Vocational Education </a> (ConCOVE) conference today. Missed most of the first keynote in the morning but was able to get to the venue in time to pick up the end of <a href="https://nz.boma.global/kaila-colbin">Kaila Coblin</a>'s scene setting session to 'build bridges- collaborating for vocational education excellence'.</p><p>The next session with 'unlocking potential: systems change for our vision' with ConCOVE's <a href="https://concove.ac.nz/george-makapatama/">George Makapatama</a>. Provided the ConCOVE perspective with how the organisation is approaching the important 'systems changes' -firstly to try to identify the problem, before launching into solutions. His presentation drew on his story - growing up in Niue and how his culture grounds his thinking. Connections are important in a collective society. Introduced the concept of 'servantship' which drives his life. Both mean we are all part of a larger whole and draw on this support to progress towards contributing to a better society. <a href="https://collectiveimpactforum.org/resource/the-six-conditions-of-systems-change-virtual-coffee/#:~:text=The%20Water%20of%20Systems%20Change%2C%20an%20article%20authored%20by%20John,interested%20in%20creating%20systems%20change.">Shared the 6 conditions for systems change from the work of Kania, Kramer and Senge (2018)</a> - from structural to transformational change. </p><p>The after morning tea session was with <a href="https://profiles.waikato.ac.nz/suzette.dyer">Suzette Dyer</a> from the University of Waikato, who followed on with 'Developing a bystander Theory of Change' for the sector. Shared a ConCOVE project to develop new anti-harassment guidelines - reducing bad behaviour on worksites. Traditional responses are individualised, difficult, may worsen the situation and most often, the victim leaves the workplace. Recommended a collective /whole workplace response which is supportive and leads to fewer negative outcomes. </p><p>Then <a href="https://concove.ac.nz/projects/degree-level-apprenticeship-systems-gap-analysis/">Eve Price updated on 'Navigating the challenges in Degree Level Apprenticeship</a>'. Introduced the concept. TEC thinks of degree apprenticeships as a way of delivery. For industry, apprenticeship occurs on-job. The term does not exist for NZQA. At the moment WDCs look after qualifications to Level 6. Level 7 degrees are in the university and ITP space. Discussed the pros (equity, retraining, earn and learning, addressing skill shortages etc.). Unpacked using 'systems change' introduced by George and applied to how degree apprenticeships can be promoted and established. ConCOVE is contributing to a pilot next year. </p><p>An update on ConCOVE <a href="https://concove.ac.nz/concove-project-fund/">project fund process</a> with Katherine Hall and Jackie Messame and an overview of the ConCOVE PMO, bookended a 'relationship accelerator - speed idea generation' activity.</p><p>After lunch there was a short ConCOVE challenge using slido.com - featuring 11 questions VET, construction industry, rugby, Mātauranga Māori and ConCOVE concepts.</p><p><a href="https://concove.ac.nz/kylie-taffard/">Dr. Kylie Taffart </a>then presented on 'Futures in NZ quarrying'. Introduced the industry - big rocks into small rocks', including sustainability initiatives. Main challenges around health and safety, aging workforce, inclusive workforce, and technology adoption to increase productivity. There are strong connections between quarrying and civil construction. Currently unit standards are too technical. Study is to evaluate what training programmes are available and inform future programmes and industry professional development. Described research method and objectives of the project. Findings from Delphi study indicate the challenges of the need for leadership, health and safety, and legislation and regulations. Recommended set up of advisory group, complete analysis of data, develop a future of quarrying futures scenario and publication of report.</p><p> <a href="https://skillsconsultinggroup.com/who-we-are/our-experts/josh-williams/">Josh Williams</a> and Jackie Messame shared a project on 'Transitioning to kaiako (teacher)'. Josh began with stating that high quality VET requires high quality teachers. The world of work and education are still far apart. How do these two worlds come together, especially through industry workers moving into teaching. What are the supports that help the shift people from work into education. Then how do currency and future professional development occur. How can the dual roles and dual professions work together, one informing / drawing from each other between the two identities. VET delivery is complex and in a continual transition/change. Common competencies are technical, education, stakeholder engagement and professional values and commitment. Call for participants to contribute to the project. </p><p>Jackie covered the comparison between on-job and off-job learning. Interviewed, trainees, trainers (supervisors, assessors etc.) to find out what a good were the qualities of a good workplace trainer. Some technical skills but much in the leadership, learning, supervision, and mentoring quadrants. </p><p>After afternoon tea, an activity session with <a href="https://www.callummckirdy.com/">Callum McKirdy</a> on 'inspiration, reflection and action: A journey forward' to gather contributions on how ConCOVE can meet needs of the participants, what was of most interest, and what did we get out of the day. </p><p>The conference then closed with final remarks. Good to meet new people, touch base with familiar kindred spirits, and see how COVEs have developed and their direction.</p>selenahttp://www.blogger.com/profile/16346553390794790308noreply@blogger.com0