Current projects:
AI@Ara #4 - Using AI agents/chatbots (Cogniti, Notebook LM)to support vocational education (joinery, electrical trades, business, osteopathy, foundation/bridging literacy/numeracy, nursing, applied sports science) (2025/2026)
Projects completed:
Guidelines for supporting foundation ākonga (students) to use Generative artificial intelligence (Gen AI) tools to improve writing and reading. Ako Aotearoa AARIA (Ako Aotearoa Research and Innovation Agenda) project (2024)
AR@Ara - Developing, integrating and evaluating AI learning activities in vocational education (2023) with Dr. Raja Subramanian (Business), Sundeep Daggubati (Construction Management), Carl Pavletich (Graphic Design), Dr. Sampath Gunawardana Hewa Malge (Hospitality Management), Amit Sarkar (Information and Communication Technology (ICT)) and Dr. Julie Bowen-Whitington (Nursing)
VR@Ara - Evaluating VR introduction into trades learning (2022 - 2023) with Alan Hoskin
Perspectives of apprentices and pre-trade learners on digitally supported learning: Deriving recommendations informing practice-based learning pedagogy (2022) with Alan Hoskin
Ara Centre for Assessment of Prior Learning (CAPL) candidates: Recognition of Current Competency (RCC), Recognition of Prior Learning (RPL) and the role of (e)portfolios (2021 - 2022)
Chan, S., Baglow, L., Chapman, S., Gropp, J., Hamilton, K.,
Lyster, A., Pati, K., Power, K., Lovegrove, C., Stokes, C., & Warburton,
A., (2019). Multiliteracies-based e-assessments: Developing guidelines for
effective e-assessments for learning https://ako.ac.nz/knowledge-centre/e-assessment-for-vocational-learners/
Chan, S. (2013). Learning a trade: Becoming a trades person through apprenticeship.
(project report and resources for apprentices (short video and accompanying summary) and 'coaches' poster to improve feedback are available on the project's website as well)
Chan, S., McEwan, H., & Taylor, D. (2013). Extending hospitality students’experiences of real-world practice. Chan, S., McEwan, H. & Taylor, D. (2013). Extending hospitality students’ experiences of real-world practice.
(project report and resources for apprentices (short video and accompanying summary) and 'coaches' poster to improve feedback are available on the project's website as well)
Chan, S., McEwan, H., & Taylor, D. (2013). Extending hospitality students’experiences of real-world practice. Chan, S., McEwan, H. & Taylor, D. (2013). Extending hospitality students’ experiences of real-world practice.
Chan,
S. & Jenkins, M. (2012). Institutional programme design strategiessupporting forced change: Guidelines derived from case studies of the February22nd 2011 Christchurch earthquake.
Chan,
S. Fisher, K., & Sauer, P. (2012) Situated technology-enhanced learning thorugh development of interactive etextboks onnet tablets.
Chan, S. (2011). Belonging,
becoming and being: Perspectives of first-year apprentices’ experiences in the
workplace.
Chan, S. & Leijten, F. (2010). Guidelines for using video to study workshopor workplace-based trades learning.
Chan, S. (2009) The scholarship of craftsmanship: The perspectives of tradespeople becoming vocational educators.
1 comment:
Excellent article—thank you for shedding light on the value of skills recognition! For professionals seeking to validate their hard-earned experience and fast-track their career progression, Recognition of Prior Learning (RPL) offers a powerful shortcut. At RPL It, the process is streamlined and highly practical: you begin with a free skills review, compile your evidence portfolio, undergo assessment through a Registered Training Organisation (RTO), and ultimately receive a nationally recognised qualification—all without the usual time, cost, or study burdens. Whether you're aiming for licensing, better job prospects, university entry, or professional recognition, RPL It makes achieving your qualification straightforward and efficient.
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