A decade on from the Canterbury earthquake sequence - What we have learnt

 The week, marks 10 years since the first Canterbury earthquake (Sept. 4th 2010) woke us up with sustained shaking and noise. The local paper remembers the event with a 7 part series of videos.

I blogged on this first event with some sense of optimism as although damage was widespread, there was no lose of lives. However, worse was to come, with the Sept. event triggering the deadly February earthquake sequence :(  This led to significant infrastructural and land damage across Christchurch city. The institute lost access to out city campus for all of the first semester.

Martin Jenkins (then the manager of the Centre for Educational Development) and I were invited by Ako Aotearoa to study the effects of the earthquake on teaching and learning. Our report concentrated on the learning design aspects and how some programmes retained the innovations made during the lost of campus access and others, returned to the 'tried and true'. 

This year, as the pandemic began to affect life in NZ, Ako Aotearoa launched their series of Ako talks with videos of two Christchurch 'earthquake' projects. The above project and another completed by our Nursing department were featured. The learnings from these projects, inform some of the strategies in coping and dealing with the present situation.

Of note is 'being prepared'. One outcome of the Canterbury earthquakes was not only our institute's but the population's ability to cope with sudden challenges to established 'ways of doing'. The word resilience is used regularly but it is more than that. It is also a mindset about not taking for granted various amenities (water, power, electricity) and the knowing that the community is there to support everyone. These intangibles, help people cope and not be wound up in the negatives. Being kind is not just something promoted by the NZ prime minister and government, but practiced on a day by day basis by Cantabrians. 

However, although the Canterbury region and Ara may have been more prepared to cope with the challenges of the pandemic. There are always many things still to be addressed. One is, as summarised in last weeks #8 kick off workshop with student perspectives, the need to continually ensure the institute has information on students' device ownership and prepareness for shifting to distance learning. Every cohort of learners require preparation this semester and into the coming year. The institute needs to also be cognisant of the digital equity divide. Many students do not own laptops or have access to PCs at home. Moving to distance learning needs to acknowledge this and learning design for distance learning must include options of mblend. This is the blended learning using mobile devices and requires careful development, sourcing of relevant resources/tools/apps which are 'vanilla' and will run on the range of mobile devices owned by students.

Ara Kick off session #4 - Hutia te Punga: Lifting up the anchor - helping integrate culturally responsive teaching

 

Hutia te Punga: Lifting up the anchor a recently completed project to integrate culturally responsive teaching and learning into tertiary institutions to help support Maori learners.

The sessions was presented by Piripi Prendergast from Tokona Te Raki: MaoriFutures Collective.

Heperi Harris opened the session with a karakia and introductions.

Piripi recounted his biography and how he came into this area of research. Drew on the report - 'A journey of many paths' 

Also reported in the local media (The Press) today.

Presentation on work funded by Ako Aotearoa.

Shared a graph which projects the types of work – post covid 19 at the beginning of this year – with the growth in work being for the highly skilled and less growth in the lower skilled jobs. The pathways report indicate many young Maori being channelled into lower level tertiary training, many not completing and therefore falling into the low skilled job categories.

The Hutia te Punga studied apprentices and trainees in carpentry and farming. Two items to carry forward. Firstly, was the Maori success rate was lower than for others. Secondly, the strong ethics of care from the participants – tutors, trainees and supporters.

There was much willingness by the training providers to engage with Maoritanga. Cultural responsiveness was being practiced tacitly.

Shared the resources produced as part of the project. The video of how culturally responsiveness was integrated into a whole institution context. Reviewed the many ways culturally responsiveness was practiced as derived from the video.

Discussed one aspect that helped students to become part of the group. Banter/humour was seen to be useful but requires careful use. Sarcasm and humour with racist/derogatory undertones are not welcome.

Communities of practice by bringing apprentices together every few weeks to share a meal and work through their ‘book work’ was one factor that helped apprentices complete their qualification. Forming cohorts of Maori apprentices a useful process.

Finished with the demographic challenge, older pakeha population and growing numbers of younger people who are Maori and Pacifica. Need for older non-Maori to build relationships to help the younger demographic step up.

Ako Aotearoa - Funded projects colloquium - Southern Region

I facilitated 'reflective sessions' at the annual Ako Aoteaoa project colloquium for the Southern region. As always, good to catch up with projects’ progress and to find out about the newer ones. A good gathering on a cold and wet Christchurch morning keeps the group consolidated.

Dr. Joe Te Rito – Kaihautu Matauranga Maori provides the Welcome, followed by Helen Lomax – Ako Akotearoa Director and Jennifer Leahy, Sector Services Manager for the South Island.

The event MC is Melany Tainui from the University of Canterbury. I assist by doing a ‘wrap up’ activity after every two presentations.

The first two presentations are Nationally funded projects:

First up, Hutia te  Punga (pull up the anchor stone) – presented by Dr. Porsha London, PiripiPrendergast and Dr. Eruera Tarena from Te Rununga o Ngai Tahu – Tokona raki. This is a collaborative project between Ako Aotearoa, Ngai Tahu and three South Island tertiary education providers (BCITO, Otago Polytechnic and Telford). The project is developing, through an action research approach, a co-constructed professional development programme for staff to build culture competency capability. Both Piripi and Eruera provided background and rationale for the project. In particular, the larger objective, to work on the socio-political constraints towards supporting the development of Maori youth. Maori are  a young population and contribute significantly to the workers of the future. One solution is to undertake responsibility for shifting the larger system (structures, systems and mindsets) through targeted development to transform the industry and educational leaders to take cognisance of the importance of supporting the potentialities for Maori. Piripi provided details of the background for the development of the professional development sessions. Focus is on the ‘self’ to challenge mindsets. Porsho detailed challenges especially in a sector undergoing continual change. This leads to high turnover of staff and shift in mindset takes time. However, building of relationships between learners and staff was found to be one of the key factors to support Maori learners. Resources to support the ‘levers of change’ require contextualisation to settings – as per the project – industry training, classroom learning and residence-based trades training. Shared framework (poutama) –ekea te taumata tiketike’ for self-evaluation and moving forward with development of cultural competency. 

Second project, an update on the Youth guarantees pathwaysand profiles project lead by Doug Reid from Community Colleges NZ. Doug provided an overview and updated on progress on date. Longitudinal project to try to find out if the Youth Guarantee fees free scheme is having a longer term effect on cohort of students from 2015. Educational partners included YMCA, Unitec and Community Colleges NZ with research expertise from ‘the collaborative’ on youth research. Final report just out now. Findings indicate young people experience multiple transitions; these transitions are not linear; complex and difficult to plan or predict; identity development important; and skills – not qualifications – are the most important. The main themes were a desire for self-development; control of their own transitions; belonging and alignment to their contexts; importance of networks and support; and direction and stability (i.e. in personal life) to help guide transitions. Summarised a range of implications for policy, revolving around the need for flexibility in supporting and funding due to ‘messy’ and sometimes difficult transitions of youth. Summary report now available.

The first wrap up was on identifying the items presented which are relevant to their own context.

Dr. Tracy Rogers from the University of Otago presents on progress on the project – teaching and learning circles – a framework for enhancing teaching culture and practice. Overviews the application of peer observation of teaching project and ways forward beyond the project. Objective to enhance teaching and learning culture and provide a supportive, sociable environment for teachers to talk about their craft. Teaching and Learning (circles) of 3 – 4 teachers did observations of each others teaching and discussed / reflected on feedback. Positive effects occurred as the TLCs provided the opportunity to engage in collegial conversations, reflect on teaching, gain non-evaluative feedback, and in turn enhance their teaching. TLCs continue and supported with the appointment of a TLC coordinator. Trailing with an on-line programme. Undertaking comparative study with Victoria University – who use a different model.

Followed by Professor Lynne Taylor and Professor UrsulaCheer from the University of Canterbury with their work on ‘the making oflawyers’: a longitudinal study. Study across all the universities in NZ offering law degree. Good to catch up with this study as the students move through their study. Fifth year data collected 2018 with some from law graduates as some students would have completed in 2017. 2018 findings similar to the other years. Class attendance drop, half of cohort through only 20% of teachers knew them, self-study time low and majority indicated preference for individual written assessments. Social interactions higher than study interactions with peers, majority reported positive academic outcomes , psychological wellbeing continued to be lower than for general community, For final year students – generally rated themselves highly in terms of work-related skills and attributes, only minority reported being prepared to join workforce, majority di not have employment arranged after law school, and over a third did not have employment arranged or were confident about finding a job. 49 graduates – 90% completed or intending to complete legal professionals course, 58% saw themselves as working in law, 69% employed (47% in law firm), 68% employed used their law degree in their work. A last survey will be undertaken this year. Outcomes have included review of degree and course learning outcomes; implementation of well-being plans; changes in assessment practice; staff development to support changes; and introduction of a first year mentoring scheme. Plans into the future include revision of the second and third year programmes and to also introduce a capstone course. Capstone course to apply knowledge and attain work skills to provide confidence for graduates.

Reflection #2 focused on analysis and application.

After lunch, we have a joint university (Canterbury) and community (Skillwise) project with John Grant and Dr. Maria Perez-y-Perezupdating on their “work active’ project to support ‘forgotten’ learners intheir journey to work. The project worked with adult learners with intellectual disability to develop a programme (including an internship) and a teaching/learning toolkit to improve learning outcomes and employability prospects. Small cohort of 6 learners who all engaged well with the various activities. Details of the learning programme was overviewed. Learners were co-constructors of the tools developed. Draft teaching and learning guidelines completed. The project intends to keep in touch with the participants’ journeys as they continue in or into work. Maria summarised the research approach (participatory action research) and the data collection methods (focus groups with participants, employers and skillwise staff; student learning diaries; workplace and class observations; class presentations). Shared some of the findings including efficacy of both the ‘classroom’ and internship aspects of the programme.

Dr. Timothy Stahl and and Dr. Heather Purdie from University of Canterbury then presents on the BYOD to field class: Integrating digital and community mappingin the field-based coursework. Work on progress reported. Also used an interactive activity to demonstrate the approach with Samsung tablets provided to participants. Summarised rationale for WHY BYOD now. Firstly leveraging off increased capability for digital mapping in most digital devices with increased acknowledgment of ‘novelty’ of devices. Also, shared a video and case study of student field trips. Main objective to ensure the technology must make sense and be aligned to the learning outcome. Important to ensure technology works at the initial workshop; field trip has to have clear objectives; and follow through post processing also supported. Used the app ArcCollector. Explained the BYOD teaching framework being developed to support the concepts being developed.

Reflection 3 was on evaluation and creating solutions.

Short afternoon tea is followed by the final presentations.

Associate Professor Erik Brogt from the University of Canterbury presents on – professional engineering cohorts. An update on the project. Summarised overview of Engineering programme at UC. In general, after Y1, the students are usually the same cohort through the next 3 years. Project studied ways to ensure cohorts were technically well trained, cooperative, and inclusive. Y1 mentoring programme set up to ensure foundations for the next 3 years coordinated and structured (i.e to consciously build a effective cohort). Support for ‘non-traditional’ engineering students targeted. Presently working on Y2 and 3 to assist with community building, enhance belongingness, and cooperative behaviours. Activities used to build respect for diversity; work on and agree to a code of practice for the entire cohort; reorientation at semester 2 Y1 to reinforce key skills and behaviours. Staff were mobilised to model complementary approaches. Shared plans going forward into the future.

Then, Stuart Terry from Otago Polytechnic and Dr. Jenny Mcdonald from Quantext update on their work with student perceptions of studentevaluations: enabling student voice and meaningful engagement. University of Otago are also included. Summarised rationale for project. Surveyed over 4000 students in 2^nd year of degree. 21% polytechnic and 27% university response. 95% had participated in evaluations. Online mode was preferred but uni students had higher preference for paper. Students perceived it was important to complete evaluations with most completing 5 -6 of an expected 6 – 7 a yearn – which they felt was about the right number. Reasons for non-completion were predominated by time constraints. Students still wanted evaluations at the end of each course. Discussion on the purposes of students evaluations ensued.

Last reflection and wrap-up to have participants identity ONE change and provide reasons.

The colloquium closed with poroporoaki – official farewelling.All in, good to see projects progressing through and adding to a building corpus of work supported by Ako Aotearoa. 

Ako Aotearoa Southern Hub Colloquium 2018

This is one of a series of colloquiums for projects funded by Ako Aotearoa. This one, is for the projects overseen by the Ako Aotearoa Southern hub. Notes from last week's colloquium of projects funded nationally can be found here.

The colloquium begins with a welcome from Dr. Joe Te Rito, Kaihautu matauranga Maori, Helen Lomax, director and Bridget O’Regan, Southern hub project manager. Jennifer Leahy MCs the event. Sessions run for 30 minutes with 20 minutes of presentation and 10 minutes for questions.

First presentation is with Stuart Terry from Otago Polytechnic on Student perceptions of student evaluations: enabling student voice and meaningful engagement. Questionnaire and student focus groups used to gather perceptions on the various evaluations used to gather students’ point of view on teaching and learning. Both Otago Polytechnic and Otago University second year degree students involved. The project still in early stages and follows on from another on teacher perceptions. The objective in the current project is to focus on the student experience to inform the future with an emphasis on enhancement over assurance. Provided overview, rationale and initial findings. Students often aware evaluation is important but do not know how the data will be used and are not aware of the affect. Initial findings – 95% have participated, 57% prefer online but 22% still prefer paper. 92% thought it was important to complete evaluations. Preference of 83% to evaluate each course and 82% feel there is an effect on quality but 94% do not see the results of the feedback!!

Then with Dr. Rob Wass and Dr. Tracy Rogers from the University of Otago with ‘mentor and peer observation to improve / enhance thepractice of casual, short-term teachers’. Short-term teachers play a important role but are often under-supported. Pilot of 6 tutors and 12 mentees participated from education, classics, management and the university college. Video (using a mobile phone) was used to record sessions of tutorials. These were used for reflective conversations which were audio recorded. Mentors and mentees came from different discipline area so that the emphasis was on teaching, not content. TurboNote used to annotate the video. The process and the evaluation was shared in the presentation. Focus groups with mentors and mentees (separately) was held. There was good interest and engagement through the project. Both mentors and mentees learnt from the process.

Followed on with, Work-active- supporting the ‘forgottenlearners’ in their journey to work' is a joint project with John Grant and Tracey Anne-Cook from Skillwise and Dr. Maria Perez-y-Perez from the University of Canterbury. This project works towards trialling a new teaching and learning approach for adult learners with intellectual disability. Shift to facilitated and learner centric focus to prepare learners within an internship based employment programme. Participatory action research project with disability support provider (teaching and employment support), employers (internship) and tertiary institution (teaching resources and research). Focus through the 12 week programme to develop soft skills including team work, communication, planning, taking initiative and problem solving. Data collected though focus groups and interviews, student learning diaries, workplace and class observations and the student presentations. Shared the programme details and initial findings.

The next 7 projects are from researchers at the University of Canterbury and Dr. Erik Brogt provides an overview and shared the strategic considerations for engaging with the fund. The academic development strategy is to utilise a distributed model of teaching development. The goal is to support good teaching and evidence based scholarship on teaching and learning. Discussed challenges including the work towards moving forward after projects end and increasing impact of the findings on teaching and learning.

The presentations from UC begin with Professor Lynne Taylor and Natalie Baird on ‘the making of lawyers: A longitudinal study’ which was also presented at last week’s Nationally funded projects colloquium. Provided greater detail as presentation time was longer. Study collected and analysed data from 4 universities from 2014 and running through 2019. Allowing for the tracing of students’ journey from 1^st year to beyond graduation. Data also collected from employers. Provided an overview of the analysis of data from students who completed the surveys for 4 years. Intrinsic motivations remained stable across 4 years but after 3^rd year, level of interest in pursuing legal career has dropped. Attendance high, increase of participation in active learning, less time spent and little change in self-study approaches. There was little f2f contact with teaching staff. Grades were consistently good, increased levels of confidence, workload was high and perceptions of knowledge and skills gained did not change. Reported on improving student experiences now put in place and plans for future. Programme and course learning outcomes reviewed. Student well-being plan in place. Changed assessment practices as much as possible within regulatory requirements. Staff development programme begun. Working on Council of Legal Education to make relevant changes. Next year, introduce a first year mentoring programme; introduce capstone skills based course as a bridge between university and work; and work on reducing class numbers to decrease lectures and increase tutorials.

Dr. Julia Wu then presents on ‘optimising complex casestudies as teaching tools in accounting and law education’. The project also involves Sascha Mueller and Erik Brogt. Rationalised the approach, especially the selection of case studies which reflected challenging circumstances instead of the more traditional practice of using ‘ideal’ scenarios. 3 phases so far. Began with literature review of the value of the case study approach and the implementation of ‘messy’ case studies. The second stage evaluated, through interviews with lecturers, application of case study pedagogy and through student surveys, their engagement with the case study method. Shared some of the raw data of lecturer and student perspectives, the barriers and challenges. The third stage was to develop relevant case studies and the teaching practice to support these. Final data analysis and implementation now progressing with outcomes to be completed next year.

Professor Philippa Martin presents on professional engineering cohorts. The project was to support students to develop good cohort support groups and is part of a 4 year transformation project. Presented rationale on the need to change the university culture to be more inclusive. The project was to find out the current ‘non-intervention’ socio-cultural associations for 1^st and 2^nd year electrical and computer engineering students. Data analysis has just begun. The findings feed into the IDEA (inclusion, diversity, equity and awareness) initiative set up in August. The goal is to create an inclusive atmosphere for minority groups, women and LGBTQIA+.

Then a ‘BYO – bring your own device – to field class:integrating digital and mapping in the field-based coursework’ with Dr. Timothy Stahl and Dr. Heather Purdie. The context is geology and geography. Drew on his own experiences as a geologist, doing post-doctoral field work, to ensure students learnt the practice of traditional field mapping methods. Need to make this learning visible, and for students to learn the important aspects of spatial awareness and a sense of place. Students used the ArcCollector app to record GPS points with photos and videos, analyse data and track their progress in comparison with their peers. Reports on the 5 field trials to date, student feedback through survey and informal staff feedback. Shared progress of refining the approach and tools and ways forward.  

After lunch, two UC projects with a focus on teacher education.

Firstly, we have Dr. Paul Docherty and Associate Professor Wendy Fox from University ofWaikato with ‘investigating of initial education student views of engineersand engineering practice’. An initiative to improve the perceptions of school students (aged 11-13 – key time for career decisions) of careers in engineering. Sought to try to work on the root cause for low participation rates from females, minorities etc. Apart from family, friends, and culture, teachers play a role in decisions and perceptions. Were there false perceptions from teaching staff that coloured students’ career choices and especially those of female, Maori and Pasifika students on STEM careers. The participants were final year education students. Reported on first phase to determine views of teachers; then provide workshops to address; and hopefully lead to some change in perceptions.

Followed by Dr. Cara Swit and Dr. Christoph Teshers with ‘professional learningopportunities for postgraduate specialist teachers’. The project is to add to pre-service mentoring and to augment aspects of teaching a specialists subject. Data gathering is in progress with analysis beginning early next year. Field advisors are assigned to assist early childhood teachers, completing a post-graduate programme, to develop goals around early-intervention competencies. Presented on details of early-intervention which is one of 6 endorsements being supported at UC and Massey. Students complete a 2 year programme and usually complete this while working full-time as teachers. The programme includes 150 hours practicum which is where this project comes in. The aim is to apply the findings from the project, to develop a coaching framework to support the process.

Final presentation of a busy day with Professor Tanja Mitrovic on ‘supporting engagement during active video watching with personalised nudges’. It is a collaborative college with Otago and University of Leeds. This is a follow up project from a 2016 project which developed a controlled video-watching environment – AVW-space. This project added interactive visualisations and personalised nudges in an adaptive way for students to write comments at certain points through video watching. There seems to be an increase in notes being taken through the use of prompts (micro-scaffolds) which help students learn reflective skills. Then learners allow commenting and to are able to rate comments written by others. Extension in future to study further the connection between learner profiles, personalised nudges and addition of interactive visualisations (comment timeline and histogram) to share with the learner how they are doing compared to their peers.

https://ictg.cocs.canterbury.ac.nz:8009

I provide a brief ‘reflections on the day’ presentation with a quick think-pair-share activity. The colloquium closes poroporoaki / farewell.

Poroporoaki and farewell follows.All in, a good range of projects, each seeking to enhance learning experiences for students. 

NCVER no frills and NZ VET research forum 2018

Day 2 morning

In Sydney for the combined conferences of the National Centre for Vocational Education and Training Research (NCVER) with the New Zealand VET research forum, convened by the Industry Training Federation. 

Welcome reception last night started off the conference, good to catch up with many familiar researchers in Vocational education.

Conference opens with welcome from Dr. Mette Creaser, interim Managing Director of NCVER and Michael Ross, Principal advisor for the NZ Industry Training Federation. Michael provided participants with overview of the NZ industry training context. Provided summaries of the three key reviews and supporting shifts in accompanying systems to meet the needs of the future. Check report from info metrics on megatrends in work and education.

Short address from Genevieve Knight, acting national manager research at NCVER on the Skills for the future report. A short presentation to summarise key points. Main employment in Australia and New Zealand now in services sectors, health, professional, scientific and technical, education and training and construction. Quick shift in Technology requires rapid and agile vocational training systems with continuous and lifelong learning delivery and support. VET systems required to play a key role in ensuring people attain, maintain and continue learning to keep up with the requirements for the need of future work.

First keynote from Lene Tanggaard, Professor at department of communication and psychology at Aalborg University in Denmark, on creativity in VET. Brought together crafts, vocational education and training and creativity. Extended on the premise of the epistemology of the hand and the need to recognise its contribution. Creativity argued as a key, difficult to replicate without human input, skill. Not only for artists, designers or academics but found high levels in VET apprentices. Need to treasure VET for how it contributes to a practical and pragmatic way of igniting and expressing creativity. Imagination is a foundation for creativity- see 2018 Tanggaard and Brinkmann. PISA test will now include creativity as a component. There is a correlation with personal growth, academic and job success (Long and Plucker, 2014). Creativity is essential for all (Csikszentmihalyi) but entails actual work (Vera John-Steiner, 1997) - a notebook of the mind. Creativity builds on the ability to see clearer and to rediscover what we know but seem to have forgotten. Creativity is about mastery, craft and recycling, not just brainstorming and post-it notes. It is more about business as usual than not. Creativity needs the ability to synthesis (combination of opportunities), analytical sense (what and why is this good?) and practical intelligence (ideas do not sell themselves! There is a need to tinker to make it work). The eyes of the skin and the thinking hand by Juhani Pallasmaa, a Finnish architect. The poet, the sculptor or architect worked with the entire body, not primarily through intellect, theory or acquired professional qualifications. In fact a lot of what we have learned must be unlearned to be useful. Summarised latest study on how inventiveness and innovation takes place. A model of creative learning in VET has three interconnected circles with resistance, immersion and experiments and ‘fooling around’. Therefore need to build expertise within a field and VET plays an important role in providing the skills base for creativity. 

Five streams in concurrent sessions running on themes of practitioner, employability and foundation skills, skills, International and rural and remote.

 Begin with Emma McLaughlin’s (Wellington Institute of Technology) presentation on ‘working around the words’ tutor strategies and the tutor voice in vocational education. This is an output from the Ako Aotearoa funded national project ‘the language of the trades’ which used linguistic Research methodology to explore the complexities of learning the skills, social mores and practice in the trades. Summarised purpose, findings and recommendations from the project. Purpose was to describe the language, texts and visual features in carpentry, Automotive , fabrication and electrical. Trade vocabulary was as challenging as academic. Embedding language is through tutor talk, diagrams were used extensively and learning was through doing. Interviews with tutors and learners in carpentry used in the presentation. Tutors use the language, use different synonyms, deliberately use the terms, elicited correct terms and learning was embedded in the work of building a house. Shared underpinning literature on situated learning and the complexities of trades language. In practice, tutors used strategies to assist including, modelling, eliciting, reinforcing, clarifying etc. recommended using a strengthens based approach - doing well, share and try. Introduced resources on Ako website, working around words and building a working vocabulary. Shared the model and the resources - teaching strategies, videos, glossaries, posters etc. 

Then with Louise King from Charles Darwin University, on factors influencing international teachers enactment of Australian VET curricula. Presented on a subset of her PhD study. What are the contextual factors that influence teachers enactment of the Australian curriculum. Used phenomenological approach and  3 in-depth interviews with 13 teachers. Experienced teachers in Australia but not as long overseas. Reported on themes around information (generally insufficient), resources (often insufficient to maintain curricula fidelity), materials (teaching materials not always available), institutional arrangements (generally inadequate) and student readiness (goals and interest, language proficiency, prior knowledge and abilities and learning styles and preferences). Dissonance experienced and no preparation provided to support them through the challenges posed. 

Ako Aotearoa 2016 annual report - resource for tertiary education research in NZ

Annual reports are perhaps not the most enervating of reads. However, Ako Aotearoa's 2016 annual report is more than just a bland overview of Ako Aotearoa activities and financial reporting for last year.

Caveat: I have received funding from Ako Aotearoa for several projects and have small mention in report as part of Ako Aotearoa Excellence in Tertiary Teaching selection panel.

It is a 'one stop shop' summarising some of the recent Ako Aotearoa funded projects - both the Nationally (usually $100,000 plus) and hub funded projects (around $10,000). The report begins with a Highlights section consisting summaries of 12 recently completed projects – both National and Hub funded.

Then, the report moves through to the reporting of the strategic themes which guide their work. The 'flavour' of the unique NZ tertiary system, with it's emphasis on biculturalism is captured well.

Of most use are the summaries of strategic direction and projects which align to each theme.

There is good information on Maori / Pasifika projects and the fostering and acting on the learner voice. These projects presently focus on building capability with student 'union' and associations to allow them to be able to better represent the needs of tertiary students. 

There are also summaries of submissions – especially to the recently completed Productivity commission report on new models of tertiary education. Ako Aotearoa supporting the need to ensure tertiary teachers are supported in their professional development as teachers.

The various national and regional projects were then summarised along with international linkages.

So, overall, not just an annual report but a good resource for anyone keen to find out more about the NZ tertiary educations system beyond statistics and policy statements. The report celebrates the uniqueness of NZ tertiary education as being more than just the learning of occupational skills but a contribution to the nation's social fabric and the building of a bi-cultural national ethos. 

learning a trade resources - video, summary of video, poster and report

The resources produced to support the ‘learning a trade’ project’ are now available via the project website:

The resources were previewed at last year’s NZ vocational education research forum in October- day 2 of forum.

Resources include:

·         a video of just over a minute, pitched at apprentices to provide tips for making the most of work-based learning, 

·         a one page summary of the video, - as the videos is fast paced. I will need to gauge feedback and see if providing a transcript of the video's dialogue may also assist.

·         a poster to encourage workplace trainers and ‘coaches’ to feed up, feed back and feed forward and

·         the report - summarising recent literature on 'how vocational skills are learnt', connected to the data from apprentices' descriptions of 'how they think they learnt a trade' and recommendations to improve trades learning.

Both the video and the poster were developed by a NZ company Mohawk Media through research grant funding from CPIT and Ako Aotearoa Southern Hub. 

NZ vet research forum - presentations now online

The presentations from the recent NZ Vocational Education and Training (VET) research forum are now available online from Ako Aotearoa and the ITF websites.

I have updated the summaries from day 1 and day 2  blogs incorporating links to the presentations. Here are links to presentations I was not able to attend but are of interest to my projects.

- 'use of explanations and analogies in teaching physics concepts relevant to the trades' with Dr. James MacKay from Weltec.

- 'enabling self-regulated learning environments in a Masters programme: the development of an online training needs analysis tool' by Dr. John Clayton from Wintec.

- 'Many roads lead to Rome: trends in methodology and method in research into cooperative work-integrated education' with Katharine Hoskyn from AUT.

Also, a compilation of various Ako Aotearoa national and hub funded projects was launched at the networking event on day 1 of the forum. The publication ' learning in and for work' presents summaries through thematic collation around key findings (learning about the workplace, learning what to do and how to do it and learning to identify 'as') and the highlights from on-job learning, placements , practicums and work-integrated learning, assessments, mentoring and peer support and tables correlating the various features supporting workplace learning with each of the selected projects. The publication forms a corpus of work funded by Ako Aotearoa, now regularly cited amongst NZ researchers and contributing to better support for workplace based learners via ITO and government policy developments.

Cpit research month 24 august

Cpit research month 24 August

A range of presentations from department of humanities and academic division presented today, starting at 11. 20am and progressing to 2.40 pm. I and to miss some of the lunch time presentations from Te puna wanaga as I had a focus group to conduct for Another project.

First up, Libby Gawith presents on " Christchurch and how we are coping with our earthquakes" based on recently published paper. Canterbury was unexpected, lasted a long time, impacted a large area. Apart from aftershocks also coping with physical financial and workload pressures at home, work, through the community and across social networks. We are now in the restoration and reconstruction phrase requiring long term resilience. 2.6% population lost, divorce rattle up, births down and increased flu admissions. There is still uncertainty and worry. New behaviors due to experiences. Recovery means retuning to normal can be difficult. Rebuilt and positive focus important.

I then presented on the net tablet project " situated technology enhanced learning: using net tablets to help students construct their own eworkbooks".

Hemi Hoskins presented on progress with his masters studies. He uses hunting as a context to study the changes in Maori language. How old terms related to hunting and gathering in pre-European times. How the language had to form new terms for new huntingmprocesss, cultural changes and how language evolves to cope with change plus integration and synthesis etween old words and new uses for the.

A group presentation followed from tutors and students to model the teaching and learning approaches at Te Puna Wanaka. Included revitalisation on kiorahi (a traditional ball game)to learn language; a brief overview of how students and staff used the disruption and relocation to a different learning environment /the concepts of Ako, whanuanga, mana whenua, mana tangata, mana atua ; plus transference of knowledge through waiata and through leadership and personal knowledge.

Dr. Sandra Arnold then reflected on the writing of her book " sing no sad songs" with "writing as catharsis". A creative writing study as part of her PhD detailing her experiences of the death of her daughter from cancer 10 years ago. The power of language to assist with the integration of thoughts and feelings the articulate sorrow on the death of a loved one.

Kerstin Dofs presented on the ongoing project - some supported by Ako Aotearoa, learning and growing as learners : innovative use of strategy instruction to enhance language education. An approach based on developing a set of resources in the form of student work books and tutor guides to encourage self directed and life long learning with students learning English as a second other language.

Martin Jenkins and I then presented findings from the ako Aotearoa project " institutional strategies to support forced change". This is one of several commissioned by Ako Aotearoa in the wake of last year's earthquakes. A summary ofthe experiences of our staff and students through a tumultuous 2011 as a result of the earthquakes.

The last session was with Martin, Robin Graham, Julie Batchelor and Denise Holling with their summaries of presentations from the recent HERDSA conference. A range of presentations on student support, evaluations, student centred learning, assessments and feedback.

Cpit research month day one afternoon

Five presentations this afternoon with the theme of 'Teaching and Learning in Practice' from research staff in the Department of Human Services and Nursing. Dr. Jane Maidment introduced the session.

First up, Raewyn Tudor on 'social work and community development in schools' part of Raewyn's Masters in Social Work studies. What are schools? Study based on increased interest in bringing community-based social support into schools through forming social work hubs in schools. Focus of the project to find out 'how useful is social work and community work in facilitating better community development' and 'what skills social workers need to work with schools'. Using Bourdieu's theory of practice as a theoretical framework.

Next Anna Richardson presents on 'inter-professional learning and working: Public health nurses and economic genograms' -- using the 15 minute interview model with public health nurses and families: a collaborative educative research project. A project led by Dr. Judy Yarwood. Presentation provided on the context of public health inNZ who work autonomously school clinics and home visiting. 15 minute interview includes manners, therapeutic conversations/questions and commendations using family ecomaps and genograms. Ecomap shows family connections/relationships and outside resources used and genogram shows generations including health issues, ethnicity and occupation. Using these tools help public nurses build better relationships and obtain pertinent information efficiently. Ecograms are ecomaps and genograms together to increase effectiveness.

Then, a presentation from Dominic Chilvers and Jane Maidment (plus Yvonne Crichton-Hill from University of Canterbury) on 'promoting learning and teaching about research through collaborative work integrated learning: implications for students agencies and practitioners'. Project came about with acknowledgement that social work practitioners and students lack confidence with research. Use field education as a way to bring students into research. Students involved with projects already going out in their work placements. Project tracked students as the placement progressed. Pre- and post placement research knowledge and confidence survey and individual interviews undertaken along with researcher journal observations. Resources were developed (teaching cards and DVDs) to support the learning of research at both CPIT and UC.

Mel Leinert-Brown on 'exploring undergraduate nursing students' experiences of their first clinical placement in an acute adult mental health inpatient-service: Learning from reflection'. Presented a project that has just started with the rationale for needing to study this area and progress undertaken through the literature review phrase.

Final presentation for the day, Deborah Sims and Rose Whittle on 'researching and using CLES+T: A New Zealand perspective. CLES+T refers to -clinical learning environment, supervision and nurse teacher a scale developed in Finland as part of Mikko Saarikoski's PhD and now also used internationally. The survey useful as CPIT has started using Dedicated Education Units (DEU) for student placements and of interest to find out NZ context data - involving 10 schools of nursing.