Supporting the digital transformation of Vocational Education and Training - JRC (European Commission) publication

The European Commission has published 'Supporting the digital transformation of Vocational Education and Training' report. 

It is one of several prepared by the Joint Research Centre (JRC) to provide an evidence-base to inform policy and practice across many aspects of education and industry.

The report begins with an introduction which provides context, rationale and brief overview of the two main chapters.

Two chapters follow to provide an overview of digital transformation of the VET sector. 

The first chapter is on 'enabling the digital transformation of the VET sector. The enablers include" career education and guidance; development and use of information systems; ecological approaches and collaborations; flexible accreditation processes; holistic development of learners' skills; inclusion and sustainable human development; pedagogical and transformative potential of digital technologies; and teacher training for changing roles.

The second chapter summarises 'emerging trends and technologies in VET'. It brings together a synthesis of secondary grey literature, VET Erasmus+ projects and Centre of Vocational Excellence initiatives, and consultation with experts. The report stressed the importance of VET when compared to other educational sectors, due to its close alignment with industry. Emerging technologies included AI, AR, VR and blockchain-based digital technologies. 

A section provides case studies (Austria, Spain, The Netherlands and Albania) and the report concludes with an short overview on the impact and implications of AI on VET. 

A good overview of ongoing work undertaken across the EU to ensure VET is kept proactive with regards to digital technologies. 

Future orientated learning and skills development for employability - book overview

 This book ' Future-oriented learning and skills development for employability: Insights from Singapore and some Asia-Pacific contexts', is edited by A.N. Lee and Y. Nie. The book is open access (via UTS) and published by Springer in 2024.

Most of the chapters report on work undertaken in Singapore, to enact the government's support of continuing skills development to ensure the populace is kept current in the face of rapid change.

The book has 21 chapters, organised into three sections -

- Future oriented learning and the development of graduates' work competencies

- enhancing adult workers' employability through ocntinuing education and training

- supporting workplace learning and skills development for individual and organisational growth

with an opening and closing chapter by the editors.

Some chapters of relevance to my own work:

- Innovative curriculum and instructional approaches for work and learning: Practical pathways and research perspectives by S. Chue, S. Billette, R. Tan, W. Goh, A. Leow and A. S-H. Chen. Postulates, through gathering on the work of the authors, the need to integrate the curriculum which prepares people for work, with career guidance to help them envisage their goals, post higher education. There is also importance in ensuring that the connections between the world of education/school and the world of work are kept current, accessible and effective.

-  Developing adaptibility for workplace preformance by S. Billett and A H. Le discusses the need to ensure that adaptive practices remain central to individual's future employability. Draws on the PIAAC data to argue that all workers need to maintain opportunities and skills to problem solve. In doing, individual workers' are able to maintain agency and continually hone, adapt, and innovate. Cultural and social factors create or limit affordances.

- Knowing in practice in situational sensemaking by R. Mazlan. Argues that sensemaking arises from experiences encountered within context.

All in, a good collection of contemporary chapters on the state of the play, mainly in Singapore, but also across to Australia. 

He Ruku Hohonu - supporting Mōari apprentice carpenters

Unable to attend the synchronous presentation of He Ruku Hohonu, held at the end of March. Instead, the efficient organisers provided access to a recording. The presentation is well worth watching as it provides a good example of rangahau (Maaori research approaches) and contributes much to a better understanding of how to meet the needs of all learners.

This project is a partnership between ConCove Tūhura and Te Kōrari Rangahau, Tui Bradbrook, Susan Luke and Jamie Ihimaera Smiler and has been funded by the ConCove Project Fund. The report can be found here along with the literature review. 

The recording of a presentation is archived on YouTube. 

The research draws on the small corpus of work undertaken in the last 2 decades - many funded through either Ako Aotearoa or through the ex-industry training organisations (ITOs). For construction-related industries research funding has been provided through the BCITO.

The research is important. Statistics are worrying for Maaori - in 2018, 2,455 began apprenticeships. By 2022, there were 584 successful completions, 601 were still engaged but 1296 had left the industry.

The literature review looked through 65 articles published in the last 15years and categorised them into 3 groups - whakamana (39), whakakaha (18) and whakaihihi (8). 15 of the most relevant were summarised and the 65 articles synthesised with 9 kaupapa (themes) identified. Of note is the need for sector capability with capacity constraints and that current interventions which are not specifically designed to support Maaori, perform poorly for Maaori.

Interview data was gathered from students, teachers, iwi, whanau (family) and kaiwhakawhihi mahi (assessors).

Kaupapa Maaori theory analysis underpinned analyst. Tino rangatiratanga (self determination), Taonga tuku iho (cultural aspirations, ako Maaori (culturally preferred pedagogies), Kis piki ake (socioeconomic mediation), Whaanau (extended family support) and Kaupapa (collective philosophy). 

Findings for each theme from each group of interviewees were shared.

Recommendations included: celebrating aakonga success; clarifying pathways for continuing education; strengthening kanohi ke te kanohi (f2f( delivery; integrating marae infrastructure into support and delivery; communicating better with whanau; establishing peer support infrastructure; establishing a clear timeline for tracking progression; increasing access to academic learning support; and providing comprehensive mentoring and wrap-around support.

Going forward, the challenge is how these recommendations and findings can be enacted. 

AI and education

Ai is still the flavour of the month. There is a plethora of sites on the topic. For example, this one, summarising 6 ways to leverage Gen AI in education which although written in April, is already dated in the tools/platforms presented. Another, written in July, lists 43 examples of AI in education and provides several good resources with examples.

 A working paper, published in August, by Hamilton, William and Hattie (2023), discusses the future of AI in education. The paper posits several future scenarios based on a premise that AI will be ascendant and be able to replace humans in many cognitive activities. They postulate 4 scenarios whereby we ban AI now, work side by side with AI, upgrade our brains using brain-computer interfaces, or provide universal basic income to a populace, largely 'retired'. Each has implications for education with the authors suggesting that accept for the first option, all the other three lead to a reduction in humankind's motivation to be educated! 

An insights report from the US of A provides a less intimidating prediction, taking the perspective of AI as business as usual and making recommendations around trust, equity, fairness and the adoption of guidelines and guardrails. 

My Scholar Alerts for 'artificial intelligence in education' generates around a dozen articles every 2-3 days. So this topic is still very much up front for many. The project we have started in the second semester (June) to study the planning, development and implementation of AI supported learning activities across 6 programmes is starting to reveal the baseline literacies required to be able to work with AI tools. AI literacy is an important foundation before learners are able to embark on using AI in a fruitful manner to inform their learning. As AI tools require good academic literacies as well, we are working with programmes from level 4 (Certificates) to level 7 (degree). It has been interesting observing learners get to grips with the technology, with some quite hesitant and others keen to get stuck in. We start collating data from observations and initial surveys next month, followed by summative focus groups in November. The project has been good learning for everyone involved, including the ethics behind how AI is introduced to learners and the important ethical issues with regards to using AI that have to discussed with learners. 

ChatGPT - impact on vocational education

 Just before Christmas, the internet was alight with various pieces on ChatGPT, an artificial intelligence (AI) chatbot which is able to generate written pieces/articles, generate code and compose songs and poems in various styles. Users input a small list of items, and ChatGPT produces the goods. The AI learns continually through Reinforcement Learning with Human Feedback (ELHF).

The platform is free (for the moment) with over a million users signed up within hours of launch, leading to it being often unavailable due to the sheer number of people using it. A larger number of information summaries, blogs, opinion pieces (some written by ChatGPT) have flooded the internet. These users, help the AI learn through its interactions, helping to increase the authenticity and realism of the outputs.

Relevant articles include ones related to how AI disrupts industries, its effect on education / classrooms, teaching practice and learning, how it could transform learning, the higher education response, including a 'if your can't beat them, join them idea '. 

 As usual, there is no available response contextualised to vocational education (sigh).The types of jobs threatened by AI bots include copy/content writing, customer support, and software developers /programmers, although the general consensus is that these jobs are safe for the moment, given the germinal nature of ChatGPT. Given the AI tends to provide written responses, similar challenges to those brought up in the articles above within school and higher education contexts arise when ChatGPT is used to develop written material for vocational education based assessments. For example, project proposals and the ensuing report, can be generated when an outline is presented to ChatGPT. Thankfully, practice-based assessments are the mainstay of vocational education and the learner still has to perform the required skills to the expected standards. 

How can vocational learners be prepared for the use of increasingly powerful AI tools that generate images and text when provided with the right cues? To begin, it is important for learners to understand the strengths and weaknesses of these platforms. Learners also need to provide the chatbot with the right information and the right occupational jargon, to ensure the output generated is realistic. This requires learners to have a good grasp of the content/topic, before they feed in the cues that are used to generate the output. The mechanics of writing (grammar, spelling, sentence structure etc etc) may be taken care of but it is still up to the user, to check, evaluate and finalise the resulting piece of writing.

As someone who spent many years honing the craft of becoming an academic writer, I can see the usefulness of something like ChatGPT to generate starter paragraphs. These emergent pieces may be used as precursory summaries, to help overcome 'writers' block' or to provide some of the scaffolds for the article's argument. Having tried out the platform with several 'article skeletons' I have found the generated text to be repetitive and sometimes long-winded. However, this could be due to the cues I have provided! It also works from what the user provides, so if the cues are not factually correct, the platform will be none the wiser. 

ChatGPT represents a challenge to how young people are taught how to write when written texts can be generated. Schools could ban the platform as it reduces the writing of school reports and essays, to plugging in some items around a topic, generating the text and copy and pasting. The long journey of learning how to write through practice, trial and error, and continued improvement, becomes lost when the act of actually consolidating a string of items into a cohesive whole is lost :( Therefore assessments focused on essays will need rethinking. It is now more important than ever, to think of assessments as FOR learning rather than OF learning. ePortfolios are a means to record the learning / writing journey and assessments based on evidence of 'reflective learning' rather than the end result (essay, report etc.) are one way to work around the challenges of AI generated work. 

We also need to think through the implications, ethics and philosophical underpinnings, When AI is able to respond in ways so similar to humans, it becomes difficult to tell the difference. As humans, we might lose some of our humanity, when a machine 'takes over' thinking and creative writing from us. With it, goes the self-actualisation associated with positive feedback from putting effort into difficult tasks. Evaluating the work of others, is not a replacement from putting in the hard work required to bring a creative piece of work into being. It will be difficult to push against the tide of AI generated work. We need to think through the wide implications, one of which may be an increased valuing of artisanal work, the one off bespoke products. AI may design these objects, 3D printers may be able to produce by the millions, but 'one of a kind' human designed and crafted products may be one way to ameliorate the rise of 'non-human' designed and manufactured goods. Vocational education, especially in the trades, will need to therefore emphasis quality of skills, to meet the market for bespoke items.

The life cycle of markets - what does the data tell us about VET - AVETRA OctoberVET presentation notes

 Dr. Don Zoellner, Northern Institute of Charles Darwin University, presents at an OctoberVET session. 

He talks on the Australian market-led VET approach and asks the question "Is the market still what's needed now"? Highly topical as Aotearoa New Zealand has, through the the Reform of Vocational Education (RoVE) moved away from the market-driven model for VET education (more on the Aotearoa NZ reforms and its implications in this book). 

Based on a recent journal article - on mature VET market 

The presentation based on several working hypothesis - VET markets are not an aspiration that are yet to be achieved; introduction of VET markets exemplifies successful public policy implementation; and just because one disagrees with the policy does not mean that it was implemented unsuccessfully.

VET quasi-markets have followed a predictable life cycle and are mature; providers require new thinking about how to deal with market revival or have post-maturity options. Unfettered competitive markets are only one option. Now that Australian VET quasi markets are in the decline phase, it might be better to look at other options as system optimisation or as a public good.

Ran through the key features of the VET quasi-market - choice, competition, new public management, heavy regulation and national consistency and 30 years of bipartisan support.

Summarised the corporate market life cycle for Australian VET through birth, growth, maturity, revival and decline. 

Shared findings from analysis of the smallest 5 Australian VET markets - Northern Territory, ACT, Tasmania, South Australia and Western Australia - 20% of Australian population and provided details on the method and data sources. 

Findings included the existence of 8 types of business entities offering VET ranging from private, incorporated, government, public companies, sole traders and trusts. Private companies just over 50%, 76% are for-profit entities, not for profits range from 21% to 40%. The market has been dynamic with over 1/2 of RTOs registered from 1992, having left the market. There are relatively smaller numbers being registered over time but 40% of those registered from 2004 are still in the market. Not for profit sector RTOs exhibit longevity, indicating maturity of the market.

Reduced funding has caused the it to offer similar qualifications, across 11 training packages. 85% of students are enrolled in the top 15 training packages but there are some regional differences with primary industries and mining higher in NT and WA but ICT, retail and public services higher in ACT.

Concluded the market might now be in decline and not much shift in the mature RTOs who concentrate on those qualifications with high margins. Low margins means high volumes required. Issues of choice for learners is perhaps now not being met as RTOs shift to markets that pay.

Concludes that repetitive application of marketisation has blocked consideration of more promising reforms to public service delivery. System optimisation rarely achieved through competition. Competition increases contestation rather than the best outcomes to the public. Oligopolies emerge rather than monopolies! There are inefficiencies due to high regulation and duplication. Governments serve communities by creating public value and this requires the acceptance of diversity and the rejection of market-non-market dualisms. Public value management one post-market option to shift the market across to revival stage.

Interesting presentation and something to follow up with regards to the Aotearoa NZ context. 

Micro-lectures and active learning - resource overview

Working on the structure of a 'earn while you learn' model a proposed programme. Half the courses require the learning of facts and the other half is practice-based. Supporting the practice-based courses will require capability building for our teachers teaching in the disciplinary as they are more used to f2f delivery. Learners will need be in employment and naturally-occuring evidence will need to be collected by learners as work is conducted. These courses will need to be supported as per 'managed apprenticeship' to guide the assessment of learning outcomes, completed at the workplace. There may be a short RCC/RPL process to cross-credit learning already achieved - perhaps 50 credits of learning.

The 'knowledge' courses will need to be run mostly through distance studies. So this resource from educause is useful as it provides the 'how to' from a logistical and pedagogical angle. We may need to support the 'microlectures' with fortnightly 'tutorials' to help learners with areas where they may have to surmount a 'threshold' concept'. Block courses and day-release type arrangements will be logistically difficult, given the learners will be shift workers.

AVETRA - DAY 2 - morning

 

Kira Clarke opens the day with a welcome, acknowledgement of country, and a review of day 1.

I present the fourth keynote of the conference on the topic ‘the future of trades training: Industry 4.0 and the need for on-going professional development and career planning’.I begin with a brief overview of how occupation identity is an outcome of engagement with worthwhile work. Then summarise the challenges posed by Industry 4.0. Solutions based around the intended and enacted curriculum are then proposed for discussion.

Sessions are then presented in 3 streams – research, partnership and collaboration and equity.

I begin with Professor Rob Strathdee’s (Victoria University) presentation on ‘reform of school-based vocational education and pathways to work in the state of Victoria. Presented on what is wrong with VCAL - in relationship to social mobility and are the reforms able to achiee 'localisation. 

Began with the background, rationale and evolution of VCAL with current status of perhaps being abolished and merged into a broadened VCE (Victoria Certificate of Education). Summarised the two theorectical lens used to study the subject - critical sociology and field theory (social, human and cultural capital). Three provocations proposed: from faith to doubt and the continuing significance of manual work; vocational VCE; and the embedded labour markets and the role of networks. Proposed, manual skills / work here to stay and in many occupations; vocational VCE may not increase the status of vocational education and occupations; labour markets are more complex than just the production of skills, trades training takes place in relatively small workplaces and recruitment is based on personal networks. 

Then a presentation by Elizabeth Hutton from Swinburne University on a part of her PhD -  ‘the apprentice wellbeing project: exploring the mental health of Australian building and construction apprentices’. The aims of the project were to explore issue; coping measures and strategies for seeking help. Summarised the study design which is a qualitative study. Overviewed the problem with 25% of construction workers reporting a mental condition. There are high suicide, alcohol/drug use in the industry and this impacts on work production. Discussed the research questions and presented preliminary findings. Participans included apprentices (n=19 range of years, disciplines), VET teachers (2,) mental health professionals (4) and industry employers (7). Detailed methods with a shift to video conferencing due to pandemic, seen as an advantage. Data analysis through reflexive thematic analysis. 

Findings include: a lack of understanding of what mental health - what it was, how it impacted on life' etc.; Issues impacting the mental health of Australian building and construction apprentices include personal, workplace and industry factors. Coping strategies include avoidant, approach  (social support) and not coping! Help seeking behaviours associated with lack of psychological safety at work, lack of general knowledge about support available, and psychological safety with family and friends. Closed with research implications and outcomes. This is an important piece of work given the poor outcomes for many apprentices in some industries.. 

Following from a short break is a presentation from Llandis Barratt- Pugh on the topic ‘an analysis of 23 years of AVETRA conference papers. Began with context and genesis of the paper. Arose due to fire Llandis had in his home!! AVETRA conference papers survived and provided impetus for the paper. Compared 24 years ago with present - society, AVETRA, wider VET in Australia. Three questions across AVETRA histor: demographic patterns of papers, conference contributors and academic domains. 

Conferences mainly in NSW and VIC, mostly in hotels (but started in TAFE/Uni) and now virtual/hybrid. Usually 4 keynotes, workshops before actual conference, mix of symposia and workshops, and always posters. Teaching and learning and management/governance of VET main themes. Industry and apprenticeships also feature. Mostly single authors. Progression of refereeing of papers was strong but has dropped off since. International presenters/papers have increased across the years. over 1/2 papers come from university-based authors and then TAFE. Small research centre presence until recently. Generally people present at 1 conference with a few presenting at 10 conferences (but who have been prolific!). Top 30 produced over 500 papers!! Not just about skill/workplace learning VET, but also broader education, research, human resource, social systems etc. Proposed ways to maintain and grow - universities provide more than 1/2 of delegates, therefore database of university graduate schools, research centres plus selling the diversity of papers/presentations; TAFE has strong presence; support for newcomers and post-grad students and important to provide new researchers with a voice; bringing in keynote speakers and online options for delegates expands conference options; most papers presented to small core of delegates and this need to be maintained. 

Always important to treasure 'institutional memory and wisdom' :) 

Next up, Karen 0’Reilly Briggs from Box Hill TAFE presents on ‘professionals vs para-professionals: investigating the value of initial teacher education qualified VET teachers in secondary schools along with Drs. Rochelle Fogelgarn and Jacolyn Weller from La Trobe. Teachers in this study are in initial teacher education (ITE). In 2020, the only undergraduate ITE programme to upskill tradespeople to become VET or school teachers closed! Poor timing as the government ramped up apprenticeships and there was already a shortage of skilled VETiS teachers. Most used teachers from other subjects with little VET work experience. This study undertaken to try to find out what enabled tradespeople to transition into teaching. 73 responses (including 10 pre-service). 85% were trade qualified and entered teaching for various personal and career reasons. 

Without suitable VET teachers at school, some schools stop offering VET options. In Victoria, there is a 'permission to teach) as a special authority to teach tech at school. However, these teachers are not able to access the pay scale and other PD which qualified teachers have. The Victoria government announced a new 2023 VCE major but will offer study to attract VET trainers. This does not respect trades expertise!

 Provided details of the study. Shared early findings. There is a VET in school shortage; School teacher perceptions of VET teachers as being of inferior status; complacency regarding health and safety; and the importance of industry experience for this teaching role. 

Educational metaverse

 This Times higher education opinion piece calls for better awareness and capability building to ensure education is ready for the coming of the metaverse, made mainstream by the recent announce by Face book as the next evolution in social connection. 

In education, the call to leverage off the affordances of technological (digital) innovations have always existed. This time around, the bar is set much higher, to connect current learning management systems etc. to the possibilities availed by augmented/virtual/mixed reality. The ease of connection between our current social media lives and the metaverse already exists. Already, mobile phones provide the tool to engage with the ubiquitous enviroments centred around work, school and home. 

In education, the key is to connecting meaningful and relevant 'universes' to learning. Currently, there is already blurring of the lines between peoples' work, study and leisure lives. The connections across the metaverse will only make the boundaries between the different segments of peoples' lives, more porous. The decision needs to be made, especially with privacy, how individuals are able to make boundaries between the various aspects of their lives. Some people will choose to maintain osmatic transfer and sharing between experiences which bridge work, home and study; others may decide to have a thick barrier. As work/study interwine due to continual 'upskilling' to stay ahead of the employment market; individuals need, more than ever, the digital competencies to understand the implications of entering and engaging with the metaverse. Educators need to also explore the possibilities with a critical lens, to ensure the metaverse is but a portal into various activities individuals engage with, not the 'only' means of contact or engagement with learning. There is never a 'one size fits all'.

IVEITA (International Vocational Education and Industry Training Association) symposium 2021

Listened to a couple of the presentations in the IVEITA symposium organised by Shaanxi Polytechnic Institute (PRC) and Te Whare Wānanga o Awanuiārangi (Aotearoa New Zealand) this evening.

The event is MCed by Dr. John Clayton from Te Whare Wānanga o Awanuiārangi. The symposium opens with welcome from Professor Liu Yongliang, President of Shaanxi Polytechnic Institute with Professor Chen Zhimin, Chair of the Belt and Road International Educational Exchange and Vice President of Fudan University and Karl Wixon who is Kaitohu Matua Māori for Education  NZ.

The first keynote is with Mr. Craig Robertson, CEO of Skills for Victoria, Australia and former chair of the World Federation of Colleges and Polytechnics. He speaks on 'the challenges ahead for TVET and ways for collaboration'. Began with an overview of his role in the Victoria Skills Authority which was set up in July this year. Summarised VSA objectives. Although Covid-19 has been disruptive, Industry 4.0 will be even more challenging, AI, robotics, IoTs, blockchain, big data synthesise between each other, accelerating change. Argued that automation is not necessarily bad. However, some industries will be impacted by displacement. There will be an increase in jobs created leading to net increase, but different types of work. Skills transition is critical with greater need for critical thinking and adaptive learning, higher soial evaluation, judgment and decision making, and requirement for computer literacy and digital/ICT skills. Skill needs will be specific to jobs and country contexts. TVET needs to emphasise social and emotional, cognitive/metacognitive skills, basic digital skills and skills for 'green jobs'. Contended that deeper and broader knowledge underpins the ability to be adaptable. Knowledge informed practice is the new human capability for the 21st century. Collaboration across sectors/industries a key the future.

The Dr. Benjamin Tak-Yuen Chan, Dean of the Li Ka Shing School of Profession and Continuing Education at Hong Kong Metropolitan University presents on 'the total learning experience: a unifying educational philosophy for VET colleges'. Started with overview of the University and its operational context, and range of programmes offered across health, education and hospitality. 'Totoal learning experience (TLE)' differentiates the university's programmes from other providers. It helps to compensate for the limited campus space and campus life, adding value to their fees and their learning. Overviewed the systems and frameworks underpinning TLE. Includes the programme and co-/extra curriculum and student services and support. Provided examples of student societies, lecture series with guest lecturers on contemporary issues, emotional and well-being workshops, replacement of overseas study with virtual travelling (monthly trips), virtual cultural tours, student hosted fairs, externally funded projects available to students, virtual exchanges, language and cultural workshops, activities with student counsellors, native English speakers etc. Helps students to achieve '3 I-initative' - internatinalisation in place, intercultural awareness and inclusiveness. Shared the positive impacts and measurable outcomes. 

APAC TVET forum - China-NZ Higher vocational education summit - DAY 2

 Today the session is MCed by Will Tregidga from NMIT and  begins with opening addressed from Dr. Leon Fourie - CE for Toi Ohomai and Chair of the International working group Te Pūkenga and Li Yunmei, Vice President of Tianjin Light Industry Vocational Technical College. Leon introduced Te Pūkenga and its draft international education strategy for 2023-2028. Went thorugh the rationale for the formation of Te Pūkenga and introduced the location of the 16 ITPs and the 11 ITOs now merging into Te Pūkenga. Key areas of provision are in engineering (11%), society and culture (12%), architecutre and building (11%), management and commerce (17%), health (16%). Goals for the new International education strategy include preparing global learners, adding social, cultural and economic to NZ, employers, internationally preferred by partnerhsips and to give expression to Te Tiriti excellence framework. Te Pūkenga able to leverage off size and scale, recognised as future focused leader in work-based skills education and training both in flexible delivery and sustainable practice; act as one with unified systems, practices and behaviours to create highly functional network, developing flexible mixed delivery model, greater mobility for learners, new targeted products and servers and greater diversity of experiences for domestic and international learners. Outlined the way forward for moving forward with regards to collaboration agreements; positive outcomes and contact points.Current agreements continue with new agreements will also be pursued. Sino-NZ model programme continues.)ff-shore campuses continue and increased. Transition wil take 1 - 5 years. 

Li Yunmei conveyed thanks to NZ and Te Pūkenga and reiterated support for collaboration and cooperation. Shared the way forward for Tianjin with internationalisation and cooperation (10 models) - their evolution and progress. Detailed many examples to provide for authentic VET learning across many technical/specialist jobs. 

Thematic sessions follow:

Meeting Employer needs

Warwick Quinn, Te Pūkenga's DCE for employer journeys. Summarised the apprenticeship model for workplace learning with its many advantages. Overviewed the NZ experience with apprenticeships. At one time the post-school destination of choice but now seem to be of lower status. However, the vocational pathway is just as complex/challenging etc. leading to sustainable careers. In NZ, BERL research shows people completing trades qualification and people completing a bachelor/above reach parity when they reach their early 40s. Employers, communities and learners aim for the right skills, place, time and numbers. All three need to play their part - Te Pūkenga to support strong VET system, employers to contribute, apprentices to learn. Important that employers is part of the teaching team as well and support required for them to provide effective training and learning - to help novices become experts. Macro level industry (set qualifications and national requirements) inform the meso level at the employer/business level leading to effective learning for apprentices (micro level).  

Han Zhen, Vice President for Rizhao Polytechnic (Shandong) shared their employer-orientated approach for joint development of college and enterprise. Provided an overview of the polytechnic (10 teaching departments across disciplines similar to polytechs in NZ) and their achievements in curriculum development, research, online learning etc. Provided examples of how the insitute and industry provide learning opportunities across many industries. Each works slightly differently in how consultation and cooperation is effected to fit in with the industry context, employer needs and logistics of the insitutional programme.

Workbased learning

Kaarin Gaukrodger, Director of Workbased Learning, Te Pūkenga. Shared how WIL in NZ works. Began with the qualifications on the NZ Qualifications framework. Used Connexis examples. WIL either on-job, but also may be campus based and/or online. Programmes developed with employers and technical experts. Connexis assessors work as contractors or are in-house. National field team (customer service account managers) are multi-industry and support and guide learners with enrolments, learner goal setting and have check-ins with learners every 12 weeks. Large organisations have key account manages so there is consistency nationally. Detailed support for international learners - from the Pacific and skilled migrants (usually come in a cohort to complete 'equivalency' training). Provided examples of career and qualification progressions for civil, water, energy and telco. Shared initiatives to increase student knowledge of infrastructure career opporunities including Gateway programmes with schools, Girls with Hi-Vis/Ultimit ambassador to increase female participation

Zheng Yi, Vice President of Jiangsu Agri-animal husbandry vocational college. Began with overview of the college and the discipline areas it provides VET in. Detailed the many organisatins the college works with and the process for collaboration and cooperation. Described various programmes and ways WIL organised. Also the many ways learning support including online especially due to pandemic.

A virtual vineyard experience with Belinda Jackson (Marketing) and Marcus Wright (wine maker) from Lawson's Dry Hill Vineyard in Marlborough, provides an example of how WIL is enacted  in NZ. Q & A anchors the presentation with discussion on quality systems and their connection to training requirements. 

Back to level 4 and distance learning this week

 With the discovery of one case of the Delta strain of Covid, Aotearoa went back into Level 4 at midnight last Tuesday. To date, there have been 71 cases, all are in Auckland with 6 cases in Wellington. The government will broadcast their decision as to what happens from this week as level 4 was only put in place for a week across NZ. The general consensus is that level 4 will continue for at least another week before a reassessment of risks (based on cases being identified). If there are no cases in the South Island and no evidence of the virus from waste water testing, then the South Island may move to Level 3. So fingers crossed that we do not have to remain at Level 4 for too long.

The move to Level 4 was swift, within 6 hours of the first case showing up. Derek Wenmouth recorded how the entire education sector was caught by surprise although at Ara, our CE was continually reminding our teaching departments to be ready.

At the beginning of this year, departments were tasked with reporting on readiness and learners were prepared with inductions to zoom and Moodle (our LMS). However, these were not repeated in semester two when a small cohort of new students begin their studies. In hindsight, we should have repeated the exercise from the beginning of the year, thereby assisting our teachers with one item to not have to worry about. That is, inducting students new to distance learning to the digital tools. We also had a cohort of new teachers starting at the beginning of the semester. Most of these teachers will have only been teaching for about a month, before having to shift to distance learning.

The thing to learn from all of this is that prepareness is an ever moving target. There is never an end point as there will be new students/teachers having to be introduced to distance learning tools and approaches. 

Thankfully, most of our resources have been updated since last year and my colleagues and I could draw on these to support our teachers. The second 1/2 of last week was busy with workshops to update and orientate our teachers to the shift back to distance learning. This week, mostly drop-in type sessions to triage those who need support. 

Hopefully, this time around, the distance learning and Level 4 will be short. We are likely to also be in distance teaching mode at Level 3 which may be more drawn out. We will need to work on how we move forward after this event as Covid will still around for the immediate future :( 

Instructional design - need for critical direction

 For many years, I have disliked the term 'instructional design' with its connotations of teacher-led, behavourist based and non-collaborative learning slant. My current position of 'educational developer' is the combination of educational designer and 'staff'developer' roles. Again, not the best description of a role entailing much more than curriculum design and 'training' of teachers. My role is instead very much that of a changeagent and 'meddler in the middle'. I work at empowering teachers to develop curriculum which is true to their disciplinary grounding but also meeting the learning needs of their students along with meeting accreditation requirements. The teachers I work with 'own' their programme of learning. To do that, they need to be involved from the start as they are the ones who will do the work to make alive, their curriculum design. in many other juristrictions, curriculum is developed and imposed on teachers. This leads to content focus rather than pedagogical practice development. 

So my role is very much people focused. Technology is used as a tool to 'enhance learning' and when learning and teaching has to shift online, it is the learning and teaching that has to take precedence, not the digital components of the programme.

Instructional design (ID) itself has come a long way from its behavourist roots. Many people working in the ID field are avid constructivists. The current mode is for IDs to work as 'critical friends' to integrate 'student and learning centredness' into the design of courses, programmes and curriculum. However, the field is rife with books and websites focussed on the processes for enacting ID - i.e. ADDIE, backward design etc. The philosophical beliefs of 'instructional designer' on teaching and learning is not as visible, especially on digital resources. Therefore, it is refreshing to see a site (hybridpedagogy) discussing the need for instructional designers to adopt a critical stance to inform their work. In particular, to remember and act on 'critical pedagogy' (Freire), that is education is not just a process 'done' to students; but a co-constructed experience, allowing for both learners and teachers to reach their potential through learning.

I have started putting time into reading the literature on learning design and ID. As usual, there is very little in the field focused on vocational education. Almost all work assumes learning is undertaken either in the formal school or higher education sector. There is also strong priviledging of text-based learning. Therefore, there is much to be done on synergising the precepts of learning design and ID to meet the needs of practice-based learning. The technology is now available to offer simulations which are useful but these have to be used carefully as not all components of practice can be replicated within virtual environments. The most telling is the 'sociomaterial' aspects of learning skills, the interactions people have with tools, materials, machines, work environment etc. Thes important interactions people have with non-human entities, provide nuanced feedback required to be acted on. Through these interactions, the 'workmanship of risk' can be actioned. VR environments currently unable to provide all the sensory experiences which encompass the sociomaterial. So vocational education learning design is challenged by trying to replace the f2f and 'hands-on' aspects of practice. 

 

https://hybridpedagogy.org/call-for-contributors-the-critical-instructional-design-reader/

 

Supporting apprentices' workplace learning

 Over the last year or so, Th NZ government has committed to supporting apprenticeship training. There are subsidies for employers and 'free fees' for a range of courses. These have led to an increase in apprenticeship sign ups. 

However, there is always a need to support workplace based training and education as the workplaces' focus is on production, not necessarily in training.

Although now 10 years since the project was completed, the findings and resources from tne 'first year apprentices' experiences' project are still relevant. The poster produced to support the project call for a 'whole community' approach to support apprentices as they settle into workplace routines and challenges.

The follow up project ' learning a trade' also has resources relevant to the NZ context. There is a short video  to explain the concepts of feedback and its importance in learning and a supporting poster. 

There are also many other resources available internationally. Of relevance are the ones archived in the UK amazingapprenticeships site. Including this one which lists 50 activities to support apprenticeship.

Skills framework - summary of Singapore Skills Framework by UK NESTA

 This interesting article on the learnings of NESTA (the UK agency for 'social good) on Singapore's Skills Framework developed by their Skills Future organisation - via Soon Gog Joo's post on LinkedIn. 

The article summarises well, the challenges posed by rapid shifts in how work is constituted, requiring workers to respond to these changes in the job market. The article rationalises the need for skills framworks; defines what skills frameworks as "description of skills, knowledge and competencies required in different jobs"; and most importantly, lays out the application of skills frameworks to:

- support career transitions

- find gaps in career ladders

- measure skill transferability

There are good graphics in the article to help explain the concepts introduced and discussed.

In short, it provides a opportunity for workers, beyond just the normal descriptions of what is required to do work in an occupation (e.g. the information on Careers NZ) towards helping workers to work out how to shift between occupations. What are the common skills and synergies between occupations and where are the gaps to be plugged to enable a shift / change in career path or to move up the career ladder. 

Visible learning a way to end exams

 Here is a good overview of the current focus on re-thinking the ways education 'measure' learning. The short blog also includes the video by Toby Morris 'on the plat' summarising the challenges for those with lower social capital to attain equity within the current educational system.

The above, reiterates the overall them of this year' s Ulearn coference - see the notes on the first keynote setting the tone of - success for all and how 'measurement' of success needs to be shifted. 

For over a decade, I have advocated removal of 'summative assessments' from our course descriptors, as a way to move emphasis to formative assessments. Due to the current NZ Qualification Authority guidelines, it is not possible to remove summative assessments as such. So we are still 'teaching to the assessment' in many courses, as student success relies to 'passing the course'. Regardless of where the learner starts on their learning, they still have to meet 'standards'.

When I was teaching, about 1/2 the class would 'pass' the assessment, given slight 'steering' to establish a contextualisation of what they already knew, to the topic to be 'taught' and assessed. These students, just needed a few deliberate practice sessions, to polish skills, review theory and had the 'right' dispositions to do well. For the 'other' 1/2, it would take much effort on their part, to step up and my job was to help them, often, to just get to the start point (i.e. to scrape through). Yet, if they were willing to put in the effort, they would succeed in work. So, in the long run, it is the formative and the attainment of individualised learning goals which are more important, than 'passing the exam'. Many, in the 'other' 1/2, gave up along the line, as they saw the 'exam' as too difficult :(  Yes, they were making some progress through formative assessments. Many, feared 'failure' as that had been their experience, throughout school. Yet, formative assessments were looked forward to, as the feedback, provided the guide to improving, little by little, their confidence and skill. As confidence increased, so did their attitudes to learning. Always a win-win, as far as I was concerned. 

Therefore, my long 'crusade' to remove summative assessments. They are next to meaningless for many learners, measuring performance within a very narrow bandwidth. A means to stratify people into the 'cans and the cannots' when society needs everyone to contribute towards solving the 'wicked' challenges of humanity. So, more work still on promoting a better understanding of the role of assessments, in a world which is not 'black/white', where there are no 'right/wrong' answers and where 'out of the box' thinking may be the only way to ensure our planet is still livable for my grandson's generation.

Vocations and Learning - Professor Stephen Billett's blog

 This blog provides a good archive of Professor Stephen Billett's woork. It extends on the list provided in this previous post from 2017.

Stephen's university page is also another good place to find a list of his work.

Kick off series #9 - Flexible learning - engaging learners

This session - on engaging learners with flexible learning approaches - ran from 3 – 4 pm. Alan Hoskin began the session with reference to the work undertaken by lecturers to shift to distance learning using the SAM-R model to unpack how they went about with the conversion.

I then provided a brief overview of the concept of flexible learning – as flexiblility of qualification structure, with learning and assessments negotiated/ co-constructed with learners and the need for tools to support the approach.

Dr. Jeremy Ainsworth overviewed the ‘executive diploma’ a Level 5 business programme. Here, students undertake a recognition of prior learning process before entry. They then complete outstanding learning outcomes through ‘normal’ blended learning to complete the qualification. Jeremy presented on the learning design required along with challenges and advantages for learners.

Roger Blyendaal from the carpentry team supporting managed apprenticeship then summarised their 16 year journey into supporting apprentices. They now have a mobile app for students to upload evidence of their learning; use onenote classroom notebook to complete the ‘bookwork’ section of their learning; use fortnightly f2f sessions (on zoom during lockdown) to support students’ ‘theory’ learning’; and use the 4 yearly visits to ensure workplaces, employers, apprentices are on track with supporting apprentices towards completing their qualification. Roger provided good examples of how flexible learning worked for his students including how they could align their work to the various 'steps and modules' in the once a month day release sessions. 

I then used the two examples as exemplars of flexible learning.Allowing students to assess what they already knew or were already doing at work; facilitating and supporting the co-construction of a curriculum and assessment/s to help evidence the learning; to lead eventually into completing learning outcomes or qualifications.

 

Kick off sessions #8 - Students' and student advisors' perspectives

 

I assist with the facilitation of two sessions today at the Ara Institute of Canterbury Kick-off series of professional development workshops.

Firstly, session #8 with Marion Hale revisiting students perspectives on ‘distance learning’ and then session #9 with Alan Hoskin to introduce the concept of flexible learning - see later blog.

#8 ran from noon to 1 pm. We began with reiterating the importance of the student voice as it is part of Ara strategic focus to have the learner at the heart of learning.

3 vignettes from the session we ran in May were replayed. These were recorded statements from students on how their courses went. In the main, the students appreciated the pastoral support provided from their lecturers and the wider Ara team. They were happy with the many ways lecturers restructured their courses, the use of zoom to run synchronous sessions and access to zoom recordings and resources via Moodle. Challenges were individualised to the contexts of students. Finding resources for learning was difficult for trades student; students with young family found it very difficult to carve out time and space for their own study over the lockdown; most found there was too much communication from Ara coming their way – a balance would have been good.

Statements from student advisors were then played. Our student advisor team support students with outside of course pastoral care. Their perspectives were enlightening with respect to two important items. The first is the issue of digital equity. Many students did not own a laptop or have access to a PC. Mobile phones were not sufficient for distance learning structured around using a laptop or PC. Access to WiFi/mobile data was also difficult for some students. The other issue was the implication of withdrawal/deferment. Lecturers advised some students to defer or withdrawal last semester and these now impact on students’ eligibility for student allowance and entry back into programmes. These implication need to be better understood.

We then went through the common themes and discussed how Ara has responded and what needs to be still done to address the themes.

The themes indicate the need to be prepared by ensuring learners and Ara knew the types of digital devices learners had with them to access learning. Lecturers need to introduce the tools likely to be used if distance learning is required. Resources (videos, online quizzes, learning activities etc.) require preparation or finding before distance learning needs to be started up. 

Therefore prepareness are keys to ensuring the next time around (hopefully not!) the online learning experience is less stressful and more enriching for all. 

VR actvities examples - Vocational Education (VET)

Here is an example (posted on LinkedIn) of VR as used in Vocational Education (VET). The example comes from the European Union Erasmus project which is a conduit for sharing practice and information on education - with a focus on youth and training.

 A search on the Erasmus site for virtual reality reveals a range of initiatives, many in the health and well-being arenas, including this longish video (over an hour) from 2018 introducint AR and VR.

As per other posts on VR on this blog, exampled by this one, I have been a cautious observer of VR. As per findings from the eassessment sub-project on using VR welding simulators, VR has a purpose but are still hampered by costs of hardware/software requirements and lack of haptic sensors. In the eassessment sub-project, learners new to welding appreciated the VR simulator for initial introduction to welding skills. The simulators helped dampen the sensory and cognitive overload, However, once the initial experiences became normalised, learners found the VR welding experience to be less 'real' as it lacked all the inputs encountered during authentic welding (i.e. the heat, sparking, weight of welding gun, range of welding sounds etc.)

So there is importance in working out the actual learning advantages of going down the expensive road of developing VR. If VR is to replace expensive, difficult to access machiner/equipment, then the cost benefits may be recouped. For more mundane activities, alternatives like AR may be more useful.