Emergence and Innovation in Digital Learning (2016) - ebook overview

 This book, Emergence and Innovation in Digital Learning: Foundtions and Applications : published in 2016 by Athabasca University and edited by Dr. George Velesianos, is available as an open access ebook. 

I downloaded the book last year and a wet weekend provided the opportunity to read it more thoroughly. Although a relatively new book, some of the concepts have dated especially due to the rapid move to blended/ online learning due to the pandemic. The first few chapters provide good frameworks for understanding aspects of educational innovation and the emergence of 'new' pedagogies.

 The book has two sections. Part 1 has a series of chapters providing 'foundation' followed by the next section with 6 chapters as on 'applications'. Below are short overview of the chapters in the 'foundation' section.

Section 1 - foundations

chapter 1 by the editor, grounds the book's premises and concepts by defining the characteristics of emerging technologies and emerging practices in digital education. Of note is the 'fluid' and contextualised nature of 'emergence'. What is innovative in one discipline / sector may already be mainstream in another. 

The second chapter by J. Ross and A. Collier, continues on from the discussion in the first chapter. The contention is that 'innovative', 'new', and 'emergent' technologies for teaching online are complex, messy and often at a state of 'not-yetness' requiring careful, reflective, agile and sensitive (to learner perspectives) introduction, development and support.

Terry Anderson summarises the theories of learning pertinent to working with emerging technologies. His framework on learning interactions is introduced along with summaries, discussion and critiques of relevant theories of learning. These include social constructivism, complexity theory, net-aware theories of learning, heutagogy, connectivism, groups nets and sets, and threshold concepts. A bit of an eclectic collation!

Royce Kimmons and  Cassidy Hall then propose an 'emerging technology integration model. There are many examples of models including TPACK, SAMR, Replacement Amplification Transformation (RAT), Technology Integration Matrix (TIM), Technology Acceptance Model (TAM) and Technology Integration Planning (TIP)! Six criteria are important when applying and evaluating models - compatibility, scope, fruitfulness, role of technology, student outcomes, and clarity. The chapter provides good discussion and critiques of the various models.

The last chapter in in the foundations section is by Elizabeth Wellburn and B. J. Eib who propose ' multiple learning roles in a connected age' - when distance means less than ever. The chapter focuses on the perspective of learners and how their role has changed, from empty receptacle for 'knowledge' to be poured in, to active and co-construction partner. The chapter overviews various ways to understand how learning has been shifted by access to information and the need to provision learners with the metacognitive skills to navigate a complex and ever shifting environment. This especially important when distance learning is the major means by which learners access learning. 

All in, the foundation chapters provide good anchors to ground thinking on the introduction and implementation of technology into education. 

International Journal for Research in Vocational Education and Training

The International Journal for Research in Vocational Education is an open access journal with connections to the European VET research community through the  The European Educational Research Association (EER)). Vocational Education and Training is one of over 30 networks supported and networked through the EER. 

The IJRVET publishes 3 issues a year with a the addition of occasional special issues. The journal is open access and is now into it's ninth volume. The range of articles includes a small number of studies of workshop/classroom-based learning through to ones which discuss broader social/economic issues of VET.

I have dipped in and out of articles as they appear on my Google alerts but will need to do a concerted trawl through the journal to bring across relevant articles into EndNotes.

International Handbook on Education Development in Asia-Pacific

 This book, the International Handbook on Educational Development in Asia-Pacific, is another in the Springer 'Living reference' series. As with a previously blogged book - the Handbook of  Open, Distance and Digital Education, chapters are progressively uploaded, as they complete the final review and production process.

Caveat: I have a chapter, on Recognition of Current Competency/ Prior Learning, due to be published in this book :)

The book is edited by Wing On Lee, Philip Brown, A. Lin Goodwin and Andy Green. and will eventually be made up of 140 chapters across a range of adult and continuing education sector topics.

At present 7 chapters have been uploaded and going by the previous example (which increased from 15 to 25 chapters in two months, the chapters will take several months to all be uploaded into the volume. A major difference is that the Handbook on Open, Distance and Digital Education's chapters are open access and the International Handbook on Educational Development in Asia-Pacific are not :( 

Springer's official description of the differences between 'living and static' reference works is interesting, basically offering access to chapters in advance of the final printed version of the book. However, there is no mention of updates, once the book is finally published. 

Pedagogies for future orientated learning - a book overview

 This book edited by Helen Bound, Jennifer Pei-Ling Tan and Rebekah Lim Wei Ying, proposes some responses to the current challenges posed by the rapid changes wrought by the 4^th Industrial revolution.

It brings together two topics within my research sphere – pedagogy and identities. It’s a relatively short book – not quite 200 pages – with 10 chapters.

The book begins with an Introduction: Flipping the lens from educator to learner, written by Helen Bound. This chapter, along with the following chapter, introduces the book’s focus on learners as being at the centre of learning, instead of educators or teachers. The rationale is that work constructs will shift but it is the individual who has to adjust to these changes. Providing agency and opportunities for learners’ continued professional development, equips them with the skill sets and attributes to make choices and continue with ongoing employment.

The second chapter by the book’s 3 editing authors, introduces the key constructs: conceptions of learners’ future-orientation, identities, contexts, and practices. These three are interconnected. Learners embark on a continuous journey to become and be, meaning their identities shift as contexts of their work and occupational practices shift with time and future orientations.  

The next four chapters make up the section on ‘framing the issues’.

First up is Anne Edwards with a chapter on ‘rethinking learning for a high-skills economy: what a cultural-historical approach can offer. Uses Vygotsky ‘social pathway of learning’ as a means to explain how people’s agency are in turn supported by the various ways their learning environment, socio-cultural relationships, and work tasks. It is important to try to understand the multiplicity of paths individuals may select from and how these are impinged upon by many other factors.

Secondly, Roger Säljö writes on ‘learning in a designed work: symbolic technologies and epistemic practices in the evolution of professional knowing. Proposes that humans have always created artefacts (tools, machines, books etc.) to support their work. Intellectual activities also depend on symbolic technologies and these are much more prevalent now due to the advances in digital technologies. It is important to understand how we integrate these into our work as they assist as to think, problem solve and becoming competent workers.

The third chapter in the section is by Henning Salling Olesen. His chapter is titled ‘researching lifelong learning policy: concepts and tools’. Calls for the recognition of practical perspectives into how we understand ‘formal learning’ and ‘lifelong learning’.

The fourth chapter by Arthur Chia is on ‘future of work, transitions, and future-orientated learning’. Utilises a social economy perspective on work and poses the need to ensure there is a more equitable future that allows the needs and interests of working people’s learning are prioritised. Proposes future orientated learning as a means to enhance ownership and control of their work, labour and skills. This is supported through the ‘six principles of learning design’ to engender workers’ and learners’ agency, mutual exchange and interaction, participation and engagement in work. 

The next section covers ‘flipping the lens in practice’ and has 4 chapters.

First up, Christine Owen writes on ‘enhancing learning in the workplace’. Applies psychological and socio-cultural perspectives to argue that workplace learning is a two way process – between worker agency and workplace affordances. This chapter adds to the corpus of work on better understanding the complex nature of workplace learning.

Then, Rebekah Lim Wei Ying’s chapter ‘towards expertise: operationalizing identity development and considerations for the Singapore work-study programme covers how the growth of agency in workplace learners, is connected relationally to a complex web of ‘others’. These include the signs and symbols mediated by how people use these; and the identity positions assumed by people which augment or downgrade who they are. Proposes that study of work should include perspectives of the learner, the learners’ reflection of their growth, and how others view the learner.

Next up, Helen Bound and Seng Chee Tan write on ‘dialogic inquiry: a pedagogy for foregrounding future-oriented learners and their learning’. Argues for a shift from exploring ‘educator and content’ towards the dialogic processes of teaching and learning. There needs to be a stronger focus on learners and learning. Uses two case studies to illustrate the richness of data from applying dialogic inquiry to better understand learning.

The last chapter is by BiXioafang on ‘adult learners’ sense-making in blended learning environments: Healthcare and workplace safety and health’. Brings in the ‘blended learning’ environment into the milieu. Explores the sense-making features of individuals in two blended courses; and the impact of sense-making contributors (context, design and delivery).

Overall, good chapters to provide food for thought on the changes in how we understand workplace learning. Although a complex environment, context, individuals’ agency, and workplace affordances are predominate players. Ensuring learner support to understand better, their own motivations and learning trajectories; promoting better workplace understanding and support; and the provision of government policies to support seen to be the way to go.

Pros and Cons of using data analysis digital tools

 The use of qualitative research software to assist the data analysis process is now common. However, for someone who began research analysis using non-digital methods, it is important to sieve out the potential pitfalls of relying on software to complete the task.

This article's abstract,  written for researchers in nursing, provides a good summary of the pros and cons of using data analysis software. The distraction from the real work of analysis and the need to ensure there is depth in the analysis are the most important factors. Too often, the software encourages a quick sort of the data, rather than the many readings/iterations required in the past, to undertake manual data analysis. Some of the nuances and riches of data are lost, in the shift towards quick thematic coding. Therefore, it is always important to ensure the methodology selected for data analysis, fits well within the capabilities and potential of the digital data analysis tool. For many researchers, the institution provided tool may be the only choice apart from open source software. It is always important to match the research objectives to the types of methodology and supporting tools used to ensure the integrity of the findings.

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 - afternoon

 After lunch, Keynote 5 is with Gerald Burke Adjunct Professor from Monash University and supported by Claire Field on the 'future of VET funding research'. Gerald began with a tribute to Peter Noonan. Summarised present and past VET funding - public mainly around delivery (7.0 billion) and private (spectaculative on Gerald's part) - mainly employers, fee for service, fees etc. Ran through a quick history of funding from 1970. One theme is the difference in funding levels across states.  

VET funding research needs to relate to goals - as to whether funding helps achieve political/social objectives. Explained the reliance on markets and competition and observed that there is limited research on markets within the context of education. Summarised the current objectives for VET. 

Proposed future studies on funding - revolving / integrated into studies of equity, employment outcomes, apprenticeships, online learning, markets and effective use of funds, comparative studies of higher education and schools and funding by and to employers. There are limited funds for VET research. Some universities closed VET teacher training due to Cert IV. Some contract research but specialised and often not published. Questioned why there is a VET equity research centre for higher education but none for VET where there are more challenges with equity!

Following on 4 sessions starting with a summary of the ‘enhancing the standing of vocational education as a post- school pathway’ from Griffith University (Professors Stephen Billett, Sarojni Choy and Steven Hodge). Stephen presents on the project. The focus of this presentation is on how young people make choices about post-school pathways as these contribute to their future outcomes. Societal sentiments about the low standing of VET and the occupations it services can unhelpfully distort the decision making. Provision of informed and impartial advise is therefore important.

The topic is off concern globally - with examples from the UK, Germany, Switzerland (where graduates find it difficult post degree and campaign to raise VET has had sucess), Korea (despite it being a high manufacturing economy), and Australia. Work based on Dewey (1916) to assist young people to identify the occupations they are interested in and prepare them for these. Advised of the need to avoid falling into 'uncongenial callings'. This  provides a difficult balance for educators and parent to manage expectations. Therefore attractiveness of tertiary education needs to also go in tandem with status of all aspects of post-school education.

Described the study's process. 3 phases starting with interviews and focus groups, then survey of parents, students and teachers and lastly workshops for teachers, career advisors etc. 

In the first phase, students reported influence from teachers and parents with some contribution from media/internet. Influence differ in being authoritative, level of influence and engagement. Undecided students generally went to university. VET specific occupations focuses are a barrier to the undecided. Students who are unable to get into university unable to then decide on VET due to its specificity.

The survey revealed key influences - parents, teachers, peers and school guidance. Both teachers and parents under-estimate the influence of each with both actually having strong influence. Schools can actually provide important support.

In phase 3, parents often not knowledgeable about VET. Guidance officers misunderstand their roles etc. Students do not use printed material and teachers became more conscious of how they refer to occupations. 

Findings suggest public education process, promoted by government effective, actions by schools to promote, inform and advise impartially about diverse post-school pathways; VET institutions offering attractive environments; a concerted effort to promote occupations from government and industry.

Specifically for schools - exposure to tertiary institutes and educational facilities; exposure to a range of work situations, provide more personalised career information about VET jobs. The SET process needs to be considered. information and guidance provided before the meeting; provide opportunities to draw on students' work experiences to discuss occupation choice. Closed by reiterating the rationale and importance for supporting students on post-school choices.

The Dr. Deniese Cox on ‘do we need to be seen to be believed? The impact of video feed format on learning. Applied project on perceptions of on-line learners across several disciplines. Asked participants to comment on 3 video themes - #1 visible presenter framed by content; #2 voice over only, #3 visible presenter separate/adjacent to the content. Carried out a poll with majority voting for #1 and the opportunity for seeing the presenter being of importance. 

Detailed the objectives of her study - to find out how to hook the learner in how the content/sessions is introduced, nature of the content, visual formats and the duration of the video. Visual formats were important. 30 students maintained a digital diary (on screencast matic) to capture their learning and appending a brief description. In the next stage, 3 visual formats and diverse sets of consistent slides and scripts were used. Student attention rates were gauged through observation. Assimilation was tested through participation in discussion. Retention through a quiz, beliefs captured and engagement rhrough learning analytics. Connection with the educator through eye contact was important. Connection of educator to content through body language also enhanced engagement. The view of the torso important as a talking head does not provide sufficient body language. Small number of students liked captions. Video embedded in presentation should be full screen. If only talking head, the content and the educator is separated and requires more cognitive energy to attend to. Having the torso tends to reduce the size of the educator. Just a voiceover was not seen to be engaging. Closed with the logistical resources required to set up #1 option. Provided guidelines for the process. 

After ‘afternoon tea’, I present an update on the Aotearoa NZ VET system with ‘ Te Pūkenga: Progress on meeting the ambitions and scope of its charter. I detail the rationale and outcomes of the Aotearoa NZ Reform of Vocational Education (RoVE). Then provide background on the formation, charter and implications on Te Pūkenga including description and critique of the 'service concepts' and the 'operational plan'. 

 Last presentation of the day with Eileen MacMahon from Box Hill TAFE on ‘expert advisory groups assisting a TAFE in maintaining industry currency for educators teaching the accredited family violence training'. Began by providing a background and the Victorian context for provision of training in this area. This unit is available to all universal service workers (i.e. hairdressers, teachers, child care workers etc.). Covers - identify and provide initial response to family violence risk. Detailed challenges. Not a professional development workshop but an accreditated course with assessment requirements. Summarised aims of the research project. Detailed the self study reflective research method with analysis in terms of MARAM framework and best practice education model for primary prevention and family violence training. Shared the rationale for the study. Benefits of having the panel summarised - mostly to ensure teacher currency and enhance industry engagement.

Steven Hodge closes the conference with the announcement of AVETRA awards and a short plenary supported by Professor Llandis Barratt-Pugh, Linda Simon, Dr. Elizabeth Knight and Kira Clarke. Each provided their reflections on the various presentations/papers across the 2 days of the conference. 

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. 

AVETRA - day one afternoon

 After lunch, there is a symposium chaired by Kira Clarke featuring 3 papers on projects conducted by the Brotherhood of St. Laurence. The theme is ‘strengthening the role of vocational training by young people'. Kira provided an overview was provided of the work undertaken including a definition of how to achieve systemic change; the methodology using four practice components to try to meet the challenge of supporting young disadvantaged people into work. The story of the project, beginning in 2019 was summarised including the impact of the pandemic on the project. The pandemic created the highest level of youth unemployment in Australia and prevention of 'scarring' of these young people became very important. In 2020, the project applied short term enabling change to bring young people through short run training into work. Localised labour market through co-design strengthened trust in the training organisation and provided sustained change going into the future. Challenges of silos, diverse and complex barriers, sporadic funding and career access and mobility were addressed. Evaluation also undertaken last year. In 2021, work began on developing better systems around funding, participation from young people, better work on the role of employer and the workplace, and training programmes. A adaptive evidence making agenda was developed to try to solve 4 major challenges. Previewed two streams of work in progress. Dr. David Longley and Dr. Madeleine Morey continue with details of each of these. 

David provided the overview on the research agenda which is being driven by stakeholder needs. Began with the rationale for the approach. Government funding based on volume as a metric of success with a large rise in apprenticeship commencements. However, the systemic challenges around apprenticeship have not been addressed and large volume of commencement is not a measurement of success. The project looks at who is coming into commencement - not reflected of the diversity of population, inadequate alignment to regional needs, completions so far have been low, 12.3% of those who complete unable to find employment, 2 out of 10 are in retail/hospitality, and mobility across current pathways is not good. Proposed new approach to try to address the many challenges and currently testing these - in the AgFutures foundational capabilities pathway. 

Madeleine presented on a policy conceptual framework to cut through the debate on employability skills for young people. Overviewed the policies and frameworks in Australia, which inform employability skills and the various definitions and components of these. Skills mismatch still a real challenge. Transversal capability are the  'magic clue' which connects and reinforce foundational skills of numeracy/ digital literacies. These include communication, teamwork, problem solving, planning, self-management etc. Critique these skills - conflation of these skills and a lack of differentiation of skills development, lack of accountability on how and where these are developed, assumption employability will eventuate. Suggest technical, industry specific and generic skills. for example problem solving can be a technical skill developed in a specific context/occupation and therefore a responsibility of industry. Therefore a complementary technical and specialised training framework useful. Now testing this through a partnership with industry to test this way of framing employability.

A good presentation of a approach that is proactive. 

The next presentation is on the 'Victorian employer perspectives on skill, recruitment and employment’ with Hiba Molaeb. Summarised results and sought feedback on future directions. The survey collects data on business climate, skills shortage and recruitment challenges, quality of training, employment of apprentices and trainees and value of developing specific skill sets and micro credentials. Began with overview of the history and methodology of the survey. Response rate for this survey was 20.9% across 70,000 businesses. Summarised findings and them provided more detail. Shared suggestions for future directions for the survey, how to make it more useful, current and relevant. 

A second panel session features ‘building the reality of a partnership between TAFE institution and co-operative research centre (CRC) with Dr. Ali Rahidi from Monash University and Dr. Ross Digby from Holmsglen Institute). Presentation covered the overview, targets and role of Holmsglen in the CRC and then the future building initiative at Monash University. First project based on AR/VR then shared.

Ross covered the rationale of the role of construction but how productivity and innovation not progressing. The project was to utilise technology to help transform the sector. Has ambitious transformative platform and shared future direction and potentials. Summarised benefits to support efficiencies and targets including better buildings and increased human capabilities. Holmsglen's involvement overviewed - why, how and what the desired outcomes are. Staff and students involved across many trades. 

Ali provided the details of the future building initiative. He represents a large research team. Three pillars of the initiative are industralisation, sustainability and digitalisation. The project is inter--disciplinary from IT, engineering, architecture, law and business with several projects involved. 

Ross then shared the VR/AR education project which also involves Master Builders of Victoria. Ali provided details of the project development.

 Keynote 3 is with Craig Robertson CEO of the Victoria Skills Authority on 'Creating VET research community in VET not of VET - some reflections'. Proposed a new research framework - movement across VET and HE toward localism and collaboration which needs a new clinical (epistemological) approach to vocational education. Many countries engaged in reviewing / reforming VET, with many catering to local needs and equity issues. UK (post-Brexit) and Canada mentioned. Covered the Victorian Skills Authority (VSA) model; collective impact; limits of uni-directionalism, the Bernstein perspective, and impact on research. VSA model established in response to a review by Jenny Macklin. Works across skills supply-chain to provide skills demand and advise, professional development, local solutions, skills development and innovation and performance. Call to work collaboratively across all levels of education, industry, unions and government. The market meant to be based on choice and innovation but it is imposing a one-product solution with strict controls on delivery! Evaluated the Bernstein perspective as one way to help describe outcomes of VET. Suggested the concept of skills labs - bringing together education and training providers. employers, unions and communities to co-design new approaches to skills development. Research needs to beyond competency, across occupations, on new pedagogy and cut across national training arrangements. Should be about future skills, exploring the forefront of industry, look at new learning models and new accreditation and regulation models.

The AVETRA AGM closes the day.

AVETRA 2022 - Day one - morning

 The AVETRA conference this year moves into hybrid mode. On the first day, some conference attendees are able to meet f2f in Melbourne with others zooming into the sessions. Day two is a fully online event.

Day one starts with welcome from Steven Hodge and acknowledgement of country with Elder Tony Garvey from Wurundjeri Woi Wurrung Cultural Heritage Aboriginal Corporation. Steven continued with a tribute to Peter Noonan, an introduction to the theme of the conference. Welcomed the large range of VET connected people who are part of AVETRA.

Keynote one is with Professor Ly Tran from Deakin University who presents on ‘Connecting policy and practices: Australian strategy for international education 2021 – 2030 and the internationalisation of VET’. The presentation started with details on the Australian Strategy for international education; the offshore delivery approach through International Skills training; internationalisation of VET; and key questions going forward. International students are important in many countries economies. Shared the diversity of student cohorts of Australia, US of A, UK and Canada – across all sectors. Delivery offerings have diversified – especially with digital technologies shifting to more online and blended education; transnational education increased both in home an abroad leading to increased affordability.

Outlined the Australian approach including setting up VET micro-credentials (1.3 million$$) and supporting the delivery of critical skills in partner countries (1.4 million$$+). There is a shift of policy into practice at government level and across VET sector. Includes the sharing of good practice in developing initiatives and frameworks to design and deliver online/blended programmes; transnational education and internationalisation at home.

International  Skills Training courses approved for delivery by RTOs; learners who complete a course are awarded certificate carrying Australian government crest; priority courses in cybersecurity, engineering, transport and logistics, tourism/hospitality, retail/wholesale and health. Countries include Asian and South American countries.

Challenges include the need to contextualise content to target countries, translation required, training packages often too complex, expensive and sometimes impossible to adapt for off-shore delivery. Described the case study with Vietnam with the ‘online international students at home’ graduating with internationally recognised qualifications.

Shared the learning / model built from a ARC discovery project – interviews with 150 international students, teachers and leaders from 25 TAFEs and a ARC DECRA project – interviews with 102 VET staff. Both established better understanding of international education in VET. Implications for internationalising VET also detailed – to accommodate, be empathetic, to integrate and de-westernise the content, to connect, reciprocate and build relationships. Provided examples. Introduced her 2013 book - teaching international students in VET - as a resource. Wrapped up with key questions to consider going forward. 

 Next up a panel discussion on the topic of Equity is then convened by Linda Simon. The panel is made up of Annie Carney (emphasis on UDL), Shuyan Huo (Victoria University) and Jane Newton. Linda provided an introduction and details of WAVE. Each panelist will speak on each of these questions: Why is equity important in VET? What does it mean for teachers, researchers, leaders in VET? and what strategies are possible to address equity. Each provided good summaries and overviews with reference to their own work / recent projects, context, state and institute. In general, students from lower SES, aboriginal and disabled students have increased in numbers in VET but outcomes have not improved. 

After a short break, two sessions follow. 

First up Professor Erica Smith from Federation University on ‘researching VET in the pandemic’. Covers how the pandemic changed how and what was researched March 2020 to 2022. How the pandemic affected research and going forward. All stages of research affected and there was psychological stress for all, including researchers. Although existing projects delayed due to many logistical challenges, new opportunities for research presented. Summarised the projects completed related to the pandemic - learning to be safer project - on how people learnt about the things to do to keep safe during the pandemic. Shared projects conducted by colleagues. Literature to inform studies came up early, especially the science-based papers. Discussed challenges. Data collection went online. Impact of carrying out research within a 'specialised' context - will it generalise? and how contemporary will it be in 5 years time? Shared observations of how pandemic changed the patterns of dissemination - papers read/cited; journal review challenges; and despite being able to present/participate in more conferences but still not have much have contact with other researchers. 

Second presentation with Professor Don Zoellner from Charles Darwin University on ‘disadvantage, ontological politics and VET research: governing the groups that live on the margin’. Presented work on why we continue research on disadvantage in VET when not much seems to have changed! Surmised that the continuing perspective is of a 'wage earners welfare state'. Individual responsibility placed on obtaining employment. Marginalised the 'unable/unwilling to be employed'. Therefore, access provided but personal responsibility still on individual to participate and perform. Dividing practices are used to try to engage them, research used to try to increase outcomes and continual checking used to ensure they participate. Premise that education would 'fix' disadvantage, be able to create better choice/economic outcomes etc. 

Encouraged the use of discourse analysis to try to untangle the complexities. Introduced the concept of ontological politics and how researching the disadvantaged is 'productive' work. Good overview and a paper will be available soon on VOCEd. 

 Keynote two is with Professor Michael Brennan who presents on ‘contemporary challenges for VET research’. He presents from his perspective as chair of the Australian Productive Commission. Begun with the observation that since 1820, and despite an massive increase in human population to 7 billion, only 10% of the present world's population is living in abject poverty. Summarised how focus on skills has led to the associated increase in productivity. Example in 1901, average worker has to work 20 minutes to buy a bar or soap, but now, only 5 minutes. This applies to many consumables. Productivity growth also aligns with rise in living standards. The dividend is also that working less, provides more which also includes more downtime. In general, we can afford what was considered good value in 1980 in 70% of a working life. However, most people do not get off the thread mill due to societal pressure. 

Progress with productivity is uneven and may accelerate due to new technologies, processes etc. research helps to track the ups and downs as economies grow/decline/stagnate etc. Explained cycles of productivity growth. The future of work is about change in job tasks rather than a change in the actual occupation. Human skills of building relationships, problem solving, critical thinking etc. now more important as these are difficult to replace. Human tasks shift focus from routine tasks to more personal interactions. Greater need for social skills with high levels of adaptiveness. Higher education prepares all for the flexibility needed to continually learn as jobs continually evolve. 60% of Australian workers engage in continual professional development. Most do this to keep up with requirements of their work. Many of this PD is not provided by the VET system or by RTOs, private bespoke programmes fill this need. Micro-credentials may not be the right way to respond and investigation of other means to accredit continual learning is required. VET system does many things well as graduates obtain work and often earn more than other graduates at the outset. However, does not contribute to the continual development beyond initial qualification. Also VET tends to be occupation specific and re-skilling can be time consuming and costly. The greatest challenge is in retaining wisdom in current population. Challenge for VET to stay current and also be relevant into the future. 

 

Horizon report on teaching and learning 2022

 This year's Horizon report on teaching and learning is now out. The layout is similar to last year's with acknowledgement of the social, technological, economic, environmental and political influences on how each of the threads may percolate through the educational communities and eventually become mainstream. The summary provides a good overview.

The key technologies and practices remain very much the same. The pandemic has amplified the shift to hybrid/remote teaching and professional development to maintain the skills required to provide for this form of learning have been solidified.

AI for learning analytics and AI for learning tools feature as the top two trends. 

Implications for the above are provided from Australia, Canada, Mexico, Saudi Arabia, and the US of A community colleges, research institutions and corporate perspectives.

Future of work - evolution of the employee

 Prepping up for a keynote on 'the future of trades work'. The diagram in this blog on the evolution of the employee provides for some parameters to analyse. As with most 'popular' writing on the issue of the future of work, the blog has a focus on corporate/white collar work. 

Based on the parameters used, work in the trades, may have for decades, already shifted to the future of work! Most trades work is not 9am to 5 pm; the work especially for the service trades (plumbers, electricians etc.) is not anchored in one place but shifts around depending on the current project; and work is usually focused on outputs (job cards, service orders etc.) However, the need to continually learn, as with all work, is present in trades work. There has been little emphasis or study into how formalised post-apprenticeship workplace learning is. Many trades people move on to sub-contracting, setting up their own business etc. but these skills are rarely completed as a formal part of the apprenticeship. 

So, some food for thought here. What makes trades work already a form of 'future work' and how can trades work be 'future proofed'? 

Handbook of Open, Distance and Digital Education - a living book

 Springer is publishing a series of 'handbooks' using a progressive publication model. The Handbook of Open, Distance and Digital Education is published using a 'living edition' model whereby chapters are uploaded, as they complete the peer review and editorial review processes.

All the chapters in this book are open access and currently there are 15 chapters (was 13 last week). Will keep an eye on this book as chapters are uploaded as they provide a current 'state of play' with regards to the macro, meso and micro-level developments in the field. At the moment, the categorisation of the chapters is not complete but will be in place as the number of chapters increase.

Educational technology research and development - journal follow up

As blogged and summarised in 2020,  the journal Educational Technology Research and Development is a good 'go to' with regards to learning design, instructional design scholarship.

The latest issue  (Volume 70, Issue 1) has a number of relevant articles, some of which are open access. The articles cover the following:

1)      Analysis of patterns in time for evaluatingeffectiveness of first principles of instruction

2)      Instructional design learners make sense oftheory: a collaborative autoethnography (open access)

3)      A new application of the temporal contiguityeffect in designing narrated slideshows (open access)

4)      A meta-analysis of the impact of virtualtechnologies on students’ spatial ability

5)      How the design and complexity of concept maps influence cognitive learning processes (open access)

6)      Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses

7)      Learner-centric MOOC model: a pedagogical designmodel towards active learner participation and higher completion rates

8)      Cultivating an online teacher community ofpractice around the instructional conversation pedagogy: a social network analysis

As always, important to evaluate the robustness of the studies reported. Some have small samples and carried in specialised contexts. Generalisation needs to be considered given the parameters bounding the individual studies.

The foundation for critical thinking

 Preparing resources for research writing workshops and one topic we will be sharing is on the concepts underpinning critical thinking and how to apply this to academic writing.

This site on 'Critical thinking, where to begin'  is provided by the Foundation for Critical Thinking. It is a non-profit US of A organisation which provides resources, workshops/webinars, conferences, online courses etc. to promote the practice of critical thinking. Membership provides access to the entire range of resources but the site itself, provides good overviews and some guides.

The model provided is traditional and 'tried and tested'. The 'elements or reasoning' are defined along with the 'elements of thought'. These provide the 'process' for thinking through challenges and perspectives. 

Using inaturalist

 

As blogged previously, I have found inaturalist to be a good way to learning about the flora and fauna of Aotearoa. It has been five years of support from many others as I bumble my way through trying to identify the many plants found on various walks and tramps.

I currently have just over 2000 observations across 800 plus species uploaded. A long way off the person with the highest number of observations (over 28,000!) That is a lot of data! 170 identifiers have helped confirm various plants, birds, insects, lichen, fungi that have been posted.

Last year, I took part in the City Nature challenge in May and then the Great Southern bioblitz which was held in October. As I was in Cromwell at that time, my observations were recorded for the Otago chapter of the bioblitz. Due to the diverse landscapes across Aotearoa, it is possible to find plants which are 'naturally uncommon' either due to their small regional coverage, or specialised growing conditions.

Inaturalist works because many people, with a passion for nature, convene to upload their observations, identify / confirm each other’s observations, and contribute to a better understanding of the earth’s diverse ecosystems.

In a way, the site epitomises what can be achieved through social media when there is a shared objective. 

As I look through and compare my postings from 2017 to the ones made recently, I can say that I have learnt much. Having a better phone camera has helped with the quality of close-up shots of small plants and insects. Through last year, I have started to record a wider range of flora and fauna. My ability to identify most native plants common in the Te Wai Pounamu (South Island) has meant I have started to diversify my observations to include grasses and lichens. It is still very much learning in progress. Even with ‘familiar’ areas, I am finding new plants. Sometimes because they grow primarily in one region but other times because their cryptic nature (small and ‘ordinary’) means they have been overlooked. However, as I become more conversant with the ‘common’, plants which are unfamiliar start to stick out. Hence, the inklings of the specific expertise required to be a proficient amateur botanist, are emerging :) Again, expertise takes time to develop but also strong motivation. Something we always need to remember when we introduce novices to a subject/discipline area or topic which requires hard work to attain.

Hybrid learning aka as mixed mode

 As Aotearoa New Zealand navigates through the very stormy sea of the Covid-19 pandemic, omicron has arrived and cases are increasing rapidly across the last few weeks. My institute has beed planning ahead for the onslaugth with plans for 'mixed mode' learning being initiated this week as student and staff cases are diagnosed.

Hybrid learning is the term often used and Derek Wenmoth has produced a guide for the schools sector. He proposes hybrid learning as the seamless delivery of learning, across both school (f2f) and virtual (online) spaces. The degree of learning in each 'space' varies as to the discipline and circumstances.

At my institute, we use blended/hybrid learning in a similar way, but to avoid confusion, have used the term 'mixed mode' to differentiate the current approach. That is, to support learners who are unable to attend f2f sessions if they have to self-isolate at home for a couple of weeks. It is tricky to balance the needs of f2f learners when a small number of learners are unable to attend physically, but require access to learning. Shifting everyone online is one solution but with a large segment of our programmes, hands-on practice-based learning is difficult to be continually offered online. Therefore, there needs to be a way to bring learners into the training workshop/studio/salon/kitchen, whilst they are stuck at home. 

Now the country has shifted to 'red phase 3' self-isolation is only required for very close contact. That is people living together in the same household. With this provision, there will be less need for learners to 'self-isolate'. However, cases will rise and affect many more people. Learners with mild symptoms will likely still need to be provided with access to learning, so mixed mode might be with us for a while (sigh). This week will be a watershed time as we see how the case numbers move and what effects these have on learner attendance. We may yet have to shift many programmes to fully online rather than try to rely on mixed mode. 

Tech tools for education - themes going forward

 Cultof pedagogy is one blog worth checking out for teachers. In their post, 6 tech tools to try for 2022, the tools reveal some of the shifts in how educational leverages off tecnology in the US of A schools sector.

Of note are two themes, tools which enable AR and VR and an emphasis on equity. These two themes, inform how apps/platforms/tools are selected and used in schools, leading to a loop whereby more similar apps/tools are developed.

The ease of availabilty of mobile devices including tablets, allows for AR and VR to be used more extensively in formalised education. The two tools featured, frame and osmo provide a glimpse in to how VR and AR can be applied to educational support. Frame allows for meetings to be held in a more '3D' type environment and osmo extends AR to allow for interactive learning of complex concepts. Both are useful in my context and provide ideas for going forward with AR and VR. 

Supporting researchers

 On returning to work this year in January, I found out that as part of my work team's move into the 'people and capability' section, that there will be better structured and resourced support for our institute's researchers. I take on the role of facilitating this support for half of my time as an educational developer. This role is for one year and will be reviewed at the end of year. In part to take into account the final move into Te Pūkenga, the institute made up of all the existing polytechnics and industry training organisation, which officially begins in 2023. 

I did a brief search to find existing material. All the sites are university based. These include University of Oxford (UK); and University of Bristol (UK); Massey University (Aotearoa-NZ); and Lincoln University (Aotearoa).

In general, the support includes access to various resources including library, research approval, ethics etc. Developmental support for researchers is usually offered in the way of workshops, seminars. Networking features along with mentoring and learning groups. All standard approaches for supporting academic development. 

I have just sent out a survey to our researchers to work out a baseline for interest in various research support initiatives including writing workshops, retreats and networks; assistance with various research processses; and workshops and resources for using digital research tools/platforms. From the survey, I will develop a 'programme' for this semester and after evaluation, a programme for the second semester.

 

Reimagining decolonisation - book overview

 As the Māori whakatauki ‘ahakoa he iti he pounamu’ implies, this book - Reimagining decolonisation, is ‘although small, a treasure’. I downloaded this book on to my ipad late last year (just over NZ$5) and read it a couple of times over the summer. The book covers important concepts and uses accessible language, stories and metaphors, to explain the impact, implications, and challenges of ‘decolonisation’. It is important for all kiwis to read as the country wrestles with the many consequences of over a century of colonisation and lip service to Te Tiriti o Waitangi – the treaty signed between Māori tribes and the British crown.

Decades of Māori assertion for ‘honouring the treaty’ is very slowly making its way through the social fabric of Aotearoa. As an immigrant I have always been grateful for ‘biculturalism’ as it means kiwis are (in the main) cognisant of the need to have empathy for a range of cultures beyond their own.

However, ‘decolonisation’ is a long journey, and Aotearoa is very much at the beginnings of the journey to redress past injustices; provision equitable access and public service to all; and to forge actual lasting, respectful, and meaningful partnership between the tangata whenua  (original inhabitants of Aotearoa) and those who have come later.

Imagining decolonisation (just over 100 pages) provides an accessible introduction to the Aotearoa context. The seven authors, (Bianca Elkinton, Moana Jackson, Rebecca Kiddle Ocean Ripeka Mercier, Mike Ross, JennieSmeaton and Amanda Thomas) are mostly based in the Wellington area, a few related and members of the local iwi and most with affliations to Victoria University. There are five chapters, with an introduction and a collection of notes.

The introduction by B. Elkington & J. Smeaton sets the scene using stories of the authors past, growing up around Titahi Bay /Porirua - a seaside suburb North of Wellington. 

M. Ross writes the first chapter ‘the throat of Parata’, using Māori narratives as a way to introduce the concepts of decolonisation. It introduces the Māori approach to presentation, by way of stories and analogies, rather then through direct prose.

In the second chapter, O. R. Mercier undertakes a discussion on ‘what is decolonisation’. This chapter sets out the many lenses through which decolonisation can be viewed. These 'lenses' have often been constructed by non-indigenous writers, researchers and thinkers. There is a need to listen more closely and honour the indigenous voice, as they bring a different way to look at the world. Not only through the largely westernised rationalistic approaches, but through more holistic and ecologically grounded ways which are not divisive but collegial and collectivist. 

R.Kiddle follows with a chapter on ‘colonisation sucks for everyone’ providing the argument for why an understanding of decolonisation is so important to Kiwis, if the country is to move forward as a unified nation with emphasis on empathy and equity. It is important to understand the various viewpoints of many, but in the end, to work together to bring social cohesion which is also equitable for all.

A. Thomas’s chapter ‘Pākēha and doing the work of decolonisation’ unpacks the ways everyone should apply to their lives, to ensure ‘decolonisation’ is not a word which is just bandied around, but actually becomes the foundation for future and current aspirations and goals. Everyone must play a part.

M. Jackson then closes the book with ‘where to next?’ decolonisation and the stories of the land’ by setting up the challenge to all, to be activist and not just spectators. To contribute and not be ‘done to’.

The notes are worth a follow up, especially the journal article by Tuck and Wang (2021) which deconstructs ‘decolonisation’ within the North American context.

Hyflex #3

 With omicron now starting to spread across Aotearoa New Zealand, institutes are challenged on two fronts. The first, how to provide learning for students who are unvaccinated and not able to attend f2f classes; the second on the provision of learning to students who are ill/or have symptoms and unable to be in class. Coupled with the above is also the challenge of teachers who are unvaccinated and teachers who become too ill to teach.

Continuing on from posts made last hear - Hyflex introduction and Hyflex challenges and updates, this post is another addition to record the progress of Hyflex into the Aotearoa NZ portfolio of delivery options. 

Hyflex approach to online learning is where learners are able to have a choice as to whether to attend class f2f or complete the session online. Learners choose which delivery method works. Hence, the interest in hyflex has increased expotentially across the pandemic as one option to provide flexibility to students.

Columbia University have a good site providing information and Southern Institute of Technology (SIT) in Invercargil, Aotearoa begin offering the option to students this year, It will be interesting to follow their progress as the development of resources and teaching capability will be keys to success. The SIT programme is on 'screen arts' and the student cohort will be digitally fluent. This is a key to hyflex success for learners and not all programmes will have similar learner profiles. 

Metaverse - pros and cons

 Continuing on from last week's posting, I had a look through various posts on the pros and cons of the metaverse. What are its implications??

Firstly, EdSurge provides an overview with a focus the Facebook announcement  (the link takes you to the main EdSurge page and a search for metaverse will get you to the page). There is a brief 'bright and ugly' side of the metaverse on medium.com. 

Profulus provides a more indepth discussion. The post begins with a generalised overview and history including difference between cyberspace and Web 2.0. The main advantages are the expansion of social media beyond Web 2.0; innovative communications for work and education; new opportunities for business and marketers; complementing of the applications of blockchain technology; and the creation and promotion of a virtual economy. The main disadvantages relate to the digital divide; erosion of human relationships and society as we know it; and privacy and security issues. These are reiterated by Konsyse.

Techrepublic puts on the black hat and provides reasons for why jumping on to the metaverse is a bad idea.

For education, there are many challenges to bringing learners into the metaverse. Costs and the digital divide are the main barriers. Mixed reality is still the most cost effective approach but requires resourcing for learning design and programme development. Throw in the aspects of privacy, security and ethics, and the whole enterprise becomes even more challenging. So, as always, the hype provides a glimpse into future possibilties. The current pandemic may accelerate the shift to online and metaverse -based education. However, there is still some way to go before it is mainstream to have all learning in virtual environments. 

metaverse - what is it and how it may support education?

Had a look through a few resources to update on the hype surrounding the metaverse.  

This CNA documentary provides a good overview of the metaverse. Notes below: 

Summarises what it is, why it is NOW that it is more possible / accessible, and provides a range of examples.

The reporter also explains the contexts for the expansion of the metaverse beyond games. Second Life was a start with the popularity of Fortnite creating impetus for spending time online to socialise.

The current technology allow the creation of authentic avatars, creating more realistic inter-relationships.

Studios (sandbox VR) allow participants to play games in VR collaboratively. Participants do not only don VR goggles / hand controllers, but also a haptic vest. However, still not multimodal as spell/temperature etc. not possible.

Vocktails provide a concept where by taste / smell possible through virtual means. A range of flavours are possible, including sensations of  ‘tingling’ to enhance sensations of bitterness, sourness etc.

Commercial aspects of the metaverse well developed. Allowing accessories to be purchased for avatars. Services like interior design can also be purchased to ‘pimp’ ones VR environment.

Connecting the various aspects of current metaverse is being worked on, allowing for a virtual life.

Implications of how to distinguish between the virtual and real when one engages on the metaverse. Actions completed on the metaverse are stored/archived. Who owns this!! Digital ethics is a key aspect that is still nascent.

Still much to be done to allow for mainstream metaverse. Obvious advantages for education, especially bringing together AR and VR (mixed reality).

 In the educational context, edsurge provides an update. Still much to do for VR to be accessible. At the moment, the high cost of entry is a barrier. The coordination and integration of VR and AR is one way to provision experiences. This does require careful planning and design, again an added cost and time factor requirement. Will need to keep an eye on developments, especially given the current uncertainties of access to physical classrooms due to the pandemic.

Plans for 2022

Looking forward to another busy year. Covid-19 continues to be the unknown factor which will have an impact. Aotearoa NZ is set to open its borders to international travellers on 30^th April. Across the xmas and new year break, cases of the omicron variant has increased in many Northern hemisphere countries and in Australia. The ‘open’ border between NZ and Australia, set to begin mid-January, has been delayed to the end of February. It looks like the border opening may also be delayed.

From the beginning of the 2022 academic year, all colleagues and students will be required to be vaccinated for entry on to the campus. Given that over 95% of kiwis are vaccinated, there will only be small numbers of colleagues and students affected. Issues of equity and access to education means the institute must have plans in place to support all colleagues and students, regardless of their vaccination status. The work towards achieving this will keep my team busy as we start back at work for the year.

Apart from the effects of the pandemic, two other changes, one already in place and the other to occur beginning of next year, have consequences on my work.

Firstly, my line management is now through the People and Culture Division, instead of with the Academic division. There are 3 departments in P & C, Health, Safety and Wellbeing, HR and People and Capability. Learning design with learning technology and learning resources as part of Ara Whakapiki Ako (AWA) is now part of People and Capability along with teacher education and organisational capability. All of this re-jigging makes sense to ensure there is better cohesion across the support we offer our colleagues across the institution.

The other major factor is the amalgamation of all polytechnics and industry training organisations into Te Pūkenga. Details of the operating model or organisation structure etc. will be released early in the year. So a clearer picture of how things will work across the entire organisation will emerge. For the moment, Te Pūkenga capability development will be centrally managed. There should be major changes in the run up to next year.

On the research from, the edited book “Reshaping VET in Aotearoa NZ” is scheduled for publication by Springer. Co-editorship of the International Journal of Training Research continues with Professor SarojniChoy. We now have four associate editors as well, Professor Liz Atkins (UK), Dr.Benjamin Chan (Hong Kong), Professor Laurent Filliettaz (Switzerland) and Dr. Jason Skues (Australia). This will help us spread the load and maintain better oversight of the journal.

There will be a journal article to write, along with planning towards a book on ‘learning design for practice-based learning’. There is some work to be done as I need to become conversant with the extensive literature in the learning design area.

Let's hope this year sees the tail end of the pandemic.Whatever transpires, the year ahead will be busy and interesting :) 

2021 review

Well, the year turned out more settled than envisaged as Aotearoa continued to work within the constrains presented by Covid-19. Borders remained closed and for much of the year, things progressed as per normal. However, the arrival of the Delta strain in August saw a brief return (in Christchurch) to level 4 before moving quickly down to Level 3 and then 2. Auckland has borne the brunt of the incursion, having been in ‘lockdown’ since August and a slow movement back to a ‘reduced’ Level 3 at the end of November and ‘release’ into the wider country from mid-December.

On the work front, Te Pūkenga released consultation documents for their ‘service concepts’ (July) and then their operational model(October). My institute has been proactive with submissions and hope these add to the consultative process as Te Pūkenga’s bedding-in progresses. The main item which will affect my work in the future, is the consolidation of all of Te Pūkenga’s capability development into a ‘single hub’. I interpret this to mean that the management of capability development will be centralised but local units will carry out the work.

Not as much programme development work this year, given the move towards unified/master programme approach adopted by Te Pūkenga. The beginning of the year saw support for 4 degree programmes in the Creative Industries Department. Ongoing support of the Diploma in Agricultural Management (L5) continues.

On the research front, the majority of my energies have been put into editing the book “Innovations in Aotearoa New Zealand Vocational Education and Training (VET)” now renamed to “Reshaping Vocational Education and Training in Aotearoa New Zealand” and scheduled for publication by Springer next year. In addition to managing the project with Dr. Nicolas (Nyk) Huntington, I have also co-authored the first and last chapters in the volume and lead authored the ‘project-based learning’ chapter.

A book chapter was submitted in October towards the Handbook of Asia-Pacific Adult Learning. The chapter discusses recognition of current competency (RPL) in the Aotearoa NZ context.

Co-editorship with Profession Sarojni Choy on the International Journal of Training Research has also provided much learning. We are starting to come to grips with the process and the rather clunky journal editing platform, appointed 4 new associate editors, worked with AVETRA to update the journal’s scope, and also reviewed/refreshed the list of scholars who make up the editorial board.

Work has also begun in my now larger team due to small restructure of ‘capability’. My team of learning designers/educator developers, resource advisors and learning technology advisors now combined with adult education section and the corporate capability development unit to provide a more consolidated approach for academic and organisational capability. The new capability section is now part of the People and Capability Division and aligns better with the proposed Te Pūkenga organisation structure. This team will need some major professional development, going forward, to ensure we are able to keep ahead of the game and provide leadership and guidance to our teaching departments as Te Pūkenga moves towards provision of more flexible, open, and distributed/networked learning approaches.

All in, a busy but productive year 😊 I am looking forward to a couple of weeks post-Xmas, walking, biking, and botanising in Southland. 

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'.

Australian Council of Deans of Education Vocational Education Group - ACDEVEG - 7th conference

Presenting and attending at the ACDEVEG  - a subgroup of the Australian Council of Deans in Education - for the first time. Due to COVID, online presentations have provided more opportunities to attend various VET research events.

The convenor, Professor Erica Smith, invited me to present at this conference.The theme is 'people, place and time: developing the adaptive VET teacher'. Andrew Shaw convenes the conference and provides welcome and usual update and housekeeping.

A short conference running across an afternoon (early evening in Aotearoa NZ).

Professor Smith welcomed participants,thanked the planning committee and conference conveners  and the VDC for sponsoring the conference and provided an overview of the ACEDVEG activities across the year. 

Five 30 minute presentations follow:

1) Sheila Hume and Tabitha Griffin from the NCVER present on 'the online delivery of VET in Australia during the Covid-19 pandemic'. Provided brief overview of the project (3 stages including survey of RTOs with over 1000 respondents conducted feb and march 2021; interviews also conducted - findings of these to be published next year) and summary.Covered the extent and magnitude of the shift online by training organisationa, and the challenges, opportunities, impacts of quality and future intentions of the experiences of shifting online. 

There was an increase in online only +23.9%), blended and combined online/workplace based. Reduction in workplace based only, internal only and combined internal and workplace-based. Shift online was varied across the country - high shift in the ACT followed by Queensland and NSW. Compared public and fee for service programmes, types of training packages and subject results. Delivery pre-pandemic 49.3% were 100% f2f; 43.9% blended and 6.8% totally online.3/4 of RTOS shifted some content online - parts 34.3%, all f2f - 17.9%, all f2f and assessments 15.7%. Top 2 barriers were unsuitability of subject matter for online deliver 47.5% or online delivery not suitable for students (44.4%). One year later, 35.5% change back to pre-pandemic. Future intentions include high 61.8 intentions to utilise more blended learning. 

2) Professor Smith and Darryl South (Charles Sturt University and Megan Short (University of Tasmania) summarise 'the findings of an ACDEVEG survey on VET teachers' work during Covid in 2020. Provided a range of references on the topic. Some literature now appearning but none from Australia as yet. Generally tended to be in HR/medical training, systems/organisation level. So important to understand the VET teacher experience. The study looked into how their work changed in 2020 and what did they learn from the experience and how might practice change in the future. Participants (mostly over 40 and female across a good range of industries) were VET teacher education students at 3 uiversitities (Charles Sturt, Federation, University of Tasmania). 80 responses on 53 questions. Data showed significant shift to online with many respondents affected for either 3 - 6 months or 6 - 12 months. Students' digital equity was a challenge. LMS used with extensive use of webcams (92%). In general, 40% no experience and somewhat confident they could do it. Students were generally positive.Teachers view of online delivery and eassessments was positive (less so for assessments). Positive responses revolved around own mastery of new approaches, an opportunity to concentrate on and reflect on teaching practice. negative responses centred around well-being challenges and moderate responses were around how the transition had been better than expected.

3) I present on 'supporting learning by doing when access to authentic learning becomes disrupted' Main points being how practice-based or 'learning by doing' occur through mimesis and the importance of feedback from more knowing others and from the sociomaterial. Then introducing the push-connect the dots-pull model to plan online sessions for practice-based learning along with examples. Main challenges and some solutions offered. 

4) Andrew Shaw, Head of Education Standards, TAFE NSW on ' unpacking vocational competency and currency to support quality VET teaching'. Summarised aspects of project. Literature review, online survey (490+), focus groups (25 groups), benchmarking at 8 TAFEs and One TAFE implementation. Posed that quality teaching is a key to quality VET. Defined in Australia as 'trainers and assessors are skilled VET practitioners with current industry skills and knowledge'. Presentation focuses on the aspect of vocational currency. Shared results of benchmarking (8 TAFES across 7 states). In all, vocational competency of teachers mapped at unit level. Generally 2 activities a year to ensure currency. Recorded using paper rather than digital and often part of annual review. Discussed myths and misunderstandings on the challenges, barriers and their solutions. Offered a framework to provide for a more expansive, holistic and practical definition of 'vocational competency' and industry currency. Activities should be broad, based on industry guidelines. Provided a range of examples and the sharing of these through the development of guides. more information from TAFE NSW podcast site.

5) Katerina Lawler from the Department of Education, Skills and Employment on 'VET workforce quality strategy'. Began with some background and context. Summarised the strategy, data from consultations with stakeholders ( survey and workshops then feedback on drafts with 156 sumissions) and provided overview of way forward. Quality reforms to revise the standards for teaching organisations, build capability and develop VET workforce quality strategy. Includes capability frameworks and professional standards, profesisonal development, induction support, qualifications and entry pathways and maintaining industry currency. Provided details. 

Keynote speech is with Dr. Joy Papier, Director of post-school studies, University of the Western Cape, Cape Town. 'Taking their rightful place in South Africa: towards the development of professional TVET teachers. Began with introduction to the South African TVET context. Presented on TVET education and educators as being on the margins and the journey from ad hoc capacity building and poorly recognised certifcates to formal, nationally recognised qualificaitons and professionalisation of vocational education. Provided an historical summary of the evolution of technical colleges and their journey towards providing more equitable access to training for all, not just those privileged by race. In early 1990s, new further education and training Act 1998 restructured the 152 colleges into 50 multi-campus and diversified institutions. Curriculum etc. overhulled along with the restructure. Summarised challenges for vocational education teachers - most have industry expertise but little preparation for teaching. Existing teacher education for school children not as relevant. Development of specific programmes for VET teachers challenging due to smaller number of TVET teachers, lack of career pathway, perceptions of VET as inferior, uneven appointment of qualified teachers, lack of coherent system and the VET teacher education being outside of the mainstream university based teacher education. Since 2012, a national standard and enhancement of VET teachers status undertaken. College lecturers of the future should have obtained a first degree and be conversant in subject matter, pedagogy. Recognised the 'dual' nature of being industry expert and expert educator identities.    Stressed the importance of both and proposed some ways to support the development of vocational teachers. Encouraged checking out the Journal of Vocational, Adult and Continuing Education and Training (JOVACET).

Q & A session followed.