Assessment in the age of AI - NZQA symposium - notes

 The New Zealand Qualifications Authority (NZQA) convened a symposium on the implications of AI on assessments. The main event held at Te Papa with online attendance by many. The event is also supported by the Ministry of Education, Universities NZ and the NZ Assessment Institute, NZ Council for Educational research, Post Primary Teachers Union, Tertiary Education Union and Network for Learning. 

Notes from the online /streamed sessions follow:

The day begins with mihi whakatua, and introduction. Lee Kershaw Karaitiana MCs along with offering the karakia and welcomes. 

DrSimon McCallum, Senior Lecturer in Software Engineering, Victoria University of Wellington opens with the first keynote on ‘the dawn of AI’. Begins with his pepeha (Māori introduction). Has been teaching game programming since 1999 and every year, there is something new and the students coming in change each year. Went through what is Generative AI - what are are Large Language Models (LLMs) which is the training of a machine to translate. Much of language relies on our experiences. Explained how word vectors work to help machines understand words and how these contribute to ChatGPT unravelling the nuances of language. Then explained how ChatGPT works to answer the prompts it is given and the importance of prompt engineering. Provided the principles of prompt engineering including how ChatGPT learns as the process of prompting continues. Currently, other AI platforms - ChatGPT 4 etc. has added guardrails and other 'agent-based' systems to try to provide more authentic outputs. Explained the many processing methods used to evaluate what the output will be. 4 is much more advanced and able to provide less stilted outputs, and the scholar plug in generates real citations - cost US$20 a month - so there is an equity issue. AutoGPT (cost $20 per complex problem) uses Python to create a plan with the ability to write code to solve the problem. Warning on privacy issues as AutoGPT able to make a plan with access to all the items in your (Google) account! Provided examples for AI image generation - Dall-E 2, stable fusion, Nvidia AI playground etc. Photo generation is now very blurry, given images can be 'enhanced', sometimes without our knowledge (Samsung phones often provide a better version of a photo you take!).

Note - AI understands language but not actual words. Assessments often draw on learners use of language as a way to assess critical thinking etc. However, now AI able to do similar, making it a challenge to how we assess students. Observation of groups of low capability students have high use of AI but then do not learn :( High ability students learning AI progress quickly though. Improving understanding is the key, not just using it to replace the work learners have to do. Posits that presently, ChatGPT able to complete assessments at Level 3 but Bard and Bing able to meet Level 7 to 9 in some areas. Argues that all work is now group work. Need to assess learners' contribution to the group :) 

Challenged us to think about how we prepare learners? AI can be used to 'augment' so the combined AI and human effort requires assessment. Suggests assessments as 'motivational' which are agentic, intrinsic, relevant and covert - works with small groups of highly motivated learner. Authentic assessments must connect task/time to assess complex reasoning/thought. How do we roll out a new approach to assessment, especially when the future in the world of AI is still unknown. Encouragement to use AI as a tutor, supporting personalised learning 24/7 able to translate concepts to different levels, attain customised explanations and form chains of thought. If AI now a co-author, then author statements require being clear as to who had done the work and justification of not using AI now required!! We need to be the 'rider' of AI. Suggests flipped exams (it is the prompts, not the answers), AI to triage the work and rethink of what authentic assessments will look like. Finished with some thoughts on what may happen into the future (pessimistic). Shifting from clever words to caring people, need to be aware of the apathy epidemic (people who no longer have to think!). 

 The keynote is followed by a short presentation by Dr. George Slim, consultant advisor to the Prime Minister's Chief Science Advisor who speaks on 'a science policy review'. Provided a Aotearoa science perspective on how AI has changed (increased/accelerated) research - biology (DNA, viruses etc etc). Panel being assembled to bring together a report as to how to address the many challenges presented. Resources also being provided to archive contemporary thinking as the technology moves on. Government is just beginning work on implications and response. Do we ban it (Italy), leave it to the market (US of A). NZ Privacy Commission has begun to work on guidelines and resources. Important understand and manage AI. 

 

After morning tea, online presentation  from Dr Lenka Ucnik, Assistant Director Higher Education Integrity Unit, Tertiary EducationQuality and Standards Agency (Australia) provides the Australian context. Provided context and background of TEQAS - does not regulate on vocational education though but for higher education. The key messaging on AI is that it is here to stay. Can be an assistive tool for students (especially for those with disabilities), research and teaching. The main premise is to implement risk analysis management to maintain academic integrity. AI affects academic integrity and there are discipline specific processes. Important to ensure learners/students attain the skills to work with AI (see learner guide). Encouraged participants to think beyond the immediate and evaluate /plan / strategise towards the future. There are opportunites but also important to mitigate risks! and the ongoing work required to ensure the integrity of education. What is the most important objective of education and how can the affordances from AI contribute. 

 

Professor Cath Ellis from the University of New South Wales then presents on ‘the link between cheating and assessment’. Shared an observation from a student, generating a presentation using ChatGPT and attaining a good mark. Currently, learning is assessed with an artefact/performance - a proxy. Learning is embodied :) Assessments pitched at being 'just good enough'. At the moment, ChatGPT moved from producing work which as from just enough to good. What needs to be done and who does it now?  'Cheating is contextual and socially constructed' - example of ebook for commuting (good) but in the Tour D France (bad). There is a plethora of sites which allow support essay writing. 

We still need to ensure the authenticity of assessments, whose work is it when AI is available. We need to focus on finding evidence that learning has occurred, not why cheating has occurred. Do we need to assess some things many times?? Education's role is really about making sure our learners are able to weed out 'hallucinations' generated by AI. Conceptual frameworks on academic integrity and assessment security needs to be discussed. We need to champion those learners who are able to work and willing; and not criminalise students who are unable or unwilling. Bulk of energy needs to be in championing, not so much in criminalising. Encourage to focus on metacognitive rather than with content. Call for placing importance on critical AI studies. Check critical AI. 

 

Following on is ProfessorMargaret Bearman, Centre for Research in Assessment and Digital Learning, Deakin University (Australia) who presents on ‘generative AI – the issues right here, right now’. Presented on the short term implications and moved on to future. Defined assessments as both graded and non-graded, not necessarily marked by teachers. Assessments should not only assure learning but also promote learning. Educational institutions response to AI can be ignore, ban, invigilate, embrace, design around or rethink. Uncertainties around Ai include legal, ethical, and access. 

 Design around is probably the best option for the moment. Shared possibilities through ways of making knowledge requirements more specific - knowing your students, specifically requiring the assessment task to reference something that happened in class, designing more authentic assessments. Design to cheat proof assessments. Invigilation is costly, stressful, tests capabilities unrelated to task, narrow band capabilities and cheating still goes on. Rethinking invigilation may be one option - move towards oral, assessment of learning outcomes across tasks, invigilate only the common sorts of knowledge/skills. Need to rethink the curriculum to account for AI. 

Then Associate Professor Jason Stephens from the University of Auckland on 'achieving academic integrity in academia: the aspirations and its obstacles'. Covered what does it mean to achieve with integrity and why it is important, the obstacles to achieving integrity. Being honest is not (always) easy! students need help (somethings a lot) to achieve with integrity. Educators are obligated to design environments that mitigate dishonesty. Defined achievement of integrity as being hones and having strong moral principles and the state of being whole and not divided. Shared model of moral functioning in academia. Survey across 7 institutions in 2022 (before ChatGPT) reveals 15.1% of students use AI. Obstacles to achieving integrity include thinking as being costly, modern society moves fast and has high expectations, a culture of cheating is sometimes seen to be supported, through contagion effects and 'the power of the situation'. Harmful for well-being when students afforded opportunities for cheat, so important to maintain academic integrity. 

A local school based perspective is presented by Claire Amos, Principal | Tumuaki, Albany Senior High School and Kit Willett from Selwyn College. Claire briefly went through context of the school which has a well-established, well-embedded innovative curriculum model - tutorial, specialist subjects and impact projects. Approach to AI is to embrace its potential, rethink assessments. Use AI to reduce workload, support UDL and support learner agency and self-direction. Working through addressing ethical issues, teaching critical thinking and addressing plagiarisms. Shared examples of how teachers used AI - maths to generate practice tasks, photography to look for connotation and denotations in images, create quick worksheets etc. Also shared how students use AI - support design learning approaches and spending time to discuss how to use AI for good and not for cheating but as a coach :) Shared concerns of increase in more additions into a busy curriculum, the compounding of digital equity, and the need to support students to use AI in a critical manner. Summarised reflections - for example, what happens when we do not assess/rank/grade students?

Kit shared that there has been more plagiarism this semester than across the last few years. Students were briefed about the consequences but many still did not take the advise. Kit works in a school with more traditional approaches including using invigilated assessments. Shared challenges a teacher has to undertake to meet NZQA requirements. A more traditional approach! Shared how teachers could use AI to help lower their workload as well. 

 

Panels and forum occur after lunch.

 The first with perspectives on AI, convened by A. P. Jason Stephens,student association representative (four high school ākonga and two university ākonga), Claire Amos and Kit Willett. All acknowledged knowledge of AI, usually comes up more when assessments are handed out. Did not report on conversations with teachers as to how AI should be/or not used. High school students are cognisant of AI capabilities and will use it as a resource but know of others who use it to plagiarise. Student association representatives from higher education wanted better utilisation of AI to support equity in education and fairness with regards to invigilated assessments. Image-based disciplines need to really work on how to assess when there is so much available. AI use in creativity needs to be clarified - is AI augmenting or doing all the work? 

Banning AI will only make 'forbidden fruit' more attractive. People who want to cheat, will do it. Inequities are acerbated as students able to afford AI still advantaged. 

Good points brought up by all the ākonga. They are pragmatic. AI can support learning, however assessments are still a grey area. Interesting discussion ensued around what is learning, the role of technology in supporting learning, and assessment philosophies. Call to look at updating an archaic education and assessment system to reflect the technology affordances and what is the present and future social /work / industry environments. 

The second is the AI forum with the Aotearoa NZ perspective with Gabriela Mazorra de Cos as convenor and Professor Michael Witbrock and Dr. Karatiana Taiuru. Micheal overviewed 'Where are we going with AI?' As a country, we respond well to new developments. Summarised history of AI from 1940s and the current rapid improvement in its usability. Ran through pluses and minuses of AI. automate everything?? to free humans from mundane work. AI may be in the from of a organisational/consolidated form rather than as an individual form. Integration of natural and artificial intelligences with existing and new kinds of organisational intelligences need to be considered. Education will be about how to help learners become the best humans :) 

Karatiana covered 'how do we embed Kaupapa Māori ethics and culture from the outset?' Spoke about the opportunities to turn back effects of colonisation. Digital technologies and now AI confer affordances to support the revitalisation and increase in Te Reo and Mātauranga Māori. Argues all datum has Mātauranga Māori threaded through it, it is a taonga and must be used to empower Māori. AI is no exception. Still much to be done to ensure the integrity and ethics of how Mātauranga Māori is used. Important to plan towards the future to ensure ākonga are educated about Māori ethics. Also proposed the deployment of AI as personal learning assistants/tutors to assist with the shortage of Māori experts, but must be developed in association with Māori. 

Q & A ensued covering future possibilities as we are a small, generally well-educated country, to leverage off AI for the betterment of all. 

Then a provider response panel Associate Professor Jenny Poskitt from Massey University chaired by with Dr. Mark Nichols from the Open Polytechnic / Te Pūkenga, Kit Willett, Dr. Kevin Shedlock Victoria University and Sue Townsend from Le Cordon Bleu,  the Private Training representative. Mark posited that education is a way to treat ignorance and AI may enhance understanding. Both of these must be addressed with assessment. Four techniques, video practice, videoed randomised questions through interactive oral assessments, viva voce and then use of AI tutors. Video is now more commonplace and allow for interpersonal assessments. Interactive oral assessments are useful as one approach.

 Kevin argued that 'grey' aspects of life, where there are no 'correct' answers is something Māori find normal. The head of the fish can set the direction, but the tail and the body must also follow. Therefore, important to be collaborative when working with AI. 

Sue ran through context of Le Cordon Bleu. Impact of AI seems to be similar to schools and universities'. Three main areas, AI will impact on the types of work available; change inevitable for assessment practices and support facilitators to shift; flexibility and equity for learners have access. 

Kit(secondary school context)  reiterated that tamariki need skills going into the future. Spoke on personal growth, curiosity, intentionality and the challenges of assessing these. Rethinking assessments is a key - reducing assessments and ensuring they are more focused. 

Q & A followed. 

The workshop closes with a panel on ‘reflections’ with AP Poskitt and Dr. Grant Kinkum, CE of NZQA. Jenny summed up the day's discussions with the rise of AI and its many implications. Education which engages is truly a great experience. Rethinking, redesigning are required to leverage off AI to address equity, inclusion. Human being requires reciprocity, empathy and relationships. Ethical challenges are posed by Ai and to move forward, dialogue is required to create new ways of doing. 

Grant thanked presenters and participants and encouraged the conversations to continue. A whole of education required to reap the advantages of AI and meet the challenges. Collaborative work between ākonga and kaiako and the system at large required. Summarised the important themes across the day. Learning content, skills etc. less important than ensuring our ākonga attain the cognitive, evaluative and critical thinking to be agile/flexible as AI continues to evolve. The purpose of education is just as important as assessment design. Encouraged ongoing work as we move through into the future. 

Lee closes the symposium with karakia. 

Life long learning - podcast - Singapore's SkillFuture with Dr Gog Soon Joo

This came through Soon Joo Gog's linkedin post. She participated in a podcast from the 100 cases of lifelong learning for the workplace series.

This podcast with Soon Joo, focuses on Singapore's SkillsFuture which represents a case study of a country's strategic response to the many challenges posed by the future of work on citizens. 

 Skillsfuture brings together individual incentives to all Singaporeans and organisations, to enable them to upskill, reskill, or just stay on top of rapid advances in techology. The government funded holistic response includes not only information and incentives but also does the work to maintain skills frameworks through on-going research on skills demands. There is access to the skills and training advisory for individuals and organisations. For individuals, information is organised into early and mid-career initiative to inform and augment current and future skills. 

Future of jobs report 2023 - World Economic forum

 The World Economic Forum released their annual Future of Jobs report. 

The key findings make for interesting reading with no great surprises. The impact on technologies is high. Large corporates involved in the survey, predict 23% of jobs will be caught up in the 'churn' as some jobs become obsolete. However, the effect is for a net positive, i.e. that technologies will create more jobs than those which are lost. However, it is still up to the individual to re-train, move horizontally etc. to ride out the turbulence.

Greatest job growth is driven by technology, digitalisation and sustainability. Declining jobs are also affected by the same drivers and include clerks in data entry, ticketing, postal services, cashiers etc.

There is predicted large-scale growth in education, agriculture, digital commerce in trade. Analytical and creative thinking are now core skills. Also included are the self-efficacy skills - resilience, flexibility, agility, motivation and self-awareness, curiosity and lifelong learning. Dependability and attention to detail have risen into the top 10. Perhaps these reflect the post-pandemic era as people adjust to a new normal of physical engagement with workplaces after several years of 'work from home' arrangements and disruptions caused by illness. 

Given the above, an estimated 44% of work skills will be disrupted in the next five years as increased need for cognitive skills grow. However, core corporate upskilling strategies are not aligned to these needs. Investment in learning and on-the-job training seen to be essential. With almost 1/2 of companies surveyed indicating the need to invest in skills training for their workers.

All in, the effect of AI's prominence and capability, signal the rapid change facing the current workforce. Companies with the means, and capability to advance, reap the immediate and future benefits. 

FLANZ presentation on impact of AI on online, flexible and distance learning

Notes from today's   'AI is here to stay: Its impact on online, flexible, and distance learning', offered by FLANZ (Flexible Learning Association NZ) in partnership with EdTech NZ and as part of TechWeek here in Aotearoa.

Panellist include  Dr. Rebecca Marrone, Dr. Mark McConnell, Shanon O' Connor and Dr. Truman Pham with facilitation from Bettina Schwenger. 

Shanon O'Connor from Tōnui Collab starts things off. Shared experiences as to how to provide equitable access to Māori, especially with those who live in rural/isolated areas and those currently affected due to damage to infrastructure from the Cyclone. AI could be useful in providing personalised learning. At the school level, some are finding AI challenging. However, digital inequity is also an important first step as without hardware, capability/ adequate digital literacies, AI tools are not accessible. Cautioned on the use of AI which, due to its underlying epismological sources, can be biased for non-mainstream cultures. Māori digital sovereignty is an important aspect to keep in mind (see work of Dr. Kariatiana Tainui). 

Dr. Mark McConnell shared reflections from a 'front-line' university teacher. Background with all all University of Auckland exams are now online, with most being open book and submitted online. The immediate challenge is how to work through students using AI and how to find out if students actually has the knowledge and skills to complete the assessment. Found that Chat GPT scored well on first year assessment questions (multiple choice and short answer for legal questions). Borderline for year 2 questions but failed with complex legal issues and concepts. Case studies, legislations etc etc often made up by ChatGPT!! but seems to have improved over time. Responded by putting all questions into ChatGPT, and reworking questions where required. Discussed the challenges with large numbers of students, to detect AI content and how Ai tools do not always provide opportunities for students to learn essential thinking skills. Shared guidelines (as decision made not to ban Chat GPT): use at your own risk, need to verify accuracy of answers, academic integrity and no expectation to use it. Strategies to use to: include using images, integrate ChatGPT into the question to evaluate what has been produced for authenticity, validity etc. 

Dr. Truman Phan from AcademyEX next with discussion on the approach taken with students, to ensure they are attain all aspects of digital, including AI literacies. AI needs to be used with responsibility but also ensure inclusive and equitable for all. Digital divide is very real. As with Shanon's presentation, first steps to ensure digital equity needs to be attained before engagement with AI is possible. 

A recording from Dr. Rebecca Marrone from the University of South Australia followed. Provided an example of an adaptive learning platform, which is also mediated with AI. Learning is personalised or differentiated as they move through the platform. Discussed ethical considerations with regards to learning analytics. Presented on opportunities for both learners and lecturers/teachers. 

Q & A followed. 

Horizon report 2023 - overview

Not too many surprises in the latest Horizon report for teaching and education. 

As per usual, the report begins with horizon scanning of the various social, technological, economic, environmental and political trends. The effects of the pandemic will be a key influence across the coming years. Hence, the rise and integration of digital technologies into work, education and society, have now become mainstream. 

The key technologies and practices distilled include AI-enabled applications for predictive, personal learning. The increasing sophistication and acceptance of generative AI. The blurring of boundaries between learning modalities. The increase in deployment of hyflex and microcredentials. And the increasing need to support students' sense of belonging and connectedness when learning is distributed, delivery is multi-channel, and multimodal.

Speculation on the scenarios for growth, constraint, collapse and transformation is presented. The report predicts growth of digital technologies for teaching and learning, constrained by the effects of climate change, with possible collapse of traditional long campus-based undergraduate education, and the challenges for the transformation of education to incorporate AI, flexible learning and personalised education.

A series of implication essays then provided to encourage discussion on topics including learning spaces, equity and accessibility, digital connectivity, adult learners, innovation in research and learning, faculty challenges, and under-resourced institutions.

All in, summation of where things are at, in a post-pandemic world wrestling with social, economic and political fall-out from the uncertainties of several years of disruption. Changes in education move at glacial speed but the pandemic showed that it is possible to shift rapidly when required. What is needed now is to work out what of the emergency changes could be retained, how to leverage off the improved capabilities of faculty, and reengage students', now used to several years of disruptions and changed delivery. 

International Handbook of Lifelong Learning (3rd edition)

 The Third International Handbook of Lifelong Learning, edited by K, Evans, W-O, Lee and M. Zukas and published by Springer as a 'living reference' contains 63 chapters. The two previous volumes were published in 2001 and 2012 respectively, meaning the series is a good overview of how lifelong learning, adult education and continuing education have evolved across 3 decades.

The chapters cover topical issues including lifelong learning's contribution to helping humans ameliorate the effects of climate change, country reports / perspectives on lifelong learning, research focuses and issues, neuroplasticity and adult learning, migrants and refugees and the importance of lifelong learning in helping them resettle, digital technologies and industry four, importance of indigenous knowledge, and accommodating sexual and gender identities in societal, cultural and lifelong learning contexts.

All in, chapters provide contemporary overviews of issues, challenges and recommendations to support, extend and viewpoint lifelong learning's importance and application. 

AVETRA - Day 2

 Day 2 begins with a welcome to Country. Dr. Lizzie Knight provides a overview of Day 1 and introduces the first keynote.

Keynote 4 is with Dr. Geethani Nair, the Chief Innovation Officer with Digital Skills Organisation. She presents on 'building a resilient workforce: The critical role of prioritising skills in VET'. Overviewed the Australian VET sector and its challenges; need to innovate at VET for dynamic industry demands; and opportunities on the horizon for the sector. Reminder of how VET covers community-based adult education, private RTOs, government and non-government enterprises,  TAFE, VET in schools etc. Some perspective of VET as broken but perhaps it is crumbly - fragmentated, eroded, dysfunctional :( The introduced a case-study from Sri Lanka. Has less than 1% of government budget in VET, in the bottom 20% for labour market efficiency and low in quality of education. Skills shortage etc. with low productivity, mainly in low/unskilled occupations and 1/4 of population employed overseas (majority in low skill occupations). In contrast, Australia focuses on VET are to assure active citizenship and community engagement; opportunities for under-represented groups and an inclusive and equitable society. Challenges include declining enrolments, low completion rates, employer satisfaction could perhaps be higher, student satisfaction quite high, and quality indicators indicate 20% could do better, and funding forecasted to decline. 

There are increasing skill gaps due to changing landscape of work and rapid technological advancement. To keep out requires agile and responsive skilling sector, new pedagogical models and teacher capability. Innovative VET needs to 'hit the industry bullseye', maximise relevance an transferability, and ensure mobility of skills. Adopting a skills-based approach (skills taxonomy) one way - from transferable skills across roles and industries, skills analysis of workforce, clustering for maximising tranferability and mobility, and skills development reflecting the evolving demands of industry. Application over acquisition, skills standards into clusters, skills developed close to action and skills for jobs - stackable, accreditated + non-accreditated. Explained skills pathways to job roles - pathway to job, job specific skills mapped to credentials/micro-credentials, blend accreditated and unaccreditated micro-credentials, training delivery could be skills, competency or curriculum based. In doing, learners are helped to stay ahead, have the ability to stack job roles, align micro-credentials to full qualifications, have rapid adaptation. Case study of cyber analyst role with alignment to digital skills standards. Curriculum with cyber core (info security, security infrastructure, security ops), cyber assessment, and cyber development. Completed through work-integrated learning. Shared mapping of digital job pathways. Opportunities to improve, increase, enhance, strengthen, improve and increase various key platforms of VET. 

Keynote 5 follows with Professor Rae Cooper who is the Professor of Gender, Work and Employment Relations at the Australian Research Council - University of Sydney Business School, presenting on 'ceilings, walls, floors and gaps: The architecture of gendered inequality in work'. Gender equity also related to equity for all others. Overviewed the architecture of difference and discrimination; the gap between aspiration and practice, and meeting these needs and filling the gaps. The pervasive and enduring architecture of gendered difference - stratification (glass ceilings), segregation (glass walls), undervaluation and bad jobs (sticky floors), hours disparity (paid/unpaid work), 'bad flex' (good flex is in short supply), and disrespect (harassment and bias still pervasive). Over 40 years, women stay in the workforce (post child birth) at high rates (40% return in 1960s and 80% now). Australian women best educated in the world, than at any point in history and better educated than men -50% now have a degree. Women at work want respect, security, decent pay, balance between work and care and flexibility. However, there is still a gap between what respect, security, work balance (53% gap) flex they want and what then would like going into the future and there is still a gender pay gap. Australian women are educated, engaged and ready to participate. However workplaces are not yet meeting their needs. Mutual benefits for women, government and business from filling the gaps and dismantling the gendered architecture.

Concurrent sessions begin after morning tea.

I present on our 'mobile learning' project with 'Applying mobile learning towards digital inclusion for vocational education learners'. The data comes from a study with Alan Hoskin to find out how trades students coped with the pandemic in 2021, the devices they were able to access, and their experiences of remote/emergency learning. As with other studies going back 2 decades, mobile phone ownership predominated amongst the participants. Yet, our LMS is PC/laptop centric, making the mobile learnning experience, much less fluid and userable. Therefore, there is still a need to design for mobile learning, in particular, holistic design across all facets of learning - communications, student support, pastoral care, learning activities and assessments, to assure a consolidated mlearning experience. 

Then Kylie Taffard from the ConCove presents on 'constructing women: investigating the influences on career development educators when advising young women on construction trades' and overview of her PhD thesis. Summarised research process - to understand trades academies and gendered occupations - with constructions trades as the context. Detailed her model - the opportunities and influences of gender socialisation and stereotypes; occupation stereotypes and segregation. These impacted on learners career decisions; career development educators focused on student interests; trades women also appreciated sympathetic career development support. Theory of career choice assumes self-efficacy but if this was tapped on, career choice much more aligned. Perceptions of the industry played a part, some saw the need to leave their femaleness to enter a male dominated industry. School culture contributed to perceptions of how to behave as a female and peer values often can be challenging. Family connections often helped pave the way into the industry. Career developers often had to help young people mediate their career aspirations with family expectations. Need to ensure support provided to young people if they pursued non-traditional career choices. Career developers themselves had challenges, working with other teachers who had biases with regards to gendered career choice, having to work through too much information on the range of careers available, heavy workloads, lack of support from school leadership etc. Summarised recommendations. 

Followed by Professor Antje Barabasch, from the Swiss Federation University of VET, on 'how industry responds to new challenges for training apprentices in Switzerland'. Overviewed the school and VET system, with 70% of school leavers selecting - from a wide choice of options - apprenticeships as a post-school education option. Detailed the apprenticeship training process - in-company training, training centres and industry training (to cover the gaps). Summarised a project on 'innovative approaches to apprenticeship training'. Rationale is the changes in work and new conditions for work and learning. Across 6 years, 7 industry case studies have been derived- telecommunications, public transport, postal service, retail, pharmaceutical etc.  Stressed the need for 'transversal skills', support learners' enthusiasm and motivation and the roles of relatedness, competence and autonomy to support these. Shared innovations and examples to extend apprenticeship through mobility and exposition; responsibility and entrepreneurship; preparatory course and special training, and supporting creativity. Recommended conditions for success in innovations in VET - management commitment, leadership, trainer autonomy, openness and flexibility, culture shift, time for evolution to take place, and support of intrinsic motivation. There are challenges as well - apprentices' focus on social aspects, work environment is competitive, and stress and authentic learning at work. 

After a working lunch with the research dissemination sub-committee,  three presentations follow:

Dr. Warren Guest on 'VET learners as curriculum co-designers: examining the realities, opportunities and prospects'. Focused on curriculum design process and how apprentices see themselves in the process. Apprentice case study shared for exemplary and not as model workplaces. On paper, the enacted curriculum and training plans spell out things to be accomplished. However, workplace sub-cultures, apprentices' agency, expansiveness or restrictiveness of workplace etc. mean consistency between workplace/ learning sites will always be variable. Suggested the co-designing of the curriculum especially with regards to mode of training delivery (on/off job, who with, decision based on cost/time/availability), the structure of training delivery (how long, when, where), assessment arrangements (to work for apprentice), elective units (or relevance to the apprentice aspirations) and competency based completion timeframe (negotiated / flexible). Training plans, although supposedly apprentice-led, now mainly employer-led. So what is the apprentices' experienced curriculum? Investigated apprentices agency and understanding of the process. Development of occupational and vocational identity is important to establish the motivations and direction for their apprenticeship journey. For the experienced curriculum, apprentice knowledge augments engagement, off the job develops vocational belonging, gradual skills development leads to deeper knowledge depth, business needs prioritised over learning needs, and learning preferences are rarely considered. 

Then, John Blake from Eastern College Australia on 'engagement strategies that support retention of learners in higher education'. Model of student as being central to education. The class (teachers and peers) are wrapped around to provide immediate support and whole of school also required to provide positive support as well. Study to address high attrition rate of student with external students even more likely to withdraw. Summarised reasons for attrition and a content analysis to unpack solutions. Affective categories (mentor, support, belonging, communication, teacher-presence, feedback, collaboration etc.) seen to be most likely to assist. Multiple strategies, as all these categories intersect and intertwine, synergised to the context, useful as interventions to improve engagement to prevent attrition.

Last presentation from Dr. Karen O'Reilly-Briggs who presents on aspects of her ISS fellowship - report now published -  with 'VET school teachers in Norway and Finland: what Australia can learn from Nordic models of VET in schools'. Briefly summarised backgrounds of Norway and Finland - from an educational perspective. In Finland, Universities of Applied Science provide more practice-based education, school-based VET has improved prestige and young people view VET positively with 50% of upper secondary school students study a VET pathway. VET teachers must be qualified before teaching, and only a fraction of applicants able to enter the programme. For Norway, school VET integrated into general education. 51% of students are VET students and 80% on 2+2 which includes two years of school which is generalised and two years of industry-based learning. Two pathways into VET teaching - 3 year Bachelor or practical pedagogical pathway (1 year plus 4). In both countries, VET teaching well respected, have VET streams in schools and require higher qualifications before entry into VET teaching.

Panel discussion on building institutional research capability, chaired by Professor Michelle Simon follows afternoon tea. Panel includes Professor Sarojni Choy (Griffith University), Professor Michelle Simon (Western University University), Professor Stephen Billett (Griffith University), Dr. Henry Pook (Holmsglen Director of Centre for Applied Research and Innovation) and Dr. Joy De Leo (Manager, Research and Data Analytics, NCVER). Each shared their perspectives and recommendations as to how to build research capability in their own context. 

A plenary session closes the conference. 

Overall, a good re-acquaintance with conference presentation and networking. The conference committee was able to bring in a good range of keynotes, updating on important aspects of Australian VET policy. We need a similar event in Aotearoa NZ :) 

AVETRA - Day 1 afternoon

After lunch, Keynote 2 is presented by Associate Professor Peter Hurley, Director of the Mitchell Institute based at Victoria University. He speaks on 'Measures and meaning: Diagnosing policy challenges in the VET sector'. In Australia, the VET sector, as with many other countries (UK being a prominent example), have been subjected to continual change. Reforms introducing contestable funding 15 years ago created extensive confusion, radical change, and continual challenges. Misunderstanding between, without and within the VET sector has led to implementation of reforms which no one has a common language/understanding of!! Policy makers need to be able to interpret what VET understands and how these are interpreted by government, funding agencies etc. Used the example of how VET students are counted, revealing diverse numbers and divergent stats on whether the numbers have increased or are decreasing. Qualifications, outcomes, grades, marking etc. etc. all have different ways to interpret their 'results'. These 'results' often tied to a person - their accomplishments, qualities, accreditation, competence etc. these measures are commensurable and do not decay, have a memory and create the possibility of exchange (i.e. qualification = acceptance for a job = individual 'gain'. Reminder that embodied skills is different from a representation of a skill. Returned to policy measures with examples of relevance to VET - contestability, more units completed = more skills attained?? does what is 'purchased' equate to actual hours of learning? Concludes there is a risk of atomisation due to way all of these outcomes are valuated. Therefore, a better way to 'count' needs to be created; all measures are constructions - relational and perhaps not realistic; education experience that can be valuable may be lost, crowded out due to the 'measures'; VET sector risks being hollowed out; and important to look behind what has been the result (which has not been successful). 

Then a panel discussion on chaired by Kira Clarke on 'Policy, place and partnership: The interoperable tertiary system'. Panel included Jenny Dodd (CEO TAFE Australia), Jenny MacAffer (CEO Adult Learning Australia), Dr. Don Perlgut (CEO Community Colleges Australia), Felix Pirie (Deputy CE Policy and Research, Indepedent Tertiary Education Council) and Liam Sloan Deputy CE Federation University and CEO of FedTAFE). Each provided perspective from their context on the connection (or not) between policy, place and partnership and suggestions as to how these may be improved, enacted and more effective.

Keynote 3 is with Professor Pi-Shen Seet who is professor of entrepreneurship from Edith Cowan University. He presents on 'Disruptive technologies, Industry 4.0 and their impact on the Australian skills and training system'. Provided background to his project on the changing world of work. Will robots take my job?? try this site to find out - uses USof A statistics. Technological change is an engine for long run economic development. Mckinsey's 12 disruptive technologies provide a guide to the items with greatest impact. The fourth industrial revolution poised to create rapid and radical changes in social/economic developments. Drivers and impacts of industry 4.0 uneven across countries, dependent on their mix of industries, workforce capability, demographics etc. So are there more threats or opportunities? Shared and summarised a range of Australian reports, generally 30% new jobs with lost of at least 10%. Many type of work will be impacted, again, with spikey effects, dependent on job tasks composition. Summary in NCVER report - 2018. Shared opportunities for further research - how are VET providers meeting the skills for Industry 4.0? How are new collaboration entities meeting education and training KPIs? Ongoing disruptive technologies and their impact on VET. 

The afternoon's concurrent sessions then begin.

First up, Ramesh Radhamony on 'Nursing education to enhance culturally and linguistically diverse (CALD) community access to mental health services: A scoping review'. Summarising a paper published in 2021. Considering immigrants and the refugee populations have high risk of mental health issues, enhancing health workers' knowledge regarding mental health service provision and cultural responsiveness can reduce health disparities. Scoping review completed to try to find out what could be initiated, how effective these are, and their impact. Summarised methodology to undertake the review including the inclusion/exclusion criteria for the scoping. Shared themes, limitations, gaps in the literature and discussion points. Good overview on how to conduct a valid review and how to bring some of the findings into practice. 

Last presentation of the day with Professor Stephen Billett on 'localised decision making and enactments: Engaging individuals, communities and workplaces in vocational education'. This follows on from presentation made earlier in the day. VET has been perenially challenged by poor standing, but requirements to meet specific needs. National mandates may not always fit well into all contexts. Overviewed the many projects undertaken to try to understand workplace/organisational learning and VET education provisions. The centrality of context and localised processes often made a difference. Being locally responsive is not sufficient. VET also needs to realise change by encouraging and supporting innovation.

Rationalised the importance for VET to meet local communities' needs. Connected the focuses of VET to the needs of the local community. Shared the findings from a 2022 project in how local actions may assist. Engaing conditions need to be made visible. Work needed to be fulfilling. Support required along with relevant education. Three ways to help young people learn about work include visits and walk-throughs, information sessions from experts and workplacement / internships. Additional support to ensure young people able to attend, whole community engagement and school-based provisions are also important. Assisting young people to identify suitable occupations also important including engagement with parents, visibility of the occupation etc. Specific strategies include social partnerships with local schools, tertiary education and enterprises. Initial occupation preparation also important but must be contextualised to context and individual needs. Local strategies through building local relationships coupled with local decision-making can be effective. CET programmes need to also follow similar strategies, responding to local needs. Initiation and development of workplace innovations can draw from communities. Local educational infrastructure and governance often work if they are provided sufficient support, and resourcing.   

AVETRA AGM runs before the conference reception and presentation of awards. A long but interesting day.

AVETRA - Australasian Vocational Education and Training Research Association - Conference - DAY 1 morning

 Finally able to get back to f2f conferences :)

This year's AVETRA conference is being held in Melbourne with streaming online of keynotes etc. and some presentations.

The day opens with sharing of the welcome to country from yesterday evening's welcome reception and introduction to the conference's themes by Kira Clarke, AVETRA president. 

Keynote 1 is from Professor Peter Dawkins, the interim Director for Jobs and Skills Australia (JSA). He speaks on 'job and skills Australia: Expanding the evidence base to inform skills needs and strengthen the VET sector'. Began with some overview of the various 'authorities' tasked with working out the job and skill needs for Australia, their roles and responsibilities and contribution to informing the National Skills System. The conceptual map means the National jobs and skills roadmap informs strategic activity, in turn driven and connected to labour market skills analysis (to expand the evidence base) and all trying to come to grips with the complexities to enable better decisions. Overviewed the range of programmes, projects and products and detailed 5 JSA papers relevant to VET. Shared statistics on mobility of learners (remote/regional learners tend to access local programmes); jobs in demand (nurses, aged care etc) and the categories of these shortages (including 'quality gap' -enough applicants but not of sufficient quality; skills mismatch). Reported on work in progress to expand the VET evidence base - VET national data access and Registered Training Organisation (RTO) typology. JSA is relatively 'new' but working hard to provide sufficient evidence base for better decisions for learners, employers, industry, providers etc. 

A ministerial address from Minister Brendan O'Connor follows. Thanked researchers for their work which help inform on how policies etc. impact on communities. Supported the importance of VET to Australia. Skills shortages creates challenges and also opportunities. Announced increase from Commonwealth to all the States to fund VET, to enable more inclusive VET so all Australians are able to skill up and contribute to the occupations which are experiencing shortages. Reiterated the importance of research to inform how these initiatives impact where they are targeted and how they can be improved to provide better solutions. JSA created to provide stronger evidence to inform future development of VET. Support for sustainability/green jobs to help Australia meet carbon zero targets. Care and support sector also prioritised. Support provided to lift the status to VET and also the number of VET researchers. Suggested opportunities for research - understand why half VET learners do not finish; getting more women in to male dominated occupations; 4000 RTOs and how to assure quality and consistency and how they operate, business models etc; how to extend TAFE and what does it look like into the future; and high quality VET workforce required. Evidence informed actions needed in these. 

The conference is then officially opened by Craig Robertson, CEO for the Victorian Skills Authority. Updated on Victorian education space; detailed underlying principles to think through VET; and how the new world of collaboration across VET. Helped to 'connect the dots' between federal and state requirements - moving away from national compliance etc. towards impactful implementation that works at the state level. 

After a short morning tea, presentations then follow across three streams: Challenges of our time, challenges that lie ahead and challenging times.

Notes of presentations I attended follow:

Associate Professor Gary Husband on 'revealing challenges faced by further, adult and vocational education providers through a detailed study of college governance in the UK'. From the project - Process and practices of governing colleges of further education in the UK: Uncovering the complexities of governing - a large 3 1/2 year project. Shared the range of research questions which revolved around the role, and relationships, practices, processes, strategic decision-making, accountability and aspirations and enactments inherent in the governance of further education colleges. Summarised research method which used observations of board meetings, interviews with key players and desk research of governing body paperwork. Then ran through context for the study. One of the rationales was that 45% of colleges were at financial intervention and guidance on governance was seen to one solution towards improving viability. Then summarised findings: non-standing items were key components which often did not receive sufficient attention. Outlined the policy churn and related impacts caused by Brexit and the pandemic which became crucial focuses for college councils, and the impacts of constitutional changes and financial pressures. National economic drivers and funding foci also impact on outcomes and experiences of learners. Concluded that colleges could respond to external factors, both positive opportunities and difficult challenges presented, colleges need to be able to respond quickly especially given the significant future changes. Also shared future work. 

Then Professor Antje Barabasch on 'Radical institutional change - the transformation of the New Zealand VET system'. Data gathered across 6 months in Aotearoa whilst working on another project. Worked on finding how NZ VET works, how is work integrated learning facilitated and what innovations were availed? Interviewed 60 people - government reps, managers, lecturers, industry, students and apprentices. Detailed the profound changes - see book for more detail. Summarised some of the challenges possibly inherent in the new system caused by creation of new entities. Then discussed the various institutional change theories which need to be drawn on to assist the shift of the sector into newer system. Ran through some of the characteristics and justifications for radical change - the market, externalisation, economic, organisation and social inclusion arguments. Compared apprenticeships in Switzerland and Aotearoa NZ contexts. Range of programmes from foundation to post-graduate post a challenge for VET providers i.e. Te Pūkenga. Discussed what may happen - continuation of RoVE; possible reversal as proposed by currently opposition political party; and delays requiring compromises. Encouraged development of VET research, especially to study the system, its efficacies and future possibilities. 

Professor Stephen Billett presents on 'Vocational education futures: purposes, processes and practices'. New challenges are being presented with current increased in geopolitical tensions leading to the need for national self-sufficiency. Development of further adaptable occupational capacities enabling problem solving and to initiate and secure workplace innovations and to remake their occupational practices. Reviewed the personal capacities required - canonical occupational knowledge, situational competence, adaptability. Workplace contributions include ability to innovate and maintain sovereign capacity. Focuses for VET future - assist identifying of occupations which suit; initial occupational preparation; continuing education and training; informing and engaging young people in VET and occupations; and initating and enacting workplace innovations. Without adequate interest and engagement by sufficient numbers and kinds of students, VET occupations' future is perilouf; personal and institutional investments wasted, initial occupational preparation needs to promote adaptability as a foundation for future applicability; CET provisions aligned to working people's needs. 

Therefore need to enhance engagement in VET as a worthy education sector; assistance in identifying 'suitable' occupations; initial occupational preparation needs to include occupational adaptability; educational processes promoting adaptability; provisions for CET needs to be accessible, flexible and responsive; possessing lots of work experiences, making it relevant and engaging. Workplaces provide access to knowledge required for both occupational capacities and situational performance. Initiating and enacting workplace innovations needs to be supported. Therefore localised engagements important and the need to promote learner agency and engagement. 

Followed by Dr. Don Zoellner on 'Optimising Australia's conceptually confused National Training System: One economic option for post-market VET'. Went though with an analysis of the VET policy trail in Australia. Understanding how policy has been made in the past informs what might be possible post-competitive markets with optimisation of a system rather than contestability amongst thousands as one solution. Declining VET markets is part of the market cycle. Applied Foucault's archaeological era discourse analysis to understand the discontinuities. Warns of conceptual confusion, especially in VET research. Multiple realities exists, requiring 'field experts' to interpret into various contexts. Proposed six maps of the notional national VET system and discussed each chronologically with their impacts. 

Lunch provides good opportunity to network and catch up with many across the AVETRA community. 

AVETRA - workshops

In Melbourne for the first f2f conference since 2019!! The Australasian Vocational Education and Training Research Association runs across 3 days, beginning today with several workshops.

Kira Clarke opens the workshops with a welcome to country and an overview of AVETRA.

Workshop one is with Rakesh Saha who presents on phenomenon-based learning (PhBL) which arose from an ISS scholarship visit to Finland.

His workshop began with defining PhBL, the advantages, how it is implemented in Finland and how this can be implemented. PhBL is a pedagogy that encourages students to explore a phenomenon which could be a topic, an event etc. The pedagogy encourages holistic, interdisciplinary, personalised, collaborative, enquiry-based and hands on learning. Of note that Finland, already considered having a successful education system, is working at initiating and promoting PhBL as it prepares learners for the future. PhBL helps promote well-being but also gives student agency, improves critical thinking, collaborative learning etc. and greater pedagogical flexibility for teachers. In Finland, 7 transversal competencies are identified: Thinking and learning to learn, cultural competence, taking care of oneself, multiliterarcy, ICT, working life skills and entreprenuership, and participating, influencing and building a sustainable future.

Then Professor Sarojni Choy and I facilitate a workshop on publishing in the International Journal of Training Research, of which we are co-editors. We went through the submission, peer review and publication process and worked with the participants to draft a plan for their paper and provided resources to write an abstract.

The third workshop on 'making a transformational difference: Steps to address inequity in VET' presented and facilitated by Kit McMahon and Sally Thompson, convenors of Women in Adult and Vocational Education (WAVE). The workshop sought to scope out and explore inequity in VET; discover what role VET has to address inequity; and learn the evidence and practice through applying a gender lens. Activity involved selecting a card which represented self and another representing inequity. These formed the basis of conversation through the session. Individual's presented their perspectives and these collated on flipchart. Brought the many contributions into discussion on the Gender Equality Act (Victoria) - implications, challenges, actions and ways forward. Many items still to address - gender pay gap, sexual harassment rates in workplaces, domestic violence etc. continuance of gendered occupations. Need to not be gender blind or perpetuate inequality. Research should create equity, not just find out that it exists! Define the issues and assumptions, understand the context of your policy/programme of service, create and define options - analyse choices for equality, and make the recommendation or case for adoption for intersectional gender equality.

Fourth workshop is with Carmen Basilicata who is Executive Director for Market Performance and Engagement at the ASQA. She overviews the self-assurance process to focus on quality and continuous improvement. Ran through update on ASQA and the broader regulatory reform. Focus is on provider self-assurance. Details of the draft co-designed model presented. Summarised the items required in provider annual declaration of compliance. Some similarities to the NZ system, principles and objectives are similar but processes are 'local'. 

A welcome to the conference reception followed.

UNESCO report - AI, ChatGPT and higher education

 A general introduction to AI and ChatGPT released in April by UNESCO.

Provides  'start up' instructions and then progresses into suggestions on how to leverage ChatGPT to encourage critical thinking, along with implications. Table in page 9 and some suggestions for its use to support research are useful.

OECD report - Is education losing the race with technology?

 This OECD report makes for interesting and challenging reading. The report surmises that in a few years, AI would be able to surpass most humans if it was to take the OECD Survey of Adult Skills (PIACC). By 2026, AI would be able to solve the literacy and numeracy tests and its results would exceed that of 90% of adults in literacy (gulp) and 57-88% in numeracy. 

At present, literacy and numeracy skills are used daily by large sectors of the workforce. What are the implications, when AI is able to perform these tasks? The usual recommendations are for education systems to strengthen foundations skills for students and to also ensure 'AI' literacy becomes part of the curriculum.

The report is a warning for all educators, to not ignore the increasing capabilities of AI. Instead of avoiding the technology, educators need to become AI savvy, to understand the strengths and limitations of the technology and to be able to help guide their learners, towards using the essential human skills of communication, critical thinking and problem solving to be able to work synergistically with AI.

Augmented Education in the Global Age

 Augmented Education in the Global Age is a topical book, providing good overviews and discussion of the implications and impact of various technologies on education, in particular the role of artificial intelligence (AI) and how it will disrupt education as it is now framed.

The book is published by Routledge, edited by Daniel Araya and Peter Marber with parts available as 'open access'. I read the copy lodged as an ebook in the institutional library. 

The book is divided into 3 parts with 17 chapters.

An introductory chapter by the editors, summarises each chapter.

Part one has 6 chapters on 'augmented work in the global age'

The first chapter 'augmenting human intellect: A conceptual framwork'  is a reproduction of D. C. Engelbert's 1962 seminal report which has influenced many major players in the IT industry.

The second chapter by J.M Fung and S. Hosseini, connects AI to a context of new education for work as proposed by the UN Sustainable Development Goals. Of note is the claim that the lifespan of some contemporary occupations is becoming shorter, falling to around 5 years! with many having to re-invent their careers 8 times across their working lifes.

In the next chapter, M. Chui et al. (Mckinsey research team) define the 'bio-revolution' and how AI contributes to improving healthcare, food production and alleviate climate change.

The fourth chapter, J. Gregg, proposes the economic and employment opportunities for the 'Cosmos economy' and the role of AI in augmenting deep space research.

Next, Columbia University's Climate School inaugural dean, R. Defries advocates for the shift to a new curriculum towards multi-disciplinary approaches to address the many challenges posed by climate change etc.

Chapter six by E. Brynjolsson discusses the question of whether machines will increase productivity and lead to more leisure for humans or drive greater social inequality. Should AI be used to automate or to augment is the key question. History shows us that automation is often where economical focuses lead to by augmentation is actually, in the long run, much more humane and sustainable.

Then a collection of 6 chapters on the impact of AI on education systems.

Chapter seven by A. Papaspyridis and J. La Greca, provides contemporary examples from the HE and school sectors in the US of A on how AI in curriculum design is used for student 'training, grading and special needs education.

Then a chapter by K. Shiohira and W. Holmes, reiterating AI as a tool which is in on way perfect. AI outputs can be biased and inaccurate and ethical issues require addressing before AI is implemented.

In Chapter 9, A. M Paul advocates for the merging and partnership of digital and human smarts as a way to inform curriculum development.

J. Burmeister addresses the question in the next chapter, of what will happen to human lives when it is not dominated by work and the kind of education required to allow for this to occur. 

Chapter 11 focuses on HE, whereby P. Marber argues for HE to focus on creativity and problem solving.

Then D. Araya and M. A. Peters discuss the global implications of AI on learning, using the influence of China's belt and road initiative as a case study.

The last section focuses on policy planning for the augmented future.

Chapter 12 overviews China's AI policy and provided examples of how AI is applied towards the country's education system.

Then the next chapter, looks at the US of A response and how it needs to be better poised to deal with the challenges posed by AI on education.

In chapter 15, I. von Weitershausen of MIT, comparing German and American responses, highlights the well-known mismatch between the needs of employers and industries and the skills of workers.

T.Wadhwa provides another perspectives from India. In particular, how India must address the disparities within its society to assure the betterment of all its citizens into the future.

The last chapter, revisits the concept of Universal Basic Income (UBI) as a measure to deal with the predicted large scale disruptions.

In all, the first two sections are useful in providing meso viewpoints on how AI impacts society and the role of education in addressing the challenges posed by the rise of AI. AI could be a solution, helping humanity through augmentation of our biological intelligences, to alleviate the many 'weaked' problems faced by the world. Yet, AI may also be applied to creating unrest, wrought by its impact on how work is currently enacted. Therefore, it is important for all countries to think through implications and work at the macro policies which frame how AI contributes (or not) to individual countries' development.

The importance of writing in an AI world

 In this article, the importance of learning the skill of writing, is supported. Not only to be able to write but to write well is required for humans to articulate what they have learnt and understood.

As per my blog after 10 years of blogging, the process of learning to write well, is a learnt skill requiring much practice. To be able to summarise new concepts learnt and to connect these to one's ongoing schema, requires one to reflect, ruminate and write.

Being able to fluently communicate complex ideas and synthesise novel solutions is also all good and well. However, it is important to disseminate these, so others may also learn, critique, and re-work to their context and needs. In doing, progress is made towards solving some of the 'wicked' challenges facing the world today.

GAN (Global Apprenticeship Network) - Presentations from the future of apprenticeships conference in Melbourne/Auckland

 The presentations made at the GAN conference which ran from Melbourne and then Auckland in February, are now available online.

The three keynotes from the Honounourable Brendan O'Connor, Minister of Skills and Training in Australia, Laurent Friexe, CEO of Nestle and Nazrene Mannie, Executive Director of GAN Global, are recordings/videos.

Powerpoint presentations are available for a range of topics including VET research, VET collaboration, digital higher apprenticeships, the Swiss dual system, importance of VET, and quality apprenticeship framework.

Professor Antje Barabasch on VET in Switzerland - new learning cultures in enterprises

 Notes from this afternoon's presentation by Professor Antje Barabasch, head of research at the Swiss Federation University of VET who is currently in Aotearoa NZ for several months. She has been exploring the NZ VET system and presents on work undertaken to study VET attitudes of enterprises (business entities); innovative approaches to apprenticeship; and conditions shaping innovative learning culture (processes, strategies in training, forms of work organisation).

Began with an overview of the Switzerland, the Swiss education system, the various pathways through the system from school into tertiary/VET and how the dual track VET works. 73% of each school leaving cohorts enter apprenticeship. Explained how apprenticeships work. Firstly, the apprentice needs to find the position. A contract is set up and the apprentice is paid by the company. Training occurs on job with a competency orientation. In general, 3 - 4 days work in the company and 1 - 2 days at VET school. 'Branch course' also may occur in specialists occupations (equivalent to block courses).

Funding comes from the federal government, the cantons (regions) and private sector. 

Rationale for studies include external competition leading to structural and cultural innovations. Work organisation changes and innovation evolve in apprenticeship traning due to changes in the organisational culture. Study undertook 10 case studies across 6 industries - telecommunications, public transport, postal service, pharmaceutical industry, retail, and machine-engineering).

Learning culture - learning is embedded in cultural settings. 

Shared one major move to 'transversal skills' critical thinking, creativity, teamwork, communication, flexibility etc. Apprenticeships also need to be supported to attain and maintain motivation and enthusiasm. Motivation can be supported by providing opportunities to increase competency and confidence; provision of autonomy is important; and the work in different teams and be open to new team members etc. (i.e. teamwork skills). 

Reported some findings. Used the fitness training enterprises as an example. Then shared a collation of the 'innovations in workplace learning' which help enhance apprentice learning. Themes include mobility and exposition, take over responsibility and entrepreneurship, preparatory courses and special training, and supporting creativity. 

Closed off by summarising how to translate industry expectations into workplace learning. Innovative ways to extend and augment apprenticeships lead to increased attractiveness of the industries and better recruitment. Commitments required from enterprise management to allow for success in innovations. Important for VET teachers and trainers have sufficient skills to ensure coaching and teaching is also able to be flexible to support innovative approaches. Also shared the challenges as it takes time, effort, commitment and good systems to support innovation. 

Using technology (and AI) to support the research process and research writing

 Chanced on some YouTube videos posted by Dr. Andrew Stapleton through dipping in and out of various videos and other resources on ChatGPT. The initial video on how ChatGPT can be a game changer for researchers let me to several others. The main focus is on quantitative research in the science and technology fields, but there are good ideas, across the video series / channel, which are useful for all researchers. Of note also is this  series on research tools and apps, which introduces and evaluates, from a research perspective, a range of apps and resources (yes, books are included). 

Included are recommendations on completing post-graduate qualifications and post-PhD career pathways and processes.

From the learner point of view, Francis Madden provides pointers on using ChatGPT to do an Oxford PhD. Of note is the need to not 'copy and paste' but to check all sources (i.e. to ensure the information is triangulated), evaluate, finetune and rework the original ChatGPT outputs. All leads to engagement with the extant literature, more reading, critical thinking and improvement of academic writing skills. Time is saved, but also learning is extended and perhaps also improved.

So, there are ways AI can be leveraged, in a considered manner, to support research work. Resources from keen scholars, willing to share their experiences, helps all others save time as part of the hard work of finding and evaluating tools is done. Again, important to contextualise the types of tools/apps/resources recommended to meet individual researcher needs. 

ChatGPT Forum - Massey University

 Notes from a zoom presentation hosted by Massey University on ChatGPT - a cross universities' forum.

Professor Giselle Byrnes begins with an overview of the technology and introduced the speakers. Each speaks for 10 minutes and a Q & A session follows.

Dr, Mark Nichols (Open Polytechnic / Te Pūkenga) begins by starting that AI has no ethics, morality, conscience. Therefore, it should not be anthromorphised. AI can be used for good or for evil but has great potential for education. AI draws on two negative traits - one is that we think we know more than we know and the other is that we are programmed to take shortcuts. Therefore, AI needs to introduced carefully with understanding of its potentially and limitations. It is important to realise that although the outputs of ChatGPT look impressive, they are not always correct. It lies and makes up references. 

Undertook an overview of the Polytechnic's learning design process and how AI can be used to augment their work. User education must be undertaken to address deception and ignorance - the enemies of scholarship. AI / not-AI boundaries are now blurred, banning AI is naive. 

Dr. Karaitiana Tairu continues by bring a Māori lens to the discussion. Overviewed the constitutional and legal considerations on data sovereignty. the use of Māori data can be considered as drawing on Māori taonga. Contends that there is a re-colonisation of Mātauranga Māori as it is not part of the ethics, etc. of the algorithms behind - for example - ChatGPT. At the moment, much of Mātaurange is not digitised, draws on Māori data and ignores Māori data soverignty. ChatGPT is creating false Māori histories and produces pepeha / karakia with mistakes!! Intellectual property rights and Te Tiriti are not followed. However, ChatGPT is relatively good at te reo!! could be useful and contribute to learners of Māori. 

Lee Hicken (microsoft) acknowledges the sense of fear and awe with regards to how AI has developed and advanced. Used ChatGPT to synthesis some thoughts. Referred to Atthur C. Clarkes 3 laws to describe what is now occurring. We cannot block or go back. How can we move forward?? AI does not know anything, but has a strong 'grasp' of how language works and therefore uses linguistic patterns to work out 'answers'. Generative AI is now a blank piece of paper, when we ask it questions, we train it. It learns our biases etc. It is therefore our responsibility to ensure that how we use ChatGPT is done in a carefully thought out manner. We are its teacher!! and it will reflect our thoughts. It is important to teach our students how to work and live with AI. In particular to ensure critical thinking is a key to how we use AI.

Then, Dr. Colin Bjork from Massey University presented on AI and cheating. Rather than stop students from cheating, it is important to look into why students are shaped by inequality / access due to issues of unresolved inequities etc. Experiences that shape our perspectives on the world - language, gender, age, ethnicity, social economic status etc. etc. also colour how we may interact with AI, leverage off its uses, and understand and think through the implication of AI. Banning AI in education will likely hurt those who may benefit from its use (those with disabilities etc.). Worries that the language used by AI becomes the status quo and that access/lack of access exacerbates the inequalities that already exists. 

Graeme Smith from Ako Aotearoa. The future is here but it is unevenly distributed. Summarised and discussed the various items introduced by the other speakers. What can teachers working with a class do? ChatGPT will not likely replace a teacher. Working with ChatGPT can be used to augment our work as teacher. AI will only accelerate from this point on. Learn early and be familiar with the tool. Cool stuff can be build using Chat GPT. We need to work in conjunction with AI. When we can 'clone' ourselves with our own customised AI, we may offload the 'boring' stuff and indulge in the creative and interesting things.

The webinar closed with encouragement to continue the conversation, opportunities for research and dialogue. Another channel opened further discussion. 

The age of AI

 A few readings from last week, on the increasing power and acceptance of AI into our lives.

Bill Gates writes on AI and compares the advent of and argies that the arrival of AT chatbots exampled by ChatGPT, heralds a revolution in how humans used digital technology. The arrival of the internet and the ubiquity of mobile phones, are presented as other important milestones. In education, he posits that finally, after decades of desultory application of technology to enhance learning experiences of learners, that AI will finally be usefully deployed to improve access to 'personalised' learning and level the playing field for learners.

A Bloomberg op ad warns that the introduction of GPT-4 could make work even more demanding as AI is used to augment work tasks and drives productivity up higher than normally achieved by mere mortals. AI as players of chess and Go provide some indication of what happens when AI is able to accomplish feats many humans, apart from the top players, hope to aspire to. In some ways, AI could be use to accelerate learning in these games, but also adds some dampening to humans wanting to get to the top of the game. It becomes a case of not only being able to compete against other humans at the top level, but also AI players.

Last up from the week's gleanings, is this article from Quanta magazine. Warning of unpredictable behaviour from emerging large AI models. Therefore, it is important to be wary of the outputs from AI as the capabilities are still emergent and algorithms are still being worked through. Critical evaluation is required, when using AI to generate content!

Adobe Creative Cloud suite - online introductory session

Participated in a presentation, on the Abode Creative Cloud - 'Low-lift, high impact - Adobe pedagogy-focussed workshop. Hosted by Peter Nock from Ara Institute of Canterbury and facilitated by Manuela Franceschini -Adobe pedagogical evangelist.

Mainly a demonstration of what Creative Cloud is with emphasis on digital story telling. 

Began with introducing the post-text future, with the screenage predominating the ways we connect and interact with each other. Story telling is now even more important. However, short form videos (i.e. TikTok), captured, shared and viewed on mobile phones is now predominant.

Being an author means being able to tell the story on many mediums. 

Creative skills are now in higher demand., along with analytical skills, ability to solve complex problems, build and maintain relationships etc. Robot-proof higher education in the age of AI 

Introduced the concept of 'humanics' where by being human is even more important. 

Digital story telling is the creative process of using digital technology as a medium of as a tool of expression. For teaching and learning, not the tools but the skills, not creating media but meaning, not just telling but also contributing a collaboration, not an isolated story but sharing and connecting, not a transfer of knowledge but about amplifying and not substituting analog sources but transforming stories.

Include collecting, connecting and communicating in creating a story. Creative Cloud can be envisaged as a virtual maker space to produce and circulate intellectual work, to critically and creatively create solutions within the context of the 4th industrial revolution. 

Shared examples of student work using various Adobe tools / platforms. 

Important to support learners to become critical digital creators - not just viewers or users but creators, using evaluative and critical thinking skills. 

Demonstrated several examples.- videos, infographics, webpages, etc.

Moved on to focus on Adobe Express - for image/photo editing and Adobe Rush - for video editing - with Jason Grant. Went through the various steps for pre-production, production and post-production to build a story.

Flipped learning - does it work?

 Edsurge summarises and comments on a meta-analysis of how well flipped learning works. 

The study discovered that there were many versions of 'flipped learning' and in the main, there was little shift in pedagogy. Instead, especially in higher education, students watched a videoed lecture and when in-class sessions occurred, were subjected to another lecture!! Even when 'active learning' was undertaken, the learning outcomes did not eventuate, mainly due lecturers not 'closing the loop' to ensure learners had engaged with and learnt the material.

The article's title, summarises recommendations "Fail, flip, fix and feed' that is, there is a need for 'flipped learning' to allow students to 'test their learning, obtain feedback and learn, before moving on to the next concept.

An important article to read, digest, understand and apply to learning design. 

Ai and what it does to our critical thinking

 A cartoon on Planet Warriors sparked this blog post. The cartoon shows pedestrains, all concentrating on their phones whilst on the side, two robots read and learn. The cartoon reinforces contemporary life (see 2017 article by NY Times 'Hooked on our Smartphones) whereby people check their phones over 100 times a day and live a life which revolves interacting with the various messages and items delivered to their phones.

With the ascendency of AI and the present hype around platforms exampled by ChatGPT, it is important to understand the many challenges still faced by AI to 'replace' the essence of humanness. In particular, the ways individuals, with their knowledge-bases collated through life experience and how they comprehend and apply 'research' off the internet to their daily lives (see this techradar commentary for one example). Almost a decade ago, I read Matthew Crawford's book - The world beyond your head - (see here for overview) warning about how the distractions available and bombarding us through various media, creates a barrier for us to have time to reflect, ruminate, and think. The concepts in the book are even more relevant now, as we need to be even more cognisant of what we read, hear and see.

Critical thinking is now, more important than ever. Leveraging off AI is one way to draw on the advantages presented, but with the caveat of always carefully evaluating information presented to us through contemporary media. Cult of Pedagogy  recommends the use of ChatGPT as an 'example machine' to help students learn how to critique information gleaned off the internet. Instead of relying on AI to generate content for completing assignments etc. teachers should use AI to generate various versions of content, and use this to help students learn how to evaluate/judge what is valid and the quality of writing. This approach helps learners to contrast and compare 'good' and 'poor' writing helping them discern 'truth', accuracy of information, track back on assertions to locate collaborating references, learn how to write within disciplinary genres, and attain critical thinking skills which can be generalised to other aspects of their learning.

As usual, it is not the tool to be blamed but how we use the tool which is the important aspect to follow through. 

Professor Laura Czerniewicz on digital equity and education for the greater good

 Today, two presentations by Professor Laura Czerniewicz from the Centre for Innovation in Learning and Teaching (CILT), University of Cape Town, South Africa at the University of Canterbury's Digital Education Futures Lab.

The first is on the topic of Digital inequality in Higher Education -"Problemising digital inequality"

Worked on the topic for many years but the challenge still remains.

Began by asking  ‘what does the digital divide make you think of?

Saw the book - Inequality – A NZ crisis and wondered why, compared to South Africa the issue of inequality is challenging many countries including ones perceived to be egalitarian.

Digital equality is not simple. Access to electricity is not availed to all the world’s people. Connectivity is ubiquitous in urban areas but not so in rural areas. There is a 30,000% difference between the cheapest data and the most expensive. The affordability gap and value-for-money gap is large.

Therefore, digital inequalities are inseparable from social inequalities, technology and inequality are multifaceted, intersects with postdigital datified society and is fluid and emergent.

Summarised the shift from analogue to digital, networked digital and SMART (self-monitoring, analysis and reporting technology).

In general level one digital divide is access to digital devices, then to digital skills and then level 3 whereby the ways lack of access accentuates when 1 and 2 are unavailable.

There are always aspects and challenges of use, participation, benefit, sovereignty, agency and transparency. For many, there is no choice and poor access to information on what platforms / tools they are required to engage with. The pandemic exposed many social inequalities in education and the digital divide. The risks are playing out unevenly and deepen the divides.

Summarised what can educators do to address digital inequalities, through formal/informal and/or individual/group activities. Research is one way to find out what can be done.

Introduced a toolkit to help study digital inequality.

-          For access – Resource Appropriation Theory

-          Theory of practice – Bourdieu – forms of capital

-          Cultural Historical Activity Theory (CHAT)

        Critical pedagogy and digital liberation

2) Her second presentation in the evening was more academic covering the genesis, direction, and overview of a book she is currently working on titled ' Higher Education for Good'.

Set the scene with a check in on how people have experienced the last few years. A variety of responses reinforced her view of the pandemic as ‘the same storm’ but with countries and individuals being on ‘different boats’.

Overall, many in the world have the perspective of a world being in crisis and these are leading to austerity, deepening inequalities, surveillance capitalism, rising authorianism, war, ongoing stability, and multiple challenges and uncertainty within HE.

Shared the need to be more optimistic and to use the opportunities presented. Worked through and wrote the book edited by Catherine Cronin and herself.

Five sections in the book – finding fortitude and hope; making sense of the unknown and emergent; considering alternatives; making change through teaching, assessments and learning design; and remaking HE. Chapters across various genres with critical reflections, poems, conceptual essays, visual/audio dialogue, graphics and artwork. 

While working on the book, also discussed ‘a manifesto for HE for good’ consisting of the following principles:

-          Name and analyse the troubles – need to understand the negatives so as to work toward solutions. Naming and understanding provides power and agency to address them. Check work of Achille Mbembe. Discussed how datafication and surveillance capitalism in HE is often invisible from users. Leading to datafication as a form of coloniality, whereby profit is made, natural resources are exploited, all made on a promise of progress and improvement. 

-          Challenge assumptions and resist hegemonies – reiterated the need to recentre by bringing voices and views from the margins; crossing the borders (geographical, disciplinary, status, genre)[; and challenge the dominant perspectives and views. Encouraged puriversal knowledge in practice by ensuring citations which are diverse and inclusive, otherwise we miss valuable perspectives.

-          Make claims for just, humane, and globally sustainable HE – need to claim and grow theory for good. What is public, social, common good? We need to make claims for regulatory frameworks which support for the good of all. Where does the data collected, for example by various learning platforms going? Who is gleaning the data and what is it being used for!!

-          Courage to imagine and sharing – “Imagination is about remaining human” – Ursula le Guin. We need to imagine a more egalitarian, less extractive world which is supportive of all. Recommended reading some speculative fiction – Ursula le Guin’s the left had of darkness; Tade Thompson’s Rosewater and Kim Stanley Robinson’s The ministry for the future. Also to explore the work on socio-techno-eco futures.

-     - Imagine alternative HE futures – Used Keri Facer’s black elephant (what is being ignored?); the pink swan (outlandish and invisible); and the rainbow jellyfish (everyday and potentially transformative) as a way to envisage and make positive changes here and now. Changes can occur as a ‘shock’ or in small steps leading to a ’slide’. Encouraged us to be ‘streams that become rivers’ 😊

Referenced ‘Utopia for Realists’ by Rutger Bregman on – ‘how we can build the ideal world’ and the need to be ready for change. Stressed the need for communality and coalitions as a way forward.

 A thought provoking presentation followed by interesting Q & A.

Professor Thomas Deissinger - University of Konstanz on

 Professor Thomas Deissinger from University of Konstanz in Germany, is in Aotearoa NZ to look into the NZ VET system, especially post- RoVE. Today, he visited Ara and provided Te Pūkenga kaimahi (people) with an overview of the German VET system. 

Professor Deissinger's visit comes near the end of his travels to Australia (Brisbane, Adelaide) and Aotearoa (Wellington and Christchurch). His research includes study of anglophone VET systems in the UK, Canada and Australia and Aotearoa is now being added to his sphere of research.

I met Professor Deissinger at several of the INAP (Innovative Apprenticeship) conferences and it always good to be able to touch base f2f with someone who is researching in a similar area. 

Notes taken at the presentation this afternoon:

Covered the German VET context; Teacher Education in VET and the University of Konstanz context.

Summarised the German Education and how VET fits into the overall scheme of things. Highlighted different pathways learners may progress through. There are 1.26 million young people in 2021 who undertook apprenticeship through the dual system.

There has been a decline of demand for apprenticeships from school-leavers. Companies and vocational part-time schools train young people in 324 different occupations. Summarised characteristics of the dual system. 'Chambers' of industry bodies are supervising bodies for in-company training. There is no direct progression to HE. Teachers and trainers have formal qualifications. Trainers qualifications are supervised by the chambers.

Described the 5 'sub-systems' of school-based VET and then detailed the various types of vocational teachers - Master / degree in teaching and discipline, other disciplines degree, technical teachers, side entry from employment with degree in discipline. 

For 'scientific teachers' (the ideal) 5 years to complete Master degree, proof of practical work experience (as apprenticeship) and passing a state exam after 18 months of initial teaching. 

In general, students have one major or two in their discipline degree, take on 'seminars' for training and further education (pedagogical knowledge), then 2nd phase of 18 months of internship (teaching 11 lessons instead of 25 a week) before taking the state exams.