Friday, August 31, 2012
Book on expertise
Ericsson, K.A., Charness, N., Feltovich, P.J., & Hoffman, R. R. (Eds.) (2006). The Cambridge Handbook of Expertise and Expert Performance. Cambridge, U.K.: Cambridge University Press.
This book has 6 sections with 3 subsections in section 5 and a total of 42 chapters. I have summarised the sections with the most relevance but almost every chapter contains useful information. The book's main asset is the readability of each chapter along with the applied nature of most of the information.
Section 1 - introduction and perspective
Chapter 1 - an introduction to the book: its development organisation and content - K. A.Ericsson
Defines expertise and expert performance - page 3 and provides the historical evolution of studies in expertise - page 4
2 - Two approaches to the study of expert characteristics - M.T.H. Chi
Absolute and Relative approaches and summarises ways in which experts excel - pg 23 and ways in which experts fall short - pg 24.
3 - Expertise, talent and social encouragement - E. Hunt
Proposes that different types of expertise, make different types of cognitive demands - pg 31
Section 2 - overview of approaches to the study of expertise - brief historical accounts of theories and methods
4. studies of expertise from psychological perspectives -P.J. Feltovich, M.J. Prietula & K. A. Ericsson
Lists the generalisable characteristics of expertise - pg 46 --
limited in scope and elite performance does not transfer
knowledge and content matter are important to expertise
expertise involves larger and more integrated cognitive units
involves functional, abstracted representations of presented information
involves automated basic strokes
selective access of relevant information
involves reflection
is an adaptation
5. Educators and expertise: A brief history of theories and methods - R.J.Amirault & R.K. Branson
6. Expert systems : a perspective from computer science - B.G. Buchanan, R. Davis & E.A. Feigenbaum
7. Professionalisation, scientific expertise and elitism: a sociological perspective -J.Evetts, H.A. Mieg & U.Felt
Above 3 chapters provide historical overviews on development and propose theorectical frameworks for study of expertise.
Section 3 - methods for studying the structure of expertise
8. observation of work practices in natural settings - W.J. Clancey
overview of how various methods have evolved - scientific observation in natural settings: visual anthropology. Details se of ethnomethodology's analytical perspective - 'learning to see'
**details units of analysis - pg 136 and methods of observation of natural settings -
9. Methods for studying the structure of expertise: Psychometric approaches - P.L. Ackerman & M.E.Beier
10. Laboratory methods for assessing experts' and novices' knowledge - M.T.H. Chi
Both above more aligned to quantitative methodologies.
11. Task analysis - J.M. Shraagen
Useful background and description of various approaches, for instance Miller - task description and task analysis, Flanagan - critical incident technique and hierarchical task analysis.
Provides 2 case studies - pg 193 - improving troubleshooting - pg 196 - shore-based pilotage - to illustrate how task analysis proceeds.
12. Eliciting and representing the knowledge of experts - R.R.Hoffman & G. Lintern
Presents methods for representing expert knowledge through cognitive task analysis CTA. including methods for critical decision model; work domain analysis; and concept mapping
13. Protocol analysis and expert thought: Concurrent verbalisations of thinking during experts' performance on representative tasks - K.A. Ericsson
Presents the pros and cons of this method.
14. Simulation for performance and training - P. Ward, A.M. Williams & P.A. Hancock
An overview.
Section 4 - methods for studying the acquisition and maintenance of expertise
15. Laboratory studies of training, skill acquisition and retention of performance - R. W. Proctor & K-P. L. Vu
16. Retrospective interviews in the study of expertise and expert performance - L.A. Sosniak
17. Time budgets, diaries, and analyses of concurrent practice activities - J.M. Deakin, J. Cote & A. S. Harvey
18. Histriometric methods -D.K. Simonton
All 4 chapters provide clear descriptions and some examples.
Section 5 - domains of expertise
5A - professional
19. Expertise in medicine and surgery - G.Norman, K. Eva, L. Brooks & S. Hamstra
20. Expertise and transportation -F.T. Durso & A.R. Dattel
21. Expertise in software design - S. Sonnetag, C. Niessen & J. Volmer
22. Professional writing expertise - R. T. Kellogg
23. Professional judgments and 'naturalistic decision making' - K.G. Ross, J.L. Shafer & G. Klein
NDM - requires - perceptual skill; mental modes; sense of typicality and associations; routines; declarative knowledge; mental simulation; assessing the situation; finding leverage points; managing uncertainty; and understanding one's own strengths and limitations (metacognition) - pg 405
24. Decision-making expertise - J.F. Yates & M.D. Tschirhart
25. The making of a dream team: when expert teams do best - E. Salas, M.A. Rosen, C. S. Burke, G.F. Goodwin & S. M. Fiore
5B - arts, sports and motor skills
26. music - A.C. Lehmann & H. Gruber
27. Expert performance in sport: A cognitive perspective - N.J. Hodges, J.L. Starkes & C. Mcmahon
28. Artistic performance:Acting, ballet and contemporary dance - H. Noice & T. Noice
29. Perceptual-motor expertise - D.A. Rosenbaum, J.S. Augustyn, R.G. Cohen & S.A. Jax
5C - games and other types of expertise
30. Expertise in chess - F. Gobet & N. Charness
31. exceptional memory - J.M.Wilding & E.R. Valentine
32. mathematical expertise - B. Butterworth
33. expertise in history - J.F. Voss & J. Wiley
section 6 - generalizable mechanisms mediating expertise and general issues
34. a merging theory of expertise and intelligence - J.Horn & H. Masunaga
35. Tacit knowledge, practical intelligence and expertise - A. T. Cianciolo, C. Matthews, R.J. Sternberg & R.K. Wagner
Definitions of tacit knowledge - pg 615 and practical intelligence pg 616
36. Expertise and situation awareness - M.R. Endsley
37. Brain changes in the development of expertise: Neuroanatomical and neurophysiological evidence about skill-based adaptations - N.M. Hill & W. Schneider
themes in learning literature on brain processing and brain structure - pg 658
learning is localised and very specialised
learning and processing occur in the same cortical locations
learning can produce both increases and decreases in the areas of activity
in some tasks there is a shifting between brain regions
relevant info/objects and other stimuli are uniquely processed by experts (e.g. birds by bird watchers)
learning can produce detectable morphological changes
motor areas can rapidly change as a result of skilled movement practivce and improved performance - pg 671
notable for plastic change with extensive experience and practice
38. The influence of experience and deliberate practice on the development of superior expert performance - K.A. Ericsson
** details the work on delibrate practice
39. Development and adaptation of expertise: Role of self-regulatory processes and beliefs - B.J. Zimmerman
40. aging and expertise - R.T. Krampe & N. Charness
41. Social and sociological factors in the development of expertise - H.A. Mieg
42. Modes of expertise in creative thinking: evidence from case studies - R.W. Weisberg
All in, much or relevance to pick up in this book. It does have a good range of chapters covering the current state of learning on expertise.
Friday, August 24, 2012
Cpit research month 24 august
Cpit research month 24 August
A range of presentations from department of humanities and academic division presented today, starting at 11. 20am and progressing to 2.40 pm. I and to miss some of the lunch time presentations from Te puna wanaga as I had a focus group to conduct for Another project.
First up, Libby Gawith presents on " Christchurch and how we are coping with our earthquakes" based on recently published paper. Canterbury was unexpected, lasted a long time, impacted a large area. Apart from aftershocks also coping with physical financial and workload pressures at home, work, through the community and across social networks. We are now in the restoration and reconstruction phrase requiring long term resilience. 2.6% population lost, divorce rattle up, births down and increased flu admissions. There is still uncertainty and worry. New behaviors due to experiences. Recovery means retuning to normal can be difficult. Rebuilt and positive focus important.
I then presented on the net tablet project " situated technology enhanced learning: using net tablets to help students construct their own eworkbooks".
Hemi Hoskins presented on progress with his masters studies. He uses hunting as a context to study the changes in Maori language. How old terms related to hunting and gathering in pre-European times. How the language had to form new terms for new huntingmprocesss, cultural changes and how language evolves to cope with change plus integration and synthesis etween old words and new uses for the.
A group presentation followed from tutors and students to model the teaching and learning approaches at Te Puna Wanaka. Included revitalisation on kiorahi (a traditional ball game)to learn language; a brief overview of how students and staff used the disruption and relocation to a different learning environment /the concepts of Ako, whanuanga, mana whenua, mana tangata, mana atua ; plus transference of knowledge through waiata and through leadership and personal knowledge.
Dr. Sandra Arnold then reflected on the writing of her book " sing no sad songs" with "writing as catharsis". A creative writing study as part of her PhD detailing her experiences of the death of her daughter from cancer 10 years ago. The power of language to assist with the integration of thoughts and feelings the articulate sorrow on the death of a loved one.
Kerstin Dofs presented on the ongoing project - some supported by Ako Aotearoa, learning and growing as learners : innovative use of strategy instruction to enhance language education. An approach based on developing a set of resources in the form of student work books and tutor guides to encourage self directed and life long learning with students learning English as a second other language.
Martin Jenkins and I then presented findings from the ako Aotearoa project " institutional strategies to support forced change". This is one of several commissioned by Ako Aotearoa in the wake of last year's earthquakes. A summary ofthe experiences of our staff and students through a tumultuous 2011 as a result of the earthquakes.
The last session was with Martin, Robin Graham, Julie Batchelor and Denise Holling with their summaries of presentations from the recent HERDSA conference. A range of presentations on student support, evaluations, student centred learning, assessments and feedback.
A range of presentations from department of humanities and academic division presented today, starting at 11. 20am and progressing to 2.40 pm. I and to miss some of the lunch time presentations from Te puna wanaga as I had a focus group to conduct for Another project.
First up, Libby Gawith presents on " Christchurch and how we are coping with our earthquakes" based on recently published paper. Canterbury was unexpected, lasted a long time, impacted a large area. Apart from aftershocks also coping with physical financial and workload pressures at home, work, through the community and across social networks. We are now in the restoration and reconstruction phrase requiring long term resilience. 2.6% population lost, divorce rattle up, births down and increased flu admissions. There is still uncertainty and worry. New behaviors due to experiences. Recovery means retuning to normal can be difficult. Rebuilt and positive focus important.
I then presented on the net tablet project " situated technology enhanced learning: using net tablets to help students construct their own eworkbooks".
Hemi Hoskins presented on progress with his masters studies. He uses hunting as a context to study the changes in Maori language. How old terms related to hunting and gathering in pre-European times. How the language had to form new terms for new huntingmprocesss, cultural changes and how language evolves to cope with change plus integration and synthesis etween old words and new uses for the.
A group presentation followed from tutors and students to model the teaching and learning approaches at Te Puna Wanaka. Included revitalisation on kiorahi (a traditional ball game)to learn language; a brief overview of how students and staff used the disruption and relocation to a different learning environment /the concepts of Ako, whanuanga, mana whenua, mana tangata, mana atua ; plus transference of knowledge through waiata and through leadership and personal knowledge.
Dr. Sandra Arnold then reflected on the writing of her book " sing no sad songs" with "writing as catharsis". A creative writing study as part of her PhD detailing her experiences of the death of her daughter from cancer 10 years ago. The power of language to assist with the integration of thoughts and feelings the articulate sorrow on the death of a loved one.
Kerstin Dofs presented on the ongoing project - some supported by Ako Aotearoa, learning and growing as learners : innovative use of strategy instruction to enhance language education. An approach based on developing a set of resources in the form of student work books and tutor guides to encourage self directed and life long learning with students learning English as a second other language.
Martin Jenkins and I then presented findings from the ako Aotearoa project " institutional strategies to support forced change". This is one of several commissioned by Ako Aotearoa in the wake of last year's earthquakes. A summary ofthe experiences of our staff and students through a tumultuous 2011 as a result of the earthquakes.
The last session was with Martin, Robin Graham, Julie Batchelor and Denise Holling with their summaries of presentations from the recent HERDSA conference. A range of presentations on student support, evaluations, student centred learning, assessments and feedback.
Wednesday, August 22, 2012
LAMs (learning activity management) with professor James Dalziel
Professor Dalziel is professor of learning technology and director of the elearning centre of excellence at the Macquarie university in Sydney. He presented on the topic "pedagogy for the 21st century".
Covered new approaches to teaching and learning, technology and learning, what is learning design? A case study round LAMs and relations between learning and curriculum design.
Argued that lectures are not evil as there are many ways to create lively lectures and have a role in summarizing a range of knowledge and provide forum for cutting edge knoweldgento be disseminated by experts.
Due to explosion of 'new' knowledge there is less reliance on memory but greater need to gain skills in finding, sifting and critiquing knowledge.
Advocates the 'start at the end' approach to learning design i.e. from graduate outcomes /profiles / attributes. Plus focus on skills like teamwork, critical thinking, effective communication, problem solving, collaboration etc. with shift to 'flipped classroom'.
Need for alignment between taught knowledge, teaching and learning methods, development of practical skills, assessment do knowledge and skills and the desirable attribute of graduates.
Used problem based learning in the training of medical doctor as an example of how change in teaching practice provides graduates with work ready skills.
Elearning has unfortunately not made much impact on pedagogy. Learning design has potential through providing students with a sequence of learning activities and a way for lecturers to describe and effectively share teaching ideas. Learning design could include a framework or language to structure learning activities, software system, community of educators and process educators go through to structure learning. It is Not an educational theory, still immature, a small field and should not be reliant on technology.
LAMs ( learning activity management) is a Tool for teacher to plan and run lessons. Each lesson can be seamlessly linked vi moodle to existing LMS. LAMs is open source and now used in 80 plus countries by thousands do educators. Uses templates like - predict, observe, explain; to lay out lessons.
Overall a good summary of some of the focuses now used at CPIT through support the Centre for Educational Development (CED) provides to teaching and academic staff. Not too sure if LAMs will assist the process of constructive alignment but for some staff, the structure provided in templates may be helpful, especially for those just starting out teaching. The important follow up to having classes laid out in LAMs is to ensure there is still a reflective dialogue with students, peers and learning designers to ensure that classes are organic/dynamic as content shifts, student profiles change and learning outcomes are updated. So classes in LAMs are 'work in progress' with clear pedagogical rational provided for selection of various learning /teaching strategies and a cycle of review based on reflective practice is also adopted.
Covered new approaches to teaching and learning, technology and learning, what is learning design? A case study round LAMs and relations between learning and curriculum design.
Argued that lectures are not evil as there are many ways to create lively lectures and have a role in summarizing a range of knowledge and provide forum for cutting edge knoweldgento be disseminated by experts.
Due to explosion of 'new' knowledge there is less reliance on memory but greater need to gain skills in finding, sifting and critiquing knowledge.
Advocates the 'start at the end' approach to learning design i.e. from graduate outcomes /profiles / attributes. Plus focus on skills like teamwork, critical thinking, effective communication, problem solving, collaboration etc. with shift to 'flipped classroom'.
Need for alignment between taught knowledge, teaching and learning methods, development of practical skills, assessment do knowledge and skills and the desirable attribute of graduates.
Used problem based learning in the training of medical doctor as an example of how change in teaching practice provides graduates with work ready skills.
Elearning has unfortunately not made much impact on pedagogy. Learning design has potential through providing students with a sequence of learning activities and a way for lecturers to describe and effectively share teaching ideas. Learning design could include a framework or language to structure learning activities, software system, community of educators and process educators go through to structure learning. It is Not an educational theory, still immature, a small field and should not be reliant on technology.
LAMs ( learning activity management) is a Tool for teacher to plan and run lessons. Each lesson can be seamlessly linked vi moodle to existing LMS. LAMs is open source and now used in 80 plus countries by thousands do educators. Uses templates like - predict, observe, explain; to lay out lessons.
Overall a good summary of some of the focuses now used at CPIT through support the Centre for Educational Development (CED) provides to teaching and academic staff. Not too sure if LAMs will assist the process of constructive alignment but for some staff, the structure provided in templates may be helpful, especially for those just starting out teaching. The important follow up to having classes laid out in LAMs is to ensure there is still a reflective dialogue with students, peers and learning designers to ensure that classes are organic/dynamic as content shifts, student profiles change and learning outcomes are updated. So classes in LAMs are 'work in progress' with clear pedagogical rational provided for selection of various learning /teaching strategies and a cycle of review based on reflective practice is also adopted.
Tuesday, August 21, 2012
Christchurch research month 21 August presentations
Teaching and learning for technology is the theme for today 's lunch time presentations from department of engineering and the trade innovation institute.
Dr. Yao Li begins with a presentation on the power of Android. Introduced Android including architecture and apps and potential uses for teaching. Android now up to 4.1x called jellybean. Up to 2.3 only on cell phones, from 3.0 honeycomb for tablet only and latest two icecream sandwich and jellybean on both tablets and phones. Architecture has Linux kernel with access to libraries. Apps have 4 components, activities, services, content providers and broadcast receiver. Teaching Android programming with a focus on engineering. Opportunities for research include real-time performance, security, power efficiency and interface with Android accessories including multimeters, oscilloscopes etc.
Dave Maples then presents on "power systems 1 by distance" . Teaching the course with students located at two campuses using Abode Connect And the smart podium. The smart podium used as a whiteboard. Important to preload all teaching material prior to session And have screens pre configured, prepare for session failure - use the chat window, exchange material on cell phone. Should be used in conjunction with Moodle not to replace. Word files need to be PDF and multimedia files as flv. In general students found learning to be possible.
Flip Leijten unble to present, so I presented his findings from the peer learning project, a continuation on a small project (peer learning with welding students) while working on using videos to study trades based learning. Flip's study extended the peer learning intervention to carpentry, electrical and painting and decorating students.
Dr. Yao Li begins with a presentation on the power of Android. Introduced Android including architecture and apps and potential uses for teaching. Android now up to 4.1x called jellybean. Up to 2.3 only on cell phones, from 3.0 honeycomb for tablet only and latest two icecream sandwich and jellybean on both tablets and phones. Architecture has Linux kernel with access to libraries. Apps have 4 components, activities, services, content providers and broadcast receiver. Teaching Android programming with a focus on engineering. Opportunities for research include real-time performance, security, power efficiency and interface with Android accessories including multimeters, oscilloscopes etc.
Dave Maples then presents on "power systems 1 by distance" . Teaching the course with students located at two campuses using Abode Connect And the smart podium. The smart podium used as a whiteboard. Important to preload all teaching material prior to session And have screens pre configured, prepare for session failure - use the chat window, exchange material on cell phone. Should be used in conjunction with Moodle not to replace. Word files need to be PDF and multimedia files as flv. In general students found learning to be possible.
Flip Leijten unble to present, so I presented his findings from the peer learning project, a continuation on a small project (peer learning with welding students) while working on using videos to study trades based learning. Flip's study extended the peer learning intervention to carpentry, electrical and painting and decorating students.
Friday, August 17, 2012
Christchurch polytechnic research month 16 August presentations
This afternoon, a series of presentations from the departments of science (sports and fitness) and broadcasting provide a nice mix of quantitative and qualitative approaches along with food for thought.
Dr. Nick Kimber presents on "health and performance supplementation through using antioxidants" focused on an interim literature review for application into a range of future projects. Athletes seem to have a belief that normal diet does not supply them with the required dietary needs of a elite training programme. However, many athletes ( in USA studies) gain information on use od supplements via informal means - friends, family, Internet etc. Nick provided N introduction to antioxidants and their importance in normal health and well being. In general, antioxidants should be sufficient from well constructed diet and supplementation contribution to enhanced performance still unclear.
Dr. Peter Olsen presents on a study undertaken during the rugby world cup last year studying heart rates while viewing sports. Study of spectators watching on TV and stadium compared. Generally heart rate at stadium higher than at home, heart rate higher when NZ playing and patterns consistent with increase in heart rate whenever any crucial play occurs.
Tina Ryan provides an overview of "athlete career development in NZ" as a summary of a study for her PhD. Provided example that NZ put 180 million into 2012 Olympics there development costs. In addition individual athletes also put in much that needs to also be costed. 2001 Graham report established SPARC and NZAS to encourage high performance sport development through performance based funding and athlete carding system (to track and support individuals with free sport science and medical support). 17 carded athletes from 8 sports interviewed to find out their perspectives. Themes included gratitude; expectations to perform and conform; and need to provide athletes with personal development opportunities beyond sports.
Dr. John Farnsworth presents on " new technologies and the Christchurch earthquakes". Studied how city assembled and disassembled in the face of change and the popular urban voice and presence in the lived city, similar themes studied in how economic, political and technological change takes place within socio technical assemblages. As city recovers from earthquakes,social networking and other forms of media discourse contribute towards how the individuals perceive effects. Used film "when a city falls" as example as being form of visual ethnography to uncover themes of how we view impacts on people and how a future city is imagined out of unplanned / unforeseen event.
Dr. Ruth Zanker discussed the question " is Sky (NZ pay TV) out of control in the NZ media ecology?" presented on the dominance of Sky in the market and the consequences of this on diversity of perspectives and viewpoints NZers have or not have access to. Has almost 50% of market and bought free to air channel Prime in 2006 thus increasing it's reach.
I had missed presentations from these two departments in the past, so good to catch up on the research activity that has been going on and to hear progress on projects.
Dr. Nick Kimber presents on "health and performance supplementation through using antioxidants" focused on an interim literature review for application into a range of future projects. Athletes seem to have a belief that normal diet does not supply them with the required dietary needs of a elite training programme. However, many athletes ( in USA studies) gain information on use od supplements via informal means - friends, family, Internet etc. Nick provided N introduction to antioxidants and their importance in normal health and well being. In general, antioxidants should be sufficient from well constructed diet and supplementation contribution to enhanced performance still unclear.
Dr. Peter Olsen presents on a study undertaken during the rugby world cup last year studying heart rates while viewing sports. Study of spectators watching on TV and stadium compared. Generally heart rate at stadium higher than at home, heart rate higher when NZ playing and patterns consistent with increase in heart rate whenever any crucial play occurs.
Tina Ryan provides an overview of "athlete career development in NZ" as a summary of a study for her PhD. Provided example that NZ put 180 million into 2012 Olympics there development costs. In addition individual athletes also put in much that needs to also be costed. 2001 Graham report established SPARC and NZAS to encourage high performance sport development through performance based funding and athlete carding system (to track and support individuals with free sport science and medical support). 17 carded athletes from 8 sports interviewed to find out their perspectives. Themes included gratitude; expectations to perform and conform; and need to provide athletes with personal development opportunities beyond sports.
Dr. John Farnsworth presents on " new technologies and the Christchurch earthquakes". Studied how city assembled and disassembled in the face of change and the popular urban voice and presence in the lived city, similar themes studied in how economic, political and technological change takes place within socio technical assemblages. As city recovers from earthquakes,social networking and other forms of media discourse contribute towards how the individuals perceive effects. Used film "when a city falls" as example as being form of visual ethnography to uncover themes of how we view impacts on people and how a future city is imagined out of unplanned / unforeseen event.
Dr. Ruth Zanker discussed the question " is Sky (NZ pay TV) out of control in the NZ media ecology?" presented on the dominance of Sky in the market and the consequences of this on diversity of perspectives and viewpoints NZers have or not have access to. Has almost 50% of market and bought free to air channel Prime in 2006 thus increasing it's reach.
I had missed presentations from these two departments in the past, so good to catch up on the research activity that has been going on and to hear progress on projects.
Wednesday, August 15, 2012
Cpit research month Tuesday 14th
Lunch time presentations from Department of Business and Department of Computing under the theme of enterprise and innovation.
John O'Sullivan presents on part of his PhD with "using enterprise development stories to understand and encourage Maori entrepreneurship". An interesting use of narrative to explore how different cultures' view mainstream organisational processes. Narratives are apt for use in the project's context as stories are important in oral knowledge cultures. Keegan and Woods (2006) Arrived at key concepts of mauipreneurship by analyzing stories of Maui. John's project undertook interviews with contemporary Maori entrepreneurs to find out if themes would reflect mauipreneurship.
Second presentation with Dr. Juan Pellegrino on "strategy, learning and knowledge in the internationalization process: a comparative study of NZ incremental and early-internationalization SMEs". DefinedSMEs as companies between 6 to 99 employees ( NZ uses under 20). Internationalization literature indicates firms are either born- global or move into international markets incrementally. Study to try to understand how each type of firm goes about learning how to internationalise. Multiple data analysis used to produce comparative case studies.
Dr. Mehdi Asgarkhani from the department of computing presented on " research matters: information systems and IT in business". IT has evolved from being a financial system tool to becoming information management and as enabler to almost every business process within and beyond company's physical parameters. IT personnel no longer just technicians but also contribute to business strategy decisions. changes include rise of social media, IT need to create return on investment and increased consciousness of sustainability.
John O'Sullivan presents on part of his PhD with "using enterprise development stories to understand and encourage Maori entrepreneurship". An interesting use of narrative to explore how different cultures' view mainstream organisational processes. Narratives are apt for use in the project's context as stories are important in oral knowledge cultures. Keegan and Woods (2006) Arrived at key concepts of mauipreneurship by analyzing stories of Maui. John's project undertook interviews with contemporary Maori entrepreneurs to find out if themes would reflect mauipreneurship.
Second presentation with Dr. Juan Pellegrino on "strategy, learning and knowledge in the internationalization process: a comparative study of NZ incremental and early-internationalization SMEs". DefinedSMEs as companies between 6 to 99 employees ( NZ uses under 20). Internationalization literature indicates firms are either born- global or move into international markets incrementally. Study to try to understand how each type of firm goes about learning how to internationalise. Multiple data analysis used to produce comparative case studies.
Dr. Mehdi Asgarkhani from the department of computing presented on " research matters: information systems and IT in business". IT has evolved from being a financial system tool to becoming information management and as enabler to almost every business process within and beyond company's physical parameters. IT personnel no longer just technicians but also contribute to business strategy decisions. changes include rise of social media, IT need to create return on investment and increased consciousness of sustainability.
Tuesday, August 14, 2012
Cpit research month - Monday 13th - Computing presentations
Department of computing has 3 presentations lunch time yesterday.
Alison Clear on the topic of "creating international research opportunities" discussing strategies and networking opportunities for collaborative research to be undertaken. Covered the 'state' of international computing educational research and that in computing, conferences are main dissemination method rather than journals. Introduced Innovation and Technology in Computer Science Research (ITiCSE) has one forum. Working groups are the main method for collaboration whereby academics propose topics, then group participants are selected (through refereed process), work before conference and then have f2f meeting in 2 days before and across 3 days of conference to write a paper to be submitted as a draft at the end of the conference.
Dr. Ed Correia presents on "virtualization: the future". Presented on the virtual environment used at cpit called techlabs. Used to provide students with a realistic platform to complete projects and learning activities. Resource has been progressively built over several years. Presented on current limitations and plans to work through the technical challenges presented by these.
Armit Sarkar and team (Dr. Mike Lance & Mike Lopez ) on "improvements in teaching software engineering" Mike Lance discussed models including learning models. How are models of learning useful? And are models actually of relevance? Mike Lopez proposes to look at how students come to think computationally with one approach to investigate how students come up with misconceptions/alternaive viewpoints and what it takes for them to unravel their misunderstandings and move back onto the right track. Armit then presented on using loops and patterns to helping students learn programming concepts. A teaching resource produced to help novice programmers learn the different ways loops behave.
Alison Clear on the topic of "creating international research opportunities" discussing strategies and networking opportunities for collaborative research to be undertaken. Covered the 'state' of international computing educational research and that in computing, conferences are main dissemination method rather than journals. Introduced Innovation and Technology in Computer Science Research (ITiCSE) has one forum. Working groups are the main method for collaboration whereby academics propose topics, then group participants are selected (through refereed process), work before conference and then have f2f meeting in 2 days before and across 3 days of conference to write a paper to be submitted as a draft at the end of the conference.
Dr. Ed Correia presents on "virtualization: the future". Presented on the virtual environment used at cpit called techlabs. Used to provide students with a realistic platform to complete projects and learning activities. Resource has been progressively built over several years. Presented on current limitations and plans to work through the technical challenges presented by these.
Armit Sarkar and team (Dr. Mike Lance & Mike Lopez ) on "improvements in teaching software engineering" Mike Lance discussed models including learning models. How are models of learning useful? And are models actually of relevance? Mike Lopez proposes to look at how students come to think computationally with one approach to investigate how students come up with misconceptions/alternaive viewpoints and what it takes for them to unravel their misunderstandings and move back onto the right track. Armit then presented on using loops and patterns to helping students learn programming concepts. A teaching resource produced to help novice programmers learn the different ways loops behave.
Friday, August 10, 2012
CPIT research month - student presentations / pitches
Have been able to get to the lunch time presentation yesterday and today featuring students 'pitching' their projects. A wonderful and eclectic collection of 3 minute presentations reinforces the diverse nature of the disciplines and subject areas here at CPIT. Presentations were from students studying in their Batchelor's programmes (usually in their third year) and from students complete post-graduate certificates. We had presentations from students in languages (Japanese, Maori); Science; Engineering, Recreation, Broadcasting and Business.
Topics included:
- lost of Japanese dialects in Hiroshima
- consequences of 'forced adoption' of Maori children in the past and how to assist these students to reconnect with their family ties and roots (whakapapa).
- the development of a life cycle tool for the assessment of the manufacturing cycle to improve sustainable production, sale and recycling
- a coffee bean roaster temperature gauge that also collects other sensory attributes important to the roasting process
- a 'mobile safety trading unit' that can be brought out to replace a physical retail space should the space be put out of action (e.g. earthquakes in Chch.)
- evaluation of the efficacy of e-cigarettes as an alternative to other forms of nicotine replacement
- study of chorophyll degration in 3000 year old matai (NZ native tree) leaves
- the effectiveness of a cryopreservation process on micro-organisms used in microbiology
- connections to the natural environment, perceptions of hearing and sight impaired and/or disabled people
- why and how we form attachments with the outdoors
- role of assessments in the outdoors when certifying outdoor instructors
- value of surfing- surfing as a medium of play
- youth involvement in sustainability - how they become involved/engaged and why
- how is controversy used as a public relations/marketing tool by the media
Student project pitches are judged by a panel for innovation and presentation. Three $$ prizes are offered as an incentive and it was good to see a wide range of students presenting this year.
Topics included:
- lost of Japanese dialects in Hiroshima
- consequences of 'forced adoption' of Maori children in the past and how to assist these students to reconnect with their family ties and roots (whakapapa).
- the development of a life cycle tool for the assessment of the manufacturing cycle to improve sustainable production, sale and recycling
- a coffee bean roaster temperature gauge that also collects other sensory attributes important to the roasting process
- a 'mobile safety trading unit' that can be brought out to replace a physical retail space should the space be put out of action (e.g. earthquakes in Chch.)
- evaluation of the efficacy of e-cigarettes as an alternative to other forms of nicotine replacement
- study of chorophyll degration in 3000 year old matai (NZ native tree) leaves
- the effectiveness of a cryopreservation process on micro-organisms used in microbiology
- connections to the natural environment, perceptions of hearing and sight impaired and/or disabled people
- why and how we form attachments with the outdoors
- role of assessments in the outdoors when certifying outdoor instructors
- value of surfing- surfing as a medium of play
- youth involvement in sustainability - how they become involved/engaged and why
- how is controversy used as a public relations/marketing tool by the media
Student project pitches are judged by a panel for innovation and presentation. Three $$ prizes are offered as an incentive and it was good to see a wide range of students presenting this year.
Monday, August 06, 2012
Cpit research month day one afternoon
Five presentations this afternoon with the theme of 'Teaching and Learning in Practice' from research staff in the Department of Human Services and Nursing. Dr. Jane Maidment introduced the session.
First up, Raewyn Tudor on 'social work and community development in schools' part of Raewyn's Masters in Social Work studies. What are schools? Study based on increased interest in bringing community-based social support into schools through forming social work hubs in schools. Focus of the project to find out 'how useful is social work and community work in facilitating better community development' and 'what skills social workers need to work with schools'. Using Bourdieu's theory of practice as a theoretical framework.
Next Anna Richardson presents on 'inter-professional learning and working: Public health nurses and economic genograms' -- using the 15 minute interview model with public health nurses and families: a collaborative educative research project. A project led by Dr. Judy Yarwood. Presentation provided on the context of public health inNZ who work autonomously school clinics and home visiting. 15 minute interview includes manners, therapeutic conversations/questions and commendations using family ecomaps and genograms. Ecomap shows family connections/relationships and outside resources used and genogram shows generations including health issues, ethnicity and occupation. Using these tools help public nurses build better relationships and obtain pertinent information efficiently. Ecograms are ecomaps and genograms together to increase effectiveness.
Then, a presentation from Dominic Chilvers and Jane Maidment (plus Yvonne Crichton-Hill from University of Canterbury) on 'promoting learning and teaching about research through collaborative work integrated learning: implications for students agencies and practitioners'. Project came about with acknowledgement that social work practitioners and students lack confidence with research. Use field education as a way to bring students into research. Students involved with projects already going out in their work placements. Project tracked students as the placement progressed. Pre- and post placement research knowledge and confidence survey and individual interviews undertaken along with researcher journal observations. Resources were developed (teaching cards and DVDs) to support the learning of research at both CPIT and UC.
Mel Leinert-Brown on 'exploring undergraduate nursing students' experiences of their first clinical placement in an acute adult mental health inpatient-service: Learning from reflection'. Presented a project that has just started with the rationale for needing to study this area and progress undertaken through the literature review phrase.
Final presentation for the day, Deborah Sims and Rose Whittle on 'researching and using CLES+T: A New Zealand perspective. CLES+T refers to -clinical learning environment, supervision and nurse teacher a scale developed in Finland as part of Mikko Saarikoski's PhD and now also used internationally. The survey useful as CPIT has started using Dedicated Education Units (DEU) for student placements and of interest to find out NZ context data - involving 10 schools of nursing.
First up, Raewyn Tudor on 'social work and community development in schools' part of Raewyn's Masters in Social Work studies. What are schools? Study based on increased interest in bringing community-based social support into schools through forming social work hubs in schools. Focus of the project to find out 'how useful is social work and community work in facilitating better community development' and 'what skills social workers need to work with schools'. Using Bourdieu's theory of practice as a theoretical framework.
Next Anna Richardson presents on 'inter-professional learning and working: Public health nurses and economic genograms' -- using the 15 minute interview model with public health nurses and families: a collaborative educative research project. A project led by Dr. Judy Yarwood. Presentation provided on the context of public health inNZ who work autonomously school clinics and home visiting. 15 minute interview includes manners, therapeutic conversations/questions and commendations using family ecomaps and genograms. Ecomap shows family connections/relationships and outside resources used and genogram shows generations including health issues, ethnicity and occupation. Using these tools help public nurses build better relationships and obtain pertinent information efficiently. Ecograms are ecomaps and genograms together to increase effectiveness.
Then, a presentation from Dominic Chilvers and Jane Maidment (plus Yvonne Crichton-Hill from University of Canterbury) on 'promoting learning and teaching about research through collaborative work integrated learning: implications for students agencies and practitioners'. Project came about with acknowledgement that social work practitioners and students lack confidence with research. Use field education as a way to bring students into research. Students involved with projects already going out in their work placements. Project tracked students as the placement progressed. Pre- and post placement research knowledge and confidence survey and individual interviews undertaken along with researcher journal observations. Resources were developed (teaching cards and DVDs) to support the learning of research at both CPIT and UC.
Mel Leinert-Brown on 'exploring undergraduate nursing students' experiences of their first clinical placement in an acute adult mental health inpatient-service: Learning from reflection'. Presented a project that has just started with the rationale for needing to study this area and progress undertaken through the literature review phrase.
Final presentation for the day, Deborah Sims and Rose Whittle on 'researching and using CLES+T: A New Zealand perspective. CLES+T refers to -clinical learning environment, supervision and nurse teacher a scale developed in Finland as part of Mikko Saarikoski's PhD and now also used internationally. The survey useful as CPIT has started using Dedicated Education Units (DEU) for student placements and of interest to find out NZ context data - involving 10 schools of nursing.
Cpit research month 2012 opens
The annual research week now a research month. An interesting range of projects are being presented from today to Tuesday 28th August. Most of the sessions will run across lunch time each day, so I will take notes and post on to blog as I am able to attend since I will be fitting the various activities around the usual work commitments.
Today, at lunch time, the month is officially opened firstly by Dr. Margaret Leonard, CPIT research manager and Kay Giles, CPIT CEO. Kay spoke of the importance of doing research in the areas we have strengths in; connecting with industry and assisting with informing industry on innovations; and using research to update and keep us fresh in our teaching.
A presentation by Dr. Mark Quigley from University of Canterbury, provides a topical beginning to research months over 60 plus presentations (including several other Christchurch earthquake focused ones). Mark presented on 'The seismic story of us: Ongoing research into the Canterbury earthquakes'. Provided a flavour of the range of projects UC is currently involved in to study and understand why/how the earthquake occurred. For instance the probable 8 faults that started things going in Sept. 2010. He presented on - what controls the volume and spatial extent of liquefaction ejecta in major earthquakes; how the earthquake faults behave; and the paleoseismology of the Canterbury plains/Chch. historically. A really interesting presentation of the science underlying the event tempered by Marks' personal experiences as much of the data was gathered in his own backyard of his now red-zoned home.
The first staff presentation is from Andrew Massie, who blogged extensively at the beginning of 2011 about his experiences while on academic study leave with Connectics - a cable jointing company undertaking extensive repairs to Christchurch electrical supply after the February 2011 earthquakes. Andrew presents on 'High voltage academic study leave during the Chch.earthquakes'. With an hour to present, Andrew could extend on his presentation by providing details on the methods he used to collect the photos/videos etc. archived on his blog and provide background details of the cable jointing process before launching into the effect the earthquake had on the electrical supply infrastructure and the processes required to repair.
In the afternoon, presentations from the Department of Nursing and Human Services with a selection of industry, work placement and teaching/learning projects.
Today, at lunch time, the month is officially opened firstly by Dr. Margaret Leonard, CPIT research manager and Kay Giles, CPIT CEO. Kay spoke of the importance of doing research in the areas we have strengths in; connecting with industry and assisting with informing industry on innovations; and using research to update and keep us fresh in our teaching.
A presentation by Dr. Mark Quigley from University of Canterbury, provides a topical beginning to research months over 60 plus presentations (including several other Christchurch earthquake focused ones). Mark presented on 'The seismic story of us: Ongoing research into the Canterbury earthquakes'. Provided a flavour of the range of projects UC is currently involved in to study and understand why/how the earthquake occurred. For instance the probable 8 faults that started things going in Sept. 2010. He presented on - what controls the volume and spatial extent of liquefaction ejecta in major earthquakes; how the earthquake faults behave; and the paleoseismology of the Canterbury plains/Chch. historically. A really interesting presentation of the science underlying the event tempered by Marks' personal experiences as much of the data was gathered in his own backyard of his now red-zoned home.
The first staff presentation is from Andrew Massie, who blogged extensively at the beginning of 2011 about his experiences while on academic study leave with Connectics - a cable jointing company undertaking extensive repairs to Christchurch electrical supply after the February 2011 earthquakes. Andrew presents on 'High voltage academic study leave during the Chch.earthquakes'. With an hour to present, Andrew could extend on his presentation by providing details on the methods he used to collect the photos/videos etc. archived on his blog and provide background details of the cable jointing process before launching into the effect the earthquake had on the electrical supply infrastructure and the processes required to repair.
In the afternoon, presentations from the Department of Nursing and Human Services with a selection of industry, work placement and teaching/learning projects.
Monday, July 30, 2012
Reflections while away and returning - use of technology and readings on embodiment
Back into the swing of things after almost three weeks away. Will be resettling back into work routine as from today but have jotted some observations and reflections while away. These now summarised.
I stayed in youth hostels for 10 nights, a week in Adelaide and 3 nights in Brisbane. As usual, the hostels were busy with school groups, travellers and visitors. I did my usual observation of the types of technology being used. Almost every person at the hostel, apart from the younger school children, had a laptop or tablet with most also using a mobile phone. The main difference was the prevalence of video messaging, using Skype or Facetime. The reading and TV rooms were usually occupied with people talking to their laptops and there would be several people in the common room doing the same. Ease of access and use has made video communication mainstream for travellers.
While away, I worked through two edited books by Ericsson. The first was the 2006 edited book on expertise and the second, the 2009 one on developing professional expertise. Summaries are forthcoming on this blog. Both provide up to date information that is relevant and applicable to practice in trades based teaching and learning.
In Brisbane, I was joined by my elderly parents and my grown up children. I usually travel using public transport and enjoy getting to know a place through walking. However, with more people, I had to resort to hiring a car, equipped with a GPS to navigate the one way system and highway/toll ways. I have a good sense of direction and found the GPS to be frustrating as it would invariably send instructions to go around in the wrong direction before finding it's way back on track via the one way streets. After a couple of days, I was back to studying the map to work out a route and then using the GPS as a reference of where I was, rather than letting the GPS lead me to the destination. I suppose its a case of using the parts of technology that fit into my way of doing things, or perhaps I am getting too old to change!! Perhaps my sense of direction is so much embodied into my being that receiving information that does not correlate with my inner compass, creates too much input to cope with. Something to think through over the next couple of weeks as I continue readings in the area of embodied cognition.
I stayed in youth hostels for 10 nights, a week in Adelaide and 3 nights in Brisbane. As usual, the hostels were busy with school groups, travellers and visitors. I did my usual observation of the types of technology being used. Almost every person at the hostel, apart from the younger school children, had a laptop or tablet with most also using a mobile phone. The main difference was the prevalence of video messaging, using Skype or Facetime. The reading and TV rooms were usually occupied with people talking to their laptops and there would be several people in the common room doing the same. Ease of access and use has made video communication mainstream for travellers.
While away, I worked through two edited books by Ericsson. The first was the 2006 edited book on expertise and the second, the 2009 one on developing professional expertise. Summaries are forthcoming on this blog. Both provide up to date information that is relevant and applicable to practice in trades based teaching and learning.
In Brisbane, I was joined by my elderly parents and my grown up children. I usually travel using public transport and enjoy getting to know a place through walking. However, with more people, I had to resort to hiring a car, equipped with a GPS to navigate the one way system and highway/toll ways. I have a good sense of direction and found the GPS to be frustrating as it would invariably send instructions to go around in the wrong direction before finding it's way back on track via the one way streets. After a couple of days, I was back to studying the map to work out a route and then using the GPS as a reference of where I was, rather than letting the GPS lead me to the destination. I suppose its a case of using the parts of technology that fit into my way of doing things, or perhaps I am getting too old to change!! Perhaps my sense of direction is so much embodied into my being that receiving information that does not correlate with my inner compass, creates too much input to cope with. Something to think through over the next couple of weeks as I continue readings in the area of embodied cognition.
Friday, July 13, 2012
NCVER day 2
Day 2 begins with keynote from Robym Archer 'on hands on and hands up: the place of arts training in higher education'. Basically argued for the value of the performing arts in society and the need to ensure people are provided with opportunities to train in this area. However young artiste consider university degrees as a pathway to performance arts but apprenticeship is still the best wat to learn. Perhaps TAFEs retaining the master/apprenticeship model may be a better fit.
Concurrent session follow and I attend sessions on youth transitions.
Dr. George Myconos, Brotherhood of St. Laurence, presents on 'Navigating VET: experiences of at risk youth. Provided evidence of the difficulties faced by students who have dropped out of school due to personal challenges and how enrolment in VCAL as run by community organisations instead of school to lead to Community VCAL (CVCAL) may provide some assistance. CVAL consists of class room tuition, vocational learning usually at TAFE or similar and work placements. However, supportive class room tuition in community organisations not alwats followed through with appropriate pastoral care at TAFEs or workplaces. Suggest approach of 'small spaces in big places' to help integration. This requires all three to work together towards shared objectives, consistent pastoral care guidelines, PD for staff to provide appropriate care and flexibility in institutional processes.
Then Cain Polidano (University of Melbourne) presents on 'impacts of school VET programmes in Australia', a quantitative study using data sets from OECD, PISA 2003 and longitudinal survey of Australian youth survey 2003. Found taking VET course with workplace learning leads to higher likelihood of completing school but negatively impacts on changees of attaining higher ed. qualifications.
A VCAL 'influence on shcool leaving' project then presented by Sheldon Rothman from Australian Council of Educational Research (ACER). A quantitative study using statitstics from Ontrack, the Victorian high school students' destination survey of 2010. Provided background on VCAL structure of foundation, intermediate and senior. The study focused on the intermediate and senior levels. Completing VCAL senoir tends to lead to apprenticeship and employment. Higher level trades prefer student to have completed VCAL senior whereas trades like hairdressing and hospitality were accepting VCAL intermediate.
Last concurrent session with Mani Nallsamy from Box Hill TAFE on a mentoring project to improve teaching with teachers who had high technical abitlity but were unfamiliar with Australian cultrure and education systems. Provided mentor support through English classes, teacher training and class room observations.
Conference ends with panel session on 'quality of research: The experts' view. A broad discussion of reseach aspects including data interpretation, rigour in applied science research, multi-method approaches, engagement and policy and reviewing research. Panel members were Tom Karmel, Lorraine Dearden (University of London), Gerald Burke (Monash), Anne Edwards (former vice chancellor), David Finegold, Barry McGaw (University of Melbourne) and Robin Ryan (Flinders).
Concurrent session follow and I attend sessions on youth transitions.
Dr. George Myconos, Brotherhood of St. Laurence, presents on 'Navigating VET: experiences of at risk youth. Provided evidence of the difficulties faced by students who have dropped out of school due to personal challenges and how enrolment in VCAL as run by community organisations instead of school to lead to Community VCAL (CVCAL) may provide some assistance. CVAL consists of class room tuition, vocational learning usually at TAFE or similar and work placements. However, supportive class room tuition in community organisations not alwats followed through with appropriate pastoral care at TAFEs or workplaces. Suggest approach of 'small spaces in big places' to help integration. This requires all three to work together towards shared objectives, consistent pastoral care guidelines, PD for staff to provide appropriate care and flexibility in institutional processes.
Then Cain Polidano (University of Melbourne) presents on 'impacts of school VET programmes in Australia', a quantitative study using data sets from OECD, PISA 2003 and longitudinal survey of Australian youth survey 2003. Found taking VET course with workplace learning leads to higher likelihood of completing school but negatively impacts on changees of attaining higher ed. qualifications.
A VCAL 'influence on shcool leaving' project then presented by Sheldon Rothman from Australian Council of Educational Research (ACER). A quantitative study using statitstics from Ontrack, the Victorian high school students' destination survey of 2010. Provided background on VCAL structure of foundation, intermediate and senior. The study focused on the intermediate and senior levels. Completing VCAL senoir tends to lead to apprenticeship and employment. Higher level trades prefer student to have completed VCAL senior whereas trades like hairdressing and hospitality were accepting VCAL intermediate.
Last concurrent session with Mani Nallsamy from Box Hill TAFE on a mentoring project to improve teaching with teachers who had high technical abitlity but were unfamiliar with Australian cultrure and education systems. Provided mentor support through English classes, teacher training and class room observations.
Conference ends with panel session on 'quality of research: The experts' view. A broad discussion of reseach aspects including data interpretation, rigour in applied science research, multi-method approaches, engagement and policy and reviewing research. Panel members were Tom Karmel, Lorraine Dearden (University of London), Gerald Burke (Monash), Anne Edwards (former vice chancellor), David Finegold, Barry McGaw (University of Melbourne) and Robin Ryan (Flinders).
NCVER - 'no-frills' vocational education research conference - day 1
In Adelaide this week for the annual National Centre for Vocational Education Research (NCVER) 'no-frills conference. On Wednesday, workshops convened and there was a welcome reception followed by an 'Intelligence2' debate organised by St. James Ethics Centre and presented through NCVER as part of the celebrations for the 21st year of the 'no-frills' conference. The topic was "Having a university degree is grossly overrated" with Professor Peter Shergold, Annabel Crabb and Dr. Lyn Arnold arguing for and Professor David Finegold, Hon Annabel Vanstone and Stephen Johnston arguing against. The debate was supported by an audience of over 700 and provided an enervating start for the conference.
The official Day one of the conference began at the TAFE SA (South Australia) campus. After a welcome from Dr. Tom Karmel (NCVER director) and a traditional welcome to country, to the land of the Ngana people, the first keynote was from Adrian Smith (chair of the Australian Training and Skills commission) on modernising South Australia's skill base. He presented pros and cons of the demand-driven system for VET and presented SA experiences in bringing about change. Skill bases have changed as SA moves from declining manufacturing sector work to growing minerals based industries. Limitations to the supply-driven systems include difficulty of accurately predicting demand and providers focused on numbers and existing capabilities. Skills for All launched to fund training, ACE and VET infrastructure. A managed approach with funding incentives for qualifications in short supply and capping where there is excess student demand and monitoring of RTO quality seen to be way forward.
Second keynote from Professor David Finegold (Rutgers University - US o A) on 'the 21st century workforce: China, India and implications for Australia. Both China and India trying to move from low skill equilibrium (LSE) to high skill ecosystems (HSEs). Globilisation causing movement of higher value added services and knowledge work from Us to India and China. China now a global leader in low-cost manufacturing and shifting investment to innovation and investment. In the last decade increased graduates from 600.000 to 7 miliion with many gradutea travelling overseas to complete post-graduate qualifications. However, both China and India face in challenges (of different kinds) and countries like Australia need to find out how to match the gaps. Both countries have exploding middle class, willingness to invest in education and for India, high numbers of young people. Therefore, Australia positioned to be Asian VET and HE leader through continued investment, re-branding, offerings tailored to local and regional need and welcoming immigration policies.
After lunch, concurrent sessions begin (6 streams) so I attend the sessions relevant to trades-based learning. First up, Karen O'Reilly-Briggs on 'the master artisan'. Started with overview of the apprenticeship system in Europe. Identified gaps/differences between European and Australian crafts training and continued with rationale for investigating viability of introducing a master-level programme for trades people in Australia. Support for concept found but also revealed frustration and dissatisfaction from trade industry representatives with current AQF system. Suggest importance of existing trade qualifciations, idenity and need to address intrinsic motivation for completing trades careers and reaffirm professional trade identity before meanful pathways for master qualification for artisans proceeds.
Then a session with Professor David Dowling on 'consulting with industry and other stakeholders to define a set of graduate capabilities. Worked through process of how to engage engineers in setting up graduate capabilities (Stephen & Yorke, 1998, p2). Part of a policy driven programme design and delivery process. Review of attributes begins the process. Stake houlder consultation starts with divergent phase (each group - practitioners, former students and teachers), then a convergent phase (each gorup forms clusters of skills ), data analysed and fed into development of graduate capability guide.
Stian Thorensen from Curtin University presented on 'initial pathways and transitions of apprenticveces and trainees with disabilities'. Findings from the first year of a three year longitudinal study presented involving 404 apprentices and a comparison group of 85 without disabilities. Rationale and research method presented. Postal survely and ingerview with 30 across 3 states used to identify social economic outcomes and barriers/facilitators to participation. Map starting points, key change points, destinations, outcomes and career intentions.
After afternoon tea, my session on 'first year apprentices of workplace learning' took place. Tiering of employers' ability to traing and apprentices' expectations for training suggested by one participant as a method to try to better match employers and apprentices.
Next. Flip Leijten presented on his 'peer learning project' using videos taking pre and post feedback workshop intervention to find out 'effectiveness of peer learning in vocational training settings.
Dr. Phil Toner from University of Sydney, then presented on 'diversity in pre-apprenticeship programmes'. These programmes carried out with training providers allow people to try out apprenticeship before they sign up. However, in line with previous research (Folye & Blomberg, 2010; Karmel & Oliver, 2010) pre-apprenticeships were found to not lead to better apprenticeship completions.
Conference dinner at Regency College capped a full day.
The official Day one of the conference began at the TAFE SA (South Australia) campus. After a welcome from Dr. Tom Karmel (NCVER director) and a traditional welcome to country, to the land of the Ngana people, the first keynote was from Adrian Smith (chair of the Australian Training and Skills commission) on modernising South Australia's skill base. He presented pros and cons of the demand-driven system for VET and presented SA experiences in bringing about change. Skill bases have changed as SA moves from declining manufacturing sector work to growing minerals based industries. Limitations to the supply-driven systems include difficulty of accurately predicting demand and providers focused on numbers and existing capabilities. Skills for All launched to fund training, ACE and VET infrastructure. A managed approach with funding incentives for qualifications in short supply and capping where there is excess student demand and monitoring of RTO quality seen to be way forward.
Second keynote from Professor David Finegold (Rutgers University - US o A) on 'the 21st century workforce: China, India and implications for Australia. Both China and India trying to move from low skill equilibrium (LSE) to high skill ecosystems (HSEs). Globilisation causing movement of higher value added services and knowledge work from Us to India and China. China now a global leader in low-cost manufacturing and shifting investment to innovation and investment. In the last decade increased graduates from 600.000 to 7 miliion with many gradutea travelling overseas to complete post-graduate qualifications. However, both China and India face in challenges (of different kinds) and countries like Australia need to find out how to match the gaps. Both countries have exploding middle class, willingness to invest in education and for India, high numbers of young people. Therefore, Australia positioned to be Asian VET and HE leader through continued investment, re-branding, offerings tailored to local and regional need and welcoming immigration policies.
After lunch, concurrent sessions begin (6 streams) so I attend the sessions relevant to trades-based learning. First up, Karen O'Reilly-Briggs on 'the master artisan'. Started with overview of the apprenticeship system in Europe. Identified gaps/differences between European and Australian crafts training and continued with rationale for investigating viability of introducing a master-level programme for trades people in Australia. Support for concept found but also revealed frustration and dissatisfaction from trade industry representatives with current AQF system. Suggest importance of existing trade qualifciations, idenity and need to address intrinsic motivation for completing trades careers and reaffirm professional trade identity before meanful pathways for master qualification for artisans proceeds.
Then a session with Professor David Dowling on 'consulting with industry and other stakeholders to define a set of graduate capabilities. Worked through process of how to engage engineers in setting up graduate capabilities (Stephen & Yorke, 1998, p2). Part of a policy driven programme design and delivery process. Review of attributes begins the process. Stake houlder consultation starts with divergent phase (each group - practitioners, former students and teachers), then a convergent phase (each gorup forms clusters of skills ), data analysed and fed into development of graduate capability guide.
Stian Thorensen from Curtin University presented on 'initial pathways and transitions of apprenticveces and trainees with disabilities'. Findings from the first year of a three year longitudinal study presented involving 404 apprentices and a comparison group of 85 without disabilities. Rationale and research method presented. Postal survely and ingerview with 30 across 3 states used to identify social economic outcomes and barriers/facilitators to participation. Map starting points, key change points, destinations, outcomes and career intentions.
After afternoon tea, my session on 'first year apprentices of workplace learning' took place. Tiering of employers' ability to traing and apprentices' expectations for training suggested by one participant as a method to try to better match employers and apprentices.
Next. Flip Leijten presented on his 'peer learning project' using videos taking pre and post feedback workshop intervention to find out 'effectiveness of peer learning in vocational training settings.
Dr. Phil Toner from University of Sydney, then presented on 'diversity in pre-apprenticeship programmes'. These programmes carried out with training providers allow people to try out apprenticeship before they sign up. However, in line with previous research (Folye & Blomberg, 2010; Karmel & Oliver, 2010) pre-apprenticeships were found to not lead to better apprenticeship completions.
Conference dinner at Regency College capped a full day.
Thursday, July 05, 2012
Ako Aotearoa professional development programme - enhancing teaching and learning in vocational education
On Tuesday, I had the privilege of presenting the first workshop in a series of nine for Ako Aoteoroa as part of a professional development programme for tertiary teachers. This first workshop was presented at Tai Poutini Polytechnic in Greymouth, on the West Coast of the South Island. A range of trades, outdoor education and 'humanities' subject tutors participated enthusiastically.
The main objective of this series of workshops, is to present to tutors/teaching practitioners, some of the findings from a selection of completed Ako Aotearoa projects. These projects were on first year apprentices experiences; peer learning investigation while learning how to use videos to study trades learning; and students producing eworkbooks using net tablets. In particular, to help tutors contextualise some of the findings to their own teaching practice.
Another objective was to raise awareness of the role of evidence-based research in vocational education and encourage practitioner-led study into trades learning. There still needs to be capability building in this area. However, Ako Aotearoa hub funding which I think is about to be re-launched after a six month hiatus, is useful as seed funding to pay for teaching release time to allow for small studies to occur.
I am looking forward to presenting the rest of the workshops. This first one has provided several items to improve on for the next session. It is a good opportunity to meet the wider trades tutor community as many do not attend various teaching and learning conferences. Trade tutors are well grounded in the needs of their industry and the make a good sounding board for 'academic' ideas on pedagogical and programme design approaches. The important thing is not whether the ideas are framed by scholarly frameworks but whether the teaching/learning strategies will work with their students.
The main objective of this series of workshops, is to present to tutors/teaching practitioners, some of the findings from a selection of completed Ako Aotearoa projects. These projects were on first year apprentices experiences; peer learning investigation while learning how to use videos to study trades learning; and students producing eworkbooks using net tablets. In particular, to help tutors contextualise some of the findings to their own teaching practice.
Another objective was to raise awareness of the role of evidence-based research in vocational education and encourage practitioner-led study into trades learning. There still needs to be capability building in this area. However, Ako Aotearoa hub funding which I think is about to be re-launched after a six month hiatus, is useful as seed funding to pay for teaching release time to allow for small studies to occur.
I am looking forward to presenting the rest of the workshops. This first one has provided several items to improve on for the next session. It is a good opportunity to meet the wider trades tutor community as many do not attend various teaching and learning conferences. Trade tutors are well grounded in the needs of their industry and the make a good sounding board for 'academic' ideas on pedagogical and programme design approaches. The important thing is not whether the ideas are framed by scholarly frameworks but whether the teaching/learning strategies will work with their students.
Thursday, June 28, 2012
Working with multiple data
Attended a free webinar this morning via QSR the company that sells nVivo. The topic was on public consultation research presented by Patrick O'Neil rom Lincoln University and Dr. Lyn Lavery from academic consulting. Introduced by Kate from QSR.
This is the last of a series of 3 on working with different data came about through the public consultation process Chch city council ran after Chch earthquakes. with previous webinars available on research preparation (for the unknown) and rapidly synthesising and analysing data.
The projects was focused on the Share an idea project used to inform the Chch city plan. 14thMay and series of interactions also used with all data collected by July. 2 teams involved with city council And overseas consultants. Coding structure was set up to deal with multiplicity and amount of data. Needed to ensure data collected could be collated to be meaningful. Topics set up and sub themes emerged. Important to have shared understanding of what sub themes mean to all researchers.
All data, regardless of type, coded to nodes and subthemes on nVivo. large amount of data had to be analyzed within a short time frame. Need to ensure all data was analysable. Data gathered through expo, website, council forms, workshops.
Website collected tweets (over 20,000), emails, group ideas. Council forms included letters, emails, voicemails. Expo included post it notes, pictures and drawings, focus group transcripts etc.
NVivo allowed word, excel files, PDFs audio, video and images with all could be coded to the same topics and sub themes. Plus 5 researchers could all work on data at the same time using nVivo server.
Examples of data types from expo then described.
1) Let's hear it used written information on a form - with 4 questions - what missed, what to retain, how to make Chch city better, what is most important About vision for Chch. Transcripts entered as answers to questions and then coded to sub themes.
2) Web tweets with 4 themes - move, life, space and market. Engaged people before expo and then others could see their own and others and provide feedback and stimulated more ideas. Above coded with tweeters age And suburb and tweets coded into sub themes.
3) Post it notes from expo generated 17,000. Entered into an excel file and manually coded to theme. Then text search used on excel files deployed to create nodes. Merged into existing nVivo data. 1/3 of post it notes then coded using coding density functions.
4) YouTube videos used to capture interviews up to 3 minutes with people who preferred to provide oral feedback. Video transcribed within nVivo and again coded to sub themes. Selected parts were transcribed by firstly doing a first watch and then only transcribing relevant parts.
Children's art to help children articulate their ideas. Photo of art uploaded to nVivo, regions of the 5) picture can then be coded by identifying on the picture and labeling.
Outputs also used nVivo visualization tools and can be run using queries to generate tag clouds ( word frequency with stop word list to remove unnecessary words) and word trees (to illustrate words that are searched and other things associated to each word). Visualisations could be used to quickly display the most common ideas to inform good mass communication and quickly represent a particular topic and display a large amount of content.
All in a good opportunity to have an example of how to better use nVivo for qualitative analysis. Plus information on nVivo 10 which allows for social media data to be more easily used plus need for nVivo to be able to handle very large projects more efficiently.
This is the last of a series of 3 on working with different data came about through the public consultation process Chch city council ran after Chch earthquakes. with previous webinars available on research preparation (for the unknown) and rapidly synthesising and analysing data.
The projects was focused on the Share an idea project used to inform the Chch city plan. 14thMay and series of interactions also used with all data collected by July. 2 teams involved with city council And overseas consultants. Coding structure was set up to deal with multiplicity and amount of data. Needed to ensure data collected could be collated to be meaningful. Topics set up and sub themes emerged. Important to have shared understanding of what sub themes mean to all researchers.
All data, regardless of type, coded to nodes and subthemes on nVivo. large amount of data had to be analyzed within a short time frame. Need to ensure all data was analysable. Data gathered through expo, website, council forms, workshops.
Website collected tweets (over 20,000), emails, group ideas. Council forms included letters, emails, voicemails. Expo included post it notes, pictures and drawings, focus group transcripts etc.
NVivo allowed word, excel files, PDFs audio, video and images with all could be coded to the same topics and sub themes. Plus 5 researchers could all work on data at the same time using nVivo server.
Examples of data types from expo then described.
1) Let's hear it used written information on a form - with 4 questions - what missed, what to retain, how to make Chch city better, what is most important About vision for Chch. Transcripts entered as answers to questions and then coded to sub themes.
2) Web tweets with 4 themes - move, life, space and market. Engaged people before expo and then others could see their own and others and provide feedback and stimulated more ideas. Above coded with tweeters age And suburb and tweets coded into sub themes.
3) Post it notes from expo generated 17,000. Entered into an excel file and manually coded to theme. Then text search used on excel files deployed to create nodes. Merged into existing nVivo data. 1/3 of post it notes then coded using coding density functions.
4) YouTube videos used to capture interviews up to 3 minutes with people who preferred to provide oral feedback. Video transcribed within nVivo and again coded to sub themes. Selected parts were transcribed by firstly doing a first watch and then only transcribing relevant parts.
Children's art to help children articulate their ideas. Photo of art uploaded to nVivo, regions of the 5) picture can then be coded by identifying on the picture and labeling.
Outputs also used nVivo visualization tools and can be run using queries to generate tag clouds ( word frequency with stop word list to remove unnecessary words) and word trees (to illustrate words that are searched and other things associated to each word). Visualisations could be used to quickly display the most common ideas to inform good mass communication and quickly represent a particular topic and display a large amount of content.
All in a good opportunity to have an example of how to better use nVivo for qualitative analysis. Plus information on nVivo 10 which allows for social media data to be more easily used plus need for nVivo to be able to handle very large projects more efficiently.
Wednesday, June 27, 2012
Learning how to multitask
Writing up notes from the a recently completed pilot with front office students - using videos to enhance reflective learning. Feedback from the students and tutor (Debbie Taylor) has been very positive despite several technical issues to surmount. Of note is that for the first time, all students have completed their practical assessments after the first iteration, so no need for resits, which take up extra time and can be demoralising for students.
We are now working on several technical issues, before we run the official project with a new group of students next semester. Apart from connecting the ipads to a datashow, we have found sound quality from the ipad videos to be a challenge. Firstly, the ipads tend to pick up sound only if the students speak loudly, then when the videos are played back via a data show, students' voices are sometimes difficult to discern. Over the next few weeks, Sam Hegarty at the LTU will be trialing several configurations using wireless mikes and speakers attached to the datashow to improve sound quality.
Even with the sound quality challenge, student learning has been enhanced through the opportunity to view themselves and others roleplaying check-in and check-out processes. After the inital 'camera shyness' the students pitched in and really connected with the overall objectives of the project. They worked at practicing their check-in/check out skills, recorded each others roleplays and provided solid peer feedback to each other. The tutor then used examples of good practice to illustrate main skills.
Of note is the need to do several things at once during the check in/ check out process whilst maintaining a customer friendly/focused demeanor both verbally and through body language. The bringing together of tasks skills and soft people relationship skills can be challenging for students to learn. Debbie is now in the process of deconstructing the check in/check out process more thoroughly to identify areas where multi-tasking is crucial. From the deconstruction, we hope to provide students with the opportunity to practice the multi-tasking parts separately, before incorporating these into the full check in/ check out sequence. There are several occasions during the sequence when students have to talk to the guest, fill in forms/enter information into the computer or find paperwork etc. along with listening to the guest and portraying a professional (I know what I am doing) and friendly/welcoming demeanor.
So next semester, we will have students go through the checklist of check in or check out sequence as they view Debbie (physically or virtually) complete the process. Then, students will concentrate on THREE items /skills through the first few practice roleplays. As their skill develops, the entire check in/ check out roleplay will be videoed. Students will then need to be able to pick up the skills/ dispositions that need to be improved through both peer and tutor feedback. During the pilot, I trialled several class observation sheets and have now modified observation forms to reflect the class room activity as it unfolds. So looking forward to next semester's work on this project.
We are now working on several technical issues, before we run the official project with a new group of students next semester. Apart from connecting the ipads to a datashow, we have found sound quality from the ipad videos to be a challenge. Firstly, the ipads tend to pick up sound only if the students speak loudly, then when the videos are played back via a data show, students' voices are sometimes difficult to discern. Over the next few weeks, Sam Hegarty at the LTU will be trialing several configurations using wireless mikes and speakers attached to the datashow to improve sound quality.
Even with the sound quality challenge, student learning has been enhanced through the opportunity to view themselves and others roleplaying check-in and check-out processes. After the inital 'camera shyness' the students pitched in and really connected with the overall objectives of the project. They worked at practicing their check-in/check out skills, recorded each others roleplays and provided solid peer feedback to each other. The tutor then used examples of good practice to illustrate main skills.
Of note is the need to do several things at once during the check in/ check out process whilst maintaining a customer friendly/focused demeanor both verbally and through body language. The bringing together of tasks skills and soft people relationship skills can be challenging for students to learn. Debbie is now in the process of deconstructing the check in/check out process more thoroughly to identify areas where multi-tasking is crucial. From the deconstruction, we hope to provide students with the opportunity to practice the multi-tasking parts separately, before incorporating these into the full check in/ check out sequence. There are several occasions during the sequence when students have to talk to the guest, fill in forms/enter information into the computer or find paperwork etc. along with listening to the guest and portraying a professional (I know what I am doing) and friendly/welcoming demeanor.
So next semester, we will have students go through the checklist of check in or check out sequence as they view Debbie (physically or virtually) complete the process. Then, students will concentrate on THREE items /skills through the first few practice roleplays. As their skill develops, the entire check in/ check out roleplay will be videoed. Students will then need to be able to pick up the skills/ dispositions that need to be improved through both peer and tutor feedback. During the pilot, I trialled several class observation sheets and have now modified observation forms to reflect the class room activity as it unfolds. So looking forward to next semester's work on this project.
Wednesday, June 20, 2012
microsoft surface
Yesterday, various tech websites and tech blogs provided overviews and reviews of the Microsoft announcement of the Surface tablet. Visually, a nice form factor and the use of the cover as a keyboard a great innovation. Will need to try the cover/keyboard out for responsiveness.
One of the issues we have as an educational institute is the challenge provided by catering to a range of operating systems. Our tablet projects using IOS and Android have been completed with tablets that are not networked into the institution’s Windows OS. So the promise of what looks like a decent Windows OS tablet, will be something to look forward to for a project for the beginning of next year.
The reviews, like this one, seem to be positive. The Windows Metro OS is also promising and I did have a short time to try out the Windows 7 version on Samsung Phones. The main advantage will be user friendly capatibility between PC and mobile devices. For some teaching programmes, ease of sharing between work / student PC and mobile devices like tablets and phones, will increase the range of learning activities we can offer students.
Wednesday, June 13, 2012
Postman, Sennett and Jenkins on technology – cautions and recommendations
Some toing and froing via email at the Centre of Educational Development through my sharing of an article by Neil Postman has led to a discussion on how technology may be used to support teaching and learning.
I read Postman’s 1995 article – ‘Five things we need to know about technological change’ - as a caution – to remember that the media may also become the message. However, even if there will be pros and cons and winners and losers (Postman’s 1 & 2 cautions) and a risk that technology becomes the focus (cautions 3 & 5), technology is also ecological (caution 4) and WE as the makers and users of technology, need to understand the pros/cons and use technology ‘wisely’.
As per previous blog, Sennett’s book (the craftsman) also cautions on a reliance on technology. His example is the use of computer aided design (CAD) in architecture and how designs can become the be all and end all, mesmerising the architect with 3D rendered views of his/her creation and missing the important factor that buildings have to be designed to be lived in, be sympathetic to the environment (physical and social) they cover and comfortable and useful to occupiers/inhabitants.
The 2006 Jenkin’s et al. article – ‘Confronting the challenges of a participatory culture:Media education for the 21st century’ - explores the challenges posed by digital technology to education - with a slant towards formal school education. The examples provided through the article, inform us that it is possible to use technology to help student come to grips with learning for a future world that will rely on digital technology (and perhaps has already?).
So if we are preparing our students to become plumbers, do we also still need to help them become critical learners and users in a world rapidly becoming technology reliant? Who decides?? What will be the most appropriate vernacular/form of communication required by students learning to become plumbers/chefs/nurses etc.? What ‘communication’/media literacy skills are required? – Jenkin’s article includes Play, Performance, Simulation, Appropriation, Multitasking, Distributed Cognition, Collective Intelligence, Transmedia Navigation, Networking and Negotiation (see page 4 for details of each).
Therefore, will a reliance on text based communication be sufficient for future occupational practice? For instance, will trades people use YouTube to advertise their services on TradeMe? If YES, should we be therefore helping students learn to present on visual media instead of writing reports?? Both text and visual presentations require student to represent and organise their thinking – which form of expression will now be more authentic? What appropriate ‘thinking and recording tools’ should be introduced to students to help them make sense of, collate and represent their thoughts and learning?
I read Postman’s 1995 article – ‘Five things we need to know about technological change’ - as a caution – to remember that the media may also become the message. However, even if there will be pros and cons and winners and losers (Postman’s 1 & 2 cautions) and a risk that technology becomes the focus (cautions 3 & 5), technology is also ecological (caution 4) and WE as the makers and users of technology, need to understand the pros/cons and use technology ‘wisely’.
As per previous blog, Sennett’s book (the craftsman) also cautions on a reliance on technology. His example is the use of computer aided design (CAD) in architecture and how designs can become the be all and end all, mesmerising the architect with 3D rendered views of his/her creation and missing the important factor that buildings have to be designed to be lived in, be sympathetic to the environment (physical and social) they cover and comfortable and useful to occupiers/inhabitants.
The 2006 Jenkin’s et al. article – ‘Confronting the challenges of a participatory culture:Media education for the 21st century’ - explores the challenges posed by digital technology to education - with a slant towards formal school education. The examples provided through the article, inform us that it is possible to use technology to help student come to grips with learning for a future world that will rely on digital technology (and perhaps has already?).
So if we are preparing our students to become plumbers, do we also still need to help them become critical learners and users in a world rapidly becoming technology reliant? Who decides?? What will be the most appropriate vernacular/form of communication required by students learning to become plumbers/chefs/nurses etc.? What ‘communication’/media literacy skills are required? – Jenkin’s article includes Play, Performance, Simulation, Appropriation, Multitasking, Distributed Cognition, Collective Intelligence, Transmedia Navigation, Networking and Negotiation (see page 4 for details of each).
Therefore, will a reliance on text based communication be sufficient for future occupational practice? For instance, will trades people use YouTube to advertise their services on TradeMe? If YES, should we be therefore helping students learn to present on visual media instead of writing reports?? Both text and visual presentations require student to represent and organise their thinking – which form of expression will now be more authentic? What appropriate ‘thinking and recording tools’ should be introduced to students to help them make sense of, collate and represent their thoughts and learning?
Wednesday, June 06, 2012
The Craftsman by Richard Sennett
At home this afternoon due to the first snow of this winter closing CPIT. Got to work just after eight through heavy snow on my side of town. Mostly wet in town but then the snow started to really thicken and settle. CPIT closed just after 9.30am so made our way very slowy home. Still snowing this afternoon and about 10 cm in the garden. Therefore, a good opportunity to do my weekly blog.
Over the long weekend, (Queen's birthday with Monday as a public holiday) and re-read Richard Sennett's book The Craftsman. I have dipped in and out of the book several times and used relevant portions in my dissertation, in particular definitions of craftsmanship and the premise that all of us are craftsman, both in our personal (as parents, homecooks, gardeners) and work (not only trade based but professions and examples in the book with computer programmers) lives.
The kindle version of the book on my ipad is now well bookmarked and had copious notes of parts that are pertinent to several projects I am currently working on. I have also highlighted about a dozen other readings/books to follow up, so the weekend reading has been fruitful.
The book moves through 3 sections, craftsmen, craft and craftmanship. In the craftsmen section, four chapters cover the historical conceptions of craftsmanship and provides examples of ancient (weaving) and modern (linux programming) of the existence of craftsmanship. The decline of respect for trades craftsmanship through the industrial revolution is also traced. In this section, the main line of argument is that we should still maintain our sense of craftmanship. Losing aspects of craftsmanship like continual working towards quality whether a plumber or a surgeon, means we lose some of our humanity. Of importance is the need to retain the craftsmanship mindset, so that we are conscious of the impact of technology,tools and machines on the way we do and conceptualise. The example provided is the advent of computer aided design (CAD) in architecture whereby architects become enamoured by the call of design but forget that their creations have to fit into a certain geographical context with weather/climate that impact on the eventual human interaction with the buildings.
The second section concentrates of the importance of the hand in how humans relate to their world. The chapter 'the hand' summarises psychological, ethnographical and sociological approaches to understanding how the had works and the hands contribution to 5 dimensions of human endeavour. 4 are identified by Raymond Tallis, as anticipation, contact, language cognition and reflection and a fifth being values developed by highly skilled hands. Learning music is used as the example in how the hand contributes to how we understand ourselves, communicate with others and form and then explain our conceptualisations. In chapter 6, 'expressive instructions', 3 versions of written recipes are used to explain how trying to explain how to debone a chicken, is about having to unpack how we use our hands. It would have been good to have these recipes in the appendices. However, the example used is apt.
The last section concludes as a call for the need to respect quality-driven work. Human drive for continual improvement needs to be nurtured through the education system. Current work organisation practice makes it difficult for craftmanship to be practiced. The book is a call for better suuport of an innate human desire. If carefully sponsored, might be a way for humankind to better meet the big challenges, many of them environmental issues that will affect all of us one way or other in the near future.
Over the long weekend, (Queen's birthday with Monday as a public holiday) and re-read Richard Sennett's book The Craftsman. I have dipped in and out of the book several times and used relevant portions in my dissertation, in particular definitions of craftsmanship and the premise that all of us are craftsman, both in our personal (as parents, homecooks, gardeners) and work (not only trade based but professions and examples in the book with computer programmers) lives.
The kindle version of the book on my ipad is now well bookmarked and had copious notes of parts that are pertinent to several projects I am currently working on. I have also highlighted about a dozen other readings/books to follow up, so the weekend reading has been fruitful.
The book moves through 3 sections, craftsmen, craft and craftmanship. In the craftsmen section, four chapters cover the historical conceptions of craftsmanship and provides examples of ancient (weaving) and modern (linux programming) of the existence of craftsmanship. The decline of respect for trades craftsmanship through the industrial revolution is also traced. In this section, the main line of argument is that we should still maintain our sense of craftmanship. Losing aspects of craftsmanship like continual working towards quality whether a plumber or a surgeon, means we lose some of our humanity. Of importance is the need to retain the craftsmanship mindset, so that we are conscious of the impact of technology,tools and machines on the way we do and conceptualise. The example provided is the advent of computer aided design (CAD) in architecture whereby architects become enamoured by the call of design but forget that their creations have to fit into a certain geographical context with weather/climate that impact on the eventual human interaction with the buildings.
The second section concentrates of the importance of the hand in how humans relate to their world. The chapter 'the hand' summarises psychological, ethnographical and sociological approaches to understanding how the had works and the hands contribution to 5 dimensions of human endeavour. 4 are identified by Raymond Tallis, as anticipation, contact, language cognition and reflection and a fifth being values developed by highly skilled hands. Learning music is used as the example in how the hand contributes to how we understand ourselves, communicate with others and form and then explain our conceptualisations. In chapter 6, 'expressive instructions', 3 versions of written recipes are used to explain how trying to explain how to debone a chicken, is about having to unpack how we use our hands. It would have been good to have these recipes in the appendices. However, the example used is apt.
The last section concludes as a call for the need to respect quality-driven work. Human drive for continual improvement needs to be nurtured through the education system. Current work organisation practice makes it difficult for craftmanship to be practiced. The book is a call for better suuport of an innate human desire. If carefully sponsored, might be a way for humankind to better meet the big challenges, many of them environmental issues that will affect all of us one way or other in the near future.
Tuesday, May 29, 2012
vodaphone tech forum
Last night, attended a short session at Vodaphone's Northland (Christchurch) store. The main audience for the forum was corporate IT managers and technicians. The objective was an update on Vodaphone's latest offerings that would be useful to the corporate market.
Mobile has moved rapidly and telecomunication companies really have their work cutout to keep up with the increase in smart phones and tablets (in NZ over 50% of Vodaphone customes have smart phones and 90% of corporate clients issue smart phones to their staff). The 'bring your own' device is high on the list for corporate IT support and something we in education are continually challenged with. However, there were assurances that sometime in the near future, corporates having to cope with a multiplicity of operating systems, will be a thing of the past - through cross platform device life cycle interfaces.
There was a short presentation of one of Vodaphone's four 'innovations' - infield support systems with the others being machine to machine, mobile marketing and mobile wallet. Also a demonstration of the 'airwatch' app from ipad to monitor. After that, a chance to play with the many tablets and smart phones on offer. Having become familiar with the iOS on my ipad and the android OS on the Toshiba Thrive tablets, I decided to have a good look at the Windows 7 mobile OS on a Samsung Omnia W and a Nokia Lumia. A nice responsive touch screen with three buttons - a go back, a start and home. Integration to standard microsoft word, powerpoint and excel and given. So roll on windows 8.
Mobile has moved rapidly and telecomunication companies really have their work cutout to keep up with the increase in smart phones and tablets (in NZ over 50% of Vodaphone customes have smart phones and 90% of corporate clients issue smart phones to their staff). The 'bring your own' device is high on the list for corporate IT support and something we in education are continually challenged with. However, there were assurances that sometime in the near future, corporates having to cope with a multiplicity of operating systems, will be a thing of the past - through cross platform device life cycle interfaces.
There was a short presentation of one of Vodaphone's four 'innovations' - infield support systems with the others being machine to machine, mobile marketing and mobile wallet. Also a demonstration of the 'airwatch' app from ipad to monitor. After that, a chance to play with the many tablets and smart phones on offer. Having become familiar with the iOS on my ipad and the android OS on the Toshiba Thrive tablets, I decided to have a good look at the Windows 7 mobile OS on a Samsung Omnia W and a Nokia Lumia. A nice responsive touch screen with three buttons - a go back, a start and home. Integration to standard microsoft word, powerpoint and excel and given. So roll on windows 8.
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