The Technological-Industrial Complex and Education - book overview

 This book, published in 2024 by Springer and written by S.M.S. Curtis, V. Desimoni, M. Crumley-Effinger, F.D. Salahan and t.d. Jules is titled 'The technological-Industrial complex and education: Navigating algorithms, datafication, and artificial intelligence in comparative and international education. 

The authors are academics from Universities in the US of A. 

There are seven chapters.

The first chapter - AI in comparative and international education (CIE) in the age of the anthropocene, sets out the rationale for the book and lays out the argument for a human-centred approach to AI. 

Chapter 2 'the rise of the technological-industrial complex and education 4.0' summarises the connections between Education 1.0 to 4.0 and Web 1.0 to 4.0. The chapter argues that education is connected to the developments and expansion of the Web. Education tends to lag behind the Web developments. In the context of CIE which began as colonisation projects, the process of decolonisation is important to help assure justice and equity for the benefit of all.

The third chapter 'the emergence and progression of AI in CIE) summarises the evolution of AI and cautions the utilisation of AI with the need for ethics.

Chapter 4 then continues on with 'beyond the anthropocene: ethics, equity and the responsible use of AI in CIE.

Following, 'using AI for educational research: methodological implications. Various ways AI may be useful including AI-powered conversational robots, machine learning, natural language processing and predictive analytics tools, provide opportunities for education research. Ethics is a key to how these are deployed.

Chapter 6 'regulatory responses and emerging global scripts in the governance of AI in education (GAIE). Various efforts at regulation are presented and discussed. Countries include the EU, Turkey, China, UNESCO and the US of A. 

The last chapter 'capturing the potential of pluriversal AI ecosystems' summarises the preceding chapters. Discussion is undertaken as to how decolonising AI in in the Industry 4.0 era has implications for CIE.

Overall, the book provides a good summary into the current understanding of AI and education within the CIE context. Discussions on future implications are useful, providing cautions but also possibilities when AI is deployed meaningfully, purposefully, and ethically. 

Promoting authentic learning experiences: redesigning assessments to minimise student misconduct

Webinar organised by TurnitIn and hosted by ASCILITE. 

Summary of the webinar's objectives as:

 1. Authentic assessment design: Dive into the principles of authentic assessment design, which emphasises real-world relevance, meaningful tasks and opportunities for creativity and critical thinking. Explore methodologies such as project-based assessments, case studies and simulations that provide students with authentic learning experiences while reducing the incentive to cheat. 

2. Formative feedback and self-assessment: Discuss the importance of formative feedback and self-assessment in promoting academic integrity. Learn the role of continuous assessment methods, peer review and reflective exercises in fostering student engagement, metacognitive skills and ownership of learning outcomes. 

3. Assessment security measures: Explore security measures and deterrents to minimise temptations for cheating in assessments. Discuss strategies such as randomised question banks, timed assessments and proctoring technologies that mitigate opportunities for academic misconduct while preserving the integrity of the assessment process.

Notes taken:

Kwong Nui Sim representing ASCILITE welcomes participants and runs through zoom functions. Includes a Welcome to country and an overview of ACSCILTE and the annual conference this year in Melbourne in December.

Chukwudi Ogoh from Turnitin chairs the panel. Diagnostic poll starts to provide information from participants to the panel. Academic integrity still an important focus for participants. Many use portfolios or similar to reduce academic integrity.

Speaker introduced. Joon Nak Choi from Hong Kong University of Science and Technology begins with the view that there is too much focus on academic integrity with slow integration of AI into teaching and learning although students are racing ahead with using AI. Formerly, UK promoted values based education, Germans then introduce skills based education but presently knowledge based education is the main focus. However, Ai is challenging knowledge based education therefore it is important to return to value and skills based education. Therefore critical thinking, adaptability and judgement should be the fundamental objectives of learning through active learning to raise metacognitive awareness. Formative assessments are important. Essays can remain relevant and useful as they help assess critical thinking, logic and argument and application. Metacognition, adaptability, initiative and self direction can also outputs from essays. In the post-AI classroom, essays still possible by putting them through turnitin, or writing essays in class, and integration of AI into essay writing reflects workplace use.  AI assistants can be used to grade in class essays to provide timely feedback, allowing the essays to be used as a formative tool. Professor or teaching assistants can then use their time to personalise the feedback. Teach students how to use AI to brainstorm, first draft from AI with student going through to correct/triangulate, presentation on the topic required, and the final draft incorporates human feedback backed by reflection memos.

Dr. Dianne Stratton-Maher from University of Southern Queensland on embracing AI to reimagine assessment in nursing education. Teaches first year Bachelor of Nursing course on literacies and communication. Overall perspective is that AI is not a replacement for personal knowledge, but rather they are tools that can strengthen and enhance the learning journey. Undertook a qualitative descriptive design to integrate AI into the course. Case study used and students were introduced to ChatGPT to support the completion of the case study assignment. AI generated video to introduce AI and provide some AI literacy on how to use AI to support learning. A reflection was also required as to how using AI went and this was handed in as an appendix to their case study. The reflection included prompts used, responses received, evidence of evaluation of the responses etc. Shared examples of student work. 409 students submitted, 18 reported for AI but 10 were unsubstantial. Collected f2f and focus group data, using thematic analysis supported by CoPilot (with UniAQ data protection). Themes included confusion and adaption; functionality and skill development; effectiveness and reliability; academic integrity and ethical use, perceived benefits and future use; and feedback and support. Recommendations included the need to clarify guidelines and expectations; promote responsible use; providing training and support; encouraging critical evaluation; highlighting the benefits; integrate practical examples; monitor and adapt and education for staff.

Associate Professor Benito Cao from the University of Adelaide on 'don't ne sorry, just declare it'. No assessment re-design but focused on working with students on how ChatGPT is not reliable but can be useful in some aspects of academic work, Therefore, is ChatGPT used, its use is declared in an appendix. ChatGPT is not a search engine but a language model. Asked ChatCPT to generate a profile of himself and shared with students. Almost all the items were wrong! but the profile was written in a convincing manner. Summarised his university's guidelines including Deputy Vice Chancellor Academic to all students to encourage them to embrace and integrate AI but to use it with integrity. Assessment guidelines define how AI can be used - for example AI assisted ideas or AI assisted editing. Discussed the benefits, limitations and risks and risk management for Gen AI as provided but the South Australian Government. Industry guidelines also introduced, for example guidelines from Taylor and Francis allowing idea generation and exploration; language improvement; interactive online search; literature classification and coding assistance. AI must not be listed as author and its use formally acknowledged. Stressed to students the need to keep their voice and appendix recording use of prompts etc. required. 

Jane Mair provided an overview to Turnitin's approach to minimise cheating. A challenge presented by paper-based handwritten assessments. Short answers, multiple choice, sketches or labelling diagram, mathematics problems. Paper assessments persist as they align with authentic design, formative feedback can be provided that engages students and supports assessment integrity by limiting access to AI writing and other digital tools. Challenges for instructors, marking can be time-consuming, coordination and consistency for grading can be difficult, feedback inefficient, heavy reliance on multiple choice which may not assess relevant learning outcome and challenges in applying assessments for best practice. For students receive delayed feedback, some have difficulty understanding the feedback and there are increased errors and there may be need for clarification. 

Turnitin feedback now has the 'paper to digital' overview. Grading is faster using online grading, feedback is more timely, secure workflow and digital storage, and integration directly into LMS and Turnitin feedback studio. Supports long-form writing, multiple choice, short answer, math formulas etc. Demonstrated how it worked. Horizontal questions possible allowing each question to be marked across the cohort, rather than one student at a time. Similar answers can be graded at once! Feedback studio allows for an efficient workflow.

A higher education focus in all the presentations. Some good ideas if essays are still being used. Webinar is recorded and presentations will be available. 

E oho! The principles of the Treaty flow from its words - notes from webinar

 Notes taken from a webinar hosted by National Library -

Dr Carwyn Jones examines the concept of ‘the principles of the Treaty of Waitangi’ – what they are, and how they operate within our legal and constitutional system in Aotearoa New Zealand. He presents "the principles of the Treaty Flow from its words'.

The presentation began with housekeeping/safety briefing in English, followed by in Māori.

Karakia and Māori welcome opened the presentation followed by an introduction to the work of Dr. Jones.

Began with a discussion on the title. The principles of the treaty, may not be the same as the words that are written in the treaty. Many things contributed to how the treaty came about and its contents.

Covered the concept 'principles of the treaty' - which has a relatively settled and certain application in law and policy (i.e. the Waitangi Tribunal). Te Tiriti has supported government to engage with some elements of Te Tiriti. However, this tends to reflect a fundamentally watered-down version of the rights guaranteed in Te Tiriti. 

Summarised how the contents of Te Tiriti are different from 'the principles of the treaty'. These are that Te Tiriti created by statute, interpretation and application determined by the Waitangi Tribunal and the courts in accordance with precedent. Waitangi Tribunal required to consider both the Te Tiriti and the English draft. Courts and Tribunal consider texts in light of the surrounding circumstances and this now appears in a wide range of statutes. 

We must remember that Te Tiriti is a negotiated agreement. Tino Rangatiratanga does not mean the the Crown has full authority, but is granted a shared role. This understanding is a key towards the concept of partnership rather than sovereignty. Ongoing Māori authority was not excluded. The Crown's view on this, constraints how Te Tiriti could inform ways forward. 

There are actually no 'principles' in Te Tiriti, however, interpretation of Te Tiriti, requires identification of 'principles' to allow it to work in the context in which it was drawn up. 'Principles' and the te reo text are not the same items. 

'Principles' were defined to enable courts to consider the historical context of the signing, the objectives of the Crown and the Māori signatories, the actual texts of the Māori and English versions, as well as the constitutional significance and the spirit of Te Tiriti. Principles introduced into legislation for a number of reasons as a way to reconcile the differences between the English and Māori texts of Te Tiriti.

The Māori version was taken around Aotearoa, discussed, debated and signed by over 500 Rangatira, hence likely providing it with its authority. 

Discussed some of the principles and their application - partnership, active protection, redress, mutual benefit, options and equity. Although these may be seen to only be used in legislation, these in turn affect the lives of all in Aotearoa. Provided various examples of how Te Tiriti informs and is sometimes misinterpreted when applied to real world circumstances. Application of theoretical 'principles' without really considering the larger context and impact on the people who are affected, is not a way to honour Te Tiriti. Example included the recent Haora (health) report and various pieces of legislation on recognising Te Reo Māori. 

Introduced the need to move beyond Treaty principles. Instead, focus on Tino Rangatiratanga (Māori sovereignty) and Kāwanatanga (government). What are these, what do they look like, what is the relations between them and how can we make these work now. This should be the focus, rather than the continual discussion of what is in each version and what they may mean. In particular, there should not be a hierarchy between the two, but a true partnership. How will this work?  

Q & A followed. 

A karakia closed the session. 

Critical Thinking and Ethics in the Age of Gen AI

 A report from the USC Centre for Generative AI and Society on Critical thinking and ethics in the Age of Generative AI in education

Brings together perspectives on Gen AI and its impact on critical thinking and ethics.

After an introductory chapter by Pedro Noguera, there are seven chapters organised into three sections.

Section 1 - supporting college students' critical thinking in the age of AI

3 chapter discussing the promises and perils of using AI in college classrooms and a chapter on undergraduate perspectives on AI

Section 2 - AI in K12 classroms - ethical considerations and lessons learnt has 2 chapters.

Section 3 - building the next generation of generative AI tools - with two chapters.

William Swartout on 'Generative AI and education: deny and detect or embrace and enhance and Benjamin Nye on 'authoring by editing and revising: considering Gen AI tools.

Short, practitioner focused chapters provide good overviews and discussion of the fundamental challenges brought in by the rapid rise of Gen AI. Pragmatic perspectives on adoption, introduction and utilisation are discussed. A resource to start conversations and utilise in workshops. Has American slant but many applications are generalisable. 

AVETRA Day two

 Notes taken on the second day of the AVETRA conference, held at the University of Technology, Sydney.

The day started with a 'panel' on the theme - the past is a foreign country, or is it/ The curious journey of Kangan discourses over 50 years. Dr. Kaye Schofield responds to Don Zoellner. A good overview of the history of TAFE since the Kangan report in 1974. This report provided the blueprint for the formation of TAFEs in Australia.

There have been many challenges, changes, innovations but also setbacks, years when VET was continuously restructured, deconstructed, re- constructed!,  found status and supported by some governments and other times when they were neglected. NZ could learn from this history, to not politicise education and to hold on to the principle that education, is a public good. Especially to not use education as a political football, but for each government in power, to work collaboratively, for the long term betterment  of the country. The presentation covered how Kangan should be read now, half a century later. What core principles and propositions have stood the test of time? and where are the continuities and discontinuities? 

Presentations across 3 streams then begin.

Before lunch, 3 presentations.

First up, Dr. John Howse from Toi Ohomai, Tauranga, Aotearoa. He presents on an aspect of his PhD thesis with ' exploring the symbiosis and tensions between vocational practices and the aspirations for VET in Aotearoa NZ. John was awarded the AVETRA conference abstract :)  Covered the practice-theoretical approach to VET research. Thpractice study was to challenge VET vocational practice. Used practice architeture architecturetheory helped cover helped how learning could be understood better as patterened, embodied, networked and emergent as 'sayings, doings and relatings'. Ethnographic context was bee keeping in the workplace, and campus-based learning. Hive work and seasonal colony management were selected for focus. Bee keeping required an affective dimension of care, something that is difficult to capture in assessments. Practice was then compared to graduate outcomes in current apiary qualfications. Emphasis in the qualifications on production and no mention of the affective dimension, the community of practice and localised context of beekeeper work. Challenges to the relevance of how VET qualifications are constituted, cycles of reform in VET, the shifting of beekeeping into commercialised production, sustainable, beekeeping practices and been keeping as a way of life. Opportunities could be in changed qualifications, reimagined graduate profiles, micro-credentials, a mixture of work and block courses. Contributions of this study to the continual review of qualifications. 

Then, Associate Professor Melanie Williams and Angela Tsimiklis from William Angliss share their work on 'evaluating collaborative challenge-based learning: teaching for the future. Introduced CCBL as a 11 step process with both students and tutors working in teams CCBL needs to be mapped back to the training packages. detailed a pilot in Cert IV patisserie where a challenge takes place across a term and evaluated at the end of each cycle. Evaluation was to understand teachers experiences. Determine how it may improve student learning and adjust to allow for self-managing teams. CCBL requiries teachers and students to compile weekly reflections. Data collected and analysed through mini research cycles to allow for adjustments to the process as the CCBL process continued through the year. After the first term, all were excited but also frustrated and confused as students needed to be self-directed. Teachers observed high levels of student engagement and focus, more advanced technical skills covered, time constraints led to shortcuts, coordination was ad-hoc, it was challenging to align session planst to actual class happenings. In term 2, master classes extracted and taught traditionally for first 4 weeks. Challenges and teamwork delayed until week 5 and reduction from 2 to 1 teacher per room. Student valued a slower pace but excessie repetition led to boredom and decreased motivation, complaints of inconsistent teacher instructions, students awareness of 21 cnetury skill development grew through the use of self-assessment rubric. Teachers felt classes ran more smoothly, one teacher in a room was management, students had improved confidence, critical thinking, multi-tasking, teamwork, produce multiple products. It seems that the extraction of master classes from challenges resulted in bybrid model, teachers view it as an improvement, but hybrid runs cunter to CCBL. Maybe CCBL is too low for Cert IV. teacher collaboration still important. Teachers enthusiastic, students less so. Students developed greater technical proficiency. Cert IV may be problematic for CCBL. Two more terms to be evaluated. 

Third up, Anthony Allan and Associate Professor Steven Hodge present on 'understanding complexities of user acceptance and considering the influence on digital evidence collection in VET'. Rationale for the project was the need for frequent job change, micro credential opportunities and the influence of new technologies that can help capture evidence of learning. Observation of practice, eportfolios, digital badges all possible. Participants were trainers, managing leaders, expert leaders and system leaders. Drew on the technology acceptance model (Davis, 1986) on percieved usefuness, percieved ease of use and attitudes towards use. In tVET, modification of TAM ot C- contextualised, TAM and E (extension). (CTAME). Went through the findings as they were connected to CTAME. Acceptance of technology changes over time - usually becoming more positive. Therefore acceptance is a complex concept, identifying specific types of acceptance could enable future research to shift from aiming to determine use, to aiming to determine the effective of use. \

After lunch, there are two presentations. Starting with Professor Erica Smith on 'a new and different look at women's participation in the apprenticeship system in Australia. Started with 3 vignettes to illustrate that the thinking on gender and VET has not moved along very much :( Then summarised the history of apprenticeship. Over 60 plus years, most reports on did not involved few females writing them and many did not include the female aspect. Trade apprenticeships (maingly male) much higher than non-trade apprenticeships (mainly female occupations in health, retail, cleaning etc). In general, women then to be in traineeships/shorter training times. Suggested the need to increase women's participation in traditional apprenticeships. WAVE has been doing important work to ensure women are not discriminated against in occupations which are non-traditional for women. Men going into women dominated work, probable need similar support. With skill shortages, there have been encouragement to 'conscript' women to help alleviate the shortage. After WW2, women returned to domestic duties when the men returned. So there are deep seated perspectives on what are womens' jobs or men's jobs. The social construction of skill (Smith & Teicher, 2017) means that jobs that have professional or industrial power, gain formal training and qualificaiton structures. Women work in care, customer skills etc. considered not really skilled and are generally low skill and low wage. another concept is to view people (the unemployed, women gig workers) as 'the reserve army of labour (used by Marx but likely Engels). Therefore important to avoid tokenism, include the female voice, value jobs that women do and provide pathways that are as good as those for men.

Followed on by Teressa Schmidt, Tracy Flenady, Dr. Julie Bradshaw, Shweta Singh and Rachelle Cole on their work 'progress, benefits and barriers: supporting scholarly activity and development of VET teachers in a regional university. Began with the challenges and rationale. Important to apply scholarship to supporting VET teacher 'currency' the usual tools to recognise this, did not exist in the reporting structures! The changed labour market, technological innovation, global responses, future pandemics etc. need the curriculum to be updated. 19 participants in cummunity services, health and nursing, all female most 50-59 and most have taught 5-9 years. Pilot involved particpants assembled into teams to undertake a literature review. Workshops monthly to undertake the review across 12 months. By the mid-point, 8 participants left, and engagement was low. Workload increased due to enrolments doubling. Learning did take place. Summarised the barriers and suggested solutions. There is a desire. Barriers included organisational and personal. To succeed, additional support in the form of allocated time for scholarly activity, mentorship, and recognition of the scholarly activity.

The conference closes and is followed by afternoon tea and final networking. Steven Hodge closes the conference beginning with thanking the sponsors, Skills Insight and the NCVER. Then reviewed the learnings from the conference. Landis Barrett-Pugh then officially closed the conference with plans to meet next year in April in Melbourne.

AVETRA Day One

 The Australian vocational education and training Association's (AVETRA) conference is held later this year. Here are notes taken on day one of the two day conference held at the University of Technology Sydney.

Welcome from country with Michael and from Steven Hodge who is standing in for the AVETRA president Kira Clarke. Michael provided us with the significance of indigenous places and fauna in Central Sydney, the history of indigenous peoples with their long association with the Indonesian archipelago, along with the brutal and sad history and impact of colonisation. 

Steven thanked the conference committee and went through the various conference items. 

First keynote is with Professor Barney Glover, Commissioner of Jobs and Skills Australia. Overviewed JSA's capacity studies with several big reports about to be disseminated. All part of the emphasis by the Australian government to upskill Australians. JSA involved in several including qualifications reform, stewardship of the tertiary education and encouraging industry to be more proactive in informing skills development. Establishment of JSA part of the larger reform of understanding the role of skills. Objectives of JSA include addressing issues of equity so all Australians are able to gain the relevant skils; understanding the current Australian labour market; shaping the future of the labour market (including Gen AI in the labour market); how to optimise the national skills system; and activating the 'dailogue' to engage with government, industry, and unions. Summarised several recent and up and coming reports. - Clean energy workforce capacity; Skills misalignment data - over the last decade qualification levels of Australians lifted, higher education completions higher than VET but there is a shortage in many VET-qualified occupations. By 2050 80% of population must have tertiary qualificaion. More work on the preparation and support of apprentices required as many drop out in the first year. Skills shortages most frequent in technicians, trade workers and professionals. Gender skewed occupations more likely to have shortages. Shortages are not about supply!! gaps are created by longer training, shorter training!, suitability and retention. Better understanding of workplace culture and how toxic work practices can be ameliorated (funding/procurement standards). 

The second keynote is from Dr. Bob Boughton who presented on First nations communities. Began with acknowledgement of the Gadigal people. Has worked since 1974 with First nations communities, where many were not well-served by the education system. In 1998, returned to Alice to take on a post-doc research which he provided details on. Explored the impact of poor outcomes from education on the health and well-being of first nation communities. Three pieces of evidence, collected over the last three decades. 1) Scale of challenge was large. IN 1996, over 45% at level 1 and another 35% at level. Unfortunately, since then no distinct data available via international surveys (PIACC). Resorted to localised collection of data. 60% of first nations people through household survey have low literacy. No real change seems to have occurred over the years! 2023 research premised that schools have not made sufficient difference in the English language literacy for first nation students. 2) VET system actually has the capacity to make a difference! but the challenge is large. In an example from 2022 - 2023 data, only small numbers of learners identified with literacy needs participate in programmes, withdrawal rates are high (over 70%) and actual completion very low (0.28%). 3) Provided a case study in Timor-Leste which has successfully created good outcomes. Literacy for Life in Australia provides a good example of something that works through community involvement, with first nations teachers supporting their people using the adult lliteracy campaign model. Communities can solve the problem if provided with sufficient resourcing. Shared hypotheses as to why things move so slowly and why resourcing is still difficult. Acknowledged the many first nations peoples who have worked on these initiatives over the years. 

I chair the a stream in the first collection of presentations. There are 3 presentations before lunch.

First up, Eve Price with  Brenden Mischewski on their degree apprenticeship project in NZ. Pathways to success- unlocking the potential of degree-level apprenticeships in Aotearoa NZ. Covered the context and gap in educational framework. There is growing need to align education with industry demands; skills shortages in key sectors; and gap in higher level apprenticeships. Defined career apprenticeships that combine undergraduate education with on and off job training, leading to a bachelor's degree while learners are employed and earn while they learn. UK has 70,0000 enrolments. NZ has one degree and small scale pilot programmes at the moment. Overviewed the project to define the principles of degree apprenticeship, running pilots - architectural technology, civil engineering, construction management, surveying (casdral, and quantity). How can the tertiary education system change to better support the uptake of degree apprenticeship, in relation to scalability, quality assurance, and long term stability. Current challenges include policy gaps, structural barriers, cultural and preception challenges, industry engagement and institutional. Summarised the method - see ConCOVE project website 

The UK rapid growth supported by employer levy. Other ways to fund it being looked at as the current is at capacity. Benefits included increased produectivity, enhanced employability, and greater employer engagement. Challenges include complex regulatory structures and accessibility barriers for smaller/medium businesses. Time consuming programme development. The comparative pilots selected for occupations with a critical mass. Pathway from level 5 through to 7 useful. Professional registration requirements can be covered during the apprenticeship, saving time and other resources. Summarised the main benefits for learners (earn while learn), employers (greater influence on education) and economy (supporting social mobility).  The role of industry in VET (January, 2024) report good resource to draw on. Ended with a summary of policy recommendations, industry and government partnerships and pilot programmes. 

The second presentation is with Julie Edwards with work with Josephine Price and Taha Chaiechi who present on 'vocational to higher education pathways - the students' transformative experience. Qualitative phenomenological study, exploring the lived experiences of 10 participants who moved into post- graduate degrees from a vocational pathway. Thematic analysis based on Mezirow's transformation theory. Focused on pivotal points during the post-graduate journey. Not much done of transitions into undergraduate but not for later enrolment into post-graduate. Similar for first in family, academic writing, role of parents, academic research, juggling work, family, study. But main difference with role of partner, working in senior roles with significant responsibilities. Participants experienced a transformative journey, increased self-efficacy, increased confidence, exploration of alternative, lifelong learning, and potential for educators to prepare and support.

I then present the on 'Generative AI in VET: Guidelines derived from integrating Gen AI into foundation to degree level programmes. The presentation summarised the ways used to support VET learners. In the degree programmes, the emphasis has been on enhancing critical thinking and reflective learning skills. For the foundation programmes, using AI as a 'study buddy' to support academic learning scaffolds the learning without replacing learners' effortful learning. Focus of using AI can be decided by mirroring industry practice, supporting pedagogy or enhancing academic literacy developments.

After lunch, an AVETRA  life membership award was presented to Berwyn Clayton (who dropped in via zoom). 

Following on, there is a panel session on 'VET in the age of AI: What and how we teach and assess' The panel moderated by Dr. Natasha Arthars included Claire Field, Sally Browner and Dr, Suneeti Rekhari. 

Began with a question to Suneeti, how is TAFE NSW incorporating Gen AI into their curriculum. Need to look at it from a systematic and holistic perspective for governance; create Gen AI action plan; and capability development of all educators. 

Then asked Sally how Gen AI is being included into qualifications. Work now being undertaken to find out how Gen AI affects work in the finance and business sectors. Development of a priority framework - which qualification should be reviewed. Four qualifications in finance and business prioritised. NCVER about to release report of effect of Gen AI in the finance, information technology and business sectors. 

Claire presented on what is AI. Reactive machine AI - able to analyse large amounts of data and produce intelligent output - e.g. Deep Blue. Limited memory AI - Gen AI - generates words, phrases and visual predictions. Virtual assistants and chatbots used natural language processing, understinding questions, take actions and compose responses. Presonalised learning (RM AI) AI to accelerate learning, increase student engagement, reduce workload, target student interventions. RPL in real time! competency based but not time-based progression. Examples include Century for school and further education. 

How can Australia stay ahead- Claire composed that some countries and institutions have started personalised learning years ago. We should not think that the way we deliver on-line education but to ensure that we keep up with how AI may be useful and not just worry about the academic integrity challenges presented by AI. Australian schools have collaborated and produced a national framework for AI in schools.  Tertiary institutions have resources on AI through TESQA. VET in Australia behind on this front. 

Sally answered a question on how current training packages stay ahead. Still important to work through the evidence and consultation and analysis is undertaken to inform the changes in the training packages

Q & A ensued. Sustainability in AI is addressed by the AI selecting the most efficient way to generate the response, even though each response can use large amounts of energy. Warning on the future of AI especially as it is owned by corporates. Kinds of AI knowledge also discussed. 

Suneeti summarised the challenges involved with working with the issues of compliance and accreditation bodies. The new revised standards are more flexible :) The intention of the standards is to ensure learners receive quality education. There is now opportunity to incorporate AI into contributing to supporting learning. Academic integrity has been picked on but AI can design formative steps and to rethink assessments. 

I then facilitate an interactive session with Associate Professor Teressa Schmidt, who is co-editor with me for the International Journal of Training Research. The workshop covers summary of the journal's objectives, the submission process and activities revolving around writing a good journal article abstract.

The AVETRA AGM is then folllowed by the conference reception. All in a long but productive day.

Informal learning in vocational education - book overview

 This book, Informal learning in VET: Illuminating an elusive concept, edited by Professor Matthias Pilz and published by Springer, is a consolidation of the seminal papers from the 4th national G.R.E.A.T. conference on Informal learning in VET in September 2022. 

The opening chapter by A, Fuller sets the scene - Context, characteristics and capacity: The 3 Cs for understanding and improving workplace learning. The chapter is a good collation of the work undertaken across the last three decades on understanding some of the mechanisms underlying workplace learning. The themes that impact on workplace learning are summarised as: context - as even in the same discipline, the breadth and extent of affordances for learning are dependent on organisational size, location and emphasis; characteristics - whether the social organisation within the workplace is expansive or restrictive; and capacity - of the trainers and teachers.

The papers are organised into four parts.

Part One - Conceptual approaches and informal learning at the system level

- Informal learning and VET: The view of the classics in vocational pedagogy (Dewey, Kerschensteiner and Spranger) by P. Gonon. From the German speaking countries, the influences of three theorists are reviewed and critiqued.

- In search of informal learning, with a focus on Australian VET by R. Harris. Summarises the many ways informal learning has been studied - for example as it is largely 'invisible' the proposal of models and frameworks, or the find out the influence of factors which affect individuals, organisational practices and the relationships between individuals and their workplaces. In general, informal learning is largely viewed positively. Summarised Australian and personal studies for common threads - national standards do not account for informal learning, owrners/managers of small businesses play an important role, apprentices often contribute to informal learning through their presence, and work and learning go together.

- Bridging formal and nonformal learning closer together: A reflection on crossovers in curriculum, pedagogy, assessment and learning environments by M, Souto Otero, Uses the perspectives of academics, pragmatists and integrationist to understand informal learning. Recommends several ways to bring formal and informal learning closer together - curricular cross-fertilisation - through embedding, enhancement and waivint; pedagogical cross-fertilisation; assessment cross-fertilisation; and co-habitation between learning environments.

- Informal learning of vulnerable people in vocational training - F. Marhyenda-Fluixā, 

Part two - Informal learning in the formal education system with 4 chapters

Part three - informal learning in the formal sector/environment with 5 chapters

Part four - assessment, measurement and validation of informal learning with 3 chapters. Two chapters from the Germanic system/perspective and a chapter comparing how informal learning is or can be recognised from several countries (Malaysia, Turkey, Germany, Europe)

The closing chapter is by K. King on 'informal learning and serendipity in the author's research journey, with special reference to VET.

The opening chapter and part one and part four chapters provide good coverage of the possibilities and challenges with regard to informal learning. 

Writing for a non-academic audience - how to teach vocational education

 I chanced on a book review of my book published in 2020, 'Identity, pedagogy and technology-enhanced: Supporting the processes of becoming a tradesperson'

The author provided good overview of the book and relevant feedback. That the book was academic in nature and difficult to access if one was a practitioner. This reminded me of an blog written in 2015 (yikes, almost 2 decades ago) on the reasons why I wrote journal articles. In the blog, there was a reminder to write for the audience and the importance of writing to inform practitioners!

My original plans were always to follow up the 2020 book with a practitioners' guide. However, other events, the pandemic (leading to the book - digitally enabling learning by doing), the reform of vocational education in Aotearoa (co-editing reshaping vocational education), and then the emergence of AI (book in peer review) meant my energies became diverted to other projects.

Therefore, it is important to keep the need to write for a non-academic audience, as a priority on my list of things to do. Firstly to find a publisher and secondly, to investigate the best format that will appeal to the readers.