Wednesday, October 10, 2012

National tertiary learning and teaching conference at NelsonMarlborough Institute of Technology - day 1

Ntlt day 1

In Nelson today for the annual National Tertiary Learning and Teaching conference. Conference opens with powhiri and welcome from Nelson Marlborough Institute of Technology (NMIT) CE, Tony Grey. After traditional hongi and morning tea, opening address from NMIT, academic director, Graham Bell.

First keynote with Dr. Catherine Savage and Ereura Tarena. Ereura provided a tutorial on Maori whakapapa and it's significance to the Maori perspective. Tarena is the Maori equivalent of Stirling, with each ancestor establishing each individual 's place in the tribal relationship network and a way of connecting to the historical migration of Maori from Hawaiiki to Aotearoa and from the north to the south. Ancestor names are also associated with various landmarks in the landscape.
Catherine spoke on the topic of "indigenizing higher education". The need to create a welcoming and inclusive space for Maori students. Challenge of "non-mainstream" students (NMS)not being able to leverage on individual cultural capital. How can education met NMS? Colonization still continues through emphasis on commodisation and materialisation. Education now similar with focus on vocational and return to society. Education still needs to have a responsibility to help contribute to building not only human capital but also social capital. Recommends a culturally responsible pedagogy of relations. Teaching for cultural diversity includes recognition of ethnocentrism, knowledge is students backgrounds, awareness of social and political environment, use culturally appropriate strategies, commitment to caring and success, curriculum relevance and recognition of cultural knowledge. Teachers need to work on relational skills and prepare students for needs of the future beyond just the vocational.
Toki ki te rika presented as an example of how Ngai Tahu and CPIT worked together to develop a Maori trade training programme as one of the outcomes of the Christchurch earthquake. To collaborate, conceive success and measure success to inspire Maori leadership in trades. To create opportunities for leadership, entrepreneurship, improve household income and social capital. Aspirational but in progress.
Important Toki ki te rika seen as a reform that also informs, a collaborative innovation that contributes to changes in curriculum, institutional and staff capability building and focus on student learning relationships.

First concurrent session with CPIT Robin Graham and Martin Jenkins . A workshop on creating team based opportunities for course design - the Course design intensive (CDI) experience. This session provided overview, rationale and background is the CDI process. Workshop of stage 2 of the 5 stage course design process ( planning = design blueprint; mapping = student course learning journey; quality check = design rubric; prototype building and testing = online activities; action planning = action plan). Also reported on a pilot that took place last year. Recommendations include CED taking responsibility for facilitation, CDI work to be done in context of the programmes as whole, follow up actions project managed to ensure completion and any CED work informed by relevant evaluation data.

Then a second workshop also with Robin and Martin on "Establishing firm foundations constructing an academic staff capability framework." introduced the academic staff capability framework, rationale, process and implementation. Rationale revolves around usual global, national, regional and institutionally. Changing nature of tertiary education etc. process involved working group, adoption of holistic approach and provision of institution wide support. Key parts of framework are to promote culture of continuous improvement, build individual and organisational capability, identify current capability, support and encourage on going professional development and career progressions and providing students with assurance of teaching quality. Scholarship of teaching and learning is framed by teaching and learning, professional development and research on teaching and learning.

Next session on "Blended writing activities that can be adapted and used to help meet the needs of learners" with Bronwyn Mogridge from NMIT. Used wallwisher as a warm up activity to get everyone contributing.The covered word clouds with examples from wordle, wordsift, neoformix and tagxedo. Plus xtranormal All great ways to get students started with producing some writing and producing visual presentations.

Last session of the day with my session on the 3D Printer project. Topic of "innovating with industry: case study of bringing industry and ITP expertise to enhance student learning. A short overview of how CPIT's purchase of a 3D printer is being used to work with a range of creative and manufacturing industry stakeholders, staff in engineering, architecture, medical imaging etc. engage in research projects and enhance student learning.

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