Day beings early with breakfast with Dr. Peter Coolbear, Ako Aotearoa director. Peter provided an update on Ako Aotearoa direction and business plan. Also engaged members in how the academy may fit in to the new business model. Although the mission and vision of Ako Aotearoa remains the same, there is government direction to improve student outcomes, improve parity of success for Maori and Pasifika learners, improve progression to higher levels of study and improved consistency of academic standards. Currently tertiary sector still highly fragmented, still allows mediocre delivery, not good at collecting evidence of added value but also allows great teaching and learning to happen. New Ako Aotearoa model is to expand level of activity, demonstrate value of Ako Aotearoa to sector and leverage organisational change. Some achieved via income generation and co-funding. Priority to projects that enable change, work in partnership with organisations and stakeholders and development and deployment of professional development opportunities. Academy already assists with a range of activities, but encouragement to engage with future professional accreditation scheme, partial funding by sponsorship. Involvement in organisational, National and regional projects.
Then a session with Dr. Kirsty Weir on the various national and regional funds available from ako Aotearoa. I present examples of projects that ako Aotearoa has funded and also provide some pointers for writing proposals and the support provided by ako Aotearoa to prospective applicants.
Parallel sessions begin after morning tea. I attend the session with Dawn Garbett on constructing a pedogogical identity. Originates in Dawn's research using self- study and teacher identity. Self study is to look at effect of teaching on students, not just an introspective process. Involves recording teaching stories to derive themes. We participated in an activity, using card sorting, to work our own teaching approaches.
Before lunch, Alison Holmes returns to discuss responses to the questions on accreditation she distributed yesterday. Challenges with keeping accreditation of tertiary teachers voluntary and based on model of continuous professional development. Important the process is not just another compliance requirement. Levels of accreditation maybe useful to engage educators who are at different stages in their developments as teachers.
After lunch, the session I attend is with Adrian Woodhouse on assessment strategies for transforming from "yes, chef" to "why chef". A design - based culinary arts degree replacing traditional master/apprentice, behaviorist model. The new degree adopts a constructivists, co-created and facilitation model. Programme has 3 years, year 1 is welcome to world of culinary arts, year 2 is being a culinary designer an in year 3 is to decide on my place in the culinary world. Learning environment is problem-based where theory and practice is intertwined and assessment IS learning. Referred to paper by horng, hu, Lin et al (2006) - link to 2009 paper - on culinary creativity. Need to connect students world with the world of culinary arts. Traditionally show, tell, observe, practice and apply , so, new approach to understand underpinning theory and develop new product. Use theme to provide opportunity for learner to connect with own world and to world of culinary - example develop a childrens' inspired dessert e.g. Peter rabbit. Examples of student work on facebook page.
Home groups meet to share on other parallel sessions.
The 2012 members are welcomed and a short session on "where to from here?"
A poroporokai closes the symposium. Overall, a slightly more informal symposium with a good range of sessions to cater for the diverse needs and teaching contexts of the participants.
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