Coping with COVID-19 - the Mobile way - book overview

 This is a timely addition to a plethora of studies/articles/books on how various educational sectors, coped with COVID-19 in the last 2 years. The book reports on case studies from China, which is still keeping the virus at bay with a 'zero COVID' approach. 

The book is edited by Dr. Xiaoge Xu and published in 2022 by Springer. 

After an introduction by the editor, there are five sections. The chapter introduces the frameworks underpinning the the book's approaches and provides short overviews of each chapter.

The first section - coping with COVID-19: the WeChat way has three chapters.

- 'You wait for me for a moment': mobile usage of the elderly female adults in China to cope with COVID-19 by Zhen Troy Chen and Xin Pei. Studies an under-researched demographic for mobile phone use and especially relevant in the current situation, whereby social connection is challenged but of utmost importance in helping individuals maintain mental well-being. 

- COVID-10 fake news and older adults: predicating news credibility evaluation, by Xiaoxiao Zhang. Follows on from the previous chapter and studies how older adults, evaluate the multiple sources of information they receive through mobile access to information. Found digital skills, literacy and social media use were the major influences on how individuals perceived the validity and credibility of online content.

- Coping with COVID-19: The WeChat way by Stephen Adriano-Moore and Yimeng Cai. An interesting study of how medical staff coped, whilst assigned to mobile / temporary treatment centres, used WeChat to develop and maintain social cohesion through challenging work.

The second section focuses on 'reporting on COVID-19, the mobile way.

- Predicting news engagement in Douyin: The case of COVID-10 coverag, by Qumo Ren. Douyin is China's version of TikTok - a mobile platform for sharing short videos. Found that high-visual-modality and solution-embedded news, increased social engagement (number of likes and comments).

- Reporting COVID-19 via crowdsourcing: The US vs China with Shixin Ivy Zhang, Jing Meng and Ranna Huang. Highlights the importance of mobile devices in crowdsourcing of 'just-in-time' news. Chinese 'real-name' authentication discouraged and reduced the chance of users producing 'fake news'.

Then a section on Coping with COVID-19: Information disorder and personal privacy.

- Typology and governance of information disorder related to COVID-19 in China by Yusi Liu and Lu Zhu. Defines, discusses and evaluates the various ways information can be viewed through various lenses.

- Public health vs Personal privacy during COVID-10 in China with Zhijing Zhang. Details the many initiatives, used by the Chinese government, to prevent and control the virus. Discusses the ethical concerns around citizen privacy and issues around data protection and security.

Followed by a section on Coping with COVID-19: The survival efforts.

- Digital transformation or new digital divde 2.0? Yiwu lady bosses embracing MSC technology to survive the pandemic by Chenxiang Elaine Ji. A case study on mobile social commerce and its influence on micro-entrepreneurs/micro-enterprises.

- Mobile marketing and innovation: Saviours for toursism during the pandemic bu Yi Wang, Yangyang Jiang and Cenhua lyu. A comparative study, pre and post -COVID 19 on mobile marketing strategies and processes.

- From epicentre to hero city: How Wuhan survived the pandemic written by Zizhen Wand and Stephen Andriano-Moore. Reports on how the city of Wuhan, turned the negative image around through the publicising of specific people whose bravery assured the safety of others.

The last section is of relevance covering 'beyond COVID-19: collaborative mobile learning and mobile workplaces.

- Collaborative learning during the pandemic: The role of mobile devices by Nancy Xiuzhi Liu and Zhen Troy Chen. Evaluated how learners acquired the skills of translation through collaborative learning.

- Mobile workplaces for the construction industry in the post-COVID-19 era with Georgios Kapogiannis, Tianlung Yang, Ahmed Mohammed Alkhard and Azzam Rasian. Reports through two case studies, the work to create mobile working environments when the workforce is not able to physically congregate. The use of mobile devices and the creation of a mobile work environment are key. 

Overall, the chapters report on many studies, undertaken to better understand the challenges and initiatives undertaken over the last few years, as society, education and work, grapple with swift change and the need to continually cope with moving from f2f interactions, towards undertaking most communication via digital means. The studies provide a window into how one country, still enmeshed in keeping the virus at bay, has deployed mobile technologies and the implications wrought on individuals and society at large.

Windswept: Walking the paths of trailbrazing women/ The dawn of everything: A new history of humanity

 Two books read whilst away the last two weeks contained relevance to my work. I picked these up from the library, the day before I embarked on two weeks of R & R down in Stewart Island and in Central Otago. The weather was mixed, allowing for time to get stuck into these two very interesting reads, in between walking/botanising/bird-watching when the weather cooperated.

1) Windswept: Walking the paths of trailblazing women, published 2021 and authored by Annabel Abbs who followed the footsteps of several women to better understand their motivations as walkers. Most of the women featured, walked at a time when few women at the opportunity to undertake solo or independent travel. Therefore, most were artists or writers, who were able to be self-supporting and who undertook walking, either as daily pursuits or as longer walking journeys. Of note, is how each 'found themselves' through the physical processes of walking, used the opportunities provided during long walking expeditions to introspect and deepen their creative imagery, and established their independence at a time when women at fewer rights. The chapter titles, encapsulate the themes explored and discussed. They include searching for freedom, for self and solitude, of being and meaning, for body, space and home. Each chapter features well-known and more obscure women, as they 'walk to become' and to find themselves, freedom and meaning.

2) The dawn of everything: A new history of humanity, by David Graeber and David Wengrow and published 2021. Both the authors work in anthropology and archeology. The book provides an alternative view, backed by several decades of recent studies in anthropology and archeology, to establish, develop and substantiate their argument of how humankind's history was not a staid pathway from nomadism into agriculture/city states etc. but through much more varied (and often egalitarian) social structures and economic organisation. It provides a good overview of pre-history as it has been interpreted (albeit through a Westernised lens) and how newer indigenous perspectives (especially through American indigenous examples), force a shift and questioning of the beginnings of farming, property ownership, the formation of city states, the conception of democratic institutions and what constitutes civilisation. 

The book has an extensive (150 pages) of notes for follow up and a comprehensive index. 

Global Lifelong Learning (GLL) summit - article from Minister Tharman's speech

 Here is an article, summarising the speech delivered by Coordinating Minister of Social Policies, Mr. Tharman Shanmugaratnam. 

Even though SkillsFuture Singapore is often cited as a leading initiative to support all workers' lifelong earning endeavours, there are still challenges. Blue collar and non-professional white-collar workers, mid-career workers and those working in SMEs often have little resourcing both from individual and company perspectives, to continue on lifelong learning trajectories.

He proposed three pillars towards ensuring all workers are able to benefit from and access lifelong learning opportunities. These are:

- need to collate and make accessible, the information on anticipated skill demands across the economy.

- the system must avoid fragmentation - i.e. have myriad courses, microcredentials, awards, certificates etc. which do not 'stack' or are aligned to actual industry needs.

- the system needs to have a wider view of how credentials or qualifications are awarded - i.e. greater visibility for assessment of prior or current competencies APL, RPL, etc.

Aotearoa NZ needs to work hard on the first one as the careers advisory services are still patchy. For the other two, Aotearoa is on track. Microcredentials are recognised by the NZ Qualifications Authority and for Recognition of Prior Learning (RPL). The current reforms need to be cognisant of the need to ensure that the new 'skills standards are well aligned to allow for flexible pathways and that a large number of skill standards do not end up being developed).

Global LIfelong Learning (GLL) Summit - Day 2 - session on continuous education v2

Today, managed to get to the panel session on Continuous Education v2: How Institutions can innovate and adapt. 

The panel's moderator is David Atchoarena, Director of UIL who summarises each panelist's contribution.

Panelists include: Lily Kong, President of the Singapore Management University (SMU); Andreas Schleicher, Director for the Directorate of Education and Skills, OECD; and Christen Bollig, Chief Operations Officer for the General Assembly, USA.

Conversation centres around the Higher Education (HE) context and how this sector contributes to lifelong learning. Focus on the third pillar of universities (apart from research and teaching) to provide educational opportunities for their communities. For example, the aging population some who may be returning to education to either upskill or to attain self-actualisation.

Andreas Schleicher joins the panel online.

Firstly, how can universities play a bigger role in providing lifelong learning and supporting learners across their life trajectories. How does the entry of these lifelong learning, contribute to the life of the university.

Lily Kong speaks on the need to understand the main objectives of universities, each with specific roles - they may be research or liberal arts  etc. and are not monolithic. All of the Singapore universities delivery lifelong learning through continuing education programmes to upskill and re-skill the workforce as there is greater reliance on the human resource in the country. At the SMU has been active in this space. SMU does this as they are able to influence their learners /alumni to understand the reason for lifelong learning and the need for continuing education. Alumni's are important due to the relationships already formed with the institute and their understanding of the institutional culture. Universities can contribute towards the research on andragogy and use this knowledge to enhance teaching and learning. Research also places universities at the cutting edge and brings currency and relevance to the curriculum.

Andreas Schleicher provides the international perspective. Originally universities served the elite but now, in some countries, over 1/2 of the population participates in HE. Differentiation between universities has increased. University students now no longer predominantly a post-school experience. Individual need to attain skills to navigate their learning as they progress through their careers. Not all universities provide sufficient flexibility to support access from the learners' perspective. Still some way to go for many universities. Learners need to be good facilitators, evaluators, learners etc. not just good technicians. Pandemic has shown us that universities not needed for the provision of high quality education. Formal credentials are now not required for many occupations, stackable microcredentials are one way for learners to access 'just-in-time' learning, when it is required. Biggest threat to universities now is the lose of relevance of the ways universities provision education, given the affordances now availed by technology. Learning should be an activity, not a place.

Second set of questions revolve around the complementary factors and processed between universities and other sectors - corporations, government etc.

Christen Bollig discusses this and stresses the importance of not losing the broad objectives of universities, for example from liberal arts universities. Universities play a role in incubating new strategies and then helping to disseminate these through other industries and sectors. 

How can inclusion and equity be included?

HE has always not served large sectors of the population. Again, universities can work through the challenges and undertake the processes required to attract, support and provide equitable completions for groups not usually associated with university education. The ideal solution for the learner must not only include universities but also industry, government etc. so learners have a wraparound service to support learners towards equitable outcomes.

Lily Kong stressed the importance of being more agile and to allow for different cohort of learners, need curriculum which is matched to their needs. For traditional students, time is required to build critical thinking skills etc. But for continuing education 'just-in-time' learning is more appropriate.

Andreas Schleicher reminded us that there are still many ways to segment the market and each has a role in meeting the needs of their learners. Understanding the needs of learners is a key. Additional foundation learning is often needed to help 'returning' learners flourish when they re-enter university. Regulatory framework for the market is important to ensure the system works for learners. 

Q & A followed.

The third discussion centred around credentialing lifelong learning.

Andreas Schleicher reiterated the importance of helping learners to evaluate their learning needs and to continually refresh their lifelong learning curriculum. Society, institutions, government, industry etc. all need to contribute towards supporting individuals to keep on learning, to maintain, refresh or acquire skills as the come into need. Great places must also be great places for learning. Institutions need to ensure they add value to learners including those at the margins of society, moving between careers, the unemployed etc. New forms of work create many challenges, not only for workers but the whole system. 

Lily Khoo discussed the beginnings of stacking, micro-qualifications are already in train. Possibilities include students moving out of formal learning, to work and back again and both can be credentialised into the general qualification. Stacking or pathway through qualifications are traditional but the structure and delivery of these programmes need to be updated to suit the requirement for greater flexibility.

Christen Bollig - learners struggle to understand how to select and bring together, the range of credentials now available. How are the credits valued and quantified. Regulatory frameworks are important but in a free market like the USA, the diversity, and multiplicity of choices, makes it difficult for learners, employers and industry. Universities/institutions need to ensure that graduates/employers able to feedback how the education completed, meets/or not meet the job/occupational tasks.  

Lily Khoo - for the ability to make a difference. Individuals, industry government etc. Universities need to ensure students have the opportunity to build good relationships that will last a lifetime. Faculty include not only those at the university but also out in industry.

Andreas Schleicher  agreed and stressed the need for individuals to assume greater agency through development of better understand of career planning. Christen Bollig stressed the need of collaboration across the sector to help meet the needs of the learners who are now un or underserved.

David Atchoarena provided a good overview of the discussion.

Global Lifelong Learning (GLL) Summit - online- DAY one - session on the future of work

The Global Lifelong Summit runs today and tomorrow with livestream of various keynotes and presentations.The summit is in Singapore and jointly organised by the Institute of Adult Learning, Singappre University of Social Sciences, Skills Future Singapre.

Today, Ara Institute of Canterbury becomes Te Pukenga, The celebrations, along with various meetings means I am only able to login on to one of the presentations- 8 pm NZ time.

Notes on the Panel Session - The future of work is now: workplace learning for a future-ready workforce. The session is moderated by Jeanne Liew, Principal and CEO of Nanyang Polytechnic, Singapore.

Panelist include Martin Hirzel (President, Swissmem, Switzerland), Professor Phillip Brown (Cardiff University, UK), Richard Koh (CEO, M-DAQ, Singapore) and Zhang Zhengjun (Vice -President of Huawei, Asia Pacific). 

The first topic discussed was to find out what the panelists perspectives on the future of work and what is the role of the workplace to contribute towards the future of work. Jeanne Liew introduces each topic and summarises each speaker's contribution.

Zhang Zhengjun talks about the speed of change with regards to technology and how this impacts on and contributes to the way work, leisure and society. Technology may increase efficiency etc. but requires everyone to continually keep up with the ways technology changes work. It is important to have access to resources which help people keep up with the bill. Government, universities, corporates etc. need to share resources so that access is provided to all without barriers. In doing, this contributes to all of societies progress and needs.

Martin Hirzel represents the Swiss manufacturing viewpoint. Provides his country context. Argued that lose of jobs caused by industry 4.0 may not be occur as during the 3rd industrial revolution, more jobs were created than lost. Similar opportunities exist today. There are still skills shortages and a clear need for lifelong learning as jobs and the way work is enacted changes. There is less physical and routine work, but there is still a requirement for technical skills, especially many vocational skills. Soft,  problem solving. metacognition skills are key. Dual education in Switzerland which provides both workplace and school-based learning helps provide the range of skills/competencies required to continue with lifelong learning.

Richard Koh introduced his company, a Singapore 13 year old start-up and energy digital company. Has a diverse workforce with many returning to their countries of origin during the pandemic. Now a global company as it was not only work from home, but work from your home country which was enabled. The teamwork, collegial and communication skills required  the company to analyse the ways they completed their work. Productivity actually went up as the company had a longer workday, spread across time zones. The company worked to emphases work/life balance with encouragement for workers to take long weekends regularly.

Philip Brown spoke about how technology has become smarter but it does not tell us what needs to be enabled or focused on. Business model and people strategies become more important. Technology currently 'attacks' work at all levels so all jobs are affected. Although the 'knowledge economy' never really took off, technology still has effect. Important to ensure all levels, especially 'lower levels' are supported to 'keep up' to ensure equity. 

The next topic is on the role of workplace learning.

Martin is a strong believer in the contribution of workplace learning. In Switzerland, all companies, whether large or small, see workplace learning as part of attaining competitive advantage. Apprenticeships are availed across many industries. These combine school learning with 2 - 3 days of workplace learning. Young people attain skills required now with the curricula structured through industry contributions. After graduation, and attaining a diploma and working several years, many move into higher education to complete bachelor degrees, often on a part-time basis. Mid-career up-skilling also provided to help with career transitions or change - offered by private companies, to train technicians required for specialised engineering and manufacturing occupations.

Richard responds with a brief overview with his company's experience. Start ups may not have the resources at the beginning to undertake much in the way of training. They need to obtain the best through the competitive market. However, at the 5 to 7 year mark, new hires may become 'disruptive' as they need to be inducted into the company culture. Training is now just about skills but also about approaches to work/mindset etc. By 13 years, job rotation and other ways to multiskill the workforce then comes up. Microcredentials may be useful at this stage. A good case study of how the lifecycle of a company, feeds into its workforce skill needs. 

Q & A followed.