On-demand learning for lifelong and responsive learning

This book, edited by D, Liu, P, Prinsloo, A Singh Kanwar, U. Kalim and Y. Zhang is open access, published by Springer. 

It covers the concept of 'on-demand' learning within the TVET context. 

There are 17 chapters beginning with an introductory chapter by the editors, explaining how 'on-demand' learning can be useful in a rapidly changing world. The emphasis is on TVET and lifelong learning, given that everyone has to continually learn not only for work, but also to support their communities and families.

Three more chapters follow to make up the first 'foundation and frameworks' section. 

Following are five chapters around technologies and practices. Then 3 chapter centred around equity, access and inclusion.

Global case studies and models with 2 chapters follow. The book closes with 2 chapters on 'future directions' and a concluding chapter.

Overall, the case is well made with regards to the rationale and need for on demand learning. Some of the relevant technologies and systems (e.g. qualifcations) that will support on-demand learning are introduced. A few chapters provide deeper philosophical discussions on the topic. Overall, a good resource to think through what 'flexible learning' means and how equity and inclusion must also be at the fore front when designing the ways on-demand learning may be accessed. 

ATAIN - October 30th

This month's ATAIN presentation.

Deciding, not just adopting: how early-adopter educators navigate generative AI
Karl McGuirk, University of Auckland

Abstract: When generative AI arrived, there was no shared playbook. Educators made decisions about it largely on their own, in the gaps between policy, disciplinary norms and fast-changing tools. This session shares early findings from interviews with early-adopter educators across all faculties of a large research-intensive university, and unpacks a preliminary multi-stage framework for understanding how those decisions unfold.

Early analysis suggests the stages work less as a fixed sequence than as a shared vocabulary, that disciplinary context shapes decisions as much as technical confidence does, and that educators in different areas were independently building similar local guardrails. We’ll explore what this means for how networks like ATAIN, and the institutions we work in, can better support educators to make context-sensitive decisions together.

Notes taken below:

Began with asking participants to think about 'the last Gen AI decision made - around teaching or practice'. Was it a linear or messy process. Did you go through - awareness/exposure, initial sense-making, evaluation and feasibility, design and implementation, and reflection and adaptation (the 5 stage framework).. 

Limitations - working patterns, not conclusions, one instituion and early adopters. Was an insider (shared language, trust, context) and outsider (a 'researcher' not colleague)

A Master of Education project. 13 semi-structured interview with reflective thematic analysis. wanted to find out how early adopters use of Gen AI aligned (or not) to the 'use of Gen AI process'. 

Shared how participants had experiences which align with the five stage framework. 

Framework was based on 3 theoretical lenses at practitioner level (reflection (Schon), thinking in an don action, beyond technical rationality) through disciplinary integrit (TPACK, wht context, the psycnological other), and instituional systems (diffusion of innovation (Rogers, 2003), what is visible, tirable and compatible, decentralised diffusion, bottom up reinvention overcoming top down policy).

The model was presented to the participants and their perspectives included - acceptance, extension and/or reshaping/contesting. Summarised the various ways participants interpreted the framework and the additions/alternatives proffered. 

Tensions also presented and discussed. Some regarded policy as an roadblock, others as a challenge to overcome. Localise guardrails were generally ineffective. 

Tentative patterns coming through include:

The influence of disciplinary & professional knowledge on pedagogical decision-making 

- educators in design, IT and engineering reframe the model's trailability phase using interative, non-linear workflows from their field. 

- Educators in humanities, law and philosophy deploy disciplinary risk-aversion to constrain the model's stages and defend authentic human cogntion.

- Those with administrative or faculty leadership roles extend the individual decision-making models into formal governance in review cycles.

Explanatory power - technical confidence vs disciplinary vs contextual knowledge.

- technical condistions did not predict uncritical acceptance or uniform adoption

- disciplinary epiistemologies dictate procedural reshaping

- contextual constrains bounded feasability. 

Therefore, working to reframe through 'from staircase to foxtrot'. Presented a model that reflects the perspectives of early adopters. Therefore the stages are a vocabulary, not a sequence. 

Shared the micro, meso and macro levels on how the framework may be applied to inform practice going forward. 

Q & A followed. 

Building AI capabilities for educators -

 Organised by  TELe advisors Network which is a SIG of ASCIILITE. 

Notes taken from webinar this afternoon on - Developing AI capabilities for teaching, learning, and educational practice - how can educators build the critical perspectives and Ai capabilities, needs to support students effectively, and navigate rapidly changing landcapes.

The webinar was faciliatated by Bettina Schwenger from University of Auckland. 

First presentation with  Associate lecturer Clare Roden from the University of Woolongong. She shared 'from curiosity to confidence' - her journey from high school teacher, through using technology to support learning and the arrival of AI. In New South Wales, there ia an AI community of practice who are working on a shared AI resource (e.g. EduChat from the Department of Education). Networks with Universities - Deakin (CRADLE), Sydney (Cogniti).

Wanted to assure deep learning and understanding rather than for students to replace their learning from AI. Foundational knowledge, curiosity, critical thinking, refleaction and evaluation, ethical judgement, feedback and revision are all important skills university stidents need to learn.

Her response was to understand how to use AI ethically and effectively. How can students use it to support their learning and to know enough, to not fear using AI. Teachers modelling how to use AI to support creative thinking is one way to help reassure students and also teach students how to use AI to support thinking. Important to steer students to the supporting resources available and to help students use AI as a support, rather than a replacement for learning. Teaching Gen AI to prompt - through character, request, example, adjust, type and extras (CREATE). for text -  bias, learn, interesting, no checkt that and know next (BLINK) and for images - bias, interesting and no check that (BIN). 

Provided some examples from using Cogniti. Grounded by 'technology can generate, people understand, and together we progress.

Next. Ashwini Datt, Marion Blumenstein and Bettina from University of Auckland on 'a networked approach to HE capability development in the age of AI. 

Introduces AiSLE - AI share and learning effort. informed by prior research on networking to build capacity for teaching technologies. Shared the AiSLE research approach. Rationale is to keep 'people in the loop' emphasise digital citizenship, complexities around literacy, dealing with AI refusal and unpacking various terminology and definitions.

Started with scoping the literature. Then a survey of HE educators. Survey focused on how LLMs differ from human 'meaning-making'; enthic awareness, confidence in identifying issues with AI, self -efficacy and professional identity. Found struggle to create assessments that guide students through critical awareness. 

Overall, support for critical, ethical and carefully governed AI but need for clearer institutional guidance, better training, equitable access and assessments that preserve meaningful learning.

Educators actively experimenting, cautiously exploring or resisting AI. Indication of Ai adoption expanding. Next steps to complete and publish scoping review, conduct focus groups and organise inter-faculty workshops.

Andrew Kemp and Roger Cook from Queensland University of Technology then presented on building capability (6 frameworks). 

Aligned these to JISC framework for digital capabilities for educators.

Then presented on one aspect - digital identity and well-being with respect to AI one of the JISC individual capabilities. along with their work in progress. Then shared a padlet for participants to add to their 'topics' for each capability. Diverse ideas collected. Modelled a way to collect data and to trigger participants to think about how they use AI, how prepared (or not) they are, and pick up new ideas from others. 

Q & A followed. 

Interesting presentations providing more to be explored. It looks like there is much activity in trying to understand how educators connect with / or not with AI, how they utilise it, support their students and better understand and work through the challenges. Good to see positive direction across Higher Education sector. 

New Economy Skills: Skills for the Maker Economy - World Economic Forum

 The World Economic Forum is working through a five part series ' the new skill economies' to evaluate the impact of new technologies on work. Part 3 - Skills for the maker economy, was released recently. 

-#1 - skills unlocking the human advantage and  #2 - Building AI, data and digital capabilities for growth preceed Part 3, with 2 more planned to cover the entreprenuerial and the gree/sustainibilty economies to come. 

As with the preceeding reports, the 'maker skills' report is under 30 pages.

The main rationale for highlighting 'maker skills are the accelerating demand, maker skills as being increasingly physical and digital, the talent supply is not keeping pace, and the need to build the future maker skills pipeline .

Maker skills -include contructing and installing, handling and processing material resources, operating equipment and machiner They also include agility, flexibility and resilience, attentions to detail and dependability, mathematical and statistical thinkin, cyber security and networks, design and user experience, technological literacy, economic and financial literacy,quality and risk management, talent mangement

Assurance of the pipeline for crucial maker skills include: VET pathways, embracing AI and digital skills, starting to build skills earlier, expansionf of high quality apprenticeships and work-based learning,  and to ensure that maker skills are visible and portable.

A good resource to inform curriculum development going into the future. 

Vocational systems and challenges across Asia - AVETRA OctoberVET event

 Notes from a webinar on VET in Asia. A panel discussion chaired by Professor Steven Hodge from Griffth University and Professor Junmin-Li (Osnabrueck University, Germany)

Thre panel includes: Pakornkiat Sawetmethikul (Rajamangala University of Technology, Thailand); Weiping Shi (East China Normal University); Lai Chee Sern (Tun Hussein Onn University of Malaysia); and Shamim Akhtar (Temasek Polytechnic, Singapore). 

Abstract:

VET/TVET systems are increasingly important across the Asian region for improving economic and social outcomes. These systems are taken by policy makers and the public as key to boosting productivity and competitiveness and a means for increasing participation by diverse groups and enhancing social cohesion. At the same time, such aspirations require a sound evidence base and a VET/TVET research community able to create the data and interpretations capable of informing effective policy and practice.

In this OctoberVET Research Symposium, researchers from Thailand, China, Malaysia and Singapore join a panel to review the systems and challenges of VET/TVET across the region. Each panellist will briefly describe their VET/TVET system, and then consider the expectations and challenges. They will then offer an assessment of VET/TVET research capability within their national context and ways that researchers might collaborate to address research needs.

Steven opened with acknowledgement of country followed by an overview of the rationale for the topic and introduced Junmin Li. She introduces each of the presenters.

Pakornkiat  introduces the TVET system in Thailand. TVET is central to the country's transition to a high-income, innovation-driven economhy. Presnetly, there is a skills mismatch. Althorugh there are 1.1 million TVET learners, there are still skill shortages across key industries (at the technician level). Upper secondary education includes vocation and general pathways. Vocational pathway through certificate, diploma and on to Bachelor of Technology. The Thai National Qualifications framework has 8 levels. Certicates at L3, Diplomas at levels 5-5 and Bachelor at Level 8. There is a credit bank system recognising learning from work, and formal study. Priorty industries include robotics, electric vehicles, aviation and digital technology. 

Work-based learning occurs through dual vocational learning (DVT) and school-in-factory (SIF). TVET educators recieve pedagogical preparation, technical and digital expertise and industry engagement. The system is governed through Office of the Vocational Education Commision connecting Ministries of Labour, Education, technical universities, qualifications authority, . TVET quality assurance involved internal and external quality assurance coordinated by OVEC. TVET is funded through public funding, industry partnerships and skills development fund.

Challenges include social stigma, skills mismatch and shortage of high-tech fields. Responses to these include excellence centres, use of AI and VR training and bringing in industry specialists. To 2023, digital skills, green skils, flexible leaarning and immersive training are focuses. 

Chee Sern then presents on the Malaysia system and its challenges. As with Thailand, Malaysia has a TVET and an academic route. Selection occurs from junior high school. There are almost 2000 TVET institutions including public TVE institutions, private, schools and State TVET institutions. It is a dynamic and diverse range. Challenges include insufficient funding, sluggish updates to the TVET programmes, bureaucracy, skills mismatch, and lack of competent/experienced TVET instructors. National level challenges include multiplicity of stakeholders, lack of participation from micro and small enterprises, different delivery models creading inconsistencies and access to TVET by vulnerable groups. At the instituional level challenges include digital transformation, work-based learning/apprenticesbip programme, recognition of informal learning and inadequate skill anticipation mechanism. Funding for research comes from national and international funding agencies.

Shamin summarises the Singapore TVET system. As with the other two systems, there is a vocational and an academic pathway. Two types of TVET, the Institutes of Technical Education (ITEs) and Polytechnics. 50% in each pathway, From Polytechnic, 60% will move to university. Polytechnics are popular as they offer industry experience, have project/inquiry based learning and seen to be better connected to employment. All funded and governed through the Ministry of Education including enrolment numbers across programmes (worked out in conjunction with the Ministry of Labour). Graduate outcomes surveyed 5 months after graduation. 88.5% in work, earning median of $3000. 

Discussed the impact of AI, and how it is changing work and affecting the future of vocational qualifications. Things are moving quickly, entry level jobs are declining, employers actually name AI skills less! (as they are already deploying). Aging workforce, large number of small enterprises and 80% of vacancies did not state qualifications, but skills. Skillsfuture provide lifelong learning funding but need to identify the types of skills required for people to upskill/retrain into. Temasek Polytechnic awards qualifications and also a skills certificate. Summarised the research, innovation and enterprise at Temasek, requiring building of applied research capabilities and industtry partnerships. Collaboration is key - across countries items include compare measurement of graduate outcomes, track what AI is doing to entry-level work, build research capability across teachers, and share industry projects, exchanges and assessments.     

Q & A on chat and online followed. The webinar was recorded. I will post the link to it once it has been uploaded onto the AVETRA site. 

Unbounded learning -Dr. Guy Bates

Here is an 'op-ed', blog from Ed Tech NZ by Dr. Guy Bates, University of Auckland.

It argues for higher education to 'up their game' in light of AI. Drawing on the work of Csasszar (2026)  in the field of strategic decision making, the blog proposes:

- expanding the educational possibility space through using AI to generate different explanations at different levels of abstraction.

- seeing learning in higher resolution - allowing a broader range of evidence of learning

- making intellectual challenge more available - using AI to deepen reasoning and to press learners into consideration of wider pespectives.

- choosing educational boundaries deliberately - aligning boundaries, through pedagogical knowledge, to deliberately select those that will challenge and also support learning

- designing beyond scarcity - with abundant knowledge it is important to understand how to consider a wider range of learning pathways, richer representations for learning than currently availed, and making intellectual scrutiny more consistently accessible. 

Some good ideas here :) especially on identifying salient skills, knowledge and to provide 'boundaries' so that we humans can better cope with the abundance of knowledge possible through AI. 

Hui Rangahau Graham Nuthall Research Symposium 2026

 Notes taken from the annual Graham Nuthall Symposium at University of Canterbury yesterday evening.

Posters were put up by Post-graduate students across a variety of educational research projects in the foyer. 

Two streams of presentations precede the keynote. I attend the two summarised below:

Data informed evidence for learning and teaching, achievement (DELTA) – Volarie Sotardi and Professor John Everatt. Summarised strands of research for large scale national and international assessment, centre for assessment and monitoring school data and school partnered studies producing applied research data. Objective to use data to answer questions – exampled by socio-emotional learning, affective experiences, absentieeism and school belonging; school claimate, eqity and academic achievement, classroom disorder etc.

Examples of some projects :1) What lies behind the ethnic achievement gap? PISA 2022 data linked to MoE records, 15 year olds in 167 schools (4600 students) – school climate matters, but groups differ little in it; large gap still remained – the Chinese students’ advantages was not explained by these factors; policy to narrow ethnic achievement gap. 2) University – ethnicity gap in firs retention. Higher for Maōri and Pacific compared to non. 3) TIMSS data on how factors impact maths assessment scores, also impact of classroom space on CAM English and Math test scores (no differences between traditional and innovative environments).

Assessment futures: Gen AI, social justice, and principles for equitable design. Professors Cheryl Brown, Dr. Helena Cook, Dr. Kay-Lee Jones, Professor Kathryn MacCallum, Komathi Ramaya and Associate Professor Christoph Teschers. A faculty wide project to explore beyond AI tools. AI is not simply another technology. It is reshaping education – what and how we assess, who benefits and what educators need to know. Perspectives across Ai literacy, educator knowledge, social justice to rethink assessment in the age of Ai.

Research question – what knowledge gaps exists, and how might these contribute to epistemic injustice, and the marginalisation of diverse knowledge systems; How Gen Ai transforms assessment practive. Important as assessment is not neutral -assessments decisions shape whose knowledge is valued, whose capabilities are recognises and who can succeed. What can AI bring, but also what is left out or taken out.

Every assessment design decision has potential equity implications. Shared the research method – onboarding and ethics (October to December 2025); literature framework mapping (Jan to Sept.2026) case studies (July to Nov) expert think tank and co design (Oct – Dec) resources and June (resources and tool development).

Shared initial / preliminary findings through interviews with UC lecturers.

Strict Gen AI bans are unrealistic, but over-reliance risks undermining academic integrity, critical thinking and foundational skills. Gen AI outputs omit context and reinforce stereotypes. Gen AI assisted (translation) and polished submissions complicate things. Students’ ethical objections and inconsistent expectations across educators created challenges for fair assessment. Balancing the fostering of Gen Ai literacy with the presavation of human connection.Unequal access to paid tools. Inconsistent institutional policies. Ai can generate excessive content. Effective Ai integration requires training, equitable access and careful management of bias, privacy and technical reliability.

Next steps, across the think tank is to find how to assure equity, given the challenges.

Then the Graham Nuthall lecture with Dr. Hana O-Regan, Associate Professor Frauke Meyer and Dr. Pam O' Connell. Gemma Stewart (Kāiarahi Māori) opened with introductions in Māori. Professor Cheryl Brown introduced the history of the series and Professor Graham Nuthall’s scholarly legacy.

Hāpaitia te ngākau aroha: using virtual reality to elevate teacher empathy.

Overview – why we need to do something different (context, history and present - Hana); where we want to get to (shifting to equity mindsets- Pam); trying something different (anti-bias training and VR intervention - Frauke).

Despite decades of concerted effort, only incremental change. We need to keep at it. The need to understand the causes of inequity, still required to shift racism. Aotearoa has a story of everyone having a fair and equal opportunity. However, affirmative action to address inequity is seen to be unfair. Present politics unhelpful. These views and words have power. Presently, end to race based policies, one law for all, treat everyone the same, stop privileging Māori. There has been intentionality of inequality.

Argues that if evidence shows policy will have a disportional impact on Maori, we are doing it anyway, intentionally ignoring it.

In education, Māori are still disportionately penalised. We have the information, we must not ignore and we need to intentionally question the objectives. Need to develop consciousness as a basis of conscience.

To shift and sustain educational practices, there is a need to shift mindsets, design equity interventions and take equity action. How to move from information to intention. Nuthall (2008) The Hidden Lives of Learners– brought up cultural myths of teaching and learning. “What matters is the sense the student is making of the experience. In most teachers’ minds, the criteria for successful learning were the same as the criteria for successful management”.

Sumnmarised the research on equity mindsets – surfacing and challenging beliefs and mindsets that cause harm for learner through – dissonance/data, research/data on high expectations, learner voice/experiences and utilising community influence. References include:

- Timperley, H.S., Robinson, V.M. Achieving School Improvement through Challenging and Changing Teachers' Schema. Journal of Educational Change 2, 281–300 (2001). https://doi.org/10.1023/A:1014646624263

- Rubie-Davies, C. M. & Rosenthal, R. (2016). Intervening in teachers' expectations: A random effects meta-analytic approach to examining the effectiveness of an intervention, Learning and Individual Differences, 50. 83-92. https://doi.org/10.1016/j.lindif.2016.07.014

- Bishop, R. & Berryman, M. (2006) Culture Speaks: Cultural Relations and classroom learning. Wellington, NZ. Huia.

Shared research from Te Tahua Tangahau mō ngā  Hapori – where collectivism of Te āo Māori is pitched against the individualism of the Western education system. Also the effects of streaming on Māori students. Much has been learnt but the dial is not shifting. 

Detailed the anti-bias training and VR intervention initiative. A VR scenario was developed – an embodiment scenario (being in the shoes of someone else). Designed to reflect common experiences of Māori students, create a character to avoid ‘virtual blackface’ . Portrays implicit bias and microaggressions vs explicit bias and overt racism and the impact of small individual acts accumulating over time. A 15 minute VR scenario, a 12 year Māori student, depicting six scenes of a ‘typical school day’. Shared video providing information on the simulation.

Training content supports the simulation covering history of inequity, inequity by design and coloniality; principles of high expectations teaching practices. Also goal setting and follow through. Detailed the introduction and evaluative process on the project. In general, enabled perspective-taking and reflection, reduced discomfort and bias, and less impact on beliefs related to practice. Still more work to be done but VR enabled perspective taking and increased empathy, motivated reflection and served as a discussion starter.

A good application of VR as one of its most powerful advantages is to engage the socio-emotional. In doing, feelings cause strong emotional responses, anchoring the experiences into our brains. I will need to keep an eye on how the project develops. 

The worlds I see - Dr. Fei-Fei li - book overview

 Read this book - The worlds I See -while travelling to and from conferences across the last week. Borrowed from the local library via the Libby app and read on my phone. The book was published in 2023, just before the arrival of ChatGPT.

Dr. Li is well-known as 'the god-mother' of AI through her work on Imagenet in 2009 which provides a large database of labelled images. This dataset can be drawn to test and also to inform the AI models towards refinement into the Large Language Models (LMM) used now by Gen AI.

The book tells the story not only of AI and Imagenet, but also her personal story. She immigrated to the US of A at the age of 15 in 1993. Her narrative as an immigrant and scientist is told eloquently.

The book has several good sections on how AI works, its origins, the continual challenges leading to peaks and troughs on its relevance and usablility, along with an inside look into the foundational computer science required to programme it. 

Overall, a recommendated read to better understand how AI has developed and the massive amount of human effort put into establishing the models required for generative AI to now progress from. 

Ara Institute of Canterbury - Research week - Session 5

 The last session for research week included a panel, followed by kaiako sharing their research towards completed a thesis (PhD or Masters).

Panel discussion: Making the most of your research allocation

With - Joanna Cobley, Peter Olsen, Emma Fairs, Bruce Russell, Allen Hill

How can researchers develop and sustain a meaningful research portfolio while balancing teaching, leadership, service, community engagement, publishing, and knowledge translation? The panel explored practical strategies for maintaining coherence across projects, adapting to changing opportunities, and generating impactful research outputs amid competing professional demands.

Panel was moderated by Jonny Lynch. After introductions, each shared their strategies, approaches and provided examples. Considering that most are pressed for time, passion for research underpins a clear purpose, structured/planned process, setting goals across time, to maximise time, minimise time input, and maximising outputs. Working in teams is one way to build capability, spread the load, and incorporate skills and strengths of the teaching/research team. Discussion also included the challenge presented by AI, when, how and why to use it and not to use it. 

The Inaugural Ara Three-Minute Thesis Competition

Five of our kaiako, enrolled in completing post-graduate qualifications provided brief overviews of their research.

Sundeep Daggubati - Rebuilding Belonging: What A River Reveals About Value

Vimesh Paudel - From Shaky to Steady: The Timber Transformation in Building Design

Kim Lowe - Interconnection through Disconnection: From Te Wā to The Dao in a Visual Arts Practice PhD

Kim Wood - Performing with Place: Putting the Performer in the Spotlight

Andrew Hercus - Minimising the Impact of Match Manipulation by Technical Officials at the 2028 Summer Olympic Games

Each provided a succinct summary of their key research question, the methodology (where relevant) and where available, findings or results. A good collection of the types of academic, applied and creative research our kaiako undertake.

Ara Institute of Canterbury - Research week, Session 4

 Two more presentations today.

Firstly wth Dr. Tony McCaffery on his work with 'Different Light' a theatre company with people with cognitive or developmental disability. He summarised how the company began and expanded over the lat two decades. He has published extensively on his scholarship, exploring and understanding the ways participation in theatre contribute to the social and intellectual life of the actors. The company not only performs across Aotearoa but also internationally. Most recently to Australia and Europe.

Shared examples of performances and international conferences, along with publications and awards. Tony's research is a good example of drawing on practice and to contribute to community and societal well-being. 

Then with Dr. Allen Hill who presented on 'Sustainability Core Capabilities in a Post-Sustainability World'. Shared the presentation /keynote panel from the Australiasian Campuses towards Sustainability (ACTS) biennial Conference to be held next week. Began with the challenges of having moved into management and now returning to some research. Unfortunately, the paradigm of 'sustainability' has somewhat 'died'. The current NZ political landscape has not helped, with a shift to growth to make NZ more prosperous! The NZ Tertiary Education Strategy 2025 - 2030 does not mention sustainability. Some mention on sustainable, developmnent, resilience etc. but 44 statements on the economy. TEC is therefore positioning tertiary education as an economic development tool, In contrast, Ara has a stronger emphasis on sustainability :) 

Had to leave for another meeting so notes only cover the beginning of the second presentation. 

Ara Institute of Technology - Research Week - Session 3

 This week, Ara research office convenes 'Research Week', an opportunity for our researchers to share their scholarship, research practices and approaches.

Having been away the last for the lunch time sessions on Monday and Tuesday, it was good to be able to attend two - both around teaching and learning (ako).

First up, Dr. Amit Sarkar shares an update on some of the AI@Ara projects. AI@Ara:building capability for both kaiako and ākonga in tertiary education. 

Amit has been working in computing for over 20 years and the field is continually moving. Defined AI as 'computer softward that mimics how humans think in order to perform tasks such as reasoning, learning, and analysing information. Ran through the arrival of Gen AI in November 2022. Then shared the implication on teaching and learning (ako). Reviewed the differences between the predictive machine learning model and Generative AI models - from labelling data, to producing 'new' content. Open AI's ChatGPT had 11 million users within 2 months.

Overviewed AI @Ara - projects from 2023 to present. From pilots, to chatbots, to agents. Summarised the number of ākonga (students), kaiako (teachers), computing tutors, and educational developers. Learned from the projects as they progressed. Need to workout how computer science knowledge applied to aligning to project objectives. Shared the steps to be taken to develop something that supports, rather than replaces learning. Context engineering includes the original quesion, students' current working, earliest attemps, identified misconception, hints already provided. A directed linear RAG workflow is required. Explained concept fo agentic state graph execution to tighten agents. Shared the many technical learnings from the projects. Projects used LangChain and LangGraph. Within the Ara system, Microsoft Copilot studion and Cogniti.

Next, Graeme Harris with 'research with a motor-racing flavour: simulation-driven optimization of a methanol-fueld performance SI engine as part of teaching engineering'. Provided rational for the current project. Currently works with ākonga on a Year 3 engineering course on systems analysis. Has access to a simulator (EngMod4) for ākonga to run data through to optimise how an engine will run. Detailed some of the technical details,processes and challenges of a engine-inlet with methanol injection. The problem solving requires ākonga to apply their learning. Summarised how the simulation runs. Closed with future goals.

NZVET research forum - DAY 2

 Day 2 opens with a welcome from Jason Hungerford, the CE of BCITO. He reviewed day 1 and provided a foretaste of the day's events.

The day's opening address is with Shanan Halbert, Tertiary Education spokesperson from the NZ Labour Party. Reiterated support for VET, including employers who help Kiwis attain the skills to contribute to the country's prosperity. Acknowledged that everyone has continued their committment to learners, despite recent years of disruption, restructure and funding challenges. Access, affordability and equity are needed for VET. However, stability is also an important aspect. Certaintity is important and Labour will work with the current system to strengthen delivery. If electied, Labour will complete a review of the funding of higher and vocational education by the end of 2027. A re-focus of the tertiary education strategy towards sustainability and excellence. Stability is not about standing still, it is about providing support for innovation to continue.

Youth unemployment has reached its highest level at over 17% (almost 30,000) apprenticehip participation has fallen to a 15 year low. Good jobs will be created by building/upgrading more houses, schools and hospitals. Supply for skilled trades is essential and investing in these projects will create real jobs, apprenticeships and pathways into skilled careers. Apprenticeship boost (for 2 years + $1000 for a toolkit) and Māori trades trading will be increased. Expanded eligibility for apprenticeships expanded into more industries. It is important to focus on the future of apprenticeships. Higher level qualifications including degree should be offered through VET and apprenticeship. Also increased consideration for prior learning and experiences people bring into qualifications. Support employers, making learning more flexible and helping learners to complete qualifications through additional pastoral support provisions. Lifelong learning also important. 

Programmes that support young people to continue at school and move into apprenticeships/tertiary education required through Youth Guarantees. Mosts provision through PTEs, encouraged Wananga and Polytechs to do more. Where someone lives, your family background, should have the not limit opportunities. Cost of living costs making it harder to study. Education should help improve lives, VET is fundamental to Aotearoa future. Changes in lives is the key, not outcomes based on EFTs and financial returns. 

Then the international keynote is with Dr. Caroline Smith, Executive director for the Centre for Education and Training, Australian Industry Group. She presents on ' VET in Australis: reform, opportunities, and challenges from the industry perspecctive'. She started work as a trainee before shirting across to higher education. 

Australian Industry Group (established 2021) began with representing manufacturing but now drives new thinking for education and training in the context of work across many businesses and industries. Through research, thought leaderships and advocacy, explore new ways to build skills and capabilities of companies. 

Skills and workforce shortages widespread across the Australian labour market. Productivity growth (or lack of) a major challenge. However, tech intensive industries have increased productivity compared to employment intensive industries. Average worker in Australia can expect 40% of their existing skills become transformed or become updated between 2025 and 2030. Overviewed the system reforms across recent years - national focus on skills, new system architecture (tripartite, 10 jobs and skills councils, new national skills taxonomy), reduced financial barriers to training, tertiary harmonisation and innovation to meet industry needs (TAFE Centres of Excellence).  Summarised challenges of the complex system, for example training packages take at least 2 years to review,

Falling apprenticeship and traineeship commencement exacebate skills shortages. Cost (reduction in incentives) and complexities experienced by employers one reason. Employer and student satisfaction in VET  declining for more than a decade (from almost 90% satisfaction to 76%). Shared the 3 evidence based priorities to strengthen TAFE. Strengthen apprenticeships and traineeships as the skills pathway to many in demand jobs; boost lifelong learning in the workplace context; and improve productivity through learning at work and better connection between skills policy with economic development. 

Shared findings from employer perspectives. Apprenticeship/traineeship not producing sufficient skilled people. Financial incentives do not solely drive decision making. Majority satisfied but complexity of the system a significant barrier. Shared the economic equation for employers who are at the heart of apprenticeship commencements. Identified the 6 priorties to strengthen the apprenticeship system - economic equation remains viable, widen pool of employers, ensure strong future pipeline for apprentices, widen model to new areas, minimise inconsistencies across juridictions and support high quality apprentice and traineeship experiences. Lifelong learning also important through boosting lifelong learning in the workplace context and strengthening foundation skills in the workplace. Needs system-wide approach (comprehensive national strategy required), review of barriers to investment and strengthening of foundation skills. Investigating skills policy and contribution of workplace learning needs to continue - encourage workplace delivery options, support productivity - enhanced workplace learning, match regulatory setting to enable viable enterprise-based training organisations; support increase of recognition of prior learning. Better connection between skills policy with economic development needs to tighter. Australian challengea are very similar to those In Aotearoa but they have even more complexity due to being a larger country and a federated governmental system. 

After morning tea, a plenary address from Katherine Rich, CE of Business NZ presented on 'Skills divided: how training can drive New Zealand's economic growth'. Business NZ appreciated the work done by VET. Skills are not just an educational outcome, nut they contribute business productivity and growth and individual fulfilment. Skills are an untapped productivity lever; employers want the system to work, but a 1/3 not convinced, shift focus on qualifications to skills. Pisa scores have dropped. Adult skills reflect similar trends. 28% of NZ workers are skill-mismatched (OECD). Getting people into jobs where their skills are utilised is a postive goal. Hence, economic policy is also education policy. 

Skills shortages have persisted through economic cycles. Although acute labor scarcity has eased but structural skills gaps remained. One in 3 employers say graduated (higher education and VET) are not meeting their skill needs, 45% agreed. Access to skills is employers' top employment issue. A certificate must mean competence - built in real competencies for jobs, proven in the workplace, results everyone can see and raise standards and aspiration.  

AI expected by most employers to reshape their workforce (almost 60%). 23% rank emerging technology as their most important employment issue, second to access to skills. AI is powerful, uneven, and only getting started. Currently, usage si a fraction of what models can already do. Gap between capability and adoption is the opportunity. Training system needs to update quickly abd support current and relevant learning. Mechantronic technicians have no apprenticeship of diploma training system in Aotearoa. Therefore, no technicians being trained to support degree qualified mechantronic engineers. Funding for qualifications need to be consistent to the type of work being completed. L4 is too low a level for mechantronics.

Therefore, skills changing faster than systems, new skills earn a premium and skills are becoming the currency of work. NZ businessed responding by seeking policy certainty, manage financial pressure, rely on immigration and step back on the traditional system. Building the skills bridge includes - clear school pathways, stronger foundations, speed to market, measure what matters, benchmark the best, and fund outcomes, not inputs. Qualifications need to be trusted!

I then attend one of the breakout sessions. Adrienne Bull, with Stephen Ede, from the Food and Fibre Industry Skills Board on 'beyond consultation: values, trade-offs and accountability in qualification design'. Went through the qualification design process. It is collaborative, not necessarily democratic! Although ISBs are 'industry-led' they are government funded and need to work within the TEC funding roles, delivery constraints, NZQA requirements and consult with industry peak bodies, large and small employers, subject-matter experts, recent graduates, Māori businesses, iwi, campus and work-based providers. An activity ensued with aspects of technical expertise, workbased/campus baed delivery, small components/large qualification, changing demographics, 50/50 Māori ownership and new skills sets needed, to be worked through for a seafood skills needs. What heppens when no option satisfies every legitimate objective or partner? Discussion then ensued as groups reported back on whether consensus was arrived at. 

Presented what actually happened in the real project. First consultation undertaken, reponses collected and collated, compromise could to split qualification into strands to allow for localised cultural needs. So there is no right decision, but that does not mean any decision will do. Introduced a decision- making framework. People in advisory groups need to how ISBs gather intelligence to inform decisions, how they can then influence the decisions, and who as the authority and responsibility for the decision. The decision itself must be reasonable, defensible and transparent and subject to evaluation and review. 

Therefore, a decision narative includes: mandate, contributions, agreement or disagreement and judgement. Trade-offs and consequences need to be thought through as well. 

Emily Fabling - DCE quality assurance, and Stacey Rees, manager monitoring and risk, from NZQA then provides a plenary address on 'being a regulator when the world in moving'. Rereeiterated that regulators and providers are not on opposite sites of the bridge. For VET qualifications to be trusted, everyone is on the bridge together. NZQA takes a bigger picture, and individual providers may not always see the wider view. There are no 'wrongs' but there are always better ways to do things.

NZQA has a role to keep New Zealand qualifications worth trusting. Regulators and deliverers have different roles and different responsibilities. The rapidly changing environment makes things even more challenging. As an example, 36,500 NZ citizens left but 60,600 from other countries arrived. Both Australia and the US of A have tightened international student nubers. Rise in NZ from 83,000  in 2024 to forecasted 119,000 in 2034. There are now more flexible ways to attain a qualification, with pressure from a market/fee driven system to provide positive outcomes. Regulators ask the question, does that qualification meet quality standards. 

Fake qualifications are prolific. Qualifications travel and these may arrive in NZ. Every fake qualification devalues the genuine qualifications. AI challenge assessment practice and outcomes. Academic integrity policies must be up-to-date and maintain their validity and reliability. AI challenges NZQA and it can be used to help it deliver better, faster and more consistent public and regulatory services. Some tools already used: AI powered website chatbot; document recognition tools to speed up international qualifications assessments, approvals and accreditation. 

Discussed the 3 tiers for managing TEO non-compliance : educate (minor or isolated non-compliance), direct (moderate to significant) and enforce (significant non-conpliance). Regulations need to be applied at the right time and with the right touch. At the TEO level, there is a need to make better approval decisions, maximise impact of limited resources, identify areas of concern proactively. At the system level, identify system level patters and trends, design targeted sector guidance. Shared the NZQA risk framework - identify, assess, verify and intervene. A bridge needs guide rails and regulators and providers need to maintain dialogue to sustain trust in the qualification system.

After lunch the last breakout session is with Asharie Perera from the BCITO and Bart Langton from Ipsos on ' building bridges for the trades: what 8 years of tracking research revealed about perceptions, participation and influence'. Focused on 'what actually gets people into trades careers? Workforce shortage is often a percption rathe than s recruitment problem. These could include uncertainty, career fit and pathway confusion. Most recruitment strategies assume a linear journey but the study suggested something was missing. Not just awareness, understanding, interest, investigation, application and recruitment. Multiple angles used to track 8 years. Track what people think, Yest what changes behaviour and Understand how decisions are experienced. Not only numbers, but the human story. 

Parents were often more important than students. They shape perceptions, provide information, reinforce beliefs and legitimise career pathways. In general, people rarely aspire to careers if they struggle to picture it. Knowing what is involved in the work, the pathways, and progression are helpful. Provided example of BCITO video series, pitched at parents, to encourage trades apprenticeships as an option. Brochure, factsheets, and websites did not work, instead it was people centred - with builders, apprentices, employers, mentors, real stories and real experiences - socially constructed understanding. 

Different ' audience' faced different barriers. However, they all share one challenge, understanding how to move forward. Therefore the main barrier was not informational but navigational. Can I see mydelf doing this? How do I get there? what happens after I state. Information overload and underguide. Navigation provides support to inform, connect, guide, and convert. It is not only one step! Guidance changes knowledge and in turn, changes behaviour. Every industry is competing against uncertainty - it is not between industries. Changing perceptions is possible, but keeping them changed is the real challenge. 

Amanda Williams from BCITO  presented briefly on the International Women in Trades initiative in May 2027. BCITO will be hosting a tradeswoom building bridges delegation from the US of A and other countries. The visit is for 2 weeks. It is the organisation's 10th anniversary.  Call for expression of interest and contributions (before end of this year) from across Aotearoa to support the programme, host a site visit, share research or good practice, provide an industry perspective etc. Sharing of experiences, challenges and solutions will form part of the programme.

Then a presentation on WILNZ conference for 13th to 15th April 2027 with a theme of Future ready graduates: building capability through work-integrated learning. Conference at Wintec in Hamilton. 

A panel then convenes to discuss 'industry-led subjects'. The panel is facilitated by Josh Williams and include Sarah Davis from the Ministry of Education, Catriona Petrie from Construction and Specialist Trades ISB, and Michael Fleming from NZ Graphics and Technology Teachers Association. Each provided background and commentary on the initiative. Schools have not had an opportunity like this before to connect with community and industry. As schools do not have the capacity, industry and VET provider collaborations will be important. The subjects have to be carefully planned and structured and authentic to current industry practice. The 9 subjects are a pathway into industry. They provide experiences to help students evaluate their fit to the industry. 

Most schools currently have transition programmes exampled by Gateway and trades academies. There are a few school-based academies as well. Some also offer hospitality/tourism options. The industry-led subjects will be complentary to the existing programmes. Teachers will have to be supported to upskill or attain understanding of the industries, also to network and form relationships to bridge school and industry. 

Industry is now able to contribute to the curriculum being developed. This is an opportunity to showcase industries and have a say in how novices are introduced to the career pathways and opportunities. Schools may not be able to offer all 9 subjects. Now is the time to make contact to support schools so that are able to work out which subjects they have expertise from their local community. Lots of work needs to be done before curriculum is ready. Localisation/regionalisation is also important to reflect the specific flavour of each industry across different schools. 

What will be the outcome in 2033 from this initiative. Conference participants provided perspectives, ideas and challenges.

The two international keynotes, Dr. Tom Bewick and Dr. Caroline Smith provided brief reviews of conference learnings.

Then a short session where the five people who were also at the first NZVET research forum in 2004 spoke. They were Jeremy Baker, Dr. Gemma Piercy, Greg Durkin, Dr. Nicky Murray and myself. Each spoke on the importance of the forum and the community of practice formed through the years the forum has convened.

A Pororaki then closed the conference. 

NZ Vocational Education and Training (VET) Research Forum - DAY 1

 Notes from the various keynotes and presentations at the annual NZ VET Research Forum - in its 20th year.

The conference opened with Mihi Whakatau from the BCITO (Building and contruction industry training orgainsation) Waiata group. An uplifting welcome to the conference. 

Jane Kennelly from Skills offered the conference welcome. Being the 20th conference, a short retrospective was undertaken to celebrate the milestone. 

Minister for Tertiary Education, Honourable Penny Simmonds, then officially opened and addressed the conference. Thank the particants for their contributions across the last three years as policies were worked through. Getting VET right requires, government, industry, employers, educators to work together. Both industry and regions need stronger voice in VET. Updated the outcomes of the reversal of of RoVE including almost all ITPs standing alone by January 2027, the formation of ISBs and ITOs shifting across to becoming PTEs. 2026 is therefore a year of building the post RoVE VET system. Strong parterships required to meet the objectives. Future of apprentices summarised, including supporting industries' productivity enhancement. Apprentices move towards industry leadership with employers having an increased role. Regional connections are important along with bringing schools and industry together. Career decisions can be better connected. School subjects that provide clearer pathways will also help. Increased range of occupations that offer apprenticeships signalled. Encouraged the 'building of bridges' across all the VET to ensure that all gain better outcomes. Q&A followed. 

International and opening keynote was presented by Dr. Tom Bewick, Editor in chief of The Skills Agenda. Spoke on 'skills policy in a changing world: old orthodoxies and new solutions.' Tom was here 17 years ago. In that time there has been huge increase in the digital economy and the advent of AI. Theme is one of repeated transitions, not just initial preparation. Education has shifted even more from being a scheme (conditional access, separate eligibility and funding, learning across institutional boundaries) to an entitlement (a pathway people count on, coordinated funding and recognition, options stay open). Need to think through the whole learning cycle. Went through research/policy informing VET. Becker (1964) education and training as an investment. Golding & Katz(2008) & Autor, Golding & Katz (2020) race between education and technology. Tertiary education participation has increased markedly but productivity growth has not been present. 

Do skills demand derive from economic demand? How can the low-skill equilibrium be broken? perhaps through product/service strategy, job design and discretion, wage setting and progression, investment and collective coordination. 

Posits that skill shortages are caused by poor coodination and a lack of investment in the workforce. Perhaps changing the incentives may be the way to to? What is asked - collaboration across institutions, put the learner pathwat first, recognise learning wherever it happens. Reorganisation is not distribution of power. 

AI: an outcome to shape, not a fate to accept. 1 in 4 workers likely to be exposed - either positively or negatively. Shared the Dystopian displacement, concentrated power, diminished agency), Utopian (abundance, release from work drugery, a difference working life) and Rational optimist (good outcomes depend on ownership, invesment and regulation) perspectives. Getting strategic and policies right, now even more important. Proposed the rise of the 'new artisans' with autonomy from a more complete job - to research, design, prototype and deliver. This integrated skills which were previously dispersed across specialists. 

Therefore, need to move from human capital to human capability, Skills formation is through learning people can access. Work needs to use those capabilities, and rewards are shared through fair share and progression. Therefore people are the source of progress and not simply outputs of productivity. 

Need to have 3 interpendent strands - instituional (authority), fiscal (resources) and democratic (voice) along with national guarantees for these to occur. The right to learn needs time (protected leave, paid learning time, employer release), money (portable entitlement, income support, public/employer funding), recognition (prior learning counts, credit transfer, standards remain credible) and support (independent guidance, learning representatives, accessible provision). Skills-first provide some ideas, but need to be carefully contextualised. Advocated that a workforce investment fund (joint government and public audit) is one way to make the entitlement to learning portable, funded and enforcable. Better technology must mean better care and pay. For exampler more carers needed. Their tasks change with new technology and skills. It is important to provide a right to learn and share). Augmentation is not the whole story. Some occupations will be replaced eg. robotaxis. Others will have their capabilities augmented. 

Therefore old orthodoxies (expand qualification, trust market incentives, reorganise from the top) need to be supported by new solutions, new relationships and improved access through additional investments. Encouraged research and for researchers to be free to report failure. So in 2043 - still learning and still questioning with the point of education to be to acquire a love of learning. There is no perfect system and it is up to each country to find one that will work for them. 

Parallel sessions across 3 streams commenced after morning tea.

Attended two sessions from Scarlatti.

- Hannah Knighton (associate) on 'what happens after learners complete pre-trade training?' - Measuring the impact of pre-trades training: looking beyond completion to what learners do next. Presented the case with electrical trades learners (but project also included plumbing/gasfitting).

Between 2000-2500 learners each year. End up in apprenticeship, relevant employer, other work, other education, or overseas. Does completing change the destination. Are skill trades training following the pathways like everyone else. Best outcome is for pre-trades to move into apprenticeship, complete and move into career. Used Stats NZ integrated data infrastucture, to link education, apprenticeship and employment records. Checked within 3 months, a year, 2 years and 5 years. After 3 months, 12% in apprenticeship, 11% in relevant industry. 46% in unrelated and 29% in other. after a year, 40% who completed moved into apprenticeship with 52% in relevant industry as an apprenticehip. After 2 years, 27% in apprenticehsip and 45% in relevant industry - non- completers of pre trade also reenter.

This means, looking at completion could miss the pathway, completing is associated with a faster transition into apprenticeship, timing matters when measuring training outcomes, linked data can shor where differences exist, but not necessarily why. However, what drives faster transitions? and does earlier apprenticeship lead to better outcomes, 

- Dr. Adam Barker (Director) on 'Beyonf EPIs: Linking vocational training investment with productivity'. Measuring how VET contributes to industry to productivity. Asked whether a certificate level 3 of 60 credits should be funded over a 25 credit leavel 5 microcredential. Tend to only measure enrolment and completion. Impact on productivity includes learner lifetime income, current employer profits and future employer profits. For training providers, ISBs and YEC, helop prioritise investment in trainng that has the most impact, make s stronger case to employers to train and inform the debate on who should pay for training. Briefly reviewed past projects on impact of training on wages and salaries and training on business profits. Useful data available on variation in productivity by industry, profitability within an industry, empoyers vies on training and experience, pay rates for different roles and occupaitons, emplyee income expectations, Shared design principles of the project being broad / holistic, useful rather than right, model first/ data second, and evolve in improve over time. 

Explained the economic equation to work out individual's personal productivity. Then summarised some results in the primary industry context. Calculations across industry (dairy, fruit, arable, grapes and others), role level (semi-autonomous, managed, manager) experience and prior training (90% no post secondary to level 4), Then compared across programmes from microcredentials L3 - L5 agricultural management and certificate / apprenticehip at L3 and 4. 

I then faciliate a workshop on 'personalised learning with AI: human-led cognitive apprenticeship'. Mostly around the need for self-direction and a good grounding in how AI works. Then encouraging everyone to work towards using AI, self-directed learning through AI, without AI and against AI.

After lunch, Dr. Veronica Tawhai presents on 'Equity and Te Tiriti in VET'. Reviewed the 4 articles in Te Tirit Waitangi - Kāwanatanga (governorship), Tino rangatiratanga (independence - for whenua (land), kainga (homes) taonga (treasure), Ngā tikanga katoa rite tahi (all the rights) and Mgā whakapono katoa (all faiths)/ Tde rtienga Māori (Māori practices). Aligned these to how Te Tiriti has been expressed and then discussed relevance to VET and especially equity and action. 

Reflected on how Māori were active in marine commerce, had settled in many seaports in the Americas, and brought back many of the skills and knowledge from the Western canon, BEFORE the Te Tiriti was signed. The early Māori schools had academic learning in the morning, with vocational training in the afternoon. Therefore, Te Tiriti was strategised to provide a way forward for cooperative statehood for Aotearoa NZ. 

Discussion on how the British envisioned Te Tiriti and how Māori wrote in the 4 principles to enshrine a reciprocal relationship. At the beginning, with Māori in the majority, commerce owned and administered thrived. 2/3 of vessels registered in Auckland in 1858 were Māori and these exported agricultural goods internationally. All of these involved VET. 

As more settlers arrived, the first legislatures started to put up barriers to Māori enterprise. Instead, education and other social organisations, along with disease, war and lost of land, caused a decline in Māori status and outcomes. Only in the 1970s were Māori able to push back through urban activism. 

Te Tiriti still sets up the way forward towards success equity. Encouraged everyone to understand where they have come from, how they can support the principles and to speak up when required. A thought-provoking presentation :)

Following on I attend the session on 'Cognify: A teaching for learning framework: connecting learner voice, learning theory and vocational teaching practice with Kathy Quayle, teaching and learning coach from Wintec. Began with a few questions establish audience understanding of cognition. The brain able to process vast amounts of information and only a small amount required for us to work out what is of relevance. When we try ot recall information, it helps us learn it better. 

Summarised Cognify - a process that outlines five stages for any teaching session, supported by practical resources for planning and facilitation. Akonga engagement increased along wiht knowledge and skill retention. Practical planning and teaching resources supported. Came through ākonga voice - desirale practice statement developed. Applied theory and neuroscience including adult and student-centred learning. Skills valued by employers alsoincluded. 

Steps are establish, recall, engage (try, find out, make, recieve, discuss), reflect and evaluate. Establish a welcoming environment, relationships, class culture and foundations. Engage ākonga in learning, recall prior knowledge and experiences, reflect on what has been learnt, and evaluate through feedback from ākonga and kaiako review. Provided examples of how each can be enacted. 

Cognify supported by resources for the process (what it is, rationale and literature), planning (course/semester planning template, weekly/individual sessions) and resources (writing sessions, strategies to engage and focus ākonga, micro activities, and ākonga-centred list. Outlined the research project to support kaiako in the effective implementaion of Cognify. 9 kaiako across 18 months and 3 interviews. Shared findings on adopting cognify (used in different ways, new kaiako to plan, experienced for writing session plans for new kaiako, overlaid onto sessions plans for experienced kaiako, applied to break up long sessions etc. ); adapting Cognify (adapted in 2nd and 3rd year, informal evaluations to avoid evaluation fatique). Main challenge was time to follow the process through. Summarised changes made following feedback - microsoft guides kaiako through the 5 stages, automated workflow formats to plan, automating to lower administration load. Shared feedback. 

The afternoon plenary is with Shamubeel Eaqub, chief economist for Simplicity. Focused on construction and training. Why are young people finding it difficult to get into work when there are large shortage of skills in many industries. Began with the cycles - construction rose all the way to 2024, before dropping sharply and is currently rising slowly; house sales also dropped off 2020 but again getting up again. Still not enough homes due to 46 years of underinvestment - roughly short of 100000 homes! Also there is the infrastructure need across the country due again to 40 years plus of underinvestment. Industry still not confident that although there is lots of work funding is uncertain. Stop-start of projects leads again to difficulty to forecast forward and reluctance to train/develop skills. Productivity penalty is therefore high and wages and profit again are affected. Explained the business language of productivity. Observed that businesses spent lots recruiting and training but very little retaining employees. In construction, most workers only work 1 to 5 years. 65% entry in to construction do not have qualifications. Highest source is from 'industry changers' (50%) and not in work (20%). Most skilled trades wages have risen, but retention of apprentices on completion is very low and the 'pay-back' from training apprentices is therefore low. Completion rates of trainees and apprentices across construction has trended down. This is across all ethnicities and gender. If 100 apprentices started, after 10 years, 36 in construction, and 17 to other industries. 6 never finish, 24 leave unqualificed, 9 overseas. Suggested the need to invest in individuals (leadershipl management and culture), in the people (informal/formal training, recruite for attributes, not just qualifications and experience, retention is crucial) and broader settings to be focused on include stable funding envelope, Learning (not just qualifications), skills need to be appropriate, useful and up to date, and delivered right. Officially 90,000 NEETs but definitely larger number - 130000 at least! A one size fits all education system does not work for all. Need to do better to provide opportunities for all. In workplace learning, employers and learners need to be at the centre. Q & A followed.

After afternoon tea, a keynote from Honourable Erica Stanford, Minister of Education is followed on by a panel. Began with a tribute to ex-CE of NZQA, Dr. Grant Kinkum who passed on recently who was a good supporter of VET. Equity of outcomes in Aotearoa education is still challenging. Rationalised the recent reforms across all education sectors from early childhood and formal schooling. Checkpoints now in place are to provide better feedback to parents, teachers and students. Retention through school also a challenge as students disengage if they have low literacy/numeracy or are unable to see the relevance of school. The total change to NZQA was not in the plan, but had to be worked through to try to create clearer and usable subjects to pathway students to help them meet their potential. ISBs now tasked with working on the curriculum of the nine industry subjects that will be launched in 2028. 

Presented the election policy to have students stay in school to the end of year 11, rather than being able to leave school as soon as they turned 16. 

The panel is facilitated by Rosanne Graham (CE of Skills Group),  and the panel includes Peter Couchman (GM, Seven Electrical), Mark Oldershaw, (CE, Wellington NZ) and Brad Olsen (Principal economist, Infometrics) along with Hon Erica Stanford. 

Apprenticeship are declining accompanied by skills shortages. How important are apprenticeships, how they can be supported better, and what happens if they do not increase? Brad brought up the bust/boom construction levels, end of free fees for students have acerbated the challenge. Erica explained how the average age of apprenticeship commencement is in the 20s, new industry subject will help increase the profile of apprenticeships for students. Trades academy funding has also increased and these both may help increase young people's entry into apprenticeship. What needs to addressed to take people on and retain them through difficult times when the economy slows. Transportability of NZ qualifications where the pay is more attractive help some re-enter the trade if they are made redundant. Future of apprenticeships and for young people based on understanding of regional needs is important. Apprenticeships need to be extended in range to help support industries needing specialised skills - especially in the tech. sector. Lower time to complete an apprenticeship should also be considered. Bridging Year 12 of school into apprenticeship or workplace training needs to be better structured. Could apprenticeship be thought of as a mode of delivery and workplace learning contributes to the completion of degrees. Equity is also a challenge, Māori and Pacificic peoples need support and encouragemtn to consider apprenticeships. Starting earlier, whilst still at school, is one way to engage all students. 

Employers also need to be more 'learning-centred' and to consider different ways to engage and retain young people into their industries. Good employers should be recognised so that their apprentices are not poached (usually through offering better pay) and apprentices complete qualifications. Funding for employers needs to also be reviewed as the apprentices is a cost (although they are paid below minimum wage). Perhaps incentive take on Māori/Pacific or women into apprenticeships and perhaps also a 'reward' for apprenticeship completions. 

Some regions are undergoing significant restructure in the types of industries that are located there. Education and VET is slow to shift to meet these needs. In many trades, apprentices enter older and often with another tertiary qualification. Upskilling for people in the 40s and 50s is also required. Funding is always a challenge. Funding for apprenticeship stops at Level 4 and this makes it difficult for degree apprenticeship options.

Industry subjects at school need to also be bridged with access to facilities like specialised workshops in polytechs and PTEs, so that there is no duplication of facilities. There will be an increase in specialised teachers at schools to also support learners. 

Rosanne provided the overview on the work that needs to be undertaken to provide support to schools for the future roll-out of the industry subjects. Q & A collated on Slido. 

A good discussion on the challenges and some possible solutions to support apprenticeships.

A networking function to launch the Skills Organisation white paper on the future  of apprenticeship closes the day.

FLANZ day 2

 Day two beings with the third keynote from Dr, Mark Nicols. He introduces 'Blendalogy: designing learning opportunities', a book just published as open access. Introduced International Council of Open and Distance Association( ICDE)  and its objectives. Blendagogy came about through Mark's participation with the Commonwealth of Learning. A hui was held at the National Library early in 2026 and the chapters were workshopped, tightened and the book structured.

An overview of his involvement with blended learning - starting with a share material in the mid-1990s via the emergent WWW. He has now worked across many other programmes that are designed as blended learning. At the beginning, there was a steep learning curve and there was not much to guide the process. Although, technologies have moved on, the basic premise of blended learning are similar. Distance education is now flexible learning - open, inclusive and flexible. Teachers often have to work harder in blended learning. Almost everyone now practices some form of blended learning. Blended learning is not just an add on, but a more holistic system needs to support it. Blended learning includes bichronous, distance, hyflex and online.

Introduced the 4 objectives, 6 factors and 3 levels of Blendalogy. What should education models aim for? How de we describe educaitonal models? Which context should models be concerned with? Community of Inquiry model often used to anchor blended learning but application of the principles often challenging as the concepts can be difficult to define. 

Summarised the art and science of design - the art (applying judgement, claiming your designer and teacher's voice, engagin ākonga, giving life to your subject, situating passion, releasing innovative ideas) and the science (align with your organisation, its context and efficacies, draw on evidence-based pracrice, optimise the four blendology objectives applying the 6 factors and across the 3 levels, recognise the constraints and opportunities). 

Each of the objectives, factors and levels then presented, detailed and examples provided.

Objectives -  ākonga facing acvailability & inclusivity), institution facing (scalability & sustainable), 

Factors include ākonga activity, kaimahi activity, resources, assessment, timetable and success services. These factors help when comparing diffierent blended learning models.

Levels are the macro (institutional policies, central funding, budget, timetabling convventions etc.), meso (school, department, qualifications which define the programme, qualifications standards, workload and role expectations, assessment practices) and micro (direct teaching and learning, course level teaching activities, group dynamics, resource prepartation, day to day facilitation).

Shared some of the observations from across the case studies in the book. There are no 'frankencourses' in the book. ākonga may need support to engage in different ways to learn. To do blendology well - the institution needs to be deliberate; be curious about dynamics; seek alignment through sound meso-level practices and tailor success services to complement the model/s. Encouraged the need to blendology - to critique and validation the framework; a(synchronicity is a basic distinction and undertake thought experiments (how to optimise the macro and meso) and what is the perfect 'blend'? and AI?? 

Stressed the importance of planning/designing a blended course. Models are highly variable, may be compared, and best when carefully designed,

Following on I contribute to Mark's panel to support the launch of the Blendalogy book. The panel also includes Dr. Kathryn MacCullum and Trish Chaplin-Cheyne and is faciliated by Danny Friberg. Each contexturalised the framwork to their context and work. Danny introduced the speakers, along with an overview of how the panel will progress. 

Mark began with providing more details of the book, how it evolved and his role as editor. Then each panelist contributed on how blendalogy works in their context, implementations and learnings. Mark wrote the introduction, under took the case study comparisons and summarised the findings in the concluding chapter. 

Kathryn provided examples of blended learning from her career spanning the PTE, polytechnics and now the university (University of Canterbury). How does technology provide the opportunity to 'blend'. Blending should bring together the best of campus-based/f2f with distance/online etc. 

I brought the VET context into the discussion. Especially the changes wrought by the recent reform of vocational education. Te Pukenga brought together the two strands of VET - work based (looked after by the industry training organisations (ITOs) and the polytechnics. Divorcing both work-based and campus based leads to lack of coordination, synchronisation and pedagogy. However, reversals of the reforms have caused both strands to separate again. However, ITOs are now shifting to become PTEs, so keeping the workplace-based learning and the off-job components consolidated.

Trish introduced the work of her unit, supporting teaching and learning across the institution. Looked at the books as a framework a a design model, and an evaluative model. The book provided a higher level and wider/broader macro and meso level implications on the micro practice. The post-graduate programme in learning design an example which meets many of the factors at the meso and micro levels but important to acknowledge the ākonga need for student success support. 

Trish asked the question about the role of AI on Blendagogy. Mark considered that AI could be thought of in a similar way to the objectives, focus and levels withing the Blendagogy framework.

Q & A followed. 

After lunch, I follow a few presentations before leaving for the airport and returning to Otautahi.

- "A motivaitonal ecology of gamified Guqin learning: visible progress, human support and cultural practice with Xin Huang from Manxuetang Research and Open Polytechnic. Began with the design mechanisms and how they become continued learning activity. How does learning can self-regulated be supported with gamification. Draws on gamified mechanisms, self-regulated practice and feedback, and situated participation and culture. There is a gap on how gamified visibility, self-regulated practice, feedback uptake and social participation interact. Demonstrated the gamified interface, what the learner sees and also what is 'beyond screen' - teacher feedback. Progress is visible as long horizon, intermediate target and practice log. Study on 21 learners across 42 days. Shared some of the quantitative learning analytics and qualitative data from wechat practice support group. Game currency encouraged engagement with practice. Gamified visibility makes practice and progress traceable. Findings include linking game elements to a concrete, learning relevant action. Make progress signals interpretable, actionable and timely. Design feedback uptake, only feedback delivery. Support social participation without making competition compulsory, Responsive human support useful. Proposed and presented a framework with purposeful learning and practice at the centre. 

- 'navigating shifting student engagement in online secondary psychology' with Grant Collie.  A practitioner reflection on NCEA 2 & 3 at Kōtui Ako virtual learning network. Provided a background and rationale for the study. Both synchronous and asynchronous with students from across the country. The course requires critical inquiry, human connection , and the discussion of human behaviour. In general, there is a progressive reluctance in 'live engagement amongst students. Passive observation, growing non-attendance and reluctance to engage in collaborative tasks expressed across student cohorts. Chat used for out of class catch up and not showing on video. However, there is something in this course which is different.

Literature on diagnosing digtal fatique shared - cognitive overload, social anxiety, digital equality are factors. Also the cognitive drain of hy-invisibility through prolonged screen exposure, absences of non-verbal cues, informaiton overlad and cognitive saturation and passitivity. Resulting a paadoxical state of hyper-visibility and extreme social isolation. Intersectig fatigue with the NCEA curriculum include research methodologies - collaborative design tasks fail when students refuse to unmute in breakout rooms. Individual behaviour with deep cognitive inquiry requires self regulation, destroyed by screen-induced cyberloafing; and psychological theories - debating ethics without discussion. Therefore teacher needs to change. Recommended, complete micro-task asynchronously, submit pre-reading reflection, log in live, apply theory to specific case studies with a result of targeted engagement. This moves learners from passive listening and open-ended forums. Pre-loading cognitive work mitigates live anxiety and anchors the synchronous session. Gamication is not about points, it operationises flow theory (Cskiszentmihalyi). Learners are incentivised. Modern online NCEA learner requires a highly intentional, highly engaging environment.

FLANZ - Day 1 afternoon

 After lunch, a series of short presentations.

'Beyond the AI image: making design reasoning visible in online architecture studio - a process based framework for teaching, feedback and assessment' with Masoumeh Shiran (and Professor Brenda Vale & Professor Nigel Isaacs) from Open Polytechnic. Presented the rationale as AI not only affects what architects produce, but also how design work is organised, judged and communicated. Students now need to also know how decisions made by AI occur, and evaluate these. Summarised the many ways AI permeates the profession. Ai widens possibilities but can hide reasoning. Issue is not use of AI but whether learning is visible. The studio process needs to be designed to provide visibility for reasoning, critical judgement and authorship. Shared lit review to connect literature to the online studio challenge. Themes identified and these contribute to the eight stage framework. At each of the 8 stages, AI use was evaluated. For the first 4 stages of framing, research, ideation, evaluation and selection, there was less challenge with the use of AI. In levels 5 - 7 and 8, it becomes more difficult to unpack and track AI use. Key is to trace human judgement throughout. Important to move from just detecting AI toward assessing the reasoning process - why, how, what was learned and what changed. Recommended a staged assessment process to evidence and capture visible reasoning. 

'From wheel to matrix: developing capacities by levels framework for distinctive learning in the age of AI' with Simon Atkinson. It is not about equating task complexity to human capacity. Not so much what can AI do but what it actually is. Five human capacities -authentic empathy, situated creative judgment, high context tacit knowledge, somatosensory and embodied cognition, moral and existential agency. Last two especially difficult to have AI simulate. Within each, one progresses from encounter, guided practice, integrated practice, supervised placement and autonomous consequence. Framework formed which shifts accountability. The online, flexible distance learning challenge is how to design assessments. Mediated dialogue works, physical acts are non-negotiable, assess the human relationship, not the response,

'Online practice: supporting secondary teachers navigating AI in assessment' with Lucie Lindsay and Katherine O'Brien from Kotuitui Online Teachers NEX. Outlined the challenges from the school sector. In July 2026, reported that over 1000 students caught AI-based cheating in NCEA exams. Schools responding by a variety of means, Ministry of Education has provided some guidance including considering the whole process, defining AI boundaries, ensuring authentic, human-centred tasks and preserving the student voice. Shared discussion points from NZ online teacher. NZQA encourages shift from 'catching the cheaters' to 'rethinking the assessment; phase out high-risk formats; and the assessor role is to find sufficient evidence that learning has occurred. Therefore, supporting an open but cautious approach, stance on maintaining academic integrity, rewarding ākonga actual learning and 'process over product', MOE advices to design highly contextualised activities, draw on situations that require reference to personal experience, unique and local content, multi-part assessments. Especially where AI not able to replicate knowledge of hyper-local settings, personal contexts, highly evaluative contexts, ethical reasoning and use critical frameworks for reasoning. Reference to Ako Aotearoa project on AI assessments. 

After afternoon tea, I present the second keynote - 'The role of the educator in supporting the learning of 'wisdom' in the age of AI'. My central argument is that human learning is complex and highly individual as it draws on life experiences attained over a period of time, through effortful and productive learning. Using AI to replace learning is counter-productive and will not support learners, especially novices to a field, to learn the key attributes required for them to become expert practitioners. Thinking through how to encourage learners' to 'do the learning' requires effective learning design, sound AI literacy and teaching practice which provides models on how AI can be used to be 'thinking partners'. AI can be used to support the process but its use must be carefully thought through. Educators need to understand how AI works, so that pedagogical support using AI is effective. Therefore, wise educators are important. They model and nurture the development of wisdom for their learners. Derek Wenmoth provides a summary and perspective.