Proceedings, edited by John Clayton, from this year's Sino NZ Vocational Education and Training (TVET) conference are now available via this link to my paper which provides access to the entire document as well. The conference was held in Tianjin at the Hai He educational Park, visited last year.
I was unable to join the contingent this year but paper on using video to improve learning of skills and dispositions was presented by Debby Taylor, the hospitality tutor who has worked on honing the process over the last 3 years. Debby presented a 'demonstration workshop' of how the process worked, using videos of hospitality students learning how to check-in guests, the app coachs' eye and the feedback cycle.
The papers in the proceedings provide a good overview of adult educators' and vocational educators' work, with representation from across the NZ institutes of technology and polytechnics (ITP) sector.
Papers cover a range of pedagogical approaches applying learning centred teaching across a range of discipline areas. Of note are:
- Project / problem based learning (PLB)(Mary-Jane Duffy and Richard Finn; James MacKay and Clifton McKenna)
- related to PLB are papers on role play (Richard Finn), using videos (Selena Chan et al.), self-review (Kaye Jujnovich et al.), learning contracts in the form of 'living consensus' (Julia Bruce) and reflective frameworks (John Clayton and Sarah-Jane Saravani).
- On-job training had papers from Jenny Gibbs and Competenz (William Wang et al).
- technology enhanced learning featured in papers by Competenz on case study of elearning programme design with engineering apprentices, using videos (Selena Chan et al.), and reflective frameworks (John Clayton and Sarah-Jane Saravani)
Cath Fraser provided an overview of the excellent Ako Aotearoa resources Signposts and Goalposts pitched at beginning ITP tutors and also the posters produced by the South Island Educational Developers group.
Important topics on cross cultural education (with Brenda Saris and Deb Donnelly) and sustainability (Mary Panko and Rashika Sharma) round off the selection of papers.
In all, a worthy collection of papers, showcasing some of the best of NZ VET practice.
Showing posts with label Julia Bruce. Show all posts
Showing posts with label Julia Bruce. Show all posts
Tuesday, December 16, 2014
Tuesday, October 01, 2013
Inaugural Sino-NZ Vocational Education Research Forum - Qingdao 23 - 24 September
Day 1
In Qingdao for the inaugural Sino-NZ Vocational Education Research forum. Opens with formal welcome from Professor Qin Chuan, President of Qingdao Technical College.
Then a short speech from the vice-mayor of Qingdao Municipal Government, Liu Mingjun.
Followed by a series of speeches from various signatories of the MOE between China and NZ.
Alexandra Grace, Education NZ Regional director in China.
Gao Yong, deputy director for Central Institute for Vocational and Technical Education (CIVTE), China and Shao Wei, secretary general of China International Association for International Exchange (CEAIE).
all provide background on the formalised relationship between China and NZ to share knowledge on Technical and Vocational Education (TVET) and to learn from each other. China is placing priority in TVET due to its potential to increase economic and social levels. There are over 14000 TVET colleges on China with over 10 million students. it is important to improve teaching and learning in TVET to enhance student learning and in turn contribute to China's progress.
After morning tea, two keynotes.
one from Liu Yufeng, director of comparative education research, CIVTE on 'building a modern vocational education: China's path selection. goal of china to become more competitive, as measured on global competitiveness scales. China is on second stage of development but NZ in stage 3. TVET seen as one way to lift competitiveness through improving science, technology through improvement of human capital. Path for constructing modern VET include connection between secondary and higher VET, cooperation between school and enterprise, and improving social justice.
Then Prof. Qin Chuan from QTC with 'learning teaching and doing in one: let every student be the best of him/herself'. Students in VET weak in abstract and logic ability but good at operations, imagination and other intelligences. Move to supply appropriate learning resources, guide students to learn, motivate students to be the best. learning, teaching and doing need to become integrated.
Third keynote from Mark Flowers, CE of Wintec on 'internationalisation of vocational education and training - learning from each other'. Need to change teaching practice, meeting needs of employers / industry, and focus on our students. Skills of workforce need to lift to cope with China and NZ becoming exporters and the process of internationalisation.
Last keynote with Dai Yuwei, President of Tianjin Light Industry Vocational Technical College, speaks on 'relying on industry guidance and innovating educational system to achieve effective vocational college education of school enterprice cooperation. Three strategies used. Understand and form a school and enterprise cooperation system, derive a model to improve and evaluate the school and enterprise cooperation system, and effective personnel training through and by the system.
After lunch, two streams present around the theme 'excellent vocational teaching'. I present in the 'science' stream. Summaries of presentations follow. Other NZ educators present in the other stream, including Aidan Bigham, Peter Bilious, Sam Honey, Dr. Karen Vaughan, Adrian Woodhouse and Dr. John Clayton.
I am first up to provide a quick overview of the 'learning through apprenticeship' project. Basically, how to assist apprentices to become more metacognitive about their learning. Learning as becoming through learning how to do, be, feel and think like a trades person.
Zhang Yi from Baotou Vocational College on 'strengthening knowledge application by inverted teaching, improving cognitive competence by innovation of evaluation system. Focus on introducing authentic learning in the form of project based learning. Steps include introduction (connecting theory to practice, working out learning objective), exploration, practice (through project based teams where students play actual production roles), assessing (teacher, self and peer).
Jo Thomas from Wintec with 'English language teaching for a changing world' two concepts, what English should be taught?' and the learnings from a case study. Important to recognise English learning needs of students, what are they learning English for? Task based learning important. shared experiences of a blended distance learning programme for English teachers in Kwangtung.
Shao Ningping from Ningxia Vocational Technical College of Industry and Commerce on 'applications of various teaching methods on logistics management courses'. A practice / task based approach with problem and case study based learning. Requires teachers to take active role in preparing appropriate resources to support the various learning activities. Role plays often used to replicate real world practice to enhance other approaches. Modelling used to help students learn complex tasks. Enterprise cooperation (often work placement) and competition orientated learning also used.
After morning tea, Kelly Pender from Bay of Plenty Polytechnic shares 'empowerment and compassion,enhanced through experiential learning'. Shared approaches used on Certificate of Fitness (level 4). Importance of teachers setting an example. Learning concepts made easier by applying learning through 'learning by doing', improves empathy with others (clients) and understanding why they have to learn certain things.
Chen Xiaofeng from Xinjiang Institute of Light Industry Technology, on 'the teaching innovation of the chemical engineering unit operation and maintenance'. Went through understanding of curriculum planning using a job orientated curriculum. However, employers found graduates to still be under prepared. Therefore, shift to development of students' 'personality' development. Undertook an analysis of the curriculum to increase emphasis on students' 'professional' development. included practising through use of simulation software, then students discuss operation, school competitions motivate students, theory and practical now integrated, use of formative assessments and content extension becomes students' responsibility.
Julia Bruce then presents on 'engaging challenging learners'. Described her work with hairdressing students using a 'living consensus' model. Process of teachers and students sharing responsibility for creating learning environments through group agreements, on-going discussion and shared understanding. Teaching and sharing strategies include ongoing ethical practice discussions, discussions on shared cultural practice (culture share activity), shared group management. Code of practice and shared ethics understandings form the basis of the living consensus. Video diary used to record the evolution of the living consensus so teachers and students are able to reflect on their transformation. Project based learning is the underpinning learning approach.
Malcolm Doidge from Wellington Institute of Technology on 'collaboration as a teaching tool'. Mahi tahi - working together. Provided an overview of work with level 1 - 3 design programme over 3 years. Learning how to help oneself leads to helping others. Used 3 Maori principles, family (whanau), working together (mahi tahi) and principles / guidelines (tikanga) to follow. Using technology (evernote) to record project based learning (developing a board game).
A panel closes the day, followed by conference dinner.
A very packed day but heartening to see the similarities and aspirations between Chinese and NZ current teaching practice and learning focuses.
Day 2
Today there is a series of 3 class room demonstrations.beginning with Du Xiao Ni teaching a session on 'primary hall sensor'. A lesson plan provided in Chinese and the 40 minute session is to showcase 'problem based' teaching approach. the class views an introductory video and then answer a series of questions (in groups). Individual students answer questions using flip carts or diagrams. the teacher clarifies points and revises main features of the lesson. Lesson is teacher directed but good teaching shown in how the teacher draws the aswers out of the students, reinforces correct answers and using 'teaching moments' where appropriate to clarify understanding.
Second demonstration lesson is with Li Qin and a lesson on 'group analysis and modification on the draft of particulat commodities display'. A retailing course whereby students design a display and substantiate their choice. Teacher and other students provide feedback and critique. Questions are mostly from students and team members take turns to answer. Teacher provides a comprehensive critique.
The NZ contribution from Julia Bruce with a group of volunteer students. Julia based her session on helping students understand their learning style preference through completing a short questionnaire. Then discussing ways in which to enhance their learning through the understanding of how they preferred to learn.
Two Chinese and two NZ representatives provided feedback / critique on the three sessions.
The forum closed with short speech from Professor Qin Chuan.
Day 4
Five of us (Jo Thomas, Julia Bruce, Adrian Thomas, Kelly Pender and myself) along with Stewart Brougham (Wintec Offshore project manager) take the fast train (travels at 300km plus an hour) from Qingdao to Tianjin on Day 3. A chance for us to see some of rural Shandong and to debrief the experiences of the previous two days.
On Day 4, we visit the Tianjin Light Industry Vocational Technical College which is one of 8 educational institutes that make up stage 1 of the Haihe Educational Park. When completed, the park supports educational and residential needs of over 300,000 people!! The physical spaces are impressive and we have another opportunity to observe a few classes in the engineering, art / design, commerce and electronics areas.
Overall, a good experience to observe the challenges China faces and their focus at developing infrastructure and human capital through TVET. There is support from the highest officials for vocational learning to become more learning focused. The sheer numbers of vocational educators to shift from content to learning focus is a particular challenge. However, there are movements from 'sage on the stage' to 'guide on the side' from the presentations and class observations. Small steps in the right direction, although the Chinese will need to contextualise Western models of learning to their culture and social needs.
Link to newspaper article on the conference published late October.
In Qingdao for the inaugural Sino-NZ Vocational Education Research forum. Opens with formal welcome from Professor Qin Chuan, President of Qingdao Technical College.
Then a short speech from the vice-mayor of Qingdao Municipal Government, Liu Mingjun.
Followed by a series of speeches from various signatories of the MOE between China and NZ.
Alexandra Grace, Education NZ Regional director in China.
Gao Yong, deputy director for Central Institute for Vocational and Technical Education (CIVTE), China and Shao Wei, secretary general of China International Association for International Exchange (CEAIE).
all provide background on the formalised relationship between China and NZ to share knowledge on Technical and Vocational Education (TVET) and to learn from each other. China is placing priority in TVET due to its potential to increase economic and social levels. There are over 14000 TVET colleges on China with over 10 million students. it is important to improve teaching and learning in TVET to enhance student learning and in turn contribute to China's progress.
After morning tea, two keynotes.
one from Liu Yufeng, director of comparative education research, CIVTE on 'building a modern vocational education: China's path selection. goal of china to become more competitive, as measured on global competitiveness scales. China is on second stage of development but NZ in stage 3. TVET seen as one way to lift competitiveness through improving science, technology through improvement of human capital. Path for constructing modern VET include connection between secondary and higher VET, cooperation between school and enterprise, and improving social justice.
Then Prof. Qin Chuan from QTC with 'learning teaching and doing in one: let every student be the best of him/herself'. Students in VET weak in abstract and logic ability but good at operations, imagination and other intelligences. Move to supply appropriate learning resources, guide students to learn, motivate students to be the best. learning, teaching and doing need to become integrated.
Third keynote from Mark Flowers, CE of Wintec on 'internationalisation of vocational education and training - learning from each other'. Need to change teaching practice, meeting needs of employers / industry, and focus on our students. Skills of workforce need to lift to cope with China and NZ becoming exporters and the process of internationalisation.
Last keynote with Dai Yuwei, President of Tianjin Light Industry Vocational Technical College, speaks on 'relying on industry guidance and innovating educational system to achieve effective vocational college education of school enterprice cooperation. Three strategies used. Understand and form a school and enterprise cooperation system, derive a model to improve and evaluate the school and enterprise cooperation system, and effective personnel training through and by the system.
After lunch, two streams present around the theme 'excellent vocational teaching'. I present in the 'science' stream. Summaries of presentations follow. Other NZ educators present in the other stream, including Aidan Bigham, Peter Bilious, Sam Honey, Dr. Karen Vaughan, Adrian Woodhouse and Dr. John Clayton.
I am first up to provide a quick overview of the 'learning through apprenticeship' project. Basically, how to assist apprentices to become more metacognitive about their learning. Learning as becoming through learning how to do, be, feel and think like a trades person.
Zhang Yi from Baotou Vocational College on 'strengthening knowledge application by inverted teaching, improving cognitive competence by innovation of evaluation system. Focus on introducing authentic learning in the form of project based learning. Steps include introduction (connecting theory to practice, working out learning objective), exploration, practice (through project based teams where students play actual production roles), assessing (teacher, self and peer).
Jo Thomas from Wintec with 'English language teaching for a changing world' two concepts, what English should be taught?' and the learnings from a case study. Important to recognise English learning needs of students, what are they learning English for? Task based learning important. shared experiences of a blended distance learning programme for English teachers in Kwangtung.
Shao Ningping from Ningxia Vocational Technical College of Industry and Commerce on 'applications of various teaching methods on logistics management courses'. A practice / task based approach with problem and case study based learning. Requires teachers to take active role in preparing appropriate resources to support the various learning activities. Role plays often used to replicate real world practice to enhance other approaches. Modelling used to help students learn complex tasks. Enterprise cooperation (often work placement) and competition orientated learning also used.
After morning tea, Kelly Pender from Bay of Plenty Polytechnic shares 'empowerment and compassion,enhanced through experiential learning'. Shared approaches used on Certificate of Fitness (level 4). Importance of teachers setting an example. Learning concepts made easier by applying learning through 'learning by doing', improves empathy with others (clients) and understanding why they have to learn certain things.
Chen Xiaofeng from Xinjiang Institute of Light Industry Technology, on 'the teaching innovation of the chemical engineering unit operation and maintenance'. Went through understanding of curriculum planning using a job orientated curriculum. However, employers found graduates to still be under prepared. Therefore, shift to development of students' 'personality' development. Undertook an analysis of the curriculum to increase emphasis on students' 'professional' development. included practising through use of simulation software, then students discuss operation, school competitions motivate students, theory and practical now integrated, use of formative assessments and content extension becomes students' responsibility.
Julia Bruce then presents on 'engaging challenging learners'. Described her work with hairdressing students using a 'living consensus' model. Process of teachers and students sharing responsibility for creating learning environments through group agreements, on-going discussion and shared understanding. Teaching and sharing strategies include ongoing ethical practice discussions, discussions on shared cultural practice (culture share activity), shared group management. Code of practice and shared ethics understandings form the basis of the living consensus. Video diary used to record the evolution of the living consensus so teachers and students are able to reflect on their transformation. Project based learning is the underpinning learning approach.
Malcolm Doidge from Wellington Institute of Technology on 'collaboration as a teaching tool'. Mahi tahi - working together. Provided an overview of work with level 1 - 3 design programme over 3 years. Learning how to help oneself leads to helping others. Used 3 Maori principles, family (whanau), working together (mahi tahi) and principles / guidelines (tikanga) to follow. Using technology (evernote) to record project based learning (developing a board game).
A panel closes the day, followed by conference dinner.
A very packed day but heartening to see the similarities and aspirations between Chinese and NZ current teaching practice and learning focuses.
Day 2
Today there is a series of 3 class room demonstrations.beginning with Du Xiao Ni teaching a session on 'primary hall sensor'. A lesson plan provided in Chinese and the 40 minute session is to showcase 'problem based' teaching approach. the class views an introductory video and then answer a series of questions (in groups). Individual students answer questions using flip carts or diagrams. the teacher clarifies points and revises main features of the lesson. Lesson is teacher directed but good teaching shown in how the teacher draws the aswers out of the students, reinforces correct answers and using 'teaching moments' where appropriate to clarify understanding.
Second demonstration lesson is with Li Qin and a lesson on 'group analysis and modification on the draft of particulat commodities display'. A retailing course whereby students design a display and substantiate their choice. Teacher and other students provide feedback and critique. Questions are mostly from students and team members take turns to answer. Teacher provides a comprehensive critique.
The NZ contribution from Julia Bruce with a group of volunteer students. Julia based her session on helping students understand their learning style preference through completing a short questionnaire. Then discussing ways in which to enhance their learning through the understanding of how they preferred to learn.
Two Chinese and two NZ representatives provided feedback / critique on the three sessions.
The forum closed with short speech from Professor Qin Chuan.
Day 4
Five of us (Jo Thomas, Julia Bruce, Adrian Thomas, Kelly Pender and myself) along with Stewart Brougham (Wintec Offshore project manager) take the fast train (travels at 300km plus an hour) from Qingdao to Tianjin on Day 3. A chance for us to see some of rural Shandong and to debrief the experiences of the previous two days.
On Day 4, we visit the Tianjin Light Industry Vocational Technical College which is one of 8 educational institutes that make up stage 1 of the Haihe Educational Park. When completed, the park supports educational and residential needs of over 300,000 people!! The physical spaces are impressive and we have another opportunity to observe a few classes in the engineering, art / design, commerce and electronics areas.
Overall, a good experience to observe the challenges China faces and their focus at developing infrastructure and human capital through TVET. There is support from the highest officials for vocational learning to become more learning focused. The sheer numbers of vocational educators to shift from content to learning focus is a particular challenge. However, there are movements from 'sage on the stage' to 'guide on the side' from the presentations and class observations. Small steps in the right direction, although the Chinese will need to contextualise Western models of learning to their culture and social needs.
Link to newspaper article on the conference published late October.
Monday, August 02, 2010
ITP Trades Forum @ Weltec
At the ITP trades forum on Friday, held at Weltec in Petone, Wellington. This is an intermittent one day forum attended by tutors and managers from trades faculties/ schools throughout NZ. The forum was opened by convenor, Ken Whittle after welcome and housekeeping messages from Alan Peck (from Weltec) who was the convener/organiser of the forum. Ken provided some background on the history of trades training which was set up just over a hundred years ago in NZ. Message is of change as various political /social changes influence the way in which trades training is delivered.
First up, Peter Mellow on '21st century learners and Web 2.0 - implications for learners' with a focus on learning environments / learning spaces and role of teachers in setting up / bringing about change within trades teaching. Peter ran an interactive session supported with multimedia clips. He began with a warm up to start and provided opportunities for participants to work together on several feedback sessions. He ran through characteristics of 21st learners, how technology now connects people (not only young people), how elearning can help students assess learning where & when they need to. Many teachers at level 1/2 (competent but still need help) with technology, need to be at level 3 - automous explorer in order to make the most use of technology for teaching/learning - perhaps teachers as educational technologist/technological educators. Good, M. (2001)- in the book Teaching and Learning online: New pedgogies for new technologies. On the way to online pedagogy. Learning spaces involve some lateral thinking. Whiteboards on all walls (Resene sells white board paint), whiteboards on tables, lecture chairs which turn 360 degrees etc. to assist with building learning communities which can then be continued after class either physically (whole campus learning space) or virtually. 'your primary influence is the environment you create' Peter Senge. Web 3.0 - semantic web, 3D AI driven, data driven, web 4.0 all about activity, not data. gotoweb20 is a website which collects web 2.0 sites. Used blogging as an example of using web 2.0 to enhance student learning and showed Seth Godlin/Tom Peters video on blogging - and openforum event. also covered wikis, podcasting (Pt England in NZ as an example & AUT Maori language on ipod/ipod touches), eporfolio (Mahara), microblogging (Twitter - flash cards or announcement system). Ends with encouragement to give it a go :)
After morning tea, my session on 'becoming a trades tutor - crossing identity boundaries' went well and touched a cord with several tutors who are new to the ITP sector and their roles as trades tutors.
Then Lee Baglow from Unitec on 'self - exploration - a fresh look at pre-trade auto education. Programme change driven by staff dissatisfaction with the current ways things were being done. Involves a 'living curricula' which involves complex conversation, curiosity etc. creative skills. Examples provided of how programme adapted with improvement in retention, completion rates and increase in staff:student ratio. Includes the use of Web 2.0 to create eportfolios. Begins with students obtaining gmail accounts, use google docs. as repository for learning resources which students use to access resources and templates for students to work through, tutors are able to mark and feedback. Material also available via class blogger site. Students issued with Dell netbooks but all information stored on the cloud. Also 8 HD JVC video players to increase access to video material/powerpoints etc. Students are encouraged to store to maintain a learning journa/eportfolio on Blogger.com. Flexibility in delivery allows students to lead their own learning and set individual learning goals. Tutors build capability by using youtube videos to teach them how to use google docs etc.
After lunch, Julia Bruce from Wintec presented on 'principle-based teaching practice' and encouraging students to live their dreams. Developing her own teaching philosophy was a key towards becoming a better teacher and also in helping her students learn better. Her presentation provided examples of teaching resources aligned to her teaching philosophy. She started things out with a 'speed dating' activity in order to get conversation going on how to bring about change in tutor's approach to change, being change agents and working in an environment which is continually changing. Strategies to bring about authentic and collaborative learning including the use of photo shoots to collect hairdressing students' work, production of 'newspaper' by groups of students on theory aspects of the course, presentations by groups of students on other students' work, review teams to revise concepts using group work & kinesthetic resources (play dough, paint, markers etc.). Online discussion groups also used to explore case studies based around customer relationships etc. students encouraged to use journal tool on Moodle to reflect on learning. Possibilities for hairdressing beyond local opened out by using comparative tasks. Quizzes on Moodle also used for revision. Web based books turned into ebooks which are accessible on ipod touches. Julia has a Ako Aotearoa funded project to build guidelines for hairdressing tutors to engage with online learning. Work experience and polytech salon/client days assist with the attitudinal/dispositional skills. Salon teams are used so that each 'salon' has a concept of ownership and sense of purpose. Second interactive session with groups working on individual tutors' approaches/philosophies to teaching followed by groups sharing their discussion. Good sharing and discussion ensued :) opportunities for feedback on the session or for further questions offered as the presentation completed.
Then Ken Whittle from EIT on the development of new trades facilities at EIT which replace facilities that were 35 years old. Design of the facility driven by 'the curriculum' and focused on future industry needs. Curriculum based on feedback from industry / employers for greater emphasis on employability skills (communication, lit/num, info tech. time management etc.) rather than just technical skills. There is an increase in use of flexible learning materials to allow for smaller class numbers and greater access to p/t students. Therefore facilities designed to allow flexible use of space, integration of practical/theory and technician support centralised. Professional development provided to staff to adapt to teaching in new learning environment and in project based learning. Change over in curriculum along with implementation of embedded lit/num has increased both outcomes and retention.
The last session of the day was with James Cannan from MIT on 'Tertiary High School' a concept which CPIT is also going to put in place in 2011. This is for students still at high school to attend courses usually offered at tertiary institutions, so not only trades subjects but also computer studies, horticulture etc. Presentation began with a video from Dr. Stuart Middleton who blogs on edtalk. He has been championing the concept of tertiary high school but is out of NZ and unable to present f2f. He introduced the 'leaking education pipeline' in NZ including 20% of students disappearing from education by age 16, 30.000 secondary truants a day!, 4,000 excluded from school, 85% of youths who present in the youth courts are not attending school on a regular basis. All sobering stats. This 'leak' presents social issues, disengagment, youth inactivity and skills shortages. Disengagement - physical (not in school), virtual (at school but no school quals) and unintended (good intentions, right move, but little or no success post school - esp. in first year of tertiary ed.). Tertiary high school have a programme at polytech offered collaborative with secondary schools. Students identified as having potential but likely to not complete at year 10 are targeted for the programme. Mix of polytech and school qualifications offered with high credit bearing activities based on NZ curriculum. Included with be the development of work and personal skills including the development fo personal pathway plan, literacy (lit/num/digital) support and structured self-directed activities. Year 1 to inform student choice and provide discipline foundation skills. years 2 - 4 in mainstream polytechnic programmes.
Forum clossed with last thoughts / summary from Ken Whittle. An interesting day which the ITP sector needs to continue organising. There does not seem to be any other forum, apart from specific trade groups, in which trades tutors are able to meet and share ideas. Most other ITP conferences are focused on elearning or on general teaching & learning, so a specific forum, open to all trades tutors, should be considered for the future. In particular to allow innovative tutors to share their work and for tutors to network beyond their own specialist areas and teaching institutions.
First up, Peter Mellow on '21st century learners and Web 2.0 - implications for learners' with a focus on learning environments / learning spaces and role of teachers in setting up / bringing about change within trades teaching. Peter ran an interactive session supported with multimedia clips. He began with a warm up to start and provided opportunities for participants to work together on several feedback sessions. He ran through characteristics of 21st learners, how technology now connects people (not only young people), how elearning can help students assess learning where & when they need to. Many teachers at level 1/2 (competent but still need help) with technology, need to be at level 3 - automous explorer in order to make the most use of technology for teaching/learning - perhaps teachers as educational technologist/technological educators. Good, M. (2001)- in the book Teaching and Learning online: New pedgogies for new technologies. On the way to online pedagogy. Learning spaces involve some lateral thinking. Whiteboards on all walls (Resene sells white board paint), whiteboards on tables, lecture chairs which turn 360 degrees etc. to assist with building learning communities which can then be continued after class either physically (whole campus learning space) or virtually. 'your primary influence is the environment you create' Peter Senge. Web 3.0 - semantic web, 3D AI driven, data driven, web 4.0 all about activity, not data. gotoweb20 is a website which collects web 2.0 sites. Used blogging as an example of using web 2.0 to enhance student learning and showed Seth Godlin/Tom Peters video on blogging - and openforum event. also covered wikis, podcasting (Pt England in NZ as an example & AUT Maori language on ipod/ipod touches), eporfolio (Mahara), microblogging (Twitter - flash cards or announcement system). Ends with encouragement to give it a go :)
After morning tea, my session on 'becoming a trades tutor - crossing identity boundaries' went well and touched a cord with several tutors who are new to the ITP sector and their roles as trades tutors.
Then Lee Baglow from Unitec on 'self - exploration - a fresh look at pre-trade auto education. Programme change driven by staff dissatisfaction with the current ways things were being done. Involves a 'living curricula' which involves complex conversation, curiosity etc. creative skills. Examples provided of how programme adapted with improvement in retention, completion rates and increase in staff:student ratio. Includes the use of Web 2.0 to create eportfolios. Begins with students obtaining gmail accounts, use google docs. as repository for learning resources which students use to access resources and templates for students to work through, tutors are able to mark and feedback. Material also available via class blogger site. Students issued with Dell netbooks but all information stored on the cloud. Also 8 HD JVC video players to increase access to video material/powerpoints etc. Students are encouraged to store to maintain a learning journa/eportfolio on Blogger.com. Flexibility in delivery allows students to lead their own learning and set individual learning goals. Tutors build capability by using youtube videos to teach them how to use google docs etc.
After lunch, Julia Bruce from Wintec presented on 'principle-based teaching practice' and encouraging students to live their dreams. Developing her own teaching philosophy was a key towards becoming a better teacher and also in helping her students learn better. Her presentation provided examples of teaching resources aligned to her teaching philosophy. She started things out with a 'speed dating' activity in order to get conversation going on how to bring about change in tutor's approach to change, being change agents and working in an environment which is continually changing. Strategies to bring about authentic and collaborative learning including the use of photo shoots to collect hairdressing students' work, production of 'newspaper' by groups of students on theory aspects of the course, presentations by groups of students on other students' work, review teams to revise concepts using group work & kinesthetic resources (play dough, paint, markers etc.). Online discussion groups also used to explore case studies based around customer relationships etc. students encouraged to use journal tool on Moodle to reflect on learning. Possibilities for hairdressing beyond local opened out by using comparative tasks. Quizzes on Moodle also used for revision. Web based books turned into ebooks which are accessible on ipod touches. Julia has a Ako Aotearoa funded project to build guidelines for hairdressing tutors to engage with online learning. Work experience and polytech salon/client days assist with the attitudinal/dispositional skills. Salon teams are used so that each 'salon' has a concept of ownership and sense of purpose. Second interactive session with groups working on individual tutors' approaches/philosophies to teaching followed by groups sharing their discussion. Good sharing and discussion ensued :) opportunities for feedback on the session or for further questions offered as the presentation completed.
Then Ken Whittle from EIT on the development of new trades facilities at EIT which replace facilities that were 35 years old. Design of the facility driven by 'the curriculum' and focused on future industry needs. Curriculum based on feedback from industry / employers for greater emphasis on employability skills (communication, lit/num, info tech. time management etc.) rather than just technical skills. There is an increase in use of flexible learning materials to allow for smaller class numbers and greater access to p/t students. Therefore facilities designed to allow flexible use of space, integration of practical/theory and technician support centralised. Professional development provided to staff to adapt to teaching in new learning environment and in project based learning. Change over in curriculum along with implementation of embedded lit/num has increased both outcomes and retention.
The last session of the day was with James Cannan from MIT on 'Tertiary High School' a concept which CPIT is also going to put in place in 2011. This is for students still at high school to attend courses usually offered at tertiary institutions, so not only trades subjects but also computer studies, horticulture etc. Presentation began with a video from Dr. Stuart Middleton who blogs on edtalk. He has been championing the concept of tertiary high school but is out of NZ and unable to present f2f. He introduced the 'leaking education pipeline' in NZ including 20% of students disappearing from education by age 16, 30.000 secondary truants a day!, 4,000 excluded from school, 85% of youths who present in the youth courts are not attending school on a regular basis. All sobering stats. This 'leak' presents social issues, disengagment, youth inactivity and skills shortages. Disengagement - physical (not in school), virtual (at school but no school quals) and unintended (good intentions, right move, but little or no success post school - esp. in first year of tertiary ed.). Tertiary high school have a programme at polytech offered collaborative with secondary schools. Students identified as having potential but likely to not complete at year 10 are targeted for the programme. Mix of polytech and school qualifications offered with high credit bearing activities based on NZ curriculum. Included with be the development of work and personal skills including the development fo personal pathway plan, literacy (lit/num/digital) support and structured self-directed activities. Year 1 to inform student choice and provide discipline foundation skills. years 2 - 4 in mainstream polytechnic programmes.
Forum clossed with last thoughts / summary from Ken Whittle. An interesting day which the ITP sector needs to continue organising. There does not seem to be any other forum, apart from specific trade groups, in which trades tutors are able to meet and share ideas. Most other ITP conferences are focused on elearning or on general teaching & learning, so a specific forum, open to all trades tutors, should be considered for the future. In particular to allow innovative tutors to share their work and for tutors to network beyond their own specialist areas and teaching institutions.
Subscribe to:
Posts (Atom)