Ako Aotearoa Southern forum

 Presenting and participating in the Ako Aotearoa Southern Forum today, held at the University of Canterbury Student Union building.

The mihi whakatau brings delegates into the meeting space.

A welcome is then presented by Tai Samaeli, ACE Aotearoa who MCs the event.

Then an official welcome is from Cheryl de Rey Tumu Whakarae Vice Chancellor of the University of Canterbury. Connected the theme of the forum - cultivating thought leadership and excellence in teaching - with the founding premises of the University of Canterbury. To provision education for the region and nation. Education has the influence and power to transform, individuals, whanua, communities and societies. Challenged the need for the many changes being imposed on the current education system. However, change is a fundamental part of education. Especially if changes improve access, and contribute to the greater good of society. Reflected on current developments and reminded us that change and difficulties have always been part of human history. Now, education is much more accessible at all levels. It might feel that the world is in turmoil but this uncertainiy has always existed. Universities are part of the fabric of change. Shared the three Rs of education. Resilience, responsiveness and relevance as being fundamental to higher education. Business as usual no longer sufficient as change accelerates, Change can be a source of optimism and hope. Graduates, to be usefully contributing need to understand the context, to have critical thinking and to be able to communicate complex concepts. 

The first keynote is from Dr. Eruera Prendergast-Tarena, Kaiwhakatere, Tokona Te Raki on 'Beyond 2040'. Following on from Professor Del Rey's presentation, Erurera recommended the need to think like a tūpuna - in a time of great uncertainty to remember the future and re-engaging with hope and possibility. Shared the story of his Ngai Tahu ancestor who survived the Kaiapo massacre, and instituted land claims even in times of great deprivation and disadvantage. It was seven generations later, before the claim came into fruition. Introduced Tokona Te Raki as a social innovation lab to address the complex social problems we are being challenged. At present, many focus on the present, but it is important to look into the future. Introduced the Aotearoa futures barometer - 60% see no other country but concerned about the future and where the country is heading. In developed countries, many (30% thereabouts) feel that their children will have a better life (opposite in the global South). Top concerns in NZ include lost of trust in government and religious institions but education and NGOs still high (60% upwards). Polarisation is seem to be driven by rise of social media. Amongst youth (73%) and Māori see Te Tiriti as important. Shared a 2022 report from Treasury that delivered the warning that the next generation may not be better off than the current generation, Three forces converging in 2040 - climate reality, demographic shifts (older population, strain of superannuation, 40% of labour market entrants will ne Māori, Pasifika or Asian), and technology (elimination of entire categories of work, transform education, employment, human purpose etc. ). Recommended 2019 book on NZ and the future of work. Summarised the implications for education. The old playbook will not work - systems are inherently human and we need to work out a way forward. We need collaboration, partnership, investment and imagination. 

2040 selected as it is the bicentenary of Te Tiriti. It may provide an opportunity to open a window for transformation - for example, communities came together post-quake in Christchurch - and the city has been shifted from being more English than England, to being a city in Aotearoa. The future will that wait, will we be ready?  Shared imaging Aotearoa 2040 - to make a better country for our mokopuna- from control/fragmented to stewardship. Everyone needs to pitch in - young people and Pacifica workers reaching their potential, skilled migrants welcomed and supported, the diapora given reasons to return, knowledge transfer across cultures and generations, and everyone contributing to shared prosperity. Education remains trusted and is a vehicle to contribute towards the transformation. Therefore, to shift to shared futures from rear to hope, division to unity, isolation to cohesion, short term thinking to long term, reactive to proactive, superficial to transformative, and hyper individulism to collective responsibility. Challenged the audience as education leaders to model partnerships in our instituions, prepare tauira for collaborative futures, create spaces for difficult conversations, and champion long-term thinking. Staring with Te Tiriti as our guide, building our shared story, bridging differences and embedding inter- generational stewardship. We have the opportunity to weave the future together. 

After morning tea, I provide an update and details of the 'using Gen AI to support foundation/bridging ākonga' (full report now published), funded by Ako Aotearoa. I summarised the rationale for the project, the project team, the caveats (AI is not benign and must be used carefully so that it does not replace learning but supports learning), findings, recommendations and future projects. 

A discussion session on 'sector collaboration in tertiary education' followed. We discussed collaboration across our organisations and what teaching excellence is.

Then Tākuta Phil Borrell, (University of Canterbury) who was awarded the 2004 Te Whatu Kairangi Kaupapap Māori Award, speaks on Ngākau pono - the importance of authencity in teaching practice. From all the previous speakers, critical thinking was a common theme. Through narratives, went through his main themes informing the importance of being an authentic educator. Good teachers inspire and model possibilities. Importance of bringing practice and theory, usually by bringing experiences into teaching. Allowing your ākonga to know more about you help them empathise and find connections. Used Claire Good's keys to teaching excellence to provide characteristics. Extended and presented examples of being an authentic teacher. We should have fun in teaching using humour and honesty. Share stories and use it as a pedagogical tool. Teachers need to want their ākonga to succeed. 

After lunch, Graeme Smith presents his mahi/work on 'designing intelligence: building tools for the education we need next'. Drew on the presentations in the morning. Partnerships, change, long term thinking, fun, narrative warfare, value/s, possibilities, making better long term decisions, weaving, transformation, systems, humaness ---. Shared experiences building customised AI agents. Encouraged those who are AI-reluctant to use tools that are designed to achieve specific purposes. What needs to be done to build the AI infrastructure - we need to be involved in designing, otherwise it will be done to us. Emerging patterns include braided funding partnerships, values-led, and memory organisations. We need to stop managing delivery and start designing intelligence. Our role is not to preserve the system but to evolve it. Need to build - by adopting and adapting existing tools, think in braided partnerships and imbue values. 

A panel discussion follows with Tai Samaeli chairing and panel members including Josie Ogden Schroeder - CEO of the Kind Foundation, Dr. Cheryl Doig - Kai Ttiro Wāheke / futurist, Dr.Mahmah Timoteo - Māona Vā, and Sandra Fernandes Videira Gordon - Te Wānanga o Aotearoa. 

Introductions follow the panel discussing a few questions.

First question is around how we prepare learners for the future, for jobs and technology that do not now exist. Agility in thinking, doing. Prediction is linear but anticipation envisages many scenarios, some may be implausible, but there is a need to think through these. Creativity, curiosity, communication and critical thinking (4 Cs centre to access digital resources for those who do not have the opportunities). Help learners to build community. Questions then opened up. Where is the future for kids who now face disadvantage. We educators are the ones who need to take up the baton. It only takes one carer to bring a change. Relationships between teachers and students are important. Connection to community also effective. 

A celebration of Ako Aotearoa is led by Jennifer Leahy summarised the many endeavours and initiatives undertaken since 2007, when Ako Aotearoa was set up. The Southern Region has been productive across all spheres :) support the many sectors and objectives of tertiary education 

Followed by the close of the forum. 

Ako Aotearoa - launch of support for educators on AI

 Attended the online launch of Ako Aotearoa timely resource - Artificial Intelligence (AI) in Tertiary Education.

The resource lays out the key concepts to help understand the role of AI in education; and provides access to a curated range of practical tips, including a beginners guide; using AI to support learning and teaching; and AI and assessment integrity.

Graeme Smith opened the session with karakia. Linda Keesing-Styles introduced the session and the evolution of the resource. AI was a critical professional development need that was identified through the project that Ako Aotearoa is working on, to identify the key PD needs of the sector.

Jane Terrel who worked on the resource with Linda, introduced the resource and started the session with an overview of the session and encouragement to fill in the survey at the end of the session.

Chris Smiley introduced the web pages that make up the resource and went through the various pages of the resource. The 'Where to now' section in the key ideas section, provides a formative assessment opportunity to be undertaken before moving on into the practical tips. Encouraged feedback.

Graeme then shared the 'AI tool' which is developed through ChatGPT agents, AIhoa - here to guide our learning as an AI companion. Assistance to help educators integrate AI, within the Aotearoa tertiary context. Will assist with AI literacy and be cognisant with the ethical and indigenous sovereignty that is specific to education and Aotearoa. A demonstration undertaken, with Graeme having a conversation with AIhoa on AI integration, the challenges/possible solutions. Quite impressive, but the Ai agent has been trained specifically to undertake this conversion, it will be important to see how it works with someone who is not so skilled with prompting. 

The agent is now available but requires user to have the ChatGPT subscription. 

Q & A ensued. A question was asked of AIhoa around the review on the vocational education and some ideas on a way forward. Took a pedagogical perspective and had a positive approach. 

Pathways Awarua also has an AI agent called Alec. Ai agents often require high resourcing. AIhoa probably took a week plus of work to setup/train. 

The demonstration provides an example of the capabilities and limitations of using an AI. Ihoa is only in the ChatGPT sandbox and a subscription. Therefore, there are issues with equitable access.

Discussion revolved around the use of AIhoa and Jane shared user experience. Joachim shared how to use ChatGPT to generate a lesson plan using the RIGHT (Role, Instruction, guidelines, hurdles, target) acronym to guide the prompt engineering. AIhoa does it similar but includes more of the Aotearoa context and provides a more detailed plan. 

Overall, a good overview of a valuable resource. Let us ensure that the many Ako Aotearoa resources are archived, post their cessation. 

Graeme closed with karakia. 

Digital Skills Framework - for Aotearoa NZ - a discussion paper

 A discussion paper commissioned by Ako Aotearoa and written by Dr. Anne Alkema provides a timely piece of work from which our 'AI in foundation studies' project can draw from. Digital skills are prerequisites to being able to make use of AI tools/apps as presently, all are reliant on text input - although users could dictate the prompts into speech to text if the relevant plugins were enabled. 

The paper discusses the various definitions of digital literacy and skills and overviews several examples from overseas (UK, Australia, Canada, Ireland, EU, US of A) to inform the development of an Aotearoa NZ version. 

Recommends 4 options - align with the current adult learning progressions (which is what we currently have at Ara); develop an essential skills framework; develop a standalone digital skills framework; and work with potential partners.

Ako Aotearoa - Funded projects colloquium - Southern Region

I facilitated 'reflective sessions' at the annual Ako Aoteaoa project colloquium for the Southern region. As always, good to catch up with projects’ progress and to find out about the newer ones. A good gathering on a cold and wet Christchurch morning keeps the group consolidated.

Dr. Joe Te Rito – Kaihautu Matauranga Maori provides the Welcome, followed by Helen Lomax – Ako Akotearoa Director and Jennifer Leahy, Sector Services Manager for the South Island.

The event MC is Melany Tainui from the University of Canterbury. I assist by doing a ‘wrap up’ activity after every two presentations.

The first two presentations are Nationally funded projects:

First up, Hutia te  Punga (pull up the anchor stone) – presented by Dr. Porsha London, PiripiPrendergast and Dr. Eruera Tarena from Te Rununga o Ngai Tahu – Tokona raki. This is a collaborative project between Ako Aotearoa, Ngai Tahu and three South Island tertiary education providers (BCITO, Otago Polytechnic and Telford). The project is developing, through an action research approach, a co-constructed professional development programme for staff to build culture competency capability. Both Piripi and Eruera provided background and rationale for the project. In particular, the larger objective, to work on the socio-political constraints towards supporting the development of Maori youth. Maori are  a young population and contribute significantly to the workers of the future. One solution is to undertake responsibility for shifting the larger system (structures, systems and mindsets) through targeted development to transform the industry and educational leaders to take cognisance of the importance of supporting the potentialities for Maori. Piripi provided details of the background for the development of the professional development sessions. Focus is on the ‘self’ to challenge mindsets. Porsho detailed challenges especially in a sector undergoing continual change. This leads to high turnover of staff and shift in mindset takes time. However, building of relationships between learners and staff was found to be one of the key factors to support Maori learners. Resources to support the ‘levers of change’ require contextualisation to settings – as per the project – industry training, classroom learning and residence-based trades training. Shared framework (poutama) –ekea te taumata tiketike’ for self-evaluation and moving forward with development of cultural competency. 

Second project, an update on the Youth guarantees pathwaysand profiles project lead by Doug Reid from Community Colleges NZ. Doug provided an overview and updated on progress on date. Longitudinal project to try to find out if the Youth Guarantee fees free scheme is having a longer term effect on cohort of students from 2015. Educational partners included YMCA, Unitec and Community Colleges NZ with research expertise from ‘the collaborative’ on youth research. Final report just out now. Findings indicate young people experience multiple transitions; these transitions are not linear; complex and difficult to plan or predict; identity development important; and skills – not qualifications – are the most important. The main themes were a desire for self-development; control of their own transitions; belonging and alignment to their contexts; importance of networks and support; and direction and stability (i.e. in personal life) to help guide transitions. Summarised a range of implications for policy, revolving around the need for flexibility in supporting and funding due to ‘messy’ and sometimes difficult transitions of youth. Summary report now available.

The first wrap up was on identifying the items presented which are relevant to their own context.

Dr. Tracy Rogers from the University of Otago presents on progress on the project – teaching and learning circles – a framework for enhancing teaching culture and practice. Overviews the application of peer observation of teaching project and ways forward beyond the project. Objective to enhance teaching and learning culture and provide a supportive, sociable environment for teachers to talk about their craft. Teaching and Learning (circles) of 3 – 4 teachers did observations of each others teaching and discussed / reflected on feedback. Positive effects occurred as the TLCs provided the opportunity to engage in collegial conversations, reflect on teaching, gain non-evaluative feedback, and in turn enhance their teaching. TLCs continue and supported with the appointment of a TLC coordinator. Trailing with an on-line programme. Undertaking comparative study with Victoria University – who use a different model.

Followed by Professor Lynne Taylor and Professor UrsulaCheer from the University of Canterbury with their work on ‘the making oflawyers’: a longitudinal study. Study across all the universities in NZ offering law degree. Good to catch up with this study as the students move through their study. Fifth year data collected 2018 with some from law graduates as some students would have completed in 2017. 2018 findings similar to the other years. Class attendance drop, half of cohort through only 20% of teachers knew them, self-study time low and majority indicated preference for individual written assessments. Social interactions higher than study interactions with peers, majority reported positive academic outcomes , psychological wellbeing continued to be lower than for general community, For final year students – generally rated themselves highly in terms of work-related skills and attributes, only minority reported being prepared to join workforce, majority di not have employment arranged after law school, and over a third did not have employment arranged or were confident about finding a job. 49 graduates – 90% completed or intending to complete legal professionals course, 58% saw themselves as working in law, 69% employed (47% in law firm), 68% employed used their law degree in their work. A last survey will be undertaken this year. Outcomes have included review of degree and course learning outcomes; implementation of well-being plans; changes in assessment practice; staff development to support changes; and introduction of a first year mentoring scheme. Plans into the future include revision of the second and third year programmes and to also introduce a capstone course. Capstone course to apply knowledge and attain work skills to provide confidence for graduates.

Reflection #2 focused on analysis and application.

After lunch, we have a joint university (Canterbury) and community (Skillwise) project with John Grant and Dr. Maria Perez-y-Perezupdating on their “work active’ project to support ‘forgotten’ learners intheir journey to work. The project worked with adult learners with intellectual disability to develop a programme (including an internship) and a teaching/learning toolkit to improve learning outcomes and employability prospects. Small cohort of 6 learners who all engaged well with the various activities. Details of the learning programme was overviewed. Learners were co-constructors of the tools developed. Draft teaching and learning guidelines completed. The project intends to keep in touch with the participants’ journeys as they continue in or into work. Maria summarised the research approach (participatory action research) and the data collection methods (focus groups with participants, employers and skillwise staff; student learning diaries; workplace and class observations; class presentations). Shared some of the findings including efficacy of both the ‘classroom’ and internship aspects of the programme.

Dr. Timothy Stahl and and Dr. Heather Purdie from University of Canterbury then presents on the BYOD to field class: Integrating digital and community mappingin the field-based coursework. Work on progress reported. Also used an interactive activity to demonstrate the approach with Samsung tablets provided to participants. Summarised rationale for WHY BYOD now. Firstly leveraging off increased capability for digital mapping in most digital devices with increased acknowledgment of ‘novelty’ of devices. Also, shared a video and case study of student field trips. Main objective to ensure the technology must make sense and be aligned to the learning outcome. Important to ensure technology works at the initial workshop; field trip has to have clear objectives; and follow through post processing also supported. Used the app ArcCollector. Explained the BYOD teaching framework being developed to support the concepts being developed.

Reflection 3 was on evaluation and creating solutions.

Short afternoon tea is followed by the final presentations.

Associate Professor Erik Brogt from the University of Canterbury presents on – professional engineering cohorts. An update on the project. Summarised overview of Engineering programme at UC. In general, after Y1, the students are usually the same cohort through the next 3 years. Project studied ways to ensure cohorts were technically well trained, cooperative, and inclusive. Y1 mentoring programme set up to ensure foundations for the next 3 years coordinated and structured (i.e to consciously build a effective cohort). Support for ‘non-traditional’ engineering students targeted. Presently working on Y2 and 3 to assist with community building, enhance belongingness, and cooperative behaviours. Activities used to build respect for diversity; work on and agree to a code of practice for the entire cohort; reorientation at semester 2 Y1 to reinforce key skills and behaviours. Staff were mobilised to model complementary approaches. Shared plans going forward into the future.

Then, Stuart Terry from Otago Polytechnic and Dr. Jenny Mcdonald from Quantext update on their work with student perceptions of studentevaluations: enabling student voice and meaningful engagement. University of Otago are also included. Summarised rationale for project. Surveyed over 4000 students in 2^nd year of degree. 21% polytechnic and 27% university response. 95% had participated in evaluations. Online mode was preferred but uni students had higher preference for paper. Students perceived it was important to complete evaluations with most completing 5 -6 of an expected 6 – 7 a yearn – which they felt was about the right number. Reasons for non-completion were predominated by time constraints. Students still wanted evaluations at the end of each course. Discussion on the purposes of students evaluations ensued.

Last reflection and wrap-up to have participants identity ONE change and provide reasons.

The colloquium closed with poroporoaki – official farewelling.All in, good to see projects progressing through and adding to a building corpus of work supported by Ako Aotearoa. 

Ako Aotearoa Southern Hub Colloquium 2018

This is one of a series of colloquiums for projects funded by Ako Aotearoa. This one, is for the projects overseen by the Ako Aotearoa Southern hub. Notes from last week's colloquium of projects funded nationally can be found here.

The colloquium begins with a welcome from Dr. Joe Te Rito, Kaihautu matauranga Maori, Helen Lomax, director and Bridget O’Regan, Southern hub project manager. Jennifer Leahy MCs the event. Sessions run for 30 minutes with 20 minutes of presentation and 10 minutes for questions.

First presentation is with Stuart Terry from Otago Polytechnic on Student perceptions of student evaluations: enabling student voice and meaningful engagement. Questionnaire and student focus groups used to gather perceptions on the various evaluations used to gather students’ point of view on teaching and learning. Both Otago Polytechnic and Otago University second year degree students involved. The project still in early stages and follows on from another on teacher perceptions. The objective in the current project is to focus on the student experience to inform the future with an emphasis on enhancement over assurance. Provided overview, rationale and initial findings. Students often aware evaluation is important but do not know how the data will be used and are not aware of the affect. Initial findings – 95% have participated, 57% prefer online but 22% still prefer paper. 92% thought it was important to complete evaluations. Preference of 83% to evaluate each course and 82% feel there is an effect on quality but 94% do not see the results of the feedback!!

Then with Dr. Rob Wass and Dr. Tracy Rogers from the University of Otago with ‘mentor and peer observation to improve / enhance thepractice of casual, short-term teachers’. Short-term teachers play a important role but are often under-supported. Pilot of 6 tutors and 12 mentees participated from education, classics, management and the university college. Video (using a mobile phone) was used to record sessions of tutorials. These were used for reflective conversations which were audio recorded. Mentors and mentees came from different discipline area so that the emphasis was on teaching, not content. TurboNote used to annotate the video. The process and the evaluation was shared in the presentation. Focus groups with mentors and mentees (separately) was held. There was good interest and engagement through the project. Both mentors and mentees learnt from the process.

Followed on with, Work-active- supporting the ‘forgottenlearners’ in their journey to work' is a joint project with John Grant and Tracey Anne-Cook from Skillwise and Dr. Maria Perez-y-Perez from the University of Canterbury. This project works towards trialling a new teaching and learning approach for adult learners with intellectual disability. Shift to facilitated and learner centric focus to prepare learners within an internship based employment programme. Participatory action research project with disability support provider (teaching and employment support), employers (internship) and tertiary institution (teaching resources and research). Focus through the 12 week programme to develop soft skills including team work, communication, planning, taking initiative and problem solving. Data collected though focus groups and interviews, student learning diaries, workplace and class observations and the student presentations. Shared the programme details and initial findings.

The next 7 projects are from researchers at the University of Canterbury and Dr. Erik Brogt provides an overview and shared the strategic considerations for engaging with the fund. The academic development strategy is to utilise a distributed model of teaching development. The goal is to support good teaching and evidence based scholarship on teaching and learning. Discussed challenges including the work towards moving forward after projects end and increasing impact of the findings on teaching and learning.

The presentations from UC begin with Professor Lynne Taylor and Natalie Baird on ‘the making of lawyers: A longitudinal study’ which was also presented at last week’s Nationally funded projects colloquium. Provided greater detail as presentation time was longer. Study collected and analysed data from 4 universities from 2014 and running through 2019. Allowing for the tracing of students’ journey from 1^st year to beyond graduation. Data also collected from employers. Provided an overview of the analysis of data from students who completed the surveys for 4 years. Intrinsic motivations remained stable across 4 years but after 3^rd year, level of interest in pursuing legal career has dropped. Attendance high, increase of participation in active learning, less time spent and little change in self-study approaches. There was little f2f contact with teaching staff. Grades were consistently good, increased levels of confidence, workload was high and perceptions of knowledge and skills gained did not change. Reported on improving student experiences now put in place and plans for future. Programme and course learning outcomes reviewed. Student well-being plan in place. Changed assessment practices as much as possible within regulatory requirements. Staff development programme begun. Working on Council of Legal Education to make relevant changes. Next year, introduce a first year mentoring programme; introduce capstone skills based course as a bridge between university and work; and work on reducing class numbers to decrease lectures and increase tutorials.

Dr. Julia Wu then presents on ‘optimising complex casestudies as teaching tools in accounting and law education’. The project also involves Sascha Mueller and Erik Brogt. Rationalised the approach, especially the selection of case studies which reflected challenging circumstances instead of the more traditional practice of using ‘ideal’ scenarios. 3 phases so far. Began with literature review of the value of the case study approach and the implementation of ‘messy’ case studies. The second stage evaluated, through interviews with lecturers, application of case study pedagogy and through student surveys, their engagement with the case study method. Shared some of the raw data of lecturer and student perspectives, the barriers and challenges. The third stage was to develop relevant case studies and the teaching practice to support these. Final data analysis and implementation now progressing with outcomes to be completed next year.

Professor Philippa Martin presents on professional engineering cohorts. The project was to support students to develop good cohort support groups and is part of a 4 year transformation project. Presented rationale on the need to change the university culture to be more inclusive. The project was to find out the current ‘non-intervention’ socio-cultural associations for 1^st and 2^nd year electrical and computer engineering students. Data analysis has just begun. The findings feed into the IDEA (inclusion, diversity, equity and awareness) initiative set up in August. The goal is to create an inclusive atmosphere for minority groups, women and LGBTQIA+.

Then a ‘BYO – bring your own device – to field class:integrating digital and mapping in the field-based coursework’ with Dr. Timothy Stahl and Dr. Heather Purdie. The context is geology and geography. Drew on his own experiences as a geologist, doing post-doctoral field work, to ensure students learnt the practice of traditional field mapping methods. Need to make this learning visible, and for students to learn the important aspects of spatial awareness and a sense of place. Students used the ArcCollector app to record GPS points with photos and videos, analyse data and track their progress in comparison with their peers. Reports on the 5 field trials to date, student feedback through survey and informal staff feedback. Shared progress of refining the approach and tools and ways forward.  

After lunch, two UC projects with a focus on teacher education.

Firstly, we have Dr. Paul Docherty and Associate Professor Wendy Fox from University ofWaikato with ‘investigating of initial education student views of engineersand engineering practice’. An initiative to improve the perceptions of school students (aged 11-13 – key time for career decisions) of careers in engineering. Sought to try to work on the root cause for low participation rates from females, minorities etc. Apart from family, friends, and culture, teachers play a role in decisions and perceptions. Were there false perceptions from teaching staff that coloured students’ career choices and especially those of female, Maori and Pasifika students on STEM careers. The participants were final year education students. Reported on first phase to determine views of teachers; then provide workshops to address; and hopefully lead to some change in perceptions.

Followed by Dr. Cara Swit and Dr. Christoph Teshers with ‘professional learningopportunities for postgraduate specialist teachers’. The project is to add to pre-service mentoring and to augment aspects of teaching a specialists subject. Data gathering is in progress with analysis beginning early next year. Field advisors are assigned to assist early childhood teachers, completing a post-graduate programme, to develop goals around early-intervention competencies. Presented on details of early-intervention which is one of 6 endorsements being supported at UC and Massey. Students complete a 2 year programme and usually complete this while working full-time as teachers. The programme includes 150 hours practicum which is where this project comes in. The aim is to apply the findings from the project, to develop a coaching framework to support the process.

Final presentation of a busy day with Professor Tanja Mitrovic on ‘supporting engagement during active video watching with personalised nudges’. It is a collaborative college with Otago and University of Leeds. This is a follow up project from a 2016 project which developed a controlled video-watching environment – AVW-space. This project added interactive visualisations and personalised nudges in an adaptive way for students to write comments at certain points through video watching. There seems to be an increase in notes being taken through the use of prompts (micro-scaffolds) which help students learn reflective skills. Then learners allow commenting and to are able to rate comments written by others. Extension in future to study further the connection between learner profiles, personalised nudges and addition of interactive visualisations (comment timeline and histogram) to share with the learner how they are doing compared to their peers.

https://ictg.cocs.canterbury.ac.nz:8009

I provide a brief ‘reflections on the day’ presentation with a quick think-pair-share activity. The colloquium closes poroporoaki / farewell.

Poroporoaki and farewell follows.All in, a good range of projects, each seeking to enhance learning experiences for students. 

Ako Aotearoa 2016 annual report - resource for tertiary education research in NZ

Annual reports are perhaps not the most enervating of reads. However, Ako Aotearoa's 2016 annual report is more than just a bland overview of Ako Aotearoa activities and financial reporting for last year.

Caveat: I have received funding from Ako Aotearoa for several projects and have small mention in report as part of Ako Aotearoa Excellence in Tertiary Teaching selection panel.

It is a 'one stop shop' summarising some of the recent Ako Aotearoa funded projects - both the Nationally (usually $100,000 plus) and hub funded projects (around $10,000). The report begins with a Highlights section consisting summaries of 12 recently completed projects – both National and Hub funded.

Then, the report moves through to the reporting of the strategic themes which guide their work. The 'flavour' of the unique NZ tertiary system, with it's emphasis on biculturalism is captured well.

Of most use are the summaries of strategic direction and projects which align to each theme.

There is good information on Maori / Pasifika projects and the fostering and acting on the learner voice. These projects presently focus on building capability with student 'union' and associations to allow them to be able to better represent the needs of tertiary students. 

There are also summaries of submissions – especially to the recently completed Productivity commission report on new models of tertiary education. Ako Aotearoa supporting the need to ensure tertiary teachers are supported in their professional development as teachers.

The various national and regional projects were then summarised along with international linkages.

So, overall, not just an annual report but a good resource for anyone keen to find out more about the NZ tertiary educations system beyond statistics and policy statements. The report celebrates the uniqueness of NZ tertiary education as being more than just the learning of occupational skills but a contribution to the nation's social fabric and the building of a bi-cultural national ethos. 

Ako Aoteoroa Professional Development facilitators day - Friday 27th Jan

The facilitators' 'Day' began with the evening before with a meet and greet session, dinner and after dinner session with Dr. Marc Wilson from Victoria who presented on "passion and excellence in teaching".

On Friday, the day officially opened by Dr. Joe Rito, Deputy Director Maori with welcome from Helen Lomax Deputy Director - sector services - who also set up the scene for the day. 

There is a quick round for participants to set up their workshop goals.

Dr. Stanley Frielick, Director, set the scene with update on where the P D portfolio is likely to move and develop towards. Referred to 1999 article in Higher Education whereby the author takes on the persona of Machiavelli to 'speak' to higher ed. leaders and managers. Shared his own journey as an educator to discuss how the concept of Ako contributes to the NZ context. Is 'just being good enough' sufficient and a goal to try to get to the entire sector? What is the contribution of requiring all of sector to be 'registered' with proviso for the completion of a qualification? Can professional development form a 'badging' component? And the who develops the professional developers? Should there be better contextualisation of PD to meet the needs of the diversity of the sector, discipline specific pedagogical approaches and diversity of learners? What other modalities can be useful beyond F2F to engage with PD participants? Especially the components unique to NZ including biculturalism and Pacifica. 

Session to unpack 'my teaching method'. An opportunity to share and learn from others. Main themes were using appropriate activities (active learning), application to practice, synchronous feedback through twitter tags or answergarden which creates wordle in real time . Groups reported back on similarities, active learning increases engagement leading to better possibility of participants adopt new practice, a 'product' to work on to bring back into future teaching practice, flexible learning to meet participant needs, astute observations - safe learning spaces, learning is universal across levels and disciplines, post workshop followup required to continue the beginnings of a community of practice formed during the PD session. 

Guest speaker Derek Wenmoth from CORE eduction provided insights on PD and strategies that work with educators. Summarised the CORE approach as developed through experiences from working with the compulsory schools sector. Discussed contemporary professional learning demands and how CORE meets these. Importance of ROI, return on investment. Principles include opportunities for pragmatic in-depth learning, sustained over time, contextual, linked to practice, grounded in theory and research and connected to others as part of a network of others working towards similar goals. Advocated using the concerns based adoption model (CBAM) from awareness (what is it), information (how does it work), personal ( how does it impact on me and what is my plan to do it), management (how can I master the skills and fit it all in), consequences ( is it worth doing), collaboration (how do Others do it) and refocusing. Presented on how CBAM applied at CORE across f2f, online and blended (all courses and used the most). Used the course - modern learning curriculum- as an example. A 20 week course build around a cohort with challenge based focus, content is support to activities, assessments are transparent and there is opportunity to link to qualifications. Encourage students to co-construct content through the course. Rubrics for assessment are available from the beginning so learners know what to work towards. 

Then a forum on growing sector capability: barriers and enablers. 3 groups shared discussion on how to move PLD forward in the NZ tertiary context. Themes included continuing mentoring and coaching - how to support, blended learning challenges, issues of transition from school to tertiary, are we ready for the different learner profiles and expectations, engaging with reluctant learners on directed PDL, using competency learning in a workshop context to frame, how to support participants after the return from workshops, PLD options across personalised learning journey, surveying to find out what is required.

After lunch, two sessions to discuss themes arising from the morning's presentations and discussions. In first session, a master chef show format used for creation of course to be innovative, have impact, be blended learning, embed literacy and numeracy, with Kaupapa Maori approach. Second session to collate tips to add to how to improve facilitation in workshops. Each facilitator providing one tip used before, during or after session.  

Closed with Stanley providing reflections for the day and Joe with poroporoaki. 

NTLT 2014 - day 3

Wet day with strong, cold southerlies accompanied by hail and sleet and potential for snow! Last day of a busy conference with good opportunity to network with educators and staff educators / educational developers. The morning begins with a keynote from Donna Bowman, SIT hairdressing tutor awarded last year's hairdressing ITO tutor of the year award. Donna shares her teaching with 'keeping it real'. Couched her presentation around her story from leaving school to teaching hairdressing. Authentic learning formed basis for her own learning the hairdressing trade and her teaching practice. How to share and pass own passion for craft and trade to learners requires helping learners to develop empathy for clients. How learning from literacy and numeracy contributed to new learning about teaching and learning. Shared strategies used to assist reluctant learners to learn crucial trade skills involving literacy and numeracy and life skills required to cope with challenging work environments.

After morning tea, one round of parallel sessions and I catch Dr. Peter Coolbear's (director of Ako Aotearoa) session updating on the work in progress in developing the NZ Adult and Tertiary teacher education qualifications as outcome of the NZQA MRoQ (mandatory review of qualifications) process. A dual professional model frames the development of these qualifications. Landscape of qualifications in draft and in process of discussions with NZQA on process for development of the actual qualifications. Base qualification is a level 5 qualification Certificate in Adult and Tertiary teaching and on to level 6 for specialist qualifications. The new landscape reduces 84 qualifications and reduced to 24. Discussed trade-offs, constraints and opportunities provided by the new proposal. Level 4 Certificates 40 credits for trainers and community educators. Level 5 60 credits minimum teaching qualification for ITP tutors. Level 6 120 credits for leaders in tertiary teaching. Specialisations at level 6 are 60 credits in quality assurance, learning design, educational technology, pasifika teaching and assessment or educators taking on leadership roles in these areas.

Keynote from Peter follows. Peter covers 'making effective use of student feedback on innovative practice to improve educational outcomes'. How does finding out learner's progress fits into the increasingly complex policy environment. We are now into 3rd age of education. 1st age where education was only for the elite and the aristocracy. 2nd age from 1950s onwards marks the massificaion of educaiton. Presently, 3rd age is a transactional era - governments are unable to fund demand for higher / tertiary ed. and now requires evidence of 'outcomes' to substantiate public spending. Presented Ako Aotearoa work on evidence garnered so far and influences, impact and future prospects. Selection of measure is important - see publication - gathering evidence of learner benefit - and need to convert data to applicable intervention or relevant to substantiate submissions, reporting and proposals. Provided examples (good and not so good). Examples included using critical incident methodologies to find out factors enhancing success for Maori learners in the health sciences; excellence in tertiary teaching award examples; dedicated educational units nursing; good practice grants by Michael Mintrom and Caro McCaw.  Discussed challenges of process. Recommends 'unlocking the impact of tertiary teachers' perceptions of student evaluations of teaching' .

Conference closes just after noon. I join a few other tutors on a bus trip to Bluff before catching the plane home in the early evening.

National tertiary learning and teaching conference - Day 3

Keynote from Dr. Peter Coolbear from Ako Aotearoa opens the last day of an interesting conference. Peter presents on 'supporting the success of priority learners - translating policy aspirations to enhancement of practice'. Covered the policy sitting, what the education performance. indicators are telling us, argue that teaching teams have a role to play and then some projects that hope to address some the issues. Alco Aotearoa working assumptions include working in a system that allows great teaching and learning to occur, we do not do enough to share good practice, we still allow mediocre performance, the system is fragmented and research still weak and has limited impact on practice. These views are shared by government. NZ has moved to greater public accountability from all public funded education. EPls tell us that course completion rates have plateaued at 80 -85%. Therefore, as tertiary teachers, maximising individual performance is no longer enough, focus needs to shift to whole teaching teams causing a significant culture change.  Teaching teams need better management, support and take responsibility for student success on their programmes. Suggested a traffic light model of assessing programme academic health based on principles of learner focus, outcome focus, learner support etc. and include accreditation, completions, academic standards, student evaluations, graduate destinations, equity pathways and community /Iwi involvement. Provided overview of how traffic light model may work for students, teaching team, managers, academic board and council. Related projects include: improving large class learning, using student evaluations to improve outcomes, model of success for Maori learners in workplace settings, success for Pacifika, adult refugee learners: effective responses and recent publications bringing themes together

Parallel sessions follow morning tea. I attend Iain Huddleston's on 'blended delivery gains student support'. Presented examples of changes made to delivery of an engineering course to improve students' learning experiences. Technology based resources were developed to enhance learning and a blended approach used. Group work and enquiry based learning used. Each week groups presented their learning qfrom week before and rest of class time put into exploring the next topic. A learning commons environment set up supported with WIFI, laptops and presentation facilities. Presentations are marked and count towards summative assessments. Review of topics through online quizzes and crosswords. Students develop research, presentation, team work and collaborative skills.

Last keynote with Dr. Stuart Middleton on 'teaching and learning: the Park momentos or 21st century'. Began with overview of how he arrived to the work he is now focused on. English speaking systems seem to all have similar challenges with equity and outcomes. Challenge is to address the schools system as vocational and higher works from the outcomes students bring with them. ITPs have to work with school systems to bring about change and interconnections so students are able to transition into programmes that will provide them with future prospects. Structures like curriculum, time, pastoral care, age related cohorts, sectors, programmes and delivery are things that need change. Transitions between various educational sectors has attrition. Proposed 2 sectors. MIT tertiary High School one way to integrate secondary and tertiary, leading to a seamless transition to allow students to complete multiple qualifications across sectors.

Conference closes with Poroporokai.

Overall, the range of presentations was good. A balance between reports from practitioner on their own teaching contexts and keynotes that set the tone and create forums for discussion. Always good to catch up with colleagues from other institutes to share ideas and brainstorm creative ways to do more with less in the staff development process.

Ako Aotearoa professional development programme - enhancing teaching and learning in vocational education

On Tuesday, I had the privilege of presenting the first workshop in a series of nine for Ako Aoteoroa as part of a professional development programme for tertiary teachers. This first workshop was presented at Tai Poutini Polytechnic in Greymouth, on the West Coast of the South Island. A range of trades, outdoor education and 'humanities' subject tutors participated enthusiastically.

The main objective of this series of workshops, is to present to tutors/teaching practitioners, some of the findings from a selection of completed Ako Aotearoa projects. These projects were on first year apprentices experiences; peer learning investigation while learning how to use videos to study trades learning; and students producing eworkbooks using net tablets. In particular, to help tutors contextualise some of the findings to their own teaching practice.

Another objective was to raise awareness of the role of evidence-based research in vocational education and encourage practitioner-led study into trades learning. There still needs to be capability building in this area. However, Ako Aotearoa hub funding which I think is about to be re-launched after a six month hiatus, is useful as seed funding to pay for teaching release time to allow for small studies to occur.

I am looking forward to presenting the rest of the workshops. This first one has provided several items to improve on for the next session. It is a good opportunity to meet the wider trades tutor community as many do not attend various teaching and learning conferences. Trade tutors are well grounded in the needs of their industry and the make a good sounding board for 'academic' ideas on pedagogical and programme design approaches. The important thing is not whether the ideas are framed by scholarly frameworks but whether the teaching/learning strategies will work with their students.

Ako Aotearoa research in progress colloquium - day 1

The annual Ako Aotearoa research collaquium ran for two days on 4th and 5th May. Last year, I learned much about different approaches /research methods, so looking forward to more of the same this year.

Symposium opened with mini whakatua from Ngahiwi Apanui, Ako Aotearoa's Kaihautu whakawhanake Maori. Followed with brief welcome from Dr. Kirsty Weir, Research manager.

A full day of presentations follow. My presentation not until late tomorrow so I can sit back, listen, record and reflect.

First up, Dr.Erik Brogt, from the University of Canterbury- on transforming tertiary science education. Using the Carl Wieman science education initiative and adapt to the NZ context (biology and geology). Uses evidence (preferably quantitative) to support changes in teaching / learning to increase student engagement. Pertinent issue - observations of student engagement  identify 'weak' points in the lecture for instance, providing examples and linking learning outcomes seem to increase engagement. interventions include using clickers, in-class exercises and academic development for staff.  

Next, success and relational agency in academia: the experience of early career academics with Dr. Kathryn Sutherland from Victoria University. Data collection about completed with analysis from June os report on background. look at what motivates early career academics to undertake research and and variations between organisational and personal aspirations. multi-method approach using interviews, questionnaires and focus groups. Found at early stage there is a BIG gap between external/internal institutional and personal expectations. previous research indicates important factors to be institutional support/resources, prior experience and personal characteristics. leading to better induction, 'academics are learners too. resource on ako aotearoa website.

Patrick Hiki from Kahui Tautoko and started this presentation with Jenny Connor from the Industry Training Federation  and Nicky Murray from MITO on 'Maori learners in workplace setting". In NZ almost 10% of workforce = 190,000 people in 35,000 enterprises involved in industry training. 30,000 identify as Maori but very little known about Maori learners in the workplace. ITOs involved include ETITO, BCITO and MITO although more Maoris in seefood, social services, forestry and food manufacturing. need to find out how Maori workers  learn in the workplace, what works and barriers to success. Using a Kaupapa Maori research approach, focus on talking with and not about Maori learners and a mixed methods approach.

After morning tea, 4 presentations. Starting with Robyn Baker, Director of NZ Council of Educational Research with an overview of the teaching and learning research initiative (TLRI). So far 20 tertiary projects funded between 2002-2010. 14 have been published.

Then, Dr. Elaine Khoo from University of Waikato on "exploring elearning practices across disciplines in a university environment". 2 year TLRI project with 4 case studies in  year 1 and 8 in year 2 across 7 disciplines - earth/ocean science, screen/media studies, history,education, engineering and management. Looked into how lecturers use potential of ICT to support tertiary and lecturers and students. findings include effectiveness of ICT, expands and transforms student notions of subject, develops student professional identity, bridge students conceptual, visual and spatial thinking between virtual and real world and not all students emjoy using technology.

Third up, Matui Ratima from University of Waikato on " factors affecting the development proficiency in te roe Maori for adult learners". Matiu is an Ako Aotearoa PhD scholarship recipient. Used interviews based on ethnographical/ partially auto to try to make sense of the two worlds that exist for Maori speakers in NZ. Emerging points include importance of passion, common strategies used and aspects thought to be essential to successful language acquisition seem to be absent from some proficient participants.

Last on before lunch, "pasifika learners and success in tertiary ed." from Dr.Cherie Chu from Victoria University. process of carrying the project, just as important as formal outcomes of the project. A just commenced National project beginning work to investigate exemplars of success to understand institutional level supports that will enhance pacifika learners outcomes. From learners' perspectives, the internal and external motivational factors that contribute to development and success. institutions include Victoria, Otago, MIT, CPIT & Pacific training institute (Wellington).  Based on the Kakala framework, a metaphor to carry out the research. An inclusive approach using appreciative inquiry.

After lunch, three varied topics. First up, Dr Elana Curtis from the University of Auckland on 'success for all: improving Maori student success in health professional degree-level programmes. An example of using Kaupapa research methodology and update from last year on progress made. Study on the non-lecture aspects of health programmes to find out how to best support Maori students - clinical, non-clinical and MAPAs. Maori and Pacific Admission scheme (MAPAS) offers academic, pastoral support and academic representation.  Use critical incident technique to find out factors that support or hinder success - trigger, action and outcome. Categorise interview data on critical incidents as helpful or unhelpful (usually 2/3 helpful).

Next, 'maximising learning dialogue opportunities in professional field-based experiences with Dr. Andrew Smith, Dr. Marion Sanders, Suzanne Barlow from the Bethlehem Tertiary Institute. Focused on professional preparation programmes for early childhood education and counselling. A collaborative study with Bethlehem, NZ Tertiary College and Wintec. 27 students and their associated teacher/supervisor took part. Found, among usual items, mismatch between what supervisors say and what students perceive happens and between institutions' goal and actual practicum experience. A desire between both students and supervisors to have a relationship but finding common time to meet was difficult. interventions include partnership map, belief inventory, critical incident (most valued) and research article (least valued) to share at each meeting.

Then, 'storybook dads programme evaluation' with Charles Pearce and Jan Bain from the Dunedin Methodist Mission. A worthwhile and interesting project. Actual storybook dads project has been running for some years (a trojan horse project) is to evaluate it's effectiveness in order to evidence the benefits already collected through anecdotes. Data gathered through analyzing progress made by dads when they record first DVD to later one. So far, seems to have a 1 level increase in literacy level after only 20 hours intervention. this research to find out how program has impacted through interviews with prisoners, families and staff.

After afternoon tea, a couple of presentations and wrap up for the day. Firstly, Angela Feekery, an Ako Aotearoa PhD scholar from Massey University on 'integrating information literacy and discovering voice'. A participatory action research (PAR) project working on 'planning' as discipline to improve information literacy. Succinctly overviewed challenges faced by students on how to sift through and critically review information.  Much achieved in first 18 months but more to complete including writing up case studies gleaned from data collected through studying student assignments, focus groups, interviews with lecturers etc. this semester working with 4 courses with some changes to two of the courses worked on from last year. information landscape by Craig Cherie used to help students work out priorities with regards to how to evaluate information. Use Microsoft one note to collate research artifacts into a portfolio.

Last one for today, Associate Professor Mavis Haigh from the University of Auckland on 'making authentic and trustworthy practice-based judgements of graduating student teachers. A TLRI project between University of Auckland and 4 Auckland primary schools. The project aims to identify, develop and test models  of practicum-related assessment processes and strategies used by the 4 schools; then test models of the criteria used when judging student teachers' achievement = ready to teach. The project is 1/2 way through and has captured professional conversations between university  liaison lecturers, school-based adjunct lecturers and associate teachers. Data analysis now commenced. Uses Lens model within Social Judgement Theory (Hammond, Rohbaugh, Mumpower & Adelman, 1977) to give direction for research on judgement through careful identification and  analysis of the context of judgement and the cues that underly the decisions. focus groups, interviews, recordings of professional conversations and meetings and document gathering all form data to put through the lens.

ITF research conference - day one

At the  Industry Training Federation  - ITF NZ vocational education and training research forum on Wednesday 27th and 28th April.

Began with introduction and housekeeping with Jeremy Baker the ITF executive director. Opening address from Dr. Peter Coolbear, Ako Aotearoa director on "Direction for research". Covered the policy context for workplace learning, Ako Aotearoa portfolio and issues to resolve. Policy context include limited funding on tertiary ed., youth unemployment, need to have return on investment, concern about duplication and fragmentation. Also a need to bring employers, Voc. Ed institutions etc. together.

Big change is no longer outputs and systems but about outcomes - value added to NZ economy, to the individual, productivity for today ad tomorrow and work readiness and career building. Ako Aotearoa  invested 0.9 million in 7 national and 19 regional projects on workplace learning. Emergent trends / issues include little cross fertilization between different forms of workplace learning, work integrated /cooperative education. Competency and capability confused. how education/training programmes proactively address life skills and attributes. Linkages between theory and practice and assessment of learning in the workplace. Emergent ones include how strong is the evidence that work integrated learning opportunities equate to career readiness and productivity? How we actually understand learning in the workplace?Identity as a tradesmen/ professional and what is the nature of expertise? Are we fixated on content rather than concepts and attributes?

Keynote from Professor Stephen Billett on "Making space to lift performance:decision making about and engagement in vocational education". Trying to work through the challenges of what skills drive performance? How to lift performance and what investment in skills will make a difference in performance and productivity.
Introduced intended, enacted and experienced curriculum as a starting point to move forward. Intended - national curriculum documents. Enacted - shaped by what resources are available, experience experience of teachers, interpretation of what is intended, values, situational factors etc. Experienced - what student experience and as shaped by their personal processes of contrual and construction.

Reviewed historical origins of vocational education and provided suggestions on how to move forward from long held perspectives of the hieratic organization of occupations. Important to understand, based on current research, what skills drive work performance. These include set of capacities specific to a particular occupation including conceptual, procedural and dispositional, capacities that augment and are embedded in the domain eg. Communications, team work, problem solvig etc and that exist at canonical and situational. How to lift performance ? State needs to engender value of work, build mAture relationships amongst partners and make space for secure engagement from local contributions, those who assist students to learn and those who learn.  

After morning tea, sessions from postgraduates' research.
First up, Jacqui Remnant from the Tertiary Education Commission (TEC) on financial literacy as context for strengthening literacy and numeracy for adults.  Defined financial literacy as beings aware of financial opportunities and risks and having literacy and numeracy skills, financial concept knowledge and confidence to make informed choices. Key considerations include need to connect financial literacy explicitly with other study and work with learner. Matching resources to learners reading and numeracy demands. Flexibility important as is not giving learners financial advise but for them to work it out themselves. Introduced a range of resources currently available to assist.

Gemma Piercy from the University of Waikato on 'insider outsider perspectives: the subjectivity of workplace identity. Study on what others and how professionals perceived vocational identity based on the occupation of baristas. Proposes a continuum of baristas identity. Understanding of skill requirements of baristas varies from highly skilled to unskilled work. Perhaps skill levels related to types of work identity?

Last up Dan Hunt and Diana Sharma from Unitec on debating and defining the scope of ITOs in business capacity development. The project came about through assisting small businesses to build capability. Training and development was an important aspect of capability building. However, not all ITOs developed training solutions would fit into every businesses' capability building strategy. How can there be a connection? And how can ITOs contribute flexibly to different needs and objectives of businesses at various stages of capability development.

After lunch, Professor Jane Bryson from Victoria University on "Lifting performance through facilitating capability". Explored the concept that skill is important but cannot alone create the conditions for performance and achievement. Multifaceted tools need to be used to try to understand the diverse nature of individual, team and organizational performance. Is performance a function of ability/capability, motivation/willingness/effort and opportunity? facilitating capability includes a focus on conditions which enhance means (qualification, resources, etc.) and freedom (workplace, personal agency) to achievement.   Conversion factors between means and freedom include personal (age, gender, ability) social and environment and on capabilities (to use and develop skill) and functioning (vocation, lifestyle).


Presentation by Flip Leijten and myself followed on learning welding: process of feedback. Good interest followed by questions. The study we reported on available as appendix 1 in the guidelines for using video to study workshop and workplace based learning.

After afternoon tea, three concurrent sessions.

Firstly, how does learning happen on the job with Dr. Karen Vaughan, Dr. Paul O'Neil and Marie Cameron. Reports on conditions, motivations and strategies that make workplace learning successful. Based on six workplaces with interviews and observations with learners, trainers and employers. Workplaces were identified as successful by the itos involved. Guidelines include support at organizational level, structured orientation, support structured learning activities, learning from experience and use of formative and summative assessments. Implications were well reported and include a critical interplay between workplace structures and workplace learning, teachers and trainers have a key role, learning is for participation at work, success is about participating in society, knowledge and skills are now always what we assume, and workplace learning both reinforces and challenges institutionally based education.

Then secondary workplace learning and post school transition: insights from the longitudinal surveys of Australian youth with Dr. Sinan Gemici from the Ncver. vet in schools is seen as a way to start students on a career pathway in order to lower the number of youth who do not move into work or higher learning post school. So will work experience at year 11, improve outcomes for youth? After doing quantitative data matching of non wpl kids with kids who undertook wpl, there is still a significant positive effect I.e. Wpl assist school leavers to move on to further learning or into work.

Last presentation of an interesting day. Jen McCutcheon and Mike Hollings present on a community partnership in action - authentic learning through Te Kura. Te Kura provides 'personalized learning distance learning courses supported intensively using a toolbox developed for learning advisors. Based on moving learning towards a big learning picture with the student as part of an advisory group assisted by an advisor. Students also encouraged to be supported by parents and family. A student centered approach encompassing a student education plan focused on students interests and goals. Leads to programs of learning to support interest, job shadowing, development of advisories, internships and portfolio assessments.

Ako Aotearoa research in progress colloquium - day two morning

Day begins with Dr. Stephen Marshall from Victoria University presenting on 'elearning & higher education: Understanding & supporting organisational change in NZ'. Introduced the the elearning maturity model (eMM) which was used along with interviews and monitoring of institutional change to find out how technology impacts on the institution's activities. So introduced the concepts for quality enhancement which are knowing what to measure, knowing how to measure and knowing how to improve what has been measured as foundation to the project. Several findings shared comparing PTEs, ITPs, Universities and Wananga.


Second up, Kelby Smith-Han, an Ako Aotearoa Phd scholarship receipient, supervised by Dr. Chrysl Jaye at the University of Otago, presented on his investigation into the undergraduate medical students' discourses of general practice. Kelby went through background of the project, method used and some preliminary findings. Project came about due to increasingly small numbers of medical students moving into general practice. Medical students in their second and sixth/last year of medical school were interviewed to find out their perspectives on vocational choice in general practice as compared to surgery. Also supported with written documents (e.g. medical student magazines) and possible focus groups. Preliminary findings indicate lack of valuing of GP profession with both cohorts of students.

Then Haani Huata, from CPIT, presented the teacher/student view on Te Kawai Kumara - a pilot for the synchronous delivery of a common postgraduate programme in Te Reo Maori across multiple sites - AUT, Victoria University and CPIT. Paper written by Professor Tania Ka'ai from AUT. Haani began with a waiata/song. The programme is a taught Master of Arts using smart boards and video conferencing with 5 papers, Tikanga Rangahu (research), Tikanga (culture), Koreor Whaterei (Maori text), Tuhinga Totoko (creative writing/performance arts) & Te Whanaketanga o te Reo. The aim of the project is to build research capability and capacity of Maori scholars to advance their skills in teaching and learning through research in Maori language. Emerging issues were presented including institutional timelines, impact of weather on video conferencing, teachers/students using technology, breaking silos between teaching sites and limited number of staff available to mark thesis in Maori. Highlights include the nature of the programme which enables, financial benefits for students related to access and potential from understanding technology capabilities.

After morning tea, a presentation on 'maximising learning dialogue opportunities in professional field-based experiences, in the student teacher/counselling context, from Dr. Marion Sanders representing a team from the Bethlehem Tertiary Insititute and also working with NZ Tertiary College and Wintec. Workplace learning is enhanced if students & supervisors are encouraged to undertake learning talks which is intentionally cultivated. This study is an intervention study to find out how Four intentional strategies may enhance the interaction between students and supervisors. The strategies are partnership map (clear roles); belief inventory(shared beliefs); professional article (read article related and students asks questions based on article); and critical incident discussion. Four phases to be undertaken, with stage one, the pre-intervention phase just completed. Baseline data from students through questionnaire and repertory grid and from mentors through a questionnaire collected. Phase two is the interventions phase, followed by post intervention data collection & analysis and post intervention resource development.

Next up, Helen Hughes & Gordon Suddaby from Massey University presented on their project studying how to engage learners in 'the sciences' from the secondary to tertiary transition point of view. Lower levels of school students engaging with science subjects (sciences, technology, maths & engineering) at school led to this project. Key observations include student engagement being influenced by their teachers; there are different perceptions between students and university lecturers; content not so important as delivery; science students want to develop scientific methods skills; and student engagement is now lost during transition from school to university. Derived from questionnaires, interviews, focus groups with university students (1st year, college of science), lecturers, school students (year 12, taking more than 1 science subject) and teachers. Implications include institutional data already available but not used; science disciplines research-led not teaching focused; need to find better ways to manage and gather student expectations; communications need to be improved between schools and universities.

Dr Rhys Jones, representing a team from the University of Auckland, presented on assessing Hauora Maori (cultural competence) in medical students in clinical settings. Two phases, with the first phase involving collaborative work to develop two assessment tasks (modified case report and reflective commentary) completed end of 2009. Second phase, beginning this year, to pilot, implement and evaluate these as used in a clinical setting. Key findings indicate new assessments to be acceptable and students percieve they add value to their learning. Building capacity for clinical teachers to teach, learn and assess Hauroa Maori needs to be undertaken in order for sustainable continuance of this concept.

Ako Aotearoa Research in Progress Colloquium 2010 - day one morning

Was at the ako aotearoa research colloquium Thursday & Friday of last week. Pretty full on two days & this & the next three posts consolidate my notes from presentations on the various projects in tertiary education
 funded by both Ako Aotearoa and the Ministry of Education Teaching and Learning Research Initiative (TLRI) Fund. The symposium provides an opportunity for researchers to share findings and work in progress plus to do the usual networking. I am especially interested in research methodology and approaches used by the many projects along with catching up with other researchers in the field.

The symposiusm was formally opened with a mihi whatatau from Ngahiwi Apanui, Kaihautu Maori for Ako Aotearoa and an introduction and warm welcome from Dr. Peter Coolbear, the director of Ako Aotearoa.

First up, Dorothy Spiller from University of Waikato and Stuart Terry from Otago Polytechnic present on 'Unlocking the impact of tertiary teachers' perceptions of student evaluations of teaching.' Project on 3 tertiary institutions - 2 universities and 1 ITP. Project seeks to find out if student evaluations influence teacher thinking and behaviour, does institutional use constrain teaching innovation, why teachers undertake evaluation and do teachers use student evaluation feedback to improve teaching, do they engage in dialogue with students about evaluation feedback and how can findings from the project be used to enhance the use of evaluations to improve teaching and learning. Progress to date includes literature review and collection of survey data. Lit review reveals gap between acceptance and use of evaluation to inform practice; could using multiple sources of evaluation help? teacher emotions and receiving student feedback important and are there relationships between teaching beliefs and using evaluations to inform teaching? PD/guidance required to support use of evaluations to inform teaching; institutional support & incentives help; perceptions of the ownership of the student evaluation process important. Online survey used with a 45% return rate from 2445 staff. Interviews to be conducted with 10 staff from each institution. Early data indicate new staff tend to use evaluations although established staff in two institutions use them too. Further data analysis to compare commonalities and differences between insitutions to be undertaken form next semester.
Then, 'Help or hindrance: A blended approach to learner engagement' from John Milne, Gordon Suddaby and Dr. Andrew Higgins from Auckland University of Technology presented by Dr. Lynne Jeffrey from Massey University. Based on Dewey's principles of learning through experience, engagement in activities of personal relevance and learning collaboratively and promise promoted by introducing and using technology to enhance learning. However despite heavy investment in technology infratructure within education, may students still tend to learn through informal, outside of school engagement with technology. Study of 8 2nd year business classes from 4 NZ tertiary institutions to find out what engagement strategies may work. These include interactive activities, matching student learning style influences with engagement strategies and collect student feedback on what works or does not. A toolkit is to be developed to help teachers select appropriate blended approaches. Toolkit includes, needs assessments (student, course, curriculum characteristics), development and delivery (design, engagement strategies, communication /inteactive activies, student support, diagnostic/formative activities and evaluation strategies) and evaluation and teacher reflection. Use of blended learning seen as one way to build student engagement with the institution and also the content of their study. Engagement requires a'grab attention phase involving using building on the curiosity of students and need for relevance; Removing both student and organisational barriers; and building social presence through integration of students to obviate feelings of alienation and isolation, helping cohorts/groups congregate /consolidate, personalisation and teacher presence (immediacy and attention).

After morning tea, an overview of the various TLRI tertiary projects was provided by Associate Professor Nick Zepke and Dr. Linda Leach from Massey University. The main objective is to provide information on the projects to date as TLRI has a focus for future projects to build on existing / completed research it has already funded. 18 post-school projects funded so far with 11 reports now available with several more about to come up on website. There are connections between Ako Aotearoa and TLRI projects which can be build on for instance learning dialogues in field- based education( Ako Aorearoa) and learning communities (TLRI). Both focus on teaching practice / building research capability and capacity, also on building relationships between students/ teachers / communities, assessments. Other emerging themes include competence (teachers and students), transition to independent learning, diversity of students, teaching is complex and challenging, impact of institutional and organisational cultures on teaching and learning. Need to network within the small tertiary education community in NZ and to look beyond own little project, to liaise and work on collaborative projects where possible.


Following the overview, a presentation on'Integrating information literacy and discovering voice in the NZ tertiary context', presented by Angela Feekery from Massey University who is an Ako Aotearoa PhD scholarship recipient in 2009. Angela's supervisor is Dr. Lisa Emerson. She reported on the participatory action research (PAR) research project focused on integrating / embedding the development of info. literacy (IL) skills and improving writing. Who provides students with IL debated but the collaborative model between library staff and academic staff most common. The main objective of study is to identify and implement ways students can appropriately work with a wide range of information and relate these to their assessment tasks within their discipline. To begin, semester one studied with a group of 'planning' students. This found many things related to IL which required working with. Last semester, interventions like draft submission/feedback, guided peer review, using i-maps, reading/learning log and evaluating sources. Now investigating key skills via interviews with programme staff and then develop model for IL for this discipline.

Then Dr. Willem Fourie, Manukau Institute of Technology (MIT) and Beverly McClelland, Counties Manukau District Health Board DHB present on their project 'dedicated education unit: enhancing clinical teaching and learning. The project now completed so report on findings and recommendations undertaken at this presentation. Concept of Dedicated education unit (DEU) originated in Australia with DEUs established with CPIT/Canterbury District Health Board collaboration since 2007, MIT and Manukau DHB in 2008 and Middlemore in 2009. This study uses action research to identify best practice. In each cycle of the action research, commonalities and dis-similarities were identified. Findings include importance of orientation and planning for both staff and students, roles within DEU, teamwork expectations especially between clinical learning nurse and academic learning nurse, support required from peers, students learning at different levels/years and staff, student learning needs with relevant feedback and enhancing self-confidence for all concerned. Final recommendation is for a continuation with the DEU model. Other recommendations include structure for 3rd year students to support 1st year students, selection of CLN, work on feedback from both staff and students who participated in project, continuing collaborative approach, perhaps a DEU coordinator role to be established and engagement of a multi- disciplinary team across various DEUs, consult with Maori PHOs and to consider student rotation.

A full on morning with a convivial lunch to recover and ready for the afternoon.