Ara Institute of Canterbury - kick-off series PD #2 - embedding context successfully

 

The second of Ara Institute of Canterbury’s ‘kick-off’ series was presented this afternoon. The session follows on well, from the keynote from Wednesday with Melanie Taite-Pitama.

In today’s session, Heperi Harris focuses on “Whakatoikia te Matauranga -embedding kaupapa and matauranga maori into delivery – and how to make it meaningful”.

Heperi set the context, shared his experiences and used these to underpin his presentation.

Began with the context of education as a site of ‘struggle’. Then summarised the value of Maori succeeding as Maori; and the challenge of integrating the framework of Maori achievement.

Provided an historical overview of the struggle to attain equal status of Te Reo Maori to English in Aotearoa New Zealand. Improving the outcomes for Maori also leads to better outcomes across all of NZ society. Outlines the many challenges including unconscious bias which deeply influences teachers and leads to decisions being made based on stereotypes; low expectations of Maori; and then many challenges faced by Maori in a mono-cultural world – including personal, social, cultural and academic.

Treaty obligations and government funding/strategy requirements are only part of the need to achieve equity for all.

There is a need to support Maori as demographics indicate increase in Maori youth and an aging population of other NZers. Ara has high Maori participation in comparison to their %age of population in Canterbury. Completion rates are still lower.

What does success for Maori learners look like? High expectations, culturally responsive teaching (CRT), whanau (family/other supporters) engagement support Maori succeeding as Maori.

Stressed the importance of relationship building and enhancing students' sense of belonging - not only in physical spaces but also a sense of being part of the 'knowledge/curriculum' being presented and learnt. That Maori contribute and not always the 'done to' is an important concept to be integrated into all learning at Ara. 

 

Talking Teaching - Day 1 morning

In Auckland for the next few days for the annual Ako Aotearoa Academy symposium. Yesterday was an academy members only day, followed by two days of the Talking Teaching Conference 2019.

Academy day

The main objective was to move the strategic vision of the Academy forward. Initial document created by executive has been workshopped last year and this year, time to refine and complete. Also, an update on the year and changes occurring along with up and coming future changes through our relationship with Ako Aotearoa.

Day 1

Day one opens with a powhiri and the plenary address by AssociateProfessor Faumuina Fa’afetai Sopoaga from University of Otago – winner of the Prime Minister’s prize for teaching excellence last year. Spoke on the theme ‘our past shapes the journey into the future’. Began with a song, learnt in her childhood, followed by welcome in Samoan, Maori and other languages. Used her personal history to weave the theme into the challenges of today and the future. Articulated the collectivist Pacific culture and how these have influenced her. Used an example from her early days in NZ, to illustrate the challenges of adjustment into new culture expectations. These influenced her approach to helping medical students learn cultural inclusiveness through immersion into cultures they are unfamiliar with. Encouraged conference participants to ‘step up’ their efforts to help learners connect with and attain empathy with other cultures.

After morning tea, there are 6 streams. I stick mostly with the ‘technology’ stream as I am facilitating a workshop after lunch.

First up, Dr. Lydia Kiroff and Taija Puolitaival from Unitec, on ‘digital natives and digital technologies in construction education’. Presented the initial results from a action research to support students to transition from simple online apps to full professional apps. Defined digital natives (Prensky, 2001) with extensions on this to account for Gen Y and Z, and digital technologies. Overviewed the evolution of construction digital technologies from manual drafting to 3D / VR building objects. For purposes of study, Level 5 construction communication (emphasis on online/freeware) and Level 7 BIM (desktop apps for CAD/BIM) courses were selected. Pre and post diagnostic questionnaires were used, along with lecturer diary, assessment results and formal course evaluations.

Findings indicate younger students use more apps more often. Desktop apps familiar to all. Installation of online apps tended to be easier for younger students. Older students more confident with desktop apps but hesitant with experimenting. Initial thoughts on how to help students become familiar with app interface and encourage experimenting with the different functions. Perhaps through online tutorials and encouragement of daily use through exposure across all courses.

Then Kim Watson from Toi Ohomai, on ‘gamification of quality management’. An encouragement for the introduction / integration of gaming into tertiary learning. Shared his experiences in ‘gamification of a lesson’ and then opened up the session to a discussion. Encouraged the development of the approach and the game does not need to be digital, but a form of simulation of a process. Through ‘doing’ the process, concepts and deeper learning occurred.

Move across to a workshop / discussion led by James Patterson from Toi Ohomai and Adrian Woodhouse from Otago Polytechnic on the ‘review of vocational education’ ROVE – affecting all polytechnics as they will all become one entity come 1^st of April next year.  The session's theme is 'more questions than answers'. James reflected on experiences from the formation of Toi Ohomai which was a merger between Wairiki (Rotorua) and Bay of Plenty Polytechnic. Stressed the importance of building good relationships between all partners. Adrian provided some background and challenged participants to 'construct the future' rather than allow ROVE to be done to them. Look to supporting learners through their work life, from novice to expert (Level 10 qualification). 

Opened up the conversation to the session to share opportunities perhaps provided by ROVE. Discussion revolved around the need to share practice from ITOs, be more formal about collaboration across the new entity, PTEs, employers, regional governments etc. There are experiences within the ITP sector of shared qualifications - exampled by the Bachelor in Engineering Technology and the NZ Certificates in Engineering - whereby innovations are shared and improved through collaborative efforts. Discussion then revolved around ways to record student learning so that learning becomes more transportable across NZ. Important to be cognisant of who will have the power - for instance the Work Developments Councils (WDC) whose role as standards setting bodies seems to also include the moderation and development of assessments.Important to value teaching and to put teaching and learning at the centre, not just as a service to industry. Definition of 'assessment' is important. Need to not take our eyes off the main goal, to be positive changeagents and supporters for learning.Important to keep in touch with the various working groups and to take the opportunity to provide feedback / submissions when they are invited.

NTLT conference - day 2

Day two dawns much cooler than yesterday, with light rain. A breakfast meeting with other staff development teams begins a busy day.

The MC today is Mike Grumball, head of trades at SIT. First keynote of the day is with Dr. Ganesh Nana, chief economist at the business and economic reseach ltd. (BERL). Ganesh presents on the topic 'tertiary education, value and the 21st century economy'. Provided an overview of where the present world economies are -using examples from rising values in stock markets around the world but unemployment high in many countries (esp. in Europe) and disparities between the well off and the less so (i.e. inequality increasing). Challenges in the new world include climate change, access to energy / raw materials, water, food and skilled labour. Reviewed economics with respect to how 'value' may be defined. Economics is wide ranging including social / political sphere. Economics is about how we choose to use resources (wealth) to generate more valus - produce/deliver things we want, need desire, look after, maintain, or replenish resources and improve and or expand resources (i.e. a sustainable view). Value is difficult to define in dollars and cents but policy advisers require a measurement of value. Measures beyond GDP include UN human development (old) and OECD better life initiative and OECD well-being framework. In NZ, Treasury has recently developed the treasury living standards framework which includes - economic growth, sustainability for the future, increasing equity, social infrastructure and reducing risks (to generate through increases in financial/physical, natural, social and human capital). Education contribute to all aspects of the treasury living standards framework. NZ spending on education (also tertiary) slightly below OECD average. At present, inputs (maximum no. of students) and outputs (maximise no. of graduates) measured and now working on 'outcomes' - still difficult to measure and skewered to economic outcomes (employment, higher income, better access to skilled employees). Current funding incentives are on course completion, qualification completion, student retention and student progression (still outputs). However Tertiary strategies include delivering skills for industry, getting at risk young people into career, boost maori / pacifica completions etc. moving towards 'outcomes' but difficult to measure. Recommends gather data on post-graduate outcomes (beyond just the economic) and explore indicators of broader outcomes.

After morning tea, I attend session with Christine Dunn on 'embracing technologies to enhance nursing engagement and learning in summative assessment'. Christine had trialled ipads with communications courses as per CPIT use of video to support learning of therapeutic communications. Assessment of application of effective communication to therapeutic relationships. Students are provided with a scenario, sign into a youtube account, then participate in a 5-6 minute simulated interview with a'client'. Interview is videotaped and uploaded to youtube. Leaners review their interview, reflected on their performance and develop an improvement plan. Learning from project used to improve next iteration.

Next presentation is with Ruby Day from Wintec on 'pursuing authenticity in designing learning spaces to engage foundation students. Went through the principles underpinning re-design to make the learning more student centred, build life long learning skills and create a positive class culture. Provided background on course / student profiles etc. Applied project based learning with process of developing principles, change management focus, selection of modules to integrate, work with teaching team. Goal was to establish motivation and retain engagement. Projects included setting up students' personal profile, personal learning plan and a community (group) and an individual vocationally focused project. Projects were diverse with regards to topics, focusses and levels.

Then, I facilitate workshop on 'implementing active learning with tablets' as a follow up to yesterday's keynote. Mainly to establish if participant's projects were learner-focused and to work on how implementation may progress. The need to plan the course / programme with objectives, learning activities, opportunity to receive feedback / reflect and work on next learning objective.

After lunch, there is keynote with Professor Angus McFarlane from University of Canterbury on 'Mai I te ao tawhito ki te ao hou: cultural touchstones for higher education in today's world'. Presentation centred around the importance of touchstones with regards to democracy and diveity with the tertiary education. Consider continuums of 'cultural consciousness', the main dangers of 'Eurocentric hegemony' and present an argument to favour culturally connected discourses in research and teaching. Presented a set of 5 influences for culturally inclusive pedagogy and propose a process that has potential to build on existing scientific and cultural imperatives for a place in the new world. Challenged us to think about how we are being culturally competent. To prepare students to become culturally conscious, with educational direction coming from the traditional Eurocentric and Te Ao Maori. Need to have equity not just equality.

Workshops in 4 streams and I attend the presentation with Stephen Atkins, Chris Fraser and Lyn Blair with 'problem based learning at Otago Polytechnic: developing a research programme'. First year Business degree students enrol in the problem-based learning programme and complete the equivalent of 8 papers. Details of the structure and philosophies of the programme presented. Then workshop to move through 4 'stations' to experience problem-based learning. Wrap up of the session closes the session. PBL programme has 5 projects - business tool kit, business practices, giving back, environmental issues and business venture plus 'gap fill' finals. 50% individual and 50% group assessment reported as individual 8 paper results. PBL students have less lecture time but more time to work on projects. Project individual and group assessments mapped to all the learning outcomes from the 8 courses.

Afternoon keynote is with Manu Fasea-Semeatu who is national facilitor for CORE education presents on 'Le lalolagi fou:E tumau le fa'avae, ae fesuia'i faiga - understanding the diverse-cities of Pasifika'. An engaging presentation to introduce the work by CORE Pacifica team to support Pacifica education, learners and Pacifica educators PD for technology enhanced learning. Objective to implement Pacifica vision - all Pacifica learners participating, engaging and achieving in education, secure their identities and cultures. Need to remember, Pacifica has multiple cultures, some commonalities but each has specific wealth of culture. Shared strategies used as a teacher to engage Pacifica learners, challenging them to  succeed, achieve excellence and become leaders. Moved into theories / hypothesis towards conception of 'diverse-city' - iversity in Pacifica peoples' belonging and involvement with their Pacifica roots. Presented CORE education themes - personalised learning, new views of equity, diversity and inclusion, using curriculum knowledge, rethink the role of learners and teachers (ako), culture of continuous learning and new kinds of partnerships and relationships. Recommended to list 5 actions to take to become Pacifica responsive, identify what you need to do the achieve the actions and set an timeline. Big CORE ideas are diversity, connectedness (check CORE connected educator month october 2014). Reach before you teach :)

Conference dinner at Cabbage Tree restaurant closes a long but interesting day.