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. 

GPS Doodling - uses in Vocational Education

This article came up on the Stuff website tweaked my techy muse. The cyclist, Stephen Lund, has been using his bike rides and his GPS to create GPS doodles. Stephen presented at Tedx and archives his doodles on strava. In the course of a year (20150, he has accomplished 70 doodles!! All completed through cycling around his home city of Vancouver.

There is a creative aspect to GPS doodling, but also a great deal of planning to plot the route before executing the ride. The uses of similar technology in education are numerous. Students, on field trips' could undertake similar trips, either as plotted on the GPS by their tutor, or to create their own 'piece of art'. Learning outcomes include important practicing of spacial skills and learning is made all the more powerful when authentic examples are availed through GPS guided field trips.

Will now have a chat with tutors who may find the idea useful :)

Reflections while away and returning - use of technology and readings on embodiment

Back into the swing of things after almost three weeks away. Will be resettling back into work routine as from today but have jotted some observations and reflections while away. These now summarised.

I stayed in youth hostels for 10 nights, a week in Adelaide and 3 nights in Brisbane. As usual, the hostels were busy with school groups, travellers and visitors. I did my usual observation of the types of technology being used. Almost every person at the hostel, apart from the younger school children, had a laptop or tablet with most also using a mobile phone. The main difference was the prevalence of video messaging, using Skype or Facetime. The reading and TV rooms were usually occupied with people talking to their laptops and there would be several people in the common room doing the same. Ease of access and use has made video communication mainstream for travellers.

While away, I worked through two edited books by Ericsson. The first was the 2006 edited book on expertise and the second, the 2009 one on developing professional expertise. Summaries are forthcoming on this blog. Both provide up to date information that is relevant and applicable to practice in trades based teaching and learning.

In Brisbane, I was joined by my elderly parents and my grown up children. I usually travel using public transport and enjoy getting to know a place through walking. However, with more people, I had to resort to hiring a car, equipped with a GPS to navigate the one way system and highway/toll ways. I have a good sense of direction and found the GPS to be frustrating as it would invariably send instructions to go around in the wrong direction before finding it's way back on track via the one way streets. After a couple of days, I was back to studying the map to work out a route and then using the GPS as a reference of where I was, rather than letting the GPS lead me to the destination. I suppose its a case of using the parts of technology that fit into my way of doing things, or perhaps I am getting too old to change!! Perhaps my sense of direction is so much embodied into my being that receiving information that does not correlate with my inner compass, creates too much input to cope with. Something to think through over the next couple of weeks as I continue readings in the area of embodied cognition.

Blackberry 8110 usability & suitability for mlearning

I have had a week to play with the Blackberry over the Easter. Mobile access was patchy (as expected) but I could still assess the other PDA functions. It took me a couple of days to become comfortable with the one handed / left handed use of the trackball cum blackberry key to access various menus. Using the ‘sure-type’ keys with each qwerty key providing access to two alphabets took more time to get used to. The prescriptive text entry system tended to be quite good at working out what needed to be inputted. So my typing speed did increase over the 4 days of practice. Use of camera, video etc. was also easy to learn. Picture quality was OK. Photos could be viewed easily with zoom, rotate etc. available. Voice recording was also good & easy to use.

The GPS was limited so will need to source google maps & upload for better capabilities. What was available was easy to use including the ‘where I am’ function. I also read up a recent ‘wired’10 uses of GPS article on the uses of GPS in daily live. I found some of the applications to be invasive of my personal privacy but can also see many useful adaptations that can be taken for using GPS in educational settings.

The form factor (size) & price of the Blackberry, makes it more accessible to the student market. However, due to the Blackberry being marketed to the business sector, it will not be on the radar of most apprentice learners. However, it has capabilities that make it suitable as a corporate mobile learning tool due to ease of use & ready linking to corporate email systems. This means that content dissemination (text, slideshows, photos etc) along with discussion forums etc. can be based on email. This makes mobile learning easier to institute as all tutors are familiar with email. Incorporating social networking sites like twitter for ‘chat’ type synchronous sessions is also much easier to introduce. So there are possibilities worth exploring which I will discuss with our elearning team.

mlearn doctoral consortium

A good start today. Five interesting presentations from doctoral students researching in the area of mLearning.

quick summaries:-

Christian Hoff from the University of Luxembourgh presented work on a common electronic annotation platform for all documents so that can be easily shared - making mobile collatboration seamless.

From the University of Nottingham, Peggy Shao provided information on a moblogging project to help international students integrate into the university and the city they are studying in. The advantages of using moblogging individually & in groups was presented. Good learning for me on a way forward with my personal learning environment / scaffolding project.

Next, a good application of GPS and visual terrain mapping to the problem of visualisation of navigation and time sensitive decision making from Brian Quinn, Royal Melbourne Institute of Technology (RMIT). Using a phone to linked via bluetooth to a GPS which can also be further synched with a PDA or PC and using mobile google map to track a group.

Calvin Taylor, who has just started data gathering based on two classes of 15 - 16 year olds in a rural school in Oz. He is investigating mobile literacy practice of youth, basing his work on Bourdieu - habitus, capital, symbolic and field.

Followed on well by Song Yanjie from University of Hong Kong. A good study on how young undergrads make use of a PDA over the course of a year. Finding that is is very context driven, gender & subject content also play a part in how the students used a PDA to support their learning activities.

Should be another busy day tomorrow!