Put in an afternoon last week to catch up on papers from conferences I missed out on last year. Thankfully, presentations and papers archived by the efficient conference organisers :)
Firstly, the Research in Work and Learning 9th conference which was held in Singapore at the end of November last year. Links to abstracts with papers start from this site. Symposium papers with a couple discussing on sociomateriality
Then, papers from the 3rd sino-NZ TVET research forum also held at the end of November, in Hamilton. Good to see progress in establishing links between Kiwi and Chinese TVET.
Showing posts with label sino-vet. Show all posts
Showing posts with label sino-vet. Show all posts
Monday, January 11, 2016
Tuesday, December 16, 2014
Sino NZ TVET educational research forum - proceedings
Proceedings, edited by John Clayton, from this year's Sino NZ Vocational Education and Training (TVET) conference are now available via this link to my paper which provides access to the entire document as well. The conference was held in Tianjin at the Hai He educational Park, visited last year.
I was unable to join the contingent this year but paper on using video to improve learning of skills and dispositions was presented by Debby Taylor, the hospitality tutor who has worked on honing the process over the last 3 years. Debby presented a 'demonstration workshop' of how the process worked, using videos of hospitality students learning how to check-in guests, the app coachs' eye and the feedback cycle.
The papers in the proceedings provide a good overview of adult educators' and vocational educators' work, with representation from across the NZ institutes of technology and polytechnics (ITP) sector.
Papers cover a range of pedagogical approaches applying learning centred teaching across a range of discipline areas. Of note are:
- Project / problem based learning (PLB)(Mary-Jane Duffy and Richard Finn; James MacKay and Clifton McKenna)
- related to PLB are papers on role play (Richard Finn), using videos (Selena Chan et al.), self-review (Kaye Jujnovich et al.), learning contracts in the form of 'living consensus' (Julia Bruce) and reflective frameworks (John Clayton and Sarah-Jane Saravani).
- On-job training had papers from Jenny Gibbs and Competenz (William Wang et al).
- technology enhanced learning featured in papers by Competenz on case study of elearning programme design with engineering apprentices, using videos (Selena Chan et al.), and reflective frameworks (John Clayton and Sarah-Jane Saravani)
Cath Fraser provided an overview of the excellent Ako Aotearoa resources Signposts and Goalposts pitched at beginning ITP tutors and also the posters produced by the South Island Educational Developers group.
Important topics on cross cultural education (with Brenda Saris and Deb Donnelly) and sustainability (Mary Panko and Rashika Sharma) round off the selection of papers.
In all, a worthy collection of papers, showcasing some of the best of NZ VET practice.
I was unable to join the contingent this year but paper on using video to improve learning of skills and dispositions was presented by Debby Taylor, the hospitality tutor who has worked on honing the process over the last 3 years. Debby presented a 'demonstration workshop' of how the process worked, using videos of hospitality students learning how to check-in guests, the app coachs' eye and the feedback cycle.
The papers in the proceedings provide a good overview of adult educators' and vocational educators' work, with representation from across the NZ institutes of technology and polytechnics (ITP) sector.
Papers cover a range of pedagogical approaches applying learning centred teaching across a range of discipline areas. Of note are:
- Project / problem based learning (PLB)(Mary-Jane Duffy and Richard Finn; James MacKay and Clifton McKenna)
- related to PLB are papers on role play (Richard Finn), using videos (Selena Chan et al.), self-review (Kaye Jujnovich et al.), learning contracts in the form of 'living consensus' (Julia Bruce) and reflective frameworks (John Clayton and Sarah-Jane Saravani).
- On-job training had papers from Jenny Gibbs and Competenz (William Wang et al).
- technology enhanced learning featured in papers by Competenz on case study of elearning programme design with engineering apprentices, using videos (Selena Chan et al.), and reflective frameworks (John Clayton and Sarah-Jane Saravani)
Cath Fraser provided an overview of the excellent Ako Aotearoa resources Signposts and Goalposts pitched at beginning ITP tutors and also the posters produced by the South Island Educational Developers group.
Important topics on cross cultural education (with Brenda Saris and Deb Donnelly) and sustainability (Mary Panko and Rashika Sharma) round off the selection of papers.
In all, a worthy collection of papers, showcasing some of the best of NZ VET practice.
Monday, October 21, 2013
Reflections on trip to China
Have had a couple of weeks to reflect on latest trip toChina. Every time I visit, I feel some sense of belonging, even though my
family is several generations removed from the mother country. The food, language,
ways of doing things are familiar, and yet somehow also strange and exotic.
Wandering around the streets of Beijing or Tianjin, I could
feel the energy of people set on progressing forward. The sheer magnitude of
people is overwhelming. The pollution in Beijing and Tianjin is also a sobering
reminder that progress has consequences. However, the Chinese are aware of their environmental challenges. Lots more trees seem to be grown in the Beijing
area and new developments have park lands set aside to ensure the cities are not
a continual urban sprawl.
Again, I saw instances of young people assisting others. Two
young trendily dressed women in high heels, helped an older woman carry a bundle
up the subway stairs. They pitched in without being asked and waved away the
older woman’s gestures of thanks. Young men gave their seats up on the subway
to the elderly and grandmas taking their grandchild to school. These were
spontaneous everyday events. I find I am taken for a local, so the small acts
of kindness were not done to impress foreigners.
I enjoyed my sojourns into the local neighbourhoods without
by Kiwi colleagues. On the two occasions I went shopping with them, we were
inundated by shop keepers, beggars and touts. So, visiting the local areas on
my own, yielded more authentic experiences. The non-tourist areas still find
foreigners to be a novelty. When I took one of my Kiwi colleagues into the back
streets behind the hotel in Tianjin to find breakfast, we were treated with
kindness and humour. My fractured Mandarin managed to navigate us through the
challenges of ordering and paying for breakfast. The vendors and other patrons
were curious to find out where we were from and happy to assist with queries. Despite
the emphasis on learning English as a second language in Chinese schools, once
outside the usual tourist areas, the older locals tend to not have any English.
My conscience is slightly conflicted with regards to being
viewed as an ‘expert’ in vocational pedagogy. The Chinese are keen to encourage
greater innovation and creative in their technician occupations. The Ministry
of Education has set a direction for vocational education to move from didactic
teaching to be more learning-focused. In particular, to use problem or
inquiry-based learning and learner participative strategies like role plays and
simulations. The government funds architecturally spectacular physical learning
spaces and state of the art technical equipment. Their task is now to up-skill
their software, the over a million vocational educators PLUS transition their
learners from a school system with emphasis on rote learning to self-directed
learners AND convince parents that vocational education is just as good, if not
a better option than a university education. These challenges are not unique as
we in NZ are working towards similar goals albeit on a much smaller scale and
with a social structure somewhat more attuned to ‘transformative’ learning
approaches.
I think my objective in the next visit is to encourage our Chinese colleagues to reflect on their own approaches. What works for them? What do they see as the strengths of Chinese pedagogy? How do their students find learning through case studies, problem and inquiry-based learning approaches? What influences do students find, will enhance their learning? We should also try to talk to students who have recently completed their vocational ed. and find out if the 'newer' approaches have prepared them for work. If the approaches have, what aspects contributed to assisting them in their new jobs? What were the useful generic skills they learnt through participation in alternative learning approaches? Ditto for employers. Are the graduates they employ, entering the workforce with the level of productivity required of entry-level technicians? What support would employers provide for entry-level staff, to assist them to settle in and 'belong' to the workplace and trade/industry? So, lots to look forward to exploring in the near future.
I think my objective in the next visit is to encourage our Chinese colleagues to reflect on their own approaches. What works for them? What do they see as the strengths of Chinese pedagogy? How do their students find learning through case studies, problem and inquiry-based learning approaches? What influences do students find, will enhance their learning? We should also try to talk to students who have recently completed their vocational ed. and find out if the 'newer' approaches have prepared them for work. If the approaches have, what aspects contributed to assisting them in their new jobs? What were the useful generic skills they learnt through participation in alternative learning approaches? Ditto for employers. Are the graduates they employ, entering the workforce with the level of productivity required of entry-level technicians? What support would employers provide for entry-level staff, to assist them to settle in and 'belong' to the workplace and trade/industry? So, lots to look forward to exploring in the near future.
Tuesday, October 01, 2013
Inaugural Sino-NZ Vocational Education Research Forum - Qingdao 23 - 24 September
Day 1
In Qingdao for the inaugural Sino-NZ Vocational Education Research forum. Opens with formal welcome from Professor Qin Chuan, President of Qingdao Technical College.
Then a short speech from the vice-mayor of Qingdao Municipal Government, Liu Mingjun.
Followed by a series of speeches from various signatories of the MOE between China and NZ.
Alexandra Grace, Education NZ Regional director in China.
Gao Yong, deputy director for Central Institute for Vocational and Technical Education (CIVTE), China and Shao Wei, secretary general of China International Association for International Exchange (CEAIE).
all provide background on the formalised relationship between China and NZ to share knowledge on Technical and Vocational Education (TVET) and to learn from each other. China is placing priority in TVET due to its potential to increase economic and social levels. There are over 14000 TVET colleges on China with over 10 million students. it is important to improve teaching and learning in TVET to enhance student learning and in turn contribute to China's progress.
After morning tea, two keynotes.
one from Liu Yufeng, director of comparative education research, CIVTE on 'building a modern vocational education: China's path selection. goal of china to become more competitive, as measured on global competitiveness scales. China is on second stage of development but NZ in stage 3. TVET seen as one way to lift competitiveness through improving science, technology through improvement of human capital. Path for constructing modern VET include connection between secondary and higher VET, cooperation between school and enterprise, and improving social justice.
Then Prof. Qin Chuan from QTC with 'learning teaching and doing in one: let every student be the best of him/herself'. Students in VET weak in abstract and logic ability but good at operations, imagination and other intelligences. Move to supply appropriate learning resources, guide students to learn, motivate students to be the best. learning, teaching and doing need to become integrated.
Third keynote from Mark Flowers, CE of Wintec on 'internationalisation of vocational education and training - learning from each other'. Need to change teaching practice, meeting needs of employers / industry, and focus on our students. Skills of workforce need to lift to cope with China and NZ becoming exporters and the process of internationalisation.
Last keynote with Dai Yuwei, President of Tianjin Light Industry Vocational Technical College, speaks on 'relying on industry guidance and innovating educational system to achieve effective vocational college education of school enterprice cooperation. Three strategies used. Understand and form a school and enterprise cooperation system, derive a model to improve and evaluate the school and enterprise cooperation system, and effective personnel training through and by the system.
After lunch, two streams present around the theme 'excellent vocational teaching'. I present in the 'science' stream. Summaries of presentations follow. Other NZ educators present in the other stream, including Aidan Bigham, Peter Bilious, Sam Honey, Dr. Karen Vaughan, Adrian Woodhouse and Dr. John Clayton.
I am first up to provide a quick overview of the 'learning through apprenticeship' project. Basically, how to assist apprentices to become more metacognitive about their learning. Learning as becoming through learning how to do, be, feel and think like a trades person.
Zhang Yi from Baotou Vocational College on 'strengthening knowledge application by inverted teaching, improving cognitive competence by innovation of evaluation system. Focus on introducing authentic learning in the form of project based learning. Steps include introduction (connecting theory to practice, working out learning objective), exploration, practice (through project based teams where students play actual production roles), assessing (teacher, self and peer).
Jo Thomas from Wintec with 'English language teaching for a changing world' two concepts, what English should be taught?' and the learnings from a case study. Important to recognise English learning needs of students, what are they learning English for? Task based learning important. shared experiences of a blended distance learning programme for English teachers in Kwangtung.
Shao Ningping from Ningxia Vocational Technical College of Industry and Commerce on 'applications of various teaching methods on logistics management courses'. A practice / task based approach with problem and case study based learning. Requires teachers to take active role in preparing appropriate resources to support the various learning activities. Role plays often used to replicate real world practice to enhance other approaches. Modelling used to help students learn complex tasks. Enterprise cooperation (often work placement) and competition orientated learning also used.
After morning tea, Kelly Pender from Bay of Plenty Polytechnic shares 'empowerment and compassion,enhanced through experiential learning'. Shared approaches used on Certificate of Fitness (level 4). Importance of teachers setting an example. Learning concepts made easier by applying learning through 'learning by doing', improves empathy with others (clients) and understanding why they have to learn certain things.
Chen Xiaofeng from Xinjiang Institute of Light Industry Technology, on 'the teaching innovation of the chemical engineering unit operation and maintenance'. Went through understanding of curriculum planning using a job orientated curriculum. However, employers found graduates to still be under prepared. Therefore, shift to development of students' 'personality' development. Undertook an analysis of the curriculum to increase emphasis on students' 'professional' development. included practising through use of simulation software, then students discuss operation, school competitions motivate students, theory and practical now integrated, use of formative assessments and content extension becomes students' responsibility.
Julia Bruce then presents on 'engaging challenging learners'. Described her work with hairdressing students using a 'living consensus' model. Process of teachers and students sharing responsibility for creating learning environments through group agreements, on-going discussion and shared understanding. Teaching and sharing strategies include ongoing ethical practice discussions, discussions on shared cultural practice (culture share activity), shared group management. Code of practice and shared ethics understandings form the basis of the living consensus. Video diary used to record the evolution of the living consensus so teachers and students are able to reflect on their transformation. Project based learning is the underpinning learning approach.
Malcolm Doidge from Wellington Institute of Technology on 'collaboration as a teaching tool'. Mahi tahi - working together. Provided an overview of work with level 1 - 3 design programme over 3 years. Learning how to help oneself leads to helping others. Used 3 Maori principles, family (whanau), working together (mahi tahi) and principles / guidelines (tikanga) to follow. Using technology (evernote) to record project based learning (developing a board game).
A panel closes the day, followed by conference dinner.
A very packed day but heartening to see the similarities and aspirations between Chinese and NZ current teaching practice and learning focuses.
Day 2
Today there is a series of 3 class room demonstrations.beginning with Du Xiao Ni teaching a session on 'primary hall sensor'. A lesson plan provided in Chinese and the 40 minute session is to showcase 'problem based' teaching approach. the class views an introductory video and then answer a series of questions (in groups). Individual students answer questions using flip carts or diagrams. the teacher clarifies points and revises main features of the lesson. Lesson is teacher directed but good teaching shown in how the teacher draws the aswers out of the students, reinforces correct answers and using 'teaching moments' where appropriate to clarify understanding.
Second demonstration lesson is with Li Qin and a lesson on 'group analysis and modification on the draft of particulat commodities display'. A retailing course whereby students design a display and substantiate their choice. Teacher and other students provide feedback and critique. Questions are mostly from students and team members take turns to answer. Teacher provides a comprehensive critique.
The NZ contribution from Julia Bruce with a group of volunteer students. Julia based her session on helping students understand their learning style preference through completing a short questionnaire. Then discussing ways in which to enhance their learning through the understanding of how they preferred to learn.
Two Chinese and two NZ representatives provided feedback / critique on the three sessions.
The forum closed with short speech from Professor Qin Chuan.
Day 4
Five of us (Jo Thomas, Julia Bruce, Adrian Thomas, Kelly Pender and myself) along with Stewart Brougham (Wintec Offshore project manager) take the fast train (travels at 300km plus an hour) from Qingdao to Tianjin on Day 3. A chance for us to see some of rural Shandong and to debrief the experiences of the previous two days.
On Day 4, we visit the Tianjin Light Industry Vocational Technical College which is one of 8 educational institutes that make up stage 1 of the Haihe Educational Park. When completed, the park supports educational and residential needs of over 300,000 people!! The physical spaces are impressive and we have another opportunity to observe a few classes in the engineering, art / design, commerce and electronics areas.
Overall, a good experience to observe the challenges China faces and their focus at developing infrastructure and human capital through TVET. There is support from the highest officials for vocational learning to become more learning focused. The sheer numbers of vocational educators to shift from content to learning focus is a particular challenge. However, there are movements from 'sage on the stage' to 'guide on the side' from the presentations and class observations. Small steps in the right direction, although the Chinese will need to contextualise Western models of learning to their culture and social needs.
Link to newspaper article on the conference published late October.
In Qingdao for the inaugural Sino-NZ Vocational Education Research forum. Opens with formal welcome from Professor Qin Chuan, President of Qingdao Technical College.
Then a short speech from the vice-mayor of Qingdao Municipal Government, Liu Mingjun.
Followed by a series of speeches from various signatories of the MOE between China and NZ.
Alexandra Grace, Education NZ Regional director in China.
Gao Yong, deputy director for Central Institute for Vocational and Technical Education (CIVTE), China and Shao Wei, secretary general of China International Association for International Exchange (CEAIE).
all provide background on the formalised relationship between China and NZ to share knowledge on Technical and Vocational Education (TVET) and to learn from each other. China is placing priority in TVET due to its potential to increase economic and social levels. There are over 14000 TVET colleges on China with over 10 million students. it is important to improve teaching and learning in TVET to enhance student learning and in turn contribute to China's progress.
After morning tea, two keynotes.
one from Liu Yufeng, director of comparative education research, CIVTE on 'building a modern vocational education: China's path selection. goal of china to become more competitive, as measured on global competitiveness scales. China is on second stage of development but NZ in stage 3. TVET seen as one way to lift competitiveness through improving science, technology through improvement of human capital. Path for constructing modern VET include connection between secondary and higher VET, cooperation between school and enterprise, and improving social justice.
Then Prof. Qin Chuan from QTC with 'learning teaching and doing in one: let every student be the best of him/herself'. Students in VET weak in abstract and logic ability but good at operations, imagination and other intelligences. Move to supply appropriate learning resources, guide students to learn, motivate students to be the best. learning, teaching and doing need to become integrated.
Third keynote from Mark Flowers, CE of Wintec on 'internationalisation of vocational education and training - learning from each other'. Need to change teaching practice, meeting needs of employers / industry, and focus on our students. Skills of workforce need to lift to cope with China and NZ becoming exporters and the process of internationalisation.
Last keynote with Dai Yuwei, President of Tianjin Light Industry Vocational Technical College, speaks on 'relying on industry guidance and innovating educational system to achieve effective vocational college education of school enterprice cooperation. Three strategies used. Understand and form a school and enterprise cooperation system, derive a model to improve and evaluate the school and enterprise cooperation system, and effective personnel training through and by the system.
After lunch, two streams present around the theme 'excellent vocational teaching'. I present in the 'science' stream. Summaries of presentations follow. Other NZ educators present in the other stream, including Aidan Bigham, Peter Bilious, Sam Honey, Dr. Karen Vaughan, Adrian Woodhouse and Dr. John Clayton.
I am first up to provide a quick overview of the 'learning through apprenticeship' project. Basically, how to assist apprentices to become more metacognitive about their learning. Learning as becoming through learning how to do, be, feel and think like a trades person.
Zhang Yi from Baotou Vocational College on 'strengthening knowledge application by inverted teaching, improving cognitive competence by innovation of evaluation system. Focus on introducing authentic learning in the form of project based learning. Steps include introduction (connecting theory to practice, working out learning objective), exploration, practice (through project based teams where students play actual production roles), assessing (teacher, self and peer).
Jo Thomas from Wintec with 'English language teaching for a changing world' two concepts, what English should be taught?' and the learnings from a case study. Important to recognise English learning needs of students, what are they learning English for? Task based learning important. shared experiences of a blended distance learning programme for English teachers in Kwangtung.
Shao Ningping from Ningxia Vocational Technical College of Industry and Commerce on 'applications of various teaching methods on logistics management courses'. A practice / task based approach with problem and case study based learning. Requires teachers to take active role in preparing appropriate resources to support the various learning activities. Role plays often used to replicate real world practice to enhance other approaches. Modelling used to help students learn complex tasks. Enterprise cooperation (often work placement) and competition orientated learning also used.
After morning tea, Kelly Pender from Bay of Plenty Polytechnic shares 'empowerment and compassion,enhanced through experiential learning'. Shared approaches used on Certificate of Fitness (level 4). Importance of teachers setting an example. Learning concepts made easier by applying learning through 'learning by doing', improves empathy with others (clients) and understanding why they have to learn certain things.
Chen Xiaofeng from Xinjiang Institute of Light Industry Technology, on 'the teaching innovation of the chemical engineering unit operation and maintenance'. Went through understanding of curriculum planning using a job orientated curriculum. However, employers found graduates to still be under prepared. Therefore, shift to development of students' 'personality' development. Undertook an analysis of the curriculum to increase emphasis on students' 'professional' development. included practising through use of simulation software, then students discuss operation, school competitions motivate students, theory and practical now integrated, use of formative assessments and content extension becomes students' responsibility.
Julia Bruce then presents on 'engaging challenging learners'. Described her work with hairdressing students using a 'living consensus' model. Process of teachers and students sharing responsibility for creating learning environments through group agreements, on-going discussion and shared understanding. Teaching and sharing strategies include ongoing ethical practice discussions, discussions on shared cultural practice (culture share activity), shared group management. Code of practice and shared ethics understandings form the basis of the living consensus. Video diary used to record the evolution of the living consensus so teachers and students are able to reflect on their transformation. Project based learning is the underpinning learning approach.
Malcolm Doidge from Wellington Institute of Technology on 'collaboration as a teaching tool'. Mahi tahi - working together. Provided an overview of work with level 1 - 3 design programme over 3 years. Learning how to help oneself leads to helping others. Used 3 Maori principles, family (whanau), working together (mahi tahi) and principles / guidelines (tikanga) to follow. Using technology (evernote) to record project based learning (developing a board game).
A panel closes the day, followed by conference dinner.
A very packed day but heartening to see the similarities and aspirations between Chinese and NZ current teaching practice and learning focuses.
Day 2
Today there is a series of 3 class room demonstrations.beginning with Du Xiao Ni teaching a session on 'primary hall sensor'. A lesson plan provided in Chinese and the 40 minute session is to showcase 'problem based' teaching approach. the class views an introductory video and then answer a series of questions (in groups). Individual students answer questions using flip carts or diagrams. the teacher clarifies points and revises main features of the lesson. Lesson is teacher directed but good teaching shown in how the teacher draws the aswers out of the students, reinforces correct answers and using 'teaching moments' where appropriate to clarify understanding.
Second demonstration lesson is with Li Qin and a lesson on 'group analysis and modification on the draft of particulat commodities display'. A retailing course whereby students design a display and substantiate their choice. Teacher and other students provide feedback and critique. Questions are mostly from students and team members take turns to answer. Teacher provides a comprehensive critique.
The NZ contribution from Julia Bruce with a group of volunteer students. Julia based her session on helping students understand their learning style preference through completing a short questionnaire. Then discussing ways in which to enhance their learning through the understanding of how they preferred to learn.
Two Chinese and two NZ representatives provided feedback / critique on the three sessions.
The forum closed with short speech from Professor Qin Chuan.
Day 4
Five of us (Jo Thomas, Julia Bruce, Adrian Thomas, Kelly Pender and myself) along with Stewart Brougham (Wintec Offshore project manager) take the fast train (travels at 300km plus an hour) from Qingdao to Tianjin on Day 3. A chance for us to see some of rural Shandong and to debrief the experiences of the previous two days.
On Day 4, we visit the Tianjin Light Industry Vocational Technical College which is one of 8 educational institutes that make up stage 1 of the Haihe Educational Park. When completed, the park supports educational and residential needs of over 300,000 people!! The physical spaces are impressive and we have another opportunity to observe a few classes in the engineering, art / design, commerce and electronics areas.
Overall, a good experience to observe the challenges China faces and their focus at developing infrastructure and human capital through TVET. There is support from the highest officials for vocational learning to become more learning focused. The sheer numbers of vocational educators to shift from content to learning focus is a particular challenge. However, there are movements from 'sage on the stage' to 'guide on the side' from the presentations and class observations. Small steps in the right direction, although the Chinese will need to contextualise Western models of learning to their culture and social needs.
Link to newspaper article on the conference published late October.
Subscribe to:
Posts (Atom)