Tertiary Education Union (TEU) AI conference

 The TEU- Te Hautu Kahurangi -  convened a conference on AI, with panels discussing a range of topics related to AI, Union support, and teaching and learning. Due to other work commitments, I am only able to attend two of the sessions and be part of the panel on Mana Mātauranga (power of knowledge). 

There are sessions on Mana mahi - keeping decent work at the centre as AI reshapes tertiary education; Mana Taurite - exploring how AI can support equity and inclusion across tertiary education and Mana Taiao - ensuring AI in tertiary education aligns with climate action and environmental justice.

Notes taken from the sessions I was able to get to are below:

Seesion on Mana mahi - keeping decent work at the centre as AI reshapes tertiary education.

Dr Hansi Gunasinghe (Southern Institute of Technology). - Ai transforming education from administration to research. How can we balance innovation with dignity of work? Need to discuss the understanding of Gen AI and the human role. Went through principles of Gen AI - what it is, main types, applications. Shared the examples, opportunities and risks with Gen AI. AI can support teaching - tools help create lesson plans, quizzes, tutorials, and accessibility resources. Automation should support educators, not replace them. Shared research underway with students in China studying how to design a mobile application prototype using FIGMA. AI was used to create marking criteria with human evaluation from tutors. Automated evaluation undertaken using ChatGPT, Gemini, Copilot and compare these with human evaluations. Conclusions will derive time used, accuracy and the process. the next step is to integrate FIGMA prototype extraction tool and video creation. Ai is fast, scaloble, data drive. Humans are empathetic, ethical and contextual. A balance defines the dignity of work. Ran through current institutional policies on AI use for students, the policies for staff are still under development. Therefore, AI must be a support not as a 'supervisor'; ensure human oversight and co-design with educators and learners. Adopt transparent, open and ethical systems. Dignity in work means that humans lead. This needs to preserve profesisonal judgement and relational teaching. include Ai literacy and conultation in policy. Respect Te Ao Māori principles and protect workload fairness and AI should strengthen, not weaken, our human values. 

Dr. Leon Salter (University of Auckland) - AI working group at UoA - summarised UoA approach, with his personal viewpoints. VC's forum and new action plan shows the university to be techno - optimistic. The action plan was prepared by ' the AI education advisory group' which did not consult with staff, unions and chaired by the Director of Learning and Teaching. The document mentions risks and guiding principles at the start but never mentioned again in the rest of the 10 pages! In general, to exhort staff to integrate AI into teaching and learning. Offers 'carrots' to encourage AI integration with underlying disparaging of reluctant staff as 'dino-professors'. A AI working group formed which is open to all TEU members to  provide critical feedback on the university's direction and be a support group. Summarised work of Dan McQuillan on 'resisting AI - an anti-fascist approach to AI'. Shared the findings from a TEU survey of university staff to find out about their perspectives on university policy and communications on AI and usage of AI in workplace. Overall sentiment of discontent - generally dissatisfaction with leaderships communication and policy. Open to sharing perspectives from others running similar groups, and keen to connect. 

Session on Mana Tiriti.- navigating the relationship between AI, Te Tiriti o Waitangi, and the future of tertiary education

On the panel are Brendon Shaw from Papatoeotoe North School, Dr. Kevin Shedlock from Victoria University Wellington, Olivier Jutel (University of Otago) and Warwick Tie (Massey University).

Brendon presented on 'He whānaungatanga Tīmatanga: AI and Te Tiriti o Waitangi in our schools'. He teaches at a primary school but is also a PhD studenta at University of Waikato. Went through the ways principles of Te Tiriti are enacted in schools with respect to AI. With Partnerships - Māori need to be involved in the co-design of the AI lifecycle from data to deployment. True partnership means Māori are present in the creation of AI systems, not just assessing outputs. Māori-led initiatives like Te Hiku Media exemplify bicultural AI governance. Participation means removing the barriers to access the technology. Work needs to be undertaken on the digital divide and equitable solutions. The CoVID pandemic showed how Māori are on the wrong side of both the digital divide and equity and these need to be addressed. Protection includes being cognisant of safe guarding Taonga and identity, as expects of data sovereignty need to be culturally relevant. Data still biased and created images based on these.

Kevin's topic was 'navigating the relationship between AI, Te Tiriti o Waitangi, and the future of tertiary education. Covered Te Tiriti when creating digital AI artifacts; indigenous Māori knowledge that resides in these; and the digital artifact. Ai in tertiary education can be envisaged as being a conduit where both indigenous and western research paradigms are able to reside in search of new knowledge within the Tiriti. This is challenge as there are not enough people on the ground to support the indigenous side. Challenges also include digital inequalities, unequal access to heritage, power imbalances in defining narratives, data ownership and digital ethics, lack of adequate infrastructure and environment pressures and sustainable issues. So what is good vs bad Māori data?? Difficult questions requiring deep understanding and immersion, not just to tick the box. Indigenous Māori knowledge in artifacts needs to go beyond the surface. There are no protocols for where Māori knowledge resides and therefore its expression in data is different, its needs to have the correct framing, be build on relationships and thrive through engagement, not as a piece of digital artifact. Check with work of Shedlock,R. and Hudson, P (2022) - use of Mātauranga clearly organised Advocates for reciprocal and respectful AI. Requires good understanding of the problem; trusted relationships and mutual agreement to reach consent. 

Oliver  - we are not able to build Mātuaranga Māori onto the existing western techno-centric AI model. Spoke on 'AGI and the PE of AI'. Ran briefly through the ideological history of AI - George Boole, Marvin Minsky and ELIZA as the foundation of the western technocratic understanding and roots of AI. Shifted to the current day, with perspectives on AI from Musk, Altman. Book by David Noble 'The religion of Technology recommended. Connects religion and AI marketing. Detailed how AI is overblown with not much making sense with regard to AI possibilities for making money. AI must not be thought of in 'god-like' terms but challenged to make contributions to the wider society. 

Session on Mana Mātauranga - harnessing AI to strengthen teaching, learning and research, and uphold public tertiary education.

With me on this panel are Dr. Shahper Richter (University of Auckland), Dr. Warwick Tie (Massey University) and Traci Meek-Reid (Southern Institute of Technology) who facilitates the session.

I begin the session with an overview of the AI@Ara projects. Summarising their overall objectives, pedagogical underpinnings and implications on the work of tertiary educators. Details of these the two main projects are now published in the book - AI in vocational education and training; and the Ako Aotearoa report on 'AI to support foundation/bridging learners'. It is important to undertake good learning design so that AI does not replace the 'learning activities' required for learning and teachers role is well defined. 

Warwick presents on "upping our game" - shared the themes from his course on AI. AI's relation to language through speech acts, discursive formations and the discursive. Ai in the discursive can be envisaged as AI as the 'public unconscious' and suffers no anxiety! AI does not use language, but redefines how we understand, teach and use it. Ai is a player in the linguistic landscape. In his course, how can we do more with words (upping our game).  Therefore to view AI as static (postivism); AI in movement (dialectics); Ai as a discursive construct (discourse analysis). Showed matrix on how each of these affected by AI across various social categories. Discussed the assignment - asked students to use the Gen AI to write a 1000 word essay on what needs to be asked and then analyse what the bot has provided (1500 words). Is the AI approaching from the positivist, dialectical or discursive approach?? AI agents can only deal with what it can see, but not it cannot. It can discuss the doughnut but not the hole in the middle :) 

Shahper continues with discussion on Warwick's assessment approach. The session moves into a discussion on AI in teaching and learning and the various ways assessments can be shifted to include AI or be used to learn the limitations of AI. The conversation moved to what AI to use and when it can be used. Assessment standards are not much higher as the assumption will be that students have access to AI and will use them. Digital equity discussed as the challenges are different across the sectors. 

Dr Julie Douglas TEU Te Tumu Whakarae (National Co-President - Tiriti) facilitates the last session for each of the facilitators through the day, summarises the sessions they have chaired. 

All in, good discussion, with many perspectives from across education sectors, on the opportunities, challenges, implications and promises of AI in education. The advantage of the discussions is the focus on being critical educators, leading the integration of AI into education. We must actively contribute to the policies and conversations around AI, providing a voice for educators and learners. 

The conference closed with the reading of the TEU karakia.

Higher education for good - impressions of the book

 Here is an open access book - Higher Education for Good - with a few relevant chapters. The book takes an optimistic look at higher education and its potential to contribute to the common good of society and humanity.

The current economic and political climates. have been challenging for tertiary education as a whole, across many countries. The book has a series of essays, discussing the challenges and future for higher education. Sections include - finding fortitude and hope; making sense of the unknown and emergent; considering alternative futures; making change through teaching, assessment and learning design; and (re)making higher education systems and structures. 

Several chapters are of interest to those beyond higher education. Including: 

- Artificial intelligence for good? Challenges and possibilities of AI in HE from a data justice perspective.

by E.  Pechekina, The focus of the chapter is on how AI can be used to support students and learning but also undertakes an discussion on the ethical use of AI, especially in the 'prediction' of outcomes based on learner demographics, performance and other data. The issue of equity is also presented.

- Humanising learning design with digital pragmatism - by K. Malloy and C. Thomson. This chapter provides a learner designer view, with the practitioners located in a 'third space' of being neither management or academics. It argues for the need to champion the needs of learners, as one way to navigate the power structures in higher education.

A book that will have chapters that will be of interest to all tertiary educators, interested in how their work impacts on social justice and how each is able to play a part in making the world a better place.

 

Monash University - 10 minute chats on AI

Monash University's (Melbourne, Australia) Teach HQ which supports teaching and learning, has a series of on-line chats on Gen AI.  The presenters include learning specialists, researchers and thought leaders (from the UK, US 0f A  and Australia) in teaching and learning, technology-enhanced learning and on assessments..

The first video in with Mike Sharples from the Open University in the UK recorded in May. The videos are labelled by presenter name but the drop-down menu, indicates the topic presented. Worth dipping in and out of as the talks range across many aspects of AI including ethics, impact from the sustainability point of view, the many dimensions of AI literacy, and tensions / power relationships through the use of Gen AI. 

Worth the time to listen to relevant recordings as they drill down dipper into the hype of Gen AI, the press to integrate AI into education (there are pluses, minuses and consequences), and the broader social issues that cannot be solved through utilising Gen AI. 

 

Talking Teaching - DAY 2

DAY 2

After a late finish yesterday which included the conference dinner, the day dawns fine and warm. I follow the sessions in the stream ‘learning outside the classroom’.

First up, Timothy Lynch from Otago Polytechnic, Food Design Institute, with ‘the inevitability of change in work integrated learning’. Drawing from his work for from his professional practice studies, he reflects on ‘reflection’ and ‘reflection on teaching’. What is the role of teaching when the discipline has requirements which are at odds with ‘reflective learning’. Hospitality industry has emphasis on regulatory compliance, speed of production, cost and accuracy! Summarised his philosophies towards ‘product design’ and overview of principles of design informing his work. There is a clash between design driven work integration and traditional work-based product development. Design work is fuzzy and has many iterations but industry generally more linear. Traditional ‘work-integrated learning’ has a power relationship skewed towards the employer. Proposes a design driven integrated learning so that learning takes precedence over productivity. Therefore, helping to convert the ‘push’ system of supplier driven production to ‘pull’ system for custom driven needs. Overviewed a student’s project as an example – developing cocoa husks added value products – including sustainable process of developing a range of short term (immediate, low cost, no training required), medium term and long term (higher development costs, production changes required etc.) Future work demands higher range of capability and skills to cope with more changeable markets etc.

Second with Dr. Linda Kestle, Kath Davis and Neil Laing from Unitec and Alysha Bryan from Hawkins on ‘balancing the seesaw – the ups and downs of delivering vocational education’. Developed a programme at 3 levels – project delivery staff – managers etc. and cadets at year 1 and 2. 4 years of shared delivery so far. 5 – 6 modules per year – 150 staff. Work-based learning with assessment event for each module (group and individual) and final capstone presentations. Challenges for cadets include range of educational attainment. For managers was range of years of experience in the industry, some working for Hawkins and other were sub-contractors. Focus of group work with discussions situated in projects and practice drawing on the experience of students. Delivery now shared between Unitec and Hawkins. Continual need to work closely with industry partner, leadership, co-developed course outlines / content and input from domain-knowledge experts. Challenge between academic vs industry expectations. Assessment submissions an ongoing challenge and there are continual industry needs. Encouraged others to accept the challenges as there are benefits both for provider and industry based on continued goodwill and generosity from both parties.

Followed on by Rashika Sharma from Unitec presenting on ‘sustainability learning opportunities through campus research projects – when student (trades students) involvement matters’. Rationalised the importance of integrating sustainability into the learning of TVET as skills, productivity and economics take precedent. However, ‘green TVET’ now a requirement to address environmental concerns. Curriculum in TVET still deficient in sustainability content. Australia has Green Skills agreement implementation plan and ‘skills for sustainability standards framework. In NZ, even after post TROQ (review of qualifications) sustainability skills are still not visible. Need for TVET institutes to create the change in the absence of govt. intervention – green campus, green curriculum, green community, green research and green culture (Majumdar, 2011). Good range of topics for green research in TVET for students – waste minimisation, alternative energy, sustainable garden, sustainable housing design etc. provided example with carpentry students on ‘waste minimisation’. Survey and focus group with students, also interviews with academic leader and institute sustainability manager. Found that there is a need to ‘make visible’ and formal, the sustainability initiatives. The learning sessions are too busy for students to notice the modelling being availed on waste minimisation. Emphasis must be put on and students’ attention drawn to sustainability initiatives. Teachers need to be actively involved and be champions of sustainability. Inclusion into curriculum will be ideal.

Last presentation in the stream from Peter Mathewson from Unitec on ‘social work and poverty theory and practice: challenges and proposed research’. Defined social work as proposed by the International Federation of Social Work. Also defined poverty as condition characterized by sustained or chronic deprivation of resources, capabilities, choices, security and power necessary for the enjoyment of adequate standard of living. In developed countries, there is relative rather than absolute poverty, In NZ, 27% of children live in poverty and 7% in severe poverty. Summarised the intersection between poverty and social work. Historically, there was a individualised / moralistic approach. Moved on to influence of counselling. More recently, neo-liberal dominated practice focused on individualised or family risk factors and behaviours. Summarised the approach of poverty aware social work. Make poverty visible, work together – practitioners and poor, more egalitarian relationship between social and material needs, active part to challenge the system. How about social work students? Survey reveals high levels of need compared to average in NZ. Need to align with radical/critical social work to assert social justice. Poverty is not necessarily the fault of individuals but social structural issue. Casework not adequate, needs to be individually orientated. Proposed personal/ political strategies to support the radical/critical approach. Look into anti-poverty practice framework for social work in Northern Ireland. Summarised potentialities in NZ. Shared some proposals for his own research.

After morning tea, I follow the sessions in the ‘lucky dip’ stream.

Firstly with Pavitra Dhamja from Toi Ohomai (Rotorua) and Mary Cooper (ditto) on ‘seeing is believing – facilitating realism and recreating experiences’. Demonstrated VR using anko Hololens VR box/goggles. Presented on advantages and challenges of using AR. Hands-on learning as pairs of participants try out VR box with phones running YouTube videos. 360 tour of cell, earthquake simulation etc.

Support colleague Jane Bates from Ara Institute of Canterbury with her presentation on ‘programme design and development – from zero to hero’. Introduced rationale for and details / including the team involved, for the Ara programme design and development process. Presented an overview and then detailed each of the 4 phases – approval, design, development and delivery. Emphasis is on learning and how to support the learner. Philosophies underpinning the process were shared.

Followed by session with Dr. Wang Yi from Wintec on ‘its about THEM – exploiting learners’ stories for adult ESOL beginners’ literacy development’. Covered ‘who are our learners’ and rationalised the use of students’ stories. Learners range in age from late teens to 70s, educational backgrounds from nil to degree level in their home language. Generally, only have elementary English. Objective to help develop life long learners. Provided examples of how stories are created from templates and by using students’ experiences. Also examples of ‘back up’ and spontaneous stories drawing on daily activities.

The Yusef Patel from Unitec with ‘design studio – collaboration with Panuku Development Auckland’ with third year Batchelor of Architectural Studies Students. Covered the process of ‘finding common ground’, working with students towards their objectives, timeline and outcomes. Detailed the parameters of the agreed ‘project’. Opportunities to ‘stretch’ students and work on items not normally covered by Architects (e.g. roads). Detailed principles (Unitec and Panuku) to be followed as students proceeded with their design.  Described critique process from Panuku, tutors, peers, past students and other industry representatives and students allowed to address the critique in their final presentation. Shared reflections on the positive aspects of the collaboration.

After lunch, there is a plenary address with Dr. Te TakaKeegan from University of Waikato on ‘using humour in teaching’. Provided examples of how he used humour in his teaching of computer science. Encouraged audience to find their own path and create / develop their own approach. Humour is useful in establishing a connection and to engage. Humour activates the dopamine reward system assisting with long term memory, increases attention and interest, breaks down barriers, provides avenue to connect, relaxes and reduces stress. Appropriate topic related instructional humour can be very effective in topic retention. Provided guidelines as to when humour is inappropriate and presented strategies for incorporating humour.

Audience discussion followed.

Google Books

During the summer, I put several weeks into extending on a first draft of my PhD thesis. One of the tasks was to ensure that all the references cited were accurate, down to page numbers for quotes. I have worked on ensuring that all the references I come across are written up on to index cards. Each index card details the bibliographical details along with pertinent page numbers etc. of relevant quotes. An important part of the index cards is information on where I found the journal or book. This is so that if I need to return to the source I will be able to do so. All of the information is eventually transported across to Endnotes which makes citing and referencing much easier.

Well, as usual, I missed a few but then I found Google Books offers limited previews of many of the books I needed to get back to. So I managed to find all the pertinent missed pages by looking them up on Google books. This caused me to explore the capabilities of Google books for further reading. I set up my library over a couple of hours of browsing. Now, most of the books are but a couple of clicks away instead of a trip to the university library on wet weekends. However, nothing beats browsing a shelf of books & being able to serendipitously unearth books that are real gems.

The ability to access such a large number of books is a real asset for all educators and researchers. Even though most of the books are only available as ‘limited preview’ there is enough provided in the books to provide a good sense of the overall content of the book. I have already referred a number of books I found & previewed on to our library’s list of books to obtain. The ability to set up a library also provides educators with the ability to build specific libraries that their students can dip into as well. All of which leads to less trees being felled to provide ‘readings’ to students. The advantage of having all the content online also means that I am able to (if I wanted) access my library on my phone which came in useful over the weekend when discussing evolution with a walking friend. I was able to access my library & show her a copy of Richard Dawkins – The selfish gene while we were up on the Port Hills 300m plus above Christchurch. Layout of the webpage was a bit wonky but I see today that Google books is now configured & available to Adroid & iphone users. Hopefully they are going to set out a Windows Mobile version soon.