Smart glasses - uses in vocational education

Smart glasses have been around for some time. However, they are expensive and have had many iterations with many tech companies providing various versions over the last decade. Last year, a flurry of activity generated renewed interest in smart glasses' potential. Despite a buggy official launch by meta, the Meta Ray-Ban glasses have had generally positive reviews. 

The glasses have been on sale September 30th in the US of A and early 2026 for other countries. 
Wi-Fi is required for Meta AI and importing media. However, you can still take photos and videos, listen to audio from your connected smartphone via Bluetooth, and check battery levels without Wi-Fi, though you'll need to connect to a phone's internet via cellular data to import captured media or use online features like Meta AI. 

Various spectacle companies have joint ventures with Meta and this could be the strategy that will bring smart glasses into the mainstream. Meta works with RayBan and Oakley to provide glasses across fashion categories. With Oakley, the target market is for sports and adventure, the Oakley Vanguard are sports glasses designed to be more durable and optimised for outdoor use. They connects to Garmin, extending the opportunities for outdoor real-time vlogging.

This youtube video reviews the Rayban and Oakley versions, landing on a mostly positive note.
JISC has published an overview of smart glasses and their potential in education. As with this previous article there arepros and cons for smart glasses. The JISC article undertakes a comparison of six smart glasses is undertaken. 

Overall, although the technology has been around for a while, the technical challenges 
are still presentand are being worked through. For vocational education, the integration of AI into smart glasses, 

along withAR/VR/MR need to be followed closely. The main deterrent at the moment is costs as it will 

be too costlyto equip an entire class with smart glasses in a workshop. Some trades workshops will also find 

WiFi a challenge to maintain when multimedia is being used across multiple devises. 

However, these technicaldifficulties do not mean we do not try things out. There are many other factors to 

work through, including aspects of practice-based learning safety considerations. 

We need to keep an eye on the costs of smart glasses and as they hopefully become more accessible from a 

cost perspective, be ready to pilot them.

ConstrucTrend 2025 - skill trends in construction trades in Aotearoa NZ

 A report summarising the results of a survey conducted in the second half of 2025, and funded by ConCOVE Tūhura is now available. The survey was undertaken by the Construction Growth Foundation.

A summary and full report  provide data on skill gaps, upskilling needs and emerging technologies across carpentry, electrical and plumbing/gasfitting/drainlaying sectors. 

Technical skills for each specific trade are well-covered through workplace learning and off-job training. what is missing are the 'non-tool' skills exampled by costing/quoting and use of apps/software. Specific emergent technology skills around the internet of things, digital/electric vehicles, AI etc. show the need to ensure providers keep up with the rapidly changing technical expertise required.

Of note is that 24% of business owners had started their business two years after finishing a level 4 qualification and another 22% started their business between 3 - 5 years. Hence, small business skills are of importance and are not part of present trades qualifications. Granted the entry into construction trades, when compared to other disciplines like hospitality, has lower start-up costs. 

Employer stakeholders have always been reluctant to include specific business skill sets (accounting) into trades qualifications. Generic skills like communications, team work, time management etc. transfer well but there is indeed a gap, with regard to costing/quoting, which needs to be addressed early on in trades careers.

Overall, an good overview of current and future skills needs for construction trades. 

NZ VET research forum - Day One AFTERNOON

The conference after lunch convenes for plenary address with Madeline Newman from AI Forum NZ on 'designing tomorrow: human futures in an AI world'. Introduced the AI forum, its goals and people, shared some of their work including working groups, summit, hackathons, key reports and white papers etc. Summarised the work of the AI blueprint for Aotearoa and the AI and architecture engineering and construction, AI in education. AI revolutionalise learning through personlising educational paths, efficient training and feedback and expanded global access. Also AI powered VR.

AI and creative industries summit brings global conversations to Aotearoa. Creatives partner with technology, with boosts in productivity. Human creativity along with emotional resonance important. AI can democratise creative work and raises the bar for professionals. Using robots as an example, 52 studies published since 2017 covering over 2500 individuals found that robots have a no effect on wages. Routine cognitive or physical tasks have diminished but those requiring creativity have increased. Highest ROI is where humans work in partnership with AI. Ai in Action report has latest stats on AI use and adoption, If AI frees up time, what do you do with it? 

AI governance - responsible use of AI just refreshed. Upskilling requires understanding how to use AI safely. Therefore, key items to do include: AI literacy, digital and AI access for all, responsible use - understand the risks and use AI safely, and ensure human centred design. Introduced advances in robotics and the implications on society and work. Uncertainties include the legal, cultural and public acceptance and readiness. Q & A followed. 

Then Dr. Dmitry Zavialov from the Skills group and Dr. Roman Mitch, on 'Aura farming: cultivating irreplaceable human leadership in the age of AI'. How can we bring across our strengths without replacing our humaness. Skills that can be replicated by AI means that we need to enhance who we are and what we are about. Educators need to create environments that help them increase the attitudinal aspects of humans so that these can be focused on. Resilience, working in teams, working across cultures etc. are examples. Roman shared example of how to teach technology when it is moving faster than we can keep up with it. The principle of what makes us essentially human, Shared work applying these principles. How artists use AI provide examples of how we can go forward. Therefore, programming can be thought of a an art form. 

Three plenary sessions follow.

First up with Emily Fabling Deputy Chief Executive at  NZQA on - Right touch, right size regulation: quality assurance with purpose. NZQA is about supporting learners to succeed and industry to be represented. Overvies of NZ education; what does right touch right size mean, NZQA framework and examples. Over 400 tertiary providers, 92% are PTEs. Universities have 44% of learners, Te Pūkenga 29%, Wananga 9% and PTEs 18% - 57% VET. Changes being made include: quality assurance across all (apart from universities), maintain framework, maintain international comarabiliy and effective liaison with overseas bodies to recognise overseas qualifications in NZ and to achieve overseas recognition of NZ qualifications. NZQA registers PTEs, approves programmes, qualifications, micro-credentials and standards, quality assuring provision of education and training, reviewing and updating NZQF and liasiing with overseas recognition bodies. Rules, norms and sanctions shapes lives of NZers and NZQA does the same for education businesses organisations, learners and communities. regulation can impose costs, limit freedoms, stifle innovation but these need to be considered.

Considered the importance of quality as poor quality affects all. Shared the recently reviewed NZQA regulatory framework principles - impact-led, anticipatory and adaptable. Regulations should support delivery and not be a barrier to collaboration or innovation. The evaluative quality assurance framework is now 16 years old. Based around entry controls and external evaluation and review. Additional activities have been added. However, VET has to been move more quickly and the EQAF needs to be reworked. Productivity Commission report in 2017 recommended NZQA should ensure all providers meet acceptable standards; risk-based monitoring of providers; and ensure providers have their own processes to assess and improve performance for their learners. 

Summarised the new integrated quality assurance framework (iQAF).  Diagram of the framework provides details, A good overview of the more collaborative approach. Quality assurance with a purpose shared - aviation and pilot training (case of recent regulatory intervention of provider); construction (statutory conditions imposed on two providers); and Pacific qualifications framework (endorse and to allow these to be referenced against NZQF).

I then present on 'Gen AI and trades/craft work: implications and effects. The overall theme is that AI in the context of trades/craft work is different in the way it will be used, and the interactions are less text dominant. There is a need to understand how AI changes the nature of trades work, as it will be used to augment both physical and cognitive work. 

The NZVET research forum awarded me for having presented at all of the forums thus far!!

Final plenary for the day is with Katherine Hall from ConCOVE Tūhura on 'reflections on a five-year experiment: the ConCoVE legacy. Encouraged to look at Sir Paul Callaghans presentation in 2007 on future for NZ. We do not seem to have got through many of the recommendations :(

Katherine summarised the genesis of ConCOVE and it's vision and mission. It sought to challenge the current ways things were done and to seek to shift it towards greater equity and inclusion. A systems change view was adopted, meant the need to find out what was occurring and to apply it to improving. Many projects were commissioned but they were all part of the greater objective of shining the light on what has happened, what could be and how to get these in place. Summarised some of the findings and how these had been used, reworked, or reimagined. 'the system is perfectly designed to get the results it gets', Shared recent stakeholder survey supporting the work undertaken and the ways ConCoVE has supported the construction/infrastructure industries. Effectiveness of ConCOVE supported. Call for the participants to keep the work visible, embed the work into delivery, preserve the kaupapa (work/knowledge). At a system level we need stronger advocacy, faster qualification design and delivery mechanisms, business skills.disrupt the narrative, challenge the system , take the evidence and apply it. 

The day ends with a networking event, taking everyone well into the evening. 

Digitally enabling 'learning by doing' - Chinese version

 My book ' Digitally enabling 'learning by doing' in vocational education, has now been translated into Chinese and accessible through the Chinese publishers website.

The translators have worked hard and even the figures have been translated. Citations and references remain in English. 

The original book was published in 2011 as a Springer brief and has had wide readership and a sprinkling of citations :) 

The principles and concepts in the book arose from our work as we grappled with shifting the 'hands on' learning aspects of vocational education into 'distance education' across the CoVID years. One major pedagogical approach is that we must not only 'push' information out to our learners, but also 'pull' evidence of their learning from them to establish 'deliberate practice'. Both the 'push' and 'pull' resources can then be used in synchronous learning sessions to 'connect the dots', thereby encouraging and supporting both deliberate practice and reflective learning.

AI in Vocational Education

 My edited book "Artificial Intelligence in Vocational Education" Understanding learner and teacher perspectives on the integration of Generative AI through Participatory Action Research" is now published. 

Chapters in the book cover a range of disciplines and approaches to introducing and integrating AI:

- the participatory action research and case study analysis used in the studies reported in the book (Dr. Selena Chan)

- ethical issues surrounding the utilisation of Gen AI in VET (Dr. Rea Daellenbach)

- teaching (Information and computer technology) database topics (Dr. Amitrajit Sarkar)

- AI-assisted situational analysis in construction management (Sundeep Chowdary Daggubati)

- AI-assisted ideation in graphic design (Carl Pavletich)

- AI to support student research projects (Dr. H.M.R.S.S. Gunawardana)

- exploring Gen AI for developing reflective practice in nursing (Dr. Julie Bowen-Withington)

- perspectives of neurodivergent learners (Rachel van Gorp)

- Gen AI in craft/trades industries (Dr. Selena Chan and Alan Hoskin)

- guidelines and recommendations for integration of Gen AI into VET learning (De. Selena Chan)

The book records our nascent studies and our learning from the projects are now applied to the various projects recently completed (including this one with foundation/bridging learners) and in progress. 

Methods for researching professional learning and development - book overview

 This is a timely book published in the Professional and Practice-based learning series by Springer in 2022. 

The book is edited by M. Goller, E. Kyndt, S. Paloniemi, and C. Damsa.

There are 28 chapters, collated into 4 sections.

A good range of research methods are covered. Many chapters include exemplars, case studies and discussion on the relevance of the methodology to the challenging contexts which characterise learning and development - especially in the workplace.

The first chapter by the editors, does a good overview of  the challenges inherent in professional learning and development (PLD) research. Challenges include small sample size; the team/project/work tasks nature of PLD as opposed to individualised investigations in other teaching and learning contexts; the difficulties of carrying out traditional 'control group' type studies in the PDL context; the tacit nature of work processes and workplace learning; the complexities of workplace learning; the heterogenous nature of professional domains and workplaces; the impact of current technological changes which are often rapid; and the abundance of data but a lack of clarity as to the connections and longevity of these data.

The first section has 8 chapters covering data collection. These include chapters on experience sampling, diaires to uncover informal workplace learning, using the vignette method to increase insights; integration of self-reports and electrodermal activity; multimodal stress assessments; combining physiological and experiential measures; computer generated log data; and interaction analysis.

The next section covers methods for data analysis with 6 chapters. These include using Bayesian statistics; latent profile and latent class analysis; equation modelling; participant vidoe annotations; data mining and analytics; and visual analysis. These cover a range of quantitative and qualitative approaches.

Then a section on research methods which include the Delphi-technique; relational, temporal and dialogical perspectives on professional identity; virtual ethnography; video based interaction analysis; Q method; eye tracking; social network analysis; design-based research; change laboratory method; professional learning analytics; and longitudinal case study. A good range with coverage of multi-modal ways to collect and collate perspectives, use of digital technologies across various contexts, and both short and longitudinal studies.

The last two chapters end the volume with discussion and commentary. There is a good overarching chapter discussing the many approaches - researching PDL in complex environments, and a last chapter on 'how to deal with the complexity of research in workplace learning'.

All in, a good reference source for anyone investigating real-world, authentic contexts.

AVETRA - Day 1 afternoon

 After lunch, I attend a session with Steven Hodge and Reshman Tabassum on 'provider practices to enhance curriculum relevance in dynamic industries. Reshman set the scene with a scenario. The project was to explore RTO methods of interporeting and translating training packages. Conruses were in vet nurising, agriculture and rural operations. Did the RTOs approach qualifications with different intended outcomes and purposes? Posited that learning qualifications lead to a specific occupation, is for multiples occupations and have cross or multi-sectional interest. Process on interpretation goes from pre-translation, to translation and then mobilisation. Pre-translation requires understanding VET system, provider organisation, students, industry, training context. Translation involves interpreting, organising, elaborating, framing and structuring (through the quality assurance processes). Mobilisation is a continuum between educator and resource 'delivery'. Used a series of interview vignettes to unpack the processes of interpretation. What is important here is that no matter how detailed or prescriptive a standard is, currency of the standards and how they may align with diverse contexts are not guaranteed. Educators will use agency to work with, around and outside of standards, as required, to bring about learning. 

Following is Karl Hartley from Epic Learning reporting on the ConCOVE funded project 'AI-generated assessments in vocational education: enhancing quality and accessibility through cognitive design'. Customisation of assessments is one way to meet individual learners' needs. Assessment writing is complex work and manual assessment development is slow, consistent and inequitable. How can AI be used with safety and integrity to assist. Use a case study of developing assessments for a 'trades essentials' micro-credentials. applied cognitive science, ethical AI and educator validation. Began by selection of GPT-based model. Prompt engineering informed the working memory theory. 3-rounds of subject matter expert review process, and stakeholder consultation. Gen AI can generate multiple-choice and short answer quesitons, adapt the tone and language complexity, contextualise questions by trade/experience and enable personalised based learner profile. Personalisation features include literacy-adjusted versions, industry-specific variants, support for neurodiverse learners (format, language). A robust AI workflow to develop generic base assessment, then use base assessment and use AI to apply customisation. Prompt engineering strategy included the use of chain of thought prompting, using variables around writing style. providing example questions, assessment guides and for Gen AI to produce in batches of 5 assessments. Development loop was taking too long and involved too much time. Now development 5 assessment in batches. Seek rapid initial feedback for a 'go or no go' call to do a full review. Flip the feedback from 'what is wrong' to 'what is good'. Provided example of how the process looked, prompts and outputs. 

Challenges include AI constantly evolving, AI have been heavily trained with US of A assessments and are biased and AI will make mistakes. Risk and mitigations of Ai hallucinations by using structured prompt design and ensuring a human view is added. Cultural bias with ethics review and co-design with Māori and Pasifica advisors. Need to be wary of over-reliance on AI and issues of privacy. Benefits include the ability to have more inclusive and relevant assessments for learners; reduced workload to get to a quality product for teachers; and an opportunity for greater consistency and innovation. Plans for the next steps are to seek learner feedback and validation; finalise an ethical framework, expand to writing assessments for other microcredentials and disseminate findings and guidance.

The project demonstrates viable use of AI in assesment design; establishes moderation alignment proof of concept; builds foundation for personalised learning, and aligns to system transformation. 

Then a session on 'Planning and Actioning VET Research Studies: issues to consider' with  Llandis Barratt-Pugh. Shared 10 'critical incidents' that have informed his research practice, each supported with the narrative of how these came about. Used autoethnography, critical incident technique, reconstructive memory theory and the experiential learning cycle. 

The pointers include: tell industry what you can do for them then listen to what they want doing; start with the end in mind and plan toward it with frequent monitoring; seek out lions in the field and engage them as mentors; gain top commitment or the project may be swept away; publicise research studies to gain collaborators; collaboration is the key to multiple publications; a research proposal should be developed by serendipity as we don not know what lies ahead; when confronted with data collection dilemmas the options are to change the plan, call for support and the wisdom to know which is best; the research plan should include resources and action to use the finding constructively; taking a framework from a close discipline may shed unique light on the data in a wat that has not be done before; and the only certainty about a research project is that it will not progress as planned!

After afternoon tea, Craig Butler presents on 'Uncovering the Complexity of VET Teacher Identity' which is part of his PhD study. Summarised his background and his interest in the topic. Provided a overview of the study, with a theoretic framework of 'funds of identity', the research methodology, participants (25 VET teachers) and analysis method. Shared some of the findings around practical funds of identity resources (experiences, across many specialised contexts within and without a field) of vocation focus, VET practitioner, learner (life-long learning), expert performer, mentor, non-vocation (hobby , community work etc.) and institutional funds of identity through organisation role, employment type, and employment status. 

Shared framework to visualise how participants, across their life-course, had at a point of time (the interviews) had a particular role identity. Implications include a need to better understand the integration of vocational and VET identities; and recommendations for further study. Shared how study could inform VET support of teacher identity and limitations of the study.

I offer the last session of the day, providing an update on our Gen AI projects with ' AI in Vocational Education and Training: Progressive learnings on the integration of Gen AI into vocational programmes'. The primary purpose was to provide an overview of the projects to date, the challenges and learnings and propose a way forward as to how VET can use AI to support learning and teaching.

AVETRA AGM is conducted and the conference reception and awards round of a busy day.

AVETRA - DAY one - morning

 At the annual AVETRA conference in Melbourne which runs for 3 days. Workshops focused on specific topics were head yesterday afternoon.

Today, there is a full programme of activities.

The conference is opened with a welcome to country and the conference with the AVETRA president Kira Clarke. Kira thanked the conference sponsors, the conference committee, and the conference abstract reviewers. New membership directory was launched to help people find VET research experts. Niall Smith provided a demonstration of how the site works. 

The first keynote is with Craig Robertson, presented his thoughts on 'when robots replace VET, what's next?' Discussed the springboard into the digital, the challenges of competency in Australia, the new potential for VET and the research challenge. Used the example o Kodak and their rejection of moving across to the digital and how that ended up in their demise in 2012. VET needs to meet the challenge now, as the implications for its future role and direction, need to be considered now, at the cusp of great change through the rapid changes which will impact not only on work but also across society.

Suggested looking at the special issue in 2016 of the International Journal of Training Research on competency education to review the challenges through the system. Summarised the way in which so much of our lives of being changed by the digital economy. Use Frey & Osborne (2013) - 47% of the jobs in the US at risk of automation over the nes 10 - 20 years. Australian Computer Society 2021 report that proposed that by 2034, automation would displace 2.7 workers, 56% who are male. David Autor proposed the hollowing out of the labour market and the delayering of the middle-management layer, in assessing the impact of digitisation, there is the move from skills substitution to task substitution. 

The OECD - do adults have the skills they need to thrive in a changing world, summarises the types of skills needed to move into the future. Challenges of the current competency regime for VET in Australia include 'designing down', constrained learning and unitised standards. The 'outcomes' education model is too focused on 'education's contribution to the economy' and that they contribute to 'increasing efficiency'. Therefore, there are to many 'products', too many unclimbed qualification ladders, outcomes for the labour market are too near-term, and inputs are proxy for quality.

So are 'robots' here yet? There are over 200 data centres in Victoria with plans to build another 3 +. Although some skills will become obsolete, there is still a need to be able to work with non-routine tasks and the demand for new workers is still high post-CoVID. Therefore VET needs to re-orientate towards thinking more about the types of application, skills and knowledge (ASK) that enable workers to move to work tasks that are not always clear cut. A progressive VET qualifications system needs to uncouple from division of labour, transferability, tertiary harmonisation, and manageable product set.  Research needs to shift towards an educational focus, have a cultural component, capability needs to be rebuild and collaboration is required. We need to bring the best aspects of capability and competency together. 

Following is a panel discussion on - the rise of applied research in TAFE - 2017 to 2025. The panel was chaired by Karen O'Reilly-Briggs. Karen opened with a overview of the nature of applied research and its journey across the TAFE contexts. 

Panel consisted of  Teressa Schmidt, Melissa Williams, Katrina Jojkity and Sam Duncan. Sam began with an overview of the work undertaken at Holmsglen. Provided an overview on TAFE's role in the research and innovation ecosystem. TAFE provided a point of difference as it is often hands-on, industry integrated and solution orientated. The objective is to use applied research to solve real-world industry problems. Often conducted by educators with industry expertise rather than traditional academic researchers. Often with SMEs and community organisations. The doing-using-interacting (DUI) model ensures applied research translates into practice. Investment and recognition needed to support along with clear role and strategy and the need to build capability among educators.

Summarised the evolution of the Centre of Applied Research and Innovation at Holmsglen. The centre raises the profile of applied research and innovation and develop a culture of applied research. Shared the outcomes and outputs over the last decade.

Katrina presented on the International Specialised Skills Institute (ISS )institute international practitioner fellowship programme, funded by the Victorian Skills Authority over the last 23 years. 196 fellowship programmes awarded leading to continuing improvement and innovation across the VET sector. Provided details of the fellowships, their foci and the role of applied research fellowships. Presented several examples, their work and the impact and the repository of the fellowship reports. 

Melanie shared the work undertaken at William Angliss Institute to encourage practitioner research. Melanie completed an ISSI fellowship in 2019 to bring the Basque County's EHAZI model of collaborative challenge-based learning. Then piloted the pedagogy in 2024, ongoing evaluation to inform the review of the Diploma qualification in 2026. Presented on the challenges and lessons learnt towards supporting practitioner research. 

Teressa on 'what is needed to elevate the potential of applied research in TAFE'. TAFE is already doing applied research, mostly unfunded or underfunded, not always well supported and has limited promotion. There are many benefits including innovation, building capability, future proofing, and opportunities for industry partnerships. Challenges are the need for resources, the precieved value, capability development and the 'cloak of invisibility'. New opportunities include TAFE Centres if Excellence, recognition of TAFE's expanded capability, Government initiatives to build and increase R & and engage more stakeholders in research with impact. Used Canada as an example where by the Canadian colleges and institutes are valued as critical Canadian R & D. Specific funding is available to colleges for R & D. Encouraged the connections with SMEs which make up 98% of businesses in Australia. Shared the TDA recommendations to encourage applied research. 

After morning tea, presentations begin. The sessions are organised into three streams.

First up, Don Zoellner on 'theorising the elusiveness of an integrated tertiary education system: mirage, chimera or talisman?' Presented his 'plausible probe' into the unrealisation of the integration of tertiary education. There is a need to test the theoretical constructs to advance policy development and implementation. He applied Foucauldian post-structualist discousres to analyse policy artefacts and used institutional logics to explore VET and HE governance through the plausiblity probe. Caveats include that there is no absolute truth but to identify knowledge/power types and who gets to say it. Who and what knowledge/power are made visible. Introduced institutional logics debates with origins in North America which is unrelated to European logics - but which were applied to Australian VET analysis by Wheelahan. Shared the orders - state, profession, market, corporation, family, religion, community and elemental categories - basis of norms, source of legitimacy, source of authority, sources of identity; basis of attention, basis of strategy, informal control mechanisms and economic system.   Explained the differences between theories, frames, narratives and entrenched practices as building blocks of institutional logics and ideologies (which guide political norms and actions). 

Summarised the historical background that make VET different from HE. Until the late 1990s, integration of VET and HE was not a problem! After that, VET training packages were built on a very restrictive interpretation of competency-based training and assessment. VET reform arose from industrial relations rather than education and training! unitised VET knowledge that fit with industrial awards could be monetised and sold in a competitive market. HE knowledge also monetised but at the course level, Introduction of the hierarchical Australian Qualifications Framework created further VET/HE integration as a problem.

Compared the governance of VET and HE with HE being bureaucratic, hierarchical, managerial capitalism. Fundamentally, VET and HE is conducted through different perspectives which have little in common, Harmonisation is difficult as each is structured differently and the social actors have deeply held feelings and perceptions of who they are, how they are constituted, their objectives and purpose etc. However, harmonisation may not be a good thing as each contributes in a different way.

Then 'Action research as professional development for VET teachers with Suzanne Francisco from Charles Sturt University. Detailed the study based on four action research teams. Today, focused on two - in beauty therapy and nursing. Focused on what enables and constrains middle-leaders in supporting the development of quality VET pedagogy. In the presentation discussed, how, what and why action research was used. Data analysis using inductive/deductive approaches including the practice architectures framework. Summarised the advantages of learning in and through action research. Presented the enablers and constraints of action research. 

A good range of learning this morning :) 

2024 review

 A rather busy year, filled with leading an interesting project - supporting foundation/bridging learners using AI -, a flurry of work in curriculum/learning design as all of this returns back to us post Te Pūkenga disestablishment, and participation in a range of relevant and important professional development opportunities.

As I write this, there is no greater detail on what happens to the various polytechnics and industry training organisations (ITOs) post Te Pūkenga disestablishment, apart from the brief details from the consultation information provided in September. The government's budget going into the next few years provide some inkling of what may happen to the Workforce Development Councils (WDCs) and Centres for Vocational Education Excellence (CoVEs). WDCs funding ends 2026 but they will likely continue due to their essential role as standards setting bodies. However, their actual roles going into the future are unclear. The CoVeEs for construction ((ConCOVE) and FF CoVE (food and fibre) will likely cease to exist beyond 2025. Both the CoVEs have funded a range of important vocational education and training research projects and it is a shame that they will not be continuing on to act on the recommendations and findings.

AI has been prominent across the year. At my institute, we have run a number of department focused and institute-wide research tools or teaching and learning AI integration workshops. Our staff capability runs the usual gamut from utter rejection of AI to having several with high levels of understanding and application towards using AI to support research or teaching/learning. 

VET like all other education context, must make key decisions about the role of AI and how it should be/ or can be leveraged to support teaching and learning. The 'holy grail' of education, personalised learning for every learner' is availed if AI is used carefully to augment and support learning - see this summary, one of many models, that shift teaching and learning from 'factory - one-size fits all' to individualised mastery learning for each learner.

Hence, another busy year but looking forward to next year, when hopefully, we begin to have productive conversations in shifting the current way teaching and learning occurs, towards a more learner and learning-centred model.

OPSITAra - day 2 - notes

 The day begins with a keynote from Dr. Mazharuddin Syed Ahmed who speaks on 'empowering through education:meaningful refugee participation in NZ society. Mazhar began overview of the various communities he is involved in including the joint research group on Islamic New Zealanders. He summarised his participation in the Royal Commission formed to look at what happened during and after the mosque shootings. Followed with his development of a deep sense of belonging to Aotearoa. 

Proposed that meaningful refugee participation in includes voice in policies and in education begins with lowering educational integration barriers. For many refugees, their host country also contributes to atrocities occurring in his home country. Shared the stories of Bariz Shah to illlustrate the challenges refugees faced before and after their arrival.

Discussed why people migrate and summarised history of immigration across the millenium. Refugees are displaced not through choice, making it more challenging as the move is not through choice. Refugee intake in Aotearoa is still very low. For refugees, it is a long journey to Aotearoa. When they arrive, there are many continuing challenges and stress etc. Summarised why NZ is seen to be a good country to settle in. 

Shared the Aroha project he initiated after the mosque shootings. Used the murmuration of starlings as an example of the contribution of individuals to the wider activities - they do not have a leader as such. After the mosque shootings, it was individuals' actions which made a difference for the people affected. 

As a small country, NZers have 2 degrees of separation. We are born to be kind and care about others. Hate comes because we are taught to hate! The role of teachers is one key towards shifting from hate to love. Important to help students understand cognitive biases and what to do to check their own biases. Arts of bias lead to a downward spiral towards attitudes which support genocide! hence important to create opportunities for learners to understand the influence of bias.

Therefore, encouraged the need to be kind as it is contagious and good for our well-being and contributes to a better society.

After morning tea, I follow the Education 1 stream.

First up, Jamie Vaughan (Institute of IT professionals), Samuel Mann and Henk Roodt from Otago Polytechnic present on their work 'Hiapo framework - weaving professional identity in IT'. Sam presented work from Jamie's Doctoral work. Ongoing challenge of AI as being 'cowboys in suits'. In Jamie's masters, he found a mismatch of IT professionals and what was required in organisation practice. A comparison between nursing - 90% describes nursing IT but SFIA IT skills international) focuses 90% on technical skills. Applied Porter's value chain to bridge the nursing approach and SFIA. How to layer identity and values associated to bicultural practices (for example) is a output of Jamie's work as it is not only adding more 'skills' to SFIA but looking at holistic ways to integrate professional identity. The Niuen Hiapo (tapa cloth) to weave in meaning and narratives of 'being'. 

Following on we have, 'winning, doing and finishing: an account of externally funded research, with pointers for colleagues' with Cath Fraser and Judith Honeyfield from Toi Ohomai. Began with the challenges represented through the aged care industry and the rationale for studying older adults and aging. Study participants were Māori and Chinese people. Study looks at how health care education is constituted and delivered to look at how aged care  curriculum is enacted and student perspectives of older people. Ako Aotearoa project about to be completed. Provided and discussed research methodology and some findings. Shared some of the narratives/video resources as part of reporting the project. 

Then, Graeme Harris from Ara shares his work 'looking at teaching practice to develop a new high interest course'. He introduced the topic 'engineering systems analysis motorsport flavour'' how the level 7 course was developed, reflected on and reviewed. Described the rationale and process of drawing on industry expertise and feedback to select the content for the course (that could be logistically possible with current lab /industry equipment). Course is 2 and and half week block course and 50-100 hours to complete a specific project. Block course is hands on to learn the principles of testing, use the equipment, CAD software etc, to solve a problem along with industry visits. Block course finishes with a test and the post project project to complete the course is progressed through the semester and worth 35% of the course. Course outcomes are good with many students obtaining jobs with the industry supporters. Shared improvements going into the future. 

After morning tea, the last group of presentations:

Faye Wilson-Hill and Niki Hannan (Ara) with Hemi Hoskins (Te Wānanga o Aotearoa) and Hēperi Harris (Hawaiki Hou) present their ongoing work on 'Māui te Pūkenga: the evolution of the expert kaiako. The project sought to understand the experiences of kaiako as they expereince Maori culture and integrate these into their teaching, Data was collected through collaborative narrative inquiry yielding over 50 narratives. These kaiako were always travelling in the direction of learning and developing their culturally responsive pedagogy. They were already engaged in creating culturally responsive teaching environments. A re-framing mindset was also crucial to continually recognising and understanding bias so that indigenising and normalising mātauranga Maori continued. Not knowing was ok, but the important approach was to be comfortable with not knowing. 

Narratives were read out for the audience to better understand the concepts discovered, recognised, and honoured. 

Then with the team from Otago Polytechnic for the last two sessions in Education 2 stream. 

Layered drivers framework with Samuel Mann, Ruth Meyers, Dave Guruge, Jamie Vaughan and Mawera Keretai (University of Otago). Shared data collected from two participants, with their stories of working through disconnections between their individual identities within a discipline and organisational practices. Introduced the concept of levers in practice from the work of Mawera. Using stories of people subjected to decolonisation and ask participants to redo these stories to remove biases participants already hold. From there, the values required for inclusion into a curriculum can be distilled. Shared website with the information on the project.

Genre prompts as reflective tools in professional practice with Samuel Mann, Dave Guruge, Ruth Meyers and Kylie Wright. Modelled how the prompts can be useful to help people tell the stories of their practice / reflections  / challenges etc. 

The conference closed and moved on to join the Ara 'Blues and Brews' end of year celebration. 

The Technological-Industrial Complex and Education - book overview

 This book, published in 2024 by Springer and written by S.M.S. Curtis, V. Desimoni, M. Crumley-Effinger, F.D. Salahan and t.d. Jules is titled 'The technological-Industrial complex and education: Navigating algorithms, datafication, and artificial intelligence in comparative and international education. 

The authors are academics from Universities in the US of A. 

There are seven chapters.

The first chapter - AI in comparative and international education (CIE) in the age of the anthropocene, sets out the rationale for the book and lays out the argument for a human-centred approach to AI. 

Chapter 2 'the rise of the technological-industrial complex and education 4.0' summarises the connections between Education 1.0 to 4.0 and Web 1.0 to 4.0. The chapter argues that education is connected to the developments and expansion of the Web. Education tends to lag behind the Web developments. In the context of CIE which began as colonisation projects, the process of decolonisation is important to help assure justice and equity for the benefit of all.

The third chapter 'the emergence and progression of AI in CIE) summarises the evolution of AI and cautions the utilisation of AI with the need for ethics.

Chapter 4 then continues on with 'beyond the anthropocene: ethics, equity and the responsible use of AI in CIE.

Following, 'using AI for educational research: methodological implications. Various ways AI may be useful including AI-powered conversational robots, machine learning, natural language processing and predictive analytics tools, provide opportunities for education research. Ethics is a key to how these are deployed.

Chapter 6 'regulatory responses and emerging global scripts in the governance of AI in education (GAIE). Various efforts at regulation are presented and discussed. Countries include the EU, Turkey, China, UNESCO and the US of A. 

The last chapter 'capturing the potential of pluriversal AI ecosystems' summarises the preceding chapters. Discussion is undertaken as to how decolonising AI in in the Industry 4.0 era has implications for CIE.

Overall, the book provides a good summary into the current understanding of AI and education within the CIE context. Discussions on future implications are useful, providing cautions but also possibilities when AI is deployed meaningfully, purposefully, and ethically. 

Informal learning in vocational education - book overview

 This book, Informal learning in VET: Illuminating an elusive concept, edited by Professor Matthias Pilz and published by Springer, is a consolidation of the seminal papers from the 4th national G.R.E.A.T. conference on Informal learning in VET in September 2022. 

The opening chapter by A, Fuller sets the scene - Context, characteristics and capacity: The 3 Cs for understanding and improving workplace learning. The chapter is a good collation of the work undertaken across the last three decades on understanding some of the mechanisms underlying workplace learning. The themes that impact on workplace learning are summarised as: context - as even in the same discipline, the breadth and extent of affordances for learning are dependent on organisational size, location and emphasis; characteristics - whether the social organisation within the workplace is expansive or restrictive; and capacity - of the trainers and teachers.

The papers are organised into four parts.

Part One - Conceptual approaches and informal learning at the system level

- Informal learning and VET: The view of the classics in vocational pedagogy (Dewey, Kerschensteiner and Spranger) by P. Gonon. From the German speaking countries, the influences of three theorists are reviewed and critiqued.

- In search of informal learning, with a focus on Australian VET by R. Harris. Summarises the many ways informal learning has been studied - for example as it is largely 'invisible' the proposal of models and frameworks, or the find out the influence of factors which affect individuals, organisational practices and the relationships between individuals and their workplaces. In general, informal learning is largely viewed positively. Summarised Australian and personal studies for common threads - national standards do not account for informal learning, owrners/managers of small businesses play an important role, apprentices often contribute to informal learning through their presence, and work and learning go together.

- Bridging formal and nonformal learning closer together: A reflection on crossovers in curriculum, pedagogy, assessment and learning environments by M, Souto Otero, Uses the perspectives of academics, pragmatists and integrationist to understand informal learning. Recommends several ways to bring formal and informal learning closer together - curricular cross-fertilisation - through embedding, enhancement and waivint; pedagogical cross-fertilisation; assessment cross-fertilisation; and co-habitation between learning environments.

- Informal learning of vulnerable people in vocational training - F. Marhyenda-Fluixā, 

Part two - Informal learning in the formal education system with 4 chapters

Part three - informal learning in the formal sector/environment with 5 chapters

Part four - assessment, measurement and validation of informal learning with 3 chapters. Two chapters from the Germanic system/perspective and a chapter comparing how informal learning is or can be recognised from several countries (Malaysia, Turkey, Germany, Europe)

The closing chapter is by K. King on 'informal learning and serendipity in the author's research journey, with special reference to VET.

The opening chapter and part one and part four chapters provide good coverage of the possibilities and challenges with regard to informal learning. 

Writing for a non-academic audience - how to teach vocational education

 I chanced on a book review of my book published in 2020, 'Identity, pedagogy and technology-enhanced: Supporting the processes of becoming a tradesperson'

The author provided good overview of the book and relevant feedback. That the book was academic in nature and difficult to access if one was a practitioner. This reminded me of an blog written in 2015 (yikes, almost 2 decades ago) on the reasons why I wrote journal articles. In the blog, there was a reminder to write for the audience and the importance of writing to inform practitioners!

My original plans were always to follow up the 2020 book with a practitioners' guide. However, other events, the pandemic (leading to the book - digitally enabling learning by doing), the reform of vocational education in Aotearoa (co-editing reshaping vocational education), and then the emergence of AI (book in peer review) meant my energies became diverted to other projects.

Therefore, it is important to keep the need to write for a non-academic audience, as a priority on my list of things to do. Firstly to find a publisher and secondly, to investigate the best format that will appeal to the readers. 

Personalise learning in the trades - AI coach in workshop learning

The work of Asplund, Kilbrink and team from Karlstad University in Sweden has been contributing much needed micro analysis of how people learn a trade. This 2022 paper, teaching and learning how to handle tools and machines in vocational education workshop sessions, follows on from another 2022 paper on 'introducing the object of learning in interaction:vocational teaching and learning in a plumbing workshop session'. 

Both delve into the differences between VET and other tertiary studies, whereby the focus in VET is on tools/machines and learning often requires not only 'hands-on' repetitive deliberate practice, but also one on one (preferably) learning conversations between learner and teacher/mentor/workplace trainer.

As such, there is potential for the use of AI in personalised learning in situ. Whereas most of the work on personalised learning involves PC or mobile phones. Learners may undertake 'programmed learning' whereby the learner is taken through practice-based learning through text, multimodal or simulated learning or revise their learning through various personalised learning quizzes.

In VET learning undertaken in authentic workshops whereby learners are completing full-time 'pre-trade' programmes or apprentices are learning new skills during block courses. There will usually be a ratio of 16-20 learners to one tutor/trainer. Individualised sessions are often 'hit and miss' and many learners have to rely on their own learning instincts, to carry them through practice sessions.

The advent of AI provides for new opportunities. ChatGPT4o allows for context-aware f2f AI interaction and runs on mobile devices. When we tested it with ESOL learners, the AI picked up on the accent of the learners and greeted the learner in their native language. Therefore, with appropriate further training, the AI should be able to provide individualised coaching or 'study buddy' support to learners, who are not tethered to a PC. 

There are also wearable AI options as exampled in this Guardian article which reports on the AI Pin. A quick search reveal several similar options, including an AI pendant which 'keeps you company' 

Using such a device, would provide just in time feedback and support, when a learner needs assistance. Otherwise, and very often, the teachable/learning moment passes and the opportunity is lost. Something to consider for a future project :) 

Handbook of the fundamentals of modern vocational education - book overview

This is a large -over 1000 pages - (and expensive) book, Handbook of the Fundamentals of Modern Vocational Education: Shaping the World of Work, consolidating the life work of Professor Felix Rauner who was the head of the German Vocational Training Research Group based at the University of Bremen for many years. 

The book was written in German and translated into English, using AI. It has over 50 chapters, organised into 6 sections and a last 'outlook' section with a chapter on the future of vocational education.

The sections provide background/overviews of the German vocational education system followed by several chapters, drawing from extensive work undertaken over several decades, on the pedagogy and curriculum design principles as applied to the German VET context.

The German 'dual system' of vocational education, with learners spending time in the workplace and school/college has many chapters detailing its past, present and future iterations, along with suggestions for a way forward into the future. 

VET research including the study of 'work process knowledge' is covered in several chapters in section six. 

The book is required reading for VET researchers interested in the VET systems across German-speaking European countries. However, as prefaced the the last chapter, there is a need for reform of the system to meet the needs of the future of work. Thus, all countries face the challenge of ensuring there is investment and support for skills-based training but one in which there is flexibility for shifting occupations agilely, given the rapid changes being foisted on all societies, as technology 'progresses' and challenges the way work is being defined. 

C0nCOVE / Tūhura hui - notes taken during the day

 Attended the Construction and Infrastructure Centre of Vocational Education  (ConCOVE) conference today. Missed most of the first keynote in the morning but was able to get to the venue in time to pick up the end of Kaila Coblin's scene setting session to 'build bridges- collaborating for vocational education excellence'.

The next session with 'unlocking potential: systems change for our vision' with  ConCOVE's George Makapatama. Provided the ConCOVE perspective with how the organisation is approaching the important 'systems changes' -firstly to try to identify the problem, before launching into solutions. His presentation drew on his story - growing up in Niue and how his culture grounds his thinking. Connections are important in a collective society. Introduced the concept of 'servantship' which drives his life. Both mean we are all part of a larger whole and draw on this support to progress towards contributing to a better society. Shared the 6 conditions for systems change from the work of Kania, Kramer and Senge (2018) - from structural to transformational change. 

The after morning tea session was with Suzette Dyer from the University of Waikato, who followed on with 'Developing a bystander Theory of Change' for the sector. Shared a ConCOVE project to develop new anti-harassment guidelines - reducing bad behaviour on worksites. Traditional responses are individualised, difficult, may worsen the situation and most often, the victim leaves the workplace. Recommended a collective /whole workplace response which is supportive and leads to fewer negative outcomes. 

Then Eve Price updated on 'Navigating the challenges in Degree Level Apprenticeship'. Introduced the concept. TEC thinks of degree apprenticeships as a way of delivery. For industry, apprenticeship occurs on-job. The term does not exist for NZQA. At the moment WDCs look after qualifications to Level 6. Level 7 degrees are in the university and ITP space. Discussed the pros (equity, retraining, earn and learning, addressing skill shortages etc.). Unpacked using 'systems change' introduced by George and applied to how degree apprenticeships can be promoted and established. ConCOVE is contributing to a pilot next year. 

An update on ConCOVE project fund process with Katherine Hall and Jackie Messame and an overview of the ConCOVE PMO, bookended a 'relationship accelerator - speed idea generation' activity.

After lunch there was a short ConCOVE challenge using slido.com - featuring 11 questions VET, construction industry, rugby, Mātauranga Māori and ConCOVE concepts.

Dr. Kylie Taffart then presented on 'Futures in NZ quarrying'. Introduced the industry - big rocks into small rocks', including sustainability initiatives. Main challenges around health and safety, aging workforce, inclusive workforce, and technology adoption to increase productivity. There are strong connections between quarrying and civil construction. Currently unit standards are too technical. Study is to evaluate what training programmes are available and inform future programmes and industry professional development. Described research method and objectives of the project. Findings from Delphi study indicate the challenges of the need for leadership, health and safety, and legislation and regulations. Recommended set up of advisory group, complete analysis of data, develop a future of quarrying futures scenario and publication of report.

 Josh Williams and Jackie Messame shared a project on 'Transitioning to kaiako (teacher)'. Josh began with stating that high quality VET requires high quality teachers. The world of work and education are still far apart. How do these two worlds come together, especially through industry workers moving into teaching. What are the supports that help the shift people from work into education. Then how do currency and future professional development occur. How can the dual roles and dual professions work together, one informing / drawing from each other between the two identities. VET delivery is complex and in a continual transition/change. Common competencies are technical, education, stakeholder engagement and professional values and commitment. Call for participants to contribute to the project. 

Jackie covered the comparison between on-job and off-job learning. Interviewed, trainees, trainers (supervisors, assessors etc.) to find out what a good were the qualities of a good workplace trainer. Some technical skills but much in the leadership, learning, supervision, and mentoring quadrants. 

After afternoon tea, an activity session with Callum McKirdy on 'inspiration, reflection and action: A journey forward' to gather contributions on how ConCOVE can meet needs of the participants, what was of most interest, and what did we get out of the day. 

The conference then closed with final remarks. Good to meet new people, touch base with familiar kindred spirits, and see how COVEs have developed and their direction.

CEDEFOP report - future of VET

The European Centre for the Development of Vocational Training's latest report focuses on the future of vocational education and training in Europe.  A 'stock-take' is undertaken across Europe to identify trends and recommend future research to inform VET.

The report summarises the macro processed influencing VET. These include institutional, curricula, and assessment trends and the need to include adult VET into the mix, given the rapid changes wrought on occupations, work and jobs by digital, social and economic shifts. 

In general, there are 'pendulum effect in VET' creating 'return to basics' exampled by assessments moving towards greater standardisation whilst maintaining the need for authentic assessments which reflect the true skills required to perform job tasks; increasing institutional diversification, autonomy and expansion to meet the growing range of industry needs; the recognition that general knowledge, and skills require focus (rather than specialised occupational skills); the growing need for all individuals to continue professional development beyond initial school/formal tertiary/VET education; and the tensions inherent in diversifying rapidly but needing to ensure 'convergence' towards the main goal of VET. 

Future research proposed for VET include improving the gathering of data to create a research-base for VET institutions; encouragement to undertake the development of methods and contents to undertake research on VET curricula; VET pedagogy; and the need to adopt transdisciplinary approaches to researching VET.

There are several important lessons which Te Pūkenga could draw on to build the evidence base for Aotearoa VET and to inform the institution as it moves forward beyond the current restructure of its organisational structure. What we now need is to ensure on-going commitment to resourcing a Centre for VET research to undertake strategic baseline work and to support the scholarship of ako (teaching and learning) across the institute. 

A grammar of the visual - website of the work of Kalantzis and Cope

 As AI advances towards being able to provision outputs across text and images, it is important to better understand, the principles underlying human literacy. Not only text based literacies, but the range of multiliteracies which contribute to daily living.

Kalantzis and Cope's website summarise the precepts attained through several decades of work on literacies. Their interest has always been across the range of literacies rather than solely on text-based literacies. Knowledge learning consists of experiencing, conceptualisation, analysing and applying, 

The site is a good resource to the breathe of work undertaken towards better understanding the complexities of how we learn. 

Scoop - collection of AI related articles

 Here is a Scoop site, curated by Peter Mellow. It archives various blogs / magazine articles etc. on the implications, challenges etc. of AI on education - mostly higher education and the formal school sector.

With the plethora of media on AI at the moment, it is handy to have access to a range of perspectives. Peter works in the health sector as a Director of learning and teaching and learning design. Therefore, his interest are partly vocational but slanted towards health higher education. 

Something to dip into to keep up with how AI impacts education and how various sectors deal with the challenges.

How education works: Teaching, Technology and Technique - book overview

 This book by Professor Jon Dron - How education works - teaching, technology and technique - is available for download for the time being and then opened for purchase as an e or print book.

The book is not too long (not quite 300 pages), consisting of  preamble (2 chapters), 3 parts (the rest of the 8 chapters) and an epilogue. Each chapter, lays out the argument, moves through the narrative and provides connections from one chapter to the next..

The book is written for the wider educational practitioner and researcher audience, with examples drawn from the school and higher education sectors.

Firstly, in the first chapters, he lays out the premises of learners' self-direction and how, when one is motivated to learn (mostly intrinsically), it does not matter how the learning transpires and what mode of delivery is used. In the long run, learners will learn, if they want to!

The 'role' of technology is discussed in chapter 3 and extended in chapter 4 with the call to view the deployment of technology, in a holistic manner. Technology is not a solution but a means, which works for many but perhaps not for all.

Chapter 5 then puts forward the premise that it is our interaction with technology, not the technology itself, which is the key to understanding how technology can be usefully used to support, enhance learning - not only for content, but for constructivist learning to occur. Technology is both a conduit and assistant, not just for access of content. He posits that the application of technology could be 'soft' (flexible, distributed, complex etc.) or 'hard' (reliable, regular, structured etc.)

From chapters 6 to 8, the connections between how learning occurs, and the affordances from technology are discussed. Firstly, that learning is distributed and this allows technologies to provision access to this web or network of learning (Chapter 6). Chapter 7 undertakes an overview of the educational theories - objective, subjective and complex - and provides some connections to the general thrust of the book, that learning is co-participative. The in chapter 8, the aspirations and direction of co-participation are discussed and pondered.

The last two chapters, performs the synthesis between the first section on technologies, and the section on learning theories. Using a series of 'case studies' from his own experiences and introduced through the previous chapters, he details the challenges inherent in through reflection and why the cases have been important in his development of a better understanding of how education happens. Chapter 9 provides the narratives and chapter 10 the discursive sections. Chapter 10 revisits the 'statements' or 'myths' he wanted to explore, dispel, support etc. bringing the argument anchoring the book, to a sort of a conclusion.

The epilogue, closes the book with encouragement for readers, to think through more clearly, what education means and how education had occurred for them. 

A thought provoking book. Clearly written with good use of examples most teachers will be able to relate to, regardless of the context they teach in. As per the quote at the beginning of the book, it is not what we do, but how we do it, that gets results. Teaching is and always will be more than making sure learners tick off a series of learning outcomes, pass assessments, or attain high grades. It is about understanding what motivates learners and provisioning the tools that will help each learner, reach their potential as human beings.