Literature informing tablet based interactive etextbook project

I have been doing a catch up on literature that forms the foundation of the interactive etextbooks on tablets project. The four theoretical approaches to learning underpinning the project are mobile / mlearning, learning as students make meaning (constructivism/connectivism), situated learning in simulated workshops/workrooms and leveraging on multi-literacies and multimodalities.
 Some recent material to explore in deeper depth over the next few weeks pertinent to each approach, and to add to existing literature include the following.

mobile learing - The Joint Committee for Information Systems (JISC) have put out the recent wiki document covering an overview of mobile learning, strategies, pedagogy, technical considerations and case studies. A sort of one-stop shop to find out about what is mobile learning and how to implement into educational settings.

Also of interest is mobile usage and Derek's blog provides a cartoon to bring together data on how American's are always connected via their mobile devices.

Constructivism - George Siemen’s work on connectivism has been introduced as a concept that updates constructivism into the information era. A recent presentation (on sensemaking and wayfinding)provides a summary of some of his recent thinking including how connectivism builds on and extends traditional teaching/learning approaches into the digital era (slide 10).

Situated learning and multi-literacies/ multimodalities - A recent post from Artichoke, provides much food for thought plus ideas to follow up on. She discusses the challenges of assessment for learning in the digital age and provides an example from a NZ primary school context,  with usual caveats and provisos.  All in, the above provide me with ideas on how best to structure the literature review section of the report and to make the links between mobile learning and the affordances mobility/mobile hardware/multimodal apps, provides for students to record their learning within simulated work environments.

Using onenote and evernote in education

I have started using onenote at work, as a way to keep random notes, interesting websites, maps of places I am about to visit and other items that do not have an official digital home as such on my work or home PC.  As usual, learning by doing has helped to provide an opportunity to evaluate how to use onenote more effectively. As we are using evernote on the net tablet project, it is time to do a bit of a comparison between the two. Of note too is that there is an ipad version of onenote for the ipad.

There is a comparison between onenote and evernote on this blog. With onenote having more features and being compatible with the Windows suite of Word, powertpoint etc.

Plus information on how to best use onenote and evernote in education, how to get the most out of onenote and onenote for eportfolios.

I did some research to look at how to transfer onenote files into other platforms/software tools and came up with how to share notebooks from between onenote users from the official Windows office site, which will be useful for teachers to set up base material and for students to add to, annotate and re-organise, producing their own 'textbook' through the exercise. The site also provides instructions on how to share and export onebook files and also found these useful - how to view onenote files when you do not have access to the onenote programme and similar.   

There is also the possibility of providing students access to onenote files through Moodle and something to try out this week, importing evernote files to onenote as a way for students to retain access to their notes compiled on the tablets using evernote.

Learning activities on tablets

Due to snow event a couple of weeks ago, our interactive text book project has been delayed a week in officially starting up. However, we are now back on track and things are starting to move along.

Some ideas for learning activities of a ‘ice-breaker’ kind will be used to orientate students to using the tablets. The icebreaker activities will allow students to play with the tablets, use the camera, save some photos and make use of some simple maths / flashcard type apps.

Both Peter (automotive tutor) and Katrina (barista tutor) have set out ‘learning activity’ type information sheets to guide the students through the more official part of the project. These learning activities, make use of tablets to basically bring together, students’ recording of their learning journey.

Selected by Katrina for students to compile content on latte labs are photoshop express (PS express) to edit photos, Pixitag lite to add captions/speech bubbles etc. to photos, imovie to edit video and neu-annotate to edit worksheets provided by tutor. Also apps pertinent to barista including latte art, aroma coffee and coffee café, the last two are games to get students up and running with using the ipad.

Peter will be basing his work mostly around using the Toshiba Thrive camera/video and the presentation tool (show). He will also use picsay to add captions/speech bubbles and highlight sections of photos. We are also testing a few apps as video editors.

Another way to get content in the form of videos and documents off the web, is to use TagDiskHD on the ipad. This app has a feature for downloading and saving youtube and other social media site videos for offline viewing. The equivalent for the Android is youtube downloader.

Learning from tablet PC projects

Following from Daphne Robson and Dave Kennedy’s work with the older style tablet laptops, and presentation at last week's CPIT research week,  I did another trawl through the net to find updated information on using tablets in education.  First port of call was the Australian Tablets in Education conference sites for 2009 and 2010, I did another search  the net to find updated information on using tablets in education.  A few presentations in the 2010 conference featuring ipads, most conveying a try out and see approach. Overall conclusions seem to be useful but with limitations.

Then came across the Workshops on impact of pen-based technology on education. Conference proceedings are on Google books for 2007, 2008 and 2010.

Also came across this site with case studies of using tablet PCs in education. All of these provide background material for the use of the current tablets in various educational contexts. Will work my way through them over the next few weeks to uncover important guidelines we can adapt, evaluate/confirm or modify for our own project.

Cpit output last day presentations

There were no presentations on Wednesday and caught up with other meetings etc. yesterday morning when there were presentations from social work, broadcasting, business, computing and engineering schools.

First up Dr. John Schischka, on using the capability approach and  children - a development programme in low income area schools in NZ.
Capability approach involves participants so that they are engaged with identifying their core capabilities and able to forms plans to move forward and become what they want to be. 30 11 and 12 year children in a pilot study started in 2009 are followed through to high school and beyond, to find out if the capability approach does work. Children provided with a range of mentoring programmes, future work experience visits, camps and visits with sports and entertainment personalities. findings from childrens' caregivers' and teachers' perspectives support the  positive outcomes. Morrison and Allan (2007) on student resilience in school context. - need to send paper - voc imagination john

Next, Julia Wu presented on 'using case studies in accounting ed.' Re-examined the efficacy of using case studies in accounting ed. to  prepare for future studies in adult ed. Many pitfalls, balanced against extensive desirable outcomes but selection of case study, matched to what needs to be learnt, most important for instance following teachers' perspectives as controller (illustrative), facilitator (integrative) or partner (developmental (Healey and Mcutcheon, 2010).

Then Mary Kensington on 'students' experiences of a blended learning/satellite model curriculum' from the context of midwifery ed. Explored themes of isolation, development of communities of learners, barriers to  learning (perhaps need to individualise content?), managing life and study commitments and bridging the theory-practice divide. Outcome of a continuing action research project to try to understand how to improve learning for students on the Batchelor of Midwifery programme. Main purpose to identify barriers and challenges and find out if the blended approach did actually promote integration of learning to  practice.

Kirstin Dofs presented on an update of her Masters work on 'automous language learning initiatives'. An on-going project leading to development of guidebooks for students to use in the LSAC. Presentation focused  on development of the study guide/guidebooks (student/teacher and at 3 levels for  learning English as a second other language) through action research cycles.  Included professional development sessions for teachers to help them  get the most out  of the evolving guidebook.

From School of Nursing, Dr. Paul Watson presented on work he has been doing on 'paediatric early warning score'. A tool designed to help identify children in need of higher levels of care. A joint project between CPIT and the Child Health Service at Christchurch Hospital. Current paediatric tools used have not  proved to be greatly reliable or valid. findings indicate need to individualise tool to make it most effective.

Dr. Barbara Dolamore, presented on NTproBNP and cardiac heart failure. A project just commenced on finding a marker to indicate heart failure. NTproBNP is a subset of a hormone released by the heart and stays in the blood longer than the hormone itself. Project to compare how NTproBNP degrades in patients with heart failure and in  healthy people.

Missed James Hayes and caught the end of Dr. John Clarke's presentations due to a meeting to get to. John showed photographs of   mites found in sun-antartica islands, the most prevalent terrestrial animal in the antartic region. An interesting peek into the world of taxonomy.

Back in for Dr. David Hawke's and Dr. John Clarke's presentation on 'tracking nutrient flow through invertebrates at the marine-terrestrial interface using stable isotopes. Investigates boundaries between ecological zones. 3 studies presented on how birds help bring nutrients back from the sea into breeding areas. Identified, through analysis of carbon content of various  mites/beetles etc.  and petrel burrow soils, the method mites used to obtain the carbon. For example a mite may eat another who lives on petrel guano! and this shows up on measurements.

Last up, Dr. Margaret Leonard on  a collaborative project undertaken just before she took up position at CPIT as research manager. Margaret presented on 'the  dark side of virus removal by waste stabilisation ponds'. Project works out how remove viruses in the absence of light. Found mechanisms that work in  the dark, are effective in removing viruses.

Cpit output 2011 - day 2

Due to meeting commitments, unable to get to the morning sessions, which were mainly from the School of Design and Broadcasting. There was also a book launch from a project involving students who had come to NZ as refugees. The book published their stories.

Attended the afternoon sessions as I was scheduled to present in the last session. So, first up, Daphne Robson and Dave Kennedy ' enhanced peer instruction on tablet pcs (another presentaion on setup)". A good interactive session, using the tablet PCs to provide examples of how they use tablets to help students learn maths. Students learn in pairs, so improved peer learning occurred as a consequence of the need to share the tablets! Advantages as from student feedback included viewing, discussing and receiving feedback about answers, easier or faster to learn or suited learning style, more interactive (info from poster presentation), fun, interesting and enjoyable.

Next up, Diane McCarthy on 'getting into actor network theory research' provided an overview of the  concepts of actor network (Latour) theory and it's application  to educational research. Actants like technology allow actors (humans) to interact, communicate, solve problems etc. often through 'networks'. All of these are fluid and are not bounded by distance, size, hierarchy etc. and cannot really be studied separately.

Amitrajit Sarkar presented on relationship between text action conceptions of programming: A phenomenographic and quantitative perspective - with researchers also from Finland, Turkey and Auckland. Discussed whether students have to understand syntax and compilers before they can write procedures. Need to try to understand how students learn how to programme as high attrition and non-completion rate with computing students. Learning about a hierarchy in how students learn programme may assist. Phenomenology can be a qualitative way to understand how people learn - focusing on phenomenon of relationship between actor and object. Student approaches indicate understandings as based on  text, action or models. however, the study has found there is perhaps not a hierarchy, so students do not necessarily have to learn syntax before understanding action and models.

My presentation on the final findings of the first year apprentices project was well recieved with good feedback on relevant conferences to disseminate the information. Important for the findings to go out to employer groups, industry forums, ITO conferences and trade journals, rather than as scholarly writing in research journals. Something to work on : )

Cpit OUTPUT - research week presentations - day 1

CPIT's  annual research week convenes from 22nd to 26th August. I am unable to attend all sessions due to other meetings and commitments but have diaried all the sessions I am able to get to.

The morning began with several sessions mainly from the School of Nursing I would have liked to be at several sessions presenting on their learnings with regards to dealing with earthquake impacts.

However, did manage to attend the lunch time session showcasing  student research through short 3 minute kucha type presentations. Students were from the School of Broadcasting and the School of Business. All provided impressive presentations and interesting topics.

Zoe introduced the local student radio station C96 that caters to children as there is a large gap in the local market. Especially important for Canterbury as everyone deals with the challenges involved with recovering from the Canterbury earthquakes.

Rowan presented on Why is Trade Aid important? online survey of enews subscribers, interviews with  managers and volunteers. Study showed ethical food purchasers are interested in taste, quality and brand. Stories - used presently to market trade aid products - may not be effective, due to competition in the market.

Will focused on American and NZ lack of local content for sports broadcasting. One limitation has been copyright for important events by large broadcasters, leading to small local stations not being able to provide local commentary.

Shani did a study about developing new stories and the importance to keep redevelopment of these stories. Found many strategies useful to keep stories 'alive', pertinent and engaging to readers.

Eugeny Karchevskiy presented on a brand benchmarking project involving Canterbury Coast Sport Trust - promoting sport with in the Canterbury community. Currently the overall brand is challenged due to there being 4 offshoots of the brand along with many offshoots.

Jacob Bateman reported on project to improve lost and found property, pay sheet processing of accident reporting. developed a template (using interviews and time study metrics) that may be useful for assisting the process of improving organisational practice.

Also presenting with the short format were two staff , Jo and Gareth from Recreation.

Jo Straker spoke on an aspect of her PhD, on unearthing the outdoors in outdoor education. Based on interviews with outdoor educators. often difficult to articulate what is learnt during outdoor education. Where you learn,influences what you learn and there is a need to encourage all people to learn from living.

Gareth Wheeler used an audio visual - powerpoint and music with a handout for his presentation on 'living the dream' in the NZ sea kayaking industry. Interviewed students on why they wanted to get in and what happens after the graduate. Many do not continue in the industry due to the it 'being a young person's game'.  
3 Prizes were provided for best student presentations.

This evening, the event is officially launched by our CEO along with a 'keynote' on 'The science and art of chocolate'. Lots more presentations over the next few days to look forward to.

ITF conference presentations now up

Doing a big catch up over the last two days as CPIT was closed due to snow on Monday and Tuesday of this week.  The two days at home provided good opportunities to catch up on accumulated research journal readings and to make a start on drafting some journal articles. Have drafted abstracts for 10!! covering the learning undertaken across my PhD and the various projects undertaken over the last two years. Should keep me busy working on these for the next five years at the rate of two articles a year J

The snow also provided an opportunity to catch up with the presentations from the ITF conference in July. I did not attend but there is always at least one presentation that is pertinent to my work from this conference. Of interest this year is the presentation from William Symonds, who provided an American perspective and Josh Williams on pathways and partnerships: development of vocational pathways for NZ students.

I also managed to catch up on a book edited by Jane Bryson – Beyond Skill: Institutions, organisations and human capacities as a top- up on her presentation at the ITF research forum in April. The book provides more details on Janes’ presentation centering on the need to look beyond skills and to build capability that is generalizable and that meets the aspirations of both individuals, the organisations they work for and society at large. All very BIG picture stuff but important for informing policy on how to best support individuals’ lifelong learning directions and goals.

Setting up ipad2s for project - multiple ipads on one itunes account

Hardware for our interactive textbook project have started to arrive.  We are now organising the set up of 5 ipad2s.  Essentially, the ipad is an individual user device. Someone out there must be working on a project to find out how the selection of apps on ipad reflect your personality type, as per a book I read recently, that attributed personality types to people by examining the songs they had uploaded onto their ipod or similar (Snoop- what  your stuff says about you).

Some good hints avaialble by googling set up ipads education use from ipadschools wiki including the use of an ipad cart and apple's volume app purchase programme. Also good information on the wiki to setting up ipads for class and link to a workshop that provides information on how to lock appstore on the ipad so that students are not able to access the appstore to download apps or other items. Core-ed blog indicates the apple volume app store is not available in New Zealand (sigh).

Instructions on how to set up more than one device on on individual itunes account provided through apple support site and a youtube video. Therefore, will need to set up one itunes account on our the solitary Mac in our sandpit as our internal IT system only allows access to itunes 7.0!! and sync all the five ipads to the same account.  Apps we will put on the ipad discussed in a previous post and once these have been evaluated, we will delete or upload other apps as the project proceeds.

Therefore, one advantage of the other hardware platform for our project, the Toshiba Thrive tablets running on Android 3.0 OS already.  The Toshiba tablets came with word processor, spreadsheet and powerpoint equivalents plus Evernote along with assorted productivity apps. We will just need to add a few apps and we are ready to go. Next week, the tutors involved will work on details for introducing the tablets to their students, so lots of interesting learning to look forward to.

Evaluating Toshiba Thrive tablet for interactive etextbook project

IT had a Toshiba Thrive, running on android 3.0.1 for a one hour play. So gave it a quick looking over and explored it’s capabilities.  A quick thrawl through Google reveals a mostly positive review from cnet, techradar and liliputing.

The Thrive is about same thickness as an iPad 1 but longer/wider by 3 cm, the screen itself is only 1 cm longer. The Thrive seems to be more comfortable to use in landscape mode as the portrait mode is definitely narrower. The back of the tablet is covered in a cross hatched rubberised coating, making it perhaps a safer alternative for use in workshops. An added plus is the ability to replace the tablet’s battery via the removal of the back.


Collection of Android apps pretty standard but the Thrive also came with Toshiba ‘think free’ based software for word processing (write), powerpoint presentations (show) and spreadsheets (calc).

A collection of ports (usb, camera and HDMI ) allow for ease of transfer off memory sticks and other storage devices and display on a TV screen. These port are behind a rubber flange on the side of the tablet. The rubber cover is attached with a very thin strip to the tablet and might not take continuous rough use!

Access to the usb via the file manager app was a breeze. Reading pdf documents on landscape very comfortable and reading on portrait view acceptable. Photos come up via ‘gallery’ and viewing of photos very much similar experience to on an iPad. Word docs run on thinkfree write. Typing on the on-screen keyboard is straight-forward, with some tactile response and the backspace key is in the usual place on top right hand corner of the on-screen keyboard. No predictive text though. Powerpoint runs well via access through usb and on to thinkfree show. Could edit powerpoint and save but not sure if it will then run again in Windows environment. The touch interface for show was easy to use.

In tablet camera works well, providing good aural feedback when the photo is taken. Good resolution in the photo with options to sent to printer share (blue tooth printer), picassa, evernote, Bluetooth, gmail etc.)

All in, a worthwhile alternative to the Acer Iconia reviewed last week.

Evernote for learning

Have been working through Evernote on the ipad, Android OS tablet and Windows OS tablet and desktop (web version only). Lots of resources on the web as to ways to use Evernote in education including as time manager, student eportfolio, video/prezi of educational uses and  as teacher's 'swiss army knife'.  Also a guide to the ipad apps that complement Evernote.

There is also a blog on maximising the use of Evernote in education with handy posts for teachers, getting students started ,  tips for using at school and how to best maximise research using evernotes.

So, several approaches and ideas to trial and evaluate later in the month with students and tutors on our interactive etextbook project.

Evaluating Acer Iconia Tablets for interactive textbook project

CPIT IT have provided 2 Acer Iconia tablets for evaluation. One running on the Android OS and the other on Windows.


First up, the Acer Iconia A501 running on Android OS 3.0.1 with in-built accelerometer, gyroscope, GPS, and compass. Reviews have been mixed, check this and here. Although it looks slightly narrower than the ipad, the screen size is actually the same, with the Acer’s bezel edges being slimmer across the top and bottom of the screen. The silver edges on the side of the tablet make the Acer look thicker than the ipad when the Acer is actually thinner!! We will probably have to stick a rubberised bottom to the acer as it is very smooth and therefore easy to drop. As the tablet is to be used by students in the automotive workshop, robustness and handling will need to be something we consider in choice of hardware. The on/off switch is rather small, even for my small fingers, so it will be interesting to see how the students find it.

The touch screen works well and having the ability to look into the file system, using Astro is a plus. Astro did not pick up files on a memory stick inserted into the USB slot but the generic multimedia app did. The onscreen keyboard was ok to use, providing for aural feedback as keys are hit. However the delete/backspace key is not in the usual place (top right) making it a frustrating exercise to get used to the keyboard.

It does take some time to download apps via the Wifi server though. Downloaded evernote and it works fine with simple excess to my usual evernote pages. The android evernote has also niffy link to the Acer tablet’s camera and you are able to take a picture and have it saved as an evernote page. Addition of attachments etc. also intuitive plus synching the new pages to the evernote account is almost immediate. Also able to access photos stored on usb . From the usability point of view, the Android OS evernote seems to be easier to use than the ipad evernote with respect to ability to bring files into new pages.

Also tried out a couple sketching/doodling apps on the Android based Acer tablet. Kids doodle provides for some fun with the opportunity to save the sketch and play back as a video. Doodle note is more traditional and allows you to take a picture and annotate it.

Secondly, an Acer Iconia running Window 7 which comes with a keyboard as an extra, again reviews are mixed. This could be because the onscreen touch keyboard has small ‘keys’ and is difficult to touch type on. Thankfully, the delete/backspace key is in the usual space. This Iconia is larger than the Android version, longer than the ipad and about the same thickness. Having the windows button on one side means that for all intents and purposes, the tablet will tend to be viewed landscape with the windows button on the bottom left! The touch screen works well and screen resolution for photos good. The screen tends to black out whenever you change the screen orientation though!


On the software side, the usual windows based software – Word, Excel etc. along with Paint and wordpad are available. The windows interface, adapted to touch, is familiar and executes well. Wordpad allows you insert ‘paint’ files as well as pictures etc. but not to annotate pictures easily.

The USB port is in both the tablet and the keyboard section of the ensemble. So ease of access to the usb files via 'my computer' is one feature that is a plus with this tablet. The Acer did not come with Onenote, so not able to test this out. Access through my ‘cloud’ evernote via Wifi was slowish but no problems. Using the Acer on the keyboard was straightforward, with text entry via keyboard and generally intuitive for other actions on the touch screen.

Compared to the ipad, both the Acer tablets take a bit of time to boot up with the Windows OS one taking the most time.  The ipad is definitely more intuitive to use and provides a much more satisfying user experience. Apps on the ipad also robust. Android market is more difficult to negotiate through then iTunes. So I revert to googling Android apps on a desktop and then finding the recommended Android app to download. There are recommended apps and also here, on the windows tablet, but due to corporate constraints, we may be reliant on the generic windows software tools.

Resources on other ways of knowing

In sunny and warm Brisbane this week and off home to wintry and still shaky Christchurch this evening. The main purpose for coming to Brisbane was to put time at Griffith University with my supervisor,Professor Stephen Billett to complete and hand in my dissertation. All this accomplished over long days on Monday to Wednesday to get the final versions to the printery. I picked up the three weighty copies, worked through the various forms to be filled in and dropped them off at the Griffith University Nathan campus on Friday. Now the wait begins as the markers do their bit and I await feedback on what else needs to be done before the PhD process is completed.

On Thursday and Friday, I trawled the library shelves at both the Mount Gravatt and Nathan libraries for books relevant to several of my other projects on studying apprentices learning using multimodal discourse analysis and interactive etextbooks on tablets.I had selected several pertinent readings and books to find, as listed in a paper by Marchand, now in the form of a book .
Was able to check out several books pertinent to understanding how people communicate and express nuances of behavior through body language (knowing bodies, moving minds), articles and books of craft knowledge and thinking through craft. Of note is a book that was referenced in several chapters on "Ways of knowing: New approaches in the anthropology of experience and learning" edited by Harris, M (2007).

So will follow up on the anthropological literature,including the area of visual anthropology and primate research on communication techniques.

NCVER no frills conference day 2

A good showing considering the late finish last night, after a convivial conference dinner at the Bonville Golf course last night. Dr. Peter Coolbear presented the New Zealand perspective with 'Vocational education research in NZ: old issues and emerging opportunities from a funder's perspective. Presented background on Ako Aotearoa and focus and rationale of research funding. of interest is the future direction: publicly defined thresholds of acceptability of provision, more providers forming partnerships with employers and learners, genuine pathways for learners, differentiation of providers by teaching and learning not 'marketing' and increased professionalism in tertiary ed. in NZ through evidence-based improvement of practice.

Flip and I had our presentation in the next group of concurrent sessions. We provided an overview of 'learning welding: the role of peer feedback' which is available in appendix 1 of the 'using video to study workshop and workplace learning' report.

After morning  tea, attended session with Hiekle Buddelmeyer and Nicolas Herault from the University of Melbourne on 'the role of VET in preventing the scarring effect of youth joblessness. Finds VET engagement in the early stages of a career, may increase scarring effects but over time post-school qualifications does buffer individuals from scarring. Scarring defined as effects on individual through a period of un or under-employment. Full report on never.

Then a session with Darcy Fitzpatrick, NILS Flinders University who presented on 'from education to employment: how long does it take? A large study studying differences between different levels on education and length of time to obtain employment. Found higher education level does assist labour market entrants to obtain a job faster and leads to better wage gains.

After lunch, attended session on 'beyond boom and bust: apparent employment in the construction industry with Alex Maroya, Master Builders Australia and Jacqueline Homel from Australian National University. Presented on what factors influence changes in proportion of apprentices over time. A quantitative study of building apprentices from 1995 to 2010. Construction apprentices include plumbers, block layers/masons, builders etc. but not electricians and metal workers. Currently, number of apprentices who do not complete out numbers apprentices who have completed. There is poor correlation between growth rates in industry output/ employment and the proportion of apprentices and labourers. After a poor year of industry growth, proportion of labourers likely to fall. interesting data shown on effect of 2009 downturn on apprenticeships with government 'kickstart' seeming to have some effect in bringing apprentice numbers back up. More data on Australian Master Builders site.

Last session of the day with Berwyn Clayton, veteran and prolific VET researcher on 'starting from scratch: teacher to researcher and back again.Used the story of her Researh journey to provide some recommendations for doing research. Write it up, research used to inform outomes,see things from other people's perspectives, use invaluable advice from experienced others, share findings with others, establish a ripple effect and mind the political element.

NCVER no frills vet research conference

At picturesque Coffs Harbour for the annual NCVER vocational research conference hosted by North Coast Institute, TAFE NSW. The conference begins with a welcome from Francesca Beddie, NCVER General Manager.

First keynote from Elizabeth McGregor, Institute Director, North Coast TAFE, on 'aiming high - how can research accelerate the shift from inputs to impacts? Can research help the VET sector tell us our story? Approached the presentation from a viewpoint as a 'consumer' of research findings. Quality VET is about workforce development and there is a need to understand how individual, community and enterprise development contribute. Quality providers contribute by improving skills in use to improve regional competitive advantage through workforce participation, social inclusion and increased productivity.  Need to move beyond outputs (attainment, completion) to impact (social inclusion, productivity - high skill jobs, skills in use, agency, workplace agility, enterprise innovation). a challenge to VET research - are we asking the right questions? are we framing our answers in a way that tells the  story of  the sector's impact - in so doing  moves the sector's focus towards that impact? Are we connecting up our  rich quantitative and qualitative research data? or has the time  for a VET sector passed?

Concurrent sessions begin after morning tea. I attend the session with Regan Harding, North  Coast TAFE, Berwyn Clayton, Melinda Toze and Mark Harris, on 'professional obsolescence or technical currency in VET. defined the terms, vocational competence, industry and technical currency and professional obsolescence. Causes of prof. ob. for individuals (lack of aptitude or ability to keep up to speed, lack of awareness, confidence, denial, fear), within organization (job, relationship and systems) with on-going impacts on individuals, work teams and organization. Strategies from literature include: getting climate right, adopting strategic approach, encouraging collaborative learning, learning about, through and in practice, updating for the here and now. Challenges include structural and system barriers, career change differentiation, dual professionalism.

Second session with Hinemoa Priest and Susan Luke from Wellington Institute of Technology, 'the learner voice'. an update from last years' presentation. Takes on the stance that students are important stakeholders along with government, industry and society. Official representation on academic boards and council is insufficient. Therefore, learners' voices used to find out whether learners' are engaged, what works and what doesn't, etc. Presents case studies of Tamaiti Whangai (sports programme with mentor). findings include educational achievement as being important, students need to build a sense of who they are, confidence and sense of belonging, getting a job is important, learning environment needs to be safe, important to be valued for who you are and build a sense of self-worth. Another case study with Pacifica students where there is a need for students individual identities (as fijian, cook islander) to be acknowledged. Last case study on young learners (youth guarantees and trade academies).  Like environment - not school - study voc. Subjects but support crucial. need to include mentorship, improved study planning, expanding activities youth can participate in.

After lunch, a series of concurrent pecha kucha sessions! Attended the stream on Policy - starting with Dr. Darryl Dymock from Griffith  University on 'continuing ed. & training, alternative models and approaches' from a 3 year project just begun with Sarojini Choy and Stephen Billett and others. Why individuals participate in CET -  change in workplace skills requirements, prepare for current and future work or retain present job. Studyin goals, purposes, content, learner engagement and outcomes. Presented preliminary studies.

Then 'celebrating seams: VET in Higher ed transition with Janelle Davis from the University of Western Sydney. A visually and content interesting presentation of how  to help VET graduates transition into university mainly to provide a more  equitable and consistent system. Pre-entry courses, welcome packs with relevant info. contacts and websites, peer guide brochures developed to be student focused.

Sue Sim from TAFE NSW - TAFE strategy, presented on 'getting clever about completions'. competing tensions between students learning to get a job and institution and govt. need for completion of qualifications. pre-enrolment, delivery and assessment systems admin (early identification and counseling) and partnerships (community agencies, industries) all important to helping students complete. currently working on strategies for  apprenticeship completion.

Finishing with session with Darryl Dimock with Greg Martin, Greer Johnson  and Stephen Billett, reported on 'training and employability: older workers' perceptions. Literature suggested older workers as being reluctant to train, inflexible etc. online survey of mature age workers completed with findings - key reason for staying in  work is job satisfaction, strong beliefs in own abilities to cope with significant work changes, most comfortable  with technology, have opporunities to share expertise, there was equitable access to training, employees supportive of learning endeavours but many felt skills were under utilised. concerns from respondents were promotion opportunities similar, respect and gender differences.

after afternoon tea, Jai Waters fromTAFE NSW on passion and performance. Pertulla (2004) on passion in the workplace provided passion for work (POW) with 16 items and 5 sub scales to derive questionnaire. Used a concept of change networks and change managers to bring about change required to put in place a new financial management system for all TAFE NSW institutes. Also Schmenner's theory of swift even flow comparing degree of relative throughput to degree of variation. low/low being service factory or fast food, high high as service shop and health sector.

Last session of day from Amy Han, Institute of Technical Ed. Singapore on 'creativity and strategies: their relationship to students' approaches. Need to ensure students gain skills to conceive, design, implement and operate using problem based learning with blended learning. Used Biggs R-SPQ-2F to study students' approaches to learning (deep motives, deep strategy, surface motive and surface strategy). Study undertaken to find out students' learning approaches with the plan-explore-practice-perform pedagogical method. Uses 3 factors, short-term, course-focused (past assessment) and long-term (more self-directed). Therefore if students have a deep approach they have a strong course and long term focus. Proposes more authentic learning in classrooms to provide more real-world, complex problem solving opportunities.

Student generated content on net tablets

The CPIT Foundation has approved a grant to purchase hardward for the interactive etextbooks on net tablets project. So, we are now able to move ahead with the etextbooks / eworkbooks on tablets project. One of the objectives of this project is to not only provide tutors with the opportunity to upload content, but for students to also generate content.

Katrina Fisher (barista tutor) and Peter Sauer (automotive engineering tutor) are the two tutors involved with this project next semester. Katrina and her students will use ipad 2 tablets and Peter's class on Android tablets. I have made a request to IT to purchase both the ipads and the asus eee pad . IT will be investigating Android OS tablets and have made a suggestion with the Acer Iconia Pad which also as a Windows 7 OS version. So might work on a Windows OS tablet version of the project early next year with the Engineering manufacturing team who have learning resources in the Windows environment.

Having had an ipad to play with for just on a year, I have been able to test several apps for students to generate content. These include note taking (Bamboo Paper), sketching (Doodle Buddy), post-it notes (BugMe! lite), card sorts (iCardsort), pdf annotation (pdf-notes), audio note taking (live notes lite), mindmapping (SimpleMind+) and aggregators to bring together the various items (Evernote, Scribe Lite and Catch Notes).

The equivalents of the above I have tested on our Archos are note taking and sketching (free hand note lite), post it notes (bugMe!), card sorts (flashcard maker pro), pdf aggregators (ez pdf), audio note taking (Audio Notes recorder), mind mapping (mind map memo)  and the aggregators (evernote, catch notes, emobilenotes).

So there is a good choice of apps to evaluate as to fit for purpose and user friendliness over the course of the project.

Content can be uploaded by tutors on to any of the above, or on to the photo or video players on the tablets. Plus we can also use ebook readers like Stanza for the ipad and FB reader for the Android tablets. If all else fails, we will pay for documents to go, which is available on multiple platforms. Not yet available for most Android tablets as yet with only the Archos 5 on the list (but for free).

The overall objective is to keep things simple, to explore and study the use of the apps as tools for constructive learning and for archiving / recording the learning journey, and to build guidelines for how to best use this concept to engage students, enhance learning and help students become self-directed lerners.

Microsoft interactive classroom

A month or so ago, CED replied to a memo from IT with regards to installing technology into classrooms, with the suggestion that the institution explored more ‘student centred’ rather than teacher centred forms of technology.  Basically, we were not keen on seeing more smart ‘interactive’ boards and data projectors being installed, let alone, ‘lecture capture’ systems!!

In response, our IT department have suggested an evaluation of the Microsoft interactive classroom. There is a twee offical video and this one from University of San Diego, provides the lecturer's perspective.

What microsoft interactive classroom allow for is using powerpoint and onenote to provide for student input. A bit like ‘classroom presenter’ but using desktops or laptops instead of having to use tablet computers and utilising Microsoft tools.  A trawl of reviews via Google reveals a mostly positive response with some emphasis on free download.

There is a video on how to maximise the use of microsoft interactive classroom plus resources on using onenote for enhancing learning, including this one, on teaching with onenote. Of relevance to our 'interactive etextbook projects'.

interactive textbook - examples and direction

‘Interactive textbook’ are not a new concept, as this example shows.  Commercial options include dynamic books, an online ‘repository’ accessed via institutional LMS, Blio as an interactive reader and for the ipad, there is Inkling. PC world reports on several other ipad initiatives including scroll motion and CourseSmart.  However, these are still mainly reconfigured textbooks with the usual text book type layout and embedded links to videos etc.

What is the future for textbooks? 21^st textbooks could also be imminently “personalised and mashable” something that will take some working on.  Neverending books is one approach, bringing in social media, to working through a text book and access to a constantly up to date textbook. Another is Symtext, allowing multiple ways to access a book either as text, podcast or video. Bill Gates reminds us about the need to include 'self - assessment' opportunities/ software in next generation textbooks.

How can interactive textbooks on a tablet enhance students learning? From the above, we can distil a few pointers:

• It HAS to be interactive PLUS be intuitive to navigate through.
• Should provide opportunity for students to do some form of self assessment.
• Students should also have the option of creating their own content – either text, graphic (sketch, mindmap, photos, annotated photos), audio or video (again with annotation options).

Core breakfast session - Cathy Wylie on competent learners project

Cathy Wylie, Chief researcher from the NZ Council of Educational Research (NZCER) presents on the latest on the longitudinal study from the competent learners project. The project tracks 500 learners from the age of 4 1/2 (1993) to the present when they have mostly left formal schooling with some engaged in work.

The presentation is on 'building learning identities'. Still over 400 involved so very important corpus of data over the course of learners' school life and beyond. Data collected at ages 5, 6,8, 10, 12, 14, 16 and 20 with a focus on collecting data of educational influences on children's lives. Tried to study the wide range of influences on student's eventual competencies, so included early childhood ed. class experiences, family resources, out of ed experiences, friendships, values and thoughts for future.

Focus of the  age 20 phase was pathways for NCEA. How to determinative are early competency levels? What role do school and out of school experiences play? Explored role of school leaving age, role of NCEA, other factors from school years formation e.g. engagement in learning, prior competency levels and role of advice. Also looked into learner experiences in tertiary institutions and or employment, learning dispositions, current relationships, activities, financial situation, optimism and future thoughts.

401participants with structured phone interviews and self reports completed on line in 2009. 2008 data from MOE on school qualifications and post school study and face to face interviews with 29 in late 2010 to provide more insight into the 'less well-lit' pathways from school.

Sample from Wellington region with higher proportions of moderate-high family income, maternal qualifications and more pakeha-european sample. Currently, 63% in study, employment without formal study - 28% and neither studying or employed 9%. (69% unemployed/sickness, 31% looking after a child). 11% of sample had experienced unemployment between 16 and 20.

Findings include, relationship with family better than at 16, friends and partners remain  important. Leisure usually spend with friends and family. 2/3 enjoyed sports for fun, texting friends, reading, surfing the  internet (daily use not frequent), most used alcohol.

84% have undertaken post school study supported by employment and loans. almost all thought they would need further study towards a qualification in their adult life, gaining new knowledge and skills valued, employment also a site of learning and choosing the  wrong course of study, not completing it, or deciding not to study the  main source of regrets since leaving school.

Leaving school provided more independence and choices but 61% felt apprehensive. Those who left school with less than NCEA 2 had lower student engagement and motivation levels and found it hard to work out what to do when they left school. Second chance education supposed to open some learning and employment doors if links are well structured and supported. Many who do second chance 'yo yo' between work and course and do not complete. many need much more advise and support post school and at school to gain from formal study. therefore many left school without 'learning identities'.

Positive learning identities include sound learning habits built though good school engagement, support from  school, parents and friends, teachers advise and seeing learning as having its own rewards and useful to  meet future goals.

NCEA level 2 and NQF equivalents are reasonable signals for readiness for some complex transitional arrangements as it represents good level of both attitudinal and cognitive competencies.
Lowest early performance can be improved. 1/3 with low reading and 1/4 with low maths at 8 and 10, obtained NCEA level 3. Factors that make a difference include enjoyment of reading, having leisure interests (not computer games), no bullying /victim experience, family income moderate or more, no adverse events, positive family relationships, friends in adolescence who are not drinking, partying etc.

To shift performance, teachers play  a role with importance placed on knowing children as individuals,

Final report due out in a few weeks but the entire series of reports found at educationcounts site.

Earthquakes in Christchurch - again!!

Well, just as we thought things were settling down and people were preparing for a long and hard winter, the earth decides to move again (as forecasted). On Monday, we were hit by a long, rumbly 5.5 (upgraded to 5.6) just after 1pm. All the people in my office were beavering away at our computers and when the rumble started to increase and the shaking intensify, we all dived under our desks. One of my colleagues two monitors crashed on to the ground and desks were covered in the usual white dust that comes off the ceiling panels. After the shake subsided, all of us got together to figure out if we should evacuate. The alarm did not go off, so we continued as per normal, working through another small aftershock before we were told the polytechnic was closed. I left on my bike just after 2pm.

The 6.0 (upgraded to 6.3) came on just as I was cycling past the public hospital. The shaking was strong enough to cause me to come off my bike and pedestrians near me all fell to the ground. I could see the road ripple and the buildings and trees sway plus feel the earth shift beneath my feet! After making sure an elderly women pedestrain was OK, I made my way home, through traffic jammed Riccarton Road with all the traffic lights off and people milling around on the footpath as their buildings and the Westfield Mall were all evacuated (from the first quake). Got home to find out how strong the quake was and to txt my son and daughter to make sure they were both OK. Then rang friends out Sumner way (no replies but yesterday found out they were OK but very shaken about).

There have been a host of earthquakes since, keeping everyone on alert with many occuring in the early hours of the morning (a 4.7 yesterday at 3am) and a 5.0 this morning just after 6.30 am, visually displayed here for each day. The Eastern suburbs have weathered the main impact with liquefaction and flooding adding to no electricity, water or sewage facilities. Living on the Western side of town, it all seems to be a long way off :( No work yesterday and today but should be back to work tomorrow to help with the usual tidy up (books fell off shelves in the library) before students return to the campus on Monday. Using the time to catch up on a large pile of journal articles, collected over the summer, many through a Routledge 'open access' month in April? for education journals.

Learning by failing

Stuart Middleton  blogged last week about his experiences as a ‘first generation’ university student and how he learnt from failing a his first year at university.

A good follow up to my reading of the furtureored blog where where were two postings on learning through failure and the role of failure in constructive learning.

The above blogs gave me some food for thought, as my experiences as a teacher of tutors, has brought home to me that some tutors are more empathetic with students. Especially if they had experienced some form of ‘failure’ at school. For instance, many of our trades tutors, ‘fell’ into an apprenticeship due to not completing school cert. while at school. So many of them have gone on to complete other academic endeavours, but their memory of not doing well at school, remains with them. For many of these tutors, using 'failure' to motivate young trades students to aspire to better results, is one strategy I have observed in trades teaching. Learning by making mistakes, is therefore a useful strategy, in a supported learning enviroment.

Future of learning (education)

Just settling back into things at work this week. A few articles from last week and this week to mull through and digest on the future of education.


First up, an article from the Guardian via Thom Cochrane, on ‘smartphones killing personal computers’ . A somewhat ‘one sided’ viewpoint, supporting the rise of the ‘smartphone’ with the comments providing a bit of a wake-up call. My take is that very very soon, the smartphone will be the one piece of hardware that does everything device. However, at the moment, not quite there yet, especially with mobile access to the web still comparatively expensive in NZ. Access to wifi has improved considerably though and one of the proposals for a ‘new’ Christchurch City is to ensure there is freely accessible Wifi throughout the city centre. Tablets are the main compromise at the moment, obviating one of the major disadvantages of smart phones, the small screen. Having now enjoyed reading off my Ipad, I am not too willing to read off my blackberry. However, a recent trip to China and Singapore, reaffirmed that reading Asian script off a small screen is actually quite reasonable as you can fit more characters on to a small screen then words using alphabets.

Next up, an updated ‘future of education’ brochure via email from Knowledge Works Foundation. Glossy and attractive layout, detailing a series of ‘trends’. They propose five ‘trends using ‘buzz words’ These are increased focus on skills required of all learners for – pattern recognition (the visual web), the ‘maker’(user/consumer created) economy, the new civic discourse (rise of democracy through citizen action), platforms for resilience (increasing flexibility and creativity to cope with rapid change), ‘amplified’ organisation (extending human capacity through technology requires new ways to do things) and ‘altered bodies’ (new understandings of how to link biological brains with technology to improve outcomes e.g. for the disabled). Also summarises the impact technological change has on individuals, organisations, systems, society, economy and knowledge.


And their latest blog, summarises the key trends from the New Media Consortium report for schools. These are the challenges posed by the abundance of information off the www to educators; school resources becoming more and more based in the cloud; technology continues to profoundly affect the way we work, collaborate, communicate, and succeed; expectations of ubiquitous computing are now commonplace; and innovation and creativity are increasingly perceived as high value.

Things have shifted in the last 5 years with regards to access to the mobile net and these changes are reflected in how we make use of both the hardware and software as tools. Deploying these tools cause us to change the way in which we do things, leading to a loop of manufacturers/developers, working to meet percieved consumer demands. In the end, as summarised in the future of education brochure, it's the human innate drive to 'play', tweak, innovate, improve which will always make things interesting and slightly unforecastable. It's this 'unknown' that makes life always interesting for all of us. Perhaps, to 'prepare' the next generation for the future, requires little intervention in the form of nurturing our children to keep their sense of curiosity and wonder, for education to NOT quench our desire to experiment and learn.

Beijing and android tablets

While in Beijing, I had a few days to have a look around, so did the usual tourist sights (Tienanmen square (huge), Forbidden City (austere) and the Badaling section of the Great Wall (impressive). Also caught up with old friends. Both my friends had studied at the University of Canterbury in the early 1980s. One has worked in China for over 20 years and the other for 15 years, so they have witnessed massive changes not only in the urban landscape, but in Chinese society as it has moved from a strict socialists regime towards a 'freer' market-led economy. Both used chaffeur driven cars as the traffic is so horrendous, a capable driver is important for getting around!!

I had a look around for Android tablets, but they were sparse. Visited the two main computer malls in Beijing, one in the city, the Best Buy mall and the other a group of malls clustered around the University suburbs of North West Beijing. Huge number of phones with iPhones and iPads along with HTC android phones galore, but a paucity of Android tablets. There were a few older model Archos and some Samsung Galaxys, but no sign of much else. Phones predominate and watching young Chinese texting on the subway was an interesting diversion. Due to the crowded nature of the subway, one could not help but lurk as various people tapped out their messages. Most phones relied on predictive text, choosing the correct character once a pinyin (English form) of a word was inputted. There were a few phones with character recognition, so the character was sketched and then the predictive text took over. Still slower to text in Chinese then English though.

Phone use was pervasive, from every young person to the itinerant vegetable seller on the street side. From what I gathered from the students at the conference, data plans and phones are cheap although the students still had to be careful with phone call use due to their small budgets. Food, transport and clothing all very cheap as compared to NZ. Much of the city of 20 million (5 time population of NZ!!) live in apartment blocks although I did see a few housing developments with low rise houses, but they will only be for the very rich. Traffic is consists of lots of cars and bikes / mopeds etc. and the subway is very busy, even at 'off peak'. However, there are lots of little parks around and people are kind and helpful, especially to the young and elderly. I saw lots of examples of young people helping others. It is a good sign of a caring society and much needed when so many people are packed into limited space. Will be good to be able to visit China again for a longer time to have a look beyond Beijing. Only a fleeting impression this time around but I am impressed by the Chinese peoples' focus and determination to progress and many are aware of the challenges economic progress bring.

INAP 4th conference - day 2

Day two opens with keynote from Professor Zhiqun Zhao on 'school enterprise cooperation in China's VET' a topic of world interest and relevance to the NZ context. He provided a brief introduction, followed by the China experience, including ways to promote the process and advantages and disadvantages / problems and discussion. Many methods used to integrate work with VET education, mostly in the form of internships (up to  a year) and work placements.

After morning tea, I attended a series of papers in  the 'open session' - papers that do not quite fit into the four main themes!

First up, Ursel Hauschildt and Helen Brown 'costs. benefits and quality in TVET: method, results and contexts of implementing a self-evaluation tool for companies in Germany & South Africa. Uses an online tool, adapted from German context to try to quantify benefits of training to individual organisations. Calculations show that costs of training  exceeds benefits in the first and second years  and in the third year,there is a return on investment.

Then, Professor Alan Brown & Professor Jenny Bimrose from the University of Warwick on 'developmental tasks, vocational development and career adaptability. Life development stages set time of young  adulthood as getting  into a career.However VET policies tend to assume that choices are set early in life. Current social/economic conditions, require more flexibility as careers are no longer for life. Career adaptability 5 Cs include control, curiosity, confidence, concern and commitment (Savickas et al, 2009). Longitudinal study undertaken to track people as they progress through careers in European countries. Findings include importance of challenging work for  ALL, varying patterns of engagement with learning activities, personal autonomy and meaning of career,  discussions  with others about possible lines of career development, formal learning often valued and identification with occupation and /or organisation or skill set recontextualisation, proactive in  shaping  career and learning pathways but often support to become reflective, anxieties common, help individuals develop their own career stories/sense of direction, career options and choices limited by context and opportunities structures key. Important factors for career adaptive are proactive personality, good interaction with others and engaging  in challenging activities.

Third, a presentation from Professor Moriki Terada from University of Nagoya, on an ' international comparative study on the formation of high school students' vocational views and the  challenges of vocational and career education. Study done across 6 countries with 10th grade students. Career choice research still based on dated and mainly psychological studies (Spranger, 1920s and Super, 1970) but young people have changed e.g. in Japan, there are many youth with low vocational aspirations (Free-ter - part-time workers or NEET - not in employment, education    or training). Therefore important to do an update. Questionnaire on vocational views derived from Shimizu and Shulenberg's inventory (1990) and Schein's career anchors (1978).  Finding that most students,including vocational students (excluding Japan and Indonesia) tend to choose an academic track after graduation but at least 1/4 of vocational students have not made a decision with regards to career choice. Choices include 'self realisation', religion/mission,  economy life signifying, society contribution and leader/wealthy class.

The two projects above, adding concepts to the final report my project on 'perspective of first year apprentices'.

Last on for the morning, Helmuth Zelloth from European Union VET research organisation (ETF) on 'a trend towards apprenticeship in EU neighboring countries?' Reported on a 3 year project (ILP) that has just started on workplace learning. Focus on raising awareness and policy sensitivity for WBL in 30 EU countries and to develop methodologies and  tools for WBL. Project being  reported studying many countries on the fringes of EU using case studies on formal/informal apprenticeships including Eastern /SE Europe,  Mediterranean and Central Asian countries. Themes characterising apprentices in these countries include weak education/business cooperation, VET systems mainly small/medium sized VET systems or school based, external/internal challenges in reforming VET, academic drift in  education and society and low attractiveness and relevance of  VET. Challenges include school-based VET has  structural limits  in  preparing sound  human capital, growing bottleneck of public funding of VET  coupled with high population growth  and  stipulated 'knowledge economy' requires new forms  of learning (situated/contextualised, integrating work and learning). preliminary mapping indicates some countries have well established systems (Turkey, Ukraine, Croatia, Albania, Morocco, Jordan), long established but small (Egypt, Israel), some piloting and a few with none.

After lunch, attended four papers in the 'multiple roles of universities, schools and their teaching and training staff - there have already been a dozen papers presented in this stream!

First up, Associate Professor Bonnie Watt-Malcolm from University of Alberta, on 'reforming VET pre-service teacher ed: the gifted amateur, the seasoned profesional, and the skilled tradesperson. reports on a 3 year study for improving Career & Technical Education (CTE) teacher education. These teachers have a trade skill and then become teachers. surveyed teachers and found the 3 categories, gifted amateur - minimal work experience and education but interest in VET subject, seasoned prof - non-credentialed training and related work experience and skilled tradesperson. need to customised pre-service BEd to help students become CTE teachers. Skilled tradespersons can come into BEd are provided with a 1 year credit towards the 4 year degree.

Secondly, Volker Bank and Thomas Retzman  Chemnitz University of Technology on 'training needs analysis in economics teaching. On the sustainabilityof the test of economics literacy (TEL). Project to develop a tool for self-assessment of further training needs for teachers, in this case for economic and financial literacy, which is part of /embedded inGerman VET system. Uses a adapted TEL originally developed by Soper for an English context. independent variables also used in analysis, these include gender,topic of degree, experience, age, etc. findings indicate there is some need for further training as range of results is wide. However the TEL itself needs refining to provide for more useful results.

The Jianrong Zhang and Luna Huang from Tongji University in Shanghai on 'master education of vocational instructors'. provided ann overview of VET education, rationale for higher ed for VET teachers and the M Ed for VET. In China, very few VET teachers have competence in  a technical competence or have had pre-service training. Usually VET teachers have a Batchelor or Masters and then obtain a VET teaching teachers. now developing a M Ed for people with at least an B Eng so that there is some technical competency to be supported by further pedogogical understanding (dual competence).

Last paper from Yasuhiko Ushida on 'industrial arts for career plan in junior japanese education has had an emphasis on preparing students for university, yet since 1980 many university graduates find it very difficult to obtain employment and many have to complete vocational education or even higher education. This project used the 'industrial arts' curriculum at junior high school to introduce students to the concept of thinking about a future career while still at school.

The conference then re-convened with an hour or so of chairs/reporters from each workshop, reporting on highlights.Conclusions and INAP membership details plus information on next conference (in South Africa), closed the conference.

A varied and interesting conference.

On Day 3, delegates had the opportunity to visit Chang Ping Vocational School, North of Beijing, on the way to an excursion to the Badaling section of the Great Wall. I joined everyone for an interesting and informative visit to the vocational school and then made my own way back to the city to catch flight to Singapore in the early evening.

INAP -Iinternational Network on Innovative Apprenticeship 4th Conference - Day 1

Notes taken at the INAP conference running 26th and 27th of May in Beijing.

Conference opens formally with a welcome in Mandarin (with translation in English) from the Director of VET division of the Ministry of Education, Professor Jiping Wang. His speech focused on the importance of VET in supporting China's strategic goals towards better economic progress for Chinese people. A major challenge has been to work through a method to integrate VET with workplace based training and learning, a process that is still progressing. Modern apprenticeship proposed as a solution, combining the base of traditional Chinese approaches to craft apprenticeship and best of the systems used by other countries.

Then official welcome from Jiayong Li Dean of the Faculty of Education from Beijing Normal University, one of the conference organizers.Followed by welcome from Professor Jianfeng Cai, director of the Foreign Language Teaching and Research Press. All reiterating points made by Professor Wang on need to further research in VET to inform develop appropriate VET in China.

First presentation from Professor Weiping Shi of the Chinese Society of Vocational and Technical Education, from The Institute of voc and adult education, East China Normal University, to set the scene.
Covered the 3 strategic national priorities and how VET may assist. A challenge is still the reluctance of parents to allow students to select a voc ed.pathway. therefore need to match labour market needs with aspirations of individuals. need to make voc ed more multi-functional including strengthening lit/num skills that leads to further opportunities for voc ed students beyond voc. occupations. integrating lit/num to life and work skills needs to be undertaken to make voc ed relevant. much still needs to be done to integrate voc ed with industry skill needs including partnerships with between voc ed institutions and industry/organisations. Another challenge is to provide development of the 'informal' workplace learning.

Professor Felix Rauer of the International Network of Innovative Apprenticeship then completed the formal welcomes with an opening speech, firstly by thanking organisers and then providing a brief summary of the evolution of INAP through 3 previous conferences in Europe and then this one in Beijing. Then introduced the 4 areas / themes of the conference and connected them to themes from previous conferences. Continued to discuss issues of poor reputation on voc Ed. often further acerbated by qualification frameworks which put Voc Ed below academic qualifications. Proposed a need to research more thoroughly the work process skills/knowledge in order to understand more clearly components of professional and technical work.

After morning tea, first keynote by Professor Philipp Gonon from the University of Zurich, on 'Apprenticeship as a model for the  international architecture of TVET'. overviews apprenticeship as a concept, models. element of a successful VET system (e.g. Swiss) and recommendations. Defines apprenticeship in terms of  modes ( type of learning, way of education, traditional vs modern) variations (dual, trial) and conceptual (sites, interactions, interest groups). Compared approaches / systems in German (occupation, industry skill based, input orientated and holistic ) French (technical approach, school based, input orientation and access / junction) and UK (qualifications competency based, learner / output orientated and flexible).

After lunch, I attended the sessions on 'learning and development theories and  models, one of 4 streams.

First up, Christof Nagele and Patrizia Hasler from the Swiss federal institute for VET- learning at the workplace: optimal learning environments. Work process forms product, work develops not only skills but also many other occupational identity formation indicators. Workplace learning also encompasses both individual and social elements. All handicraft, manual work is first of all: cognitive work. optimum workplace learning for individual (motivation, persistence), social (team support etc.) job design, trainers (expert in domain) and curriculum. used mindmaps constructed by apprentices to try to  understand cognitive conceptions and to see if various factors affect apprentices learning. Important to optimum wb learning is trust in the trainer, mere executing  of task not learning, demanding tasks with variability and scope for action.

Then Jeroen Onstenk from Inholland University of Applied Sciences, on 'enhancing situated learning: apprenticeship in learning departments. provided a brief overview of the Dutch apprenticeship system and a move into  multi-versions of apprenticeship - new apprenticeships, simulations,work learning period (traineeship), adultapprenticeships, learning departments (nursing, care, administration), in-school learning company (catering, restaurant, administration) and out of school learning company. This project evaluated the effectiveness of apprentices, often in different courses, within a single dept. of  organisation. Apprenticeships  have a coach/teacher from school, the workplace and often students from several levels. The entire department is by apprentices.

Third up, Yanying Gu on ' how to convert individual skill operator to integrated task solver: Teaching research on  action-orientated learning for secondary voc.ed. school students studying basics of computer ed. Reports on a shift from being  presented with learning, teacher showing how to fix and students replicating towards  one in which understanding of important concepts can be transferred. Therefore from just able to replicate to being able to self-directed in planning, developing and creating. Recommends to teach 'course not 'textbook', design learning tasks carefully and select appropriate teaching methods. Uses action process teaching working systematically   through informing, planning, deciding, realizing, controlling and evaluation based on 'action-orientated' learning.

After afternoon tea, Tongji Li from Tongji University in Shanghai, and Remy Rikers on 'the role of deliberate practice in Chinese vocational teaching. Defines 'deliberate practice' as not just  work or play it must be designed for consciously improving performance. Outlined the background behind research on deliberate  practice  for instance work of Ericsson (1993) on acquisition  of expertise. Found in a small study that some of the premises of 'deliberate' practice', as described in western coontext, also useful in  the  Chinese context. When designing delibrate practice, ensure also task difficulty falls in the zone of proximal development, not repeating on the previous level. task requires  conscious effort, concentration and self regulation. May have low entertainment, no immediate reward and needs high motivation for perseverance. Feedback and adjustment in time plus high  requirement in physical and mental resources.

Then my presentation 'learning practical workplace-based judgement through using cognitive apprenticeships and voc.ed. identity formation models. - bringing together work with welding students on how modeling and feedback assists students to learn the nuances of welding in peer support  groups.

Last up  for the day, Professor Erica Smith, Arlene Walker and Ros Brennan Kemmis on 'importance of the  psychological contract for effective learning in apprenticeship.  A psychological contract between employer and employee concerning mutual expectations and obligations. survey of apprentices, employers, govt. bodies etc.indicates both  apprentices and employers agreed on expectations and that most obligations were met. Training obligations generally better met than employment conditions/obligations. hard promises (specific time for training, range of training methods) and soft promises (opportunity to apply what is learnt, exposure to different experiences) less well met. Older apprentices felt their expectations were met was lower than for  younger apprentices.