Inaugural Sino-NZ Vocational Education Research Forum - Qingdao 23 - 24 September

Day 1
In Qingdao for the inaugural Sino-NZ Vocational Education Research forum. Opens with formal welcome from Professor Qin Chuan, President of Qingdao Technical College.

Then a short speech from the vice-mayor of Qingdao Municipal Government, Liu Mingjun.

Followed by a series of speeches from various signatories of the MOE between China and NZ.

Alexandra Grace, Education NZ Regional director in China.
Gao Yong, deputy director for Central Institute for Vocational and Technical Education (CIVTE), China and Shao Wei, secretary general of China International Association for International Exchange (CEAIE).
all provide background on the formalised relationship between China and NZ to share knowledge on Technical and Vocational Education (TVET) and to learn from each other. China is placing priority in TVET due to its potential to increase economic and social levels. There are over 14000 TVET colleges on China with over 10 million students. it is important to improve teaching and learning in TVET to enhance student learning and in turn contribute to China's progress.

After morning tea, two keynotes.
one from Liu Yufeng, director of comparative education research, CIVTE on 'building a modern vocational education: China's path selection. goal of china to become more competitive, as measured on global competitiveness scales. China is on second stage of development but NZ in stage 3. TVET seen as one way to lift competitiveness through improving science, technology through improvement of human capital. Path for constructing modern VET include connection between secondary and higher VET, cooperation between school and enterprise, and improving social justice.
Then Prof. Qin Chuan from QTC with 'learning teaching and doing in one: let every student be the best of him/herself'. Students in VET weak in abstract and logic ability but good at operations, imagination and other intelligences. Move to supply appropriate learning resources, guide students to learn, motivate students to be the best. learning, teaching and doing need to become integrated.

Third keynote from Mark Flowers, CE of Wintec on 'internationalisation of vocational education and training - learning from each other'. Need to change teaching practice, meeting needs of employers / industry, and focus on our students. Skills of workforce need to lift to cope with China and NZ becoming exporters and the process of internationalisation.

Last keynote with Dai Yuwei, President of Tianjin Light Industry Vocational  Technical College, speaks on 'relying on industry guidance and innovating educational system to achieve effective vocational college education of school enterprice cooperation. Three strategies used. Understand and form a school and enterprise cooperation system, derive a model to improve and evaluate the school and enterprise cooperation system, and effective personnel training through and by the system.

After lunch, two streams present around the theme 'excellent vocational teaching'.  I present in the 'science' stream. Summaries of presentations follow. Other NZ educators present in the other stream, including Aidan Bigham, Peter Bilious, Sam Honey, Dr. Karen Vaughan, Adrian Woodhouse and Dr. John Clayton.

I am first up to provide a quick overview of the 'learning through apprenticeship' project. Basically, how to assist apprentices to become more metacognitive about their learning. Learning as becoming through learning how to do, be, feel and think like a trades person.

Zhang Yi from Baotou Vocational College on 'strengthening knowledge application by inverted teaching, improving cognitive competence by innovation of evaluation system. Focus on introducing authentic learning in the form of project based learning. Steps include introduction (connecting theory to practice, working out learning objective), exploration, practice (through project based teams where students play actual production roles), assessing (teacher, self and peer).

Jo Thomas from Wintec with 'English language teaching for a changing world' two concepts, what English should be taught?' and the learnings from a case study. Important to recognise English learning needs of students, what are they learning English for? Task based learning important. shared experiences of a blended distance learning programme for English teachers in Kwangtung.

Shao Ningping from Ningxia Vocational Technical College of Industry and Commerce on 'applications of various teaching methods on logistics management courses'. A practice / task based approach with problem and case study based learning. Requires teachers to take active role in preparing appropriate resources to support the various learning activities. Role plays often used to replicate real world practice to enhance other approaches. Modelling used to help students learn complex tasks. Enterprise cooperation (often work placement) and competition orientated learning also used.

After morning tea, Kelly Pender from Bay of Plenty Polytechnic shares 'empowerment and compassion,enhanced through experiential learning'. Shared approaches used on Certificate of Fitness (level 4). Importance of teachers setting an example. Learning concepts made easier by applying learning through 'learning by doing', improves empathy with others (clients) and understanding why they have to learn certain things.

Chen Xiaofeng from Xinjiang Institute of Light Industry Technology, on 'the teaching innovation of the chemical engineering unit operation and maintenance'. Went through understanding of curriculum planning using a job orientated curriculum. However, employers found graduates to still be under prepared. Therefore, shift to development of students' 'personality' development. Undertook an analysis of the curriculum to increase emphasis on students' 'professional' development. included practising through use of simulation software, then students discuss operation, school competitions motivate students, theory and practical now integrated, use of formative assessments and content extension becomes students' responsibility.

Julia Bruce then presents on 'engaging challenging learners'. Described her work with hairdressing students using a 'living consensus' model. Process of teachers and students sharing responsibility for creating learning environments through group agreements, on-going discussion and shared understanding. Teaching and sharing strategies include ongoing ethical practice discussions, discussions on shared cultural practice (culture share activity), shared group management. Code of practice and shared ethics understandings form the basis of the living consensus. Video diary used to record the evolution of the living consensus so teachers and students are able to reflect on their transformation. Project based learning is the underpinning learning approach.

Malcolm Doidge from Wellington Institute of Technology on 'collaboration as a teaching tool'. Mahi tahi - working together. Provided an overview of work with level 1 - 3 design programme over 3 years. Learning how to help oneself leads to helping others. Used 3 Maori principles, family (whanau), working together (mahi tahi) and principles / guidelines (tikanga) to follow. Using technology (evernote) to record project based learning (developing a board game).

A panel closes the day, followed by conference dinner.

A very packed day but heartening to see the similarities and aspirations between Chinese and NZ current teaching practice and learning focuses.

Day 2

Today there is a series of 3 class room demonstrations.beginning with Du Xiao Ni teaching a session on 'primary hall sensor'. A lesson plan provided in Chinese and the 40 minute session is to showcase 'problem based' teaching approach. the class views an introductory video and then answer a series of questions (in groups). Individual students answer questions using flip carts or diagrams. the teacher clarifies points and revises main features of the lesson. Lesson is teacher directed but good teaching shown in how the teacher draws the aswers out of the students, reinforces correct answers and using 'teaching moments' where appropriate to clarify understanding.

Second demonstration lesson is with Li Qin and a lesson on 'group analysis and modification on the draft of particulat commodities display'. A retailing course whereby students design a display and substantiate their choice. Teacher and other students provide feedback and critique. Questions are mostly from students and team members take turns to answer. Teacher provides a comprehensive critique.

The NZ contribution from Julia Bruce with a group of volunteer students. Julia based her session on helping students understand their learning style preference through completing a short questionnaire. Then discussing ways in which to enhance their learning through the understanding of how they preferred to learn.

Two Chinese and two NZ representatives provided feedback / critique on the three sessions.

The forum closed with short speech from Professor Qin Chuan.

Day 4

Five of us (Jo Thomas, Julia Bruce, Adrian Thomas, Kelly Pender and myself) along with Stewart Brougham (Wintec Offshore project manager) take the fast train (travels at 300km plus an hour) from Qingdao to Tianjin on Day 3. A chance for us to see some of rural Shandong and to debrief the experiences of the previous two days.

On Day 4, we visit the Tianjin Light Industry Vocational  Technical College which is one of 8 educational institutes that make up stage 1 of the Haihe Educational Park. When completed, the park supports educational and residential needs of over 300,000 people!! The physical spaces are impressive and we have another opportunity to observe a few classes in the engineering, art / design, commerce and electronics areas.

Overall, a good experience to observe the challenges China faces and their focus at developing infrastructure and human capital through TVET. There is support from the highest officials for vocational learning to become more learning focused. The sheer numbers of vocational educators to shift from content to learning focus is a particular challenge. However, there are movements from 'sage on the stage' to 'guide on the side' from the presentations and class observations. Small steps in the right direction, although the Chinese will need to contextualise Western models of learning to their culture and social needs.

Link to newspaper article on the conference published late October.

Teaching as design science by Diana Laurillard - book summary

New book (google books has preview)by Professor Diana Laurillard, recommended by Mark Nichols in his keynote at the CPIT Technology enhanced learning strategy launch, just arrived. I purchased via Book Despository who provide free postage to NZ. Books usually take 7 – 10 working days to arrive. My preferred choice now for new books but Amazon still has better range of pre-used books. There is a summary on this site of the software supporting the concept.

I have a good read over the weekend through the book and here are brief summaries of each of the 12 chapters:

1)      This chapter argues for the approach that frames the book – of teaching as a design science. Teaching is an art, demanding teachers’ creativity and imagination. Teaching has been treated as a science, yet, it is not a pure, theoretical science due to the ramifications of ‘human emotion’. Teaching is therefore, more like engineering, computer science or architecture, as teaching contributes to making the world a better place. Therefore, teaching is more of a ‘design science’.  As such, research in teaching contributes to theory but tends to contribute more to ‘design principles’ as teaching is based in context specific practice. Knowledge technologies shape what is learned because the introduction of technology changes how learning takes place.

2)      ‘what is formal learning’ summarises perspective on ‘what is learning’ through several perspectives. The various understandings of ‘what is learning’ are from the educational establishment(i.e. government aspirations); the workplace (i.e occupational focuses); educational theorists (tensions between government – legislation and quality bench marking and work – occupational currency); and teachers (moving towards student and learner centeredness instead of content focus).

3)      ‘what students bring to learning’ presents various studies on the student contribution to learning. In particular, student engagement (self-efficacy, motivation, emotional connection, relationships between teachers and students). The ‘intellectual characteristics’ of learning are also discussed briefly, touching on conceptions of knowledge, approaches to learning, the role of the teaching environment. Also contrasts the formal / informal context of learning and discusses why students find formal learning difficult (inauthentic, difficulties in transfer etc.)

4)      ‘what it takes to learn’ provides short summaries of learning theories (behaviourist, associative, cognitive, experiential, social constructivism) with emphasis on learning concepts, constructivism (feedback counts) and collaborative learning. The first explanation of a part of Laurillard’s ‘conversational framework begins in this chapter.

5)      ‘what it takes to teach’ then takes us through the important factors that influence the design of teaching. The principal factors influencing students (as per chapter 3 – motivation, knowledge and skills, personal goals and needs; teachers (in chapters 2 and 4 – credits / qualifications, course aims, intended learning outcomes, topics) and the teaching / learning activities that bring students and teachers together to contribute to ‘actual’ learning outcomes. A table (5.1) summarises principles and strategies to guide teachers actions that will align goals, activities and assessments; monitor alternative conceptions; scaffold theory based practice; foster conceptual knowledge development; and encourage metacognition.

6)      ‘motivating and enabling the learning cycle’ details the ‘conversational framework’ and sets out the way in which the framework may be used to analyse formal learning to assist learning. The ways teachers, peers and learners communicate through the use of technology described with guidelines on how to enhance the ‘conversational’ collaborative process. Also introduces the five approaches to learning – acquisition, inquiry, discussion, practice and collaboration – further extended in the next 5 chapters.

7)      ‘learning through acquisition’ concentrates on the concept that teaching  through ‘narrative representation’ using appropriate digital technology. The content becomes a ‘story’ that students have to become familiar with. The chapter also introduces the concept and process for capturing pedagogical patterns - which are like an ‘enhanced’ lesson plan, mapping activities to the ‘conversational framework’.

8)      ‘learning through inquiry’ is seen to be a more active form of learning than ‘learning by acquisition. Students can be more directed to ‘follow their own story line’. Technology provides a wide range of resources for students to search through and access. The chapter provides a good overview and guidelines for putting ‘inquiry-based’ learning into practice.

9)      ‘learning through discussion’ follows on from chapter 8. Students ‘story line’ is extended by the opportunity to have discussions with teachers, other students, experts in the field etc. This is the area in which technology contributes the most affordances. The pedagogy of discussion is summarised with the need to scaffold all form of discussion (peer, synchronous, asynchronous).

10)   ‘learning through practice’ is where the learner applies learning through acquisition, inquiry and discussion, to ‘doing’ or ‘experience’. Situated and authentic learning using goal orientated activity supported by meaningful feedback is recommended. The challenges of practice-based learning within formal education contexts are discussed. Technology use includes simulation, virtual worlds, adaptive tutoring, role plays and games and immersive environments.

11)   ‘learning through collaboration’ is differentiated from learning through acquisition, inquiry and discussion by the point that in learning through collaboration, the learner contributes to the process of creating knowledge (content).  Learning activities include ‘peer modelling’, ‘cognitive elaboration’ and ‘practice with one another’. Teachers’ roles are detailed. Digital technologies of use for collaborative learning include wikis, collaborative discussion, collaborative ‘construction environments’ (f2f or virtual).

12)   The last chapter ‘ teaching as developing pedagogical patterns’ brings the various ideas that have been discussed through the book. Teaching as a design science requires: teachers to continually work at improving practice; use learning design based on designing and testing improvements in teaching practice; build on the work of others; and share their practices, outcomes achieved and how these related to design. Examples of how to construct and adapt ‘pedagogical patterns’ are provided.

Overall, the book is a very good overview of the current higher education sector thinking on teaching and learning.  The need to adopt a design approach to teaching practices argued through the book, with each chapter flowing well into the next. It is very much a ‘how to’ manual on applying design science principles to teaching practice. The how and why of ‘pedagogical’ patterns is introduced and explained.

The book is by no means an ‘easy’ read. Carefully working through the book’s entirely will yield many concepts for reflection.

Spotlight on Tertiary teaching and learning from 14th June - videos now available

Videos of most of the presentations from the June 14th event  are now avaiable on the Ako Aotearoa website via the event page.

Good opportunity for me to catch up on the presentations made in the 'learning centred teaching' stream which I missed out on as I was chairing and presenting in the other parallel stream on ' technology enhanced learning'. A good resource as each video encapsulates the on-going work made by educators to improve learning for students.

Keynote on 'learning through practice' - Professor Stephen Billett

Came across this presentation on youtube, uploaded October 2012. Professor Stephen Billett's keynote at a seminar at the University of Paderborn in Germany for their Department of Wirtschaftspädagogik (Centre for Vocational Education and Training).

The presentation is titled 'Towards an account of learning through practice: Traditions, practices and potentials' with some overlap with keynote at AVETRA this year. However, a few important and relevant points to note.

The presentation begins with brief overview of the historical record on learning at work and through practice.

Billett argues for the need to identify opportunities for learning to take place – the pedagogically rich experiences – eg. nurses’ ‘hand-over’. If we study the principles of what makes this activity high learning and  how it is afforded, then there may be some transfer of these principles to other activities.

A note that personal epistemologies also important -  learners' agency, based on their knowing, beliefs and acts they use (listen, engage, deliberate practice)

Practical learning takes place through imitation (mimesis), observations, ontogenetic ritualization, active engagement and construction (‘stealing’ apprehending knowledge). Again learner needs to assent to wanting to become and be ready to capitalise on learning opportunities.

 Recommends – need for science of practice that  goes beyond educational science. Learning through practice premises made accessible by drawing on a range of explanations, dimensions of curriculum, pedagogy and personal epistemology. Includes need to also recognise particular cultural, societal and situational factors. 

Therefore the dimensions of personal and social interact and cannot be easily separated. Practice-based learning, especially when it takes place in the workplace, will always be complex. Individual workplace contexts add to the difficulty with imposing a 'one size fits all' curriculum. Individuals and importantly the workplace need to structure opportunities for learning that fits into the training needs of the organisation while still ensuring individuals affordances are availed.  

Mobile pedagogy - book summary

Disclaimer – I have contributed a chapter in this book.

Book summary of just launched book in the ‘advances in mobile and distance learning series’ published by IGI Global titled ‘mobile pedagogy and perspectives on teaching and learning’. The book is edited by Douglas McConatha, Christian Penny, Jordan Schugar and David Bolton (all based at West Chester University , Pennyslavia, USA) and contains 15 chapters collected into 3 sections.  Brief summary of each chapter below:

Section 1: Current demonstrations and developments in the field of mobile pedagogy

1) Towards a mobile pedagogy by Scott. E. Hamm, Jason, Drysdale and Diana Moore. This chapter reports on the uptake of mobile learning at Abilene Christian College through a range of projects including students’ access to pre-lecture resources on mobile devices; distance learning / remote teaching using mobile devices; introduction of ipads and its impact on the college’s LMS; use of Twitter; audio as alternative to text-based feedback; and using games. Koole’s framework to study the device (useability), social (social technology) and learning (interaction technology) aspects was used across the various projects to evaluate the various projects and form recommendations to improve mobile learning implementation.

2) The second chapter ‘ student development of E-workbooks: A case for situated-technology enhanced learning (STEL) using net tablets’ by Selena Chan with Katrina Fisher and Peter Sauer (Christchurch Polytechnic Institute of Technology), an extension of our project for Ako Aotearoa Southern Hub. Basically, leveraging off affordances of mobile and situated learning with constructivist and multimodal / multi-literacies focus to deploy net tablets (ipads and toshiba thrive android OS tablets) for students to develop their own workbooks or to complete competency based assessments.

3)  Podcasting and pedagogy also from a New Zealand author, Ross Kendall (Wintec, Hamilton, NZ). Uses Engestrom’s expansive activity model to assess the efficacy producing podcasts. A small group of sociology students (level 5) interviewed experts (on sustainability). The students then consolidated their learning through a project to report the outcomes of their interviews, including how they planned , carried out and conducted the sessions.

4) Then a chapter on ‘communities of communication: using social media as medium for supporting teacher interpersonal development’ by Laurie Stone Rogers.  The chapter discusses potentialities and recommendations for various stakeholders (community, administrators, policy makers, teachers, teacher educators and educational researchers). In particular, to encourage the use of social media to provide teachers with the opportunity to overcome isolation, feelings of loneliness and lack of community. In so doing, to improve teachers’ support as they work through an ever challenging time of change.

5) ‘ebook readers for everyone: FATIH project, is from Turkey with Nilgun Ozdamar Keskin, Furat Sarsar and Michael Sean.  A good overview of the historical evolution of ebooks, their advantages and limitations. The chapter also provides a review of recent ebook projects from around the world and then details the FATIH project, the largest educational technology project in Turkey covering 40,000 schools and launched in 2011 to run through to 2014.

Section 2 has 5 chapters on the themes ‘research, theory and practice with mobile pedagogy in differentiated instruction’.

6)  Mobile learning for all: accessibility considerations for mobile pedagogy by Luis Perez and Ezzard Bryant (University of South Florida). Introduces the concept of Universal Design for Learning (UDL) and it’s key principles to make digital resources accessible to all. A degree of flexibility is recommended to cover the myriad contexts of modern technology use. The UDL support of iOS and Android OS are then summarised. Case studies of application of UDL to challenge based learning, including apps used to help students participate in learning activities (brain storming, reflection, data collection, presentation, project management and collaboration) are provided. A good chapter to inform ‘disability’ support services in the education sectors and beyond.

7) Mobile learning applications and differentiated instruction with Shelley A. Jackson, Sharla Snider, Nicole Masek and Joanne Baham (Texas Women's University). Differentiated instruction is defined as being based on teachers being able to adapt instruction to student differences. Examples are provided of implementation of differentiated instruction through instructional groupings, multiple levels of kinds of materials and tests, learning assignments, assessment and evaluations.

8) Then Terese Cumming (University of New South Wales, Australia) continues the theme on ‘does mobile technology have a place in differentiated instruction’. Presents the advantages and challenges of using mobile technology in classrooms. Recommends the process of implementing differential instruction through planning, selecting appropriate ‘content’, undertake processes for teacher planning, contextualise according to ‘product’ (problem based learning, layered curriculum rubrics) and learning environment.

9) Ann Orr and John Conley (Eastern Michigan University) write on ‘mobile technology and differentiated learning: meeting the needs of students with significant disabilities’. This chapter covers assistive technologies and how tablets, with their intuitive interface, variety of access options and possibilities for individualisation offer opportunities for enhancing learning for students with disabilities.

10) M. Liu, C. Navarete, E. Maradiegue and J, Wivagg (University of Texas -Austin) close the section with a chapter on ‘a multiple-case study examining teachers’ use of Ipod touches in their pedagogical practices for English-language learners’. An overview of mobile learning applications that assist English language students with case studies of 3 US of A schools. The challenges of incorporating the technology are discussed along with solutions and recommendations.

Section 3 covers ‘implications and innovative applications of mobile pedagogy.

11)  New demands of reading in the mobile internet age are covered by Byeong-Young Cho and Lindsay Woodward (Iowa State University). Covers the changes on-screen, web-based, small screen and digital / multimedia content impacts on learning reading. The change in how information is presented changes our ‘textual landscape’ and our textual conceptions need to learn higher-order strategies to identify, understand and evaluate web based resources. Recommends reading strategies required to deal with the mobile internet context include being able to constructively and responsively read; realise and construct potential texts; identify important ideas and learning across multiple texts; monitor the process of selecting and understanding texts; and evaluate different aspects of text.

12)  Then ‘iteach literacy with ipad devices: preparing teachers for effective classroom integration, with Diane Santori, Carol Smith and Heather Schugar (West Chester University). Two case studies are presented to discuss the many challenges and potentials through introducing ipads to pre- and in-service teachers for literacy instruction.

13) ‘Journalism and media: From mellowed pedagogy to new mobile learning tools’ is covered by Pamela Walck and Yusuf Kahyango (Ohio University). Studies how mobile technology has changed the way media organisations have changed the way they operate and contrasts to the uptake and deployment of mobile technology in a university preparing undergraduates to work in journalism. Media professionals have been rapid adopters of mobile technology and teaching institutions struggle to keep up with the range of methods now possible.

14) An African example with Mawuadem Koku Amedeker (University of Education, Ghana) with ‘stuck in neutral: why technology hasn’t made major inroads into education in Ghana’. Reports on efforts in Ghana to introduce technology into schools, stymied by lack of professional development support to teachers. Recommends ensuring teachers are ready to integrate ICT into learning before launching hardware focused initiatives.

15) Last chapter a pertinent ‘an ROI Ed-Biz approach for deploying mobile pedagogy with Professor Douglas McConatha. Introduces the CADRE model to evaluate the return on investment (ROI) of introduction of technology into education.

All in a coverage of mobile learning potentialities through real case studies. Of interest is that many of the projects use tablets as the mobile device. Teacher capability also mentioned in many chapters. Without teacher buy-in and understanding of the pedagogical implements of introducing / deploying technology enhanced learning (TEL), the promise of TEL to contribute to educational change (for the better) will never be fully realised. 

CPIT research month week 3 day 1 - Tuesday 20/8

A selection of topics today around the theme of 'aftershocks' with presentations from CPIT projects completed since the 2011 earthquakes.

Gleaning ideas and perspectives to enhance journal articles being prepared from Ako Aotearoa funded project completed on 'institutional programme-design strategies supporting forced change'.

First up Ada Campbell, Jane Maidment, Raewyn Tudor and Karen Whittaker from nursing  and human services, on 'role of craft post-earthquake. Post earthquake saw a flowering of art, creativity and community. Craft played a role in contributing to positive mental health of individuals and their families and social cohesion. The project studied crafters and spectators of craft. Interviewed 20 crafters and 4 focus groups of 6 people in each of spectators.

Then, an Ako Aotearoa funded project with Drs. Judy Yarwood and Phillipa Seaton. The departments experience of managing, sustaining, and future proofing educational provision following large scale disaster and disruption. Others involved include Irene Absalom, Dr. Lesley Seaton and Melanie Ryan. Data gathering across 2 years to assess implications of various decisions made at time of the event. Interviews and survey of academic, teaching, management and corporate staff. Model of interconnecting themes distilled from data. Individuals had to deal with competing tensions. Department leadership a key with communication across all staff important. Recommendations on immediate reactions, coping with ongoing disruption and moving on.

Libby Gawith from Humanities presented on 'Christchurch two years after'. Summarised where we have got to. In for long haul and a marathon, not a race. We are only at the beginning the 20 years physical model of reconstruction and 5 years psychological model of recovery from disaster (Gluckman). Surveys summarised include CERA 'healthy Christchurch welbeing survey (2013). In 2014, a campaign to assist, 'are you alright' will begin.

CPIT research month week 2 day 3 15th August

Managed to get to and attend part of a session revolving around 'performance and politics' presented by our performing arts tutors. Always interesting to attend on topics that I have limited background on.

So notes on two out of the four from today's lunch time presentations.

TonyMcCaffrey on 'Where is disability disabled? Aesthetic, ethical and political implications of  involving intellectual disabilities in contemporary performance'. Used examples from recent plays attended whereby the audience are invited to participate in terms of 'the ethics of participation' and performances, some perhaps controversial with disabled actors / performers. Tony raised some thought provoking concepts around how we see disability, why acceptable performances from 'normal' people are viewed differently when people with disabilities undertake similar performances and how disability and the ethics surrounding disability are 'not contestable' due to society's perspective of disability as being outside the norm.

A change of scene with the next presentation from Richard Marrett on 'I've heard that song before - 100 years of Sammy Cahn. Described how he 'presented' at recent conference. The presentation included 'singing through' the repertoire of Cahn. Instead of just listening to Richard, the audience, mostly vocal teachers or performers, sang their way through songs written or associated with Cahn across each era of his career and important aspects of Cahn's lyric writing. 

Cpit research month - week 1 day 2

Managed to get to a couple of presentations this afternoon.

Hana O'Regan on 'mai i ka kokoka o te ao' - from the corners of the heart to the world. 'Language endangerment in the 21^st century globalisation'. Traversing the domains between the public / private relationship. A study of public representation / recording and diary excerpts. Diary excepts from Matiaha Tiramorehua from the late 1800s. Access to 'original' private texts reveals much about language as used before it begins to decline. Need to capture ways language is structured and words no longer in common use, all to inform current resurrection and renewal in the present. Conversational language, idioms, colloqaulisms, dialogue, arguments, debates etc. Recordings from radio in the 1930s and 1950s.

Then presentations from Te Puna Wanaka with Hemi Hoskins and Hohepa Waitoha on an ongoing enquiry 'taking the language from the class'.Presented on learnings from a educational exchange between Hawaii and NZ. Presentation focused on ideas to engage with students and the community to achieve authentic language use in the classroom. Using natural habitats to increase language application, increase vocabulary and cultural practice. Learning language is a social process and environmental context supports the process. Provided examples of how nuances of language better learnt through experiencing the language 'in action' i.e. while working in taro patches, at the seashore and in the natural environment.

CPIT research month - DAY 1

CPIT research month takes place across this month starting today with presentations and running most lunch times from Tuesdays to Fridays. I will summarise presentations as they take place, dependent on whether I can get to them.

The event opens with a welcome from CPIT research and knowledge  transfer manager, Dr. Margaret Leonard and a summary of the many innovative inventions and processes New Zealanders have contributed to. Using informed curiosity, lateral thinking and 'giving it a go'.

Dr. Peter John provides the opening keynote on 'securing external research income' with a presentation on 'research, development and commercialisation'. Peter provided background on his previous role at Lincoln University. How did Lincoln build a research culture with focus on industry relationships and practical timely collaborative projects. Eventually generating the highest amount of contract research of any of the other universities. Peter provided overview on challenges and issues. Need for research office to assist with brokering relationships and potential projects. Universities not good at design and development to help the process of bringing application and commercialisation of  research projects. Therefore important to identify where best opportunities lie. Focus on staff who want to be involved. Find leaders and support them. Tag team between research office, stakeholders and staff. No loss leaders. Focus on enabling process. Reward good performance. Not all research returns. Possible reasons are no IP of value produced.  Partner could no resource conversion of IP. Product did not have commercial advantage. Target market could have shifted. Encouraged relationships to be formed with Canterbury development corporation to encourage research (CRIS) to assist.

Presentations focus for this first session on enterprise and innovation with staff from the  Business Department. A key government focus.

First up, Dr. Juan Pellegrino on 'supporting the international expansion of small local and medium enterprises'. A TEC funded project, objective to understand the internationalisation process for SMEs and assist SMEs to move into international arena. Method to build case through interview of SME CEO. Then focus group with CPIT academics and literature review to garner ideas. Synthesis of ideas reported back to SME CEO and evaluation follows. Issues identified were 'breaking through the novelty barrier' and 'supply drift' or 'quality creep' due to outsourcing. Good example of problem solving using focus group of 'experts' and literature.

Dr. John O'Sullivan then presents on 'Maori entrepreneurship'. Reported on 13 narratives in Maori tourism operators. Explored issues of identity and ''capital' and their contributions to how entrepreneurs think about themselves. Went through a series of narratives as examples of how themes were identified including characters, plot and settings. Then how themes identified through the narratives and how findings on identity and capital extended. Also example of how to makesense of themes through a sense making approach.

Dr. Eldrede Kahiya into stage 2 with possibility of continuing into next year.   with 'qualitative insights on the strategic drivers of export performance 'the open secrets to export success'.Export performance most researched by least understood!

Drivers of export performance various but are internal / operational or external. Strategy factors can be at high, medium or low levels of abstraction. Weaknesses of qualitative approaches can be partly obviated by careful selection of exemplar firms, re'liable data collection, triangulation of data and robust data analysis.

I end the afternoon with a wrap up on the 3D printer project 'innovating with industry: a case study bringing industry and ITP expertise together'.main finding is need for 'partners' to work together through initial set up stage, have one knowledgeable partner assist to smooth the way and institution to work towards systems and logistical issues.

Learning by watching

Writing up the final report for the learning a trade project and expanding on the section on 'learning by watching'.

I have had a look through both editions of  – Skill Acquisition in Sport: Research theory and practice to bring together various recommendations for improving learning through observations.  The chapters of most relevance in Edition 1 are chapters 8 (instructions, demonstrations and the learning process), 9 (observational learning) and 11 (deliberate practice and expert performance) and in Edition 2 are chapter 2 (how to schedule observational practice), 6 (mental imagery, action observation and skill learning) and 11 (motor skill coordination)

From these chapters, three main topics arise. These are learning by observation; motor skills learning and relationship to deliberate practice; and role of mental imagery in learning motor skills.

Learning by observation:

Observational learning occurs through processes of copying, emulation and echokinesis. Some of the processes are innate, which is why motor skills learning can be difficult to describe and articulate through voice or text. Examples from my own experience abound whereby teaching a motor action, also involves ‘going through the motion’ as well. Learners trying to explain their action, also tend to use bodily action to ‘explain’ what they have done.  Therefore, there is a need to ATTEND to how motor skills are being learnt with a proviso to not overly analyse until basic movements are attained.

‘Stages of learning by observation’ include the need to pay focused attention at the initial stages. Visual and verbal cues from coaches are helpful in ‘priming’ a learner up and providing the learner with the ‘whole picture’. Initial practice needs to be well-supported with appropriate feedback. Feedback can be from others, but also importantly from the learner (knowledge of result – KR) as aspects, small steps, nuances of motor skill learning are sometimes difficult for observers / coaches to pick up. Here is where videos can come in handy, to record initial learning and then for coaches to assist learners to pin point areas to be improved.

Once initial learning and practice is completed and the learner is building up competency, error detection and correction (from individual and others) is undertaken. By this time, the reference points for correct posture, performance and/ or process also need to be established. Otherwise, the learner is unable to self-correct as they have unclear KR.

Motor skill learning through deliberate practice:

More on this aspect in a previous post as ‘practice’ comes up highest on list of ways of learning for apprentices. Suffice to say, ‘practice makes perfect’ and the requirement to engage in repetitive work tasks, is a cornerstone of much of human learning.

Mental imagery and motor skill learning:

The role of mental imagery is signalled in stage one of the learning by observation process. The learner needs to have some form of ‘model’, physical or mental, to base deliberate practice on. Learning can be ‘on-line’ through situated practice or ‘off-line’ through mental practice. Off-line can take the form of reviewing the steps before actual physical action or reflection after physical action. Off-line learning also required to bed down and consolidate new learning, hence importance of rest, sleep and recreation. Bringing the tenets of deliberate practice together with mental imagery is an aspect not explored in the learning of vocational trade skills.

Therefore, still the three areas of learning to work on. 

1) Individuals’ learning strategies can be improved through deliberate practice, coupled with metacognition of learning progress and perhaps assisted through use of mental imagery. 

2) Guidance from others may be direct (as per coaching) or indirect (learning by observing others) and learners need to learn the skills of how to apply suggestions from others. 

3) Workplace organisation or structure of learning need to take into account and provide support for deliberate learning processes.

The solitary trade worker

Interim data analysis has revealed one area for further investigation.  However, this theme will not be reported as the sample size we are working with is too small. So some notes and thoughts collected here for follow up further on, perhaps into to see if there will be sufficient content that can be used in a journal article.

One of the trades involved in the ‘learning a trade’ project, is glazing. Commercial glaziers and automotive glaziers work in teams but many domestic glaziers, work as individuals. Therefore, domestic glaziers providing the service to replace broken windows in homes, travel around in self-sufficient vans from one house / job to the next. Apprentice domestic glaziers receive short but intense training. Some will follow a trade worker glazier for a short time. They are then provided with a van and carry out straight-forward jobs.

Many trades are organised around training an apprentice to become independent. I remember a chat I had a few years ago about how one of our plumbing tutors trained his apprentice. The apprentice would follow him about for about a year. Then, he would leave the apprentice at a job site and travel away to take on more work with another junior apprentice. He would check on his ‘senior’ apprentice a few times a day, then once a day and sometimes every few days. The objective was to have an apprentice who would be able to independently complete a job by the later part of the second year into apprenticeship. 

The ubiquity of the mobile phone has changed support for learner trades people. Help is but a phone call away. So although not face to face, the social aspect of learning a trade is still present. Assistance is synchronous but the apprentice needs to have narrowed down on the challenge that needs to be solved and explain what is required over the phone. The trade person / trainer or coach has to figure out, remotely, what the problem is and provide relevant advice over the phone. Sharing of pictures through texting is one way to cut down on the verbal descriptions required.

When questioned, only half of the glaziers had formal arrangements for sharing practice through staff meetings, most of the foundational skill learning took place when they were following a trades person. When the apprentice went out on their own, they had to apply all their learning to work through the various challenges. They only asked for assistance when they were well and truly stuck. So in a way, the need to be able to work independently, consolidates and integrates skills and knowledge that contribute towards successful problem solving. This form of training works in trades that have well-bounded parameters. The final stages of many other trade apprenticeships also have a large degree of autonomous and self-directed work practice. So, perhaps there is a fulcrum point when apprentices are 'let out on their own' that signifies trade competency sufficient for independent practice and this could be the point at which they meet 'graduate profiles' for trade qualifications. Something to think through. 

Technology-enhanced learning strategy launch at CPIT

Yesterday evening, CPIT launched its Technology enhanced learning strategy with a series of presentations and a networking function hosted by the Learning technology steering group.

A vision of the future: launching CPIT's technology enhanced learning strategy was opened by Judith Brown, Director for all our departments .Judith provided links to strategic plan and rationale of the TEL strategy to support a more learner centred approach. Including need to go beyond dissemination to provide interactivity, critical engagement, enhanced feedback and closer contact between students.
Video from TV 3 Campbell live on modern learning environments to summarise the future of kiwi learning. Martin Jenkins, Centre for Educational Development manager,  provided summary of the TEL framework . TEL strategy seeks to combine development of existing technologies with innovation in new technologies.

Mark Nichols, Faculty manager from the Open Polytechnic (OPNZ) provided an engaging keynote.
Mark's topic was on CPIT as a bold eLeap. A challenge to staff to view learning as a designed process with support from disruptive learning technologies. Hw provided an overview of Open Poly practice and the challenges they face as a distance delivery institute. CPIT on the other hand has the advantage of f2f and needs to leverage off this. Mark provided an example of a tablet based competency based course in real estate management. Activities embedded into traditional text based content. Then effectively used 'show of hands' on ownership and use of technology to illustrate how much mobile technologies in particular are now mainstream.
Keynote closed with hints on how to progress with our 'bold eLeap Hints were -- do not give up! get serious about it i.e. design for learning and teaching as science (recommended Laurillard' s book - teaching as design science - as reference) and reiterated " you are the important part of it" - to add value, not to be replaced. Don't be a 'lone ranger'. think of it (the TEL strategy) as a licence to innovate and disrupt those infinitives.

Martin then went through the five goals of the TEL. These are TEL used to enhance student learning experience and success; create rich TEL environments; as part of a culture of collaboration both with in and out of institution; used to transform practice.

Current new initiatives like our academic literacies framework, pilot of learning spaces, equella digital repository, moodle 2.4 upgrade, echo 360 pilot, project tablet (microsoft RT tablets) were linked to the TEL strategy.

Video of examples of use of TEL at CPIT with the work of Steve Tomsett (engineering - flippin g the classroom), Katrina Fisher (barista -multimedia to assist learning of difficult skills) and Phillipa Seaton (nursing - blended learning) then launched.

Judith closed to session and networking with drinks and nibbles served at Visions.

Fortnight with Surface Pro tablet

While away for two weeks, I relied solely on the Surface Pro to take notes, read, websurf and write.  I used only the tablet as I did not bring the keyboard cover or the pen/stylus with me.

Notes taken at the NCVER conference were posted on this blog with transfer of the text via a memory stick and PC. Typing on the screen based keyboard worked OK as I was already used to using the onscreen keyboard on the ipad. Only bugbear is the screen blocks off half the screen, minimising the visible area for working with text. I found a openmap to be more user friendly than the generic map app that came with the tablet.

WiFi was accessed through various cafes, museums / libraries and on the Brisbane trains. Always handy to bring up relevant map of where I was headed and then taking a screenshot so the map is accessible in places with no WiFi. The camera worked well and I used Skitch to share annotated photos and map images with friends I had organised to meet up with.  Kindle app worked well for some leisure reading. The ‘windows’ button on the surface is sensitive to light touch, so took me a few uses to work out how to best hold the tablet for reading without continually being re-directed to the start screen every time I brushed the tablet near the windows button. Used Adobe XI to read journal articles etc. stored on a memory stick.

The Bing web browser performed satisfactorily but I also downloaded and used google Chrome which provided easier synching with gmail, blogger and igoogle. Accessed RSS feeds via Feedly which I now use as a replacement for google reader. Most used apps were openmap, NZ Herald, noteanytime, kindle, adobe reader XI and skydrive.

So all in, there are pluses in having a USB port. Apps used performed to expectations. After the usual binge downloading of apps on iPad a few years ago, I am much more circumspect about downloading apps as there are only a few I use regularly. So the Surface being my 'work' tablet means download of relevant apps that are useful for various work projects or for technology-enhanced learning try outs.

However, batteries only allowed for ½ a day of intensive use before recharging was required. The tablet gets hot enough to be uncomfortable on your lab if you use it while it is recharging! So need to plan ahead, reccy various possible areas to recharge the table over lunch time and remember to recharge each evening.

NCVER no frills - day 2

Day begins with a keynote from Daniel Gschwind who is Chief Executive of Queensland Tourism Council. presentation on Tourism in Australia reaching its potential. Provided an overview of the Queensland Tourism Industry Council, the current state of play, potentialities and the way forward.

QTIC priorities include workforce capacity building. Tapping potential includes providing services which are value for money, consumer focused and requiring development of innovative products and skills in service delivery and entrepreneurship.

First concurrent session for the day with Sinan Gemici from the NCVER on "how realistic are the occupational aspirations of 15 year olds". Presented work completed with Alice Bednarz, Tom Karmel and Patrick Lim.

Aspirations are goals given ideal conditions, interests are emotional dispositions toward a career option and expectations are on occupations that are perceived to be realistic.

Evidence of strong associations between aspirations and longer term education and work outcomes. Data extracted from the LSAY question 'what job do you expect to have at 30' which is answered by students at the age of 15. Answers matched to the ANZSCO occupation status score, the Australian socioeconomic index and gender. Factors influencing occupational aspirations include gender, immigration background, SES, attitudes to school, perceived teacher student relations, perceived disciplinary climate at school, academic performance, friends, parents educational plans.

Factors that matter most are parent plans on whether kids go to University, not University, army, apprenticeship, gap year. Then, academic performance is important. for those who do not go to uni. with poor grades and male, aspirations are to lower status jobs. For those bound for uni. friends plans, teacher student relationships, attitude to school are important.

In general aspirations tend to be above what is available and also actual employment at 25. Therefore aspirations are high at 15 compared with the occupations they move in to. However, females have higher aspirations but do achieve at higher levels of occupational status, but not to level of aspiration.

Full report will be published in next couple of months on NCVER website.

After morning tea, "research methods for effective industry engagement" with Lou de Castro Myles and Melanie O'Toole. From a project on 'moving earth with the right people' in the heavy automotive sector. needed to find out why sector had difficulty attracting and retaining skilled people. so, need to identify job roles and occupations, develop workforce profile.

Method of industry and workforce profiling, survey and interviews and engagement through industry forums. Found that industry was scattered across range of primary, construction, infrastructure services, mining, public and transport / logistics sector with a range of key and associated occupations - operators, mechanics, technicians, fitters and machinists.

Sector characterised by low skills and qualifications, low VET capacity, skills shortages, aging male workforce and below average earnings. Strategies required to improve workforce supply, recruitment and attraction, upskill existing workers and work on workforce retention.

Conference closes with a wrap up and invitation to next year's conference in Melbourne hosted by Holmesglen TAFE.

NCVER 2013 'no frills' conference - Day 1

At the annual Australian National Center for Vocational Education Research (NCVER) conference this week. The 22nd conference held at Mooloolaba. The second time i have attended the conference in this location in the last 10 years or so.

As usual the first day of the conference consists of workshops. Here are notes of the actual conference presentations which take up all of today and half of tomorrow. Conference opened with welcome and housekeeping from Sue Ferguson NCVER and traditional welcome to country which included a digeeridoo recital plus official welcome from the Director of Sunshine TAFE, Leesa Boyle.

First keynote from Tom Karmel, managing director of NCVER who speaks on the "implications of increasing education levels on job prospects from a quality of jobs perspective". Higher education for many is encouraged as it leads to economic gains for both individuals and society. however, is there going to be a saturation point? so, what is a good job? how can we rank jobs? by skill, income and occupational status to come up with a cumulative percentile. 1% means job is in the top 1%. examples at the top of income are medical specialists and government officials. High skill include academics. Lowest skill include fast food cooks. lowest paid include hairdressers and cooks. There is a gender bias with male occupations having less correlation between skill and pay. Between 1996 and 2001 large increase in qualifications across Australian workforce.

Corresponding rise in jobs that require professional or specialised qualifications. Over 15 year, advantage of higher degree has declined in terms of pay and entry into top occupations. This change reflected in all other qualifications apart from Cert 3 and 4 where there has been no change. Effects tend to be occupation specific, for example although increase in higher qualification and batchelors engineers and educators retain advantage but management has slightly lowered.

In Science, IT, health greater differences. Therefore, in general, a qualification no longer gaurantees as good job as in 1996, but there is considerable variation between occupations and professions.

Then second keynote with Nik Babovic, deputy vice chancellor of Central Queensland University. He presented on his reflections on the establishment of a dual sector university. Nik reflected on the various operational challenges and new opportunities for teaching and research.

Currently still in transition with CQ University and CQTAFE becoming one institution in July 2014 a process begun in 2010. Challenge involved in bringing higher ed. and VET together to align stategic goals, centralise environments and build the partnership.

After morning tea, concurrent sessions in 5 streams begin. I attend Dr. Darryl Dymock's with Dr. Mark Tyler on "workplace change and skill needs". Report on one of the topics in Professor Stephen Billet's project on continuing training and education in work. Asked the questions, what recent changes have there been in your job? what changes do you anticipate in the future?

The argument is that individuals change as workplaces requirements change. continuing development required to meet workplace requirements, workplace needs transform and remain in the workforce longer. Therefore, what models and practices of continuing tertiary education will meet work requirements into the future?

Interviewed 80 plus workers in a range of industries to find out if there was work driven change. 0ver 90 changes made although 15% stated no change. Examples provided in changes in role, job scope, processs, services and products. For future change, 25% predicted no change but broader influences, work related changes involving work roles, new systems, technology etc.

Changes tended to be due to change of role, expanded work tasks and internal policies and systems. Implications include the emphasis on workplace in supporting learning, workers' need to engage with learning as 'the work is the learning'.

Second session with Dr. Steven Hodge, from University of Ballarat who provided background on "challenging the ideal curriculum alignment in Australian VET". Is there an alignment between competencies as per the intended curriculum with the graduate outcomes? are the graduates work ready as defined by industry. so, are industry skills as specified in competencies and interpreted by and implemented by VET practitioners preparing learners with the required skills.

VET practitioners asked about initial and continuing education in relation to interpreting competencies, implementation of and assessment of competencies. Interviewees revealed disparate levels of understanding about competencies and their purposes. There was divergent understanding with some saying competencies were things to aspire to vs minimum standards. Difficulties could be due to the language of competencies, short initial and lack of continuing education on competencies and expertise development stages means experts are unable to unpack their own understandings.

Therefore, there exist difficulties in the curriculum alignment process as practitioners may have difficulties interpreting the competencies.

After lunch, a session with Beth Evans from OTEN TAFE NSW, with "improving student outcomes: student completion of research and projects in distance education". OTEN is largest vocational education provider of distance learning in Australia with 64000 students with diverse needs, entry levels, motivations etc.

2011 completion rate for VET only 27% compared to university sectors 70%. project of OTEN students gathered 400 plus survey responses. Students generally satisfied with OTEN services but required student pre preparation with regards to becoming distance learning student. Distance learning still highly text based and emphasis needs to be also placed on helping students become self-directed able to pace and structure their own learning programme. Digital literacy important and a tech help person a available to assist when required as all courses fully online.

Second afternoon session on "massive open online courses: MOOCs in the VET sector" with Jamie Murphy from the Australian College of Applied Education (Perth). Provided overview of MOOC including advantages and disadvantages and some approaches to MOOC pedagogy.MOOC mania (Daniel, 2012) provides history and background. Platforms include coursera, google forays, uversity etc. Diffusion of innovations by Everett Rogers, 2003 provides framework to evaluate innovation.

Last up Liz Toohey and Chris Dann from University of Sunshine Coast on using mobile assessment platform: a shared space for critical discourse. Used to support teacher mentors who support teaching students out on classroom experience. Using mobile phone, tablet etc. used to provide means to provide consistent support . ensure learning outcomes can be achieved, assessment strategies can be shared, learners supported and on site supervisors sharing practice. work integrated learning therefore supported with a personalised approach to mentoring.

Research question was 'what is the impact on learning when mobile devices are used to collect data, measure progress and inform judgements against clearly defined benchmarks throughout the learning process.

Ios App - Pre service teacher tracker used to record evidence of student and mentor formative feedback while observing student teaching in the class, providing evidence for later discussion and forwarding on to main institute. Videos can also be attached for self or shared reflection.

Standing desks

I have had recurring lower back problems over the last decade or so. A consequence of a life time of working in a bakery and teaching baking. The need to do lots of lifting (bags of ingredients, trays, tins, loading and unloading tray racks and ovens), standing for long hours on hard concrete floors and keeping up with the students would be the main culprits. I must say I enjoyed the physicality of the work but my back did not share the same feelings. Therefore, one of the reasons I decided to move into a staff development role 7 – 8 years ago, was to move into a less physical job. However, for the last year or so, the back has been sore at night, usually preventing me from getting back to sleep. Many nights of trying to get back to sleep at 2 am prompted the purchase of a new bed and mattress. I also started to take more care when out tramping / walking by ensuring my pack was well balanced, not jumping off high steps etc. and using two trekking poles. When things really got difficult during the year, regular visits to the osteopath would help relieve things for a month or so. 

So on my osteopath’s advice after the another visit (just after Easter), I contacted our helpful facilities and health and safety person to organise a standing desk to be set up. The osteopath reckoned that in my previous work role, I would have been sitting down to work for an average of 2 - 3 hours a day or 10 -20 at the most a week. In my present job, I was sitting down 7 – 9 hours a day, adding up to 35 -45 hours a week!  

The general benefits of a standing desk have been well reported, an example here from a recent NZ press article summarises the general trend.The blogosphere has thousands of articles on the merits of putting in a standing desks, check out the experieces of others and their reasons for converting.

Plus also lots of articles on how to set up a do it yourself standing desk, cool examples include this one using ikea furniture and another DIY one.

I have now been working at a standing desk for all my computer work for a month and a half. I must say the back has improved.  The first week was not too good as I had to get used to more standing. I persevered into week two where things started to improve. I did change to better shoes to stand on (used crocs as recommended here) and did more walking around. By week three, things had settled down and began enjoying a good night’s sleep, uninterrupted by back pain. However, I developed a very painful neck! Back to the osteopath, after which things started to settle down. Now into week seven and my body seems to have settled into the new regime.

My work pattern has also changed slightly. I write, answer emails etc. while standing but have found reading / web surfing etc. to be more difficult to sustain over a period of time. So, it has been Ok to stand and work on reports etc. for several hours but standing up for half an hour of reading pdf journal articles is long enough. So a permanent arrangement would ideally allow one to shift seamlessly from a standing to a sitting desk. Or will need to use Skydrive more to read documents on the iPad / Surface Pro and all writing tasks to be done standing.  Standing up to write seems to work well and I have been working productively on two reports, one conference paper and doing edits to a journal paper over the last month.  The task into the next couple of weeks is to investigate more permanent solutions with our health and safety officer, with a goal to having something in place by end of July.

Surface Pro tablet - first impressions

Finally got my hands on a Surface Pro last week and have had the weekend to work with it. The tablet comes with a scribe and we also purchased the keyboard cover for one of the surface pro tablets.

The kick stand is handy but typing on the tablet is not comfortable with the tablet sitting up with the kick stand. When the keyboard cover is on, and everything is lying on a flat surface, typing is comfortable. However, the keyboard cover is not really designed for laptop typing. The table with kick stand open is top heavy and does not sit well on ones lap. So far, using the keyboard cover makes it difficult to enter my password (sigh) and I have found typing on the cover to be slower than typing on the on screen keyboard. So in general, unless I will be doing lots of typing, I will not recommend purchasing the keyboard cover.

Battery life seems to be less than for my ipad. A couple of hours of looking through the app market, downloading apps and updating the tablet, saw 40% of the battery used. The tablet also gets quite warm. Ok at the moment in wintry Christchurch but less welcome in the summer. The battery icon is also not visible on the start screen, you need to go to eh desktop screen where the battery icon will then be on the bottom of the screen or to settings.

Have just about got used to the Windows 8 interface and installed a trial version of office to work with Word and Excel. The scribe sits into the port that also takes the recharge connection. The scribe provides the option of writing on the tablet and I down loaded the app ‘ handwriting’ and found writing on the tablet to be a quick way to input text. The app also allows for painless and relatively fast conversion of handwriting to text. So a recommended app. One note also has similar capability and Word has writing to text ‘input’ option. The ability to handwrite and convert to text is another reason not to have to invest in the keyboard cover.

Transfer of files across my office PC to tablet is also straightforward with a Microsoft account and Skydrive. Or you could also transfer via the USB port.

Videos run well as per Ted talks. Overal,l not many relevant apps for vocational education but seamlessness of access to standard PC files via skydrive or memory stick means various learning resources can be easily ported across. Will test the tablet with various datashows and touch TV screens this week.

Spotlight on Tertiary Teaching and Learning - 14th June

Presented and assisted with the organisation of the Spotlight on Tertiary Teaching and Learning event organised by Ako Aotearoa and the Ako Aotearoa Academy. A gathering of 90 tertiary educators from across the tertiary sector, mostly Christchurch but presenters from Dunedin and attendees from Nelson as well. Ako Aotearoa Academy members form a core of presenters with Supreme award winners, Dr. Rhiannon Braund, Selene Mize and myself and award winnners Eric Pawson and Stephen Hickson.

The Friday afternoon event was held at University of Canterbury (UC) with nibbles and drinks provided through Christchurch Polytechnic Institute of Technology (CPIT) and catering industry sponsorship.

The event opens with a mihi and short welcome from Bridget O'Regan, southern hub manager and then brief welcome from Dr. Rhiannon Braund, 2012 Prime Minister 's award for tertiary teaching excellence. Rhiannon spoke about her passion for teaching and how it is important to share that passion with students and help them gain an interest in their work as well. 

The first stream is on student engagement, chaired by Jennifer Leahy.

First up, CPIT's teacher education programme leader, Lyn Williams on 'embedding teacher professional development as business as usual'. Connecting things new teachers learn while learning how to teach. Teacher education is not at the centre of the new teachers' universe, they are workplace learners, with many challenges associated with changing from one occupational culture to another. So teacher education is making sense of current understanding of how learning occurs and how they as teachers can help students learn. Need to recognize the diversity and multi literacies in various disciplines and how to help new teachers learn how to be learner centered teachers. Agency - access and negotiation by individuals and the work environment. What are more experienced teachers doing to assist new teachers to ensure they are able to apply their agency in a supportive work environment. 

Jen Halliday Lincoln University on 'engaging students in active communication'. Modelling an engaging presentation On how to involve students and how to elicit responses from students. To educate is to draw out. She then went through the structure do the presentation - to grab attention, use what learners already know and then make it participative. 

Then, Dr. Richard Manning ,UC with presentation with 'place based education- pathways to partnership'. Presented on why a placed based education course about the Treaty? Cultural differences between Pakeha and Maori means that both do not have similar understanding of the Treaty and why the treaty negotiations took place. Most schools still have a Eurocentric focus and therefore NZ young people not exposed to NZ history from both sides of the story. Using place as a starter for both cultures to share the history and understand each others perspective.

Dr. Rhiannon Braund presents on 'beyond dispensing knowledge: how to engage pharmacists in training'. How do we view teaching? Empty containers, pre- formulation or ready to use. Some students find ways to take shortcuts through Flip learning requirements. How do we make sure students do the work before workshops? Use peer activities as other students are less tolerant of students who do not prepare. Having to answer to peers is more effective.

John Morgan presents CPIT work on 'innovative teaching style for kinesthetic learners'. Changing original programme to emphasize the learning of practical skills. Literacy, numeracy and theory concepts were embedded and integrated around practical workshop practice. Projects used to provide a focus for students learning.The presentation is based around the manufacturing team's IGNITE project.

After a short break, two streams commence. Professor Eric Pawson chairs and presents in the learner centered learning stream with 6 presentations.  

I present on 'situated technology enhanced learning' and chair the second stream on technology enhanced learning. Brief notes from presentations in TEL include:

Jocelyn Howard from UC takes us through 'online polling and collaborative note taking using google docs'. Used Socratic to demonstrate how online polling can be used to engage students, have a sense of level of understanding of a topic and review learning. 

Stephen Hickson, UC, shares some things to do with iPads. Presented on how to capture worked problems as per using overhead projector. Using a special scribe from adonit.  Notes are then emailed to self and posted on moodle for students to access.  Also introduced a few other useful apps. App hits, speak up and good notes.

Mary Kensington, Lorna Davies, Julie Richards and Rea Daellenbach share CPIT midwifery section work on their blended programme with 'birthing a new programme: hearing a new heartbeat'. Provided structure of programme before and after. In blended deliver, there is f2f, online , practice and portfolio. Online with tutorials using adobe connect, learning packages and discussion for which are student led but tutor directed. Important to support the social side of learning. Weekly tutorials have become the most important learning space for student to share, reflect on and review practice.

The official programme ends with short overview by Dr. Peter Coolbear, Ako Aotearoa director and De. Hamish Cochrane, academic director at University of Canterbury. 

Networking session closes the event.

All in a well-attended event, moved along by short, sharp 15 minute presentations. The majority of attendees were from the Adult and community education (ACE) and private tertiary education (PTE) sector, signalling a need for professional development events for these two sectors.The Academy will need to encourage and support more applicants from these two sectors to apply for the tertiary teaching awards to widen it's representation and support of all tertiary educators.