NZ Vocational Education and Training Research Forum - Day 1

At the annual NZ Vocational Education and Training Research forum today and tomorrow. The forum is a held a little later this year then previous years. Good to catch up with various industry training organisation representatives.

The conference begins with a mihi and welcome from ITF CE Mark Oldenshaw. The first conference keynote is with Rosalie Staggard from Innovation and Business Skills in Australia. She presents on the topic 'identifying key capabilities for VET practitioners'. Framework for VET practitioners capability development developed 2013. Capability framework to support the efficient and strategic management of the workforce ensuring all human resource functions and activities are aligned and focused on what is important to organisational success. Provided rationale for developing a capability framework and the process of producing a national Australian VET practitioners framework. Framework has 3 levels, 4 domains and 6 skill areas. Framework is supported by a 'tools' resource. Levels related to educator skills and experience - level 1 are beginners (level 4 cert), level 2 (diploma level) more experienced and level 3 in leadership type roles. Current qualifications mapped to framework to find out if qualifications meet needs and if any gaps. For each domain and skill area, the levels are detailed. Note levels are not equated with experience but capability. Domains are teaching, assessment, industry and community collaboration and systems and compliance. Capabilities are identified for each domain. Eg. for teaching domain, learning theories, design etc.

After morning tea, the short 20 minute concurrent sessions begin. first up with Dr. Linda Bonne, from NZCER on 'the textbook is just the textbook: How builders, GP doctors and engineers are integrating theory and practice. Reports on the 'knowing practice' research team with Karen Vaughan, Jan Eyre & Sally Robertson. Broader approach taken in the project to widen the traditional association of practice -based learning with apprenticeships. Used model by Evans, Guile,, Harris & Allan (2010) putting knowledge to work: A new approach. Nurse Education Today 30(3), 245-251. Interviews with building apprentices, training advisors, trainers, BCITO reps.; GP teachers, registrars, medical educators; and Engineering cadets, mentors, team leaders, managers and IPENZ reps. Compared the contexts to distil commonalities and differences. Trying to understand how skills learning is mediated across the contexts with different approaches to training. Shared some of the evidence gathered by apprentices, GPs and engineers, recording their work learning. Used critical incident narratives - tell us how you integrate theory and practice learning? to engage and assist participants to explain their experiences. Themes were being able to see something bigger, taking on responsibilities and solving complex problems. Learning from experience is not automatic and requires learners to 'structure' and deliberately practice.

Second session with Terry Weblemoe form AUT University with 'teaching therapeutic skills online'.  Presented rationale for teaching the subject. A collaborative project between AUT and Youthline. Both have different perspectives and to provide learning on-line to a largely 'relational' and dispositional skill set challenging. Also move from didactic to interactive learning and collaboration.
Then Chantal Pillay, from Le Cordon Bleu School with 'students' reflections on work-integrated learning in the culinary arts'. Provided background of formation of Le Cordon Bleu and it's programme - Bachelor of Culinary Arts and Business - not to train chefs but graduates with strong culinary background focused on business management. Currently programme is into second year. Study focused on students expectations and perceptions of WIL and the effectiveness of WIL. Qualitative case study pre and post with semi-structured survey, student reflective reports and participant observations, analysed thematically using nVivo. Only 3 students between 18 - 28. Findings supported efficacy of WIL for students, revealed WIL challenges.

Final concurrent session this morning, Denis Keys from Bay of Plenty Poly. on 'choice but challenging: how carpentry students and tutors have responded to an ePortfolios project'. Presented using clips from their Ako Aotearoa project - reported in the form of a video - to report on the work undertaken using project-based focus. Provided background and rationale for the approach. The details on how assessments were developed to support the project-based focus. Provided example of a student's eportfolio.

After lunch, Dr. Nicky Murray and Joel Rewa-Morgan present on 'Connecting research and action: Pacifika voices at the heart of the matter'. Provided background of Careerforce and reasons for undertaken the study. Research undertaken with input from participants, a listening exercise. An 'ideal state' presented to participants and stakeholders after distilling the contributions into 'themes' and learning from literature. Ideal stated includes respectful relationships, pastoral support, cultural acknowledgement, community and family and celebrating success. review of where Careerforce is with 'present state'. Action then to 'bridge the divide' between ideal and present states. Be goal focused, achieve easy wins, undertake change management and plan, monitor and evaluate.

Next up, 'achieving success in the Pasifika trades initiative at Weltec' with Tavita Filemoni , Dr, Lisa Wong and Dr. John Horrocks. Evaluative approach taken to find out what works and what does not. 27 interviews with students, Pasifika community, support and teaching staff plus results from ALNTs and programme results. One success factor was to find out what students aspired to becoming and then how to assist them to eventually become (citing findings from first year apprentices project on belonging and becoming). Contributions from the community also important to assist individual students who required support. Insitutional support around celebrating Pacific events and providing visibility to Pasifika through linking with other students, staff and a 'feel at home' environment. Weltec now has Pacific strategy and planning further expansion of the Pasifika centre. Whole institution support undertaken to raise Pasifika engagement, work readiness (assist students to obtain drivers licence), increase literacy and numeracy and help broker work at the end of programme.

Third round of concurrent sessions. I catch up with Dr. James McKay and Emma McLaughlin's work on the language of the trades project, an Ako Aotearoa National project. Reporting on progress to date, 6 months into a 3 year project. Presented rationale and some indication of initial data collected. Edwards, Minty & Miller, 2013) say vocational learning vocabulary as complex and not very much actually known. Interviews with students, tutors and industry. So far 23 trades tutors, class observations in automotive, carpentry, electrical and plumbing. Recordings of classroom conversations. Analysis of electrotech text - reveals 62% 1000 word list, 22% technical, 8% academic and 8% in 2000 list. Learners need to understand and use the words of their trade .Vocabulary, visual / oral communication and behaving all inter-connnected. Gee 1990 - ways of communicating, thinking, believing, valuing and behaving that identity you as part of a specific social group. Literacies related to written (job cards, builders' diary), visual /spatial (plans, representations of abstract concepts - electrical diagrams). Common problems for students with diagrams include interpretation of the elements, transferring ideas from 2 to 3 dimensions and relating circuit diagrams to actual. Shared future work.

Then, 'building foundation learners' literacy and numeracy: the role of formative assessment feedback with Dr. Linda Bonne from NZCER. Concentrated on how ALNET being used. Important to drill deeper into how the educator-learner ' feedback conversations are deployed. Socio-cultural view of learning used with learners as active participants in learning. Need to privilege the learner voice which is rarely represented in the literature. Online survey of youth guarantee learners and tutors with six providers. Trying to trace if effective learning conversations are being undertaken. interim results shared.

Afternoon session after tea are plenary sessions on culturally responsive practice with a series of three short presentations. First up, Tania Mullane and Kihi Tawhai from Waiariki on 'harnessing the potential of innovative curriculum, teaching and learning practice in foundation learning'. Evolution and revolution of programme design to meet needs of foundation learners. Selected a series of practical and theory units and embedded relevant literacy and numeracy standards, Situated learning in the marae. 16 weeks foundation followed by vocational skills for rest of the year through vocational pathways.Good outcomes achieved with new programme.

Secondly, Anne Greenhalg from Workforce Development Ltd. follows with the topic - 'Paunga te matapae oranga : Puanga, the instigation of vitality!'  presents on work taking place within the corrections department. Presented the realities of the context and challenges. Presented the support structures required to support educators

Last session today 'Lead-engage-innov8: Finding k(new) momentum for rangatahi in industry training' with Glenda Taihuna from Te Wananga o Aotearoa.

A networking session closes a busy day. At the session, launch of new ITF work on workplace learning anchors the session.

Mimetic learning at work: book summary

Professor Stephen Billett’s latest book, summarises some of the work undertaken through his Australian Research Council Future Fellowship on practice-based learning. This book – Mimetic learning atwork: Learning in the circumstances of practice (2014) and published by Springer - provides a timely contemporary discussion on the main method humans use to learn practices i.e. observation, imitation and practice – aka mimetic learning.

The book is a concise 100 plus pages divided into 5 chapters. Each chapter has references and is written to be ‘stand alone’. There is a short index and preface providing background to the work.

Chapter 1 – ‘mimetic learning at work’ provides definitions for mimesis and mimetic learning to anchor the book’s argument. Mimesis is taken to be “the active process of engaging (e.g. observing), imitating and rehearsing required performances, which constitutes microgenetic development – the processes of moment-by-moment learning” (p 6). Mimetic learning is defined as “the inter- and intra—psychological processes that constitute order and contribute to mimesis” (p 6). Inter- psychological processes are socio-cultural contributions to learning (from peers, other workers, experts, teachers etc. etc.) and intra-psychological indicates processes used by individuals to learn. The conceptual premises for the book are also presented: these are

·        Learning and development as separate

·        Co-ocurrences of work and learning

·        Co-ocurrence of learning and remaking culture

·        Individuals as social

·        Social genesis of occupational knowledge

·        Limits of educational discourse and science

The first chapter also provides brief one paragraph summaries of each of the other chapters.

Chapter 2 summarises ‘learning through practice across human history’ utilising examples from Mesopotamian, Ancient Greek and Chinese historical sources. In sum, the chapter presents the long history of mimetic learning through human endeavour as compared to the very short history of ‘schooled’ learning. In particular, occupational competencies have primarily been learnt ‘by doing’ and in authentic work environments, not through schooling.

Chapter 3 provides the foundation for understanding why mimetic learning can be used to explain much of what takes place in work and lifelong learning. The rationale for recognition of mimetic learning as the main way humans have learnt and the need to understand how mimetic learning occurs across specialised occupations are discussed in this chapter.

Chapter 4 discusses ‘supporting mimetic learning: practice curriculum, pedagogies and epistemologies’. Here recommendations from the studies undertaken through the previous 3 chapters are used to extend Billett’s conceptualisations of the practice curriculum practice pedagogies and practice epistemologies. Practice curriculum explains the conduct, context and objectives of occupations, are laid out to meet the ways of doing of practice communities. Examples of various approaches taken by individual workplaces practicing the same occupation used to support the argument i.e hairdressing apprentices ‘curriculum’ in various types of salons. Practice pedagogies deployed to learn work practices defer from ‘teaching’ approaches in formal learning environments due to the nature of work. Personal epistemologies are proposed to be individualistic as each person comes into an occupation with idiosyncratic personal history, makes meaning from their work experiences in different ways and implements their practice to fit into socio-historic work environment.

The final chapter discusses the implications arising from the recommendations and conceptualisations argued for and presented in chapter 4. The goals for mimetic learning are refined and presented. Implications for workplace practices and educational programmes are presented and discussed. The chapter closes with discussion on how mimetic learning could support learning for and through work.

The recommendations for support of practice curriculum, practice pedagogies and personal epistemologies are provided. For the practice curriculum, recommendations are included to assist with the design and deployment of the intended curriculum (identify from the outset, what is to be learnt through practice-based experiences; helping students to align their experiences with the intended learning outcomes; aligning the extend and duration of work experience with educational intentions i.e. academic literacies, where do they fit with work? And use institutional learning time to assist students with consolidating and reflecting on what was learnt at work). For the enacted curriculum there is a need to account for students’ readiness and prepare students for work with the need to provide some students with additional or specific experiences; maximise available opportunities for work placement (i.e. for the present, to use the Christchurch rebuilt as a learning resource); and to ‘think outside of the square’ as to what constitutes work placement.  For the experienced curriculum, assist student to bring their ‘interest’ into alignment with future work potentialities; support students before, during and after placements; and especially support students to deal with challenging aspects of their chosen profession.For the pedagogical practices, a range of support structures to support mimetic learning are proposed prior to, during and after practice-based / workplace experiences.

In all, the book represents a concise but thorough representation of Billett’s scholarship on mimetic learning's contribution to human development. There has been a need for this book for some time as higher education is being continually pushed to rationalise graduate outcomes. One strategy has been to increase work-integrated learning to increase graduates’ integration of theory and practice. In turn, to improve work readiness on graduation. Learning at work has also needed a firmer foundation to understand how learning occurs. Mimetic learning provides common ground to understanding how work place learning is enacted across a variety of work environments.

NTLT 2014 - day 3

Wet day with strong, cold southerlies accompanied by hail and sleet and potential for snow! Last day of a busy conference with good opportunity to network with educators and staff educators / educational developers. The morning begins with a keynote from Donna Bowman, SIT hairdressing tutor awarded last year's hairdressing ITO tutor of the year award. Donna shares her teaching with 'keeping it real'. Couched her presentation around her story from leaving school to teaching hairdressing. Authentic learning formed basis for her own learning the hairdressing trade and her teaching practice. How to share and pass own passion for craft and trade to learners requires helping learners to develop empathy for clients. How learning from literacy and numeracy contributed to new learning about teaching and learning. Shared strategies used to assist reluctant learners to learn crucial trade skills involving literacy and numeracy and life skills required to cope with challenging work environments.

After morning tea, one round of parallel sessions and I catch Dr. Peter Coolbear's (director of Ako Aotearoa) session updating on the work in progress in developing the NZ Adult and Tertiary teacher education qualifications as outcome of the NZQA MRoQ (mandatory review of qualifications) process. A dual professional model frames the development of these qualifications. Landscape of qualifications in draft and in process of discussions with NZQA on process for development of the actual qualifications. Base qualification is a level 5 qualification Certificate in Adult and Tertiary teaching and on to level 6 for specialist qualifications. The new landscape reduces 84 qualifications and reduced to 24. Discussed trade-offs, constraints and opportunities provided by the new proposal. Level 4 Certificates 40 credits for trainers and community educators. Level 5 60 credits minimum teaching qualification for ITP tutors. Level 6 120 credits for leaders in tertiary teaching. Specialisations at level 6 are 60 credits in quality assurance, learning design, educational technology, pasifika teaching and assessment or educators taking on leadership roles in these areas.

Keynote from Peter follows. Peter covers 'making effective use of student feedback on innovative practice to improve educational outcomes'. How does finding out learner's progress fits into the increasingly complex policy environment. We are now into 3rd age of education. 1st age where education was only for the elite and the aristocracy. 2nd age from 1950s onwards marks the massificaion of educaiton. Presently, 3rd age is a transactional era - governments are unable to fund demand for higher / tertiary ed. and now requires evidence of 'outcomes' to substantiate public spending. Presented Ako Aotearoa work on evidence garnered so far and influences, impact and future prospects. Selection of measure is important - see publication - gathering evidence of learner benefit - and need to convert data to applicable intervention or relevant to substantiate submissions, reporting and proposals. Provided examples (good and not so good). Examples included using critical incident methodologies to find out factors enhancing success for Maori learners in the health sciences; excellence in tertiary teaching award examples; dedicated educational units nursing; good practice grants by Michael Mintrom and Caro McCaw.  Discussed challenges of process. Recommends 'unlocking the impact of tertiary teachers' perceptions of student evaluations of teaching' .

Conference closes just after noon. I join a few other tutors on a bus trip to Bluff before catching the plane home in the early evening.

NTLT conference - day 2

Day two dawns much cooler than yesterday, with light rain. A breakfast meeting with other staff development teams begins a busy day.

The MC today is Mike Grumball, head of trades at SIT. First keynote of the day is with Dr. Ganesh Nana, chief economist at the business and economic reseach ltd. (BERL). Ganesh presents on the topic 'tertiary education, value and the 21st century economy'. Provided an overview of where the present world economies are -using examples from rising values in stock markets around the world but unemployment high in many countries (esp. in Europe) and disparities between the well off and the less so (i.e. inequality increasing). Challenges in the new world include climate change, access to energy / raw materials, water, food and skilled labour. Reviewed economics with respect to how 'value' may be defined. Economics is wide ranging including social / political sphere. Economics is about how we choose to use resources (wealth) to generate more valus - produce/deliver things we want, need desire, look after, maintain, or replenish resources and improve and or expand resources (i.e. a sustainable view). Value is difficult to define in dollars and cents but policy advisers require a measurement of value. Measures beyond GDP include UN human development (old) and OECD better life initiative and OECD well-being framework. In NZ, Treasury has recently developed the treasury living standards framework which includes - economic growth, sustainability for the future, increasing equity, social infrastructure and reducing risks (to generate through increases in financial/physical, natural, social and human capital). Education contribute to all aspects of the treasury living standards framework. NZ spending on education (also tertiary) slightly below OECD average. At present, inputs (maximum no. of students) and outputs (maximise no. of graduates) measured and now working on 'outcomes' - still difficult to measure and skewered to economic outcomes (employment, higher income, better access to skilled employees). Current funding incentives are on course completion, qualification completion, student retention and student progression (still outputs). However Tertiary strategies include delivering skills for industry, getting at risk young people into career, boost maori / pacifica completions etc. moving towards 'outcomes' but difficult to measure. Recommends gather data on post-graduate outcomes (beyond just the economic) and explore indicators of broader outcomes.

After morning tea, I attend session with Christine Dunn on 'embracing technologies to enhance nursing engagement and learning in summative assessment'. Christine had trialled ipads with communications courses as per CPIT use of video to support learning of therapeutic communications. Assessment of application of effective communication to therapeutic relationships. Students are provided with a scenario, sign into a youtube account, then participate in a 5-6 minute simulated interview with a'client'. Interview is videotaped and uploaded to youtube. Leaners review their interview, reflected on their performance and develop an improvement plan. Learning from project used to improve next iteration.

Next presentation is with Ruby Day from Wintec on 'pursuing authenticity in designing learning spaces to engage foundation students. Went through the principles underpinning re-design to make the learning more student centred, build life long learning skills and create a positive class culture. Provided background on course / student profiles etc. Applied project based learning with process of developing principles, change management focus, selection of modules to integrate, work with teaching team. Goal was to establish motivation and retain engagement. Projects included setting up students' personal profile, personal learning plan and a community (group) and an individual vocationally focused project. Projects were diverse with regards to topics, focusses and levels.

Then, I facilitate workshop on 'implementing active learning with tablets' as a follow up to yesterday's keynote. Mainly to establish if participant's projects were learner-focused and to work on how implementation may progress. The need to plan the course / programme with objectives, learning activities, opportunity to receive feedback / reflect and work on next learning objective.

After lunch, there is keynote with Professor Angus McFarlane from University of Canterbury on 'Mai I te ao tawhito ki te ao hou: cultural touchstones for higher education in today's world'. Presentation centred around the importance of touchstones with regards to democracy and diveity with the tertiary education. Consider continuums of 'cultural consciousness', the main dangers of 'Eurocentric hegemony' and present an argument to favour culturally connected discourses in research and teaching. Presented a set of 5 influences for culturally inclusive pedagogy and propose a process that has potential to build on existing scientific and cultural imperatives for a place in the new world. Challenged us to think about how we are being culturally competent. To prepare students to become culturally conscious, with educational direction coming from the traditional Eurocentric and Te Ao Maori. Need to have equity not just equality.

Workshops in 4 streams and I attend the presentation with Stephen Atkins, Chris Fraser and Lyn Blair with 'problem based learning at Otago Polytechnic: developing a research programme'. First year Business degree students enrol in the problem-based learning programme and complete the equivalent of 8 papers. Details of the structure and philosophies of the programme presented. Then workshop to move through 4 'stations' to experience problem-based learning. Wrap up of the session closes the session. PBL programme has 5 projects - business tool kit, business practices, giving back, environmental issues and business venture plus 'gap fill' finals. 50% individual and 50% group assessment reported as individual 8 paper results. PBL students have less lecture time but more time to work on projects. Project individual and group assessments mapped to all the learning outcomes from the 8 courses.

Afternoon keynote is with Manu Fasea-Semeatu who is national facilitor for CORE education presents on 'Le lalolagi fou:E tumau le fa'avae, ae fesuia'i faiga - understanding the diverse-cities of Pasifika'. An engaging presentation to introduce the work by CORE Pacifica team to support Pacifica education, learners and Pacifica educators PD for technology enhanced learning. Objective to implement Pacifica vision - all Pacifica learners participating, engaging and achieving in education, secure their identities and cultures. Need to remember, Pacifica has multiple cultures, some commonalities but each has specific wealth of culture. Shared strategies used as a teacher to engage Pacifica learners, challenging them to  succeed, achieve excellence and become leaders. Moved into theories / hypothesis towards conception of 'diverse-city' - iversity in Pacifica peoples' belonging and involvement with their Pacifica roots. Presented CORE education themes - personalised learning, new views of equity, diversity and inclusion, using curriculum knowledge, rethink the role of learners and teachers (ako), culture of continuous learning and new kinds of partnerships and relationships. Recommended to list 5 actions to take to become Pacifica responsive, identify what you need to do the achieve the actions and set an timeline. Big CORE ideas are diversity, connectedness (check CORE connected educator month october 2014). Reach before you teach :)

Conference dinner at Cabbage Tree restaurant closes a long but interesting day.

National Tertiary Learning and Teaching Conference - 2014 day 1

At the annual National Tertiary Learning and Teaching Conference, at Southern Institute of Technology (SIT), Invercargill for the next 3 days. Looking forward to catching up with many NZ staff developers and gathering new ideas to share with CPIT colleagues.
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Day one begins with traditional Maori Mihi whakatau, welcomes from conference MC, Sally Dobbs - Academic and Relationship leader (SIT) and SIT CE - Penny Simmonds, Invercargill mayor, Tim Shadbolt. First keynote from Dr. Kerry Reid-Searl - Professor of Nursing from Central Queensland University, with an extension on her keynote from last year. This year, 'Anywhere, anytime: a simulation teaching strategy preparing learners for real world practice beyond the classroom walls'. Challenged teachers to try different and innovative ways to engage students with learning. Introduced the classroom in a small suitcase - based on -simulation - to have a realistic programmes with fidelity and believable. Did a role-play similar to one last year with an elderly patient. Extended on simulation with pedagogical framework - how relationship to 'person' and hearing his journey helps students learn respect and see things from a different perspective. Many dispositional skills including need to learning how to listen and empathise. Mask Ed simulations introduces 9 characters who carry through the 3 years of the nursing programme. Learners build up relationships with the characters, learning by stealth (the hidden educator).

After lunch, attend Aidan Bigham, Trudy Harris and Jackie Messam on 'course design for student centred learning,'. Changed brought about by move into new facilities. Modified OTARA to OSCAR - objectives, success criteria, context, resources. Learning spaces fully flexible with a central 'street' to use whole space or divide into smaller spaces. Team teaching with project based / student based learning. Need to prepare for teaching in a different format, not just concentrate on content. Learning activities are more important to work through than content. Learning around a one semester project to solve engineering problem. Problems based on real-world scenarios or a design brief to be completed by a 'client'.

Then afternoon tea, followed by my keynote on CPIT's experiences with technology enhanced learning (TEL) post-earthquakes with emphasis on our 'project surface tablet' titled - 'flexible and mobile delivery @ CPIT post-2012: Shaken, stirred and poured'. Presentation stressed need to plan, identity learning objective, select pedagogical approach, prepare students and teachers and  evaluate and improve as project progresses.

After keynote, a series of 3 sessions. Firstly, Terry Kapua from Waiariki (Rotorua) with 'mobile device education: tino rangitiratanga for learners'. Introduced an iPhone app to learn Maori allowing for pronunciation to be checked. Correct pronunciation provided. Learner records their version and sent best one to learning management system to mark it. Trialing with 80 students and learning pitfalls and ways to help meet the challenges.

Next, John Hitchcock and Gerry Duignan from Weltec on 'growing 21st century tertiary teachers through a career pathway model'. Discussion groups identified professional development as beginning, intermediate ( 1 - 4 years) and 'experienced' (more than 5 years) teachers. Pattern of -how can I be a teacher, how can I understand learning and for more experiences, how can I understand learners and what can I do to help learners learn?? Discussion on what is 21st century learning. From discussion, introduced an academic staff career framework to try to capture and frame professional / capability development for polytechnic tutors.

Last up today, Cath Fraser and Ruth Petersen with 'getting connected: principles and theories that mean any time anywhere works for students'. Introduced the Goalpost resource produced as an Ako Aotearoa resource for tutors. A just in time resource for new tutors to get them up and running and a follow-up from the Signpost resource  which was a first stop resource for people starting out as tutors in the NZ polytechnic, wananga and private sector. Two resources are supported by Teaching tips 1 and teaching tips 2 workshops to provide interactive sessions.

Conference that headed to the SIT downtown campus for a'night market' set up by students to showcase their work.

Learning through readings on neuroscience and neuropsychology

As prefaced in a blog last year, I would be devoting most of this year to working towards a better understanding of how recent studies in neuroscience and neuropsychology may contribute to my work on studying trades-based learning.

I must say the readings have been slightly disorganised as I meandered from one topic area to another. My self-directed route through the discursive field of philosophy and empirical studies of neuroscience show how there is still much to learn about the brain, mind and soul. Each field pushes a ‘preferred’ way of looking at the world and there are only a few researchers who seem to push through the boundaries. Examples include the Churchland’s neurophilosophy.  The siloing of discipline areas is starting to dissolve as articles on sites like brain.org example. So we are still at the very early stages of understanding how the brain works and working out how what happens in the brain, contributes to what makes us who we are.

Books like Owen Flanagan’s "The problem of the soul"’ , Ramachandran's "Tell-tale brain", Precht's "Who am I and if so, how many" and Humphrey's "Soul dust", go some way to explaining to a lay audience, the contributions of science and the historical Western tradition of theology and humanism towards our present understanding of "how I am and who I am". 

So what have I gleaned from just over a year’s worth of reading?

·       - The brain is incredible, it is the foundation of who we are and provides the mechanisms to learn how to become who we are. Hence, guard it well. I now have a new swish-bang cycle helmet to replace my almost a decade old one, in a bid to ensure the brain box is accorded the protection it deserves.

·        - We still do not really know much about how the mechanics of the brain works. One needs to be careful about the hype around fMRI and similar towards explaining how we think.

·       - Some of what the brain does is innate or hardwired but much of what eventually ends up as ‘me’ has to be learnt. The brain’s biological construction is accomplished both through genetic evolutionary legacies  (nature) and through contributions from our social environment (nurture) (the birth of the mind)- Hence, there is great plasticity in the brain (see guitar zero).

·        Which leads to – we need to want to learn otherwise, things become challenging (Hatties science of how welearn). So intrinsic motivation always beats extrinsic.

·        - There are limitations to the brain (kluge) we need to be aware of and work through. Things like memory, decision making (see neuroeconomics), our propensity for addiction to substances offering pleasure etc. all need to be borne in mind.

·        - We learn better when we can relate new learning to pass experiences and things we already know (Hattie - visible learning for teachers)

·        - We ‘chunk’ concepts and remember things multi modally. The sounds, smells and visuals are retrieved when we bring up memories. The brain does not ‘record’ experiences like a video recorder but brings experiences in a multisensory / multi modal way into our existing neural networks. therefore, each person’s memory / perspectives of an occurrence are idiosyncratic.

·        - Narratives, analogies, metaphors are ways we use to make sense of unfamiliar ideas and incorporate into our repertoire.  However, this method of making sense of our world means narratives, analogies and metaphors are personalised to our ontological leanings. 

·        - The brain does not come with a ‘how to best use’ manual. Individually we need to work things out. So acquiring metacognition (Hattie - visible learning for teachers) is an one important approach to improving learning.

·        - Learning is hard work, takes time, dedication and resilience (expertise, deliberate practice); there is no quick fix.

·        - When we manage to learn something new, we find it motivates us to learn more. Learning is maybe something our brain craves (books on evolutionary psychology)

·        - Our brains have a propensity to learn from others. We are a social animal (Sterelny - evolved apprentice, Vygotsky). What we are and who we are is lodged in the grey stuff and white matter in our skull, there has not been any empirical evidence to date that there is a soul – the brain is the mind is the soul (Churchland, Flanagan).

·        - When we die, that’s it L, which seriously challenges my Christian belief system.

·        However, knowing that ourselves (or soul) cease to exist when our physical part dies means we need to contribute NOW. So carpe diem!!

·       - Humans are the only animal on earth that can think through a way to remedy the mess our species have made of the only known planet inhabited by sentient beings – see pale blue dot to be reminded about how insignificant we are in the really BIG picture.

·       -  Some other animals may also be sentient so beware of what you eat.

So, a few epiphanies plus confirmation of lots already known and applied. New learning and skills attained from wading through some interesting (and some not so interesting) books and articles including familiarity with the work of some of the leading researchers in neuroscience, neuropsychology and neurophilosophy.

Where to next? Well, next year will be focused on how to apply some of the above to vocational learning and a catch up on readings pertinent to the topic. I need to touch base again with some of the seminal works on apprenticeship learning and workplace learning to sieve through what is still pertinent and what is now already dated, in light of the learnings from this year's readings. So the journey continues.

Neuro- The new brain sciences and the management of the mind – book overview

Checked this 2013 book out - authored by N. Rose and J.M. Abi-Rached and published by Princeton University Press.

I worked through the ebook available through CPIT library. The book is a good overview of the state of play with regards to neuroscience, neuropsychology and brings in perspectives and concepts already summarised in other books – for instance, as overviewed on this blog recently, by P. Churchland, Ramachandran and Broks. 

The book has 9 chapters, an introduction and conclusion and 7 chapters with each chapter overviewing the ‘functional’ aspects of the brain, implications.

The introduction (available frompublisher’s site) provides a good overview of the book and worth a read through before diving into the book itself. 

Chapter 1 covers the ‘neuromolecular brain’ is the historical overview of how we progressed through the last 100 years or so in our understanding of how the brain is structured and how it works. A summary of 8 points in page 43 sums up is presently known. The brain is an organ like other, evolved like other mammals, can be anatomised at the molecular level as being chemical transmissions partially dependent on neurotransmitters and a whole complex of other entities – enzymes, ion channels receptors, transporters etc. Different parts of the brain have different evolutionary histories. Mental processes reside in the brain, so mental states and processes can be potentially observable through the organic function of the brain.

The second chapter is on how the brain sees the world – ‘the invisible gaze’ summarise the long journey taken to the present in how to try to unlock what happens in the brain as it functions. From crude images to present brain scanners and the coloured pictures available through fMRI.

Chapter 3 is a call to heed research on humans rather than mice in ‘what’s wrong with mice’ maintains the argument that study of human brains cannot be completed through making assumptions from animal studies. For instance, page 84 has 6 points which include difficulties in assuming  animals and human behaviour are the same, although mechanics may be the same, biochemical may defer, difficulties with phenotypes, modelling human stressors in animals, weakness of current tests used in animals (mazes) and inferred to human responses, and many trials are not properly blinded or randomised. Hence, the specificity of humans needs to be accounted for.

The fourth chapter is a good discussion on how the brain goes wrong – ‘all in the brain’ covers mental illness and how brain function / malfunction?. How neuropsychiatry is still a work in progress and how although we have made many positive discoveries and applied to treatment, we have only scratched the surface in understanding why and how mental illness occurs.

Chapter 5 concentrates on the ‘social brain’ and summarises the work of social neuroscience, trying to understand why primates are ‘social animals’ and the role of the brain. The specialised area of social neuroscience is presented and discussed. Includes a thoughtful critique for and against the role of mirror neurons, their presence and function and theorised connection to our social nature.

Chapter 6 presents the other side of the coin ‘the antisocial brain’ and tries to unpack how criminality occurs. A historical overview of criminality and its associations with psychology, psychiatry and neuroscience is provided. A slight hiatus after the second world war due to Nazi research in the area followed by revival of interest from the 1980s with accessibility to CT scans. Cautions are discussed with regards to neurolaw – using brain science to try to explain (and sometimes provide defence) criminal behaviour.

Chapter 7 come together with ‘personhood in the neurobiological age’ with the perennial challenge of where the self comes from – the soul or the brain? As per previous chapters, the historical journey towards understanding who we are and the role of the brain is summarised.

The conclusion ‘managing brains, minds and selves’ brings in the challenge into the future. A glimpse of where to next.

I would not recommend this book as the first port of call on things neurobiological. It is written with an academic although, in general, readable style. The function of the book is to update the thousands of studies in the last two decades on brain function and the media hype around conclusions that may be drawn from ‘brain scanning’ . Therefore, the book is a more academic version of  'need for caution in using neuroscience findings', reminding one in drawing conclusions from limited, exploratory studies, many conducted on rats or small ‘building block’ studies which are sensationalised by the media.

Tec-Variety - book overview

Via Derek Wenmoth’s blog, book launched at DEANZ conference a couple of months ago.

eBook by Professor Curtis Bonk and Dr. Elaine Khoo (Waikato University) called "Adding some Tec-Variety - 100 + activities for motivating and retaining learners online".

The book is available via Amazon but the authors have also generously provided access to a free download of a pdf version of the book. 15 chapters with 10 chapters devoted to the “tec- tools” framed by 3 introductory and 2 closing / consolidating chapters.

The first chapter introduces the rationale and values for writing the book. The R2D2 (read, reflect, display, do) components used in an earlier (2006) book (empowering online learning:100+ activities for reading, reflecting, displaying and doing by Bonk and Zhang) is also introduced and discussed. The framework for tec-variety (tone / climate, encouragement, curiosity, variety, autonomy, relevance, interactivity, engagement, tension and yielding) also presented and substantiated. Chapter 2 covers the various literature on on-line learning attrition and retention, leading to the focuses of the book on setting up the right background for helping learners retain motivation in an online learning environment. Chapter 3 summaries the key learning theories’ stance on motivation – behaviourism, cognitivism, constructivism, social culturalism.

Each of the principles for assisting online learners to succeed then covered. Each principle recommends 10 learning activities, backed by examples, exemplars and resources. Principle one is to set up a tone or climate to ensure learners’ are psychologically safe, comfortable and have a sense of belonging to the course; Principle 2 covers the encouragements aspects of learning with feedback, responsiveness, praise and supports. Principle on curiosity has activities to provide for surprise, intrigue and exploration of the unknowns. Variety is principle 4 to provide novelty, fun and fantasy. In the principle on learner autonomy, activities to encourage learner choice, control, flexibility and opportunities are presented. Relevance is covered to provide activities for accessing meaningful, authentic and interesting learning. Interactivity recommends online activities for collaboration, team-based and community learning. Engagement is assisted by activities to bring about greater effort, involvement and investment (buy-in). The critical thinking aspect is addressed in principle 9 on tension with activities that challenge learners and provide opportunities to work with dissonance and controversy. The last principle discusses outputs in the form of goal driven, purposefully visioned and learner-owned evidence production.

Recommended activities cover a range of traditional (variants of discussion forums) to web-based, multimedia / multimodal type items. The emphasis is on learning centred activities with the learner contributing and producing content, either individually or with others, for discussion, critique and consolidation.

The penultimate chapter covers the important task of motivating instructors. The last chapter summarises the approaches and offers tables listing all the various activities and the risks, time, costs, learner-centredness and activity duration as a ‘selection’ tool.

Overall, a good overview of the possibilities for using a range of online learning activities, anchored by sound pedagogical rationales.

Neuroeconomics – via Coursera MOOC

Over the last month and a half, I have been working through a MOOC offered through Coursera. This is part of my professional development for this year, to augment readings (summarised through this blog this year) in the areas of neuroscience and neuropsychology.

The MOOC is offered through the Higher School of Economics which is part of the National Research University  located in Moscow. The presenter is Professor Vasily Klucharev. The course has a traditional structure. Videos each week as lectures – usually 3 – 5 broken up into 5 -6 minutes to 20 minutes. Each video has one set of multiple choice questions embedded. At the end of each week, a short multiple choice test is completed. There is a time limit on the quiz and 3 attempts are allowed. The exam at the end of the course is made up of 20 multiple choice questions.

The above supplemented with a short collection of suggested ‘readings’ in the form of book chapters and journal articles. There is also an active discussion forum which I have not had time to delve into but will try to catch up on at some stage.

Part one introduces the topic. Neuroeconomics is an interdisciplinary discipline to introduce aspects of psychology and neuroscience into rationalist economics. The foundation and rationale of neuroeconomics are introduced.

Week 2 goes through the neuroscience aspects required to understand how neuroeconomics itself works. Various means of accessing brain activity as decisions are made are also covered in week 2. Importantly, fMRIprocess is explained so that future graphs and explanations can be understood. FMRI images are statistical combinations of structural (what is activated) and functional (how often activated) brain activity. Brain activity is captured through magnetic resonance of blood flow through the brain as laboratory tests are completed by test subjects.

Week 3 begins the work on understanding how the brain goes about making decisions. The concept of a diffusion model for decision making is introduced and discussed in some depth.

Week 4 introduces the parts of the brain – the nucleusaccumbus (anticipates gain / reward), orbital frontal cortex (compares and integrates information regarding reward outcomes) and the dorsolateralprefrontal cortex (does the control and planning). Examples are provided of how each operates and then how all the brain sectors work in tandem to make value judgements and decisions.

Week 5 brings in the important contributions of emotion into how decisions are made. Emotions contribute either as innate or learnt responses. The theory of emotion states we appraise, evaluate, take action, make physiological changes or express through action. Emotional stimuli is thus assigned a form of ‘value’ albeit, subjective values. Emotions are also the product of brain activity and add a subjective dimension to how we make decisions as how each person comes to a ‘conclusion’ is coloured by the context, historical-social factors, ontology etc. etc. So, we hope to be rational thinkers but perhaps we are nowhere near as rational as we would like to be!

In week 6, the ways in which the brain makes decision either as option 1 (intuitive, heuristic, automatic) or option 2 (reflective, analytic, consciously monitored) are introduced. The role of the dorsallateral prefrontal cortex (DLPFC) is brought in to explain how people modulate their needs through self-control. Fairness and temporal discounting (delayed rewards) also plays a role. Therefore, decisions not necessarily rational but impacted on by emotions and the way various parts of the brain evaluate choices.

Week 7 brings in the contribution of ‘risk’, how does the brain assess ‘risk’? Is there a difference between risk and uncertainty? The ways in which we make decisions with an element of inherent risks is predicated by how the options are framed. We tend to be risk adverse if we see a gain but risk seeking when faced with a loss! Small probabilities are overweighted and large probabilities under weighted. Therefore, we will gamble on an outcome when faced with a losing proposition whereas if we perceive a sure win, we are conservative.

The last two weeks of the course discusses ‘society and brains’.

Week 8 discusses the ‘social brain’. Firstly, a video of ‘game theory’, the economics decision making model is presented. Revised the levels of complexity in neuroeconomics – neuron – brain – cognitions and emotions – society and biosphere. Social influences seen to be an evolutionary factor (selection between genes, between individuals within a group and between groups within a population). Correlation between social complexity and neo-cortex volume in primates. Game theory used to try to understand situations where decision-makers interact. Game consists of a set of actions and a payoff function. Uses ‘prisoners’ dilemma’ to illustrate cooperation. The neurological fundamentals of social cooperation are summarised with the role of mirror neurons highlighted.

The last week of the course, brings in the dimensions of evolution and the concept of humans as ‘economic animals’. The concept of cooperation as being innate in humans and to a slightly less extend in primates / apes is used as example of neuro-based pre-disposal to certain traits. Biological market theory is used to find out if there are natural examples of the existence of market type scenarios in nature. For instance ‘cleaners’ / groomers and ‘clients’ between animals – reef fish or anemones with small schools of ‘cleaner’ fish. Clients allow cleaners to enter their mouths without eating them. Monkeys have complex arrangements for grooming, with hierarchical and supply based systems. Market systems impact on how services are interchanged. Capuchin monkey experiments can be trained to trade coins for tools to perform tasks – usually leading to a food reward. Capuchin monkeys also learn value of coins, trading for ‘bargains’ and ‘gamble’ when loses are framed as wins (i.e. loss aversion). Both capuchin monkeys and chimpanzees reject unfair exchanges, indicating the perception of equality to be present in primates.

Overall, a very traditionally structured course with content delivered via weekly readings, video lectures, in lecture quizzes usually at the end of the lecture, multiple choice quizzes at the end of each week that count towards assessment and discussion forums. Took a couple of lectures to get used to the professor’s accent but the explanations were clear and powerpoint visuals usually helpful. The end of week quizzes were of variable quality, with many written poorly but the standard of multi-choice question construction did improve, so the lecturer was learning by doing and responding to student suggestions.

I am now enrolled in a few more courses to the end of this year to improve my understanding of neurobiology. These courses meet my individualised learning needs and are useful for professional development but you need to be committed to watching the hour or so of videos each week, taking notes, thinking through the information before attempting the quizzes. I would say I did learn lots of interesting facts and a couple of items I can apply to current projects. Of note is the opportunity to be introduced to up to date thinking on brain function, albeit, from a specialised point of view. 

CPIT research month - week 4

Last week of research month this week. Yesterday, managed to get to tail end of Dr. Nick Kimber's presentation on 'skeletal muscle fat metabolism in humans'. The recommendation for avoiding obesity and diabetes is, it is better to be 'slightly fat and fit then thin and sick'. Standing instead of sitting at desks all days helps to accumulate more activity into one's lifestyle.

Then the 'great debate' on 'science is more creative than art' took place to a packed room. Dr. Michael Edmonds, Miranda Satherwaite and Dr. Jerry Sherman argued for the affirmative and the artists - Dr. Dorothee Pauli, Bruce Russell and Henry Sutherland argued that art is more creative. Due to the ability of the arts department to gather student and staff supporters, the arts motion won.

Today, a range of presentations from the Nursing Department. First up, Nicky Davis on 'perspectives of loneliness: an analysis of narratives of elderly widowed people'. Nicky provided background, rationale and motivation for the project which formed basis for undertaken Masters in Gerontology - to find out what is already known about loneliness and aging. Present PhD work digs deeper as loneliness is subjective and often discounted by supporters and professionals. Focus is on telling the story of widows / widowers of how loneliness is described, if experiences of loneliness change over time and what strategies used to manage negative features of loneliness. Selected 40 participants to match gaps in literature - urban/rural, gender differences and older than 75. Interviews carried out based around 7 prompt questions. For participants, loneliness was perceived to be based on individual / contextualised experiences and connected to expectations of aging. Cultural, ontological influences relevant and recommendation for need to understand the individualised nature of perceptions of loneliness when developing meaningful interventions.

Raewyn Tudor follows with 'role of craft in post-earthquake recovery: implications for social work practice'. Presents a shared project with Ada Campbell, Jane Maidment and Karen whittaker. The earthquakes provided a context to explore resilience and emergence of craft movement as a intervention to enhance community resilience. many interventions are government or NGO led and important for communities to identify ways to minimise psychological effects following trauma of natural disaster. Craft can be utilised as a metaphor for growth, recovery and discovery not only for individuals but wider society. Themes included crafting for recovery and healing; making social connections; a sense of vision for the city; and significance of the role of crafting.

Next, Glynnis Brooks presents on 'navigating uncertainty: how knowing influences doing'. - base on her work towards her PhD on 'how do social work practitioners make sense of and respond to elder abuse?'. Tries to unpack what 'old' is and what 'abuse' means. Elder abuse literature and knowledge of practice literature have commonalities with social work being complex; elder abuse requires acceptance and ability to navigate uncertainty which requires critical thinking and reflective practice. Individuals filter various explicit and tacit knowledge througseh their own lens and important for individuals to identify lenses before change occurs. There were differences in how 'old' was understood with only a few taking a flexible approach to understanding age - young old at 85 or old old with 60 plus. Similar to how to assess abuse - what is it and responses. Therefore, there seems to be bias to caregivers and family dynamics / circumstances with voice of elderly taken less into account.

Last up for the day and for this year's research month, Dr. Isabel Jamieson on 'supporting first year in practice for graduate registered nurses using the dedicated education unit model' from work with Deborah Sims, Michelle Casey, Katie Wilkinson and Racheal Osborne. Provided background of the Canterbury dedicated educational unit (CDEU) a novel concept for undergraduate nurse training. Revolves around students working with academic liaison nurses (ALNs) and clinical liaison nurses (CLN). This study concentrates on finding out how to better support new nurse graduates enrolled on to the national Nurse entry to Practice (NETP) programme based around a perceptorship model. However, one on one perceptorship model difficult to support, hence move to CDEU model. Bring in a liaison nurse (NLN) to support new staff member with various teams with a focus on recruitment and retention. Found new model to be effective. Support seen to be important along with aspects of direction /delegation and recruitment / retention. Support included peer, organisational, NLN, work teams and support for the CDEU team.

So ends a month for CPIT researchers to share their work. As always, a range of interesting topics with most having high applicability and relevance to the industries CPIT provides vocational education for.

CPIT research month - week 3 day 4

Today's lunch time presentation begins with the launch of the 'new' CPIT research repository, hosted on Equella. This replaces our old 'ROMs' repository which archived all research outputs and collated for the NZ performance based research funding (PBRF) system.

The theme for presentations from the Broadcasting School is around the theme 'media and change'. Dr. Ruth Zanker presents on 'fear and thrill in front of the screen - what children remember- an international study'. From an external collaborative project funded by the International Central Institute for Youth and Educational Television (IZI). Used examples from data - children's drawings to illustrate some of the direction of the project. Stage on of project with 631 tertiary students from 8 countries and stage 2 with 510 children aged 8 - 12 in 4 countries. Presented examples from stage 2 findings in the form of the pictures drawn to represent something funny seen on TV that contributed to nightmares.

Then, Brendan Reilly on 'the changing face of commercial radio'. Focused on radio 'sports news' and role of journalists. Does news have to be short clips with elements of drama? Used examples of high international performing Kiwis who deserve recognition and airtime. Media agenda influences what actually is reported. Compared sports coverage on two radio stations to pick up sports personalities who were covered. Only 14 sports covered with rugby, league and cricket having the most stories. Local community news no longer feature as local journalist no longer exist. Radio news comes through two sources and all radio stations report from these.

Last up for this week, Bronwyn Beatty presents 'in the cold: tracing the fan from the outcast to 'fantastic prosumer'. Definitions of fans have not been flattering and mostly of fans as being 'losers' and obsessives. Increase in technology has provided greater opportunities for fans to become even more deeply involved. Some create their own versions of their most loved fiction characters /stories through fanfiction. Collaborative efforts are simplified so fans begin to contribute to storylines. Copyright is challenged. Used case study of Harry Potter. How persecution of fans websites backfired, leading to a turn around and establishment of an official fan site. Similar case with Lord of the ring handling of fan 'one ring' sites. Therefore, fans now seen as ideal consumers rather than public nuisances.

CPIT research month - week 3 day 3

The presentations for CPIT research month today revolve around the theme of 'teaching and learning'.

I present findings from the 'learning a trade' project. Summarise the contributions of individual, socio-cultural and socio-material learning towards trades people 'becoming' as they embody the skills, knowledge and dispositions required to practice a trade.Also obtain feedback from poster and draft dialogue for video to disseminate findings from the project. The poster is for workplace coaches to improve feedback process for apprentice learners and the video is to assist apprentices to become more 'mindful' learners through deliberate and reflective practice.

Next, Dave Maples presents on the Batchelor of Engineering Technology programme offered through the Metro Polytechnics. He presents on 'can a highly technical subject be delivered to remote students?' Reported on learnings from pilot study and how introduction of findings have now impacted on student learning. Important to keep learning sessions / video demonstrations are short (under 10 minutes), select less complex skills to video, keep to main points, watch out for background noise, lighting and shadows and provide summary of the activity at the beginning of the clip. Also reported on work to teach PLC programming to distance students. PLC1 hardware kits were developed and distributed to students. Test links set up between two institutions, NMIT and CPIT. Remote accessibility from CPIT established after a lot of work over logistical and technical issues. Students computers can be 'taken over' by tutor through adobe connect to assist with feedback on programming challenges. Other students are able to view the session.

Daphne Robson presents on work ongoing work (since 2008) with Dave Kennedy on tablets and touch screens delivered through 'classroom presenter'/' dyknow' and moving into BYOD for future. This presentation focuses on writing of questions. immediate feedback and peer learning were approaches students appreciated most. Tested 30 questions out of 154 questions to find out efficacy of questions in helping students learn math principles. Complete a table and fill in gaps were popular with identifying best strategy to solve problem, correcting mistakes even more useful. Students did not like text based open questions. So important to provide structure with easy and difficult / challenging questions - pitched at the correct level.

The midwifery team share their ongoing work with blended learning. They present on 'mind the gap: integrating theory and practice within a blended learning midwifery curriculum'. Mary Kensington and Rea Daellenbach shared the team's work. A progress report on changes and improvements made over the last few years. Surveys and focus groups run with 2nd year and newly graduated midwifes. Tutorials important to bridge the practical, reflective practice, theory through blended learning and off-job / classroom sessions. Students indicate tutorial as being very important to provide social connection, remove isolation, form communities of learners and opportunity to integrate theory (delivered online) and practice.

Niki Hannan from the teacher education team presents on her project 'exploring strategies for improving reading and numeracy outcomes for Youth Guarantee students at CPIT'. A project to find out if teaching approaches to embed literacy and numeracy worked for students. Compared pre and post ALNAT results to work out if there would be increase in literacy and numeracy of students and interviewed students, tutors and managers. identified themes that support improvements including ongoing staff professional development.

CPIT research month - week 3 day 1

Today's session from Applied Sciences. Always interesting and especially to see how science is applied to real world problems. The overall theme this lunchtime around ' the science of small things: mites, microbes and micronutrients'.

First up, Dr. John Clark, who is a taxonomist who describes what he does as 'inventing new words to describe the multiplicity of life on earth'. John presented on 'sharpening the tools: towards better biocontrol in greenhouses using NZ native species'. John reported on approaches and early results from collaborative work with Universities, government bodies and with students. Basically to try to identify NZ insect predators which can eat white flies and their eggs. John's taxonomy is detailed on the NZ wiki species site.

Then Dr. Barbara Dolamore provides an update on on-going work on presence of toxins (from bacteria blooms) on Lake Forsyth. Specifically to measure level of the toxins in short fin eels, which are part of the traditional food source of local Maori (the Waiwera runanga). Tests in 2004/2005 indicated high levels in the livers of eels but only small amounts in muscles. In 2009, a channel dredged through the gravel banks on Birdlings Flats to allow the lake levels to be regulated. Although bacteria still present, no bloom occurred in 2014. Testing of eels harvested in 2014 reveals very low levels of toxin in eel livers and none in the muscles. Another collaborative project with universities, govt. bodies and the local iwi.

Dr. David Hawke also provided an update on his on-going work with regards to the contribution of seabirds to selenium levels in NZ soils. NZ soil deficient in selenium but sea bird colony soils have higher levels through bird guano. David reported on recent studies to find out if soils with higher selenium was taken up by native plants (not much) or animals living in streams by sea bird colonies. Established only mussels seemed to have higher selenium levels but more work needs to be done to find out what sort of selenium and mechanism used by mussels to carry the selenium.

CPIT research month - week 2 day 3

Unable to get to the first half of today's research month presentations but catch up with the last two presentations on the topic of 'sustainability and teaching practice'. Of relevance as I am assisting with the development of a post-graduate qualification in sustainability to be offered through CPIT in 2016.

Dr. Lorna Davies provides a midwifery perspective on 'the impact of introducing the subject of sustainability'. Integration of sustainability into curriculum in 2009 and informed from Lorna's Phd exploring midwives views of sustainability. Presently papers at year 1 and year 3 in the programme with overarching 'establishing sustainable practice' theme. In year one, project to establish life cycle of a product related to midwifery practice. In Year 3 present a proposal for a sustainable midwifery practice. Detailed present study to look into whether new graduate midwives applying or able to utilise sustainability practice. Found new midwifes felt sustainable practice was relevant, resonated with and applied to present work and personal circumstances (use of paper / stationery, using bikes / scooters instead of 4WD diesel vehicle).

Dr. Dave Irwin and students presents on the topic 'eco warriors or eco worriers? Educating for change in the 21st century'. Used a fishbowl approach discussion to the topic. Students were from 2nd and 3rd years of the degree. Education for sustainability is to challenge students' current beliefs and values to move their understanding. Teaching causes people to become worriers, but we should be empowering learners to become leaders and be proactive, to contribute to change in the world.

CPIT research month - week 2 day 2

Managed to get to about 3/4 of today's research month presentations from Department of Creative Arts tutors. Not very often I have attended presentations on art and music, so a refreshing change of scene. caught the tail end of Michael Reed's presentation on his lastest work, inspired by Pacifica motifs and techniques.

Bruce Russell presents on his work 'rebuilding the city with sound: building a arts practice community in the rubble'. Reports on work he has become involved with since the earthquakes and inspiring a move into investigating the role of sound art in contributing to Christchurch city's rebuilt. Based around the conversations taking place in the winebar / gallery 'Auricle: a sonic art gallery.'

The Auricle is the hub where performers are able to 'show' their work to the public, with the wine bar downstairs and the sonic gallery upstairs. The aim is to concentrate listeners on to the audio, so the room is bare apart from speakers. Audacious is a festival of sonic art set up  around the city in March and provided some examples.

Next up, 'Vanishing point'with Bing Dawe, who shared the work published in the book this year, of the same name. A series of photos with two other photographers of scenes from the Mackenzie and the impact and implications of increased dairy farming / irrigation on the landscape. need to consider the aesthetic pollution as an addition to other forms of pollution (visible, chemical, ecological etc.) wrought by focusing on economic gains as a measure of 'success' and 'benefit. NZ produces sufficient primary product (meat, wool, milk powder, horticultural) to feed 24 million people! However, the cost is a more degraded landscape which, without action from NZers may never recover.

Last presentation today from John Maillard on 'the other - reframing the landscape' a way to describe the local environment. Using the work of Roland Barthes to begin and deploying photography as evidence to 'reconstruct' the landscape, look at landscape as time, the community and landscape and refute some of Barthe's conceptualisations. Presented illustrated with photos as they represent the transitions from one theme to the next and discussed how these themes linked back to original objective.

CPIT research month - week 2 day 1

Attended the presentations on 'new technologies and new approaches' with tutors from business, engineering and computing departments.

First up, Dr. Juan Pellegrino from business on 'learning in rapidly vs incrementally - internationalising firms - reporting on progress made with his research project on assisting SMEs to become players on the international market. covered models from internalisation process and international new ventures, the organisational literature and Juan's study on how SME's go about internationalising their products, services etc. There is a knowledge gap evident between the various studies on internationalisation and organisational learning with regards to the processes taken by companies who decide to move beyond the local market. Found learning and internationalisation are intertwined and two approaches - rapid or incremental, occur. Incremental approaches based on experiential learning so local firm moves into markets which are similar or familiar. Rapid approaches often based on entrepreneurial expertise which are international focused.

Then, presentation from Ian Williamson from engineering department on his project 'harnessing urban wind'. A practical project with regards to how to maximise power generation using wind turbines and situation of wind farms. Wind turbulence is a major challenge and present sites selected through a long period of evaluation might change due to urban developments or change in climate / weather patterns. Therefore important to understand urban turbulence and match turbine to the site conditions plus take advantage of wind pressures and turbulence coming off large buildings.

Next up, Tom Cronje, also from engineering who presents on work in progress with regards to his Phd project 'cancer zapper - a novel design for high voltage, high frequency and bipolar electroporation'. Presented research method and considerations and some findings. Electrochemotheraphy and irreversible electroporation is seen to be a new promising cancer treatment method. These are relatively low risk procedures, using electrodes to genera te heat to destroy abnormal tissue for unresectable liver and small tumours (skin, head, neck cancers). Tom is developing experimental apparatus to be used in clinical trials. worked through various design and technical challenges through a developmental / incremental method.

Last presentation today with Dr. Malcolm Wieck from computing who presents on a study with Mehdi Asgarkhani on the topic of 'technology assisted education'.  Briefly covered the theories and practice. some of the 'advances' include moving from desk-based to computer suites, introduction of data shows, high tech teaching facilities, smart boards, course and student management systems. Potential benefits vs potential drawbacks to provider and learners of elearning solutions summarised. hope to improve effectiveness, efficiency and growth but realities may not always allow for delivery.

CPIT research week - week 1 day 2

The majority of this week's presentations are for students to 'pitch' their project proposals or results. Pitch takes the form of 3 minute presentations from students studying various disciplines - engineering, outdoor education, business, computing, social work, music, languages etc. All pitches are marked and prizes awarded on Friday.

I manage to get to day 2 presentations from humanities centred around the them of 'evolving languages.

First up, Yoshi Holmes provides a summary of his masters thesis 'chronological evolution of the Urashima Taro story'. A good presentation modelling the application of comparative discourse analysis to reveal how a folk tale has evolved. This story's popularity is partly due to the adoption of the story into the Japanese school syllabus 50 years ago. Interesting to see how the story has changed as it migrated from oral to text representation and from oral story, to being read by the educated to now being part of Japanese folk lore.

Second, a fascinating presentation from Hohepa Waitoa on 'developing a haka for a bullfight'. The haka was written on request to be performed as part of a play depicting the Maori/Spanish origins of a East Coast NZ Maori family. Paniora was performed in Auckland earlier this year. Hohepa provided the rationale of how the haka used traditional words, rhythms and phrases to provide a stunning haka for the show.

Heperi Harris follows with his on-going work with Ki O Rahi. Originally, he promoted the game at CPIT for it's health and social benefits. However, the language learning opportunities are now just as important as most Ki O Rahi players are Maori, with many not fluent speakers. The game therefore provides ideal context to learn the language and protocols. Heperi described how words with similar meanings now used in the game to extend player's vocabulary and provide occasion for discussions on word origins.

Research Month begins - CPIT

Research month at CPIT rolls around again. The month is opened with a brief overview and welcome from Dr. Margaret Leonard, CPIT research and knowledge transfer manager and formal welcome from CPIT CEO Kay Giles with a call for applied research relevant to Christchurch's present circumstances and contexts.

The opening keynote is from Mike Gillooly, Chief Resilience Officer from the Christchurch City Council, speaking on the topic 'developing a resilience strategy'.

Introduced himself and his role at the CCC but also as a member of the 100 resilient cities organisation. Provided background and rationale to the strategy, how the process would work and how can Christchurch citizens contribute.

Strategy builds urban resilience designed to help city, private sector and government partners. Begins with the development of a unique resilience profile and priorities. need to gather data about the city, how it functions, current resilience strategies, understanding the shocks and stresses and assess our risks strengths and weaknesses. Strategy to be used as a tactical road map to identify, prioritise and implement through an inclusive process at city, regional and national levels.

Requires cooperation / coordination at all levels, for instance, academic institutions are involved in planning processes.

Unable to attend the inaugural presentations from Department of Business and Department of Computing but will upload notes on other presentations as I manage to attend them. Lunch time sessions the rest of this week are for students to 'pitch their project' - a series of short presentations summarising their projects - with prizes for the best 'pitch' to be awarded on Friday evening.

Professor Trevor Marchand - on craft, craftmanship and craftpeople

I have been keeping an eye on Professor Trevor Marchand’s on-going scholarship on learning a craft. While in Singapore a couple of weeks ago, I caught up on various publications archived on his webpage which includes videos summarising his work.

There is a video of his inaugural professorial lecture: The pursuit of pleasurable work: An anthropology of craft and craftspeople plus a shorter lecture discussing craft knowledge, learning and apprenticeship. The video of his inaugural lecture as a professor covers the work he undertook when he enrolled as a student of woodwork / furniture making. The shorter video summarises the focus of his work to date.

Some publications listed are available for download. Marchand's anthropological studies provides evidence of the socio-materiality and socio-cultural-political dimensions of craft work and of how apprenticeship learning contributes to the learning of crafts which often have scant verbal vocabulary to describe specific physical actions, approaches and problem solving strategies.