Mahara for eportfolios - summary and update

Working with a team of tutors to establish eportfolios. CPIT has had Mahara available for some years. However, as with other portfolio tools / platforms, Mahara comes with a requirement to learn how to use the platform along with support for the students (and staff) on how to construct eportfolios which are founded on reflective practice.

Currently, Mahara is on version 15.04, manual, ebook, guide to using the journal on Mahara, overview of induction session for students and useful info and instructions are available.  Also this link provides guides from versions 1.2 through to 1.9. Flash tutorials and examples - traditional and another one here also good resources.

Pros and cons are discussed along here and  a comparison of mahara with wordpress / google apps provided here.

Overall, a need to establish if we need to go to full blown eportfolio capability or scaffold from paper eportfolio to digital story on powerpoint before moving to Mahara.

Getting to grips with one note and notebook creator

Much has taken place since my initial exploration of the capabilities of onenote and earlier update. In particular, usability has improved and the advent of notebook creator makes onenote a good option for educators to share notes, collaborate with students and provide formative feedback to students as they progress through their work on onenote.

Various recent offerings provide good overviews of the hows, whys and whats of onenote. These include information from pcworld - a good introduction, onthehub, blogs.office - introducing the office lens to take photos of whiteboards etc. and a concise but comprehensive overview of capabilities from thomasmaurer.

For teachers, there is a guide here along with an office mix presentation - detailing how to go about using notebook creator and how to use audio recording, linked notes (e.g. to word document), how to share using outlook (email) or exporting as pdf, word doc etc., translate notes to selected language. Whole notebooks can also be exported or shared via Onedrive or Sharepoint.

A review from teacher's perspective is found here and student's point of view of how to use onenote for 'web research' is found in this video. Recommended 'next steps' to extend use of note book creator are found here.

In all, a good range of resources to guide us as we pilot onenote with notebook creator with engineering students.

Rethinking pedagogy for a digital age – designing for 21st century learning (2nd ed.) – overview

Edited by H. Beetham and R. Sharpe (2013)

Completely reworked edition. The first edition which was a seminal and ‘must-read’ for any educational developer, has been completely updated with brand new chapters. A few chapters are ‘updates’ but they contain new ideas, more pertinent to the present educational context. As with the previous edition, the authors are mainly based in Australia or the UK.

After forewords (to the second and first editions) by Diana Laurillard and the introduction, the chapters in the book are organised into two parts with part three offering resources in the appendices.

Introduction

The editors lay out the overall premises of the book with regards to defining pedagogy, the influences of the ‘digital age’ on teaching and learning and a rationale for the importance of undertaking effective design for learning. The chapters in the book are very briefly overviewed.

Part 1 – principles and practices of designing

1)      Technology-enhanced learning (TEL): the role of theory (T. Mayes & S. de Freitas)

The rationale for requiring ‘theory’ is put forward. Then the three main contemporary perspectives on learning are summarised. These are the associationist, cognitivist and situative (Community of practice / group levels) perspectives and how they may be applied into TEL are discussed. Appendix 1 summarises the perspectives.

2)      Designing for active learning in technology-rich contexts (H. Beetham)

The different theories applying to learning are reviewed in the context of TEL. These different approaches to understanding how people learn include: authenticity of activity, structure of learning, the application of learning towards retention/reproduction or reflection/internalization, roles and significance of others and the locus of control. Learning activities are defined as the nexus between learning environment, learning objectives, the learner and others. The need to design learning to meet learning outcomes and learners’ contexts and needs are summarised. The role of TEL in helping to provide learning activities that may assist learning with others, discovery learning, developing and sharing ideas, collecting, gathering, recording or editing (content, learning) and solving problems and developing techniques.

3)      The analysis of complex learning environments (P. Goodyear & L. Carvalho)

Important not to put focus on devices but the ‘ecologies and networks’ where learning will take place. Suggest Actor Network Theory as one approach to understand complex learning environments. Recommends importance of designing learning which is based around the design of good learning tasks which are cognisant of the social and physical settings the learning task is to be undertaken in and that the learning needs to work fluently across macro, meso and micro levels of learnin

4)      The challenge of teachers’ design practice (L. Masterman)

This chapter recommends the importance of ensuring teachers, and especially the study of teachers’ design practice, are part of the design process. One reason is to ensure learning design is applicable. The other is to inform the development of digital tools, heuristics or computer assisted process, for the purposes of learning design.

5)      Tools and resources to guide practice (G. Conole)

I have attended a few presentations on the some of the tools proposed in this chapter. The ‘tools’ are however, quite complex and do require a ‘learning by doing’ approach before the potentialities can become useful. The main attribute of these tools, is that they allow the visualisation of courses / programmes which may be complex, opening up options for better understanding the underlying structures of the learning design and their corresponding influences on students’ learning. As with all tools, it is important to understand conceptualisations. Otherwise, it is just a tool that produces lots of pretty flowcharts! This chapter provides overviews on each the most used tools along with discussion on pros and cons.

6)      Describing ICT-based learning designs that promote quality learning outcomes (R. Oliver, B. Harper, S. Wills, S. Agostino & J.G. Hedberg)

Provides a series of examples of to allow learning designs to be visualised and shared. Especially useful when learning designers work with subject-matter experts collaboratively on laying out the framework for the learning design of a programme. 4 types of design are discussed, rule based, incident based, strategy based and role based learning design with examples provided.

7)      Learning designs as a stimulus and support for teachers’ design practices (S. Agostino, S. Bennett, L. Lockyer, J. Jones and B. Harper)

Follows on from the previous chapter of ‘what could happen next’ with the various learning designs developed. Proposes learning designs evolution can be supported by shared understandings from initial work and collaborative work to clarify and innovative beyond the initial design foundations.

8)      Representing practitioner experiences through learning designs and patterns (P. McAndrew & P. Goodyear)

Offers alternative to the learning designs and ideas presented in previous two chapters. A short chapter discussing challenges – how to better describe learning tools, how to circumvent difficulties in creating designs etc. Proposes the use of ‘learning patterns’ as a means.

9)      The influence of open resources on design practice (C. Pegler)

Defines OER – open educational resources – and their contribution to learning design. Provides details on the 6 Creative Commons open licences for OER and examples of courses developed with OER resources.

Part 2 – designing for learning in context – provides 8 chapters to provides examples of how to apply the principles in Part 1.

Part 3 – there are 9 appendices.

Overall, the book is pitched at learning designers, rather than teachers. Core understanding of learning design principles before reading the book will produce dividends. The book is also an example of how quickly the TEL field moves. Although underpinned by current understandings of learning, the discussions on TEL in the book show how there are many different ways to approach TEL. Contextualisation is one key to ensuring TEL meets learning needs of students and discipline specific needs of teachers. Using learning design templates provides for a means to not have to continually 'reinvent the wheel'. 

Update on blogging platforms

Have been blogging on Blogger for about a decade, so comfortable with what it offers. Compared to newer blogging platforms like WordPress and Tumblr, the layout and format of Blogger, looks staid and conservative.

A couple of our programmes are now exploring eportfolios, with blogging platforms at the top of the 'try out' list. So a quick update on blogging platforms, their pros and cons required.

thenextweb provides an overview of blogging platforms with this list of 'what has been available' and then a list of what is now available. Beebom also lists the 5 best blogging platforms showing the rise of tumblr.

With some of our programmes, where the visual is important, tumblr may be one way to go. Emergingedtech provides some http://www.emergingedtech.com/2013/01/how-teachers-are-using-tumblr-in-the-classroom/uses of tumblr in education as does avemaria press. So no shortage of ideas and 'how to dos' on the web.

Will explore possibilities this week with one our our tutors and see what fits along with a re-evaluatin of Mahara, the institutional portfolio platform.

Readings for reflective teaching in further, adult and vocational education - book overview

Readings for reflective teaching in further, adult and vocational education
Edited by M. Gregson, L. Nixon, A. Pollard and T. Spedding (2015) published by Bloomsberry

Website supporting textbook (in its fourth edition) and this book (first edition) along with a similar series through the educational sector – early childhood teaching through to higher education. The theoretical framework draws from the work undertaken in the UK in the early 2000s through their teaching and learning research programme (TLRP)

A collection of pertinent and some seminal readings relevant to vocational education. Five parts further divided into 17 sections covering a range of issues, topics and information in one book.

Part one – becoming a reflective practitioner has parts on 'identity' (defining who we are and what we stand for); overview of ‘learning’; summary of the concepts of reflection; and provides ‘principles’ of effective teaching and learning.

Part two – creating conditions of learning covers a definition, relationships, engagement and ‘spaces’ which includes the physical and the virtual.

Part three is on ‘teaching for learning’ with readings on curriculum, planning, pedagogy, communication and assessment.

Part four covers reflecting on consequences with sections on outcomes (monitoring student learning) and inclusion.

Part five – deepening understanding has sections on vocational educators own development of expertise and professionalism.

Generally a UK slant with most readings from UK researchers / educators although there is a sprinkling of authors from other countries. The book is recommended as an accompaniment to a textbook for vocational educator programmes in the UK, so contexts etc. pitched to that audience. Readings are generally short (2 – 3 pages) and are summaries or collations (a couple are of books) rather than the whole article. Reference is provided to the main source for follow up if required. Most still retain their academic style of writing. To provide focus there is a list of suggested questions at the beginning of each reading. 

Overall, the book is pitched at vocational educator / further education tutor course work within the UK context. The book is a one-stop shop for those interested in a general background on vocational education, including the latest thinking on curriculum design and pedagogy. A good reference book.

Proust and the Squid: the story and the science of the reading brain - overview

Came across this book by Maryanne Wolf (2007) published by Icon Books, at the local public library

Positive reviews from the guardian and a recent one from hastac encouraged me to work my way through the book over several evenings.

The book reads well, Wolf intersperses her own challenges with a dyslexic son, with the latest interpretations through neuroscientific research, of how the brain learns how to read. The book uses metaphors from the recent media and the western literature corpus, to bring light to concepts on learning, neuroscience and philosophy. An audience, unexposed to the delights of classical books like Charlotte’s Web, the Lion, the Witch and the Wardrobe, Dr. Seuss etc. may have a bit of work to do to unravel some of the explanations.

However, of importance is the explanation of how reading evolved in different cultures. How writing is organised, whether logographic (Egyptian hieroglyphics, Chinese, Japanese Kanji) or alphabetical / phonetic (Germanic languages), affects how people learn how to read. Different parts of the brain are activated when language is presented in different ways.

Three parts:

Part 1 presents book overview and two chapters of how the first writing systems evolved and the development of the alphabet. Socrates argument of writing replacing the rigours of the oral tradition is also presented and discussed.

Part 2 reviews neuroscience studies on how the brain learns including how children learn to read (or not). Much of relevance here in understanding how parts of the brain are used for different aspects of reading.

Part 3 presents latest perspectives on why some people find it difficult to learn how to read, including discussions on the causes of dyslexia and how the present move to ‘screen reading’ and the ‘google’ generation may lead to changes in which reading develops. This section is on the weak side but the points discussed are important.

Writing journal articles

Early in April, I was presented with a ‘journal article of the year award’ by the Australian Vocational Education and Training Research Association (AVETRA). I was considerably honoured to attain the award, especially as the award had previously been presented to many other illustrious VET researchers.

Returning to work a few days later, I set to working on the revisions to a recently submitted article. The feedback list to work through was long and the process, as always, challenging. So why all the effort put into writing an article, in particular when scholarly articles are deemed to have a small readership. For instance, this timely article surely brings any academic author down from any form of inflated sense of importance.

Therefore, some ruminations on: Why write journal articles?

Here is a list, in no particular order:

• I enjoy the intellectual challenge – I once described the process to a colleague as like ‘solving a puzzle’. You set out an argument and write the rationale, present your case and the evidence to back it and sometimes, provide some recommendations.
• It’s continual learning. Every time I write and submit an article, I learn new things through engaging with a wide collection of ‘readings’; new processes to approach the structuring of the article; and new techniques to write more cogently.
• My readings become more directed as I have always enjoyed reading. I now read with a purpose rather than meander.
• I have started to enjoy the peer review process! It is a source of much learning, sort of a form of 'assessment for learning'.
• I can now appreciate more fully, the labour that goes into producing good articles. Some articles just 'speak' to your scholarly self J

My learnings? 

• Since the academic audience is small, there is a need to work at modifying the concepts expressed through journal articles to the target audience. I have made a start with the 'learning a trade' project in the form of a video for the 'appprentice' and a poster for trainers/ coaches. However, still much work to be done in this arena.
• Therefore, a need to ake time to disseminate research in a form accessible to the audience who are able to contribute to making a difference. In the case of my work, to tutors, workplace trainers, ITO managers, ITP managers etc. to help improve learning approaches for VET learners
• Work at fine tuning the ways in which academic work can be disseminated.
• Work with the people who can help make a difference – in my case, with Ako Aotearoa, NZs National Centre for Tertiary Teaching Excellence.
• Persist with finding other ways to fund your research – for instance – employers.
• Find ways to meet PBRF (NZ performance based research funding) requirements but also still disseminate to target audience in a meaningful way.

Alternatives to Coaches Eye - video analysis app

We have been using Coaches’ Eye for a range of ‘skills improvement using videos’ projects. However, coaches’ eye apps struggles to run on the surface RT. Video annotation and playback is 'jerky' due to the surface RT's low spec processor.

Appcrawler offers a range of alternatives to coaches' eye. A comparative analysis of 3 apps - ubersense (ios and android), coaches' eye and dartfish - reveals coaches' eye as the only app available on Windows devices. There are more alternatives with regards to PC apps.Some of the examples looked at in previous post could be used, but apps rather than full blown PC software would be less memory hungry. MotionPro is a newer example, but at $100 plus, a bit expensive and we will also need Surface Pros to run the app.

So will still need to keep an eye for a suitable alternative. 

Onenote - resources for getting started

After Travis Smith's presentation, we field a few staff keen to get started on onenote as a learning tool. The current onenote has improved in terms of usability and its main advantage is the ability to use it on various devices.

I have archived here some guides / resources to using onenote:

A good way for our tutors to learn about how to use onenote and its possibilities is to actually use it for their own work first. So, first up, a guide to using onenote for beginners vis PC world and another one via lifehack on using onenote in a work.

Then some 'non-conventional' ways to use onenote via blogs.office com and makeuseof.com 

The best way to deploy onenote in an educational setting is to leverage off notebook creator. Unfortunately, we need to await the installation of Office 365 on to our network before we can use notebook creator. The official guide to notebook creator is offered via office support.

A youtube video offers good step by step guide (10 minutes). Pros and Cons and discussed by broadeneducation.com. I hope to start a pilot with one or our engineering tutors to find out possibilities and test usability next semester. This will then feed into any work we do with other tutors when Office 365 is installed sometime next year.

Preparing for a digital university - report and new learning management system alternatives

This came up a couple of weeks ago and I have been dipping into the report off and on to glean items relevant to my various projects.

A review of the history and current state of distance, blended, and online learning

2015 edited by Siemens, G., Gasevic, D. and Dawson, S.

Publication supported by the the Bill and Melinda Gates Foundation

Overviews the history and state of distance education, blended learning, online learning, credentialing and assessment (with discussion on badges), massive open online courses (MOOCs) and a final, wrap up chapter, on future technology infrastructures for learning.

Background to the report is provided on Siemen's blog along with a reply to critique from Stephen Downes. There is also review and overview of the above discussion here from Geoff Cain.

As usual, there is no definitive way to approach the review, but as brought up by Downes, there are some omissions in the chapters on distance learning / blended learning which should have been part of the report. However, the report does provide some updates on alternatives to learning management systems, worth further exploration.

The last chapter – indicates some movement towards assisting learners to form their own personal learning environments. Tools / apps / platforms profiled include:

prosolo – has a support framework towards assisting learners to become self-directed – self direction and competency.

Others include Knewton, SmartSparrow, 

OLI - Domain of one’s own/reclaim, open learning initiative

 

LoudCloud - provides measured control, ownership between learner and institution, integration as loosely coupled or enterprise level and structure as decentralised or centralised

TEx - from the University of Texas to bring competency based education into the mix

Unizin  and Apereo

Research projects exploring the PLE landscape include Athabasca University's The Landing, federated wiki, gRSShopper, Learning and perfomance support system (LPSS) with  Canadian example, and Known - an open source social publishing site.

So there is movement across various countries at PLEs. something to keep an eye on.

  

Travis Smith - Microsoft specialist - notes of presentation

Notes from presentation with Travis Smith - microsoft specialist -education - held morning of 7th May 2015 at CPIT.

Mark Marshall CPIT ICT manager and Ann Taylor from Microsoft introduced Travis.

Mixed audience of schools and tertiary educators, administrators and IT.

A focus on using technology to achieve good learning outcomes for learners.

Went through 'high impact gradualism' - why education moves so slowly in the adoption of technology and things to prioritise to maximise impact of TEL.

Issuing hardware has not changed pedagogy - still content focused rather than learning focused. Deploying technology should lead to 'better' learning not replicate learning activities already common.

Need to have evidenced informed strategy, shift to collaboration platform, choice of device is actually critical, be deliberate in developing skills you think you are developing in students ( 21st collaborative learning design - 21CLD) and used data (learning analytics) better (see new line school use of customer relationship management CRM).

Need for institutions to align innovation to strategy and prioritise TEL that works (as per research informed) in the context. What are we trying to improve by using technology??

Need to establish pedagogical framework - and innovative teaching and learning is more likely to occur when there is a shared understanding of what it looks like ....

BYOD is NOT an approach to learning or pedagogy ... it's just how kids get device. Difficulty for pedagogy to be fully utilised if devices are to varied. Learning so often messy, multimodal and subject specific.

Used notetaking as an example - Mueller, P.A. & Oppenheimer D.M. (2014) the pen is mightier than the keyboard: advantages of longhand over laptop note taking. Psychological Science.

Choice of notetaking method and device, has impact on learning factual or conceptual facets.

Used OneNote as an example of annotating diagram to take notes. including embedding audio notes. and tracking of 'making thinking visible' through maths problem. Also uses onenote as his presentation tool. - see possibilities of onenote

Mangen, 2008, Mangen & Velaym 2010, Oviatt, 2006 - annotation on digital texts leads to depth of processing, reflection on meaning, ability to integrate and critique knowledge.

version one learning implies the cogitative process and version 2 is the 'final version' encapsulating concepts.   2 is high fidelity, version 1 is low fidelity. Onenote provides capability to bring both together.

The design of educational interfaces - Sharon Oviatt - thinking tools require stylus.

Paper is not going away, just getting smarter - how do we use to help learning?? embed animation? making concepts visual assist with supporting abstract thinking. = using fluid math app

Provided example of Adobe's latest application to make editing of images intuitive and 'instant'. see creative cloud

Monash University intervention by asking lecturers to include 40%  ppt slide which require annotation. Use ctrl P to bring pen into ppt. Add / sketch in - on the fly, allowing for better narrative of how thinking occurs. Provide the version 1 not just the version 2 as a completed ppt slide.

Need to remember, digital collaborative problem solving is a specialised skill. Collaborative problem-solving over distance using real world tools a developing field. Use white board feature on Lync.

Future possibilities being build with surface table, allowing sharing of artefacts across distance or augmented reality through hololens.

Preparation for working in a digital environment requiring collaboration at a distance now a 'must have' skill. Demonstrated real time authoring / collaboration on word online.

Discussed capabilities of office 365 for education. Provides access to 5 iterations of the software for students. Provided example of how to set up onenote to share folder with students. office 365 has a onenote class notebook creator. Demonstrated how to set up a 'course' onenote folder, allowing teacher to see all students' work. Teacher can provide feedback and students will see latest version of their work - with feedback.  opens possibility of using onenote as a form of LMS.

Finished with demo of office mix. (see my first attempt - from learning a trade project)

two other presentations from Travis - on collaboration and onenote for schools.

Motor skills learning – key factors

Another more recent article by Wulf:

Wulf, G., Shea, C., & Lewthwaite, R. (2010). Motor skilllearning and performance: A review of influential factors. Medical Education, 44, 75-84.

This is a shorter article than the one on last weeks’ blog. The article discusses motor skills learning as contextualized to the learning of medical / surgery skills. Observational practice, focus of attention, feedback and self-controlled practice are all summarized.

A very useful article providing the salient findings from the large volume of work on motor skills learning. As much research on motor skills learning in based on laboratory studies, this article, providing examples / applications warrants study. The article from last week’s blog provides greater detail and much more in-depth discussion for those who are interested in pursuing the topic further.

To summarise:

Observational practice, especially if combined with physical practice, is an important component of mimetic practice. Observational practice not only important as a visual introduction to the motor movements, but also of the goals of movement, the subtle and coordinative actions that are part of complex task completion.  Observation provides time for the learner to undertake some reflection on the tasks, before actual trial / performance.

Recommends the use of dyad practice – i.e. practice in pairs as it generates opportunities for both to observe and to practice while observed. So learner not only tries motor action, but has someone to provide timely feedback on performance.

Focus of attentions should be ‘external’ on the goal / task rather than ‘internal’ on placement, movement itself. So, for baking example, when piping out cream rosettes, focus on producing the rosettes to requirements (size, shape, each rosette the same, etc.) rather than amount of pressure exerted from hand holding the piping bag.

Positive feedback much more effective than negative. So learners’ goals become focused on good practice rather than trying to correct ‘mistakes’.

Self-controlled practice refers to learners setting their own goals, rather than trying to meet instructor-set goals. Learner choice as to how to practice and what to practice, leads to better attainment of motor skills in the long term. 

'Simple' vs 'complex' skills - need to be aware and able to categorise

A continuation on the question posed in the blog on importance of practice.

Neuropsychology paper reviewing learning of complex skills indicates the need to approach learning of complex and simple skills differently. Learning simple skills profits from an ‘increase in load’ whereas the learning of complex skills requires ‘reduction in load’.

Wulf, G., & Shea, C. H. (2002). Principles derived fromthe study of simple skills do not generalize to complex skill learning. Psychonomic Bulletin Review, 9(2), 185-211.

Almost 200 references! Most from lab based studies and around sports science.

Therefore, always important to sort out the ‘wheat from the chaff’ and ensure neuroscience and psychology findings are well substantiated before applying to practice.

Identification and classification of the range of skills relevant to each trade / occupation a starting point. Competency based standards provide a baseline to start from but need to remember many ‘tacit’ and difficult to explain aspects of practice may not have standards. A case of, if unable to describe, then also difficult to assess. So ‘ignore’ or subsume as unstated requirement, into another competency standard.

After skills identified and classified as ‘simple’ or ‘complex’, undertake to evaluate if undue pressure is placed during the learning of complex skills. One scenario I have some insight into is the preparation of junior chefs for the rigours of ‘a la carte’ cooking, especially in ‘fine dining’ restaurants. aka called line cooking in American parlance. TV reality programmes provide examples of how excessive pressure placed on ‘contestants’ lead to ‘filmable’ moments. Cooking ‘on the line’ (i.e. during a la carte service to satisfy the ‘pass’) requires the bringing together of a wide range of fine motor skills and application of many tacit refinements and understanding of kitchen ‘science’. See here for another viewpoint. Tasks and skills include (how much (or little) to season, how long to cook/steam/bake, what consistency required of a sauce, what plating arrangement works etc.). All undertaken while undergoing a barrage of orders from the head chef requiring the prioritization of a range of tasks, remembering which order has to go when, which is in preparation and any special requirements for orders.  

In many restaurants, learning how to work on the line is achieved through ‘learning by doing’. So, junior cooks work the line with the least complex requirements. Often starting with ‘cold kitchen’ where the food is precooked and the skill requirement is in the assembly of various items into salads or simple entrees. If a junior chef performs at the required level in the ‘cold kitchen’, promotion shifts the complexities up a notch. The junior chef may ‘second’ a more experience line cook, doing the base plating so the senior cook is able to place cooked items onto the prepared plate. Both ‘cold kitchen’ and base plating prepare the junior cook for the exacting specifications for ‘plating’ dishes to rigorous standards of neatness, symmetry etc. Importantly, they learn the dispositions required for implementing dishes to exacting standards. Craftsmanship approaches including attention to detail, judgement skills required to notice and correct deviations, persistence and on-going intrinsic motivation to ‘be the best.

Cooks have high ‘burn out’ rates with many young chefs leaving the industry after a decade or so of high pressure work. see this article for a case study - how chefs cope by becoming 'addicted' to the adrenaline of high pace work. No doubt there is some ‘buzz’ generated from the high pace work as cooks enter the ‘zone’ and are in ‘flow’. However for some, the long, unsocial hours and relatively poor pay, leads to eventual disengagement. Anecdotal evidence from young people aspiring to be chefs also indicate many left the industry because they were pushed into cooking roles too soon. Their preparation may have been incomplete during their initial training. Eventually, the pressures to perform continually and consistently at high levels caused some to decide the occupation as being too difficult.

Therefore, important to identify what is 'simple' and what is 'complex' in any occupation and also be aware of the other factors impinging on job performance. As with cheffing, it is not just knowing how to cook, but to be able to cook in a certain way within a specialised work culture. Expectations of 'craftsmanship' may be something to aspire to in all trades, but sometimes, craftsmanship - as with some of the examples in cooking, may become a generator of high stress and eventual burn out.

Remaking apprenticeships - report by Lucas & Spencer (2015)

A new report from Lucas and Spencer - funded by City and Guilds Alliance for Vocational Education with an overview video available on the reports official website.

Although long – a very pertinent and cogent update on apprenticeship. Where it has been, where it now is and how to improve into the future.

The report brings together work accomplished in the previous few years and incorporates work reported in other publications including the 'vocational pedagogy' report summarised last year. 

A shorter summary is available but the longer report is worth the time to read through as it details, succinctly, all the various aspects impinging on apprenticeship.

The report provides a 'one stop shop' with regards to updating the historical evolution of apprenticeships into the current times (albeit with a UK perspective); discusses the various theories and practices and pedagogy of apprenticeship and offers recommendations on how to proceed.

Of importance is the distilling of the many outcomes of apprenticeship into SIX - routine expertise, resourcefulness, craftsmanship, functional literacies, business like attitudes and wider skills for growth. The recommendations are generalisable across to many apprenticeship systems but are most pertinent to the UK context.

15 pages of references bringing together the pertinent literature on apprenticeship learning.

CPIT staff day - 17th April 2015 -

Annual CPIT staff day is held on campus this year in the gym of the new Whareroa building. The day opens with a mihi /  welcome (in Maoris) from Hemi Hoskins. Hana o'Regan leads us in the CPIT waiata. MC Hilary Muir introduces herself and starts the day off. The main purpose of the day is to come to a shared understanding of the 'new' CPIT strategic plan. Gavin Blake from Fever Picture will be undertaking Live Scribing to record what is happening through the day.

Jenn Bestwick, chair of CPIT council, officially welcomes everyone. and sets scene for the day and the 'One CPIT' focus. Introduced the structure for the day as a series of TEDex presentations.

First sessions, on the topic of market relevance. Secondly, theme of graduate outcomes with a series of presentations from present and graduated students. the third theme is around 'alternative' delivery, not necessarily all to do with technology but to do what we now do well, differently. Key focuses of developing and supporting 'modern learning environments' and a way forward into the future.

On market relevance, the first speaker is  Kaila Colbin from Ministry of Awesome 'on staying relevant in an expotentially shifting market'. Provided example of Moore's law as an example of expotential growth of computing power. Presently, we are able to access info. on smart phone / ablets which is greater than information available during Bill Clinton's time as USA president. Computing accelerates developments in all fields of human endeavour - including new fields of nanotechnology, biotechnology, etc. Unfortunately, our brains are not quite wired for the expotential growth of content. Consumer expectations have risen based on potentialities but linear business growth is unable to keep up with predictions of Moore's law. Technologies are onverging with artificial intelligence, robiotics, medicine, neuroscience, energy, nano tech, bio tech and computing - some science fiction of last decade now normal. Used 3D printing as example of how quickly tech. may move and the synergies possible by bringing 3D tech with other disciplines e.g. medical. What does it mean for our students? Are we preparing students for the future? 47% to 81% of jobs now may not exist in 2050. Presently, in transition period, so learning for flexibility important. What are implications? HIgh priority skills include problem solving, creativity, adaptability, future thinking, Need to reimagine Why we now do things as we do.

Next up, Paul Wright on 'customer service'. Used experiences at Harcourts to provide examples of a consolidated approach towards providing customer service. Whole organisation is focused on meeting customer service needs including IT, staff capability etc.  customer service includes treating staff as customers as well - used example of how staff have a phone - birthday message - on their birthday. Mobile agent set up to support all staff to be productive and responsive to customer needs. Staff are recognised though a range of staff awards to incentivise staff with customer service given top priority. Admin staff are included as they are crucial to the customer service process.  Importance of treating complaints seriously. Most important strategy - beating all 'modern' means - is a thank you card! Introduced the inspire foundation and asked for submissions to encourage growth of youth talent.

Beth Knowles from CPIT international speaks on market relevance in a global community. Provided statistics on CPIT international students. top 5 countries for international students are China, India, Japan, South Korea and Thailand but we have 1330 students from 50 countries providing over 600 EFTs. Spoke of thnite reciprocal advantages oref internationalisation.  Not only international students attaining education but for NZ students to also learn how to work with others within global economy. International students high in Food & Hosp. Business (almost 30%) and engineeiting / architecture and humanities (19%).
Need to have student mobility - inbound / outbound exchanges, staff exchanges, study abrou, ad programmes with partner institutes, double degree opportunities and multi country / multi partner institutions like GESA.

Next up Deon Swiggs presents on new perspectives on market relevance as informed by current context in Christchurch. Rebuild Christchurch has objectives to engage, connect and empower the people to contribute to the rebuild. Informed by Simon Sinek's Golden circle connecting why, how and what and to enable people to do what they do well. Provided various example deployed to connect with, consult and work with the community. Tagline - be brave and do things differently. provided example of the 'covered' series as a way to inform people on progress. to ensure organisational progress, leadership is important - thinking to do things differently.

Mike Fields, HOD of Trades, introduces Nick Matthews- carpentry tutor, to present on aspect of his work with iTab and market relevance. Started with overview of how he moved into teaching after career in army and apprenticeship in carpentry. Focused on industry demand and the changing environment with relevance to provision of carpentry training. EFTS increase from 214 to  297 plus campus re-developments provide opportunities to rethink how things are done.  Provided info. on carpentry pathways from pre-trade courses to apprenticeship. During pre-trade - work experience of 200 hours required - tracked with work diary, tutor visits and move into apprenticeship. Need to keep industry informed about pathways. Currently, supporting 320 apprentices ( 2 1/2 times more than inn 2011). Detailed industry partnerships, especially new ones with steel frame industry industry. Maori and Pasifika trades training an important asoect to assist greater diversity in industry.

Short morning tea followed by a slide show on successful 'graduate outcomes' across all departments with accompaniment from a jazz trio - recently completed their programme.
Then a presentation from Scarlett Cvitanovich who completed Broadcasting degree in 2010 and now working as chief reporter for South Island for Newstalk ZB. Colllates news each morning (5am start) for broadcast. Very varied, hectic at times but sometimes, need to be creative when not much SI news! Affirmed degree prepared her well, esp. internship. and present work. Had to come up quickly as she started at ZB a month before Canterbury earthquakes in Sept. and then Pike River mine accident on the West Coast. Ready her for the really big story of Chch. earthquake! which accelerated her career development. importance of internship to 'get foot into the door'. Attitude and passion just as important as skills. Also important to keep up with technology as even in 4 years, broadcasting tech. has increased pace. Speed increases pressure to become timely.

Next, Mat Goodman who completed the degree in sustainability and education. presented via written testimonial read by MC and video - as he was busy working for a company filming a documentary across NZ.  He was able to extend his passion for photography and follow his interest in studying keas' use of tools. A video example of his work also provided showing his work, set in the inspiring SI landscape with wonderful footage of a kea getting into a stoat trap.

Followed by Jason Tiatia, now a tutor and also a coach for Rugby 7s. Jason speaks on hi journey for the Diploma in Tertiary Learning and Teaching (DTLT) and his 'last chapter' returning after a career in professional sports, to teach. HIs teaching founded on 'the one who does the work, does the learning', 'in order to lead you must serve'. Summarised his learning and development as a teacher.

Student presentations consist of panel to provide their experiences and destinations. Include Henri Nelis - medical imaging, Josh Klazinga - computing, Rochelle Perriero - nursing and Simon Wilke - Hospitality.

Then a performance from recent NASDA graduates with 3 artistes giving excerpts from the play 'last 5 program'. Formed theatre company 'Kindle' as part of
final project on programme. Put together proposal and applied for funding through Ministry of Awesome to produce the musical / play. Wonderful singing :0

After light  lunch, another performance from Jazz school students accompanies slide show showing allied staff at their work stations.

Presentation on 'dynamic learning and environments' with Michael Davies -  via Skype from the USA. Overview of what is possible and future. 'The future is here its just not evenly distributed yet'. Proposed presentation to be forward looking, opinionated and iconoclastic! Smart phones, pervasive connectivity, cloud etc. disrupting many industries. Customers are enpowered - affects work . Proposes effect on transportation and retail with next wave with education and health. Nature of work and learning is changing, we need to keep pace. with smart phone, access to data, information, knowledge etc. so what happens with education? In transportation, example used is uber - peer to peer put to work to meet customised needs. implications for work are less conventional full time routine knowledge work, part- time portfolios careers, more meaning. Continuous innovation provides compelling, user-forsed solutions requiring continuous deployment, collaboration and nimbleness. shift in higher ed with need to raise their capability, meet challenges which will come through student pressure and thinking through how to do what currently offered differently.  therefore, important to obtain means to track (learning analytics) what students do to learn. Made the point that digital mmigrants made the shift! so will continue to keep up. Need to work out HOW digital can contribute to each learning context as 'all on liine' does not work for all. Need to commit to continual change!

Next up, an example from CPIT. Mike Field introduces panel including Steve Tomsett  (flip classroom), Ian Williamson (online assessment)  and Sandy Chamnerlain (online resources). Each presented on their approaches - how, why, pros and cons and WHY NOT. Steve ascribes to a 1% a day rule - to make a change a small step at a time to improve teaching (learning for students). need for similar approach with students, how to help them learn 1% at a time. Ian introduces how he uses online assessment (peerwise) to help students complete their own self-directed learning. Selected peerwise as it put the onus of learning on to students. however, less feedback to tutor on student performance- so use 'confidence' assessments with students. adds the questions to confidence based assessments with can we do more> can we do better? Sandy presented on how she used video to improve learning of painting and decorating. Used Simek's golden circle to emphasis the need of students to have the WHY before omethey learn how. Used video to assist skills learning by providing exemplars and revisiosn questions to check knowledge learning.

Hana O'Regan and Hemi Hoskins presented on pilot run since beginning of the year. An immersion, residential 1 month programme, run at marae over January on Te Reo. Map multiple pathways for individuals at different levels to assist them to meet their learning goals - all in a short compressed time. Started from each individual's needs, developed the learning outcomes and then approach enrolments! So many courses but a programme for 80 students. Provided example of using powhiri to help students, all at different levels, begin with what they had and build on these to move to a higher level of Te Reo. ALso included were students who just wanted to learn powhiri protocols, plan / develop, facilitate etc. So one activity customised to a range of learning outcomes (4 courses, 78 students, one event). Not able to 'plan' but have resources available to support a range of learning.. Balance of responsive but also flexible.

Then a session on technology enhanced learning with Adam Hollingworth, Cathy Peck, Murray Scott and Elizabeth Schmidt.  Adam - provided 4 suggestions - Add not replace - teaching, think of the learners' experience, improve the before and after learning experience and future proof your work.  Elizabeth uses blended learning for bioscience section with midwifery students. What the students DO is important. Cathy presents staff development resource for all staff and students - lynda.com - on trial at CPIT for a year. Murray introduced MOOCs, possibilities and direction. Murray provided his experiences using MOOCs for his own personal development.

Russell Graham uses some Russell aerobics to revive us :)

Kay Gilles - CE - presents staff awards. Rising Star award to - out of 8 nominations -3 award - Sela Feltolu, Amber Johnson and George Tylee. Sustainabiliy award with 7 nominations with the winner as Robyn Ellen from early learning centre. Excellence in management 13 nominees with Cathy Andrew winning this year. CPIT excellence awards in teaching in the first 2 years goes to Maz Black and Jane Parker.  Innovative teaching practice awards go to Lindsey Alton and Silvia Santos. Sustained excellence in teaching goes to Cheryl Stokes, Julia Wu. and Daphne Manderson.

Session to feedback on the day followed.  Various management provide their overviews in short minute sessions.  Drinks session follows to close the day.

AVETRA 2015 day two

Day two begins with AVETRA awards. TDA AVETRA award or scholarship for innovation awarded to Peter Hurley who is working on how TAFE can support unemployed people to further their capabilities. Journal article of the year awarded to me! For article published last year in Vocations and Learning - Crafting an occupational identity: learning the precepts of craftsmanship through apprenticeship. The Berwyn Clayton award for contributions to the VET is Associate Professor Sarojini Choy from Griffith University.

First keynote is with Professor Terri Seddon from the Australian Catholic University. She presents on the topic of 'how can we ask new questions of VET? Reflection on marketisation, global transitions and educational work in contexts of uncertainty'. Tries to unpack why marketisation has caused a fall in TAFE market share - using statistics from Victoria as an example - from 100% in 1970s to 27% in the present. Discusses causes as illogical trajectory, cross border interruptions and repositioning of VET in the global national borderland. Call for adult ed. to assist with changes in social order and role of VET researchers / practitioners in contributing to improving status of VET and lives of students. Proposes adult education as a distinct discipline with ways of doing and thinking. Important to acknowledge adult ed. as intellectual- practice discipline as a social activity where learning occurs through contexts of socialistion, teachings (including self teaching) and schooling. Reviewed political reforms leading to and continuing market reforms in the education sector - with TAFE bearing the major implications. Links marketisation of VET to international movements since the 1980s. Lead to reconstruction of the VET landscape to re skilling of the TAFE workforce, shifting cost of education to individuals, rise of the digital environment but with little consultation with vET educators. Provided examples of how the digital environment changes the way we learn, access knowledge and assess. The move of corporates into the educational sector, increase in student debt etc. poorly understood by the educational sector, yet impact on how education is conducted. Need for Vet, on behalf of students, to ask the questions of why TAFE sector more affected that university and school sector. VET contributes to formation of occupational and citizen identities, hence has key role in creating the soft governance required to deal with the challenges of the new world. 

Next, a catch up on Karen O'Reilly Briggs work with 'the quality of metal engineering trade VET in Victoria: trade teacher perspectives. A part of her Ed.D work. Provided an overview on the study involving interviews, focus groups and a survey of metal engineering trade teachers who had at least 10 years teaching experience. Identified 13 main themes and reported on 5 themes in this presentation. Defined the concept of 'quality' through analysis of participants data which was different from standard govt. audit requirements. Hence a disconnect between what educators consider as quality and requirements by organisations. Pressures occurring diluting the quality of outcomes for students. Include increased paperwork, reduced apprenticeship, self paced  classes, tailored training plans, no requirements for tradespersons in workplace, pressures to pass student, ambiguous training packages, teachers instructed to reduce delivery time and reduced funding. 

After morning tea, attend the session with Nick Melchior, senior editor, education, Australia and New Zealand from Springer publishers on 'scholarly publication in an electronic age'. This is a longish but very useful session offering publishers' perspectives. Went through what epublishing means, present capabilities and future possibilities. Print was primary means until .pdf created in 1996. 2006 extended mark up language allowed greater usage and broader and open access of econtent. Encouraged establishing links via social media to your work. Remember, research is now a global game and articles are competing to be noticed. Print on demand increases opportunities for shorter formats like springer briefs which are 125 to 150 pages. Other formats include multimedia journals like video journal of education and pedagogy. Open access journals also growing. Warning on predatory open access, check if unsure! Constants include peer review and the technical aspects of publishing (copy edit, proof read etc.). 

After lunch, return to assessment teaching and learning stream with presentation by Stella Kwok from Vocational Training Council Hong Kong on 'investigating attitudes towards conducting practical social and industrial research (PSIR) among VET practitioners in Hong Kong: analysis and policy implications'. Provided overview of Hong Kong context, details of the study and findings. VTC large provider of VET in HK with foundation to degree across 250 programmes and 9 disciplines. Teachers not required to do research apart from staff studying for higher quals. Established a research support unit (RSU) to encourage staff to conduct applied research. PSIR increase industry links, enhance teaching and learning, raise capability and contribute to HK economics. Publishing not sole responsibility but also increase innovation, solve practical problems and apply to industry. Study presented is to assess teachers' interest and perspective to PSIR and inform strategic formulation for future. Positive attitudes to engaging with PSIR. Perceived barriers included lack of time, support from management, dissemination, equipment etc. actions from the study include funding of visiting researchers and seed funding to kick start projects, ethics structure, PSIR reporting framework, technology transfer process, website, events and newsletter  to promote projects and PD for research processes. Provided example of collaborative project across several disciplines, staff and students to develop smart schoolbag. Details of follow up also provided. 

Last presentation of the day in the apprenticeship stream with Rachel Cowling from AFL sports ready on 'trainee feedback: how we learn from our trainees'. Introduced service orientated research as a way to continually improve practice and contribute to a learning organisation. Used feedback methods through a app to run 'everyday' feedback, events like graduation etc. and satisfaction surveys. Surveys usually a month before completion on survey monkey with mix of closed and open questions. Covers the workplace training, formal training, support and overall experience. Quantitative data displayed as coloured bar graphs and qualitative data analysed thematically.  Closed the loop by allocating responsibility for the results by using ORID method. Using objective, reflective, interpretative and decisional questions to lead discussion. Identify actions and monitor through future surveys through joint analysis. 

Panel discussion with 3 keynotes, along with Sally Thompson CEO of Adult Learning Australia and Andy Smith, deputy chancellor at Federation University, chaired by Hugh Guthrie, closes a busy conference. Panel provided a provocation to respond to, based around the conference theme, of marketisation of VET,  effects, challenges and responses. 

Overall a good catch up via the three keynotes on how policy and the wider political, economical and social downstream effects on education. Good to see VET researchers meeting the challengers from a social conscience viewpoint, advocating for equitable access for all. 

AVETRA next year scheduled to be held in Sydney.

AVETRA 2015 day one afternoon

After lunch, attend to Keiko Yasukawa's University of Technology Sydney presentation on 'negotiating funny numbers: numeracy practices of the neoliberal workplace'. Based on work completed on workplace literacy and numeracy. Provided brief Australian policy perspective on LNN and discuss the purposes of LNN in workplace as improving productivity or earning an income. Summarised lean production as an example of neoliberal model of contemporary work organisations. Waste elimination identified as a work process across 3 manufacturing plants for study. Uses daily graphs to track whether targets are met and requires workers to interpret these graphs as applying to their work processes. Efforts to meet higher demands not always met with higher enumeration. Recommends the need to negotiate knowledge towards helping workers earn a better living. Used project with LNN of part time academics case study to provide example. 

Second keynote is with Rod Camm, CEO of Australian Council for Private Education and Training ACPET. Rod spoke on the topic of 'restoring confidence in the VET sector: a new era'. Need for good VET research to inform present challenges. Overviewed VET in the Australian context. Present challenge of integrity of qualifications, especially for short courses, based on market design, not delivering even though fees are high. Need for a cogent national skill policy.   There is a start with national entitlement for everyone up to cert 3 but details still vague in the funding models. Have sort of a national approach to regulation. Provided statistics of govt. funding in private vs public institutions. Little difference in outcomes. Govt. policy is to support competition in the sector. Need for research into what skills required now and in the future and back up with good design to provide relevant qualifications at competitive fees. 

Return to the assessment teaching and learning track with two presentations. Firstly from Cheryl Livock on 'walking the tightrope: social responsibility with implications for LNN and inclusive teaching. An action research project in Queensland. Over viewed challenges presented by 21st century social milieu and background on Australian skills policies and funding. Australian quality for education requirements ASQA requires learners to be supported for LNN, assistive technology, additional tutorials and other mechanism like digital literacy to engage with online learning. Provided details of action  research process with nursing Staff and students including observations to establish baseline, 2 interventions with teachers to assist teachers to offer LNN support, collect post intervention data and continue cycle. LNN skills programme developed based on findings from each cycle. 

Secondly with Ingrid Loeb from University of Gothenburg on 'enhancing VET quality: the risk of dumbing down the complexities of VET teaching and learning. The Swedish case'. Began with overview of Swedish education system and VET structure. Action research projects with 96 VET teacher training students during first semester of their learning. 12 VET programmes and 3 higher ex. Prep in higher secondary. Also a foundational programme for students not in VET or hE prep. Vet teachers do 1 1/2 full time equivalent, most via distance and part time as many employed as vet teachers already. categorised projects as to topics and match to learning objectives of programme. Found most students chose general VET rather than specific pedagogical investigations. Eg how to offer flip learning more effectively vs how to teach specific Vet skills like horse nutritional needs, load bearing beams or pattern drafting. 

Last presentation of the day with Adeline Goh from Universiti Brunei Darussalam on 'an exploration of vocational pedagogy: types of knowledge used for teaching'. Arose through helping vet teachers to prepare lesson plans. Vet pedagogy marked by country's history and culture (Avis, 2014) relates to occupations and requires currency to be valid. Content of pedagogy influenced by context and occupation. Vet teaching requires different and wider range of skill and knowledge compared to school teaching. Specialist knowledge needs to be combined with how to teach. In Brunei, there are 7 Vet institutes ( about to be combined into 2) and vet teachers have no practice experience in their specialist area but are educated in the discipline. Led to emphasis on theory rather than on practice. Shift to competency based ed and practice based authentic assessments. Challenge to vet teachers in administration of cba when their workplace experience is limited. 

Day ends with AGM.

AVETRA 2015 - day one morning

At the annual AVETRA - Australasian Vocational Education and Training Association - conference. Met up with familiar faces yesterday at pre conference drinks. Today begins with a welcome to country with Tony Garvey and conference opening with Michele Simons, president of AVETRA. 

Conference keynote is from Professor James Avis, University of Huddersfield, on 'Neo-liberalism and VET into the abyss'. Covered the relationship between democracy and VET and the impact of neoliberalism on work. How competitiveness, economic growth, up skilling, social mobility and centrality of waged labour impact on VET. VET seen to be preparation for work or work based learning for para professionals, trades, work readiness etc. for the ordinary and the under served 50% (UK, Bathmaker, 2013). Reviewed the social democracy models of meritocracy and social mobility and how the promises now challenged by shift to neoliberalism and the need to meet market demands. Moves to performativity, audit, market setting, casualisation, new public management, privatisation, commodification of VET and  IT workers, deregulation, individualisation, precariousness and post fordIsm. Summarised a range of critiques of neoliberalism as requiring the reining in of the excesses of the financial sector, return to real economy and softer, more inclusive form of capitalism. Contrasted the precepts of industrial capitalism based on work practice and knowledge and shift towards cognitive capitalism based on collective common knowledge of field, appropriated by companies to create value. Unfortunately cognitive capitalism more amorphous and subject to difficulties in boundaries. E.g. Under Fordism, weekends etc. untouched but with cognitive capitalism, all spheres of life are affected and expected to contribute. Another example in the deployment of social media as spanning work and personal lives as social networks blur and access becomes ubiquitous. Open source initiatives another instance. Proposed need to rethink the knowledge economy given some knowledge work as digital Taylorism and aspects of VET requiring levels of unrecognised knowledge complexity. A good revision for me on the sociological implications of policy on VET. 

After morning tea, I follow the apprenticeships and traineeships track. First up, Professor Emerita Berwyn Clayton presents on 'expanding apprentice responsibility in the assessment process: the competency progression challenge' and part of NCVER project. Trades are cookery, carpentry and metal fabrication. Based on policy intents to accelerate training for apprentices who exhibited relevant competencies at various levels. Findings from project were little change in the assessment of knowledge, shift by majority to more holistic assessment of practical tasks, excellent instances of fully integrated training and assessment,technology critical I supporting increased flexibility and stress on apprentices as evidence gatherers BUT often with little understanding of how and what. Apprentices understanding of quality evidence critical but apprentices not necessarily ready gather evidence. Used work of Sadler 1989 and McMillan & Hearn, 2008 stress importance of learners being given opportunity and skills to evaluate their own performance, understand what high quality performance looks like and compare their work to gauge. Integral are early feedback, involvement of self / peer assessment and improved engagement means enhanced motivation. More sophisticated understanding by apprentices and employers of options and opportunities. 

Then, 'different forms of assessment in Swedish apprenticeship education' with Ingrid Berglund from the University of Gothenburg. Covered the research method, forms of informal and formal assessments on student's work readiness, challenges and role of work readiness assessments in the boundary between school and work. Four programmes, construction, business and administration, electricity and health and care. Informal assessment refers to assessing workplace expectations and basic vocational specific qualifications, often dispositional aspects. Challenges for VET teachers in developing procedures, organising follow up sessions and bridging gap between workplace and school curricula. Envisages VET teachers as boundary workers in agreeing to, expediting or placing barriers on students' access to work placement. 

I shift across to the assessment teaching and learning stream as I present in the next session. Roger Harris, now adjunct professor at the University of South Australia, presents on 'from Fleming to productivity commission: is VET teachers preparation walking the Tightrope? Summarised the Fleming report 1998 and Productivity commission report and also a 1972 book by Hermann, Richardson and Woodburne on trade and technicians education. Cert 4 should be a beginning, not an end! Lifelong education a goal but realities and practicalities have prevented objective being met. Fleming report was catalyst to VET teacher ed. and improve standing. Unfortunately in 2011 challenges still remain as reported through the productivity commission report! Between the two reports large numbers for VET initial teacher availed due to opening of market. But focus still in initial and not on continued   Or in service education / professional development. 

My presentation is on the topic of 'from competency to graduate profiles: New Zealand's shift to a relational approach'. Briefly summarising the move of NZ qualifications from 'unit standards' to graduate profiles and the opportunity to therefore recognise the wider occupational identity variants of individuals. Also discuss implications, including the aspect of consistency across qualifications offered through various programmes of study