Is a university worth it? - overview Nigel Latta documentary

Had a look over the weekend at an archived episode of Hard Stuff with Nigel Latta. The episode was on whether a university qualification is worth the costs.

Here are some notes taken while watching the programme:

At 17, students need to make decision that will affect the rest of their life. Are they ready? And have they sufficient information? Many find difficulty in deciding on a pathway. High school subject choice often important. If  the student is on wrong pathway, it can be difficult to switch.

at the moment in NZ, for 18-24 year olds, 20% are unemployed, 28% are working and the rest are in some form of education.

Advantages of attaining a degree is higher salary over life span. Peak salary post-degree will be reached later in life. Unemployment also lower. Better health outcomes and more engaged as a member of society. Based on international research via interview with Prof. Stuart McCutchon from University of Auckland.

Latta compared his own experiences of studying (9 years to obtain degrees / post-grad dip) and current experiences. Unfortunately nowadays, student loans etc. does not allow for students to ‘try things out’. No room for ‘failure’. A financial decision required.

Rory McCourt, former president of the NZ student association articulated current challenges, many of a financial nature. Especially difficult for students from lower socio-economic families.

Phil O-Reilly added market choice from students is good in a way but students have to make the knowledgeable choice. Therefore, information accessible to students crucial. Career’s NZ app. one option.

Dr. Karl Steven provided another perspective on studying towards a higher degree. Dr. Stevens had a successful career as a musician before returning to study. There is a balance between degree with a ‘licence’ to open doors for earning to a journey of learning and becoming more ‘educated’. His experiences enriched by having studied. He did not see education as an investment but something intangible.

What of alternatives to university? Second ½ of programme on other choices.

ITF Josh Williams provided a pitch for trades training, apprenticeships and traineeships. There is a massive need in next 20 years for trades based careers. Highlighted a high school student about to leave school shares Gateway programme – Monday afternoons to learn how to drive forklift. Has opportunity to try out / have a taste, important to provide to students before they make a choice.

Earning while learning promoted with some success stories of post-apprenticeship destinations. How apprenticeships lead on to self-employment, work in high skilled occupations and for many, fulfilment in something they are passionate about.

 Attitude, aptitude, ambition, aspiration and attendance – what employers look for. Personal attributes and qualities gained through life experience. Relevant work experience and ability to be self-direction also important.

Entrepreneurship may not require university education. To be successful, skill and ability to do one thing really, really well.

NEETs, the 20% of 18-24 year olds not in employment, education or training, also discussed near the end of the programme. Focused on work of Foundation programmes working with NEETs to give them a ‘second chance’. Major problem of getting into employment is drug use amongst NEETs. Requires one on one effort to help NEETs get back on track.

Usual discussion on future of work and how ‘entry-level’ jobs are particularly threatened. Need to engage in ‘skilled’ work e.g. in infrastructure not going to disappear in the next decade. There is a need to do a better job of presenting young people with choices – not just on to university but to follow their interests.

 Overall, provides a good overview of 'state of play' and the variety of options available. Would recommend to all parents with children currently in secondary education as parents do play an important role in their childrens' career choices.

Productivity commission DRAFT report - New models of tertiary education

The draft report on New Models of Tertiary Learning was released last week. The report was commissioned by the NZ government to inform on a way forward.

The draft is 400 plus pages long and a call for submissions is on the draft due by end of November. The final publication is scheduled for February 2017.

Brief summary / overview of pertinent points, as per my own perspective / circumstances below:

The draft report finds the tertiary education system is not well-placed to respond to uncertain future trends and demands of diverse learners – page 2

Many complex reasons including high degree of central control stifling the ability of providers to innovate; fiscal pressure, political risks and quality concerns with prescriptive funding rules and regulatory requirements on providers. The current system is too supply-driven and providers respond to government rather than to student needs. Therefore reorientation required to be bring students back into the centre.

Some recommendations:

Competent institutions to self-accredit as cycles of review and accreditation are costly and focused on elements that are difficult to connect back to improving teaching / learning and enhancing innovation in the sector.

Break open the equivalent full time students (efts) funding model as it is too constrainted.

Allow unbundling of research and teaching – encouraging some institutes to be specialist teaching institutions

Performance linked funding discontinued - at the moment, there is an emphasis on course and qualification completions with emphasis on Maori / Pacifica completions.

More autonomy and responsibility to tertiary ed institutions - for those who have performed steadily without fiscal or academic challenges

Allow new entrants including - 

Offering internationally recognised ‘brand’ degrees eg Harvard etc

Aggregator models – already present TANZ, Metro etc

Promote student access and mobility i.e. pick and mix across providers

Better prepare students

Leading to empowered students and a more resilient system

Some implications:

Status of research at ITPs will require consideration. Many ITPs only do research to meet the degree requirements for staff teaching on degrees to be research active. Removing the requirement will see many ITPs elect to NOT do research. May lead to ITPs being seen as less 'academic' and more vocational - which they already are. Many ITPs are seen by students to be more student learning focused due to smaller class numbers and more emphasis on project-based learning.

Funding for modern apprenticeships as supported by ITPs may be discontinued as more funding did not equate to higher completion rates.

Overall, the media reported on the 'removal of interest for student loans' as the main feature and the Tertiary Teaching Union (TEU) felt the report did not go far enough. 

My 5 cents worth is in agreement with the TEU comments. I am not sure that the recommendations presented will actually lead to a shift towards a more innovative tertiary education sector. More autonomy and responsibility for institutions who are performing well is a good move. However, there are institutions (both public and private) who will still need some overview, in consideration of the institution's responsibilities to their students and the NZ tax payer. Parity of funding between formal and 'informal' post-school sectors is also something that requires discussion. Although there is always the 'who should pay for' argument as the outcomes of education are of benefit to individuals, employers / industries and the country / society at large. A 'voucher' system may work but in light of the 'future of work' requiring continued 're-training', the vouchers will need to be largish to cover the longer and more complex span of individual's work life. 

At the very least, the report does provide food for thought, focus conversations and provide a conduit for tertiary educators in NZ to contribute. The original report garnered a good range of submissions from across the sector. Due to the importance of the final report, similar activity to lodge submissions will now take place.

Youth Guarantees Scheme - NZ outcomes

A flurry of activity within the NZ Voc Ed Blogger community after a local media article reporting on the outcomes of the Youth Guarantee programme in NZ, published in August.

Details are summarised in powerpoint by David Earle and Tertiary Education Commission - TEC - summary sheet.

Youth Gaurantees is set up to provide free tertiary education to students 16 - 19 who are in danger of becoming NEETs (not in employment, education or training). As such, the funding has mainly been targeted at students who have dis-engaged from the formal school system. Programmes tend to revolve around providing learning to ensure literacy and numeracy foundations are established, often within situated learning environments - i.e. pre-trade / vocational pathway programmes.

The media snippet on TV1 news, sparking the blogging, was confused Youth Guarantees with apprenticeship :( leading to a mishmash of outcomes being reported which did not make much sense.

Stuart Middleton's latest blog covers some of the misconceptions and challenges related to helping young people find their feet in an educational systems still very much premised on preparing school leavers to move into further academic study.

This morning, more fuel added to the debate with an analysis of the types of NCEA (National Certificate of Educational Achievement) Level 2 subjects completed by students' ethnicities. The summary makes for important reading. Basically, academic subjects have low numbers of Maori and Pacifika students and when these students do undertake study in physics, chemistry etc. they are less likely to achieve. Completion of the 'vocational' subjects - hospitality etc. tends to be higher in the lower decile schools and with higher proportions of Maori and Pacifika students.

Quote from article:

Dr Aaron Wilson, the co-author of a University of Auckland paper about similar trends, said the fault was partially with the qualification design.

"NCEA's greatest strength and greatest weakness is it's flexibility," he said. "It can be used to recognise strengths and open doors, or pigeonhole kids and limit their pathways."

So, the conundrum is, how can the educational system work for all students, regardless of ethnicity and social economic status? Unfortunately, society still measures ones worth through 'intellectual' muscle. Never mind that 'vocational learning' can be just as complex. My example is coffee making. For the average person, making coffee using a domestic espresso machine can be fraught with variables. To get every cup of coffee the same, each and every time the machine is used, takes quite a bit of practice. One needs to learn how to 'read' the machine and match the machines function to the type of coffee being used. Frothing milk to the right consistency and temperature each and every time is another challenge! Yet, a learner who completes competency in coffee making is seen as 'less worthy' than someone who completes level 2 physics. 

Therefore, back to square one :( Vocational education's credibility and respect, as Stephen Billett argues, is really the prime objective. Until society as a whole, commits to respecting the parity of skill and knowledge, we will still be reading articles as produced over the last two weeks. NZ has set the framework with NCEA and the qualifications framework - to provide equivalency to all learning. However, there is still lots of work to bring the general populace to understanding the need to respect all forms of learning and contributions.

Future of Jobs - a critique

John Hagel provides here, a counter to the recent flood of articles, op eds and blogs on the future of work / the future of jobs. In the main, the theme in various articles summarised on this blog e.g. from the World Economic Forum,  nature of work into the future, changing nature of work, why we work, etc.

In the Hagel article, discussion is had on the following:

Firstly, is STEM (science, technology, engineering and maths) the future. An important factor, especially in the NZ context. Hagel argues that focus on just one disciplinary aspect, leads to a rather unbalanced provision into the future. In the NZ context, there has been a big push for STEM with increased tertiary funding and support through Careers advise for STEM programmes. Schools are also encouraged through various initiatives, to encourage students into selecting STEM subjects and continuing into the advanced courses. In some universities, the decline in students studying humanities subject has let to restructuring - see recent article on Otago University.

Some aspects of the NZ economy could be enhanced through better STEM input. With an economy based around agriculture (including horticulture and forestry) and tourism, the tyranny of distance has recently been obviated through the rise of 'tech' companies, producing software solutions for a range of industries. For example Xero is often trotted out as an exemplar. Also, media stories on large number of small 'start-ups' and 'incubators' working on mobile apps, video games (rocketwertz),  sports visualisation etc. NZ is also a world leader when it comes to integration of technology with farming / horticulture / forestry practice.

However, as argued by Hagel, there is need for individuals to find, attain and sustain passion in what they set out to do. Not all individuals will have the attributes to be successful at STEM.

Also counters the perspective that technology will lead to jobs disappearing. Some jobs will never (?) be taken by computers / robots. Hagel's examples include craftspeople and artists, customizers (as in people who meet bespoke needs of consumers), curators, coaches, counsellors, compelling experience hosts, community hosts and moderators, captivating performers. The common theme with these jobs - creativity. Something educational systems have always struggled with assisting to develop.

The article then goes on to explain how people make a living. Suggests costs of living will decline due to technology and a move from 'ownership' to access. e.g. instead of owning a car, hire when required. Also that we should all consider and attain the attitudes to be entrepreneurs rather than employees.

All in , a worthwhile read, bringing some balance to the hype of technology advances and the other side of the coin with regards to the pessimistic outlook of the impact of technology on work. My take is that humans have survived due to their ability to adapt, innovate and re-invent themselves. There will be collateral damage along the way - such is life :( but like Hagel, I am an optimist. The future of work should not be feared but should be seen as another opportunity, to make use of technology to make the world a better place into the future.

Summary - op ed from Gavin Moody on 'what Australia can learn from England's plans for vocational education

Read through Gavin Moody's opinion piece last week on the conversation. Some interesting aspects, with several relevant to the NZ context.

The report Gavin refers to is the proposal  for Degree apprenticeships put up by the Higher Education Funding Council for England. In summary, there will be TWO routes post school - the college based academic and the employment based pathway to 'degree apprenticeships'. The report proposed 15 routes (industry sectors / discipline areas). Other recommendations are to reject 'market qualifications' and competency-based training'. Additionally, public funds should not be allocated to for-profit providers. A levy on employers would fund apprenticeship.

The above draws from two recent reports in the UK. One on post-16 skills published in July this year and the other called the 2012  'Richard's review' - full report available at this link.

There has been much debate and review in the of post-school alternatives by the UK government of late. Mainly, to try to engage their large number of NEETs and to ramp up skills to meet the demands of the post- industrial age. A major challenge has been (and still is) the stratification of the class system and a general attitude of non-academic / non-university qualifications as being inferior.

The Richard's review sets the scene by "redefining apprenticeships, focusing with greater rigour on the outcome of an apprenticeship, and using recognised industry standards to form the basis of every apprenticeship". A goal of 3 million apprentices has been set for 2020. Employers are to feature with the Institute of Apprenticeships set up to regulate apprenticeship quality, encourage better gender, minority participation across all trades, and a UK-wide levy for employers to pay out more than 3 million pound annually.

The post-skills report intention is to have all students move into either an academic or technical option post-16. Students should be able to move between these two routes seamlessly as well.

The technical route is an applied education pathway into skilled employment and may be attained through college-based or employment based (apprenticeship) options. Of note is the recognition of degree equivalency through wither pathway.

15 routes (industry sectors / discipline areas) have been identified. A ‘road map ‘ towards implementation of all the recommendations by 2020 included in the report.

Some learning from the above for NZ. We currently has 'vocational pathways' set up which is steadily gaining momentum. Credits gained at school or through shared 'tertiary college' programmes held in partnership with polytechnics or similar, may be used towards completing the National Certificates in Education at levels 1 - 3 (these are the school-base qualifications). Apprenticeship still has a way to go to gain parity with university qualifications, although the intend of the NZ Qualifications Authority (NZQA) has always been to have qualification levels as stepping stones from level 1 (foundation) to 10 (PhD). However, there is difficulty, especially at the university level, to transfer credits across levels or for credits gained through vocational education into university degrees. There is movement, especially through various 'recognition of prior learning' arrangements - and example being the Centre for Assessment of Prior Learning (CAPL) at Ara. Skills and expertise gained through work are aligned to qualifications offered at ARA, providing a means of qualification attainment without having to commit to an entire programme of study.

Therefore, important to keep up with the play as various countries seek contextualised solutions to meeting the skill and work demands of the future.

NZ COOL - elearning from home for school kids - impact on tertiary education in NZ

A flurry of activity in the NZ blogsphere and slight reactions in the news media from NZ Minister of Education's recent announcement. Minister Hekia Parata advocated for schools to keep up with 21st century learning and the use of technology to allow students to complete schooling from home called COOL - community of online learning.

NZ has a history of distance education at the school level due to it's small population and geographical spread. The NZ correspondence school - te aho o te kura pounamu has a history going back almost a century of providing distance education to students living in remote country farms.

Generally positive reaction was provided by Derek Wenmouth from CORE ED and Dr. Steve Maharey, vice chancellor at Massey University. Both cautioned for the need to be circumspect. COOL should not just be about shifting to a different mode of learning. 21st century learning is to ensure students gain knowledge and skills to allow them to participate and contribute to the society they live in.

Critiques abound, with opinion pieces from education journalist, overviews from opposition parties and a summary from the Science education sector. Overall, good to see actual discussion on the topic.

In tertiary and vocational education, elearning has been percolating for two decades. There are some excellent examples of good practice in the NZ ITP (polytechnics or community colleges / further education) sector, but they are small when the scale of things is considered. The MAIN observation from my point of view, as an observer over the last 20 years and a contributor to the cause, is the following. NOT all vocational / applied learning is suitable for conversion to on-line learning. To work well, both students and teachers require digital literacy / fluency and learning to learn skills before on-line learning is embarked on. Careful selection of the types of learning that will work well for on-line learning is a key. Then, its a matter of 'listen to the learners', building confidence and capability with teachers and continual monitoring and support. Only then, will outcomes from on-line learning match the ones we currently meet with f2f delivery.

Global innovation of teaching and learning in higher education: transgressing boundaries - book overview

Global innovation of teaching and learning in higher education: transgressing boundaries edited by P.C. Layne (Elon University, North Carolina) & P. Lake(Sheffield Hallam University) (eds.) 2015 Springer (Switzerland) and read as an ebook with limited loan time (1 day) from Ara library. as per usual, I have summarised chapters pertinent to my work. Overall the book has a higher education focus but many challenges and innovations have been written up to be generalisable across tertiary education.

After an introductory chapter, the book has 20 other chapters grouped into 5 sections.

The introductory chapter, written by the two editors, sets out the background of how the book came about. The authors use the term ‘academic adventurers’ to describe the international group of contributors to the book. The rationale for the book and its contribution to the scholarship of teaching and learning (SoTL) in higher ed is also presented. In particular, student demographics and the importance of engaging students (mind, body and spirit) are discussed with how each of the chapters connect to the book’s rationale.

Part 1 has 5 chapters focused around ‘transforming the ‘traditional’ in higher ed.

Chapter 2 by J. T. Baun discusses ‘concentrated learning: a linear approach to knowledge in higher ed.’ Concentrated learning is defined and investigated as an option. The distinctions between and history of accelerated, intensive, immersion and concentrated learning are provided. Neurological studies supporting the concept are summarised and discussed. Two case studies are used to unravel recommendations or suggested factors for concentrated courses. These include the need to have active, experiential or applied learning as part of programme design. Instructor enthusiasm and feedback, emphasis on depth of learning and the strategic application of ‘spacing’ to allow students time to digest and reflect.

In the next chapter, P. C. Layne reports on work undertaken at Elon University with ‘higher education: a slow route to revolutionary innovation”. The university undertook comprehensive strategies to support SoTL. Both the physical spaces (whole campus development) and the virtual spaces were developed / structured to engage students in learning. Even the academic calendar was restructured to allow for shorter / ‘condensed’ courses which were also ‘blended’. Student feedback was used to illustrate the impact of the restructure on students’ perception of learning.

Chapter 4 by V. Barnes, D. Gachago and E. Ivala is on ‘digital storytelling in industrial design’ at a South African higher education institute. Background on South African socio-political context and the need to meet the learning needs of a diverse range of students are provided. A Universal Design of Learning framework underpins the approach reported in the chapter. Students’ challenges are discussed. There is good information of how digital storytelling is aligned to UDL principles.

Sue Burkill writes the next chapter on ‘challenging pedagogic norms: engaging first-year undergraduates in an intensive research informed learning programme’. The ‘grand challenges’ approach is described and substantiated through the chapter with examples from work undertaken at the University of Exeter. In essence, the ‘grand challenge’ is an intensive section offering useful and exciting educational experiences – usually completed over part of a ‘summer’ term. Both student and staff perspectives on how the approach work are summarised.

‘Rethinking evidence: assessment in the history discipline in Australian universities’ is the topic of A. Nye’s chapter. A discipline focused study is detailed with the reasons provided for undertaking the study. In short, rationale and suggestions for shifting how assessments are carried out in a traditional discipline. Innovations include – fraudulent evidence task whereby students create a false ‘primary source’ which is inserted into authentic evidence. Other groups are tasked with sifting through the evidence, identifying and rationalising their decision; role play of historical events; and analysis of ‘areas of contention’.

Part 2 showcases global innovations in teaching and learning with two chapters on how to acknowledge and provide opportunities to learn intercultural competency through ‘culturally relevant’ pedagogy.

Part 3 is on ‘transgressing boundaries using technologies’

Chapter 10 by S. M. Morris and J. Stommel is on ‘the course as a container: distributed leanring and the MOOC’. The chapter provides overview of MOOCs, origins, definitions and evolution. The importance of building community through MOOCs is the underlying theme through the chapter. Data visualisation is used to trace and understand the connections MOOC learners make and the communities formed during and beyond the MOOCs. Proposes ‘tenets’ to enhance community building in MOOCs including teachers not being the sole arbiters of the MOOC but to provide opportunities for flexible learning and to make courses more ‘permeable’.

D. R. Kulchitsky, A. F. Zeid and A. M Hamza detail ‘the efficacy of LSA (Variant)-based feedback for assessing student learning in an introductory international relations course’. Details an innovative way (not possible before advent of digital technology) to provide automated feedback / checking of student notes as a course progresses. The process is argued to provide for ‘student-centred digital note-taking’ so students are able to ensure their note-taking assists learning.

Two chapters follow on code-switching (using Twitter as a classroom communication tool) and how to work with conflict in online learning between groups of learners.

Part 4 has 7 chapters on ‘restructuring delivery, formats and modes’

Chapter 14 by R.A. Collins on ‘what’s an instructor to do’ recommends activities useful to support the teacher as innovative learning approaches are entered into. Techniques include allowing for students’ adult learning attributes. Approaches include cooperative / collaborative learning, reflection / concept maps and questioning techniques.

P. Lake contributes to a discussion on ‘does duration matter: a case study’. As accelerated learning is one of the innovations presented through the book, this chapter investigates and substantiates the ‘shortening’ of course time.

Chapter 16 on ‘active student engagement: the heart of effective learning’ is by R. Strachan and L. Liyanage. Active learning approaches are rationalised with good discussion and examples from both on and off campus delivery. The approaches are based on work of Phil Race (ripples model), Salmon’s e-tivities and e-moderation and the REAP approach to assessment and feedback.

Three chapters follow, one on using lego and serious play to ‘learn in three dimensions’ another on contemplation and mindfulness in higher ed. and last one on fostering the affective and cognitive dimension of learning in exploratory search.

The final chapter by the editors brings the book to a close with a discussion on ‘moving the field forward’.

Ara - ASL presentations #4

Last session for tutors to present on their learnings through their ASL. Three presentations from Humanities’ Outdoor education and sustainability programmes.

Mike Atkinson with ‘Adventure Safety Auditing’. Provided background on NZ legislative requirements and the history of the reasons – number of fatalities pre-2009. Now all companies providing adventure activities must have external audits for their safety management plan. Mike observed and assisted full audits and technical expert audits. Learning used to assist with re-writing of Sustainability and Outdoor Educational programme; teaching on 3^rd year degree course on policy and planning; and insights into what other organisations are doing and learning from their systems and processes.

Steve Chapman presented on how he used his ASL to update and re-validate his river / white-water skills(including completing rafting rescue course), develop a mountain biking course (including completing a Mtb skills course) and reconnect with the industry. MTb course includes wider range of MTb activities including use of MTb for touring. Outcomes included promoting Ara programmes, explaining the course matrix to industry and provide information on Ara as a whole.

   

Jean Cory-Wright presented on work undertaken through her Post-Graduate Diploma in Education and now continuing with in her Masters. Her interest is on emotions due to interest in neuroscience and recent literature on aspects of neuro-education. Summarised ‘explorations of long term impacts of learning social and educational theory concepts, through experiential methods set in the outdoors’. Used a course as a case study to example how experiential learning affects students. Her study connects with graduates to find out what they remembered and how they perceived their emotions’ contributed to their learning. Also shared her experiences as a coach for the NZ orienteering teams in the world orienteering championships. Also involved in running training camps for orienteers and orienteering coaches. 

ARA tutor's ASL presentations - session 3

Three presentations today from computing tutors and a performing arts tutor.

Dr. David Weir on ‘agile software development principles applied to academic study leave’. Defined the principles of agile software development, whereby software development is focused on stakeholder requirements and evolve as the environment moves through the life of the project. Shared the Gartner Hype Cycle (2016) whereby there is great fanfare and inflated expectations of the innovation trigger, the reality hits as a peak of inflated expectations comes along followed by trough of disillusionment, slope of enlightenment and eventual plateau of development. Summarised the pitfalls of ‘fast development’ to meet trends but open to flawed or through poorly thought through implementation. Aligned to challenges posed to his original ASL proposal and how applying principles of agile software development allowed ASL objectives to shift.

Dr. Eddie Correia presented on ‘cloud computing in the curriculum’. Defined what is and is not the ‘cloud’ and provided example. Discussed advantages and challenges. One effect is on IT workforce, especially the networking area, with forecasts for two ends of the spectrum – either fewer jobs or many more. IT work moving around from ‘hardware’/ wired networks etc. to more complex understanding of how networks work to allow for better configuration and problem solving. Important to prepare students for skills required to be able to script rather than physically move hardware.

Richard Marrett overviewed the skills of orchestration with ‘Broadway orchestral project’. Project part of an MA (Music) with Wintec. Worked with 6 musicals in Christchurch, Invercargill and New Plymouth and then also worked on dissertation and a collaborative project with a singer. Worked on finding out the values, strategies and methods used by arrangers. Played examples of arrangements to illustrate principles. Provided details on the collaborative project with Liz Callaway.

Three presentations show off the applied nature of our institute. Tutors’ ASL were focused on keeping up with their contemporary discipline knowledge and in turn used to inform curriculum development.

Horizon Report 2016

Latest Horizon report is now available. Slight structural change in this year's edition. Instead of just listing the educational technologies pertinent to higher education and time to adoption, key trends and significant challenges to bringing about technology adoption in higher ed are also covered.

Short term impacts contributing to higher education's adoption of technology include the growing understanding on using learning analytics and the increased use of blended learning in curriculum development. Medium impact trends include the re-design of learning spaces and a shift to deeper learning approaches, All of these 4 are now realities at Ara Institute of Canterbury. In particular, TWO events have pushed the institution to change:
1) the earthquakes of 2011/ 2012  has provided impetus for re-development of the campus. Several new buildings are designed with 'modern learning environments' and the section I work in, Learning Design, have been tasked with undertaking curriculum development using problem / inquiry / project-based learning.
2) The formation of Ara through the coming together of the ex-CPIT and Aoraki has increased the institution's coverage from urban to regional. This pushes the need to develop programmes accessible to a wider range of students, across a larger geographical spread.

The report's summary of significant challenges make for good reading. The report proposes the blending of formal and informal learning and improving digital literacies to be 'solvable' challenges. I partially agree as both hinge of ongoing staff development along with scaffolding of students towards newer ways of accessing and engaging with learning. Therefore, we are on a long learning journey for both our staff and our students. For technology to assist with learning, requires capability and confidence with technology at all levels - institutional, programme and course.

Meanwhile, we are on the first steps for the 2 items on the one year or less horizon - BYOD and Learning analytics and adaptive learning. BYOD progressing with better access to WiFi across all campuses, movement of content to digital repositories, access for staff and students to Office365 and its cloud storage / collaborative working capabilities. Learning analytics needs work as we currently only have disparate information from various platforms, all of which are scattered and not linked. Adaptive learning is furthest down the to do / make progress on list, although we have started work on OneNote class notebook which provides the opportunity for just-in-time feedback, where appropriate.

The other 4 time to adoption itemss at 2 - 5 years - Augmented and virtual reality, makerspaces, affective computing and robotics take place in very small discipline specific niches and basically in 'watch this space' territory.

Ara Staff academic leave presentations #1

At Ara Institute ofTechnology, staff on one of the unions are eligible for Academic Study Leave after 5 years of teaching. ASL has to be applied for and one of the conditions for last year’s batch of staff was for them to present their learning from the ASL. A report is also required from staff which is tabled with the ASL panel granting the leave. Reports and presentations will be made available to staff via Teaching and Learning site on Moodle.

Notes taken from session #1 with 3 staff. I will be unable to attend session 2 with another 3 staff as I will be away from Ara.

First up today, Alex McAllum from Nursing presents on ‘flipping ASL’. Alex’s leave is timely in consideration of the Nursing Department’s planned shift from the main Ara campus to become part of the Health Precinct – about 1 km West. The Health precinct will bring together all the health educational providers in Canterbury. Rationalise need to ‘flip’, become more innovative in teaching and learning and the preparation of modern learning environment. Alex undertook a critical review of flipping (inverting the classroom) with definitions, background and pedagogy. Highlighted the ways various approaches could work at Ara especially with regards to the applied learning undertaken in nursing, professional development requirements for tutors (pre-preprepration a key) and impact on institution. Course design (University of Adelaide – flippingproject) required as learning brings together learning theory, pedagogy and technology.

Ian Williamson from Engineering spoke on ‘renewable energy – the goal’ and shared his ‘study tour’ to collect information on a paper he will teach next week. Visited Wales Centreof Alternative Energy. All inputs and outputs are measured as part of the Centre’s operation. Ian was there 10 days and course on sustainable energy. Campus entirely self-sufficient with hydro energy, some plant built by students and all become part of the campus’ on-going research. Ian also attended 3D printing and its associated culture – develop 3Dlive conference. Also visited various power generating areas (solar / wind / hydro), passive heating through building design, visible energy use to public so consumption can be seen and institutes / universities (e.g. York University and Denmark University). Canada and Europe well ahead with alternative transport. Ian will present to Engineering and Architecture on the technical details.

Tracy Kirkbride from Medical Imaging  on ‘imaging capabilities of MARS’. She worked on this for 6 months last year with University of Canterbury, University of Otago and others and currently, doing another 6 months on the project. Explained how the technology worked, to bring colour into medical imaging and the importance of colour. Advantage of MARS is ability to see – sometimes prior to actual manifestation of disease – e.g. arteritis – the onset as gradations in tissue / cartilage damage can be seen. Provided details of process to provide proof of concept for MARS. Currently refining scanning protocols, testing identification software and improve scanning effectiveness. 

Video Journal of Education and Pegagogy - issue one overview

The journal, Video Journal of Education and Pedagogy, published by Springer is the first scholarly open access journal undertaking to use video as a means of dissemination. The journal is supported by the Association of Visual Pedagogies (AVP) which recently had it's first conference - youtube video promoting the conference and a link to blog with an overview of the first conference.

Came to find out about the journal through my Google Scholar alerts which brought up the article on digital pedagogy and safety in the Australian construction industry.

The journal's page has video interviews from the editors of the journal, Michael Peters, Jayne White and Tina Besley - all from University of Waikato. Michael Peters has a further website on the philosophy of education and published two books I will need to follow up - See to Play - to role of visual literacies in sports and Showing and Doing.

The videos cover a range of interesting viewpoints on the increasing ubiquity of digital culture and the challenges to education and research. These include moving from a pedagogy of one to many to a culture of many to many – a co-constructive ecology with peer to peer ‘informal’ and mobile participants. Research changes due to access to a range of data, not possible before, exampled by big data and learning analytics.

Examples of visual pedagogies include pedagogies sensitive to diverse cultures and multimodal media. Visual literacies are perhaps not well-developed and only recent developments.

Articles have video content hyperlinked in. Most of the article has a traditional format with video content and ‘discussion’. In the future, video from artist, performers, film makers etc. will also be disseminated through the journal. The interest areas include teaching demonstrations, performances (esp. from indigenous research), interviews etc. Encouraged submissions from a wide range of discipline areas within and outside academia.

Peer review is double-blind review through Springer’s ScholarOne journal submission platform.

Good on Springer for supporting a new approach.

Ara - research week 2016 - Students' 'pitch a project'.

Students ‘pitch’ their projects with 3 minute sessions over yesterday and today.

Kirill Kudinov from Electrical Engineering on ‘converting a grid tie inverter into a hybrid tie inverter’. For solar inverters to design device to improve efficiency and lower costs. Solar inverters convert electricity as used in a variety of devices. Summarised the project’s rationale and method to find the solution – firstly using simulations.

Gabriella Elea from applied sciences on ‘correlation between parent nutritional knowledge and their adult child’s dietary behaviour’. Hypothesis that parent knowledge not effective and support should be to children for them to learn the right approaches and to change behaviour to attain better diet.

Nilay Chauhan and Nineb Haddad from Engineering on ‘mobility platform development’. 

Background of the need to adapt domestic mobility scooter to farm environment conditions for a client. Aim to improve overall functionality to provide better lifestyle outcomes for client.

Charles Brookes from Engineering with ‘development of F1 sidecar chassis’. Goal to reduce cost of chassis as currently very expensive. Also to ensure to incorporate racing technologies. Has prepared simulation to find out where chassis is stressed and to add into new design.

Shannon-Aimee Bradley from Performing Arts on ‘Hamilton the musical: rewriting history’. A qualitative study to examine the translation of a historical event into a musical. How is the musical developed and themes relevant to the NZ socio-political context.

Keeneth Love presents from NASDA on ‘sustainable musical theatre in Canterbury’. As most musicals are run by ‘amateurs’ who are not paid. Investigated funding to set up a musical theatre through a cooperative organisation whereby actors will be paid, ensuring talent is nurtured within Chch. rather than moving overseas.

Dearna Doglione also from NASDA on ‘showing our girls they can be great: female representation in commissioned works in Christchurch theatre’. Looked at 3 works to work out female participation (not only actors but producers, directors, playwrights etc.) rates and find out support for women in the industry. Proposed a support network to help mentor new entrants and provide mutual support.

Alex Taylor from Engineering with Olympic paddle design – an epic wing paddle. Needed to increase speed, decrease fatigue and win medals. Using wind tunnel to simulate various designs and analysed numerical data. Still need to test in water.

Eloise Goodison from Outdoor Education and Sustainability with ‘phenomenogical study of women experiences with surfing’ in relation to healthy lifestyles and involvement in physical activity, The challenges and potentials. Literature tends to be on male surfers and barriers. So this study is to find out from women, their experiences and recommendations.

Savanna Ornsby from health promotions programme on ‘St. Georges workplace well-being programme’. Aimed to identify what types of well-being programmes staff would be interested in attending if offered at their workplace. Covered rationale and method for study to assist workplaces to design cost effective, customised programmes for workplaces.

Mario Evason and Chelsea Sheehan-Gaiger  from NASDA on ‘NZ film /theatre and its potential in youth crime prevention’. Media is powerful instrument in establishing models for social change. Argued for ensuring context of NZ film etc. are accessible to youth and have a moral objective to assist with social change.

Julianne Gordon from Applied Science presented on her work on the antimicrobial properties of Manuka Honey. Covered the ways Manuka honey contribute to fighting pathogens and her project is to investigate efficacy various types of honeys on wound healing.

Always interesting to see how students perceive the world through the newly attained lenses of their discipline’s paradigms. Good variety of presentations exampling the range of topics students find are of interest. Good learning when projects are student initiated.

Ara Research Week - staff presentations Day 2

Second and final day of presentations from staff. 

First up, Bernard Otinpong from computing presented on “a comparison of results between interactive and non-interactive forms of visualisation to improve learning: A case study of Te Wairoa/ Lake Ellesmere” pdf of paper. Summarised the rationale for the topic, especially the importance in using visualisation to raise profile and understanding of environmental issues. For example, the many ways stakeholders regard the significance of Te Wairoa and understand the regimes for managing the lake. Showed the interface used to allow for different stakeholders to see the various aspects.

Tracy Kirkbride shared ongoing work with “MARS: a new imaging tool moving to clinical practice”. Explained what MARS is (Medipix All Resolution System - a new medical imaging system) and its advantages as for ‘molecular imaging’. Ability to distinguish the energy coming through so ‘colour’ is able to provide more information as compared to black and white xrays. Tracy’s research was to optimise MARS to breast cancer and calcium deposits.

Bronwyn Beatty, Broadcasting tutor, presented on “memory work of a fan: a conversation with members of the Harry Potter generation”. Presented on role of narrative, co-construction and collaboration and cross cueing through the process of focus group interviews. These occur to enable the data to be rich and authentic. related book chapter

Elizabeth Schmidt with “enhancing online learner engagement and experience by use of a webcam”. Summarised the action research project as part of a post-grad cert in tertiary teaching. Introduced video into online synchronous sessions (2 hours long) to find if students’ engagement increased. Shifted from content focus to one with more interaction and building learning relationships. Found increase in sense of engagement, learning experience (to improve learning) and without IT difficulties for students. 

Gareth Allison from Business spoke on the topic “journeys towards the adoption of non-native cuisines: examples of lived multiculturalism”. A subside of Gareth’s work on consumer behaviour. Project part of wider one to understand consumers’ market behaviour and multiculturalism is not a well-researched topic. A qualitative survey conducted in Dubai with 21 in-depth interviews representing middle-class expat sample. How did participants adopt a different cuisine. Influences included, personal characteristics, perceived cuisine attributes and contextual factors. Developed model of adoption journeys and their ‘gates’.

Grant Bennett from Applied Science shared his project on “assessment of probiotic supplement by farmers to test if it can increase growth rate of calves”. Summarised a community project involving a group of farmers wanting to improve practice. Provided rationale for using calves, logistical, practical and matched to research reliability. Challenges of authentic research presented.

Daphne Robson presented on her on-going project with “designing software for helping students in technical programmes solve equations and rearrange formulae”. Equations2go software has been worked on for many years and available as a resource to students across many disciplines. Undertook an evidence based approach to hone the software. Needs to have concepts, strategies and procedures to problem solve. Software concentrates on strategies and carries out procedures whereas many others tend to focus on procedures. Learners learn how to do but don’t know why.

Nick Kimber spoke on “the effect of altitude and travel on rugby union performance analysis of the 2012 Super Rugby competition”. Presented on a student research project, now published. Provided a summary of the KPIs in rugby and how connected to the study. Identified, through videos of games at high altitude venues, impact on KPIs. In effect, altitude and international travel do have an effect. link to journal article by T. George

Helen Marshall provided an overview of her work on “high intensity training (HIT) benefits forhealth”. Presented on benefits of HIT and why now more common due to poor nature of many people. Looked at whether HIT is transferable into community settings. Presented a subset of the double-blind study. Participants were sedentary and at risk of cardio-vascular disease and diabetes. Compared, low intensity and high intensity participants. Findings were positive regardless of which activity. Students involved as coaches across 3 times a week for 12 weeks of intervention.

Hemi Hoskins shared highlights of his masters study “mahinga kai, mahi tangata” – the use of language during food gathering. How can flavour of language be maintained through a decline in fluent language speakers. For example dictionaries through time seem to have become more simplified, losing the nuances of the language. Used linguistic analysis to see how hunter vocabulary was derived in Maori and how to now use similar conventions to modern / introduced animals and hunting methods. article

ARA - research week presentations - Day 1 - staff presentations

Annual research weekat Ara with researchers providing short 6 minute overviews of their projects. Half of the presentations across lunch time today and another batch of presentations scheduled for tomorrow. Here are brief overviews of each presentation. As usual, the diversity through Ara is of interest and I find research week presentations to be a good way to keep in touch with the many interesting projects of our staff..

“Te hone moana – the ocean swell: learning to live by the sea” with Dave Irwin from Outdoor and Sustainability Education. Condensed the themes of a book chapter focused on the role of the ocean in our lives. Summarised planetary boundaries (Rockstrom et al., 2009) with the need to realise that there is incredible stress being put on our eco-systems and how students are able to engage in their own ways. Through knowledge, action, adaptation and living in the moment – finding our place and contributing something to meet the challenges.

Rory Greenan on “Cleaner, greener transportation and buildings in NZ”. Defined types of green – from vanilla to dark green. How can architects, building information management / modelling (BIM) contribute? Summarised work undertaken with improving insulation using different classifications – 3 star to 5 star. Proposes less use of energy through improved energy use can then be channelled to better transport options.

Then, Imran Ishrat from Business on “optimisation of the Pod manufacturing process parameters using the Taguchu method” summarised project to streamline production of pods made from expanded polystyrene foam. Required to cope with demand of the product post-earthquake Chch. A strong applied project.

Mehdi Asgarkhani presented on “domains of information technology governance”. Provided rationale for project. Need to contextualise international research to NZ context due to high number of small businesses.

Rea Daellenbach and Mary Kensington presented on “the politics of childbirth in NZ” from their study on evaluating maternity units in Australia and NZ. Evaluated differences in birth outcomes in primary unit or tertiary hospital. Found importance of ‘safety’ as a consideration in making decisions about where birth occurred. Confidence in primary unit but if women perceived birth as difficult, selected  specialised hospital.

Kerstin Dofs who is Learning Self-Assessed Centre manager, spoke on the topic “use your noodle to activate students’ potential in Moodle: bridging the gap to automous language learning”. Summarised the ongoing projected, begun almost 10 years ago. A good example of using research to continually improve provisions to assist students’ learning through providing students with the learning skills and resources for self-chosen and self-organised learning. Students become active learners, in control of their learning. Overviewed process of setting up Moodle support course site including own upskilling in on-line learning using a MOOC. Showed example of Moodle course and strategies.

Lorna Davis provided “barriers to sustainability in midwifery practice”. An overview of her PhD study in progress. Defined sustainability in the heath context. Explored how midwifes might operationalise aspects of sustainability into their practice. Build model using actor-network theory to unpack midwifery identity and where sustainability fitted into the ways they saw themselves and their practice.

Tony McCaffrey updated on his on-going project “How can theatre involving actors with intellectual disabilities have a history?” Summarised a presentation made at conference in Stockholm. Made links of his work to 1940 German work on performity. Provided some case studies of actors and connected to his hypothesis.

Derek Thurnell presented on “NZ main contractors’ use of BIM during pre-construction stage”. Provided background on BIM and potentialities and challenges. Project focused on tendering stage to find out how to deploy in NZ. Small sample qualitative approach. Limited use in NZ. Culture of organisation seen to be a major barrier in NZ due to need to work differently – collaboratively from the beginning.

Cameron Pearce showcased his book “Etudes for Jazz”. Presented on rationale. Provided a series of etudes useful for students learning trumpet in the jazz genre, filling a gap in the market. In doing, put into practice the many skills attained through many years of work as an arranger, musician and teacher. Involved notable jazz trumpeters to record the etudes to model the genre to student.

Marie-Louise Barry from Business spoke on “towards determining a living wage”. Defined the concept of a ‘living wage’ as being different from a ‘minimum wage’. Proposed regional differences are important to how living wage is calculated eg. Auckland will be different to Christchurch. Project involves 2 researchers in South Africa and 2 in NZ. At least 200 participants in each city. Project still in progress.

Ada Campbell from Nursing presented on the project “crafting resilience: a study of the connections between craft and wellbeing in post-earthquake Christchurch”. Summarised project and main themes identified. Participants seemed to find craft as a strong contributor to maintaining mental health through the stress induced by a major disaster.  

Ara Institute of Canterbury - Sharing Experiences of Educational Design - SEED #1

Lunch time session with two of our ARA institute of Canterbury excellence in teaching award winners.

SEED set up by ARA staff who have won internal institutional awards to Sharing Experiences of Educational Design. Short 15 minute sessions to facilitate the sharing of good teaching.

Engineering tutor, Steve Tomsett is the inaugural presenter and he presents his experiences on flipped learning – dots and line in a flip class. Provided brief introduction of his context, mainly focused on teaching engineering maths. Compared traditional classroom approach with passive theory learning followed by application with flipping, so passive theory is learnt before coming to class and classroom learning revolves around active learning. Advocated using a one-one, short recording focused on ensuring ‘added value’ occurs both before and during class. Dots are the HOW we do it – and the line is the WHY. Ensure dots are presented in short ‘bite sized’ bits and then in class, join the dots. Provided an example with screencast on Adobe Connect archived on Moodle. Quizzes are attached to each video to ensure understanding dots occurs before class. Activities in class include authentic problems, application to real world problem solving and extension of understanding of implications / consequences.

Jane Parker from Business presented in ‘building confidence in learners’. Provided a perspective as a ‘new’ tutor and empathy with learners lacking in confidence based on her initial experiences in picking up a class, ¾ through course, following 2 other tutors who had left! Talked about challenges with teaching a complex subject – law. Brought in student’ own experiences with ‘law’ and current topical issues as starters for classes rather than just cover the syllabus. Co-operative learning used as an approach to encourage communication skills and working through the issues.

Always good to hear from passionate teachers J

Tertiary Education Symposium - presentations archived

The local union for Tertiary Teachers held a symposium on 22nd July. Short videos of some of the presentations and discussions, including one on a return to the concept of lifelong learning, are now available.

Impetus for the symposium would be the current discussions within NZ and internationally on the future of work and education. In NZ, the government has begun work through the productivity commission to work out some scenarios. The TEU submission makes for good reading along with the submission from the metro /NZITP (institutes of technology and polytechnics.

Above follows on from several initiatives in NZ to plan ahead for the fourth industrial revolution. For example, the opposition Labour Party's proposal for Universal Basic Income along with discussions on alternatives. Staying still and not doing anything is no longer an option :(

For education, MOOCs have been one option which have slightly lost it's gloss - see from tsunami to ripple. Personalised education is a possibility, with various options for platforms and support from big names in computing - e.g. Zuckerberg. However, the first initiatives will cater for the compulsory school sector and the more generic type courses in higher education. Vocational education will always be last in the queue due to it's inherent diversity, complexity and need for situated learning experiences.

Therefore, important to keep up with the play and keep an eye out for the emergent technology which will be fit for purpose for the vocational education sector.

Future of Jobs - World Economic forum

From the World Economic Forum, comes another summary of the future of jobs - with an emphasis on employment skills and workforce strategy.The report looks at demographic and socio-economic drivers of change and their impact on future jobs. As an outcome of the approaching Fourth Industrial revolution brought about by advances in technology – artificial intelligence, genetics, robotics, nanotechnology, biotechnology, 3D printing, big data etc

An similar article on the website provides 9 ways education could meet the challenges. The recommendations are from the Global Agenda Council on Education. The recommendations are very general and they include: providing a compelling vision of the future; set ambitious goals that force innovation; create choice and competition; pick many winners; benchmark and track progress; evaluate and share performance of new innovations; pair great accountability with autonomy; invest in and empower agents of change; and reward successes and productive failure. Which reads to me, support the early adopters, record findings, learn from successes and failures and follow-through to ramp up to the next stage.

One of the references was interesting, on amplifying human potential from Infosys.The report focused on what young people's views were on the future. In general, there was great optimism. Summary of points are:
young people are an optimistic and pragmatic generation in the face of adversity;

emerging countries are optimistic and confident in their readiness for the future;

emerging markets and technological skill underpin the confidence;

future appetite for technology is concentrated among the already highly-skilled;

advanced markets show most significant gender gap in technological skills;

education is failing to prepare young people for working life;

right brain (softer cognitive skills) need nurturing – time management, people management, coordinating of others, tech skills related to study/ skills, actively learning, complex problem solving; training and teaching others, verbal communication, active listening, creativity, persuasion;

employers fall short on employees’ training expectations;

industry views on the future of skills and work are closely aligned with those of young people;

liquid skills will be pre-requisite for the future;

stable careers are most desirable; and

high awareness of radical changes on the horizon.

Much still needs to be done within the educations sector to ramp up responsiveness to change. It has been over a decade since many of the above themes were introduced - e.g. mlearn conference 2008 yet still very slow change in education to meet the needs of a rapidly changing world :( MOOCs were pushed as one game changer but the promise of MOOCs has since been ramped back with the tsunami now more of a ripple. For vocational education, MOOCs were not going to fit in with learner profiles and the types of skills required to be learnt. So, still no quick fix on the horizon, it is still going to be change through sound planning at the learning design stage and building of staff capability to bring about innovative practice.

Pokemon Go - AR in NZ

Unless you live in a country with no mobile coverage, it would be  difficult to miss the Pokemon Go phenomenon. Currently only available in certain countries, with NZ being in the list to be first up in being able to access the app. For iOS and Android and thankfully not yet on Windows, as I would be tempted to give is a go!

 In NZ the local media has surely gone over the top reporting summaries of the craze, providing warnings, tips and even one for people who will have no idea what it is all about!

While out for dinner with my 'kids' on Saturday, I found both plus partners have downloaded the app, although only one has succumbed (so far) to start playing. They are all in their late 20s / early 30s and would have been in mid-childhood when the original Pokemon phase began. My involvement then was the parent who had to shell out $$ to finance the acquisition of various aspects of the game and to mediate when things got rougher than usual as squabbles over Pokemon trading cards occasionally boiled over. I can see what a marketing coup the app is with an already present population of Pokemon knowledgeable users from the mid-thirties downwards.

The good thing is that most people will now find out about augmented reality and where it might be useful beyond gaming. AR is not new in education, see Hongkiat 2013 blog, and emergingtrends 2013 plus some more recent blogs - edsurge and teachthought. As always, it needs to be - what is the learning outcome from using AR? that is top most in implementing AR. My take from all the excitement. Good to see wide coverage of AR to raise it's profile. There is a need to leverage off all the AR apps that are out there already. Main challenge at present is that many are OS dependent and hardly any will run on Windows RTs :( however, with the increased realisation of the potential of AR, more apps will no doubt be developed and more contextualised AR apps may come about e.g this one developed in Spain for "car painting"  and  ARstudio developed in Australia.

Virtual Reality - vocational education applications

With my background in baking and patisserie, I have been a sceptic of virtual reality. Although visual input is important in learning baking, the whole baking process largely multi-sensory. Smell and feel are extremely important contributors to gauging various stages during baking. The real socio-materiality aspect about baking is tactile / textual. I often use the example of ‘being able to read the dough’ as it is mixed or handled. I encourage novice bakers to use their hands as in so doing, the feel the various physical changes cake batters or dough go through as they are mixed and processed.

However, VR is useful in many other trades. For example in construction, VR provides the ideal learning tool to learn socio-materiality aspects like spatial alignment and the ‘hidden’ utilities found in buildings (wiring, plumbing, heat / ventilation etc.). VR provides for access to parts of equipment or machinery which are usually difficult to get to e.g. in automotive trades. 

VR field trips to places difficult to get to (e.g. Mars) and VR games are also useful. Examples are more common in the schools as per this link and here.   Wired provided some higher education examples and hypergrid business looks into five ways VR could change education.

Hardware for VR is becoming affordable, examples are the OcculusVR goggles  (around the US$100 mark) and there is always the ‘maker’ option with Google cardboard which also requires a smart phone.

So as always, important to keep options open and to evaluate each opportunity to incorporate technology into education with the focus on learning. Does bringing VR in improve learning for the topic. If yes, is it a cost effective option, allowing for issues of ease of access to specialist equipment etc.

update 4/8 with link to bbc article on the problems and promise of VR. 

e-assessments

A collation of resources on e-assessments in preparation for a project of 'formative eassessments'.

There is an eassessment association in the UK with page with case studies and relevant journals including the international journal of eassessment - open access once you register.

Also a series of future of assessment conferences based in the UK with a vocational education focused series of conference with archives. The eassessment conference for education as a whole was in January 2016.

Australian resources include ebook by Crisp 2011 and an ncver report 2003 on online assessments for vocational education. Resources also from University of Melbourne site.

In NZ, Hazel Owen's blog and slideshare provides an overview of vocational education assessments. Ako Aotearoa has links in their resource guide to assessments and there is information from an etools project from Massey.

Overall, a good deal of information. Many discuss the pros and cons, especially related to summative assessments via digital methods. All also advocate the advantages of 'assessment for learning' via online, virtual / digital methods. So I think we are on the right track. To update the work from the past 25 years, current tools provide for even better possibilities to support the gathering of naturally occurring evidence / assessment for learning, especially to shift away from a predominantly text-based artifacts to multimodal / multimedia evidencing.

The Dunedin Study - Why am I?

Wettish weekend provided the opportunity to watch the last two episodes of a four part TV1 NZdocumentary on ‘The Dunedin Study’, a longitudinal multi-disciplinary study of 1000 people, born in Dunedin 40 years ago.

Summaries / reviews on stuff.

Essentially the study has provided the opportunity to collect and collate data to inform the 'nature' vs 'nurture' debate. With the recent advances in genetic technology, the study takes on even greater relevance. The study providing a source of data of the rich tapestry making up people's lives as they develop through the various socio-political-cultural changes.

The study is wide ranging, providing data to social and physical scientists in a range of discipline areas, with several of the study's findings now replicated in other Western countries. There is a need to keep in mind that the study is founded in a particular country with a particular say to seeing the world.

The documentary focuses on one aspect of the study, how certain gene markers (e.g. for a tendency for violent reaction in males) manifest or are recessive, depending on a person's childhood experiences. This example is reported over all episodes and a focus of two episodes. The genetic research shows about 1/3 of males have the gene marker but a childhood of neglect and abuse triggers anti-social behaviours, whereas a settled, nurturing childhood, dampens the emergence of the trait. Five types of personalities are also identified, with the implications of these personalities' development over the human lifespan.

Early childhood intervention is therefore important to stem the activation of the trait. How this can be done, through least consequence to the child and most importantly, who judges when intervention is required, is not discussed. Hence, the study may provide some steer as to possible causes, it will be social agencies within governments who have to make sense of the findings and come up with workable solutions.

All in, a worthwhile watch, to provide background on where findings from a longitudinal study may become useful to inform social policy.
As the study enters in the participants' middle age, there will be even more data to be collated of how people develop into their more settled years. Will need to keep an eye on the range of findings as the study proceeds.

New World without Strangers - ChannelNews Asia TV series

Further from post summarising the first few episodes of the series  - New World without Strangers - a ChannelNews Asia TV series, episodes 8 and 9 are of interest and briefly overviewed / extended here. The series has shifted from highlighting the sharing physical resources – homes, meals, cars / rides and stuff – to sharing knowledge and ideas.

Episode 8 - sharing of ideas part one is of interest to educators. Examples of apps / sharing networks include:

Queri – help with homework – but also contribute to questions from others to earn tokens, which you can spend on getting others to solve your problems. See StraitsTimes article for more examples.

MOOCs in China with guoker and Coursera and rise of access to higher ed. covers Mooc production in China – QingZhou Education for teachers.

Pinyeke – lessons on mobile phone

Korea – Wisdom – courses taught by an expert in the topic.

Repair Kopi tiam – DIY ‘repair club’

The episode stressed the socio-cultural dimension of learning – internet and books can only go so far, meeting with people also needed to maintain motivation and trigger serenpidicious learning moments.

Also, Future Friday – Singapore – sustainable learning lab,

National design centre – one maker group, example of maker (Gabrielle Koh) a lifetime maker continuing work started as child with his father and uncle. Importance of working with your hands, got an idea – try to do it and learn by doing. In the process, you may find a better way of doing something.

China – had a history of innovation. However, presently thought of as ‘imitators’ and manufacturing cheap products. Need to change image to again invent – xinchejian (new garage)– maker space. No tech knowledge needed but collaboration across skills encouraged. China has a culture of valuing knowledge and innovation, so need to find what has always been there. Example of Argentinian entrepreneur with electronics knowledge leveraging off robotic / software expertise at xinchejian to produce prototype of a coding / robotic learning toy. Hackers in Singapore –National University of Singapore hack n roll – a 25 hour hackathon – brainstorming and making session to solve problems.

Episode 9 - This episode explores collaboration where by individuals work with governments to improve livability in cities.

How we make money, how we interact, how we live.

Korea – Kpop phenomenon – busking play – integrating busking into economy of a city. Promoting busking to Koreans, who did not understand the concept. From an audition video, aspiring buskers are screened and selected to be promoted – leading to more support from city government to provide ‘facilities’ and legislation for conducting busking – breathing new life into cities.

Code for Seoul – hackers who pick up public available data to improve civic goals. Dependent on governments releasing data into the public domain. Open data allows for more participative democracy to work.

Singapore – Social innovation hackertons. Geohackertons – assist non-profit organisations to produce apps / software to support their work. Example used on government opening geo-spatial information to allow for more efficient logistical type apps to be developed or for people with similar or complementary needs to meet / network / support each other (e.g. cancer patients and their supporters).

Episode 10 - last episode focuses on start-ups, how they acquire capital - social, physical. Allows entrepreneurs to get up and going.

Beyond buying and sharing to share money through ‘crowdfunding’ – an electronic version of depending on family and friends for seed funding. E.g. Kickstarter probably most common in Western economies. In Korea, 7 million (NZ8500) won can be raised by startups each year through crowdfunding. Pros and cons of crowdfunding are discussed.

Overall, the series provides a good (albeit quite long) introduction to how networking has changed the way in which we can now do things.