Applying SOLO to learning design of elearning #1

Attended a webinar this morning, offered by augmented learning on the John Bigg's SOLO taxonomy to inform effective e-learning practice. This was the first of 3 sessions on the topic. The next webinar is scheduled for Thursday 9/7. 

Webinar was presented by Stephen McConachie with Carl Condliffe. Recording is available here.

Notes taken below.

Began with overview of SOLO. Structured Observed Learning Outcome. 

What it is and how can it align to elearning. 

Ran through the advantages of ensuring learning outcomes are visible to both teacher and student. 

The Observed part is to be able to see if learning outcomes are met. And the structure refers to taxonomy (alternative to Blooms) which includes pre-structural (of the observed learning outcomes – where the learner does not have much understanding or skill), unistructural (able to complete parts of skills), multistructural (starting to get the connections), relational (able to make the more complex connections) and extended abstract (able to apply critical thinking/problem solving etc.). 

Check NCEA for links to how SOLO is applied in the NZ context. 

Connected SOLO to Depth of knowledge – e.g. surface/deep. Surface similar to pre-structural and unistructural. Deep implying multistructural etc. Procedural vs Conceptual knowledge – procedural implies able to do the skill and conceptual relates to ability to apply skill across wider contexts. 

Contention of ‘we measure what we value, and we value what we measure’. 

Important to understand SOLO is a continuum and students will move through different stages in different learning contexts. Using it as a scaffolding ‘tool’ is most important. Developing activities to address each SOLO provides for a framework for differential / personal learning environments. 

Check Pam Hook’s work – HookED on SOLO.

Uses of SOLO include planning of learning activity, frame discussions with learners about their own depth of thinking, to frame discussions on how skills and competencies relate across the topic with teachers, to evaluate the depth of learners’ thinking, and to evaluate our own practice as educators. 

Using SOLO to inform rubrics, check paper by Braband and Dahl

Proposed the use of SAMR as one way to connect SOLO to elearning design using types of coffee metaphor  - which may not be as good as the 'diving deeper' model.

Explained the SAMR model as a way to think differently about how to integrate technology and ensure technology is contributing towards being able to transform learning.  

Proposes placing SOLO on the horizontal axis and SAMR on a vertical axis to help organise learning design. Not sure how well this will work but look forward to the next webinar.  

Also identified limitations 

Other dimensions to consider include collaboration, creativity, student agency, authentic audience etc. 

SAMR + SOLO = elearning programme too simple. 

Vocational and Professional Education and Training econference -

The Vocational and Professional Education and Training sector  (VPET) in Hong Kong, held an e-conference on the 15th of May. 

Video of the keynote and panel presentations, along with accompaning presentation slides are now availed via this link.

Of note - Olli-Pekka Heinonen's (Finnish National Agency for Education) presentation on 'Six seismic shifts in VPET'. These are:

- Shifting the education system to a Learning system

- Focus on mass education to personalised learning

- Individual professionalism towards shared and dynamic professionalism

- Instead of recruitment based HR to supporting learning organisations

- Shift from fixed mindset to growth mindset 

- Instead of providing a map, ensure the skills required to be able to use a compass

Good overview on how to meet the challenges posed by the future of work.

On a similar vein, Professor Chris Hubbard (Vice-Chancellor of Sheffield Hallam University in the UK) on 'Making vocational education work in a changing world'. Stressed how work was changing faster than education change. Detailed the 4 steps to gear up education systems to cope with the rapid change in work:

- Put the individual learner at the centre

- Create multiple 'pathways' to prosperity

- Buld connections between government, employers and educational institutions

- Ensure accountability measures drive flexibilities

There were plenary/thematic sessions on:

- applied education and future skills in the digital era

- why workplace learning counts?

- Skills change lives

- AI, data analytics, cybersecurity: Are digital skills enough for workplace?

In these, a selection of presentations were made with some accompanied by presentation slides.

A reflection session closed the econference.

Good to see the layout of an e-conference. I particularly liked the reflection session at the end but may also be useful to have small reflective sessions after each keynote/thematic session. 

Tertiary teaching and mental health - Ako Aoteoroa Academy Talking Teaching webinar with Professor Marc Wilson

Attended the inaugural Ako Aotearoa Academy Taking Teaching webinar presented by the Acadmy president, Marc Wilson. The topic was  'making sure you've got your mask on before helping others': post-secondary teaching and mental health in the context of a pandemic.

About 30 participants from across the NZ tertiary education sector. Recording of the session uploaded to the Talking Teaching website in due course.

Mark covered mental health and well-being as it is a topic he has done work on. Began with rationale for the talk - with an increase in studies being undertaken on the effect of Covid-19 and associated changes to the way learning had to be shifted. Mental health of students, given faculty are not counsellors, has risen. There is a call to make online learning 'less brutal' and to provide sufficient support for students to cope with the change. 

Had participants do a quick check using the University Stress Scale (Stallman, 2008) on 'how much have the following caused you stess in the past?' 60% of students score indicates university study as being stressful. Academics teaching in university perhaps no different (UK stats in 2019 report 40% of academics there are stressed by expectations and workload, supported by Times Education 2017 survey).

Important to ensure well-being not only for students but also for tertiary educators - see TWANZ for background and Okanagan charter. 

Discussion centred around coping with continual, unremitting change and the stresses associated with challenges not only at work but, home, the ongoing pandemic, economic fall-out post 'lock-down' etc. plus the unknowns of the near future.

The progressed to strategies for teaching and learning that worked or were difficult. There was impetus to share resources and to continue the conversation. 

TEC webinar - Enhancing online teaching practice

'Attended' the webinar offered by the Tertiary Education Commission (TEC) last Friday. 

Recording of the session now available (2/7/2020) at thislink which includes video. transcript and presentation slides.

The topic was on enhacing online teaching practice. Two presenters, Dr. Mark Nichols, Executive director for Learning Design and Development at the Open Polytechnic and Ali Hughes  Learning expererience and success Manager from the Tertiary Alliance NZ (TANZ) presented for about 15 minutes each. Question and answer session followed. The session was ably facilitated by Sara Williams, Principal Advisor at the TEC and had 500 people registered.

Mark provided an overview of several online learning theories for practice including the SAMR model and TPACK. He reiterated the importance of context. What works well in one course or cohort of student, may not work with another. Also reiterated that teachers cannot always be content, pedagogical and technology experts. Hence the need to ensure there is a collaborative, co-constructed relationship between instructional/educationa designers/developers and subject experts to create the best means to engage with and support learners.

Ali Hughes' presentation charted the learner experience. What worked and did not and the importance of understanding learner needs. She detailed the TANZ process and how learners were supported through distance learning. Especially important given TANZ courses range from level 3 to 7 with many learners first in family and second chance learners, seeking to attain the first step back into tertiary learning.

Both presentations were good overviews and the Q & A session worked through various questions posted on the chat function.

NZIST - summary document - extension of feedback date to 15th July

Attended a zoom meeting(hui) or zui convened by the TEU on Friday (there was another zui on Monday) to gather members feedback on the proposals. The zui was facilitated by TEU National Secretary, Dr. Sandra Grey. Another zui was held on Monday as well.

The overall purpose of the zui was to gather feedback from members on the proposed direction and work streams for the NZIST. A summary of all the workstreams is found here.

Sandra provided a broad overview as several participants had not had time to read the reports yet.

Many other institutions have not been informed by their management about the reports and the opportunities for feedback. 

Discussions were made on the various issues the TEU will be submitting on. The original feedback date of 15th June was seen to be unrealistic, given that many TEU members were still working from home and communication channels in some institutions still centred around the logistical and management of covid-19 related issues. On Monday, the NZIST proposed an extension of feedback to 15th July.

Two items of interest to my work. One, a call for the formation of some form of vocational education 'pedagogical focus' unit as the scholarship of teaching and learning within VET in NZ has been patchy, fragmented and lacked strategic direction. Innovation (or even the study of present approaches) requires work to uncover the approaches working best for the NZ VET context.

Secondly, the proposal to ensure all actions are aligned with the NZIST charter. This should inform all actvity undertaken by NZIST and the present set of working documents require study to ensure there is connection between the proposed workstreams and the intend of the legislation underpinning the new institute.

All in, interesting times ahead as the various councils and academic board/committees find their feet and the new CE takes up his role in July and the HQ in Hamilton is set up. 

Online assessments - Matthew Hillier podcast

Another podcast from the Leaders and Legends podcast series recorded in May with Dr. Matthew Hillier on the topic of online exams and assessments.

Began with background and how he became interested in e-assessments. He has worked in several universities and started working on e-assessments with Geoffrey Crisp. 
The focus of the podcast is on online exams/assessments as summative assessments.

Provided a summary of the evolution of e-assessments from over a decade ago, moving from using USB sticks to learning managements systems, virtual environments (second life) etc. or conducting exams via distance.

Sees covid-19 as a tipping point in having to pay attention to online learning which could be disregarded in the past. Designing for good online learning does not have to have so many synchronous sessions. Exams do not have to be synchronous and expensive on-line proctoring systems are not necessarily the solution. Shifting to distance needs to be carefully considered and not rushed - as is happening now. Provided an example of University of New England's 5 year journey to implement on-line proctoring and this did set them up well for the current challenges.

Supported the 'not all have to do the same' scenario as each discipline, student cohort, accreditation requirements etc. Therefore important to understand the 'needs' and work at finding a good solution.

Covered the important underpinning systems to be taken into account which include authencity, security and scalability. Difficult to have all three in place and each requires careful consideration. Security may result in usability issues. Authenticity of assessment and learner is key. To ensure both authencity and security makes scalability difficult. Cost effectiveness is also difficult if both authencity and security are to be met. Effectiveness of these also need to be balanced with pedagogical approaches.

Therefore, need to look at assessments and how innovation can be used to shift the way assessments are carried out. Example is the use of augmented reality exam (on second life) and to collect spatial data as the evidence of learning. Authencity of the activity and the learner's reactions and interactions is possible using this form of assessment.

Ethics needs to be considered and some online proctoring platforms are being resisted due to the challenges of ensuring privacy for the learner. Exams are passe and other ways of assessing must be considered. However, accreditation agencies etc. still require exams :( so educators need to think of ways to modernise exams which still have rigour. Opportunities are still to be explored, including the use of workplace practice, oral 'exams' etc.

Overall, a good summary of the challenges, potentialities and update on online exams and eassessments.

Educational technology - textbook - free download during pandemic lockdown

The book 'Educational technology - a primer for the 21st century', published in 2019 by Springer, and authored by Ronghuai Huang, J. Michael Spector, Junfeng Yang, is available for free download during the pandemic lockdown period.

It is a handy reference guide and textbook for learning instructional designers and academic developers. The main pedagogical theories and approaches are covered with brief overviews. As the book is structured as a textbook, each chapter begins with main topics, the learning objectives and suggested learning activities. Therefore, the book can be usefully applied for self-study as well as supporting courses in instructional design, teacher education and technology-enhanced learning. The subject matter is generalised to all sectors/levels of education.

The first three chapters provide a good background introduction to the subject and covers the main pedagogical theories - behavourism, cognitism and constructivism along with a chapter on the importance of connecting learning objectives to learning activities and assessments (i.e. constructive alignment).

Part 2 with 4 chapters on -perspectives of education - is recommended reading. The perspectives are the system, educational technology, user and learning experiences. Roughly tracing the trajectory of using technology to support education.

Then Part 3 with 5 chapters, cover the 'how to' aspects of implementing and integrating technology to support teaching and learning. A chapter on learning spaces is included.

The last chapter looks into emerging issues. A bit dated already by covers the technologies of learning analytics, wearable devices etc. ethics, security and privacy and emerging issues.

Overall, the book is useful as a text book. It is not a scholarly work on educational technologies as such but more of a guide and 'how to' which is useful for practitioners interested in understanding the underlying theories to support their teaching or learning design. 

Podcast - Tony Bates on Future of online learning and higher education - post covid-19

Listened to the podcast from Mark Nichols podcast series - Leaders and Legends in online learning with Tony Bates. Tony spoke about the future of online learning and higher education. 

Tony has summarised key points in his blog.

Covered many points relevant to NZ, especially given the formation of NZIST (the NZ Institute for Skills and Technology tasked with providing vocational education) but much of the chat grounded in the Canadian and North American higher education context.

Firstly, he emphasise that leadership is required in strategising and making decision with regards to the future of learning. How much should online learning be supported and promoted requires planned approach rather than happen due to having to respond to 'forced change'.

To deal with the rapidly evvolving needs of work, learners need to learn the transversal or 'transferable' skills  required to cope with changes wrought by technological, social and economic changes. In NZ, the emphasis on graduate profile outcomes assist with this process but still needs to be supported and promoted more deeply within the sector. Critical thinking was identified as something all employers desire of graduates. Yet, critical thinking is difficult to pin down as it is a mixture of skills, application of knowledge and specific attributes and therefore difficult to be taught and measure. Online learning has a role to play

Thirdly, there is a need for better stucture to ensure lecturers have the skills to teach (f2f and online) and keep up to date as technology and pedagogy progress. 

Then, the role of instructional designers need to be scaled up, not only having one on one relationships with lecturers/faculty but creating templates and working on courses/programmes with wider reach. Has implications for NZIST.

Warned about the need to take care in how online education is promoted as campus based/high costs programmes might become only attainable by the rich and online becomes the option for thoses unable to afford tertiary education. 

NZIST - work stream report summary - education services and online learning

The report, out of 7 workstreams. most relevant to my current situation, is the one providing recommendations on 'educational services and online learning'. This report combines two of the workstreams into one report and is of relevance to the day to day teaching and learning activities for NZIST.

The report takes a future focused view. In particular, the impacts of the future of work on vocational education. There is an emphasis on both ensuring outcomes for learners, especially Maori and Pacific; and meeting the current and future skill needs of employers and industries.

Therefore, there is the provision of learner support at NZIST envisioned as 24/7 learner support services and the formation of a learner digital home. The employer interface is more inter-relational in the form of an employer digital support service and the connection to a network of applied research that can be drawn on to support industry innovation.

On the teaching and learning front, there will be the formation of a distributed (but with centralised oversight?) network for Learning design and development. This will be underpinned by the learning library or repository of learning objects/resources. Teaching staff and academic leaders/management will be supported by a network-wide staff training and development service.

In the technology front, there will be an amalgation of all the usual services supporting education including student management and learning management systems including learning analytics.

Overall, the plan makes sense. The scale of integration and the complexities cannot be taken for granted as each of the current 16 subsideries (i.e. existing ITPs) have been independent entities since their inception. As such, it is often not so much the mechanics and strategic solutions which are the barrier, but the 'hearts and minds' of the people who will be operationalising the many proposed items.

Common 'ways of doing' need to be tempered by the flexibility to encourage and maintain innovation and 'thinking out of the box' solutions. As NZIST is essentially a monopoly, there will also need to be care taken to ensure that complacency does not set in, muting forward thinking and progressive developments to meet the challenges posed by the future of work.

The pandemic has shown the way forward for teams to work in a distributed network. This sets up good learnings going forward. There are many advantages in having common curriculum, shared resources, 'master qualifications', standardised processes and academic regulations and collaboration across the sector to support teaching and learning, curriculum development and research. The challenge will be the size of the undertaking. Smaller institutions will perhaps be most likely to feel their individuality is lost us various practices are subsumed into the standards of the large entity. It is important to not wrap processes into to many layers of red tape. All this does is stifle inventive and timely responses to local learner needs.

We now watch with interest how the recommendation encapsulated through the various working stream reports are intepretated. Submissions are invited and close on 15th June. The final strategic documents for NZIST will then be formulated. From experience, much of what is in the current reports will go forward unless there is a large volume of feedback to shift the direction and intent. On the whole, the direction makes sense. However, they do recommend centralised 'top-down' approaches. Management and leadership are essential to ensure the NZIST formation runs well. There will be challenges, especially given the current global and national impacts wrought by the pandemic. So, it will be a 'watch this space' scenario as the NZIST establishes governance, systems and management to meet the vocational education needs of NZ.

NZIST - publication of work stream reports

The reports from the workstreams set up to inform the establishment of the NZ Institute of Skills and Technology (NZIST) are now available.

A very short timeframe is provided for feedback by 15th of June.

The reports are from the 7 workstreams which include:
- the learner journey mapping
- a model to engage with employers and communities
- education services and online learning (2 workstreams into 1 report) of most relevance to my current work as it proposes centralisation of much of of the work of my current section - programme and curriculum design and online delivery
- work-based learning centred around the merger of Industry Training Organisations (ITOs) and the polytechnics (ITPs) and how Workforce Development Councils will work.
- new academic architecture - setting out the academic board/committees structure and reporting lines.
- international education.

Feedback is invited for the direction of the various proposed models, frameworks and structures including agreement/non-agreement, gaps and issues.

Will digest the relevant reports over the weekend and do a summary next week.

Hyflex - hybrid-flexible learning - elearning for the covid-19 age?

NZ has now moved to Level 2 whereby small groups (up to 10 people) are able to congregate. At the moment, Ara's courses will still be offered mainly through distance. However, if covid-19 case numbers remain low and community transmission a lessened threat, there will be a staged return to face to face (f2f) teaching.

Our challenge, as learning designers and educational developers at Ara is to maximise the gains from moving in to distance learning, achieved through much hard work, and the transfer back into the 'tried and true' of f2f  vocational education.

I encountered hyflex - hybrid-flexible learning - some years ago. It is a relatively new model developed as a sub-set of blended learning. At that time, I thought the effort to put into developing and offering both a f2f and a distance learning course, concurrently, with the same cohort of students, to be too big a challenge. However, the events of the last few months, has caused the hyflex model to be a consideration.

The advantage of hyflex for learners are many. It allows for students' mired in a complex work/learning/job availability scenario, to perhaps begin a course f2f, move to distance when they take up a job offer and perhaps move back to f2f should the job not work out. Similarly, for insitutions, enrolments are retained despite the challenges of a fluid job market whereby students may have to accept work if and when available, given the coming economic recession wrought by the pandemic.

The hyflex model is now being considered by many institutions as one way to support their students, to maintain fiscal viability and to ensure positive outcomes. However, there is a need to ensure the way in which courses are 'converted' to hyflex is planned. In particular, how courses have synergistic connections between the f2f and the distance learning delivery aspects. F2f classes may be videoed for distance learners. Resources prepared for distance learners may be useful as 'flipped learning' resources for f2f learners. Therefore, it is important to map out, learning outcomes and learning activities and identify which resources are may usefully deployed in each delivery mode or would be 'shared' between the two modes.

All making for another lot of work going forward. Hyflex will require resourcing to ensure it is effective but provides a degree of resiliency for institutions. Going forward, should the need be to move between f2f and distances delivery as the covid-19 situation evolves, then having two 'versions' of a course - distance and f2f - may be the norm.

Writing and the need for persistence

Last week's blog provided the link to the book 'Writing for publication', an excellent resource for those starting off on the academic writing journey with many suggestions also of relevance of experienced writers.

The book provided a insider's viewpoint of the writing and publishing process enshrined in academia. One item perhaps missing, was the need for aspiring and current authors to establish the mindsets necessary to presevere with the writing process.

Whatever the genre, the skills of writing can be learnt. What sets apart dabblers and people who make a living from writing, is the need to continually hone their skill and to keep at it. Academic writing is no different. It is perhaps even more important in academia, to develop good routines and habits, to continue with scholarly reading and writing. Most people writing for academic publication, so this on top of teaching and research. To fit in the volume of reading, research project work and writing, requires good time management and planning!

The need to work from home as a result of the covid-19 pandemic has caused my routine to be changed. Instead of cycling to work each morning, using the time to reflect on and plan, and then do some writing; I have used the time to prepare for the workday, now filled with development and facilitaion of professional development workshops for our lecturers, moving rapidly into distance teaching. However, after 6 weeks, NZ is about to move into a more relaxed phase, allowing for us to move back to work on campus in a few weeks time.

The pause in writing has provided a time to take stock and to think through possible direction for writing and projects into the future. It will still be important to get back into the routine to keep up the writing habit. Without keeping to a routine and to some objective, it will be easy to loose momentum and find it difficult to get started up again! So here is looking forward to a return to 'normal routines' and a refreshed writing routine.

Writing for publication - free download until July 2020

Via Springer's facebook page, an announcement for the free download of the book - Writing for Publication - from no until end of July. The book was written by Mary Renck Jalongo and Olivia N. Saracho in 2016. Provides a good overview, with recommended web resources, to support the process of academic writing for publication.

There are thirteen chapters, across 3 parts: Professional roles and publishable writing; conference proposals and article types; and writing as professional development. Each provides tips and recommendations for moving into the world of academic publication.

The book is written in assessible language. There is good advise for beginners and even experienced writers will gain some insights.

An opportunity for educational change

Via Derek Wenmouth, comes a link to this blog - not just any 'new normal' will do - by Lesley Murrihy a NZ primary school principal. It is a call, like several other blogs/articles, for the current Covid-19 'rapid change in educational delivery' to be a lever for change within the educational system. Lesley, writes well about the need to use the learnings, wrought by the pandemic on society across the globe, to be an opportunity to sit back and think about what the actual objectives of education are. In particular, the role of education in addressing the societal equities brought about by the shifts in the last several decades to globalisation and marketisation of everything.

As someone who has benefited through the social mobility availed through access to education for my parents' generation through the sacrifices undertaken by my grandparents, I have always been aware and a supporter of the advantages conferred by being literate and 'educated'. We the benefits, also come the responsibility to 'feed it forward'.

In NZ, the reform of vocational education (RoVE) has provided a once in a life time opportunity to create a vocational education system which 'puts learners at the heart' of their learning. Due to the 'Level 4' restrictions in NZ across April, the formation of one of the pillars of RoVE, the merger of all the polytechnics and institutes of technology in to one NZ Institute of Skills and Technology (NZIST - interim name) was decidedly low key. There were no major announcements apart from the main NZIST board being formed and individual boards appointed for all the 'subsideries'.

The need to rapidly then shift to distance learning, due to having to be in 'lockdown' and work from home for over 5 weeks, created a mass professional development objective across the entire educational sector. Therefore, we now have two unique 'once in a lifetime' opportunities to go forward with.

The blog by Lesley, indicates the need to be circumspect and to identify the objectives of education. In NZ VET, some of this was completed through the RoVE process. It is now important to perhaps review these objectives, in light of what has now taken place across the pandemic. NZ will have to remain, for the near future, 'an island of itself'. The NZ government's decision to 'go hard and go early' has led to the possibility of eliminating the virus. However, to keep the virus at bay will mean keeping external borders closed and strong social distancing measures. High earners of income like tourism will struggle and other parts of the economy, will have to shift to meet new challenges. VET's role is to support training and education and be 'agile' and flexible to meet industry needs as many may have to seek retraining.

The mass 'training' of the VET workforce to be able to 'deliver' to learners remotely, will now be an advantage. How this is leveraged will be important. The opportunity is now there to provide education 'when and where' learners require the learning. Instead of institutionally directed learning, the possibility of co-created curriculum with learners, is now even more achieveable. What is now required is time to think through the best ways to meet learners' needs given the access we now have to wider understanding and capability of technology-enhanced learning.

Returning to LinkedIn as a resource - distance/remote learning

I joined LinkedIn quite a few years ago but never really participated until a couple of months ago.

The reasons are many, but one would be the 'corporate' or 'organisational management' focus for many of the posts in my feed due to the people I am linked in with.

However, the international effects of Covid-19 has meant everyone has been affected as people scramble, in their own contexts, to cope with the need for rapid change.

The effect on having to shift education online has therefore created a large amount of activity and LinkedIn has been a source of many good articles, resources, think pieces and guides on how to cope.

Here is a small selection, gleaned over the last couple of weeks:

- Inge de Waard has provided some 'quick guides' on shifting from f2f to remote/distance learning, albeit from a higher education context, but still good templates to customise from.

- Alison Miller who consults in the elearning arena, provides links to a range of resources.

- Mark Nichols work on distance learning is always good to keep up with.

- Derek Wenmoth often helps educators see beyond the present and presents implication for current decisions.

- Michael Sankey's work is focussed on bigger picture and organisation strategy  related to on-line learning.

- Peter Mellow often links to useful resources for educators.

- Joyce Seitzinger is a go to for learning design in the area of distance/online learning.

- Mark Brown provides a mix of links to the big picture and educator practice.

Therefore, tapping into the present social networking opportunities, provides for a way to benchmark what we are doing at Ara. In particular, some idea of what others are doing, the important theoretical underpinnings for decisions made on curriculum and learning design, and reflections on things that have worked and challenges. All in, a good way to be supported and not feel that we are not the only ones caught up in a massive shift from the known into the unforseeable.

Holding on to institutional learning in response to swift change

We are now into our third week of Level 4 'lockdown' in New Zealand, with another week to go. Indications are promising, with a decline in number of covid-19 cases in the last several days. A decision will be made Monday next week (20/4) on what will happen next. Whether the country will continue at L4 or move progressively to L3. Even at L3, most schools and VET institutes and universities will likely remain closed for the short term.

Therefore, we continue with distance/remote delivery for the short term, with plans to move back into normal delivery soon. Planning for the next month or so, will therefore be difficult, given the uncertainties. At the moment, after 3 weeks of intense activity providing professional development and support to our lecturers to move to distance delivery, we move into the next stage of ensuring distance delivery challenges are provided with sufficient advise and information to solve these. Coupled with this work, is the next step of ensuring learning and teaching for the rest of the semester is also well resourced and supported. One key task will be to help lecturers re-configure summative assessments to allow for distance learning. We have begun looking into on-line invigilation/proctoring platforms. These tools come at some costs and summative assessments online have not been encouraged. However, there will be a few programmes requiring traditional exams, due to registration board requirements and we will need to find, evaluate, test and implement a process very quickly, if exams have to be run online.

The Easter 'break' has also provided some time to reflect on the swift changes. I have been ambivalent about the range of on-line tools we have been supporting our lecturers to use. In the main, these tools (LMS, video conferecing, video lecture capture), provide a way for our lecturers to replicate f2f teaching on-line. The 'push' content out to learners model, is still the majority approach instead of a 'pull' and co-constructed model of learning which is possible. Digital literacy challenges and some equity issues with learners access to hardware and infrastructure (wifi) mean some programmes have been able to move into a holding pattern of sorts. However, in the main, we still see the teacher directed model as predominant. Therefore, in a way, as with the earthquakes, the opportunity to sift practice has been lost, due to constraints of time and capability.   However, there will be pockets of innovation, these we need to record, evaluate, celebrate and disseminate.

Derek Wenmouth provides some ideas for moving forward. There is need to think through what is to be emphased, going forward. Is education to meet compliance/'quality'/learner outcomes? or should we transition to something better? In the VET sector, the combination of the sudden move to another mode of delivery, unfamiliar to many institutes, and the formation of the NZ Institute of Skills and Technology, provide a once in a generation opportunity to shift practice. We learnt much from coping with the earthquakes, almost a decade ago. However, may initiatives moved back to the status quo once the market driven model of education took precedence. After all, Canterbury providers had to compete with all the other institutes and 'doing thing differently' was often 'less cost efficient'

Hopefully, this time around, some of the learnings from having to move to another form of delivery, will provide the nucleus for really actioning the mantra of 'the learner at the heart of learning'. As meeting the covid-19 challenge has shown, we have the technology and much of the capability with some innovation being shown. These need to be tapped into, going into the future, to ensure VET is 'seamless' as far as the learner is concerned and that 'delivery' is driven by the learner, not by the educational provider, as has been the case thus far.

Are you zoomed out?

I think I can speak for many when I say 'I am zoomed out!'. Last week, our team ran 4 workshops for our lecturers as they prepare to embark on distance learning. We had daily zoom team meetings to coordinate the workshops, debrief and additional meetings with our learning technologies to work out the technology. Average number of video conferencing meetings - 4 per day! All of this activity, left little time to do actual work.

This week, we are only offering one workshop this morning, to tie things together and bring the series of 'distance learning teaching' workshops to a close. However, we will be supporting the learning technologies team with their workshops covering our core learning platforms, Moodle, Panopto (for video sharing) and zoom (for video conferencing). They are offering 5 workshops this week, Taking that is a short week as Friday is a public holiday, it will be another busy week on-line in virtual meetings.

Therefore, it was good to read through this blog by Daniel Stanford on iddblog on alternatives to video conferencing. Our lecturers have become attached to zoom as it provides an easy entry into distance teaching. However, the 'stage on the sage' delivery approach is prevalent when all you do when you move to teaching on-line, is replicate the lecture. Therefore, the blog provides a platform for thinking through, more critically, the other ways possible to connect with and engage our learners.

A week of working from home and 2 days into NZ 'close down'

It's been a hectic week. After a series of meetings on Monday, my division headed home due to NZ being put on L2 which required as many people as able, to work from home. Levels 1 - 4 are NZ responses to the spread of covid-19 into NZ.

Then, just after lunch on Monday, NZ prime minister raised the level to 3 - requiring as many people as possible to work from home and a shutdown of all non-essential commercial activity (Level 4) as from midnight Wednesday.

So today, is day 2 of the 'shut down' which sees all schools, community facilities, non-essential commerce closed. The entire population is not to venture from their homes except to shop for groceries or pick up meds at the pharmacy. Going for a walk is OK but has to be within your neighbourhood. Driving to the Port Hills for a walk is not allowed :( Today, it is wet, so staying at home, warm and dry, and getting lots of work done is not a hardship. It is the sunny, blue sky days which are difficult, when the hills or beach beckon.

The shutdown is to last 4 weeks. With Ara closed, my work team will be working with our teachers to get their courses running as distance learning courses - by just after Easter. Hence, we have been busy setting up resource sites and there will be a series of workshops on 'how to teach from a distance', next week.

I checked linkedIn just after lunch and see some of our heads of department have posted. Nigel Young, head of department of business and computing, who is relatively new to Ara but with a strong background in developing elearning posted good hints.  Michael Edmonds, head of department for engineering and architecture, reminded us about how we in Christchurch are well practiced in dealing with the unexpected due to shared experiences from the earthquakes and mosque shootings.

Also from linkedIn is Mark Nichols advise on shifting modes of learning.  Mark was elearning leader for the Open Polytechnic in NZ for a time and well-recognised for his expertise in 'distance delivery'. He has practical advise for 'administrators' and 'educators'.

Derek Wenmouth posted on 'connectedness' and some tips on ensuring that 'remote' discussions can be undertaken by being prepared and a summary of the protocols for non-f2f interaction.

So, time away from the physical busyness of the workplace, has allowed many to also do some reflection and consolidation. It will be interesting to see how things are, at the end of next week :)

Working from home

We live in challenging times. Although the number of covid-19 cases in NZ is still low and almost all originating from returning Kiwis or tourists, the government has raised alert level to 2 on Saturday, out of a 4 level scale.

Following have been persistent calls to raise the level to 4 , basically to snuff out any possibility of virus spread NOW rather than wait until there is clear evidence of community dispersal.

Given the dire experiences in China, Europe and now Australia (with a lockdown imminent in NSW and Victoria), it is perhaps best to pay attention to the calls for lockdown now rather than later :(

As part of level 2 alert, all employees who are able to are called to work from home. So today, after a series of planning meetings, all of my division will be working from home. We have had several 'tryout' days in the past two weeks. Zoom, our video conferencing platform and microsoft Teams have been mainstays for work productivity along with email and the Teams 'chat function'. As an institution, we are better placed than nine years ago, when the Christchurch earthquake struck and we lost all access to our internal networks and physical entry to our main campus for a whole semester.

However, many of our programmes, due to their vocational nature, will be hard pushed to go fully on-line. The practice-based / hands-on emphasis for our courses makes going fully into on-line and distance delivery, a major challenge. The focus for these courses is to develop small and well-structured 'projects' or inquiries for students to apply what they have learnt so far, to complete. We will evaluate how this approach has worked after things calm down.

For the moments, it will take some adjustment for all our team and the wider Ara community to adjust to working from home, whilst still being able to support each other as we move through the challenge.

Identity, pedagogy and technology-enhanced learning: supporting the processes of becoming a tradesperson -- previews access

Apart from the short previews of each chapter on my book's publisher's website, other means of access include:

• Amazon - hardcopy of book - has preview of parts of the Foreword written by Professor Stephen Billett and the preface which has summaries of chapters.
• Google books - has portions of chapter 1 and 2.

Happy reading :)

Horizon report 2020

The latest issue of the Horizon report is now up on the Educause library.

There is a good infographic, summarising the various emerging technologies and trends.

This year, there is a change in how the report is structured. The familiar 'horizons' of xx years to adoption, anchoring past reports, are not used. Instead, wider social/global trends - political, economic, social, technological, and higher education trends are reviewed as the influences and future trajectory for emerging technologies and practices.

The usual suspects featured in pass reports show up but this time around, rationalised better against the wider influences listed above.

The main technologies are also reported in a broader sweep. These are:

• Analytics for student success
• Adaptive learning technologies - related to above of applying analytics to enhance learning
• artificial intelligence and machine learning - ditto
• Open education resources 
• extended reality - ie. XR = AR/VR/MR (haptic)
• Elevation of instructional design - to bring pedagogy into the planning, development and deployment of promising technologies.

All in, a good summary, as always of potentialities. This time around, better linkages to the many societal influences on how technology may assist learners. Plus the need to attain expertise in understanding the pedagogical issues related to introducing the many enablers of technology enhanced learning.

Identity, pedagogy and technology-enhanced learning: book now published

My book, a product of last year's academic study leave, is now published and available on Springer website. The book's subtitile: supporting the processes of becoming a tradesperson, draws from my framework of trades work learning as being a phased journey of belonging to a workplace, becoming  and eventually being a trades person.

It's a significant milestone for me, being my first monograph. I enjoyed the process of writing the many chapters and am grateful to my colleagues and my ex PhD supervisor, Professor Stephen Billett from Griffith University. for support as proofreaders and advisers.

I am hopeful the book fills a gap in the literature of work derived from a practitioner's perspective, both as a tradesperson and a teacher of trades work. No doubt large component of scholarship is also consolidated in the book. However, it is the learnings attained through my apprenticeship and work as a pastrycook/baker that inform the direction and premises woven through the book. My aim through each chapter being to answer the query - how is this useful to a trades teacher? and what can be applied to teaching trades work from these concepts?

I am now working towards bringing together a collaborative project to leverage off the coming merger of all the polytechnics in NZ into one entity - tentatively called Pukenga Aotearoa/Skills NZ. A 'small' project to gauge the digital literacy and affordances of vocational education learners will help be bring together a team of vocational educator researchers. I am hopeful this initial project will pave the way to a larger, externally funded project to implement and consolidate the system/process of consolidated off and on-job support for trades learners. In essence, if we are to 'put the learner at the heart of the learning' then we seriously need to 'hear the learners' voice' and to support their learning from their perspective (i.e. the experienced curriculum) and not impose from logistical/institutional/funding requirements.

Slow adoption of VR in education

A follow up on a blog written in 2016 on slowness of VR penetration in education with some discussion on potentialities for Vocational Education.

BBC has a good summary from the business point of view on 'What went wrong with VR?

Reasons reiterated by livemint as to difficulties with headsets, costs and availability of relevant VR content. Fortune magazine has a similar article, discussing the issues in some depth.The main challenges are costs of hardware and software development.

From the vocational education perspective, the main challenge is to provide authentic learning experiences. VR has a role, as evaluated recently through two of the sub-projects on the e-assessment project. In these projects, VR was used to support novice learners with learning welding skills and pre-trade training carpenters with acquiring 'safety' awareness.

The challenge with both sub-projects was maintaining authenticity. Even though students were new to the trade, small differences between virtual and real could be discerned. Leading to inconsistencies of 'object behaviour'  as described by Fowler. The specialised aspects of vocational learning require constant updating as equipment and contexts change, adding costs to the already expensive investment in developing VR scenarios. Trying to maintain currency is therefore a continual cost to ensuring VR does not appear to be 'dated'. Humans have learnt from birth, how to gauge authenticity in the environments they interact within. Many of the signals denoting authenticity are tacit and individualised leading to a wide range of aspects ot consider when developing authentic VR environments. With applications exampled by gaming, slight inconsistencies can be waived as the gamer accepts the 'fictional' aspect of the VR environment they have entered. Applying VR to authentic lived worlds is therefore a much more daunting challenge.

Therefore, still work to be done to bring VR into education. There are promising advances and increase in computing power can only improve authenticity of VR experiences. There is a need for VR developers to be cognisant of the human experience, with its myriad variety, to ensure VR experiences support learning outcomes.

English for vocational purposes: Language use in trades education - book overview

This book, written by Coxhead, A., Parkinson, J., Mackay, J., and McLaughlin, E. and published by Routledge in 2019, is the academic output from the Language of the Trades project funded by Ako Aotearoa as a National project.

The Ako Aotearoa project report provides the 'nuts and bolts' descriptions along with the various outputs, including word lists and guides for trades teaching practice.

The book, along with several articles, are the academic outputs, providing deeper details of the scholarly underpinnings and findings from the project. As there is very little literature on the topic of literacy pertinent to the learning of trades work, the work is of great importance. Of note, is the project's work in identifying 'key words' or most commonly used words in a range of trades - building/carpentry, automotive engineering and engineering (fabrication and tool-making). The corpus of vocabulary is also extended into Pacific languages exampled by Tongan.

First chapter summarise the rationale for undertaking the project. The rationale include the importance of understanding the complexities of the specific language, used in the trades and the specialised terms prevalent in trades work but not often recognised as being difficult to learn.

Chapter 2 provide an overview of the project as per the Ako Aotearoa report. 

Chapter 3 uses a case study of automotive technology classroom practice and the ways tutors in NZ engage students in the trades language discourse. In short, a summary of situated learning as undertaken in workshop based learning across Aotearoa. 

In the fourth chapter, the builders diary is used as the data to better understand the writing requirements of trades learners.The builders diary is often used in NZ to track the learning of carpentry students and includes diagrams and 'reflective learning' collected as work-based learning progresses through apprenticeship.

Chapter 5 surveys the visual literacies requires in trades learning. How diagrams are prevalent in trades text – manuals, brochures, textbooks – and how visual literacies are taught and learnt. The spatial awareness required to match 2D diagrams to 3D objects is important in many trades. This is an area for extensive follow up and study.

The sixth chapter discusses the technical vocabulary of trades work. The specialised terms and the learning of these, provide opportunities for learners to become part of the trades community. Learning a trade is therefore not only learning the skills and knowledge but also learning to 'be' through learning and adopting ways of speaking and communicating which include the ability to use trades language in context.

Chapter 7 explores the listening and speaking skills required in trades work. Communicating whilst engaged in trades work is again, a vocationally/occupationally specific form of language use. Not only listening and speaking, but understanding the underlying body language and 'response' are learning requirements.

The eight chapter looks into reading in trades – what is required, how this is being taught within the situated learning context of trades classrooms and how this can be improved.

Chapter 9 draws the threads together to recommend how to apply the learning from the project into actual trades teaching and learning.

The last chapter draws the book to a conclusion with reflections, implications and proposes directions for future research.

All in, a worthwhile read covering a neglected aspect of literacy research. The research team has many possible follow up and extension projects. All to add to a better understanding of 'learning a trade' as more than just learning how to do, but to also learnig bow to become and be tradespersons.

Neurogastronomy - book overview

Brief book overview of book read over the weekend to inform the writing of an article on 'learning to taste'.

The book is by G. M. Shepherd, Professor of neurobiology at Yale and published by Columbia University Press in 2012.

27 chapters in 4 parts. All chapters are short and pithy with good supporting diagrams. Short references for each chapter are provided at the end of the book for further follow up.A good introduction to the neuro foundations of human/mamalian senses. 

The book argues for the due recognition of the role of smell in tasting. Hence, parts 1 and 2 are related to smelling. 

Part 1 provides the background on the evolution of smell and flavor. Uses the comparison between how dogs and humans smell to explain how smelling works. The contribution of the mouth is then summarised along with the molecular basics of flavor.

Part 2 delves into the workings of smell. How do smell receptors work? Leading on to how the brain forms sensory images of smell, which is actually difficult to describe due to its multivariate nature and the personal biases and social expectations surrounding how smells are perceived, appreciated or disliked.

Part 3 brings in the roles of taste, mouth sense, seeing, hearing and flavor. 

Part four draws the various topics together through discussions on flavor and influences through emotions, role of memory, contribution to obesity, neuroeconomics effect on flavor and nutrition, brain plasticity and the human brain flavor system, contribution of language, consciousness and human evolution.

Comprehensive review  of the book found here.

NZIST establishment board regional briefing

This morning, I attended a briefing offered by the NZIST establishment board, itself an outcome of the Reform of  Vocational Education (RoVE) in NZ. The roadshow began last week with the intention of briefing every ITP (Institute of Technolgy Polytechnic) in NZ as all will become one entity - provisionally called NZ Institute of Skills and Technology -NZIST and with a recommended name of Pukenga Aotearoa.

The briefing was presented by Murray Strong appointed as Executive Director to lead the establishment process. He provided an overview of what lead to the formation of the NZIST establishment board - being one of 7 key changes to come out of the ROVE process -, what is currently now taking place to ensure that the new institute is up and running on the 1st of April and some indication of the impact / implications following the 1st of April.

On 1st of April, it is envisaged there will be no real change to the day to day running of ITPs. All will become subsideries of NZIST / Pukenga Aotearoa. There will be one academic board, and the ITPs will have sub-committees of the NZIST academic board. The new board will take over governance with the newly appointed CE, Stephen Town, to begin in July. Business as usual with regards to marketing, finance, teaching and learning, research etc. with an emphasis on collaboration across the ITPs replacing the 30 plus model / mindset of competition.

ITOs - industry training organisations - who will morph into Workforce Development Councils (WDCs) are working on a transition plan to ensure a smooth shift of learners supported by ITOs to the ITPs. Centre of Vocational Excellence (CoVEs) have been set up in two sectors but many more will be forthcoming. NZIST / Pukenga Aotearoa will work with WDCs, CoVEs and Te Taumata Aronui to ensure the learner journey is supported and there is a seamless/ 'joint up' vocational education system for all NZers.

A positive briefing, with Q & A from the floor addressed well and respectfully. The briefing was well attended by Ara colleagues and a follow up briefing was also provided for stakeholders. The higher level strategy and management of the new entity look to have been thought through, despite the short timeframe. No major changes really for teaching and learning delivery to students. The devil will, as always, be in the implementation. Leadership and communication will be key to bringing everyone on board and working collaboratively.

40 years of teaching, scholarship, research and learning

Last week, my colleagues put on a surprise morning tea to celebrate 40 years work at my institute. How the time has flown by! I arrived from Wellington in 1980, a week before starting work, still in the process of settling into a flat, found for us by an ex-colleague of my mother. They were the only people we knew in Christchurch. Through them, we gained a ready-made community of support and for that I am eternally grateful.

I started teaching a few days after starting at the institute, at that time, probably only 1/5 or less in size. Everyone was very welcoming and supportive. My initial teaching sessions were often challenging but my students were forgiving and I could fall back on my trade expertise. So, began 25 years of teaching a trade. Apart from a couple of years off when my kids arrived, I have worked full-time. The changes over the 25 years have been immense in terms of digital technology enhanced teaching and learning, the shift in focus from teaching to student centred learning and various changes in how qualifications are structured.

From early in my teaching I found the lack of easily accessible resources to inform vocational education to be a challenge. To try attain a better understanding of how ‘learning a trade’ occurred and could be supported meant engaging with formal education in teaching and learning. Starting in the mid 80s with a Diploma in Tertiary Teaching and culminating a decade ago with a PhD, the journey into scholarship and research has been personally enriching. Of importance was not only the attainment of a qualification and title, but the application of learning to practice and the gradual transition into research.

So where to next? ROVE affords opportunities, through collaboration across the entire ITP sector in NZ, to actually truly attain the mantra of ‘the student is at the heart of learning’. Learners should have access to the combined expertise and resources across the country. Large numbers in each cohort, especially for trades apprentices, will bring economies of scale and allow for personal learning environments (PLEs) to be availed to each learner. Shared resources will also provide for well designed, pedagogically effective and engaging supporting learning resources, whether digital, virtual or f2f, to be developed and deployed. I am hopeful that the larger organisation will not be bogged down in red tape! If it is, it will be time to retire ☹ If not, the expertise, will, enthusiasm and tools are there for the taking. Let’s see what the next few years hold 😊

Pukenga Aotearoa - up for discussion, the proposed name for the joint NZ polytechnics from April

Via the Tertiary Education Union's  this afternoon, is the link to the NZ Institute of Skills and Technology's  (NZIST)establishment home page update. An embedded 4 minute video with the proposed name of the new entity as - Pūkenga Aotearoa. The many meanings of pūkenga include skill, skilful, versatile, intellectual and technique.

The video also lists many other alternative names both in Maori and in English, but Pūkenga Aotearoa is the preferred choice from the establishment board. There will be consultation from mid-February across the sector and with the many stakeholders involved, to come to consensus.

Techological change and the future of work - NZ Productivity Comission draft reports

The NZ Productivity Commission has released 4 draft reports on Technological change and the future of work.

The reports are informed by two pieces of work carried out by the NZ Council of Educational Research (NZCER). The reports are titled - Subject choice for the future of work - insights from the research literature carried out by Rosemary Hipkins and Karen Vaughan and an accompying report featuring data from focus groups by Jan Eyre and Rosemary Hipkins.  The findings from the report are not unexpected. At the moment, there is still a wide gap between formalised education and the needs of industry. Students from lower socio-economic backgrounds struggle with the culture and practices of school. Schools lack flexibility in offering a range of pathways to learners. Parents are not always well informed about pathways and the future of work. Thus, rather a lot has to be done to the structure of school and to 'careers education' across NZ society.

The four reports were released at the end of last year, with submissions required through the beginning of this year. As always, a short timeline challenged with the Xmas/New Year summer break in NZ.

The four draft reports are:

- NZ, technology and productivity - technological change and the future of work.
- Employment, labour markets and income - reports informing this include 'measuring the gig economy', occupational drift in NZ, the impacts of job displacement on workers by educational level, and unemployment insurance - what cant it offer NZ
- Training NZ's workforce 
- Educating NZ's future workforce

All interesting reading. Will keep track of final reports as these influence NZ political decisions down the track.

Technology enhanced learning - into another decade

Put some time into catching up with various 'readings' on how technology is moving along and how this will impact education.

Edsurge provides a series of short articles reviewing the past 10 years of technology introduction and use within the education sectors - with a US of A K-12 slant. The overall premise is that is is NOT about the technology but about teachers and human connection. Therefore, technology is the tool, not the destination.

The World Economic Forum provides an overview of the effects of 5G on the world. There has been mixed views on 5G ranging from warnings that the pervasive effects of 5G will lead to poorer health outcomes for people exposed to 5G continually and the 'big brother' possibilities afforded to governments for observation and control of citizens TO the benefits of the Internet of Things (IoT). As usual, there will be a 'balancing out' and some of the hyped up possibilities may never eventuate. For education, 5G brings many possibilities and promises but as with the Edsurge article, it is the human factor which will and should prevail. 

311 Institute provides an overview of smartphones and the future developments over the next 50 years!! 120 pages with some good discussion albeit mainly supporting forward momentum rather than critical take on what may actually occur. The usual promises of 3D printing, AI, blockchain, quantum computing, robotics, synthetic biology and VR are rolled out as drivers informing where smart phones possibilities will go. 3 horizons are proposed for the next 10 years. Then the following decade and a more 'future gazing' 2040-2070 horizon.

Possiblities for 3D printers are summarised in this video including the 'printing' of houses, boats and complex / intricate components. However, plastic is still the key material and environmental concerns around the use of plastics need to be thought through.

As it is, education is still, as always, ,many steps behind the introduction of technology into supporting learning and teaching. Articles in this blog provide a summary of possibilities but also the important need to remember that human learning is founded on sound relationships. Technology may assist the building of relationships and access but is still someway from providing 'authentic' learning environments, especially with regards to vocational education contexts.