Ara Institute of Canterbury - Kick-off series PD - Launch presentations

 

Ara – kick off series – term 3 professional development – Teaching and Learning framework and the Framework for Maori achievement

Today, begins the Kick-off series of term 3 professional development for all Ara of Institute of Canterbury colleagues. The series runs most Wednesday and Friday afternoons from today until the end of September.

The original plan was to launch the series with some kai (afternoon tea) and a chance for colleagues to catch up after last term’s disruptions. However, NZ’s return to Level 3 for Auckland and Level 2 for the rest of the country from noon today, due to the emergence of community covid-19 cases, has meant the entire event (without the social event and afternoon tea) was shifted online to zoom.

The main purpose of today’s session is to launch both the Ara Teaching and Learning Framework and the Framework for Maori Achievement.

Hemi Hoskins, of Department of Humanities begins the proceedings with welcome in Maori. His take home message, a framework is important but it is the people who make it become active.

Then Tony Gray, Chief Executive, welcomes all participants including non-Ara participants. He shares Ara’s Strategic Vision as it links to both our Teaching and Learning framework and the framework for Maori Achievement.

Keynote follows from Melanie Taite-Pitama, Ara Board Deputy Chair and the principal of the Tuahiwi School just North of Christchurch. Used her biography to explain how she came to what she does now and her interest and current leadership in Maori education participation and outcomes. She advocated for the need to engage Maori through their language and culture. Personalisation of learning is important to ensure learners bring their experiences and have those celebrated at school. Advocated for the importance of honouring the treaty – participation, partnership and protection. Encouraged the integration of Maori epistemology and language into all disciplines. Detailed the re-design a school for Maori students. Not just to tweak but to build a new system, by Maori for Maori. Shared decolonisation skills for non-Maori kiwis. Then the principles of partnership between Maori and non-Maori, not just as stakeholders but as actual partners. Shared a video on the future of work to illustrate the challenges are for all of us, not just Maori. Education not working now for Maori and there is a need to change how it is enacted so all are able to contribute into the future. There is a need to recognise the many skills Maori bring – innovation, entrepreneurship, strong relationship skills. Challenged all to not just allow things to remain the same, to contribute towards ensuring all learners are able to meet their potential.

Heperi Harris introduces Maryann Geddes, Ara Board Member and NZIST Council Member who provides an overview of the wider picture. Reiterated the message from Melanie. Summarised the requirement by the Minister Education, Chris Hipkins, tasking the NZIST to honour the Treaty and ensure equity for Maori in VET. It is not only Maori who have to play a role but everyone has to put into action, frameworks and strategies to integrate biculturalism.

The presentation of the Framework for Māori Achievement is then made by Te Marino Lenihan, Kaiārahi. Participation, protection and partnership leads to prospertity. Introduced the Framework and how Ara needs to work towards actively incorporating the ideals of the Framework into all their processes. Need for all to work on CQ (cultural IQ) and to engage with the principles enshrined in the Framework. Detailed the other workshops - embedding cultural content successfully, Maui te Tauira- mentoring programme and Hutia te Punga: lifting the anchor on Friday and next week. Finished with the playing of a waiatia (song) composed by students from Te Puna Wanaka (Ara Maori language). 

A good session. Many thought provoking concepts and an inspiring call for action. 

Link to youtube video of the presentation.

Alternatives to Blooms taxonomy

Bloom's taxonomy was developed in the 1950s and is still widely used today to assist with the writing of learning outcomes.

Over the years, there have been many critiques of the taxonomy but it has stood the test of time mainly due to its ease of use and understanding amongst educators and instructional designers.

Several alternatives are proposed in this blog including Fink's and another by Sugrue - based on 'learning science'.

Another alternative is offered by Wilson who calls it - the second principle with the revised taxonomy available via this link.

All tend to priviledge school and higher education sectors and traditional f2f teaching. Maybe it is time to think about a taxonomy more appropriate for vocatonal education and which fits better with blended and distance learning approaches.

Lightboards @ Ara #2

Two years ago, I blogged about the lightboard, installed at our Sullivan Avenue campus where our traditional trades training are based. 

This year, some modifications to now allow the lightboard to be 'synched' to the institute's 'video lecture capture' platform Panopto. This makes it easier to edit the lightboard video and to link it into Moodle.

As part of work on another book focused on TEL and its role in VET, especially to support 'distance learning' I did a search to see if there has been more work being done on looking at the efficacy of the lightboard for teaching and learning.

Two articles come up. 

1) Lubrick, M., Zhou, G., & Zhang, J. (2019). Is the future bright? The potential of lightboard videos for student achievement and engagement in learning. EURASIA Journal of Mathematics, Science and Technology Education, 15(8), em 1735. accessed via this link.

2) Rogers, Peter D. and Botnaru, Diana T. (2019) "Shedding Light on Student Learning Through the Use of Lightboard Videos," International Journal for the Scholarship of Teaching and Learning: Vol. 13: No. 3, Article 6. Available at: https://doi.org/10.20429/ijsotl.2019.130306

Both are positive on the contribution of lightboards to student learning. I have had misgivings about lightboards promoting the 'sage on the stage' teaching and learning model. However, used in a planned way, lightboards provide an ideal way to engage students with complex ideas. Disciplines like engineering, many trades, maths, sciences etc. have a visual language through the use of equations, formulae and drawing, Using the lightboard allows 'thinking to be made visible' while the teacher works through difficult and long calculations or explains difficult to grasp concepts using 'chalk and talk'.

As with all technologies, it is not what technology is used, but HOW the learning is extended, augmented, reinforced AFTER learners view the resource. So the lightboard helps produce an authentic resource for later deconstruction and discussion. It is the connection during and after the teacher expounds on the 'lightboard' captured visual, which is the key to ensuring learners are helped to grasp the principles being articulated. Students respond best to resources customised to their learning context and a lightboard provides the opportunity to replicate 'chalk and talk' without the chalk.

Panel presentation and discussion on review of NZ Certificates in adult education and training qualifications

Attended a zoom meeting convened by Ako Aotearoa to update and gather feedback on the review of adult educatin and training qualifications. The meeting was facilitated by John Milne from Ako Aotearoa.  A panel consisting of the two developers Linda Keesing-Styles, Graeme Smith and ConnyHuaki.

Linda introduced suite of qualifications at Levels 4, 5 & 6 for adult education and training.

6 of the current 14 have had no users! Including ones for literacy educator and for learning design.

Graeme summarised the review process according to NZQA guidelines – plan development, stakeholder profile, digital scorecard (data on users of each qualification including enrolments and completions), surveys and zoom consultations.

Linda revisited the process for evaluating which qualifications were viable and which ones to review. Summarised the challenges including low completion rates for many of the qualifications. Presented on decisions to be made with regards to entry requirements to allow for better articulation across the qualifications and to improve completion rates.

Graeme summarised how the different qualification relate to each other and pathways from one level to the next and also horizontally across the specialisations.

Linda shared stakeholder feedback. She summarised work across the suite of qualifications to align language through them so that they are more cohesive.

Key changes for Te Tiriti and cultural competency and educational technologies/practical experiences updated with addition of glossary to reflect contemporary standards.

Work-based learning requirements added to most qualifications.

Graduate profiles also reviewed and updated.

3 certificate qualifications L6 (assessment advanced practitioner), L4 language teaching and L6 Quality assurance now removed.

Conny updated on consultation process and outcomes from her perspective of stakeholder.

Q & A followed.

Linda went through ‘guidance notes’ and their role in the updated qualifications. Again, all of these were re-organised and aligned across all the 11 ‘new’ qualifications. These ‘conditions’ will be also useful to providers to understand the intend of the graduate profiles- which are broad in nature – as all GPOs should be.

Going forward, the qualifications are now being uploaded into the new NZQA template for final feedback and review. Stakeholder attestations are still in the process of being gathered. Eventually, the qualifications will be registered, ready for use next year.

There is scope, especially in the newly formed NZIST to have economies of scale and to be able to offer the full range of qualifications which are relevant to teaching across the ITP (institutes of technology and polytechnics) sector in NZ.

Educational technology research and development journal - good contemporary articles

Doing a catch up on reading in preparation for putting together a short book on the topic of 'practice-based learning via distance learning' or similar title - perhaps 'digitally enabling 'learning by doing' in vocational education and training' or 'technology-enhanced learning: Supporting learning by doing'.

One journal I am able to access via the Ara institutional databases is 'Educational technology research and development' published by Springer. There is a 1 year wait for access to articles which I can live with :)

The focus of the journal - as the only scholarly journal in the elearning/educaitonal techology field focusing on R & D, makes the articles pertinent, given one of the chapters in the proposed book will be on 'how technology enhance learning' may support the future of work/future of learning for practice-based, experential type learning.

The journal is into it's 68th volume!! so rather a lot to catch up on but I am concentrating on articles published in the last decade as educationaly technology type R & D, does have a 'use by date'.

There is a US of A slant in the articles, given the editors and most on the editorial board are also from the US of A, and the journal's affliation is to the Association for Educational Communications and Technology. See this link for useful resources (higher education) to cope with Covid-19 challenges.

A useful resource for all who work in the technology-enhanced learning area.

Use of technology in vocational education and training (VET) - European examples

There are not many easily accessible and contemporary resources or examples of the development and implementation of technology-enhanced learning (TEL) into VET teaching and learning.

Here is a list  authored by Professor Dr. Alberto Catteneo from the Swiss Federation Institute of VET,  Michael Hartel from the German Federal Institute of VET (BIBB) and Dr. Alexander Schmolz from the Austrain Institute of VET (oibf). The list is a support for a recent presentation and came up on my Google Alerts.

The list provides links to a series of projects to support VET teaching and learning with technology. Of note, are the following examples:

- Augmented reality for carpenters brings up the 'statics' project but also links to other examples at the bottom of the page, including literacy support.

- ivideo - a easy to use video editor

- examples of learning videos in the automotive field made by apprentices (German)

- example of games from a non-profit game developer (Austrian)

References listed are also useful. 

VR actvities examples - Vocational Education (VET)

Here is an example (posted on LinkedIn) of VR as used in Vocational Education (VET). The example comes from the European Union Erasmus project which is a conduit for sharing practice and information on education - with a focus on youth and training.

 A search on the Erasmus site for virtual reality reveals a range of initiatives, many in the health and well-being arenas, including this longish video (over an hour) from 2018 introducint AR and VR.

As per other posts on VR on this blog, exampled by this one, I have been a cautious observer of VR. As per findings from the eassessment sub-project on using VR welding simulators, VR has a purpose but are still hampered by costs of hardware/software requirements and lack of haptic sensors. In the eassessment sub-project, learners new to welding appreciated the VR simulator for initial introduction to welding skills. The simulators helped dampen the sensory and cognitive overload, However, once the initial experiences became normalised, learners found the VR welding experience to be less 'real' as it lacked all the inputs encountered during authentic welding (i.e. the heat, sparking, weight of welding gun, range of welding sounds etc.)

So there is importance in working out the actual learning advantages of going down the expensive road of developing VR. If VR is to replace expensive, difficult to access machiner/equipment, then the cost benefits may be recouped. For more mundane activities, alternatives like AR may be more useful.

Microcredentials - slideshare from Professor Michael Brown (Eire/Ireland)

Here is a slideshare from Professor Mike Brown's presentation on microcredentials picked up this morning via LinkedIn.

Although the information has a country slant (in this case Ireland) the information is relevant and easily contextualised to other national systems.

Slides 14 and 15 show a quadrant of the types of ways microcredentials may be useful. The axis are whether the credentials are credit bearing or not and whether they are 'bundled' or 'unbundled' which I take to be whether the credentials are part of a larger qualification or stand alone. Associated with microcredentials, is the notion of badging. The EU seems to be exploring this concept in a bid to provide badging with recognition and also to bring them into regulatory control.

To be relevant, both bundled and unbundled are options depending on individual learners/organisational/national needs. Whether bundled or not, stacking is still the prevalent approach of qualification systems to addressing the recognition of microcredentials.

The NZ Qualifications Authority recognises microcredentials. The details are found on this site. The register of microcredentials in NZ  show a collection registered by Otago Polytechnic, a private provider and a few Industry Training Organisations (ITOs). 

So some activity in this area as addition of microcredentials into the qualifications ecosystem is one way to be more agile in meeting future of work and fast changing industry needs. The challenge is to avoid a plethora of microcredentials whilst balancing the need to be flexible! 

Transforming universities with digital distance education - book overview

Mark Nichols has written a timely book - Transforming universities with digital distance education: The future of formal learning, published by Routledge (2020).

Mark is the executive director of learning design and development at the NZ Open Polytechnic and a well recognised supporter and scholar in the distance education/elearning field.

The book is a 'must read' as it summarises the many challenges faced by higher education (and by inference and association, also the vocational education and training) currently and into the future. The pandemic has amplified the challenges and also reinforced the need to provide for alternatives to the majority direction of HE. That is HE is front-loading, with a full-time cohort of young people, seeking qualifications to obtain stable employment. The opposite is now required as the impacts of the future of work, likely now accelerated by the impact of the pandemic on world economies and societies, require quite a different way to provide for life-long education. Importantly, the book provides some suggestions for a way forward.

The book is relatively short (160 pages plus) with eight chapters. Therefore a quick read over the weekend :) Chapters 1 and 2 lay out the context, the current ways things have proceeded and the rationale for change.

Chapter 3 overviews a series of models possible for university education and chapter 4 sets out the Digital Distance Education (DDE) model. The next 4 chapters than go through the ways to operationalise the model for learners, teachers, learning design and organisational change.

The DDE model is premised on 5 precepts (page 5). These are accessibility, scalability, personalisation of learning, shaped by societal needs, and also driven by learners' interests and motivations. The first chapter rationalises these precepts providing a clear argument for why change is required and how this could be accomplished.

The DDE proposed is characterised by being consistent, data-analytics driven, digitally agile, evidence based, expert taught,(including lead academic, learning activity designer, teacher/tutor/facilitator and learner pastoral support team), flexible, learning activity orientated, part-automated/AI assisted, relational (as in sociocultural supported by teachers and peers), success driven and systematic.

The book summarises and provides details for putting into practice, constructivist and androgogical learning models. The needs of learners are supported with quantifiable evidence including the use of learning analytics and data from 'AI assisted' platforms to assist with providing learners with 'personal learning environments'. What is good about the book is that it provides examples, readily understood especially by the NZ audience due to the use of the NZ qualification frameworks etc., and pragmatically guides the processes of distance learning programmes.

Principles introduced and discussed through the book will require much work, on the part of educational institutes to operationalise. There is a clear need for strategic direction, resourcing and capability building across the sector before DDE fulfils its potentialities. Leadership is key to leveraing off some of the shifts, post-pandemic in NZ - to move forward. Of importance is the need to ensure the learning is 'placed at the heart of learning' but with sufficient support for learners to reap the benefits of personalisation of learning. There is still much work to be done! but hopefully, NZ is travelling along the right trajectory towards ensuring learning is led by the learners' motivations, capabilities and future direction. 

Exploring the use of HOTmaps in SOLO taxonomy.

Second in the series from augmented learning on the topic –Exploring the use of HOTmaps in SOLO taxonomy. Run using BigMarker webinar platform 

Presented by Matt Lambert with Carl Condliffe from Augmented Learning.

Matt reviewed SOLO, then introduced the concept of SOLO HOTmaps and discussed how to apply these to e-learning.

Uses SOLO not only for teachers, but also with students (primary) to help them find out ‘where are they at’. Uses ‘hand signal’ for student to indicate their ‘level’ and follows up with questioning to ensure learners self-evaluation is accurate. His teaching creates ‘buy in’ from students by making things visual, getting their input and providing tools to self-evaluate (e.g. co-created rubrics with students are on whiteboard and having them self-assess as they work through learning activities).

SOLO provides common language for students to use and increases learners’ confidence in self-assessing their learning progress.

Went through advantages of using HOTmaps. Introduces students to academic language, helps learners, parents and teachers understand the process steps of SOLO and useful when drafting writing templates (i.e. structure and content). Important to use familiar content and context when introducing HOTmaps. Repeat many sessions on using the maps – individually, pairs, in groups, also full class and individual groups.

Refer to Pam Hook's site for examples of maps and their levels – HOTmaps are conceptual maps to help learners work through each SOLO level, or for them to access where they are at, and helpful to help them scaffold from one SOLO level to another.

Provided examples from practice on using 3 of the maps.

For ‘define’ helps to identify idea to define, identify precise meaning/s of the idea to be defined and work on their own definition of the concept.

Compare and contrast useful to help identify similarities and differences and define why. Used a online shared ‘map’ with participants to illustrate how this map may work. A template set up in Google docs and linked to the webinar – but separate, so did not show up in the webinar until shared by admin.

Cause and effect allows for events to be defined, identification of causes and effects and to form generalisations on what occurred and why. Each cause may then be also used in a ‘explain effects’ activity.

Important to work towards students being able to select the correct hotmap for specific purpose/learning activity.

Good to have examples and clear explanations of the pros and cons of the process. Using hotmaps for e-learning helps shift learning to the ‘modification’ classification in the SAMR model and extending participation beyond the walls of a classroom by connecting with others (NZ or beyond) to work on concepts, help to shift the application of HOTmaps into the Tranformational stage of SAMR.

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.