The Potential of Micro-credentials in Vocational Education - notes from webinar

 Attended a webinar organised by ConCOVE on microcredentials.

Notes taken below:

Welcome extended from George Makapatama (Deputy director of ConCOVE) who opened the session introducing the work of ConCOVE and the role of research. Eve Price was the ConCOVE project leader.

Otter.ai used to take notes as the meeting progressed. 

Stuart Martin (George Angus Consulting) presented the study, carried out last year. 

Began with a story of a friend who wanted to get into work but had a young family, His discovery of microcredentials provided a way for him to increase his confidence and to move into work he had an interest in.

Ran through the definition of credentials - what are micro, digital or digital badge. Microcredentials are registered on the NZ Qualifications framework, digital credentials are offered by various corporations and and digital badges usually like a certificate of completion after completing a short course of study. 

Then summarised the potential of microcredentials for not only learners and workers but for employers, government, industry etc. Literature search undertaken on the international use of microcredentials. There are multiple definitions and various countries use microcredentials in different ways.

In 2022, 9000 people completed microcredentials in NZ, although the number dropped to 7,000 in 2023 - possible post COVID effect. See NZQA report on the NZ approach to microcredentials.

One important item to address is to have some distinct difference between skill standards and microcredentials. Microcredentials themselves can be similar or the same as a skill standard but there may be more than one skill standard in a microcredential. Stacking ensures relevance of microcredentials, so that relevant microcredentials can be stacked towards a larger qualification, including a degree (examples in Singapore and Australia - Deakin University Master in Leadership). rules for stacking in NZ found in this NZQA document.

Note, microcredentials not presently funded through usual educational funding sources. This makes it difficult for ITPs for example to offer microcredentials due to the funding regime.

Invitation from participants to share their perspectives on microcredentials. 

Q & A followed. 

A good review of microcredentials in the NZ context. Good range of participants and a good variety of questions. 

Gen AI and education: Digital pedagogies, teaching innovation and learning design - springer brief - book overview

This book  by Professor B. Mairēad Pratschke, arrived late last week, just in time for a wet weekend. It is a Springer brief of just over 100 pages, making it a quick but worthwhile read.

The book has 7 chapters. 

Chapter 1 covers the historical evolution of AI in education, a good overview of Gen AI (GAI is used in the book) and a summary of the tenets of digital pedagogy (including connectivism, social constructivism). The chapter closes with the call and rationale for all educators to attain GAI competencies and that its introduction into learning must be teacher-led, not as directives from above.

The second chapter undertakes the unpacking of the implications of GAI on the learning ecosystem. The term AI ecosystem is used to describe how GAI is integrated into teaching platforms and tools, the implications for undertaking this type of innovation, and provides some indications of how AI will impact on education as a whole. We are already able to customise AI bots but in the very near future, embodied AI and the opportunity to not just integrate GAI but to create new forms of education.

In the third chapter, the concept of human-computer hybrid is explored. In doing so, humans (and AI) draw on each other's strengths, leading to true synergy between biological/human and digital/machine/AI. The developments already available are summarised - including ways Gen AI is trained, the role of prompt engineering, Khan academy's experiments with personalised learning using AI, Poe and Hugging Face as the options to create your own bot, expert systems and examples in deploying Retrieval-Augmented Generation (RAG). A refresh of TPACK is proposed to become TPAIK, whereby 'knowledge' is shifted to be 'intelligence'. This leads to thinking about the relationships between technology/ntelligence/knowledge and how these are part of the learning design. Who creates intelligence/knowledge and what is the role of technology in the co-relationship?

In chapter 4, learning design to bring about the connections between educational theory, and digital pedagogy and practice is proposed. The concept of Generativism is proposed to bring GAI into the design, delivery and assessment of learning. The ABC learning design framework (with the learning activities of acquisition, collaboration, discussion, investigation, practice and production from Laurrilard's work) with GAI added, is provided as an example of how GAI contributes to each of the learning activities.

Chapter 5 undertakes an exploration and discussion of the impact of GAI specifically on personalised and peer learning. Intelligent tutoring systems, adaptive learning platforms, integrated assistants and tutors, standalone assistants and tutor, along with aspects of social learning, the implications of affective computing, social AI, intelligent communities and collaborative learning (see Sharple's work) are all introduced, discussed and evaluated. Each has a role, the importance is in selection and emphasis and of the roles of AI supporter and learner. Who has autonomy and what is the role of the educator when personalised learning environments become the norm.

The next chapter focuses on assessing learning. Congruent to the findings from our own AI projects, the emphasis in the AI age, is to place importance on the process of learning, rather than the outputs of learning. The ABC framework is again used, to provide guidance as to how assessments change due to AI and how AI can be used to support the assessment process.

In the last chapter, 'embedding AI', the many themes and threads across the book are brought together. Actions for educators and administrators are provided to help move education into the GIA age. 

In sum, a good book providing a summary of what has occurred thus far with good advice on the way forward. The book is short and therefore not too daunting for the practitioner/teacher/academic leader/head of school etc. to read through. There are good discussion anchors throughout the book and these will be useful as the difficult conversations with on GAI's role in education begin to take place in earnest. 

AI forum NZ report on impact of AI in NZ

The AI Forum in New Zealand has published the results of a survey conducted earlier in 2024.

The report published in the first week of September, is an initial snapshot of AI adoption and use across NZ industries. The survey was completed by 155 organisations with 232 valide responses. 67% reported using AI, with Gen AI the most common type of AI being used. 50% of the respondents reported financial benefits with 96% citing increased efficiency. There was minimal replacement (8%) of employees by AI. 

The most prevalent use of AI was in administration and marketing. Over half of the respondents agreed that AI would create new career opportunities. Although a small survey, some indication of adoption and utilisation is collated, providing an overview of the industries presently using AI in New Zealand. 

AI leading schools - NZ Association for Research in Education event

 NZARE hosted a panel discussion on the challenges posed to educational leadership with the advent and rise of AI. 

The panel includes Associate Professor Kathryn MacCallum (University of Canterbury), Carolyn Stuart (Weaving Futures, Leadership Lab) and Tim Gander (Postgraduate Director of AcademyEX). The discussion is moderated by Miranda Makin and Stephen McConnchie. 

Notes taken:

Miranda Makin began with a welcome and karakia. Stephen introduced the topic and panellist. Each panellist then focused on one question leaders should be asking about AI in education.

Kathryn asked how do leaders balance the potential and challenge of AI.

Tim focused on the protection of data, and the ethics of AI.

Carolyn offered the need for safety rails to ensure AI is used safely.

Breakout session - to introduce and come up to the questions that are on top

Panellist then presented on how to ensure AI is inclusive of diverse learners, and cultural perspectives. What are the examples of good practice?

Kathryn shared the challenges inherent in bringing a form of technology that has been based on Westernised perspectives and ensure that it is used ethically with respect to indigenous knowledge.

Tim iterated that AI has been trained on eurocentric frameworks which drowns out other ways of thinking. Micro understanding of how Māori see and use AI (at marae, whanau level) is important. 

Carolyn added the concept that AI output should always be used as a first draft or prototype. Not an end product. 

Kathryn agreed that looking at what comes through AI must be critically evaluated. AI is not only culturally shaky but also constructs generalisations based on cultural biases. The AI products are often gendered/racist etc. as it draws from the unfiltered information digitally archived, which is now always PC. 

Carolyn stressed that senior leaders in education, must be involved in the decisions made about AI, not left to the IT department in the school! AI is different, it is not just a digital tool but has implications across educative processes. Tim agreed that we need to be careful what data is entered into AI tools. ChatGPT4o not only captures discussions, but also the context the conversation occurs in. Used the NSW trial as an example of how many unforeseen items will come up and the need to understand how AI comes about. 

Kathryn asked how indigenous knowledge is protected but it is difficult to do that when we do not what happens to the data once it goes into an AI tool. Clear directions on responsible use and policies 

Breakout occurred to discuss what the panellist have offered. 

The next question for panellist revolved around how AI changes the skills we value and should be developing in the future. Tim stressed the importance of making sure we stay true to ourselves. Not let Ai take over our voice but to maintain our humanity and voice. Also to maintain our individually so that there is a diversity of views, not just the generalised viewpoint which comes from AI.

Carolyn agreed that it is important to work out when and what to use AI with. Kathryn encouraged leaders to support kaiako and ākonga as the challenges for AI come about. There is a need to engage in the important aspects of education, not just skills but to also learn how to be curious, adaptable, creative. Important to understand the fundamentals of AI works, how is it trained, how does it work, etc.

Panellist finished with one piece of advise with regard to AI.

Carolyn advised to get going now and work out what AI means to you and your school NOW, don't delay. Kathryn encouraged everyone to play with AI tools, so that we are able to work out what it can do. Don;t leave it to others. Tim reiterated the need to stay human when we use AI. We should embrace our human qualities. 

Resources provided include the following: 

AI Blueprint for Aotearoa

AI in Education 2023 | He Rourou

An introduction to the role of AI... | THE EDUCATION HUB
Generative AI | Ministry of Education
AI and Education | Prime Minister's Chief Science Advisor (pmcsa.ac.nz)
Crafting Successful Prompts | Grow Waitaha

Karakia closed the session.

Overall, interesting to see what is happening in schools. In most, teachers are using it to prepare resources etc. but not using it with learners - especially at the primary school level. 

Personalise learning in the trades - AI coach in workshop learning

The work of Asplund, Kilbrink and team from Karlstad University in Sweden has been contributing much needed micro analysis of how people learn a trade. This 2022 paper, teaching and learning how to handle tools and machines in vocational education workshop sessions, follows on from another 2022 paper on 'introducing the object of learning in interaction:vocational teaching and learning in a plumbing workshop session'. 

Both delve into the differences between VET and other tertiary studies, whereby the focus in VET is on tools/machines and learning often requires not only 'hands-on' repetitive deliberate practice, but also one on one (preferably) learning conversations between learner and teacher/mentor/workplace trainer.

As such, there is potential for the use of AI in personalised learning in situ. Whereas most of the work on personalised learning involves PC or mobile phones. Learners may undertake 'programmed learning' whereby the learner is taken through practice-based learning through text, multimodal or simulated learning or revise their learning through various personalised learning quizzes.

In VET learning undertaken in authentic workshops whereby learners are completing full-time 'pre-trade' programmes or apprentices are learning new skills during block courses. There will usually be a ratio of 16-20 learners to one tutor/trainer. Individualised sessions are often 'hit and miss' and many learners have to rely on their own learning instincts, to carry them through practice sessions.

The advent of AI provides for new opportunities. ChatGPT4o allows for context-aware f2f AI interaction and runs on mobile devices. When we tested it with ESOL learners, the AI picked up on the accent of the learners and greeted the learner in their native language. Therefore, with appropriate further training, the AI should be able to provide individualised coaching or 'study buddy' support to learners, who are not tethered to a PC. 

There are also wearable AI options as exampled in this Guardian article which reports on the AI Pin. A quick search reveal several similar options, including an AI pendant which 'keeps you company' 

Using such a device, would provide just in time feedback and support, when a learner needs assistance. Otherwise, and very often, the teachable/learning moment passes and the opportunity is lost. Something to consider for a future project :) 

TAFEtalks: GenAI in TAFE teaching and learning - notes from webinar

 Attended the session hosted by TAFE Directors Australia (TDA). as organised by their GENAI group.

 The session overview is: 

Experts from CQUniversity in Queensland, TAFE NSW and South Metropolitan TAFE, WA will discuss the role of GenAI in learning and teaching, the development of holistic GenAI Action Plans, ethical considerations and governance, the distinction between learning and performance and more.

Presenters include - Dr. Shweta Singh (Director, VET teaching and learning, Central Queensland University); Dr, Suneeti Rakhari (Director Education Quality, TAFE NSW);  Jacqui Creasy (Digital Product Manager, Commercial and Credential Education, TAFE NSW); Ferg Roper (Principal lecturer, Learning and Development, South Metropolitan TAFE); Tony Maguire (Regional Director, ANS D2L) - sponsor.

Notes from the session:

Jenny Dodd welcomes attendees and begins with a welcome to country, instructions for the meeting, and overview of the sessions. Also thanks sponsors :) Then introduced all the the presenter, in order of their presentations and as listed above. 

Dr, Singh begins with overview of technological readiness and infrastructure requirements including access to digital tools and internet, technology adoption, capacity building for teachers/trainers and trainees. Poll indicates many participants' institutions as not being ready (as expected!!). Proposed the use of Gen AI as search engine, buddy, co-designer or personal tutor. Gen AI may assist the process of helping learners think and understand information effectively. The value chain approach to integrating Gen AI shared - support, sustainability, scalability, relevance, responsiveness and results (the 3 Rs and 3 Ss value chain approach). However, important also to be aware of ethical implications - integrity, regulation, privacy concerns, accessibility and commercialisation. Important to work through the macro (policy makers etc), meso (institution and stakeholders) and micro (educators). 

Dr. Suneeti and Jacqui present on 'the future of now - crafting an institutional AI policy and action plan in a dynamic educational landscape. Overviewed TAFE NSW - a large network including 400k learners and 13k staff. shared the AI governance process - develop knowledge and skills, policy and guidelines guide responsible and ethical use, appropriate staff members ot support reflection. Steps to create Gen AI educational policy include purpose, stakeholders, legal etc obligations, AI capability development, awareness of responsible use and communication. Action plan has key principles - ethical engagement, transparency, risk assessment and mitigation, data privacy and collaboration and interdisclinary approach to ensure goals reached - learner experience, learning resources, course design, educator developmenet, academic integrity, monitoring and review and corporate monitoring and AI governance.

Shared various resources and communication used to support the action plan.Included the rationale for how these were designed. Also shared examples of innovation in classrooms and the emphasis on exploring AI tools being integrated into teaching and learning through an ethical and responsible lens.

Ferg shares 'learning still matters in an age of AI'. Stressed the importance of understanding how Gen AI can support learning. Learners need to do the work and learn as it is not always feasible to depend on AI all the time. Knowledge builds on knowledge, experts have assimilated elements that have been learnt over time and effort. Using AI may not allow learners the space/time to undertake the actual learning. There are no short cuts for 'doing the learning'. 

Tony provides a consolidation of the various speakers' contributions. Acknowledged that we are the beginning of a long journey to understand and leverage AI to support learning and teaching. Important to have the governance/policies etc. in place to provide direction. Technology and AI and teaching/learning should all be interwoven across so that each supports the other. 

Q & A followed across a range of issues, with presenters responding as required. 

A good opportunity to see and hear what is happening in Australia and how they are working through the challenges posed by the advent of Gen Ai and how they are integrating it into their VET curriculum.

The coming wave - book overview

Ebook from the local library - The coming wave by Mustafa Suleyman, published 2023. The book has had a host of good reviews from the technology industry and as such, provides a perspective into how the people who develop AI and other future technologies, understand the world. Its a percursor to the up coming book by Yuval Noah Harari - Nexus - which, from the marketing blurb, has a similar argument. See Nexus book chapter sample on Guardian.com - which warns on not summoning a power that we are not able to control. 

As with many offerings from the tech industry, there are youtube videos summarising the book's premises.

The main argument is that AI and biological synthesis, will rapidly change the world that we currently know. Many are not ready for the consequences and many do not understand the fundamental science, underpinning these technologies. 

Of importance is the need for 'containment' through better knowing how these technologies work. We are not able to hold things back, but need to ensure that there are sufficient guardrails and national/international policies, to not so much control, but to rein in the rapid developments currently happening. 

A good book to evaluate what is now happening and the background for the development of AI and biological synthesis. The book is written in approachable language and draws on current developments and examples. 

Handbook of the fundamentals of modern vocational education - book overview

This is a large -over 1000 pages - (and expensive) book, Handbook of the Fundamentals of Modern Vocational Education: Shaping the World of Work, consolidating the life work of Professor Felix Rauner who was the head of the German Vocational Training Research Group based at the University of Bremen for many years. 

The book was written in German and translated into English, using AI. It has over 50 chapters, organised into 6 sections and a last 'outlook' section with a chapter on the future of vocational education.

The sections provide background/overviews of the German vocational education system followed by several chapters, drawing from extensive work undertaken over several decades, on the pedagogy and curriculum design principles as applied to the German VET context.

The German 'dual system' of vocational education, with learners spending time in the workplace and school/college has many chapters detailing its past, present and future iterations, along with suggestions for a way forward into the future. 

VET research including the study of 'work process knowledge' is covered in several chapters in section six. 

The book is required reading for VET researchers interested in the VET systems across German-speaking European countries. However, as prefaced the the last chapter, there is a need for reform of the system to meet the needs of the future of work. Thus, all countries face the challenge of ensuring there is investment and support for skills-based training but one in which there is flexibility for shifting occupations agilely, given the rapid changes being foisted on all societies, as technology 'progresses' and challenges the way work is being defined. 

Skills anticipation systems and their role in informing National qualifications competencies in vocational education

Notes taken at the webinar hosted by NCVER on 'skills anticipation' and presented by Phil Loveder, the Executive Manager for Inform and Engage.

As customary, began with an acknowledgement of country. The present provides an overview of research into new qualifications and competencies - part of the Bridging Innovation and Learning in TVET with UNESCO. see www.unevoc.org/bilt/The+BILT+Approach for information on the wider project.

Reiterated VET's role and the need to respond - as it is closest to the labour market, playing a key role in provision of skilled labour and the need to respond to current and future economic challenges.

Changing economy drives NQCs - accelerating digital technologies, new demands in sustainability environmental protection and increased processes with migration.

BILT framework focuses on Identification, Integration, and Implementation. Also on Macro (governances), meso (advocacy - stakeholders) and micro (delivery, innovative solutions etc.) levels. (the 3 Is and 3Ms). 

Identification involves understanding labour supply and demand - for current and future skills in the labour market, has to occur across all the 3Ms. Range of approaches may be used to understand skills from prospective studies to shareholder consultation and analysis of skills and carerrs information. Skills anticipation and labour market information 'observatories'. It is a strategic and systematic process.

Important to provide insights into skills need, form the basis for new qualifications, inform updates of licencing, identify extent of new occupations and to provide policymakers and industry with evidence to assure training solutions.

Skill anticipation systems involve data collection, analysis, forecasting, recommendations and then monitoring and updating.

Examples of skill anticipation systems include skills observatories, skills and employment data modelling, stakeholder engagement and employer surveys, job vacancy analysis, leveraging jobs and careers databases etc. Skill observatories across Europe (LMIS), Australia )LMIP / LMI), Brazil (SENAI), USA (O-Net).

A range of modelling and forecasting approaches used to make sense of all the various streams of data. Shared example at macro/meso/micro level data-sources from Australia. 

Example of projects include cross-sectoral projects focusing on new competencies (e.g. cybersecurity, supply chains, digital skills). Job and careers databases are useful to provide information on emerging skills needs. Consultations with employers and business membership organisations (EMBOs) important. 'Early detection' systems through monitoring of VET and occupational related trends and indicators (e.g. Germany) which help identify changes in technologies, ways of working, social trends.

Summarised the many challenges including data quality, availability, consistency, effects from unexpected 'shocks' (e.g. pandemic), better at assessing current rather than future, and challenges in translating analysis into policy and practice.

Detailed the need for integration of 4 approaches - cross cutting (e.g. Singapore Skills framework), sectoral (Basque TKNIKA), occupational (Finlnd and other European countries) and additional modular (Netherlands, Finland).

Implementation includes establishing frame conditions and buy-in by establishing confidence in NQCs by industry, learners and the community. Practitioners also require support to implement (toolboxes, processes etc.). Acceptance and assurance and clear indications of structural support are also important. 

Final thoughts include ensuring VET is 'future ready and this requires continual evaluation of labour market data. Organising and dissemination of information and data to assist training and curriculum renewal is essential. Supportive environment for NQC requires resourcing and support. 

Q & A followed.

Good summary of the process for establishing a data-based process for working out key competencies going forward.  

Reform of Vocational Education (RoVE) - proposal for change

After some delay, the proposals for reversing or changing many of the intentions and outcomes of RoVE have been released for consultation.  The consultation time is short but perspectives and viewpoints are sought on three items.

1) redesigning of the polytechnic (ITP) network to replace the recently established mega institute, Te Pūkenga.

2) two options for industry-led standards-setting and industry training

3) changes in vocational education funding from 2026.

The proposal's rationale and details are found in the 'regulatory impact statement'.

The options for the ITPs include allowing former ITPs who have had a stable financial record, to continue as stand-alone, autonomous institutions and all others to be brought under a federation umbrella with the Open Polytechnic providing a range of systems and resources that smaller polytechnics would struggle to provision. There are therefore advantages for the handful of former ITPs to basically return to their previous iterations. Market competitive forces will become part of the life again for these polytechnics. For others in the federation, the advantages are shared expertise and resources. Open Polytechnic was no doubt selected due to its national reach but it has had little experience with campus-based, hands-on programmes and the danger is that many of the programmes at small polytechnics will become distance learning (with some tutorials perhaps held in regional centres). Given that learners select f2f learning for good reason, foisting distance learning on regional learners is not an equitable solution.

The standards-setting function of Work Development Councils (WDCs) will likely be maintained and several have been doing a good job of 'filling the gaps' by developing qualifications for niche industries which are important sectors of the economy. Industry Training Organisations (ITOs) will perhaps be merged into WDCs (or not) meaning that workbased training is again separately supported. One of the advantages (which did not take place as yet) was to bring both campus and workbased learner support into one entity. It looks like this will now not take place.

Funding is really a key to maintaining a national network of VET provision. Commentators including most recently by ex-Otago Polytechnic CE, Phil Ker and ex-MP and Minister of Education, Steve Maharey, both call for the assurance that the funding system review, will lead to the sustainability of the ITP sector, 

Overall, the proposal is pragmatic, given the scope of work that has to be undertaken. However, there seems to be little advantage, from the learner's point of view (so far) despite lots of funding used to firstly form Te Pūkenga and now, to disestablish it and in many senses, return to the status quo. Option 3 for funding reform will need to be well thought through, otherwise, we return to the state pre-RoVE of a financially unsustainable vocational education system. 

Attitudes towards Muslims in New Zealand - presentation by Dr. Usman Afsali

Below are notes taken at a presentation late last week on the attitudes of Kiwis on Muslims. I usually keep these as 'notes to self' rather than posting them. However, over the weekend, I read this news report on the government's response to the Terror Attack (March 15th 2019 - where 51 Muslims were killed in the mosque in Christchurch, NZ) Royal Commission recommendations. 8 of the 44 recommendations would be 'dropped' and all the rest would be re-assigned to various other agencies. The meeting itself was short and to a small audience, with the invitation to the meeting delivered at short notice. In all, poor public relations and although, the moves were pragmatic, the lack of regard for all the people affected is not what is expected of a country, working towards being inclusive (sigh). 

Notes below:

Attended a presentation by Dr. Usman Afzal from the University of Canterbury. Presented on findings from longitudinal study on attitudes in NZ to non-mainstream groups. In the presentation, the focus was on New Zealanders' perceptions and attitudes toward Muslims.   

The NZAVS - NZ attitudes and values survey - has been going for 15 years and is planned to go on for 20. A postal questionnaire to 48,000 participants selected from the electoral rolls. The survey has 'content blocks', some changing after 3 -4 years. Covers a range of social issues including environmental, political, immigration, life satisfaction, self-esteem, perceived discrimination, patriotism, nationalism etc. etc.

Articles usually published open access, provide evidence base for advice to government and considered to be a well-regarded research.

Provided the rationale for including studying the attitude toward Muslims by NZers, especially after the 2019 Mosque shootings. In NZ, nationalism has not risen over the last decade but there is a substantial prejudice against Muslims. 

In NZ, the is ethnic and nationality diversity amongst Muslims. 25% are born in NZ with Muslims coming from across the world. Projected increase in Muslims to become the main religious group by 2070. 

Therefore important that democracies educate people to have greater acceptance of diversity. 

Muslims in NZ, hold stronger religious dogma beliefs when compared to other religions. From other surveys, if the majority are more accepting, there can be a change in acceptance of minority religions. However, in NZ, the reverse seems to take place :( True Nzers defined as being Pakeha/Maori, able to speak English, has NZ citizenship and following NZ laws and policies. Pakeha.Maori and English speakers still did not consider Muslims to be considered as full NZers.

After the mosque shootings, the warmth towards Muslims increased and this effect has been maintained. 

Discussed the considerations of the Muslim sample in the NZAVS (n=70). An increase in the sample size will help so a 'new' study has begun - the Muslim Diversity Study (MDS) (n=3000 across 6 NZ sites but presently only 500 collected). Survey began last year and will run for 3 years. Focus on finding out about wellbeing, resilience, diversity, perceived discrimination and similarities or differences between Muslims on these with other religions. Detailed the various initiatives undertaken to connect with the Muslim communities across NZ to obtain their participation. Building trusts of the Muslim community to outside institutions is important to encourage participation (which is now eroded even more by the events summarised in the first paragraph).. 

Post Te Pūkenga disestablishment

The consultation process and document for VET reform to replace Te Pūkenga and the accompanying structure of the previous Reform of Vocational Education (RoVE) was released today. The consultation period is six weeks.

The recommendations are to enact the current government's objective to replace the large VET entity (Te Pūkenga with a system that restores greater input from regional and industry towards the governance of Institutes of Technology and Polytechnics (ITPs), create options for the Work Development Councils (WDCs) and Industry Training Organisations (ITOs). As noted and recommended by many other commentators (for example from Roger Smyth and with Phil Ker (ex. CE of Otago Polytechnic) and the Tertiary Education Union), funding mechanisms will need to be reformed and this will be undertaken for the 2026 round.

In essence, the proposal is to provide a mix of granting autonomy to the ITPs who have performed well (i.e. Ara, Southern Institute of Technology) and for the smaller regional ITPs to be clustered and supported by Open Polytechnic under a 'federation arrangement'. WDCs look like they will continue, but perhaps in a different form, there are currently 6 but the proposal sees them going up to possibly 8! and the ITOs being re-organised into similar industry groupings to the WDCs.

There is therefore a return to much of the system pre-RoVE, so I am not sure if there are many gains after 5 years of disruption and the spending of lots of taxpayer funds (sigh). Of note is that the competitive market driven model does not seem to have laid to rest. The proposed model will see the larger ITPs at least, focused on retaining and increasing their student numbers to maintain their viability. For the regional ITPs, there is a risk that there will be fewer choices with regards to delivery modes as these may become, 'study centres' for distance learning rather than campuses offering a range of full-time/hands on learning. It will be important to keep an eye on the tone of the consultation as it will indicate the direction the final structure and system will take. 

From a personal note, there will be little change for my institution if we retain a high autonomous status. Innovations required to meet the challenges to shift pedagogy and outcomes due to the increased adoption of AI across industries will require resourcing. Finding that resource will be a major challenge. 

Creative applications of AI in Education

This is an open access book, published by Springer (2024) - titled - Creative applications of AI in education - and edited by A. Urmeneta and M. Romero.

There are 12 chapters with five opening/general chapters, three from the K-12 sector and 4 from the higher education sector. 

Of note is the chapter on 'AI in professional and vocational education' which has a case study on automotive mechanics' training (which is very brief). 

All in, worth a browse, with some transferable principles across to vocational education. 

Transforming architectural design through AI/Generative design technologies - Dr. Mazharuddin Syed Ahmed

 Notes from a presentation to Ara kaimahi (staff) and ākonga (students) by Dr. Mazharuddin Syed Ahmeh, our Building Information Management (BIM) tutor.

Mazhar presents on the fundamentals of AI, LLMs and Generative design. He also covers AI governance (privacy, ethics, hallucinations, and misinformation); and emerging AI and LLM tools / technologies of relevance to architecture. https://www.theb!m.com/BIM-For-Beginners https://bim-in-nz.squarespace.com/bimtools

Began with overview of he journey to BIM via BS in Civil Engineering and through to PhD in education at University of Canterbury.

Proposed that technology disruption is increasing in speed and the need to keep up with the fundamentals underlying technology. A disruptive technology is one that displaces an established technology and shakes up industry or a ground-breaking product that creates a completely new industry. Used the mail service as an example - moving from pigeon post/pony express, to the postal system and then digitally into email and across social media.

Summarised the technology revolutions across the last few centuries - industrial/steam (1760-1820), electricity (to 1900), computing (1900S), digital (today), and artificial intelligence (2025-2030?). For computing, it has shifted from mainframes in the 1960s to mini, personal (1980s), desktop/internet (1990s), mobile (2000s) and wearable/everywhere/cloud (2014+). A key would be increased computing power along with progress in computer science. Gardner hype cycle for 2024 indicates the innovation triggers, peak of inflated expectaions, trough of disillusionment, slope of enlightenment and plateau of productivity (when citizen developers are able to utilise the technology). Humans adoption patterns can be summaries through the technology integration diffusion curve - innovators (techies), early adopters (visionaries) - the chasm - early majority (pragmatist), late majority and laggards (skeptics). 

Adoption of ChatGPT was the fastest - 1 million in 5 days, 100 million in 5 months, almost 7000 prompts a minute! - raising awareness of AI's potential into the mainstream.

Overviewed 'what is data' - presently much of data is unstructured and has had exponential growth, doubling every year. In comparison, traditional data, pre-digital, took 8000 years to double! Present human capability, makes it impossible for individuals to keep up with this volume of data being generated. The human brain has to take 'shortcuts' to help make decisions, leading to implicit or unconscious bias - of which are there many - see visualcapitalist for example!! One way to make sense of things is to use DIKW model - data, information (who, what, when, where), knowledge (how) and wisdom (why). Access to the internet (especially mobile access) is a precursor of individuals drawing on the knowledge of many - although there are implications if we move to 'onemind'.

Implications of AI on how technology is adopted and on jobs/ the world of work discussed. The need to attain data literacy is now paramount. In architecture, everything is data, every data follows a pattern, and every pattern can be modelled and predicted. Explained the concept of big data and data science principles. Defined and provided examples of LLMs (around since 2010) - large language models and their ability to predict 'the next word' based on word structure and sentence construction. Tokens serve as the fundamental units of text in LLMs. A token does not always represent a single word; it can also be made up of a group of characters. As a general rule, one toke is roughly 4 characters. 

ChatGPT/Copilot/Claude/Gemini prompts are more effective if they provide context, task, instruction, clarify, and refine. 

In human learning, we learn by observation, practice etc.to increase muscle memory and cognitive networks. Al-ML-Dl-Gen AL learnings through machine learning - recieve data, analyse, find patterns, make predictions, send answer. Provided examples of how ML is trained through supervised learning, with a 'reward model' used to refine the output. 'Transformers are used to interpret these outputs and convert to the type of response (text, pictures, multimodal etc.) required. AI moving into the near future able to undertake many of the functions of humans. Artificial General Intelligence (AGI) still only able to undertake some functions, so no worries!! - for the moment. AI is still prone to generating mis-information, is somewhat unreliable and may create 'hallucinations'. Pluses of AI need to be balanced with some of the disadvantages of ethics, dependency on data quality, risk of bias, complexity of development and maintenance, lack of emotional intelligence. AI governance is important.

Closed with the potential of AI in architecture. Numerical calculations (numbers, abacus, slide rule, calculator, mobile phone, VR), construction documentation (sketch, to plan, CAD (1980), 3D modelling (1990), BIM bringing in may layers of building data (2005) allow for this data to be drawn on for AI. Therefore, physical structures (cars, buildings, machines) can have a digital twin. Digital data can be used not only in BIM but in the internet of things (ioT) - smart buildings, connected constructions sites etc. From concept, through the design, analysis, scheduling etc, all can be digitised through dimensions of BIM. The AI-assisted design cycle - design details, validation design etc. is possible. Shared examples of the application of AI to architechutral work tasks. 

Trainees at work - online presentation for ConCOVE project

 As a follow-up to another ConCOVE project (see this one in May on Supporting Māori learners in the workplace). Jackie Messam presents findings from the 'supporting technical experts to be workplace trainers' project.

Supporting people who learn on-job has been an under-researched topic. Many sectors are involved in construction and infrastructure - over a dozen - the project involved 7 sectors. Many apprentices learn on the job only but there is a range across sectors. Most trainers are supervisors or peers with some support from the training advisor (from an industry training organisation - now the workplace-based subsidiaries at Te Pūkenga).

One of the rationale for the project was that supervisors had diverse views on training apprentices. Some felt apprentices bring fresh perspectives and new techniques and some felt it was a waste of their time. So do we need adult trainers to complete a 'teaching' qualification or should site supervisors put their emphasis only on health and safety and team leadership? Previous literature on the topic losing currency. Important to gather updated data from trainers and trainees.

Last year, 27 interviews with trainers (9), trainees (7) and strategic roles (11) to establish motivation, knowledge and skills in training. 

Found lots of different people doing the training - the uninformed, the buddy, the recent graduate, the technical expert, the chosen one, the supervisor and the learning/ development team member. 

The reasons they chose to train depended on perspective of trainees (grateful for trainers), trainers (want to see trainee suceed, contribute to team work, better team cohesion), and strategic role (technical experts want to pass on skills and knowledge). From Te Pūkenga Te Rito reports, trainers needed to be responsive to learners and help make learning accessible; provide hands on learning experience; build relationships and connections; and take a future focused approach. The current project identified the attributes of trainers including having emotional intelligence, being experienced, engaging with the qualification and making the workplace a good place to learn and work. 

The project came up with a framework to help workplaces put in place processes to support workplace training. The categories are trainer readiness, focus on the trainee, training skills and strategies, assessment and feedback, and building independence. 

Summarised capability development solutions proposed through survey. There are many trades-relevant resources that can be used to support trainers and examples provided - Spotify podcast (The Tradie show); Tik Tok videos, various courses etc. The project findings are useful to vocational education and training - employers, educational providers, qualification developers, programme designers, industry bodies, procurement decisions, other trade-based industries. 

A good project to update the data from industry perspectives. Workplace learning is always a complex and contested environment. Therefore, important to keep tabs on what is happening at the 'coal face' to support the work of workplace trainers as they are the people who develop the next generation of industry experts. 

Student perceptions of Gen AI - JISC report

 From JISC, comes a report on student perceptions of Gen AI.

Students are from the UK HE and colleges sector. Of note is that this is a follow-up report from one completed in 2023. The changes noted are of interest. These are the shift towards collaborative learning using AI as coach to support learning activities; students' reporting of the need to attain Gen AI skills for their future work; concerns around ethics, equity and accessibility; and an expectation from students that their educators should be competent in integrating AI and have policies to ensure the learning environment is fair.

A stock take is also reported on how students use Gen AI for communications and content creation, learning, researching, programming, to support creative ideation, assist with productivity and task management, personal and emotional support.

Students also provided concerns on the need for Gen AI literacy, better information and clarity on academic integrity, the responsible and ethical use of Gen AI, equity and accessibility, and employment connections. 

All in a good summary of student concerns and recommendations. 

The power of peer learning - open access book

 Here is an open access book, published by Springer in 2023. The power of peer learning: Fostering students' learning processes and outcomes is edited by O.Noroozi and B. De Wever.

The book has 17 chapters, organised into four sections;  conceptual contributions, methodological contributions, technological contributions,  and empirical contributions to peer learning.

Most of the chapter feature work undertaking in higher education with several in secondary education. 

The first chapter, The four pillars of peer assessment for collaborative teamwork in HE, by B.Sridharan, J. McKay & D. Boud, sets the scene and provides an overarching framework to plan and structure the peer assessment process. 

Other chapters are useful with contemporary presentation of processes that are relevant in the age of digitised / online learning. A book to dip in and out of as the need arises. 

The future of LMS in an AI world

 The work of  Professor Stephen Marshall and Professor Michael Sankey are always important to keep abreast with. They provide scholarship on the strategic purposes and direction in how technology is managed and applied across higher education. 

A recent piece of work 'the future of the learning management system in the virtual university' summarises their thoughts on how the current LMS, needs to move from being a 'single system' towards being part of (and perhaps a primary part of) a learning ecosystem. As AI creates more disruption within education, the morphing of AI into the offerings of LMSs to create personal learning environments) PLEs for learners becomes more pressing. 

Many institutions promote constructivist learning but LMSs structure, often make the organisation of resources / learning activities to make this happen, clunky. There are some specialised systems exampled by OB3 but in the main, many educators use LMSs as a giant resource repository, rather than a means by which learners are able to archive their learning. ePortfolios could be one way for learners to construct their own 'learning hub' but requires time and effort. Learners are instead welded to the strictures imposed by whatever LMS is used in the institution they study at and for many, little or no ability to modify what is offered in their course LMS.

Personalised learning which is supported by AI is not new. However, to put it in place, requires institutions either purchasing the platforms and integrating this into the existing LMS, or developing their own. Gen AI creates opportunities to democratise the creation of 'chatbots' or similar with tight parameters to help learners attain specific learning outcomes. However, these may be too specialised and again, not usually customisable by learners themselves. 

Last year, Professors Sankey and Marshall, wrote on 'the learning management system of 2028'. The article provides a good overview of LMSs, where they came from, where they are now and what should happen to make them more relevant to learners going into the future. They propose not only the integration of AI into the LMS ecosystem, but also the importance of being aware of what happens to LMSs beyond education. That is how professional learning development across work, use LMSs. The other important take away from the paper, is to align the way LMSs work, to the productivity tools used across businesses or corporations, especially the ways that communication, knowledge sharing and team work occur.

All the above for some indications as to how to progress beyond the current way LMSs are constituted and what should happen, going into the future, to provide a more authentic and learning-centred learning environment. 

Higher education for good - impressions of the book

 Here is an open access book - Higher Education for Good - with a few relevant chapters. The book takes an optimistic look at higher education and its potential to contribute to the common good of society and humanity.

The current economic and political climates. have been challenging for tertiary education as a whole, across many countries. The book has a series of essays, discussing the challenges and future for higher education. Sections include - finding fortitude and hope; making sense of the unknown and emergent; considering alternative futures; making change through teaching, assessment and learning design; and (re)making higher education systems and structures. 

Several chapters are of interest to those beyond higher education. Including: 

- Artificial intelligence for good? Challenges and possibilities of AI in HE from a data justice perspective.

by E.  Pechekina, The focus of the chapter is on how AI can be used to support students and learning but also undertakes an discussion on the ethical use of AI, especially in the 'prediction' of outcomes based on learner demographics, performance and other data. The issue of equity is also presented.

- Humanising learning design with digital pragmatism - by K. Malloy and C. Thomson. This chapter provides a learner designer view, with the practitioners located in a 'third space' of being neither management or academics. It argues for the need to champion the needs of learners, as one way to navigate the power structures in higher education.

A book that will have chapters that will be of interest to all tertiary educators, interested in how their work impacts on social justice and how each is able to play a part in making the world a better place.

 

AI literacy book

 This open source book - Towards AI literacy 101+ - creative and critical practices, perspectives and purposes contains a range of short stories on AI. Examples are provided as to the challenges and ways to define AI literacy and the many interpretations of AI literacy across various educational levels and disciplines. The range of articles show how diverse education actually is and that there is never a 'one size fits all' model. Education, by the grounding of its purpose, must be of relevance to learners and the communities it serves. Therefore, how each context needs to use and apply AI, provides how AI literacy could be introduced and integrated. 

The 'generic' skill or competency to come to grips with AI would be critical thinking. Again, to be able to think critically in various contexts, is variable. The discipline or subject is but a platform from which the development and application of critical thinking is grounded. Care there needs to be taken when designing learning, to ensure that there is a balance between discipline/subject-based 'situated learning' and to ensure that learners are provided with models and skills to 'cross the boundary' when they make shifts across  disciplinary fields.

Postdigital science and education - journal

This journal - Postdigital Science and Education - is a 'generalist' journal, bringing various disciplines including education, social sciences, humanities and the impact and effect of digital technologies on these.

Currently the journal is into issue 6. The journal publishes both research-based studies and practitioner experiences. 

I came into the journal through this article - the challenge of postdigital literacy: extending multimodality and social semiotics for a new age. A proposal is made in the article, to move towards understanding literacy as 'embodied modeling competency. The framework does away with the digital/non-digital divide and argues that all meaning making is similar. Therefore, it is important to look at literacy beyond what is taught in the formal school sector and instead move away from text and language focused learning towards embodiment and how humans interelate with the physical objects and environments which make up digital places.  

OECD Digitial Education Outlook 2023

The OECD's digital education outlook for 2023 provides an overview of OECD's countries' digital infrastructure and governance. https://www.oecd-ilibrary.org/sites/c74f03de-en/index.html?itemId=/content/publication/c74f03de-en

The report collates information on the digital ecosystems availed across countries, summarises issues around access, use and governance of digital technologies and data used in education, the support provided for research and development in digital education, and distills a set of opportunities, guidelines and guardrails for the effective and equitable use of AI and digital technology in education. 

The report is available to read on the web but pdf is only available through payment or subscription. 

Workforce development councils (WDCs) to be disestablished - what will replace them?

 As the current government dismantles the various initiatives of the Aotearoa NZ Reform of Vocational Education (RoVE), this year's budget announcement last week, provided another confirmation the final moves.

Te Pūkenga's disestablishment is moving along. The Regional Skills Leadership Groups (RSLGs) funding ended at the beginning of the year. Funding for Work Development Councils (WDCs) and Centres for Vocational Excellence (CoVEs), end next year. 

At the moment, there is little from the present government on what will replace Te Pūkenga and what happens to the many functions undertaken especially by WDCs. An opinion piece by Jeremy Sole in the Contractor MagazineAn opinion piece by Jeremy Sole in the Contractor Magazine, provides some food for thought on the roles of WDCs and what may happen next.

We therefore await details on what will happen next, as the sector reverts to pre-RoVE (sort of) and the various responsibilities of the disestablished organisations are dispersed to other existing organisations or alllocated to possible new entities. 

Educause Horizon report 2024

This year's EDUCAUSE horizon report on teaching and learning DUCAUSE horizon report on teaching and learning is now out. 

The report follows the structure of the previous reports. Trends are derived through a series of scans which encompass social, technological, economic, environmental and political trends. In this edition, AI is added as a honorary trend.

Key technologies revolve around AI, the need to support equitable and inclusive learning, practice data privacy and security, the targeting of misinformation and supporting mental health. In this, there is a move towards viewing technology as both enabler and supporter along with ensuring the importance of ethics, equity and inclusiveness.

The scenarios presented are representative of the North American higher education contexts and not all of these are easily generalisable into other national frameworks or experiences. However, the horizon report is always useful in providing information on what may happen next. The report provides updates on the affordances availed by technology and it is up to educational institutes to consider their own challenges and to interpret the report's findings and recommendations towards their own localised contexts. 

Food and Fibre COVE - new approach to learner pathways

The Food and Fibre CoVE(Centre for Vocational Education Excellence) and the Workforce Development Council - Muka Tangata -   have developed a new skills framework for their sector. Both Muka Tangata and the CoVE supports industries across agriculture, horticulture, seafood and Veterinary services. 

The project's website also provides links to the framwork, the research report (prepared by Kathryn Koopmanschap and Dr. Nicky Murray), and the recommendation paper. 

The framework is informed by an analysis to various international frameworks and alignment with the Aotearoa NZ context. The work arose from the need to recognise the skills many people bring into the industry so that they can fast track through the industry-specific qualifications. 

The framework components include core transferable skills, core technical skills, industry-specific skills and bodies of knowledge. 

All in, a step in the right direction to help provision qualifications that are industry-led, easily understood by industry and learners, flexible, transferable and with the ability to bridge both formal and informal learning. 

Resources for AI - course for higher education and assessment ideas

Two good resources to support the integration of AI into learning and teaching.

Firstly, a resource for higher education, hosted by Tilburg University (the Netherlands). The course introduces Gen AI and LLMs, discusses the opportunities and covers limitations and ethics, helps educators evaluate the influence of Gen AI on course design, evaluate the impact of Gen AI on assessments and encourages modification where necessary and identifies various ways educators and students can use AI in a responsible manner.

Participants are advised that the course will take around 2 hours and is user friendly. There are short video clips to explain some concepts, an overview statement at the end of each module, and a self-check quiz.

The second resource is from the UK it is a slide deck, which offers assessment ideas for an AI enabled world. Various ideas are offered with background and suggestions for how they may be incorporated in to higher education. The 'cards' are opportunities for further discussion amongst colleagues with encouragement to customise the cards for use by individual faculties to mirror disciplinary influences and frameworks.

He Ruku Hohonu - supporting Mōari apprentice carpenters

Unable to attend the synchronous presentation of He Ruku Hohonu, held at the end of March. Instead, the efficient organisers provided access to a recording. The presentation is well worth watching as it provides a good example of rangahau (Maaori research approaches) and contributes much to a better understanding of how to meet the needs of all learners.

This project is a partnership between ConCove Tūhura and Te Kōrari Rangahau, Tui Bradbrook, Susan Luke and Jamie Ihimaera Smiler and has been funded by the ConCove Project Fund. The report can be found here along with the literature review. 

The recording of a presentation is archived on YouTube. 

The research draws on the small corpus of work undertaken in the last 2 decades - many funded through either Ako Aotearoa or through the ex-industry training organisations (ITOs). For construction-related industries research funding has been provided through the BCITO.

The research is important. Statistics are worrying for Maaori - in 2018, 2,455 began apprenticeships. By 2022, there were 584 successful completions, 601 were still engaged but 1296 had left the industry.

The literature review looked through 65 articles published in the last 15years and categorised them into 3 groups - whakamana (39), whakakaha (18) and whakaihihi (8). 15 of the most relevant were summarised and the 65 articles synthesised with 9 kaupapa (themes) identified. Of note is the need for sector capability with capacity constraints and that current interventions which are not specifically designed to support Maaori, perform poorly for Maaori.

Interview data was gathered from students, teachers, iwi, whanau (family) and kaiwhakawhihi mahi (assessors).

Kaupapa Maaori theory analysis underpinned analyst. Tino rangatiratanga (self determination), Taonga tuku iho (cultural aspirations, ako Maaori (culturally preferred pedagogies), Kis piki ake (socioeconomic mediation), Whaanau (extended family support) and Kaupapa (collective philosophy). 

Findings for each theme from each group of interviewees were shared.

Recommendations included: celebrating aakonga success; clarifying pathways for continuing education; strengthening kanohi ke te kanohi (f2f( delivery; integrating marae infrastructure into support and delivery; communicating better with whanau; establishing peer support infrastructure; establishing a clear timeline for tracking progression; increasing access to academic learning support; and providing comprehensive mentoring and wrap-around support.

Going forward, the challenge is how these recommendations and findings can be enacted. 

Handbook of AI at work - book overview

This book is edited by M. Garcia-Murillo, I. MacInnes and A. Renda. It is published by ElgarONline at the beginning of 2024. 

The book has 18 chapters, organised into 3 parts. An introduction by the editors provides a good overview of AI, its historical development and its implications to human labour. 

The first part has 4 chapters on the theme of 'conceptualising the human with the machine'. The main discussion in this section is on the interrelationships and interactions between humans and machine with a strong message about the importance of aligning machine potential and human values.

The second part has 10 chapters, each providing a case study or a specialised application of AI into work. Industries include agriculture, manufacturing, construction and civil engineering, home-based care of the aged, professional learning, entrepreneurial finance, creative industries, judicial systems, national security and governance and policy making.

The last section has 3 chapters discussing ' the labour implications of AI at work'. 

All in, a good overview of how AI impacts on work, the 'guardrails' that need to be in place to ensure ethical integration of AI into work, and examples of the reach of AI across industries.

Theory of practice architecture - book overview

 This book,  the theory of practice architecture is by Peter Grootenboer and Christine Edwards-Groves. It is published by Springer in 2023.

Being a book in the Springer Brief series, it has five chapters. The first chapter summarises the premises with regards to the concepts of practice architetcture as a research approach to help understand real-world practices and 'practice-scapes.

The second chapter, extends the work into the wider approach of theories of ecologies of practice.

Then the third chapter explains the importance of situating practices into their authentic settings.

Chapter four details the ways practice architecture influence and lead the interpretation and analysis of data.

The last chapter provides recommendaitions on how to disseminate practice-based research to ensure it has impact and is used tranformationally to inform and perhaps enhance practice.

Creating the university of the future - book overview

 This 2024 open access book, Creating the university of the future is published by Springer and edited by U-D Ehlers and L. Eigbrecht. It is part of the book series on Future Higher Education. 

There are 30 chapters, organised into five sections.

The editors 'Set the scene' with 3 chapters in the first section - Creating the university of the future: A global panorama on future skills; towards a future skills framework for higher education; and the practice of future skills learning: an assessment of approaches, conditions and sucesss factors.

The next section focuses on 'future skills- foundations and shapes of a new emerging concept in a global view. There are six chapters in this section. 

Then 11 chapters in the section on future skills in practice - teaching and learning. The chapters provide case studies or examples of contemporary pedagogy from across the world.

The fourth section is on 'future skills in practice - assessment'. with 4 chapters. Emphasis is placed on formative assessments across the chapters.

The last section has a series of chapters from various countries which have worked towards achieving 'future skills'. Chapters are on the 'skills future movement in Singapore'; 'continuing education at the National University of Singapore'; Educational digital transformation of university education in Japan; future IT skills; and further higher education in New Zealand.

Overall, a good collection of chapters, some philosophical/theoretical but many reporting on current approaches. 

Peformance based research funding in Aotearoa New Zealand -

 Last week, the Tertiary Education Commission (TEC) announced that the University Advisory Group, has been tasked with reviewing the mechanism for recognition and funding of research in tertiary institutions. The Performance-based Research Funding (PBRF) is the main conduit for the funding of research at universities and polytechnics 

Taking this into account, the current collation of evidence towards the 2018-2026 evaluation round, has been cancelled. The Tertiary Education Union (TEU) have always contended that the PBRF system was unwieldy and expensive, taking up much of academics' time without any real benefits for them. 

What happens next, will hopefully be more manageable and fair. Across three posts, Roger Smyth has discussed some possibilities. Firstly, he overviews the system as it stands and summarises the inherent challenges. Then, he presents some possible solutions. A postscript was then added providing examples of how the possible solutions proposed, may play out. Of note is that PBRF is a funding regime that is derived from the university sectors' research volume. Smaller tertiary providers in the form of  Wananga (Māori Universities) and Polytechnics which participate in research as they offer degree level and above qualifications, will always have much smaller volumes of research outputs. Therefore, their share of the PBRF, has always been much smaller. 

The recommendations from the University Advisory Group on PBRF will therefore, always be a balancing act between how funding drives research activity and the costs of measuring the quantity and quality of the activity. The current system is very costly, in terms of time, for individual institutions and individual researchers. Hopefully, a better, more efficient method is presented that does not penalise non-university research. 

Māori voices in the AI landscape

 Dr. Karaitiana Taiuru maintains a blog and also posts on linkedin. He is an authority on IT issues and ther effects on Māori. His blog has posts on Māori data sovereignty AI/data and emerging technologies and critical indigenous research.

This linkedin post discusses the small number of Māori active in the technology sector in Aotearoa NZ and how this needs to change as many aspects of AI have far and long reaching effects on all people. Ensuring larger Māori representation in the digital space, is important to ensure their voices are heard. 

References provide a good resource.

Prompt engineering - Claude prompt library and other resources

 Prompt engineering is part of AI literacies and as interaction with Gen AI platforms/tools/apps increases, the competency to be able to effectively use prompt engineering has increased.

A theoretical approach to prompt engineering is offered by this IBM video whereby the approaches are based on computer science principles or algorithms.

For educational and pedagogical approaches, the paper by Mollick & Mollick (2023) recommends the assignation of a role to AI, usually as a coach/mentor. The role undertaken by AI, guides the types and tone of conversation with the AI. 

Good examples can now be found through the Claude AI prompt library. There are dozens of prompts to get things started for work, study and leisure tasks. These are useful in education as examples that can be deconstructed by learners, for them to work out the main principles for prompt engineering. 

Alternatives to ChatGPT

 A list of free and paid alternatives to ChatGPT can be found at Writesonic's site which compares each alternative to its own Chatsonic. 

Another list is found at Clickup which also compares the alternatives with both ChatGPT and its own project - Clickup.

More neutral recommendations from analyticsvidhya blog,  PC world and an older one (2023) from TechRadar for free to try alternatives.

Each has advantages and disadvantages and some have been adopted by certain industries as 'standards' or 'go to' platforms. Not all provide the ability to 'build your own chatbot' so it will be interesting to see how many are still about next year and of those that survive, how many provide additional features. 

Learning Design Voices -

 Learning Design Voices captures the perspecitves of learning designers post-pandemic. The book is open access and edited by South African learning designers/researchers T.Jaffer, S.C. Govender and L. Czerniewicz. 

After an introduction, the book has three sections (provocations).

The first provocation is 'what might learning design become in the post-COVID university? has five chapters. Each cover one of several themes -

1) increased visibility and value of learning designers due to the need to shift to flexible delivery models.

2) open learning design - on the margins

3) learning designer as pedagogical advisor

4) learning how to design learning through mimicry and mentoring

5) indigenous learning practices

The second focuses on compassionate learning design for unsettling times, with six chapters. The chapters focus on issues of equity, access, humanising learning, inclusivity and community.

The final provocation ' the challenge of designing experiences' has 13 chapters. Here, various examples, case studies and reflective studies are presented.

14) adapting ABC learning design

15) Using Laurillard's learning types

16) Rapid development prototype model

17) blended learning

18) elearning tools

19) knowledge-identity nexus

20) learner centred learning

21) authentic learning design

22) developing critique and argument

23) rethinking the textbook

24) digital divide and accessibility to print-based learning

25) ten principles of alternative assessment

26) reimagining authentic online assessments for large classes

27) inclusive online assessment

All in, may relevant chapters to inform the work of learning designers. 

Practical pedagogy

 Book published in 2019 by Routledge. Mike Sharple's draws on the innovative pedagogy series published yearly by the Open University since 2012.

The book 'Practical pedagogy'  works through the various pedagogies sorted into 6 categories. 

- Personalisation includes adaptive teaching, spaced learning, personal inquiry, stealth assessments and translanguage.

- Connectivity introduces crossover learning, seamless learning, incidental learning, learning from gaming, geo-learning, learning through social media, and navigating knowledge.

-Reflection summarises 'explore first' teachback, learning through argumentation, computational thinking, learning from animations, learning to learn. assessment for learning and formative analytics.

- Extension has threshold concepts, learning through storytelling, learning through wonder, learning in remote science labs, context-based learning, event-based learning, and learning for the future.

- Embodiment includes embodied learning, immersive learning, maker culture, bricolage, and design thinking.

- Scale refers to massive open social learning, crowd learning, citizen inquiry, rhizomatic learning, reputation management, open pedagogy, humanistic knowledge-building and communities. Some discussion of the contents of the book found here.

The last chapter discusses 'pedagogies in practice'.

Modes of learning - Mark Nichols

 An early morning webinar with Dr. Mark Nichols hosted by the Commonwealth of Learning.  on the topic of 'modes of learning'.  

Began with what is 'teaching'? Pedagogy is the dance between pedagogy and the dynamic operating decisions of the university' - teaching is the activity that gives a subject its voice, that brings the subject alive for the learner to form a relationship with. Not all teaching has to have an identifiable teacher. 

How about learning 'learning is 'a smudge between a self that knows to be self that knows more' to learn, then is to be personally smudged from one state of knowing into another ... as knowers we are forever incomplete: there is always more to know.

Introduced the project. Work with Dr. Seelig to try to look at what constituted learning, especially what is open, flexible and distance learning. For Te Pūkenga there are three modes, on-the-job, f2f, and distance delivery. What do these mean, how can they be combined, are these actually singular in themselves?

There is no such thing as an on-the-job delivery mode, turns out to be fluid. Similar to distance delivery, there are many modes as well. There is great potential in missing the modes. 

Important to consider how to meet learner needs, increase accessibility.

Q & A followed

Defining modes helps to enable common dialogue and scalable innovation. Asserts for example that peer relationships across learners are not necessarily a requirement for effective learning. Being able to define the modes help with decision-making, shared practice and strategic planning. A shared programme may not all be offered in a fixed mode but be flexible to allow for learner needs, circumstances and objectives. Defining modes enables education by design. 

Overviewed the asynchronous (most to least) OFDL distance, work-based, study centre, negotiate) and synchronous (most to least) live classroom, virtual class, flexible, local group, road show, supervised self-paced. Details in https://tinyurl.com/teachingmodes

Provided two examples, one in business to show the ways the modes can be mixed to provide flexibility for learners. Learning activity - what learners do, teaching activity - what do teachers do, resources - what academic support, subject representation, courseware, timetable - asynchrous/synchronous and assessment - enduring assessments tasks and also pre-determined, must be decided on to design the learning. 

The work on modes of learning was undertaken to inform Te Pūkenga as it brought together diverse delivery modes. However, with the disestablishment of Te Pūkenga, this work has not been taken further. 

The work is helpful though to try to place some rigor into how delivery modes are difined. Encouraged the use of these modes of learning and to help with further investigation to refined the modes, identify exemplars and explore the planning dynamics (costs, operating considerations). Challenged us to reflect on - education is always designed 'how deliberate is it?

Leaders and Legends Online learning - Professor Mike Sharples

 Dr. Mark Nichols' podcast on Leaders and Legends of Online Learning this week is with Professor Emeritus Mike Sharples. 

Began with an overview of his career, how it started with a degree in computer science and worked towards his PhD on cognition, computers and creative writing. He has always worked with AI and Gen AI for over 50 years. 

He compared the 'sudden awareness' of AI to how the internet developed. Much work undertaken over many decades before user relevance and other parts supporting the concept, took it into the mainstream. As with the www, important to think through implications and have guardrails with AI as there are many ways it can be utilised for good and also for bad.

Discussed his involvement across the 2000s with mobile learning as a means to provide more personal and individualised learning. 

Then provided an overview of how the UK version of MOOC - futurelearn - was set up to bring in good practice and pedagogy based on understanding of neuroscience into the design of futurelearn. A successful learning platform, distinctively difference from other MOOCs which are based mainly on lectures. In contrast, futurelearn stresses social learning opportunities along with the usual online learning platform mechanics.

Then introduced his most recent books including Story Machines: How computers have become creative writers.

Discussed the importance of social constructivist learning. Personalised learning is one piece but not the only one. There is still a need for learners to interact with their peers, teachers etc. to springboard and synthesise, discuss and defend their stance, weight up and evaluate their conceptual understanding. AI should not be only a technological tool but needs to be led by pedagogy. Encouraged the need to ensure the use of technology is more human centred. 

Summarised the important components of a new online system. Pedagogy is essential. Concepts include the need to have spaced learning, ensure learning is a social process, feedback is provided at the right time,and the need to build learner efficacy. AI-enhanced collaborative learning must be the goal.

Proposed the most important research is to find out how to best leverage technology to encourage and support social learning, rather than just go down the personalised learning route. New methods of assessment also need to be considered to allow for social learning and to focus on assessments for learning. Some ideas include peer assessments, the opportunity for learners to express their judgment, and evaluative and critical thinking. 

Now he is retired, his research interest centres around the future of technology-enhanced education. He is able to concentrate on research without the distractions of the other aspects of an academic career. Recommended to follow the work of colleagues at the University of Sussex and Looi Chee Kit (Nanyang Technological University and The Educational University of Hong Kong) who has had success introducing many principles of learning sciences at the primary school level. 

Unpicking Te Pūkenga - commentary on what is happening and what may work

 Roger Smyth  has had a long association with Aotearoa NZ tertiary education and his occasional blogs  provide viewpoints from his background as a policy analyst. He draws from both his experiences, scholarly work and his networks, to provide commentary on contemporary issues affecting tertiary education.

His latest blog, discusses a 'where to next' with regards to Te Pūkenga' as the process of its disestablishment begins. He summarises the reasons for the formation of Te Pūkenga, as a solution to the challenging financial position almost all of the country's polytechnics faced before merger. Discussion is had on the many facets of the reform of vocational education (RoVE) and the problems with combining the two arms of VET, the polytechnics with the industry training organisations (ITO).

He then discusses a few options for the creation of a network of regional polytechnics, how to try to bring some synergy between the objectives of polytechnics and the work-based support provided by ITOs, what do do with the funding system, and how to ensure employer and industry representations on skill needs is carried through to the standards setting function, currently held by Work Development Councils (WDCs).

It will be interesting to see how prescient some of his suggestions are, given that to date, little information has been available on what the post-Te Pūkenga landscape might look like going into the future. 

Sociomaterial design: Bounding technologies in practice - book overview

The book - Sociomaterial-Design edited by P. Bjorn and C. Osterlund was published in 2014 by Springer. 

There are 9 chapters, including the first chapter which introduces the concepts of sociomateriality and design.

The precepts of sociomateriality are argued to be useful in better understanding complex interactions. Design is brought in as to how processes are developed, and planned, initially impact on how people and things interrelate and interact. Therefore there are connections and commonalities between the two. How sociomateriality is affected by design and in turn feeds back on the efficacy of design, is a basis for better understanding intricate human associations, reactions and responses. 

5 chapters follow the introduction, reporting on a project (the emergency department in a hospital) and using it as a way to further illustrate the principles of how sociomateriality impinges on work. The last three chapters bring the various threads together with a chapter specifically on 'boundaries' and how actions affect these, how the findings can be applied to contexts beyond the healthcare sector and the overall implications on the discipline.

The concepts are now even more relevant as humans and machines' interactions and even the intertwining of the two into 'enhanced' entities become reality. 

AI tools for instructional designers

 The number of Gen AI supported apps/tools available is increasing rapidly. Here is a list from the eLearning Coach of recommendations for instructional designers. Many of these are also useful for teachers and learners.

The tools are organised into categories of animation, audio enhancement or improvement, audio text-to-speech tools, chatbot builders, classroom instruction, content search and generation, course creation, image editing, meeting apps (record, transcribe, summarise etc.), presentations, productivity, scholarly research, translation, video, and writing. 

In all, a good collation, showing the versatility of Gen AI incorporation into many tools that already existed but now 'enhanced'. 

ILO reports - Towards lifelong learning and skills for the future of work: global lessons from innovative apprenticeships AND promoting apprenticeships to meet the needs of the digital and knowledge economy

 Two recent reports from the International Labour Organisation (ILO) of relevance to future skills, digital skills and the role of apprenticeships.

Firstly, A report titled 'Towards lifelong learning and skills for the future of work: Global lessons from innovative apprenticeships"published in 2022 and authored/edited by McCoshan, A, and Markowitsch, J. with several chapters based on a collection of reports written by other authors. Most of the discussions centre around 'formal' apprenticeships. The first 4 chapters cover future skills needs including digital and green economy. There are two chapters on increasing apprenticeship participation. Then two chapters on emerging approaches to increase work-based learning including strengthening work-based learning in VET institutions and adapting apprenticeships to support the reskilling and upskilling of adults. a couple of chapters discuss how to make apprenticeship systems more flexible, inclusive and digital. The report closes with policy messages for the future of apprenticeships.

Secondly, with relevance to digital skills is the report on "Promoting apprenticeships to meet the skills needs of the digital and knowledge economy" authored by Perryman, S. and published in 2022. The report is part of the ILO Apprenticeship Development for Lifelong Learning and Training (ADULT) project.

The report overviews the effects of the digital and knowledge economy on jobs - including aspects of labour market polarisation and types of future work (platform-based, hybridisation of work and skills, pandemic effects, importance of targeted education and training); summarises the skills needs of digital and knowledge economies; discusses how apprenticeships may meet some of the challenges; provides some recommendations to meet strategic and policy, curriculum, accreditation, inclusion and funding/delivery challenges; and closes with a case study. 

Overall, both reports summarise some of the key future skills needs and postulates how apprenticeships may be modified to meet the oncoming and rapid changes in work. Mostly macro discussion with some ideas for implementation at the micro level. 

Digital Skills Framework - for Aotearoa NZ - a discussion paper

 A discussion paper commissioned by Ako Aotearoa and written by Dr. Anne Alkema provides a timely piece of work from which our 'AI in foundation studies' project can draw from. Digital skills are prerequisites to being able to make use of AI tools/apps as presently, all are reliant on text input - although users could dictate the prompts into speech to text if the relevant plugins were enabled. 

The paper discusses the various definitions of digital literacy and skills and overviews several examples from overseas (UK, Australia, Canada, Ireland, EU, US of A) to inform the development of an Aotearoa NZ version. 

Recommends 4 options - align with the current adult learning progressions (which is what we currently have at Ara); develop an essential skills framework; develop a standalone digital skills framework; and work with potential partners.

AI in learning: Designing for the future - book overview

Open access book, published 2023 by Springer on AI in Learning with Hannele Niemi, Roy, D, Pea, and Yu Lu as editors with authors mainly from China, Finland and the US of A.

The book takes an overarching viewpoint on the application of AI into educational contexts. The book sections indicate the types of ways, AI can be deployed to improve learning and support teaching. Most chapters are useful in informing the ways AI can be implemented across various sectors and levels of educations. As the studies were conducted across 3 countries, social and cultural perspectives are also considered as what is considered to be acceptable in one country (i.e. AI surveillance), may not be in another. 

Sections include AI in expanding learning and well-being through life; AI in games and simulation; AI technologies for education and intelligent tutoring systems; and AI and challenges in new learning environments.

As such, the broader perspective, beyond just Gen AI, is described, explored, and evaluated. Of note is that chapters not only introduce the advantages of AI but also critique AI systems (including surveillance technologies) and argue for the importance of ensuring the voice of teachers and learners are included when AI technologies are implemented into education. worth a browse through the relevant chapters to learn more about the larger educational issues impacted on by AI and how application of digital technologies using AI can be of use to support learning and teaching.               

Plans for 2024

 Back at work today, after an exciting trip down to the Sub-Antarctic Islands, followed by a camping trip into the Canterbury high country. We await the next steps and details on how the disestablishment of the recommendations from RoVE pan out.

From the usual business as usual perspectives, it looks like we will be back to being a singular institute with campuses across Canterbury and the West Coast. I assume that the usual work of supporting departments and learning design will continue to ensure the institute fulfils its many functions and obligations to students, NZQA and government.

The six AI in VET projects will need to be written up by all the researchers involved and I need to finalise the chapters I author by the end of March. The process of editing everything before we submit the manuscript to the publishers at the end of April will keep me busy for the first quarter of 2024.

Additionally, there is the work to begin the four projects on AI in foundational VET, funded by Ako Aotearoa. Semester one will see each of the projects introduce AI to their students and to evaluate the tools/apps or platforms most appropriate to the programmes' contexts.

In all, semester one will roll by quite quickly with so much to accomplish in a short timeframe!! Alongside will be the following through of whatever process is pronounced with regards to the disestablishment of Te Pūkenga. I will miss the collegial interactions with colleagues from throughout the VET system but the relationships have now been kindled. It will be important to prioritise the nurturing of these despite the move back to individual institutional silos.

Therefore, I am looking forward to an interesting year. Let's see what happens and what can be done to ameliorate some of the disadvantages of disestablishment and to capitalise on the collaborations and networks formed through the last two years.