Promoting authentic learning experiences: redesigning assessments to minimise student misconduct

Webinar organised by TurnitIn and hosted by ASCILITE. 

Summary of the webinar's objectives as:

 1. Authentic assessment design: Dive into the principles of authentic assessment design, which emphasises real-world relevance, meaningful tasks and opportunities for creativity and critical thinking. Explore methodologies such as project-based assessments, case studies and simulations that provide students with authentic learning experiences while reducing the incentive to cheat. 

2. Formative feedback and self-assessment: Discuss the importance of formative feedback and self-assessment in promoting academic integrity. Learn the role of continuous assessment methods, peer review and reflective exercises in fostering student engagement, metacognitive skills and ownership of learning outcomes. 

3. Assessment security measures: Explore security measures and deterrents to minimise temptations for cheating in assessments. Discuss strategies such as randomised question banks, timed assessments and proctoring technologies that mitigate opportunities for academic misconduct while preserving the integrity of the assessment process.

Notes taken:

Kwong Nui Sim representing ASCILITE welcomes participants and runs through zoom functions. Includes a Welcome to country and an overview of ACSCILTE and the annual conference this year in Melbourne in December.

Chukwudi Ogoh from Turnitin chairs the panel. Diagnostic poll starts to provide information from participants to the panel. Academic integrity still an important focus for participants. Many use portfolios or similar to reduce academic integrity.

Speaker introduced. Joon Nak Choi from Hong Kong University of Science and Technology begins with the view that there is too much focus on academic integrity with slow integration of AI into teaching and learning although students are racing ahead with using AI. Formerly, UK promoted values based education, Germans then introduce skills based education but presently knowledge based education is the main focus. However, Ai is challenging knowledge based education therefore it is important to return to value and skills based education. Therefore critical thinking, adaptability and judgement should be the fundamental objectives of learning through active learning to raise metacognitive awareness. Formative assessments are important. Essays can remain relevant and useful as they help assess critical thinking, logic and argument and application. Metacognition, adaptability, initiative and self direction can also outputs from essays. In the post-AI classroom, essays still possible by putting them through turnitin, or writing essays in class, and integration of AI into essay writing reflects workplace use.  AI assistants can be used to grade in class essays to provide timely feedback, allowing the essays to be used as a formative tool. Professor or teaching assistants can then use their time to personalise the feedback. Teach students how to use AI to brainstorm, first draft from AI with student going through to correct/triangulate, presentation on the topic required, and the final draft incorporates human feedback backed by reflection memos.

Dr. Dianne Stratton-Maher from University of Southern Queensland on embracing AI to reimagine assessment in nursing education. Teaches first year Bachelor of Nursing course on literacies and communication. Overall perspective is that AI is not a replacement for personal knowledge, but rather they are tools that can strengthen and enhance the learning journey. Undertook a qualitative descriptive design to integrate AI into the course. Case study used and students were introduced to ChatGPT to support the completion of the case study assignment. AI generated video to introduce AI and provide some AI literacy on how to use AI to support learning. A reflection was also required as to how using AI went and this was handed in as an appendix to their case study. The reflection included prompts used, responses received, evidence of evaluation of the responses etc. Shared examples of student work. 409 students submitted, 18 reported for AI but 10 were unsubstantial. Collected f2f and focus group data, using thematic analysis supported by CoPilot (with UniAQ data protection). Themes included confusion and adaption; functionality and skill development; effectiveness and reliability; academic integrity and ethical use, perceived benefits and future use; and feedback and support. Recommendations included the need to clarify guidelines and expectations; promote responsible use; providing training and support; encouraging critical evaluation; highlighting the benefits; integrate practical examples; monitor and adapt and education for staff.

Associate Professor Benito Cao from the University of Adelaide on 'don't ne sorry, just declare it'. No assessment re-design but focused on working with students on how ChatGPT is not reliable but can be useful in some aspects of academic work, Therefore, is ChatGPT used, its use is declared in an appendix. ChatGPT is not a search engine but a language model. Asked ChatCPT to generate a profile of himself and shared with students. Almost all the items were wrong! but the profile was written in a convincing manner. Summarised his university's guidelines including Deputy Vice Chancellor Academic to all students to encourage them to embrace and integrate AI but to use it with integrity. Assessment guidelines define how AI can be used - for example AI assisted ideas or AI assisted editing. Discussed the benefits, limitations and risks and risk management for Gen AI as provided but the South Australian Government. Industry guidelines also introduced, for example guidelines from Taylor and Francis allowing idea generation and exploration; language improvement; interactive online search; literature classification and coding assistance. AI must not be listed as author and its use formally acknowledged. Stressed to students the need to keep their voice and appendix recording use of prompts etc. required. 

Jane Mair provided an overview to Turnitin's approach to minimise cheating. A challenge presented by paper-based handwritten assessments. Short answers, multiple choice, sketches or labelling diagram, mathematics problems. Paper assessments persist as they align with authentic design, formative feedback can be provided that engages students and supports assessment integrity by limiting access to AI writing and other digital tools. Challenges for instructors, marking can be time-consuming, coordination and consistency for grading can be difficult, feedback inefficient, heavy reliance on multiple choice which may not assess relevant learning outcome and challenges in applying assessments for best practice. For students receive delayed feedback, some have difficulty understanding the feedback and there are increased errors and there may be need for clarification. 

Turnitin feedback now has the 'paper to digital' overview. Grading is faster using online grading, feedback is more timely, secure workflow and digital storage, and integration directly into LMS and Turnitin feedback studio. Supports long-form writing, multiple choice, short answer, math formulas etc. Demonstrated how it worked. Horizontal questions possible allowing each question to be marked across the cohort, rather than one student at a time. Similar answers can be graded at once! Feedback studio allows for an efficient workflow.

A higher education focus in all the presentations. Some good ideas if essays are still being used. Webinar is recorded and presentations will be available. 

E oho! The principles of the Treaty flow from its words - notes from webinar

 Notes taken from a webinar hosted by National Library -

Dr Carwyn Jones examines the concept of ‘the principles of the Treaty of Waitangi’ – what they are, and how they operate within our legal and constitutional system in Aotearoa New Zealand. He presents "the principles of the Treaty Flow from its words'.

The presentation began with housekeeping/safety briefing in English, followed by in Māori.

Karakia and Māori welcome opened the presentation followed by an introduction to the work of Dr. Jones.

Began with a discussion on the title. The principles of the treaty, may not be the same as the words that are written in the treaty. Many things contributed to how the treaty came about and its contents.

Covered the concept 'principles of the treaty' - which has a relatively settled and certain application in law and policy (i.e. the Waitangi Tribunal). Te Tiriti has supported government to engage with some elements of Te Tiriti. However, this tends to reflect a fundamentally watered-down version of the rights guaranteed in Te Tiriti. 

Summarised how the contents of Te Tiriti are different from 'the principles of the treaty'. These are that Te Tiriti created by statute, interpretation and application determined by the Waitangi Tribunal and the courts in accordance with precedent. Waitangi Tribunal required to consider both the Te Tiriti and the English draft. Courts and Tribunal consider texts in light of the surrounding circumstances and this now appears in a wide range of statutes. 

We must remember that Te Tiriti is a negotiated agreement. Tino Rangatiratanga does not mean the the Crown has full authority, but is granted a shared role. This understanding is a key towards the concept of partnership rather than sovereignty. Ongoing Māori authority was not excluded. The Crown's view on this, constraints how Te Tiriti could inform ways forward. 

There are actually no 'principles' in Te Tiriti, however, interpretation of Te Tiriti, requires identification of 'principles' to allow it to work in the context in which it was drawn up. 'Principles' and the te reo text are not the same items. 

'Principles' were defined to enable courts to consider the historical context of the signing, the objectives of the Crown and the Māori signatories, the actual texts of the Māori and English versions, as well as the constitutional significance and the spirit of Te Tiriti. Principles introduced into legislation for a number of reasons as a way to reconcile the differences between the English and Māori texts of Te Tiriti.

The Māori version was taken around Aotearoa, discussed, debated and signed by over 500 Rangatira, hence likely providing it with its authority. 

Discussed some of the principles and their application - partnership, active protection, redress, mutual benefit, options and equity. Although these may be seen to only be used in legislation, these in turn affect the lives of all in Aotearoa. Provided various examples of how Te Tiriti informs and is sometimes misinterpreted when applied to real world circumstances. Application of theoretical 'principles' without really considering the larger context and impact on the people who are affected, is not a way to honour Te Tiriti. Example included the recent Haora (health) report and various pieces of legislation on recognising Te Reo Māori. 

Introduced the need to move beyond Treaty principles. Instead, focus on Tino Rangatiratanga (Māori sovereignty) and Kāwanatanga (government). What are these, what do they look like, what is the relations between them and how can we make these work now. This should be the focus, rather than the continual discussion of what is in each version and what they may mean. In particular, there should not be a hierarchy between the two, but a true partnership. How will this work?  

Q & A followed. 

A karakia closed the session. 

Critical Thinking and Ethics in the Age of Gen AI

 A report from the USC Centre for Generative AI and Society on Critical thinking and ethics in the Age of Generative AI in education

Brings together perspectives on Gen AI and its impact on critical thinking and ethics.

After an introductory chapter by Pedro Noguera, there are seven chapters organised into three sections.

Section 1 - supporting college students' critical thinking in the age of AI

3 chapter discussing the promises and perils of using AI in college classrooms and a chapter on undergraduate perspectives on AI

Section 2 - AI in K12 classroms - ethical considerations and lessons learnt has 2 chapters.

Section 3 - building the next generation of generative AI tools - with two chapters.

William Swartout on 'Generative AI and education: deny and detect or embrace and enhance and Benjamin Nye on 'authoring by editing and revising: considering Gen AI tools.

Short, practitioner focused chapters provide good overviews and discussion of the fundamental challenges brought in by the rapid rise of Gen AI. Pragmatic perspectives on adoption, introduction and utilisation are discussed. A resource to start conversations and utilise in workshops. Has American slant but many applications are generalisable. 

AVETRA Day two

 Notes taken on the second day of the AVETRA conference, held at the University of Technology, Sydney.

The day started with a 'panel' on the theme - the past is a foreign country, or is it/ The curious journey of Kangan discourses over 50 years. Dr. Kaye Schofield responds to Don Zoellner. A good overview of the history of TAFE since the Kangan report in 1974. This report provided the blueprint for the formation of TAFEs in Australia.

There have been many challenges, changes, innovations but also setbacks, years when VET was continuously restructured, deconstructed, re- constructed!,  found status and supported by some governments and other times when they were neglected. NZ could learn from this history, to not politicise education and to hold on to the principle that education, is a public good. Especially to not use education as a political football, but for each government in power, to work collaboratively, for the long term betterment  of the country. The presentation covered how Kangan should be read now, half a century later. What core principles and propositions have stood the test of time? and where are the continuities and discontinuities? 

Presentations across 3 streams then begin.

Before lunch, 3 presentations.

First up, Dr. John Howse from Toi Ohomai, Tauranga, Aotearoa. He presents on an aspect of his PhD thesis with ' exploring the symbiosis and tensions between vocational practices and the aspirations for VET in Aotearoa NZ. John was awarded the AVETRA conference abstract :)  Covered the practice-theoretical approach to VET research. Thpractice study was to challenge VET vocational practice. Used practice architeture architecturetheory helped cover helped how learning could be understood better as patterened, embodied, networked and emergent as 'sayings, doings and relatings'. Ethnographic context was bee keeping in the workplace, and campus-based learning. Hive work and seasonal colony management were selected for focus. Bee keeping required an affective dimension of care, something that is difficult to capture in assessments. Practice was then compared to graduate outcomes in current apiary qualfications. Emphasis in the qualifications on production and no mention of the affective dimension, the community of practice and localised context of beekeeper work. Challenges to the relevance of how VET qualifications are constituted, cycles of reform in VET, the shifting of beekeeping into commercialised production, sustainable, beekeeping practices and been keeping as a way of life. Opportunities could be in changed qualifications, reimagined graduate profiles, micro-credentials, a mixture of work and block courses. Contributions of this study to the continual review of qualifications. 

Then, Associate Professor Melanie Williams and Angela Tsimiklis from William Angliss share their work on 'evaluating collaborative challenge-based learning: teaching for the future. Introduced CCBL as a 11 step process with both students and tutors working in teams CCBL needs to be mapped back to the training packages. detailed a pilot in Cert IV patisserie where a challenge takes place across a term and evaluated at the end of each cycle. Evaluation was to understand teachers experiences. Determine how it may improve student learning and adjust to allow for self-managing teams. CCBL requiries teachers and students to compile weekly reflections. Data collected and analysed through mini research cycles to allow for adjustments to the process as the CCBL process continued through the year. After the first term, all were excited but also frustrated and confused as students needed to be self-directed. Teachers observed high levels of student engagement and focus, more advanced technical skills covered, time constraints led to shortcuts, coordination was ad-hoc, it was challenging to align session planst to actual class happenings. In term 2, master classes extracted and taught traditionally for first 4 weeks. Challenges and teamwork delayed until week 5 and reduction from 2 to 1 teacher per room. Student valued a slower pace but excessie repetition led to boredom and decreased motivation, complaints of inconsistent teacher instructions, students awareness of 21 cnetury skill development grew through the use of self-assessment rubric. Teachers felt classes ran more smoothly, one teacher in a room was management, students had improved confidence, critical thinking, multi-tasking, teamwork, produce multiple products. It seems that the extraction of master classes from challenges resulted in bybrid model, teachers view it as an improvement, but hybrid runs cunter to CCBL. Maybe CCBL is too low for Cert IV. teacher collaboration still important. Teachers enthusiastic, students less so. Students developed greater technical proficiency. Cert IV may be problematic for CCBL. Two more terms to be evaluated. 

Third up, Anthony Allan and Associate Professor Steven Hodge present on 'understanding complexities of user acceptance and considering the influence on digital evidence collection in VET'. Rationale for the project was the need for frequent job change, micro credential opportunities and the influence of new technologies that can help capture evidence of learning. Observation of practice, eportfolios, digital badges all possible. Participants were trainers, managing leaders, expert leaders and system leaders. Drew on the technology acceptance model (Davis, 1986) on percieved usefuness, percieved ease of use and attitudes towards use. In tVET, modification of TAM ot C- contextualised, TAM and E (extension). (CTAME). Went through the findings as they were connected to CTAME. Acceptance of technology changes over time - usually becoming more positive. Therefore acceptance is a complex concept, identifying specific types of acceptance could enable future research to shift from aiming to determine use, to aiming to determine the effective of use. \

After lunch, there are two presentations. Starting with Professor Erica Smith on 'a new and different look at women's participation in the apprenticeship system in Australia. Started with 3 vignettes to illustrate that the thinking on gender and VET has not moved along very much :( Then summarised the history of apprenticeship. Over 60 plus years, most reports on did not involved few females writing them and many did not include the female aspect. Trade apprenticeships (maingly male) much higher than non-trade apprenticeships (mainly female occupations in health, retail, cleaning etc). In general, women then to be in traineeships/shorter training times. Suggested the need to increase women's participation in traditional apprenticeships. WAVE has been doing important work to ensure women are not discriminated against in occupations which are non-traditional for women. Men going into women dominated work, probable need similar support. With skill shortages, there have been encouragement to 'conscript' women to help alleviate the shortage. After WW2, women returned to domestic duties when the men returned. So there are deep seated perspectives on what are womens' jobs or men's jobs. The social construction of skill (Smith & Teicher, 2017) means that jobs that have professional or industrial power, gain formal training and qualificaiton structures. Women work in care, customer skills etc. considered not really skilled and are generally low skill and low wage. another concept is to view people (the unemployed, women gig workers) as 'the reserve army of labour (used by Marx but likely Engels). Therefore important to avoid tokenism, include the female voice, value jobs that women do and provide pathways that are as good as those for men.

Followed on by Teressa Schmidt, Tracy Flenady, Dr. Julie Bradshaw, Shweta Singh and Rachelle Cole on their work 'progress, benefits and barriers: supporting scholarly activity and development of VET teachers in a regional university. Began with the challenges and rationale. Important to apply scholarship to supporting VET teacher 'currency' the usual tools to recognise this, did not exist in the reporting structures! The changed labour market, technological innovation, global responses, future pandemics etc. need the curriculum to be updated. 19 participants in cummunity services, health and nursing, all female most 50-59 and most have taught 5-9 years. Pilot involved particpants assembled into teams to undertake a literature review. Workshops monthly to undertake the review across 12 months. By the mid-point, 8 participants left, and engagement was low. Workload increased due to enrolments doubling. Learning did take place. Summarised the barriers and suggested solutions. There is a desire. Barriers included organisational and personal. To succeed, additional support in the form of allocated time for scholarly activity, mentorship, and recognition of the scholarly activity.

The conference closes and is followed by afternoon tea and final networking. Steven Hodge closes the conference beginning with thanking the sponsors, Skills Insight and the NCVER. Then reviewed the learnings from the conference. Landis Barrett-Pugh then officially closed the conference with plans to meet next year in April in Melbourne.

AVETRA Day One

 The Australian vocational education and training Association's (AVETRA) conference is held later this year. Here are notes taken on day one of the two day conference held at the University of Technology Sydney.

Welcome from country with Michael and from Steven Hodge who is standing in for the AVETRA president Kira Clarke. Michael provided us with the significance of indigenous places and fauna in Central Sydney, the history of indigenous peoples with their long association with the Indonesian archipelago, along with the brutal and sad history and impact of colonisation. 

Steven thanked the conference committee and went through the various conference items. 

First keynote is with Professor Barney Glover, Commissioner of Jobs and Skills Australia. Overviewed JSA's capacity studies with several big reports about to be disseminated. All part of the emphasis by the Australian government to upskill Australians. JSA involved in several including qualifications reform, stewardship of the tertiary education and encouraging industry to be more proactive in informing skills development. Establishment of JSA part of the larger reform of understanding the role of skills. Objectives of JSA include addressing issues of equity so all Australians are able to gain the relevant skils; understanding the current Australian labour market; shaping the future of the labour market (including Gen AI in the labour market); how to optimise the national skills system; and activating the 'dailogue' to engage with government, industry, and unions. Summarised several recent and up and coming reports. - Clean energy workforce capacity; Skills misalignment data - over the last decade qualification levels of Australians lifted, higher education completions higher than VET but there is a shortage in many VET-qualified occupations. By 2050 80% of population must have tertiary qualificaion. More work on the preparation and support of apprentices required as many drop out in the first year. Skills shortages most frequent in technicians, trade workers and professionals. Gender skewed occupations more likely to have shortages. Shortages are not about supply!! gaps are created by longer training, shorter training!, suitability and retention. Better understanding of workplace culture and how toxic work practices can be ameliorated (funding/procurement standards). 

The second keynote is from Dr. Bob Boughton who presented on First nations communities. Began with acknowledgement of the Gadigal people. Has worked since 1974 with First nations communities, where many were not well-served by the education system. In 1998, returned to Alice to take on a post-doc research which he provided details on. Explored the impact of poor outcomes from education on the health and well-being of first nation communities. Three pieces of evidence, collected over the last three decades. 1) Scale of challenge was large. IN 1996, over 45% at level 1 and another 35% at level. Unfortunately, since then no distinct data available via international surveys (PIACC). Resorted to localised collection of data. 60% of first nations people through household survey have low literacy. No real change seems to have occurred over the years! 2023 research premised that schools have not made sufficient difference in the English language literacy for first nation students. 2) VET system actually has the capacity to make a difference! but the challenge is large. In an example from 2022 - 2023 data, only small numbers of learners identified with literacy needs participate in programmes, withdrawal rates are high (over 70%) and actual completion very low (0.28%). 3) Provided a case study in Timor-Leste which has successfully created good outcomes. Literacy for Life in Australia provides a good example of something that works through community involvement, with first nations teachers supporting their people using the adult lliteracy campaign model. Communities can solve the problem if provided with sufficient resourcing. Shared hypotheses as to why things move so slowly and why resourcing is still difficult. Acknowledged the many first nations peoples who have worked on these initiatives over the years. 

I chair the a stream in the first collection of presentations. There are 3 presentations before lunch.

First up, Eve Price with  Brenden Mischewski on their degree apprenticeship project in NZ. Pathways to success- unlocking the potential of degree-level apprenticeships in Aotearoa NZ. Covered the context and gap in educational framework. There is growing need to align education with industry demands; skills shortages in key sectors; and gap in higher level apprenticeships. Defined career apprenticeships that combine undergraduate education with on and off job training, leading to a bachelor's degree while learners are employed and earn while they learn. UK has 70,0000 enrolments. NZ has one degree and small scale pilot programmes at the moment. Overviewed the project to define the principles of degree apprenticeship, running pilots - architectural technology, civil engineering, construction management, surveying (casdral, and quantity). How can the tertiary education system change to better support the uptake of degree apprenticeship, in relation to scalability, quality assurance, and long term stability. Current challenges include policy gaps, structural barriers, cultural and preception challenges, industry engagement and institutional. Summarised the method - see ConCOVE project website 

The UK rapid growth supported by employer levy. Other ways to fund it being looked at as the current is at capacity. Benefits included increased produectivity, enhanced employability, and greater employer engagement. Challenges include complex regulatory structures and accessibility barriers for smaller/medium businesses. Time consuming programme development. The comparative pilots selected for occupations with a critical mass. Pathway from level 5 through to 7 useful. Professional registration requirements can be covered during the apprenticeship, saving time and other resources. Summarised the main benefits for learners (earn while learn), employers (greater influence on education) and economy (supporting social mobility).  The role of industry in VET (January, 2024) report good resource to draw on. Ended with a summary of policy recommendations, industry and government partnerships and pilot programmes. 

The second presentation is with Julie Edwards with work with Josephine Price and Taha Chaiechi who present on 'vocational to higher education pathways - the students' transformative experience. Qualitative phenomenological study, exploring the lived experiences of 10 participants who moved into post- graduate degrees from a vocational pathway. Thematic analysis based on Mezirow's transformation theory. Focused on pivotal points during the post-graduate journey. Not much done of transitions into undergraduate but not for later enrolment into post-graduate. Similar for first in family, academic writing, role of parents, academic research, juggling work, family, study. But main difference with role of partner, working in senior roles with significant responsibilities. Participants experienced a transformative journey, increased self-efficacy, increased confidence, exploration of alternative, lifelong learning, and potential for educators to prepare and support.

I then present the on 'Generative AI in VET: Guidelines derived from integrating Gen AI into foundation to degree level programmes. The presentation summarised the ways used to support VET learners. In the degree programmes, the emphasis has been on enhancing critical thinking and reflective learning skills. For the foundation programmes, using AI as a 'study buddy' to support academic learning scaffolds the learning without replacing learners' effortful learning. Focus of using AI can be decided by mirroring industry practice, supporting pedagogy or enhancing academic literacy developments.

After lunch, an AVETRA  life membership award was presented to Berwyn Clayton (who dropped in via zoom). 

Following on, there is a panel session on 'VET in the age of AI: What and how we teach and assess' The panel moderated by Dr. Natasha Arthars included Claire Field, Sally Browner and Dr, Suneeti Rekhari. 

Began with a question to Suneeti, how is TAFE NSW incorporating Gen AI into their curriculum. Need to look at it from a systematic and holistic perspective for governance; create Gen AI action plan; and capability development of all educators. 

Then asked Sally how Gen AI is being included into qualifications. Work now being undertaken to find out how Gen AI affects work in the finance and business sectors. Development of a priority framework - which qualification should be reviewed. Four qualifications in finance and business prioritised. NCVER about to release report of effect of Gen AI in the finance, information technology and business sectors. 

Claire presented on what is AI. Reactive machine AI - able to analyse large amounts of data and produce intelligent output - e.g. Deep Blue. Limited memory AI - Gen AI - generates words, phrases and visual predictions. Virtual assistants and chatbots used natural language processing, understinding questions, take actions and compose responses. Presonalised learning (RM AI) AI to accelerate learning, increase student engagement, reduce workload, target student interventions. RPL in real time! competency based but not time-based progression. Examples include Century for school and further education. 

How can Australia stay ahead- Claire composed that some countries and institutions have started personalised learning years ago. We should not think that the way we deliver on-line education but to ensure that we keep up with how AI may be useful and not just worry about the academic integrity challenges presented by AI. Australian schools have collaborated and produced a national framework for AI in schools.  Tertiary institutions have resources on AI through TESQA. VET in Australia behind on this front. 

Sally answered a question on how current training packages stay ahead. Still important to work through the evidence and consultation and analysis is undertaken to inform the changes in the training packages

Q & A ensued. Sustainability in AI is addressed by the AI selecting the most efficient way to generate the response, even though each response can use large amounts of energy. Warning on the future of AI especially as it is owned by corporates. Kinds of AI knowledge also discussed. 

Suneeti summarised the challenges involved with working with the issues of compliance and accreditation bodies. The new revised standards are more flexible :) The intention of the standards is to ensure learners receive quality education. There is now opportunity to incorporate AI into contributing to supporting learning. Academic integrity has been picked on but AI can design formative steps and to rethink assessments. 

I then facilitate an interactive session with Associate Professor Teressa Schmidt, who is co-editor with me for the International Journal of Training Research. The workshop covers summary of the journal's objectives, the submission process and activities revolving around writing a good journal article abstract.

The AVETRA AGM is then folllowed by the conference reception. All in a long but productive day.

Informal learning in vocational education - book overview

 This book, Informal learning in VET: Illuminating an elusive concept, edited by Professor Matthias Pilz and published by Springer, is a consolidation of the seminal papers from the 4th national G.R.E.A.T. conference on Informal learning in VET in September 2022. 

The opening chapter by A, Fuller sets the scene - Context, characteristics and capacity: The 3 Cs for understanding and improving workplace learning. The chapter is a good collation of the work undertaken across the last three decades on understanding some of the mechanisms underlying workplace learning. The themes that impact on workplace learning are summarised as: context - as even in the same discipline, the breadth and extent of affordances for learning are dependent on organisational size, location and emphasis; characteristics - whether the social organisation within the workplace is expansive or restrictive; and capacity - of the trainers and teachers.

The papers are organised into four parts.

Part One - Conceptual approaches and informal learning at the system level

- Informal learning and VET: The view of the classics in vocational pedagogy (Dewey, Kerschensteiner and Spranger) by P. Gonon. From the German speaking countries, the influences of three theorists are reviewed and critiqued.

- In search of informal learning, with a focus on Australian VET by R. Harris. Summarises the many ways informal learning has been studied - for example as it is largely 'invisible' the proposal of models and frameworks, or the find out the influence of factors which affect individuals, organisational practices and the relationships between individuals and their workplaces. In general, informal learning is largely viewed positively. Summarised Australian and personal studies for common threads - national standards do not account for informal learning, owrners/managers of small businesses play an important role, apprentices often contribute to informal learning through their presence, and work and learning go together.

- Bridging formal and nonformal learning closer together: A reflection on crossovers in curriculum, pedagogy, assessment and learning environments by M, Souto Otero, Uses the perspectives of academics, pragmatists and integrationist to understand informal learning. Recommends several ways to bring formal and informal learning closer together - curricular cross-fertilisation - through embedding, enhancement and waivint; pedagogical cross-fertilisation; assessment cross-fertilisation; and co-habitation between learning environments.

- Informal learning of vulnerable people in vocational training - F. Marhyenda-Fluixā, 

Part two - Informal learning in the formal education system with 4 chapters

Part three - informal learning in the formal sector/environment with 5 chapters

Part four - assessment, measurement and validation of informal learning with 3 chapters. Two chapters from the Germanic system/perspective and a chapter comparing how informal learning is or can be recognised from several countries (Malaysia, Turkey, Germany, Europe)

The closing chapter is by K. King on 'informal learning and serendipity in the author's research journey, with special reference to VET.

The opening chapter and part one and part four chapters provide good coverage of the possibilities and challenges with regard to informal learning. 

Writing for a non-academic audience - how to teach vocational education

 I chanced on a book review of my book published in 2020, 'Identity, pedagogy and technology-enhanced: Supporting the processes of becoming a tradesperson'

The author provided good overview of the book and relevant feedback. That the book was academic in nature and difficult to access if one was a practitioner. This reminded me of an blog written in 2015 (yikes, almost 2 decades ago) on the reasons why I wrote journal articles. In the blog, there was a reminder to write for the audience and the importance of writing to inform practitioners!

My original plans were always to follow up the 2020 book with a practitioners' guide. However, other events, the pandemic (leading to the book - digitally enabling learning by doing), the reform of vocational education in Aotearoa (co-editing reshaping vocational education), and then the emergence of AI (book in peer review) meant my energies became diverted to other projects.

Therefore, it is important to keep the need to write for a non-academic audience, as a priority on my list of things to do. Firstly to find a publisher and secondly, to investigate the best format that will appeal to the readers. 

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.