Ara Kick-off session #3 - Maui te Tairua: Mentoring programme for learners

 

Maui te tairua: mentoring programme with Hemi Hoskins (HOD for Humanities) and Humarie Chick.

Lynette Winter introduced the session and provided brief overview of the origin of the programme.

Hemi then introduced the background for the programme. Humarie provided details of the programme, targeting Maori who were struggling (data from Ara students’ analytics) in various programmes of study. 92 students of which 74 were profiled. A range of challenges appeared including individual family/whanau dynamics, financial issues, mental health challenges, the ‘withdrawal’ from course process and overall Ara processes for enrolment, application for funding, delivery methods and information on support services.

Hemi then presented on the overall concept of the mentoring programme There was a need for Maori to have a role model. Therefore, drawing on Maori culture identifies the stories around Maui as one way to bring connection between learners and their culture. Shared TedEd video by MatthewWinkler on ‘what makes a hero’. The ‘hero’ is prevalent across all cultures in their stories.

Used the narrative from the ‘what makes a hero’ concept (John Campbell) and contextualised it to Maori learners’ challenges. The cycle of - call to adventure, meeting the mentor, entering the unknown, trials and failures, the rebirth, revelation, redemption and the return. Used these to help learners understand the cycle of life and how they may navigate their own journey. Connected this to the Maori well-being model – te whare tapa wha – spiritual, physical, mental and community well-being.

Shared the programme, based on the hero cycle, of activities to engage learners and support them through their studies at Ara. 7 sessions including guest speakers and workshop to help students work through the various challenges. The final session confers tuakana (mentor) status on students participating, so they then become the supporters of the next cohort.

An inspiring initiative. The programme has just started in July and will be reviewed/evaluated in December.

Q & A followed.

Reimagining university assessment in a digital world - book overview

 Browsed through this ebook from the Ara library over the last week or so. Bearman, M. Dawson, P. Ajjawi, R. Tai. J. & Boud. D. (2020). Re-imagining university assessment in a digital world. Springer. 10.1007/978-3-030-41956-1

The eidtors are based at the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University,  Melbourne, Australia. 

Notes are brief as I have access to this book through Ara library and able to look up content when required :) 

After an introductory chapter by the editors, there are 19 chapters sectioned into 3 parts. The introductory chapter provides a brief rational and overviews of the chapters. 

A second introduction with New directions for assessment in a digital world by M. Bearment, D. Boud and R; Ajjawi. Here, the chapter uses a ‘programmatic portfolio’ to example how technology can shift assessment beyond the usual. Included is a call to include co-construction of assessments into HE; assessments should be one avenue to help provide graduates with the digital skills required in the workforce; and the inclusion of social media profiles and digital profiles of students into assessments so that they are useful beyond under graduate studies.

Part 2 – The changing role of assessment in the digital world

Digitally mediated assessment in HE: ethical and social impacts M. Bearment, P. Dawson and J. Tai.

This chapter sets out the many social, ethical and pedagogical implications of conducting assessments in the digital world. The themes covered include ethical issues, feedback, AI and influences of digital practices and portrayals.

Cognitive off-loading and assessment with P. Dawson introduces the concept of cognitive offloading into notes, calculaors, spell checkers etc. and their effect on the underpinning expectations of assessments. Some ideas on how to incorporate cognitive offloading are suggested including issues of transparency, programmatic assessment, evaluative judgement and authentic assessment.

Preparing university assessment for a world with AI: Tasks for human intelligence with M; Bearman and R. Luckin. Overviews the uses of AI in assessment. Idenitifies the things humans do well – personal epistemology and evaluative judgement as key. Uses critical appraisal assessment as a means to focus on human aspects. 

Repositioning assessment-as portrayal: What can we learning from celebrity and persona studies? With R. Ajjawi, D. Boud and D. Marshall,. Introduces the interesting concept of applying authentic industry or discipline norms to assessments in the form of persona studies.

Towards technology enhanced dialogic feedback by E. Pitt and N. Winstone. Updates on the aspect of technology-enhanced feedback via video, audio and screencast. Uses Carless’s old vs new paradigm to unpack the advantages and pitfalls.

Catering for diversity in the digital age: reconsidering equity in assessment practices by L. R. Harris and J. Dargusch. An overview of the challenges of digital equity with regards to assessments. 

Assessments as and of digital practice: building productive digital literacies by M. O’Donnell. Argues for the use of assessments not only as a means to judge learners’ work but also to scaffold, develop and assess the digital skills integrated into the assessment.

Part 3 the role of big data in re-imaging assessment

Augmenting assessment with learning analytics by S. Knight. Introduces learning analytics and how this can transform the way assessments are developed and implemented and assessment practices. Suggesions are provided to improve how LA may be instrumental in supporting better assessment processes.

Are assessment practices well aligned over time? A big data exploration with J. Rogaten, D. Clow, C. Edwards, M. Gaved and B. Rienties. Uses big data to look at 20 years of assessments across 2 studies to find out if student assessments/grades were well aligned with the qualifications. Recommendations are derived to improve the longitudinal alignment of grading trajectories by ensuing consistemt grading policies are followed.

The bi-directional effect between data and assessments in the digital age by A. Pardo and P. Reimann. Digital tech affects assessments and feedback. Data collected important to be translated to yield actions and design aspects to further positive effects on student experiences.

Standards for developing assessments of learning using process data by S. Milligan. Provides background on shift from just testing knowledge to incorporation of ‘soft’ skills and competencies important to graduate attainment of graduate outcomes.

Part 4 practical exemplars

Re-imaging peer assessment in self-paced online learning environments with L. Corrin and A. Bakharia. Example of self-paced online learning environment which is flexible, customisable and scalble peer assessment and feedback.

The future of self and peer assessment: are technology or people in the key? By J. Tai and C. Adachi. Theoretical frameworks provided along with how digital could provide for better pedagogical goals and best practice self and peers assessment. 

Using technology to enable a shift from marks to outcomes-based assessments by A. Cain, L, Tubino and S. Krishnan. Introduces the web application ‘Doubtfire’ to allow for a task-orientated portfolio-based approach to assessment to scaffold and evidence different standards of achievement. 

Challenges with designing online assessment to support student task understanding with T. Apps, K. Beckmand and S. Bennett. Cases study of open-ended online assessment.

 Re-iimagining assessment through play: a case study of metarubric With Y. J. Kim and L. Rosenheck. Uses MetaRubric, a playful assessment design tool which creates rubrics for teachers and students and allows them to learn about assessments.

Sharing achievement through digital credentials: are universities ready for the transparency afforded by a digital world? With T. J. de St Jorre. Discusses the topic and the advantages/disadvantages of digital credentials.

Part 5 conclusion

Concluding comments: reimagining university assessment in a digital world by P. Dawson and M. Bearman, draws the book to a close, reiterating the need to not just replace current assessment practices with a layer of digital support, but to actually examine the actual purposes of assessments and to envisage how digital technologies may be useful in transforming assessment practices.

 

 

 

 

Ara Institute of Canterbury - kick-off series PD #2 - embedding context successfully

 

The second of Ara Institute of Canterbury’s ‘kick-off’ series was presented this afternoon. The session follows on well, from the keynote from Wednesday with Melanie Taite-Pitama.

In today’s session, Heperi Harris focuses on “Whakatoikia te Matauranga -embedding kaupapa and matauranga maori into delivery – and how to make it meaningful”.

Heperi set the context, shared his experiences and used these to underpin his presentation.

Began with the context of education as a site of ‘struggle’. Then summarised the value of Maori succeeding as Maori; and the challenge of integrating the framework of Maori achievement.

Provided an historical overview of the struggle to attain equal status of Te Reo Maori to English in Aotearoa New Zealand. Improving the outcomes for Maori also leads to better outcomes across all of NZ society. Outlines the many challenges including unconscious bias which deeply influences teachers and leads to decisions being made based on stereotypes; low expectations of Maori; and then many challenges faced by Maori in a mono-cultural world – including personal, social, cultural and academic.

Treaty obligations and government funding/strategy requirements are only part of the need to achieve equity for all.

There is a need to support Maori as demographics indicate increase in Maori youth and an aging population of other NZers. Ara has high Maori participation in comparison to their %age of population in Canterbury. Completion rates are still lower.

What does success for Maori learners look like? High expectations, culturally responsive teaching (CRT), whanau (family/other supporters) engagement support Maori succeeding as Maori.

Stressed the importance of relationship building and enhancing students' sense of belonging - not only in physical spaces but also a sense of being part of the 'knowledge/curriculum' being presented and learnt. That Maori contribute and not always the 'done to' is an important concept to be integrated into all learning at Ara. 

 

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

 

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

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

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

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

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

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

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

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

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

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

Link to youtube video of the presentation.

Alternatives to Blooms taxonomy

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

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

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

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

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

Lightboards @ Ara #2

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

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

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

Two articles come up. 

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

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

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

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

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

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

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

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

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

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

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

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

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

Work-based learning requirements added to most qualifications.

Graduate profiles also reviewed and updated.

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

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

Q & A followed.

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

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

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

Educational technology research and development journal - good contemporary articles

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

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

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

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

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

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

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

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

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

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

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

- ivideo - a easy to use video editor

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

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

References listed are also useful. 

VR actvities examples - Vocational Education (VET)

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

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

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

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

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

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

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

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

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

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

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

Transforming universities with digital distance education - book overview

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

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

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

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

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

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

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

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

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

Exploring the use of HOTmaps in SOLO taxonomy.

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

Presented by Matt Lambert with Carl Condliffe from Augmented Learning.

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

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

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

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

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

Provided examples from practice on using 3 of the maps.

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

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

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

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

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

Applying SOLO to learning design of elearning #1

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

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

Notes taken below.

Began with overview of SOLO. Structured Observed Learning Outcome. 

What it is and how can it align to elearning. 

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

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

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

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

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

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

Check Pam Hook’s work – HookED on SOLO.

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

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

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

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

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

Also identified limitations 

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

SAMR + SOLO = elearning programme too simple. 

Vocational and Professional Education and Training econference -

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

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

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

- Shifting the education system to a Learning system

- Focus on mass education to personalised learning

- Individual professionalism towards shared and dynamic professionalism

- Instead of recruitment based HR to supporting learning organisations

- Shift from fixed mindset to growth mindset 

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

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

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

- Put the individual learner at the centre

- Create multiple 'pathways' to prosperity

- Buld connections between government, employers and educational institutions

- Ensure accountability measures drive flexibilities

There were plenary/thematic sessions on:

- applied education and future skills in the digital era

- why workplace learning counts?

- Skills change lives

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

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

A reflection session closed the econference.

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