Down the wire - the story of NZ and the internet

Chanced on this interesting site, set up by digital agency Heyday and launched in 2009, 21 years after the internet arrived in NZ. The site tells the story of how the internet arrived in NZin 1989 and its impact on NZ society through the years. A background on how Heyday constructed the site is also provided.

The content is laid in a timeline from 1989 to 2010. There are videos embedded, Kiwi music to characterise each year via the Flying Nun label and facility for anyone to add their comments /experiences/ reminisces for each year. All in a slick and informative site, also running well on the ipad.

On the Heyday corporate site, there are links to other projects including

one developed to provide information for international students at Victoria University in Wellington. It includes links to current weather and street views of Wellington via Google Street view providing students with a virtual impression of the city before they arrive to begin their study.

Telling our stories

Today, it is a public holiday in Canterbury, to allow people to attend a memorial service for the people killed and Christchurch residents badly affected by the 22/2 earthquake. The service will be held in Hagley park but also televised live. For everyone in Christchurch and NZ, it will be a time to reflect on the events of the pass 3 weeks. How the forces of nature can change the way we live and approach our lives. In this, we share a recent experience with others around the world including the recent cyclone in Queensland, floods in Brisbane and the horrendous earthquake, tsunami and potential nuclear fallout in Japan.

Over the past few weeks, I have been humbled and fascinated by the diversity of stories emerging. The NZ Herald has a series of videos  recorded just a couple of days after the quake. Everyone has a story of where they were and what they were up to when the quake hit. Most people were going about their daily routines, travelling on the bus through Lytellton and witnessing the harbour site buildings collapse; driving through the centre of town and just missing being crushed by a falling building; having lunch in the Art's Centre and walking through the damaged city to get back to their cars; crossing the Heathcote river in their best shoes and up to their knees in mud to get home to Sumner with the Ferrymead bridge closed; trying to get home across the boulder strewn Summit Road while negotiating landslips.Through all, there are stories of people going out of their way to help each other, of a stranger going out of their way to provide a lift to an elderly friend through the flood and liquefaction; of young men piggybacking kids and women across the Heathcote; of students spending time not only to clear liquefaction silt but to listen to and provide comfort to elderly folk. All of these stories example the good that has come out of people through a time of uncertainty and adversity.

At CPIT, a series of stories of CPIT staff and students lending a hand is on the website. Telling stories is in many ways cathartic. In sharing our stories, we acknowledge we are more than individuals, but part of a community whereby common experiences bring us together. As classes start to re-convene, it is import for staff and students to have an opportunity to share their stories. It is a good way to build up class rapport, community and increase engagement. Darel Hall wrote about the students of 2011 being 'special' and in a way, everyone who has experienced something momentous in their lives, is changed. The experience, if supported and the good things that eventuate nurtured, leads us to become better people.
Long may the story telling continue.

More tablets launched

A slew of tablets have been launched over the last few weeks in the US of A and feature on Android tablets blog. Of note on the blog,  is a comparison of the main contenders between the recently launched ipad 2 and others including the Motorola Xoom, HTC Flyer, Samsung Galaxy Tab 10.1, BlackBerry PlayBook,  HP TouchPad and LG Optimus Pad.

The Ipad2 due to be launched in NZ at the end of next week but none of the others have made an appearance here yet. Most are more expensive then the bottom end ipad. For instance, Motorola Xoom selling at US$800. Samsung Galaxy Tab possibly to arrive in March / April but will be more expensive than the ipad. The Playbook, when it arrives (no date available) might retail under NZ$500 and no sign of the HP Touchpad (US$899) of the LG Optimus Pad either. So options in NZ still pretty limited.

Learning practical skills via elearning

The earthquake of 22/2 has challenged us to think more deeply about how to deliver learning opportunities to students without access to practical workshops / teaching areas. A large amount of contact time is put into providing student with opportunities to practice new skills and to assist students with applying newly learnt knowledge to practical tasks and real-world scenarios.  Many of the CPIT programmes located in the now non-accessible city campus will have to re-develop how to helps students complete practical skills training without access to specialised training facilities and equipment.

I have been thinking the above over the weekend and  making connections to my learning of tai chi. I attend a weekly tai chi practice session and have been doing this for many years. Over the last few summers, our group have been attempting to learn a more advanced form of tai chi using a sword - called a jian. Our difficulty has stemmed from having teachers who are expert practitioners from China, who are usually on holiday in Christchurch, visiting family. Each of our teachers over the last few summers have been from different parts of China. So apart from contending with understanding regional dialects of Mandarin, each teacher practiced a different form of sword tai chi. So progress, has been slow and confusion reigns for about 3 or 4 sessions before we adapt, after which, the teacher returns to China, leaving us to unravel the form through notes and videos (if available).

My proposal was to video ourselves doing the form and sending the video to our teacher in China. However, this plan never took off due to mixed digital literacy of our Chinese teachers and camera shyness on the part of some of the tai chi learners.

I now plan to take the above concept further here at work. Students will still need to be provided with a hands-on learning opportunity whereever possible. Demonstrations and initial practice can then be supported by students doing practice at off-campus facilities (in workplace, possibly at home etc.) Practice can be videoed and emailed to tutors for formative assessment. After several iteractions, formative assessments can also be obtained by students sharing their videos with each other. Student will need to be provided with support sessions on providing peer-feed back. Hopefully, the above will replicate some of the contact time that will need to be replaced with self-directed activities. Using the above will still ensure students are provided with opportunities for feedback, even when they are working independently and physically distant from tutors and class mates. Will have a chat with our elearning support team about ramping up Mahara for the sharing process as it will be an ideal tool to use.

The above may be supplemented in some specialised areas by the use of video analysis software, for instance silicon coach, which is easier to use than other specialised research analysis software. Discreet skills in programmes like circoarts (juggling, riding unibike etc.) may be improved using comparative software and especially where key kineasthetic motor skills need to be honed before students are able to move on to more complex and integrated skill sets. If ideas for using video eventuate, it will be good to evaluate the process using a formalised research / evaluative study. Will progress this further this week to see how well the idea aligns with current approaches to teaching practical skills.

Reconnecting with pbworks

Back at work after almost two weeks on Monday.  I am working from one of the CPIT Campus Connect centres, set up mainly for foundation courses in digital literacy. The Campus Connect I am working from is a hive of activity as various staff work on plans to re-start the 2011 academic year.  At this moment in time, no one is able to put a date on when the CPIT Madras Street site will be accessible as it lies within the 'red zone' city cordon put in place immediately after the earthquake / aftershock of 22nd February.

Therefore, CPIT management have been working on re-locating classes either to the CPIT Sullivan Avenue site, the various Campus Connect sites, other teaching institutions (Lincoln University for example) and community halls.  A staged beginning to many programmes begins next week.

For many programmes, flexible and blended delivery learning models will need to be utilised much more so that the physical teaching spaces can be maximised. The Centre for Educational Development (CED) will need to support staff to modify / review / reconfigure existing programmes to allow for the current situation. To this end, I have been working over the last few days to set up a support site with programme design principles based on constructive alignment, with exemplars and templates. Since our Moodle LMS is currently out of action, I have been working on a wiki set up on pbworks . This is the ex- pbwiki I have worked on and I must say the new pbworks is a much better experience. The user interface is user-friendly with a wysiwyg front-end and there is intuitive handling of files, links and pages. The template provided for 'educational users' reflects the focus of pbworks on using it as an LMS or CMS with pages set up for course information, course outlines, timetables etc.

Setting up the wiki has not been a problem. The challenge has been to set it up without access to our usual digital resources, also inaccessible. Our IT people did manage to remove the servers late last week through the cordon and everyone is hopeful access to Moodle and shared files will eventuate by end of this week.

One major item I now have at home is a pack with all the important articles in it - passport, treasured photos, set of bankcards etc. When I evacuated work, I left everything behind, including memory sticks and my external hard drive with the assumption that access to work data should not be a problem. WRONG. So next time round (hopefully not - but to be prepared), I will ensure backup drive is left at home and if possible, to pick up cell phone and memory sticks when evacuating.

Using technology to provide assistance to earthquake hit Christchurch

The week since the earthquake has gone by quickly. The central city is still cordoned off and many homes in the Eastern suburbs still without water or electricity. The Christchurch city council earthquake information page makes for sobering reading as the city council works to bring services back to the city. Continuing aftershocks make the recovery effort a challenge and frazzled residents have been leaving the city in droves.

I have kept myself busy helping out with food distribution organised by Comfort for Christchurch (CforC), an offshoot of the student volunteer army (SVA). My son has been helping out with the volunteer army's main effort, the removal of liquefaction from gardens and homes (yes there is liquefaction INSIDE some homes). Both the SVA and the CforC are run by students through facebook pages linked with chat and twitter feeds. SVA runs out of the University of Canterbury Student Association and CforC out of a student flat near the university.

At CforC, they have managed to obtain sponsorship from Telecom and run their database using Google docs, track their activities with Google maps and communicate using facebook and gmail. Two desktops and half a dozen laptops plus a multitude of makeshift 'whiteboards' coordinate the effort. The main objective is to be a collection point for food, water and toiletries and then to distribute these to the people who are in need. Volunteer drivers and mountain bikers from the university's mountain biking club do the distribution into the Eastern suburbs, aged care homes and 4 daily runs to police HQ. We have been deluged with food including 2 truckloads of home baking from students in Wellington and people who bake for another SVA offshoot, the Christchurch baking army (CBA). However, short of containers to put all the yummy food into :( so if you are able to help, please check the SVA facebook page for details.

All the activities above are fine examples of the use of cloud computing, a topic of Derek Wenmouth's blog yesterday. He provided his own example of COREs use of cloud computing, allowing CORE to continue work despite their physical premises being located within the city cordon. There is still no electricity in the central city due to the ongoing rescue / recovery. Today's blog on use of the Virtual Learning Environment (VLE) also pertinent as guides to providing blended learning. Some programmes at CPIT may need to supplement classes, once the polytechnic opens, to help students catch up with missed lessons.

I am really enjoying my time with the CforC. The students are enthusiastic and very competent. It is heartening to experience the community spirit NZ is well-known for. Everyone pitches in and things get done quickly and efficiently. The majority of the volunteers associated with SVA, CforC and CAB are young and it is heartening to see how they have engaged wholeheartedly with the work. All bodes well for the future :)

  

Christchurch earthquake on Tuesday 22nd February

Christchurch was hit by another large aftershock just before 1 pm on Tuesday. I was at work and at my desk. The others in my office were having a meeting with their manager in the office. When the sharp shock hit, I knew this was big. There was no forewarning as per the loud roar as in the last one in September just a sharp jerk followed by a violent shake. We all dived under our desks as books and files fell off shelves around us. I could hear students screaming in the library as books fell off the shelves in the library. The lights went out.  when the shaking stopped, we all evacuated to a view of  the fallen towers of the Cathedral of the Blessed Sacrament, the Catholic cathedral. It dawned immediately that this was a very big one. Eventually found out it was 6.4 but very shallow and centred 5km away near Lyttelton.

After evacuation, I located my son, who works in the marketing dept. at CPIT. He had been in the CPIT marketing car, on his way to the other CPIT campus. The car shook violently, he could see the road ripple in front of him and a shop near the car collapsed!! We milled around, viewing the damage to buildings all around the polytech. there were signs of liquefaction in the carpark, we could see the Grand Chancellor Hotel was on a lean and smoke and dust from the collapsed CTV building, about 100m up the street from the polytech.  I was really worried for friends who worked in the city (but yesterday, managed to contact them all and they are well but still shaken from the experience). We left in my son's car to try to get home just before 3pm, giving a colleague a lift as well. I had to leave my car as I had evacuated without keys, wallet or cell phone! Car still at polytech. Took us almost two hours to get home, a drive of 16 kms plus detour to drop colleague off, The roads will choked with traffic but also damaged. Cracks, holes, flooding and a grey sludge over many streets from the liquefaction. A scarry trip as we listened to the radio , featuring calls from people providing eye witness accounts from the city and the eastern suburbs.

At home, no damage to the north west suburbs in Chch. just the usual clean up of books etc. fallen off shelves. Electricity back just after 7.30pm and we could then follow the news on the TV. Only managed to get access to work email yesterday (Wednesday) evening and have been replying to concerned emails from relatives, friends and colleagues from overseas and other parts of NZ. News has not been good, with many people trapped in buildings and the central city in ruins with substantial damage to suburbs East and South of Hagley park. This event will take a long time to recover from. Infrastructure will be a challenge to bring back and this morning, 40% of city still have no electricity and 80% of city have no water. have emailed and will follow up with phone to friends, colleagues who I know have no water. We might be able to assist with providing showers and food etc. as required but the challenge will be getting things to them, or for them to travel to us, as travel into the damaged suburbs is not encouraged.

So priority will be to keep in touch with people. I suspect CPIT will be closed for next week as well as it is within the central city cordon and buildings all around it have either collapsed or are severely damaged. Meanwhile, I will have to work out a way to get access to my work drives so that I can work on various articles that are partway through.

Reports pertinent to mlearning - Horizon 2011 and JISC mobile review

A couple of reports via edu.blogs.com delicious links provide a summary of the ‘state of play’ with regards to mlearning. The mobile review from the Joint Information Systems Committee in the UK (JISC) provides a good read and overview of work that has taken place in mlearning over the last decade.  I am particularly heartened by the assumption of the following:

Three things that learners do expect, however, are:

1. To be able to use their own devices with corporately-owned IT infrastructure.

2. For technology not to be used as a crutch for poor learning and teaching experiences.

3. Unhampered digital communication with their peers, tutors and administrators.

All relevant to current discussions we are having at CPIT on future directions for IT support of educational development.


The other report is the annual Horizon report. Content is similar to the Australian/ New Zealand report published late last year. Mlearning and ebooks are the closest to mainstream adoption. A direction I have taken with work from late last year and starting to consolidate this term, with developing interactive textbooks for use on tablets.

more tablets launched

Clearing my google reader this morning and notice the launch or eminent launch of a few new tablets being reported via endgadget.



First up, HP has launched their touchpad, with an OS based on the Palm OS, although there is no mention whatsoever of the Palm brand. It will be interesting to assess this tablet as I have always been a bit of a fan of the palm user interface and quite miss my old Treo at times.

Second one, is the possible price in the US of A of the blackberry playbook. Again will be keen to try this one out as CPIT is currently using blackberrys as their corporate phone. 

Comparisons of the various tablets also provides interesting reading. Looking forward now to the coming of the new ipad.

The perenial difficulty we face, as educational users, is the various operating systems running on different hardware platforms. So far, I have tried to work on projects that are not dependent on hardware OS. In our mobile portfolio projects, we relied solely on the phones apprentices owned. At the moment, tablets are still seen to be 'new' and most students do not own one. Instead they own mobile phones, although by observing students in the library, the number of iphones seen in students' hands seems to have increased in the last 6 months or so.

For the 'interactive textbook' project, we have committed to developing a 'front end' template for the Android OS and have purchased an Archos 7 to test drive things. So, for the first time, we will need to explore possibilites for acquiring a class set of tablets to evaluate students' experiences with using the tablet based 'textbook'. I might now also think through the advantages of running a similar 'textbook' layout via Moodle. We can then compare the two and see if reliance on hardware is really required or whether we just ram up the LMS to be accessible across all devices.

Zaggmate – ipad case and keyboard

While away from the office over the summer ‘break’ I began blogging using the ipad. However, the on screen keyboard, even on landscape, tended to limit me to a hunt and peck routine. Therefore, as an Xmas present to myself, I ordered a zaggmate ipad case. Two alternatives, one with the case only and the other with an integrated Bluetooth keypad. I have now been playing with the zaggmate keyboard/case for a couple of weeks and am pleased with its overall performance.


To begin, the case itself is strong but light and matches the smooth, minimalistic design of the ipad. When the ipad is placed into the zaggmate case, the whole looks like a chunkier mac air. Synching the ipad to the zaggmate took all of about 10 seconds. So far, no hassles with the Bluetooth link and although I have used the keyboard off and on for almost two weeks, I have not had to recharge the case/keyboard. The ipad sits sort of securely on to a ledge on the case and is held up with a plastic backpiece which is brought up from flat. I have mainly been using the keyboard on a desk but it seems to be quite solid on my lap as well. However, might not be as secure, say on an aeroplane fold out table when the flight becomes bumpy, as the ipad is only kept upright by the plastic back piece and the way it just fits the case.

The zaggmate weighs in at 200g, the ipad 680g for a total well under a kg. However, total weight still more than double of a mac air 11” (only 380g) but heaps lighter than the Mac book pro 13” which is over 2 kg and still lighter than an ASUS eee PC at around a kg.

Therefore, I now have the alternative of just using the ipad on screen keyboard for quick notes etc. and the zaggmate keyboard for when i need to get to grips with more or am working on re-editing documents. Last week, I attended a one day 'academic writing' workshop facilitated by Dr. Marianne Tremaine who advocated the use of a 15 minute daily writing time slot to raise writing productivity.  So the use of the ipad and zaggmate should assist with meeting the goal.

Sharepoint as an LMS

CPIT has now moved into a fully Microsoft based environment for their intranet.  As part of this move, the Microsoft collaboration platform, Sharepoint, will be launched for institution wide use later this year. My sister-in-law works as a corporate staff developer and the organization uses Sharepoint as both its CMS and LMS. At present, we use Moodle as a LMS. Therefore, a good reason to explore if there are advantages to using Sharepoint as an LMS and possibilities for integration of Moodle with Sharepoint.

Also found some references to integrating Moodle with Sharepoint, mostly at the school level rather than at a corporate training or tertiary insitutions. There is a Moodle to sharepoint plugin but is has a 2007 date so not sure how up to date it is. There is a guide to using sharepoint as a file sharing part of Moodle, with some discussions on the Moodle forum and on a educators forum of how to integrate sharepoint and Moodle.

The general approach seems to be to use Sharepoint as a file system and link these files on Moodle. Which is not too different from what we do now. Will need to do more investigation into this to explore how others integrate Sharepoint with Moodle.

Professor Chan Lee on elearning design

Attended a presentation by Professor Chan Lee from Seoul National University as part of the Institute of Adult Learning - Singapore - monthly Adult Educators' Network (AEN). Professor Chan Lee presented an on 'the new era of elearning design for adult learners'.

 He provided a good summary of the multifarious challenges facing elearning designers who need to design courses that have to assist diverse learners based all around the world.  Various issues include the needs of just in time education, heterogenous cultures, official language to use, costs of long distances, challenges of interaction to maintain education effectiveness and the pull between globalization and localization. He presented an adapted version of ADDIE as ADDPIE (analysis, design, develop, PILOT, implement and evaluate) as an approach to meeting the challenges.

Then provides some examples including an induction programme used by Samsung Electronics to assist employees in 25 countries to learn about the company; examples from the Korean Government initiative the Cyber Home Learning System with videos of online lecture systems, online games to simulate study; and company in house courses from Sumitomo Corporation and the Visa business school.

All in, an interesting overview of work coming from an Asian country and how technology is harnessed in various ways to afford training for multi-national companies and the future potential for use of technology in the Korean school system.

Hunting for tablets in Singapore

Back in Singapore for almost two weeks to do some work with the Institute of Adult Learning. This is the 3^rd time I am in Singapore within 7 month. It’s the most visits I have made to Singapore since I left over 30 years ago. Apart from the interesting work at the IAL, who are charged with setting up and developing post-compulsory education or continuing education and training (CET), it is a good opportunity for me to hone specific skill sets including navigating one’s way through crowded streets and shops and catch up with the latest food trends (the local master hawker  awards were announced), local politics (Prime Minister Mentor Lee Kwan Yew’s third book, based on interviews with the local papers’ journalists released) and catch up with some of the rellies.

As usual, there was the opportunity to check out the latest tech offerings. The local papers now contains many advertisements for tablets. With the Samsung Galaxy Tablet being offered by various telcos at around Singapore, starting from $250 with 2 year plans. Also the Viewpad 7(S$749) and the Viewpad 10 (S$899) from Viewsonic is offered either with Android or Windows 7. At Funan IT Mall, several shops now sell tablets, with the Archos 7 (around S$500) and Archos 10 (S$600 thereabouts) the most prevalent. Had a play with the Archos and it has a responsive touch screen and runs on Android. Also tried out the Samsung Galaxy (almos S1000) and the Viewsonic (windows version not very user friendly on a touch screen).  Lots of ipads about starting at S$748 for the 16G with WIFI. The Archos will be worth a closer look at to experiment with the Android OS.

Over the weekend, had time to spent a good afternoon at the large Japanese bookstore, Kinokuniya, which is a book lovers haven. I could have spent a couple of days there :) I usually try to make at least a brief visit as the shop has several shelves devoted to Asian fiction writers who write in English or there are translated works. Bought a few interesting offerings to add to the ‘books to be read after thesis completed’ box. Also noticed the many books on the effect of social networking including – Facebook Effect by David Kirkpatrick, Facebook Era by Clara Shih, the Social Factor by Marie Azua and more internet centric ones like Future Minds by Richard Watson, Socialnomics by Eric qualman, Groundswell by Charlene Li and Josh Bennett and a follow up book on the wiki phenomenon – Macrowikinomics by Don Tapscott and Anthony Williams.

The noticeable thing about Singapore is how go-getting most people are. The mostly young staff at the IAL are all passionate about their roles, generally tech savvy and keen to learn better ways to provide a more learner-centric curriculum to adult students.  It will be interesting to work on future projects to explore strategies for introducing student-led learning into a culture which has been traditionally content-focused, exam-orientated and teacher-centric. This is not only for the teachers but also for the students, many of whom would have not experienced formalized opportunities to set up their own personal learning environments.

Plans for 2011

Looking forward to another busy but interesting year after a couple of weeks of tramping and camping in the great NZ outdoors. On the research front, a major objective will be to ensure the Ako Aotearoa National project ‘perspectives of first year apprentices’ is completed. Also, will need to put time into organising myself to apply for funding for projects in 2012. Several ideas now starting to firm up and move into the proposal writing stage. These include an ‘interactive text book template’ for tablets and a bid for external funding to explore ‘authentic assessments’ which reflect the multiliteracies and multimodalities inherent in trades skills (or for that matter any other vocational learning).


On the teaching front, it will be good to work through a really ‘blended’ delivery option for one of my courses as there will be students enrolled from both CPIT (Christchurch) and NMIT (Nelson) on the same course. It will be good to be able to move back into ‘distance delivery’ mode as it presents on-going challenges to my teaching practice.

In the area of staff development, the Centre for Educational Development (CED) should be gaining traction across this year as our new manager settles in and the new programme development and review regime through NZQA beds down. I am looking forward to working with the CED team as roles become established and the centre gains credibility within the institution.

In addition, I have received an invitation from the Institute of Adult Learning in Singapore to do some work with them. Firstly through a feasibility study to be completed at the end of January. From the study, the contribution of the CPIT adult education team, the CED and Ako Aotearoa Academy may become more formalised into the future. I also hope to negotiate some shared projects on the research front, especially into the area of workplace learning and assessments. The work will be especially interesting for me as it means a return to the country of my childhood, where the contexts of education and training is different from what occurs in NZ.

I have put in abstracts to two conferences for this year but will not be committing to many more, probably just another one. Also have started on drafting several journal articles and it will be another learning experience to work at submitting and honing the articles for acceptance.

So another year of more learning and development as I settle into my various roles. Life is always interesting :)

2010 overview

This has been a pretty intense and busy year as I consolidate research skills and complete several externally funded projects. Reports for the Ako Aotearoa Southern Hub project ‘learning a trade: Developing guidelines to study trades learning using multimodal discourse analysis’ completed along with the first eight reports (1 to each of 7 ITOs and a background report) for the ‘first year apprentices’ Ako Aotearoa National funded project also done (whew!) The final report for the ‘first year apprentices’ project due in June next year, allowing me time to consolidate the literature and my thoughts and to catch up on reading over the summer.


Final draft of the Phd also completed and awaiting final comments from my supervisor. Should be ready after that for delivery to the markers. Will be strange not having to continuously work on the dissertation but the Phd journey has been really worthwhile, providing the opportunity to learn, practice and hone a range of academic skills. I am forever grateful to my long suffering supervisor who patiently moved me through, using a range of impressive teaching skills including modelling the painstaking tasks of word smithing my early attempts literally word by word and sentence by sentence!

A busy year too with regards to continual professional development over a range of topics. I attended 10 conferences /symposiums presenting at 5, keynotes in 2 and helping with organisation of 1. Also presented in 8 other workshops / networking type meetings across a range industries / ITPs. On the academic side, assisted with reviewing papers for one conference and 2 journal articles.

At CPIT, research capability building begun and progressing with several projects moving on into 2011 and a couple to get started. Teaching commitments have been rewarding and there was re-development work to be done on some of the DTLT courses I teach as the programme is prepared for sharing with two other ITPs.

So lots of activities and I need to reflect on what has been achieved and how to build on these to move forward into the future. In particular, how to continue with development of vocational research capability both at CPIT and beyond and to scope and prioritise projects that will garner external funding support.

Learning welding #7 and building #2

About coming to the end (of the funding) for the welding project. Flip has good ideas on how to move the project forward, so my role will be to support him with a funding application for next year.


We have drafted a short report on ‘learning welding: Improving the learning of welding using peer-learning and feedback’ that will become one of the appendices in the ‘guidelines of using video to study workshop and workplace learning’ due with Ako Aotearoa Southern Hub this week.

It’s one of many small sub-projects / research questions we mashed about with over the course of the year. So much to study, so little time!! The students have been great, cooperating fully in the various activities. Perhaps the youtube generation is less camera shy. There seemed to be no worries from students whenever we appeared with a video, asked for permission and gathered data. We still have about 90% of the data to analyse more thoroughly as well!! In particular, the data collected with groups of building apprentices on worksites and at their training evenings still needs to be more thoroughly transcribed and analysed.

There is delay in getting an official copy of atlasti on to my desktop as our IT department is doing a mass roll out of Microsoft across the institution, replacing a Novell system. We have been using a trial version of atlasti which only allow for a limited number of files. So hopefully, we will have atlasti in place by early next year to do some concerted analysis of the video data.

From the learning accomplished over the course of this year, I will be drafting a proposal for funding into 2012. This project will include ‘trades’ tutors from several polytechnics in NZ and will possibly revolve around issues of competency based assessments. The tutors will either be tertiary teaching award winners or nominated by staff developers as being motivated to embark on a research project. The prime objective will be to build capability for vocational education research with trades teaching practitioners. On the whole, trades tutors are extremely student and content focused and research is one way for them to bring another perspective into the continual appraisal of their teaching. Embarking on the research journey will require some interaction with the vocational education, workplace learning and practical skills/knowledge learning literature. I am hopeful it will help open doors to relevant scholarship and help to contribute not only to enhanced student learning but more focused understanding and application of the vocational education literature.

Ako Aotearoa Symposium 2010 day 3

Day 3 dawns fine and sunny for the last day of the Ako Aoteaora Academy Symposium.


First up – Christine Rubie-Davies presents ‘G + T on the rocks’ – the experience of gifted /talented undergraduate students in a tertiary environment. No systematic or planned approaches towards fostering ‘A’ students in NZ primary / secondary and tertiary systems. However, this leads to an ‘untapped’ resource. Funded by Ako Aotearoa Northern hub and run across 4 faculties with 2 staff and 4 student focus groups. Research questions on ‘how talented students defined / identified’ and support provided. Definition of talented included ‘schoolhouse giftedness’ (school grades, creativity, innate, quick learners); multiple talents; personal qualities (people skills, work ethics, leadership, initiative). Talented students identified by staff mostly intuitively/informally. Support of students included individual lecturers; early identification; providing facilitation and leadership opportunities; providing specific provisions; and importantly for students, recognition. Issues included unsupportive individual lecturers; difficult to fit in; lack of opportunity; and assessments. Plans for future include piloting a ‘intervention’ study based on findings – identify at end of first year; differentiate assignment tasks; recognition for talented students; invitation to department and staff seminars; advice on scholarships; inclusion of mentoring scheme; and talented students to act as tutors. I suspect investigation of 'talented' in the trades area will reveal different definitions.

Secondly, ‘scholarly peer review of teaching’: returning ‘quality’ to teachers - with Mark Brown. Who is defining quality and for what purpose? Played video ‘we are the people we are waiting for’ as a challenge to academy members to consider their roles as educators. Challenges to enhancing quality include the tensions inherent in education. E.G. clear standards: creative flow; externally imposed requirements :internally owned commitments; central quality police: local professional responsibility; quality compliance: quality culture and quality assurance: quality enhancement. Introduced the concept of using a ‘scholarly peer review’ to form a quality enhancement framework. Need for academics to ‘own’ quality and the process – not just imposed by institution.

After morning tea, group discussion facilitated by Paul Denny on ‘did I jump or was I pushed – capitalizing on opportunities’ with Julia Bruce, Roger Nokes, Tracey Poutama-Mackie and Marc Wilson. Each presented on how they had moved on (usually through connections fostered through the academy) beyond their award. Julia talked about her journey since the award and support provided by academy (local and committee) on her growth as a staff developer. Also provided 4 videos produced as part of the ‘good practice’ grant. Roger spoke on leading and learning as Head of Department, member of academic board and acting chair of teaching and learning committee and the challenge of representing teaching but also wearing a ‘management’ hat. Tracey presented on the history of her institute – People Potential – as it played a big part in how she has developed as a teacher and now as academic leader and staff developer as manager of youth transition services in Whangarei. “my success should not be bestowed on me alone, as it was not individual success but success of a collective”. Marc presented on his experiences on how the award has contributed to his academic life. Teaching and researching can be very isolating and preparing portfolios for awards provides opportunities to introspection. Also, accepting positions of responsibility within institution should be taken as it widens perspectives and leads to connecting and contributing to the wider university community. Including how to deal with media in a structured way.

After lunch, a session on ‘the academy and YOU: your chance to contribute’. John Hoskin presented on what has been achieved by the academy thus far and workshopped the session to work out future direction for the academy. Also provided background on the separate roles / synergistic relationships between Ako Aotearoa and the Academy. Academy is an independent voice and how can we leverage on this. For next year, encouragement to bring forward more project;, establish ‘regional champions’ to strengthen links between academy and hubs and convene more regional events; establish a ‘teaching day/week/month?’; and portfolio mining. Committee to work on creating a voice for the academy (guide to media relations, training etc).; portfolios volumes; lobbying (internal/external) – how to do this as academy members within and without our own organisations; encourage collaborations; mentoring of PBRF; commission research – effect of PBRF?; finding our kaupapa. Good discussion followed on direction forward for the academy.

The symposium brought to a close with an adapted pecha kucha session organized by the Canterbury team led by Tim Bell.

Official conference closing with mihi Tracey Poutama-Mackie.

Ako Aotearoa Academy Symposium 2010 - day 2

Day two opened with address from Hon. Steven Joyce, Minister of Tertiary Education with an introduction provided by Academy committee president, Dr. John Hosking. The minister reiterated his support for the work of teachers. In particular for the academy to contribute to fostering networks and strategies to improve learning opportunities for students. This comes from continued interface between institutions / teachers and industry to work on cost effective good quality education. He introduced plans for next year given financial constraints, the usual focus on completions being linked to funding.


Key note for the day from Professor Marnie Hughes-Warrington on 'curriculum by design' or 'how to reduce the number of courses offered by your institution'. Presented the different ways 'curriculum' is understood by different sectors within the institution but also perceived in different ways by the students. One approach may be to use a ‘learning spaces’ platform to move curriculum re-visioning and perhaps an ‘ethnographical’ research approach to investigate curriculum design to ‘reframe curriculum’. Need to understand only the ‘formal curriculum’ but also the informal ‘co-curriculum’. So curriculum by design may be through understanding ‘flow’ (what does it feel like to move through the curriculum?); entry /exit (where do I go in, where do I go out?); formal and informal (what to ‘take on board and when do I ‘wind down’?). Strategies include course and unit reduction and/or renewal; timetabling and movement; recognition of formal and co-curriculum (the Monash Passport) and enhancing coursework approvals. Interesting concepts to take into account as CPIT moves towards ‘constructive alignment’ approach to programme design.

After morning tea, Selena Mize presented on 'not just a qualification: getting students to integrate what they learn into their lives'. Provided overview of ‘motivating students’ for a legal ethics course; using clickers; and influencing values of students. Need to ‘motivate students’ as legal ethics course was made compulsory! And change in student’s perception from ‘wanting to do it (intrinsic) to ‘having to do it’ (extrinsic motivation). Went through strategies to use to engage students in intrinsic motivation. Covered introduction to using ‘clickers’ effectively to enhance student’s intrinsic motivation including going through the various types of ‘questions’ possible and advantages/disadvantages of each type. Lastly, when through guidelines on how to ‘influence values’ and whether it is actually ethical to ‘instill’ values. In sum, to try to develop students’ self-reflection by exposing students to multiple viewpoints and difference methodologies; use examples that bring injustice and suffering from immoral behaviour into focus and include a real world focus (not just an ‘ivory tower’ perspective); make value challenges feel relevant and personal to student; encourage class participation; consider use of literature and narratives; guest speakers can also serve as role models; in some situations develop morality through doing; encourage reflection, introspection, deep thought; take a long-term perspective; be open and non-judgemental.

Lighter session introducing the new academy committee followed by a session with Professor Sally Kitt on 'quality and standards in higher education: recent Australian developments'. Presented the Australian context with parallels to NZ situation. Detailed the journey of developing the ‘threshold learning outcomes (TLOs) by using the case study of LAW as an example. Good overview of the various ‘fish hooks’ involved in trying to produce ‘generic’ learning outcomes for a range of disciplines.

After lunch three session on IT in the classroom. Beginning with my session on ' alternatives to powerpoint'. I provided 7 web 2.0 alternatives with 4 useful in f2f and 3 for online environments for everyone to play with and evaluate. Also included brief discussion on how to use powerpoint as a tool to enhance student learning.

Then 'fun with panopto - student feedback and teacher reflection' with Alison Campbell. Panopto allows lectures etc. to be recorded and then put on to a CMS to be available to students. Video of lecture, powerpoint, screen capture of board work and embedded videos etc. available. User friendly system with lecturer only having to turn things on before lecture commences and then turn off and download into repository. Especially good for improving teaching practice for reflective teachers and for identifying students who may be struggling and are uploading and watching the video.

Followed by seesion on using 'AVS video editor 4 in Teaching' with Christine Rubie-Davies. Showed process of uploading video clips from TV programme, how to select and trim the video and use these clips for learning activities.

After afternoon tea, an introduction to the new members of the academy, the 2010 winners of tertiary excellence award winners. TTE award past winners who are buddies of each of this year’s winners introduced the winner they supported and each winner provided a brief presentation and were given a copy of this year’s TTE booklet (fresh off the press).

Lisa Emerson and Ngahiwi Apanui then went through changes/revisions to the tertiary award criteria so that members may support potential applications to the award. Lisa also provided insight into the process from her perspective as being a member of the TTEA selection committee. All selectors do a quick scan of all applications and then have a telephone conference. Then committee meets to do the shortlisting by matching applications to criteria. At end of day 1, 12 shortlisted and on day 2, the list is finalised and then a ballot is done to chooses the Prime Minister’s awardee. Day after the awards, a debrief takes place.

Day ended with drinks and a convivial and entertaining symposium dinner.

Ako Aotearoa Academy Symposium 2010 - day 1

In Wellington for the annual Ako Aotearoa Academy symposim, with about 50 plus academy members attending and with many presentations from academy members. Began with short welcomes from Dr. Peter Coolbear, Helen Dobson and Dr. Sally Kitt as the symposium convened at 2 pm.
First keynote from Prof. Marnie Hughes-Warrington from Monash University on 'writing 'I' makes me ill: assessment and self assessment. Covered assessment policy - shift towards criterion based assessment; emphasis on 'authentic' assessment; and recognition of early, formative assessment. Came about because her peers did not see importance of assessments. Embarked on a project to find out where, how and from who students learnt history and found out most did not know how they would make use of their history studies! Introduced 'self-assessment' as a way to try to share with students, the learning process for history.

After afternoon tea, 3 concurrent sessions with one on 'putting the T into the PBRF' from John Hosking and Tracy Riley and a 'funding clinic' with Kirsty Weir, to keep up to date with various funding streams availed for projects, research etc. I attended , 'Teaching practically' with Sam Honey, Kelly Pender, Adrian Woodhouse and facilitated by LIz Fitchett. Adrian presented on some of the strategies used to engage his learners. For instance how to teach students the parts of a hogget or pork cuts. So project evolves from purchasing a pig to maximising the use of the pig by ‘adding value’ and having the pig become part of a ‘commercial venture’ i.e. selling the pork products with it’s accompanying relishes, breads etc. at a farmers market Students took ownership of the project, leading to much self-directed learning and responsibility for their own learning and assessments. Kelly and Sam presented on how to incorporate Kaupapa Maori into tertiary education (within a Certificate in Fitness (level 4) and preparation for a law enforcement career). Need to fully integrate so that it becomes enmeshed into the culture of the programme. Presented a good range of strategies provided to engage students, incorporating aspects of kaupapa Maori and enable students to explore their own beliefs and set future goals.

Good to meet up with many from the last symposium and to welcome the 2010 academy members (all of whom are attending). Look forward to a full and busy day tomorrow.

ITF research network meeting 24th november

Yesterday I travelled to Wellington to attend and present to a keen group of ITO managers. The meeting convened by the Industry Training Federation (ITF) around 3 to 4 times a year as a fora  for ITF / ITO members to network and catch up on various issues. 2 ITF staff plus 12 or so ITO staff (some attended for part of the day). Good to touch base with familiar faces and meet new people.

A round of participants for them to introduce themselves and the projects each ITO is involved in or working towards. First session , Eric Krassoi Peach from the ITF opens the meeting with a discussion and direction for next week's meetings. All good background for me and to get into the ITO mindset.

Next up, I provide an overview of the vocational research projects at CPIT, concentrating on the Ako Aotearoa National funded project on 'first year apprentices' but also providing short summaries of the 'new trades tutors' projects from the perspective of identity transformation / boundary crossing and the 'welding project' plus details of projects begun by Barry Dowrick (interactive whiteboards and learning objects), future work with the engineering team (integrated learning and assessments) and with automotive with android OS tablets (interactive textbooks).

Schools update provided by Josh Williams, quantifications and quality manager at the ITF spoke to the group on sector pathways - making sense of secondary / tertiary transitions. Compared to other OECD countries , NZ retention of 15- 20 year olds in training is low. NZ curriculum refers to 'focus on transitions'. One pathway to university but other pathways not as clear as per On the edge of adulthood: young people's and out of school experiences at 16' - NZCER 2008 report. ITF presents sector pathways to service, manufacturing / technology, constructions /infrastructure, primary industries, social / community services and other industries as one possible way forward to provide 'structure' for career teachers. Perhaps to use the term 'majors' for each so that NCEA becomes more aligned towards one of the pathways rather than a 'pick n mix' which does not add up to any 'concrete' way forward. Went through preliminary analysis of NZQA data of u/s completed between 2005 - 2009 by provider by students to show what sector students were completing u/s in. Many students just completing 1 or 2 (credit harvesting??), and 'rural' schools tended to have students who completed more u/s (agriculture? Outdoor rec??) with many students also completing generic safety u/s 497 and food safety u/s 167. Breakdowns may now be needed to be done by ITO, student characteristics, longitudinal etc.

Then Paul Mahoney from Ministry of Education (Tertiary analysis) provides summary of Industry training stocks and flows - effects of the economic downturn pertient to ITOs. Stock is the number of people in industry training in one year and flow is the movement of these people in or out. 9-10% of population in industry training /apprenticeship as compared to 3% in Australia. Data is from 2001 - 20019. Economic downturn = drop in workplace based training participants as the is GDP contraction in 2009 across all industries, 2008 decline in agriculture, 2006 food & beverage with construction in 2007. Employment contraction also occurred especially for young people. Increase in Limited credits programme (LCP) which could be useful as they do not require a long term commitment but often lead to further training to lead to full qualification. Withdrawals increased. Some industries trained existing workers instead of employing new workers to train. Modern apprentice sign up decreased across many industries and terminations / withdrawals increased.


Last presentation from Erica Cumming from the Hairdressing ITO on work completed on Return on Investment (ROI). Using small case studies to understand and measure the ROI from apprenticeship training to selected and their apprentices. Studied 'phases' in apprentices' fit to business strategy - providing support, colouring, starting to cut and running own column - how much apprentice contributes to revenue at each stage. Intangible benefits to salon with apprentices has to be weight up with costs to salon. Key results - payback period is relatively short (y1/y2), how salon manages its revenue makes the biggest difference, what apprentices is compared against is important. Benefits for apprentices include earning while learning, hand-on training and off-job training. Strategies for salons to make the most financially of apprenticeships are to maximise benefits (ensure apprentice is productive quickly, optimal mix of staff), minimise cost (train efficiently, push cost to apprentice - not encouraged by ITO!!, minimise opportunity costs of training) and encourage apprentice to stay (recruit right apprentice & encourage apprentice, align salon objectives of salon and apprentice, undertake dedicated in-salon training, offer a wage structre for stylist which shows it's worthwhile staying, offer financial incentives to stay). Results used to produce a summary - well presented and aligned to industry needs. All useful for the 'first year apprentices' project :)