Evaluating Acer Iconia Tablets for interactive textbook project

CPIT IT have provided 2 Acer Iconia tablets for evaluation. One running on the Android OS and the other on Windows.


First up, the Acer Iconia A501 running on Android OS 3.0.1 with in-built accelerometer, gyroscope, GPS, and compass. Reviews have been mixed, check this and here. Although it looks slightly narrower than the ipad, the screen size is actually the same, with the Acer’s bezel edges being slimmer across the top and bottom of the screen. The silver edges on the side of the tablet make the Acer look thicker than the ipad when the Acer is actually thinner!! We will probably have to stick a rubberised bottom to the acer as it is very smooth and therefore easy to drop. As the tablet is to be used by students in the automotive workshop, robustness and handling will need to be something we consider in choice of hardware. The on/off switch is rather small, even for my small fingers, so it will be interesting to see how the students find it.

The touch screen works well and having the ability to look into the file system, using Astro is a plus. Astro did not pick up files on a memory stick inserted into the USB slot but the generic multimedia app did. The onscreen keyboard was ok to use, providing for aural feedback as keys are hit. However the delete/backspace key is not in the usual place (top right) making it a frustrating exercise to get used to the keyboard.

It does take some time to download apps via the Wifi server though. Downloaded evernote and it works fine with simple excess to my usual evernote pages. The android evernote has also niffy link to the Acer tablet’s camera and you are able to take a picture and have it saved as an evernote page. Addition of attachments etc. also intuitive plus synching the new pages to the evernote account is almost immediate. Also able to access photos stored on usb . From the usability point of view, the Android OS evernote seems to be easier to use than the ipad evernote with respect to ability to bring files into new pages.

Also tried out a couple sketching/doodling apps on the Android based Acer tablet. Kids doodle provides for some fun with the opportunity to save the sketch and play back as a video. Doodle note is more traditional and allows you to take a picture and annotate it.

Secondly, an Acer Iconia running Window 7 which comes with a keyboard as an extra, again reviews are mixed. This could be because the onscreen touch keyboard has small ‘keys’ and is difficult to touch type on. Thankfully, the delete/backspace key is in the usual space. This Iconia is larger than the Android version, longer than the ipad and about the same thickness. Having the windows button on one side means that for all intents and purposes, the tablet will tend to be viewed landscape with the windows button on the bottom left! The touch screen works well and screen resolution for photos good. The screen tends to black out whenever you change the screen orientation though!


On the software side, the usual windows based software – Word, Excel etc. along with Paint and wordpad are available. The windows interface, adapted to touch, is familiar and executes well. Wordpad allows you insert ‘paint’ files as well as pictures etc. but not to annotate pictures easily.

The USB port is in both the tablet and the keyboard section of the ensemble. So ease of access to the usb files via 'my computer' is one feature that is a plus with this tablet. The Acer did not come with Onenote, so not able to test this out. Access through my ‘cloud’ evernote via Wifi was slowish but no problems. Using the Acer on the keyboard was straightforward, with text entry via keyboard and generally intuitive for other actions on the touch screen.

Compared to the ipad, both the Acer tablets take a bit of time to boot up with the Windows OS one taking the most time.  The ipad is definitely more intuitive to use and provides a much more satisfying user experience. Apps on the ipad also robust. Android market is more difficult to negotiate through then iTunes. So I revert to googling Android apps on a desktop and then finding the recommended Android app to download. There are recommended apps and also here, on the windows tablet, but due to corporate constraints, we may be reliant on the generic windows software tools.

Resources on other ways of knowing

In sunny and warm Brisbane this week and off home to wintry and still shaky Christchurch this evening. The main purpose for coming to Brisbane was to put time at Griffith University with my supervisor,Professor Stephen Billett to complete and hand in my dissertation. All this accomplished over long days on Monday to Wednesday to get the final versions to the printery. I picked up the three weighty copies, worked through the various forms to be filled in and dropped them off at the Griffith University Nathan campus on Friday. Now the wait begins as the markers do their bit and I await feedback on what else needs to be done before the PhD process is completed.

On Thursday and Friday, I trawled the library shelves at both the Mount Gravatt and Nathan libraries for books relevant to several of my other projects on studying apprentices learning using multimodal discourse analysis and interactive etextbooks on tablets.I had selected several pertinent readings and books to find, as listed in a paper by Marchand, now in the form of a book .
Was able to check out several books pertinent to understanding how people communicate and express nuances of behavior through body language (knowing bodies, moving minds), articles and books of craft knowledge and thinking through craft. Of note is a book that was referenced in several chapters on "Ways of knowing: New approaches in the anthropology of experience and learning" edited by Harris, M (2007).

So will follow up on the anthropological literature,including the area of visual anthropology and primate research on communication techniques.

NCVER no frills conference day 2

A good showing considering the late finish last night, after a convivial conference dinner at the Bonville Golf course last night. Dr. Peter Coolbear presented the New Zealand perspective with 'Vocational education research in NZ: old issues and emerging opportunities from a funder's perspective. Presented background on Ako Aotearoa and focus and rationale of research funding. of interest is the future direction: publicly defined thresholds of acceptability of provision, more providers forming partnerships with employers and learners, genuine pathways for learners, differentiation of providers by teaching and learning not 'marketing' and increased professionalism in tertiary ed. in NZ through evidence-based improvement of practice.

Flip and I had our presentation in the next group of concurrent sessions. We provided an overview of 'learning welding: the role of peer feedback' which is available in appendix 1 of the 'using video to study workshop and workplace learning' report.

After morning  tea, attended session with Hiekle Buddelmeyer and Nicolas Herault from the University of Melbourne on 'the role of VET in preventing the scarring effect of youth joblessness. Finds VET engagement in the early stages of a career, may increase scarring effects but over time post-school qualifications does buffer individuals from scarring. Scarring defined as effects on individual through a period of un or under-employment. Full report on never.

Then a session with Darcy Fitzpatrick, NILS Flinders University who presented on 'from education to employment: how long does it take? A large study studying differences between different levels on education and length of time to obtain employment. Found higher education level does assist labour market entrants to obtain a job faster and leads to better wage gains.

After lunch, attended session on 'beyond boom and bust: apparent employment in the construction industry with Alex Maroya, Master Builders Australia and Jacqueline Homel from Australian National University. Presented on what factors influence changes in proportion of apprentices over time. A quantitative study of building apprentices from 1995 to 2010. Construction apprentices include plumbers, block layers/masons, builders etc. but not electricians and metal workers. Currently, number of apprentices who do not complete out numbers apprentices who have completed. There is poor correlation between growth rates in industry output/ employment and the proportion of apprentices and labourers. After a poor year of industry growth, proportion of labourers likely to fall. interesting data shown on effect of 2009 downturn on apprenticeships with government 'kickstart' seeming to have some effect in bringing apprentice numbers back up. More data on Australian Master Builders site.

Last session of the day with Berwyn Clayton, veteran and prolific VET researcher on 'starting from scratch: teacher to researcher and back again.Used the story of her Researh journey to provide some recommendations for doing research. Write it up, research used to inform outomes,see things from other people's perspectives, use invaluable advice from experienced others, share findings with others, establish a ripple effect and mind the political element.

NCVER no frills vet research conference

At picturesque Coffs Harbour for the annual NCVER vocational research conference hosted by North Coast Institute, TAFE NSW. The conference begins with a welcome from Francesca Beddie, NCVER General Manager.

First keynote from Elizabeth McGregor, Institute Director, North Coast TAFE, on 'aiming high - how can research accelerate the shift from inputs to impacts? Can research help the VET sector tell us our story? Approached the presentation from a viewpoint as a 'consumer' of research findings. Quality VET is about workforce development and there is a need to understand how individual, community and enterprise development contribute. Quality providers contribute by improving skills in use to improve regional competitive advantage through workforce participation, social inclusion and increased productivity.  Need to move beyond outputs (attainment, completion) to impact (social inclusion, productivity - high skill jobs, skills in use, agency, workplace agility, enterprise innovation). a challenge to VET research - are we asking the right questions? are we framing our answers in a way that tells the  story of  the sector's impact - in so doing  moves the sector's focus towards that impact? Are we connecting up our  rich quantitative and qualitative research data? or has the time  for a VET sector passed?

Concurrent sessions begin after morning tea. I attend the session with Regan Harding, North  Coast TAFE, Berwyn Clayton, Melinda Toze and Mark Harris, on 'professional obsolescence or technical currency in VET. defined the terms, vocational competence, industry and technical currency and professional obsolescence. Causes of prof. ob. for individuals (lack of aptitude or ability to keep up to speed, lack of awareness, confidence, denial, fear), within organization (job, relationship and systems) with on-going impacts on individuals, work teams and organization. Strategies from literature include: getting climate right, adopting strategic approach, encouraging collaborative learning, learning about, through and in practice, updating for the here and now. Challenges include structural and system barriers, career change differentiation, dual professionalism.

Second session with Hinemoa Priest and Susan Luke from Wellington Institute of Technology, 'the learner voice'. an update from last years' presentation. Takes on the stance that students are important stakeholders along with government, industry and society. Official representation on academic boards and council is insufficient. Therefore, learners' voices used to find out whether learners' are engaged, what works and what doesn't, etc. Presents case studies of Tamaiti Whangai (sports programme with mentor). findings include educational achievement as being important, students need to build a sense of who they are, confidence and sense of belonging, getting a job is important, learning environment needs to be safe, important to be valued for who you are and build a sense of self-worth. Another case study with Pacifica students where there is a need for students individual identities (as fijian, cook islander) to be acknowledged. Last case study on young learners (youth guarantees and trade academies).  Like environment - not school - study voc. Subjects but support crucial. need to include mentorship, improved study planning, expanding activities youth can participate in.

After lunch, a series of concurrent pecha kucha sessions! Attended the stream on Policy - starting with Dr. Darryl Dymock from Griffith  University on 'continuing ed. & training, alternative models and approaches' from a 3 year project just begun with Sarojini Choy and Stephen Billett and others. Why individuals participate in CET -  change in workplace skills requirements, prepare for current and future work or retain present job. Studyin goals, purposes, content, learner engagement and outcomes. Presented preliminary studies.

Then 'celebrating seams: VET in Higher ed transition with Janelle Davis from the University of Western Sydney. A visually and content interesting presentation of how  to help VET graduates transition into university mainly to provide a more  equitable and consistent system. Pre-entry courses, welcome packs with relevant info. contacts and websites, peer guide brochures developed to be student focused.

Sue Sim from TAFE NSW - TAFE strategy, presented on 'getting clever about completions'. competing tensions between students learning to get a job and institution and govt. need for completion of qualifications. pre-enrolment, delivery and assessment systems admin (early identification and counseling) and partnerships (community agencies, industries) all important to helping students complete. currently working on strategies for  apprenticeship completion.

Finishing with session with Darryl Dimock with Greg Martin, Greer Johnson  and Stephen Billett, reported on 'training and employability: older workers' perceptions. Literature suggested older workers as being reluctant to train, inflexible etc. online survey of mature age workers completed with findings - key reason for staying in  work is job satisfaction, strong beliefs in own abilities to cope with significant work changes, most comfortable  with technology, have opporunities to share expertise, there was equitable access to training, employees supportive of learning endeavours but many felt skills were under utilised. concerns from respondents were promotion opportunities similar, respect and gender differences.

after afternoon tea, Jai Waters fromTAFE NSW on passion and performance. Pertulla (2004) on passion in the workplace provided passion for work (POW) with 16 items and 5 sub scales to derive questionnaire. Used a concept of change networks and change managers to bring about change required to put in place a new financial management system for all TAFE NSW institutes. Also Schmenner's theory of swift even flow comparing degree of relative throughput to degree of variation. low/low being service factory or fast food, high high as service shop and health sector.

Last session of day from Amy Han, Institute of Technical Ed. Singapore on 'creativity and strategies: their relationship to students' approaches. Need to ensure students gain skills to conceive, design, implement and operate using problem based learning with blended learning. Used Biggs R-SPQ-2F to study students' approaches to learning (deep motives, deep strategy, surface motive and surface strategy). Study undertaken to find out students' learning approaches with the plan-explore-practice-perform pedagogical method. Uses 3 factors, short-term, course-focused (past assessment) and long-term (more self-directed). Therefore if students have a deep approach they have a strong course and long term focus. Proposes more authentic learning in classrooms to provide more real-world, complex problem solving opportunities.

Student generated content on net tablets

The CPIT Foundation has approved a grant to purchase hardward for the interactive etextbooks on net tablets project. So, we are now able to move ahead with the etextbooks / eworkbooks on tablets project. One of the objectives of this project is to not only provide tutors with the opportunity to upload content, but for students to also generate content.

Katrina Fisher (barista tutor) and Peter Sauer (automotive engineering tutor) are the two tutors involved with this project next semester. Katrina and her students will use ipad 2 tablets and Peter's class on Android tablets. I have made a request to IT to purchase both the ipads and the asus eee pad . IT will be investigating Android OS tablets and have made a suggestion with the Acer Iconia Pad which also as a Windows 7 OS version. So might work on a Windows OS tablet version of the project early next year with the Engineering manufacturing team who have learning resources in the Windows environment.

Having had an ipad to play with for just on a year, I have been able to test several apps for students to generate content. These include note taking (Bamboo Paper), sketching (Doodle Buddy), post-it notes (BugMe! lite), card sorts (iCardsort), pdf annotation (pdf-notes), audio note taking (live notes lite), mindmapping (SimpleMind+) and aggregators to bring together the various items (Evernote, Scribe Lite and Catch Notes).

The equivalents of the above I have tested on our Archos are note taking and sketching (free hand note lite), post it notes (bugMe!), card sorts (flashcard maker pro), pdf aggregators (ez pdf), audio note taking (Audio Notes recorder), mind mapping (mind map memo)  and the aggregators (evernote, catch notes, emobilenotes).

So there is a good choice of apps to evaluate as to fit for purpose and user friendliness over the course of the project.

Content can be uploaded by tutors on to any of the above, or on to the photo or video players on the tablets. Plus we can also use ebook readers like Stanza for the ipad and FB reader for the Android tablets. If all else fails, we will pay for documents to go, which is available on multiple platforms. Not yet available for most Android tablets as yet with only the Archos 5 on the list (but for free).

The overall objective is to keep things simple, to explore and study the use of the apps as tools for constructive learning and for archiving / recording the learning journey, and to build guidelines for how to best use this concept to engage students, enhance learning and help students become self-directed lerners.

Microsoft interactive classroom

A month or so ago, CED replied to a memo from IT with regards to installing technology into classrooms, with the suggestion that the institution explored more ‘student centred’ rather than teacher centred forms of technology.  Basically, we were not keen on seeing more smart ‘interactive’ boards and data projectors being installed, let alone, ‘lecture capture’ systems!!

In response, our IT department have suggested an evaluation of the Microsoft interactive classroom. There is a twee offical video and this one from University of San Diego, provides the lecturer's perspective.

What microsoft interactive classroom allow for is using powerpoint and onenote to provide for student input. A bit like ‘classroom presenter’ but using desktops or laptops instead of having to use tablet computers and utilising Microsoft tools.  A trawl of reviews via Google reveals a mostly positive response with some emphasis on free download.

There is a video on how to maximise the use of microsoft interactive classroom plus resources on using onenote for enhancing learning, including this one, on teaching with onenote. Of relevance to our 'interactive etextbook projects'.

interactive textbook - examples and direction

‘Interactive textbook’ are not a new concept, as this example shows.  Commercial options include dynamic books, an online ‘repository’ accessed via institutional LMS, Blio as an interactive reader and for the ipad, there is Inkling. PC world reports on several other ipad initiatives including scroll motion and CourseSmart.  However, these are still mainly reconfigured textbooks with the usual text book type layout and embedded links to videos etc.

What is the future for textbooks? 21^st textbooks could also be imminently “personalised and mashable” something that will take some working on.  Neverending books is one approach, bringing in social media, to working through a text book and access to a constantly up to date textbook. Another is Symtext, allowing multiple ways to access a book either as text, podcast or video. Bill Gates reminds us about the need to include 'self - assessment' opportunities/ software in next generation textbooks.

How can interactive textbooks on a tablet enhance students learning? From the above, we can distil a few pointers:

• It HAS to be interactive PLUS be intuitive to navigate through.
• Should provide opportunity for students to do some form of self assessment.
• Students should also have the option of creating their own content – either text, graphic (sketch, mindmap, photos, annotated photos), audio or video (again with annotation options).

Core breakfast session - Cathy Wylie on competent learners project

Cathy Wylie, Chief researcher from the NZ Council of Educational Research (NZCER) presents on the latest on the longitudinal study from the competent learners project. The project tracks 500 learners from the age of 4 1/2 (1993) to the present when they have mostly left formal schooling with some engaged in work.

The presentation is on 'building learning identities'. Still over 400 involved so very important corpus of data over the course of learners' school life and beyond. Data collected at ages 5, 6,8, 10, 12, 14, 16 and 20 with a focus on collecting data of educational influences on children's lives. Tried to study the wide range of influences on student's eventual competencies, so included early childhood ed. class experiences, family resources, out of ed experiences, friendships, values and thoughts for future.

Focus of the  age 20 phase was pathways for NCEA. How to determinative are early competency levels? What role do school and out of school experiences play? Explored role of school leaving age, role of NCEA, other factors from school years formation e.g. engagement in learning, prior competency levels and role of advice. Also looked into learner experiences in tertiary institutions and or employment, learning dispositions, current relationships, activities, financial situation, optimism and future thoughts.

401participants with structured phone interviews and self reports completed on line in 2009. 2008 data from MOE on school qualifications and post school study and face to face interviews with 29 in late 2010 to provide more insight into the 'less well-lit' pathways from school.

Sample from Wellington region with higher proportions of moderate-high family income, maternal qualifications and more pakeha-european sample. Currently, 63% in study, employment without formal study - 28% and neither studying or employed 9%. (69% unemployed/sickness, 31% looking after a child). 11% of sample had experienced unemployment between 16 and 20.

Findings include, relationship with family better than at 16, friends and partners remain  important. Leisure usually spend with friends and family. 2/3 enjoyed sports for fun, texting friends, reading, surfing the  internet (daily use not frequent), most used alcohol.

84% have undertaken post school study supported by employment and loans. almost all thought they would need further study towards a qualification in their adult life, gaining new knowledge and skills valued, employment also a site of learning and choosing the  wrong course of study, not completing it, or deciding not to study the  main source of regrets since leaving school.

Leaving school provided more independence and choices but 61% felt apprehensive. Those who left school with less than NCEA 2 had lower student engagement and motivation levels and found it hard to work out what to do when they left school. Second chance education supposed to open some learning and employment doors if links are well structured and supported. Many who do second chance 'yo yo' between work and course and do not complete. many need much more advise and support post school and at school to gain from formal study. therefore many left school without 'learning identities'.

Positive learning identities include sound learning habits built though good school engagement, support from  school, parents and friends, teachers advise and seeing learning as having its own rewards and useful to  meet future goals.

NCEA level 2 and NQF equivalents are reasonable signals for readiness for some complex transitional arrangements as it represents good level of both attitudinal and cognitive competencies.
Lowest early performance can be improved. 1/3 with low reading and 1/4 with low maths at 8 and 10, obtained NCEA level 3. Factors that make a difference include enjoyment of reading, having leisure interests (not computer games), no bullying /victim experience, family income moderate or more, no adverse events, positive family relationships, friends in adolescence who are not drinking, partying etc.

To shift performance, teachers play  a role with importance placed on knowing children as individuals,

Final report due out in a few weeks but the entire series of reports found at educationcounts site.

Earthquakes in Christchurch - again!!

Well, just as we thought things were settling down and people were preparing for a long and hard winter, the earth decides to move again (as forecasted). On Monday, we were hit by a long, rumbly 5.5 (upgraded to 5.6) just after 1pm. All the people in my office were beavering away at our computers and when the rumble started to increase and the shaking intensify, we all dived under our desks. One of my colleagues two monitors crashed on to the ground and desks were covered in the usual white dust that comes off the ceiling panels. After the shake subsided, all of us got together to figure out if we should evacuate. The alarm did not go off, so we continued as per normal, working through another small aftershock before we were told the polytechnic was closed. I left on my bike just after 2pm.

The 6.0 (upgraded to 6.3) came on just as I was cycling past the public hospital. The shaking was strong enough to cause me to come off my bike and pedestrians near me all fell to the ground. I could see the road ripple and the buildings and trees sway plus feel the earth shift beneath my feet! After making sure an elderly women pedestrain was OK, I made my way home, through traffic jammed Riccarton Road with all the traffic lights off and people milling around on the footpath as their buildings and the Westfield Mall were all evacuated (from the first quake). Got home to find out how strong the quake was and to txt my son and daughter to make sure they were both OK. Then rang friends out Sumner way (no replies but yesterday found out they were OK but very shaken about).

There have been a host of earthquakes since, keeping everyone on alert with many occuring in the early hours of the morning (a 4.7 yesterday at 3am) and a 5.0 this morning just after 6.30 am, visually displayed here for each day. The Eastern suburbs have weathered the main impact with liquefaction and flooding adding to no electricity, water or sewage facilities. Living on the Western side of town, it all seems to be a long way off :( No work yesterday and today but should be back to work tomorrow to help with the usual tidy up (books fell off shelves in the library) before students return to the campus on Monday. Using the time to catch up on a large pile of journal articles, collected over the summer, many through a Routledge 'open access' month in April? for education journals.

Learning by failing

Stuart Middleton  blogged last week about his experiences as a ‘first generation’ university student and how he learnt from failing a his first year at university.

A good follow up to my reading of the furtureored blog where where were two postings on learning through failure and the role of failure in constructive learning.

The above blogs gave me some food for thought, as my experiences as a teacher of tutors, has brought home to me that some tutors are more empathetic with students. Especially if they had experienced some form of ‘failure’ at school. For instance, many of our trades tutors, ‘fell’ into an apprenticeship due to not completing school cert. while at school. So many of them have gone on to complete other academic endeavours, but their memory of not doing well at school, remains with them. For many of these tutors, using 'failure' to motivate young trades students to aspire to better results, is one strategy I have observed in trades teaching. Learning by making mistakes, is therefore a useful strategy, in a supported learning enviroment.

Future of learning (education)

Just settling back into things at work this week. A few articles from last week and this week to mull through and digest on the future of education.


First up, an article from the Guardian via Thom Cochrane, on ‘smartphones killing personal computers’ . A somewhat ‘one sided’ viewpoint, supporting the rise of the ‘smartphone’ with the comments providing a bit of a wake-up call. My take is that very very soon, the smartphone will be the one piece of hardware that does everything device. However, at the moment, not quite there yet, especially with mobile access to the web still comparatively expensive in NZ. Access to wifi has improved considerably though and one of the proposals for a ‘new’ Christchurch City is to ensure there is freely accessible Wifi throughout the city centre. Tablets are the main compromise at the moment, obviating one of the major disadvantages of smart phones, the small screen. Having now enjoyed reading off my Ipad, I am not too willing to read off my blackberry. However, a recent trip to China and Singapore, reaffirmed that reading Asian script off a small screen is actually quite reasonable as you can fit more characters on to a small screen then words using alphabets.

Next up, an updated ‘future of education’ brochure via email from Knowledge Works Foundation. Glossy and attractive layout, detailing a series of ‘trends’. They propose five ‘trends using ‘buzz words’ These are increased focus on skills required of all learners for – pattern recognition (the visual web), the ‘maker’(user/consumer created) economy, the new civic discourse (rise of democracy through citizen action), platforms for resilience (increasing flexibility and creativity to cope with rapid change), ‘amplified’ organisation (extending human capacity through technology requires new ways to do things) and ‘altered bodies’ (new understandings of how to link biological brains with technology to improve outcomes e.g. for the disabled). Also summarises the impact technological change has on individuals, organisations, systems, society, economy and knowledge.


And their latest blog, summarises the key trends from the New Media Consortium report for schools. These are the challenges posed by the abundance of information off the www to educators; school resources becoming more and more based in the cloud; technology continues to profoundly affect the way we work, collaborate, communicate, and succeed; expectations of ubiquitous computing are now commonplace; and innovation and creativity are increasingly perceived as high value.

Things have shifted in the last 5 years with regards to access to the mobile net and these changes are reflected in how we make use of both the hardware and software as tools. Deploying these tools cause us to change the way in which we do things, leading to a loop of manufacturers/developers, working to meet percieved consumer demands. In the end, as summarised in the future of education brochure, it's the human innate drive to 'play', tweak, innovate, improve which will always make things interesting and slightly unforecastable. It's this 'unknown' that makes life always interesting for all of us. Perhaps, to 'prepare' the next generation for the future, requires little intervention in the form of nurturing our children to keep their sense of curiosity and wonder, for education to NOT quench our desire to experiment and learn.

Beijing and android tablets

While in Beijing, I had a few days to have a look around, so did the usual tourist sights (Tienanmen square (huge), Forbidden City (austere) and the Badaling section of the Great Wall (impressive). Also caught up with old friends. Both my friends had studied at the University of Canterbury in the early 1980s. One has worked in China for over 20 years and the other for 15 years, so they have witnessed massive changes not only in the urban landscape, but in Chinese society as it has moved from a strict socialists regime towards a 'freer' market-led economy. Both used chaffeur driven cars as the traffic is so horrendous, a capable driver is important for getting around!!

I had a look around for Android tablets, but they were sparse. Visited the two main computer malls in Beijing, one in the city, the Best Buy mall and the other a group of malls clustered around the University suburbs of North West Beijing. Huge number of phones with iPhones and iPads along with HTC android phones galore, but a paucity of Android tablets. There were a few older model Archos and some Samsung Galaxys, but no sign of much else. Phones predominate and watching young Chinese texting on the subway was an interesting diversion. Due to the crowded nature of the subway, one could not help but lurk as various people tapped out their messages. Most phones relied on predictive text, choosing the correct character once a pinyin (English form) of a word was inputted. There were a few phones with character recognition, so the character was sketched and then the predictive text took over. Still slower to text in Chinese then English though.

Phone use was pervasive, from every young person to the itinerant vegetable seller on the street side. From what I gathered from the students at the conference, data plans and phones are cheap although the students still had to be careful with phone call use due to their small budgets. Food, transport and clothing all very cheap as compared to NZ. Much of the city of 20 million (5 time population of NZ!!) live in apartment blocks although I did see a few housing developments with low rise houses, but they will only be for the very rich. Traffic is consists of lots of cars and bikes / mopeds etc. and the subway is very busy, even at 'off peak'. However, there are lots of little parks around and people are kind and helpful, especially to the young and elderly. I saw lots of examples of young people helping others. It is a good sign of a caring society and much needed when so many people are packed into limited space. Will be good to be able to visit China again for a longer time to have a look beyond Beijing. Only a fleeting impression this time around but I am impressed by the Chinese peoples' focus and determination to progress and many are aware of the challenges economic progress bring.

INAP 4th conference - day 2

Day two opens with keynote from Professor Zhiqun Zhao on 'school enterprise cooperation in China's VET' a topic of world interest and relevance to the NZ context. He provided a brief introduction, followed by the China experience, including ways to promote the process and advantages and disadvantages / problems and discussion. Many methods used to integrate work with VET education, mostly in the form of internships (up to  a year) and work placements.

After morning tea, I attended a series of papers in  the 'open session' - papers that do not quite fit into the four main themes!

First up, Ursel Hauschildt and Helen Brown 'costs. benefits and quality in TVET: method, results and contexts of implementing a self-evaluation tool for companies in Germany & South Africa. Uses an online tool, adapted from German context to try to quantify benefits of training to individual organisations. Calculations show that costs of training  exceeds benefits in the first and second years  and in the third year,there is a return on investment.

Then, Professor Alan Brown & Professor Jenny Bimrose from the University of Warwick on 'developmental tasks, vocational development and career adaptability. Life development stages set time of young  adulthood as getting  into a career.However VET policies tend to assume that choices are set early in life. Current social/economic conditions, require more flexibility as careers are no longer for life. Career adaptability 5 Cs include control, curiosity, confidence, concern and commitment (Savickas et al, 2009). Longitudinal study undertaken to track people as they progress through careers in European countries. Findings include importance of challenging work for  ALL, varying patterns of engagement with learning activities, personal autonomy and meaning of career,  discussions  with others about possible lines of career development, formal learning often valued and identification with occupation and /or organisation or skill set recontextualisation, proactive in  shaping  career and learning pathways but often support to become reflective, anxieties common, help individuals develop their own career stories/sense of direction, career options and choices limited by context and opportunities structures key. Important factors for career adaptive are proactive personality, good interaction with others and engaging  in challenging activities.

Third, a presentation from Professor Moriki Terada from University of Nagoya, on an ' international comparative study on the formation of high school students' vocational views and the  challenges of vocational and career education. Study done across 6 countries with 10th grade students. Career choice research still based on dated and mainly psychological studies (Spranger, 1920s and Super, 1970) but young people have changed e.g. in Japan, there are many youth with low vocational aspirations (Free-ter - part-time workers or NEET - not in employment, education    or training). Therefore important to do an update. Questionnaire on vocational views derived from Shimizu and Shulenberg's inventory (1990) and Schein's career anchors (1978).  Finding that most students,including vocational students (excluding Japan and Indonesia) tend to choose an academic track after graduation but at least 1/4 of vocational students have not made a decision with regards to career choice. Choices include 'self realisation', religion/mission,  economy life signifying, society contribution and leader/wealthy class.

The two projects above, adding concepts to the final report my project on 'perspective of first year apprentices'.

Last on for the morning, Helmuth Zelloth from European Union VET research organisation (ETF) on 'a trend towards apprenticeship in EU neighboring countries?' Reported on a 3 year project (ILP) that has just started on workplace learning. Focus on raising awareness and policy sensitivity for WBL in 30 EU countries and to develop methodologies and  tools for WBL. Project being  reported studying many countries on the fringes of EU using case studies on formal/informal apprenticeships including Eastern /SE Europe,  Mediterranean and Central Asian countries. Themes characterising apprentices in these countries include weak education/business cooperation, VET systems mainly small/medium sized VET systems or school based, external/internal challenges in reforming VET, academic drift in  education and society and low attractiveness and relevance of  VET. Challenges include school-based VET has  structural limits  in  preparing sound  human capital, growing bottleneck of public funding of VET  coupled with high population growth  and  stipulated 'knowledge economy' requires new forms  of learning (situated/contextualised, integrating work and learning). preliminary mapping indicates some countries have well established systems (Turkey, Ukraine, Croatia, Albania, Morocco, Jordan), long established but small (Egypt, Israel), some piloting and a few with none.

After lunch, attended four papers in the 'multiple roles of universities, schools and their teaching and training staff - there have already been a dozen papers presented in this stream!

First up, Associate Professor Bonnie Watt-Malcolm from University of Alberta, on 'reforming VET pre-service teacher ed: the gifted amateur, the seasoned profesional, and the skilled tradesperson. reports on a 3 year study for improving Career & Technical Education (CTE) teacher education. These teachers have a trade skill and then become teachers. surveyed teachers and found the 3 categories, gifted amateur - minimal work experience and education but interest in VET subject, seasoned prof - non-credentialed training and related work experience and skilled tradesperson. need to customised pre-service BEd to help students become CTE teachers. Skilled tradespersons can come into BEd are provided with a 1 year credit towards the 4 year degree.

Secondly, Volker Bank and Thomas Retzman  Chemnitz University of Technology on 'training needs analysis in economics teaching. On the sustainabilityof the test of economics literacy (TEL). Project to develop a tool for self-assessment of further training needs for teachers, in this case for economic and financial literacy, which is part of /embedded inGerman VET system. Uses a adapted TEL originally developed by Soper for an English context. independent variables also used in analysis, these include gender,topic of degree, experience, age, etc. findings indicate there is some need for further training as range of results is wide. However the TEL itself needs refining to provide for more useful results.

The Jianrong Zhang and Luna Huang from Tongji University in Shanghai on 'master education of vocational instructors'. provided ann overview of VET education, rationale for higher ed for VET teachers and the M Ed for VET. In China, very few VET teachers have competence in  a technical competence or have had pre-service training. Usually VET teachers have a Batchelor or Masters and then obtain a VET teaching teachers. now developing a M Ed for people with at least an B Eng so that there is some technical competency to be supported by further pedogogical understanding (dual competence).

Last paper from Yasuhiko Ushida on 'industrial arts for career plan in junior japanese education has had an emphasis on preparing students for university, yet since 1980 many university graduates find it very difficult to obtain employment and many have to complete vocational education or even higher education. This project used the 'industrial arts' curriculum at junior high school to introduce students to the concept of thinking about a future career while still at school.

The conference then re-convened with an hour or so of chairs/reporters from each workshop, reporting on highlights.Conclusions and INAP membership details plus information on next conference (in South Africa), closed the conference.

A varied and interesting conference.

On Day 3, delegates had the opportunity to visit Chang Ping Vocational School, North of Beijing, on the way to an excursion to the Badaling section of the Great Wall. I joined everyone for an interesting and informative visit to the vocational school and then made my own way back to the city to catch flight to Singapore in the early evening.

INAP -Iinternational Network on Innovative Apprenticeship 4th Conference - Day 1

Notes taken at the INAP conference running 26th and 27th of May in Beijing.

Conference opens formally with a welcome in Mandarin (with translation in English) from the Director of VET division of the Ministry of Education, Professor Jiping Wang. His speech focused on the importance of VET in supporting China's strategic goals towards better economic progress for Chinese people. A major challenge has been to work through a method to integrate VET with workplace based training and learning, a process that is still progressing. Modern apprenticeship proposed as a solution, combining the base of traditional Chinese approaches to craft apprenticeship and best of the systems used by other countries.

Then official welcome from Jiayong Li Dean of the Faculty of Education from Beijing Normal University, one of the conference organizers.Followed by welcome from Professor Jianfeng Cai, director of the Foreign Language Teaching and Research Press. All reiterating points made by Professor Wang on need to further research in VET to inform develop appropriate VET in China.

First presentation from Professor Weiping Shi of the Chinese Society of Vocational and Technical Education, from The Institute of voc and adult education, East China Normal University, to set the scene.
Covered the 3 strategic national priorities and how VET may assist. A challenge is still the reluctance of parents to allow students to select a voc ed.pathway. therefore need to match labour market needs with aspirations of individuals. need to make voc ed more multi-functional including strengthening lit/num skills that leads to further opportunities for voc ed students beyond voc. occupations. integrating lit/num to life and work skills needs to be undertaken to make voc ed relevant. much still needs to be done to integrate voc ed with industry skill needs including partnerships with between voc ed institutions and industry/organisations. Another challenge is to provide development of the 'informal' workplace learning.

Professor Felix Rauer of the International Network of Innovative Apprenticeship then completed the formal welcomes with an opening speech, firstly by thanking organisers and then providing a brief summary of the evolution of INAP through 3 previous conferences in Europe and then this one in Beijing. Then introduced the 4 areas / themes of the conference and connected them to themes from previous conferences. Continued to discuss issues of poor reputation on voc Ed. often further acerbated by qualification frameworks which put Voc Ed below academic qualifications. Proposed a need to research more thoroughly the work process skills/knowledge in order to understand more clearly components of professional and technical work.

After morning tea, first keynote by Professor Philipp Gonon from the University of Zurich, on 'Apprenticeship as a model for the  international architecture of TVET'. overviews apprenticeship as a concept, models. element of a successful VET system (e.g. Swiss) and recommendations. Defines apprenticeship in terms of  modes ( type of learning, way of education, traditional vs modern) variations (dual, trial) and conceptual (sites, interactions, interest groups). Compared approaches / systems in German (occupation, industry skill based, input orientated and holistic ) French (technical approach, school based, input orientation and access / junction) and UK (qualifications competency based, learner / output orientated and flexible).

After lunch, I attended the sessions on 'learning and development theories and  models, one of 4 streams.

First up, Christof Nagele and Patrizia Hasler from the Swiss federal institute for VET- learning at the workplace: optimal learning environments. Work process forms product, work develops not only skills but also many other occupational identity formation indicators. Workplace learning also encompasses both individual and social elements. All handicraft, manual work is first of all: cognitive work. optimum workplace learning for individual (motivation, persistence), social (team support etc.) job design, trainers (expert in domain) and curriculum. used mindmaps constructed by apprentices to try to  understand cognitive conceptions and to see if various factors affect apprentices learning. Important to optimum wb learning is trust in the trainer, mere executing  of task not learning, demanding tasks with variability and scope for action.

Then Jeroen Onstenk from Inholland University of Applied Sciences, on 'enhancing situated learning: apprenticeship in learning departments. provided a brief overview of the Dutch apprenticeship system and a move into  multi-versions of apprenticeship - new apprenticeships, simulations,work learning period (traineeship), adultapprenticeships, learning departments (nursing, care, administration), in-school learning company (catering, restaurant, administration) and out of school learning company. This project evaluated the effectiveness of apprentices, often in different courses, within a single dept. of  organisation. Apprenticeships  have a coach/teacher from school, the workplace and often students from several levels. The entire department is by apprentices.

Third up, Yanying Gu on ' how to convert individual skill operator to integrated task solver: Teaching research on  action-orientated learning for secondary voc.ed. school students studying basics of computer ed. Reports on a shift from being  presented with learning, teacher showing how to fix and students replicating towards  one in which understanding of important concepts can be transferred. Therefore from just able to replicate to being able to self-directed in planning, developing and creating. Recommends to teach 'course not 'textbook', design learning tasks carefully and select appropriate teaching methods. Uses action process teaching working systematically   through informing, planning, deciding, realizing, controlling and evaluation based on 'action-orientated' learning.

After afternoon tea, Tongji Li from Tongji University in Shanghai, and Remy Rikers on 'the role of deliberate practice in Chinese vocational teaching. Defines 'deliberate practice' as not just  work or play it must be designed for consciously improving performance. Outlined the background behind research on deliberate  practice  for instance work of Ericsson (1993) on acquisition  of expertise. Found in a small study that some of the premises of 'deliberate' practice', as described in western coontext, also useful in  the  Chinese context. When designing delibrate practice, ensure also task difficulty falls in the zone of proximal development, not repeating on the previous level. task requires  conscious effort, concentration and self regulation. May have low entertainment, no immediate reward and needs high motivation for perseverance. Feedback and adjustment in time plus high  requirement in physical and mental resources.

Then my presentation 'learning practical workplace-based judgement through using cognitive apprenticeships and voc.ed. identity formation models. - bringing together work with welding students on how modeling and feedback assists students to learn the nuances of welding in peer support  groups.

Last up  for the day, Professor Erica Smith, Arlene Walker and Ros Brennan Kemmis on 'importance of the  psychological contract for effective learning in apprenticeship.  A psychological contract between employer and employee concerning mutual expectations and obligations. survey of apprentices, employers, govt. bodies etc.indicates both  apprentices and employers agreed on expectations and that most obligations were met. Training obligations generally better met than employment conditions/obligations. hard promises (specific time for training, range of training methods) and soft promises (opportunity to apply what is learnt, exposure to different experiences) less well met. Older apprentices felt their expectations were met was lower than for  younger apprentices.

Thoughts on Beijing/China and looking for Android tablets (again) in Singapore

Was in Beijing to attend and present at the International Network on Innovative Apprenticeships (INAP). It was the fourth conference with a theme of 'assuring acquisition of expertise: Apprenticeship in the modern economy. The event was hosted by Beijing Normal University who were excellent hosts.

My first time to the motherland, so lots to see and learn, including that the Great Fire Wall blocks access to blogger :( so my posts on the 2 days of the conference will need to await the next day or so when I am able to gain access to wifi to transfer my notes from my ipad to blogger.

Meanwhile, now in Singapore for a week to run workshops on constructive alignment for the IAL which start tomorrow. I return to NZ on Saturday, so only this afternoon to have a good look around for Android tablets for the interactive etextbook project. Visited the Funan IT mall as it is the most convenient and found several shops now have an area set aside to showcase tablets.  The newspapers also offering plans for the Motorola Xoom and the Samsung Galaxy. The iPad still dominates the market. Prices still high with Dell streak for S$788, Samsung Galaxy S$798 and Acer Iconia Tab A500 for S$799. At the lower end of the scale go to the Huawei S7 at S$488, Archos 10 S$599, Creative Ziio 10 at S$399, Viewsonic 10s SS$599. Most promising of the lot seems to the Asus eee Pad at S$699.

Lots of choice and all run Android with the Viewsonic also available with Windows. Purchasing and having the tablets posted across to NZ may be a hassle but will sort things out once we know the project $$ are approved.

Projects for next semester and beyond

Slight hiatus in blogging over the last week or so as busy getting several research proposals off to various external grant agencies.

Funding for two through Ako Aotearoa Southern Hub, now confirmed for next semester. One with Flip Leijten to extend on work we started last year with the 'using videos to study workshop or workplace based trades learning'. Flip will now carry out an investigation into aspects of peer-learning across workshops in joinery, painting and decorating, electrical and welding/structural steel. It will be interesting to find out how workshop organisation, sometimes based around workshop conventions from each trade, impacts on how students interact with each other.

The second is with Martin Jenkins, manager of the Centre for Educational Development. We will be investigating the 'impact of forced change' brought about by the February 22nd earthquake on our institution, the tutors and the students. The findings should be interesting - as a study of change agents and what happens when change is non- negotiable. The staff and students at CPIT have been very resilient but there are signs of stress and strain as the realities of living in a city that has to rebuilt large swathes of the central city and several suburbs, sets in.

I have also put in an expression of interest in this year's Teaching and Learning Research Initiative, to build research capability with trades tutors (across 7 polytechnics) using a 'learning by doing research' approach. The topic we intend to investigate is 'authentic assessments', in particular to explore how to better recognise and celebrate the many multiliteracies in trades learning. We will know by end of June if this project progresses to the next stage beyond the expression of interest.

The last project has gone to the CPIT Foundation to fund hardware in the form of Android OS tablets towards an interactive etextbook project. I hope to work with Peter Sauer from automotive and Katrina Fisher who teaches barista, on this project. Taken that the last Horizon Report indicated mlearning to go mainstream next year and ebooks in the next two years, it is apt that this project covers both bases :) Both Peter and Katrina are capable tutors who have worked extensively with multi-media to support their teaching, so it will be interesting to learn from them, and their students, as the project progresses.

So looking forward to next semester. My large 'first year apprentices' project will be completed by July, so three projects - mentoring Flip, the 'forced change' project and working on the interactive textbooks will take up my research time. I will enjoy the variety and the privilege of working with a great group of people. More importantly, all the topics will add to enhancing student learning in some form or other.

Ako Aotearoa colloquium - day 2

Another busy day with 10 more presentations. First up, a TLRI project on 'mathematics undergraduate teaching: perspectives and interactions' with Barbara Kensington-Miller from the University of Auckland. Explored lecturer, student and lecturer interactions/environments components. On  the lecturer component, Schoenfeld's ROG -resources, orientations and goals, used to investigate university  mathematics teaching.  For student perspectives, the mathematical identities of students is studied. In the lecturing component, investigates the implicit and explicit social and socio-mathematical norms. Use of questions in lectures to engage students in processing concepts.  timing of questions important with placement around middle of lecture optimum.

Second presentation  from Ngaroma Williams from Te Pari Puna Ora O Ateoaroa and Mary-Liz Broadley from the Open Polytechnic on building kaupapa Maori in early childhood education. The main objective is to develop a model/framework to provide kaupapa Moari. Project used online surveys (survey monkey) and focus group sessions and face to face and telephone interviews.  Main themes now identified. Move to try to describe the interface/space between the mainstream and Maori and moving from biculturalism to a concept of bicultural development using 'paddling the same waka' resources. Resources developed include a Maori maramataka (Maori theoretical framework calendar), sets of teachers, graduate teachers pamplets and lecturer guidelines and resources plus poster to outline iwi names, powhiri protocols etc. and a ECE Waiata booklet.

Then a project CPIT also involved in on graduate attributes, presented by Associate Professor Rachel Spronken-Smith and Dr. Carol Bond from the University of Otago. Project just started in March and first stage is to complete synthesis of literature and to define graduate attributes pertinent to NZ context. Provided an overview of background of adoption of graduate attributes in Europe, eventually in US of A and Australia moving on into current changes to NQF targeted review of qualifications.

After morning tea, Gordon Suddaby from Massey University presents on 'help or hindrance: a blended approach to learner engagement'. Main purpose of this project is to develop a toolbox for teachers to use for developing pedagogically sound/robust blended learning environments. Toolbox made up of needs assessment, design and development tools, and evaluation tools. Developed from teachers' perspectives with input from students feedback. Some testing of these tools now undertaken to ensure they will meet objectives of project.

Then,'the impact of tertiary education strategies on success of Pacific learners from Dr. John Horrocks and Aleki Siloa from Wellington Institute of Technology. Main objective is to find out if government strategy documents have been used to support the participation and success of Pacific learners. 16 f 29 tertiary education institutes have agreed to provide strategy documents and these supplemented with  data from TEC and MOE. Key staff responsible for support  strategies will also be interviewed.

Another elearning focused project next with Dr. Stephen Marshall from Victoria University on 'understanding and supporting organisational change with elearning and higher  ed.Project focused on understanding organisational change. Used the elearning maturity model (eMM) to provide a framework for studying adoption and maturity of elearning. background on change from Clayton Christensen - see what's next. Sustaining change is the challenge and technology may not have changed the fundamental objectives of teaching and learning- or has it? Change may occur in institutions if there is a state of acknowledged crisis, small, conspicously out of step or autocratic leadership. Mechanisms that result in change include coercive isomorphisms (TEC investment plan, PBRF), mimitic isomorphism (Learning management system, powerpoint) and normative isomorphism (professional culture creating change - student centred learning).

After lunch, the last presentations take place.

Starting with 'unlocking the impact of tertiary teachers' perceptions of student evaluations' with Dr. Sarah Stein from the University of Otago. Used statistical analysis including frequencies, chi squares and cross tabulations, ANOVA, factor analysis, cluster analysis and regression to study data from various student evaluations. Example from findings on a question on whether negative student evaluations on changes in teaching approach or adoption of innovation considered by staff to constrain their moves to take up new approaches. Found in a university context that staff who have taught between 11 - 15 years were constrained. Perhaps mid-career academics in cycle of promotion?

Followed by my presentation on ' first year apprentices' experiences of the workplace' where findings are collated into themes of matching vocational imagination of apprentices, supporting the belonging to a workplace process and providing ongoing incentives towards completion of apprenticeship.

Next up, 'tertiary teaching tracks: holistic teaching and learning practices of Pacific PTEs' with Lindsay Huthnance from the NZ Institute of Sport. Uses a blend of western and pacific models exampled by the Kakalu approach. Focus groups (fono) used to gather data. Explores teaching/learning/pastoral care practices, weaving of Pacific cultures into teaching and learning. Findings included foundation learners enrolled NOT to complete academic qualification however future employment a strong goal, importance off catering to learning styles of students, students to be responsible for their own learning, on-going support, provide encouragement and inspiration to succeed and need to manage competing time demands.

Last up,an interesting collaboration between a wananga, iwi, PTE and ITPs 'Waiariki agricultural collaboration: Nga ringa raupo o pikiao'. Presented by Stephen Carr from Taratahi on building Maori participation and success in tertiary vocational agriculture. A need to build capability with young Maori to work on iwi trusts farms. Programme to be developed as a collaborative iwi led, provider supported akonga centric model, affirming Maori ways of knowing, traditions and values with effective teaching and learning environments and approaches.

Wrap  up by Dr. Kirsty  Weir to close up another busy but productive colloquium. Kirsty introduced the Ako Aotearoa impact evaluation model that will need to be undertaken by each National project after completion. Impact - who is the target audience? How are they best reached? Write to communicate key messages, generate excitement and capture interest, not just report research. Write to stimulate CHANGE. Re-look at dissemination plan to ensure correct targeting occurs including scoping of communication strategy. Build synergy between projects to launch similar themes/contexts. Presentation of reports to be improved. The impact evaluation framework used to explore sustained impact on learners, project teams, organisations and broader sector involving interviews/conversations at 6 months, 1 year and 2 years after completion.  To review project outputs, changesto teaching and learning practice, benefits to learners and wider project team.

Ako Aotearoa research in progress colloquium - day 1

The annual Ako Aotearoa research collaquium ran for two days on 4th and 5th May. Last year, I learned much about different approaches /research methods, so looking forward to more of the same this year.

Symposium opened with mini whakatua from Ngahiwi Apanui, Ako Aotearoa's Kaihautu whakawhanake Maori. Followed with brief welcome from Dr. Kirsty Weir, Research manager.

A full day of presentations follow. My presentation not until late tomorrow so I can sit back, listen, record and reflect.

First up, Dr.Erik Brogt, from the University of Canterbury- on transforming tertiary science education. Using the Carl Wieman science education initiative and adapt to the NZ context (biology and geology). Uses evidence (preferably quantitative) to support changes in teaching / learning to increase student engagement. Pertinent issue - observations of student engagement  identify 'weak' points in the lecture for instance, providing examples and linking learning outcomes seem to increase engagement. interventions include using clickers, in-class exercises and academic development for staff.  

Next, success and relational agency in academia: the experience of early career academics with Dr. Kathryn Sutherland from Victoria University. Data collection about completed with analysis from June os report on background. look at what motivates early career academics to undertake research and and variations between organisational and personal aspirations. multi-method approach using interviews, questionnaires and focus groups. Found at early stage there is a BIG gap between external/internal institutional and personal expectations. previous research indicates important factors to be institutional support/resources, prior experience and personal characteristics. leading to better induction, 'academics are learners too. resource on ako aotearoa website.

Patrick Hiki from Kahui Tautoko and started this presentation with Jenny Connor from the Industry Training Federation  and Nicky Murray from MITO on 'Maori learners in workplace setting". In NZ almost 10% of workforce = 190,000 people in 35,000 enterprises involved in industry training. 30,000 identify as Maori but very little known about Maori learners in the workplace. ITOs involved include ETITO, BCITO and MITO although more Maoris in seefood, social services, forestry and food manufacturing. need to find out how Maori workers  learn in the workplace, what works and barriers to success. Using a Kaupapa Maori research approach, focus on talking with and not about Maori learners and a mixed methods approach.

After morning tea, 4 presentations. Starting with Robyn Baker, Director of NZ Council of Educational Research with an overview of the teaching and learning research initiative (TLRI). So far 20 tertiary projects funded between 2002-2010. 14 have been published.

Then, Dr. Elaine Khoo from University of Waikato on "exploring elearning practices across disciplines in a university environment". 2 year TLRI project with 4 case studies in  year 1 and 8 in year 2 across 7 disciplines - earth/ocean science, screen/media studies, history,education, engineering and management. Looked into how lecturers use potential of ICT to support tertiary and lecturers and students. findings include effectiveness of ICT, expands and transforms student notions of subject, develops student professional identity, bridge students conceptual, visual and spatial thinking between virtual and real world and not all students emjoy using technology.

Third up, Matui Ratima from University of Waikato on " factors affecting the development proficiency in te roe Maori for adult learners". Matiu is an Ako Aotearoa PhD scholarship recipient. Used interviews based on ethnographical/ partially auto to try to make sense of the two worlds that exist for Maori speakers in NZ. Emerging points include importance of passion, common strategies used and aspects thought to be essential to successful language acquisition seem to be absent from some proficient participants.

Last on before lunch, "pasifika learners and success in tertiary ed." from Dr.Cherie Chu from Victoria University. process of carrying the project, just as important as formal outcomes of the project. A just commenced National project beginning work to investigate exemplars of success to understand institutional level supports that will enhance pacifika learners outcomes. From learners' perspectives, the internal and external motivational factors that contribute to development and success. institutions include Victoria, Otago, MIT, CPIT & Pacific training institute (Wellington).  Based on the Kakala framework, a metaphor to carry out the research. An inclusive approach using appreciative inquiry.

After lunch, three varied topics. First up, Dr Elana Curtis from the University of Auckland on 'success for all: improving Maori student success in health professional degree-level programmes. An example of using Kaupapa research methodology and update from last year on progress made. Study on the non-lecture aspects of health programmes to find out how to best support Maori students - clinical, non-clinical and MAPAs. Maori and Pacific Admission scheme (MAPAS) offers academic, pastoral support and academic representation.  Use critical incident technique to find out factors that support or hinder success - trigger, action and outcome. Categorise interview data on critical incidents as helpful or unhelpful (usually 2/3 helpful).

Next, 'maximising learning dialogue opportunities in professional field-based experiences with Dr. Andrew Smith, Dr. Marion Sanders, Suzanne Barlow from the Bethlehem Tertiary Institute. Focused on professional preparation programmes for early childhood education and counselling. A collaborative study with Bethlehem, NZ Tertiary College and Wintec. 27 students and their associated teacher/supervisor took part. Found, among usual items, mismatch between what supervisors say and what students perceive happens and between institutions' goal and actual practicum experience. A desire between both students and supervisors to have a relationship but finding common time to meet was difficult. interventions include partnership map, belief inventory, critical incident (most valued) and research article (least valued) to share at each meeting.

Then, 'storybook dads programme evaluation' with Charles Pearce and Jan Bain from the Dunedin Methodist Mission. A worthwhile and interesting project. Actual storybook dads project has been running for some years (a trojan horse project) is to evaluate it's effectiveness in order to evidence the benefits already collected through anecdotes. Data gathered through analyzing progress made by dads when they record first DVD to later one. So far, seems to have a 1 level increase in literacy level after only 20 hours intervention. this research to find out how program has impacted through interviews with prisoners, families and staff.

After afternoon tea, a couple of presentations and wrap up for the day. Firstly, Angela Feekery, an Ako Aotearoa PhD scholar from Massey University on 'integrating information literacy and discovering voice'. A participatory action research (PAR) project working on 'planning' as discipline to improve information literacy. Succinctly overviewed challenges faced by students on how to sift through and critically review information.  Much achieved in first 18 months but more to complete including writing up case studies gleaned from data collected through studying student assignments, focus groups, interviews with lecturers etc. this semester working with 4 courses with some changes to two of the courses worked on from last year. information landscape by Craig Cherie used to help students work out priorities with regards to how to evaluate information. Use Microsoft one note to collate research artifacts into a portfolio.

Last one for today, Associate Professor Mavis Haigh from the University of Auckland on 'making authentic and trustworthy practice-based judgements of graduating student teachers. A TLRI project between University of Auckland and 4 Auckland primary schools. The project aims to identify, develop and test models  of practicum-related assessment processes and strategies used by the 4 schools; then test models of the criteria used when judging student teachers' achievement = ready to teach. The project is 1/2 way through and has captured professional conversations between university  liaison lecturers, school-based adjunct lecturers and associate teachers. Data analysis now commenced. Uses Lens model within Social Judgement Theory (Hammond, Rohbaugh, Mumpower & Adelman, 1977) to give direction for research on judgement through careful identification and  analysis of the context of judgement and the cues that underly the decisions. focus groups, interviews, recordings of professional conversations and meetings and document gathering all form data to put through the lens.

ITF research conference - day two

Day two begins with keynote form Jeremy Baker on identifying and reporting the value added from training. Important to not only measure training outputs in term of quantification completion but also to take into account training as a process and experience. Value related to right training for the right business and the right job. The training process runs through getting ready, undertaking, assessment and putting into practice. At the moment 90% of the ITO effort goes into the middle steps but 80% of the impact of training actually in the first and last steps. Therefore to calculate reported value added RVA for training requires evaluating each of the stages of training. The steps for the RVA process therefore are to identify things that drive productivity and performance in the business, identify which are affected by skills, then refine information on drivers and impact of skills and staff satisfaction, then work out how trained and untrained employees perform and the $ value. Importantly, review the $ value to analyze is the right sort of training offered, do business practices encourage effective skill deployment and what improvements need to be made to skills and training? Recommendations include need to review content and assessment of training programs, implementation of staff development programs, more thinking about career pathways and aligning training roles, and more emphasis on training element. Therefore not just more training but appropriate and useful training.

Concurrent sessions begin with a report from Professor Rob Strathdee of Victoria University on the social composition of VET in NZ. Outlined the three phases of VET provision, meritocratic, market and managed. These phases are progressively introduced to try to increase participation range of students from various social backgrounds. Concluded VET not just for lower decile schools. However, students from higher decile schools are likely to engage in higher level VET.

Followed by Dr. Peter Waterhouse from the University of Waikato on telling tales on skills and employability: reviewing some australian research through nz lens. Began by introducing the work and future direction of the National Centre of literacy and numeracy for adults. Presented several reports from Australia, mostly through the NCVER, relevant to literacy and numeracy. Include - contradicting the stereotype - on people who succeeded even with lit/ num challenges. Two dimensional work - even though work places say they demand creative workers, some workplaces did not provide space for creativity, critical thinking or critical literacy. Making experience work - could displaced workers transfer their employability skills? Not automatically or inherently generic, key skills of transfer required, important to be able to unpack, repack, latent skills might not beam apparent etc. Skills ecosystem research refers to recognizing context. A good overview of Australian research in the adult literacy field.

Next lot of concurrent sessions with Heather McDonald and Anne Alkema from Heathrose Research and Justin Blakie from the Ag ITO. On what makes a difference to support completion and credit achievement for ag Ito trainees. Tried have 75 trainees interviewed, with recently completed, fervently exited without completing and currently enrolled across dairy (40), sheep/beef (15) and water (20) but ended with 59. Most who left self initiated, usually within first year. 97% knew what was expected of them during training. About half said they did not need qualification to do the job, they saw value in training, farm mobility was common and employers less influential about commencing training. On job farm training valued, conditions could be better, time for training an issue. Off job training valued but written work a challenge for some. Written work a challenge across educational spectrum. Support from employer and training advisor important. Motivator - future prospects once qualification completed. Thosenwho find it harder have lower qualifications, less positive employer relationships and lack time outside work to study. John reported on how ag Ito put findings from the research in place to enhance completions.

After lunch, Dr. Rose Ryan and Heather McDonald and Anne  Alkema from Heathrose Research on saying what you mean and hearing what is meant: issues in researching trainee and employee perspectives on industry training. Covered the challenges of ensuring trainee voice and experiences are included and logistical, methodological and ethical issues. Challenges include access to workplace, reliance on interviews, building rapport and interpreting meaning. Reviewed NZ research on industry training 44 of which 27 was primary research and only 10 talked to trainees. Generally case studies, with interviews etc. Ad most had small participant numbers. Access to interviewees include getting workplaces to participate, selection of interviewees, informed consent and ethical assurances (power dynamics and confidentiality in small workplaces). Communication is also issue with gender, ethnicity, ESOL and age. Also how well researchers understand the workplace context and how well interviewees understand the process of research?

Then, a sessions with David Earl from the Tertiary sector performance analysis/ Ministry of education on how can tertiary education deliver better value to the economy? Theories - human capital - more skills = more productivity, improved capacity to innovate and knowledge transfer. Generally improved education (quality not quantity) leads to improvements in economy. Tertiary Ed. = diploma or higher, NZ almost 50%  - almost 60% for younger and 60% have above level 3 literacy. Both skills and qualifications complement each other and in combination are important. NZ has well educated workforce but low productivity. Still shortage in engineering, building, architecture, specialist health and post-graduate info. Tech. High skills and more qualifications still important.

Last lot of concurrent sessions starting with Ann Harlow from University of Waikato on the impact of embedded literacy and numeracy teaching on adult vocational learners. 100 students from ITPs and PTEs asked about what teaching practices helped them improve literacy. Students appreciated fun ways to learn, often using more visual representations, games, linking directly applicable to practice often just in time. Students enjoy learning in groups, experts coming to class, use technology, role plays and one on one tutor assistance. Work placement and research assignments were also good ways to learn. Frustrations included difficult vocational jargon, complicated processes to remember, lack of Internet access at home.

Last session with Professor Frank Sligo from Massey University on NZ managers' low literacy : does it matter.  76% of managers are below level 3 in literacy. However, nature of managerial work is more inclined to orality then print literacy. Policy has tended to support workers' literacy improvement. However, low literacy in managers has consequences to workplace practice e.g. Affordances for other workers to literacy support Plus modern digital (document driven) world requires enhanced critical literacy. Innovation also requires both practicalities and literary intelligence. Therefore important to complement NZ no. 8 wire approach capability in print literacy.

Conference ended with a plenary panel discussion with Dr. Peter Coolbear and Professors Stephen Billett and Jane Bryson and Jenny Connor, filling in for Jeremy Baker. Each did a short overview of items learnt over the course of the conference, making links to their own presentations and those of others. Each also raised more questions requiring further work and need for vocational education sector to work with other tertiary sectors.

Overall a busy two days and good to attend a diverse range of sessions and to see how vocational education research is progressing in NZ.

ITF research conference - day one

At the  Industry Training Federation  - ITF NZ vocational education and training research forum on Wednesday 27th and 28th April.

Began with introduction and housekeeping with Jeremy Baker the ITF executive director. Opening address from Dr. Peter Coolbear, Ako Aotearoa director on "Direction for research". Covered the policy context for workplace learning, Ako Aotearoa portfolio and issues to resolve. Policy context include limited funding on tertiary ed., youth unemployment, need to have return on investment, concern about duplication and fragmentation. Also a need to bring employers, Voc. Ed institutions etc. together.

Big change is no longer outputs and systems but about outcomes - value added to NZ economy, to the individual, productivity for today ad tomorrow and work readiness and career building. Ako Aotearoa  invested 0.9 million in 7 national and 19 regional projects on workplace learning. Emergent trends / issues include little cross fertilization between different forms of workplace learning, work integrated /cooperative education. Competency and capability confused. how education/training programmes proactively address life skills and attributes. Linkages between theory and practice and assessment of learning in the workplace. Emergent ones include how strong is the evidence that work integrated learning opportunities equate to career readiness and productivity? How we actually understand learning in the workplace?Identity as a tradesmen/ professional and what is the nature of expertise? Are we fixated on content rather than concepts and attributes?

Keynote from Professor Stephen Billett on "Making space to lift performance:decision making about and engagement in vocational education". Trying to work through the challenges of what skills drive performance? How to lift performance and what investment in skills will make a difference in performance and productivity.
Introduced intended, enacted and experienced curriculum as a starting point to move forward. Intended - national curriculum documents. Enacted - shaped by what resources are available, experience experience of teachers, interpretation of what is intended, values, situational factors etc. Experienced - what student experience and as shaped by their personal processes of contrual and construction.

Reviewed historical origins of vocational education and provided suggestions on how to move forward from long held perspectives of the hieratic organization of occupations. Important to understand, based on current research, what skills drive work performance. These include set of capacities specific to a particular occupation including conceptual, procedural and dispositional, capacities that augment and are embedded in the domain eg. Communications, team work, problem solvig etc and that exist at canonical and situational. How to lift performance ? State needs to engender value of work, build mAture relationships amongst partners and make space for secure engagement from local contributions, those who assist students to learn and those who learn.  

After morning tea, sessions from postgraduates' research.
First up, Jacqui Remnant from the Tertiary Education Commission (TEC) on financial literacy as context for strengthening literacy and numeracy for adults.  Defined financial literacy as beings aware of financial opportunities and risks and having literacy and numeracy skills, financial concept knowledge and confidence to make informed choices. Key considerations include need to connect financial literacy explicitly with other study and work with learner. Matching resources to learners reading and numeracy demands. Flexibility important as is not giving learners financial advise but for them to work it out themselves. Introduced a range of resources currently available to assist.

Gemma Piercy from the University of Waikato on 'insider outsider perspectives: the subjectivity of workplace identity. Study on what others and how professionals perceived vocational identity based on the occupation of baristas. Proposes a continuum of baristas identity. Understanding of skill requirements of baristas varies from highly skilled to unskilled work. Perhaps skill levels related to types of work identity?

Last up Dan Hunt and Diana Sharma from Unitec on debating and defining the scope of ITOs in business capacity development. The project came about through assisting small businesses to build capability. Training and development was an important aspect of capability building. However, not all ITOs developed training solutions would fit into every businesses' capability building strategy. How can there be a connection? And how can ITOs contribute flexibly to different needs and objectives of businesses at various stages of capability development.

After lunch, Professor Jane Bryson from Victoria University on "Lifting performance through facilitating capability". Explored the concept that skill is important but cannot alone create the conditions for performance and achievement. Multifaceted tools need to be used to try to understand the diverse nature of individual, team and organizational performance. Is performance a function of ability/capability, motivation/willingness/effort and opportunity? facilitating capability includes a focus on conditions which enhance means (qualification, resources, etc.) and freedom (workplace, personal agency) to achievement.   Conversion factors between means and freedom include personal (age, gender, ability) social and environment and on capabilities (to use and develop skill) and functioning (vocation, lifestyle).


Presentation by Flip Leijten and myself followed on learning welding: process of feedback. Good interest followed by questions. The study we reported on available as appendix 1 in the guidelines for using video to study workshop and workplace based learning.

After afternoon tea, three concurrent sessions.

Firstly, how does learning happen on the job with Dr. Karen Vaughan, Dr. Paul O'Neil and Marie Cameron. Reports on conditions, motivations and strategies that make workplace learning successful. Based on six workplaces with interviews and observations with learners, trainers and employers. Workplaces were identified as successful by the itos involved. Guidelines include support at organizational level, structured orientation, support structured learning activities, learning from experience and use of formative and summative assessments. Implications were well reported and include a critical interplay between workplace structures and workplace learning, teachers and trainers have a key role, learning is for participation at work, success is about participating in society, knowledge and skills are now always what we assume, and workplace learning both reinforces and challenges institutionally based education.

Then secondary workplace learning and post school transition: insights from the longitudinal surveys of Australian youth with Dr. Sinan Gemici from the Ncver. vet in schools is seen as a way to start students on a career pathway in order to lower the number of youth who do not move into work or higher learning post school. So will work experience at year 11, improve outcomes for youth? After doing quantitative data matching of non wpl kids with kids who undertook wpl, there is still a significant positive effect I.e. Wpl assist school leavers to move on to further learning or into work.

Last presentation of an interesting day. Jen McCutcheon and Mike Hollings present on a community partnership in action - authentic learning through Te Kura. Te Kura provides 'personalized learning distance learning courses supported intensively using a toolbox developed for learning advisors. Based on moving learning towards a big learning picture with the student as part of an advisory group assisted by an advisor. Students also encouraged to be supported by parents and family. A student centered approach encompassing a student education plan focused on students interests and goals. Leads to programs of learning to support interest, job shadowing, development of advisories, internships and portfolio assessments.