Attended a free webinar this morning via QSR the company that sells nVivo. The topic was on public consultation research presented by Patrick O'Neil rom Lincoln University and Dr. Lyn Lavery from academic consulting. Introduced by Kate from QSR.
This is the last of a series of 3 on working with different data came about through the public consultation process Chch city council ran after Chch earthquakes. with previous webinars available on research preparation (for the unknown) and rapidly synthesising and analysing data.
The projects was focused on the Share an idea project used to inform the Chch city plan. 14thMay and series of interactions also used with all data collected by July. 2 teams involved with city council And overseas consultants. Coding structure was set up to deal with multiplicity and amount of data. Needed to ensure data collected could be collated to be meaningful. Topics set up and sub themes emerged. Important to have shared understanding of what sub themes mean to all researchers.
All data, regardless of type, coded to nodes and subthemes on nVivo. large amount of data had to be analyzed within a short time frame. Need to ensure all data was analysable. Data gathered through expo, website, council forms, workshops.
Website collected tweets (over 20,000), emails, group ideas. Council forms included letters, emails, voicemails. Expo included post it notes, pictures and drawings, focus group transcripts etc.
NVivo allowed word, excel files, PDFs audio, video and images with all could be coded to the same topics and sub themes. Plus 5 researchers could all work on data at the same time using nVivo server.
Examples of data types from expo then described.
1) Let's hear it used written information on a form - with 4 questions - what missed, what to retain, how to make Chch city better, what is most important About vision for Chch. Transcripts entered as answers to questions and then coded to sub themes.
2) Web tweets with 4 themes - move, life, space and market. Engaged people before expo and then others could see their own and others and provide feedback and stimulated more ideas. Above coded with tweeters age And suburb and tweets coded into sub themes.
3) Post it notes from expo generated 17,000. Entered into an excel file and manually coded to theme. Then text search used on excel files deployed to create nodes. Merged into existing nVivo data. 1/3 of post it notes then coded using coding density functions.
4) YouTube videos used to capture interviews up to 3 minutes with people who preferred to provide oral feedback. Video transcribed within nVivo and again coded to sub themes. Selected parts were transcribed by firstly doing a first watch and then only transcribing relevant parts.
Children's art to help children articulate their ideas. Photo of art uploaded to nVivo, regions of the 5) picture can then be coded by identifying on the picture and labeling.
Outputs also used nVivo visualization tools and can be run using queries to generate tag clouds ( word frequency with stop word list to remove unnecessary words) and word trees (to illustrate words that are searched and other things associated to each word). Visualisations could be used to quickly display the most common ideas to inform good mass communication and quickly represent a particular topic and display a large amount of content.
All in a good opportunity to have an example of how to better use nVivo for qualitative analysis. Plus information on nVivo 10 which allows for social media data to be more easily used plus need for nVivo to be able to handle very large projects more efficiently.
Thursday, June 28, 2012
Wednesday, June 27, 2012
Learning how to multitask
Writing up notes from the a recently completed pilot with front office students - using videos to enhance reflective learning. Feedback from the students and tutor (Debbie Taylor) has been very positive despite several technical issues to surmount. Of note is that for the first time, all students have completed their practical assessments after the first iteration, so no need for resits, which take up extra time and can be demoralising for students.
We are now working on several technical issues, before we run the official project with a new group of students next semester. Apart from connecting the ipads to a datashow, we have found sound quality from the ipad videos to be a challenge. Firstly, the ipads tend to pick up sound only if the students speak loudly, then when the videos are played back via a data show, students' voices are sometimes difficult to discern. Over the next few weeks, Sam Hegarty at the LTU will be trialing several configurations using wireless mikes and speakers attached to the datashow to improve sound quality.
Even with the sound quality challenge, student learning has been enhanced through the opportunity to view themselves and others roleplaying check-in and check-out processes. After the inital 'camera shyness' the students pitched in and really connected with the overall objectives of the project. They worked at practicing their check-in/check out skills, recorded each others roleplays and provided solid peer feedback to each other. The tutor then used examples of good practice to illustrate main skills.
Of note is the need to do several things at once during the check in/ check out process whilst maintaining a customer friendly/focused demeanor both verbally and through body language. The bringing together of tasks skills and soft people relationship skills can be challenging for students to learn. Debbie is now in the process of deconstructing the check in/check out process more thoroughly to identify areas where multi-tasking is crucial. From the deconstruction, we hope to provide students with the opportunity to practice the multi-tasking parts separately, before incorporating these into the full check in/ check out sequence. There are several occasions during the sequence when students have to talk to the guest, fill in forms/enter information into the computer or find paperwork etc. along with listening to the guest and portraying a professional (I know what I am doing) and friendly/welcoming demeanor.
So next semester, we will have students go through the checklist of check in or check out sequence as they view Debbie (physically or virtually) complete the process. Then, students will concentrate on THREE items /skills through the first few practice roleplays. As their skill develops, the entire check in/ check out roleplay will be videoed. Students will then need to be able to pick up the skills/ dispositions that need to be improved through both peer and tutor feedback. During the pilot, I trialled several class observation sheets and have now modified observation forms to reflect the class room activity as it unfolds. So looking forward to next semester's work on this project.
We are now working on several technical issues, before we run the official project with a new group of students next semester. Apart from connecting the ipads to a datashow, we have found sound quality from the ipad videos to be a challenge. Firstly, the ipads tend to pick up sound only if the students speak loudly, then when the videos are played back via a data show, students' voices are sometimes difficult to discern. Over the next few weeks, Sam Hegarty at the LTU will be trialing several configurations using wireless mikes and speakers attached to the datashow to improve sound quality.
Even with the sound quality challenge, student learning has been enhanced through the opportunity to view themselves and others roleplaying check-in and check-out processes. After the inital 'camera shyness' the students pitched in and really connected with the overall objectives of the project. They worked at practicing their check-in/check out skills, recorded each others roleplays and provided solid peer feedback to each other. The tutor then used examples of good practice to illustrate main skills.
Of note is the need to do several things at once during the check in/ check out process whilst maintaining a customer friendly/focused demeanor both verbally and through body language. The bringing together of tasks skills and soft people relationship skills can be challenging for students to learn. Debbie is now in the process of deconstructing the check in/check out process more thoroughly to identify areas where multi-tasking is crucial. From the deconstruction, we hope to provide students with the opportunity to practice the multi-tasking parts separately, before incorporating these into the full check in/ check out sequence. There are several occasions during the sequence when students have to talk to the guest, fill in forms/enter information into the computer or find paperwork etc. along with listening to the guest and portraying a professional (I know what I am doing) and friendly/welcoming demeanor.
So next semester, we will have students go through the checklist of check in or check out sequence as they view Debbie (physically or virtually) complete the process. Then, students will concentrate on THREE items /skills through the first few practice roleplays. As their skill develops, the entire check in/ check out roleplay will be videoed. Students will then need to be able to pick up the skills/ dispositions that need to be improved through both peer and tutor feedback. During the pilot, I trialled several class observation sheets and have now modified observation forms to reflect the class room activity as it unfolds. So looking forward to next semester's work on this project.
Wednesday, June 20, 2012
microsoft surface
Yesterday, various tech websites and tech blogs provided overviews and reviews of the Microsoft announcement of the Surface tablet. Visually, a nice form factor and the use of the cover as a keyboard a great innovation. Will need to try the cover/keyboard out for responsiveness.
One of the issues we have as an educational institute is the challenge provided by catering to a range of operating systems. Our tablet projects using IOS and Android have been completed with tablets that are not networked into the institution’s Windows OS. So the promise of what looks like a decent Windows OS tablet, will be something to look forward to for a project for the beginning of next year.
The reviews, like this one, seem to be positive. The Windows Metro OS is also promising and I did have a short time to try out the Windows 7 version on Samsung Phones. The main advantage will be user friendly capatibility between PC and mobile devices. For some teaching programmes, ease of sharing between work / student PC and mobile devices like tablets and phones, will increase the range of learning activities we can offer students.
Wednesday, June 13, 2012
Postman, Sennett and Jenkins on technology – cautions and recommendations
Some toing and froing via email at the Centre of Educational Development through my sharing of an article by Neil Postman has led to a discussion on how technology may be used to support teaching and learning.
I read Postman’s 1995 article – ‘Five things we need to know about technological change’ - as a caution – to remember that the media may also become the message. However, even if there will be pros and cons and winners and losers (Postman’s 1 & 2 cautions) and a risk that technology becomes the focus (cautions 3 & 5), technology is also ecological (caution 4) and WE as the makers and users of technology, need to understand the pros/cons and use technology ‘wisely’.
As per previous blog, Sennett’s book (the craftsman) also cautions on a reliance on technology. His example is the use of computer aided design (CAD) in architecture and how designs can become the be all and end all, mesmerising the architect with 3D rendered views of his/her creation and missing the important factor that buildings have to be designed to be lived in, be sympathetic to the environment (physical and social) they cover and comfortable and useful to occupiers/inhabitants.
The 2006 Jenkin’s et al. article – ‘Confronting the challenges of a participatory culture:Media education for the 21st century’ - explores the challenges posed by digital technology to education - with a slant towards formal school education. The examples provided through the article, inform us that it is possible to use technology to help student come to grips with learning for a future world that will rely on digital technology (and perhaps has already?).
So if we are preparing our students to become plumbers, do we also still need to help them become critical learners and users in a world rapidly becoming technology reliant? Who decides?? What will be the most appropriate vernacular/form of communication required by students learning to become plumbers/chefs/nurses etc.? What ‘communication’/media literacy skills are required? – Jenkin’s article includes Play, Performance, Simulation, Appropriation, Multitasking, Distributed Cognition, Collective Intelligence, Transmedia Navigation, Networking and Negotiation (see page 4 for details of each).
Therefore, will a reliance on text based communication be sufficient for future occupational practice? For instance, will trades people use YouTube to advertise their services on TradeMe? If YES, should we be therefore helping students learn to present on visual media instead of writing reports?? Both text and visual presentations require student to represent and organise their thinking – which form of expression will now be more authentic? What appropriate ‘thinking and recording tools’ should be introduced to students to help them make sense of, collate and represent their thoughts and learning?
I read Postman’s 1995 article – ‘Five things we need to know about technological change’ - as a caution – to remember that the media may also become the message. However, even if there will be pros and cons and winners and losers (Postman’s 1 & 2 cautions) and a risk that technology becomes the focus (cautions 3 & 5), technology is also ecological (caution 4) and WE as the makers and users of technology, need to understand the pros/cons and use technology ‘wisely’.
As per previous blog, Sennett’s book (the craftsman) also cautions on a reliance on technology. His example is the use of computer aided design (CAD) in architecture and how designs can become the be all and end all, mesmerising the architect with 3D rendered views of his/her creation and missing the important factor that buildings have to be designed to be lived in, be sympathetic to the environment (physical and social) they cover and comfortable and useful to occupiers/inhabitants.
The 2006 Jenkin’s et al. article – ‘Confronting the challenges of a participatory culture:Media education for the 21st century’ - explores the challenges posed by digital technology to education - with a slant towards formal school education. The examples provided through the article, inform us that it is possible to use technology to help student come to grips with learning for a future world that will rely on digital technology (and perhaps has already?).
So if we are preparing our students to become plumbers, do we also still need to help them become critical learners and users in a world rapidly becoming technology reliant? Who decides?? What will be the most appropriate vernacular/form of communication required by students learning to become plumbers/chefs/nurses etc.? What ‘communication’/media literacy skills are required? – Jenkin’s article includes Play, Performance, Simulation, Appropriation, Multitasking, Distributed Cognition, Collective Intelligence, Transmedia Navigation, Networking and Negotiation (see page 4 for details of each).
Therefore, will a reliance on text based communication be sufficient for future occupational practice? For instance, will trades people use YouTube to advertise their services on TradeMe? If YES, should we be therefore helping students learn to present on visual media instead of writing reports?? Both text and visual presentations require student to represent and organise their thinking – which form of expression will now be more authentic? What appropriate ‘thinking and recording tools’ should be introduced to students to help them make sense of, collate and represent their thoughts and learning?
Wednesday, June 06, 2012
The Craftsman by Richard Sennett
At home this afternoon due to the first snow of this winter closing CPIT. Got to work just after eight through heavy snow on my side of town. Mostly wet in town but then the snow started to really thicken and settle. CPIT closed just after 9.30am so made our way very slowy home. Still snowing this afternoon and about 10 cm in the garden. Therefore, a good opportunity to do my weekly blog.
Over the long weekend, (Queen's birthday with Monday as a public holiday) and re-read Richard Sennett's book The Craftsman. I have dipped in and out of the book several times and used relevant portions in my dissertation, in particular definitions of craftsmanship and the premise that all of us are craftsman, both in our personal (as parents, homecooks, gardeners) and work (not only trade based but professions and examples in the book with computer programmers) lives.
The kindle version of the book on my ipad is now well bookmarked and had copious notes of parts that are pertinent to several projects I am currently working on. I have also highlighted about a dozen other readings/books to follow up, so the weekend reading has been fruitful.
The book moves through 3 sections, craftsmen, craft and craftmanship. In the craftsmen section, four chapters cover the historical conceptions of craftsmanship and provides examples of ancient (weaving) and modern (linux programming) of the existence of craftsmanship. The decline of respect for trades craftsmanship through the industrial revolution is also traced. In this section, the main line of argument is that we should still maintain our sense of craftmanship. Losing aspects of craftsmanship like continual working towards quality whether a plumber or a surgeon, means we lose some of our humanity. Of importance is the need to retain the craftsmanship mindset, so that we are conscious of the impact of technology,tools and machines on the way we do and conceptualise. The example provided is the advent of computer aided design (CAD) in architecture whereby architects become enamoured by the call of design but forget that their creations have to fit into a certain geographical context with weather/climate that impact on the eventual human interaction with the buildings.
The second section concentrates of the importance of the hand in how humans relate to their world. The chapter 'the hand' summarises psychological, ethnographical and sociological approaches to understanding how the had works and the hands contribution to 5 dimensions of human endeavour. 4 are identified by Raymond Tallis, as anticipation, contact, language cognition and reflection and a fifth being values developed by highly skilled hands. Learning music is used as the example in how the hand contributes to how we understand ourselves, communicate with others and form and then explain our conceptualisations. In chapter 6, 'expressive instructions', 3 versions of written recipes are used to explain how trying to explain how to debone a chicken, is about having to unpack how we use our hands. It would have been good to have these recipes in the appendices. However, the example used is apt.
The last section concludes as a call for the need to respect quality-driven work. Human drive for continual improvement needs to be nurtured through the education system. Current work organisation practice makes it difficult for craftmanship to be practiced. The book is a call for better suuport of an innate human desire. If carefully sponsored, might be a way for humankind to better meet the big challenges, many of them environmental issues that will affect all of us one way or other in the near future.
Over the long weekend, (Queen's birthday with Monday as a public holiday) and re-read Richard Sennett's book The Craftsman. I have dipped in and out of the book several times and used relevant portions in my dissertation, in particular definitions of craftsmanship and the premise that all of us are craftsman, both in our personal (as parents, homecooks, gardeners) and work (not only trade based but professions and examples in the book with computer programmers) lives.
The kindle version of the book on my ipad is now well bookmarked and had copious notes of parts that are pertinent to several projects I am currently working on. I have also highlighted about a dozen other readings/books to follow up, so the weekend reading has been fruitful.
The book moves through 3 sections, craftsmen, craft and craftmanship. In the craftsmen section, four chapters cover the historical conceptions of craftsmanship and provides examples of ancient (weaving) and modern (linux programming) of the existence of craftsmanship. The decline of respect for trades craftsmanship through the industrial revolution is also traced. In this section, the main line of argument is that we should still maintain our sense of craftmanship. Losing aspects of craftsmanship like continual working towards quality whether a plumber or a surgeon, means we lose some of our humanity. Of importance is the need to retain the craftsmanship mindset, so that we are conscious of the impact of technology,tools and machines on the way we do and conceptualise. The example provided is the advent of computer aided design (CAD) in architecture whereby architects become enamoured by the call of design but forget that their creations have to fit into a certain geographical context with weather/climate that impact on the eventual human interaction with the buildings.
The second section concentrates of the importance of the hand in how humans relate to their world. The chapter 'the hand' summarises psychological, ethnographical and sociological approaches to understanding how the had works and the hands contribution to 5 dimensions of human endeavour. 4 are identified by Raymond Tallis, as anticipation, contact, language cognition and reflection and a fifth being values developed by highly skilled hands. Learning music is used as the example in how the hand contributes to how we understand ourselves, communicate with others and form and then explain our conceptualisations. In chapter 6, 'expressive instructions', 3 versions of written recipes are used to explain how trying to explain how to debone a chicken, is about having to unpack how we use our hands. It would have been good to have these recipes in the appendices. However, the example used is apt.
The last section concludes as a call for the need to respect quality-driven work. Human drive for continual improvement needs to be nurtured through the education system. Current work organisation practice makes it difficult for craftmanship to be practiced. The book is a call for better suuport of an innate human desire. If carefully sponsored, might be a way for humankind to better meet the big challenges, many of them environmental issues that will affect all of us one way or other in the near future.
Tuesday, May 29, 2012
vodaphone tech forum
Last night, attended a short session at Vodaphone's Northland (Christchurch) store. The main audience for the forum was corporate IT managers and technicians. The objective was an update on Vodaphone's latest offerings that would be useful to the corporate market.
Mobile has moved rapidly and telecomunication companies really have their work cutout to keep up with the increase in smart phones and tablets (in NZ over 50% of Vodaphone customes have smart phones and 90% of corporate clients issue smart phones to their staff). The 'bring your own' device is high on the list for corporate IT support and something we in education are continually challenged with. However, there were assurances that sometime in the near future, corporates having to cope with a multiplicity of operating systems, will be a thing of the past - through cross platform device life cycle interfaces.
There was a short presentation of one of Vodaphone's four 'innovations' - infield support systems with the others being machine to machine, mobile marketing and mobile wallet. Also a demonstration of the 'airwatch' app from ipad to monitor. After that, a chance to play with the many tablets and smart phones on offer. Having become familiar with the iOS on my ipad and the android OS on the Toshiba Thrive tablets, I decided to have a good look at the Windows 7 mobile OS on a Samsung Omnia W and a Nokia Lumia. A nice responsive touch screen with three buttons - a go back, a start and home. Integration to standard microsoft word, powerpoint and excel and given. So roll on windows 8.
Mobile has moved rapidly and telecomunication companies really have their work cutout to keep up with the increase in smart phones and tablets (in NZ over 50% of Vodaphone customes have smart phones and 90% of corporate clients issue smart phones to their staff). The 'bring your own' device is high on the list for corporate IT support and something we in education are continually challenged with. However, there were assurances that sometime in the near future, corporates having to cope with a multiplicity of operating systems, will be a thing of the past - through cross platform device life cycle interfaces.
There was a short presentation of one of Vodaphone's four 'innovations' - infield support systems with the others being machine to machine, mobile marketing and mobile wallet. Also a demonstration of the 'airwatch' app from ipad to monitor. After that, a chance to play with the many tablets and smart phones on offer. Having become familiar with the iOS on my ipad and the android OS on the Toshiba Thrive tablets, I decided to have a good look at the Windows 7 mobile OS on a Samsung Omnia W and a Nokia Lumia. A nice responsive touch screen with three buttons - a go back, a start and home. Integration to standard microsoft word, powerpoint and excel and given. So roll on windows 8.
Thursday, May 24, 2012
classroom observation software
Two comments (1 recent) on video analysis software, a post for end of 2009, recommend the use of ‘classroom walk through’ software to collect, archive and complete interim analysis of class room based observations. The two are ecove and observe4success. Both require download of specialised software to assist with the archiving and analysis of classroom observations.
I had a look through itunes apps on my ipad and find there are quite a few software tools out there for classroom observations, with ipad app options to link data collected on the ipad with PC resident main archive. Examples include classroom mosaic, ecove – general, special ed., administrator, esl., assessa+/ faculty tools, reflect live, lessonnote and tower mobile / randa tower. Most ipad apps are free but will only really work if they are synched to the PC or Mac based central repository. Therefore, the apps are for ease of data collection.
In the main, the tools revolve around checklists and collation methods for later discussions with indvidual teachers or for comparisons of teachers' classroom teaching across subject or year levels. I can work out that the tools will provide for consistency of data gathering. However, in professional development for teaching, it is the 'conversation' and reflection on the data that are important rather than the actual quantitative findings from how software collects and collates the data. The tools can also be useful for research data collection. But again with proviso to ensure it augments qualitative data, for example videos of class activities.
Seeing these tools are being now used in a 'mobile learning' way does provide some good ideas on how to use similar approaches to help students learn. They provide for a means for students to gather data from field trips, labs, practical workshops etc. and have the data collated for later followup, discussion, analysis etc.
I had a look through itunes apps on my ipad and find there are quite a few software tools out there for classroom observations, with ipad app options to link data collected on the ipad with PC resident main archive. Examples include classroom mosaic, ecove – general, special ed., administrator, esl., assessa+/ faculty tools, reflect live, lessonnote and tower mobile / randa tower. Most ipad apps are free but will only really work if they are synched to the PC or Mac based central repository. Therefore, the apps are for ease of data collection.
In the main, the tools revolve around checklists and collation methods for later discussions with indvidual teachers or for comparisons of teachers' classroom teaching across subject or year levels. I can work out that the tools will provide for consistency of data gathering. However, in professional development for teaching, it is the 'conversation' and reflection on the data that are important rather than the actual quantitative findings from how software collects and collates the data. The tools can also be useful for research data collection. But again with proviso to ensure it augments qualitative data, for example videos of class activities.
Seeing these tools are being now used in a 'mobile learning' way does provide some good ideas on how to use similar approaches to help students learn. They provide for a means for students to gather data from field trips, labs, practical workshops etc. and have the data collated for later followup, discussion, analysis etc.
Tuesday, May 15, 2012
Using video to help students' reflective learning process
As a follow up from our net tablet project, I have just started on another Ako Aotearoa Southern Hub funded project with Hospitality tutors Debbie Taylor and Heather McEwan. Two sub-projects using tablets (ipad2s and Toshiba Thrives) will be worked through. The first one is for students to use the ipad2s to video each other as they role play front office customer interactions. The second is to explore the concept of virtual field trips to replace hotel visits (as all the high end hotels in Christchurch are not inaccessible due to the 2011 earthquakes).
The first project, using the ipads to video student role plays has just started. Debbie and I are piloting this with a group of 1st year Diploma in Hospitality students. Our first hurdle was a technical one. How to attach ipads to a datashow so that Debbie could use the student videos as examples to encourage better/improved customer service practices. At present, we are trying out several cabling variations.
A literature search found several articles, mainly in the teacher education sector, on using videos to help enhance reflective practice. One article I have tapped for ideas is by Williams, G. Farmer, L. and Manwaring, M. (2008) on ‘new technology meets an old teaching challenge: Using digital video recordings, annotation software, and deliberate practice techniques to improve student negotiation skills’. The study was conducted with law students and although our project will not be going down the annotation route, I will follow up on the software mentioned in the article – Medianotes.
For the moment, we will concentrate on the ‘deliberate practice’ aspect, in particular, to identify the main skills students will need to develop, provide appropriate and timely feedback and assist the reflective learning cycle. For the feedback cycle, we will be providing students (as with previous projects) the guidelines to be able to feed up, feedback and feed forward (from Hattie and Timperley's - power of feedback).
The first project, using the ipads to video student role plays has just started. Debbie and I are piloting this with a group of 1st year Diploma in Hospitality students. Our first hurdle was a technical one. How to attach ipads to a datashow so that Debbie could use the student videos as examples to encourage better/improved customer service practices. At present, we are trying out several cabling variations.
A literature search found several articles, mainly in the teacher education sector, on using videos to help enhance reflective practice. One article I have tapped for ideas is by Williams, G. Farmer, L. and Manwaring, M. (2008) on ‘new technology meets an old teaching challenge: Using digital video recordings, annotation software, and deliberate practice techniques to improve student negotiation skills’. The study was conducted with law students and although our project will not be going down the annotation route, I will follow up on the software mentioned in the article – Medianotes.
For the moment, we will concentrate on the ‘deliberate practice’ aspect, in particular, to identify the main skills students will need to develop, provide appropriate and timely feedback and assist the reflective learning cycle. For the feedback cycle, we will be providing students (as with previous projects) the guidelines to be able to feed up, feedback and feed forward (from Hattie and Timperley's - power of feedback).
Thursday, May 03, 2012
Tacit knowledge, Haptics and Embodied Knowledge - resources
Following up on several previous posts relating to studying how students learn a trade, three useful resources to explore further in tacit knowledge, haptics and embodied knowledge.
Professor Alice Lam from the University of London presents an overview of tacit knowledge, from a organisational management perspective. Table 2 summarises the individual/organisational differences for standardised and non-standardised work. So for individuals – standardardised work involves ‘embrained knowledge, non-standardised involves ‘embodied knowledge. On the organisational level, standardised work needs ‘encoded knowledge’ and non-standardised uses ‘embedded knowledge’.
Professor Alice Lam from the University of London presents an overview of tacit knowledge, from a organisational management perspective. Table 2 summarises the individual/organisational differences for standardised and non-standardised work. So for individuals – standardardised work involves ‘embrained knowledge, non-standardised involves ‘embodied knowledge. On the organisational level, standardised work needs ‘encoded knowledge’ and non-standardised uses ‘embedded knowledge’.
David Prytherch and Bob Jerrard from Birmingham University present an interesting paper ‘Haptics, the Secret Senses: the covert nature of the haptic senses in creative tacit skills’ through findings from a study of skilled artists and propose that skilled manual work (sculpting, glass blowing, glass engraving and blacksmithing) requires engagement of all senses. Visual sense plays role as a monitor while other senses are important in completing skilled work.
Lastly, a blog on embodied knowledge, featuring the work of Merleu-Ponty. An overview of another aspect of embodiment.
Thursday, April 26, 2012
Engaging with organisational management literature on knowledge transfer
This week, I am undertaking a literature review for a new CPIT project, funded by Innovation New Zealand. This project is to evaluate the processes that work well for bringing CPIT staff expertise and industry knowledge through the sharing of the use of a 3D printer. My role is to be the ‘observer’ and to find out through survey/brief interviews, what works well and how knowledge transfer between CPIT and industry can be improved.
The field of knowledge transfer has several synergies with my current work investigating how novices learn a trade. For one, all the literature I have accessed thus far, acknowledges the social dimension of knowledge and how knowledge is created in companies through the interactions ‘workers’ have with each other, the products they manufacture, the processes and systems they are organised to work with and their on-going relationships with their stakeholders (customers, other companies, suppliers etc.). The recent book - 'making work visible' detailing the ethnographic research approaches at Xerox (previewed in recent blog) and the book 'the social life of information' being good resources.
So diving into the organisational management focused literature on knowledge creation, knowledge transfer and exchange and how companies innovate is re-visiting a familiar place, just with slightly different players/actors. Several articles advocate the need to support ‘communities of practice’ and the approaches are very socio-cultural. Of note are the discussions on tacit knowledge and how these can be nurtured, ‘captured’/harnessed to improve innovation. As all in, a fruitful week engaging with literature that is slightly different but also similar :)
The field of knowledge transfer has several synergies with my current work investigating how novices learn a trade. For one, all the literature I have accessed thus far, acknowledges the social dimension of knowledge and how knowledge is created in companies through the interactions ‘workers’ have with each other, the products they manufacture, the processes and systems they are organised to work with and their on-going relationships with their stakeholders (customers, other companies, suppliers etc.). The recent book - 'making work visible' detailing the ethnographic research approaches at Xerox (previewed in recent blog) and the book 'the social life of information' being good resources.
So diving into the organisational management focused literature on knowledge creation, knowledge transfer and exchange and how companies innovate is re-visiting a familiar place, just with slightly different players/actors. Several articles advocate the need to support ‘communities of practice’ and the approaches are very socio-cultural. Of note are the discussions on tacit knowledge and how these can be nurtured, ‘captured’/harnessed to improve innovation. As all in, a fruitful week engaging with literature that is slightly different but also similar :)
Friday, April 20, 2012
NZ vocational research forum -- day 2
Day two opens with welcome from Dr. Peter Coolbear, CE of Ako Aotearoa. Provided a short overview of yesterday and connection to the contributions from today. Important to think about what the priorities are for VET research into the short and long term.
Keynote 3 is on 'Maori Learners in workplace settings' with Cain Kerehoma from Kahui Tautoko Consulting. An Ako Aoteoroa National project with MITO, BCITO, ETITO and the ITF that commenced in 2011. Other projects conducted in formal training so important to undertake this project on workplace learning. 40 plus learners in 3 regions (Auckland, Bay of Plenty, Wellington) from motor and building trades. Investigate how Maori workers learn in the workplace, what works and what are the barriers to sucess. Used focus groups and interviews to talk with (not about) Maori learners. From stakeholders, points to note include: learner attitude a key; ethnicity not a key factor in outcomes; failure attributed to family backgrounds and wider social/economic factors; some distinctive characteristics of Maori learners; and positive relationships a key. Feedback from learners include: learners come from multiple backgrounds; focused on 'getting the 'ticket'; importance of whanau support and expectations; relationships with employer; apprenticeship model works well; barriers occurred for accessing off job training; and some distinct learning approaches used (learning styles, shyness, wait for others to ask rather than approach supporters for assistance).
Attended session with Helen McPhun (McZoom) and Andy Graves (IAG training manager) on 'the proof's in the pudding: evaluation of a winning partnership. Looks into changes made to IAG induction programme - 4 weeks induction plus option to complete ANZIIF qualification over 2 years. Pilot run to provide four weeks induction, integrating modules of the NC in Finance (level 4) and rest of qualification completed over first year at work. Programme developed by determining parameters (cause), business needs, performance needs, learning needs, preference needs towards 'delivered solution'. -- engage learners reaction, stimulate learning, improve performance application and produce results on business impact. Evaluation of the pilot reveal high learner engagement, assessment activities stimulated learning, ability to apply learning, competency achieved between 2 - 4 weeks instead of at least 8 weeks.
Then 'lessons from ITO embedded literacy and numeracy' with Rose Ryan and Heather McDonald from plus Alison Doyle and Rosemary Sutton who also contributed to the project. reports on Department of Labour commissioned evaluation. Pilot projects fund between 2006 - 2008 and 2009 saw funding for capability building and trainee learning. In 2011, embedding became business as usual. Embedding supported by ITO PD activities, ITF good practice project and establishment of ITF literacy/numeracy network. Project was formative to look at range of models used by ITOs to embed; whether some models more effective than others; and what value is placed in improving lit/num for learners. Interviews conducted with 23 ITOs and case studies conducted (3 ITOs in 2010, 2 in 2011). Findings include ongoing strategic development in IT0S; awareness raising and capability building along with processes of assessment and diagnosis. Lessons learnt include: support from industry employers; need to build capability internally and with on and off job trainers; and sustainability of on-going change.
Keynote 4 is with Francesca Beddie, general manager, research, at the National Centre for Voc Ed Research (NCVER) in Australia. She presented on 'a common vision for VET research in Australia'. Outlined aspiration of NCVER to ensure public funding is spent wisely on research to inform tertiary ed and training. Every 3 years, NCVER undertakes by consulting with researchers, policy makers, training practitioners etc. leading to recommendations for VET research priorities. Important to set 'generic' priorities rather than specific recommendations due to fluid and dynamic nature contributed by social/political contexts. Included is need to continue building the evidence base; have high level evaluation aimed at assessing the impact of policy interventions; and continued efforts to build researcher capability. impact of research also important - four domains involved - knowledge production, capacity building, informing policy and informing practice.
A workshop on 'working together towards a common vision for NZ VET research' then took place. Session led by Mark Oldershaw and a list of questions to consider included topics for research; how to communicate research findings; and how to assist new researchers and build communities of practice.
After lunch, 3 more concurrent sessions. I attended the following
Siobhan Murray presented the Ministry of Education work on the Industry training review: Employer perspectives on VET. Part of review of industry training. Survey with interviews with employers. Survey gathered information on respondents (960 employers), types of training, decisions about training, access to training and opinions about VET system. 300 + employers had between 1 - 5 employees. employers more likely to invest in training for specific rather than all staff; regulartory compliance and upgrading staff skills in current job main training types; apprenticeship most common with training accessed via ITOs; qualification completion rated as very impt; and costs of having staff away from workplace and training cost main barriers to further training. Most common method was in-house followed by ITO organised. Employers value training and feedback also gained on ITO and training provider supports. areas for ITO improvement include type of training, better support for training and better communication.For tertiary providers type of training, better quality courses/tutors and communication/consultation.
Then a session with Sarah Crichton from the Department of Labour on 'Industry trainees and their pay rates. analysis of data from 2003-2008 for adults 20-64 of benefits from participation (120,000 with 95,000 trainees in employment before and after) in workplace based training. Generally, trainees completing level 1 qual. did not show gains. completing level 2 provided small gain in earnings. Level 3 a bit more and level 4 gained 7% increase in earnings. important gain in that trainees completing quals. tended to be still in employment after 3 years.
Lastly, Fiona Stokes from BERL reported on the work of measuring the economic costs and benefits of industry training. in general, economic benefits are gained from training and especially important in certain sectors (export). Presentation centred around key figures and on methodology used to derive the costs. Data gathered from usual sources -stats from Ministry of Education, Dept. of Labour and also interviews with trainees, ITOs, employers etc. Economic costs include cash funding from TEC to ITOs ($1550 - $2300) but NOT in kind costs (staff away on courses etc.). Also employer and employee costs. Role productivity training generally have low training costs ($2450-$8400) but significant and immediate impact. Occupational and trades training have higher costs ($60-70000 over several years), margin increases once trained but life long skills and on-going benefits to individual and industry.
Final plenary session discussed 'a way forward for VET research in NZ' through collation of the discussions at the workshop just before lunch. Topics to research - incentives/motivations/aspirations, what leads to success/completions, pathways, ROI, Skill utilisation, generic skills. Communication - website for VET research, forums, be more proactive - promote use of media, versions of publications for different audiences, common language/no jargon, more cross agency collaboration. New researchers - community of practice, mentors, networking opportunities, better cross tertiary communication and funding/seed money.
Panel of Peter Davies, Francesca Beddie, Peter Coolbear and Mark Oldershaw presented briefly on the collations.
Overall, a good conference with many focused and relevant papers reflecting the current political climate.
Thursday, April 19, 2012
ITF NZ vocational education research forum
itf nz vocational research forum
welcome from ITF with Mark Oldershaw
Keynote one from Peter Davies, from the Policy Consortium in the UK on ' researching VET in a cold climate'. Provided an overview of the UK situation where research funding has been recently reduced and a recent report (Wolf, 2011) that recommended that young people should be discouraged from taking voc ed quals to the detriment of core academic study! Need for research to offer practical solutions, so although less research, they may have more influence where it matters.Provided an overview of various recent research pertinent to VET including low skills, older workers, apprenticeships, NEETs etc. Presentation also included developments in evidence-based approaches and lessons learnt in the UK. encouraged to check out Learning and Skills Improvement Service (LSIS) as a major evidence base on FE and training in England through the LSIS excellence gateway on-line portal with e-LMI tool also made available to support training provision to employers. VET pedagogy on effective teaching and learning in VET includes 5 inter-related components - teaching models, teaching content, teaching skills an strategies, teaching relationships and teacher reflection. Evidence based approaches include evidence producers, gatherers, synthesisers, tranformers and engagers - Coalition for evidence based education via Education Media Centre (EMC) - provides one point of contact, enhance research credibility and make findings more relevant and user friendly. www.policyconsortium.co.uk
After morning tea, two streams of concurrent sessions running, so attending ones with most relevance to my work.
"Getting to know the workforce in the tourism sector' with Joy Saunders from the ATTTO presenting work with Cristine Angus (Angus & Associates). Work done to help inform targeted review of quals (Troq), workplace development into the future. Industry survey to measure no. of staff, wage rates, seasonality of staff, staff characteristics etc. Major challenge to track down tourism based organisations due to diversity of industry and very large number of small businesses. On-line survey used with reminders via email and a prize draw.
A unified system for engineering diplomas - addressing the shortage of engineering technicians in NZ with Bill Cope from Competenz reporting on the process for developing two level 6 qualifications NZ Dip in Engineering and NZ Dip in Engineering Practice. One reason was the large number of NZ and local ITP Dips. Need to find out what students and industry think about the Dips?? revealing confused messages and lack of national consistency, not knowing actually what the qualification prepared them to do! NEEP project funded by TEC formed to develop a coherent national education plan for engineering. Started with development of a graduate progression map. Then define tasks undertaken by various technicians in civil, mechanical, electrical and process disciplines. Plus establish supply and demand.
High-viz partnerships: transforming on-job assessment with Karen Vaughan/Ben Gardiner (NZCER) and Andrew Kear from the BCITO. Find out processes involved in new assessment system and learning outcomes and contribute to evidence about effective assessment. New assessment system set up by BCITO to improve consistency between assessors, better quality assurance outcomes for the assessment process, involve effective partnership and learning resources focused on the learner. Moved from using 5000 workplace assessors to 75 roving assessors. Set up community of practice based on f2f internal moderation system. developing the Assessment team. Revising learning resources. Project studies the 'assessment space' where assessments include formal events, personal reflections, work evidence etc.
My keynote on first year apprentices of work place learning follows lunch. The occasion being the opportunity to officially launch the project with Ako Aotearoa. Audience receptive to findings and the brochure produced for apprentices to help them make a more studied decision about commencing and then beginning an indenture.
Then support for Flip from CPIT for his presentation on 'effectiveness of peer learning in a vocational education setting'. This project studied how students learn from each other in pre-trade training courses. four trades - electrical, painting/decorating, welding and carpentry. Proposes strategies useful to introduce peer learning to pre-trade training.
Followed by support for another CPIT colleague, Emma Meijer on Canterbury Tertiary College Trades Academy Success - 'the best of school and beyond'. provided background on what makes CTC work and future direction. Stressed importance of regional context and the need to consult and meet needs of educational (schools, ITOs, providers, industry) and social (family aspirations, local skill needs) stakeholders as a form of partnership. School work, plus trade/tertiary skills and includes full-time pastoral care co-ordinators.
To close the day, a plenary session called 'looking forward' consisted of presentation of projects that are in progress.
Diana Sharma from Unitec on a project called 'turning good trades people into great business people'. Presented on the work of the Unitec business development unit to assist SMEs become more effective/efficient businesses. Through collaborative venture between francise operation (Laser), University of Ballarat and Unitec. a three step process - capability assessment, receive customised learning recommendation and undergo intensive, flexible self-development programme.
Next, Doug Powhare from ESITO spoke on 'diversity: an industry collaboration' on project to increase representation of Maori, Pacific Peoples, Migrants and women in the electrical supply industry. Funding used to provide coordination support, develop aspirational pathways and mentors and establish a research framework.
Ian Elliot, CEO of plumbing, gas fitting and roofing ITO presented a project on evaluating ITO offerings to support educational judgements. Small project carried out 3 focus groups of plumbing/gasfitting apprentices at final block course (Dr. Lex McDonald & Dr. Anne Hynds from Victoria University). Apprentices perceptions of learning opportunities for industry-based training. Findings include: motivation was the key influence on whether participants perceived they were able to learn new skills and knowledge that could be applied in the workplace. Further research could include apprenticeship supervisors' understandings of how to motivate apprentices to learn and apply new knowledge and skills in workplace settings; and changes to effectiveness of learning through varying the ratio of on and off-job learning.
welcome from ITF with Mark Oldershaw
Keynote one from Peter Davies, from the Policy Consortium in the UK on ' researching VET in a cold climate'. Provided an overview of the UK situation where research funding has been recently reduced and a recent report (Wolf, 2011) that recommended that young people should be discouraged from taking voc ed quals to the detriment of core academic study! Need for research to offer practical solutions, so although less research, they may have more influence where it matters.Provided an overview of various recent research pertinent to VET including low skills, older workers, apprenticeships, NEETs etc. Presentation also included developments in evidence-based approaches and lessons learnt in the UK. encouraged to check out Learning and Skills Improvement Service (LSIS) as a major evidence base on FE and training in England through the LSIS excellence gateway on-line portal with e-LMI tool also made available to support training provision to employers. VET pedagogy on effective teaching and learning in VET includes 5 inter-related components - teaching models, teaching content, teaching skills an strategies, teaching relationships and teacher reflection. Evidence based approaches include evidence producers, gatherers, synthesisers, tranformers and engagers - Coalition for evidence based education via Education Media Centre (EMC) - provides one point of contact, enhance research credibility and make findings more relevant and user friendly. www.policyconsortium.co.uk
After morning tea, two streams of concurrent sessions running, so attending ones with most relevance to my work.
"Getting to know the workforce in the tourism sector' with Joy Saunders from the ATTTO presenting work with Cristine Angus (Angus & Associates). Work done to help inform targeted review of quals (Troq), workplace development into the future. Industry survey to measure no. of staff, wage rates, seasonality of staff, staff characteristics etc. Major challenge to track down tourism based organisations due to diversity of industry and very large number of small businesses. On-line survey used with reminders via email and a prize draw.
A unified system for engineering diplomas - addressing the shortage of engineering technicians in NZ with Bill Cope from Competenz reporting on the process for developing two level 6 qualifications NZ Dip in Engineering and NZ Dip in Engineering Practice. One reason was the large number of NZ and local ITP Dips. Need to find out what students and industry think about the Dips?? revealing confused messages and lack of national consistency, not knowing actually what the qualification prepared them to do! NEEP project funded by TEC formed to develop a coherent national education plan for engineering. Started with development of a graduate progression map. Then define tasks undertaken by various technicians in civil, mechanical, electrical and process disciplines. Plus establish supply and demand.
High-viz partnerships: transforming on-job assessment with Karen Vaughan/Ben Gardiner (NZCER) and Andrew Kear from the BCITO. Find out processes involved in new assessment system and learning outcomes and contribute to evidence about effective assessment. New assessment system set up by BCITO to improve consistency between assessors, better quality assurance outcomes for the assessment process, involve effective partnership and learning resources focused on the learner. Moved from using 5000 workplace assessors to 75 roving assessors. Set up community of practice based on f2f internal moderation system. developing the Assessment team. Revising learning resources. Project studies the 'assessment space' where assessments include formal events, personal reflections, work evidence etc.
My keynote on first year apprentices of work place learning follows lunch. The occasion being the opportunity to officially launch the project with Ako Aotearoa. Audience receptive to findings and the brochure produced for apprentices to help them make a more studied decision about commencing and then beginning an indenture.
Then support for Flip from CPIT for his presentation on 'effectiveness of peer learning in a vocational education setting'. This project studied how students learn from each other in pre-trade training courses. four trades - electrical, painting/decorating, welding and carpentry. Proposes strategies useful to introduce peer learning to pre-trade training.
Followed by support for another CPIT colleague, Emma Meijer on Canterbury Tertiary College Trades Academy Success - 'the best of school and beyond'. provided background on what makes CTC work and future direction. Stressed importance of regional context and the need to consult and meet needs of educational (schools, ITOs, providers, industry) and social (family aspirations, local skill needs) stakeholders as a form of partnership. School work, plus trade/tertiary skills and includes full-time pastoral care co-ordinators.
To close the day, a plenary session called 'looking forward' consisted of presentation of projects that are in progress.
Diana Sharma from Unitec on a project called 'turning good trades people into great business people'. Presented on the work of the Unitec business development unit to assist SMEs become more effective/efficient businesses. Through collaborative venture between francise operation (Laser), University of Ballarat and Unitec. a three step process - capability assessment, receive customised learning recommendation and undergo intensive, flexible self-development programme.
Next, Doug Powhare from ESITO spoke on 'diversity: an industry collaboration' on project to increase representation of Maori, Pacific Peoples, Migrants and women in the electrical supply industry. Funding used to provide coordination support, develop aspirational pathways and mentors and establish a research framework.
Ian Elliot, CEO of plumbing, gas fitting and roofing ITO presented a project on evaluating ITO offerings to support educational judgements. Small project carried out 3 focus groups of plumbing/gasfitting apprentices at final block course (Dr. Lex McDonald & Dr. Anne Hynds from Victoria University). Apprentices perceptions of learning opportunities for industry-based training. Findings include: motivation was the key influence on whether participants perceived they were able to learn new skills and knowledge that could be applied in the workplace. Further research could include apprenticeship supervisors' understandings of how to motivate apprentices to learn and apply new knowledge and skills in workplace settings; and changes to effectiveness of learning through varying the ratio of on and off-job learning.
Monday, April 16, 2012
AVETRA - day 2 - 13th April
Keynote from Tom Karmel, managing director,NCVER, on the topic of research for industry. Discussed role of industry in education, with a need to define 'what is industry' as there is great diversity and made up of many parties, each with different perspectives and focuses. Chose examples from NCVER research to illustrate - value of completing apprenticeship, role of wages in completion rates, value of completing VET qual., match between training and labour market, role of VET in innovation, and VET and workforce development.
Professor Erica Smith from University of Ballarat on - managing apprentices and managing PhD students: Current concerns and transferable tips. There are similarities although both are at different levels and have different objective.
'Practice based research and critical pedagogy - rethinking teaching training for vocational educators' with Lisa Maurice-Takerei and Dr.Helen Anderson from Manukau Institute of Technology. Project on developing a qualification and a model constructed to move beyond technicist competencies towards development of professional knowledge. Literature from Leach (2011) on theory building, identity development (Seddon, 2009) and reflection on practice (Boud, 1993). need for voc. ed teachers to become reflective practitioners. Us of video to enhance critical reflection. Model includes pedagogy, content and transformation feeding into collaboration/theory building, reflection, discourse contributing towards identity, autonomy and theory. video useful for tutors to observe and then reflect on and then analyse towards their own substantiation of practice.
Stephen Billett on ' vocational education: standing and clarification of objectives' summarises one of the arguments that forms his book ' vocations education: purposes, traditions and prospects'. Low standing of some occupations leads to erroneous assumption that teaching and learning for these occupations will be less complex. Begins with overview of worth of vocational education but that it has suffered from low status, negative societal sentiments and unhelpful regulation and inadequate educational provision. Need to redress to secure a better balance amongst factors shaping voc. ed's purposes and practices. occupations arise through social need but vocations from personal direction. to proceed, occupation requirements are not uniform, so national prescriptions alone not sufficient. too much emphasis on the intended curriculum and not enough attention to the enacted and experiences, need to accommodate local decisions about occupational requirements, student readiness, available resources and experiences. those who teach and support learners often best place to make decisions about what should be emphasised. individuals decide how they engage with and learn from what is provided.
'Explicating forms of negotiating through personal work and learning practice'with Ray Smith from Griffith University. Presentation on personal work and learning practices - four forms of negotiation. Negotiation as a means of learning is under theorised and under specified. work and learning is purposeful and goal directed, along a continuum of purpose (deliberate to accidental) and a continuum of goal realisation (resolved to unresolved). Four contingent forms of negotiation can therefore have purposes and goals on vertical and horizonal axis, dividing negotiation into four quadrants. Realised (resolved/deliberate), discovered(resolved/accidental), concealed (unresolved/accidental) and protracted (unresolved /deliberate). provides for ways of categorising workers' work and learning practices as types of negotiations that differentiate processes and outcomes involved; bring a simultaneous focus to what and why workers do their work the way they do it - personalising and illuminating 'how' negotiated practice is enaced. Reduce the generice and taken for granted meanings of the concept and so enable a more expliciit conceptualisation of work and learning practices as negotiation - which is always more than a synonnym for interaction or co-participation.
Keynote 4 with Professor Anne Marie Bathmaker, University of West England (Bristol) presenting 'bringing practice back in: How practice shapes constructions of knowledge in vocational education. stems from a project on knowledge in general vocational education. Using 2 examples from further education in England. connections to work by staff and students was tenuous. In a example from science, the BTEC was seen to be a progression programme from FE to HE. Knowledge seemed to be mainly identifying and listing content and not going further by applying to practice. in contrast, performing arts example had strong linkages with industry, facilities were authentic (used by amateur companies as well as FE). Knowledge was things and skillls needed to practice in the real world, linking theory to practice. Young (2008) on shaping the knowledge in GVE and bringing knowledge back in.
Panel discussion closed the conference with next year's conference in early April in Perth. Panel of Tom Karmel, Berwyn Clayton, Craig Robson, Stephen Billett and Erica Smith, chaired by Llandis Barrett Pugh, discussed the quality of VET research in Australia.
AVETRA day 1 - 12th April
At the Australian Vocational Education and Training Research Association (AVETRA) conference late last week. A good opportunity to network with mainly Australian VET researchers. A large number of presentations taking place with 6 concurrent papers presented at each time slot. I have selected the papers that are accompanied by refereed papers and which are related to apprenticeship, trades learning or trades teacher training.
Conference opens with welcome to country providing a good overview of the Indigenous perspective.
and official welcome from Dr. Llandis Barratt-Pugh - current avetra president - summarising the Australian context and current political landscape. Andrew Leigh, representing the Minister of Tertiary Education then provided overview of current federal government policy to provide opportunities for all Australians to contribute to the economy with VET playing a key role in preparing people for ongoing challenges presented by social, technological and political changes.
Keynote 1 from Robin Shreeve, CEO of Skills Australia,on 'aligning tertiary ed. with the demand for skills and qualifications in a changing world'. Firstly provided an overview of Skills Australia (which will be transformed with added remits in July). Then the challenges faced by Australia in the short and long term and how skills training may contribute. Three conceptual pillars used : apply concept of specialised occupations, develop, test and model multiple scenarios to achieve flexible policy reponses and fund users rather than providers. Described the 4 scenarios developed for the Australian context to replace pervious one based on work by Royal Dutch Shell. Models are - long boom, smart recovery, terms of trade stock and ring of fire. Proposes an integrated VET/HE sector to be more responsive to various challenges and meeting projected skills requirements from various scenarios.
Concurrent session 1 with Dr. Hilary Timma, Charles Sturt University, on 'eclectic approaches by worker-learners to authentic work based learning and assessment. summarised a project, following 13 mature-aged learners who had completed vet-based studies by distance ed. Mainly examined how people learn (and are assessed) in workplace, especially as developed through processes of social interactions in the workplace and through significant others who contribute to assist, encourage or comment on what is taking place. occupations included police, hospitality education, client services, business management and horticulture. framed by sociality of learning (Boud), communities of practice (Lave & Wenger) and workplace learning (Billett).
My session on findings from the 'first year apprentices project' then took place. good attendance and a broad range of questions at the end.
Session 3 on 'apprenticeship pedagogies in a Tasmanian RTO: What teachers say? with Rod Mason, Skills institute, hobart, Tasmania. investigates the approaches to traditional trade apprentice teaching and learning in the Tasmanian Skills Institute (TSI). What strategies are used and favoured and WHY. Teachers typically developed their won theories of learning style. completion of Cert IV might not equip teachers with appropriate skills. innovative approaches required knowledge beyond Cert IV level. pedogogies used were generally traditional (lecture/formal presentation, demonstration followed by practice, dependent and independent use of workbooks), flexible delivery included CD-Roms, online, self directed workbooks and some evidence of innovative strategies (computer based games, interactive DVDs). Choice of pedagogy tended to be based on past experiences, established practices within teaching teams and external industry demands.
Next session with Dr. Llandis Barratt-Pugh and Dr. Sue Bahn - how pre-site construction induction training improves work safety but illuminates the issues of on-line certification. reports on a project to look at mandatory pre-site training as offered in WA and impact of the study on current delivery methodology. Pre-site construction safety programmes need to change beliefs about workplace safety and also provide opportunities to learn and be able to deploy 'instinctive' responses (perhaps learnt through repetition). Evaluation of programme indicates programme was useful, but delivery mode, either f2f or online had mixed responses due to different needs of individuals and companies they work for. Some companies did not trust the online certification and this project findings did lead to removal of subsidies for online programmes.
After lunch, first session with Sonal Nakar on 'the voice of VET teachers: teacher dilemmas and its implications on international students, teachers and VET institutions. identified many challenges, some turning into dilemmas and all based on need to make some form of ethical decision. examples of dilemmas include: lack of resources and support systems for teachers in helping international students with differing IELTs scores; managing percieved inappropriate gift giving by students; inconsistencies amongst various VET institutions regarding curriculum, assessment standards and extent of the course; teaching subject without expertise. Recommendatyions include better partnership between govt and educators in policy making; toughened and consistent national framework for regulation to delivery high quality teaching and learning outcomes; greater opportunity for teacher qualification; and consistency in curriculum/duration delivery.
Next, 'Promises and expectations between apprentices, trainees and their employers' with Ros Brennan Kemmis, Sharon Ahern and Diane Middleton (Charles Sturt University). presentation introduces the concept of 'practice architecture, as apprentices, trainees and employers come into an already established pre-configured way of saying/thinking, doing things, and relating among the different kinds of participants (cultural-discursive, material-economic and social-political dimensions). drawing a subsection from Smith, E. Walker, A & Brennan Kemmis, R. (2011) Understanding the psychological contract on apprenticeship/traineeship to improve retention. NCVER. (need to check). the study reported in this project Uses 3 case studies from the main study. where there were instances of differences between expectations and promises between apprentices and employers. in general, preconditions necessary to fulfil contract include: sound HR processes for recruitment, performance management; systems reward both tangible and intangible; early intervention; monitoring training both on and off-job and clear lines of communication.
Then paper from Anthony Wareham from Unitec - evaluating the effectiveness of plumbing and gas-fitting pre-trade programmes in NZ. Looked into theory/practical components of the programme and whether pre-trade courses provided skills/knowledge relevant for entry-level employment in the plumbing trade. 3 pre-trade courses evaluated (school based try a trade, plumbing and gas fitting 4 weeks 'taster' of a 16 week multiskills course, and students Gateway). programme evaluation criteria distilled with need to provide students with authentic work experiences to learn work ethics, be introduced to tools, work etc.
Also attended two sessions with unrefereed papers. The first with Alison Miller, Higher Ed. Qualifications pathways manager and Mary Leahy from L H Martin institute on 'connecting education and work: vocational streams and the capabilities of approach (Sen & Nussbaum)- due to interest in the capabilities approach. both explored the need to an improvement of pathways through tertiary education. Capabilities approach -- alternative to flawed theory of utilitarinism, focuses on what people need in order 'to be and to do', to live life they have reason to value, set political goals as capabilities rather than functioning, appreciation of the corrosive effect of entrenched disadvantage, intrinsic value of people, and humans are social beings.
Keynote by Dr. Salim Akoojee, university of the Witwatersrand, on 'towards a responsive TVET research agenda for the 21st century: Time for doing different things differently'. The presentation - explored the nature of VET research practice and the role of political-economy, provide a possible framework by which we could interrogate VET research and develop a 'responsive' TVET research agenda to take social justice as a starting point. An interesting and thought-provoking presentation, also reminder of Sen and Nussbaum's capability approach, of how transportation of processes that work in developed countries (e.g. national qualification frameworks) may not be suitable in developing world contexts. TVET research needs to ensure reponsiveness to political/social sphere and take a stand to ensure research is used responsibly.
AVETRA AGM followed then the conference dinner - a long day with several interesting presentations to mull over.
Conference opens with welcome to country providing a good overview of the Indigenous perspective.
and official welcome from Dr. Llandis Barratt-Pugh - current avetra president - summarising the Australian context and current political landscape. Andrew Leigh, representing the Minister of Tertiary Education then provided overview of current federal government policy to provide opportunities for all Australians to contribute to the economy with VET playing a key role in preparing people for ongoing challenges presented by social, technological and political changes.
Keynote 1 from Robin Shreeve, CEO of Skills Australia,on 'aligning tertiary ed. with the demand for skills and qualifications in a changing world'. Firstly provided an overview of Skills Australia (which will be transformed with added remits in July). Then the challenges faced by Australia in the short and long term and how skills training may contribute. Three conceptual pillars used : apply concept of specialised occupations, develop, test and model multiple scenarios to achieve flexible policy reponses and fund users rather than providers. Described the 4 scenarios developed for the Australian context to replace pervious one based on work by Royal Dutch Shell. Models are - long boom, smart recovery, terms of trade stock and ring of fire. Proposes an integrated VET/HE sector to be more responsive to various challenges and meeting projected skills requirements from various scenarios.
Concurrent session 1 with Dr. Hilary Timma, Charles Sturt University, on 'eclectic approaches by worker-learners to authentic work based learning and assessment. summarised a project, following 13 mature-aged learners who had completed vet-based studies by distance ed. Mainly examined how people learn (and are assessed) in workplace, especially as developed through processes of social interactions in the workplace and through significant others who contribute to assist, encourage or comment on what is taking place. occupations included police, hospitality education, client services, business management and horticulture. framed by sociality of learning (Boud), communities of practice (Lave & Wenger) and workplace learning (Billett).
My session on findings from the 'first year apprentices project' then took place. good attendance and a broad range of questions at the end.
Session 3 on 'apprenticeship pedagogies in a Tasmanian RTO: What teachers say? with Rod Mason, Skills institute, hobart, Tasmania. investigates the approaches to traditional trade apprentice teaching and learning in the Tasmanian Skills Institute (TSI). What strategies are used and favoured and WHY. Teachers typically developed their won theories of learning style. completion of Cert IV might not equip teachers with appropriate skills. innovative approaches required knowledge beyond Cert IV level. pedogogies used were generally traditional (lecture/formal presentation, demonstration followed by practice, dependent and independent use of workbooks), flexible delivery included CD-Roms, online, self directed workbooks and some evidence of innovative strategies (computer based games, interactive DVDs). Choice of pedagogy tended to be based on past experiences, established practices within teaching teams and external industry demands.
Next session with Dr. Llandis Barratt-Pugh and Dr. Sue Bahn - how pre-site construction induction training improves work safety but illuminates the issues of on-line certification. reports on a project to look at mandatory pre-site training as offered in WA and impact of the study on current delivery methodology. Pre-site construction safety programmes need to change beliefs about workplace safety and also provide opportunities to learn and be able to deploy 'instinctive' responses (perhaps learnt through repetition). Evaluation of programme indicates programme was useful, but delivery mode, either f2f or online had mixed responses due to different needs of individuals and companies they work for. Some companies did not trust the online certification and this project findings did lead to removal of subsidies for online programmes.
After lunch, first session with Sonal Nakar on 'the voice of VET teachers: teacher dilemmas and its implications on international students, teachers and VET institutions. identified many challenges, some turning into dilemmas and all based on need to make some form of ethical decision. examples of dilemmas include: lack of resources and support systems for teachers in helping international students with differing IELTs scores; managing percieved inappropriate gift giving by students; inconsistencies amongst various VET institutions regarding curriculum, assessment standards and extent of the course; teaching subject without expertise. Recommendatyions include better partnership between govt and educators in policy making; toughened and consistent national framework for regulation to delivery high quality teaching and learning outcomes; greater opportunity for teacher qualification; and consistency in curriculum/duration delivery.
Next, 'Promises and expectations between apprentices, trainees and their employers' with Ros Brennan Kemmis, Sharon Ahern and Diane Middleton (Charles Sturt University). presentation introduces the concept of 'practice architecture, as apprentices, trainees and employers come into an already established pre-configured way of saying/thinking, doing things, and relating among the different kinds of participants (cultural-discursive, material-economic and social-political dimensions). drawing a subsection from Smith, E. Walker, A & Brennan Kemmis, R. (2011) Understanding the psychological contract on apprenticeship/traineeship to improve retention. NCVER. (need to check). the study reported in this project Uses 3 case studies from the main study. where there were instances of differences between expectations and promises between apprentices and employers. in general, preconditions necessary to fulfil contract include: sound HR processes for recruitment, performance management; systems reward both tangible and intangible; early intervention; monitoring training both on and off-job and clear lines of communication.
Then paper from Anthony Wareham from Unitec - evaluating the effectiveness of plumbing and gas-fitting pre-trade programmes in NZ. Looked into theory/practical components of the programme and whether pre-trade courses provided skills/knowledge relevant for entry-level employment in the plumbing trade. 3 pre-trade courses evaluated (school based try a trade, plumbing and gas fitting 4 weeks 'taster' of a 16 week multiskills course, and students Gateway). programme evaluation criteria distilled with need to provide students with authentic work experiences to learn work ethics, be introduced to tools, work etc.
Also attended two sessions with unrefereed papers. The first with Alison Miller, Higher Ed. Qualifications pathways manager and Mary Leahy from L H Martin institute on 'connecting education and work: vocational streams and the capabilities of approach (Sen & Nussbaum)- due to interest in the capabilities approach. both explored the need to an improvement of pathways through tertiary education. Capabilities approach -- alternative to flawed theory of utilitarinism, focuses on what people need in order 'to be and to do', to live life they have reason to value, set political goals as capabilities rather than functioning, appreciation of the corrosive effect of entrenched disadvantage, intrinsic value of people, and humans are social beings.
Keynote by Dr. Salim Akoojee, university of the Witwatersrand, on 'towards a responsive TVET research agenda for the 21st century: Time for doing different things differently'. The presentation - explored the nature of VET research practice and the role of political-economy, provide a possible framework by which we could interrogate VET research and develop a 'responsive' TVET research agenda to take social justice as a starting point. An interesting and thought-provoking presentation, also reminder of Sen and Nussbaum's capability approach, of how transportation of processes that work in developed countries (e.g. national qualification frameworks) may not be suitable in developing world contexts. TVET research needs to ensure reponsiveness to political/social sphere and take a stand to ensure research is used responsibly.
AVETRA AGM followed then the conference dinner - a long day with several interesting presentations to mull over.
Thursday, March 29, 2012
Jane Higgins on learner identity for young people who leave school with no or low qualifications
Attended a short 'lunch time' presentation by Dr. Jane Higgins, on - "Towards a learning identity: young people becoming learners after leaving school" - at the mental health resource centre in Chch.
Jane's work with Judith Sligo and Dr. Karen Nairn on 'vocational imagination' the project on 'first year apprentices' experiences in the workplace. So good to do a catch up f2f with Jane and the work of the education employment linkages group at Lincoln University.
Jane presented initial findings from draft prepared for research participants for feedback. Strong themes coming through which are likely to be in final report. Final report will be on eel website.
She summarised research process, then defined learning identity and progreesed to discussing what supports formation of learner identity with respect to pathways into employment.
Project began with international research lit. review, then the mapping of educational-employment linkages provision in NZ for young people with low or no qualifications (which is in flux and change now). Interviews carried out with providers, policy analysts and the voices of the young people. Unable to make contact with NEETs (not in education, emploment or training) due to difficulties encountered last year through the Canterbury/Christchurch earthquakes.
Research question - what do young people who have left school with low or no qualifications have to say about the capacity of agenccies to assists, including facilitators and barriers.
12 focus groups in 5 learning organisations (n=51) - 2 learning centres with young people facing multiple difficult circumstances, one for teen mothers and one offering youth guarantees programmes
What learning took place across activities leading to NCEA levels, nat certs, drivers licence, or involving fitness, work experience, sport/leisure.
Young people construct a sense of self as a learner that changes over time and is mediated by the institutional structures in which they learn and which therefore impacts upon their view of work/career possibilities. Young people's understanding of their own learning capacities are critical to their aspirations and ability to engage with particular education-employment linkages. (eel lit review p.22)
Towards a learning identity - all participants were in learning environment, left school disengaged, most have been NEET for a period post-school, did not want to be NEET, saw themselves as learners, therefore significant identity formation.
Relationships (between learner and teacher) important in establishing recognition of transition from NEET, low school attainment to learner identity. Being provided with trust in their integrity, choices they could make, being treated as an adult, relevance and paced learning, small class size and positive encouragement.
matrix from 'positive youth development in Aotearoa: Weaving connections: tuhonohono tangitahi - WFCT - details low support/low challenge to high support/high challenge.
Themes on crafting pathways - individuals require emotional support (someone who understands, trustworthy, listens, have patience, high expectations, honest about employment). self motivation important. recommendation from known trusted source.
Finding a way into work - methods used include informal networks of tutors into labour market, individualised assistance, internet, acquaintances, career expos, job search assistance, work experience.
Maintaining a learner identity - and crafting a worker identity - what happens if jobs are not available?? points to fragility of the learner identity.
Current policy environment -- has challenges and may not solve all problems. Including:
Current focus on 16-17 risks missing those who shift towards learning identity over a longer time - confidence building is complex and take a lot of one to one support.
Pursuit of NCEA level 2 but may lead to organisations to replicate school. Gateway and trades academies do not currently cater for many of the young people who participated in this project.
Therefore, shift towards learning identity is a crucial moment for young people who have been in NEET. requires high levels of support and tailored education to facilitate and support, takes time and access to work experience and employment opportunities.
New Book - "Children of Rogernomics" - will be of interest and provide background to the impact of neoliberal economics on youth today.
Jane's work with Judith Sligo and Dr. Karen Nairn on 'vocational imagination' the project on 'first year apprentices' experiences in the workplace. So good to do a catch up f2f with Jane and the work of the education employment linkages group at Lincoln University.
Jane presented initial findings from draft prepared for research participants for feedback. Strong themes coming through which are likely to be in final report. Final report will be on eel website.
She summarised research process, then defined learning identity and progreesed to discussing what supports formation of learner identity with respect to pathways into employment.
Project began with international research lit. review, then the mapping of educational-employment linkages provision in NZ for young people with low or no qualifications (which is in flux and change now). Interviews carried out with providers, policy analysts and the voices of the young people. Unable to make contact with NEETs (not in education, emploment or training) due to difficulties encountered last year through the Canterbury/Christchurch earthquakes.
Research question - what do young people who have left school with low or no qualifications have to say about the capacity of agenccies to assists, including facilitators and barriers.
12 focus groups in 5 learning organisations (n=51) - 2 learning centres with young people facing multiple difficult circumstances, one for teen mothers and one offering youth guarantees programmes
What learning took place across activities leading to NCEA levels, nat certs, drivers licence, or involving fitness, work experience, sport/leisure.
Young people construct a sense of self as a learner that changes over time and is mediated by the institutional structures in which they learn and which therefore impacts upon their view of work/career possibilities. Young people's understanding of their own learning capacities are critical to their aspirations and ability to engage with particular education-employment linkages. (eel lit review p.22)
Towards a learning identity - all participants were in learning environment, left school disengaged, most have been NEET for a period post-school, did not want to be NEET, saw themselves as learners, therefore significant identity formation.
Relationships (between learner and teacher) important in establishing recognition of transition from NEET, low school attainment to learner identity. Being provided with trust in their integrity, choices they could make, being treated as an adult, relevance and paced learning, small class size and positive encouragement.
matrix from 'positive youth development in Aotearoa: Weaving connections: tuhonohono tangitahi - WFCT - details low support/low challenge to high support/high challenge.
Themes on crafting pathways - individuals require emotional support (someone who understands, trustworthy, listens, have patience, high expectations, honest about employment). self motivation important. recommendation from known trusted source.
Finding a way into work - methods used include informal networks of tutors into labour market, individualised assistance, internet, acquaintances, career expos, job search assistance, work experience.
Maintaining a learner identity - and crafting a worker identity - what happens if jobs are not available?? points to fragility of the learner identity.
Current policy environment -- has challenges and may not solve all problems. Including:
Current focus on 16-17 risks missing those who shift towards learning identity over a longer time - confidence building is complex and take a lot of one to one support.
Pursuit of NCEA level 2 but may lead to organisations to replicate school. Gateway and trades academies do not currently cater for many of the young people who participated in this project.
Therefore, shift towards learning identity is a crucial moment for young people who have been in NEET. requires high levels of support and tailored education to facilitate and support, takes time and access to work experience and employment opportunities.
New Book - "Children of Rogernomics" - will be of interest and provide background to the impact of neoliberal economics on youth today.
Thursday, March 22, 2012
Motor control and skill development in vocational education
As a continuation to last week’s blog, contributions from the field of sports psychology, dance pedagogy and the training of surgeons are summarised with relevance to the learning of trade 'motor' skills.
Learning a trade requires the acquisition of a range of motor skills. However, the literature is sparse when it comes to vocational trade skills learning and teaching. Each of the following disciplines studies motor skill learning from slightly different angles.
In sports psychology, behaviourists and cognitivists theories are brought together to study how to improve sports performance. For instance, a continuum of skill learning includes the cognitive, associative and autonomous phrases (Christina & Corcos, 1988; Fitts & Poster, 1967) with recommendations on whole vs part practice. Specific terms of relevance include proprioception – the sense of head, trunk and limb movement and exteroceptive – vision and hearing. Books in CPIT library include 'Motor control, learning and development' by Otley and Astill (2008); and 'Applied sport psychology: personal growth to peak performance' edited by J.M. Williams (2010).
Therefore, there is a specific language from psychology, to describe various aspects of motor control and skills learning and examples from other disciplines studying, describing and some advocating strategies for application to learning and teaching. Next step for me is to to think through the interconnections, interfaces and synergies between the various approaches to understanding learning how to become a trade worker.
Learning a trade requires the acquisition of a range of motor skills. However, the literature is sparse when it comes to vocational trade skills learning and teaching. Each of the following disciplines studies motor skill learning from slightly different angles.
In sports psychology, behaviourists and cognitivists theories are brought together to study how to improve sports performance. For instance, a continuum of skill learning includes the cognitive, associative and autonomous phrases (Christina & Corcos, 1988; Fitts & Poster, 1967) with recommendations on whole vs part practice. Specific terms of relevance include proprioception – the sense of head, trunk and limb movement and exteroceptive – vision and hearing. Books in CPIT library include 'Motor control, learning and development' by Otley and Astill (2008); and 'Applied sport psychology: personal growth to peak performance' edited by J.M. Williams (2010).
From dance pedagogy we have an example from the book ‘Meaning in motion’ by Jane Desmond (2003) Here there is the linking of motor skills development with roots in behaviourist learning theories to regarding the ‘body, tool use and cognition’ bringing together aspects of embodiment, identity, how the brain represents and make connections between the many sensory inputs.
Medical education includes many speciality areas requiring the learning of practical skills. Here is an example on teaching surgical skills by Reznick & MacRae (2006). The paper advocates the use of simulations to assist medical students to learn and deliberately practice the mechanics of the skill before they have to use subsets and variants of these skills in an actual operating theatre.
Therefore, there is a specific language from psychology, to describe various aspects of motor control and skills learning and examples from other disciplines studying, describing and some advocating strategies for application to learning and teaching. Next step for me is to to think through the interconnections, interfaces and synergies between the various approaches to understanding learning how to become a trade worker.
Thursday, March 15, 2012
Pedagogy in vocational education
Over the last year or so, I have been grappling with how to best frame a study of ‘how apprentices learn to become’. A 2002 report , as an initial literature review precursor to the large number of projects commissioned by the UK Teaching and Learning Research Programme. The report review of the research, indicated a large amount of work still needed to be done in the vocational education/training and workplace learning sectors. A decade further along, there has been a great deal of work undertaken by the TLRI. However, from my point of view as a voc.ed. practitioner, there is still much work to be done to try to understand how to improve learning for vocational education students.
My catch up on reading over the last six months have focused on the more difficult to quantify aspects of learning trade skills. In my thesis, these have been things that encompass how people 'learn by becoming' beyond the skills and knowledge described in competency-based standards. Including dispositions (diligence, resilience, openness to learning etc.), soft skills, tacit knowledge, intersubjective understanding/distributed cognition, maxims or tricks of the trade etc.
My catch up on reading over the last six months have focused on the more difficult to quantify aspects of learning trade skills. In my thesis, these have been things that encompass how people 'learn by becoming' beyond the skills and knowledge described in competency-based standards. Including dispositions (diligence, resilience, openness to learning etc.), soft skills, tacit knowledge, intersubjective understanding/distributed cognition, maxims or tricks of the trade etc.
Through exploration of the anthropological and neuropsychological literature, a few likely paths to explore have turned up. These are:
- Marchand’s work on ‘embodied cognition’ through ethnographical studies as a student of joinery. Describing the ways in which bodily activity / interactions beween people, is similar to vocal communication with it's many nuances, socially derived perspectives to interpret messages and cultural connotations.
- Collins and Evans (2008) on interactional expertise and embodiment in the book ' rethinking expertise'. Here, as with distributed cognition, expertise is seen to not only originate from individuals but through interactions between people, teams and the shared decisions made to innovate, improve practice.
- Nielsen’s (2007) paper on encouragement to understand practice on it’s on merits and not as a dichotomy between theory and practice (with theory usually being perceived as at a higher level). There is also the observation of the use of ‘circumspection’ as a mode of ‘reflection’ on practice involving the way in which people ‘look around’ when engaged with work (using tools, machinery, bodily movements) and understands the interconnections.
So my sense is to embark on a close observation and comparison between expert and novice and to try to figure out the role of interactional expertise and circumspection in attaining embodied cognition using work video as a means for data collection, as with previous projects.
Wednesday, March 07, 2012
The fundamentals of workplace learning:
Another ebook has arrived at the library. It is by Danish Professor Knud Illeris, who recently retired at the age of 70 from the university but is still active in research and consultancy.
The book is called “The fundamentals of workplace learning: Understanding how people learn in working life” and consolidates Professor Illeris’ many years of research and work.
Then follow 5 chapters on workplace learning in practice with the last 3 chapters ‘cross cutting perspectives’ connecting the introductory theory chapters with the workplace learning in practice chapters.
Overall, a slightly different approach from the various other theorist I am more familiar with. The model brings together the various socio-cultural influences on individual's and workplace contributions towards formation of work identity through engagement with workplace practice. Of interest is the blending of aspects of competency into the discussion and model.
The book is called “The fundamentals of workplace learning: Understanding how people learn in working life” and consolidates Professor Illeris’ many years of research and work.
Chapter two summarises ‘how we learn, and parts of this chapter are on Google books. The next chapter discusses the concept of the workplace as a ‘learning space’ Followed by a chapter bringing the concepts introduced and discussed in the previous chapters to explain the ‘two triangles’ advanced workplace learning model.
Chapter five enters into a discussion into competency, it’s role in workplace learning. Definitions and advantages /disadvantages of trying to explain work in terms of competency. The important things that competency does not address including aspects of insight, empathy, structural understanding and the importance of judgement. Then follow 5 chapters on workplace learning in practice with the last 3 chapters ‘cross cutting perspectives’ connecting the introductory theory chapters with the workplace learning in practice chapters.
Overall, a slightly different approach from the various other theorist I am more familiar with. The model brings together the various socio-cultural influences on individual's and workplace contributions towards formation of work identity through engagement with workplace practice. Of interest is the blending of aspects of competency into the discussion and model.
Wednesday, February 29, 2012
Born to learn and overschooled but undereducated
Last week, one of the DTLT students from Nelson-Marlborough Institute of Technology (NMIT), introduced the CPIT adult education team to the website – born to learn.
The site summaries a book ‘ Overschooled but under educated: How the crisis in education is jeopardizing our adolescents by John Abbott and Heather MacTaggart (links to videos with John on learning in the early years and Heather on why education needs to change) . Google books preview of parts of the first 4 chapters available.
The main premise of the book, build from a synthesis of contemporary research in neurobiology, cognitive psychology etc. is that humans are ‘born to learn, not born to be taught’. Therefore, schools have to encourage self-directed learning, personalised individual learning plans, foster the use of mentors and provide the opportunity for teenagers to practice at becoming better learners. Of interest is the one of the authors’ experiences as a teacher chaperoning a group of senior high school students on a field trip to North Africa. The headman of the village tells the teacher that unlike the village kids, who at a similar age are already contributing to their family’s and community’s well-being and productivity, the kids from Western societies are still dependent on their family and are unable to accomplish even the simplest of domestic/agricultural tasks.
Also, there is a reflection in the first chapters of the book on the role of apprenticeships in helping the younger generation find meaning and status in life, and the role of adult mentors in providing young people with structure and challenge. Schools have taken the ‘factory model’ too far, dampening the natural instincts of their students by imposing a lock-step, one-size-fits all model. The current needs of humankind require more of schools including the need to prepare young people to face the big challenges like environmental degradation, globalisation, peak oil etc.
In all, not a new message, as evidenced by many other commentators, Sir Ken Robinson, John Seely Brown, Marc Prensky, dana boyd, Michael Wesch to name but a few well-known internationally, and locally in New Zealand we have Stuart Middleton and Derek Wenmouth)
The website has packaged the message into an easy to understand and accessible medium for parents, teachers and policy makers.
Friday, February 24, 2012
Using Adobe Connect
This year, I am teaching one of the Diploma in Tertiary Learning and Teaching courses. The course is called Learning ang Teaching 2 but is aka 'adult learning theories'. Students on the course are polytechnic teachers/tutors. This year is the second time I am running this course fully on-line. The students are based in two institutions in Christchurch and in Nelson. I learnt much from working with the students on last year's course. So this year, I have make plans to include a larger number of 'virtual classroom' type courses. Every fortnight, we meet for an hour or so to discuss the course content and activities posted on to a course Moodle site.
This week, we had our first virtual classroom session using Adobe Connect meeting space. We had a 'get to know how to use' session last week and as a result, the session went without too many technical hitches. Everyone managed to get their microphones and earphones working and were able to contribute to the session. I recorded our session from this week and had a chance to hear/see the action again today, providing me with a good opportunity to reflect on how the session.
At the moment, I am only using the simplest of approaches. This is mainly so I can upskill myself but also to provide students with a chance to become familiar with the various icons in the meeting space. online conferencing protocols and become comfortable in the virtual classroom enviroment. As the course progresses, I intend to learn newer ways to present material and encourage input from the students. Working my way through the various features provided is a good way to learn and to model to students, how to use and improve on using virtual classroom structures.
On viewing the recorded session, I find that I will have to leave items on the screen for longer and to give students more time to respond to questions. Plus I need to work on encouraging students to 'raise their hand' to interrupt or take turns. I have also been trying to run the session with participant input by doing a 'round' but this can be intimidating to some participants and I have no recourse to body language to gauge when someone is ready to contribute or if someone is reluctant. I will need to collect some feedback on how the session went, so that the students are motivated to participate in as many of the virtual sessions as possible. So looking forward to the next session.
This week, we had our first virtual classroom session using Adobe Connect meeting space. We had a 'get to know how to use' session last week and as a result, the session went without too many technical hitches. Everyone managed to get their microphones and earphones working and were able to contribute to the session. I recorded our session from this week and had a chance to hear/see the action again today, providing me with a good opportunity to reflect on how the session.
At the moment, I am only using the simplest of approaches. This is mainly so I can upskill myself but also to provide students with a chance to become familiar with the various icons in the meeting space. online conferencing protocols and become comfortable in the virtual classroom enviroment. As the course progresses, I intend to learn newer ways to present material and encourage input from the students. Working my way through the various features provided is a good way to learn and to model to students, how to use and improve on using virtual classroom structures.
On viewing the recorded session, I find that I will have to leave items on the screen for longer and to give students more time to respond to questions. Plus I need to work on encouraging students to 'raise their hand' to interrupt or take turns. I have also been trying to run the session with participant input by doing a 'round' but this can be intimidating to some participants and I have no recourse to body language to gauge when someone is ready to contribute or if someone is reluctant. I will need to collect some feedback on how the session went, so that the students are motivated to participate in as many of the virtual sessions as possible. So looking forward to the next session.
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