'Simple' vs 'complex' skills - need to be aware and able to categorise

A continuation on the question posed in the blog on importance of practice.

Neuropsychology paper reviewing learning of complex skills indicates the need to approach learning of complex and simple skills differently. Learning simple skills profits from an ‘increase in load’ whereas the learning of complex skills requires ‘reduction in load’.

Wulf, G., & Shea, C. H. (2002). Principles derived fromthe study of simple skills do not generalize to complex skill learning. Psychonomic Bulletin Review, 9(2), 185-211.

Almost 200 references! Most from lab based studies and around sports science.

Therefore, always important to sort out the ‘wheat from the chaff’ and ensure neuroscience and psychology findings are well substantiated before applying to practice.

Identification and classification of the range of skills relevant to each trade / occupation a starting point. Competency based standards provide a baseline to start from but need to remember many ‘tacit’ and difficult to explain aspects of practice may not have standards. A case of, if unable to describe, then also difficult to assess. So ‘ignore’ or subsume as unstated requirement, into another competency standard.

After skills identified and classified as ‘simple’ or ‘complex’, undertake to evaluate if undue pressure is placed during the learning of complex skills. One scenario I have some insight into is the preparation of junior chefs for the rigours of ‘a la carte’ cooking, especially in ‘fine dining’ restaurants. aka called line cooking in American parlance. TV reality programmes provide examples of how excessive pressure placed on ‘contestants’ lead to ‘filmable’ moments. Cooking ‘on the line’ (i.e. during a la carte service to satisfy the ‘pass’) requires the bringing together of a wide range of fine motor skills and application of many tacit refinements and understanding of kitchen ‘science’. See here for another viewpoint. Tasks and skills include (how much (or little) to season, how long to cook/steam/bake, what consistency required of a sauce, what plating arrangement works etc.). All undertaken while undergoing a barrage of orders from the head chef requiring the prioritization of a range of tasks, remembering which order has to go when, which is in preparation and any special requirements for orders.  

In many restaurants, learning how to work on the line is achieved through ‘learning by doing’. So, junior cooks work the line with the least complex requirements. Often starting with ‘cold kitchen’ where the food is precooked and the skill requirement is in the assembly of various items into salads or simple entrees. If a junior chef performs at the required level in the ‘cold kitchen’, promotion shifts the complexities up a notch. The junior chef may ‘second’ a more experience line cook, doing the base plating so the senior cook is able to place cooked items onto the prepared plate. Both ‘cold kitchen’ and base plating prepare the junior cook for the exacting specifications for ‘plating’ dishes to rigorous standards of neatness, symmetry etc. Importantly, they learn the dispositions required for implementing dishes to exacting standards. Craftsmanship approaches including attention to detail, judgement skills required to notice and correct deviations, persistence and on-going intrinsic motivation to ‘be the best.

Cooks have high ‘burn out’ rates with many young chefs leaving the industry after a decade or so of high pressure work. see this article for a case study - how chefs cope by becoming 'addicted' to the adrenaline of high pace work. No doubt there is some ‘buzz’ generated from the high pace work as cooks enter the ‘zone’ and are in ‘flow’. However for some, the long, unsocial hours and relatively poor pay, leads to eventual disengagement. Anecdotal evidence from young people aspiring to be chefs also indicate many left the industry because they were pushed into cooking roles too soon. Their preparation may have been incomplete during their initial training. Eventually, the pressures to perform continually and consistently at high levels caused some to decide the occupation as being too difficult.

Therefore, important to identify what is 'simple' and what is 'complex' in any occupation and also be aware of the other factors impinging on job performance. As with cheffing, it is not just knowing how to cook, but to be able to cook in a certain way within a specialised work culture. Expectations of 'craftsmanship' may be something to aspire to in all trades, but sometimes, craftsmanship - as with some of the examples in cooking, may become a generator of high stress and eventual burn out.

Remaking apprenticeships - report by Lucas & Spencer (2015)

A new report from Lucas and Spencer - funded by City and Guilds Alliance for Vocational Education with an overview video available on the reports official website.

Although long – a very pertinent and cogent update on apprenticeship. Where it has been, where it now is and how to improve into the future.

The report brings together work accomplished in the previous few years and incorporates work reported in other publications including the 'vocational pedagogy' report summarised last year. 

A shorter summary is available but the longer report is worth the time to read through as it details, succinctly, all the various aspects impinging on apprenticeship.

The report provides a 'one stop shop' with regards to updating the historical evolution of apprenticeships into the current times (albeit with a UK perspective); discusses the various theories and practices and pedagogy of apprenticeship and offers recommendations on how to proceed.

Of importance is the distilling of the many outcomes of apprenticeship into SIX - routine expertise, resourcefulness, craftsmanship, functional literacies, business like attitudes and wider skills for growth. The recommendations are generalisable across to many apprenticeship systems but are most pertinent to the UK context.

15 pages of references bringing together the pertinent literature on apprenticeship learning.

CPIT staff day - 17th April 2015 -

Annual CPIT staff day is held on campus this year in the gym of the new Whareroa building. The day opens with a mihi /  welcome (in Maoris) from Hemi Hoskins. Hana o'Regan leads us in the CPIT waiata. MC Hilary Muir introduces herself and starts the day off. The main purpose of the day is to come to a shared understanding of the 'new' CPIT strategic plan. Gavin Blake from Fever Picture will be undertaking Live Scribing to record what is happening through the day.

Jenn Bestwick, chair of CPIT council, officially welcomes everyone. and sets scene for the day and the 'One CPIT' focus. Introduced the structure for the day as a series of TEDex presentations.

First sessions, on the topic of market relevance. Secondly, theme of graduate outcomes with a series of presentations from present and graduated students. the third theme is around 'alternative' delivery, not necessarily all to do with technology but to do what we now do well, differently. Key focuses of developing and supporting 'modern learning environments' and a way forward into the future.

On market relevance, the first speaker is  Kaila Colbin from Ministry of Awesome 'on staying relevant in an expotentially shifting market'. Provided example of Moore's law as an example of expotential growth of computing power. Presently, we are able to access info. on smart phone / ablets which is greater than information available during Bill Clinton's time as USA president. Computing accelerates developments in all fields of human endeavour - including new fields of nanotechnology, biotechnology, etc. Unfortunately, our brains are not quite wired for the expotential growth of content. Consumer expectations have risen based on potentialities but linear business growth is unable to keep up with predictions of Moore's law. Technologies are onverging with artificial intelligence, robiotics, medicine, neuroscience, energy, nano tech, bio tech and computing - some science fiction of last decade now normal. Used 3D printing as example of how quickly tech. may move and the synergies possible by bringing 3D tech with other disciplines e.g. medical. What does it mean for our students? Are we preparing students for the future? 47% to 81% of jobs now may not exist in 2050. Presently, in transition period, so learning for flexibility important. What are implications? HIgh priority skills include problem solving, creativity, adaptability, future thinking, Need to reimagine Why we now do things as we do.

Next up, Paul Wright on 'customer service'. Used experiences at Harcourts to provide examples of a consolidated approach towards providing customer service. Whole organisation is focused on meeting customer service needs including IT, staff capability etc.  customer service includes treating staff as customers as well - used example of how staff have a phone - birthday message - on their birthday. Mobile agent set up to support all staff to be productive and responsive to customer needs. Staff are recognised though a range of staff awards to incentivise staff with customer service given top priority. Admin staff are included as they are crucial to the customer service process.  Importance of treating complaints seriously. Most important strategy - beating all 'modern' means - is a thank you card! Introduced the inspire foundation and asked for submissions to encourage growth of youth talent.

Beth Knowles from CPIT international speaks on market relevance in a global community. Provided statistics on CPIT international students. top 5 countries for international students are China, India, Japan, South Korea and Thailand but we have 1330 students from 50 countries providing over 600 EFTs. Spoke of thnite reciprocal advantages oref internationalisation.  Not only international students attaining education but for NZ students to also learn how to work with others within global economy. International students high in Food & Hosp. Business (almost 30%) and engineeiting / architecture and humanities (19%).
Need to have student mobility - inbound / outbound exchanges, staff exchanges, study abrou, ad programmes with partner institutes, double degree opportunities and multi country / multi partner institutions like GESA.

Next up Deon Swiggs presents on new perspectives on market relevance as informed by current context in Christchurch. Rebuild Christchurch has objectives to engage, connect and empower the people to contribute to the rebuild. Informed by Simon Sinek's Golden circle connecting why, how and what and to enable people to do what they do well. Provided various example deployed to connect with, consult and work with the community. Tagline - be brave and do things differently. provided example of the 'covered' series as a way to inform people on progress. to ensure organisational progress, leadership is important - thinking to do things differently.

Mike Fields, HOD of Trades, introduces Nick Matthews- carpentry tutor, to present on aspect of his work with iTab and market relevance. Started with overview of how he moved into teaching after career in army and apprenticeship in carpentry. Focused on industry demand and the changing environment with relevance to provision of carpentry training. EFTS increase from 214 to  297 plus campus re-developments provide opportunities to rethink how things are done.  Provided info. on carpentry pathways from pre-trade courses to apprenticeship. During pre-trade - work experience of 200 hours required - tracked with work diary, tutor visits and move into apprenticeship. Need to keep industry informed about pathways. Currently, supporting 320 apprentices ( 2 1/2 times more than inn 2011). Detailed industry partnerships, especially new ones with steel frame industry industry. Maori and Pasifika trades training an important asoect to assist greater diversity in industry.

Short morning tea followed by a slide show on successful 'graduate outcomes' across all departments with accompaniment from a jazz trio - recently completed their programme.
Then a presentation from Scarlett Cvitanovich who completed Broadcasting degree in 2010 and now working as chief reporter for South Island for Newstalk ZB. Colllates news each morning (5am start) for broadcast. Very varied, hectic at times but sometimes, need to be creative when not much SI news! Affirmed degree prepared her well, esp. internship. and present work. Had to come up quickly as she started at ZB a month before Canterbury earthquakes in Sept. and then Pike River mine accident on the West Coast. Ready her for the really big story of Chch. earthquake! which accelerated her career development. importance of internship to 'get foot into the door'. Attitude and passion just as important as skills. Also important to keep up with technology as even in 4 years, broadcasting tech. has increased pace. Speed increases pressure to become timely.

Next, Mat Goodman who completed the degree in sustainability and education. presented via written testimonial read by MC and video - as he was busy working for a company filming a documentary across NZ.  He was able to extend his passion for photography and follow his interest in studying keas' use of tools. A video example of his work also provided showing his work, set in the inspiring SI landscape with wonderful footage of a kea getting into a stoat trap.

Followed by Jason Tiatia, now a tutor and also a coach for Rugby 7s. Jason speaks on hi journey for the Diploma in Tertiary Learning and Teaching (DTLT) and his 'last chapter' returning after a career in professional sports, to teach. HIs teaching founded on 'the one who does the work, does the learning', 'in order to lead you must serve'. Summarised his learning and development as a teacher.

Student presentations consist of panel to provide their experiences and destinations. Include Henri Nelis - medical imaging, Josh Klazinga - computing, Rochelle Perriero - nursing and Simon Wilke - Hospitality.

Then a performance from recent NASDA graduates with 3 artistes giving excerpts from the play 'last 5 program'. Formed theatre company 'Kindle' as part of
final project on programme. Put together proposal and applied for funding through Ministry of Awesome to produce the musical / play. Wonderful singing :0

After light  lunch, another performance from Jazz school students accompanies slide show showing allied staff at their work stations.

Presentation on 'dynamic learning and environments' with Michael Davies -  via Skype from the USA. Overview of what is possible and future. 'The future is here its just not evenly distributed yet'. Proposed presentation to be forward looking, opinionated and iconoclastic! Smart phones, pervasive connectivity, cloud etc. disrupting many industries. Customers are enpowered - affects work . Proposes effect on transportation and retail with next wave with education and health. Nature of work and learning is changing, we need to keep pace. with smart phone, access to data, information, knowledge etc. so what happens with education? In transportation, example used is uber - peer to peer put to work to meet customised needs. implications for work are less conventional full time routine knowledge work, part- time portfolios careers, more meaning. Continuous innovation provides compelling, user-forsed solutions requiring continuous deployment, collaboration and nimbleness. shift in higher ed with need to raise their capability, meet challenges which will come through student pressure and thinking through how to do what currently offered differently.  therefore, important to obtain means to track (learning analytics) what students do to learn. Made the point that digital mmigrants made the shift! so will continue to keep up. Need to work out HOW digital can contribute to each learning context as 'all on liine' does not work for all. Need to commit to continual change!

Next up, an example from CPIT. Mike Field introduces panel including Steve Tomsett  (flip classroom), Ian Williamson (online assessment)  and Sandy Chamnerlain (online resources). Each presented on their approaches - how, why, pros and cons and WHY NOT. Steve ascribes to a 1% a day rule - to make a change a small step at a time to improve teaching (learning for students). need for similar approach with students, how to help them learn 1% at a time. Ian introduces how he uses online assessment (peerwise) to help students complete their own self-directed learning. Selected peerwise as it put the onus of learning on to students. however, less feedback to tutor on student performance- so use 'confidence' assessments with students. adds the questions to confidence based assessments with can we do more> can we do better? Sandy presented on how she used video to improve learning of painting and decorating. Used Simek's golden circle to emphasis the need of students to have the WHY before omethey learn how. Used video to assist skills learning by providing exemplars and revisiosn questions to check knowledge learning.

Hana O'Regan and Hemi Hoskins presented on pilot run since beginning of the year. An immersion, residential 1 month programme, run at marae over January on Te Reo. Map multiple pathways for individuals at different levels to assist them to meet their learning goals - all in a short compressed time. Started from each individual's needs, developed the learning outcomes and then approach enrolments! So many courses but a programme for 80 students. Provided example of using powhiri to help students, all at different levels, begin with what they had and build on these to move to a higher level of Te Reo. ALso included were students who just wanted to learn powhiri protocols, plan / develop, facilitate etc. So one activity customised to a range of learning outcomes (4 courses, 78 students, one event). Not able to 'plan' but have resources available to support a range of learning.. Balance of responsive but also flexible.

Then a session on technology enhanced learning with Adam Hollingworth, Cathy Peck, Murray Scott and Elizabeth Schmidt.  Adam - provided 4 suggestions - Add not replace - teaching, think of the learners' experience, improve the before and after learning experience and future proof your work.  Elizabeth uses blended learning for bioscience section with midwifery students. What the students DO is important. Cathy presents staff development resource for all staff and students - lynda.com - on trial at CPIT for a year. Murray introduced MOOCs, possibilities and direction. Murray provided his experiences using MOOCs for his own personal development.

Russell Graham uses some Russell aerobics to revive us :)

Kay Gilles - CE - presents staff awards. Rising Star award to - out of 8 nominations -3 award - Sela Feltolu, Amber Johnson and George Tylee. Sustainabiliy award with 7 nominations with the winner as Robyn Ellen from early learning centre. Excellence in management 13 nominees with Cathy Andrew winning this year. CPIT excellence awards in teaching in the first 2 years goes to Maz Black and Jane Parker.  Innovative teaching practice awards go to Lindsey Alton and Silvia Santos. Sustained excellence in teaching goes to Cheryl Stokes, Julia Wu. and Daphne Manderson.

Session to feedback on the day followed.  Various management provide their overviews in short minute sessions.  Drinks session follows to close the day.

AVETRA 2015 day two

Day two begins with AVETRA awards. TDA AVETRA award or scholarship for innovation awarded to Peter Hurley who is working on how TAFE can support unemployed people to further their capabilities. Journal article of the year awarded to me! For article published last year in Vocations and Learning - Crafting an occupational identity: learning the precepts of craftsmanship through apprenticeship. The Berwyn Clayton award for contributions to the VET is Associate Professor Sarojini Choy from Griffith University.

First keynote is with Professor Terri Seddon from the Australian Catholic University. She presents on the topic of 'how can we ask new questions of VET? Reflection on marketisation, global transitions and educational work in contexts of uncertainty'. Tries to unpack why marketisation has caused a fall in TAFE market share - using statistics from Victoria as an example - from 100% in 1970s to 27% in the present. Discusses causes as illogical trajectory, cross border interruptions and repositioning of VET in the global national borderland. Call for adult ed. to assist with changes in social order and role of VET researchers / practitioners in contributing to improving status of VET and lives of students. Proposes adult education as a distinct discipline with ways of doing and thinking. Important to acknowledge adult ed. as intellectual- practice discipline as a social activity where learning occurs through contexts of socialistion, teachings (including self teaching) and schooling. Reviewed political reforms leading to and continuing market reforms in the education sector - with TAFE bearing the major implications. Links marketisation of VET to international movements since the 1980s. Lead to reconstruction of the VET landscape to re skilling of the TAFE workforce, shifting cost of education to individuals, rise of the digital environment but with little consultation with vET educators. Provided examples of how the digital environment changes the way we learn, access knowledge and assess. The move of corporates into the educational sector, increase in student debt etc. poorly understood by the educational sector, yet impact on how education is conducted. Need for Vet, on behalf of students, to ask the questions of why TAFE sector more affected that university and school sector. VET contributes to formation of occupational and citizen identities, hence has key role in creating the soft governance required to deal with the challenges of the new world. 

Next, a catch up on Karen O'Reilly Briggs work with 'the quality of metal engineering trade VET in Victoria: trade teacher perspectives. A part of her Ed.D work. Provided an overview on the study involving interviews, focus groups and a survey of metal engineering trade teachers who had at least 10 years teaching experience. Identified 13 main themes and reported on 5 themes in this presentation. Defined the concept of 'quality' through analysis of participants data which was different from standard govt. audit requirements. Hence a disconnect between what educators consider as quality and requirements by organisations. Pressures occurring diluting the quality of outcomes for students. Include increased paperwork, reduced apprenticeship, self paced  classes, tailored training plans, no requirements for tradespersons in workplace, pressures to pass student, ambiguous training packages, teachers instructed to reduce delivery time and reduced funding. 

After morning tea, attend the session with Nick Melchior, senior editor, education, Australia and New Zealand from Springer publishers on 'scholarly publication in an electronic age'. This is a longish but very useful session offering publishers' perspectives. Went through what epublishing means, present capabilities and future possibilities. Print was primary means until .pdf created in 1996. 2006 extended mark up language allowed greater usage and broader and open access of econtent. Encouraged establishing links via social media to your work. Remember, research is now a global game and articles are competing to be noticed. Print on demand increases opportunities for shorter formats like springer briefs which are 125 to 150 pages. Other formats include multimedia journals like video journal of education and pedagogy. Open access journals also growing. Warning on predatory open access, check if unsure! Constants include peer review and the technical aspects of publishing (copy edit, proof read etc.). 

After lunch, return to assessment teaching and learning stream with presentation by Stella Kwok from Vocational Training Council Hong Kong on 'investigating attitudes towards conducting practical social and industrial research (PSIR) among VET practitioners in Hong Kong: analysis and policy implications'. Provided overview of Hong Kong context, details of the study and findings. VTC large provider of VET in HK with foundation to degree across 250 programmes and 9 disciplines. Teachers not required to do research apart from staff studying for higher quals. Established a research support unit (RSU) to encourage staff to conduct applied research. PSIR increase industry links, enhance teaching and learning, raise capability and contribute to HK economics. Publishing not sole responsibility but also increase innovation, solve practical problems and apply to industry. Study presented is to assess teachers' interest and perspective to PSIR and inform strategic formulation for future. Positive attitudes to engaging with PSIR. Perceived barriers included lack of time, support from management, dissemination, equipment etc. actions from the study include funding of visiting researchers and seed funding to kick start projects, ethics structure, PSIR reporting framework, technology transfer process, website, events and newsletter  to promote projects and PD for research processes. Provided example of collaborative project across several disciplines, staff and students to develop smart schoolbag. Details of follow up also provided. 

Last presentation of the day in the apprenticeship stream with Rachel Cowling from AFL sports ready on 'trainee feedback: how we learn from our trainees'. Introduced service orientated research as a way to continually improve practice and contribute to a learning organisation. Used feedback methods through a app to run 'everyday' feedback, events like graduation etc. and satisfaction surveys. Surveys usually a month before completion on survey monkey with mix of closed and open questions. Covers the workplace training, formal training, support and overall experience. Quantitative data displayed as coloured bar graphs and qualitative data analysed thematically.  Closed the loop by allocating responsibility for the results by using ORID method. Using objective, reflective, interpretative and decisional questions to lead discussion. Identify actions and monitor through future surveys through joint analysis. 

Panel discussion with 3 keynotes, along with Sally Thompson CEO of Adult Learning Australia and Andy Smith, deputy chancellor at Federation University, chaired by Hugh Guthrie, closes a busy conference. Panel provided a provocation to respond to, based around the conference theme, of marketisation of VET,  effects, challenges and responses. 

Overall a good catch up via the three keynotes on how policy and the wider political, economical and social downstream effects on education. Good to see VET researchers meeting the challengers from a social conscience viewpoint, advocating for equitable access for all. 

AVETRA next year scheduled to be held in Sydney.

AVETRA 2015 day one afternoon

After lunch, attend to Keiko Yasukawa's University of Technology Sydney presentation on 'negotiating funny numbers: numeracy practices of the neoliberal workplace'. Based on work completed on workplace literacy and numeracy. Provided brief Australian policy perspective on LNN and discuss the purposes of LNN in workplace as improving productivity or earning an income. Summarised lean production as an example of neoliberal model of contemporary work organisations. Waste elimination identified as a work process across 3 manufacturing plants for study. Uses daily graphs to track whether targets are met and requires workers to interpret these graphs as applying to their work processes. Efforts to meet higher demands not always met with higher enumeration. Recommends the need to negotiate knowledge towards helping workers earn a better living. Used project with LNN of part time academics case study to provide example. 

Second keynote is with Rod Camm, CEO of Australian Council for Private Education and Training ACPET. Rod spoke on the topic of 'restoring confidence in the VET sector: a new era'. Need for good VET research to inform present challenges. Overviewed VET in the Australian context. Present challenge of integrity of qualifications, especially for short courses, based on market design, not delivering even though fees are high. Need for a cogent national skill policy.   There is a start with national entitlement for everyone up to cert 3 but details still vague in the funding models. Have sort of a national approach to regulation. Provided statistics of govt. funding in private vs public institutions. Little difference in outcomes. Govt. policy is to support competition in the sector. Need for research into what skills required now and in the future and back up with good design to provide relevant qualifications at competitive fees. 

Return to the assessment teaching and learning track with two presentations. Firstly from Cheryl Livock on 'walking the tightrope: social responsibility with implications for LNN and inclusive teaching. An action research project in Queensland. Over viewed challenges presented by 21st century social milieu and background on Australian skills policies and funding. Australian quality for education requirements ASQA requires learners to be supported for LNN, assistive technology, additional tutorials and other mechanism like digital literacy to engage with online learning. Provided details of action  research process with nursing Staff and students including observations to establish baseline, 2 interventions with teachers to assist teachers to offer LNN support, collect post intervention data and continue cycle. LNN skills programme developed based on findings from each cycle. 

Secondly with Ingrid Loeb from University of Gothenburg on 'enhancing VET quality: the risk of dumbing down the complexities of VET teaching and learning. The Swedish case'. Began with overview of Swedish education system and VET structure. Action research projects with 96 VET teacher training students during first semester of their learning. 12 VET programmes and 3 higher ex. Prep in higher secondary. Also a foundational programme for students not in VET or hE prep. Vet teachers do 1 1/2 full time equivalent, most via distance and part time as many employed as vet teachers already. categorised projects as to topics and match to learning objectives of programme. Found most students chose general VET rather than specific pedagogical investigations. Eg how to offer flip learning more effectively vs how to teach specific Vet skills like horse nutritional needs, load bearing beams or pattern drafting. 

Last presentation of the day with Adeline Goh from Universiti Brunei Darussalam on 'an exploration of vocational pedagogy: types of knowledge used for teaching'. Arose through helping vet teachers to prepare lesson plans. Vet pedagogy marked by country's history and culture (Avis, 2014) relates to occupations and requires currency to be valid. Content of pedagogy influenced by context and occupation. Vet teaching requires different and wider range of skill and knowledge compared to school teaching. Specialist knowledge needs to be combined with how to teach. In Brunei, there are 7 Vet institutes ( about to be combined into 2) and vet teachers have no practice experience in their specialist area but are educated in the discipline. Led to emphasis on theory rather than on practice. Shift to competency based ed and practice based authentic assessments. Challenge to vet teachers in administration of cba when their workplace experience is limited. 

Day ends with AGM.

AVETRA 2015 - day one morning

At the annual AVETRA - Australasian Vocational Education and Training Association - conference. Met up with familiar faces yesterday at pre conference drinks. Today begins with a welcome to country with Tony Garvey and conference opening with Michele Simons, president of AVETRA. 

Conference keynote is from Professor James Avis, University of Huddersfield, on 'Neo-liberalism and VET into the abyss'. Covered the relationship between democracy and VET and the impact of neoliberalism on work. How competitiveness, economic growth, up skilling, social mobility and centrality of waged labour impact on VET. VET seen to be preparation for work or work based learning for para professionals, trades, work readiness etc. for the ordinary and the under served 50% (UK, Bathmaker, 2013). Reviewed the social democracy models of meritocracy and social mobility and how the promises now challenged by shift to neoliberalism and the need to meet market demands. Moves to performativity, audit, market setting, casualisation, new public management, privatisation, commodification of VET and  IT workers, deregulation, individualisation, precariousness and post fordIsm. Summarised a range of critiques of neoliberalism as requiring the reining in of the excesses of the financial sector, return to real economy and softer, more inclusive form of capitalism. Contrasted the precepts of industrial capitalism based on work practice and knowledge and shift towards cognitive capitalism based on collective common knowledge of field, appropriated by companies to create value. Unfortunately cognitive capitalism more amorphous and subject to difficulties in boundaries. E.g. Under Fordism, weekends etc. untouched but with cognitive capitalism, all spheres of life are affected and expected to contribute. Another example in the deployment of social media as spanning work and personal lives as social networks blur and access becomes ubiquitous. Open source initiatives another instance. Proposed need to rethink the knowledge economy given some knowledge work as digital Taylorism and aspects of VET requiring levels of unrecognised knowledge complexity. A good revision for me on the sociological implications of policy on VET. 

After morning tea, I follow the apprenticeships and traineeships track. First up, Professor Emerita Berwyn Clayton presents on 'expanding apprentice responsibility in the assessment process: the competency progression challenge' and part of NCVER project. Trades are cookery, carpentry and metal fabrication. Based on policy intents to accelerate training for apprentices who exhibited relevant competencies at various levels. Findings from project were little change in the assessment of knowledge, shift by majority to more holistic assessment of practical tasks, excellent instances of fully integrated training and assessment,technology critical I supporting increased flexibility and stress on apprentices as evidence gatherers BUT often with little understanding of how and what. Apprentices understanding of quality evidence critical but apprentices not necessarily ready gather evidence. Used work of Sadler 1989 and McMillan & Hearn, 2008 stress importance of learners being given opportunity and skills to evaluate their own performance, understand what high quality performance looks like and compare their work to gauge. Integral are early feedback, involvement of self / peer assessment and improved engagement means enhanced motivation. More sophisticated understanding by apprentices and employers of options and opportunities. 

Then, 'different forms of assessment in Swedish apprenticeship education' with Ingrid Berglund from the University of Gothenburg. Covered the research method, forms of informal and formal assessments on student's work readiness, challenges and role of work readiness assessments in the boundary between school and work. Four programmes, construction, business and administration, electricity and health and care. Informal assessment refers to assessing workplace expectations and basic vocational specific qualifications, often dispositional aspects. Challenges for VET teachers in developing procedures, organising follow up sessions and bridging gap between workplace and school curricula. Envisages VET teachers as boundary workers in agreeing to, expediting or placing barriers on students' access to work placement. 

I shift across to the assessment teaching and learning stream as I present in the next session. Roger Harris, now adjunct professor at the University of South Australia, presents on 'from Fleming to productivity commission: is VET teachers preparation walking the Tightrope? Summarised the Fleming report 1998 and Productivity commission report and also a 1972 book by Hermann, Richardson and Woodburne on trade and technicians education. Cert 4 should be a beginning, not an end! Lifelong education a goal but realities and practicalities have prevented objective being met. Fleming report was catalyst to VET teacher ed. and improve standing. Unfortunately in 2011 challenges still remain as reported through the productivity commission report! Between the two reports large numbers for VET initial teacher availed due to opening of market. But focus still in initial and not on continued   Or in service education / professional development. 

My presentation is on the topic of 'from competency to graduate profiles: New Zealand's shift to a relational approach'. Briefly summarising the move of NZ qualifications from 'unit standards' to graduate profiles and the opportunity to therefore recognise the wider occupational identity variants of individuals. Also discuss implications, including the aspect of consistency across qualifications offered through various programmes of study

Importance of practice

Via various sources, a collection of links on the importance of practice. Many come from the literature and blogs of musical training and musicians. 

Here is a post from a sports psychologist, Kageyama, applying the learning of sports to the learning of music - providing a summary of how top musicians practice differently from others.

Another post from another musician on how many hours are optimum for practice. Plus another one here with perspectives from a cellist.

The business take on deliberate practice and expertise, as per learning from chess, is summarised in this blog.

So, still some work to do in contextualising the literature for application to trades learning. The challenge with trades work is its variability and complexity. For instance, in the craft I am most familiar with, baking and pastry cooking. There are tasks which require quite a bit of effort and time to master. Examples are the use of piping bags, moulding of bread and 'hand dropping' fillings and biscuit (cookie) dough. Then there is the learning required to perform tasks with fluidity and 'least effort' like loading /unloading ovens or tray racks, lining pastry tins, cutting out pastry or dough. The key is perhaps to identity tasks requiring aspects of deliberate practice and work towards the deliberate practice skills being applied across all other work tasks. Something to mull over for the next couple of weeks.

learning a trade resources - video, summary of video, poster and report

The resources produced to support the ‘learning a trade’ project’ are now available via the project website:

The resources were previewed at last year’s NZ vocational education research forum in October- day 2 of forum.

Resources include:

·         a video of just over a minute, pitched at apprentices to provide tips for making the most of work-based learning, 

·         a one page summary of the video, - as the videos is fast paced. I will need to gauge feedback and see if providing a transcript of the video's dialogue may also assist.

·         a poster to encourage workplace trainers and ‘coaches’ to feed up, feed back and feed forward and

·         the report - summarising recent literature on 'how vocational skills are learnt', connected to the data from apprentices' descriptions of 'how they think they learnt a trade' and recommendations to improve trades learning.

Both the video and the poster were developed by a NZ company Mohawk Media through research grant funding from CPIT and Ako Aotearoa Southern Hub. 

Educational neuroscience – some cause for critical evaluation

Educational neuroscience is a branch of psychology studying the application or relevance of recent neuroscience research to learning. The American Adult Education Research Association (AAER) has a website for their SIG on ‘brain, neurosciences andeducation. The British equivalent is bested at Cambridge University as the Centre for Neuroscience in Education. Various journals provide access to the work of educational neuroscientists including trends in neuroscience and education, mind brain and education and a more recent addition, neuroeducation. Conferences include this one for June 2015 and the annual AAER one. 

Of note are various publications, including this one from the Times, cautioning the direct match of neuroscience findings application to learning approaches or strategies. As per recent blog, the findings from various brain imagery systems tend to be patterns correlated from analyzing data, usually an ‘averaging’ out of various ‘spikes’ in the graphs measuring brain activity. 

The challenge is, as always, to try to consolidate the many (to teachers unfamiliar with the topic) disparate research themes and distill them to inform teaching practice. The recent book “visible learning and the science of how we learn” summarized on this blog, and websites like the one provided by the danafoundation and brain facts, go some way. However, there is so much coming along, it is hard to keep up.  The News site of the Dana foundation site, gathers newsfeeds from various general bulletins, pertinent to educational neuroscience with regular editorials, collating the latest findings including this one on neuro-myths and education. There is also a link to neuroethics – somewhat telling! 

Other articles of interest to follow up include:

Scientific and Pragmatic Challenges for Bridging Education and Neuroscience Sashank Varma, Bruce D. McCandliss, and Daniel L. Schwartz 

Can Cognitive Neuroscience Ground a Science of Learning?_702 17..23 (2011) Anthony E. Kelly

Neurosciencefor Educators: What Are They Seeking, and What Are They Finding? (2012) Cayce J. Hook & Martha J. Farah 

and a paper found on Ebsco host database -

Getting to the Heart of the Brain: Using Cognitive Neuroscience to Explore the Nature of Human Ability and Performance by  M. Layne Kalbfleisch

As always, a need to keep up with the play. There is much work pertinent to informing improvements in teaching and learning but always to approach with caution and a critical stance. 

Surface RT – working with multiple accounts in education context

Back into the fray with project surface tablet. The 12 projects we started out with last year have morphed into 16 with 2 of last year’s 12 moving on to BYOD or to other types of tablets and several ‘new’ projects.

We have learnt much from experiences last year. Chiefly, capabilities of RT surfaces in the various classroom / workshop environments at CPIT, staff capabilities requiring support and limitations of the RT surface to allow the running of video annotation apps. Here is another blog cataloging experiences in the higher ed. sector.

One of our main challenges has been to work out how to best manage accounts on tablets. Although Surface RTs allow for several user accounts to be set up on each tablet there is still the challenge of ensuring the right students accesses the correct tablet with their account set up on it.

A work around has been to set up a class account for each intake of students. We then coach students to transfer, at the end of each session, all their data on to onedrive or a memory stick. So, classes with small numbers of tablets (up to 8) are set up with individual student accounts. Larger classes or programmes sharing tablets (20 plus) are set up with a generic ‘programme’ account and students download the data when they complete each session.

The RTs have only a limited range of apps and in our bid to move to BYOD in the next year, all our projects do not rely on apps. Instead, the main functions revolve around some use of office 365, the video/camera capabilities and accessing web-based platforms including our Moodle LMS, etextbooks and echo350/socratic. One of the projects is working with computing students to develop an app but this is a long range project as each component of the app is developed and tested.

The main objective of surface tablet is still to upskill students and tutors digital literacy. Once tutors (and students) realise the potentialities of using tablets in classrooms / workshops, our role is to support the introduction and deployment. Before full digital literacy occurs, there is still a need to be 'guide on the side' to ease programmes into introducing technology enhanced learning into programmes. 

Brain rules - book overview

Picked this one from the local library - Brain Rules :12 principles for surviving and thriving at work, home and school – by John Medina (2008).

References and resources on www.brainrules.net - worthwhile checking out with a bonus chapter on the role of music in assisting brain activity.

A layperson’s reference on understanding how the brain works and how to get the most out of the brain. Has evolutionary slant and reports on the salient points required to make the most of your brain. 

Chapters on evolutionary origins of the brain to anchor concepts (chapter 2)

Things to do to get the most out of your brain:

Exercise, sleep, eliminate stress.

 To improve learning realize not every brain is wired the same way, we don’t pay attention to boring things, we learn better when more than one sense is stimulated and vision trumps all other senses. Male and female brains are different.

To improve learning –

Short term memory – repeat to remember. Long term memory – remember to repeat, we are powerful and natural explorers, so constructivist learning works.

Not much new as per previous summary on this blog-  but well-written with concepts explained through examples. Recommended as a good introduction for those interested in a quick read and a comprehensive, up-to-date overview.

Jiro dreams of sushi - on obsession and craftsmanship

Watched during the summer break on a 30’C day. Trailer on vimeo here and review here. The documentary is about the famous sushi restaurant that has earned 3 michelin stars. The documentary focuses on the patriach and owner, now 85,Jiro has made sushi for 75 years

Summary and notes taken while watching the video:

Hard work to achieve craftsmanship. Talent helps but is hard work that gets you there.

Obsession and continual self-criticism are the hallmarks of achieving perfection.  

Not only making sushi but selecting the raw ingredients (tuna) and there is a segment of the video on the rituals associated with tuna auction

Continued learning even when working with 'one' menu item after 70 years or fishmonger selling fish 40 – 50 years. Summarised as shokunin in context of the video – the Japanese concept of being perfectionists.

10 years apprenticeship!  Beginning with preparing hot towels and only after 10 years, will you be allowed to prepare eggs for the omelet - used as a dessert item in the restaurant. 200 omelettes before success – with others binned. Path to perfectionism is not easy or fast!

Much cannot be described in words, just need to keep practicing. For example, sushi nigiri hand moulding. There is much that is tactile and sensory - smell and feel are all important.

Apprentice prepare the staff meals, as a way to learn, critique and evaluate senior apprentices work. Only master prepares sushi for customers.

Development of palate just as important as physical skills – sushi staff eat well to learn quality

Experts on fish (selection by working tuna flesh in hands while illuminating with a torch), rice – the best rice is difficult to prepare and cook.

Each ingredient brought to perfection through preparation, cooking technique, seasoning and treatment before assembly with rice.

Customers book one month ahead and pay minimum of 300,000 yen per sitting (NZ$370 - $390) – with service around 30 minutes. For about 16 - 20 pieces of sushi

Preparation is key, 95% of sushi making is in the preparation, not the assembly

At the end discusses issues of sustainability – of the seafood and of the apprenticeship system.

Overall, a gentle documentary, of one person's pursuit of excellence. The Japanese approach to work is well encapsulated and overall, provides an interesting study of how societies' expectations mould individual's responses. Also a good representation of how apprenticeship learning is perceived in some societies and the acceptance of both master and apprenticeship of their roles in the entire enterprise. Worth a watch just for the food photography but also as a record of a way of life, now perhaps less common. 

On looking - book review

A book I skimmed read last year towards the preparation of an article on ‘learning through observation’. As article development progressed, I took time to read the book in greater detail.

Horowitz, A. (2013). On Looking: Eleven Walks with Expert Eyes. New York, NY: Simon and Schuster.

Book borrowed from the Christchurch public library. Positive review here and summary here.

Horowitz is an expert on dog psychology and this book came about through her observations of how her dog, ‘saw’ or rather smelled, a different world when out walking around the block. This book, with an introductory and 12 chapters, chronicles Horowitz’s walks with a collection of experts, to unravel the way experts view the world.

Walks are with an urban sociologist, artist, geologist, entomologist, physician, typographer and sound designer. There are also walks taken on her own to establish a base line  plus walks with Horowitz’s toddler son, her dog and a person with limited vision to provide diversity. Although the majority of the chapters are on how experts ‘see’ the world, there are also chapters studying other senses, notably sound and smell.

The writing style is conversational, allowing the complex ideas to be well communicated. The book has lists of references to follow up, in the form of an epigraph – a collection of references with pertinent headings. A comprehensive index is found at the end of the book.

The book is also a good example of the conduct of a form of ethnography and how to write up observations. The tempo of the book is well paced, with short chapters but each providing the salient overview of an aspect of ‘looking’. Overall, a good introduction to aspects of multimodality and a call to be more aware of how each individual sees the world. 

Stephen Billett - recent presentations on video

Managed to catch up with some videos, archived on vimeo of Professor Stephen Billett’s recent presentations. Had a couple of hot days just after the New Year and link of ipad mini to hearing aids improved connection to the presentations.

First up three videos from a conference at the OCE in Montreal - mid-2014.

http://vimeo.com/96235941

1) Workplacelearning: challenges of the 21st century – 1 hour – watched to 23 minutes

Summarised seminal work on agency vs affordances

2) New avenuesfor vocational and technical education and training - 1 hour 20 minutes

Summary of book on Vocational Education then moves on to discussing progress into the future.

Push for recognition of input from the people who actually do the work and people who teach vocational education.

Need to define what is vocation (personal) and what is occupation (social construct) – emphasis on occupation but vocation often neglected.

One objective of vocational education is therefore to assist people to find their vocation, not just be prepared for occupation.

Need to enhance enacted curriculum and find out students’ experienced curriculum rather than emphasis only on intended curriculum.

3) New models and strategies forcontinuing education and training within industry – 50 minutes

Reporting on project on continuing education and training -

Rationale for project presented, along with findings.

 Plus also found this one - a keynote from EAPRIL 2014 conference exploiting the potential of workplaces as learning environments for initial and ongoing occupational development.

All accessible ways towards understanding Billett's work.

Microsoft Hololens

With the reported demise (see one version here) of google glasses, news from microsoft about their work on hololens brings some relief for future watches. The video on the possibilities of the hololens provides a glimpse into a 3D virtual environment. Official launch of the hololens reported to be mid-2015 for developers.

Positive reviews on the prototype from usual reviewers - wired, cnet and endgadget.

The hololens can be envisaged as a follow through from microsoft's work with the kinect which has had difficulties moving into the mainstream beyond gaming. Forbes  article recommends some scepticism required beyond microsoft hype based on experiences with the kinect. So it's a watch the hololens space for the interim, to see what actually eventuates.

 

Ten years blogging

Late last year, while putting together the ‘year in review’ blog for 2014, I realised that I had been blogging since the beginning of 2005.  So this year, marks the 11^th year of writing on this blog. In truth, I did not envisage blogging for so long. However, this blog very quickly became my ‘one-stop shop’ to archive books read (e.g. this one), conferences presented at / attended (e.g. this one recently - ascilite), technology experiences /encounters (e.g. most recent tablet - ipad mini - review), found resources / blogs (e,g, this one on ebook - tech variety), assorted musings (e.g. this one summarising learnings from readings from neuroscience), travel (e.g. trip to China) and very occasional vents. Hence, the time taken to compile blog entries, has repaid several fold through time saved on hunting up things.

A major off shoot of blogging has been a greater connection to the writing process. At the moment, I often use the blog to get myself into a ‘writing mood’. The writing of the blog, often just a capture of my ‘stream of thoughts’, provides the warm-up stage to the more serious business of academic writing. I often start a blog but may never finish the article. About 3/4 of tentative blog writings do end up on this blog, but many are partially completed ‘shells’, often, if technology connected, with a ‘shelf-life’ of sorts. Hence, my blogging folder now has dozens of started but unfinished ‘possible’ blog articles. However, these never completed and perhaps never ever to be uploaded starter pieces, prime me for more writing. So these fragments of writing have played an important role, despite never being shared with others.

The writings actually shared on this blog, provide a forum for me to collate my thoughts and collect links, papers, contacts etc. which might, at some stage, feature in my meanders through research and academic writing. I use the blog’s search facility several times each week and so the blog has become one of several digital filing cabinets I maintain. Access to digital features mean my brain does not have to store the minutiae of a busy work life and I know I can usually find items either on my computer, this blog or various colour coded and post-it marked hard copies of papers and books on my book shelves. I have managed to update my endnotes to point where sources of articles are – hardcopy (and which topic labelled box it is in) or digital (and which drive it is stored in). With the increase in ebooks, things are becoming more complicated as I need to remember which books are in the library (and which one, work, public, university), accessed via kindle or on shelves (at work or at home). So, another update required on endnotes added to my ‘to do’ list for this year.

If I am asked, why blog? I would say it is was originally just to find out what blogging would be about and then the advantages of blogging motivated me to continue the blog. The plethora of blogs on the cloud, attest to the diversity of ways bloggers utilise their blogs. It is up to a blogger to find their blogging voice. To maintain a blog, requires the blog to meet the blogger’s needs. For me, this blog has been a place to practice writing and to archive ideas and resources. As the years pass, the blog has become part of my modus operandi. It is a place to collate notes on books read, to consolidate and rationalise thoughts, to sound out ideas. In short, a place to ruminate, learn and deliberately practice writing. To blog is to become – a writer, a scholar, a thinker / tinkerer.

Plans for 2015

This is one of those years when it is difficult to make detailed plans. Firstly, my work section, envisages a large number of programme approval / development projects due to the outcome of the, now stretched out and overdue, targeted review of qualifications (TRoQ). To try to move things along the TRoQ is now renamed the Mandatory review of Qualifications (MRoQ). Secondly, added to the large list of programmes to be reviewed / re-developed, the academic division is being reviewed and restructured. The centre for educational development (CED) where I am based will be dis-established and a review of academic division functions will be carried out. After the functions review, staff will apply for positions. So at the moment, difficult to forecast where I will be based later this year. The current plans are for the new structure to be in place by the middle of this year. So plans for 2015 will need to be flexible as the year unfolds.

However, 'normal' work carries on. Therefore, a professional development focus this year will be to touch base with the foundational literature on apprenticeships, practice and workplace-based learning in light of last year’s readings (summarised here) and on-line courses / MOOCs on things neurological (one summarised here). Writing to disseminate the findings, recommendations and theory building from previous projects will also continue. I hope to submit at least 2 journal articles and have plans to submit abstracts for 3 conferences. 

The second focus will be to explore learning analytics (LA) further and to evaluate if LA will assist in better informing teaching and learning practice. I will need to work on the learnings from the recent ASCILITE conference, in particular the workshop on LA to apply to the NZ and CPIT context.

Work also continues with the support of various 'in-progress' projects (Project surface tablet, staff development with various programmes etc.) Therefore, lots to keep busy with as I continue my current main work tasks/foci until the outcomes of the review are put in place. 

Sino NZ TVET educational research forum - proceedings

Proceedings, edited by John Clayton, from this year's Sino NZ Vocational Education and Training (TVET) conference are now available via this link to my paper which provides access to the entire document as well. The conference was held in Tianjin at the Hai He educational Park, visited last year.

I was unable to join the contingent this year but paper on using video to improve learning of skills and dispositions was presented by Debby Taylor, the hospitality tutor who has worked on honing the process over the last 3 years. Debby presented a 'demonstration workshop' of how the process worked, using videos of hospitality students learning how to check-in guests, the app coachs' eye and the feedback cycle.

The papers in the proceedings provide a good overview of adult educators' and vocational educators' work, with representation from across the NZ institutes of  technology and polytechnics (ITP) sector.

Papers cover a range of pedagogical approaches applying learning centred teaching across a range of discipline areas. Of note are:
- Project / problem based learning (PLB)(Mary-Jane Duffy and Richard Finn; James MacKay and Clifton McKenna)
- related to PLB are papers on role play (Richard Finn), using videos (Selena Chan et al.), self-review (Kaye Jujnovich et al.), learning contracts in the form of 'living consensus' (Julia Bruce) and reflective frameworks (John Clayton and Sarah-Jane Saravani).
- On-job training had papers from Jenny Gibbs and Competenz (William Wang et al).
- technology enhanced learning featured in papers by Competenz on case study of elearning programme design with engineering apprentices, using videos (Selena Chan et al.), and reflective frameworks (John Clayton and Sarah-Jane Saravani)

Cath Fraser provided an overview of the excellent Ako Aotearoa resources Signposts and Goalposts pitched at beginning ITP tutors and also the posters produced by the South Island Educational Developers group.

Important topics on cross cultural education (with Brenda Saris and Deb Donnelly) and sustainability (Mary Panko and Rashika Sharma) round off the selection of papers.

In all, a worthy collection of papers, showcasing some of the best of NZ VET practice.

reviewing 2014

This year has been quieter that some others, but also productive in many ways. I have been able to improve my understanding of a range of topics, notably, in the ways neuroscience may be able to inform us on how humans learn. See here for summary and here for neuroeconomics MOOC notes.

Publishing still moving along with one article published and one published open access and awaiting assignation to a volume/issue next year. My learning is that articles take up to a year or beyond to go through the peer review process and publication. I usually peck at constructing ideas, collating thoughts etc. over the year and then have a concerted writing focus in January / February to ready articles for submission by March / April. This year, I have tried to push things forward so that articles are closer to being complete by Christmas. I hope to get the articles ready for submission by end of February, so articles will be published within the year, rather than carried through into the year beyond.

My educational developer role has centred on project surfacetablet. Some project teams have progressed beyond their planned objectives but several projects have been slow to start due to the need to concentrate on building staff capability before launching the tablets into courses. The need to learn how to operate the tablets windows 8 OS has taken some people time to get to grips with. We have also had major technical challenges incorporating some technology tools into tablets. The main issue has been the slightly different operating system operating on the RT surface tablets and the non-mobile configurations of our existing suite of technology tools. All good learning for the institution, but frustrating for tutors and students if things do not work.

Apart from the above activities, my role has also involved evaluation of some of the technology tools we currently use. The findings have provided a better understanding of the institutions current deployment of web conferencing and learning management systems. Therefore, next year, will need to come to grips with the implications of learning analytics (see workshop notes from Ascilite) and how LA can be deployed to improve learning opportunities for students.

As the year closes, the institute is reviewing the academic division, of which the centre for educational development, is part. We should find out early next year, how the division will be re-structured. Early indications are that the centre will be disbanded and resources distributed to three functional units. Always good to review what works and what doesn’t and will await what transpires when we return to work after the Xmas/new year seasons.

Ako Aotearoa academy symposium

At the end of last week, I was at the annual meeting of academy members held in Wellington at the Brentwood hotel. Largest symposium with over 60 members participating.

Symposium opened with mihi from Ngahiwi Apanui. Academy president, Phil Bishop provided update on the last 12 months and work between academy and Ako Aotearoa board. 

This year, the symposium was open to non-academy members for the afternoon. The theme of the day - tackling tertiary teaching challenges, retaining and developing capable graduates not just for today but for tomorrow. Tomorrow we work on the theme - leadership in education.

Symposium welcome followed by official welcome to the academy of this years excellence in teaching awardees into the academy. Then the hub managers introduced themselves. The objectives of the symposium was introduced by Eric Pawson. Professor Geoff Scott provided an overview of what he would like to see is achieved over the next day and a half. 

After lunch, a welcome from Dr. Peter Coolbear, Ako Aotearoa director who also read out a letter from the Minister for Tertiary Education, Hon. Steven Joyce. Peter provided background and reminded academy of their leadership role on the direction taken by government for tertiary education. 

Following, the first keynote from Professor Geoff Scott from the University of Western Sydney who is leading the afternoon's sessions. He presented on retaining and developing capable graduates not just for today but for tomorrow. Updated on what is happening around the world, to frame the discussions for the afternoon. Covered key themes on how learning can be enhanced to engage students. What can the graduate do after they have graduated?  Retention needs to be whole system, before tertiary, in transition, orientation and during and following. Backward mapping to find out if programme is working. Is it the right assessment, grading, calibration, learning design and resources. Change does not happen but has to be planned.

Measurement and funding for tertiary education tied to outcomes- not only enrolments but retention, completion and impact post graduation. Shift to quality of inputs to outputs, value added, employability, competency-based assessment, work ready plus graduates. Multiple reference points to validate programme level outcomes. Growing. focus on learning and assessing personal and interpersonal capabilities. Common searchable good practice clearing houses eg. MERLOT. 

Framework for quality is learning design, aligned support and infrastructure, delivery and impact. With aligned governance, policy, strategy, quality management and resourcing system.   Ensure everyone understands important vocabulary of standards and education.   Used case study to illustrate comprehensiveness of approach to ensure effective transition and retention strategies plus strategies to make sure graduate developing capabilities that count. 

Then break out sessions occur for participants to work through key themes from the keynote. Groups shared topics that were helpful and a topic they wanted to know more about. Geoff responded to the topics requiring more information. 

Dinner in the evening enlivened by songs and skits from members and a quiz, hosted by James Patterson and Kelly Pender. Good to meet new members and several who were awardees several years ago but at the symposium for the first time. As usual, diverse viewpoints and good opportunity to find out what has been going on at other ITPs over the year.

Day 2

Dr. Peter Coolbear provided a 'state of the nation' presentation followed with question and answer session. Covered themes the government level and Ako Aotearoa's reading of response. NZ priority areas include Maori , Pacifica success, NEETs, outcome, employability, literacy and numeracy, STEM, opportunities with new technologies, impact of NCEA on learning, impact of social media on learning, learning analytics, international students' experiences. Some congruence between government and providers but also some items missing. Missing from conversations include assessment, learner voice / information for learners and re-evaluation of what it means to be a professional tertiary educator. Themes from Ako Aotearoa perspectives include how projects are framed perhaps, important to use an approach that identifies success, understand why and sharing; need to be clearer about values related to tertiary education e.g. Cross cultural referencing; changing dynamics of tertiary teaching and learning - away fro content; and helping students how to learn. Tertiary education is complex, how do we assist developing, promulgation and socialising accessible ideas and tools to enhance learning. 

Second keynote from Professor Geoff Scott on 'turnaround leadership in tertiary education'. Presented analogies of being a leader in their institutions. Revised dimensions of capability from yesterday- personal, interpersonal and cognitive capabilities and role specific and generic competencies. Personal involves self awareness regulation, decisiveness and commitment. Interpersonal requires influencing and empathising. Cognitive includes diagnosis, strategy, flexibility and responsiveness. Competencies to manage, operate, self organise etc. shared the top ranked capabilities by learning leaders. Effective leaders not at top or organisation need more interpersonal capabilities. Change capable culture is built by change capable leaders. Pick your battles, prioritise and listen, link then lead.

Groups discussed the topic presented which they found most useful and the topic they wanted to find out more about. 

Closing presentation on constructing and testing a change leadership framework. A response to the Ministers invitation to report on outcomes to the symposium worked through. 

Symposium ended with field trip to Zealandia for last opportunity to catch up with academy whanau.