Assessment in the age of AI - open access journal article

 An interesting and timely article published Computers and Education: Artificial Intelligence. A relatively new journal with articles across the year compiled into an annual volume.

This article in volume 3 (2002) discusses the challenges of assessment in the age of AI and proposes some ways to leverage assessment practices which draw on AI approaches. The article critiques current assessment practices. The ways AI can be useful include automating assessment construction, AI assisted peer assessments, and using AI generated text to conduct 'writing analytics'. The challenges and caveats for introducing and using AI to support assessments are also presented with a focus on how AI may disfranchise educators from assessment processes.

A good reference article to use for supporting discussions on the impact of AI on assessments.

Presentation on Integrating technology into Swiss Vocational education - Professor Alberto Cattaneo

Last evening, we had the privilege of attending a presentation from Professor Alberto Cattaneo from the Swiss Federation University of Vocational Education and Training on various technology-enhanced learning projects carried out over the last 15 years.

The presentation came through connections made with  Professor Antje Barabasch, who is head of research at SFUVET and is currently on sabbatical in Aotearoa NZ, hosted by the University of Canterbury. 

Professor Cattaneo provided a overview of the Swiss 'dual system' and then detailed some of the projects. More detailed information is available in the recently published book on 'Educational Technologies for Vocational Training: Experience as Digital Clay'. In the decade and a half since the SFUVET began their work, they have progressed from static to moving multimedia (videos) and now work extensively in MR including AR and VR. Of note is their use of multimedia to engage learners and to use the records to nudge learners into reflective practice. Examples shown and discussed across the presentation provide us with affirmation of the work we have undertaken so far and goals to aspire to into the future. 

National Institute of Digital Learning (Ireland) - top 10 good reads for 2022

 The National Institute of Digital Learning maintains a topical blog with congent updates on the introduction, application and evaluation of digital technologies into education.

One of their latest blogs, summarises the top 10 reads in 2022, prefaced as -from theory to practice and back again. All the articles featured are open access and there is one recommendation from the 'closed' literature.

The blog provides links and undertakes a good overall survey across the articles (journals published in , countries etc.) and summary of each of the articles. Articles include two on the topic of learning design; Stephen Downes update on constructivism; topical ones on the metaverse and AI; and papers on research theory and how they can inform practice.

ChatGPT - impact on vocational education

 Just before Christmas, the internet was alight with various pieces on ChatGPT, an artificial intelligence (AI) chatbot which is able to generate written pieces/articles, generate code and compose songs and poems in various styles. Users input a small list of items, and ChatGPT produces the goods. The AI learns continually through Reinforcement Learning with Human Feedback (ELHF).

The platform is free (for the moment) with over a million users signed up within hours of launch, leading to it being often unavailable due to the sheer number of people using it. A larger number of information summaries, blogs, opinion pieces (some written by ChatGPT) have flooded the internet. These users, help the AI learn through its interactions, helping to increase the authenticity and realism of the outputs.

Relevant articles include ones related to how AI disrupts industries, its effect on education / classrooms, teaching practice and learning, how it could transform learning, the higher education response, including a 'if your can't beat them, join them idea '. 

 As usual, there is no available response contextualised to vocational education (sigh).The types of jobs threatened by AI bots include copy/content writing, customer support, and software developers /programmers, although the general consensus is that these jobs are safe for the moment, given the germinal nature of ChatGPT. Given the AI tends to provide written responses, similar challenges to those brought up in the articles above within school and higher education contexts arise when ChatGPT is used to develop written material for vocational education based assessments. For example, project proposals and the ensuing report, can be generated when an outline is presented to ChatGPT. Thankfully, practice-based assessments are the mainstay of vocational education and the learner still has to perform the required skills to the expected standards. 

How can vocational learners be prepared for the use of increasingly powerful AI tools that generate images and text when provided with the right cues? To begin, it is important for learners to understand the strengths and weaknesses of these platforms. Learners also need to provide the chatbot with the right information and the right occupational jargon, to ensure the output generated is realistic. This requires learners to have a good grasp of the content/topic, before they feed in the cues that are used to generate the output. The mechanics of writing (grammar, spelling, sentence structure etc etc) may be taken care of but it is still up to the user, to check, evaluate and finalise the resulting piece of writing.

As someone who spent many years honing the craft of becoming an academic writer, I can see the usefulness of something like ChatGPT to generate starter paragraphs. These emergent pieces may be used as precursory summaries, to help overcome 'writers' block' or to provide some of the scaffolds for the article's argument. Having tried out the platform with several 'article skeletons' I have found the generated text to be repetitive and sometimes long-winded. However, this could be due to the cues I have provided! It also works from what the user provides, so if the cues are not factually correct, the platform will be none the wiser. 

ChatGPT represents a challenge to how young people are taught how to write when written texts can be generated. Schools could ban the platform as it reduces the writing of school reports and essays, to plugging in some items around a topic, generating the text and copy and pasting. The long journey of learning how to write through practice, trial and error, and continued improvement, becomes lost when the act of actually consolidating a string of items into a cohesive whole is lost :( Therefore assessments focused on essays will need rethinking. It is now more important than ever, to think of assessments as FOR learning rather than OF learning. ePortfolios are a means to record the learning / writing journey and assessments based on evidence of 'reflective learning' rather than the end result (essay, report etc.) are one way to work around the challenges of AI generated work. 

We also need to think through the implications, ethics and philosophical underpinnings, When AI is able to respond in ways so similar to humans, it becomes difficult to tell the difference. As humans, we might lose some of our humanity, when a machine 'takes over' thinking and creative writing from us. With it, goes the self-actualisation associated with positive feedback from putting effort into difficult tasks. Evaluating the work of others, is not a replacement from putting in the hard work required to bring a creative piece of work into being. It will be difficult to push against the tide of AI generated work. We need to think through the wide implications, one of which may be an increased valuing of artisanal work, the one off bespoke products. AI may design these objects, 3D printers may be able to produce by the millions, but 'one of a kind' human designed and crafted products may be one way to ameliorate the rise of 'non-human' designed and manufactured goods. Vocational education, especially in the trades, will need to therefore emphasis quality of skills, to meet the market for bespoke items.

Plans for 2023

 The major challenge presented across the year which will impact on my work, is the integration into Te Pūkenga organisational structures and objectives across the year.

Te Pūkenga (The NZ Institute of Skills and Technology NZIST) brought together the 16 institutes and polytechnics (ITPs) and 9 of the 11 industry training organisations, (ITOs) in Aotearoa NZ. The formation of Te Pūkenga is but one of the outcomes of the Reform of Vocational Education(RoVE). Workforce Development Councils (WDCs) tasked with setting standards through consultation with stakeholders across the industries they represent; Regional Skills Leadership Groups (RSLGs) which focus on skill needs for each region; Centre of Vocational Excellence (CoVEs) to drive innovation in VET teaching; changes in the funding structure of VET, and simplification and alignment of qualifications,  all begin to consolidate.

Te Pūkenga itself is large by international standards, led along in Aotearoa NZ, supporting over 200,000 learners, with a workforce of 10,000 ++ and a charter that sets out aspirations to be met with regards to meeting the precepts of Tirit o Waitangi, equitable access to VET and parity of outcomes for all (and especially for Māori and Pacific peoples).

At present, my team are no longer part of People, Culture and Well-being and await allocation to one of the academic divisions being formed. This year will see most of the organisational structure being defined and put in place. There will be much change as the regional structures are also confirmed and the ways we work will include collaboration across our region (presently most of Te Waipounamou – the South Island) and also across the Te Pūkenga network. Amidst all of this, day to day work continues to support our teachers to provide engaging and relevant learning to our learners.

My membership of Nga Ohu Whakahaere o TePoari Akoranga o Te Pūkenga (the teaching and learning advisory group to the academic board for Te Pukenga) provides a window into the workings of Te Pūkenga and a means to contribute as the institute organises itself. 2 days of work a month is tagged to this role. At the inaugural hui (meeting) in December, the Ohu began the mahi (work) of confirming its terms of reference with a focus on its roles and responsibilities.

On the research front, I hope to submit two journal articles, both written last year and have them published this year. Most conferences I would participate in, have shifted back to f2f interaction. This presents a challenge as Te Pūkenga is not funding any work-related travel. I plan to fall back on using the $$ attained from recent publications and the marking of theses, to fund at least one conference in Australia, likely AVETRA at the end of April in Melbourne. 

It looks like another busy year, albeit with some uncertainties with regards to where my team fits into the wider organisational structure. Things should come clearer as the year progresses :) 

2022 review

 Another busy year with the pandemic still present and causing continued disruption in our everyday lives. The arrival of COVID into Aotearoa saw many people becoming ill, with the illness somewhat ameliorated, for most, by vaccination. Across the year, students and colleagues caught the virus, along with a host of other flu related illnesses, caused by several years of isolation from the lurgies due to the borders being closed. Therefore, it has been a difficult year as students and teaching staff have had to work through illness, isolation at home if relatives or housemates became ill, or have had to work through long recovery times. Courses have had to ensure resources were available online for students to access if unable to attend class, and for students catching up with classes missed. Staff have been stretched due to having to cover for other who have been ill. Therefore, in a way, this year has been more difficult due to the unpredictability and uncertainty as to how ‘blended learning’ is structured and enacted.

Apart from the work generated by supporting our colleagues working to ensure equitable access for all our learners, there has been much activity generated by my institute’s merger into Te Pūkenga. Difficulties with the formation of Te Pūkenga and its leadership became evident earlier in the year and by mid-year, there was a change at  ‘headquarters’ and a rush to try to meet targets to ensure that the 2023 teaching and learning year was able to proceed smoothly.

Of note is my appointment to the Te Pūkenga Te Ohu Whatahaere (Ako) Te Pouari Akoranga – the learning and teaching subcommittee of the Te Pūkenga Academic Board. The Ohu met for the first time this month to establish its remit. I am hopeful this is one avenue to provide much needed pragmatic feedback to the large volume of change which is churning all around us at the moment.

On the research front, the publication of the book 'Reshaping Vocational Education and Training in Aotearoa New Zealand', edited with Nicholas Huntingdon, culminates two years of work, begining with gathering the authors for the 20 chapters in the book, organising the peer review process, responding to external reviews and the final proofreading process. Book launches was held in Christchurch and in Wellington, with many authors, reviewers and supporters attending.

I look to a break across the Xmas and New Year, with the usual opportunities to rest and recreate in the South of Te Waipounamu (the South Island). It will be good to refresh and revive as 2023 will no doubt be just as busy and challenging!

Learning design: Conceptualising a framework for teaching and learning online

 This book, published in 2016 and edited by Professor James Dalziel provides a good overview of the UK/European approaches for learning design. The chapters extend on the discussions undertaken in the same year, at a conference in Larnaca (called the Larnaca declaration on learning design) which summarised the argument and proposals for a theoretical foundation for learning design. In particular, to try to develop a notation system, to represent the components of learning and how teaching may support learners to attain the outcomes.

The book has 12 chapters and begins with a foreword from Diana Laurillard. 

The chapters deepen the conversation and discussion begun during the Larnaca conference, providing frameworks to conduct learning design from an evidence-based platform.

List of chapters below:

Chapter 1: The Larnaca Declaration on Learning Design – 2013 by James Dalziel, Gráinne Conole, Sandra Wills, Simon Walker, Sue Bennett, Eva Dobozy, Leanne Cameron, Emil Badilescu-Buga, and Matt Bower

Chapter 2: Theoretical underpinnings of Learning Design by Gráinne Conole

Chapter 3: Reflections on Metaphors for Learning Design by James Dalziel and Eva Dobozy

Chapter 4: Learning Design in the New Digital Age by Simon Walker and Mark J.P. Kerrigan

Chapter 5: The complementary nature of Learning Design and TPACK by Eva Dobozy and Chris Campbell

Chapter 6: The 7Cs of Learning Design by Gráinne Conole

Chapter 7: Investigating University Educators’ Design Thinking and the Implications for Design Support Tools by Sue Bennett, Shirley Agostinho, and Lori Lockyer

Chapter 8: A Deeper Understanding of Reuse: Learning Designs, Activities, Resources and Their Contexts by Sandra Wills and Chris Pegler

Chapter 9: The Use and Usefulness of Transdisciplinary Pedagogical Templates by Eva Dobozy and James Dalziel

Chapter 10: Social Adoption of Learning Design by Emil Badilescu-Buga

Chapter 11: A Framework for Adaptive Learning Design in a Web-conferencing Environment by Matt Bower

Chapter 12: Learning Design: Where Do We Go From Here? By James Dalziel, Sandra Wills, Grainne Conole, Simon Walker, Sue Bennett, Eva Dobozy, Leanne Cameron, Emil Badilescu-Buga, Matt Bower and Chris Pegler

Developing online teaching in higher education - book overview

 This book is the most recent in the Springer Professional and practice-based series. It is edited by Dianne Forbes and Richard Walker. 

The book has 16 chapters, organised into 4 sections.

The book begins with an introductory chapter, written by the editors "A continuous professional learning and development (CPLD) framework for online teaching'. The focus of the book is to present many approaches undertaken, especially through the COVID-19 pandemic, to support CPLD in a time of rapid change. They argue for the importance of CPLD in ensuring integrity and appropriateness of how online teaching is enacted. 

The first section - Inter-institutional/societal CPLD has 4 chapters.

First up is 'Professional learning for open online educators: The #Openteach story" by O. Farrell, J. Brunton, C. Ni Shē, and  E. Costello. The authors present their experiences in developing a flexible and evidence-based approach to supporting online teachers. The key principles were: social presence, facilitating discussion, collaboration online, live online teaching and supporting online students.

Then, D. Dell, M, Cleveland -Innes, N. Ostashewski and D, Wilton, write on 'Inquiry MOOCs: Privileging constructive collaborative learning for continuing professional development'. Records the experiences of faculty and instructional designers from Athabasca University, working on a MOOC to support blended learning practice.The MOOC is evaluated in terms of professional development quality and participant responses.

The next chapter by E. Kennedy, S. Sherman, N. Weitz, S. Crabbe, V. Devaney, H. Tariq et al. details and discusses the project 'Get interactive: the value of a MOOC for CPLD'. The MOOC models social and collaborative learning with technology, has run since 2017 and has engaged 21,000 participants. The pedagogy draws on Diana Laurillard's 'teaching as design science'. The chapter reports on evaluation and continual work on the MOOC as it developed and matures.

Then a chapter on 'cross-cultural mentoring in tertiary education: Enhancing self-efficacy in online teaching through collaboration and openness in professional learning' by H. DeWaard and R. Chavhan. The experiences gained through the UNESCO Open education for a better world mentoring project are shared and evaluated. 

T. Cochrane and M. Jenkins contribute the last chapter in this section on 'professional accreditation pathways in higher education: enabler or block to technology-enhanced learning professional development?'. The chapter brings up a key CPL issue. Two professional accreditation frameworks - the Advanced HE Fellowship and the Certified Member of the Association for Learning Technology (CMALT) are compared. The Advanced HE Fellowship, a traditional framework requires updating to reflect the contemporary PD of HE educators. CMALT is proposed as a means to support the process of remapping.

The next section -Institutional CPLD - has 3 chapters.

L. May and J. Denton write on 'emergency designs: lessons from the rapid implementation of online teaching'. This chapter evaluates, through autoethnographic inquiry, the efficacy of ADDIE for responding to rapid developing of courses. An adapted version of ADDIE is proposed along with structured CPLD  to support the need for agile movement of courses into the online learning environment.

Then, S. Houston, C. Milligan, A. Nimmo and A. Robertson contribute on ' providing CPLD through a toolkit design'. The ABC curriculum design framework is adapted into a 'toolkit' to aid the rapid shift of f2f courses into the online delivery mode. Also reports on a study, a year later, to evaluate the efficacy of the toolkit and the steps taken to enhancing the toolkit for better fit.

S. Ngai, R. Cheung, S. Nr, A. Wll, P. Chik,and H. Tsang on 'swift preparation for online teaching during the pandemic: the pandemic experience sharing from healthcare teaching in Hong Kong'. Has a focus on the challenges presented by 'hands-on' learning, when a shift to online learning is required. The TPACK framework was used to guide the CPLD offered to lecturers. Drawing on their learning through the pandemic, future planning of CPLD provision is presented and discussed.

The section - Middle-out programme driven CPLD - has 4 chapters.

Firstly, 'co-design as professional learning: pulling each other in different directions, pulling together' by C. Vallis, S. Wilson, J. Tyrrell, and V. Narayan. Reports on the co-design CPLD process used to support the designing, development, teaching and evaluation of a range of diverse business subjects.

Then a chapter on 'share sessions: a solution to cross-disciplinary academic professional learning and development in higher education' by S. Zeivots, D. Wardak, and E. Huber. Describes the 'share sessions' whereby innovative online teaching practices were shared via zoom. Draws on interviews with lecturers, to find out how the share sessions worked. It was found that it is important to have a planned approach, before, during and following the sessions, to maximise their effectiveness.

T. Harper and R. Holme write on 'informal, grassroots online professional learning: The experiences of teacher educators'. Overviews the specific challenges faced by teacher educators on their CPLD needs and how these may be addressed through 'grassroots' approaches.

Last chapter in this section is by J.R. Rothman, R. Lege, E. Bonner and M. Ishii who present a chapter on 'supporting emergency remote teaching via responsive professional support system'. This case study from Japan provides another perspective on the global 'emergency remote teaching (ERT) response. The CPLD approach drew on the work of Drago-Stevenson's learning-orientated mode of adult learning. 

The last section has 2 chapter around the topic - personal 'inside-out' experiences of CPLD.

R. Philip on 'pathways to creative learning and teaching online: An ecological model'. Shares the ecological model for designing creative online learning which was derived from Australian and international HE examples.

M. Lafferty and E. Roberts with 'from physical to virtual: reflections on the move from the lecture hall to the digital classroom. This UK case study studies perspectives on CPLD of lecturers in two disciplines - Law and Psychology, which have provided guidelines for the implementation of blended learning experiences.

A final chapter from the editors brings the book to a close. They write on 'CPLD for online teaching: diverse perspectives and common themes'.

Overall, a timely addition to the literature covering not only the importance of CPLD to help lecturers/teachers shift practice rapidly from the known to 'new' teaching and learning contexts, but also offers an insight into the many approaches used, across the HE sector, to support learners through online access. 

Coping with COVID-19 - the Mobile way - book overview

 This is a timely addition to a plethora of studies/articles/books on how various educational sectors, coped with COVID-19 in the last 2 years. The book reports on case studies from China, which is still keeping the virus at bay with a 'zero COVID' approach. 

The book is edited by Dr. Xiaoge Xu and published in 2022 by Springer. 

After an introduction by the editor, there are five sections. The chapter introduces the frameworks underpinning the the book's approaches and provides short overviews of each chapter.

The first section - coping with COVID-19: the WeChat way has three chapters.

- 'You wait for me for a moment': mobile usage of the elderly female adults in China to cope with COVID-19 by Zhen Troy Chen and Xin Pei. Studies an under-researched demographic for mobile phone use and especially relevant in the current situation, whereby social connection is challenged but of utmost importance in helping individuals maintain mental well-being. 

- COVID-10 fake news and older adults: predicating news credibility evaluation, by Xiaoxiao Zhang. Follows on from the previous chapter and studies how older adults, evaluate the multiple sources of information they receive through mobile access to information. Found digital skills, literacy and social media use were the major influences on how individuals perceived the validity and credibility of online content.

- Coping with COVID-19: The WeChat way by Stephen Adriano-Moore and Yimeng Cai. An interesting study of how medical staff coped, whilst assigned to mobile / temporary treatment centres, used WeChat to develop and maintain social cohesion through challenging work.

The second section focuses on 'reporting on COVID-19, the mobile way.

- Predicting news engagement in Douyin: The case of COVID-10 coverag, by Qumo Ren. Douyin is China's version of TikTok - a mobile platform for sharing short videos. Found that high-visual-modality and solution-embedded news, increased social engagement (number of likes and comments).

- Reporting COVID-19 via crowdsourcing: The US vs China with Shixin Ivy Zhang, Jing Meng and Ranna Huang. Highlights the importance of mobile devices in crowdsourcing of 'just-in-time' news. Chinese 'real-name' authentication discouraged and reduced the chance of users producing 'fake news'.

Then a section on Coping with COVID-19: Information disorder and personal privacy.

- Typology and governance of information disorder related to COVID-19 in China by Yusi Liu and Lu Zhu. Defines, discusses and evaluates the various ways information can be viewed through various lenses.

- Public health vs Personal privacy during COVID-10 in China with Zhijing Zhang. Details the many initiatives, used by the Chinese government, to prevent and control the virus. Discusses the ethical concerns around citizen privacy and issues around data protection and security.

Followed by a section on Coping with COVID-19: The survival efforts.

- Digital transformation or new digital divde 2.0? Yiwu lady bosses embracing MSC technology to survive the pandemic by Chenxiang Elaine Ji. A case study on mobile social commerce and its influence on micro-entrepreneurs/micro-enterprises.

- Mobile marketing and innovation: Saviours for toursism during the pandemic bu Yi Wang, Yangyang Jiang and Cenhua lyu. A comparative study, pre and post -COVID 19 on mobile marketing strategies and processes.

- From epicentre to hero city: How Wuhan survived the pandemic written by Zizhen Wand and Stephen Andriano-Moore. Reports on how the city of Wuhan, turned the negative image around through the publicising of specific people whose bravery assured the safety of others.

The last section is of relevance covering 'beyond COVID-19: collaborative mobile learning and mobile workplaces.

- Collaborative learning during the pandemic: The role of mobile devices by Nancy Xiuzhi Liu and Zhen Troy Chen. Evaluated how learners acquired the skills of translation through collaborative learning.

- Mobile workplaces for the construction industry in the post-COVID-19 era with Georgios Kapogiannis, Tianlung Yang, Ahmed Mohammed Alkhard and Azzam Rasian. Reports through two case studies, the work to create mobile working environments when the workforce is not able to physically congregate. The use of mobile devices and the creation of a mobile work environment are key. 

Overall, the chapters report on many studies, undertaken to better understand the challenges and initiatives undertaken over the last few years, as society, education and work, grapple with swift change and the need to continually cope with moving from f2f interactions, towards undertaking most communication via digital means. The studies provide a window into how one country, still enmeshed in keeping the virus at bay, has deployed mobile technologies and the implications wrought on individuals and society at large.

Windswept: Walking the paths of trailbrazing women/ The dawn of everything: A new history of humanity

 Two books read whilst away the last two weeks contained relevance to my work. I picked these up from the library, the day before I embarked on two weeks of R & R down in Stewart Island and in Central Otago. The weather was mixed, allowing for time to get stuck into these two very interesting reads, in between walking/botanising/bird-watching when the weather cooperated.

1) Windswept: Walking the paths of trailblazing women, published 2021 and authored by Annabel Abbs who followed the footsteps of several women to better understand their motivations as walkers. Most of the women featured, walked at a time when few women at the opportunity to undertake solo or independent travel. Therefore, most were artists or writers, who were able to be self-supporting and who undertook walking, either as daily pursuits or as longer walking journeys. Of note, is how each 'found themselves' through the physical processes of walking, used the opportunities provided during long walking expeditions to introspect and deepen their creative imagery, and established their independence at a time when women at fewer rights. The chapter titles, encapsulate the themes explored and discussed. They include searching for freedom, for self and solitude, of being and meaning, for body, space and home. Each chapter features well-known and more obscure women, as they 'walk to become' and to find themselves, freedom and meaning.

2) The dawn of everything: A new history of humanity, by David Graeber and David Wengrow and published 2021. Both the authors work in anthropology and archeology. The book provides an alternative view, backed by several decades of recent studies in anthropology and archeology, to establish, develop and substantiate their argument of how humankind's history was not a staid pathway from nomadism into agriculture/city states etc. but through much more varied (and often egalitarian) social structures and economic organisation. It provides a good overview of pre-history as it has been interpreted (albeit through a Westernised lens) and how newer indigenous perspectives (especially through American indigenous examples), force a shift and questioning of the beginnings of farming, property ownership, the formation of city states, the conception of democratic institutions and what constitutes civilisation. 

The book has an extensive (150 pages) of notes for follow up and a comprehensive index. 

Global Lifelong Learning (GLL) summit - article from Minister Tharman's speech

 Here is an article, summarising the speech delivered by Coordinating Minister of Social Policies, Mr. Tharman Shanmugaratnam. 

Even though SkillsFuture Singapore is often cited as a leading initiative to support all workers' lifelong earning endeavours, there are still challenges. Blue collar and non-professional white-collar workers, mid-career workers and those working in SMEs often have little resourcing both from individual and company perspectives, to continue on lifelong learning trajectories.

He proposed three pillars towards ensuring all workers are able to benefit from and access lifelong learning opportunities. These are:

- need to collate and make accessible, the information on anticipated skill demands across the economy.

- the system must avoid fragmentation - i.e. have myriad courses, microcredentials, awards, certificates etc. which do not 'stack' or are aligned to actual industry needs.

- the system needs to have a wider view of how credentials or qualifications are awarded - i.e. greater visibility for assessment of prior or current competencies APL, RPL, etc.

Aotearoa NZ needs to work hard on the first one as the careers advisory services are still patchy. For the other two, Aotearoa is on track. Microcredentials are recognised by the NZ Qualifications Authority and for Recognition of Prior Learning (RPL). The current reforms need to be cognisant of the need to ensure that the new 'skills standards are well aligned to allow for flexible pathways and that a large number of skill standards do not end up being developed).

Global LIfelong Learning (GLL) Summit - Day 2 - session on continuous education v2

Today, managed to get to the panel session on Continuous Education v2: How Institutions can innovate and adapt. 

The panel's moderator is David Atchoarena, Director of UIL who summarises each panelist's contribution.

Panelists include: Lily Kong, President of the Singapore Management University (SMU); Andreas Schleicher, Director for the Directorate of Education and Skills, OECD; and Christen Bollig, Chief Operations Officer for the General Assembly, USA.

Conversation centres around the Higher Education (HE) context and how this sector contributes to lifelong learning. Focus on the third pillar of universities (apart from research and teaching) to provide educational opportunities for their communities. For example, the aging population some who may be returning to education to either upskill or to attain self-actualisation.

Andreas Schleicher joins the panel online.

Firstly, how can universities play a bigger role in providing lifelong learning and supporting learners across their life trajectories. How does the entry of these lifelong learning, contribute to the life of the university.

Lily Kong speaks on the need to understand the main objectives of universities, each with specific roles - they may be research or liberal arts  etc. and are not monolithic. All of the Singapore universities delivery lifelong learning through continuing education programmes to upskill and re-skill the workforce as there is greater reliance on the human resource in the country. At the SMU has been active in this space. SMU does this as they are able to influence their learners /alumni to understand the reason for lifelong learning and the need for continuing education. Alumni's are important due to the relationships already formed with the institute and their understanding of the institutional culture. Universities can contribute towards the research on andragogy and use this knowledge to enhance teaching and learning. Research also places universities at the cutting edge and brings currency and relevance to the curriculum.

Andreas Schleicher provides the international perspective. Originally universities served the elite but now, in some countries, over 1/2 of the population participates in HE. Differentiation between universities has increased. University students now no longer predominantly a post-school experience. Individual need to attain skills to navigate their learning as they progress through their careers. Not all universities provide sufficient flexibility to support access from the learners' perspective. Still some way to go for many universities. Learners need to be good facilitators, evaluators, learners etc. not just good technicians. Pandemic has shown us that universities not needed for the provision of high quality education. Formal credentials are now not required for many occupations, stackable microcredentials are one way for learners to access 'just-in-time' learning, when it is required. Biggest threat to universities now is the lose of relevance of the ways universities provision education, given the affordances now availed by technology. Learning should be an activity, not a place.

Second set of questions revolve around the complementary factors and processed between universities and other sectors - corporations, government etc.

Christen Bollig discusses this and stresses the importance of not losing the broad objectives of universities, for example from liberal arts universities. Universities play a role in incubating new strategies and then helping to disseminate these through other industries and sectors. 

How can inclusion and equity be included?

HE has always not served large sectors of the population. Again, universities can work through the challenges and undertake the processes required to attract, support and provide equitable completions for groups not usually associated with university education. The ideal solution for the learner must not only include universities but also industry, government etc. so learners have a wraparound service to support learners towards equitable outcomes.

Lily Kong stressed the importance of being more agile and to allow for different cohort of learners, need curriculum which is matched to their needs. For traditional students, time is required to build critical thinking skills etc. But for continuing education 'just-in-time' learning is more appropriate.

Andreas Schleicher reminded us that there are still many ways to segment the market and each has a role in meeting the needs of their learners. Understanding the needs of learners is a key. Additional foundation learning is often needed to help 'returning' learners flourish when they re-enter university. Regulatory framework for the market is important to ensure the system works for learners. 

Q & A followed.

The third discussion centred around credentialing lifelong learning.

Andreas Schleicher reiterated the importance of helping learners to evaluate their learning needs and to continually refresh their lifelong learning curriculum. Society, institutions, government, industry etc. all need to contribute towards supporting individuals to keep on learning, to maintain, refresh or acquire skills as the come into need. Great places must also be great places for learning. Institutions need to ensure they add value to learners including those at the margins of society, moving between careers, the unemployed etc. New forms of work create many challenges, not only for workers but the whole system. 

Lily Khoo discussed the beginnings of stacking, micro-qualifications are already in train. Possibilities include students moving out of formal learning, to work and back again and both can be credentialised into the general qualification. Stacking or pathway through qualifications are traditional but the structure and delivery of these programmes need to be updated to suit the requirement for greater flexibility.

Christen Bollig - learners struggle to understand how to select and bring together, the range of credentials now available. How are the credits valued and quantified. Regulatory frameworks are important but in a free market like the USA, the diversity, and multiplicity of choices, makes it difficult for learners, employers and industry. Universities/institutions need to ensure that graduates/employers able to feedback how the education completed, meets/or not meet the job/occupational tasks.  

Lily Khoo - for the ability to make a difference. Individuals, industry government etc. Universities need to ensure students have the opportunity to build good relationships that will last a lifetime. Faculty include not only those at the university but also out in industry.

Andreas Schleicher  agreed and stressed the need for individuals to assume greater agency through development of better understand of career planning. Christen Bollig stressed the need of collaboration across the sector to help meet the needs of the learners who are now un or underserved.

David Atchoarena provided a good overview of the discussion.

Global Lifelong Learning (GLL) Summit - online- DAY one - session on the future of work

The Global Lifelong Summit runs today and tomorrow with livestream of various keynotes and presentations.The summit is in Singapore and jointly organised by the Institute of Adult Learning, Singappre University of Social Sciences, Skills Future Singapre.

Today, Ara Institute of Canterbury becomes Te Pukenga, The celebrations, along with various meetings means I am only able to login on to one of the presentations- 8 pm NZ time.

Notes on the Panel Session - The future of work is now: workplace learning for a future-ready workforce. The session is moderated by Jeanne Liew, Principal and CEO of Nanyang Polytechnic, Singapore.

Panelist include Martin Hirzel (President, Swissmem, Switzerland), Professor Phillip Brown (Cardiff University, UK), Richard Koh (CEO, M-DAQ, Singapore) and Zhang Zhengjun (Vice -President of Huawei, Asia Pacific). 

The first topic discussed was to find out what the panelists perspectives on the future of work and what is the role of the workplace to contribute towards the future of work. Jeanne Liew introduces each topic and summarises each speaker's contribution.

Zhang Zhengjun talks about the speed of change with regards to technology and how this impacts on and contributes to the way work, leisure and society. Technology may increase efficiency etc. but requires everyone to continually keep up with the ways technology changes work. It is important to have access to resources which help people keep up with the bill. Government, universities, corporates etc. need to share resources so that access is provided to all without barriers. In doing, this contributes to all of societies progress and needs.

Martin Hirzel represents the Swiss manufacturing viewpoint. Provides his country context. Argued that lose of jobs caused by industry 4.0 may not be occur as during the 3rd industrial revolution, more jobs were created than lost. Similar opportunities exist today. There are still skills shortages and a clear need for lifelong learning as jobs and the way work is enacted changes. There is less physical and routine work, but there is still a requirement for technical skills, especially many vocational skills. Soft,  problem solving. metacognition skills are key. Dual education in Switzerland which provides both workplace and school-based learning helps provide the range of skills/competencies required to continue with lifelong learning.

Richard Koh introduced his company, a Singapore 13 year old start-up and energy digital company. Has a diverse workforce with many returning to their countries of origin during the pandemic. Now a global company as it was not only work from home, but work from your home country which was enabled. The teamwork, collegial and communication skills required  the company to analyse the ways they completed their work. Productivity actually went up as the company had a longer workday, spread across time zones. The company worked to emphases work/life balance with encouragement for workers to take long weekends regularly.

Philip Brown spoke about how technology has become smarter but it does not tell us what needs to be enabled or focused on. Business model and people strategies become more important. Technology currently 'attacks' work at all levels so all jobs are affected. Although the 'knowledge economy' never really took off, technology still has effect. Important to ensure all levels, especially 'lower levels' are supported to 'keep up' to ensure equity. 

The next topic is on the role of workplace learning.

Martin is a strong believer in the contribution of workplace learning. In Switzerland, all companies, whether large or small, see workplace learning as part of attaining competitive advantage. Apprenticeships are availed across many industries. These combine school learning with 2 - 3 days of workplace learning. Young people attain skills required now with the curricula structured through industry contributions. After graduation, and attaining a diploma and working several years, many move into higher education to complete bachelor degrees, often on a part-time basis. Mid-career up-skilling also provided to help with career transitions or change - offered by private companies, to train technicians required for specialised engineering and manufacturing occupations.

Richard responds with a brief overview with his company's experience. Start ups may not have the resources at the beginning to undertake much in the way of training. They need to obtain the best through the competitive market. However, at the 5 to 7 year mark, new hires may become 'disruptive' as they need to be inducted into the company culture. Training is now just about skills but also about approaches to work/mindset etc. By 13 years, job rotation and other ways to multiskill the workforce then comes up. Microcredentials may be useful at this stage. A good case study of how the lifecycle of a company, feeds into its workforce skill needs. 

Q & A followed. 

The life cycle of markets - what does the data tell us about VET - AVETRA OctoberVET presentation notes

 Dr. Don Zoellner, Northern Institute of Charles Darwin University, presents at an OctoberVET session. 

He talks on the Australian market-led VET approach and asks the question "Is the market still what's needed now"? Highly topical as Aotearoa New Zealand has, through the the Reform of Vocational Education (RoVE) moved away from the market-driven model for VET education (more on the Aotearoa NZ reforms and its implications in this book). 

Based on a recent journal article - on mature VET market 

The presentation based on several working hypothesis - VET markets are not an aspiration that are yet to be achieved; introduction of VET markets exemplifies successful public policy implementation; and just because one disagrees with the policy does not mean that it was implemented unsuccessfully.

VET quasi-markets have followed a predictable life cycle and are mature; providers require new thinking about how to deal with market revival or have post-maturity options. Unfettered competitive markets are only one option. Now that Australian VET quasi markets are in the decline phase, it might be better to look at other options as system optimisation or as a public good.

Ran through the key features of the VET quasi-market - choice, competition, new public management, heavy regulation and national consistency and 30 years of bipartisan support.

Summarised the corporate market life cycle for Australian VET through birth, growth, maturity, revival and decline. 

Shared findings from analysis of the smallest 5 Australian VET markets - Northern Territory, ACT, Tasmania, South Australia and Western Australia - 20% of Australian population and provided details on the method and data sources. 

Findings included the existence of 8 types of business entities offering VET ranging from private, incorporated, government, public companies, sole traders and trusts. Private companies just over 50%, 76% are for-profit entities, not for profits range from 21% to 40%. The market has been dynamic with over 1/2 of RTOs registered from 1992, having left the market. There are relatively smaller numbers being registered over time but 40% of those registered from 2004 are still in the market. Not for profit sector RTOs exhibit longevity, indicating maturity of the market.

Reduced funding has caused the it to offer similar qualifications, across 11 training packages. 85% of students are enrolled in the top 15 training packages but there are some regional differences with primary industries and mining higher in NT and WA but ICT, retail and public services higher in ACT.

Concluded the market might now be in decline and not much shift in the mature RTOs who concentrate on those qualifications with high margins. Low margins means high volumes required. Issues of choice for learners is perhaps now not being met as RTOs shift to markets that pay.

Concludes that repetitive application of marketisation has blocked consideration of more promising reforms to public service delivery. System optimisation rarely achieved through competition. Competition increases contestation rather than the best outcomes to the public. Oligopolies emerge rather than monopolies! There are inefficiencies due to high regulation and duplication. Governments serve communities by creating public value and this requires the acceptance of diversity and the rejection of market-non-market dualisms. Public value management one post-market option to shift the market across to revival stage.

Interesting presentation and something to follow up with regards to the Aotearoa NZ context. 

Reshaping vocational education and training in Aotearoa New Zealand - book link and overview

 

Disclaimer: I am co-author for this book. 

This book, the fruit of two years of effort by many authors from across Aotearoa New Zealand, records the many initiatives, innovations and developments across the vocational education and training (VET) sector as the country enacts the outcomes of the recent reform on VET (RoVE). Industry Training Organisations (ITOs) with 30 years of history and service to their industries, and Institute of Technology and Polytechnics (ITPs), many with contributions of over a century to VET, all merge into Te Pūkenga, the NZ Institute of Skills and Technology (NZIST) as of January 2023. 

There are 20 chapters: 4 chapters covering the histories of the ITOs and ITPs, along with the rationale, outcomes and possible implications of RoVE. There are chapters on how ITOs and ITPs work towards addressing inequitable access and outcomes especially for Māori, Pacific, workplace learners and women in the trades. "Innovations" across the sector are also covered, including the application of design thinking towards development and deployment of a culinary arts degree programme, degree apprenticeship in infrastructure asset management, networked/distributed learning in degree midwifery programmes, collaborative development and delivery of the Bachelor in Engineering Technology (BEngTech) programme across 6 ITPs, recognition of prior learning, learning design for practice-based learning, definitions of distance and online learning, and the need for ongoing professional development to assure quality VET provision.

All in, the book makes a contribution towards recording the sector as it moves towards new ways of collaborating and managing VET in Aotearoa NZ consolidates. 

Improving inclusive education through universal design for learning (UDL)– open access book – brief overview

 Here is another open access book, pulished 2021 by Springer and edited by Alvyra Galkienė  and Ona Monkevičienė.  The book is the fifth volume in the Springer series on Inclusive learning and educational equity.

It is a scholarly piece of work on UDL, introducing and discussing its origins, the major theories/ theorist informing UDL principles, and providing examples/case studies from recent projects undertaken across Europe. As such, takes effort to get into but pays dividends in the coverage of UDL.

There are 12 chapters in the book, with most referring to formal educational contexts. Authors are mainly based Poland, Finland, Austria and Lithuania.

The first chapter, 'preconditions of transforming the educational process by applying inclusive education strategies: Theorectical background' sets the scene with the historical evolution of education provision to the disabled and the ways the initial principles of inclusive education were laid down. Fundamental aspects of UDL are presented, discussed and critique. This is a 'go-to' chapter for those seeking to better understand the origins and frameworks informing UDL.

The other 11 chapters, extend on the precepts presented in the first chapter. Many report on work being undertaken to develop and implement UDL approaches, mainly into the formal or school education sector. Many of the approaches are socio-culturally specific to the author's contexts and thus must be read with the idea of gleaning specific grounding principles, which are then useful in one's own context. A key aspect of several chapters, is the preparation and empowerment of learners to be 'expert learners' who are knowledgeable and resourceful. 

The entire book is downloadable along with individual chapters. The book makes for a good resource presenting the historical evolution of inclusive education, the development of UDL and UDLs application to specific educational contexts. 

eAssessment in vocational education and training (VET)

 Here is a link to the European Union site on e-assessments for vocational education and training. Information on the project and its partners provide the background and rationale for the project. The primary aim of the project is to provide guidelines, tools etc. to support the development and implementation of eassessments into vocational education contexts. The blog  provides reports from the various partners as the project progresses.

Toolkits developed so far include overviews on the pedagogical approach, the types of approaches possible (including eportfolios) and the needs for continuous professional development for VET practitioners. 

Overall, a good port of call for information on eassessments as they pertain to VET with many examples, some guides and relevant resources. 

Powering a learning society during an age of disruption - book link and brief overview

 This is a timely open access book, edited by Sungsup Ra, Shanti Jaganathan and Rupert  Maclean and jointly published by the Asia Development Bank and Springer in 2021. 

The book has 6 sections, including a introductory section with two chapters providing the rationale and defining the various conceptual models informing the other chapters in the book.

The other five sections include:

- Learnability and the learning crisis - with chapters on addressing the learning crisis with regards to basic skills; a reconsideration of student assessment to improve learning, the effects of the pandemic on schooling, and what works with regards to improving teacher quality and effectiveness.

- future proofing postbasic education - has perspectives from the university sector, European Union's intensification of skills development, quality assurance of online learning from Indonesia, and the certification of TVET.

- Communities as learning platforms - with chapters outlining examples and applications from mainly Asian perspectives including India and Singapore.

- Learning societies and Industry 4.0 - of relevance to VET with chapters on new directions for apprenticeship, promotion of workforce planning, workbased training in the EU, and work and learning balance, post COVID in Korea.

- Technology solutions to build a learning society - focuses on  learning platforms and digital learning with chapters on Coursera's global partnership to support workforce recovery, role of the private sector for future-ready education and training, and data and digital technologies that can transform education systems.

All in, a range of  short chapters to dip in and out of for background, perspectives and frameworks. The entire book can be downloaded, or individual chapters accessed as relevant/required. 

The art and science of learning design - book overview

 This book, The art and science of learning design - collates the latest in thinking and practice on learning design. The book is edited by MarceloMaina, Brock Craft and Yishay Mor published by Springer in 2015 in their technology enhanced learning (TEL) series.

The book has 15 chapters, organised into 3 sections. 

The first section, 'Theories' presents, discusses and critiques various theories of learning design

The first chapter covers "Reflections on the art and science of learning design and the Larnaca declaration" by James Dalziel. This chapter, summarises and updates on the 'Larnaca declaration' which arose through a 2012 meeting in Cyprus whereby a new framework, synthesised from research and practice, was proposed and ratified. The declaration drew on previous work undertaken through work undertaken by the author and the work of Professor Diana Laurillard. 

Next is a chapter on "Analysing the structural properties of learning networks"  by Peter Goodyear, Kate Thompson, David Ashe, Ana Pinto, Lucila Carvolho, Martin Parisio. Here methods used to evaluation and analysis of ideas sharing are introduced and discussed. The ability to deconstruct and understand how learning is designed by others, helps provide insights into future ways to bring about effective learning design.

Chapter three is on "Concretisation of design ideas in the context of educational technology design" by Tamar ronen-Fulmann and Yalel Kali. Argues that the act of design is itself, creates learning. Therefore, design, is a process of learning. Not so much the creation of the artefact, but the ways design is enacted, creates the opportunity to learn.

The last chapter in this chapter "A multi-dimensional space for learning design representations and tools" by Francesca Pozzi, Donaella Persico and Jeffrey Earp, follows on from the previous. Teachers design learning through a range of activities to produce lesson plans, learning modules, courses etc. In doing, they learn the efficacies and processes of learning design which work within their own contexts.

Section two covers "Methods"

Begins with this chapter on "Toward relevant and usable tel research" by Susan Mckenney which argues for better alignment to the needs of learners, especially their learning goals. Also to ensure teachers' perspectives are better understood and applied to learning design as they have the expertise and experience of what works best in their context.

The next chapter is on "Introducing the collaborative e-leanring design method (CoED)" with Thomas Ryberg, Lilian Buus, Tom Ryberg, Marianne Georgsen Jacob Davidsen. The authors detail a collaborative learning design process which was an outcome of 'the Learn@work' project. 

 The third chapter "Double loop design" by Steven Warburton and Yishay Mor details the philosophies and processes which underpin this form of learning design. It is important to not only draw on experience but to also setup conditions which foster continued reflective design.

Then a chapter on "Towards a principled approach to evaluating learning design tools" by Elizabeth Masterman. Here digital tools that support learning design are evaluated. The chapter argues for the importance of this stage, as tools direct the trajectory and application of learning design.

The fifth chapter in this section "Why has LMS learning design not let to the advances which were hoped for?"  By Timothy Goddard, David Griffiths and Wang Mi takes on a critical view of how LMS's direct the ways learning is developed / designed. The chapter calls for care in the selection of LMSs as the effect of the LMS structure is not often taken into account when learning is designed.

The last chapter in this section "A critical review of LMS learning design with Daniel Burgos, follows on from the previous chapter.  This chapter has a focus on adaptive learning processes and through a case study of 4 scenarios, identifies the constraints placed by the LMS on the learning design for effective adaptive learning.

 The third section, focuses on "Tools". The following chapters detail various examples, many developed specifically for contexts across various educational sectors. The chapters are on:

Openglm by Mechael Dernti; Reflections on developing a tool for creating visual representations of learning design with Andrew Brasher and Simon Cross; The e-design template by Helen Walmsley;Ldshake and the ‘Bilogia en context’ teacher community across high schools with Davian Hernāndez-Leo, Pau Moreno, Mar Carriō, Jonathan Chacōn, Josep Biat; and Isis and scenedit with Valērie Emin and Jean-Phillippe Pernin. 

 Overall, a must read by learning designers, in particular the first two sections. The last section provides indication of the ways various contexts influence learning design, leading to the importance of ensuring learning design serves education and not the other way around. However, learning design also has a role in influencing deeper reflection into current ways for developing learning and contributing to shifts in how learning is designed for future educational objectives. 

 

Workforce Development Council (WDC) - Toi Mai - presentation at CITRENZ

 The annual Computing and IT Education in NZ (CITRENZ) is held at Ara across this week. Some of my educational developer colleagues have been attending some of the presentations which are of relevance to our work - technology and learning and education, learning analytics, integration of māutaranga Māori through ICT education etc.. This morning's keynote is with the CE of Toi Mai, one of the WDCs tasked with a range of objectives, as required through the Reform of VET (RoVE). This WDC represents a wide variety of industries including  creative, technology, entertainment, hairdressing and barbering, makeup artistry, skincare, journalism, radio and television broadcasting, gambling, and sports and recreation - and eclectic mix of disciplines.

Here are notes taken at the presentation:

Jenni Pethig, General Manager for Qualifications and Assurance, began with an introduction on WDCs, their roles, rationale for establishment, and industries they support. Summarised briefly their strategies from 2022 to 2025 and commitment towards shaping the curriculum and to support change to keep up with industry needs. Shared their operational model. The main focus is to engage with industry so that qualifications being reviewed, re-developed etc. reflect present and future workforce needs. Key role also in qualification assurance and moderation. 

Overviewed the qualifications Toi Mai oversees - 160 of them - Diplomas and Certificates to Level 7. In the process of reviewing them. Provided details of computing qualifications and identified those to be reviewed next year. Feedback on these qualifications are being sought. Detailed the process for qualification development and review. Discussed their 'design principles' - collaboration, currency, ensure equity with underserved priority groups. 

Clarified differences between qualifications and programmes and provided definition of skill standards (about to be worked through NZQA processes to develop these). Skill standards are only mandatory if mandated by WDC. Provided details of NZQA move to national curricula, again these are developed by WDCs (where required) and it is optional for WDCs to undertake these. Encouraged submissions through the Toi Mai reviews and developments site. 

For the larger picture, NZQA rules consultation ends 21/10 and there is the NZQA microcredentials update.

Went through the over roles of Toi Mai including quality assurance (moderation etc.) Reminded about the programme endorsement process as WDCs need to endorse all programmes before submission to NZQA. Toi Mai is cognisant of how Diploma programmes pathway into degrees and there is a need to ensure there is congruence. The role is to facilitate, not direct. 

Geoff Simmons, General Manager for strategy, insights and impacts presents on how data has been used to inform Toi Mai direction. Technology and skills is very broad and there is a need to work with all the other WDCs to inform their strategy and also in aspects of digital literacy - as these have a discipline specificity. Now working on a major project which will be completed next year. DigitalNZ is a major 'partner'.

Covered the ICT sector workforce -  current and future work skills and occupational needs. The need to diversify the workforce which is still mainly pakeha (white) and male. Growth is still very high across the sector and recent low immigration flow into NZ has exacerbated skills shortages. The ICT education pipeline comes from large numbers through Private providers (PTEs) - especially in the Certificate qualifications. Discussed pathways, diversity and work ready graduates. There needs to be a clear pathway from a qualification into work. Pathways influence diversity - how these are made more accessible is a key. VET does provide work-ready graduates - along with people who are changing careers to shift. Work-integrated learning degree is being worked on  but has challenges, including employers unwilling to support learning while employees are still at work. ICT apprenticeships likely to start for Certificates and degree apprenticeship maybe in some specialisations e.g. software development. Interesting discussion followed with regards to the role of education, the challenges of developing and introducing a degree apprenticeship, increasing diversity across the industry.