OPSITAra - Day One

 At the local research forum ) OPSITAra, held this year at Invercargill and hosted by Southern Institute of Technology (SIT). The forum is an opportunity for researchers from Otago Polytechnic, Ara Institute of Canterbury and SIT to share research findings and to network across the three institutes. As we are all now Te Pūkenga, we also have participation from researchers across Aotearoa with researchers travelling from the North Island and the North of the South Island to also present.

The conference opens with Mihi Whakatau (welcome) hosted by Reniera Dallas, Daryl Haggerty, and Drs. Sally Bodkin Allen and James Savage. Dr. Megan Potiki, Executive Director Te Pūkenga Rohe 4 (which includes OP, SIT and Ara) provided an overview of her story and the mission required going forward to work with iwi. 

There is then a series of research Community of Practice (CoPs). Each meeting to discuss the possibilities for collegial and cooperative work and to network across the three institutions in the rohe.

After lunch, I attend the session with presentations on Teaching and Learning. There are two other streams (one pre-recorded) with presentations of research on construction/infrastructure and health well-being.

First up in the teaching and learning sessions, Dr. William Jenkins from UCOL talks about 'the impact of 2 COVID-19 lockdowns on NZ tertiary education students studying at a regional polytechnic. Reviewed the pandemic and the NZ response. Shared some NZ-based studies on the topic. Mixed responses from studies conducted at NZ universities and 2 ITP-context studies. In general, lock-down was stressful but all studies small and difficult to generalise. His study looked at the effects of the 2nd lockdown compared to the first. What was the difference between those who were more stressed and those less so. Survey at the end of 2021 with 68 analysed. In general students handled the second lockdown better. Divided data into 3 groups, 1/3 negative experiences, 1/3 neutral and 1/3 positive. In general, does with family had a more positive experience. 

He is followed on by Rachel van Gorp from Otago Polytechnic presenting on 'lecturing for neurodiversity: a guide to inclusive teaching'. Presented on the findings from her Master in Professional Practice where she interviewed 13 students and used these data to form practice recommendations. Neurodivergent brain functions differently. Challenges include difficulties understanding a following instructions, staying focused maintaining social interactions and high sensory overload. Important to build relationship with learners and make visible teachers' awareness and understanding of neurodiversity. Teaching methods need to be flexible and adaptable - use simple language and avoid jargon, check colours on visual resources, remember it is the first time learner is coming across the topic (even if you have taught it many times). Be aware of the need for breaks. Use support and resources. Ensure environment is inclusive. Connection between teacher and learner is critical. Teacher need to have access to resources and know how to use them. Be neurodiverse centred. Keep current with evidence-based practice on the topic. Draw on institutional support. For teachers, give learners extra time, provide visual aids, break complex tasks down, over one on one tutor support. 

Helen Mataiti and Amy Benian with Rach MacNamara from Otago Polytechnic are next on 'learning for all: designing learning in our work-based context'. Introduced the principles of Universal Design of Learning (UDL). Began with the socio-cultural history of the UDL framework and how it can be translated into our Aotearoa NZ tertiary and vocational education context. UDL backed up by neuroscience research to ensure there is good design of representation (recognition networks, - visual, aural etc. what we learn), action and expression (strategic networks - how we learn) and engagement (affective networks - why we learn). Used a qualitative, storying and empowerment method to find out how UDL help to reduce barriers to learning and that it is not a reinvention of 'learning styles'. Provided examples as to how to apply the UDL principles. 

The last session in this collection is with Rachel Byars with Greta Bauer, also from OP who presents on 'creating a sense of community and wellbeing through events'. Outlined the project carried out by Greta with the OP Student Association. OPSA events were impacted by Covid. The aim was to find out how students felt about student events and their impact on wellbeing. Summarised importance of these events, wellbeing and how each intersects with the other (lit. review). Survey of all students and then interviews with 6 event organisers and students as target groups. In general, survey revealed the importance of events to socialise with friends, entertainment, take a break, improve wellbeing, gain knowledge and for individual and community rewards. Overall, events are important to students, helping to build a sense of belonging, community and wellbeing. Important to create an events representative on the OPSA executive committee,  increased coordination within OP schools and survey each year to gauge student perpectives on events.

I attend the Research CoP on the Scholarship of teaching and learning, convened by Sonja Swale (SIT) and Claire Goode (OP). 

Short 'lightning talks' then occur across teaching and learning, construction, and health and well-being themes. 7 presentations, each 7 minutes long! Topics covered include 'reimaging Bourdieu'; assessment practice, psychological safety, personal experiences on teaching practice; how to communicate the unknown. and big ideas with students. Presenters from SIT, OP, Nelson-Marlborough Polytechnic - Selena Coburn, Fiona McLaren, Mark Wilson, Andrea Jones, Wendy Olsen, Maria Grace and Tim Lynch. 

The evening ends with a networking event, allowing everyone to few posters and creative exhibits. There are also several presentations from researchers in the creative industries.

ASCILITE - Bringing Australasian Technology and Practice Trends into Focus - 2022-2023 Contextualising Horizon report

 ASCILITE publication - provides a contemporary reporting of the digital technology and practices across Australasia. 

Porter, D. B., Campbell, C., Logan-Fleming, D., & Jones, H. (Eds.). (2023). Bringing Australasian Technology and Practice Trends Into Focus: The 2022–2023 Contextualising Horizon Report. ASCILITE. 

The practices are thematic organised into: hybrid and flexible learning; AI literacy; mental health and well-being; the evolution of mobile learning; and integration of indigenous knowledges.

STEEP (social, technological, economic, environmental and political) trends affecting how technology is availed and practices resources and supported, are discussed.

Social trends, post-pandemic, mean there are new ways of working, both within industry and academia. However, the pandemic also revealed the many challenges of digital equity and inclusivity, which have not been solved. The main technological influence presently, is Gen AI which requires workforce capability to be built. Advances in augmented and virtual reality, also require capability to be resources. The current rise in the cost of living, the reshaping of the higher education workforce, and a move towards skills-based hiring, all affect economics. Environmental concerns include the design of physical spaces to provide for more flexible work, learning and teaching, initiatives to support diversity, equity and inclusion, and the need to maintain and meet future sustainable development goals, are all important. Political forces include current and possible/impending global disruption, changes in government funding models, and the inclusion  of first people's.

Of note in the exemplars for the hybrid/flexible learning theme is the Ara midwifery programme's networked-distributed model.

All in, a good update on where the sector is at with digital technology approaches towards tertiary education. 

ASCILITE - transforming assessment site

This year's ASCILITE (Australasian Society for Computers in Learning in Tertiary Education) conference is being held in Christchurch in early December. Some of my colleagues will attend.

ASCILITE itself maintains good resources to informvarious pedagogical and technology enhanced learning endeavours. 

Of note is their site on assessments  on 'transforming assessments'., which also archives webinars on the topic and has a collation of past events as well. 

Of interest, is one on 'guiding the use of Gen AI for assessment' head in September. 

Agency by Design - Derek Wenmouth

 This book -  Agency by Design: An Educator's Playbook -by Derek Wenmouth with Marsha Jones, George Edwards and Annette Thompson, provides strategies to help provide learners with the skills to be self-directed learners. The book is free to download.

The book is pitched at the school context but many of the ideas and resources, are relevant across all education sectors. The book begins with a 'how to use the playbook' section, including an overview of the framework proposed to help activate agency in learners.

Then it moves to the implementation section which has 7 suggested conditions that can be created by teachers to increase learner agency and the characteristics (rubrics) observed in students which signal their learners' agency.

In a world of rapid and continual change, schools need to prepare their students, for a VUCA world. Learning the fundamentals are important (i.e. reading, writing and arithmetic). Beyond that, the real role of education, is to provide students with the confidence in their own abilities and to encourage and support the attitudinal qualities -resilience/ grit, curiosity, multimodal communication, flexibility and agility in learning and continual learning etc.

In all, a good summary, with practical examples for teachers, of not only encouraging, but building self-efficacy, leadership and continual adaptability in learners. 

AI in education - two sides to the coin

 There is a large corpus of literature on AI and its contributions or its deleterious effects on education. Most report on the school or higher education context. The number of articles commenting on AI in education has increased markedly across 2023, much of which  being the reactions towards the advent of Gen AI. 

The article by Hamilton, William and Hattie (2023)  -the future of AI in education: 13 things we can do to minimise the damage - paints a dystopian picture, positing that school education especially, needs to do a major rethink as to its purposes and roles given the ways AI could replace the need for human thinking. There is also the need to evaluate how AI/human synthesis will work, and what needs to be done to prepare the children today, for the future where synergistic relationships between non-human and human intelligences, are the norm.

This op ed by Oxford University Press - AI in education, where we are and what happens next - takes on a more pragmatic view. Firstly doing an overview of where things are now with regards to the global picture, Ai's impact on teachers, possible impacts on learning, the challenges of the digital divide and AI, and  outlines recommendations for going forward. These include: supporting, not substituting teachers, seeking the highest quality resources to back AI, empowering teachers to use technology in the classroom, equipping students with the skills to be able to complement the affordances of AI, with a priority on ensuring there is good understanding of how AI can or cannot contribute to learning. A pragmatic viewpoint.

Therefore, going forward, there is a need to ensure Gen AI literacy becomes part of academic / digital literacies. Only then can educators and learners understand and use AI rather than have AI foisted on us by the powerful corporations developing the tools/apps that make Gen AI accessible. 

Neurodiversity - chunking is a simple hack: great for academic skill acquisition - with Dora Roimata Lngsbury - Ara / Te Pūkenga

 Notes from a lunchtime session with Dora Roimata Langsbury, Kaiako Ako - academic learning support. She presented this paper at the recent Neuroability symposium conference in Dunedin. 

Focused on supporting written assessments in this iteration of her presentation. Began by sharing her background - where she was diagnosed with dyslexia when she first started at Teachers College to train as a primary school teacher. Introduced the 8 steps for writing an assessment and then went through each one with strategies at each to support neurodiversity.

Summarised some of the concepts from the book 'Studying with Dyslexia' by Janet Goodwin - 2012. Then shared student perspectives to support these concepts.

Then went through the importance of time management for all students. Need to be clear so students create a doable timetable that includes sufficient study time. Working backwards from assessment targets is also helpful.

Ensure students understand the question, Sometimes learners need help to deconstruct the instructions and to understand the connections between the assessment and the marking rubric. All a lot of text and helping learners break down the larger task into smaller chunks helps learners focus and not be overwhelmed.

Then help students create a writing plan. Help them keep one main idea per paragraph with the structure of topic sentence, supporting ideas, example and then a linking sentence to the next paragraph. 

The next step is to help them bring about a research plan to help them gather the literature and select which parts are relevant.

Then introduced the need to help students attain notetaking/ paraphrasing skills. Students need to understand the role of each sentence, use words from questions to create sentence starters and use keywords from sources to complete the first draft of sentences. This helps build paragraphs and the whole assignment, one sentence at a time.

Reference/cite as you go or APA as you go by using an APA reference guide. There is a need to scaffold learners towards understanding how to use the guide as a way to ensure APA referencing is accurate.

Editing can be undertaken in 3 steps - sentence level, paragraph level and then proofreading and formatting. At sentence level, separate each with white space so that it is easier to 'switch and trim'. Paragraph editing is to check flow and linking and to map these to the marking guide. The proof 'clean' read makes easier to see the small errors. 

Shared the impact on students of using the above framework and also how the 'tuakana teina' or 'older brother/sister with younger brother/sister' peer learning which is framed with attaining the 8 steps have improved engagement, learning and outcomes for learners. 

Q & A followed from an interested audience.

Whāki webinar Oketopa23 Āhau approach to Māori Data Sovereignty - Notes

Notes taken at webinar offered through the University of Waikato on the topic of Māori data sovereignty for whanau (family) data. 

The host Paul Brown, University of Waikato welcomed everyone. Introduced Kaye Maree Dunn as the guest. The webinar discussed issues related to Māori data sovereignty through korero (a conversation)  between Paul and Kaye.  

Kaye shared her experiences as a Māori moving into the role of commerce, digital environments, business organisations etc. which often have little recognition of indigenous perspectives.

Paul posed the first question as to the types of businesses Kaye has worked with. She shared the organisation she represents and information on the objectives and background of this organisation. Also shared her whakapapa (life history) and how her parents had to move away from their ancestral place and to grow up far away from her ancestral home. Her better understanding of colonisation and its historical context and the political context things have to work in at the University of Victoria. Had a varied range of work across many government agencies, the training ground for learning and networking across the civil service. 

Summarised the entrepreneurship role with its strong connections to digital technologies. Currently, leverages off the alternatives to standard organisations, to bring better outcomes for Māori. What is the role of bitcoin / indigecoin, block chain, cryto currencies, (see this tvnz show for Kaye's presentation) time banks, alternatives to banks etc. Banks at present, do not represent indigenous interests and alternatives are required. Hypothesis of what will currency look like if it is linked to doing good things - voluntary work, looking after family, etc. 

Settled on using whakapapa (genealogy) as a basis for economical operation. Use the information in the developing site to see how it works and what has been envisaged and it's enactment.

Interesting concepts and how digital alternatives should be considered as alternatives to the status quo. 

Paul provided clarification as to data sovereignty. In Mātauranga Māori, whakapapa and mana are important in that the data should be traceable as to its origins and balances must be in place so that power relationships between corporations and users are ameliorated. 

Kaye spoke of how whakapapa is a useful way to understand how data is treated. Over time concerns include safety / ownership of the information, and what happens to this - who modifies it, updates etc. Provided many examples of how Mātauranga is affected and needs study when indigenous customs and expectations have to move into a world where processes and technologies are developed without consideration of the multiple perspectives of all people. Call to be conscious of these practices and how to translate them into practical applications which work for the people the technology is to support. 

Good overview of a different worldview on a modern technology and how it is interpreted using important customs (tikanga), and how culture and the technology it informs, can shift given sufficient information, consultation and reciprocal discussion. 

Work and Learning in Difficult Times

Open access book published by Sense Publishers (now Brill) in 2015 titled 'Work and Learning in Difficult times. 

The book is volume 4 in a series on research on the education and learning of adults, in turn affiliated to The European Society for Research on the Education of Adults (ESREA)

The book is edited by S. Bohlinger, U. Haake, C. H. Jorgensen and H. Toiviainen.

The introductory chapter by the editors is followed by 15 chapters and a closing concluding chapter by the editors.

Chapters are organised into 3 sections covering the micro, meso and macro levels of working and learning.

The Micro level has 5 chapters beginning with H. Toiviainen on 'Configurations of learning in global work'. The chapter reports on a study of how a multinational engineering company, embarked and changing the ways its many global units worked. The study focused on how new networked ways of work practices development and evolved. CHAT (cultural historical activity theory) is used to unpack the complicated relationships, tasks and objectives of the diverse and distributed workforce. Learning for work was found to be undertaken 'under control', through meaningful work and through participation. 

Chapter 3 by S. Kondrup covers 'worker and learner identity: developing an analytical framework'. Uses Archer's critical realist approach and ideas on personal identity with the influences of natural, practical and social concepts, to understand how worker and learning identities develop. Proposes learner identity as being made up of life (historical) experiences, immediate experiences from specific work situations, and objectified (cultural) knowledge.

Then M. Gessler and A-C Hinrichs with a chapter on 'key predictors of learning transfer in continuing vocational training'. Undertakes a thorough examination of the origins, pros and cons of 'transfer of learning'. Proposes a model based on synthesis of the current understandings in the field.

The next chapter is ' Knowledge development in internships: a case study of students' access to tacit and explicit knowledge in blended learning' by S. Dau. Unpacks the foundational understanding of tacit and explicit knowledge and proposes how blended learning provisions opportunities for attaining both.

The last chapter in the section is by G. Sparrhoff  on 'leaderships in times of globalisation and uncertainty'. Summarises understandings of leadership and proposes principles required to lead in a global world.

The next section has 5 chapters.

T. Back covers 'police students values of competence related to professional career' based in Sweden.

Another one in a similar context to the previous chapter with 'police leadership practice in times of uncertainty and organisational turmoil' by O. Linberg, O. Rantatalo and U. Haake.

Then a chapter by K. Kallio on 'Dilemmas in automation engineers' daily work and changing form of learning'. Studies the changing nature of work and learning for automation engineers using CHAT. Outlines the many challenges and requirements to change and adapt across all aspects of engineering including administrative (i.e. accounting) services. 

R. Ronnqvist, A. Wallo, P. Nilsson and B. Davidson contribute to the chapter 'employee resourcing in elderly care: attracting, recruiting and retaining the right competence'

Followed by another chapter by A. Fejes and P. Andersson in a similar context ' recognition of prior learning within elderly care work'

The last section also has 5 chapters.

Beginning with C. H. Jorgensen on 'challenges for work-based learning in VET in the Nordic Countries'

Then 'Vocational education and school to work transitions in Norway by T. Nyen, A. Skaholt and A.H. Tonder

C. Quesada-Pallares, A. Ciraso-Cali, P.Pineda-Herero and A Janer-Hildalgo write on 'training for innovation in Spain: Analysis of its effectiveness from the perspective of transfer of training'.

Another Spanish context chapter with R. M Hernanxes Carrera and E. Lucio-Villegas with 'VET from the perspective of employer associations in Spain.

The last chapter is by S. Bohlinger on 'governing VET in Europe'. Bases discussion on Germany but the chapter undertakes an outline of European VET policy to find out how these impact on VET. 

The conclusion 'contested field of working and learning' by the editors, closes the book.

All in, a good book to consult for key principles in a range of workplace learning concepts. Most of the chapters, utilise authentic studies to build a contemporary evidence base, albeit within a mainly European context, to inform our continued understanding of work and learning. 

Rethinking Workplace Learning and Development - link to book

 This book published by Elgar Press and written by two well known American researchers on workplace learning - Professor Karen Watkins and Professor Victoria Marsick has the introductory chapter available as pdf. The short chapter provides an overview of the book and each of the chapters. The book's focus is on how the world is now more complex and the need for organisational learning and development to keep up with the times, and to continually prepare the workforce for the present and future challenges.

The book provides a summary of the American perspective on workplace learning, which is founded in Human Resources Management (HRM) as compared to the European / Australian workplace learning scholarship with its more humanistic slant.

C0nCOVE / Tūhura hui - notes taken during the day

 Attended the Construction and Infrastructure Centre of Vocational Education  (ConCOVE) conference today. Missed most of the first keynote in the morning but was able to get to the venue in time to pick up the end of Kaila Coblin's scene setting session to 'build bridges- collaborating for vocational education excellence'.

The next session with 'unlocking potential: systems change for our vision' with  ConCOVE's George Makapatama. Provided the ConCOVE perspective with how the organisation is approaching the important 'systems changes' -firstly to try to identify the problem, before launching into solutions. His presentation drew on his story - growing up in Niue and how his culture grounds his thinking. Connections are important in a collective society. Introduced the concept of 'servantship' which drives his life. Both mean we are all part of a larger whole and draw on this support to progress towards contributing to a better society. Shared the 6 conditions for systems change from the work of Kania, Kramer and Senge (2018) - from structural to transformational change. 

The after morning tea session was with Suzette Dyer from the University of Waikato, who followed on with 'Developing a bystander Theory of Change' for the sector. Shared a ConCOVE project to develop new anti-harassment guidelines - reducing bad behaviour on worksites. Traditional responses are individualised, difficult, may worsen the situation and most often, the victim leaves the workplace. Recommended a collective /whole workplace response which is supportive and leads to fewer negative outcomes. 

Then Eve Price updated on 'Navigating the challenges in Degree Level Apprenticeship'. Introduced the concept. TEC thinks of degree apprenticeships as a way of delivery. For industry, apprenticeship occurs on-job. The term does not exist for NZQA. At the moment WDCs look after qualifications to Level 6. Level 7 degrees are in the university and ITP space. Discussed the pros (equity, retraining, earn and learning, addressing skill shortages etc.). Unpacked using 'systems change' introduced by George and applied to how degree apprenticeships can be promoted and established. ConCOVE is contributing to a pilot next year. 

An update on ConCOVE project fund process with Katherine Hall and Jackie Messame and an overview of the ConCOVE PMO, bookended a 'relationship accelerator - speed idea generation' activity.

After lunch there was a short ConCOVE challenge using slido.com - featuring 11 questions VET, construction industry, rugby, Mātauranga Māori and ConCOVE concepts.

Dr. Kylie Taffart then presented on 'Futures in NZ quarrying'. Introduced the industry - big rocks into small rocks', including sustainability initiatives. Main challenges around health and safety, aging workforce, inclusive workforce, and technology adoption to increase productivity. There are strong connections between quarrying and civil construction. Currently unit standards are too technical. Study is to evaluate what training programmes are available and inform future programmes and industry professional development. Described research method and objectives of the project. Findings from Delphi study indicate the challenges of the need for leadership, health and safety, and legislation and regulations. Recommended set up of advisory group, complete analysis of data, develop a future of quarrying futures scenario and publication of report.

 Josh Williams and Jackie Messame shared a project on 'Transitioning to kaiako (teacher)'. Josh began with stating that high quality VET requires high quality teachers. The world of work and education are still far apart. How do these two worlds come together, especially through industry workers moving into teaching. What are the supports that help the shift people from work into education. Then how do currency and future professional development occur. How can the dual roles and dual professions work together, one informing / drawing from each other between the two identities. VET delivery is complex and in a continual transition/change. Common competencies are technical, education, stakeholder engagement and professional values and commitment. Call for participants to contribute to the project. 

Jackie covered the comparison between on-job and off-job learning. Interviewed, trainees, trainers (supervisors, assessors etc.) to find out what a good were the qualities of a good workplace trainer. Some technical skills but much in the leadership, learning, supervision, and mentoring quadrants. 

After afternoon tea, an activity session with Callum McKirdy on 'inspiration, reflection and action: A journey forward' to gather contributions on how ConCOVE can meet needs of the participants, what was of most interest, and what did we get out of the day. 

The conference then closed with final remarks. Good to meet new people, touch base with familiar kindred spirits, and see how COVEs have developed and their direction.

IADIS CELDA library of conference proceedings

13 years ago, I attended and presented at the IADIS CELDA conference in Timisoara, Romania.I have wonderful memories of the conference. There were about 100 plus attendees / presenters and everyone was very collegial. 

CELDA maintains many useful resources for research in various fields related to education and digital learning. 

Their present site includes a list of Springer books, published as an outcome of papers from their annual conferences. 

Proceedings of all CELDA conferences found at this link .

Journals with affliations to CELDA are listed in this link.

Creative AI tools and ethical implications in teaching and learning (very brief overview of chapters)

This book, edited by J. Keengwe and published 2023 by IGI Global is one of many currently available on AI and education. The book is aimed at practitioners and covers a range of articles, with a focus on ethical issues.

There are 13 chapters.

The first three cover ethical responsibilities and issues as they pertain to education, the second chapter focuses on higher education.

Chapter 4 relates to literacy development in the school sector.

The fifth chapter looks into the ethical issues when AI is used to help optimise student learning.

Chapter 6 has an interesting approach that discusses the rise of ChatGPT and how it has affected Bloom's taxonomy's learning stages.

Chapter 7 returns to ethical issues, specifically to Gen AI tools.

The eighth chapter introduces and discusses AI game activities and how these may be integrated into teaching and learning.

The next chapter covers how Gen AI can be used in higher education.

Then chapter 10 reports on challenges and risks.

Chapter 11 covers the processes of responsible implementation of AI into education.

chapter 12 is on the impact of Chatbots on student engagement and learning outcomes.

The last chapter brings the various discussions together and proposes ethical guidelines for using AI in education. Overall, a 'one-stop' shop for reference on AI and its ethical implications on education.

Monash University - 10 minute chats on AI

Monash University's (Melbourne, Australia) Teach HQ which supports teaching and learning, has a series of on-line chats on Gen AI.  The presenters include learning specialists, researchers and thought leaders (from the UK, US 0f A  and Australia) in teaching and learning, technology-enhanced learning and on assessments..

The first video in with Mike Sharples from the Open University in the UK recorded in May. The videos are labelled by presenter name but the drop-down menu, indicates the topic presented. Worth dipping in and out of as the talks range across many aspects of AI including ethics, impact from the sustainability point of view, the many dimensions of AI literacy, and tensions / power relationships through the use of Gen AI. 

Worth the time to listen to relevant recordings as they drill down dipper into the hype of Gen AI, the press to integrate AI into education (there are pluses, minuses and consequences), and the broader social issues that cannot be solved through utilising Gen AI. 

 

WATTLE forum 2023 (Wollongong Academy for Tertiary Teaching and Learning Excellence

 Dropped in and out of presentations convened by the University of Wollongong's WATTLE. The forum centred around 'InspirED Horizons': Embracing educational innovation and Gen AI. I attended the Gen AI streams, which occurred in the early evening NZ time (afternoon in Australia). 

Missed most of the beginning as I was facilitating a workshop. began with the sessions just after 4.30pm NZ time on 'assessment and academic integrity. There were 3 short 5 minute presentations followed by a Q & A session. 

Firstly with Dr. Vinod Gopaldasani et al. on 'empowering academics' assessment feedforward using an agile chatbot'. Created, trained chatbot which was adaptable and scalable across all subjects. Goal to reduce 'redundancies' i,e, repeated questions from student email. Used dialogflow (similar to Google Bard), piloted with one assessment (undergraduate first year course with quiz, reflection and essay). Able to link the chatbot to course Moodle site. Showed examples of 'training' and presently collecting data, identify language nuances, continued training and asked for collaboration with other courses.

Followed by Dr. Jane Al Kouba et al. with 'unrestricted data exploration and plagiarism-resistant assessments during a 'lab data generator'. Create opportunity for students to learn through failure. The sessions mitigate plaigiarism as the lab data generator simulations replicates lab activity with various permutations and unique datasets for each student. Feedback from students of process being easy to use, and enhanced learning. 

Then 'UOW age of integrity -gamifying academic integrity' with Dr. Zeenath Reza Khan (recorded presentation). Summarised concerns around plagiarism. Some lag and problems with sound in this presentation :( Introduced game-based training as a solution. The GAIV project created a game-based system to educate students about plagiarism. 

A Q & A and networking /afternoon tea session followed.

Then watched the keynote at 5.30pm NZ time by Professor Michael Sankey via zoom on 'embracing student innovation in the age of Generative AI'. Both Covid and Gen AI have challenged academic integrity. Gen AI has revolutionised the way we write and work. Argues that adopting a disposition that embrased innovation is the only option. Gen AI is now here, it might morph but will not go away. Important to re-evaluate how we go about teaching and assessing. Students need to be helped to process information in different ways - how do we scaffold students to use Gen AI?? This approach provides opportunities to contribute to the growth of knowledge. 

Challenged the audience to imagine how our students can be more productive, from the beginning of their degree. Not only find knowledge but to extend it. Shared the model of contemporary technology-enhanced learning (TEL) ecology and went through how it interacted. Proposed AI has another tool on top of the current TEL tools accept that it can be integrated (e.g. LMS) to support learning more effectively. Summarised the progress of digital ecology, into the cloud, through better interfaces between the various systems (e.g. LTI$xAPI connecting student and learning management systems - walled to open garden etc.). Learning also shifting towards more participatory creation (sort of). 

Proposed we do not need a new LMS but that learning has evolved beyond what LMS can provide. Shared the key technologies and practices in the 2023 Educause Horizon report - particularly AI-enabled applications for predictive and personal learning, Gen AI, blurring boundaries between learning modalities, hyflex, microcredentials etc. Discussed the uses of Anthology - which is integrated into Blackboard LMS. Current challenge shows low attendance, a hangover from Covid and need of students to work to finance their studies. micro-credential have a place but do not provide full solution. 

Also shared the progress with the metaverse and AI will only increase its expansion and reach. Teams chat is used across industry, not discussion forums like LMSs. Study time for students has to be flexible and some pay others to complete their course work (see chegg)

Moved on to Gen AI (see weforum)- pluses and minuses. Argued for the need to teach students how to use Gen AI. AI literacy a key to ensure students understand Gen AI limitations and the need to fact check its outputs. Proposed the need to support students to become creators and be productive. Ai can provide instant feedback on students' writing, simplify complex information and scaffold information on specific tasks. Useful for neuro-divergent and second language learners. Not just to consume but to also be creators of new learning resources. Shared results of Charles Darwin U survey with academic staff. Use of AI still emergent. Then shared the 10 CDU priorities for assessment. Reduce emphasis on final high stakes exams. reduce propensity for wide-spread quizzes for important assessments. Look for opportunities for course wide assessments. Weight assessments aligned to level of learning. Increase emphasis on formative feedback 'for learning'. Design active, collaborative, authentic assessments. Increase use of work integrated learning. Assessments for inclusion and use of multimodal assessments. Reduce essays and long form text.

Drew on work of Anders Sorman-Nilsson to move the brain from the menial and mundane, to the creative and innovative. Therefore, continue to design 'authentic assessments' which are relevant to students'' future careers - see this blog for details.Therefore, set personalised, complex and topical assessment tasks. Shared many examples, 

The key note was followed on by a series of 5 minute presentations on Gen AI from both academic staff and students.

Industry Practices, Processes and Techniques adopted in Education - book overview

 This book edited by K. MacCallum and D. Parsons and published in 2022 by Springer Link, brings some thoughtful concepts into the educational sphere.

The book has 18 chapters, categorised into 5 secsions. 

The first section, with three chapters, covers broad themes from industry in education

An introduction by the editors, opens the book with discussion around 'from the workplace to the classroom: how ideas from industry can inspire new kinds of learning'. The overall approach of the book, is to look at industry practices, especially from the IT and design areas, and how these may inform various aspects of school and tertiary education.

Then the second chapter 'can teaching the future of work make the future of work less uncertain?' is written by T. Butlser, M. Rorich, H. Sparks and M. Wadasinghe. Here, one of the rationales for the book is presented as education and workforce participation are interlinked. The rapid shifts through technological advances, places the onus on education to be better aligned to how the world of work is enacted.

Chapter 3 discusses 'from industry to academia: case studies of innovative practices in a digital context' with L. Antonczak, M. Neukam and S. Bolinger. Draws on case studies in France which highlight 'learning by doing', project-based learning and the development and support of heutagogy through mixed modes of learning. The advantages and challenges of each are derived from the cases to inform better development of digital teaching and learning.

The second section focuses on bridging industry approaches into the academy.

First up with G. J. Smolski and F. S. A. Brendolan on 'hybrid project management in post-secondary research and education'. The study looks into the introduction of a Gaming community of practice (CoP) into university teaching and learning. The CoP undertook the adoption and utilisation of Game development e.g. Agile etc, lean thinking, etc. and the chapter evaluates ths CoPs effectiveness.

Then a chapter on 'a systems engineering approach to blended learning design' by A. Mckay, D. B. Trowsdale, S. A. Carrie, G. Duff and C. E. Goodburn. Another example of applying industry models, in this case systems engineering to curriculum and learning design.

The last chapter in this section is by Y. Hoggarth on ' ambidextrous approaches to postgraduate programme development in higher education'. The development of post-graduate programmes is aided by the use of organisational ambidexterity which applies the work of March's concepts of exploitation and exploration. 

Section 3 centres around education and industry working together. The three chapters, describe ways in which industry standard operating processes, are incorporated into higher education curricula. 

L.Griffin, B. O'Farrell, C. Dunphy, P. Windle and E. de Lestar contribute on 'the agile semester, how we used agile as an engagement mechanism'.

The T. Cochrane and D. Sinfield present 'STUDIO602: A model for designing real world collaborations between higher education and industry'

Followed on by L. Major, A; Twiner and R. Wegerif with a chpater on 'simulated internships in schools: engaging learning with the world of work to promote collaborative creativity,'

The last chapter in this section is by S. McCotter on 'bringing the human resource management experience to the letcure hall through dramatic arts'.

Two chapters in the section on Agile learning in the school classroom are presented in this section. 

W. Wijnands and K. Fritsch with 'experience the 'flows' with eduScrum: about the why, how, and what of the empowerment of students and teachers.

Then N.Cosgrove, T. Cosgrove, S. Graham and P. Magnuson on 'agile in the Alps: stories of agile classroom for teaching and learning to administration.

The next section covers bridging experiences from the creative industries into teaching and learning

Begins with M.S. Howarth and A. Baslei on 'production of the 70:20:10 webinar.

Then M.Thorley contributes on 'developing music production expertise through virtual collaboration.

S. Mann, R. Mitchell, P. Eden-Mann, D. Hursthouse, M. Keretai, R. O'Brien and P. Osbourne present on 'educational design fictions: imagining learning futures'. Six educational design fictions are presented and the chapter then undertakes a discursive process to reflect on the processes and how these may inform and promote further discussion on the future of education.

The last three chapters revolve around industry-focused software engineering in the classroom

V.H. Grisales-Palacio, U/ Garcia-Zaragoza and H. Forero-Correa write on 'connecting industry and the academy through cyber-physical systems for disruptive education in machine automation.

The next chapter is by P. Kamthan on 'a framework for analysing and comparing software projects in academia and industry'.

The last chapter covers 'FDD, Crystal, DSDM- an educational perspective by V. Hurbungs and S. D. Nagowah.

In all, the book seeks to investigate how industry practices, may be used, not only in a vocational approach to replicate industry practices in the related disciplines, but how industry practices may be applied across diverse aspects of education to improve administrative tasks and processes, develop and meet strategical objectives, and contribute to teaching and learning from school to higher education. 

AI and education

Ai is still the flavour of the month. There is a plethora of sites on the topic. For example, this one, summarising 6 ways to leverage Gen AI in education which although written in April, is already dated in the tools/platforms presented. Another, written in July, lists 43 examples of AI in education and provides several good resources with examples.

 A working paper, published in August, by Hamilton, William and Hattie (2023), discusses the future of AI in education. The paper posits several future scenarios based on a premise that AI will be ascendant and be able to replace humans in many cognitive activities. They postulate 4 scenarios whereby we ban AI now, work side by side with AI, upgrade our brains using brain-computer interfaces, or provide universal basic income to a populace, largely 'retired'. Each has implications for education with the authors suggesting that accept for the first option, all the other three lead to a reduction in humankind's motivation to be educated! 

An insights report from the US of A provides a less intimidating prediction, taking the perspective of AI as business as usual and making recommendations around trust, equity, fairness and the adoption of guidelines and guardrails. 

My Scholar Alerts for 'artificial intelligence in education' generates around a dozen articles every 2-3 days. So this topic is still very much up front for many. The project we have started in the second semester (June) to study the planning, development and implementation of AI supported learning activities across 6 programmes is starting to reveal the baseline literacies required to be able to work with AI tools. AI literacy is an important foundation before learners are able to embark on using AI in a fruitful manner to inform their learning. As AI tools require good academic literacies as well, we are working with programmes from level 4 (Certificates) to level 7 (degree). It has been interesting observing learners get to grips with the technology, with some quite hesitant and others keen to get stuck in. We start collating data from observations and initial surveys next month, followed by summative focus groups in November. The project has been good learning for everyone involved, including the ethics behind how AI is introduced to learners and the important ethical issues with regards to using AI that have to discussed with learners. 

Workskills data and insights - Aotearoa NZ

 The Tertiary Educaiton Commissiont (TEC) announces the launch of a common platform for sharing Ohu Mahi (Work Development Councils (WDCs) date.

Te Mata Raraunga has been created by the Workforce development councils (WDCs) to collect, integrate and organise vocational education and workforce data on a central platform. Data from each of the WDCs is collated. Trends and analysis across the industries each WDC represents on workforce demographics and regional distribution and information on learners is represented. WDC plans, information on their council and a workforce information platform for some WDCs plus access to various resources are featured. The site is thus a 'one-stop' shop for information on each WDC, their strategic direction over the short term and news. 

CEDEFOP report - future of VET

The European Centre for the Development of Vocational Training's latest report focuses on the future of vocational education and training in Europe.  A 'stock-take' is undertaken across Europe to identify trends and recommend future research to inform VET.

The report summarises the macro processed influencing VET. These include institutional, curricula, and assessment trends and the need to include adult VET into the mix, given the rapid changes wrought on occupations, work and jobs by digital, social and economic shifts. 

In general, there are 'pendulum effect in VET' creating 'return to basics' exampled by assessments moving towards greater standardisation whilst maintaining the need for authentic assessments which reflect the true skills required to perform job tasks; increasing institutional diversification, autonomy and expansion to meet the growing range of industry needs; the recognition that general knowledge, and skills require focus (rather than specialised occupational skills); the growing need for all individuals to continue professional development beyond initial school/formal tertiary/VET education; and the tensions inherent in diversifying rapidly but needing to ensure 'convergence' towards the main goal of VET. 

Future research proposed for VET include improving the gathering of data to create a research-base for VET institutions; encouragement to undertake the development of methods and contents to undertake research on VET curricula; VET pedagogy; and the need to adopt transdisciplinary approaches to researching VET.

There are several important lessons which Te Pūkenga could draw on to build the evidence base for Aotearoa VET and to inform the institution as it moves forward beyond the current restructure of its organisational structure. What we now need is to ensure on-going commitment to resourcing a Centre for VET research to undertake strategic baseline work and to support the scholarship of ako (teaching and learning) across the institute. 

Bill Gates podcast (Unconfuse) with Sal Khan on the integration of AI into Khan Academy

 A half-hour episode (11th August 2023) of Unconfuse with Bill Gates who speaks to Sal Khan on the integration of AI into Khan Academy as Khanmigo.

Discussed origin of Khan Academy and summarised how Khan Academy is now used in schools to provide for learning. Teachers assist with initial working through, focus on sorting out pinch points and supporting the reflective learning process.

Also discussed the rapid improvement of Gen AI with its possibilities for supporting education and how Sal worked through to realise its application. Promoted the use of AI to further support individualised / personalised learning. 

Also presented the challenges, cost, inaccuracies etc. and the work undertaken in the development of Khanmigo. This has 'parameters' to make it safer for use in schools along with reflecting on how to best use it to encourage learner engagement and deeper learning. Khanmigo is able to work with individuals, and groups (to increase social constructivism). Allows for teacher directed learning activities along with the learning analytics to understand learner progress. Khanmigo is therefore a teacher assistant in a classroom, the teacher being a 'conductor' and learners working to their own learning journey. 

AI improves feedback more thoroughly to improve writing for learners. However, learners will need feedback literacy to leverage off AI capabilities. 

Good to listen to the human dimension from leading thinkers in IT and hear how both consider the merits, challenges and possibilities of AI and its contributions towards personalised education for all. 

Using AI to support research - Dr Fiona Beals

 Notes from a lunch time presentation by Dr. Fiona Beals (Principal Lead on teaching, innovation and research at - Weltec/Whitireia/Te Pūkenga) on Research & AI: When your friend is your foe.

Welcome from Dr. Lee Smith who looks after the section. 

Presentation began with a overview of the landscape right now. There are a whole raft of resources. What you get from AI, is determined but what data it draws on. Prompts are very important, an open prompt does not usually yield useful outputs. Referencing of AI is fraught as it is not possible to go back to the AI to get the same output - using AI is more like an communication. There have been articles written that names AI as an author but this is not really legal as AI is not a person and unable to take responsibility for their share of the work. It works on a predictive algorithm and cannot predict the unpredictable. Predicated on data and critical literacy on the part of the user.

Moved on to do a show and tell with some of the AI tools which are usable for research. Moved from the ones which she has found to not be relevant/applicable, to the one she now uses most.

1) Perplexity - based on ChatGPT. Described as a search engine on steroids. It generates summary and provides a range of 'references'. Note that with ChatGPT, only mines data before 2021, so not always up to date. Triangulation takes time and feels the output is not as good as what is produced by scholarly databases.

2) Paperbrain - currently does not work. and an example of the rapid flux in the landscape with tools coming up and disappearing.

3) PaperDigest - has the functions to do lit review or be a text rewriter. In the text rewriter, the functions include wikify & justify, paraphase, quesionly and summarise. The lit review searches for papers and provides a summary. Only finds literature that is accessible on the internet, not those behind paywall. Therefore, limited lit review rather than comprehensive.

4) elicit - this is the one she recommends to be useful. Demonstrated how she uses this to overview a topic. Ability to collect and overview many articles quickly. Scholarly database will still yield more reliable results. 

There are Ai tools that will allow up of pdf articles but need to be careful with regards to copyright as once the pdf is uploaded, the database will have access.

5) Litmaps - able to pick up from your ORCID account, your work and trace the whakapapa of your or a piece of work. Provides a visual representation of how various papers are related and bring up patterns of themes.

Demonstrated how ChatGPT could be used to help modify an existing spreadsheet to change its function for purposes of quantitative analysis. Prompt engineering is a key, along with existing knowledge of concepts. Without that, it is difficult to evaluate/ triangulate / or verify the AI generated outputs for accuracy. 

Demonstrated how to use BingChat. Firstly uploaded paper/book via EBcoHost database search and ask BingChat to summarise the pdf/page, or as questions of the content and use it to help work out overall gist of the article. Might not work if database has block in it to prevent articles being gleaned. 

Concluded with caveats including the ethical aspects. Important NOT to enter own personal data or to ask it to do data analysis with it! Also remember the implicit biases etc. that are present in the data sources. 

Good session to see how others use AI tools to support research, especially these initial efforts to test and understand how to use these tools to help our work.