Developing curriculum for deep thinking - book overview

In this 'age of AI ascendence'  more than anytime perhaps in human history, the importance of how we learn knowledge and what is required to learn it, is more important than ever.

This Open Access Springer brief - Developing curriculum for deep learning:The knowledge revival has chapters written by authors from Europe (T, Surma, C. Vanhees, M, Wils, J, Nijlunsing, N. Crato, D, Muijs, D. Wiliam, P. A. Kirschner) Australia (J. Hattie) and New Zealand. (E. Rata).

Although the chapters have the school context at the forefront, the many concepts introduced and discussed has relevance across the all educational sectors. The books main premise is that it is important to ensure curriculum is 'knowledge-rich'. In doing, the attainment of knowledge helps to drive the learning (acquisition and practice) of crucial cognitive or thinking skills. 

There are five chapters.

After a short introductory chapter the following chapters discuss:

- How knowledge matters

- knowledge and the curriulum

Then two chapter - concluding remarks and an executive summary close the book.

Therefore the book is a short treatise (less than 100 pages) presenting the argument for the importance of ensuring that knowledge is made visible across the curriculum, and the need for content richness, coherence across the curriculum, and clarity of purpose for learning knowledge. 

Future of work report 2025 - World Economic Forum

 This year's future of work report from the World Economic Forum, provides some good information as the world of work moves into the AI age. Summaries are provided for many countries by Aotearoa New Zealand is not included.

The forces contributing to the shifts are summarised as:

- increased digital access and advances across technologies (AI, information processing, robotics and automation, energy generation, storage and distribution), all influence the ways work is carried out and how work is structured.

- cost of living and other economic impacts of inflation, economic slowdown etc. will affect job creation.

- climate change mitigation leads to the need for new skills and generates new types of work and occupations.

- demographic shifts including worldwide aging of the workforce and increasing numbers of older people, living longer puts strain on economies.

-geoeconomics and geopolitical tensions make for an unpredictable future.

Jobs predicted to grow in volume include farmworkers, delivery drivers, construction workers, sales people and food processing workers, Care economy jobs in nursing, social work, counselling etc. also to grow significantly. Technology related roles including one related to data management and green energy transition roles also set to grow.

In contrast, clerical and secretarial work is set to decline along with jobs in the postal service, banks and data entry roles.

There is a great need to ensure that analytical thinking as a core skill is attained. Other skills include workers being resilient, flexible and agile. Understanding AI and big data are also important to leverage off the potential of these technologies. 

All in, a good overview  and reference source on the current state of work and what may come in the near future.

Gen AI strategies for Australian higher education - emerging practice

 The Australian Tertiary Education Quality and Standards Agency (TESQA) published a practice toolkit for Gen AI in November 2023. 

The guide covers three dimensions of tertiary education - Process, People and Practice. Each dimension is introduced and the implications of Gen AI are detailed, discussed and evaluated. Examples from Australian tertiary institutions are provided to provide case studies. These provide good templates from which individual institutional processes, policies and procedures can be contextualised and synthesised. 

All in a good resource to mine for relevant concepts as Gen AI takes hold across the tertiary landscape. 

Plans for 2025

 It looks like another busy year coming up.

Details of what post Te Pūkenga looks like will help clarify what is likely to occur at an organisational level and some of these may affect the composition of my current work team, our lines of management, and our objectives. Whatever happens, there is still a great deal of work to do!

Firstly, we have many programmes in review. In Aotearoa, all programmes of study are reviewed every five years. The responsibility for these, devolved to Te Pūkenga 2 years ago, but only a small number of programmes were 'unified'. Hence, we now have a substantial backlog of programmes, several over 3 years beyond their review timelines, to work on and have presented to NZQA by July. Therefore, my  educational development team (down to 5 from 8) are fully occupied with working through all the programme reviews.

Secondly, AI is not going away. Capability and professional development for our teaching colleagues, has been patchy, as lines of responsibility for who does what, have been unclear since Te Pūkenga disestablishment was announced late in 2023. Te Pūkenga was at the beginning of bringing together a consolidated approach to capability and development but this all came to a halt and individual institutions have been working on financial stability, maintaining quality etc. before looking at capability.

Thirdly, I am now about half way through scoping another group of scholarship of teaching and learning projects for this year. The focus will be on integrating AI into programmes with strong practice-based learning as currently, AI has text/writing focus. Multimodality of AI is not as common as integrating AI through text. Also, it is important to have AI available in practice-based learning environments - i.e. workshops, training kitchens / salons / studios etc. plus the need to have customised / bespoke or 'wall-garden' AI tools as the generalised AI (e.g. ChatGPT, CoPilot) often do not use specialised occupational vocabulary, with information drawn on being very North American-centric.

Therefore, it looks like there is quite a bit to do, making it difficult to even think about retiring for the moment!!

2024 review

 A rather busy year, filled with leading an interesting project - supporting foundation/bridging learners using AI -, a flurry of work in curriculum/learning design as all of this returns back to us post Te Pūkenga disestablishment, and participation in a range of relevant and important professional development opportunities.

As I write this, there is no greater detail on what happens to the various polytechnics and industry training organisations (ITOs) post Te Pūkenga disestablishment, apart from the brief details from the consultation information provided in September. The government's budget going into the next few years provide some inkling of what may happen to the Workforce Development Councils (WDCs) and Centres for Vocational Education Excellence (CoVEs). WDCs funding ends 2026 but they will likely continue due to their essential role as standards setting bodies. However, their actual roles going into the future are unclear. The CoVeEs for construction ((ConCOVE) and FF CoVE (food and fibre) will likely cease to exist beyond 2025. Both the CoVEs have funded a range of important vocational education and training research projects and it is a shame that they will not be continuing on to act on the recommendations and findings.

AI has been prominent across the year. At my institute, we have run a number of department focused and institute-wide research tools or teaching and learning AI integration workshops. Our staff capability runs the usual gamut from utter rejection of AI to having several with high levels of understanding and application towards using AI to support research or teaching/learning. 

VET like all other education context, must make key decisions about the role of AI and how it should be/ or can be leveraged to support teaching and learning. The 'holy grail' of education, personalised learning for every learner' is availed if AI is used carefully to augment and support learning - see this summary, one of many models, that shift teaching and learning from 'factory - one-size fits all' to individualised mastery learning for each learner.

Hence, another busy year but looking forward to next year, when hopefully, we begin to have productive conversations in shifting the current way teaching and learning occurs, towards a more learner and learning-centred model.

ACDEVEG - day 2 notes

 The day begins with reflections on the last ten years of ACDEVEG conferences with Darryl South and Erica Smith. Shared the conference themes across the decade and data on number of presentations, panels etc. An overview of each conference then presented. A summary of similar conferences before the 2015 ACDEVEG from the 1990s. Convassed the participants for ideas for themes and venues for future conferences. 

A panel session chaired by Annette Foley follows. The panelists are John Tucker (CE of TAFE QLD), Angela Dean (AEU Federation TAFE secretary), Evelyne Goodwin (Manager Policy and Projects for Community Colleges Australia) and Andrew Shea (Director, ITECA). The panel works through a series of topical questions. First question is on the importance of teachers /trainers in VET, followed by the challenges posed to TAFE teachers to meet inclusive/equity directions, what is done to promote the career of VET teachers and the knowledge/skills required of VET educators. Questions then opened to the floor with robust conversation undertaken!

After morning tea, presentations collated into 2 streams commence.

I attend the following:

'Diploma of VET at William Angliss Institute: Four ways to make a difference' with Melissa Jennings. Reported on the projects used to support teachers to complete the Diploma. Projects included project-based learning, then application of training and assessment practice; professional practice, and instructional designer to work on resources for teaching (f2f and online). All the projects require portfolios and demonstration/observation. Porfolios include professional development plan, trainer and assessor competency evidence, annotated bibliography, sample learning activities, supervised teaching practice, peer partnership, training log, elearning strategy and session plans. Projects go for 12 to 18 months. The process helps develop cognitive and technical competencies with contemporary teaching and learning processes. 21st century skills rubric used to map their competencies attained. 

Shared challenges around the the progress of these projects. May be better next time to run projects consecutively rather than concurrently. Workshop ensued to work through personas and their experiences on a project.

'what makes VET teachers want to stay in the job?' with Erica Smith, Darryl South and Annette Foley. Overviewed the context and background which was presented at last year's conference. There is almost no literature on VET teacher retention, so this project seeks to develop a robust evidence base to inform policies going forward. In the presention covered the motivations for entry and factors affecting decisions to remain. Received 146 valid responses to a survey with 47 questions. 

Most respondents over 50, slightly more females, 1/3 new, 1/3 5-9 years and 1/2 over ten years in teaching. 2/3 employed full time. 73+ % have diploma qualification or higher. Routes in teaching included 28% directly into full-time, 20% started part-time. 

58.6% identified as VET teacher, 3.4% to discipline and 37.9% as both. Mostly committed to staying and teaching. if likely to leave, 2/3 said they would return to industry and 1/3 to a difference industry. Those who identified as VET teacher less likely to leave. 

Participants value seeing learners develop, enjoy engaging learners and making a difference. Factors encouraging people to leave include workload, dissatification with management, too much compliance, poor workplace culture, pay, on-going change. 

Pay mentioned but not actually a major issue. Conditions of work more important, with management and compliance seen to be major challenges. Recommendations on balancing compliance and to help increase status of VET teachers. From the data, more likely to leave if they identify with occupation,, have another position outside of teaching, under 30, males, regional areas and those who have been managers before. 

Shared future work including on how to attract people to the VET workforce, providing better early career support and reducing administration and compliance.

The conference continues but I leave to catch a train to the airport :) All in, good presentations on issues which are similar to NZ. 

Australian Council for Deans of Education - Vocational Education Group - 10th annual conference - notes DAY 1

 At the annual ACDEVEG conference today and tomorrow where I have been invited to give a keynote. This is the first time I have attended this conference but many who are attending, would be familiar faces from the NCVER no-frills and AVETRA conferences.

The ACDEVEG is an inportant lobbying and support group for educators who work towards educatiing VET teachers. As such, these VET educators, are the teachers that ensure good teaching is a key part of the Australian VET system. 

The conference begins with Darryl South, the convenor for the conference welcomes all the conference delegates.

My keynote 'the importance of VET teacher education at a time of rapid change: some learnings from Aotearoa New Zealand' is based on the book chapter, recently published - Chan, S. (2024). Reform of Vocational Education (RoVE) in Aotearoa New Zealand: Implication on educators of VET teachers. In T. Deißinger & O. Melnyk (Eds.). Partnership-based Governance and Standardization of Vocational Teacher Education in Ukraine pp.79-94). Germany: wbv Publikation. 

The book chapter argued for the importance of VET teacher education and the need for VET teacher educators to keep up with the play and to especially model bicultural practices, which are foundational in moving into Te Pūkenga. However, even as Te Pūkenga is being disestablishes, the principles and need for continual professional knowledge and skill development, are still important. The presentation covered a brief overview of the reasons for the strong bicultural focus in Aotearoa and the ways the intended, enacted and experienced curriculum have transformed or have to adapt to keep up and move with the current and future national and social aspirations of Aotearoa. 

Then, Annette Foley presents a preview of the second editions of the ACDEVEG text book on 'teaching in the vocational sector in Australia'. The first edition 2014 was edited by Roz Kemmis and Liz Atkins. A second edition is now being published with updated chapters and the addtion of 2 more chapters with chapters on contemporary VET pedagogy and VET the economy and society. Publication date planned for June 2025. 

After afternoon tea, two steams of presentations are provided. Sessions are 45 minutes long so the participants are able to drill deeper into the topic being discussed. Notes below:

First up, a workshop on 'teaching VET teachers academic writing and integrity through Gen AI with Anthony Pearce from Federation University. The workshop helped participants explore academic integrity; connect AI to academic integrity; and assessment design considerations/frameworks. Shared a worked example ( course on writing and analysis for study and work - using AI to help teachers write resources. Shift from detection to integration of AI into assessment strategies to enhance student learning. Introduced the AI assessment scale (leonfurze.com). No AI, AI planning, AI collaboration, full AI, AI exploration. Design assessments which are diffcult for AI to reolicate, focus on higher order thinking skills, solve problems and create. Assessment tasks that require students to work at the higher levels in Blooms taxonomy. 

3 assessment tasks for from the example - compare and contrast sources (choose a topic, find academic sources, generate AI essay, find quality source and compare); reference and plagirism (use citations in text, write a reference list, discuss the academic and ethical issues in adding citations to AI); academic essay (submit academic essay, own work, focus on argument and critical thinking). Shared feedback from learners on the course. 

Note, there is nothing out there on using AI in competency based learning. 

Then, presentation with Sweta Singh and Michael Cowling on the work by Ke (Kelly) Xu, their PhD student, on 'upskilling and reskilling vocational educators for VR--based training environments. Shared the background, research question and methodology. Literature review shows VR used mainly in medical, military and workforce training. Digital literacies are essential for using VR but not all VET teachers have the right levels. Therefore, important to find out how to equip VET educators with the  knowledge, skills, and attributes to be able to confidently leverage VR. Shared the research methodology and next steps. The context will be on VR training on tunnelling units of competency.

Last up for the day, a round table with Wendy de Luca and Marg Malloch on 'learning and teaching: Vocational educators for the twenty-first century'. Shared the plans for an up and coming book. Sought feedback on the proposed content to see if there are other possibilities. 

OPSITAra - day 2 - notes

 The day begins with a keynote from Dr. Mazharuddin Syed Ahmed who speaks on 'empowering through education:meaningful refugee participation in NZ society. Mazhar began overview of the various communities he is involved in including the joint research group on Islamic New Zealanders. He summarised his participation in the Royal Commission formed to look at what happened during and after the mosque shootings. Followed with his development of a deep sense of belonging to Aotearoa. 

Proposed that meaningful refugee participation in includes voice in policies and in education begins with lowering educational integration barriers. For many refugees, their host country also contributes to atrocities occurring in his home country. Shared the stories of Bariz Shah to illlustrate the challenges refugees faced before and after their arrival.

Discussed why people migrate and summarised history of immigration across the millenium. Refugees are displaced not through choice, making it more challenging as the move is not through choice. Refugee intake in Aotearoa is still very low. For refugees, it is a long journey to Aotearoa. When they arrive, there are many continuing challenges and stress etc. Summarised why NZ is seen to be a good country to settle in. 

Shared the Aroha project he initiated after the mosque shootings. Used the murmuration of starlings as an example of the contribution of individuals to the wider activities - they do not have a leader as such. After the mosque shootings, it was individuals' actions which made a difference for the people affected. 

As a small country, NZers have 2 degrees of separation. We are born to be kind and care about others. Hate comes because we are taught to hate! The role of teachers is one key towards shifting from hate to love. Important to help students understand cognitive biases and what to do to check their own biases. Arts of bias lead to a downward spiral towards attitudes which support genocide! hence important to create opportunities for learners to understand the influence of bias.

Therefore, encouraged the need to be kind as it is contagious and good for our well-being and contributes to a better society.

After morning tea, I follow the Education 1 stream.

First up, Jamie Vaughan (Institute of IT professionals), Samuel Mann and Henk Roodt from Otago Polytechnic present on their work 'Hiapo framework - weaving professional identity in IT'. Sam presented work from Jamie's Doctoral work. Ongoing challenge of AI as being 'cowboys in suits'. In Jamie's masters, he found a mismatch of IT professionals and what was required in organisation practice. A comparison between nursing - 90% describes nursing IT but SFIA IT skills international) focuses 90% on technical skills. Applied Porter's value chain to bridge the nursing approach and SFIA. How to layer identity and values associated to bicultural practices (for example) is a output of Jamie's work as it is not only adding more 'skills' to SFIA but looking at holistic ways to integrate professional identity. The Niuen Hiapo (tapa cloth) to weave in meaning and narratives of 'being'. 

Following on we have, 'winning, doing and finishing: an account of externally funded research, with pointers for colleagues' with Cath Fraser and Judith Honeyfield from Toi Ohomai. Began with the challenges represented through the aged care industry and the rationale for studying older adults and aging. Study participants were Māori and Chinese people. Study looks at how health care education is constituted and delivered to look at how aged care  curriculum is enacted and student perspectives of older people. Ako Aotearoa project about to be completed. Provided and discussed research methodology and some findings. Shared some of the narratives/video resources as part of reporting the project. 

Then, Graeme Harris from Ara shares his work 'looking at teaching practice to develop a new high interest course'. He introduced the topic 'engineering systems analysis motorsport flavour'' how the level 7 course was developed, reflected on and reviewed. Described the rationale and process of drawing on industry expertise and feedback to select the content for the course (that could be logistically possible with current lab /industry equipment). Course is 2 and and half week block course and 50-100 hours to complete a specific project. Block course is hands on to learn the principles of testing, use the equipment, CAD software etc, to solve a problem along with industry visits. Block course finishes with a test and the post project project to complete the course is progressed through the semester and worth 35% of the course. Course outcomes are good with many students obtaining jobs with the industry supporters. Shared improvements going into the future. 

After morning tea, the last group of presentations:

Faye Wilson-Hill and Niki Hannan (Ara) with Hemi Hoskins (Te Wānanga o Aotearoa) and Hēperi Harris (Hawaiki Hou) present their ongoing work on 'Māui te Pūkenga: the evolution of the expert kaiako. The project sought to understand the experiences of kaiako as they expereince Maori culture and integrate these into their teaching, Data was collected through collaborative narrative inquiry yielding over 50 narratives. These kaiako were always travelling in the direction of learning and developing their culturally responsive pedagogy. They were already engaged in creating culturally responsive teaching environments. A re-framing mindset was also crucial to continually recognising and understanding bias so that indigenising and normalising mātauranga Maori continued. Not knowing was ok, but the important approach was to be comfortable with not knowing. 

Narratives were read out for the audience to better understand the concepts discovered, recognised, and honoured. 

Then with the team from Otago Polytechnic for the last two sessions in Education 2 stream. 

Layered drivers framework with Samuel Mann, Ruth Meyers, Dave Guruge, Jamie Vaughan and Mawera Keretai (University of Otago). Shared data collected from two participants, with their stories of working through disconnections between their individual identities within a discipline and organisational practices. Introduced the concept of levers in practice from the work of Mawera. Using stories of people subjected to decolonisation and ask participants to redo these stories to remove biases participants already hold. From there, the values required for inclusion into a curriculum can be distilled. Shared website with the information on the project.

Genre prompts as reflective tools in professional practice with Samuel Mann, Dave Guruge, Ruth Meyers and Kylie Wright. Modelled how the prompts can be useful to help people tell the stories of their practice / reflections  / challenges etc. 

The conference closed and moved on to join the Ara 'Blues and Brews' end of year celebration. 

OPSITAra - Day one - notes

 Today, the OPSITAra conference begins at Ara Institute of Canterbury. The conference brings researchers from Ara, Otago Polytechnic, and Southern Institute of Technology predominantly and with other ITPs, to together to share their work.

The conference begins with a Powhiri (Māori welcome) followed by catch up networking with morning tea :) Darren Mitchel, the Ara CE  and currently also for Rohe 4 for Te Pūkenga, welcomes all conference participants. Dr; Jamie Smiler, research / rangahau director for Te Pūkenga reiterated the welcome and updated on the activities across the week with similar conferences at Unitec, the Pacific forum and a virtual conference yesterday. He encouraged research to be relevant to our communities and that research should not just live on a bookshelf, but be applied to supporting and improving the lives of many.

Scott Klenner, research manager for Otago Polytechnic and Ara introduces the first conference keynote Dr. Waikaremoana Waitoki, who discusses 'growing researcher practice and praxis' - He piko he taniwha, he taniwha rau -on every bend a chief. Began with a tribute to Professor Angus Macfarlane, who passed on last week and who shoulder tapped Moana to present this keynote. Moana summarised her whakapapa and her research objectives. She wanted to ensure the kaupapa of supporting research impact was followed through. What does it mean to conduct research that critically engages with the lived realities of communities?How can researchers ensure their work meaningfully contributes of societal transformation? and also covered some of the critical indigenous research methodologies emphasise relationality, reciprocity, cultural integrity and the co-creation of solutions, rooted in community values. Anchored work in 'the politics of distrction' - especially in the current political climate. Referred to the work of Smith (1999) - the indigenous research agenda - what are the factors that support self-determination? 

Posed the challenge to researchers to think through what is indigenous Māori? what is mātautanga Māori and how these inform ethics, funding proposals, student research, responses to complaints from lobby groups etc. Discussed racism and what happens when different groups of people, think of others as different and classify them. Used the example of the government's cutting humanities and social science research through the Marsden fund, to devalue Māori research. 

Shared a recent Marsden funded project on mātauranga Māori in psychology. Explained what was Mauri - as the energy that influences the emotional and spiritual aspects of life. Developed the concept of Mauri Ora Tai Pari - a awareness of how various influences from other people, environment etc. activates and arouses us and these cycles are now applied to mental health, alcohol/drug addictions etc. to inform care and support. The Mauri ora tako is a consolidation of the many frameworks to support wellbeing (Waitoki & McLauchlan, 2020) and applied to the work of psychologists. with a inter-relational and holistic approach. Application of the approach during the Waakari (White Island) eruption.

Then shared several other projects including raranga, raranga taku takapau: Hapū ora for tamariki and examples of implications. Recommended 3 books to follow up and the people we should be reading. Shared that Mauri books also available online and for tamariki - children. Shared current project and work. Encouraged researchers to ensure Te Tiriti is honored and the importance of making a submission to the current treaty principles bill submission.

After the keynote, I chair the first sessions in the Education 1 stream.

First up, John G. Mumford from Southern Institute of Technology on 'machine learning rules interpretability: critical perspectives for postgraduate IT students. Shared the research scope, background, focus of the presentation, implications and conclusion. Study explored the application of critical thinking to understand how cognitive biases play a role in hindering the interpretability of machine learning rules, some of the ways debiasing strategies can be used, the existence of the interpretability / accuracy trade off, and shed light on the black box of AI. key themes brought together through a scoping literature (2020 onwards) review. Key cognitive biases - awareness of selected cognitive biases, awareness of interpretability/accuracy trade off, debiasing strategies, clarifying ML rules and enhanced interpretability and the ML black box. Cognitive bias through primacy effect, information bias, and misinpretation, ambiguity aversion and insensitivity to sample size. Implications include helping students to navigate the black box, apply logic and statistical knowledge to Ml roles, navigate teachers and students biases and help learning techniques for debiasing. 

Then Robert Nelson, Sam Mann and Ruth Meyers from Otago Polytechnic  (OP) present in 'raging with the machine: Collaborating with AI in learning.' Sam presented on a chapter from Robert's Doctorate in Professional Practice thesis, studying collaborative project-based learning. Context is a one semester course where a project is formulated and 'solved'. The actual way the brief is formed, impinges on the context, collaborations and authenticity of the project. AI now pervasive and authenticity requires that AI is deployed. AI can be part of how the work is undertaken but AI can also be a collaborator with more that one AI possible in the project. Another option is to get AI to do the work and the human is the 'conductor' or the human could just be the observer of AI as they complete the project. Experimented with a project and found that the job tasks have accelerated! - from weeks to 2 hours. Raises the challenge of why we take a project across a whole semester. With AI, several projects can be undertaken in a semester! and is this desirable? 

Third presentation is with Bruno Balducci from OP who updates on his ongoing project with 'AI-safe: An assessment design tool for the safe use and against the misuse of Gen AI.' The focus of the project is about assessment validity and reliability but not about AI integrity. Information on the applied findings are at the aisafe site. This has a 'thinking tool' for use by vocational education teachers that was user-friendly, efficient and effective. AIsafe is not for or against AI in teaching, it provides a practical solution by focusing on non-exam assessments. Defined AI misuse and AI safe design. What is being assessed, how and why are the basic principles whether AI is used or not. Concepts include context-specific, authentic, collaborative, process driven or generative (as in new information being created). Provided examples of the importance of the concepts. 

After lunch, I continue in the Education stream.

I begin by presenting the outcomes of the many projects undertaken at Ara from mid-2023 to the present with 'AI in vocational education: pedagogical support vs academic literacies'. I overview the many projects taken - most drawing on the work of Sharples (2023) whereby AI plays a role to support socially constructivist learning. From the many projects, from foundation through to degree learning and across many disciplines, the main purposes of introducing and integrating AI include modelling industry practice, using AI to support pedagogy and/or to support academic literacies. However, there is a natural tension between pedagogy and academic literacy skill attainment as using AI to 'do the learning' may mean practicing academic writing skills is compromised. Therefore, important to have clear learning outcomes, with regard to using AI to support teaching and learning. 

Then Marie-Louise Barry (Ara but now at University of Canterbury) and Gus Walken (Ara) present their work 'reflection on using Gen AI in tertiary education: the case of a project management and marketing course. Summarised the learning activities using AI in project management and marketing. Project management level 6 needed to be updated, especially for currency. Used ChatGPT to develop new resources, templates etc. Learning how to prompt and fact checking required and subject expertise is imperative. Also used AI to create quizzes using XML for Moodle :) Gus described how he used ChatGPT to engage learners in a Level 6 customer engagement marketing. Asked ChatGPT to suggest 4 padlet active learning activities. Selected best, implemented and edited version. Ran this and recorded the class. Ask ChatGPT to identify any student misunderstandings from transcriptions of the recording. Then used ChatGPT to create a quiz for students to revise from analysis of the transcript. 

Following is Michelle Simbuland, Jaikaran Narula and Nick Cordery from Eastern Institute of Technology (EIT) who share their work on 'teachers' perceptions on the validity, reliability, and fairness of assessed tutorial as an assessment method: addressing AI-related challenges in designing assessments.' Assessed tutorials used as classrooms unavailable due to closure of the campus from Cyclone Gabrielle. Proposed the used of assessed tutorials as an option to also meet the AI challenge. Assessed tutorials are an oral assessment. Students research the topics covered and share insights and understanding of the tutorial. Peers can also critique answers from others. Students given a list of questions a week before. For each question, there will be a first, second and third responder but the students will not know which questions will be asked and whether they will be first, second or third responder. Session is recorded for moderation. Assessor ask the question and selects the student responders. 

Semi structured interviews with kaiako to find out their perspectives of the validity, reliability and fairness of using assessed tutorials and thematically analysed the data. 79% agreed validity can be achieved but questioned if 3 questions sufficient to evidence. Ditto with reliability but requires carefully designed marking rubrics and active cross moderation. 87% agreed that the method is fair, oral assessment increases modality of assessments. Agreement that this method addresses AI related issues. Next step is to collect learner perspective.

The last presentation before afternoon tea is with Vanessa Scholes (Open Polytechnic), Rachel van Gorp (Otago), Jessica Tupou (Victoria University) and Grayson Orr (Otago). They share their work on 'can AI assist us to address cognitive load for neurodivergent online learners? starting our journey. Began by introducing AI, the concepts of cognitive load, neurodivergence and online learning. Tested the hypothesis if brief summaries of online course content could reduce cognitive load for neurodiverse learners. Summarised the key points from the literature review - cognitive load and neurodivergent learners and online learning. AI's potential role to support the challenge and the risks of of using AI. Approaches include learner led - but may be patchy as the learner has to find the tool, work out how to use it and may obtain poor quality outputs. Provider-led will provide tools but quality may still be inconsistent. Educator-led is a balance between but entails more time and work from teachers. 

Tested AI tools to see if feeding course content would yield useful summaries. ChatGPT, Claude, Copilot and Brave's Leo AI. Both Leo AI and Copilot had some problems with large amounts of content. ChatGPT seems to produce succinct summaries and Claude also worked but more verbose. Next steps shared - ongoing testing and development, collaboration with learners, teachers and tech to test, more research and evaluation and advocacy and awareness of using AI to support neurodiverse learners. 

After afternoon tea, the last group of presentations for the day in the Education stream were presented.

First up, 'advancing pedagogical strategies in Chinese transnational education: lessons from Te Waipounamu with Jeremy Taylor from Otago. Introduced the concept of transnational education - international education delivered in a different country. Over 1200 programmes at degree level but 35 + joint programmes between NZ and China. Study occurred in China (Chengdu and Dalian) with interviews, 8 in each city. Comparison between what the UK does in this space as they have large numbers. Study investigated teaching practices and learner motivations in business management in Chengdu and mechanical engineering in Dalian. Participants were learners, teachers and programme managers. Push/pull factors established for how learners select/or have selected for them, the programmes they enrol in. 

Then John Howse from Toi Ohomai sharing an aspect of his PhD with 'exploring vocational education and training's role in just transitions: a practice-based approach to researching VET through a case study in apiculture. Began on the way 'transitions' fit into the vocational educational system. VET is couched as an economical requirement. However, VET's constant change, makes it difficult to keep to the fundamental objectives. Summarised how theory of practice architecture  applied to explore VET practices. Applied the theory beekeeping practice. Worked as a bee keeper and completed the studying of bee keeping in a formal institution. Compared his experiences with what was observed at work and what the qualifications required. Found qualifications can not encompass the nuances of practice, especially 'the affective dimension of care' which underpin bee keeping. Summarised plans to continue similar studies across other industries. Stressed the importance of connecting authentic practice to the qualifications. 

OP's Rachel McManamara, Amy Benians and Helen Mataiti share their work on 'planning a practice focused inquiry in Universal Design for Learning utilisation: questions we asked ourselves. UDL used mostly in the compulsory sector and there is a need to understand how UDL can be better aligned to VET. Project still in planning stage but as the conversations came about, the questions that arose became important to also analyse. Questions were looked at individually (thematic, linguistic and discourse) and to identify commonalities and differences. What does each know already? How to narrow the analysis tool? Where does UDL sit? What are the strengths in each researcher to see things differently? what is not being seen? A focus on this initial practice, has build relationships and shared values. 

Last session for the day is with Neeru Choudhary and Muhammad Arsian from Open Polytechnic with 'AI for higher education - trends, future challenges, and opportunities. Systematic literature review to identify gap to inform future research. AI is not new, perhaps since 1943 but Gen AI in 2023 has popularised the concept. AI in education used in profiling and prediction, intelligent tutor systems, assessment and evaluation and adaptive systems and personalisation. Rationalised the use of systematic review. Inclusion and exclusion criteria important - last 10 years, written in English and peer-reviewed in higher education. Used PRISMA methodology to refine to 246 papers. Current AI technologies include personalised leanring, administrative efficiency and language learning support. Future trends include, high precision education advanced learner tracking, collaborative learning environments and development of sophisticated educational platforms. Challenges are the ethics, data privacy/security and the digital divide. Opportunities to improve educational outcomes, personalised student support, reduced administrative burdens and transformin the educational landscape. Important to better understand student performance and engagement when AI is introduced. Quantitative study planned. 

A busy day with many good presentations to unpack. 

Toitū te Tiriti - Staying the course of Te Tiriti honouring - session notes

 Was unable to get to the presentation, from Allen+Clark yesterday. The webinar is provided free by Allen+Clark to help organisations upskill in cultural competencies

The recording was made available and here are the notes taken as I listened to the presentation from Dr. Kathie Irwin and Jen Margaret.

After a traditional welcome /karakia with Jacqui Taituha Ngawaka, the presentation began.

The presentation went through experiences and insights from Tangata Whenua (the people of the land) and Tangata Tiriti (people of the treaty) on organisational, tiriti honouring and practical strategies and actions to take to honour, commit and thrive with the Tiriti,

Allen+Clark staff undertook training and development across 2023 including in-house, online and workshops with Kathie and Jen.

Both Kathie and Jem introduced themselves (in Māori).

Katie begain with summarising the significance of the Tiriti for both Tangata Whenua and Tangata Tiriti. There were 25  questions for the presenters to address. Katie summarised these.

Provided the background from the creation story to provide the foundation of how to better understand the Māori perspective which informed Te Tiriti as it was written in 1840. The creation story frames the previous and current actions around Te Tiriti, anchored in Māori epistomology and perspectives.

Aotearoatanga - how nation building occurs into the future, helps direct us in how the Tiriti is honoured into the future. Used the kohanga reo as a case study of the future focus and direction of how Māori vision is not limited to one stream, but how this is interwoven across many other initiatives, to develop and support te reo from birth, through to life span. 

Explained how decades of policies - the machinery of government - have been misaligned with the intents of Te Tiriti and even now, is work in progress. The current government's review of many of the alignments between Te Tiriti and public policies, is a step backwards, which may take many years to reverse :(  In essence, western perspectives' differences with Matauranga Māori, create many tensions, which require great effort  and co-operation, collaboration / partnership to shift. A braided river (Professor Angus MacFarlane, 2015) is one way to compromise but also to have each stream coalesce as they come together. Other ways include the Tiriti Whare decision making model by Professor Whataraingi Winiata and E tipu, e rea, with Sir Apirana Ngāta.

Jen continued with the work undertaken, as a Tiriti Tangata, to how she came to better understand her whakapapa and how this is drawn on to inform her ongoing journey to understand Te Tiriti. Explained how the relationships between the British Crown and Māori can be better understood. Stressed the important of all, to honour the treaty within the whanatanga sphere. In the past, the Crown/government has applied their power and in the present, finding a balance that respects both, is the important objective. 

Constitutional transformation is required (check Matike mai Aotearoa). At an organisational level, there are structures and processes than be followed (Check Ngā rerenga o Te Tiriti) to help shift from a monocultural to a pathway that recognises bicultural ways to practice.It is important to find a starting point and to travel the pathway. Tangata Whenua are allies (Haumi) with relationships. Self-determination is an important precept, so moving forward as an organisation requires good relationships and cooperation.

Important to have conversations not only in the professional sphere, but with family/friends etc. Use the current controversy presented by the Treat principles bill to open conversations and to help others understand the importance to Te Tiriti to Aotearoa future.

 Q & A / Patai followed. 

Cogniti mini symposium - notes from a few presentations and summaries from some recorded presentations

 Cogniti users and administrators organised a mini symposium, offered both online and f2f on 5th November 2024.

Three streams of presentations taking place over 2 1/2 hours. I could only get to a few in between meeting and facilitating workshops.

Notes taken from a few presentations.

- Personalised exam preparation using AI in large cohorts - Dr. Helen Mcquire and  Dr. Angela Sun (University of Sydney) context of microbiology/ immunology course. A bespoke AI agent was used to increase teacher presence with students. Went through the rationale and processes to build the chatbot. The important learning from this one, is how it is used by the lecturers, to identify knowledge gaps amongst their learners. Shared AI limitations - repetitive questions, Ai not providing direct exemplar responses. Invited potential collaborators to get in touch.

- Practice makes perfect: AI powered oral assessment preparation with Jim Ennion from Toi Ohomai. Presented on how a virtual client prepares students to become immigration advisers.Used Cogniti to help students prepare for an oral assessment. Cogniti was set up to act as a client. Prompts were set up with scenario information, set the tone to informal/not educated, have uncertain outcomes. Unfortunately, the agent hallucinated and provided incorrect information. However, student engagement was high with positive outcomes. assessment outcomes were marginally better for students who took the opportunity to use the agent.

- Always on teacher: AI brings business studies to life with James Cooper from Scots College, Sydney. Here the teacher formed an AI version of himself  (Cooper Jr.) to support students learning business at school (Year 11 and 12). The AI tutor could provide practice questions, mark student responses and help deepen content understanding. The curriculum is very prescribed, so that helped to ring fence the content. Main guide was to provide student support - replacing emails to students, generate revision questions and generate sample responses that are achievable by the students. Described process taken to built the agent. Student feedback was positive. Challenges around imprecision and working beyond the sylllabus scope. Short answers were 'double barrelled' and 'US style'. Shared the work currently to refine the agent, improve short-answer reliability, and mark essays and reports.

Last week, the various recordings of presentations was made available. Below are summaries of a few of relevance at present to my projects.

Notes from videos of presentations

- Reimagining research and writing learning through AI assistants with Dr. Lucy MacNaught and Dr. Kiri Hunter from Auckland University of Technology. Used Cogniti to help guide Masters of Nursing Science students to write research proposals. An intensive programme with many assessments. The view was that students did not have time to even look at feedback from one assessment to the next. Cogniti agents were used to encourage drafting and ongoing gradual improvement of their research proposal. Used Humphrey (2016) teaching and learning sequence to ground their work. Basically, used AI to provide feedback at each stage of the research proposal workflow. 

Christie Oldfield from Auckland University of Technology presented on 'enhancing subjective interview skills through AI role-play' in a physiotherapy context. Health care interviews are important to establish rapport with the patient but also to ensure that patient information is obtained to support the therapy sessions. Agent was created to monitor how student progressed through a patient interview. 

Plenary closed the symposium. This is presented by Danny Liu, Leitizia Wan, Sam Clarke, Minh Hubyn and Kria Coleman from the University of Sydney DVC (education).

Reflections from the symposium and work undertaken and ideas to take things into the future were covered. Overall, good examples of using Gen AI to support constructivist learning. 

instructional design unleashed - link and brief overview

This is an open access book (provided through UTS library). Th book is authored by A. J. Mangtani and published by Springer.

It is quite a large book - over 600 pages long with chapters collated into two sections.

The first section has 5 chapters covering the science of instructional design. Chapters include overviews of the anatomy of instructional design, the science of learning and its theories, learner attributes and learner modalities, pedagogical, andragogical and heutagogical approaches and Universal Design of Learning (UDL). All in, these chapters provide good coverage of the foundational knowledge and applications for instructional design. 

The second section has 6 sections and these cover the 'art' of instructional design, that is the 'how to' aspects of instructional design. Chapters cover instructional design models, objective taxonomy, storyboarding, assessment, feedback and evaluation approaches, publishing the learning journey and AI in instructional design.

Overall, the book covers the essentials of the traditional approaches to instructional design and would be useful as a text book for instructional design students and a reference for educators who are designing meaningful and engaging learning.

Becoming A scholarship in teaching and learning scholar - book overview

The Centre for Engaged Learning at Elon University, North Carolina has published an open access book - Becoming a SoTL scholar.

The book is edited by Janice Miller-Young and Nancy L. Chick.

After the introductory chapter (Chapter 1) - developing sustained SoTL journeys and identities by the editors, the book has 17 more chapters, organised into 4 sections. 

Section 1 has chapters on 'beginning a SoTL-centric career. There are 5 chapters in this section. Each worth reading. with one chapter (chapter 6) set in an Australian context.

Section 2 covers 'shifting focus towards a SoTL agenda'. This section has 5 chapters including a chapter (Chapter 9) by H.L. Marsh and E. De Courcy on - from industry to SoTL: Making the case for taking the leap.

Section 3 - sustaining SoTL engagement has 4 chapters detailing the challenges and supports required to engage in SoTL through the academic career.

Section 4 - becoming a SoTL scholar has 2 chapters. The book closes with the last chapter as an editors' epilogue.

The book is worth dipping in and out of. Although much of the work is in the North American contexts and with Westernised perspectives, there is much across the many chapters in the book to inform the development and nurturing of SoTL practices. Of note is how many academics 'fall into' SoTL, gain interest and passion from the processes of SoTL'. There is also need to have formalised and planned support for SoTL has in doing, SoTL leads to enriched academic careers, enhanced outcomes for learners, and contributes much to our understanding of learning and development.

AI index report

Came across this series of reports produced by Stanford University.

It is an AI index, tracking the reach and implications of AI. The reports go back to 2017. 

In the 2024 report, ten 'takeaways' are distilled as to the status of AI adoption, utilisation and recommendations.

The takeaways temper the hype revolving around AI currently, reminding us that AI still has a way to go but has started to make accelerate scientific work.

The takeaways are:

- AI is able to do and beat humans at some tasks. Tasks include image classification, visual reasoning and English understanding. However AI still lacking in 'common sense' and not able to undertake complex tasks exampled by competition-level mathematics.

- Industry continues to dominate AI research, instead of academia.

- Training costs for AI models are expensive. ChatGPT-4 costs $78million and Gemini Ultra $191 million.

- The US leads as the leading source of AI. China, EU and UK also active.

- Robust and standardised evaluations of LLM responsibility lacking.

- investment in Gen AI skyrockets.

- AI helps make workers more productive and can lead to higher quality work. 

- scientific progress accelerates, facilitated by AI.

- AI regulations in the US of A increases sharply.

- Greater awareness internationally of AI's potential impact, and more people report becoming more concern rather than excitement.

Will keep an eye on these reports as they help provide a holistic picture of AI's rise, adoption, and challenges. 

Driving Workforce Success: Solutions for Apprenticeships -

Notes from Webinar - on how training advisors can transform outcomes for apprentices (in the construction and infrastructure industries) using the six conditions of systems change. 

Summarised the comprehensive information and findings from the report- investigating training advisors in work-based learning in the construction and infrastructure sector.

The ConCOVE funded project conducted by Allen +Clarke covered the following: 

- Mastering the six conditions of systems change

- Uncovering the challenges hindering apprenticeships

- Applying the six conditions methodology to ensure effective, lasting changes.

- Targeting changes to enhance apprenticeship outcomes.

Katherine Hall, the Executive Director of ConCoVE, Tūhura hosted the session.

A panel - Stuart Beresford, Georgia Jackson and Sean Stack presented the study. 

To begin objective of the study was introduced - to explore the support provided by training advisors to apprentices in the construction and infrastructure. Training advisors are employed by training providers and the study also explored what sort of training was provided to advisors for their roles.

The six systems conditions (policies, practices, resource flows, relationships and connections, power dynamics and mental models) used to understand the structural (the first 3), relational (the next two) and transformational change (the last one) required to bring about system change.

Began by understanding how training advisors could be trained - literature review included review of 72 papers and understanding the 2022 training provider data. Primary data collection from 235 survey responses, 5 focus groups (plust 2 interviews) and 10 key informant interviews.

In general, the system was working well but 7 key challenges were identified. Training advisor roles, responsibilities and scope was varied. Numbers of apprentices supported ranged from 30-40 to more than a hundred. Some also covered large geographical areas and diversity of apprentice needs was also varied.

The tripartite relationships between apprenticeship, training provider and training advisor and the employer is a common structure. A consolidated approach across these relationships is important. 

The conditions for system change were matched to 10 recommendations. Discussion followed on two of these recommendations:

- use the title 'learning navigator' for the training advisor role.

- enable transfer of apprentices across different trades and training providers.

All recommendations summarised in a table on page 6 of the report.

Q & A followed.

World Federation of Polytechnics - Statement on AI

 The World Federation of Polytechnics has released their statement on AI. 

The report or statement is titled - Harnessing AI in Professional Technical Education and Training.

The statement begins with a short introduction, followed by a section on opportunities and case studies for AI in the sector. The main approaches used thus far include the generating of resources for teachers and learners; powering personalised and adaptive learning with AI; providing insights into decision making, supporting learning inclusion through the use of assistive technology; supporting teachers' professional development; and assessment of learner performance.

Following is a section on the risks inherent in using AI. Discussed are issues around the digital divide/digital equity; the unreliableness of AI; cyber-security risks; the uncertainties around the legalities of AI; little evidence at the moment at AI leads to better learning outcomes; in turn, the danger of reliance on AI and percieved negative impacts on learning and social interaction; and the challenges of academic integrity and plagiarism.

A practical ethical framework is then proposed for AI in education.

The report closes with two sections on work - AI and the labour markent and workforce implications on professional development, along with a conclusion.

 The report is relatively short, and the recommendations proposed are pragmatic and of relevance to the VET and PTET sector. The 10 recommendations include - using AI to help solve challenging problems to obtain improvements; being intentional as to how AI is used; reflect industry use and labour market demands; provision retraining opportunities for workers impacted by AI; ensure AI introduction is evidenced through piloting; digital infrastructure needs to be assured; AI literacy is a priority; integrity of assessments must be protected; but use of AI to assess learning must be used cautiously; and implementing Ai solutions must be transparent, with attention to cybersecurity, robust governance and with policies in place for staff and students using AI to share concerns, with a process for reviewing these.

All in, a pragmatic look at the opportunities/possibilities and challenges presented by AI.

The Technological-Industrial Complex and Education - book overview

 This book, published in 2024 by Springer and written by S.M.S. Curtis, V. Desimoni, M. Crumley-Effinger, F.D. Salahan and t.d. Jules is titled 'The technological-Industrial complex and education: Navigating algorithms, datafication, and artificial intelligence in comparative and international education. 

The authors are academics from Universities in the US of A. 

There are seven chapters.

The first chapter - AI in comparative and international education (CIE) in the age of the anthropocene, sets out the rationale for the book and lays out the argument for a human-centred approach to AI. 

Chapter 2 'the rise of the technological-industrial complex and education 4.0' summarises the connections between Education 1.0 to 4.0 and Web 1.0 to 4.0. The chapter argues that education is connected to the developments and expansion of the Web. Education tends to lag behind the Web developments. In the context of CIE which began as colonisation projects, the process of decolonisation is important to help assure justice and equity for the benefit of all.

The third chapter 'the emergence and progression of AI in CIE) summarises the evolution of AI and cautions the utilisation of AI with the need for ethics.

Chapter 4 then continues on with 'beyond the anthropocene: ethics, equity and the responsible use of AI in CIE.

Following, 'using AI for educational research: methodological implications. Various ways AI may be useful including AI-powered conversational robots, machine learning, natural language processing and predictive analytics tools, provide opportunities for education research. Ethics is a key to how these are deployed.

Chapter 6 'regulatory responses and emerging global scripts in the governance of AI in education (GAIE). Various efforts at regulation are presented and discussed. Countries include the EU, Turkey, China, UNESCO and the US of A. 

The last chapter 'capturing the potential of pluriversal AI ecosystems' summarises the preceding chapters. Discussion is undertaken as to how decolonising AI in in the Industry 4.0 era has implications for CIE.

Overall, the book provides a good summary into the current understanding of AI and education within the CIE context. Discussions on future implications are useful, providing cautions but also possibilities when AI is deployed meaningfully, purposefully, and ethically. 

Promoting authentic learning experiences: redesigning assessments to minimise student misconduct

Webinar organised by TurnitIn and hosted by ASCILITE. 

Summary of the webinar's objectives as:

 1. Authentic assessment design: Dive into the principles of authentic assessment design, which emphasises real-world relevance, meaningful tasks and opportunities for creativity and critical thinking. Explore methodologies such as project-based assessments, case studies and simulations that provide students with authentic learning experiences while reducing the incentive to cheat. 

2. Formative feedback and self-assessment: Discuss the importance of formative feedback and self-assessment in promoting academic integrity. Learn the role of continuous assessment methods, peer review and reflective exercises in fostering student engagement, metacognitive skills and ownership of learning outcomes. 

3. Assessment security measures: Explore security measures and deterrents to minimise temptations for cheating in assessments. Discuss strategies such as randomised question banks, timed assessments and proctoring technologies that mitigate opportunities for academic misconduct while preserving the integrity of the assessment process.

Notes taken:

Kwong Nui Sim representing ASCILITE welcomes participants and runs through zoom functions. Includes a Welcome to country and an overview of ACSCILTE and the annual conference this year in Melbourne in December.

Chukwudi Ogoh from Turnitin chairs the panel. Diagnostic poll starts to provide information from participants to the panel. Academic integrity still an important focus for participants. Many use portfolios or similar to reduce academic integrity.

Speaker introduced. Joon Nak Choi from Hong Kong University of Science and Technology begins with the view that there is too much focus on academic integrity with slow integration of AI into teaching and learning although students are racing ahead with using AI. Formerly, UK promoted values based education, Germans then introduce skills based education but presently knowledge based education is the main focus. However, Ai is challenging knowledge based education therefore it is important to return to value and skills based education. Therefore critical thinking, adaptability and judgement should be the fundamental objectives of learning through active learning to raise metacognitive awareness. Formative assessments are important. Essays can remain relevant and useful as they help assess critical thinking, logic and argument and application. Metacognition, adaptability, initiative and self direction can also outputs from essays. In the post-AI classroom, essays still possible by putting them through turnitin, or writing essays in class, and integration of AI into essay writing reflects workplace use.  AI assistants can be used to grade in class essays to provide timely feedback, allowing the essays to be used as a formative tool. Professor or teaching assistants can then use their time to personalise the feedback. Teach students how to use AI to brainstorm, first draft from AI with student going through to correct/triangulate, presentation on the topic required, and the final draft incorporates human feedback backed by reflection memos.

Dr. Dianne Stratton-Maher from University of Southern Queensland on embracing AI to reimagine assessment in nursing education. Teaches first year Bachelor of Nursing course on literacies and communication. Overall perspective is that AI is not a replacement for personal knowledge, but rather they are tools that can strengthen and enhance the learning journey. Undertook a qualitative descriptive design to integrate AI into the course. Case study used and students were introduced to ChatGPT to support the completion of the case study assignment. AI generated video to introduce AI and provide some AI literacy on how to use AI to support learning. A reflection was also required as to how using AI went and this was handed in as an appendix to their case study. The reflection included prompts used, responses received, evidence of evaluation of the responses etc. Shared examples of student work. 409 students submitted, 18 reported for AI but 10 were unsubstantial. Collected f2f and focus group data, using thematic analysis supported by CoPilot (with UniAQ data protection). Themes included confusion and adaption; functionality and skill development; effectiveness and reliability; academic integrity and ethical use, perceived benefits and future use; and feedback and support. Recommendations included the need to clarify guidelines and expectations; promote responsible use; providing training and support; encouraging critical evaluation; highlighting the benefits; integrate practical examples; monitor and adapt and education for staff.

Associate Professor Benito Cao from the University of Adelaide on 'don't ne sorry, just declare it'. No assessment re-design but focused on working with students on how ChatGPT is not reliable but can be useful in some aspects of academic work, Therefore, is ChatGPT used, its use is declared in an appendix. ChatGPT is not a search engine but a language model. Asked ChatCPT to generate a profile of himself and shared with students. Almost all the items were wrong! but the profile was written in a convincing manner. Summarised his university's guidelines including Deputy Vice Chancellor Academic to all students to encourage them to embrace and integrate AI but to use it with integrity. Assessment guidelines define how AI can be used - for example AI assisted ideas or AI assisted editing. Discussed the benefits, limitations and risks and risk management for Gen AI as provided but the South Australian Government. Industry guidelines also introduced, for example guidelines from Taylor and Francis allowing idea generation and exploration; language improvement; interactive online search; literature classification and coding assistance. AI must not be listed as author and its use formally acknowledged. Stressed to students the need to keep their voice and appendix recording use of prompts etc. required. 

Jane Mair provided an overview to Turnitin's approach to minimise cheating. A challenge presented by paper-based handwritten assessments. Short answers, multiple choice, sketches or labelling diagram, mathematics problems. Paper assessments persist as they align with authentic design, formative feedback can be provided that engages students and supports assessment integrity by limiting access to AI writing and other digital tools. Challenges for instructors, marking can be time-consuming, coordination and consistency for grading can be difficult, feedback inefficient, heavy reliance on multiple choice which may not assess relevant learning outcome and challenges in applying assessments for best practice. For students receive delayed feedback, some have difficulty understanding the feedback and there are increased errors and there may be need for clarification. 

Turnitin feedback now has the 'paper to digital' overview. Grading is faster using online grading, feedback is more timely, secure workflow and digital storage, and integration directly into LMS and Turnitin feedback studio. Supports long-form writing, multiple choice, short answer, math formulas etc. Demonstrated how it worked. Horizontal questions possible allowing each question to be marked across the cohort, rather than one student at a time. Similar answers can be graded at once! Feedback studio allows for an efficient workflow.

A higher education focus in all the presentations. Some good ideas if essays are still being used. Webinar is recorded and presentations will be available. 

E oho! The principles of the Treaty flow from its words - notes from webinar

 Notes taken from a webinar hosted by National Library -

Dr Carwyn Jones examines the concept of ‘the principles of the Treaty of Waitangi’ – what they are, and how they operate within our legal and constitutional system in Aotearoa New Zealand. He presents "the principles of the Treaty Flow from its words'.

The presentation began with housekeeping/safety briefing in English, followed by in Māori.

Karakia and Māori welcome opened the presentation followed by an introduction to the work of Dr. Jones.

Began with a discussion on the title. The principles of the treaty, may not be the same as the words that are written in the treaty. Many things contributed to how the treaty came about and its contents.

Covered the concept 'principles of the treaty' - which has a relatively settled and certain application in law and policy (i.e. the Waitangi Tribunal). Te Tiriti has supported government to engage with some elements of Te Tiriti. However, this tends to reflect a fundamentally watered-down version of the rights guaranteed in Te Tiriti. 

Summarised how the contents of Te Tiriti are different from 'the principles of the treaty'. These are that Te Tiriti created by statute, interpretation and application determined by the Waitangi Tribunal and the courts in accordance with precedent. Waitangi Tribunal required to consider both the Te Tiriti and the English draft. Courts and Tribunal consider texts in light of the surrounding circumstances and this now appears in a wide range of statutes. 

We must remember that Te Tiriti is a negotiated agreement. Tino Rangatiratanga does not mean the the Crown has full authority, but is granted a shared role. This understanding is a key towards the concept of partnership rather than sovereignty. Ongoing Māori authority was not excluded. The Crown's view on this, constraints how Te Tiriti could inform ways forward. 

There are actually no 'principles' in Te Tiriti, however, interpretation of Te Tiriti, requires identification of 'principles' to allow it to work in the context in which it was drawn up. 'Principles' and the te reo text are not the same items. 

'Principles' were defined to enable courts to consider the historical context of the signing, the objectives of the Crown and the Māori signatories, the actual texts of the Māori and English versions, as well as the constitutional significance and the spirit of Te Tiriti. Principles introduced into legislation for a number of reasons as a way to reconcile the differences between the English and Māori texts of Te Tiriti.

The Māori version was taken around Aotearoa, discussed, debated and signed by over 500 Rangatira, hence likely providing it with its authority. 

Discussed some of the principles and their application - partnership, active protection, redress, mutual benefit, options and equity. Although these may be seen to only be used in legislation, these in turn affect the lives of all in Aotearoa. Provided various examples of how Te Tiriti informs and is sometimes misinterpreted when applied to real world circumstances. Application of theoretical 'principles' without really considering the larger context and impact on the people who are affected, is not a way to honour Te Tiriti. Example included the recent Haora (health) report and various pieces of legislation on recognising Te Reo Māori. 

Introduced the need to move beyond Treaty principles. Instead, focus on Tino Rangatiratanga (Māori sovereignty) and Kāwanatanga (government). What are these, what do they look like, what is the relations between them and how can we make these work now. This should be the focus, rather than the continual discussion of what is in each version and what they may mean. In particular, there should not be a hierarchy between the two, but a true partnership. How will this work?  

Q & A followed. 

A karakia closed the session. 

Critical Thinking and Ethics in the Age of Gen AI

 A report from the USC Centre for Generative AI and Society on Critical thinking and ethics in the Age of Generative AI in education

Brings together perspectives on Gen AI and its impact on critical thinking and ethics.

After an introductory chapter by Pedro Noguera, there are seven chapters organised into three sections.

Section 1 - supporting college students' critical thinking in the age of AI

3 chapter discussing the promises and perils of using AI in college classrooms and a chapter on undergraduate perspectives on AI

Section 2 - AI in K12 classroms - ethical considerations and lessons learnt has 2 chapters.

Section 3 - building the next generation of generative AI tools - with two chapters.

William Swartout on 'Generative AI and education: deny and detect or embrace and enhance and Benjamin Nye on 'authoring by editing and revising: considering Gen AI tools.

Short, practitioner focused chapters provide good overviews and discussion of the fundamental challenges brought in by the rapid rise of Gen AI. Pragmatic perspectives on adoption, introduction and utilisation are discussed. A resource to start conversations and utilise in workshops. Has American slant but many applications are generalisable.