October Webinar: Is Educational Research in Aotearoa in Good Shape?

Requires prior registration at Humanitix: Online event via Zoom. Check your registration mail for the link. You will also receive a reminder a day prior to the event.


Event description

This joint FLANZ and ODLAA webinar explores the New Zealand educational research funding landscape. Cathy Wylie will present the main themes of her recent occasional paper ‘Is educational research in Aotearoa in good shape?‘ She invites discussion, particularly around her recommendations for a connected suite of ongoing work in key areas, more in-depth understanding of the role of digital devices and access in student learning, and a new Equitable Education for the Future platform as a national research priority.

The recording of this webinar will be posted to YouTube. You will be able to change your name when joining the webinar and can interact in the chat if you don’t want your voice and image recorded.

Webinar time

Tuesday, 18 October 2022, 13:00-14:00 NZST / 11:00-12:00 AEST / 8:00-9:00 AWST

About the presenter

Cathy Wylie recently retired as a Kaihatū Rangahau Chief Researcher with NZCER. She is well-known for her research on educational and social policy and its impacts for teaching and learning. She is particularly interested in how we can better support teaching and learning to tackle longstanding inequities in our system, and the newer challenges we face. She was a member of the Tomorrow’s Schools Independent Taskforce and the Pūaotanga Primary Staffing Review Panel.

Workshop review: ‘Innovating Pedagogy 2022’

Thursday 8th September I had the privilege of running an online workshop to explore the potential of a range of different pedagogical approaches that might apply to different educational sectors in New Zealand and Australia.

See Transcript

The Innovating Pedagogy 2022 is the 10th annual report from the Open University (UK) exploring new forms in interactive and innovative practice of teaching, learning and assessment. These innovations already exist in pockets of practice but are not considered mainstream. This collaboration between the Institute of Educational Technology at The Open University, UK, and the Open University of Catalonia, Spain, is the result of a filtering process and is compiled, based on a review of published studies and other sources. Ten concepts or themes are identified.

Hybrid models
Maximising learning flexibility and opportunities. Beyond the strict curriculum delineations in Blended Learning models, Hybrid forms aim to empower the learner to optimise their own learner choices at to where, when, and how to learn. Providing flexible choices requires teachers and institutions to adjust their systemic approaches.
Influencer-led education
 Learning from education influencers on social media platforms. Acknowledging the growth of edu-influencers, who optimise their use of social media tools to share their knowledge, experience, and passion for a range of subjects from the highly specialised to the generic. Evaluating the veracity of the message is a challenge for the learner.
Dual learning scenarios
Connecting learning in classrooms and industrial workplaces. A step up from work-integrated learning models, the expectation is that course designers fully meld both formal classroom and work spaces into a coherent experience.
Pedagogies of the home
Understanding the home as a place for cultural learning. Not the same as home-schooling. Rather, it seeks to leverage the wider socio-cultural environment that the learner inhabits. Also recognises the burden on marginalised communities to fully participate.
Pedagogies of micro-credentials
Accredited short courses to develop workplace skills. Existing approaches, snippets taken from existing programmes, fail to create an effective learning ecosystem for learners who require support to develop a patchwork portfolio meshing formal, non-formal, and informal experiences together.
Pedagogy of discomfort  
Emotions as powerful tools for learning and for promoting social justice. A process
of self-examination that requires students to critically engage with their ideological traditions and ways of thinking about issues such as racism, oppression, and social injustice.
Pedagogy of autonomy
Building capacity for freedom and independent learning. Explores the notion of incorporating informal, non-formal, and formal learning patterns into the learner’s experience, creating self-regulated learners with an emphasis on their metacognitive development and allowing them to reflect their true selves..
Wellbeing education
Promoting wellbeing across all aspects of teaching and learning. Wellbeing education helps students to develop mental health ‘literacy’ by teaching them how to manage their own mental health, recognise possible disorders, and learn how, where, and when to seek help.
Watch parties
Watching videos together, whatever the time or place. Leveraging the increased connectivity prompted in response to covid-19, and the move of media providers to provide educational tools, this is the notion of structured engagement around a shared viewing (or listening) experience.
Walk-and-talk
Combining movement and conversation to enhance learning. Not just used in service of those in need of emotional support, where the therapeutic benefits have been proven, but across a wide range of learning activities where reflection and thought would be best served by being away from the classroom and being outside and mobile.
10 Themes from the 2022 Innovating Pedagogy report

The workshop used Mentimeter as an online polling tool. Of the 25 participants, 20 regularly voted and made 659 submissions. The tertiary sector dominated, at 15, with fewer representatives from the Private Training Enterprise and Commercial L&D sectors and only one from compulsory education. Only 2 Australians participated.

Despite having laboured the point in all publicity materials that it would be valuable to read the report before participating, only 8 said they had read it (or the summary), with 11 admitting they had not.

Of the 17 that responded to the question about their approach to new educational technologies, 12 saw themselves as ‘progressive’, 2 as ‘radical’, and 3 as ‘pedestrian’.

To get participants involved in thinking about each pedagogic approach, we ran a 2×2 square exercise, asking what the relative effort versus impact might be. See the video for responses.

Following breakout groups we ranked the innovations in terms of the amount of attention participants would pay to them in the next 12 months in their personal practice (see screenshot above).

The general consensus was that whilst there was nothing exceptional or radical in any of these innovations, they provided a focus for reflection and were deemed stimulating. Thank you to all who participated.  

Dr Simon Paul Atkinson 


Kukulska-Hulme, A., et.al. (2022). Innovating Pedagogy 2022: Open University Innovation (No. 10). Open University.

Online Workshop – Innovating Pedagogy 2022: Perspectives and Practice

Date and time
Thursday 8th Sep 2022, 13:00-14:00 (NZST) / 11:00-12:00 (AEST) / 9:00-10:00 (AWST)

Online Workshop
Free event, online via Zoom. Please make sure you have an up-to-date version of Zoom to ensure you can fully participate. Requires registration at Humanitix that can be made HERE

register now button

 

 

Event description
Are our national priorities for educational innovation the same as our European cousins? This FLANZ / ODLAA interactive workshop will examine the Open University’s 2022 Innovating Pedagogy report and negotiate its relevance to our socio-cultural contexts in Aotearoa New Zealand and Australia.

Your input will be focussed around the applicability of the innovations suggested by the report to your educational context. We will evaluate their potential impact and the effort required to implement them. We may want to dismiss some of these as hardly innovative at all, or to suggest that they are too aspirational. The results of our collective deliberations will provide the basis for future reflections.

Please have your mobile phone to hand (or a second browser window). Ensure that you have read the full report or the brief overview, written by the workshop convener, Dr Simon Paul Atkinson, prior to the workshop.

The recording of this webinar will be posted to YouTube. You will be able to change your name when joining the webinar and can interact in the chat if you don’t want your voice and image recorded.

FLANZ & ODLAA Logos

About the workshop facilitator
Dr Simon Paul Atkinson is a Higher Education Strategy Consultant. He is a Principal Fellow of the Higher Education Academy, President of FLANZ, and joint Editor of the Journal of Open, Flexible and Distance Learning. He also serves on the International Advisory Board for Open University’s Journal of Interactive Media in Education. Simon has over 25 years experience in the tertiary sector at senior levels in both academic development and educational technology, in Aotearoa New Zealand and the United Kingdom.


Lightbulb image by Ameen Fahmy on Unsplash

Webinar: Embedding interactivity successfully into courses

Four highly experienced learning designers discussed ‘Embedding interactivity successfully into courses’ in a lively panel conversation at the FLANZ webinar on 22 June 2022. The presenters were Hinerangi Eruera Mānuera Murphy (Ngāti Awa; Te Whare Wānanga ō Awanuiārangi in Aotearoa New Zealand), Stephen Bright (Ngāti Kahungunu; University of Waikato), Sue Tickner and Jacqui Thornly (both from Waipapa Taumata Rau, University of Auckland).

The presenters shared their experiences and design principles through a presentation each, followed by a joint discussion. Their individual stories combined different threads about designing for interactivity in higher education. Sue, Stephen, Hinerangi, and Jacqui presented their thoughts about the relevance of appropriate interactivity, enabling and hindering factors, and the role of theory. Sue emphasised the community of inquiry framework and the three presences as a useful tool to design for interactivity and engagement. Stephen suggested the use of personas as a tool to design for diversity, which led to an engaged discussion between audience members. The need to put whanaungatanga at the centre of everything was emphasised by Hinerangi with examples from Te Whare Wānanga ō Awanuiārangi. Jacqui outlined a five phase framework to design and facilitate online and face-to-face, and recommended course design resources. Jacqui’s suggestions include:

Conrad RM. & Donaldson JA. (2012) Continuing to Engage the Online Learner. Jossey Bass; California

Ratima MT. Smith JP., McFarlane AH., Rik NM., Jones KL& Davies LK (2022) NgāHau e Whā o Tāwhirimātea – Culturally responsive teaching and learning for the tertiary sector

Nicols, M. (2020) Transforming Universities with Digital Distance Education. Routledge; New York

Sankey M.D (2021) The state of Australasian online higher education post pandemic and beyond. Journal of University Teaching & Learning Practice, Vol19, Issue 2 Quarterly

This is only a snapshot of a highly engaging conversation between our panelists who left their audience with plenty of ideas to consider. If you are interested to follow the whole conversation, you can watch the recording and view the transcript. The panel was chaired by Bettina Schwenger (Waipapa Taumata Rau, University of Auckland) and Kristina Hoeppner (Catalyst IT).

Join FLANZ to support the efforts in Aotearoa New Zealand around flexible learning, and follow up on Twitter and LinkedIn to stay informed about upcoming events. If you have a topic that you think we should discuss in one of our webinars, please get in touch.

 

 

Embedding interactivity successfully into courses (Free Webinar)

Wednesday 22nd June 2022, 1:30 pm – 3:00 pm New Zealand Time

ZOOM Webinar

In the last couple of years, educators and institutions have faced rapid changes to fully online learning and teaching. However, online learning can lack flexibility and interaction, due to a number of reasons. This webinar focuses on the highly relevant topic of how to embed interactive, flexible learning successfully into courses.

To achieve interactivity and flexibility in the online and face-to-face mode, expertise in design for learning has to be developed alongside technical competency so that the questions of how? and why? are considered in tandem. It is also important that educators move from technical questions and how a tool functions to the rationale for the use of a certain pedagogical strategy for which a tool could be used. Furthermore, underlying concepts need to be considered about how people learn, the type of learning required and ways to support learning to achieve a particular learning outcome.

Interactivity

Join this free FLANZ webinar to hear our presenters consider the following questions and more:

  • Why should we care about what students do and offer activities?
  • How can we utilise online learning to add value to face-to-face learning?
  • What are the underpinning principles?
  • What could embedding look like?
  • Which strategies work in certain situations and with a certain class size?

Our presenters will share their experiences through a short presentation or activity each, followed by time for questions and discussion. Their individual stories will combine to a rich canvas on how to achieve interactivity at various levels and contexts of learning.

Our presenters

  • Hinerangi Eruera Murphy (Ngāti Awa; Te Whare Wānanga ō Awanuiārangi in Aotearoa New Zealand)
  • Jacqui Thornley (University of Auckland)
  • Stephen Bright (Ngāti Kahungunu; University of Waikato)
  • Sue Tickner (University of Auckland)

Register for this free FLANZ webinar to receive access.

ODLAA Webinar: Effect of online teaching presence on students’ cognitive conflict and engagement

Our Sister organisation in Australia, ODLAA,  is hosting its May 2022 webinar with the title: Effect of online teaching presence on students’ cognitive conflict and engagement.

The presenter, Yang Wang, Nanjing Normal University, Nanjing, China will explore his paper published in Distance Education, 42(4), 547-566.

This webinar shares findings of a study that explored the effects of online teaching presence on students’ cognitive conflict and engagement by analyzing three rounds of a course taught with different levels of teaching presence.

Join ODLAA to find out the results of this interesting study and gain practical advice for online teaching.

Webinar Details are:

  • Event Date & Time:
  • Thursday May 26th : 9.30am-10.30am(AEST), 11.30-12.30 (NZT)

Register for Webinar here

For a list of all future webinars, please check the ODLAA website: Upcoming ODLAA Webinars

Webinar: Equity and Inclusion in Flexible Learning (Part 2); 5 April 2022

Webinar Transcript 5th April 2022

The FLANZ webinar ‘Equity and inclusion in flexible learning: Challenges across the sector’(Part 2) offered a lively panel conversation between three leaders in New Zealand’s flexible and online learning and teaching. Claire Amos (Albany Senior High School), Steve Leichtweis (University of Auckland), and Stephen Marshall (Victoria University of Wellington) continued their discussion from November last year for the Asia-Pacific Online and Distance Education Week 2021.

Claire, Stephen, and Steve started with critical statements about the impact of the pandemic in the education sector. One concern the panel members shared is how to support staff in education to deal with the demands of a complex design for learning, particularly integrating more flexibility, and interaction. This includes moving from a reactive situation at the start of the pandemic in 2020 to a place where educators feel confident in creating such a design. At the moment, it seems “resilience is wafer thin” as Steve commented. Stephen and Claire shared his view that staff might leave in the coming months.

What are measures that can help staff to become more confident with increasingly flexible learning, as required through the pandemic? Although technical competencies to work with online tools are vital, often forgotten is educators’ ability to design for learning. Claire identified this as an area where time and resources should be poured into upskilling. Steve reminded us that we need to be student and staff centric, to give educators the tools and support to do all they need to do to teach, whatever the mode, online or face-to-face. We need to find sustainable ways to engage with students, lecturers/educators and professional staff that are not bound by physical buildings as Stephen pointed out.

This is only a snapshot of a highly engaging conversation between our panelists. If you are interested to hear and follow the whole conversation, the recording and a transcript are available. The panel was again chaired by Kwong Nui Sim (AUT).

Join FLANZ to support the efforts in Aotearoa New Zealand around flexible learning, and follow up on Twitter and LinkedIn to stay informed about upcoming events. If you have a topic that you think we should discuss in one of our webinars, please get in touch.

Webinar: Equity and Inclusion in Flexible Learning (Part 2)

FLANZ will hold part two of the panel conversation ‘Equity and inclusion in flexible learning: Challenges across the sector’ and you are invited to this free webinar. Register for this free webinar on 5 April 2022, 2 – 3pm NZST. We are delighted to be talking again with Claire Amos (Albany Senior High School), Steve Leichtweis (University of Auckland), and Stephen Marshall (Victoria University of Wellington). The moderator will be Kwong Nui Sim (AUT).

Bringing different perspectives to the conversation, our panelists will critically discuss our current situation in education and look into the future. Where do they think we are going in Aotearoa New Zealand? What does the education sector need?

You can watch part one of this engaging conversation.

APODE Webinar: Equity and Inclusion in Flexible Learning: Challenges across the sectors

 

FLANZ’s second webinar to mark APODE week, held on 4 November 2021, was a panel featuring Claire Amos (Albany Senior High School), Steve Leichtweis (University of Auckland), and Stephen Marshall (Victoria University of Wellington). Chaired by Kwong Nui Sim (AUT), the panel discussion was as profound and insightful as it was for reaching.

A full transcript is available here.

Lessons from Learners: Students’ Insights on Effective Learning Online

Lessons from Learners: Students’ Insights on Effective Learning Online‘, this APODE Week webinar featured three leading scholars working in online distance education with a strong learner focus to their work. The panel discussed lessons that we have learnt from learners and other valuable insights into the online learning experience from a student perspective. Recording will be available via the  ODLAA site shortly.

Professor George Veletsianos holds the Canada Research Chair in Innovative Learning and Technology and the Commonwealth of Learning Chair in Flexible Learning. He is well-known internationally for his research in online distance education and is author of the book Learning Online: The Student Experience (Johns Hopkins University Press, 2020).

Dr Elaine Beirne works in the National Institute for Digital Learning at Dublin City University, Ireland and has a strong interest in the role of emotions in online learning. She played a key role in the development of A Digital Edge: Essentials for the Online Learner, a free course that has attracted over 10,000 people worldwide.

Dr Melissa Bond, previously a Researcher Officer at University College London (UCL) and who has recently returned to Australia, is known for her meta-analysis research on student engagement in educational technology contexts. Melissa is co-author of several seminal major systematic literatures reviews in this area.

Webinar was hosted by Professor Mark Brown on behalf of ODLAA as part of Asia-Pacific Online and Distance (APODE) Week.