After lunch keynote from Ria Tomoana from Whitireia Polytechnic on 'sharing successful teaching and learning strategies for Maori, Pacifica and youth'. need to change ALL staff altitudes from "tell me what to do and I will do it" to" I am here to help students meet their learning goals". Value of undertaking an Ako Aotearoa research project include opportunity to derive an internal solution, potential to create champions among staff, honour staff who are getting good results, clarify the Whitiriea way. Belief in students' potential important to change attitudes. Students will pick up through body language if staff do not really mean what they say. Need robust induction process for staff, mentoring and staff development and performance and appraisal systems aligned to values.
Workshops follow and I attend Katrina Marwick, Rae Perkins and Carole Crawford's session on 'online individual learning plans.' The workshop revolved around 2 working models of ILPs used at NMIT. ILPs used to improve the students' learning journey. ILPs developed on Moodle.
Rae shared the way ILPs used to support business students through her role as a learning advisor. Students begin writing their ILPs at orientation, then initial meeting to discuss initial goals and clarify actual aspirations. Academic strengths and weaknesses are identified and matched to study programme choice. Follow up meetings proceed. If on track, praise, if not, review study plan and work on strategies to work through challenges. Final meeting to celebrate completion.
Katrina provides a learning coach perspective. Matching ILPs to inquiry learning. Students use ILPs set their own targets, apply actions, share the journey. Learners agree to meet deadlines on assessments etc., use of cell phones, through learner contracts. Learners self analyse against required skills. Need to prepare students to take responsibility for their own learning goals and to be able to assess their own progress.
Good discussion eventuated around purpose of ILPs, how institutions or student uses and how both have different reasons for using.
After afternoon tea, keynote with Dr. Kerry Reid-Searle from CQU - Central Queensland University at Rockhampton. She presents on 'suspension in disbelief - an innovative approach to learning and teaching through simulation'. The presentation begins with a role-play simulation of a 'client' and how the 'nurse' models how to work with a patient by encouragement and empathy with the patient's circumstances and needs. Used the initial 'performance' of authentic scenario to explain teaching practice and how to engage students. The 5 senses need to be deployed to learn effectively. Experiential learning needs to really involve students, they cannot just stand aside and watch but participate, feel, do, smell, hear and taste. Simulation is realism, fidelity and authenticity. Teachers need to create realness, integration and connection. Introduced Mask-ed to use KRS simulation. Latex prosthetics along with realistic portrayal of 'characters' provides students with access to authentic learning in a safe environment. The core elements are the character, the educator is hidden, the educator is still expert, learning is important. The character is on the side of the learner. Scenarios are an interplay between character and learners and have strong stories. Need to make sure there is fit with curriculum and used across all delivery, learning activities and assessments. Introduced next iteration Pup-ed using puppets to provide understanding of paediatric practice and used to help build rapport with young patients.
Conference dinner convenes in the evening providing added opportunities to network.
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