TAFENSW presentation OctoberVET 2017

1. :
The new generation of Pracademics: educators,
learners and employers collaborating for future
skills development.
Dr Anna Daniel
TAFE Queensland RedSpace: @TQRedSpace
TAFE NSW OctoberVET 2017

2. Agenda
• About TAFE Queensland
• Project context
• The 3 project phases
• Applied research in a teaching context
• Discussion
We can’t keep educating
people based on the
same standards we used
in the past. The world is
moving too fast for that.
ING Direct
Quote: ING Direct in ACOLA Securing Australia’s future, p.78 http://acola.org.au/wp/PDF/SAF10/Full%20report.pdf

3. • One RTO
• Publicly owned VET & HE provider
• 120,000+ students
• 4,000 staff
• 50+ locations
• 93% Employer satisfaction
Context

4. What is Applied Research?
New laws and government policy
changes, technology, inventions,
supplier or customer changes
(expectations, practices), new
competitors and market entrants, is
the market declining or growing
rapidly?
Company
or
industry
problem
Scientific
technical
study
Innovation
Applied
research
Method? Contract? Ethics? Skills development?
Assessment and evidence? Logistics?
Implement! Create
positive change in
processes or products and
services, which is
innovative.
Showcase your success!
Write it up ; tell peers in team
meetings; conference
presentation?; with Employer
Context

5. TAFE’s have not traditionally conducted formal, pure
research but we do applied research in a teaching context.
Applied research is informal, fast and practical
Results

6. TAFE’s have not traditionally conducted formal, pure
research but we do applied research in a teaching context.
Applied research is informal, fast and practical
Results

7. TAFE’s have not traditionally conducted formal, pure
research but we do applied research in a teaching context.
Applied research is informal, fast and practical
Results

8. Applied Research is about the problem and systematic
study relating to an employer
Vocational
Placements
Live
Work
Applied
Research
Problem-based learning in the workplace.
• Whole teams or classes – it’s scaleable
• Students visit the workplace purposefully
• Less effort but more value for employers
• Typically unfunded
Work Integrated
Learning
Professional
Practice,
internships
Context

9. The Research project in 3 phases
Research project
Research question Outcome
What are the current applied research experiences of
educators, learners and employers?
ARIES Case studies 2016 at
<http://tafeqld.edu.au/about-
us/redspace/>
Is there a strong overlap between skills for applied research
and future skills? What is the nature of that overlap?
Yes! conference presentations
(AVETRA, NCVER), TDA
Convention poster
What frameworks (guidance) surround these collaborations,
and how might they be improved?
Applied research procedures
and guidance completed

10. Phase 1 results – name and claim it

11. Stronger Employers
Phase 2– applied research & future skills

12. our Educators are
Pracademics
(Industry Practitioner
Academics)
Phase 2 results – name and claim it

13. Applied Research in the teaching context: what’s in it for you?
• Positive learner experience
• Your reputation and relationship with local
employers
• Skills development in our learners; project
for portfolio
• Job Outcomes: employer exposure for our
learners; stronger local employers grow jobs
for our graduates
• Grows your skills in problem solving,
entrepreneurship and innovation
• Recognition amongst peers
Phase 3: Frameworks and improvements

14. Nothing can go wrong, right?
CSIRO ScienceImage CC-BY-3.0
Phase 3: Frameworks and improvements

15. Applied research “should not be a one-person
effort” ….
“The question is: what am I as a university
willing to do, to scaffold my academics and to
provide the infrastructure and support needed,
such as the target group identification, the cold
calling, the building up of the relationship, the
budgeting, the value proposition, the quality
assurance and so on?”
Roseman, M. 2017 in Campus Morning Mail 17 October
CSIRO ScienceImage CC-BY-3.0
Phase 3: Frameworks and improvements

16. Example: Orora Packaging
Ann Stevens: TAFE Queensland Creative Industries
Example
Clients typically inspect the site as part of due
diligence.
Problem: arranging site visits involves time
and travel expenses and clients must have
appropriate insurance before entering the
facility.

17. Example: Orora Packaging
Ann Stevens: TAFE Queensland Creative Industries
Note: A student was licensed to fly drones and so the team chose to experiment by attaching a 3D camera to a drone for the internal 360
degree filming. Students scripted and storyboarded, and Orora staff were audio recorded in the Coomera sound studios.
Example
Clients typically inspect the site as part of due
diligence.
Problem: arranging site visits involves time
and travel expenses and clients must have
appropriate insurance before entering the
facility.
TAFE Queensland Creative Industries students
created a 3D VR simulation of the plant for
potential clients. Now potential customers can
experience the site from afar.

18. Example: Orora Packaging
Ann Stevens: TAFE Queensland Creative Industries
Example
Employer feedback
The VR Plant tour has had a fantastic response from
our customers – especially those who have never
been to the plant. Quality of the production has
been first class and given Orora is a top 100 ASX
listed company – we are very happy that Darius and
Ben have produced a video that represents our
corporate values – Teamwork, Passion, Respect and
Integrity.
Student outcomes
• Experimentation, engagement and
motivation – student experience;
• Creative thinking and problem solving,
commercial experience (CV);
• Achieved high grades;
• Potential employment.
Educator reflection
• Much easier to do this in HE than VET;
• New set of skills
• Insurance;
• Actual operation of the drone onsite.

19. Example: Orora Packaging
Ann Stevens: TAFE Queensland Creative Industries
Example
Employer feedback
The VR Plant tour has had a fantastic response from
our customers – especially those who have never
been to the plant. Quality of the production has
been first class and given Orora is a top 100 ASX
listed company – we are very happy that Darius and
Ben have produced a video that represents our
corporate values – Teamwork, Passion, Respect and
Integrity.
Student outcomes
• Experimentation, engagement and
motivation – student experience;
• Creative thinking and problem solving,
commercial experience (CV);
• Achieved high grades;
• Potential employment.
Educator reflection
• Much easier to do this in HE than VET;
• New set of skills
• Insurance;
• Actual operation of the drone onsite. … and they are now 3D filming other Orora sites across Australia

20. Problem: off campus
students learn counselling
and communication –
highly interpersonal skills
– alone in front of their
computer.

21. Anne Catherine Smith realised that a better way to do this would be
via collaboration and role playing with other students within a virtual
campus.

22. Anne Catherine Smith realised that a better way to do this would be
via collaboration and role playing with other students within a virtual
campus.
So….

23. Anne Catherine Smith realised that a better way to do this would be
via collaboration and role playing with other students within a virtual
campus.
So…. she spent 8 years in her own time building an ‘adjustable’
bandwidth virtual campus. It grew into a whole island community.

28. Action research method:

29. Toth-Cohen, Susan and Smith, M.Ed., Anne C. (2017) "Enhancing
Services to Homeless Populations through an Interprofessional Virtual
World Simulation," Collaborative Healthcare: Interprofessional Practice,
Education and Evaluation (JCIPE): Vol. 8 : Iss. 1 , Article 3. Available at:
http://jdc.jefferson.edu/jcipe/vol8/iss1/3

30. Publicly funded research outcomes must be promoted to

31. Publicly funded research outcomes must be promoted to
.
..
Maximise
the return
on public
investment

32. Publicly funded research outcomes must be promoted to
and align to the
Australian Code
for the
Responsible
Conduct of
Research1
..
Maximise the
return on public
investment
1 (P3 & 7 of draft Code)

33. Publicly funded research outcomes must be promoted to
and align to the
Australian Code
for the
Responsible
Conduct of
Research1
You must align
to the Code in
order to receive
public funding.
.
Maximise the
return on public
investment
1 (P3 & 7 of draft Code)

34. Publicly funded research outcomes must be promoted to
and align to the
Australian Code
for the
Responsible
Conduct of
Research1
You must align
to the Code in
order to receive
public funding.
and funding
supports
research activity
Maximise the
return on public
investment
1 (P3 & 7 of draft Code)

35. Scaling our research and scholarship capacity with Activity Centres:

36. Scaling our research and scholarship capacity with Activity Centres:
- Informal peer to peer learning and experimentation with industry1
- Entry points to formal courses
- Cross pollination of ideas
- foster emerging and innovative industries and strengthening our regional
economies
1 The Productivity Commission recommends education institutions:
actively reach out to at-risk employees in declining sectors to develop skills;
provide greater opportunities for “hands on tinkering and building” at every stage of training and education
(Williamson 2015 in Productivity Commission 2016: 85, 139).

37. What problem solving projects with employers are you creating for
your students?

38. http://tafeqld.edu.au/about-us/redspace/
@TQRedSpace
Thank you
Dr Anna Daniel
RedSpace: Researcher
e: anna.daniel@tafeqld.edu.au
What problem solving projects with employers are you creating for
your students?

39. Example: Community Construction
Vaughan Wakefield : TAFE Queensland
http://resources1.news.com.au/images/2012/11/23/1226522/423197-schoolies-fall.jpg
Example
3 interrelated problems:
The decline in mining jobs affected
confidence in the Mt Isa economy with a
knock-on decline in construction activity.
Youth unemployment in outback
Queensland is 36 % pa. (QGSO 2016).
Some youth are training while also working
are asked to take time out from their jobs to
attend classes > local construction delays

40. Study approach: CPAR let to change of teaching practices to deliver on-the-
job in community construction projects.
Solution: Integrated learning, training, employment and housing solution
for ATSI youth in remote Queensland areas. Project members (businesses)
support and fund TAFE Queensland North learners who build housing for
ATSI youth as part of their curriculum.
Benefits: New community housing;
Observed pride and confidence in his learners;
Learners to have the opportunity of impressing potential employers.
Example
Example: Community Construction
Vaughan Wakefield : TAFE Queensland