An indicative programme is oultlined below. A detailed programme with information on our keynote presentations will be available soon. Unlike many conferences, registration includes the conference dinner. We strongly encourage attendees to treat dinner as another session of the conference as this will be an opportunity to further explore immersive teaching pedagogies. (NB: Registration closed on 3 November)
|Monday 27th: Talking Teaching Day 1||Tuesday 28th: Talking Teaching Day 2||Wednesday 29th: Academy-only Day|
11:30am - Registration
9am - Registration
|9am - 1pm - Academy AGM, welcome to new members, Academy hour discussion|
W E L B Y I N G S
Keynote Presentation: The post-heroic teacher: leadership and influence in the age of anxiety
Tuesday 28 November @ 3.15pm (Archway 4)
This talk uses your thinking, stories and images to consider creativity and trust when growing potential in ourselves and others. In so doing, it examines why certain leaders attract, retain and grow highly innovative thinkers. Drawing on research into post-heroic leadership models and wounded hierarchies, it argues in support of approaches that reach beyond coercive, evidence-based, performance measurement. In so doing, the talk highlights alternative, ego-diminished and highly people-focused approaches. These historically successful models may challenge our obsession with documenting and reporting and shift attention onto potential, responsibility and operating with higher levels of trust.
Biography: Professor Ings is a multi-award winning film maker, author, designer and illustrator. His three short films Boy, Munted and Sparrow have been selected for numerous international film festivals including Cannes and Berlin. Boy was also shortlisted for the 2006 Academy Awards. Professor Ings believes there are scholars who write, analyse and contextualise and there are scholars who create. Obviously he is the latter. He sees creativity as part of normal human thought. As a designer he says creative thought is rarely used to prove ‘truth’, but is employed instead to help us find elegant answers to complex questions.
In 2002, Professor Ings received the inaugural Prime Minister’s Award for Tertiary Teaching Excellence and he says his greatest commitment is to teaching. He does not see teaching as the dissemination of knowledge, rather, it involves creating a 'troubling' environment for learning. Effective learning, he says, involves ongoing, intelligent, disobedient acts that help to move knowledge beyond the constraints of formula. 'Disobedient Teaching' is the theme and title of his new, best selling book. In it he critiques our anxious, micro-managing of teachers and learners and he argues for the power of experimentation and humanising in learning.
Professor Ings completed his PhD in 2005 on the structure and profiles of narrative music videos and television commercials. He is a fellow of the Royal Society of Arts (UK), a member of the Designers Institute of New Zealand, and the New Zealand Screen Director’s Guild. He takes his position as critic and conscience of society very seriously and isn’t afraid to deal with marginalised knowledge and issues that are underrepresented. His research and creative work have seen him tackle the history of the culture of male prostitution, homosexual law reform, poverty, mental health and immigration. He reviews for a number of national and international funding agencies, including Creative New Zealand. He is currently working on a new feature film that looks at the nature of small town boxing. His research also covers the historical metamorphosis of underground languages, methodological approaches to creative practice in higher research degree education, and the role and nature of storytelling as academic inquiry.
P R O F E S S O R J A C I N T A R U R U
Keynote Presentation: Waking up law: my experience of creating a learning environment that makes sense to me
Monday 27 November @ 1.45pm (Archway 4)
In this talk Jacinta reflects on her passion in teaching to honour the power of knowledge. As the only Māori Law Faculty staff member at Otago since 1999, she discusses how she has sought to create a learning environment that welcomes, values and inspires all students but particularly Māori students. This matters because the Māori influence of the discipline of law in Aotearoa New Zealand is still new despite tikanga Māori being the first laws of this country. Her curriculum fills the silences in the study of law with the power of Indigenous knowledge of, and visions for, law. Using Indigenous stories, documentaries, short shorties and poems alongside legislation and court judgments, her teaching shows what is possible in the tertiary teaching environment.
Biography: Jacinta Ruru (Raukawa and Ngāti Ranginui) is Professor of law at the University of Otago, Co-Director of Ngā Pae o te Māramatanga New Zealand’s Centre of Māori Research Excellence and a fellow of the Royal Society Te Apārangi. Jacinta holds a PhD from the University of Victoria, Canada. In 2016, Jacinta received the Ako Aotearoa Prime Minister’s Supreme Award for Tertiary Teaching Excellence along with an award in Sustained Excellence in Tertiary Teaching in the Kaupapa Māori category.
At Otago, Jacinta teaches first year law through to advanced law courses and directs an innovative new Te Ihaka Building Māori Leaders in Law programme. She is co-director of the new University of Otago Research Theme Poutama Ara Rau that is dedicated to researching Māori tertiary learning and teaching. Combining her love of teaching with research, her work focuses on exploring Indigenous peoples' legal rights to care for, own, manage and govern land and water including national parks and minerals in Aotearoa New Zealand, Canada, United States, Australia and the Scandinavia countries. She has led, or co-led, several national and international research projects including on the inherited English Common Law Doctrine of Discovery, Indigenous rights and responsibilities to freshwater and multidisciplinary understandings of landscapes. She has published widely with now more than 100 publications including as co-author of Discovering Indigenous Lands (Oxford University Press, 2010). She is editor of Resource Management Journal, Resource Management Theory & Practice, and consultative editor for Māori Law Review.
P R O F E S S O R S T E P H E N B I L L E T
Keynote Presentation: Integrating and augmenting higher education students’ workplace experiences
Tuesday 28 November @ 9.15am (Archway 4)
Significant institutional and personal resources and commitments are being invested in providing higher education students with workplace experiences. Much of this investment is directed towards improving those students’ readiness to move into the world of work and specific occupations upon graduation. This is sometimes referred to as making graduates ‘job-ready’ through the organisation and provision of workplace experiences for students. Less attention has been given to how the educational worth of those experiences can be understood and benefits secured. There is certainly much emphasis now on integrating the two sets of experiences, although the practices for doing so often require further elaboration, evaluation and better alignment with particular educational goals. This all requires understanding what actually constitutes the integration of experiences, including individuals’ reconciliations of them. Seeking ways to augment those experiences is also now a priority given the institutional and personal investments associated with these experiences. This presentation discusses: i) the kinds of educational goals that can be obtained, ii) curriculum and pedagogic practices for these experiences, and iii) how these might be augmented. It draws upon three recent projects funded by the Australian government that involve a range of disciplines across over 20 Australian universities. Particular reference is made to a current study seeking to augment students’ experiences, post practicum. The data presented and discussed includes those provided by healthcare students (i.e. medicine, nursing, midwifery, physiotherapy, dietetics) about their preferences for the purposes and processes of such augmentations. Overall, it is proposed he case proposed that alignments amongst educational goals, curriculum and pedagogic practices and students’ personal epistemological are required to most effectively achieve learning outcomes for university students from their workplace experiences
Biography: Dr Stephen Billett is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia and an Australian Research Council Future Fellow. After a career in garment manufacturing, he has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University. Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. His sole authored books include Learning through work: Strategies for effective practice (Allen and Unwin 2001); Work, change and workers (Springer 2006) Vocational Education (Springer 2011) and Mimetic learning at Work (2014) and Integrating Practice-based Learning in Higher Education Programs (Springer 2015). His edited books include Work, Subjectivity and Learning (Springer, 2006) Emerging Perspectives of Work and Learning (Sense 2008), Learning through practice (Springer 2010), Promoting professional learning (Springer 2011), Experiences of school transitions (Springer 2012), Promoting, assessing, recognizing and certifying Lifelong Learning (Springer 2014), Francophone conceptions of Learning through practice (Springer 2015), Supporting learning across working life: Models, processes and practices (Springer 2016) and Enhancing Teaching and Learning in the Dutch Vocational Education System (Springer 2017). He is the founding and Editor in Chief of Vocations and learning: Studies in vocational and professional education (Springer) and lead editor of the book series Professional and practice-based learning (Springer) the International Handbook of Research in Professional and Practice-based Learning (2014) with colleagues from Germany. He was a Fulbright Professional Scholar in 1999, awarded a 2009-2010 Australian Learning and Teaching Council National Teaching Fellowship that identified principles and practices to effectively integrate learning experiences in practice and academic settings. In June 2011, he secured a four-year Australian Research Council Future Fellowship on learning through practice that identified a curriculum and pedagogy of practice. IN 2015 he secured an Office of Learning and Teaching Development national grant examining students’ post-practicum experiences (2015-2018). In August 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) for his contributions to educational science and elected Fellow of the Academy of Social Sciences of Australia in 2015.
D R K A R Y N P A R I N G A T A I , A / P R O F S U Z A N N E P I T A M A & P R O F J A C I N T A R U R U
Plenary Panel Presentation: Poutama Ara Rau: He waka eke noa
Tuesday 28 November @ 10am (Archway 4)
Poutama Ara Rau is a recently launched University of Otago research theme looking at how Māori knowledge and Māori pedagogies can be integrated in to tertiary teaching to ensure Māori and non-Māori student success. Staff across a number of institutions in the tertiary sector employ different teaching techniques to enhance student learning experiences. This presentation will look at three different discipline specific innovations we use in our classrooms at the University of Otago to achieve the aims of Poutama Ara Rau.
Biography: Dr Karyn Paringatai is a lecturer in Te Tumu where she teaches Māori language and Māori performing arts. She has a particular research interest in sociological issues exploring how Māori-performing arts contributes to identity development, particularly amongst those living away from their tribal areas. Her other research interests include grammatical aspects of the Māori language and second language teaching and Māori performing arts, particularly poi and the analysis of haka and waiata compositions.
Biography: Associate Professor Suzanne Pitama is the director of the Māori/Indigenous Health Institute, University of Otago, Christchurch campus. Suzanne is a child psychologist and has been involved in Māori health research for more than 18 years. Suzanne is a on the LIME (Leaders in Indigenous Medical Education) reference group, which has representatives from each of the Australasian medical schools. Suzanne has a special interest in medical education, and her PhD focused on the design, implementation and impact of indigenous health curricula within medical schools across four countries.