Chapter 7: Implementing the Learner Capability Framework

Implementing the Learner Capability Framework

Cover Image: Ana Teofilo. New journey awaits, 2020. Mixed media on painted and carved board. 120 x 240cm (Triptych).

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Introduction

The Learner Capability Framework was first used at Otago Polytechnic’s Auckland International Campus in 2017. Since then, the process of implementing it into degree and diploma programmes has been coordinated by Amber Paterson, a staff member with expertise in educating staff and assisting students to use iamcapable, a web-based tool used by learners to upload evidence of their workready capabilities.

In the first semester of 2019, the Learner Capability Framework was implemented into five degree and diploma programmes at the Dunedin campus. By the second semester, a further 25 programmes; degrees (N=16), certificates (N=8) and one diploma, had adopted the Learner Capability Framework and iamcapable tool. To facilitate a greater uptake, a new staff member was appointed to work solely as the Learner Capability Operations Coordinator. By March 2020, 12 more programmes had embedded both the Learner Capability Framework and iamcapable tool into their curricula bringing the total to 43.

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The implementation process

Information and training

The Learner Capability Framework implementation process has been voluntary and consultative. Staff have received information, updates and information about the project via a series of blog posts. These have provided staff and students with an explanation and example of each of the 25 Learner Capabilities. This information has been disseminated via Tuhono (see appendix 4), Otago Polytechnic’s electronic communication channel. The iamcapable logo appears on student communication home page to promote awareness of this tool.

Training sessions have been provided for staff, particularly at the beginning of each semester. Amber Paterson has visited Schools and Colleges, demonstrating the iamcapable tool to student groups and providing support and training for teaching and administrative staff.

The capability mapping process

A mapping process is used to identify Learner Capabilities that relate to courses. Image 1 shows staff working a hands-on activity to map Learner Capabilities into their academic programme. In this scene, staff are exploring the differences between a ‘competency’- a term used in course outlines, and a ‘capability’ – the term used in the LCF. As a first step in this embedding process, staff could select up to five Capabilities for their courses.

Image 1: Staff hands-on mapping activity.

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The outcome of the mapping process for the Bachelor of Applied Science Programme is shown in Table 1.

Table 1: Learner Capability mapping matrix.

In Table 1, the programme number (OT5133), the degree (Bachelor of Applied Science) and the 25 Learner Capabilities are on the horizontal axis. The shaded squares indicate Learner Capabilities matching the Graduate Profile Outcomes and the Learning Outcomes for courses in the Bachelor of Applied Science programme.

For example, for the course number AS5010001, two Learner Capabilities (1: Communicates Effectively in Writing, and 7: Works Independently); match all four Personal Development learning outcomes.

After the mapping process is completed, information is shared among teaching groups via Microsoft Teams for them to adjust accordingly.

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Learner Capability uptake

In 2019, the Learner Capability Framework was introduced to all first-year students enrolled in degree programmes. Based on the success of this roll-out, it was extended to a range of certificate and diploma programmes. Table 2 (see Appendix) shows that at the beginning of Semester 2, 2019, a total of 25 programmes had embedded the Learner Capability Framework and iamcapable tool into their courses. In the first two months of 2020 an additional 12 programmes have followed suit (see Table 3, Appendix).

Students use the iamcapable tool to upload material, e.g., written work, images, certificates, etc., from their course work which is then verified by academic staff. This contributes to a portfolio of evidence demonstrating proficiency selected capabilities.

For example, to demonstrate Learner Capability 1, Communicates Effectively in Writing, a student can upload an essay, blog, project as evidence that can be shared with a potential employer. An advantage of using the iamcapable tool is that evidence can be uploaded for all Capabilities, not just those that are course related.

In the first weeks of 2020, between 40 to 100 per cent of students enrolled in 12 programmes had logged into the iamcapable tool (see Table 4, Appendix).

“This is so logical”“This fits perfectly with what I do”

- staff- staff

“Can I use iamcapable for my own learning?” - staff

“My boss would love this, can I show them?” - part time student

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Further Embedding

Learner Capability is now part of course and programme planning at Otago Polytechnic. Staff at the Learner Capability office are available to assist staff to map and embed Learner Capabilities in new or revised programmes. This process has made the teaching staff more aware of where the Learner Capabilities fit within their programmes, or potentially where capabilities exist in their course design. Several strategies for educating staff, students and the wider community and disseminating knowledge about Learner Capability Framework and the iamcapable tool have been developed. These include the following:

Communications and Marketing

1. Video screens across Otago Polytechnic show an advertisement for iamcapable (see image 2).

2. There is a large drop flag indicating the position the Learner Capability team in the Hub – Otago Polytechnic’s shared staff and student space situated at the entrance of the Dunedin campus (seen in the background of image 3).

3. Several local employers agreed to be professionally photographed. These images were made into life sized ‘cutouts’ for display in the Hub area and at public events (seen in the foreground of image 3).

4. Professionally printed bookmarks have been distributed to students and staff at training sessions, and at the help desk.

5. Tri-fold flyers have been printed that are used for further external dissemination. There are two versions of these – one has a graduate on the front, and one has a builder.

6. iamcapable is now featured on the Otago Polytechnic external website. https://www.op.ac. nz/students/i-am-capable/ (image 4: Learner Capability icons shown on Moodle)

7. There is a link on every Otago Polytechnic Moodle course to iamcapable. This is now a standard Moodle template.

8. In 2019, a #iamcapablenz Twitter account was set up and the aim is to grow this in 2020.9. An overview booklet about each Learner Capability is being created.

10. A new staff award was added in 2020 for Excellence in Learner Capability (image 5: staff recipient of the inaugural award).

“Fundamentally I completely agree with LCF but how much time will it take from my already packed timetable?”

- staff

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Image 2: Advertisement.

Image 3: Employer ‘cutouts’ and advertising banner in background.

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Image 4: Learner Capability icons.

Staff Assistance

Image 5: Staff awardee. (Photo used with permission)

A site on Moodle, the Learning Management System, has been created for staff to connect with. This site provides information about each capability; contains links to videos, training websites and learning activities for teachers and students.

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Student Assistance

Students are introduced to the iamcapable tool in classes. They then have 24-hour access to a resources section, help section and a user guide through their tool. A support email address is also available at support@iamcapable.co.nz for help. The Dunedin-based Learner Capability team answers all emails so that feedback and queries can be tracked.

Learning and Teaching Development Team

The Learning and Teaching Development Team (LTD) at Otago Polytechnic have been upskilled in using the Learner Capability Framework and iamcapable tool. More sessions are booked to cover integration of Learner Capabilities into daily planning and how to use the support materials. Staff from the Learning and Teaching Development Team also assisted during the first three weeks of Semester 1 2020 at the Help Desk (see image 6).

Image 6: Help desk in the Hub.

Staff and Student FeedbackThis is a sample of email and verbal feedback from staff and students about the LCF implementation.

“Fundamentally I completely agree with LCF but how much time will it take from my already packed timetable?”

- staff

“This is so logical”“This fits perfectly with what I do”“Can I use iamcapable for my own learning?”“My boss would love this, can I show them?”

- staff- staff- staff- part time student

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Next Steps

The next steps associated to this project planned for 2020 and 2021 include developing staff support around the Learner Capability Framework. This has a focus in both their teaching and facilitating the framework in the classroom, as well as the use and application of the tool for learners and validations of evidences. We plan to use the Moodle application for staff training and support, as well as key focus groups and feedback sessions for staff engaged in this project at regular intervals.

Key to the value of the Learner Capability Framework is the inclusion in all programme levels across the Polytechnic, to ensure that this becomes a regular and understood part of the learning and teaching that occurs, and to disseminate internally and externally our progress in these endeavours.

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Appendix 1

Table 2: LCF uptake 2019

LCF uptake as at July 2019 Bachelor’s degree Programmes Bachelor of Culinary Arts - third year Bachelor of Leadership for Change - all year levels Bachelor of Visual Arts - third year Bachelor of Information Technology - third year Bachelor of Occupational Therapy - first year (Dunedin and Hamilton) Bachelor of Social Services - third year Bachelor of Nursing - first year Bachelor of Architectural Studies - first year Bachelor of Design (Communication) - second year Bachelor of Design (Fashion) - second year Bachelor of Design (Product) - second year Bachelor of Applied Science - third year Bachelor of Engineering Technology - second year Graduate Diploma in Sustainable Practice - all year levels Graduate Diploma in Professional Practice - all year levels

New Zealand Certificate Programmes New Zealand Certificate in Hairdressing (Emerging Stylist) Level 4 New Zealand Certificate in Hairdressing (Salon Support) Level 3 New Zealand Certificate in Health and Wellbeing Level 4 New Zealand Certificate in Animal Care Level 3 New Zealand Certificate in Food and Beverage Service (Cafe Services) (Bar Services) Level 3 New Zealand Certificate in Early Childhood and Care Level 4 New Zealand Certificate in Foundation Studies Level 3 New Zealand Certificate in Horticulture (Amenity and Landscape Construction) Level 3

New Zealand Diploma ProgrammesNew Zealand Diploma in Wellness and Relaxation Massage Level 5

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Table 3: 2020 uptake

Programmes that have started using IAMCAPABLE up to18/3/2020 Bachelor’s degree Programmes Bachelor of Nursing - first year Bachelor of Culinary Arts - first year and second year Bachelor of Applied Science - first year and third year

New Zealand Certificate Programmes New Zealand Certificate in Information Technology Essentials Level 4 New Zealand Certificate in Computing (Intermediate User) Level 3 New Zealand Certificate in English Language Level 2 New Zealand Certificate in English Language Level 3 (General and Applied) New Zealand Certificate in English Language Level 3 (General and Academic) New Zealand Certificate in Cookery Level 4 New Zealand Certificate in Beauty Therapy Level 4

New Zealand Diploma ProgrammesNew Zealand Diploma in Enrolled Nursing Level 5New Zealand Diploma in Beauty Therapy Level 5

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Table 4: Students using iamcapable (February and March, 2020)

Programmes

% of students that have logged in

% of students that have started their initial assessment

% of students that have uploaded evidence

Bachelor of Nursing Year 1 85 53 14.3

Level 3 New Zealand Certificate of Hairdressing

Level 3 Certificate of English Language General

Level 3 Certificate of English Language Applied

Level 4 Certificate of English Language Academic

Level 3 Certificate of Computing (Tech Essentials)

Level 4 Certificate of Computing (Intermediate user)

71.5

54.35

7.69

73.4

53.33

82

18.18

90

85

5

88

68

4

70

70

Bachelor of Culinary Arts Year 1 75 75

Bachelor of Culinary Arts Year 2 40 33.3

New Zealand Diploma of Beauty Therapy Level 5

100 93 20

Certificate of Cookery Level 4 86 86.6 6.67

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Appendix 2

Summary of 2019 Learner Capability research outputs

Research outputs

1. Presentation to ITP Tertiary Educators at 2019 ITP Symposium at EIT in Napier Title: Creation of an Employability Centre, a behavioural change process Venue: Eastern Institute of Technology, Napier Date: 15 April 2019 Presented by: Andy Kilsby

2. Presentation to Employers and Stakeholders Title: LCF Employers and Stakeholders Event Venue: Otago Polytechnic Date: 15 May 2019 Presented by: Leoni Schmidt and Amber Paterson

3. Presentation to Primary and Secondary Schools in Otago and Southland Title: LCF intro to Primary and Secondary Schools Venue: Otago Polytechnic Date: 20 & 21 May 2019 Presented by: Andy Kilsby and Amber Paterson

4. Presentation for ‘TechWeek’, 2019 Title: Innovation that is Good for the World: Interim findings of the Learner Capability Project Venue: Otago Southland Employers Association, Dunedin Date: 22 May 2019 Presented by: Andy Kilsby

5. Presentation for the 28th National VET Research Conference ‘No Frills’, 2019 Title: Embedding learner capabilities and using the iamcapable online validation tool to create the most employable graduates in NZ Venue: Adelaide, Australia Date: 10-12 July 2019 Presented by: Andy Kilsby and Amber Paterson

6. Presentation for the Industry Training Federation Conference, 2019 Title: Learner Capability Framework and Research Venue: Wellington Date: 15-16 October 2019 Presented by: Amber Paterson

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Appendix 3

Communications

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277278279280Appendix 4

Dissemination

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