Chris Hoffmann

Met this morning and a few weeks ago with the Australian Education Insights company. Found the discussion and their approach to data handling, end-to-end insights for education institutions (whether schools, colleges, HE or tertiary education providers) very compelling. It is what education too often struggles with and gets stuck in trying to solve it on their own. Check it out... I was more than intrigued. Education360 #education #data #insights #smart #persona #workload #operations #marketing #finance #IT #students #teachers #stakeholders

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Join us next Friday for The Australian Association for Research in Education's fourth Social Justice SIG seminar with University of Technology Sydney's Associate Professor Christina Ho! Fri 27 September 2024, 1pm to 2pm AEST Online via Zoom REGISTER HERE: https://lnkd.in/g_nVnHRY Expanding Opportunity? Class, Ethnicity and Educational Aspiration This presentation examines educational aspiration among working-class migrants and the mismatch between their definitions of success and those of the mainstream education system. It explores the educational aspirations and practices of Lebanese-Australian families in a disadvantaged area of Western Sydney. Despite their large numbers within Sydney schools, Lebanese-Australian students are dramatically under-represented in high achieving schools. They are a key target of a new initiative of the state government to increase the number of students from disadvantaged communities in academically selective schools and classes. The initiative is designed to shift parents’ views on their children’s education, to ‘raise aspirations’ and encourage them to consider applying for a selective place. This paper examines whether there is a ‘lack’ of aspiration among disadvantaged migrants, why they are under-represented in high achieving schools, and how the education system can better recognise and cater for diverse aspirations. It also provides a brief comparative analysis with Asian migrant families, who, on average, have had a vastly different experience of the Australian education system.

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Hot off the press! The Australian Government's Tertiary Education Quality and Standards Agency (TEQSA) has recently released Gen AI Strategies for Australian Higher Education: Emerging Practice. "The toolkit includes 3 dimensions: Process, People and Practice. Each dimension can be read individually, in any order, or in conjunction with the broader toolkit. It seeks to share ideas and experiences to support institutions in effectively and ethically integrating gen AI into teaching and learning, while also managing the risks these evolving technologies pose to assessment integrity." Read the entire document here - https://lnkd.in/ghT4u63C #AcademicIntegrity #ArtificialIntelligence #AIEthics #AI #GenAI #EdTech #HigherEd

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Read about the AI Assessment Scale (v1) in the brand new Volume 1 Issue 1 of the The Teachers' Guild of NSW Teachers' Frontiers. Dr Mike Perkins Jasper Roe and I discuss the origins of the AI Assessment Scale and the pilot study that took place at British University Vietnam. Read more here: https://lnkd.in/ghrs2nCn #artificialintelligence #aieducation

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Are School Principals CEOs of Education? One of the most significant insights from my EdD thesis research was this - principals in independent schools in Australia are, without a doubt, Chief Executive Officers (CEOs). Having observed this firsthand throughout my career, I can confidently say this perspective is not only accurate but vital to understanding the evolving role of school leaders. The four case-study principals involved in my research unanimously shared this view, underscoring the immense responsibility and strategic oversight required in these roles. This insight reshapes how we think about school leadership—not just as educators, but as visionaries steering complex organisations. I’d love to hear your thoughts: How do you see the role of a principal evolving in today’s educational landscape? What parallels do you see between school leadership and corporate leadership? Let’s start the conversation! #ceo #principal

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🔍Transforming: Professional Experience Guidelines 🔍 The Australian Professional Experience Guidelines have undergone a significant transformation to better reflect the complexities of today’s educational landscape. Moving beyond the traditional domains of Professional Knowledge, Practice, and Engagement, the updated guidelines emphasise five key focus areas that align with real-world teaching needs: 1️⃣ Planning for Teaching and Learning 2️⃣ Teaching Effectively 3️⃣ Creating and Maintaining Supportive Learning Environments 4️⃣ Assessing and Providing Feedback 5️⃣ Professional and Ethical Conduct These new categories noted in the common report template are supported by Graduate Standard descriptors, designed to unpack and enhance each area’s practical applications. This shift represents a renewed commitment to preparing Pre-Service Teachers (PSTs) with the skills and understanding required for impactful teaching. This change is a huge step forward for professional experience in education and sets a higher standard for supporting PSTs, and the Supervising Teachers/Mentors who guide them. Let’s continue to evolve together in shaping the future of education! #professionalisingtheprofession Australian Institute for Teaching & School Leadership (AITSL)

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This report provides significant insights into global education trends, with a focus on creative thinking in students aged 15. In the Australian context, the report highlighted both achievements and concerns. Australian students generally scored above the OECD average in math, reading, and science, though performance has declined compared to previous years. Australian students have also reported lower levels of school belonging, and while they showed high curiosity and resilience, they experienced more bullying than the OECD average. The report confirms creativity had a substantial impact on performance, particularly in mathematics, underscoring that students with higher curiosity tended to excel academically. https://lnkd.in/gtH3uvBN

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Register for the Australian Council for Educational Leaders WA Branch Hot Topic happening soon - Wednesday 4th September, 5-7pm, Bloom@UWA. Join ACELWA and Joel Birch from Firebird Learning in using LEGO Serious Play as our medium of conversation at our Hot Topic forum, spotlighting ‘innovation’ 💡 Has innovation been a hot topic for so long that it’s kind of gone cold? It’s a big word and a big idea, so everyone brings their own perspective to it. Different systems and different schools have different challenges, different opportunities, and most importantly, different ways of engaging with them. Something we don’t often do is shine a light on the wider collection of influences and the what-ifs in our education system and ecosystem. The things that would create the opportunity to think strategically together about the way we create the conditions for innovation. The best part here is that you are the experts, and we want to play with the answers that we know will be in the room. Join us for a hands-on, minds-on, hearts-in session to listen, learn, share, and reframe the way you think about innovation in education. https://lnkd.in/gGB3miPj When: Wednesday 4th of September; 5 to 7 pm Where: Bloom at UWA - 2 Park Road, Crawley at St Catherine’s College, UWA. Cost: Free for ACEL members; $10 for non-members.

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Dear Parents and Carers, We appreciate your ongoing support for your child's participation in Codekids' weekend classes and after-school coding clubs. It's truly inspiring to witness the impressive programming skills some students have developed, reaching a level comparable to that of second-year university students. Amidst discussions about AI potentially reshaping job landscapes, leaders like Sam Altman, the founder of OpenAI, stress the significance of coding as an important skill in the AI era. Influential figures such as Sam Altman, Bill Gates, Elon Musk, and Mark Zuckerberg advocate for children learning coding from an early age. Learning coding and computer science is immensely rewarding. Among top-paying companies, Meta, Amazon, Google, Apple, and Microsoft offer very lucrative compensation for senior-level engineers. Commencing coding at a young age goes beyond grooming future software engineers. There are numerous practical, real-world benefits for children. Computer coding and programming nurture problem-solving skills that are valuable across all areas of life. We believe you've made an excellent decision in introducing your children to coding at this crucial stage of their development. We've received email from parent, wondering why their child should remain in the beginner level class if they've completed a full term already, and seeking details about the progression structure of our after-school coding club. Firstly, we'd like to extend our gratitude for your questions and support. Our Scratch, MakeCode, and Minecraft education coding clubs focus on imparting fundamental programming concepts—variables, loops, boolean logic, control flow, parallelism, event-based programming, and program state. These clubs also nurture computational thinking, system design, and creative problem-solving abilities, and foster a lifelong love of programming that can motivate them to push themselves further. Studying programming is a journey that demands long-term consistency and commitment. Acquiring a software engineering degree is a process that involves a minimum of 4 years full time study. Advanced students in our classes, still in junior high school, have achieved feats that would not be expected of university students until the 3rd or 4th years of a software engineering degree. Studying programming requires commitment and consistency but it also deeply rewards those who can live up to the challenge. If your children keep programming they will achieve things they never knew were possible.

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As governments clamp down particularly on private #highereducation providers this will have serious implications down stream on the ability of universities to recruit #internationalstudents. Ending onshore visa changes & increasing English language requirements will have knock on effects for the wider Australian #highered sector. “Shonky’, ‘dodgy’, & ‘Mickey Mouse’ are just a few of the terms that have been used by #Australian politicians recently to describe non-genuine providers in the #internationaleducation sector, & it is rhetoric that is unfairly tarnishing the sector as a whole, experts argue. This language may highlight real concerns but it also reveals how #migration is being used as a ‘cloak of convenience’ to address broader problems within the sector, said Troy Williams, CEO of the Independent Tertiary Education Council Australia at The PIE Live Asia Pacific conference on the Gold Coast. Instead of focusing solely on the few problematic providers, this approach risks overshadowing the many reputable registered Australian training organisations & the crucial role they play, Williams said. In a bid to reduce net migration by 50% by 2025, regulations on #studentvisas have been tightened, including stricter visa requirements, enhanced #English proficiency tests, & more rigorous guidelines for #education #agents who recruit #internationalstudents. The impact of the crackdown on #ELICOS & #VET providers has already been significant, argues Mark Raven, general manager revenue at IH Sydney Training Services. The unpredictable nature of #Australian visa decisions is creating significant challenges for providers and students alike, said Ian Aird CEO, English Australia, the peak body for the #EnglishLanguage sector of international education. Decisions often seem arbitrary, with little recourse for applicants facing unjust refusals. “The issue is a complete & utter lack of transparency. If there were meaningful, consistently applied rules, the sector would adjust & manage them. But the issue is it is anyone’s guess whether a visa will be approved – my inbox is filled with absurd refusals.” Asia Careers Group SDN BHD - Investing in International Futures AUIDF British Council BUILA Education New Zealand | Manapou ki te Ao International Education Association of Australia (IEAA) Innovative Research Universities (IRU) University Industry Innovation Network (UIIN) University Industry Innovation Network (UIIN) Independent Tertiary Education NZ (ITENZ) National Association of Graduate Careers Advisory Services (NAGCAS) Regional Universities Network The Group of Eight UCAS UKCISA Universities Australia Universities Canada Universities UK Universities UK International

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Great article again from The Koala News, highlighting the recent budget cuts that severely impact the essential data and information provided by student QILT surveys. https://lnkd.in/gyrFBuCF) QILT surveys are the number one Government metric for student feedback related to provider quality and experience. You can compare student feedback and provider performance at https://lnkd.in/gsMnfkab At a time when international education providers and the industry as a whole is under the microscope, this budget cut seems at odds with the Government commitment to improving quality and student experience in the sector. #highered #intled #highereducation #internationaleducation #internationalstudents #australia

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When I need advice about almost anything relating to international ed, one of the first people I'll always call is Rob Lawrence. For that reason, I'm kinda stoked to launch this episode of the Global Horizons podcast! This episode is revealing for so many reasons: understanding how the industry has evolved over the past decades, insights into the challenges and opportunities ahead, and some great stories along the way! I hope you enjoy this conversation as much as I did! #podcast #intled #internationaleducation

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**What Factors Influence Today's Students? Key Insights for Recruitment.** The latest report by IDP Connect's comprehensive study reveals the key factors driving student decisions to pursue education abroad, providing valuable guidance for recruitment professionals. Key Findings: 💯 Quality of Education: Australia stands out for its high-quality education system, which remains a top priority for prospective students. 58% of students chose Australia for its high-quality education. 🔐 Safety and Security: Safety is a critical consideration, with many students choosing Australia because they perceive it as a safe destination for international students. 57% selected Australia for its safety. 🏢 Post-Study Work Opportunities: The availability of post-study work visas and employment opportunities significantly influence student decisions. 65% cited post-study work visa availability as a significant factor. 💵 Cost of Living: Rising living costs impact decision-making, with many students reconsidering their plans due to financial concerns. Over 50% of students reconsidered Australia due to the high cost of living. 👩‍👦 Parental Influence: Parents play a crucial role, often prioritizing safety, quality of education, and post-study work opportunities. 43% of students were most influenced by their parents when choosing Australia. Given Vietnam’s robust economic growth and young demographic, tailored strategies are crucial to attract Vietnamese students to Australia: 1️⃣ Emphasise Quality and Safety: Highlight Australia's renowned education quality and safe environment in all marketing materials and communications. 2️⃣ Address Cost Concerns: Provide transparent information about living costs and offer financial planning resources to help students and their families manage expenses. 3️⃣ Leverage Parental Influence: Engage parents through dedicated seminars and information sessions, showcasing the long-term benefits of an Australian education. 4️⃣ Promote Post-Study Opportunities: Emphasise the availability of post-study work visas and career prospects in Australia to appeal to career-oriented students. In light of the recent draft Australia’s International Education and Skills Strategic Framework, by persistently addressing these key factors, we can enhance our recruitment efforts and continue to attract talented students to Australia. Report source: https://lnkd.in/gcsXnEYA

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Such an honour to join colleagues from the Australian Higher Education sector and KPMG Australia to share our thoughts on how we are all striving to create a seamless and engaging experience for University students across our processes and systems in student administration and services. Not surprisingly, students see their higher education learning journeys as part of their life and expect a holistic approach across their administration, services, learning and support. University staff have broad and deep experience navigating a complex regulatory environment (sometimes resulting in contradictory policies and procedures), myriad systems, limited resources, restrained budgets and changing customer needs and wants. It's all a day-in-the-life of working in this amazing sector. If we harness our unified vision of delivering life-changing education experiences there's nothing we can't do :) At Charles Sturt University we're on a trajectory of modernising our core systems with our students and staff at the centre. I am incredibly proud to be working across the institution to unleash the collective knowledge of our incredible staff as we move toward the future of student management, which will provide our students with high quality self-service, radically simplified and automated processes to ease administrative burden, and empathetic engagement for the moments that matter. Download the paper here for more thoughts from the sector on reframing our service lens: https://lnkd.in/gdRD2d_7 #highereducation #studentsuccess #processautomation #studentexperience #staffexperience Michelle Gillespie Hannah Latham Neville Hiscox Annika Danielsson (GAICD) Kylie Readman Michelle King Dr Julian Edwards Cameron Fuller Rachael Lamb

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As much as we agree with Kimberley Martin’s summary, we think the impact of recent policy changes, are far more fundamental & in fact threaten #university autonomy! By capping international student numbers it limits the ability of a #university to be financially self sufficient, at the same time as governments seem less willing to fund #highered. This leaves institutions suck between a rock & a hard place! - “The student voice must not be lost,” we would go further & say it must be heard & amplified by the sector.

- “Change is afoot,” NO S_ _T just ask the private #internationaleducation sector whose businesses & #jobs are now seriously at risk.

- “Collaboration & togetherness,” agreed & while the #Australian sector is more collaborative than for example the UK there are still significant divisions between the The Group of Eight & the rest, plus regional & city based #highereducation institutions. 
 “There’s so much uncertainty & change facing international students right now,” said Joanna Storti, IDP Education Ltd, “And they don’t really get a vote on any of it. They don’t get to vote on what’s happening in the policy space… so we really need to listen to lean in & listen. To understand the potential impacts amongst our #future students & talk about what this means for future destination #Australia.”

Students highlighted critical areas where the sector needs improvement,” primarily in the area of support to transition to successful careers in Australia & importantly back in their home countries.

“One student shared the challenge of finding employment & recalled being advised to use a more Anglo-Saxon-sounding name on applications, while another spoke openly about the impact of structural racism on her experience.” The future of #intled in #Australia will depend upon aligning its offer to international #employability both in Australia & more importantly in its major source markets for international students. For the latest International Employability Insight subscribe to: https://lnkd.in/e5c_CSE4 Asia Careers Group SDN BHD - Investing in International Futures AUIDF Australian Technology Network of Universities (ATN Universities) British Council BUILA Education New Zealand | Manapou ki te Ao Australian International Education Conference (AIEC) International Education Association of Australia (IEAA) Innovative Research Universities (IRU) Independent Tertiary Education Council Australia National Association of Graduate Careers Advisory Services (NAGCAS) Regional Universities Network The Group of Eight UCAS UKCISA Universities Australia Universities Canada Universities UK Universities UK International

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What I love about this podcast is that it often challenges me to rethink my own perspectives. This episode discussed the New South Wales EduChat chatbot, a GenAI platform built on GPT 4 and 4 turbo (for now) and trained on NSW curricula and guardrails. I’m still of the opinion that there’s no such thing as “safe” AI, but that we should teach it anyway. I also don’t think tutor-style chatbots are necessarily the best future of the technology. Nonetheless, a few moments in this episode really made me optimistic: - Dan Hart’s comment that the approach reduces the mental load of educators confronted with thousands of edtech vendors trying to sell them “the best” AI - Addressing the equity issue (including in regional areas like mine) of providing access to a mixture of the most accurate models - Michelle Michael’s comment which is worth quoting in full: “It’s not about integrating the technology… it’s around how we critically assess the impact on learning outcomes and student engagement.” These aren’t AI grifters selling sparkle, nor are they corporately owned non-profits aggressively shoe horning into schools. This is a group of education professionals taking the lead on developing the technology alongside educators and students. I look forward to digging through the show notes and learning more about the approach. #artificialintelligence #aieducation

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For those interested in reading my thoughts on Jobs and Skills Australia proposed National Skills Taxonomy, see Campus Review Opinion Pieces. I appreciate the opportunity to meet with Nous Group today as they gather national feedback from interested parties. They are asking the right questions: Why? How? For whom? By whom? Let's hope there is plenty of thoughtful feedback from those with lived experience of VET ie. our workforce. https://lnkd.in/gNZ_bER5

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The recent senate hearings on the ESOS Bill have brought some much-needed attention to the precarious state of the international education sector in Australia. As highlighted by Phill Bevan and others, stakeholders are raising their voices against the government's international student policies, warning against the hasty and damaging decisions that seem to be taking a toll on an already struggling industry. It is deeply concerning to witness the impact of these policies, not just on the international education ecosystem but also on the livelihoods of so many Australians. The recent decisions to impose caps and implement numerous changes in a short span have done more harm than good, threatening 30,000 jobs in the sector. Thousands have already been affected, and this is a wake-up call to reassess our priorities and approaches. The international education sector has long been a pillar of economic and cultural exchange, and its decline could have far-reaching negative consequences. It's time the government listened to the stakeholders and experts who are advocating for thoughtful and sustainable strategies that ensure the vitality and resilience of this essential industry.

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