This document discusses the Māori concept of "Ako", which means both "to teach" and "to learn", emphasizing reciprocity between the two. The author uses Ako to frame a postgraduate teaching certificate program, positioning participants as both teachers and learners. Examples are given of Ako in practice, such as co-constructed rubrics between lecturers and students. The author reflects on learning about practical teaching strategies and student needs as an academic developer. Overall, Ako provides an approach that aims to reduce fragmentation between teaching and learning roles through reciprocal, community-oriented practices.

1. Learning as Teaching and
Teaching as Learning
Using the Māori concept of ‘Ako’ to develop
collaborative professionals in a postgraduate
programme and beyond
Bernadette Knewstubb

2. Pikorua
The Pikorua
symbolizes the
strength and
beauty of
enduring
friendship and
interwoven
lives. It is
inspired by the
symbols of life
and growth.

3. Introduction
• Rowland calls on academic developers to
support the resolution of tensions, described
as ‘fragmentation’
• PG Certs as a site for defragmentation?

4. The problem of fragmenting language
In English, the verbs ‘to teach’ and ‘to learn’
separate the learner/teacher, the novice/expert, the
‘group to be fixed’/fixer

5. Learning and Teaching in a word
Apprendre
(French)
Dysgu
(Welsh)
Leren
(Dutch)
Учить
(Russian)
Ako
(M ori)ā
Others?

6. Ako: As word and concept
• In Māori, the verb ‘ako’ means both ‘to teach’ and ‘to
learn’
• In New Zealand is used conceptually, particularly in
areas such as Kaupapa Māori, a theory and research
approach centred on Māori education and
development (e.g. Santamaria, Lee & Harker, 2014)
• Used in many educational institutions, at local and
national levels (e.g Ako Aotearoa; Ako Victoria) to
emphasise ‘reciprocity of learning and teaching’

7. Ako contd.
• Alton-Lee (2003)
 Recognition of prior knowledge
 Shared learning experiences
 Reciprocal roles
 Improved learning outcomes
• Ka Hikitia (2008)
 Reciprocity
 Informed by latest research
 Link between learner and whānau (family/extended community)
• Marshall (2013)
 Extends this to open-learning frameworks
 Mutual respect

8. Ako in PHELT
Participants deliberately positioned as students
• Teacher as learner
 Research
 Reflection
 Reciprocity
• Learner as teacher
 Reflection
 Critical friendship
 Mentoring

9. • The professor and the ITS manager – innovation in action
• The lecturers and their students – co-constructed rubrics,
peer teaching and learning
• The Student Learning Advisor and the first-year lecturer –
developing transition tutorials for students
• The lecturer and his faculty – leading the mapping of
graduate attributes in a faculty
• The Education and the Chemistry lecturer – continued peer
observation, support, and critical friendship
• The research fellow and the teaching community –
coordinating VicTeach
Ako beyond PHELT ( few examples)

10. Ako as an academic developer
• Learning about technology!
• Contextualising theory in practice
• Learning about the impact of disciplinary
perspectives on educational understandings
• Some great ideas for teaching/learning
activities, assessment tasks
• Practicalities of innovation and student-
centredness
• Specific learning needs of VUW students

11. Your turn
What does ‘Ako’ mean to you in your context?

12. Reflection: Learning as a teaching
academic developer
1) What is context for your example? i.e., where were you
when you learned this thing?
2) What were you teaching/trying to achieve?
3) What did you learn, from whom?
4) What happened that led you to learn that?
5) How did you know that you had learned it?
6) How have you used that since?
7) What have you learned, as an academic developer, from
reflecting on that experience?

13. Discussion
1.Do you have a similar concept in your
institution/context?
2.How might this approach be used in other
contexts?
3.What might support an ako approach in our
everyday practice?
4.What might hinder an ako approach, and how
might we address this?

14. Conclusion: Teaching-Learning as Ako
• Defragmentation
• Continuing professional development in situ
• Communities of Practice
• A move away from consultant-consultee to
contributors to the development of higher
education

15. Thank You

16. References
Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis.
Wellington: Ministry of Education.
Ka Hikitia (2008) ‘Managing for success: the Maori education strategy 2008-12’, Te Tahuhu o te
Matauranga/Ministry of Education (2008, updated 2009) (available from:
http://tinyurl.com/p7nhngz).
Kandlbinder, P. & Peseta, T. (2009) Key concepts in postgraduate certificates in higher education
teaching and learning in Australasia and the United Kingdom, International Journal for
Academic Development, 14 (1), pp. 19-31
Marshall, S. (2013). Open Educational Curricula Interpreted Through the Māori Concept of Ako. In
M. Gosper and D. Ifenthaler (Eds) Curriculum Models for the 21st Century Using Learning
Technologies in Higher Education (pp. 55-70). New York, USA: Springer.
Rowland, S. (2002). Overcoming fragmentation in professional life: the challenge for academic
development. Higher Education Quarterly, 56(1), 52-64.
Rowland, S. (2006). The Enquiring University: n/a. McGraw-Hill Education (UK).