Assessment Part 2

Blended Learning Strategies – Design 2

E-Portfolio

The construction of an e-portfolio for the automotive students at Otago polytechnic would be of benefit to the students by recording the record of learning and giving them their own platform to continue throughout their careers to show lifelong learning and record tasks they carry out on a daily basis.

Using a range of compatible platforms such as Flickr Blog or Blogger, which fit in with the way the material, needs to assessed in and easy to follow style. So that with photos and information relating to the photo, is clearly written in order to show learning and understanding. The benefit of using a open style of platform will allow encouragement and comments from other industry experienced experts offering their guidance. Local industry supporters would also be able to follow their work experience student through there course and have a better understanding of their abilities and progress.

One of the aspects of the automotive repair industry is that “the car you are working on is not the only one with that very same fault in it.” So an e-portfolio can help a technician record a large range of repairs for future benefit, alongside of the benefits as a living CV document, a record of learning, quality control and proof of quality workmanship.

Overall Strategy and Dimensions	Content	Activities	*Communication Interactions	Assessment
Strategy: E-portfolio	Assessment criteria covered and highlighted, standards and expectations	Task records with details retaining to each specific task that requires knowledge/skill to be demonstrated. Uploaded job cards / photos/ videos of tasks.	Access to E-portfolio -workplace employers -workshop team/group -Potential employers Scheduled tutor feedback to check progress	Final submission for marking and checking that criteria is meet. Feedback required
Dimensions:	Record of learning to demonstrate levels of ability and knowledge.	Reflection of tasks Students to comment on their learning by giving feedback on their learning	Students able to view each other’s e-portfolio and leave constructive comments.	E-portfolio is used as a record of work the student has attempted and completed. Matrix for marking

 

Delivery

This type of learning would be taught with an instructional lesson(s) to get them started and buy into the concept. The criteria would be clearly set out so the students knew exactly what expected. There would be scope to allow the students to create any design or style that worked for them for their own e-portfolio. Initially this would take place on campus and would develop to a fully off campus task.

Flexibility

Taking this type of approach to gathering information around a students’ learning would be a very flexible model, working in and around all of life’s other challenges. Working to a course program would put some end of course time restrictions onto it but it would fit very nicely with the automotive apprentice where the students’ needs are controlled more by the jobs coming into the workshop that day than following a particular schedule.

Learning

The learning comes in from the reflection and the process of running through each part of a task mentally after the event allowing for thought on improvement of practices and procedures.

Assessment

A matrix template would be needed to allow the assessor to check off the tasks against the criteria of the course or unit standard as they went through each e-portfolio.

Reference;

http://wikieducator.org/Flexible_Learning/Strategies_for_Flexible_Learning

A practical guide to providing flexible learning in further and higher education by Casey, J. & Wilson, P. (2005).

Otago Polytechnic - Carpentry Department – Matt Thompson.

Assessment Part 1

Flexible learning strategies

 

During this project I have explored a number of different types of strategies & styles for teaching young adults. I am going to look at two strategies that could be developed in our program as they have shown to be good value in other areas or from other training facilities.

 

Blended Learning Strategies – Design 1

Guided repair procedures

In this program students are to work their way through a range of simulated workshop activities/procedures. Similar to the situations they face in the workshops. This can start at the point of the contact with the customer and go right the way through workshop activity and finish with the handover back to the customer informing them of the work done and the methods used to carry out the repair.

This would be a computer based program that would take the students through a range of scenarios similar to the activities carried out in the workshop. The computer program would have instructions on the screen and highlight the component to be removed or repaired so the procedure can be carry out in the correct sequence.

During the steps of the procedure the student has a range of options to select from and is guided by the built in technical support on making the correct decision. This can be down to tool selection or which part fits on next, with audible and visual indicators.

The tasks will be replicas of a actual job preformed in the workshop, so the students can use this as a way of building up their knowledge base and getting introduced to the terminology. Then when progression into the workshop takes place they will have been familiarised with the procedure and only fine tuning of practical’s skills is need to complete assessments. This will also reduce the wear and tear of workshop equipment and damage done while practising these tasks.

A reserch study by Zhang (2005) states;

"This empirical study reveals that when a multimedia-based e-learning

environment offers more learner–content interaction, learning performance

and learner satisfaction can be improved."

And with the theory of improving student satisfacion they are also engaging more and learning more, which in turn increases desire to learn more and so it goes on..

 

 

 

 

Overall Strategy and Dimensions	Content	Activities	*Communication Interactions	Assessment
Strategy: Computer Based Program (CD) Guided repair procedures	Workshop tasks with guided technician support or prompt if the wrong steps are taken	Tasks are used as direct preparation for actual activities in the workplace. Knowledge questions and answers as they progress.	Student’s activities are recorded and reports generated. Times taken and number of mistakes made. Tutor observations of patterns	Completion of an activity in required time and with limited no. of mistakes to equate to quality workmanship.
Dimensions:	Create an App that is a simulated workshop scenario where by the student is informed on each step if the move is correct or not, with audio or visual displays.	Different automotive tasks are set up as computer graphic displays. The student has to fix the problem, by dis-assembly and reassemble in the correct sequence, by clicking/pasting, dragging icons to complete the task.	Each computer task has a timer application. The students’ progress time is forwarded to the facilitators and each student is required to give feedback on how they felt the task went. Email/ message function to facilitator for help.	The timed aspect and mistake record gives and assessment of how quickly and efficiently the student completed each task. Students are informed on their result immediately. Progress is forwarded to the facilitator.

 

Delivery

 

This type of program can be done on and off campus, with tutor lessons to start the student’s off, which can be a pre-recorded instructional video or information sheets. Then each simulated task would be able to be completed individually or as part of a course plan followed by practical workshop activities, lessons or assessments. The students would be able to access the App from a supported computer based device with a connection to the internet. This would allow the results and actions to be recorded to evaluate a student’s progress and ability. The collection of this data would inform the teaching staff of the trends of the students, Eg. If all the students were struggling on one task then more teaching could be done in that area. With this type of tracking of learning there would be a large range of data items that would help the tutors to focus on what really needs covered in class and gauge what the students know enabling the workshops and theory classes to be more effective and have better engagement from the students.

Flexibility

The scope for this type of training is extending the parameters on three of the five dimensions of flexibility. With time as a major factor in today’s world this will give students the option to preform task anywhere at any time. Instructional approaches and delivery logistics would be improved with students being able to practice away from campus and still have the contact of the tutors.

 

Learning

By having time and quality monitoring, the students could also be able to challenge each other and teach each other better ways of preforming the tasks. Similar to the type of practice carried out in the workshop or computer gaming situations to enhance each other’s ability. Reflection would be encouraged in the feedback and the facilitator can discuss progress and ability with the students prior to entering the workshop classes.

Assessment

The assessments would be written by the course tutors as they would normally do to get the learning aligned with the unit standards or projects and with the support of IT people with strong skills to build and design this program together. The support of industry would be sort in finding out the effectiveness of students taught in this way (are they able to transfer their skills into the workshop environment).

The records taken from the program data shows students ability and prior knowledge can be checked with pop up questions during the procedure. This collated data would then allow the student access onto the next activities or into the workshop to complete the task for real.

 

References;

Game-Based Learning: What it is, Why it Works, and Where it's Going -  retrieved from

http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html

Interactive Multimedia-Based E-Learning: A Study of Effectiveness- retrieved from

http://www.anitacrawley.net/Articles/Interactive%20Multimedia-Based.pdf

Casey, J. & Wilson, P. (2005). A practical guide to providing flexible learning in further and higher education. Retrieved from http://wikieducator.org/Flexible_Learning/Strategies_for_Flexible_Learning

National VET E-learning Strategy  - retrieved from;

http://toolboxes.flexiblelearning.net.au/preview/index.htm

U.S Army remote military repair training  - sourced from;

http://singularityhub.com/2010/01/11/augmented-reality-to-help-military-mechanics-fix-vehicles-video/assistance

 

 

 

 

 

 

Activity 8

Flexible learning strategies

 

During this project I have explored a number of different types of strategies & styles for teaching young adults. I am going to look at two strategies that could be developed in our program as they have shown to be good value in other areas or from other training facilities.

 

Blended Learning Strategies – Design 1

Guided repair procedures

In this program students are to work their way through a range of simulated workshop activities/procedures. Similar to the situations they face in the workshops. This can start at the point of the contact with the customer and go right the way through to the handover back to the  customer informing them of the work done and the methods used to carry out the repair.

During the steps of the procedure the student has a range of options to select and is guided by the built in technical support on making the correct decision. This can be down to tool selection or which part fits on next, with audible and visual indicators.

 

Overall Strategy and Dimensions	Content	Activities	*Communication Interactions	Assessment
Strategy: Computer Based Program (CD) Guided repair procedures	Workshop tasks with guided technician support or prompt if the wrong steps are taken	Tasks are used as direct preparation for actual activities in the workplace. Knowledge questions and answers as they progress.	Student’s activities are recorded and reports generated. Times taken and number of mistakes made. Tutor observations of patterns	Completion of an activity in required time and with limited no. of mistakes to equate to quality workmanship.
Dimensions:	Create an App that is a simulated workshop scenario where by the student is informed on each step if the move is correct or not, with audio or visual displays.	Different automotive tasks are set up as computer graphic displays. The student has to fix the problem, by disassembly and reassemble in the correct sequence, by clicking/pasting, dragging icons to complete the task.	Each computer task has a timer application. The students’ progress time is forwarded to the facilitators and each student is required to give feedback on how they felt the task went. Email/ message function to facilitator for help.	The timed aspect and mistake record gives and assessment of how quickly and efficiently the student completed each task. Students are informed on their result immediately. Progress is forwarded to the facilitator.

 

Delivery

 

This type of program can be done on and off campus, with tutor lessons to start the student’s off., which can be a pre-recorded instructional video or information sheets. Then each simulated task would be able to be completed individually or as part of a course plan followed by practical workshop activities, lessons or assessments.

Flexibility

The scope for this type of training is extending the parameters on three of the five dimensions of flexibility. With time as a major factor in today’s world this will give students the option to preform task anywhere at any time. Instructional approaches and delivery logistics would be improved with students being able to practice away from campus and still have the contact of the tutors.

Learning

By having time and quality monitoring, the students could also be able to challenge each other and teach each other better ways of preforming the tasks. Similar to the type of practice carried out in the workshop or computer gaming situations to enhance each other’s ability. Reflection would be encouraged in the feedback and the facilitator can discuss progress and ability with the students prior to entering the workshop classes.

Assessment

The records taken from the program data shows students ability and prior knowledge can be checked with pop up questions during the procedure. This collated data would then allow the student access onto the next activities or into the workshop to complete the task for real.

 

References;

A practical guide to providing flexible learning in further and higher education by Casey, J. & Wilson, P. (2005).

http://wikieducator.org/Flexible_Learning/Strategies_for_Flexible_Learning

http://toolboxes.flexiblelearning.net.au/preview/index.htm

U.S Army remote military repair training

 

 

 

Blended Learning Strategies – Design 2

E-Portfolio

The construction of an e-portfolio for the automotive students at Otago polytechnic would be of benefit to the students by recording the record of learning and giving them their own platform to continue throughout their careers to show lifelong learning and record tasks they carry out on a daily basis.

One of the aspects of the automotive repair industry is that “the car you are working on is not the only one with that very same fault in it.” So an e-portfolio can help a technician record a large range of repairs for future benefit, alongside of the benefits as a living CV document, a record of learning, quality control and proof of quality workmanship.

Overall Strategy and Dimensions	Content	Activities	*Communication Interactions	Assessment
Strategy: E-portfolio	Assessment criteria covered and highlighted, standards and expectations	Task records with details retaining to each specific task that requires knowledge/skill to be demonstrated. Uploaded job cards / photos/ videos of tasks.	Access to E-portfolio -workplace employers -workshop team/group -Potential employers Scheduled tutor feedback to check progress	Final submission for marking and checking that criteria is meet. Feedback required
Dimensions:	Record of learning to demonstrate levels of ability and knowledge.	Reflection of tasks Students to comment on their learning by giving feedback on their learning	Students able to view each other’s e-portfolio and leave constructive comments.	E-portfolio is used as a record of work the student has attempted and completed. Matrix for marking

 

Delivery

This type of learning would be taught with an instructional lesson(s) to get them started and buy into the concept. The criteria would be clearly set out so the students knew exactly what expected. There would be scope to allow the students to create any design or style that worked for them for their own e-portfolio. Initially this would take place on campus and would develop to a fully off campus task.

Flexibility

Taking this type of approach to gathering information around a students’ learning would be a very flexible model, working in and around all of life’s other challenges. Working to a course program would put some end of course time restrictions onto it but it would fit very nicely with the automotive apprentice where the students’ needs are controlled more by the jobs coming into the workshop that day than following a particular schedule.

Learning

The learning comes in from the reflection and the process of running through each part of a task mentally after the event allowing for thought on improvement of practices and procedures.

Assessment

A matrix template would be needed to allow the assessor to check off the tasks against the criteria of the course or unit standard as they went through each e-portfolio.

Reference;

http://wikieducator.org/Flexible_Learning/Strategies_for_Flexible_Learning

A practical guide to providing flexible learning in further and higher education by Casey, J. & Wilson, P. (2005).

Otago Polytechnic - Carpentry Department – Matt Thompson.

Flexible learning 6

Open Education Resources (OER/OEP)

Activity 7

Definition of Open Educational Resources

OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.

Definition of Open Educational Practices

Open Educational Practices (OEP) are defined as practices which support the production, use and reuse of high quality open educational resources (OER) through institutional policies, which promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path. OEP address the whole OER governance community: policy makers, managers and administrators of organizations, educational professionals and learners.

OER & OEP in my context

The theory behind the movement to an open education society does have very good to the effect that we are getting into the mind-set of sharing all knowledge to help others learn and enjoy learning.

All learning becomes a task and then moved away from if it becomes too hard and seems out of reach. In an open educational resources movement all information can be accessed by any one and the learning is unlimited, then the training institutes are in the business of assessing capability.

In this modern world students expect to find the information they need at their fingertips but the drawback is that one cannot always take what they find on the internet as gospel. We are encouraged to listen to their findings and have an open discussion around the topics and compare to our own situations and current working practices. One of the great things about the internet is that it is bringing the world closer together and the ability to have two people thinking alike on different sides of the world is quite common. Then they can share information and develop new ideas better that they would on their own.

The difference from pre-internet days would be the training provider would supply all the necessary content for the students to know without going out of the box to far so the students didn’t get to overwhelmed. Today we have to teach the students skills to manage the information so they can sift through and only take the bits they need, sort of a personal content filter.

In our course we have a selection of approved resources that we encourage the students to use but we also have some activities that challenge the students to find and research new and emerging technology and write a report about it identifying the benefits and legislation requirements.

In these activities we allow the students to explore the industry and get excited of the scope the will have opportunities to go into either during training or after obtaining the qualification, and also give relevance to the material we are teaching.

 

Reference;

http://en.wikibooks.org/wiki/Open_Education_Practices:_A_User_Guide_for_Organisations/OER_Literature_Review#cite_note-PawlowskiBick-4

http://www.icde.org/en/resources/open_educational_quality_inititiative/definition_of_open_educational_practices/