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 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..
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Overall Strategy and Dimensions
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Content
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Activities
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*Communication
Interactions |
Assessment
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Strategy:
Computer
Based Program (CD)
Guided
repair procedures
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Workshop
tasks with guided technician support or prompt if the wrong steps are taken
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Tasks
are used as direct preparation for actual activities in the workplace.
Knowledge
questions and answers as they progress.
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Student’s
activities are recorded and reports generated. Times taken and number of
mistakes made.
Tutor
observations of patterns
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Completion
of an activity in required time and with limited no. of mistakes to equate to
quality workmanship.
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Dimensions:
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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.
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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.
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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.
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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.
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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
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;
U.S
Army remote military repair training - sourced
from;
Great work. The strategy is clearly described and the benefits for learning are evident. Don't forget that you can also include formative assessment.
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