Flexible Learning 3

Module two – Activity four

Diversity

In the automotive programme we have a module learning “Terminology in the automotive industry”

Whilst working through this module the students are introduced too, not only the diverse range of terms used in our industry, but also made aware of the large amount of terms used for exactly the same thing. For example one part of an engine is called a Valve cover   - A long metal lid located on the top of the cylinder head on vehicles with overhead camshafts. The valve cover is removed when the valves need adjusting. This can also be called rocker cover, tappet cover, top cover, rocker box and there may be many more.

Sometimes this would depend on what country you are working in or even the slang your co-workers used, these all can be major barriers in the industry ( And expensive for parts suppliers) and may cause misunderstanding and comprehension problems during assessments exams.

To overcome some of these issues we use direct our students to an on-line resource, an automotive dictionary. While working on this activity I have thought that we could also have hyperlinks to this dictionary in our own material and therefore giving the students better access to the terms they struggle to understand. We also use as many different terms and real experiences as possible to help the students understand the need to be aware that other peoples training and language might be different but while being the same as their own.

References;

http://www.motorera.com/dictionary/INDEX.HTM

http://en.wikipedia.org/wiki/File:Shelby_Mustang_GT350_engine.jpg

http://wikieducator.org/Flexible_Learning/Access_and_Equity

Flexible Learning 2

Module One – Activity three

Certificate in Information technology Level 4

This is a 16 week programme with open entry with a selection on the ability to succeed.  In this programme students will receive an introduction to computing and software that can lead into further training in industry or education.  This is a practical course to gain skills with software applications such as word and excel and hardware, programming and operating systems and exploring on line tools.

The student’s majority demographic is young males 18-23 that fill most of the places. 

There are 4 courses (15 credits) that are run concurrently with classes sized around 20 students per class.

Each course will have 2-3 classes per week with a classroom discussion session and then computer lab activities.

The flexibility is built into this course by discussion groups made available on Moodle after the event and computer labs can be performed in a limited capacity from home.  For maximum gains, it would be beneficial to attend all lessons.  Each course has the full term to be completed and does not need to have one completed to progress to the next.

When reflecting on the degree of flexibility, this programme stands as a very flexible course from open entry with bridging options into the course and after course completion.  Also there is the ability to complete course material at their own pace, with a mainstay of excellent equipment and great staff.

A good task that may transfer to our Automotive Programmes would be a programme where the students build computers that have real life reactions if the computer is assembled incorrectly.

Reference;

Hamish Smith Programme Manager CIT / CITSS
Information Technology (ICT) Otago Polytechnic, Dunedin

Flexible Learning 1

Module one – Activity two

I see this as a two pronged topic,

·         Flexible learning to me in an automotive training environment is about developing and blending different styles to adapt to individual learners needs, being able to have a range of methods to allow the students to consistently use a method that engages them into learning.

Our learners mostly come from the “Kinesthetic” learning preference ( VARK ) and respond well to the practical type of delivery but also require varying ways of delivery to fully understand a topic.

 

·         Flexibility is also needed in the where and when the students can learn the given topic, the pressures of today are forever increasing and moreover students need to move their study around the lives, work and families. If a course is to be flexible then this would be one of the main aspects that would encourage people to engage in study in knowing of their own responsibilities

To surmise with regards to the automotive programs we need to look at having adequate access to learning resources and time frames that are flexible enough to give all the students time to get a good foundation of knowledge, and the ability to record the evidence of competence, in our case either by ourselves or a workplace assessor.

References;

http://www.enhancementthemes.ac.uk/docs/publications/a-practical-guide-to-providing-flexible-learning-in-further-and-higher-education.pdf

http://wikieducator.org/Flexible_Learning/What_is_Flexible_Learning%3F