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://wikieducator.org/Flexible_Learning/Access_and_Equity
Hamish this is a really interesting example in your area about the 'fish hooks' that can lurk within the diversity of language. Automotive engineering like any discipline clearly requires students to learn a new language. You are using some good strategies to support students to do this - using consistent terminology is an important part of the challenge.
ReplyDeleteyou have done part of activity four - an example of the context. It would be good to hear more about other aspects of diversity such as: learning culture, socio-economics, ethnicity, assessments, learner motivation, engagement and abilities - and how these impact on learning. For example, what is the gender mix? Does your course attract women, and Maori and Pacific Island learners? If not what could be done to increase enrolments from these groups?
Any thoughts about the concept of universal design?
Hi Bronwyn, Thank you for your feed back on my posts,
ReplyDeleteI will expand on these items in the final assessment task.
Regards
Hamish