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.
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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 disassembly 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.
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).
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.
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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:
E-portfolio
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Assessment
criteria covered and highlighted, standards and expectations
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Task
records with details retaining to each specific task that requires
knowledge/skill to be demonstrated.
Uploaded
job cards / photos/ videos of tasks.
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Access
to E-portfolio
-workplace
employers
-workshop
team/group
-Potential
employers
Scheduled
tutor feedback to check progress
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Final
submission for marking and checking that criteria is meet.
Feedback
required
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Dimensions:
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Record
of learning to demonstrate levels of ability and knowledge.
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Reflection
of tasks
Students
to comment on their learning by giving feedback on their learning
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Students
able to view each other’s e-portfolio and leave constructive comments.
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E-portfolio
is used as a record of work the student has attempted and completed.
Matrix
for marking
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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;
A practical guide to providing flexible learning in further
and higher education by Casey, J. & Wilson, P. (2005).
Otago Polytechnic - Carpentry Department –
Matt Thompson.
