Program of study – Automotive Engineering, level 3
Design Phase
In this section I
am going to look at a section of our program and redesign an aspect of the
delivery to improve the student experience which will enhance the learning.
When we deliver theory
information to the students it is in the way of handouts, references to their
text books and a personal logon to and training resource called CDX. This is
made up with readings, videos and quizzes and test which we can monitor the
results of.
What I am
imagining we can do is…. Change the method we deliver the hand material so
rather than give a booklet with a limited amount of information, they are given
access to an e-book with clearly laid out material specifically focused on the
course learning outcomes and supported with many
animated video clips. Click on link below.
Development and Implementation plan
Project Name
Engine
Technology
Demonstrate
knowledge of operation of 2 &4 stroke petrol & diesel engines and strip
& assemble a 4 cylinder engine to a running state.
The Aim is to produce a better way to capture
the student’s attention and attract them to the information that will enhance
the learning and make the student hungry for more information. Currently
information is delivered and given out in handouts that can be hard to
comprehend for some students. If the student is not as driven to find the
answers, they will wait until the tutor can deliver it again and hope to gain a
better understanding the second time around. This is not a good way to learn in
this day and age as there is limited time to continue with this delivery
method. the students that can research and study well advance at a much faster
rate.
By
issuing access to electronic text books it becomes easier to involve more senses
of the student while studying and for the students that are less technology literate,
the pressure is relieved by only having one location to go to find all the
information required to pass the given subject.
The
electronic text books would be made up in a way that it would have a body of
text and pictures then a video clip demonstrating to process in discussion. This would involve more of the bodies senses and move the experience further down the "Cone of Learning"
Outcomes/Deliverables
This course is to be used in the pre-trade automotive program to develop underdstanding on engine operations. When
this resource is completed it could also be available as an open online resource, Or this could be created as packages to
sell to the training organizations’ to formulate as nationwide standard in automotive training.
The following general principles are intended to ensure that unit standards are fit for purpose in relation to all stakeholders.
Unit standards are:
· free from any unnecessary or unreasonable barriers to achievement on the basis of gender, ethnicity, or cultural background
· Consistent with the principles of Te Tiriti o Waitangi/Treaty of Waitangi[1].
Each unit standard:
· represents a significant outcome worthy of recognition in its own right
· recognises a significant outcome for which the need can be demonstrated
· Specifies clear and achievable outcomes.
This paragraph is taken from the link below and gives a fair representation on why we use unit standards for our Curriculum design.
Stakeholders
Our stakeholders have a range of needs
of the students, for example they need to be work ready and motivated
enthusiastic employees.. This is extremely important in the motor industry when
working on vehicle safety systems and putting people’s lives at risk.
Likewise the students would like to
have an industry recognised certificate that reinforces their dedication and
passion for what they do.
As it, a list of our stakeholders;
•Our
Students.
•Automotive
Service Industry.
•PEAC
Members.
•NZQA.
•Automotive
Teaching Team.
•Motor
Industry Training Organisation (MITO)
Design
Overview
Using the OTARA model for teaching and
learning, we can design the training material to have instructional text with
information about each component and a video on how to install or operate, make
a step by step process with in-depth learning all the way through the material.
Each video if all linked together would
form the complete task but broken into smaller sections will break the task
into manageable chunks.|
OBJECTIVES
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THEMES
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ACTIVITIES
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RESOURCES
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ASSESSMENTS
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To create an
interactive resource
for online
learning.
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Training Material with
instructional videos
Self paced.
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Lectures,
Group work,
Discussion’s
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Internet, Videos of
Use of tools and
Procedures.
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Demonstration
of
skills
learned
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Interactive.
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Self-Tests and
Quizzes
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Moodle book
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Literacy & numeracy
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online learning.
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video resources
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Activities
-
Engine
Operation
Broken
into parts:-
·
Knowledge
of 2 stroke petrol engines
·
Knowledge
of 4 stroke petrol engines
·
Knowledge
of 2 stroke Diesel engines
·
Knowledge
of 4 stroke petrol engines
·
Disassemble
asses and reassemble an engine to a running state.
Content
The content of this project will be made from
a variety of sources and developed into one complete resource. This will come from combining text books, videos
and lectures into a fully enveloping resource that contains all the information
to meet the students’ needs in completing the project to industry/assessment
standards.
Formative
learning can be done in groups and progressing to individual work for the
assessment.
Communication/interaction
The material will be available through
the Automotive Moodle page and or Facebook page; this will allow open discussion
and interaction with the tutors. Tutors could also set times to be available online
for direct access.
This will be supporting material for
the face to face workshop / theory lessons. Mobile devices would enable
students to access material at all times and on the move.
Assessment
During
the assessment activities the students will complete the disassemble of an
engine and complete a worksheet to demonstrate the knowledge required and then
reassemble to engine and complete the task by showing the tutor the startup of
the engine and being signed off as being up to standard.
Milestones and timeline for Objectives:
·
This
project would be run over 4 to 6 week period.
·
Self-tests
and Quizzes would need to be achieved and progress monitored to ensure
timelines are followed. Also enabling a level of achievement to be reached
before any practical assessment is attempted.
Resources
In
order undertake a development like this it will need to have a collaboration of
IT specialist CAD operators, automotive specialists and voiceover personnel and
video filming and editing personnel.
Time
would be the biggest factor in this sort of development as each part would have
to be drawn up individually, planned or filmed.
Evaluation:
To evaluate this will require close
monitoring of the following:
·
The
student’s interaction with the online learning material. e.g. participation, Quiz
completion rate and quality, number of attempts.
·
The
ease of use for students and facilitators.
·
How
does the actual content get directly related to learning outcomes and used for
prior learning.
By
monitoring the above factors constant improvement and adaptation of the training
material it can be improved each year. This will mean the content and material
can be kept more relevant and current to reflect modern practice in the
industry and expectations of the stake holders.
Formative
– evaluation forms for students to complete regarding the use of training material
(ease of use, how relevant was it to use etc). Have the facilitators analyze
the data in how the material was used (student participation, quiz success etc).
Also with the direct use in face to face lessons prompting questions and
answers directly from the training material as a gauge.
Summative
– Allow for feedback and ideas in evaluation forms from students to comment on
what improvements/changes they would like.
References;
The OTARA model retrieved from,
http://wikieducator.org/GCTLT/Learning_Design
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