Posted by & filed under Builders, Constructing Courses to Enhance learning, flexible learning practice, mosomelt.

Learning outcomes.

After students have finished this course they will have built on prior knowledge to produce more advanced outcomes. They will provide the building industry with people that can read and interpret drawings. They will be able to make decisions based on sound knowledge and having the ability to communicate at another level. 

  1. control and enhance the quality of building and related projects.
  2. ensure projects achieve technical objectives.
  3. They will be able to establish the basic character of the building representing the requirements of the client.

Elements From NZQA

  • Determine work to be done from given working drawings for a building of two storeys.
  • Determine materials required from given working drawings and specifications for a building of two storeys.
  • Why it isn’t working and how to make it work.

    These are two simple elements but have been so badly over assessed by the BCITO in the past the students have been left dazed and confused for some time afterwards. The current BCITO assessment activity takes about 10 -14 hours. This time frame is ridiculous and it doesn’t allow any time for teaching along the way.To criticize more, the questions in the assessment are often open ended and need a lot of defining for the student to correctly answer them.

    The students that we a teaching are apprentices that have been in the industry for over three years. The type of prior knowledge that they bring to the class is very good but still they find the assessment very difficult.

    So I have established that the current system does not work and the reason is that it is complex, the assessment takes too long and the questions are not clear in their wording. To fix the course I want to-

    1. Sharpen up the teaching material by adding in some hands on examples and trying to use actual real situations.
    2. Include some video of classes that we are already teaching live to apprentices.
    3. Videos on how to sketch assembly details. (article about open poly)
    4. Have some narrated power point presentations of examples of drawings, symbols, examples of scale, line-work and how to read and reference working drawings.
    5. Have a set of house plan to complete the assessment.
    6. Re write an assessment that could be used by distance and face to face students.
    7. Resources required for the assessment.

    Ways to market the course to others outside carpentry 

    Terry explained to me the benefits of breaking the unit standard down into usable parts that could be sold to other institutes or polytechs. The advantage of this is that for example a polytech in Australia may wish to use the part of the package to teach students about architectural symbols. Australia and New Zealand like in many things share the same symbols and even have to conform to the same standard, so it makes sense to use the same teaching material.On this advice I think that the CD ROM files could be  separated in the teaching resource so it could be broken down into smaller subjects. Another use for this is that the architectural draughting department might like to use the same teaching resource. There could be a data base of teaching material for many subjects and then the teaching material for each course could then be put together for each course.

      Article about qualifications that meet industry needs

      Learner analysis.

      At the present time in the building industry changes are happening in the way that the public will perceive a qualified builder. Currently the public sees builders as ‘trade qualified’ and sometimes members of a professional organization e.g. master builders or certified builders. That will all change in November 2009 when buildings that require consent to build will need a licensed person to carry out that work.  With the extra responsibility of holding a professional license there will be recognition of qualifications and prior knowledge. There is to be changes to the National certificate and one of them is to move a unit standard that we currently teach to another qualification.  

      a)      I am going to teach this unit standard about reading plans and specifications to qualified carpenters.

      b)      These students want to go on from the national certificate and get the leading hand site   supervisor qualification.

      c)      In three years no one coming out of the qualification will be credited with this unit standard.

      d)      I teach this unit standard currently

      e)      I will be teaching nearly all young men.

      f)       Age group to be 21 years old – approx 30 years old.

      g)      Prerequisite National Certificate in Carpentry. (level 4)

      h)      Geographically spread out through out NZ

      i)        Motivated go getters. (foreman potential)

      j)        Hard workers e.g. long hours and not a lot of time to read or concentrate for long times.

      k)      Young family or about to start having kids.

      l)        Knowledge to be from either a residential, light commercial or commercial background.

      m)    Usually not a mixture as firms aim at specializing in a field to save on setting up costs

      n)      Excellent for the polytechnic to be recognized as experts teaching expert builders in the industry.

      (this is from my Blackboard entry it is a pity I just couldn’t link it)

      Learner context

      The type of learner that we will be teaching are already familiar with the construction industry and will already hold a national certificate in carpentry. They may not be familiar with online learning or using a CD ROM. Face to face tutorials and an availability of a lecturer by phone and or email will be available during office hours. An orientation session to the use of the CD ROM will be timetabled  in the first face to face session. Learning support for the CD ROM and the material will be available after that.


       Balance of face to face and flexible learning content.

      With the same teaching material we are going to teach two separate groups of students. The full time students that attend the course live currently will still be here but we want to be able to deliver this course to others at a distance. I expect there to be a lot of live students that would also tend to want to take up the opportunity to do some distance learning.

      There will be lectures of a serious nature that will deliver information about the course and how the students could partake in it.

      Most of the course will be delivered using the material on the CD ROM and then working through assessment by them selves on in a group. It suit some students to do it in their own way in their own space. We encourage students to partake in group work for there own developmental benefit. Because a lot of the students doing the course will be in employment they tend to work very well in a group just as a building site works. The group dynamics are just the same and team leaders seem to naturally take control and divide up work loads and organise.

      Course intro – live or distance

      Plan reading, symbol identification, scale drawing, working drawing, projections and views, aabreviations – flexible delivery

      Assessment – group work

    Posted by & filed under Constructing Courses to Enhance learning, flexible learning practice, mosomelt.

    Howdy Folks

    I have jumped past the third assessment activity to have a go at making a web page while I was on leave. It back fired a bit because I spent all my leave building at home, so now I am back at work again slotting in time between classes building a web page.

    I googled web pages and at the top of the list was the google page creater. It is easy to use and I didn’t have too many blunders along the way. I did think that it was short of options to make my pages look semi professional  so I went with loud and colourful.

    The links were easy to put in only because I have ben doing them all year. Pictures were easy to upload and edit while in the page itself.

    All together a good learning experience but very time consuming.

    Posted by & filed under Constructing Courses to Enhance learning, mosomelt.

    Talked to Terry and we had a discussion about further development ideas for my proposed course.

    If I get the subject and break it down into skill set’s we can later on break these down into stand alone courses. As stand alone courses like the ones on the ausy toolboxes they can be chopped up rather than one full unit.

    The idea of this is to have the option to deliver the courses in smaller packages. For example a client may well only want to learn how to interpret symbols on working drawings. The NZ national cert. may mean nothing to them so they won’t care if they get a qualification from it or not from it. 

    Potentialy later we can sell these smaller courses more easily to other poly’s or overseas organisations.

    Posted by & filed under Constructing Courses to Enhance learning, mosomelt.

    The unit standard that I want to  enhance the delivery of is US13035.
    Unit Standard – 13035 Level 4, Credit 4Demonstrate Knowledge of Working Drawings, Specifications and Quantity Lists 
    Seven guiding Principles
    Some More Guiding Principles
    1.      Carefully choose what type of technology to use to suit the learner and their context.
    2.      Have a back up system if the one you were going to use goes horribly wrong.  
    3.      Choose technologies that are widely used, reliable and well supported.
    4.      Use systems that give the maximum time for students to get feedback
    My plan is to take this unit and make the students that use it pleased that they had. Using the theories above I want to make the assessment activity easier to follow and give the students help to find learning material.
     Learner outcomes 
    People credited with this unit standard are, for a building of two storeys, able to: determine work to be done from given working drawings; and determine required materials from given working drawings and specifications.
      Competence in this unit standard indicates compliance with current trade practice.      Current trade practice refers to the ability to work unsupervised, demonstrating knowledge and skills that reflect the productivity, uniformity, finish quality and material economies currently accepted within industry.

    The red bits I have highlighted are the bits that I want to focus on. Current trade practice is what builders that are good enough to train an apprentice are supposed to be doing.  So if the builders are practicing good trade practice let the apprentice see what he is doing as far as plan and specification reading and explain that to the assessor. The working drawings and specifications are in laymen’s terms the plans that builders use to build a house.
    What I want to do with that is develop it into a set of questions that the apprentice has to answer based on what he is doing on site. The outcomes will then be matched by what real life situations the apprentice will be experiencing. The unit standard its self will be learnt over a longer period of time but with less paper based learning.

    Learning activities
    Principle idea 3: Encouraging Active Learning &
    Principle idea 5: Spend More Time on Task and Reduce Wasted Time
    I want to get the student to spend more time answering questions about the current job he is working on or a job that the student has recently worked on. This way the student is almost thinking about working it out during work time rather that his own time. They can also start to think about possible effects of drawn communication breaking down and not following a standard drawing procedure.  
    The content of the material that I want to put together is a simple explanation of what the trainee notes currently explain. At the moment the notes are great but they need to get the student to think about what they are doing at work rather than adding an extra work space into their busy lives. Using a CD rom and hard copy of material I want to get the students some examples of:1.      Things that don’t work and why2.      Confusing drawings3.      Help with answering questions4.      Places to find out more E.g. References, web sites, books and videos5.      Video footage of parts of classes that we run.6.      Other explanations in drawing format, spoken word and written.   
    There is currently an assessment which is a good set of questions based on a set of working drawing of a fictitious house. The questions are puzzling and cause students currently to cause brain haemorrhages during classes. They are too complex and require full and proper explanations to the students. What I want to do is create a set of questions including some of the current ones for students to work through in conjunction with the current project that they are working on.