tag:blogger.com,1999:blog-85817656210547621712023-11-16T04:49:23.596-08:00Flexible Learning 2013Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-8581765621054762171.post-26374110172255315522013-11-14T17:47:00.000-08:002013-11-14T17:47:25.413-08:00Constructing Courses presentationHi please follow this link to view my Constructing courses to enhance learning presentation.<br />
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I hope you enjoy. Please leave any comments.Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com2tag:blogger.com,1999:blog-8581765621054762171.post-49530365660672249502013-07-07T20:02:00.000-07:002013-07-07T20:02:17.088-07:00Assessment 1 Design Blended Learning Strategies<div align="center" class="MsoNormal" style="margin: 0cm 0cm 10pt; text-align: center;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Arial;">Flexible Learning Assessment 1<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #00b050; font-size: 16pt; line-height: 115%;"><span style="font-family: Arial;">Design strategies for blended learning<o:p></o:p></span></span></b></div>
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<span style="font-family: Arial;">My templates for two design ideas for blended learning</span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;"><span style="mso-tab-count: 1;"> </span>Overall Strategy and Dimensions for using <b style="mso-bidi-font-weight: normal;">Blogging</b></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;"><span style="mso-tab-count: 1;"> </span>Overall Strategy and Dimensions for using <b style="mso-bidi-font-weight: normal;">Interactive training game</b><o:p></o:p></span></span></div>
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<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" /></span>
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<span style="font-family: Arial;">My current learning environment for the students</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">How is the course structured?<o:p></o:p></span></b></div>
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<span style="font-family: Arial;"><span style="mso-tab-count: 1;"> </span>The current learning environment for our students is a destination program that incorporates 20hrs face to face learning made up of practical and theory classes. All the classes are designed to develop the student’s skills and knowledge (practical and theoretical) around the learning outcomes for the course. These outcomes reflect current unit standards that have been chosen to best reflect current industry requirements for a modern automotive apprentice. The course is a one year full time course that starts in February and finishes in December.<span style="mso-bidi-font-family: Arial;"> <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">The course is open entry, apart from the students must demonstrate English language skills up to an overall score of 5.0. And it is an advantage to have completed the level 1 in automotive foundation skills.<o:p></o:p></span></span></div>
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<span style="font-family: Arial;">There are various mediums that we use to deliver the content e.g. manuals, online learning resource, moodle and practical workshops that enable the students to physically get the experience required to understand the content. By using these mediums we are trying to deliver to all the learning styles. See the </span><a href="http://www.vark-learn.com/english/index.asp"><span style="color: purple; font-family: Arial;">VARK</span></a><span style="font-family: Arial;"> learning style guide.</span></div>
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<span style="font-family: Arial;">Assessments are delivered through practical tasks that reflect current industry standards and theory test available through the online learning resource or physical test papers. All assessments have to meet current unit standards of the material we are delivering.</span></div>
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<span style="font-family: Arial;">How flexible is the course?</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivp-9Q1C2ujVDcnFPBDLeHhEm1ypy9R2pnmO0x_0DKyAPlrHbX4uW-eZRG3eI03wP66harRbFRwO4acYXTVYBNCe7LqcDPB8Sf8l9zr9TR4AyDeJMA7sM85HyUDTdjsq282V4vRHA_gwA5/s1600/auto+flex+continum.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="310" oya="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivp-9Q1C2ujVDcnFPBDLeHhEm1ypy9R2pnmO0x_0DKyAPlrHbX4uW-eZRG3eI03wP66harRbFRwO4acYXTVYBNCe7LqcDPB8Sf8l9zr9TR4AyDeJMA7sM85HyUDTdjsq282V4vRHA_gwA5/s400/auto+flex+continum.bmp" width="400" /></a></div>
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<span style="font-family: Arial;">This is how I see the current automotive course against <b style="mso-bidi-font-weight: normal;">The five dimensions of flexibility</b> </span></div>
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<span style="font-family: Arial;">Taken from Casey, J. & Wilson, P. (2005<span style="mso-bidi-font-family: Arial;">).. <i>A practical guide to providing flexible learning</i>. Retrieved from </span></span><a href="http://www.enhancementthemes.ac.uk/docs/publications/a-practical-guide-to-providing-flexible-learning-in-further-and-higher-education.pdf"><span style="mso-bidi-font-family: Arial;"><span style="color: purple; font-family: Arial;">http://www.enhancementthemes.ac.uk/docs/publications/a-practical-guide-to-providing-flexible-learning-in-further-and-higher-education.pdf</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Who are my learners?<o:p></o:p></span></b></div>
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<span style="font-family: Arial;">A majority of the students are young males between the ages of 17 to 35 years of age all with an interest in an automotive career or would like to know more about automotive machinery and “how it works”. They all prefer working with “their hands” over theory material. They all want to become “problem solvers”. Their literacy and numeracy skills vary from low to medium scores. Come from all ethnic backgrounds commonly found in New Zealand. The economic background varies amongst the group greatly and can become an issue with access to electronic learning material. All have a natural ability to work with their hands and often struggle to understand operation of components without the opportunity to pull it apart and see how it works. Their computer skills are set up for surfing the net and YouTube exploration, beyond that they need prompting to know what a computer can actually be used for. The students struggle to do self directed study and are easily distracted from focusing on content if it’s not delivered in a fifteen minute window. So basically they are your typical modern day level two to three student.</span></div>
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<span style="font-family: Arial;">For more information on the diversity and who my students are see my </span><a href="http://kdonflexlearn.blogspot.co.nz/"><span style="color: purple; font-family: Arial;">Blog</span></a><span style="font-family: Arial;"> posts on activity two, three and four.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Barriers that impede my learners<o:p></o:p></span></b></div>
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<span style="font-family: Arial;">The biggest barriers that I have seen that cause the students to fail or struggle with content is their personal discipline in learning outside of contact hours provided to them and keeping them interested in the content in a way that makes them more active learners. This reflects back to <b style="mso-bidi-font-weight: normal;">who are my learners</b>. Going on from those issues and taking a larger look at the problem, the students want <b style="mso-bidi-font-weight: normal;">relevance</b> in the material they are learning, they need to see <b style="mso-bidi-font-weight: normal;">why</b>, <b style="mso-bidi-font-weight: normal;">what</b> and <b style="mso-bidi-font-weight: normal;">how</b> the material is going to increase their understanding of the subject and benefit them personally. The catch is making sure this happens in that limited fifteen minute window or they see their peers finding it relevant and they start feeding of each other’s need for information.</span></div>
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<span style="font-family: Arial;">Making the material available on different learning mediums is very important, but getting the student to make the connection to what, why and how the material becomes useful is the hard part.</span></div>
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<span style="font-family: Arial;">If you look at the modern student and the environment the currently live in, it is easy to see they learn though interaction between each other and the World Wide Web has given the scope of the whole world to learn from each other. Because of this the way we encourage the students to learn needs to involve their environment and integrate with how they interact with each other in their everyday lives. We can provide material online and tell the students it’s available and how great we think it is, but this doesn’t mean they will see it that way.</span></div>
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<span style="font-family: Arial;">So I believe the question isn’t <b style="mso-bidi-font-weight: normal;">what are the barriers that impede my learners?<o:p></o:p></b></span></div>
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<span style="font-family: Arial;">The question should be <b style="mso-bidi-font-weight: normal;">what can be done to remove the barriers that impede my learners?<o:p></o:p></b></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">What are some solutions that will enhance my students learning environment?<o:p></o:p></span></b></div>
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<span style="font-family: Arial;">Using the dimensions of flexibility as a guide there are two dimensions that I believe could be explored to enhance the current and future learning environment for my students.</span></div>
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<span style="font-family: Arial;">Looking at the flexibility of <b style="mso-bidi-font-weight: normal;">content </b>if a program was designed that incorporated all of the current learning material and resources and it was implemented in such a way that the students found learning the material was instantly relevant, engaging and gave them the chance to become the problem solvers they want to be, gave them the access to the material the need as they need it and allowed them to learn at their own pace, giving them feedback that encourages, adapts and guides them to the learning outcomes that are required to complete the course would be brilliant.</span></div>
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<span style="font-family: Arial;">Using a resource like this gives opportunity for the student to engage in learning at any time they wish and allow them to succeed on their own or compete against other students (this could be done by having the program link results to compare against students that are doing the course at the same time). </span></div>
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<span style="font-family: Arial;">If we make the <b style="mso-bidi-font-weight: normal;">content</b> dimension more accessible, engaging and relevant to our modern students their active learning side will teach them more than a lecture ever could. </span></div>
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<span style="font-family: Arial;">This program also provides greater scope for the <b style="mso-bidi-font-weight: normal;">Delivery and Logistics</b>, <b style="mso-bidi-font-weight: normal;">Instructional approaches</b> and <b style="mso-bidi-font-weight: normal;">Resources </b>and <b style="mso-bidi-font-weight: normal;">Time</b> aspects of the five dimensions of flexibility as the program will allow for all these approaches to adapt to the student at the personal level and allows for their “current life commitments”. <span style="mso-spacerun: yes;"> </span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">My designs for two blended learning strategies<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Strategy one: Blogging<o:p></o:p></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Student perspective<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Use online blogs to become a living diary of the students experiences outside of polytechnic, get them to ask questions to fellow students and facilitator’s through the blog as they reflect on what they have experienced in industry or personal life. Interact with fellow students on a professional level and increase each other’s knowledge in the automotive industry. Students can provide videos, pictures, links to web documents and their own personal statements of their current knowledge. Provides a record to their facilitator of work experience and practical learning they do out of polytechnic. The blog is compiled at their own pace over the course of the study year at a time that suits them. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Facilitator perspective <o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Use the blog to assess what each student is finding relative and interesting to help keep teaching material current to students needs. E.G. if students are talking about a certain subject the facilitator can adapt their teaching material to provide more information/understanding of that subject. This could make the experience more active from the facilitator’s perspective and create an organic experience for the students. The facilitator will need to make sure they keep the material relevant to course outcomes but flexible enough to accommodate student interests. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Use the student’s blog to compile a record of what practical experiences can be used as assessment or record of prior learning and record their work experience hrs.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">How does this make the course more flexible?<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">If used correctly the blog could become a powerful tool that allows the student the flexibility to personalize their experience the what, where and when they are learning, give them the opportunity to learn more about the industry at their own pace. Have input to what the class is learning about and provides reserved students a way of posing questions to the class. By showing each other what they have been experiencing the students will have the ability to learn of each other’s experiences and get more enthusiastic about the industry, which in turn drive them to become more active learners. By having an active resource online the course becomes more interactive and will appeal to the social and connected student that is now the norm.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Resources required implementing this concept<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">To get this to work minimal resources are required, access to computers are the main problem and not all students have smart phones, but if computer classes where timetabled and access to computers was available it would just take bye in from the students. Also some students may require basic computer lessons to start blogging.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Evidence of blogging working<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">The following list of questions and answers was taken from <o:p></o:p></span></span></div>
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<span style="font-family: Arial;">Marsden, N. & Piggot-Irvine, E. (2012). <i style="mso-bidi-font-style: normal;">Using blogging and laptop computers to improve writing skills on a vocational training course.</i><i style="mso-bidi-font-style: normal;"><span style="font-size: 10pt; line-height: 115%;"> <span style="mso-bidi-font-style: italic;">Australasian Journal of Educational Technology,</span> 28(1), 30-47.</span></i><span style="font-size: 10pt; line-height: 115%;"> </span></span><a href="http://www.ascilite.org.au/ajet/ajet28/marsden.html"><span style="font-size: 10pt; line-height: 115%;"><span style="color: purple; font-family: Arial;">http://www.ascilite.org.au/ajet/ajet28/marsden.html</span></span></a><span style="font-size: 10pt; line-height: 115%;"><o:p></o:p></span></div>
<span style="font-size: 10pt;">In the evaluation stage questionnaire we explored the students' use of blogs specifically. Once again, we report on the results under each of the questionnaire questions. <o:p></o:p></span><br />
<i><span style="font-size: 10pt;">Did you use blogs in your everyday life before the C.A.M.E. course?</span></i><span style="font-size: 10pt;"> <o:p></o:p></span><br />
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Everyday: 5<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">A little: 6<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Not at all: 32<o:p></o:p></span></div>
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<span style="font-size: 10pt;">Clearly some students had some familiarity with blogging, but many did not. To us this result indicated the need to carefully set up processes such as blogging, and not to assume that all students would automatically be willing participants. Students needed to see the value of blogs, and also how they related to their course. Clarity of purpose was key, particularly when students were being assessed on blog contributions. <o:p></o:p></span><br />
<i><span style="font-size: 10pt;">Do you like writing blogs?</span></i><span style="font-size: 10pt;"> <o:p></o:p></span><br />
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Yes: 28<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">No: 11<o:p></o:p></span></div>
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<span style="font-size: 10pt;">Our first response to this result was one of surprise that students were not concerned about having to write blogs for their course. <o:p></o:p></span><br />
<i><span style="font-size: 10pt;">Do you write more than usual now that you are blogging for your course?</span></i><span style="font-size: 10pt;"> <o:p></o:p></span><br />
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Yes: 33<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">No: 8<o:p></o:p></span></div>
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<span style="font-size: 10pt;">Most in the sample indicated that on the whole they were producing more writing. Whilst we were aware that some students were more active as bloggers than others, we did not feel that the eight people who said 'no' to this question were necessarily inactive. <o:p></o:p></span><br />
<i><span style="font-size: 10pt;">What things do you find helpful for writing your blogs?</span></i><span style="font-size: 10pt;"> <o:p></o:p></span><br />
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Online support: 11<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Tutor guidance and feedback: 26<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Feedback from classmates: 9<o:p></o:p></span></div>
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<span style="font-size: 10pt;">This result clearly shows that there was an expectation of support for students' writing and for tutor guidance and feedback in particular. This has implications for the expected skills set for vocational tutors. It seems reasonable to assume that support is provided. <o:p></o:p></span><br />
<i><span style="font-size: 10pt;">Do you enjoy writing blogs more than you did before?</span></i><span style="font-size: 10pt;"> <o:p></o:p></span><br />
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Yes: 27<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">No: 16<o:p></o:p></span></div>
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<span style="font-size: 10pt;">Some students were extremely motivated by the process of developing an e-portfolio, part of which included blogging. For some, the process was less important than the practical aspects of the course. It was heartening to see that some of the students could see themselves blogging in the future. <o:p></o:p></span><br />
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">It can be seen that using online blogs was very successful in this case and if implemented correctly the students thrive on the opportunity to have blogs<b style="mso-bidi-font-weight: normal;">.<o:p></o:p></b></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Other evidence that supports online blogging as a training aid<o:p></o:p></span></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Gardner, T. (n.d.). <i>Teaching with blogs - readwrite think</i>. Retrieved from </span><a href="http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-blogs-30108.html"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-blogs-30108.html</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Calberg, F. (n.d.). <i>11 advantages of using blogs for teaching </i>. Retrieved from </span><a href="http://www.slideshare.net/frankcalberg/11-advantages-of-using-a-blog-for-teaching"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://www.slideshare.net/frankcalberg/11-advantages-of-using-a-blog-for-teaching</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> <o:p></o:p></span></div>
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<span style="font-family: Arial;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;">Dimensions that online blogs can enhance</span></b><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><o:p></o:p></span></span></div>
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<span style="font-family: Arial;"><span style="mso-bidi-font-family: Arial;">Because online blogs can be interacted with anytime the student is near a computer and can tailor their experience with the course</span><b style="mso-bidi-font-weight: normal;"> </b>the<b style="mso-bidi-font-weight: normal;"> instructional approaches and resources</b> and <b style="mso-bidi-font-weight: normal;">time</b> aspects of the five dimensions will be enhanced and is a great starting point to making the automotive level 3 course more flexible in both <b style="mso-bidi-font-weight: normal;">delivery and logistics</b> of how the student’s receives and comprehends the material/experiences required to meet the learning outcomes for the course.</span></div>
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<v:shape id="_x0000_s1026" style="height: 298.5pt; margin-left: 1.5pt; margin-top: 7.2pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-bottom: 0; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-distance-top: 0; mso-wrap-style: square; position: absolute; visibility: visible; width: 384.75pt; z-index: 3;" type="#_x0000_t75"><span style="font-family: Arial;"><v:imagedata o:title="" src="file:///C:\DOCUME~1\koneill\LOCALS~1\Temp\msohtmlclip1\01\clip_image011.png"></v:imagedata><w:wrap type="square"></w:wrap></span></v:shape><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" /><o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Strategy two: Interactive training game<o:p></o:p></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Concept in brief <o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">The basic idea is to create an interactive learning experience that students pick their own path through learning objectives that give them problems to solve, based on current industry jobs or scenarios. These problems give them a practical experience in repairing/diagnosing relevant issues that they will come across in industry and in doing these modules the program provides resource material through different mediums that allows the student to gain the knowledge to identify how to overcome the scenario. As they progress through the program, learning outcomes will be completed in the way that the student dictates with only minor restrictions on progress to ensure any prior learning is achieved before higher level training scenarios are started.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Example scenario <o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;"><span style="mso-tab-count: 1;"> </span><i style="mso-bidi-font-style: normal;">Customer complaint</i>: Front brakes make squealing noise when driving<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Scenario provides vehicle and tools required to examine vehicle brakes and procedures to select to carry out job (always having more tolls and procedures than required and in no particular order to ensure student is in control of direction).<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">When student highlights a tool or procedure links to videos, articles, PDFs etc become available to allow students to determine what material the need to know to carry out task correctly.<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;"><span style="mso-spacerun: yes;"> </span>As student selects an operation feedback is given and if required suggestions on what material the need to learn is highlighted.<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">When student completes scenario results are given and rated against ideal answers and suggestions on how to carry out task more effectively are provided.<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Questions can be included in tasks to check student understanding of material.<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">As tasks are completed and questions answers provided the program adapts to students understanding and modifies material to meet student level and progress.<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">For more information on my interactive learning game see </span></span><a href="http://kdonflexlearn.blogspot.co.nz/2013/05/technology-and-learning.html"><span style="mso-bidi-font-family: Arial;"><span style="color: purple; font-family: Arial;">my blog</span></span></a><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">. <o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Student perspective<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Program provides interesting and reactive way to learn content. Adapts to student ability and provides challenge to encourage progress. They learn logical thinking skills that will help when doing the practical tasks that are required to be an automotive technician. The program provides access to a variety of learning strategies, which makes the content more flexible to different learning styles. Set up in such away the students can see the relevance of what they are learning. Giving the students “real life” problems that get the students to learn and demonstrate strategies that are relevant to give them confidence in modern industry.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><o:p><span style="font-family: Arial;"> </span></o:p></span><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Facilitator perspective <o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">The program can be used to guide the students through the material and learning outcomes in a logical fashion. The reports available from the program can show skill level and what method of delivery each student prefers; this will allow a more customized course for each student. Allows for theory assessment to be done on line. Allows prior learning for the practical tasks. Encourages active learning because program resembles “real life” problems.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">How does this make the course more flexible?<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">One of the biggest problems with the students of this generation is their “attention span” and in part it’s a modern world complaint. Because they want “everything now” and wont engage in any task longer than fifteen minutes. The gameification method provides a medium that demands their input which turns them into the facilitator, making them have the control of the learning. This negates the short attention span and provides a level of engagement that is very difficult to obtain in these modern students.<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Don’t believe me!<span style="mso-spacerun: yes;"> </span>How do you think <i style="mso-bidi-font-style: normal;">facebook</i> and <i style="mso-bidi-font-style: normal;">youtube</i> have become so popular within a modern society? They both cater for (some would say have created) this short attention span. Facebook games and mobile games are now hugely popular and reach a wide variety of people. So by taking this approach and adapting it to the course program the modern student will embrace this level of interaction over say making them sit through 2-3hr theory lessons that switch them of entirely or making them read ever increasing amounts of material online that does not respond them and makes them feel disconnected from the course. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">The gameification platform incorporates different learning styles and is flexible in delivery, gives instant response and encourages participation and active learning what more could you want?<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Resources required implementing this concept<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Now this is where we have a problem to create this “game” the resources will be incredibly large. IT support and program designers working with trades people to create this interactive learning program will cost!!! But if done correctly the program could be used worldwide and generate income that would make the course stainable.<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Do we look to the future and create this stainable learning environment or do we only look for temporary fixes that will just work in the mean time?<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Evidence of gameification working<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">The following excerpt was taken from the </span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">NMC. (2012). <i>Horzon report</i>. Retrieved from </span><a href="http://net.educause.edu/ir/library/pdf/HR2012.pdf"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://net.educause.edu/ir/library/pdf/HR2012.pdf</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> </span><span style="mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
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<b><span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">Game-based learning </span></b><span style="color: #231f20; font-family: 'Times New Roman','serif'; font-size: 10pt;">has grown in recent years as research continues to demonstrate its effectiveness for learning. <span style="background: yellow; mso-highlight: yellow;">Games for education span the range from single-player or small-group card and board games all the way to massively multiplayer online games and alternate reality games.</span> Those at the first end of the spectrum are easy to integrate into the curriculum, and have long been an option in many higher education institutions; <span style="background: yellow; mso-highlight: yellow;">but the greatest potential of games for learning lies in their ability to foster collaboration and engage students deeply in the process of learning</span>. Once educational gaming providers can match the volume and quality of their consumer-driven counterparts, games will garner more attention.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Game-based learning has gained considerable traction since 2003, when James Gee began to describe the impact of game play on cognitive development. Since then, research, and interest in, the potential of gaming on learning has exploded, as has the diversity of games themselves, with the emergence of serious games as a genre, the proliferation of gaming platforms, and the evolution of games on mobile devices. <span style="background: yellow; mso-highlight: yellow;">Developers and researchers are working in every area of game-based learning, including games that are goal-oriented; social game environments; non-digital games that are easy to construct and play; games developed expressly for education; and commercial games that lend themselves to refining team and group skills. Role-playing, collaborative problem solving, and other forms of simulated experiences are recognized for having broad applicability across a wide range of disciplines.</span><o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">The following excerpt was taken from the </span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Sandford,Ulicsak,Rudd, R. M. T. (2007). <i>Teaching with games</i>. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Retrieved from </span><a href="http://linked.eun.org/c/document_library/get_file?p_l_id=17303&folderId=16936&name=DLFE-306.pdf"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://linked.eun.org/c/document_library/get_file?p_l_id=17303&folderId=16936&name=DLFE-306.pdf</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> </span><span style="mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
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<span style="font-family: Symbol; font-size: 9.5pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: DIN-Light; font-size: 9.5pt; mso-bidi-font-family: DIN-Light;"><span style="font-family: Arial;">Recent statistics found <span style="background: yellow; mso-highlight: yellow;">62% of students said they would find games motivating</span> (Ipsos MORI survey, Feb-May 2006), and 59% of teachers would consider using games in the classroom (Ipsos MORI survey,Nov 2005).<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 9.5pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: DIN-Light; font-size: 9.5pt; mso-bidi-font-family: DIN-Light;"><span style="font-family: Arial;">“The pupils enjoyed the project as much as I did, because it gaveme time to take care of each student, which is sometimes not easyin normal lessons.”<o:p></o:p></span></span></div>
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<span style="background: yellow; font-family: Symbol; font-size: 9.5pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-highlight: yellow;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="background: yellow; font-family: DIN-Light; font-size: 9.5pt; mso-bidi-font-family: DIN-Light; mso-highlight: yellow;"><span style="font-family: Arial;">“The improvement of their skills in working as a team was enormous.”<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 9.5pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;"><span style="background: yellow; font-family: DIN-Light; font-size: 9.5pt; mso-bidi-font-family: DIN-Light; mso-highlight: yellow;">“A bonus of the game is that you can do many virtual experiments in a very short time with results that are much better than physically doing the experiments</span><span style="font-family: DIN-Light; font-size: 9.5pt; mso-bidi-font-family: DIN-Light;">… On the other hand you have to keep in mind that these are only virtual experiments and that of course can not entirely replace hands-on experiments.”<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Other evidence that supports gameification as a teaching medium<o:p></o:p></span></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Whitton, D. N. (2009, June 4). <i>Using games to enhance learning</i>. Retrieved from </span><a href="http://www.slideshare.net/nicwhitton/using-games-to-enhance-learning-and-teaching"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://www.slideshare.net/nicwhitton/using-games-to-enhance-learning-and-teaching</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Marzano, R. J. (2010, February). <i>The art and science of teaching / using games to enhance student achievement</i>. Retrieved from </span><a href="http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspxn"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspxn</span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Dimensions that Interactive training game can enhance<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Using the gameification method promotes engagement to the students that isn’t possible through any other means of teaching short of actually doing the work physically. That is because playing games is the closest thing to reality there is and because of this the gamification design enhances all of the five aspects of flexibility. <o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Allows open entry as program adapts to their level and guides them to where they need to be.<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;">Time</span></b><span style="mso-bidi-font-family: Arial;"> to complete course is up to them and the program revolves around their lives.<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;">Content</span></b><span style="mso-bidi-font-family: Arial;"> is enhanced due to the programs ability to interrupt and modify program to suit each student and allows for growth.<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;">Logistics and Delivery</span></b><span style="mso-bidi-font-family: Arial;">, program is down loadable to modern online devices. Could be broken into smaller programs that are fully server based so only small memory required on viewing device making it possible for smart phones or people who don’t have internet capability available all the time.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;">Instructional approaches and resources </span></b><span style="mso-bidi-font-family: Arial;">There is no limit to the resources and learning mediums that can be utilized to blend into the program. Also the program personalizes its approach to learning to each student.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEYkXRtlwOqLffD53hnlGZWU4fFBr4LamgSAVUoum9g11VXInYyHae_ySN1Rzc1fUv3HdwvVHTJhlWtMZOtDsBuweI-63qjZBsK7enOMbWKQujQZ-S-iESjkClqgSXLym9My1hdEqX_iPL/s1600/auto+flex+continum+game.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="310" oya="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEYkXRtlwOqLffD53hnlGZWU4fFBr4LamgSAVUoum9g11VXInYyHae_ySN1Rzc1fUv3HdwvVHTJhlWtMZOtDsBuweI-63qjZBsK7enOMbWKQujQZ-S-iESjkClqgSXLym9My1hdEqX_iPL/s400/auto+flex+continum+game.bmp" width="400" /></a></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" /></span></b>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Reference list<o:p></o:p></span></span></b></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Whitton, D. N. (2009, June 4). <i>Using games to enhance learning</i>. Retrieved from </span><a href="http://www.slideshare.net/nicwhitton/using-games-to-enhance-learning-and-teaching"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://www.slideshare.net/nicwhitton/using-games-to-enhance-learning-and-teaching</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> <o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Marzano, R. J. (2010, February). <i>The art and science of teaching / using games to enhance student achievement</i>. Retrieved from </span><a href="http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspxn"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspxn</span></a></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l3 level1 lfo4; text-indent: -18pt;">
<span style="font-family: Symbol; font-size: 12pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Sandford,Ulicsak,Rudd, R. M. T. (2007). <i>Teaching with games</i>. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l3 level1 lfo4; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Retrieved from </span><a href="http://linked.eun.org/c/document_library/get_file?p_l_id=17303&folderId=16936&name=DLFE-306.pdf"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://linked.eun.org/c/document_library/get_file?p_l_id=17303&folderId=16936&name=DLFE-306.pdf</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> </span><span style="mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">NMC. (2012). <i>Horzon report</i>. Retrieved from </span><a href="http://net.educause.edu/ir/library/pdf/HR2012.pdf"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://net.educause.edu/ir/library/pdf/HR2012.pdf</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> </span><span style="mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Gardner, T. (n.d.). <i>Teaching with blogs - readwrite think</i>. Retrieved from </span><a href="http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-blogs-30108.html"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-blogs-30108.html</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> <o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Calberg, F. (n.d.). <i>11 advantages of using blogs for teaching </i>. Retrieved from </span><a href="http://www.slideshare.net/frankcalberg/11-advantages-of-using-a-blog-for-teaching"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://www.slideshare.net/frankcalberg/11-advantages-of-using-a-blog-for-teaching</span></span></a><span style="mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
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<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;">Marsden, N. & Piggot-Irvine, E. (2012). <i style="mso-bidi-font-style: normal;">Using blogging and laptop computers to improve writing skills on a vocational training course.</i><i style="mso-bidi-font-style: normal;"><span style="font-size: 10pt; line-height: 115%;"> <span style="mso-bidi-font-style: italic;">Australasian Journal of Educational Technology,</span> 28(1), 30-47.</span></i><span style="font-size: 10pt; line-height: 115%;"> </span></span><a href="http://www.ascilite.org.au/ajet/ajet28/marsden.html"><span style="font-size: 10pt; line-height: 115%;"><span style="color: purple; font-family: Arial;">http://www.ascilite.org.au/ajet/ajet28/marsden.html</span></span></a><span style="font-size: 10pt; line-height: 115%;"><o:p></o:p></span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;">Taken from Casey, J. & Wilson, P. (2005<span style="mso-bidi-font-family: Arial;">).. <i>A practical guide to providing flexible learning</i>. Retrieved from </span></span><a href="http://www.enhancementthemes.ac.uk/docs/publications/a-practical-guide-to-providing-flexible-learning-in-further-and-higher-education.pdf"><span style="mso-bidi-font-family: Arial;"><span style="color: purple; font-family: Arial;">http://www.enhancementthemes.ac.uk/docs/publications/a-practical-guide-to-providing-flexible-learning-in-further-and-higher-education.pdf</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><o:p></o:p></span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">Fleming, N. (2001). <i>Vark a guide to learning styles</i>. Retrieved from </span><a href="http://www.vark-learn.com/english/index.asp"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><span style="color: purple;">http://www.vark-learn.com/english/index.asp</span></span></a><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"><o:p></o:p></span></div>
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Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com5tag:blogger.com,1999:blog-8581765621054762171.post-88409444545817368582013-06-20T16:49:00.000-07:002013-06-20T16:49:19.242-07:00Learning strategies<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<b><span style="font-size: 15.5pt; line-height: 115%; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt;"><span style="font-family: Arial;">Learning strategies<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">In this blog I am going to show two different learning strategies that I believe have merit to be used in the current and future course’s that I deliver for the Otago Polytechnic automotive training course.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Strategy one: Blogging</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Student perspective<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Use online blogs to become a living diary of the students experiences outside of polytechnic, get them to ask questions to fellow students and facilitator’s through the blog as they reflect on what they have experienced in industry or personal life. Interact with fellow students on a professional level and increase each other’s knowledge in the automotive industry. Students can provide videos, pictures, links to web documents and their own personal statements of their current knowledge. Provides a record to their facilitator of work experience and practical learning they do out of polytechnic.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Facilitator perspective <o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Use the blog to assess what each student is finding relative and interesting to help keep teaching material current to students needs. E.G. if students are talking about a certain subject the facilitator can adapt their teaching material to provide more information/understanding of that subject. This could make the experience more active from the facilitator’s perspective and create an organic experience for the students. The facilitator will need to make sure they keep the material relevant to course outcomes but flexible enough to accommodate student interests. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Use the student’s blog to compile a record of what practical experiences can be used as assessment or record of prior learning and record their work experience hrs.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">How does this make the course more flexible?<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">If used correctly the blog could become a powerful tool that allows the student the flexibility to personalize their experience the what, where and when they are learning, give them the opportunity to learn more about the industry at their own pace. Have input to what the class is learning about and provides reserved students a way of posing questions to the class. By showing each other what they have been experiencing the students will have the ability to learn of each other’s experiences and get more enthusiastic about the industry, which in turn drive them to become more active learners. By having an active resource online the course becomes more interactive and will appeal to the social and connected student that is now the norm.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Resources required implementing this concept<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">To get this to work minimal resources are required, access to computers are the main problem and not all students have smart phones, but if computer classes where timetabled and access to computers was available it would just take bye in from the students. Also some students may require basic computer lessons to start blogging.<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Overall Strategy and Dimensions for using <b style="mso-bidi-font-weight: normal;">Blogging</b></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;"><span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span></span></span><span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"><span style="mso-list: Ignore;"><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Arial;"><o:p><span style="font-family: Arial;"> </span></o:p></span></div>
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<span style="mso-bidi-font-family: Arial;"><o:p></o:p></span><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;"><strong>Strategy two: Interactive training game<o:p></o:p></strong></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Student perspective<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Program provides interesting and reactive way to learn content. Adapts to student ability and provides challenge to encourage progress. They learn logical thinking skills that will help when doing the practical tasks that are required to be an automotive technician. The program provides access to a variety of learning strategies, which makes the content more flexible to different learning styles. Set up in such away the students can see the relevance of what they are learning. Giving the students “real life” problems that get the students to learn and demonstrate strategies that are relevant to give them confidence in modern industry.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Facilitator perspective <o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">The program can be used to guide the students through the material and learning outcomes in a logical fashion. The reports available from the program can show skill level and what method of delivery each student prefers; this will allow a more customized course for each student. Allows for theory assessment to be done on line. Gives prior learning for the practical task. Encourages active learning because program resembles “real life” problems.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">How does this make the course more flexible?<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">One of the biggest problems with the students of this generation is their “attention span” and in part it’s a modern world complaint. Because they want “everything now” and wont engage in any task longer than fifteen minutes. The gameification method provides a medium that demands their input which turns them into the facilitator, making them have the control of the learning. This negates the short attention span and provides a level of engagement that is very difficult to obtain in these modern students.<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Don’t believe me! <span style="mso-spacerun: yes;"> </span>How do you think <i style="mso-bidi-font-style: normal;">facebook</i> and <i style="mso-bidi-font-style: normal;">youtube</i> have become so popular within a modern society? They both cater for (some would say have created) this short attention span. Facebook games and mobile games are now hugely popular and reach a wide variety of people. So by taking this approach and adapting it to the course program the modern student will embrace this level of interaction over say making them sit through 2-3hr theory lessons that switch them of entirely or making them read ever increasing amounts of material online that does not respond them and makes them feel disconnected from the course. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">The gameification platform incorporates different learning styles and is flexible in delivery, gives instant response and encourages participation and active learning what more could you want?</span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Arial','sans-serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" /></span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><o:p><span style="font-family: Arial;"> </span></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Resources required implementing this concept<o:p></o:p></span></span></b></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Now this is where we have a problem to create this “game” the resources will be incredibly large. IT support and program designers working with trades people to create this interactive learning program will cost!!! But if done correctly the program could be used worldwide and generate income that would make the course stainable.<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Do we look to the future and create this stainable learning environment or do we only look for temporary fixes that will just work in the mean time?<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Let me know what you think about my ideas, like all ideas they will adapt with more thought and input from other people.</span><br clear="all" style="mso-special-character: line-break; page-break-before: always;" /><o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Overall Strategy and Dimensions for using <b style="mso-bidi-font-weight: normal;">Blogging</b></span></span></div>
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Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com4tag:blogger.com,1999:blog-8581765621054762171.post-48248628820928962872013-06-10T19:37:00.000-07:002013-06-10T19:37:06.653-07:00OER and OEP in my context<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Arial;"><strong>OER and OEP in my context<o:p></o:p></strong></span></span></div>
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<span style="font-family: Arial;">What I find in the current course I teach in regard to <b style="mso-bidi-font-weight: normal;">O</b>pen <b style="mso-bidi-font-weight: normal;">E</b>ducational <b style="mso-bidi-font-weight: normal;">R</b>esources, the concept of using OER is the only way in a modern world to get students to engage and become active learners in a world where everything is connected and interaction between their peers is so important to their lives.</span></div>
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<span style="font-family: Arial;">The down side to delivering any material to a modern student is that the internet may have an answer that contradicts (remember the internet is always correct) with what you have delivered.</span></div>
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<span style="font-family: Arial;">The concept of what OER stands for is it’s only a natural progress of teaching towards modern students, to integrate the evolving internet connected world and if this doesn’t happen we as training providers run the risk of becoming obsolete to an expanding world. That’s how I see it anyway.</span></div>
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<span style="font-family: Arial;">When I was getting trained (many moons ago) all the information that I had access to was provided by the training provider and often produced by the training provider. I would have loved to have the access to information that we do now and I can only imagine where I would be now if I had those resources available. But this is a double sided sword. On one hand all this information and ways of delivering content is amazing, sometime even scary. On the other the modern student wasn’t brought up when I was and most do not have the same values towards knowledge that I have and this is impart due to their being this overwhelming availability towards information, interaction and interpretation of what they find on the www.</span></div>
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<span style="font-family: Arial;">This is where I believe it is our responsibility as facilitators in learning to ‘screen the content’ and ensure they become aware of the information in the appropriate order to actually give them the tools to handle and comprehend what they are “seeing”.</span></div>
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<span style="font-family: Arial;">I know it sounds like we are being <b style="mso-bidi-font-weight: normal;">parents to them</b> and in some ways we are responsible to guide the student through the course and allow them to grow and evolve into capable, confident, and future focused, work ready students (I bet you have heard that before).</span></div>
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<span style="font-family: Arial;">That is where the <b style="mso-bidi-font-weight: normal;">O</b>pen <b style="mso-bidi-font-weight: normal;">E</b>ducational <b style="mso-bidi-font-weight: normal;">P</b>ractices come in to play. As we accumulate this knowledge and material in different formats and provided it to the class there needs to be a common practice to ensure we don’t lose <b style="mso-bidi-font-weight: normal;">focus</b> on what as facilitators we set out to achieve and keep the course relative and achievable towards the students.</span></div>
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<tr><td class="tr-caption" style="text-align: center;">image taken from <a href="http://chandasa-koyelas.blogspot.co.nz/2012/07/web-20-learning-opportunity-my-personal.html">http://chandasa-koyelas.blogspot.co.nz/2012/07/web-20-learning-opportunity-my-personal.html</a></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">If the facilitators get lost in the www. then what hope do the students have?<o:p></o:p></span></b></div>
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<span style="font-family: Arial;"><span style="mso-spacerun: yes;"> </span><span style="font-size: 12pt; line-height: 115%;">What does this mean in my teaching context?<o:p></o:p></span></span></div>
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<span style="font-family: Arial;">Utilizing these concepts from above and finding ways to incorporate them into my teaching can be a challenge, It is relatively easy to search for material and anyone who use’s search engines will know that it often is surprising what results are apparent. But then taking these results and moderating them to ensure they work with your course not against it, is one of the key factors to ensure my course relates to the students and drives them to want to learn.</span></div>
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<span style="font-family: Arial;">I am open to my students giving me examples of material they have found and discussing with them how it relates to what we are learning about and trying to get them to the point that they can decide for themselves if what they have come across is true, relative and above all makes sense. This from what I have seen does empower the students with the confidence to become the students that industry, training provider and facilitator want.</span></div>
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<span style="font-family: Arial;">Creating students that are active in their learning creates sustainable practice and by listening to what the students say and trying to see the world through their eyes will adapt my teaching methods to create a sustainable future in all aspects of my course. </span></div>
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<span style="font-family: Arial;">After the students have reached this point in their journey it is a case of guiding them to become “<b style="mso-bidi-font-weight: normal;">what if</b>” students not “<b style="mso-bidi-font-weight: normal;">I can’t</b>” students.</span></div>
Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com1tag:blogger.com,1999:blog-8581765621054762171.post-13214346606265751822013-06-03T19:37:00.000-07:002013-06-03T19:37:42.974-07:00Sustainability and flexible learning<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Arial;">What is Educational sustainability mean to me and how do I embed Flexible learning into a sustainable teaching practice?<o:p></o:p></span></span></b></div>
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<span style="font-family: Arial;">The </span><a href="http://oxforddictionaries.com/"><span style="color: purple; font-family: Arial;">Oxford dictionary</span></a><span style="font-family: Arial;"> states that the definition of Sustainable is:</span></div>
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<a href="http://www.blogger.com/null" name="sustainable__2"></a><span lang="EN" style="color: #333333; font-family: Symbol; mso-ansi-language: EN; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span lang="EN" style="color: #333333; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';"><span style="font-family: Arial;">Able to be maintained at a certain rate or level</span><a href="http://www.blogger.com/null" name="sustainable__4"></a><o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;"><span lang="EN" style="color: #333333; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';">Able to be upheld or defended</span><span lang="EN"> </span></span></div>
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<span style="font-family: Arial;">So to me sustainability must be the “<b style="mso-bidi-font-weight: normal;">ability to sustain</b>” whatever subject is being discussed e.g. the environment, the economy.</span></div>
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<span style="font-family: Arial;">When you look at the word <b style="mso-bidi-font-weight: normal;">Sustainability</b> it suggests that we are trying to just sustain what we are doing. In a teaching context that is implying to me that as teachers we only want to create a practice that sustains a current level of education that is “<span lang="EN" style="color: #333333; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';">able to be maintained at a certain rate or level”.<o:p></o:p></span></span></div>
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<span lang="EN" style="color: #333333; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';"><span style="font-family: Arial;">But I would a say we also need to include “growth” into our sustainable practice and encourage creativity, diversity, technology and always make sure that this practice reflects on its design to maintain a sustainable future in the teaching, financial, social economic, environmental and political context.<o:p></o:p></span></span></div>
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<span lang="EN" style="color: #333333; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';"><span style="font-family: Arial;">Reading through and watching the resources for module six, I had one a question that kept popping into my head. <o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN" style="color: #333333; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';"><span style="font-family: Arial;">Does sustainability encourage growth or restrain it? <o:p></o:p></span></span></b></div>
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<span lang="EN" style="color: #333333; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';"><span style="font-family: Arial;">I would like to think sustainability is like the anchor that keeps modern practices on the straight and narrow, like a big brother that makes you think of the ramifications of what you are doing and how it affects everything around you.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;"><span lang="EN" style="color: #333333; mso-ansi-language: EN; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';">How does sustainability influence my teaching practices?</span><o:p></o:p></span></b></div>
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<span style="font-family: Arial;">When I design, implement, consider, and adapt any material or class resources both now and into the future, I must reflect and take into account how what I am doing is going to be <b style="mso-bidi-font-weight: normal;">sustainable</b> in context with my practice.</span></div>
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<span style="font-family: Arial;"><span style="mso-spacerun: yes;"></span><span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">What are the influences that govern how sustainability affects my teaching context?</b></span></div>
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<o:p><span style="font-family: Arial;">
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<o:p></o:p><span style="font-family: Arial;">The above diagram shows how I see what factors have to be taken into account when creating learning experiences. All of the above factors can be expanded upon in more detail and as I learn/experience more I am sure the factors and influences that I take into account will grow as well.</span></div>
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<span style="font-family: Arial;">In some ways the above factors could be seen as restraints to the creativity of the course, student or teacher. But I prefer to think of them as a “<b style="mso-bidi-font-weight: normal;">necessary evil”</b> that keeps the material focused and relevant to a modern society and maintains a high quality of standard in my workmanship. </span></div>
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<span style="font-family: Arial;"><span style="mso-bidi-font-family: Arial;">P.S. If you haven’t watched </span><span style="mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';">Sir Ken Robinson discuss <a href="http://tiny.cc/cf90w" title="http://tiny.cc/cf90w">Do schools kill creativity?</a> I strongly recommend watching it. Not only does it get you thinking but is a good laugh as well. He talks about how a modern teaching society is constraining creativity and how higher qualifications are becoming main stream and losing their value.<span style="mso-spacerun: yes;"> </span></span></span><span style="mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
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Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com4tag:blogger.com,1999:blog-8581765621054762171.post-68304211231183226562013-05-28T20:04:00.000-07:002013-05-28T20:04:00.117-07:00Technology and learning<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Arial;">Technology and what I see as viable medium to learn through now and in the future.<o:p></o:p></span></span></b></div>
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<span style="font-family: Arial;">Reading through the resources for activity 5, especially the </span><a href="http://www.nmc.org/pdf/2013-horizon-report-HE.pdf" target="_blank"><span style="color: purple; font-family: Arial;">2013 Horizon Report</span></a><span style="font-family: Arial;"> section on games and gamification (pg 22 on PDF). I found myself thinking how the automotive trade could embrace this sort of medium to teach through and how would it work?</span></div>
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<span style="font-size: x-small;">Image taken from</span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.stuartathompson.com/2011/11/this-christmas-in-1977-video-games-are-back-again/">http://www.stuartathompson.com/2011/11/this-christmas-in-1977-video-games-are-back-again/</a></td></tr>
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<span style="font-family: Arial;">If a game was created that used a virtual vehicle and workshop that students can get given jobs that relate to what they are currently studying and they interact with the program to select the correct tools and process to carry out the job in the correct way and the game provides feedback as the students work through the task and also provides links to videos, PDFs, articles, audio as required to aid the learning.</span><br />
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<span style="font-family: Arial;">I will try and paint a picture of the vision that I see (bear with me).</span></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo1;"><span style="font-family: Arial;">The students login to the program; this provides a way of tracking the student progress for both the student and teacher.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo1;"><span style="font-family: Arial;">When the game starts the will move through the game level by level choosing which module to do first, the levels will be split up in sections that are formatted in a logical order to gradually “grow” the student’s knowledge in the field.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo1;"><span style="font-family: Arial;">Once the student has uploaded the module a 3D world of a vehicle and garage is what they see. They can interact with the world and select various icons to govern how they best think to repair the vehicle e.g. </span></li>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level2 lfo1;"><span style="font-family: Arial;">A tool box icon which leads to all the different tools allocated to fix the job.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level2 lfo1;"><span style="font-family: Arial;">Test meter icon for the available test equipment.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level2 lfo1;"><span style="font-family: Arial;">A job card that gives the student the customer’s problem and information about the vehicle. Also updates as tests have been completed.</span></li>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo1;"><span style="font-family: Arial;">The environment is able to be manipulated e.g. the vehicle can be rotated and components can be selected and test procedures given for each component.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo1;"><span style="font-family: Arial;">As the student works through the module and begins tests, links can take the student to theory material, videos etc giving extra material to stimulate active learning.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo1;"><span style="font-family: Arial;">Feedback gets given to student as they carry out the test they have selected.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo1;"><span style="font-family: Arial;">When the module is complete the students process and method gets marked against an ideal method and they are given links to further material as required to improve their grade.<span style="mso-tab-count: 1;"> </span></span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo1;"><span style="font-family: Arial;">Once they have passed the module more become available and the student can select how they want to carry on.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo1;"><span style="font-family: Arial;">All grades get reflected into points that the whole class can see to stimulate competition amongst the students.</span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Arial;">How would this design encourage flexible learning??<o:p></o:p></span></span></b></div>
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<span style="font-family: Arial;">By having an interactive world that responds dynamically to the students decisions and provides links to other learning sources that give the student the option to receive the material the way they want to.</span></div>
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<span style="font-family: Arial;">The sources can come from a wide variety of areas, like Wiki’s, videos, diagrams, PDFs, audio and literature sources.</span></div>
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<span style="font-family: Arial;">The program will be available anytime and downloaded to their personal device e.g. smart phone, tablet, laptop etc.</span></div>
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<span style="font-family: Arial;">The program could also adapt to the learner and remember what ways they prefer to learn and also adjust the learning curve to meet their needs.</span></div>
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<span style="font-family: Arial;">The base program could be used offline so internet is not a major issue.</span></div>
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<span style="font-family: Arial;">Assessments could also be done through the program as their user ID allows the facilitator to monitor their progress and as they go up levels certain criteria must have been meet.</span></div>
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<span style="font-family: Arial;">The program could also be designed so the student can add their own diagnostic scenarios and allow students and lectures to comment and try the scenario.</span></div>
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<span style="font-family: Arial;">The program is designed for students of all levels and can be used for people working in the industry or people who want to learn about the industry.</span></div>
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<span style="font-family: Arial;">I know that there is training programs out there that do provide a limited amount of interaction, but they seem to attack the learning from a different angle. They provide all the material and learning first and the scenario last with limited interaction with the program.</span></div>
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<span style="font-family: Arial;">I want to make it more like a addictive video game that wants you to do better and allow the user truly interactive experience that they control their learning.</span></div>
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<span style="font-family: Arial;">Let me know what you think.</span></div>
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<span style="font-family: Arial;">Thanks for tuning in.</span></div>
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<span style="font-family: Arial;">I would like you to watch these two videos and just think what could be achieved towards teaching through interactive learning.</span></div>
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And yes I do enjoy playing video games</div>
Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com5tag:blogger.com,1999:blog-8581765621054762171.post-19284074058002094112013-05-14T19:57:00.001-07:002013-05-14T19:57:51.663-07:00Activity Four: Reflect on factors associated with diversity in your context.<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Arial;">Universal Design </span></div>
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<span style="font-family: Arial;">When I think of Universal Design (UD) or Universal Design for Learning (UDL) in my teaching context, I have to stop and consider all the aspects of the course that I am delivering.</span></div>
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<span style="font-family: Arial;">Such as:<span style="mso-tab-count: 1;"> </span></span></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l1 level1 lfo1;"><span style="font-family: Arial;">The cultural diversity of my students (social, political, cultural, economic and the natural ability etc.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l1 level1 lfo1;"><span style="font-family: Arial;">The standards that are stipulated by the governing body of the units that I deliver.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l1 level1 lfo1;"><span style="font-family: Arial;">The resources of the teaching environment (space, tooling, equipment etc).</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l1 level1 lfo1;"><span style="font-family: Arial;">My abilities as a facilitator and experiences both in a teaching context and industry experience.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l1 level1 lfo1;"><span style="font-family: Arial;">Current industry requirements and expectations of staff.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l1 level1 lfo1;"><span style="font-family: Arial;">Where the industry is headed in the future and how this will impact what is required of my students (technology, depth of knowledge, skill etc).</span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">What are the factors that influence diversity of this course?<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo2;"><span style="font-family: Arial;">The course is open entry, apart from the students must demonstrate English language skills up to an overall score of 5.0. And it is an advantage to have completed the level 1 in automotive foundation skills. This on its own can cause problems as some of our students have had little to no exposure to the industry the course is designed to cater for and after 3 to 6 months they can decide that the automotive industry is not for them and lose interest in the course. </span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo2;"><span style="font-family: Arial;">The level and outline of the units is decided by NZQA and they have stipulated exactly what the criteria are that the students must be assessed at. This does limit what can be in the assessments and to some extent what material is delivered to the students.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo2;"><span style="font-family: Arial;">The students themselves come from a wide range of backgrounds in society there economic situation can often inhibit their ability to access computers and literacy and numeracy can be an issue. They often say they “know how to use a computer and smart phone” and are what we would call internet savvy, but in reality the only know how to text message and “surf the net” for cool videos. </span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo2;"><span style="font-family: Arial;">Also the average age of our students is 17 – 20 which tends to make them school levers, this tends to mean their maturity and discipline especially towards learning is low. A majority of the students are male and say ‘they only learn with their hands’, more often than not being a young male they don’t like to standout from the crowd and be independent and are more concerned about what their mates think over how their training is going (I can remember what it was like way back then).</span></li>
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<span style="font-size: x-small;"><a href="http://www.fanpop.com/clubs/transformers/images/627087/title/transformers-wallpaper">http://www.fanpop.com/clubs/transformers/images/627087/title/transformers-wallpaper</a></span></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo2;"><span style="font-family: Arial;">The industry over the years has become more and more technical and has more focus on the electronic control and interfaces that are used in modern vehicles. If you don’t believe me next time you’re in your car think back to what your first car came out factory with and what you as a consumer expect your modern car to do and how little time it has taken for your expectations to drastically change.</span></li>
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<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.coreexcellence.com/customer%20service%20excellence.html">http://www.coreexcellence.com/customer%20service%20excellence.html</a></td></tr>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo2;"><span style="font-family: Arial;">Also consumer demands and economic constraints have pushed for more competition towards the industry and made the employers expect higher productivity and efficiency rates of apprentices and staff in general.</span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">How does the above factors influence the way I deliver the course and how can I make the UD more diverse and still meet all the demands that is required of the course?<o:p></o:p></span></b></div>
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<span style="font-family: Arial;">For starters with the course being open entry and having the problem with exposure to the industry my personal opinion is that as their facilitator I need to expose them to what the industry is about as soon as possible, let them experience what is expected in the industry and also what is expected of them in my classes. This allows them to (hopefully) understand whether or not they will want to do the course and start a career in the automotive industry. Failing to do this can set the students up to fail and not allow them to find the actual career they are looking for. Reducing their chances to become work ready.</span></div>
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<span style="font-family: Arial;">With the maturity and study discipline that is lacking in the students the way I deliver the material and experiences needs to encourage them to do more active learning on the subject. Not because I am telling them, but because they want to learn more. This on its own can be difficult as not every student responds to the same method. This means my UD needs to incorporate many different learning mediums and cater for all learning styles. Also the design has to encourage them to use different learning mediums that they haven’t used before to expose them to a wider range of learning possibilities. This allows them to grow not only as a student but as a person. I have noticed that my students have grown up over the teaching year and this also helps them to get work ready.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial;">As for their economic diversity the UD has to incorporate material that is readily available to them and/or give them the access to facilities and training that will aid them to complete the course. This can be ensuring computers are readily available and they have been taught that there is more to a computer than face book and youtube. Allow assessments to be delivered on different formats.</span></div>
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<span style="font-family: Arial;">Even though the <b style="mso-bidi-font-weight: normal;">Unit Standards</b> are “set in concrete” the way we assess the students and <b style="mso-bidi-font-weight: normal;">How </b>we deliver the material is totally up to the facilitator, so understanding the students diversity and adapting the assessment and material to better accommodate these needs helps to actually assess them fairly and make the assessment more transparent.</span></div>
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<span style="font-family: Arial;">Ensuring the students that pass the automotive course are of the standard that is required of the industry means that close ties are needed to the industry. By understanding what employers need to meet the current demands of the customer, technology and economy ensures that we adapt the teaching styles, content and delivery to meet these demands for them. We may even anticipate these demands before they do. This means that looking into the future is very important to ensure the future of our students in the current automotive industry.</span></div>
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<span style="font-family: Arial;">Taking all this into account the UD of any of my courses needs to allow for all the above and also be easily modified to adapt to future requirements and innovations. It also must accommodate the learning needs of the students and help to shape their future.</span></div>
Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com2tag:blogger.com,1999:blog-8581765621054762171.post-19495584600785955062013-04-18T14:05:00.000-07:002013-04-18T14:05:10.757-07:00Reflection on activity 3<br />
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<strong><span style="font-size: large;">Time to reflect</span></strong> <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1N0MhH0BuVv3DBD81caDLLx7NQPWybNQzTiFlL6Gk3pLtCwAeBRoYHi4TnLe_7hqYxixakYOSlLIISM9_0yiLlI4zbpmGK7YxhK8UMYY-RapWlzzgbgND9GBwFUaMqPaLaPHZyNXQ9vN5/s1600/Crital+thinking.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" dua="true" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1N0MhH0BuVv3DBD81caDLLx7NQPWybNQzTiFlL6Gk3pLtCwAeBRoYHi4TnLe_7hqYxixakYOSlLIISM9_0yiLlI4zbpmGK7YxhK8UMYY-RapWlzzgbgND9GBwFUaMqPaLaPHZyNXQ9vN5/s320/Crital+thinking.bmp" width="320" /></a></div>
<span style="font-size: xx-small;"> Picture taken from <a href="http://relationalcontextofteaching.edublogs.org/page/2/" target="_blank">relationalcontextofteaching.edublogs.</a></span><br />
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<span style="font-family: Arial;">The reason I choose two completely different course’s in activity three to investigate was I wanted to see the contrast between how those courses were implemented.</span></div>
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<span style="font-family: Arial;">On one hand the certificate in electrical technology was very fixed in how the course was delivered and assessed. This is very similar to the course I teach and I understand the reason’s that “Trade” qualifications have to be fixed in certain areas. </span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;">The student has to be trained in certain material and that material has to be delivered in a logical order that follows on from previous learning. (our level 5 qualification in Automotive cannot be completed if the student has not done all the previous levels from level 1 to 4)</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;">There is a governing body that decides what material must be learned and completed to qualify in the industry.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Arial;">If students do not learn the material in certain ways there is a high possibility that people can get injured or killed. </span></div>
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<span style="font-family: Arial;">The next time you get an electrician in to wire up a switch or a plug in your house just think if that person didn’t pass very rigid training requirements you could get electrocuted when you use that switch or plug. The same goes for a lot of trades and medical professions.</span></div>
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<span style="font-family: Arial;">On the other hand the course in Google Sketch up was very flexible and fully online. It still has certain flow to the course that is a logical way to learn the material.</span></div>
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<span style="font-family: Arial;">Also one reason I see that the online course worked so well is that the program you are learning about is a computer drawing program so one of the main tools that you use to do the course (computer) is one of the main devices you will use to run the program.</span></div>
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<span style="font-family: Arial;">This is a valid point when considering going online; in what way will the students (when qualified) interact with the technology after the course is complete. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Question</span></b></div>
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<span style="font-family: Arial;">If we train students away from what they will physically use in the profession they are learning about are we being “Fair” and “responsible” to the student and are “we meeting the demands of industry”????</span></div>
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<span style="font-family: Arial;">So my idea of flexible learning is to embrace new technology and ideas were applicable and always reflect on the tried and tested, put the students learning needs first and make sure they become “work ready” for the industry they are going into and also encourage them to embrace new technology if it will enhance their lives and their ability in the industry.</span></div>
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<span style="font-family: Arial;">To do this I personally have to understand what the students learning needs are and understand not only where the industry is currently but where the industry could possibly head.</span></div>
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<span style="font-family: Arial;">So the way I carry out my teaching and assessing must be flexible enough to cater for my students, but be inflexible enough to meet industry needs and expectations. </span></div>
Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com2tag:blogger.com,1999:blog-8581765621054762171.post-87835561169514357982013-04-14T19:23:00.000-07:002013-04-14T19:23:16.060-07:00Activity Three Example two<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Activity Three: Investigate and describe two examples of flexible teaching and learning<o:p></o:p></span></b></div>
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<span style="font-family: Arial;">Example two: Google Sketch up</span></div>
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<span style="font-family: Arial;">Who are the students?</span></div>
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<span style="font-family: Arial;"><span style="mso-tab-count: 1;"> </span>The students can be anyone that is interested in learning how to use the sketch up tool. The sketch up program is simple to use electronic drawing program.</span></div>
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<span style="font-family: Arial;">There are two versions a free version and a pro version that has an annual fee. The free version is like the student version of office e.g. has basic drawing tools etc to satisfy the novice. The pro version has all the tools and drawing options like office professional.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial;">How flexible is the course?</span></div>
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<span style="font-family: Arial;">Using the flexibility grid my findings are:</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Time<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l1 level1 lfo1;"><span style="font-family: Arial;">Start and finish times of course – there are various options for study depending on the depth of knowledge you are looking to get out of the program. Varies from free online videos that give the basic functions through to the more advanced functions, face to face training facilities and online tutorials at set times the last to have fees to cover the more in-depth training - Flexible</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l1 level1 lfo1;"><span style="font-family: Arial;">Submitting assignments and interacting with course, Tempo and moments of assessment – Depending on what avenue you choose to take in your training the pathway is very flexible in assignments and how you interact with the course’s - Flexible</span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Content<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l3 level1 lfo2;"><span style="font-family: Arial;">Topics of course, Sequence of the course – the training is set out that you progress through the material in a logical order (basic to advanced) to ensure the learning curve is achievable, but flexible enough that learners that can pick up the program faster can still find a challenge in the learning. The topic is all to do with the drawing program but does explain different drawing aspects that help you to understand the reason the program does certain things - Medium</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l3 level1 lfo2;"><span style="font-family: Arial;">Orientation of the course, Key learning materials – The key learning materials and orientation of the course are all revolved around the drawing program and learning how to use it effectively - Fixed</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l3 level1 lfo2;"><span style="font-family: Arial;">Assessment standards and completion requirements – The assessment standards and completion requirements follow the key points of how the program operates and as the course outline says<b style="mso-bidi-font-weight: normal;"> </b>-<b style="mso-bidi-font-weight: normal;"> Upon</b><span class="c6"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"> completion of this course, you should be able to</span></b></span><span class="c6"><span style="mso-bidi-font-family: Arial;"> and the course’s learning outcomes follow - Fixed</span></span><b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Entry requirements<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo3;"><span style="font-family: Arial;">Conditions for participation – Anyone interested in learning about Google sketch up can enroll - Flexible</span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Instructional approach and resources<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo3;"><span style="font-family: Arial;">Language – Varies available all major languages – Flexible</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo3;"><span style="font-family: Arial;">Social organization of learning – Depending on how course is completed can either be done online with no social contact and<span style="mso-spacerun: yes;"> </span>self assessed or tutorials both online and face to face - Medium</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo3;"><span style="font-family: Arial;">Learning resources, moderation and assignments – All revolves around the drawing program with students demonstrating skills in the operation of the program - fixed<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Delivery and logistics<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l2 level1 lfo4;"><span style="font-family: Arial;"><b style="mso-bidi-font-weight: normal;">T</b>ime and place, location technology – the learning is very self paced and can be done anywhere that the students have access to the internet and a computer that can operate Google Sketchup - Medium</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l2 level1 lfo4; text-align: justify;"><span style="font-family: Arial;">Methods, technology for obtaining support and types of help available – From what I have seen there is an enormous amount of online help and forums available to help not only students but anyone that use’s the program - Flexible<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%;"><o:p></o:p></span></b></span></li>
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<span style="font-family: Arial;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">R</span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;">eferences<o:p></o:p></span></b></span></div>
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<span style="mso-bidi-font-family: Arial;"><span style="font-family: Arial;">Casey &Wilson, C. J.<span style="mso-spacerun: yes;"> </span>(2005). <i>A practical guide to providing flexible learning in further and higher education</i>. Retrieved from http://www.enhancementthemes.ac.uk/docs/publications/a-practical-guide-to-providing-flexible-learning-in-further-and-higher-education.pdf <o:p></o:p></span></span></div>
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<span style="font-family: Arial;"><span style="mso-spacerun: yes;"> </span><br clear="all" style="page-break-before: always;" />How I see the course against the <b style="mso-bidi-font-weight: normal;"><a href="http://wikieducator.org/Flexible_Learning/What_is_Flexible_Learning%3F"><span style="color: purple;">Five dimensions of flexibility</span></a><o:p></o:p></b></span></div>
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<span style="font-family: Arial;"><b style="mso-bidi-font-weight: normal;">Summary</b> </span></div>
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<o:p><span style="font-family: Arial;"> </span></o:p><span style="font-family: Arial;">From the free online tutorials that I tried online I found the delivery and content easy to follow. The pace that the tutorials did move through the content and their explanation of how the program worked was quite fast and if you don’t keep up you will end up watching the video again.</span></div>
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<span style="font-family: Arial;">The actual training that requires registration and fees may have better pacing.</span></div>
<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">Also because all the training and use of the program relies on your internet connection and quality of the computer there can crashes and connection issues, which is common anywhere </span><br />
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computers and the internet are concerned and this not an issue with the training or the program its more the quality of the tools need to carry out the training.</div>
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One thing I will add is I have found Google Sketchup very easy to use. As you can see from the below picture. I didn't draw the table or the car but drawing the house only took 1/2hr training and about an hour of drawing time and is a credit to design of the program.</div>
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Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com1tag:blogger.com,1999:blog-8581765621054762171.post-11034311723489869152013-04-03T20:48:00.000-07:002013-04-03T20:48:12.330-07:00Reflecting on two courses against Flexible learning and teaching (1)<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Activity Three: Investigate and describe two examples of flexible teaching and learning<o:p></o:p></span></b></div>
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<span style="font-family: Arial;">Example one: <strong>Certificate in Electrical Technology (Level 4)</strong></span></div>
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<span style="font-family: Arial;">Who are the students?</span></div>
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<span style="font-family: Arial;"><span style="mso-tab-count: 1;"> </span>The students are typically male with a small percentage of female students (approx <span style="mso-tab-count: 1;"> </span>80/20 split). All students come from mixed backgrounds (social, economic, ethnic and <span style="mso-tab-count: 1;"> </span>religious). The common interest between all the students is that they want to gain <span style="mso-tab-count: 1;"> </span>knowledge and experience in the Electrical trade to gain an apprenticeship and a career <span style="mso-tab-count: 1;"> </span>in the industry.</span></div>
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<span style="font-family: Arial;">How flexible is the course?</span></div>
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<span style="font-family: Arial;">Using the flexibility grid my findings are:</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Time<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l1 level1 lfo1;"><span style="font-family: Arial;">Start and finish times of course – its one year full time – Not flexible.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l1 level1 lfo1;"><span style="font-family: Arial;">Submitting assignments and interacting with course, Tempo and moments of assessment – the course has a large content that has to be studied in order and assessed straight after the unit has been completed to allow the students to understand the content and be able to achieve completion of the course by the end of the year. This also means the pace of the course is medium to high to ensure all unit standards are covered – Not flexible.</span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Content<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l3 level1 lfo2;"><span style="font-family: Arial;">Topics of course, Sequence of the course – As above, because the course material complements the previous and following units that are studied there has to be a ridged sequence and topic material that is followed throughout the year – Not flexible.</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l3 level1 lfo2;"><span style="font-family: Arial;">Orientation of the course, Key learning materials – The delivery of the course content is a mixture of theory/practical teaching and material is delivered through various materials that the students are provided access to e.g. books, manuals, PDFs, moodle and videos etc – Medium</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l3 level1 lfo2;"><span style="font-family: Arial;">Assessment standards and completion requirements - Because the electrical industry is governed by various laws and standards the material all has to meet these standards to ensure regulations are meet (which is understandable when working in such a dangerous and unforgiving environment) – Not flexible</span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Entry requirements<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo3;"><span style="font-family: Arial;">Conditions for participation – Students will receive preference if they have completed 3 years of secondary school education and received good results in mathematics and science. If English language is not their first language they need to have a average score of 5.5 in the IELTS overall band score – Medium.</span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Instructional approach and resources<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo3;"><span style="font-family: Arial;">Language – English (see the above entry requirement) – Fixed</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo3;"><span style="font-family: Arial;">Social organization of learning – The institutional patterns is tutorials and practical workshops all done in groups with one on one time as required (as time allows in the classes).</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l0 level1 lfo3;"><span style="font-family: Arial;">Learning resources, moderation and assignments – Because of the industry that the students are being trained for has very strict criteria and standards, this reflects into the units, material, assessments and any learning material have to meet certain standards that are set by governing bodies of the electrical industry – Fixed</span></li>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Delivery and logistics<o:p></o:p></span></b></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l2 level1 lfo4;"><span style="font-family: Arial;">Time and place, location technology – the contact time with the students is set class times and only available in class rooms/workshops that are set up to train/assess the students and as the time frame that the course is delivered in is set the material is delivered in a set format and time to ensure all unit standards are completed by course completion – Fixed</span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 10pt; mso-list: l2 level1 lfo4;"><span style="font-family: Arial;">Methods, technology for obtaining support and types of help available – all material is available after lecture on moodle, but students are strongly advised not to miss lectures and workshops. All information that is required is available in the resources that the students are required and/or recommended to purchase at the start of the course. Lectures do provide extra support and mentoring if required. All Otago polytechnic student services are available to the students – Medium</span></li>
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<span style="font-family: Arial;">How I see the course against the <b style="mso-bidi-font-weight: normal;"><a href="http://www.enhancementthemes.ac.uk/docs/publications/a-practical-guide-to-providing-flexible-learning-in-further-and-higher-education.pdf" target="_blank"><span style="color: purple;">Five dimensions of flexibility</span></a><o:p></o:p></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTEyu0-0MUwyqCriMyT-Ttxd0lNUiDBikZecSL1_50X3Dml4YCbdOcMMeYgJxZcNbdshObYoW3_xHAyOXHS-Mg9InGRL-Zat7A6tHb7m5BNSgqgx_nKdPUHCLP1HfX65vT2lfRhCC1R4mH/s1600/Thinking.bmp" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" mta="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTEyu0-0MUwyqCriMyT-Ttxd0lNUiDBikZecSL1_50X3Dml4YCbdOcMMeYgJxZcNbdshObYoW3_xHAyOXHS-Mg9InGRL-Zat7A6tHb7m5BNSgqgx_nKdPUHCLP1HfX65vT2lfRhCC1R4mH/s200/Thinking.bmp" width="200" /></a><span style="font-family: Arial;"><b style="mso-bidi-font-weight: normal;">Summary</b> </span><o:p><span style="font-family: Arial;"> <span style="font-family: Times New Roman;"> <v:stroke joinstyle="miter"></v:stroke></span><v:formulas><v:f eqn="if lineDrawn pixelLineWidth 0"></v:f><v:f eqn="sum @0 1 0"></v:f><v:f eqn="sum 0 0 @1"></v:f><v:f eqn="prod @2 1 2"></v:f><v:f eqn="prod @3 21600 pixelWidth"></v:f><v:f eqn="prod @3 21600 pixelHeight"></v:f><v:f eqn="sum @0 0 1"></v:f><v:f eqn="prod @6 1 2"></v:f><v:f eqn="prod @7 21600 pixelWidth"></v:f><v:f eqn="sum @8 21600 0"></v:f><v:f eqn="prod @7 21600 pixelHeight"></v:f><v:f eqn="sum @10 21600 0"></v:f></v:formulas><v:path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></v:path><o:lock aspectratio="t" v:ext="edit"></o:lock><v:shape alt="" id="il_fi" o:spid="_x0000_s1026" style="height: 2in; margin-left: 213.7pt; margin-top: 428.9pt; position: absolute; width: 128.25pt; z-index: 251658240;" type="#_x0000_t75"><v:imagedata o:href="http://www.skylightcentre.co.uk/wp-content/uploads/2011/04/thinking-cartoon12.png" src="file:///C:\DOCUME~1\koneill\LOCALS~1\Temp\msohtmlclip1\01\clip_image001.png"></v:imagedata><w:wrap type="square"></w:wrap></v:shape></span></o:p><span style="font-family: Arial;"><span style="mso-tab-count: 1;"> </span></span><span style="font-family: Arial;">As you can see from the above information the course is ridged in many of the dimensions of flexibility, this is mainly due to the material that the course covers and the standards that the content has to abide by. The components that the lectures can be flexible in are limited and I believe they are doing their best in creating a flexible learning environment within those boundaries.</span></div>
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<span style="font-family: Arial;">This course is structured like any other trades qualification all trades are bound to standards and all the students have to demonstrate that they not only understand the content but also can physically carry out the work that is required in the industry. This will always work against how flexible the course can become and I can only see that lectures in these trade qualifications (like me) need to find new and innovative ways to teach these students that makes the course seem flexible but still abides by all of the required standards.</span></div>
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<span style="font-family: Arial;">The key areas that can be manipulated are how the students are provided the material and how we assess them against the standards.</span></div>
<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">Thank you to Jake and Barry for allowing me to quiz them on their course. </span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;">References<o:p></o:p></span></b></div>
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<span style="mso-bidi-font-family: Arial;">Casey &Wilson, C. J. <span style="mso-spacerun: yes;"> </span>(2005). <i>A practical guide to providing flexible learning in further and higher education</i>. Retrieved from http://www.enhancementthemes.ac.uk/docs/publications/a-practical-guide-to-providing-flexible-learning-in-further-and-higher-education.pdf <o:p></o:p><o:p></o:p></span></div>
</span>Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com1tag:blogger.com,1999:blog-8581765621054762171.post-51134005232113069812013-03-03T18:51:00.000-08:002013-03-03T18:51:45.118-08:00What does flexible learning mean to me?<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Arial;">What does flexible learning mean to me?<o:p></o:p></span></span></b></div>
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<span style="font-family: Arial;">Flexible learning as I see it is an easily adaptable, adjustable and versatile platform for teaching that allows the flexibility to deliver a teaching experience in a modern world to current world students.</span></div>
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<span style="font-family: Arial;">The flexibility comes from the integration of different mediums to deliver content through e.g. Audible, Visual, written and oral all mediums have their strengths and weaknesses. There is no one way that’s correct to deliver information to students.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Arial;">Why do I think flexible learning is necessary in a modern world?<o:p></o:p></span></span></b></div>
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<span style="font-family: Arial;">A modern student of any age demands that in a modern world the information and content that they want to learn about has to be available to them in a medium that <b style="mso-bidi-font-weight: normal;">they</b> find easiest and most rewarding for <b style="mso-bidi-font-weight: normal;">them.<o:p></o:p></b></span></div>
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<span style="font-family: Arial;">Which when you think about it the student is very aware that it’s all about them not the teacher, lecture or facilitator that is teaching them. They know that if delivery of the content does not suit them there is always some other way of getting the information, knowledge and assessment that they require.</span></div>
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<span style="font-family: Arial;">Also the flexible learning approach complements a modern facilitator in that they have the flexibility to try and use different methods that make the content more interesting for both them and the students.</span></div>
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<span style="font-family: Arial;">I believe if done correctly flexible learning will encourage the student to become an <b style="mso-bidi-font-weight: normal;">active learner</b> which in turn only encourages exploration of the subject.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Arial;">What am I required to explore to help flexible learning to happen?<o:p></o:p></span></span></b></div>
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<span style="font-family: Arial;">Being open to new styles and exploring how they can work for both you and your students is very important. Constantly having a drive to improve the: <b style="mso-bidi-font-weight: normal;">How</b>,<b style="mso-bidi-font-weight: normal;"> What</b>,<b style="mso-bidi-font-weight: normal;"> Were</b> and <b style="mso-bidi-font-weight: normal;">Why</b> of your learner experience to improve both the student and facilitators learning environment and experience accelerates the learning. This also increases the reward for both student and facilitator. Also reflecting on the past and finding a “happy medium” is also important to provide a grounding for the experience.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Arial;">What are my goals for using flexible learning in my teaching?<o:p></o:p></span></span></b></div>
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<span style="font-family: Arial;">I would like to integrate flexible learning into every aspect of what subjects and assessments that I deliver.</span></div>
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<span style="font-family: Arial;">To be open to the diverse environment and the new experiences that flexible learning can provide.</span></div>
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<span style="font-family: Arial;">Use elements of the flexible learning to create a simpler but deeper learning environment.</span></div>
Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com1tag:blogger.com,1999:blog-8581765621054762171.post-38241435937212167482013-02-07T13:00:00.000-08:002013-02-07T13:00:16.031-08:00Introduction<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">Hi to all, my name is Kevin O’Neill </span></div>
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<span style="font-family: Calibri;">I am an automotive lecturer in A block.</span></div>
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<span style="font-family: Calibri;">I am married with 1 little girl who is 18 months old.</span></div>
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<span style="font-family: Calibri;">I have been in the automotive trade for about 16 years. I started my trade in Dunedin once I was finished my apprenticeship and gave the employer 2 years of being qualified my wife and I moved to Christchurch and I worked for a local garage that I ended up managing.</span></div>
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<span style="font-family: Calibri;">After 5 years there we decided to go do our big OE we moved over to Perth and worked over there for a year. In that time I worked in the mines and in Perth, it was a big eye opener working over there.</span></div>
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<span style="font-family: Calibri;">After the year my wife and I decided to move back to New Zealand buy a house, settle down and start a family.</span></div>
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<span style="font-family: Calibri;">The automotive industry has changed a lot in the last few years and the technology that runs these vehicles is incredibly interesting and complicated which makes it an exciting subject for me to teach and learn more about.</span></div>
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<span style="font-family: Calibri;">I am really enjoying working for the polytechnic and the challenge that teaching modern students brings.</span></div>
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<span style="font-family: Calibri;">I am looking forward to this flexible learning course and to develop my skills in modernizing our current teaching practices and keeping tried and true approaches alive. I believe that<span style="mso-spacerun: yes;"> </span>it’s not about “leaving the old ways behind” and more about understanding the modern student and integrating the old with the new to create a modern learning platform.</span></div>
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<span style="font-family: Calibri;">Attached is a video of how modern technology is being used to prevent accidents from happening.</span></div>
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<span style="font-family: Calibri;">As you watch this think about knowledge that your "mechanic" has to understand to be up with modern vehicle systems.</span></div>
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This is only a taste of were vehicles will head in the future.Kevin O'Neillhttp://www.blogger.com/profile/13512298792430653783noreply@blogger.com5