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LearningLearni

    Learning

Ju1.2008,Volume5,No.7(SerialNo.4

    ;4

    ;)US.ChinaEducationReview,ISSN1548-6613,USA

    ;Learninginthewdrkplaceforgaragemechanicsandtechnicians

    ;RubenJans,RiaBollen

    ;(TeacherTrainingDepartment,LimburgCatholicUniversityCollege,Diepenbeek3590,Belgium)

    ;Abstract:Employeesintechnicalfirms,likegarages,needmoreandmoreformations.Duetotheveryfast

    ;innovationintechnology,lifelonglearningisarealneedfortheselabourforces.ontheotherhand,therearethe

    ;neededformationsveryspecializedandexpensive.Anotherproblememployersfacedintheseeconomicalsectors

    ;inWesternEuropeisthelackofcandidates.Alsoinsecondaryeducationschools,thewideinterestforthese

    ;formationsisdecreasing.Oneofthefactorscausesthisproblemisthatschoolsdon’thaveenoughmoneyfor

    ;investinginnewandhightechmachines.Thereforetwointerregprojectsweresubmittedandapprovedfor

    ;financing.InterregisaninitiativeoftheEuropeanUnionmeantforthepermanentdevelopmentofthe”European

    ;SDace,,.ThethirdphaseofinterregmeansenhancingtheeconomicandsocialcohesionwithintheEuropean

    ;Union.Inthispaper,wedescribetwosuccessfulprojects,namelyAutowebandV@K,whichtrytohelp

    ;employersemployees,schoolsandstudentstokeepupwiththehightechinnovationswit

    haworkplace.based

    ;e-learningprogram.

    ;Keywords:blendedlearning;cognitivemultimediatheory;continuingeducation;e-learning;garage

    ;mechanics;HeatingVentilationAirCondition(HVAC);secondaryeducation;technicians ;1.Autoweb:http://www.autowebtraining.eu/

    ;1.1Projectdescripti仰一..

    ;Partnersinthisprojectareinserviceemployeesofsecondaryeducationschools,universitiesandtraining

    ;centres.Thisprojectexperimentswithpartnersinseverallanguages:Dutch,GermanandFrench?Theproject

    ;startsfromemployeesingaragesandwantstoofferthemacontinuingformationonfourmedules:air

    ;cOnditiOning,diagnostic,multiplexingandcommonrail.Themodulesaledevelopedinthreelanguages?The

    ;theoretica1elementsareofferedthroughelearning,usingthevirtuallearningenvironme

    ntILIAS.Maingoalfor

    ;theuseofaVLE(VirtualLearningEnvironment)forthetheoreticalpartistomaketimefreeforthepractical

    ;fOnnatiOns.Forpupilsinsecondaryeducation,thedevelopedmaterialshavebeenadoptedtothelearning

    ;progmmmes.A11partnerstogetherhavechosenforthepracticallearningsessionstocooperatewithprotess1Onal

    ;leamingcenters.Noteveryschoolhasthemeanstoinvestinveryexpensiveequipment?Investmentsforn1ghn

    ;equipmentinthisprojectaredonebythecompetencecenters?

    ;1.2Learningmaterials

    ;Thelearningmaterialsinthisprojectareveryspecialduetoseveralreasons?Thein.servcegamge

    ;?

    hanicshavethepossibilitytolearnatanymomentintheworkplace.Thismeansthatlearningpackagesrnust

    ;beverysmallandwellstructured.InEuropeansecondaryeducation,lessonsaremostlycutinlessonheursforone

    ;RubenJans,M…STeacherTrainingDepartment,LimburgCatholicUniversityCollege;re

    searchfields:educati0nandI

    ;RiaB0llen,Mas-t-e7r0fScience

    ;,

    ;TeacherTrainingDepartment,LimburgCatholicUniversityCollege;researchfields:educationand

    ;ICT

    ;

    ;Learningintheworkplaceforgaragemechanicsandtechnic....

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    ;hounThismeansthatregulareducationstudentsneedlearningpackagestobesplitupinpiecesformaximum

    ;fortyfiveminutes.Duetothetechnologyevolutionanditscomplexity,thelearningmaterialsaremadeinflash

    ;withthemaingoaltohaveastrongvisibleeffectinlearning.Thecognitivemultimediatheory(Maye~2002)

    ;explainsthatlearningcanberealizednotonlybywrittendocuments.Especiallyinthesebranches,theflash

    ;animationscancontributetoamuchmoreefficientlearningbyadultsandstudents.Alltheusedflashanimations

    ;explaintothelearnershowthehightechsystemsworkintheautomobilesector.Everyflas

    hanimationisbuiltup

    ;insteps,andlearnerscandecidetoreviewagainorgofurthe~Everyflashanimationishoweverillustratedbythe

    ;necessarytext,whichisalsowrittenoutinthehandbook.

    ;羲毒囊

    ;Figure1Hashanimationairconditioning

    ;Theselearningmaterialsarepublishedinanelectroniclearningenvironmentwiththemaingoaltoencourage

    ;self-directedlearning.Thereforeaninteractiveuseofthediscussionboardisstronglyrecommended.Ofcourse

    ;blendedlearningasksforfacetofacesessions.Theseareorganizedforthestudentsduringtheregularlessons.For

    ;themechanicstheblendedlearningisdividedintoafewfacetofacesessions,e.g.duringthestarttoexplainand

    ;motivatethestudentstolearnonline.Forbothtargetgroups,astrongemphasisstillliesonthepracticallearning.

    ;Thisis,duetothehightechevolution,organizedinlocalcompetencecenters.Schoolsandgaragesdon’thaveto

    ;investinveryexpensiveequipment,whichtheycan’tafford.ThecompetencecentersarefinancedbytheFlemish

    ;andtheWalloongovernment.

    ;Thelearningcontentthathasbeendevelopedcontainsairconditioning,diagnostic,commonrailand

    ;multiplex.Foreachofthesedomainsspecificbookshavebeendeveloped.Thesebookshaveaddedvaluetothe

    ;electroniclearningenvironmentbecauseinEuropeanSchoolsthestudentshavenotpermanentlyineveryhour

    ;andeverylessonsapcavailable.Itisalreadyknownforalongertimethatefficientlearningisoftenbetterfrom

    ;printedmaterialsthancomputerscreens(Nielsen,1997).Thereforewemadetwobooks,onefortheteachersand

    ;theotherforthestudents.Thebookscontainasummarywhichthestudentscanuseforstudyingfortheirexams.

    ;Thebooksalsocontaininstructionstousetheelectronicenvironment.Withintheelectronicenvironment,itis

    ;possiblefortheteacherstofollowuptheirstudents.Theelectroniclearningenvironmenthasalsoalotoftestsor

    ;quizzesforallthedifferentparts.Thequizzesarenotmeantforanofficialassessment,butmoreasa

    ;self-assessmenttoolforthelearnerstodetectiftheirlearningisstillefficient. ;1.3Tbtcasesandresults

    ;TheprojectistestedinfoursecondaryeducationschoolsinLimburg.Intwopublicandtwocatholicschools

    ;thatareKoninklijkTechnischAteneumIIHasselt,ProvinciaalInstituutLimburgLommel,TechnischInstituut

    ;37

    ;

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    ;gintheworkplaceforgaragemechanicsandtechnicians

    ;HeiligHartHasselt,WICOCampusTIOOverpelt.Thetestcasesweredoneineightclasseswithsevendifferent

    ;teachersandninetyninestudentsbetweenseventeenandnineteenyears.

    ;Theprojectresultsaresogoodthatthe

    ;projectcontinuesnextyear.Theprojecthasnowreceivedthesupportoftheautomobilesecto~TheotherBelgian

    ;provincesarenowinvitedandallowedtostepintheproject.

    ;2.V@K:http://www.hvac-leren.eu

    ;2.1Descriptionoftheproject

    ;Themarketofheating,coolingandventilationinstallationsisaveryfastgrowingmarketinthebuildup

    ;areasandtowncentres.Theeconomicvalueoftheseinstallationsinbuildingsisstillgrowingaswellin

    ;percentageasinabsolutespentmoney.

    ;Howeve~theeconomicbranchfacesalackofworkforcesalthoughtheunemploymentremainsrelatively

    ;high.Sothreecoreelementshavetoberealized:occupationalresettlementisneeded,aswellthelifelonglearning

    ;foralreadyinthesectorworkingpeopleandalsoincreasingthemotivationofyoungstudentstochoseforthese

    ;professions.

    ;FouruniversitycollegesofBelgiumandtheNetherlandsdevelopedcoursematerialstotrytodevelopsome

    ;stepsthatcouldsolvetheformulatedproblems.Twohighschoolsandseveralemployeestestedthedeveloped

    ;learningmaterials.Thecontentofthelearningmaterialwasreadyandnewcontentwasnotdeveloped.The

    ;partnersdiscussedandresearchedonhowpeopleintheworkplacelearnaboutheating,ventilationandcooling

    ;installations.Oneoftheneedsthatwasdetectedwasaneasilyandflexibleaccesstoinformat

ionandlearning

    ;materials.Anelectroniclearningenvironmentseemedtobeaperfectsolution.Partnershadtoresearchhowthe

    ;contentcouldbeofferedusefulinanelectroniclearningenvironmentandwhichcontentmanagementsystemfits

    ;thebestfortheproject.SomeofthepartnersusedalreadyBlackboardorN@tschool,twoofthemostvirtual

    ;learningenvironmentsinBelgiumandtheNetherlands.PartnerschoseseveralreasonsfortheCMS(Content

    ;ManagementSystem)ofU&Ilearning.Ofcoursetheusabilitywasimportant,butal

    sotheserviceofthecompany

    ;andtheirreferences.BecauseseveralschoolsuseddifferentCMS’s,thepartnersdecidedtoprogramthecontentin

    ;flash.AlltheflashanimationsareeasilytointegrateinallthedifferentCMS’s,becauseflashbelongstothe

    ;SCORM(SharableContentObjectReferenceMode1)standard.Reusingthedeveloped

    materialsisoneofthe

    ;majornewfocuselementsinprojects.Toooftenwasredevelopedwhathadalreadybeen

    madeinotherprojects.

    ;OncetheCMSwaschosen,partnersstartedtodevelopanapproachordidacticforlearningintheworkplacefor

    ;employees.”Howcanemployers,employeesandstudentskeepupthehigh—techinnovati

    onsinaworkplacebased

    ;e-learningprogram’’wasthemainquestion.

    ;2.2Problemsandsolutions

    ;TheV@Kpartnershadtostrugglewithseveralproblems.Mainlythelackofprofessionalsthattheemployer

    ;faceswithiStOOmuchworkandtoofewemployees.Butalsothefactthatduetoalackofprofessionals,

    ;everybodywhowantstostartwithajobinHVAC,hastheopportunity,withouthavingthenecessaryformations

    ;ordiploma’s.Thismakestheorganisationofcoursesforinstitutionsverydifficult.Alsothef

    actthattherearealot

    ;ofdifferentjobswithintheHVACmarketisaseriousproblemtobuildoutanefficientcour

    seprogram.

    ;2.2.1Lackofprofessionals

    ;Becauseofthelackofprofessionals,theemployeesofcompaniesdon’thavetimetostudy,theyhavetowork.

    ;Duetothelackofstudytime,withinthenormallabour-hours,partnershavechosenforablendedlearning

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    ;approach.Employersdon’tsendtheiremployeestogeneralcoursesanymore.Thesecoursestaketoomuchtime

    ;andtimeismoney.Additionallylearnerssaidthatthecourseswerenotefficientenough.Sometimestheylearned

    ;whattheyalreadyknew.Sometimestheknowledgeleveldidn’tfittheirneeds.Sotherehasto

    beanapproach

    ;wherethelearnersjustcanlearnwhattheyneedandwhentheyneed.Thereforee-learningseemedtohavesome

    ;opportunitiestomeetthosequestions.Thelearnersgotaccesstothecontent:anytimeandanyplace.Butduring

    ;theproject,partnersdetectedthatlearnersneedmore.Thebestlearningresultsshowedthatalsoapersonal

    ;approachwasneeded.Onlinelearningcanhelptolearnsomedetailsinbroadersubjects,whichlearnersalready

    ;know.LeamingfromscratchinHVAC.onlywithelearningseemstobetoodemandingfor

    employees.Thisis

    ;alsoalreadyexperiencedinothersubjects.Elearninginthismeaning,namelylearningby

    yourselfandonlinehas

    ;tOfitintothelearner’slearningstyle.Thereforethelearnerswereinvitedtocometothetraininginstitutions.So

    ;blendedlearning,ablendoffacetofaceclassesande-learningwasoffered.Employees

    foundthisnecessary.

    ;2.2.2Thecontentmustreachseveralemployeeswithdifferentkindsofcompetencesandknowledgelevels

    ;evenwithinthesameprofessione.g.aninstaller

    ;Allthelearnershaveadifferentbackground.Someofthemhaveamasterdegree,otherfinishedhighschoo1.

    ;Soitwasveryimportanttoknowwhattheyalreadyknewandwhattheirexpectationswere.T

heV@Kpartners

    ;developedaninternetbasedquestionform.Thelearnersfilledintheirbackgroundknowledgeandexperienceand

    ;especiallywhattheirexpectationsofthelearningmoduleswere.Theteachercontactedthelearneranddiscussed

    ;furtherthecontentofthecourse,theorganisationofthelearningcourseandtheapplications/installations

    techinnovations.Afterthispersona;whereforethelearnerneededtokeepupwiththehigh

    lcontact,theteacher

    ;knewverywellaboutthegoalsofthelearner.

    ;2.2.3Theenginee~thecalculator,theinstallershavetolearn,sodifferentlevelshavetobuildoutinthe

    ;e-learningmodules

    ;Becauseoftheseveraldegreesandlevelsofknowledge,theteachersoftheuniversitycollegesdevelopedthe

    ;blendedlearningmodulesinthreelevels:highschool,bachelorandmasterdegree.Soafterthepersonalcontact

    ;betweenteacherandlearner,theteacheradvisedthelearnerwhichmoduleswereusefu1. ;2.3Resuits

    ;Nowadaystheblendedlearningmodulesareusedinverydifferentways:

    ;(1)Inhighschool,theteacherteachesinclassusingthemodules,sofacetoface.Student

    shavetopractice

    ;andmaketheexercises.

    ;(2)Inuniversitycolleges,thelecturersletthestudentsstudyontheirown.Thestudentsgetsomeprojects

    ;aboutheating,ventilationandcoolinginstallations.ThelectureristheircoachandteachenTherearestill,butless

    ;face-tofacelessonsandtheelectroniclearningenvironmentcontainsthenecessarycontentwithflashanimations

    ;andalsothediscussionboard.Studentsaremotivatedtoworkandlearntogetherwiththeirpeer-students.

    ;(3)Employeesofcompaniesmostlychoosetheblendedlearningmodules.Theywantapersonalapproach.

    ;Thereareonlyafewwhochosethee-learningmodules,withouttheserviceofacoach,buttheyhadalreadysome

    ;knowledgeaboutHVACandconsideredthecourseasanadditionalinformationsource. ;Duringtheproject,partnerslearnedfromeachother.Theapproachinothercountrieswasdifferent.Butthe

    ;partnershipgrewfurther.Eachpartnerdisseminatestheresultsoftheprojectintheirownregions.Moreschools,

    ;universitiesandorganisationswishtousetheblendedlearningmodules.Ahugenetworkisnowestablishedin

    ;countries.Schoolsandcompaniesaresettingupsomecooperationthatisveryimportantforthestudents,whogot

    ;nicepracticesandfortheuniversitycolleges,theygotmoreresearchtasksofthecompanies. ;39

    ;

    ;Learningintheworkplaceforgaragemechanicsandtechnicians

    ;Anotheradvantagewasthedecreaseofcostsofthelnstallations.Partnersmadeaninventoryoftheir

    ;installationsandlaboratories?Thdecidedtomakeuseofeachothersinstallations?someuniversitycolleges

    ;werespecialisedincoolingotherinheating.Alltheseinstallationsareveryexpensive.Sobymakinguseofthe

    ;installationsofourpartners,theuniversitycolleges,butalsothehighschoolsreducedcosts.Theydidn’thaveto

    ;buyalltheinstallations,meycouldspecialise.

    ;Studentsandemployeeshaveconfidenceinthedevelopedapproach.Nowadaysmorestudentschoosea

    ;professionintheHVACbranch.Forthemomentthereisagrowthoffifteenpercent.Althoughfifteenpercentisa

    ;lOtinashorttime,itisnotenoughtomaintain,tobuildalltheinstallationsbutit’sthefirststep.

    ;SeverallecturersoftheHVACdepartmentsatuniversitycollegesstartedtoworktogether.Theywereall

    ;enthusiasttodevelopnewcoursematerialsaboutheating,ventilationandcoolinginstallations.However,the

    ;teachertrainingdepartmentswerenotinvolved.AlltheactivitiesweredonebasedontheHVAC-knowledgeofthe

    ;lecturers.TheprojectteamlostmanytimeinthebeginningoftheprojectwhentheCMShadtobechosen.

    ;Thereforeitisrecommendedtoinvolveteachersorresearchersfromteachertrainingdepartmentstoexchange

    ;experienceandknowledgeaboutteachingandlearningwithICT.

    ;AttheendoftheprojectV@K,partnersdevelopedabusinessmodelsothatafterthefundingtimetheproject

    ;couldstillgoon.Financialincomesaretheregistrationfeesandthesponsormoneyofthecompanies.

    ;3.Conclusions

    ;Bothcasesshowedthatlearningintheworkplacecanberealized.Howeverlearningintheworkplacehas

    ;specialrequirements.thatshouldtakenseriouslyintoconsideration.Thecostofdevelopingspeciallearning

    ;materials,thatfitsintotheneedsoftheselearnersareexpensivebutcansurelybere-usedinregulareducation.

    ;TheprOiectlearnedthatusinglearningmaterialsdevelopedforlearnersintheworkplaceincreasestheauthentic

    ;experienceforevenstudentsinsecondaryeducation.Thishelpedtoincreasethenumberofstudentsthatchoose

    ;forthoseprofessions.TheDrojectalsolearnedthate-learningresultsshouldnotbeoverestimated.Electronic

    ;learningenvironmentshavetheiraddedvalue,butthelearningstyleoflearners,theiralreadylearnedcontent,…

    ;aremainfactorsthemakee-learningasuccess.Ablendedlearningapproachshowsmoreeffectiveandefficient

    ;results.Cooperationbetweenuniversities,secondaryeducationschoolsandtheworkfieldisstronglyadvised.

    ;References:

    ;Awoute?

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