I completed a post on vine, I went mostly OK considering I had not used it before.

I faced very similar problems to what my students face when trying to complete a post. It is always good learning to put yourself in the shoes of a student to see how hard it is to learn and prove it.

I struggled with the sharing and hashtag because I am used to using socialmedia that flows well together. This was a bit separated and I ended up copying a URL and pasting it in Twitter.

I hope to learn about hashtags as I know very little about how to use them and how they are beneficial.

Vine videos are awesome and I found some great DIY ones that showed how I could make short vids to show how to do a simple carpentry procedure. Watch out Bob Villa.

 


Certificate discussion site

RE: NEW ZEALAND CERTIFICATE IN CONSTRUCTION RELATED TRADES (LEVEL 3)

There was a meeting of the ITP Trades Forum on the 20th of March. As a result of that meeting l am submitting feedback on behalf of the group as the Chair. The members present at the meeting yesterday are listed at the bottom of this letter.

The Trades Forum has the following concerns:
1. The lack of a Governance structure around the development of the qualification.

2. The lack of involvement of relevant stakeholders in the redevelopment of the qualification.
None of the members present at our meeting were aware of the re development of this qualification until the initial consultation period has closed, nor were they involved.

3. The qualification has changed significantly from its original intent when it was approved by
the Governance Group prior to being submitted to NZQA for Approval to Develop. This is not…

View original post 631 more words


Otago Master Builders support for the carpentry pre trade level 4 Otago polytechnic


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Naylor Love construction have supported our carpentry course for many years and have alway employed their apprentices from our graduate list. They write in this letter very strong words of support and are very disappointed with the proposed changes to the carpentry qualification


One of the main drivers for this review was the number (30) of carpentry Pre-trade courses developed by ITP’s and registered with NZQA in response to BCITO decision to stop all off-site training for apprentice carpenters in the 1990’s

 These courses had to meet with industry approval before registration could occur. Since this time industry has developed a very clear understanding of both the content and the outcomes and this has turned into a very clear pathway for many people wanting to enter the building industry as apprentices

The proposed new qual being 60 credits, half of what the current qual will no longer meet industry expectation because the existing programme cannot be condensed into this qual with the same learning outcomes for both the students and the industry

 For this proposed qual to be successful and fill the large shortfall of knowledge when compared to the existing qual the credit levels need to be between 115-120 when taking into account the communications requirement of this qual

 The proposed qual in its present form is only a Foundation course and would serve very little purpose except for those students who have no idea which career they would like to pursue

 My communication with Industry to date is nothing short of shock as they like people who have attended both BCITO and TROQ review meeting were lead to believe that very little content etc would be changing 


Evaluation

09Oct07

Evaluation from peers

Received after I asked for some feedback on my web page.

Hi Matt,

Had a quick look at your great website and I am very impressed, but I will need to have a more detailed look in the next few days.

One thing I have noticed is that your link to stakeholder support is for the existing programme. Would stakeholders think that your proposed changes would improve student learning? How do you know? I don’t need letters of support, just a reflection from you that shows you have thought about it, and maybe talked to a few people about it, especially some students.

I’ll get back to you asap – but it looks as though you have addressed most of the requirements of assessments 3 and 4.

Cheers, Terry

_______________________________________________________________

hello Matt

good on you trying out a web page. For the work involved do you see advantages in using the website over your blog?

I see you have asked for feedback on your website. I see Matt that while I prefer a pale, clear design, you are obviously a fan of a dark background and bright colours. Whatever you decide on, the ultimate goal is to please the target audience and make it easy for them to navigate and read as well as interesting and presented in a way which captures their attention. There has been quite a lot written about web design and best practice and there are some good books in the library on this.

You might like to check out the web style guide at: http://webstyleguide.com/page/hierarchy.html

this outfit also mention a preference for subtle colours:
“Subtle pastel shades of colors typically found in nature make the best choices for background or minor elements. Avoid bold, highly saturated primary colors except in regions of maximum emphasis, and even there use them cautiously. ”

Also see general design considerations at: http://webstyleguide.com/page/general.html

What I have found useful when deciding on web design is to look at a few websites and evaluate the features I like or don’t like. That way you can establish a checklist about the design features such as: interface, navigation, clarity, readability, ease of understanding, etc.

It is important to have consistent styles as too many colours and different fonts can distract when what you want to do is attract the readers eye to the elements on the site.

Some examples of what I regard as best practice design:
http://marica.ako.net.nz/ – clean looking, eye drawn to graphics and text. good use of fonts to gain attention and wide range of media.
http://www.ewenger.com/ – some use of bright colours to gain attention, overall clean and easy to read, good use of text ‘chunking’.
http://lits.ilamsunset.com/ – busier, but still clean, good use of graphics, use of italics draws the eye but sometimes if too much it detracts.
http://www.downes.ca/ – a bit of scrolling and this works here. really like the layout of this one.

I have a feedback sheet I use to evaluate online materials on Blackboard which yoo may find useful. I will make it available to the class.
Bronwyn

________________________________________________________________

Hi Matt

Very impressive. Is this your final plan the one that we are meant to see. One of our final assignments? It looks like you have put a lot of work into it and thought it out. What you need to do, who you need to ask, moderation and timeline as well as the cost of everything.

Lyn

Lyn Blair

Facilitator

Community Learning Centre

Forth Street

Dunedin

Phone: (03) 479 6987

Fax:      (03) 479 6988

________________________________________________________________


Assignment 3

03Oct07

Learning outcomes.

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

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

Elements From NZQA

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

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

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

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

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

    Ways to market the course to others outside carpentry 

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

      Article about qualifications that meet industry needs

      Learner analysis.

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

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

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

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

      d)      I teach this unit standard currently

      e)      I will be teaching nearly all young men.

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

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

      h)      Geographically spread out through out NZ

      i)        Motivated go getters. (foreman potential)

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

      k)      Young family or about to start having kids.

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

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

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

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

      Learner context

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

       

       Balance of face to face and flexible learning content.

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

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

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

      Course intro – live or distance

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

      Assessment – group work


    My Web Page

    03Oct07

    Howdy Folks

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

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

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

    All together a good learning experience but very time consuming.


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

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

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

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