Assignment 3


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

    2 Responses to “Assignment 3”

    1. these are very good ideas for reshaping your course Matt. Don’t forget to include a plan for how you will get feedback on the usability and effectiveness of the new approaches and resources – this type of evaluation is essential if you are to get it right. It can be formative – done during development and when a course with the new approaches is piloted and, summative -done at the end of a course.

      You have already identified an issue for your students so you will need to include them in the evaluation – focus groups, feedback using a checklist with specific as well as open questions, interviews, observation of them using the resources in class – these are some ways to collect data for your evaluation.

      For example, before you go live with some of the new materials, ask at least one student who has recently completed the course and a staff member to review them – then adjust the resources/approach accordingly.

      You will need to give them a checklist of things you want them to look at and give feedback on, and/or you can watch them using some of the resources. There are many ideas for how you can evaluate in the evaluation cookbook at:

      plus I will be providing a ‘lecture’ on the topic.

    2. This will save you time in the archives and also at home by avoiding situations where you try to recollect how or where you filed something away. ,

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